SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

Year 8/ Visual Arts

NO. OF STUDENTS: 30

DATE: May 2016

LESSON DURATION: 80 minutes

TOPIC/FOCUS: Urban and Street Art

Victorian Curriculum STATEMENTS:
Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks (VCAVAE033)
Explore how artists use materials, techniques, technologies and processes to realise their intentions in art works (VCAVAE034)
Analyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences (VCAVAR038)
Identify and connect specific features of visual artworks from different cultures, historical and contemporary times (VCAVAR039)
GOALS AND OBJECTIVES (INCLUDE LINK TO Victorian Curriculum):
The students will be able to:
- Describe what features are included when artwork is found outside of a traditional gallery space
- Compare the differences between public and street art and how they use different materials, techniques, processes and technologies to achieve this
difference
- Reflect on their own observations of urban and street art by giving examples of artwork they have seen and analysing why those artists chose that location to
display the work in
- Complete a worksheet about key elements, principles and conventions associated with urban and street artwork by observing a video example.
- Display appropriate arts language by discussing how artists from the Outpost project demonstrate techniques, processes, materials and technologies
- Compare and provide examples of artwork from Australia and different histories, cultures and times that focus on one idea
- Analyse the artworks chosen by providing and justifying their personal opinion of chosen works relating this opinion/perspective to techniques, materials,
processes, technologies
SUMMARY OF RESOURCES REQUIRED:
Whiteboard, whiteboard markers, students visual diaries/laptop, pens, Laptop with access to Scootle <
https://www.scootle.edu.au/ec/search?topic=%22Street+art%22 > Questions worksheet (appendix. 1), Image of paste-ups artwork (appendix. 2) and Image of
Anthony Listers artwork (appendix. 3), access to the internet, library resources or books
LESSON PROCEDURE

TIMING

5
minutes

RESOURCES

Whiteboard,
whiteboard
markers,
students

STEPS OF THE LESSON

(key activities and key questions)

EXPECTED STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS
(including consideration of
the need to adapt, reteach
or extend)

Opening:
Class discussion with teacher
prompting question:
What kind of art/artwork is not seen
in traditional galleries or art spaces?

Students think about

artwork they have seen that

Teacher accepts all

responses and writes a

GOALS & METHODS OF

EVALUATION
(including specific informal and/or
formal assessment links to
Victorain Curriculum)
Goal: To identify what kind of art
is seen outside of the gallery e.g.
sculptural, installation,
performance, and urban and

visual
diaries/laptops
and pens

5
minutes

Students
visual
diaries/laptops
and pens

Have you seen any street art in your

area? Where was it? Why do you
think it was location and displayed
there?

isnt in a gallery, laneways,

near trains, sculptures etc

brainstorm on the
whiteboard. The teacher
asks probing questions e.g.
What materials couldnt
physically be in a gallery?
Would the artwork be
displayed outside? What
materials and techniques
would then be used?

street art. The students will be

able to describe features of
artwork found outside of a gallery

Students critically think and

analyse why street artists
choose particular locations
that are public but still
hidden like laneways

Are there lots of alleys,

tunnels and walls? Why do
street artists choose these
locations? Does it interact
directly with the viewer?
- The art communicates
directly with the public
by using lanes,
communal spaces and
streets as places for
making and displaying
artwork. Rather than
traditional galleries or
art spaces.
- street artists use a
range of media and
techniques in their
artwork including
spray paint, paint,
collage and print

Formative: observe and assess if

through the class discussion the
students are understanding and
building knowledge about street
art and all its dimensions

Lesson Development:
2
minutes

Question
worksheet

Students are given a worksheet that

lists four questions. They will briefly
answer these questions by taking
notes when watching the video. The
answers will be discussed as a
group after the video.

Students read over the

questions so that they are
aware of the kind of notes
to take when viewing the
video.

Teacher explains the

process of the activity and
gives the students the
worksheet.

