Graffiti Urban Expression: Stage 1 Desired Results

Established Goals Students will: - identify the elements and principles of design - locate surface texture through frottage - modify page surfaces within sketchbooks - compose a sketchbook in which they will formulate and revise ideas - experiment with different styles of lettering - reproduce different styles of lettering - write a journal entry regarding graffiti: vandalism vs. art - create a relief print - critique one anothers work - design a symbol that represents themselves - create a stencil print - explain their final sketchbooks through an artists statement

TRANSFER GOAL Students will explore their individuality as an artist while developing skills and techniques necessary in creating interesting and successful pieces of work. MEANING
Enduring Understandings: Students will understand that U1 Graffiti artists like Banksy, Haring or Fekner use their art to respond to social issues and make statements. U2 Art is a form of self-expression. U3 Artists work out ideas and seek inspiration through sketchbook by practicing ideas and collection of materials. U4 Proper vocabulary and understanding of the elements and principles of design are essential for creating meaningful critiques and explaining oneself as an artist. U5 Art can be created on various surfaces. U5 Signs and symbols are images that are universally understood. Essential Questions: Students will keep considering Q 1 Is graffiti vandalism or art? Q2 Is graffiti the result of urban decay or a product from it? Q3 Can art be used to make a statement? Q4 How much of oneself goes into an art piece? Q5 What is the relationship between art and its canvas?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know The Elements or Art: line, shape, colour, value, texture, space Principles of Design: pattern, rhythm/movement, proportion, balance, unity, emphasis Public art vs. gallery art Vocabulary: frottage, toy, writer, tag, How to critique work in a meaningful and purposeful way. Use of basic art vocabulary during critiques. Students will be skilled at Proper print making techniques: - carving - inking - rubbing Frottage How to create texture and surface decoration using multiple techniques

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of

Critique Participation: class critiques, demonstrations, project work Completion: craftsmanship, proper use of techniques, clean appearance Creativity: personal flare, unique to the individual, additional elements added (above expectations) Critique: involvement with class discussion, selfreflections, artist statements, and class debate

Assessment Evidence Students will need to show their learning by:

Performance Tasks, Projects Art Journal will be graded based on 3 parts: Final stencil print on cover Final styrofoam prints Book material and exploration of concepts Quizzes, Tests, Assignments Sketchbook assignment Elements and principles collage Sketchbook page surface treatment Frottage rubbings Typography exploration (3 pages) Relief Print 2 prints, Final on cover. (total: 3) Symbol exploration (3 pages) Stencil Print 2 prints, Final on cover. (total: 3) Journal Entries Graffiti: Art vs. vandalism Other Evidence (observations, work samples, dialogues) Class Discussions ongoing Class Critiques group critique of tags Student Self-Assessment Artists Statement SPONGE Sketchbook Activities students will have a handout that lists a series of different activities and ideas that they can add or practice within their sketchbooks.

Unit Rationale The rationale for creating this unit is for students to sequentially grow and learn how to create an image using graffiti through self exploration, experimentation, and practice. Students will be treated as artists and be encouraged to express themselves creatively and explore all aspects of the art process. Through my instruction, students will be provided with a variety teaching strategies including class discussion, independent and group work, visual prompts, hands-on work, demonstrations, etc. My intent is to provide them with as much variation as possible so that all students have an opportunity to succeed. This unit has been created for a Junior High level class with students ranging from the ages of 13 to 15. At this particular age, students are at a stage where they are trying to make sense of themselves as well as the world around them. I have chosen the theme of Urban Expression, or Graffiti, in an attempt to provide my students with

