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Unit Plan Template

A template based on Understanding by Design

Street Art

6/7

Title of Unit

Grade
Level
Fine Arts

7 weeks (unit will likely take 14 days;

Subject

Time
Frame

students have 2 fine arts blocks per


week)

Cassidy Vollweiter

Developed By

Stage 1 Desired Results


Prescribed Learning Outcomes: Taken from the IRPs these can be written in student-friendly language and
shared with students in the class.
6: artistic expressions differ across time & place (why is this piece
important now? Would it have made sense ___ years ago? Does it
mean different things to different people?)

7: engaging in the arts develops peoples ability to understand and


express complex ideas

I can..
Seek and construct meaning through encounters with art
Create narratives about artwork
Discover the significance and value of art in my life

Unit Theme/Issue of Inquiry/Narrative


What is this unit about? Investigating street art from around the world
Interpreting and evaluating art, finding meaning and making personal connections with art
Expressing self through visual art
Using visual art to depict a message

Rationale: Why is this unit of study important? Why are you teaching this unit?
This unit gives students to go beyond recreating art; they are able to discuss and dissect art, while gaining an
understanding of the purpose of art. Grafitti, street art, and public art are all very popular and prominent in this day
and age, so this unit give students the opportunity to understand the purpose behind these public forms of
expression. Students are also able to uncover and learn about their own understandings and interpretations of art.

Understandings: What are the enduring

Essential Questions: What questions might spark

understandings do you want students to leave the unit


with at a conceptual level? To see connections to and
between?
The definitions of graffiti and street art
The differences between graffiti and street art
Art is subjective, and there is often a message involved
Art comes in many forms

student interest / engagement in the topic?


What is art?
What is the purpose of street art?
How does art help us to express and understand?

What you want students to understand & be able to use several


years from now. What misunderstandings or possible issues do you
anticipate being raised?

What provocative questions will foster inquiry into the content? (Think
open-ended questions that stimulate thought and inquiry linked to the
content of the enduring understanding). What provocative questions
will promote understanding and transfer of learning?

Stage 2 Assessment Evidence


Formative Assessments

Summative Assessments

Journal entries
Cave paintings
Graffiti art
Invader-style art
Artists proposal

Press statement
Street art message

Stage 3 Learning Plan


Should be Differentiated

Potential Barriers to Success / Areas to Differentiate:


Might include: engagement, motivation, organization, language ability, exceptionalities, reading level, etc.
Fine motor skills: many students in the class have underdeveloped fine motor skills; while visual aesthetics are
important, this unit gives them the freedom to create work that they know they will succeed at (as lots of street art is
simple, and still powerful)
Attention: students may get distracted during the creative portion of the unit. Help keep them accountable by giving
them time reminders and the opportunity to choose a seat where they will do their best work.
Difficulty in expressing their understanding of art: give students time to observe and discuss art with small groups
before presenting their interpretation of art. If a student struggles to verbally represent their thoughts, allow them to
express self through other images or words.
ELL students may find it difficult to express self in English; if so, allow them to express self in their language of
preference, and then work together to translate.
Introducing the Unit: How will you engage students at the beginning of the unit? (motivational set your
hook it could be accessing their background knowledge in some way)
Before telling students the name of the unit, show them a variety of works including: music, dance, cave paintings,
yarn bombing, graffiti, poetry, street art. Students will partake in a spectrum activity, where they will stand on the
spectrum (yes/no being the opposite ends), each time answering and class discussion of the question: is this art?

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit.
#

Lesson
Title

1
What is
Art?

Lesson Activities (Learning Experiences)


Show: a variety of pieces, and discuss why they are or are not art.
Movement: one side of classroom has a sign that says ART the other side
says NOT ART; explain the rest of the classroom is like a spectrum. After
every piece of art is shown, students will stand where their opinion is on
the spectrum. Discuss after every piece. This activity is meant to get
students thinking about how we define art, and how everyone has a
different perspective and understanding.

