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Unit Title: Grafitti ( Communicating Through the Arts Grade level: 10-12 Discipline: Visual Art

Teacher name(s):Antonette Dues Email address:adues@casdfalcons.org School(s) or District(s)Connellsville Senior High: Connellsville School District

Overview: Time needed to complete the unit: 6-8 weeks Students will learn how our environment can be the stimulus in creating artwork around us. By using graffiti as an expression tool, the students will learn to communicate mood or to promote a social or political message through an art form.

Graffiti, Students wll Big idea: Social, Political, and Environmental factors influence an artists' creative process.

Essential question(s): (1) How can the environment influence an artist's developing style? (2) How does artwork reflect social, political and environmental influences? (3) How do graffiti art reflect social, political and environmental influences?

Summative task: After discussing their current social, political and environmental contexts, students will create a graffiti artwork and produce an artist statement that describes the social, political and environmental influences present in their work.

(What students will know) || Process Indicators: (What students will do to demonstrate knowledge of the content) || Renaissance artists:Fra Fillipo Lippi Michael Angelo Modern art: Jean-Michel Basquait Graffiti; Eva 62, Cay 161 Graffiti:Fab Five Freddie || (1a) Students will participate in class discussion reviewing the ways that these artists were influenced. (1b) Let students create a role as one of the influential artist mention. Students can dress up and play role the artist. ||
 * PA Academic Standards: || Content Indicators:
 * (1) 9.2.12A :Explain the historical, cultural and social context of an individual work in the arts. || (1) Students will know social, political, and environmental influences in the work of (list artists here)
 * (2). 9.4.12B: Describe and analyze the effects that work of the arts have on groups, individual and culture. || (2) Students will understand ways that artworks can effect groups, individuals, and cultures. || (2) Homework reading on Impressionism and Post-Impressionism and the impact on how group, individual and culture have made. ||
 * (3) 9.3.12D: Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response. || 3. Students will understand the different vocabularies used by grafitti artists universally. || 3. Students will take a virtual video trip (ART 21), Navigate the website. ||
 * Math Anchor (Measurement) M11.B.2.1 Apply appropiate technique, tool, in order for the design to conform to wall and formulas to determines measurements || Students will apply appropiate estimation measurement. || Students will estimate placement in order for the design to confrom to the wall. ||
 * Reading Anchor R11.B.3.1.1Explain interpret,describe and/or analyze the use of facts and opinions to make a point or construct an argument in nonfictional text || Students will analyze the message the graffiti artist are expressing when reviewing on the website.Students will devise their own message for their graffiti art. || Students choosing lettering to fit the critera of expressing the message they want the viewer to get. Students will incorporate color and images to illustrate the message more clearly to the viewer. ||

Word symbols, and design usage and application || Advance Usage and knowledge of vocabulary of artist statements,lettering and design methods are evident in each section of the student's Graffiti art || Proficient Usage of Vocabulary lettering and design methods are part of a student's graffiti art. || Basic Some usage and knowledge of vocabulary, lettering and design methods are displayed in each graffiti artwork. || Below Vocab., lettering and design methods are incomplete and the usage are rarely used to produce the final product || Political and Social message || Political or Social messages with the use of design theory from other graffiti artists are compared and distinctly understood through out the students artistic displays and group discussion. || Political and Social messages are presented and understood through out the group display and discussion. || Political and Social messages are present with some understanding through out the group display and discussion || Political and Social message are vaguely understood through out the display and discussion. || Historical influences || Students will complete a comparison and identify the historical factors pertaining to the era of focus through their journal. || Students will identify historical factors when completing their journals || Students will provide common historical factors of the era of interest through their journal. || Student will provide a limited amount of facts on historical information used for their journal ||
 * Criteria 1.
 * Criteria 2
 * Criteria 3

Process Indicators: (What students will do to demonstrate knowledge of the content)

Graffiti as an art/ Graffiti as in communication

30 min video 10 min quiz || Stimulating the environment from past to present ( Art Histry) Students will observe and learn through websites the purpose of wall art in caves, Egyptian and Greek up to Impressionist art. Students will take notes and post at least three question from their reading from the website. Two questions on Western art which they must use for the test and the other question for the next day for discussion. || Students will be given a test. ( Quiz) || a beginning of Graffiti) || Students will be given 5 min. to finish quiz. Students will use the questons from yesterday with in their group. ( group of four) to discuss the video they view on Western art and then assigned them wall art where they would create a play of the artist who design the work or a image that would be considered graffiti ( building to replicate the art on the wall). || Students participation during group discussion. Students play or Replication of building with graffiti. ||
 * 1.Topic || Instruction || Formative Assessment ||
 * Art history of the past ( wall art)
 * 2. Topic || Instruction || Formative Assessment ||
 * Art History ( Western art