Goal: That the worksheet will help

the students learn about key
elements, techniques and
processes that street artists use.

5
minutes

Video from
Scootle (4.37

Students watch the video on the

Outpost Project.

Students watch and listen

to the video. And also take

Teacher shows the video to

students.

Goal: For students to have a

visual and video example of how

minutes)

20
minutes

Question
worksheet
image of the
paste-ups
artwork and
image of
Anthony
Listers work

notes

The students then discuss the four

questions as a small group with
after each question choosing one
main idea and reporting it back to
the class:
1. What is it about the Cockatoo
Island space that provides an
exciting backdrop for both artists
and visitors?
2. What types of urban and street
art are being exhibited
3.What are some of the techniques
used in paste-ups?
4.Why does Anthony Lister prefer
rundown spaces?

Students contribute to
discussion of questions and
us their notes as a
reference.

30
minutes

Access to
internet, library
resources or
books,
laptop/visual
diary pens

Anthony Lister states that he finds

unloved things and makes them
beautiful. How do artists from
different histories, cultures and
times also explore this idea. Is it
similar or different? Students create
on Art Project a gallery that
explores artists using this idea.

Students will research

other artists from different
cultures, histories and
times that portray the idea
of making unloved things
beautiful. Explore street,
urban, installation,
sculpture art etc.

street and urban artists exhibit

their work in Australia. This shows
artwork can be displayed outside
of a gallery
Teacher accepts all
responses. The teacher
uses probing questions if
needed e.g. Is there any
natural elements that the
artists use? Do they use
different materials found in
the space? Do the visitors
experience something new?
Have the artists used paint,
paper, wood or digital
media? What surface did
they use? Did the artists
hand draw images? How
were the images collaged
together? What area did
they use to construct the
collage? What are the
rundown spaces seen in the
video? Why would he want
to show off a corner of a
building?

Goal: Students to learn how

urban and street artists use
alternative locations to display
their artwork to the public.

The teacher helps students

if needed to give ideas on
artists they could research,
art movement, different
cultures (Asian, Aboriginal
and Torres Strait Islander)

Summative Assessment: Check

students Art Project websites and
see if students have created a
gallery that explores different
artists from another culture,
history or time. Asses their
comments on the images to see
whether they have addressed if

Why do you think the artists

Goal: build knowledge about

types of street and urban art:
aerosol art, shirt designs,
stenciling, sculpture and collage.
paste-modernism. Discuss
techniques that street and urban
artists use.
Formative: Evaluate if students
can use arts language effectively
by observing and hearing if they
include any in their answers
Formative: observe through
discussion if students are
engaging with this resource
Outpost Project. If need further
extending get them to look at
Outpost Project themselves and
see if they can find any other
street art exhibitions in Australia.

Students also include short

annotations with each image

you have chosen explore

this idea? Did they use
similar techniques,
materials, processes and
technologies?

the artworks have explored the

main idea, and the artworks
similarities or differences

Teacher accepts all

responds and asks probing
what about the artwork did
you like? Why do you like
it? Would you change
something about it?

Formative: evaluate if students

can demonstrate their opinion
about an urban/street art idea in
relation to comparing it to other
artists, as they can support their
point of view of the artwork by
discussing art elements,
techniques, materials, processes,
visual styles they like or dont like

Closure:
10-15
minutes

Class discussion:
What was your opinion of the
artwork you had explored? Did you
like techniques, materials,
processes, technologies the artist
used? If not, what would you
change about the artwork

Students critically think

about their personal
opinion and viewpoint of
the artwork they have
collected. Relate this
opinion to the artists use of
art elements, techniques,
materials, processes, visual
styles

APPENDIX. 1
1. What is it about the Cockatoo Island space that provides an exciting
backdrop for both artists and visitors?

2. What types of urban and street art are being exhibited?

3. What are some of the techniques used in paste-ups?

4. Why does Anthony Lister prefer rundown spaces?

APPENDIX. 2

APPENDIX. 3