Visual Arts Graffiti & Street Art - Lesson Plans, Teaching ...



Visual Arts Graffiti & Street ArtLearning Area(s) The Arts – Media & Visual Arts Year(s) 6 & 7 DESCRIPTION The Arts - Media Arts: Year 6In Years 5 and 6, learning in Media Arts builds on the experience of the previous band. It involves students making and responding to media arts independently, and collaboratively with their classmates, teachers and communities.The Arts - Media Arts: Year 7In Years 7 and 8, learning in Media Arts builds on the experience of the previous band. It involves students making and responding to media arts independently, and with their classmates, teachers and communities. They explore media arts as an art form.The Arts - Visual Arts: Year 6In Years 5 and 6, learning in Visual Arts builds on the experience of the previous band. It involves students making and responding to visual arts independently, and collaboratively with their classmates, teachers and communities.The Arts - Visual Arts: Year 7In Years 7 and 8, learning in Visual Arts builds on the experience of the previous band. It involves students making and responding to visual arts independently, and with their classmates, teachers and communities.UNIT FOCUS The focus of this unit is to appreciate and understand the ideas that artists are trying to convey throughout street art. Students will explore freedom of expression vs. crime and punishment. Students will explore the street artist 'Banksy' and design their own tags conveying their own meaning. Stage 1: Desired ResultsTransfer of knowledgeTo understand that artists convey meaning through their artTo understand the ethical and moral dilemmas of street artTo act ethically and morally as informed citizensUNDERSTANDINGS ESSENTIAL QUESTIONS Artists convey different messages throughout artworkSymbolic meaning or metaphor is interpreted in different artworksHow to express an opinion in their own artworkHow do artists convey meaning through their artwork?What are the different reasons that people do street art?Is graffiti freedom of speech or vandalism?Curriculum Goals CurriculumThe Arts - Media Arts: Year 6 : ACAMAM063 Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and textThe Arts - Media Arts : Year 6 : ACAMAR065 Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworksThe Arts - Media Arts : Year 7 : ACAMAM067 Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander PeoplesThe Arts - Media Arts : Year 7 : ACAMAM069 Plan, structure and design media artworks that engage audiencesThe Arts - Visual Arts : Year 6 : ACAVAM114 Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinionsThe Arts - Visual Arts : Year 6 : ACAVAM115 Develop and apply techniques and processes when making their artworksThe Arts - Visual Arts : Year 6 : ACAVAR117 Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworksOther GoalsACARA AC Achievement StandardsACSA-MA7-6 Students collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.ACSA-MA7-3 Students identify and analyse the social and ethical responsibility of the makers and users of media artworks.ACSA-MA7-4 Students produce representations of social values and points of view in media artworks for particular audiences and contexts.ACARA Cross Curriculum PrioritiesOI.5 World View: Communities throughout the world have a common interest in maintaining environments for the future and deserve to be treated equitably.ACARA AC Achievement StandardsACSA-VIS6-1 Students explain how ideas are represented in artworks they make and view.ACSA-MA6-1 Students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view.ACSA-VIS6-3 Students use visual conventions and visual arts practices to express a personal view in their artworks.ACSA-MA6-3 Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.ACARA General CapabilitiesGC41 analyse information logically and make reasoned judgmentsGC36 apply logic and strategies to uncover meaning and make reasoned judgmentsGC40 generate and develop ideas and possibilitiesGC39 reflect on thinking, actions and processesGC46 identify and investigate moral dimensions in issuesGC57 recognise that their own and others behaviours, attitudes and values are influenced by their languages and culturesCriteria Description Identifies the meaning conveyed by the artistsDiscusses how people interpret artworks differentlyExpresses own viewpoint on artworksGraffiti Artist Critique: Students evaluate a range of artworks by a graffiti artist explaining the meaning conveyed by the artist (i.e. Banksy). Students create a folio or diary of different graffiti artworks by an artist and describe the meaning behind the artworks. Students discuss symbolism, colour and meaning.Creates an urban street artwork on a canvas.Explains the meaning expressedAbility to share ideas and understandingStreet Art Exhibition: Students design their own graffiti street art and explain the meaning they have communicated in their art. Students plan their own art piece to be created on a canvas. They can use any of the elements used; stencils, words, tags and images. Once complete the students share their art pieces in an art exhibition where they explain the meaning of their art piece.Stage 2: Assessment EvidenceStage 3: Lesson SequenceLessonDescription Prior KnowledgeWhat do we know:Class Discussions: What do we know about Street Art?Is Street Art Is it good/bad?Where do we see it?Homework: Bring in some researched images of street art to discuss in class.Lesson 1Street ArtClass to share and discuss images brought from homework task.Explain TasksExplain that students are going to be street artists (safely in the classroom only)Discuss: What is graffiti? Does anyone know any artists?Graffiti ExplorationStudents use the graffiti wall tool using laptops in pairs ()Lesson 2Name TagsDiscuss what is a tag?Students work in groups to create their own tagStudents use remainder of the lesson using laptops to create their own digital tagsGraffiti creators: Lesson 3Artist Focus: BanksyQuestion: How did Banksy become the world’s most famous vandal? Explore BBC iwonder website ()Explore Artworks: Use interactive whiteboard to explore and discuss a range of Banksy artworks with the students ()Banksy images: Students work in groups and are given a printed picture of a particular Banksy artwork. Students discuss the image:What is in the image?What might have Banksy been trying to say?How does the image make you feel?Discuss & Share group findings as a class.Banksy websites Task 1Graffiti Artist Critique: Students evaluate a range of artworks by a graffiti artist explaining the meaning conveyed by the artist (i.e. Banksy). Students create a folio or diary of different graffiti artworks by an artist and describe the meaning behind the artworks. Students discuss symbolism, colour and meaning.Students to have multiple lessons and planning time to complete the first assessment.Lesson 4Freedom of Expression vs. Crime and PunishmentDiscuss graffiti- what are the different ways that it is used?Why is it illegal?How is it a form of art?Debate: Graffiti is illegal for a reasonThe class is to be split into two different groups ‘for’ and ‘against’. They will have most of the lesson to create their arguments for the topic. The class will then carry out a debate on this topic.Lesson 5Graffiti Art Forms ExplorationStudents are demonstrated a range of different graffiti art techniques; stencilling, graffiti alphabets and images.Students fold up an A3 sheet of paper into a multiple sheet booklet. This booklet is then used to practice a range of techniques.Students have the lesson to practice these different skills using paint in their booklet. This booklet can then be used to assist them in their major project.Performance Task 2Street Art Creation: Students design their own graffiti street art and explain the meaning they have communicated in their art. Students plan their own art piece to be created on a canvas. They can use any of the elements used; stencils, words, tags and images. Students have many lessons to plan and complete their major art assignmentArt ExhibitionStreet Art Exhibition: Students hold an art exhibition in the classroom where they display and discuss their artworks with students, teachers and parents. ................
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