Students will be writing vocab to have a better understanding on Graffiti art while viewing video). Students will have a discussion on the Graffiti art and pick a vocab word and design a card describing that word. Students will complete the card and turn in for a grade to be use to create a game. || Cards design to express the meaning of graffiti terms. Use cards to design a pictunary game or a game board for later use. || The message, the design || Students will return to their groups of four and start deriving with a message for their rough draft. Students will use the information from the video and do a comparison on Western art vs. Graffiti ( present time) Students will use the computers, magazines to derive with images, lettering for images they will be using for their ideas. || Students must turn in their ideas each day to show progress. Point system that will be added toward the final grade. || (Complete rough draft) || Students will collaboratively put together a rough drat of their message for their final artwork. Students will strategically decide on colors or color theme to best expresss the message they are conveying. Rough draft will be completed on a 9x11 and colored. || Final rough draft of students message at the end of the 5 days. || (Placement || Graffiti is seen on bricks or concrete exterior walls of building, sidewalks, students will be replicating a wall first for their design to reassemble graffiti on the cardboard wall. Students will use masking tape to section bricks. Students must estimate where their ideas will be sketch in order to reproduce the artwork they have already design. Students must decide colors( Color scheme) to best emphasize the message. || Walls complete in a week time period. Ideas scantily sketch to help with placement. ||
 * 3. Topic || Instruction || Formative assessment ||
 * A Video on Graffiti. || Studnts will be using their cognitive skills in viewing and retaining information on the Graffiti video.(20 min)
 * 4.Topic || Instruction || Formative assessment ||
 * Graffiti ( Beginning stage)
 * 5.Topic || Instruction || Formative Assessment ||
 * Graffiti
 * 6. Topic || Instruction || Formaative Assessment ||
 * First stage of the wall

Students will complete a basic outline by chalk to be painted for final appearance. || Designs heavily chalked in to be prepared to paint (3 days). || when finished, students will revise any area that does not clearify the message or artwork created by the students. Students will complete work with in two weeks. || Artwork completed for display. Artwork must be dispayed at the Social to get full credit. ||
 * 7. Topic || Instruction || Formative assessment ||
 * Graffiti (final stage 1) || Students will estimate and transfer sketch to 6'x8' cardbord flat.
 * 8. Topic || Instruction ||  ||
 * Final artwork || Students will learn to blend, shade and to accent words or images through demonstratin and experimentation with acrylic paint.

.Materials needed: Art History book, video on the cave art to greek period - ( Art of the Western World), cardboard, paper mache, shredded newspaper,paint Unit vocabulary: Graffito,Graffiti Tag, Safaitic,Proto-Arabic,Tacherons, Stencil Graffiti, sgraffito Unit warm-up: Assessing Prior Knowledge: Topics Graffiti Art: A Message in the Art NOTES TO SELF: Student review artist who uses graffiti an art form of communication. Then having students applied what they have seen to communicating their concept of their environment around them in graffiti art. 2.Students can complete an art history on graffiti art from past to present 3. Present their art to the public by displaying them at an Event; An African Social "A Walk in the Park".

Instruction:Provide a video for student to view on art from the past ( Cave art) Introduce the word graffiti and have students research the words and the words associated with Graffiti Write down artists that are known in the graffiti world and why they do graffiti. Have students watch a video on graffiti artist and discuss after viewing. Seperate class into group and have them discuss the message they want to project to the public. After deciding each person a task ( students must stay busy at all times) student will design a preliminary study ( detailed) to turn in for approval. Discuss with each group the pro and con of their work. Estimation and placement must be used to fit design completely without anyone design not fitting the cardboard. Have students start designing idea onto a 6 ft x 8ft cardbord flat Provide acrylic paint, brushes and extra containers for mixing colors Provide a place for storage

Assessment || (Their message to the world) || Students will do an art history research on spanish graffiti. A video will be provided to help the creative flow in the student. Students will reasearch on the old civilization Mayan Students will do a comparison of the Spanish graffiti artist of today. || Students will complete a test on Spanish graffitiart and artist. Students will be responsible in translating any Spanish in graffiti to english. Students can place their ideas on the wall with the group they are with. Students can partner with a student who can help them to learn the words that may be express onthe wall. ||
 * Topic: || Instruction || Formative
 * Spanish graffiti artists

Students will have the message in front to duplicate words. Students will double letters to decorate with line patterns. When finished students will use message with their own designed letters. || Students completing the duplication of the message. Students placing line patterns inside lettering they have double. Let students pick three colors to go patterns already place in letters. Student can cut-out their design (using hand over hand technique) and place on the wall with the group he or she is assigned. ||
 * Topic: Autism || Instruction || Formative Assessment ||
 * Working with The Graffiti ( the Word) || Students will view work of an graffiti artist- Fabulous Five Freddy

Students will reseach the origin and the changes through the centuries that have made this vandal work into a acceptable art form. Students will reflect on the philosophy of the artist and his reasons for his concept of his artwork. ||  || . Enrichment for gifted learners: Students will research the different styles and implements graffiti has in different countries.( Pick a country) Research when it began and how dominant in the present society there as an art. What message is communicated and how does the community approach this type of artwork.
 * Topic Gifted || Instruction ||  ||
 * A International view of Graffiti || Students will research the different style impplemented around the world.

Teachers materials needed: Video, computers, computers paper Students materials needed: Computers, computers papers, large 6ftx8ft cardboard flats,acrylics paints, red floor paints, off white basecoat, 9x13 drawing paper, colored pencils Rubric - Advanced - Proficient - Basic - Below Basic Unit accommodations for students not proficient on summative task: Unit accommodations for ESL students: Unit enrichments: