LESSON PLAN Street Art/Graffiti Self Portraits
How do artists convey meaning through their artwork?
Carrie Lee Wendt
October 3, 2016
LESSON PLAN Unit: Art and Technology Lesson 1: Street Art/Graffiti Self Portraits Content Objectives:
Overview
• Students will examine environmental, historical and social factors that influence graffiti/street/political art and designers and how it affects their work.
Grade Level : 6-8
• Students will take a headshot of one another using their knowledge of composition and lighting then save the image virtually to be used in the next lesson.
Language Objectives: Graffiti, Street Art, Propaganda, High Contrast, Headshot, Lowbrow Art, High-Brow Art, Guerrilla Art, Self Portrait, Visual Expression
Lesson: 1 of 3 Duration: 60-90 minutes
Visual Arts Standards Creating: #VA - Cr2.1 Presenting: ——n/a—— Responding: #VA - Re7.1 Connecting: #VA - Cn11.1.7
Materials Needed: •Computers or iPads (one per student or can be shared in small groups)
Behavioral Objectives:
•Digital Camera or Phone Camera
• Show proper and safe handling of supplies, equipment and tools
•Tripod (optional)
• Collaborate and share materials with one another
•Projector for slideshow/powerpoint
•Photo editing software or app
• Craftsmanship while project is being worked on • Clean up workspace at end of class Art and Technology
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Carrie Lee Wendt
October 3, 2016
Instructional Tasks/Procedures 1.Begin class with a slide show. First image: ( ex. Shepard Fairey) is this art (yes/no - why?)? Have students brainstorm why art is public or private. Ask: what kinds of art are public? Sculpture? Large-scale art such as murals? Advertisements? Graffiti? Show slide examples such as Shepard Fairey, Swoon, Christo’s fabric installation pieces, Keith Haring’s subway art, and Banksy’s guerrilla art? What
Essential Questions • When does art become vandalism or vandalism become art? • What makes an image powerful?
Sources
influences these artists? How do you think they decide what to create? (Important historical issues, current events, environmental issues, pop culture references, etc.) How about political campaign art? We see examples like Obama’s “Hope” campaign poster. Why do you think this poster was important? (Creates a brand, well composed, unique design, easy “one word slogan” to remember.) Here, this poster
• Graffiti Slide - cde.state.co.us/ standardsandinstruction/ instructionalunits-visualarts
becomes a symbol - something that we will remember and
• Graffiti Art Lessons - http:// www.sharonmatz.com/lessonplan-3-graffiti-art.html and cde.state.co.us/ standardsandinstruction/ instructionalunits-visualarts
2. We are going to be creating our own posters that take
• Visual Exemplars - http:// www.henry4school.fr/Art/art/ street-art.htm
that stands for something.
from what we are studying in this class that will be composed of a self portrait that we will modify in Photoshop (or an equivalent app) to create a high-contrast image and eventually layer into a graffiti’d poster. Today we will work on taking a headshot of one another, and next class we will start working on creating stencils to use on our
• PBS Street Art Video - https:// www.youtube.com/watch? v=im5e9c48bXY
poster from the headshot and other media.
• Street Artists and Examples http://illusion.scene360.com/ category/street-art/
pictures. If possible, have every camera set up (give students
3. Instruct students how to use camera (DSLR) to take option to use their own technology). Go through steps about avoiding backlighting if there are windows. Have students take 4 or 5 different shots that they will then
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Carrie Lee Wendt
October 3, 2016
upload to their personal drive and let them know that next class they will choose one of those shots. Discuss composition and go over rule of thirds. Let them know that they will be creating high contrast black and white images from these photos. 4. By end of class, students should have uploaded all images to their drive and if time allows, decide which image they will choose for their self-portrait. 5. Before class time is over, quickly go over what will happen next class: a. Going over how to modify your portrait in Photoshop b. Using Threshold, Cutout filters in Photoshop c. Printing an image d. Going over how to trace image onto acetate using a lightbox. 6. Optional - (extra credit) research/discussion prompt will be given out upon dismissal from classroom to be returned next class having students ‘identify a street artist whose work is powerful and explain what makes their work effective’. Assessment Informal Assessment: Feedback given throughout the project, ability to discuss and understands why an image can be powerful, and the differences between vandalism and art. Formal Assessment: Students will produce a viable headshot. Modifications Students with Exceptionalities: allow for extra time, open ended questions, wait time to think through discussion, or small group/cooperative learning. Gifted and Talented: opportunities to pursue enriched activities or research related to lesson.
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