6th Grade Lesson Plan // Title: Street Art // Length:

Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of
your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in
describing what you would recognize as proficient skill/knowledge.

Do the students know the cultural influence of street art? (Born in the Harlem streets
through the rise of hip hop; murals; political activism [Banksy]
Can students identify street art from different parts of the world? (Difference between
New York/ Chicago, Europe/America, Asia/Europe, Middle East/America, etc.)
Can the students identify how imagery relates to different word fonts? Recognize how
one can influence the other?
What do the students already know about using letters and words to create a
compositional piece? (Transfer skills from last project; 3-D and bubble letters, personal
log design, different typefaces, etc.)
How well can students use tools and techniques to add color and different types of
shading to a final piece?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative
the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience /
Format / Topic)

For this specific lesson, you (the students) will take on the role of a street artist working
to create art on the walls around you. The world and the people walking down these
streets (AKA people from CLP walking down the hallways) are your audience. You are
making art to catch the eyes of passerbys using your skills with amazing letter fonts and
graphic imagery. You will NOT however, be making this art in the traditional way we
think of graffiti and street art, but rather you will imitate the street art style on a large
piece of paper, using sharpies, pens, and colored pencils to bring your final piece to life.
Your art must follow three criteria; 1.) Must involve your name in a planned/thoughtful
word font, 2.) Must fill the page and use all the negative and positive space to create an
interactive composition, and 3.) must include some form of imagery that relates to, is
influenced by, or interacts with your font.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of
concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture,
Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and
Observation Look for concepts in the standards, content specific curriculum, etc.

Inspiration, Techniques, Influence, Composition, Relation

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring
understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are
timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations
(GLEs) to Enduring Understandings.

1. Artists use their inspiration and art techniques to create engaging compositions
I can use my inspirations and art techniques to make an interesting picture
1. Artists use influences to build relationships within their art
I can use influences to make related art

Standards: (All lessons should address all

standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. A
ligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective.
(Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Using their sketchbooks, SWBAT compose ideas for their street art compositions, in 15
different ways. (Blooms: Creating, Standard: Create, GLE: Plan the creation of a work of art, Art
Learning: Conceptual/Ideation/Personal Grounding)
a. I can use my sketchbook to explore font ideas for my street art piece

1. Using art materials, SWBAT create a compositional piece that is inspired by street art styles.
(Blooms: Creating, Standard: Create, GLE: Explore various media, materials, and techniques used
to create works of art, Art Learning: Expressive Features and Characteristics of Art)
. I can create a street art piece using art materials

1. After a presentation, SWBAT demonstrate shading techniques and color theory, to finish
their final piece. (Blooms: Applying, Standard: Create, GLE: Explore various media, materials,
and techniques used to create works of art, Art Learning: Materials and techniques)
. I can use shading techniques and color schemes to finish my art

1. After being shown street art examples, SWBAT identify different art works, artists, and
their importance, with accuracy (Blooms: Remembering, Standard: Transfer, GLE: Visual arts
impact community, cultural traditions, and events. Art Learning: Art History/Culture, Literacy)
. I can identify famous artists/art and the reason its important

1. After a gallery walk, SWBAT discuss their own, and other students art, constructively, with
art language ( Blooms: Evaluating, Standard: Reflect, GLE: Visual symbols and metaphors can
be used to create visual expression, Art Learning: Critical Reflection/Aesthetics, Transfer,
Literacy)
. I can talk about my art and other students art using art words

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe
the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the
class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation Access (Resources Expression (Products and/or Performance)

: and/or Process)
(Multiple means for
students to access
Will provide Students will be provided a wide array of techniques and different
content and multiple visual, physical, materias so that they can choose which method they use to
modes for student to and auditory complete the project.
express examples for all
understanding.)
students so that all Students will be given the option to explain audibly, one on one,
the different for student reponses and critiques.
learning styles are
met.

Speech to text for

student reponses
 on exams/quizzes
or critiques

Extensions for Access (Resources Expression (Products and/or Performance)

depth and and/or Process)
complexity: Will provide Students will be provided a wide array of techniques and different
visual, physical, materials so that they can choose which method they use to
and auditory complete the project. If students need further challenge, they will
examples for all be encouraged to select a new technique, add a second technique,
students so that all or choose a new subject to work with that they dont feel as strong
the different with. Also, I will encourage them to use two or more techniques
learning styles are within one form. Also, ask them questions such as What does
met. ___ mean to you? Or Did you fully express your idea of _____?
How so? How are you making everything relate in your piece? to
deepen their understanding and push their ideas further

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated
into the lesson.

New Vocab: street art, shading, hatching, cross hatching, stippling, color schemes,
relationship

Literacy will be integrated with: discussion about street art, Gallery Walk & reflective
discussions (one on one), and an understandings quiz

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the
materials students will use.) List all materials in a bulleted format.