Assessm Resource
ent
s
Art
Variety of
Journal:
styles of
how would
art
you define
art?
ART / NOT
ART signs

Why do you think this is art? Why do you think this isnt art?
After activity: what do we use art for? Think-pair-share
2

Show: images of cave paintings. Discuss the ones we saw last class: who
Cave
thought these were art? Who doesnt think so?
Painting Discuss the history of cave paintings, where they were found. What do you
s
think they were used for? (records, as a form of communication)
this will
Do: students will create their own cave paintings; if we decide cave
likely take paintings were meant to show food / animals / communication / what they
2 class
did daily / show whats important: what would your cave painting look like
periods
today? (students will have the option of which medium they would like to
use)

3
Intro to
Street
Art &
History

Review: discussion about cave paintings from last class: what did we
decide the purpose of cave paintings were? Next, Hand back art journals
from last class, and students review their definition of art. Students have
the opportunity to share their ideas.
Show: images of street art across the ages. Do these images match your
definition of art? Think-pair-share. Do you want to change your definition
after seeing these images?
Define: Street art: Street art is visual art created in public locations,
usually unsanctioned artwork executed outside of the context of traditional
art venues. Be sure to dissect this definition with students, to ensure
understanding. Ask for thumbs up/down to see student comprehension.
Tell: share with students the history of street art.
Do: Write in art journal: To you, what is the purpose of street art? Students
should provide both a written definition and an illustration (of how it makes
them feel / of its purpose)

Cave
Painting
(students
will also
be asked
to explain
their art to
the
teacher)

Art
Journal:
To you,
what is
the
purpose of
street art?

Images of
cave
paintings
Brown
craft
paper
Water
colour
paints,
paintbrus
hes,
Pastels,
Charcoals
Images of
various
street art
Art
journals

Street
Art &
Graffiti

5
Artist
Profile:
Sam3

Define graffiti: writing or drawings scribbled, scratched, or sprayed illicitly


on a wall or other surface in a public place.
Show: images of graffiti (subways, across the world, Cloverdale & around
Greenaway). After going over our definition: Does graffiti fall under this
category? Venn diagram as a class: similarities and differences of street art
/ graffiti (do on poster paper for later reference during debate)
Discuss: what is the purpose of graffiti?
Do: Students create graffiti-style art. There art should represent: what is
the purpose of graffiti? What does graffiti do to a community? (graffiti often
words: have templates of graffiti style letters)
Do: Create rubric together. Suggestions include: colourful, words, location;
their graffiti should use words they think of when they think of graffiti.

Show: Art by Sam3 on projector. (also have printed versions of his art)
Tell: First artist profile is Sam3. Give artists bio and brief introduction to
his style of art.
Discuss: what is the purpose of these large images? What do you think of
when you see them? Who is the artist trying to reach? Give students a few
moments to silently observe the image. After a few moments, they discuss
with a partner what the image means to them, what it makes them think
of. Report out to the class. Teacher writes key words on the board. (keep
track of these words from every artist profile).
Ask: Would this art mean different things to different people? [looking at
time & place]
Students work in table groups. Each table is assigned a person, time, and
place. Students discuss what this art might mean to this person.
Journal Write: From the printed images (each should be numbered), each
student writes a journal entry on one of the images (remind them to write
with # image they are writing on). In your own words, describe what
message the artist is trying to portray.

Artist
Profile:

Show: images of Invaders art


Tell: about Invader, his works, and style (mosaic style)

Grafitti
Images of
art:
Graffiti
Their art
should
Cardstock
answer:
paper
what is
the
Felts,
purpose of
pastels
graffiti?
What
Devices
impact
does it
Samples
have on a of graffiti
communit
lettering
y?
Art
Sam3 art
Journal:
images
Choose an
(iPad
image
presentatio
from
n)
todays
artist
Projector
profile.
(Ensure
Printed
pieces are copies of
numbered
art
!) In your
(ensure
own
they are
words,
numbered)
describe
what
whiteboar
message
d pens
the artist
is trying to
Art
portray.
Journals
Invaderstyle

Images of
Invaders

Invader

Artist
Profile:
Magda
Sayeg
This will
likely
take 2
blocks to
complet
e

Do: take a normal image and add in art invader style. Students will cut
pieces of coloured construction paper and glue them onto printed images
of otherwise boring, everyday scenes
rubric

