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					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
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                                                  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

GuIdEd 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.



CuLMINATING PERfORMANCE
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.                                              ABOuT THIS BOOkLET
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/
http://www.mirrorservice.org/sites/astro.temple.
                                                     personal meaning or purpose.
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/
stencils-for-high-schools/
                                                     4. Where does Street Art happen?
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.

                                                                                    Street Art: Unit Plan              7
Performances of Understanding (Activities)                             Ongoing Assessment
                                                      (e.g., formative and summative assessments such as reflection,
                                                      guided discussions/feedback, rubrics, portfolio; and summative
                                                      assessment, exams, papers)
Introductory Performances/activities:                 Ongoing Assessment:

The history of Street Art, Graffiti, Stenciling and   Guided discussion and Blackbooks
Paste-ups. Defining each of these terms, iden-
tifying past and current artists like Keith Har-
ing, Lee Quinones, Jean-Michel Basquiat, Barry
McGee and Shepard Fairey.

Creative resourcing- art supplies, public and         Collected examples- entries in blackbooks.
private resources- what’s available to you?

Beginning a grass roots campaign: Finding a           Student built rubric for grass roots campaign
cause, implementing a process, creating rules
and using a structure.


UG1/UG2/UG4

Guided Inquiry Performances:                          Ongoing Assessment:

Sticker Art Project (drawn and printed).              Sticker entry into blackbooks and mail response
bootlegging Andre the Giant has a Posse from OBEY     from stickers sent to specified trading sources-
GIANT- Shepard Fairey                                 i.e. OBEY GIANT.

How to prepare artwork for stenciling                 Group crit and discussion- readability of design
i.e. using contact shelf paper, cardboard.            and implementation of it.

Installation Art                                      Group crit and discussion- readability of design
                                                      and implementation of it.

Rules (making your own) of Street Art                 A student made rubric like guide system for their
discussing materials, spaces, sensitivity to com-     final street art project.
munity.

New Technology in Street Art: LED Throwies            Quality of construction and functionality and
                                                      creativity of construction.

Beyond the limits of technology- using technol-       Guided discussion, research entries in black-
ogy in uncommon places and thinking about             book. Each student will propose a project that
natural resources for power?                          uses technology in an innovative way.
(UG1, UG2, etc.)


8       Street Art: Unit Plan
 Performances of Understanding (Activities)                       Ongoing Assessment
                continued                                              continued


Culminating Performance(s)                         Ongoing Assessment:

Continuing an existing effort/starting a new ef-   Peer reviews
fort.

Knowing and understanding the 1st amendment.       blackbook entries that illustrate the importance
                                                   of the first amendment and common misconcep-
                                                   tions of what it protects.

Art Activism                                       Documentation and implementation of group
                                                   street art project. Incl. photos, blackbook.

Getting the community involved through local       Feedback from community members.
interests and the fun factor.