Sketchbook
Pencils
Markers
Colored Pencils
Pens
Paper
Computers

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where
the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a
bulleted format.

Street Art powerpoint

Color and Shading powerpoint
Demo Examples

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare Materials
Prepare learning targets
Prepare visual examples for students
Organize studio space and materials

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No inappropriate use of scissors/exacto knives/material

Wash all materials (paintbrushes, paint palettes, etc.)
Do not eat/drink materials
Properly clean studio space and reorganize after class has ended

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested
and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate
students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students.
Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

I will start the entire lesson by introducing students to exciting imagery and examples
from street art, including Banksy, who is the most well-known street artist in the world. I
will ask questions such as; Who can tell me the definition of street art? Is street art
always illegal? Do you think it is possible to make a living from street art? If
someones street art makes an area look better, do you think they should always go to
prison? Should illegal street art always be punished?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic
element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students
in to help them develop ideas and plans for their artwork.
Step 1: Reference images:
Use a computer, book, or other resources to research and study different styles of

street art and lettering.

Study how the shapes, edges, style, and colors look in different fonts and street art

styles

Step 2: In sketchbook:
Draw out your name in 15 different styles/fonts/designs in the form of small

thumbnail gesture drawings. Brainstorm your ideas and explore new ways to write the
letters in your name.

Step 3: In your sketchbook:

After narrowing down your 15 sketches to your best ideas, take the absolute

best/favorite and refine it. Do this by drawing your idea out to fill a full page in your
sketchbook while focusing on drawing your idea out perfectly.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what
student will understand as a result of the art experience

Day Learning - Students will... i.e.: explore ideation by making connections, Time: 1 class period
1 comparing, contrasting; synthesize possibilities for each painting technique;
etc. (Be specific about what will be the intended result of the instruction Learning target:
as it relates to learning.) UNDERSTAND
5 mins

Class presentation day: Presentation: 15

mins
Students will learn about different styles of street art and how
it transfers culturally into the real world by participating in a Ideation
presentation about street art. activity/sketches:
rest of class
Start by having students record their learning target for the

day in their learning target journals Clean up: last 5

Once class is ready, give powerpoint presentation over

minutes of class
street art.
 Ask questions such as; What is the definition of street

art? Is street art always illegal? Should it always be

illegal/should it be punished? Where do you think street art
originated? What are you noticing about the different word
font styles? etc.

Originated in Harlem, New York during the rise of hip hop.

Very flashy and organic

European street art is very colorful and geometric rather

than organic. Very symmetrical as well.

Urban Chicago street art starts to feel dirty and distressed.

Not as flashy but still draws influence from New York

Middle East: Imagery of real life is against their religious

beliefs. Consists only of lettering in different patterns to create

art.

Punk Rock draws influence from street art and vice versa;

very dirty, angry, rough looking letters and art. A lot of

stenciling. Usually anti-political; aligns with punk rock thought

Hip Hop relates back to the style founded in New York.

Harlem street art grew from Hip Hop and developed a flashy
and fresh style.

 Techno music influences art by drawing from the digital

platform; pixels, neon colors, bright lights, and electronics.

Pop culture influences imagery and the way street art can

look; video games influencing the transformation of this art

piece

Banksy; the most famous street artist in the world right

now

Uses street art, illegally, to combine pop culture or familiar

imagery with politics to raise awareness of political issues.

Also, uses his art to criticize the government.

Makes money doing street art.

Artist by the name of Belin. Does the mural side of street

art. Gets paid to do it. Everything he paints is completely legal.

Most famous for painting murals for the famous tattoo

artist Kat Von D.

Release the students to work on sketch ideas for the rest of

class; ideation activity

Days Class work time:

2-6 Learning Target:
Enter the learning targets each day first 5 mins
Students will finish sketches, refine ideas, and move into making their
final piece during this time. Work time: Rest of
As the teacher I will come around to discuss ideas with students and class
push them to take their ideas further.
Cleanup: Last 5
mins

Day Understandings Quiz/Demo:

7: Quiz: 10 mins
 Students will take a test over street art; Street Art Understandings Quiz.
This allows me to assess and check students to see how well they Rest of class:
understand street art. Presentation and
Demo: Give presentation on shading techniques and principles of demo
color. Demo each type of shading: Hatching, Cross-Hatching, Circular, and
Stippling. Principles of color: Analogous, Complimentary, Primary,
Secondary.

Days Work days:

8-9: Students will continue to work on their projects and add color and ALL OF CLASS:
shading techniques to finish their pieces. This class time will be solely WORKDAYS
focused on production of art. No instruction will be given, except for one on
one discussion of individual student work.

