Visual Arts Graffiti & Street Art

Alicia Sutherland

Learning Area(s) The Arts – Media & Visual Arts Year(s) 6 & 7

DESCRIPTION

The Arts - Media Arts: Year 6 In 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 7 In 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 6 In 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 7 In 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 Results Transfer of knowledge

 To understand that artists convey meaning through their art

 To understand the ethical and moral dilemmas of street art

 To act ethically and morally as informed citizens

UNDERSTANDINGS

 Artists convey different messages throughout artwork  How do artists convey meaning through their artwork?

 Symbolic meaning or metaphor is interpreted in different artworks  What are the different reasons that people do street art?

 How to express an opinion in their own artwork  Is graffiti freedom of speech or vandalism?

Curriculum Goals

Curriculum The Arts - Media Arts: Year 6 : ACAMAM063 Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text The 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 artworks The 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 Peoples The Arts - Media Arts : Year 7 : ACAMAM069 Plan, structure and design media artworks that engage audiences

The 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 opinions Alicia Sutherland

The Arts - Visual Arts : Year 6 : ACAVAM115 Develop and apply techniques and processes when making their artworks The 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 artworks Other Goals ACARA AC Achievement Standards ACSA-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 Priorities OI.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 Standards ACSA-VIS6-1 Students explain how ideas are represented in artworks they make and view.

Criteria Description

1. Identifies the meaning conveyed by the Graffiti Artist Critique: Students evaluate a range of artworks by a graffiti artists artist explaining the meaning conveyed by the artist (i.e. Banksy). 2. Discusses how people interpret Students create a folio or diary of different graffiti artworks by an artist artworks differently and describe the meaning behind the artworks. Students discuss symbolism, colour and meaning. 3. Expresses own viewpoint on artworks

1. Creates an urban street artwork on a Street Art Exhibition: Students design their own graffiti street art and canvas. explain the meaning they have communicated in their art. Students plan 2. Explains the meaning expressed 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 3. Ability to share ideas and students share their art pieces in an art exhibition where they explain the understanding meaning of their art piece. Stage 2: Assessment Evidence

Stage 3: Lesson Sequence

Lesson Description Prior Knowledge What do we know: 1. Class Discussions: What do we know about Street Art? 2. Is Street Art Is it good/bad? 3. Where do we see it? Alicia Sutherland

Homework: Bring in some researched images of street art to discuss in class. Lesson 1 Street Art  Class to share and discuss images brought from homework task.

Explain Tasks  Explain that students are going to be street artists (safely in the classroom only)  Discuss: What is graffiti? Does anyone know any artists?

Graffiti Exploration  Students use the graffiti wall tool using laptops in pairs (http://graffiti.playdo.com/) Lesson 2 Name Tags  Discuss what is a tag?  Students work in groups to create their own tag  Students use remainder of the lesson using laptops to create their own digital tags Graffiti creators: a. http://www.graffiticreator.net/ b. http://graffitinames.org/ c. http://graffitidiplomacy.com/CreateYourOwnTag.html d. http://www.satisfaction.com/graffiti-creator/ Lesson 3 Artist Focus: Banksy  Question: How did Banksy become the world’s most famous vandal? Explore BBC iwonder website (http://www.bbc.co.uk/timelines/zytpn39#zththyc)  Explore Artworks: Use interactive whiteboard to explore and discuss a range of Banksy artworks with the students (http://arrestedmotion.com/2011/09/banksy-top-25-most- expensive-works-ever)  Banksy images: Students work in groups and are given a printed picture of a particular Banksy artwork. Students discuss the image: 1) What is in the image? 2) What might have Banksy been trying to say? 3) How does the image make you feel?  Discuss & Share group findings as a class.

Banksy websites  http://www.smithsonianmag.com/arts-culture/the-story-behind-banksy-4310304/?no-ist  http://banksy.co.uk/index3-2.asp Performance Graffiti Artist Critique: Students evaluate a range of artworks by a graffiti artist explaining the Task 1 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 4 Freedom of Expression vs. Crime and Punishment  Discuss 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 reason  The 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 5 Graffiti Art Forms Exploration  Students 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 Alicia Sutherland

booklet can then be used to assist them in their major project. Performance Street Art Creation: Students design their own graffiti street art and explain the meaning they have Task 2 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 assignment Art Exhibition Street Art Exhibition: Students hold an art exhibition in the classroom where they display and discuss their artworks with students, teachers and parents.