                                                                         Street Art: Unit Plan    9
STANdARdS MET BY uNIT:                                   H. Identify, describe and analyze the work of
                                                         Pennsylvania Artists in dance, music, theatre and
9.1.12 Production, Performance and Exhi-                 visual arts (most likely Philadelphia and Pitts-
bition of Dance, Music, Theatre and Visual               burgh artists).
Arts.
                                                         L. Identify, explain and analyze common themes,
B. Recognize, know, use and demonstrate a va-            forms and techniques from works in the arts
riety of appropriate arts elements and principles        (e.g., Copland and Graham’s Appalachian Spring and
to produce, review and revise original works in          Millet’s The Gleaners).
the arts. i.e. paint • draw • craft • sculpt • print •
design for environment, communication, multi-            9.3.12 Critical Response
media.
                                                         A. Explain and apply the critical examination
E. Delineate a unifying theme through the                processes of works in the arts and humanities.
production of a work of art that reflects skills in      •Compare and contrast
media processes and techniques.                          •Analyze
                                                         •Interpret
F. Analyze works of arts influenced by experi-           •Form and test hypotheses
ences or historical and cultural events through          •Evaluate/form judgments
production, performance or exhibition.
                                                         B. Determine and apply criteria to a person’s
H. Incorporate the effective and safe use of ma-         work and works of others in the arts (e.g., use vi-
terials, equipment and tools into the production         sual scanning techniques to critique the student’s
of works in the arts at work and performance             own use of sculptural space in comparison to
spaces.                                                  Julio Gonzales’ use of space in Woman Combing
• Evaluate the use and applications of materials.        Her Hair).
• Evaluate issues of cleanliness related to the arts.
• Evaluate differences among selected physical           9.4.12 Aesthetic Response
space/environment.
• Evaluate the use and apply safe methods for            A. Evaluate an individual’s philosophical state-
storing materials in the arts.                           ment on a work in the arts and its relationship to
                                                         one’s own life based on knowledge and experi-
J. Analyze and evaluate the use of traditional and       ence.
contemporary technologies for producing, per-
forming and exhibiting works in the arts or the          B. Describe and analyze the effects that works in
works of others.                                         the arts have on groups, individuals and the cul-
• Analyze traditional technologies (e.g., hand           ture (e.g., Orson Welles’ 1938 radio broadcast,
drawing, printing).                                      War of the Worlds).
• Analyze contemporary technologies (e.g.,
photographic tools, digital cameras, Photoshop,          C. Compare and contrast the attributes of vari-
Illustrator).                                            ous audiences’ environments as they influence
                                                         individual aesthetic response (e.g., viewing tradi-
9.2.12 Historical and Cultural Contexts                  tional Irish dance at county fair versus the perfor-
                                                         mance of River Dance in a concert hall).
A. Explain the historical, cultural and social
context of an individual work in the arts.

E. Analyze how historical events and culture im-
pact forms, techniques and purposes of works in
the arts (e.g., Guernica, Ghost Bike)



10      Street Art: Unit Plan- Education Standards
Notes




        Street Art: Unit Plan- Education Standards   11
      the
Discovery
Street art is any art developed in public spaces
— that is, “in the streets” — though the term usually
refers to art of an illicit nature, as opposed to gov-
ernment sponsored initiatives.
The term can include traditional graffiti artwork, stencil graffiti, sticker art, wheat pasting and street
poster art, street video projections, art intervention, and installation art. Typically, Street Art is used
to distinguish contemporary public-space artwork from territorial graffiti, vandalism, and corporate
art.
                                        the Wikipedia
LESSON 1 / WEEk 1- uNIT OvERvIEW                                       be political and can relate to anything from local
This first lesson will present the entire Unit’s                       community development issues to promoting
goals to the class and provide students with a                         their own interests in public art.
broad overview of the relevancy of street art and
the value it holds in society.                                         A Brief Overview of DEMSAFA