Day Critique Day:

10: All class period.
Students will put their finished pieces down on their tables, at their
seat, and walk around the room looking at art.
I will ask students to think about; Composition, relationship of
fonts and imagery, what can be done better, what was done well, etc.
After walking around and looking at pieces, students will discuss the
art using art vocabulary. Students will pick their favorite piece to talk about
and tell the class why they like it and what they think could be done better
or how other people can learn from it.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection
and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A
participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their
experience as it relates to objectives, standards and grade level expectations of the lesson.)

Class reflection: Students will participate in a gallery walk. They will look at their peers work and
explore other ideas from their classmates. After they have seen all the work, the students will pick
a favorite piece from the gallery and discuss why they liked it so much. Address what was done
well and they would like to see done on it. Students will have to point out techniques they think
the other students used and where.
Students will then answer some of these questions in their discussion about their own work from
the gallery walk:
How did you plan this piece out in your sketchbook?
Which technique(s) did you use to create your piece and why did you choose to make it
that way?
What coloring techniques did you use to finish your pieces?
Why did you chose to color your pieces that way?
Etc.
Post-Assessment Post-Assessment Instrument:
(teacher-centered/objectives as How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
questions):
Have students achieved the objectives and grade
level expectations specified in your lesson plan?

How well did students finish 15 See attached rubric and quiz:
different brainstormed ideas?

How well did the students

complete a compositional piece
inspired by street art?

Did the student use techniques

and color theory well in their
pieces?

Are the students accurately

recognizing artists, art pieces,
and their importance?

Did the students give well

thought out, constructive
responses when talking about
their art and the art of others?
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently.
Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you
envision for the next lesson? (Continued practice, reteach content, etc.)

1.) Students did a great job of sketching out 15 ideas and narrowing them down to
one overall best idea. Once narrowing it down, most of the students were all
able to make very thoughtful compositions using their font and related imagery.
However, only a select few of the students actually showed high competency in
using shading techniques to color and finish their pieces. As well, most of my
students were able to correctly answer and explain their learning through the
street art understandings quiz given midway through the unit.
2.) If I were to teach this lesson again, I would try to remove the street art element of
the prompt and make the project more based on the idea that artists make
choices in order to relate imagery and typeface in their artwork. Street art would
still be involved, but would be used as 1 of many examples of different typeface
arts. I would also probably give the understandings quiz early in the lesson so
that I could make adjustments to help my students understand better.
3.) For the next lesson, I would try to take the idea of the culture of street art and
give the students a chance to explore the different cultures in music such as punk
rock, metal, rap/hip hop, country, etc. and how each style creates its own
imagery and culture.
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.

8/9/15 Fahey

Assessment Criteria:

Street Art Project

Achievement level Level Descriptors

The students craftsmanship is excellent.

7-8 Letter/font design is well thought out and designed
Students imagery fully relates to their lettering
The background is completely filled, no negative space
Use of shading and color theory is planned and evident

The students craftsmanship is good.

Letter/font design is thought out and somewhat designed
5-6 Students imagery mostly relates to their lettering
The background is mostly filled, some negative space
Use of shading and color theory is evident

The students craftsmanship is satisfactory.

Letter/font design is thought out
3-4 Students imagery somewhat relates to their lettering
The background is partially filled, a lot of negative space
Use of shading and color theory is mostly evident

The students craftsmanship is limited.

Letter/font design is not very thought out or designed
1-2 Students imagery doesnt seem to relate to their lettering
The background is barely filled, mostly negative space
Use of shading and color theory is missing

0 The student does not reach a standard described by any of the descriptors
below.
 Street Art Understandings Quiz
6th Grade Art
(Worth 8 points total)

Name: __________________
Period: __________________

Directions: Tell me where the style of street art comes from, and how you know?
(Worth 1 point each)
WHERE:

HOW DO YOU KNOW?

WHERE:

HOW DO YOU KNOW?

 WHERE:

HOW DO YOU KNOW?

WHERE:

HOW DO YOU KNOW?

MATCHING: Match the image to the style of music/pop culture it is influenced by

(Worth 1/2 a point each)

A. Punk Rock/Rock and Roll

B. Hip Hop
C. Techno
D. Video Games
Answer: Answer:

Answer: Answer:

Multiple Choice: Choose the answer that best fits the question.
(Worth 1/2 a point each)

1.) The definition of street art is:

a.) Art made by using parts of the street
b.) Art that comes from people who live on the street who want to tell a
story
c.) Art that is made by people who paint street signs
d.) Art that is made in public places, outside of the context of traditional
art

2.) True or False: All street art is illegal.

a.) True
b.) False

3.) Famous for his use of pop-culture imagery, this political artist is the most
well recognized street artist working today:
a.) Tom Hanks
b.) Shaolin Fantastic
c.) Banksy
d.) Professor Elemental

4.) The modern style of American-city street art became popular during the
rise of what musical style?
a.) Rock and Roll
b.) Disco
c.) Techno/Dubstep
d.) Hip Hop