Show: Images of yarnbombing around Vancouver


Tell: where Yarnbombing started (Magda Sayeg). Show images and videos
from Sayegs website/ facebook page. Tell of the impact (where it started,
how much it has grown)
Discuss: Going back to our definition of street art, should this be included?
Why or why not? (remember that yarnbombing is not sanctioned).
Comparing with our definition of street art: how does this connect? After
seeing these images, what do you think is the purpose of yarnbombing?
(show gun-yarn soldier and discuss, among others.)
Artists proposal: There is going to be a yarn bombing contest in BC, and
you want to enter a submission. Fill out the entry form and hope yours
gets approved! Where / what exactly are you going to yarn bomb? Why do
you want to yarn bomb it? Provide a sketch of what you anticipate your
yarn bomb will look like.
Self-evaluation rubric

Students
works
cut out
small tiles
iPad
out of
(slideshow)
constructi Projector
on paper
and glue
B&W
them
images
(mosaic
(have a
style) onto variety, 1
an image
per
of a
student)
building,
wall, etc.
Coloured
constructi
on paper
Participa
tion in
group
discussion
(check
mark)
Artists
proposal
Questions
are
answered
thoughtful
ly and
with
purpose.
Proposal is
both
creative
and
unique.

Scissors
iPad and
projector
(slideshow)
Images of
yarn
bombing
(by M.S. as
well as
from
Vancouver,
around
world)
Artists
Proposal
(1 form per
student)
Variety of

Artist
Profile:
Banksy

Show: Images of Banksys work. Does anyone recognize these images?


Tell: About Banksy (history, works, fame)
Small group work: give table groups one of Banksys images. Students
discuss the image, what it means to them; groups present their image.
Press Statement: I want to remain anonymous.: You are a famous
street artist, and have managed to remain anonymous for your entire
career. Recently, someone found out who you are, and is threatening to
reveal your identity. That is, unless you can convince them otherwise. Write
a response of why you wish to remain anonymous. (encourage students to
think of all the things we have discussed over the unit). rubric

Anonymo
us letter
Writing as
Banksy,
students
write a
press
statement
as to why
they wish
to remain
anonymou
s.

Yarn
iPad and
projector
(slideshow)
Images of
Banksys
work
iPads
loaded
with
particular
image
(will need
at least 7)

Debate:
Prep

Hook: have is street art graffiti? Written on the board. Students write their
name underneath yes or no. Teacher splits students into debate sides
(might be necessary to move some students to make even sides)
Tell: students will be forming a debate around this question. Today, you will
be following the template and gathering your arguments. Next class will be
the debate.
Work: students use the debate template to organize their thoughts.

Participa Statemen
tion in
t written
debate
on
group
whiteboar
(checkmar
d
k for
providing Whiteboa
thoughtful
rd pens
contributio
n)
Debate
templates

10

Debate
Day

Before Debate: discuss the conventions of a debate, and debating


respectfully. Remind students that they are to be actively engaged and
listening.
Debrief: Students write a journal entry, answering:
how do you think your team did?
how do you think your team could have improved?
How did you contribute to your team?
Give yourself a score out of 4, based on your contribution to the debate
(attach rubric)

Participa
tion and
selfevaluatio
n

11

Choosin
ga
Messag
e
this
lesson
will likely
take 2
blocks,
especiall
y if we
do a
gallery
walk

12
13
14
15

As students should understand by now, street art is a form of expression.


They should also realize that street art is well thought out, while graffiti is
often spontaneous. Their work should reflect both of these statements.
Show using My street art (portrays a message/ is well thought out)
statements.
The message: Students will create their own street art. Students must
select a message, though, or emotion that they wish to portray. Students
will create a well thought-out piece of street art. Students are expected to
include the setting of their work (e.g. on a brick wall, water tank, etc).
Students will include a brief description of what their art is meant to
portray, which they are to leave on the back of the paper for no one to see,
as we have learned art is up for interpretation)
Have a gallery walk with all of the classes art pieces, and encourage
students to guess what each of the meanings are.

Street
Devices
art
(for
message: message/
Students
theme
create
inspiration)
their own
street art Cardstock
that
depicts a
Paper for
message,
secret
emotion,
explanatio
or
n on back
thought.
Work
Pastels,
should be
crayons,
well
felts
thought
(students
out.
choose
their own
Students
medium)
should
satisfy the
Rubric
my street
art
statement
s.

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