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Street Art Unit and Lessons The Discovery, A Unit Plan Exploration and Manifestation of In Seven Weeks Street Art Recommended for and the First Amendment. Grades 10-12 The Pennsylvania State University School of Visual Arts, Art Education Professor Kim Powell Garrison Gunter COPYRIGHT NOTICE — SHARE OR BEWARE! — REMIX & COLLABORATE This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/ or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. Contents Teaching Philosophy 5 My teaching philosophy in many ways parallels my art making philoso- phy. I believe that the three common methods of teaching art today are all important components in the scaffolding of a successful education in the arts. About this Booklet 5 Unit Plan 7 Standards Met by Unit: 10 Lesson 1 / Week 1- Unit Overview 14 This first lesson will present the entire Unit’s goals to the class and provide students with a broad overview of the relevancy of street art and the value it holds in society. Guided Lessons Grading Rubric 19 GU I D E D Lessons Lesson 2 / Week 2- Sticker Art 22 The second Lesson will present the artist Shepard Fairey who is known for his Obey Giant Campaign. Lesson two’s assignment will be to bootleg the sticker project any real giant has a posse. Lesson 3 / Week 3- Stencil Art 23 Stencil art and the work of Street Artist John Tsombikos who is in- ternationally known for his BORF campaign containing an image of a friend of his who committed suicide. Lesson 4 / Week 4- Ex/Installation Art 25 Installation art is probably one of the most familiar forms of public art people encounter. Lesson four presents artists whose installation work is not commissioned yet often receives praise from the general public. Lesson 5 / Week 5- Technology in Street Art 27 While Technology is rather new to Street art, projects like LED Throw- ies make this style one of the most exciting forms gaining the attention of both those within and outside the street art community. CU lminating Per F ormance Lesson 6 / Weeks 6-7 Final Projects: Implementing a street art campaign. 32 The final lesson for this Unit will allow students to take the informa- tion they have learned from the previous lessons to implement their own ideas for Street Art Activism. Teaching Philosophy though, I think it is important to have students build upon the knowledge of others, to be in- My teaching philosophy in many ways parallels formed by the histories available to them. While my art making philosophy. I believe that the it is sometimes important to have students learn three common methods of teaching art today are the process of doing in a foundational way, it all important components in the scaffolding of a is also valuable to give them the opportunity to successful education in the arts. Self-expression, work off of existing knowledge to let them ex- DBAE, and the use of Visual Culture all help plore new ideas giving them a sense of ownership to inform the way I view the world through my for their work. I want my students to not only be art and therefore must be included in my teach- able to perform actions to support their under- ing practices. Each of these methods are woven standing of their art lessons, I want them to use amongst each other and I believe should be used their understanding to create their own indepen- together to help students gain a strong under- dent and meaningful work. standing of art today as well as historical repre- sentations of art. Abo U T this Boo K let I have always been the sort of student who was This booklet contains a unit plan on Street Art interested in assisting my peers on projects or for High School students. The recommended with their understanding of their own work. grade level is between 10-12. I recommend this Throughout all of the various kinds of work and grade level for a number of reason including the art making I have done, the practice of teaching content of the work studied and the skills re- has always stood out as being the most satisfy- quired to complete the projects. As an educator ing. I love to produce bodies of work and there who believes that topics in art education should is always a theme that runs through my work that be adaptable to suit the needs of a dynamic range helps it to have a visually cohesive appearance. of students, I think that with some changes any My use of limitations and rules in my art making teacher in the arts could easily alter some of the practice has helped me to think of successful ways selected sources for this unit to suit the needs of to bring the artists process into the classroom. students in earlier grade levels. I am most interested in giving students the op- Because the work of street artists is ever chang- portunity to use art as a means to explore their ing, have selected artists whose work is known understanding of themselves and their commu- by their contemporaries to be of the finest in its’ nity or the world. This sounds like a broad goal field. My recommendation for educators who but really it is an interest to help students un- are interested in using this unit in an urban set- derstand the way they understand things. Some- ting would be to change the artists whose work times the outcome may and often is a visual one, is studied to reflect notable contributors to the but understanding is not limited to one way of street arts movement locally wherever you are. thinking so many forms of art may be employed While the artists I’ve chosen are great examples, to resolve issues in students daily lives and no you may find that your students can identify media is unacceptable. There is something to more readily with artists whose work can actually learn from any media or method of solving ar- bee seen first hand on the streets or in galleries tistic problems and that is what I am most inter- near your school. ested in teaching students about. If you find this unit useful and have success in My preferred method for the process of this implementing it with a class, please let me know learning experience is a constructivist way of by sending me an email and some examples. working. Unlike traditional constructivists Aloha, Garrison Gunter Teaching Philosophy 5 Unit Plan Unit Rationale: The purpose of this unit is to show the connec- tions between art, culture and community. By Generative Topic providing examples of artists and issues that Street Art students can relate to, the intentions of this unit are to show students how important artwork is Unit Length: that not only comments on society but also can be Approx. 7 weeks seen within the public domain. Artists like Keith Grade Level: Haring became well known for their public works 10-12 of art, but much of his original work has been over shadowed by the influence it had on the pop Key concepts addressed in this unit: art world. This is a primary example of the kind Public Art and the 1st Amendment of understanding students should gain through this unit. Learning about the history of pop art- Other Generative topics that might precede and ists like Haring helps students make connections follow this unit: between social issues and the visual culture that Sub/Urban Culture and Skateboarding. Large surrounds them that often becomes transparent. Scale Public Art. Overarching Understanding Goals: References consulted: 1. What is a grass roots effort? http://en.wikipedia.org/wiki/Street_Art 2. How does politics relate to art? http://en.wikipedia.org/wiki/Types_of_graffiti 3. What is the public domain? http://en.wikipedia.org/wiki/Grass roots 4. Who decides what is public and what is pri- http://en.wikipedia.org/wiki/1st_amendment vate? (or does the First Amendment protect free http://www.pop.ac/index.html speech?) http://www.peelmagazine.com/home.html http://www.haring.com/index.html http://www.tourdelee.com/index.htm Unit-long Understanding Goals/Learning http://www.socialpest.com/ objectives: http://www.beautifulangle.homestead.com/ http://www.areyougeneric.org/ 1. What is Street Art? http://www.prdctvsm.com/ Students will understand that Street Art is an independently http://www.breakdownpress.org/stickers.html fashioned form of community art-making that usually has a http://www.instructables.com/ personal meaning or purpose. http://www.mirrorservice.org/sites/astro.temple. edu/~ruby/wava/alex/index.html http://www.upenn.edu/pennnews/cur- 2. Who makes Street Art? rent/1999/022599/FWIW.html Students will be able to identify key artists/organizations associ- http://www.huckgee.com/hucks_story.htm ated with the street art movement. http://laws.lp.findlaw.com/2nd/9590890.html http://www.turfizm.com/site-fl.html 3. What is the purpose of Street Art? http://www.ohashi-lab.bio.kyutech.ac.jp/~shin/CUS- Students will understand the importance of raising community TOM_DESIGNED_COLLECTION/ awareness about important unaddressed issues and the value of http://www.dozegreen.com/ grass roots efforts. http://www.obeygiant.com/ http://visualresistance.org/wordpress/2005/05/24/ 4. Where does Street Art happen? stencils-for-high-schools/ http://www.m-city.org/ Students will be able to identify key public spaces where street art http://warfire.org/WarFire.htm#The_Poles_Project_ is commonly found within and outside their own community.
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