Graffiti Art Lesson Plan I

Developed by Jinny Nieviadomy, enhanced and maintained by Art Crimes.

Public Images

Lesson 1: Introduction

Objectives

Examine sources of ideas and make connections between ideas and visual expression

CELs

Communication

Learning Objectives

Materials

Resources

Billboards
www.earts.org
www.artseditor.com/html/april00/apr00_billboards.shtml
www.art.com - Christo, Keith Haring artist search
www.haring.com

Lesson Procedure

Have students brainstorm how art can be public and available for everyone to see, or forms of public art. The obvious ones students may come up with are sculptures, murals, but how about store signs, billboards, book illustrations, playing cards, stamps, drink and food labels, graffiti, and art purposely constructed in a public place (installation art) such as Christo's fabric installation pieces, Keith Haring's subway art.

Show students slides or images from books, or the internet that display such ideas. Discuss some background information or brainstorm what possible influences the artists may have had for their ideas.

Discuss if they see these works as art or not?

Assessment

Students will be evaluated on the following by using observations and anecdotal records.

Lesson 2: Typography

Objectives

CELs

Learning Objectives

Materials

Resources

Books, magazines, websites about:

Lesson Procedure

Have students find definitions for typography and typographer. Show examples of typography, fonts, logos, and business cards... discuss how the font style reflects the word.

There are many activities that can extend from this lesson. You may choose to do one or two or all in a sequence.

1. Have students create individualized and personalized alphabet. I encourage students to stay away from block and bubble letters unless they add colour, texture or value. They could create the alphabet with a theme, pattern or design.

2. Have students do a contour drawing of objects, an animal, sports player... instead of using pencil crayons, markers, paint... have students fill in areas with various coloured and styles of font taken from magazines and newspapers.

3. Have students create a logo or store sign for a business of their choice. Hair Salon, Sports Store, Billiards, Arcade... are a few that they could have fun with. Older students could come up with their own business and name but for younger ones to help get them started the teacher may want to prepare them and have them draw from a hat.

4. Have student create their own personal business card. This activity may be done on a computer program such as print shop explosion...

Assessment

Evaluation can consist of a checklist on the student's use of the principles of design (balance, rhythm, emphasis, variety, proportion, unity) for each project as well as their class effort and creativity/originality.

Lesson 3: Language Art

Objectives

Examine sources of ideas for art making, make connections between ideas and visual art works, and generate ideas for personal expression

Explore connections between ideas and the elements of art and principles of design.

CELs

Independent Learning

Critical and Creative Thinking

Learning Objectives

Materials

Resources

Cook, Ande. Art Starters: 50 Nifty Thrifty Art Activities. 1996, Davis Publications, Inc.

Lesson Procedure

Have students choose a word. They must visually depict the word so that the image of the letters drawn, directly relates to the word. Some easy examples may include hot and cold. For example: if the word was hot; students could have the letters appear as if they were on fire or flames, if the word was cold students could use snowflakes, icicles to create the letters of the word.

If students are having trouble with a word you could have them draw words from a hat. Words that may work well are hairy, barbed wire, slime, tool, root, machine, pencil, wind, waves, tree, candy...

They can lightly sketch the word on the paper and continue to incorporate their images to the word. Letters should be evenly spaced and filling the paper.

Assessment

A rating scale or rubrix may be used for the following criteria:

Lesson 4: Tag It

Objectives

Understand the functions of visual art and examine how it mirrors and influences society and individuals

Continue to develop an understanding of the work of various artists and the context in which their art was created

Demonstrate critical thought and support interpretations and opinions when responding to visual art

CELs

Learning Objectives

Materials

Resources

www.sparcmurals.org
www.stylewars.com
www-atdp.berkeley.edu/Studentpages/cflores/historygraffiti.html
www.abc.net.au/triplej/arts/graff/oldskool/
www.wweek.com/html/leada042199.html
www.graffiti.org/faq/graffiti_questions.html
New York City Graffiti @149st Art Crimes: Interviews, Articles, and Research Art Crimes: Best Grafiti Sites

Most searches for graffiti will get you to some really interesting stuff but the images and articles above will give you a good start.

Lesson Procedure

Assessment

Students will be evaluated using a rubrix focusing on the elements of art and principles of design as well as creativity and originality. Anecdotal records may also be kept on any risk taking, challenges, problem solving and changes students went through to come up with their final product.

Lesson 5: Extensions

Possible extensions to this unit would be to:


Please use and share this lesson plan freely, and feel free to modify it, correct it, and / or send in your own. We'd like to support teachers in their effort to bring graffiti art into many kinds of classrooms by sharing plans to make it easier to get started. Thanks again to Jinny Nieviadomy for creating this first one.

Articles and Interviews

Art Crimes Front Page

www.graffiti.org