Understanding Goals addressed by this                                  Creating a language of symbols not dissimilar to
                                                                       conventional commercial signage, street art often
lesson:
                                                                       proposes to inform the public of certain issues
OAG’s                                                                  and is sometimes used as a vehicle of self promo-
1. What is a grass roots effort?                                       tion for arts based campaigns. Similar to the
2. How does politics relate to art?                                    reading of commercial advertising, this artwork
3. What is the public domain?                                          also goes unnoticed or falls below the radar of
4. Who decides what is public and what is pri-                         many people.
vate? (or does the First Amendment protect free
speech?)                                                               Starting the Lesson:
                                                                       DAY ONE
Learning objectives:                                                   What is Street Art?
1. What is Street Art?                                                 Students are asked to answer this question with
Students will understand that Street Art is an independently           their current understanding of street art.
fashioned form of community art-making that usually has a
personal meaning or purpose.                                           Street art is artwork that is made in the public
                                                                       domain and meant for public consumption. It
2. Who makes Street Art?                                               is a form of art that is free to view and own if
Students will be able to identify key artists/organizations associ-    presented in a way that supports consumption,
ated with the street art movement.                                     i.e. made on cardboard or other portable materi-
                                                                       als. The street art culture follows certain guide-
3. What is the purpose of Street Art?                                  lines that relate to public and private property,
Students will understand the importance of raising community           vandalism and free speech. Through it’s more
awareness about important unaddressed issues and the value of          recent history, street art has gone from being
grass roots efforts.                                                   an underground and antisocial to being so well
                                                                       accepted that there are magazines and hundreds
4. Where does Street Art happen?                                       of websites that follow artists and their social
Students will be able to identify key public spaces where street art   campaigns. We may touch briefly on Italian
is commonly found within and outside their own community.              Street Painting which is one of the earlier forms
                                                                       of public art in western society. We will cover
Materials Needed:                                                      different forms within the street art movement,
Computer, digital projector, computer lab, note/                       which is not necessarily a comprehensive scope of
sketchbooks, writing materials, drawing materi-                        street art styles, that include stenciling, sticker-
als.                                                                   ing, cardboard and other 3D materials and finally
                                                                       technology in street art.
Students should begin using sketchbooks to write
notes about the artists and styles mentioned in                        We’ll look at some examples of Street Art made
this introduction lesson. Students will be in-                         with the various media types we will be working
formed that the main goal of this unit is for                          with in class as well as spray paint graffiti.
groups to develop art campaigns to support a
cause that interests them. This is not meant to

14        Street Art: Lesson One- Unit Overview
DAY TWO                                               money for Hurricane Katrina relief efforts sup-
Who makes Street Art?                                 porting the Boys and Girls Club of America.
(not necessarily in order nor complete)
                                                      JEAN-MICHEL BASQuIAT
We will get more detailed as far as who the artists
were, what their history is and how their artwork     An Early entrepreneur in the
is viewed today. More examples than the three         New York “handmade T-shirt”
presented will be available to allow for a more       market, Basquiat began his
thorough understanding while reserving some           relationship with the street by
artists for specific lessons to come.                 selling hand painted t-shirts on
                                                      the streets of New York. Pro-
kEITH HARING                                          jected into the spotlight by his
                                                      appearances on public access tv
The most identifiable street                          show in New York, Basquiat gained notoriety and
artist in recent times is Keith                       after his participation in the group exhibition
Haring who many people today                          “Times Square Show” in 1980 his works follow-
know for his pop art style. Har-                      ing continued to gain momentum. Basquiat’s
ing began creating the art he is                      work typifies historical references to graffiti
best known for in the New York subway system          which hail from roman and greek examples of
where he drew with chalk on unused advertis-          drawings that were graffito or scratched into the
ing spots. His bold lines and socially/politically    surface of walls. Working in a style that today
charged messages were engaging and understand-        could also be categorized as relating to the self
able to a broad audience which quickly made           taught art movement. In 1988 Basquiat over-
Haring a notable figure in the 80’s pop art move-     dosed on heroin just a year after the loss of his
ment.                                                 friend Andy Warhol.
Haring formed the Keith Haring Foundation
which is dedicated to funding non profit efforts      These three artists are considered the frontrun-
to improve the lives of children and propel the       ners of the New York street art scene, using the
publics understanding of AIDS.                        Wikipedia, find other artists in the street art
                                                      or public art genre who make socially engaged
LEE QuIñONES                                          artworks by using stickers, stencils, cardboard,
                                                      wood, paint, etc...
Lee Quiñones is best known
for his Graffiti work dur-                            Some other street artists: Shepard Fairey, Mark
ing the same time period as                           Gonzales, Banksey and Josh MacPhee. For a more
Haring in New York City.                              complete listing See http://en.wikipedia.org/wiki/List_of_
Known as a frontline pro-                             Street_Artists
ponent of the post-graffiti art movement which
pushes to establish graffiti art styles as an im-
portant component of contemporary art. The
post-graffiti movement transitions graffiti from
the sides of trains and the undersides of bridges
to the canvas and subsequently the gallery and
museum.

In 2005 Quiñones set out on a fund-raising
bicycle tour from New York to Florida to raise

                                                                Street Art: Lesson One- Unit Overview              15
DAY THREE                                                 For their final assignment, students will be
What materials are used to make street art?               broken up into groups. Each group will have 4
                                                          people in it who have individual responsibilities.
Street artists have typically used whatever medi-
um they are comfortable with to get their mes-            Creative Director: Responsible for overall look and
sage out to the public. While many people would           feel of the project.
consider spray paint graffiti to be the most com-         Concept Manager: Responsible for the big idea behind
mon form of street art, there are other forms of          the project.
public art making with new forms being thought            Graphic Designer: Responsible for making sure the
up all the time.                                          Creative Directors’ direction is maintained.
                                                          Marketing Director: Responsible for ensuring the
STICkER ART- A stack of “Hello, My Name Is”               project gains public awareness.
stickers, or full size sheets of sticker printer pa-      *Distribution: Everyone on each team is responsible for
per, whatever your taste the crack-and-peel pub-          distribution.
lic art method is a great way to put your message         Students will be given a chance to have a guided group discussion
out there, big or small. Notable Artist- Shepard Fairey   to decide on their choice of materials and role in their group.

STENCILING- Using a copier, Photoshop, or Il-             Students will enter an open dialog forum during
lustrator, artists begin by taking a photo or other       these two days dedicated to discussing relevant
image and knocking it down to just 2 colors,              topics related to the unit’s goals. We’ll talk about
black and white- or take pieces of an image and           grass roots efforts and community activism.
break them up to have a multi colored stencil- ei-
ther way, the stencil can be used to easily replicate     We’ll also go over issues of privacy and free
an art project and you can produce your mul-              speech and talk about safety and legality related to
tiples on site or in the studio. Notable Artist- Banksy   making and showing public works of art.

MARkERS/PAINT ON CARdBOARd OR CHIPBOARd-                  What materials would you like to use to create your own street
Decide on using markers or paint on cardboard             art campaign?
cutouts or step it up with jigsaw cut chipboard or
plywood. See http://whendogsfly.com/ for example.         Like the materials you’ve heard about? Have
                                                          something in mind already? Over the next few
WHEAT PASTING- This form of street art is rooted          weeks we’ll be exploring different forms of art
in the practices of bookmaking, papier-mâché,             production that are commonly used by street art-
and was/is used to adhere ads to walls. Like all of       ists. The rest of this lesson will be a self guided
the above forms of street art, wheat pasting is a         inquiry into the world of street art. Using select
great semi-permanent way of promoting a cause             sources, browse and learn about artists whose
and allows for much larger projects that can be           work interests you. Choose a style of street art
easily (carefully) removed with water. Notable Art-       that appeals to you and find 4 other students who
ist- Shepard Fairey                                       are interested in the same style. Your group is
                                                          responsible for developing a theme/topic that
Ending the Lesson:                                        you would like to explore. Consider how your
                                                          style can inform your message as we look at more
DAY FOUR AND FIVE
                                                          in depth examples of street art from around the
                                                          globe.
Students will be given further information about
their final projects and their responsibilities.



16        Street Art: Lesson One- Unit Overview
Assessment of Student Learning:

Blackbook entries by students with examples of
artists and styles.




                                                 Street Art: Lesson One- Unit Overview   17
   The guided lessons in this unit Are the
process oriented skill building component
         guided lessons for this unit
in the unit.
                            include:
                       Sticker Art
                       Stencil Art
   Cardboard and other 3D styles
    Technology used in Street Art
                                                         GuIdEd LESSONS GRAdING RuBRIC

                           In Progress                             Novice                         Intermediate                         advanced
                      (necessAry / useful skills for
       Criteria         completing the project)


   Resourcing Familiarity with the supplies            Utilizes basic knowledge of the    Student is able to redefine/al-    Ability to fulfill the Intermediate Re-
                   identified for the lesson.          resources to successfully com-     ter the resource to give it new    quirement and uncommon use of
                                                       plete the lesson.                  meaning.                           or use of uncommon resource
                                                                                                                             for project.