a relatable concept. The Graffiti movement was created by youth working through their personal struggles in an attempt to make sense of the world around them and formulate an identity for themselves. The unit has been sequentially built with students building on previous drawing skills and progressing into printmaking with the creation of both foam relief prints and stencils prints. Students begin with the creation of a sketchbook as a space to store their assignments, thoughts, and ideas. The intention is to create a less intimidating space to work in, to show students their progression as artists, as well as to serve as a motivator. As 21st Century learners, these students have grown up surrounded with technology being ingrained into their everyday lives. In this unit, I have incorporated, as well as accounted for, a variety of technologies including cell phones, laptop computers, iPods and digital cameras. It is my hope that by bringing in and using relevant, every day and potentially new digital tools, students will be stimulated and intrigued and it will help with motivation. There are a number of specific examples throughout my unit where I have incorporated various versions of technology. At the beginning of each lesson, students will be presented with a number of digital images (slides) of different art pieces and other artists work, projected to them on the Smart Board. These pieces will be used to help lead discussion, expose the students to artists, techniques, and movements, as well as inspire them creatively. In other lessons, I have planned to use a selection of short video clips from sources such as YouTube or the MoMa website. These videos will help provide the students with a visual explanation and virtual demonstration for some of the items that we will be discussing in class, but may not necessarily have an opportunity to personally encounter them ourselves. I would like to expose the students to as much art as possible. Finally, Ive also accounted for the students use of cell phones and iPods. During my preliminary visit, I noticed most of the students were equipped with both forms of technology. In a number of my lessons I have put together some activities where their cellphones are being used including digital online polls, research, photo documentation, as well as music to help inspire or set a particular mood. If students do not have access to such devices, they are provided with opportunities to use school provided equipment (laptop carts) or buddy up with a partner who does have access. The area in which the High School is located is an area of lower socio-economic background. The town consists of approximately 2,000 individuals, with areas surrounding that are farm or ranch related. A large number of the students commute in and out of town daily and come from families whose economic income veer towards the poorer end of the spectrum. I have tried to accommodate for this within this unit plan in a number of ways. Art materials have the potential to be an extra expense so I have tried to put together and provide students with as much of the required material as I can. Students will have the opportunity to bring in their own additional materials, but all the materials required to complete assignments will be available to them within the classroom. Class time has been provided for students to access items such as the internet, computers and printing for research based assignments. Students will also have opportunities to arrange with me for additional time after school or during breaks to access items they may not have access to while at home. Finally, as a teacher I am willing to meet with students before school, after school, or during breaks should they require extra time or help with assignments. I want all of my students to strive to succeed and to feel comfortable approaching me with their issues and concerns whether they be school related or not. I understand that they all have lives outside of school and it is one of my goals to provide them with a safe and comfortable environment, one in which they can flourish and develop as artists as well as individuals.

Unit Summary The intention of this unit is for students to explore their individuality as an artist while developing skills and techniques necessary in creating interesting and successful pieces of work. The outcome of this unit is to introduce students to the printmaking process, while learning to understand the processes artists use to generate their ideas and develop their skills. Students will work through a sequence of steps to learn how to develop a print, beginning with drawing, and then moving into relief print making and finally stencil printing. Essentially, all lessons are scaffolded based on the artists creation process starting with the principles, working through a sketchbook, moving into drawing and gradually developing into a final printed piece after a series of revisions and practice. At the end of the unit, students will have a tangible piece of evidence which demonstrates their growth throughout the course their sketchbooks. Each sketchbook will be a unique piece which represents the individuality of the artist. Lesson Plan Summaries Lesson Summary 1 Course Introduction + Elements and Principles Review In this lesson, students will be introduced to the course and course expectations. After introduction students will revisit the elements of art and the principles of design. As a pre-assessment tool, students will respond to a question (what are the elements and principles of design) posed on an online poll using cellphones or laptop computers. Students will then view a short video created by a Kindergarten class documenting their exploration of the elements of art. The assignment for this lesson will be to perform a similar task a photo scavenger hunt around the school in groups to find and document as many of the elements and principles that they can find. Students will be provided with a sheet that summarizes each of the elements and principles. Their assignment will be to create a collage using their photographs on to 2 pages in their sketchbook (1 page covering elements, 1 page covering principles). Students will be asked to bring in inspirational pieces for next class ie. magazine clippings etc. Artists: Keith Haring, Albrecht Durer, Georgia OKeefe, Davinci, Okumura, Divinci, Monet, Escher EPD: All Assignments: Photo-hunt, 2 sketchbook pages collaged 1 elements, 1 principles Duration: 1 class (March 11 90 min) Lesson Summary 2 Introduction to Sketchbooks and Graffiti In this lesson, students will be introduced to the idea of the black book. Graffiti artists use their black books to work through ideas, practice, collect other artist tags, as well as collect inspiration. The goal of this lesson is for students to explore the idea of surface treatment (in relation to graffiti artist s art surfaces) and to create the sketchbook which they will be using to complete their assignments in. Artists: My sketchbook, exemplar of assignment, www.studentartguide.com, http://www.waynejiang.com, Street Sketchbook Tristan Manco, google image search artist sketchbook examples EPD: N/A Assignments: page surface treatment, sketchbook creation, frottage rubbings Duration: 2 classes (March 18, 22 90+45 min)

Lesson Summary 3 Introduction to Graffiti In this lesson, students will be introduced to a brief history of Graffiti art and its artists. We will discuss the concept of what is art? and class discussion will surround the debate of art vs. vandalism, public space vs. gallery. Students will begin investigating the tag and artist self-expression. We will begin to look at typography and different styles of lettering (www.dafont.com). Students will be asked to explore signatures and tags further within their sketchbooks, completing 3 pages of investigation 1 block and bubble letters, 1 representational font (ie. Hairy drawn to look like hair), and 1 selection of their choice to practice writing their name or tag with (selected from website provided). Students will be selecting their favourite one to produce into a foam relief print the following class. Artists: Banksy, Haring, Basquiat, Fairey, Fekner EPD: balance, unity Assignments: 3 pages of typography, journal response regarding Art vs. Vandalism. Duration: 1 class (March 25 90 min)

Lesson Summary 4 Relief Printmaking In this lesson, students will be introduced to the foam relief printmaking. Students will be presented with a brief history of printmaking and we will discuss how it relates to Graffiti art (reproduction, repetition). Students will be asked to select their favourite tag created during the last class to reproduce into print. To help with print selection, the class will perform mini critiques of one anothers works. I will discuss with the class the importance of meaningful critiques and how they help artists grow and develop. Students will then print their completed tag into their sketchbook on one of their surface treated pages. March 22 class work period, students will be provided with a short demo regarding creation of space (overlapping letters, 3D font) Artists: Albrecht Durer, Ernst Ludwig Kirchner, EPD: space 3D, + and - space Assignments: group critiques, relief print Duration: 2 classes (April 8, 12 90+45 min)

Lesson Summary 5 Stencils and Symbols - Self-Expression In this lesson, discussion and concept will explore the idea of artist self-expression. We will look at Graffiti artists who use their pieces to respond to current events by making personal statements (Banksy, Fairey, Fekner). Students will be asked to create an image which is a representation of themselves. Students will select the best of their designs (3 pages) to then create a stencil. Student stencils will then be printed in their sketchbooks and on the front cover. April 15 demo of stencil making and cutting April 19 stencil painting Artists: Banksy, Fairey, Fekner, Swoon EPD: Assignments: 3 pages of symbol investigation - doodles, stencil print Duration: 2 classes (April 15, 19 90+45 min)

Lesson Summary 6 Class Critique of Sketchbooks In this lesson, students will present their sketchbook to the class, discussing specifically the covers on their book (1 stencil print, 1 relief print). Students will have time to prepare beforehand a brief artists statement, describing the elements and principles within their designs, what inspiration they used to create their pieces, how the piece represents them as a person, and what they like about their piece as well as what they would like to improve on. The purpose of this assignment is to encourage students to describe and discuss their artworks. Artists: Students and their sketchbooks EPD: All Assignments: artists statement Duration: 1 class (April 22 90 min)

Name: Victoria Budgell Grade/Subject: Junior High Art Grade 7-8-9 Unit: Graffiti Urban Design Date: January 28, 2012 General Learning Outcome

Lesson 1: Elements of Art and Principles of Design Class Length: 1 class (90 mins)

Students will explore their individuality as an artist while developing skills and techniques necessary in creating interesting and successful pieces of work. Specific Learning Outcomes Students will review the elements and principles of design through observation and investigation of the environment around them. Learning Objectives Students will: 1. Students will understand the role the elements of art and principles of design play in creating a successful, dynamic art piece. 2. Be familiar with the different elements of art and principles of design. Assessment Methods: 1. Learning Objective 1: Students will learn that the elements and principles are the language of art because they replicate the visual world in which we live. Students will complete an exit slip demonstrating what theyve learned. 2. Learning Objective 2: Students will gather and record examples from their surrounding environment to create a two page photo collage (one demonstrating the principles of design, one demonstrating the elements of design) which will be inserted into their sketchbooks. Materials: SmartBoard or other projection device Cellphones/Laptops Recording Devices (digital cameras) Access to Printer (?) Scissors

Glue Paper/Sketchbooks Post-it notes Pencils, markers, pencil crayons, pastels (oil, chalk), etc.

Teaching Strategies: Lecture, visual examples, handouts, class discussion, student investigation, group work, independent creation. PRIOR TO LESSON PREPARE: Write AGENDA and daily quote on the board Gather and prepare materials Online poll Photocopy handouts PowerPoint presentation Book Laptop cart Assignment Outline Exemplar video

Procedure: Outline of Course and Expectations (10 min) As a class, we will go over a brief syllabus in regards to the course and the classroom expectations. Students will be given an opportunity to provide any input or suggestions they may have in regards to rules and etc. Items to be covered: Rules classroom rules, expectations Course Content theme, sketchbook portfolio General Housekeeping cleanup, general class agenda Introduction (20 min) Outline objectives in order to become strong and competent artists, one must be confident and competent with the Elements of Art and Principles of Design. Classroom Interactive Poll Students will complete an online interactive poll (polleverywhere.com) using their cellphones and laptops. If a student does not have their phone of iPod with them, then they can buddy up with a partner who has access to one. Students will answer the question What are the Elements of Art and the Principles of Design? listing as many items as they can think of. This will be used as a form of pre-assessment to gauge where the students are in regards to their knowledge of the Elements and Principles. Lecture and Slideshow with Visual Examples After going through a handout outlining each of the EPD, students will then refer to the SmartBoard to review a PowerPoint presentation regarding the different Elements and Principles, complete with images that visually represent each (students will also receive a copy of this handout to keep in their sketchbooks for future reference). Design elements are the basic units of a painting, drawing, design or other visual piece The PD are principles that are applied to the elements of design which bring them together into one design. How one applies these principles determines how successful a design may be. The elements and principles of art are important because they replicate the visual world in which we live. Line, color, shape, form, space and texture comprise our visual grammar. The way we see a room, table, or sunset, involves the same components of art. This is why the elements are important.

As a class, we will look at images created by other artists to try and identify them (Artists: Keith Haring line, rhythm, movement, colour, shape. Albrecht Durer pattern, texture. Georgia OKeefe emphasis, colour. Da Vinci proportion. Okumura perspective/space. Monet unity. Escher balance, value, perspective.) Describe what you see? Which elements and principles can you distinguish? What do they add to the image? How many elements and principles can you identify?

Activity Element and Principle Scavenger Hunt Poster Project (50 min) YouTube Video: The Elements of Art - Kindergarten http://www.youtube.com/watch?v=8jO4PljlODA Students will receive a handout that outlines each of the elements and principles to use as reference Assignment split students into 5 groups (4 groups of 5, 1 group of 6). Using their EPD handout, students will be asked to investigate their surroundings (within the school) and try to locate an example for each of the Elements and Principles and record them by taking a photograph. Students will then print thumbnail images of their findings and independently be responsible for creating two collage pages 1 page which shows the Principles of Design and 1 page which shows the Elements of Art. These pages will later be inserted into their sketchbooks. CLOSURE (10 min) Discussion questions and Exit Slips: Was the scavenger hunt difficult? Who can tell me why I sent you around the school to find those images? Where did you notice some of the elements? Can you provide us with specific examples? Exit Slip Question: Why are the elements and principles of art important? Students will be asked to write their answer on a post it note, sticking it on a designated space within the room. NEXT CLASS bring in cereal box, magazine clippings and other sources of inspiration

Name: Victoria Budgell Grade/Subject: Junior High Art Grade 7-8-9 Unit: Graffiti Urban Design Date: March 18, 22, 2013 General Learning Outcome

Lesson 2: Introduction to Sketchbooks Class Length: 2 classes (90 + 45 mins)

Students will explore their individuality as an artist while developing skills and techniques necessary in creating interesting and successful pieces of work. Specific Learning Outcomes Students will understand that artists grow and develop through continual observation, investigation and exploration of themselves and the world around them. Learning Objectives Students will: 1. Understand the purpose and use of the artist sketchbook. 2. Recognize that art can be created on various surfaces. Assessment Methods: 1. Learning Objective 1: Students will create a sketchbook within which they will document their learning, inspiration, and explorations of art. 2. Learning Objective 2: Students will experiment and produce pages to place within their sketchbook that demonstrate at least 5 different types of surface treatment. Materials: SmartBoard or other projection device Cardboard Paper white paper, butcher paper or cardstock, brown parcel paper, butcher paper? Envelopes Hemp Twine Binding string and needles

Nails or other hole making device (for binding) Glue hot glue, glue sticks, rubber cement? Scissors and exacto blades Rulers Stations acrylic paint, water, brushes, ink, toothbrushes, printing tools, graphite, crayons, etc.

Teaching Strategies: Lecture, visual examples, class discussion, demonstrations, independent student investigation and creation. PRIOR TO LESSON PREPARE: Write AGENDA and daily quote on Board Prepare SmartBoard Slideshow Highlight examples within Street Sketchbook by Tristan Manco Bring in personal sketchbook Create exemplar of assignment

Gather all materials Set up surface making stations Cut book covers and paper for students Create parts to show demonstration on book assembly Prepare accordion handout instructions

Procedure: Introduction (20 min) Outline objectives Art can be created on a number of different, unconventional surfaces. Artists use sketchbooks to investigate the world around them, practice their skills, plan, and collect inspiration. Graffiti artists refer to their sketchbook as a black book. Graffiti artist will keep sketches of his or her work in a black book. This can include graffiti sketches, drawings of graffiti tags and pieces. Artists will carry this book with them to show off their work. Today were going to: explore the space around us, looking for textural inspiration, experiment with the creation of our own unconventional surfaces by playing with different treatments, and create our own personal sketchbook where we will be recording our growth as artists throughout this unit. Lecture and Slideshow with Visual Examples Students will look to the SmartBoard to review various examples of graffiti pieces as well as other artists sketchbooks. ** Examples will also be shown from the book Streetart Sketchbook by Tristan Manco, http://www.waynejiang.com http://www.studentartguide.com/articles/a-level-art-sketchbook Purpose of an artist sketchbook - Everything may go into a sketchbook which will develop into kind of collection of things that you find, ideas and thoughts not only visual impressions. It is for exercise and experiment; it will contain traces of success and failure and finally will turn in to place where you can grow as person and professional. PRACTICE, PERSONALITY, POINT OF VIEW, POSSIBILITIES, PURSUIT

Where do we find art? What kinds of surfaces do artists create their work on? (paper, canvas) Can you think of any unique spaces one might find artworks?

What kinds of things can you put into a sketchbook? Can you think of something else thats comparable to a sketchbook? A diary or journal? How do you think a sketchbook is beneficial for an artist?

Book Building and Surface Alteration with Demos Students will begin by assembling their accordion style sketchbooks. After their books have been assembled, they will create a series of pages with altered surfaces. Surfaces will be created at various stations around the room. Students will then insert their pages and design collages from the previous class into their sketchbooks. BOOK (50 min) Students will be shown an exemplar of the sketchbook they will be creating in class. Step by step demonstration on how to assemble the sketchbooks. Provide students with a step by step instruction handout complete with image http://www.instructables.com/id/Accordion-Book-from-Susan-Kapuscinski-Gaylord/ How to make an accordion book pdf STATIONS (2nd class? 45 min) Show students brief demonstration as to how page surfaces can be altered Paint Station Washes, dripping, spray bottle, splatter, crinkle paper, etc. Drawing Station Chalk, frottage, blending, crosshatching, Stamping Station Bubble wrap, pop bottles, plastic canvas, etc. Suminagashi station (???) paper marbling Encourage students to experiment and be creative with their surfaces you cant make a mistake! CLOSURE (20 min) Clean up!! provide students with 15 minute warning, and then 10 minute warning. Students will have a brief walk around the room to view one anothers black books. Critique questions: Which surfaces do you find most interesting? Why? Which techniques do you think were most successful? Were there any techniques you tried that werent so successful?

Name: Victoria Budgell Grade/Subject: Junior High Art Grade 7-8-9 Unit: Graffiti Urban Design Date: March 25, 2013 General Learning Outcome

Lesson 3: History of Graffiti Art vs. Vandalism Class Length: 1 class (90 mins)

Students will explore their individuality as an artist while developing skills and techniques necessary in creating interesting and successful pieces of work. Specific Learning Outcomes Students will understand the history of graffiti art and investigate the controversial debate regarding art vs. vandalism. Learning Objectives Students will: 1. Understand the graffiti movement and form an opinion regarding whether it should be considered art or vandalism. 2. Explore the idea of the tag and self-expression working towards the development of their own personal graffiti style. Assessment Methods: 1. Learning Objective 1: Students will write a journal response within their sketchbooks defending whether or not they believe graffiti is art or vandalism. 2. Learning Objective 2: Students will create a tag within their sketchbooks to later develop into a foam relief print. Materials: SmartBoard Sketchbooks Drawing materials and Markers permanent, felt tip, etc. Laptop Computers Art Newspaper Article copy for every student Flip chart paper Teaching Strategies: Lecture, prezi presentation, video, class discussion, group work demonstrations, independent student investigation and creation. PRIOR TO LESSON PREPARE: Write AGENDA and daily quote on Board Prepare examples within my sketchbook Photocopy handouts assignments, news articles Book and get laptop cart

Procedure: Introduction (2 min) Outline objectives Today were going to be taking a look into the history of graffiti, learn some of the terminology, have a bit of a debate, and then get right into the creation of our own graffiti! Lecture and Prezi Slideshow (13 min) Students will review a slideshow presentation covering the history of graffiti. http://prezi.com/kji-idq-whwn/graffiti-art/ Introduction questions: How many of you have ever seen a piece of graffiti before? What did it look like? Where did you find it? What was your opinion or thoughts of it? Questions during slideshow: Can you identify any of the elements of principles within this image? Which ones? News Article and Graffiti Debate (15 min) As a class, students will read a news article regarding Graffiti in Toronto. Graffiti: is it art of vandalism? http://www.theartnewspaper.com/articles/Graffiti-is-it-art-or-vandalism/28040 In groups of 5 (1 group of 6) students will be asked to create a graffiti chart, half of the class arguing why graffiti should be considered art, the other half arguing why is should be considered vandalism. Students will have 5 minutes to graffiti all their thoughts down onto their groups flip chart paper. Papers will be hung and then each group will make their case. Graffiti Tags with Demo (50 min) Students will be dubbed as toys graffiti artists who are just starting out. Over the course, as a class we will develop our skills hopefully into writers. Introduction to tags A "tag" is the most basic writing of an artist's name; it is simply a hand style. A graffiti writer's tag is his or her personalized signature. Tagging is often the example given when opponents of graffiti refer to any acts of hand style graffiti writing (it is by far the most common form of graffiti). Tags can contain subtle and sometimes cryptic messages, and might incorporate the artist's crew initials or other letters. As a class we will discuss what makes an effective tag? balance, color, clarity. What makes a tag interesting?

Demonstration (on the whiteboard) How to make different letters - Bubble, block, 3D shadow Assignment: Students will be asked to practice 3 types of typography (different style letters) within their sketchbook. Guidelines 1 page bubble + block, 1 page representational ie. dripping, lightning bolts, hairy, 1 page own choice. They must attempt 3D as well as 2D, and must include colour. Students will be later be turning one of their tags into a relief print or stamp. the more investigation the better!

Students will have an opportunity to explore http://www.dafont.com (a website with typography) as a source of inspiration for their own choice page. CLOSURE (20 min) Clean up!! provide students with 15 minute warning, and then 10 minute warning. Students will have 10 minutes to write a journal entry within their sketchbooks answering the following question: Do you think graffiti is art or vandalism? Choose a side and support your belief with explanation.