  Originality/ Thoughtful and engaging idea.           Follows recommended guide-         Pushes the boundaries of the       Ability to fulfill the Intermediate Re-
     Concept                                           lines for project                  projects guidelines                quirement and/or is able to devel-
                                                                                                                             op their own guidelines.




Craftsmanship Familiarity with the tools such          Uses tools and supplies to-        Exhibits an advanced under-        Ability to fulfill the Intermediate
                   as software, cutting tools, paint   gether as recommended in the       standing or skill in the use of    Requirement and uses their skill
                   , etc...                            project instructions.              the projects tools and supplies.   and knowledge to help others
                                                                                                                             improve their work.


    Message/ Basic understanding of se-                Project shows a simple but         Project is developed by creat-     Ability to fulfill the Intermediate
Functionality miotics and how images can               well thought out message and       ing a strong message that is in-   Requirement and is able to help
                   signify meaning.                    is clearly defined but may not     terconnected with or uses the      others to gain a better under-
                                                       have a relationship that is com-   resources and tools by focusing    standing through feedback.
                                                       pulsory to the tools and sup-      in on the resources strengths.
                                                       plies.

        Notes
Guided
    Sticker art is a form of street art in which the mes-
    sage is conveyed by stickers. Sticker art is most no-
    ticeable in well-trafficked urban areas.
                                 Stickers may promote a political agenda (such as the anti-war and anti-
                                 George W. Bush stickers below), comment on a policy or issue (such as
                                 the MIT sticker below), or comprise an avant-garde art campaign (see
                                 This Is A Heavy Product and Obey Giant). Sticker art has been created by
                                 pop.ac (formerly known as Art Collart), a Hamburg artist, in 1987.
                                                         the Wikipedia




                                             the
                                         Explorations
Stencil graffiti makes
use of a paper, card-
board, or other media
to create an image or
text that is easily repro-
ducible.
The desired design is cut out onto the piece of paper and then the image is transferred to a surface
through the use of spray paint or roll-on paint.... Those who make and apply stencils have many
motivations. For some, it is an easy method to produce a political message. Many artists appreciate the
publicity that their artwork can receive. And some just want their work to be seen.
                                the Wikipedia
                                               Installation art is art that the
                                               uses of sculptural materials
                                               and other media to modify
                                               the way we experience a par-
                                               ticular space.
 Installation art is not necessarily confined to gallery spaces and can refer to any material intervention
 in everyday public or private spaces.

 Installation art incorporates almost any media to create a visceral and/or conceptual experience in
 a particular environment. Materials used in contemporary installation art range from everyday and
 natural materials to new media such as video, sound, performance, computers and the internet. Some
 installations are site-specific in that they are designed to only exist in the space for which they were
 created.
                                   the Wikipedia

Various techniques such
as using projectors, LED
throwies, and even pirate
radio could all be consid-
ered “electronic graffiti”.
Other forms of electronic
graffiti could include web
site defacement or upload-
ing and/or printing files
from computers in stores.
In contrast, a non-destructive form of graffiti has also evolved in the electronic age. This new form
manifests itself in computer graphics applications designed for the specific purpose of virtual vandal-
ism. The rationale behind these applications ranges from creative expression to office stress relief.
One example is “Graffiti Playdo”, which serves as an online virtual canvas accessible to graffitists
world-wide. Another example is “Desktop Graffitist”, which enables computer users to spray paint




                                                   Lessons
their screen, including their desktop and any other open windows.
                               the Wikipedia
GuIdEd LESSONS                                                        Lesson Procedures:
Weeks 2-5                                                             Starting the Lesson
Guided lessons will take place during a 5 week period with one        1. The Lesson begins by probing the class to
week reserved for each lesson. Some Lessons, such as the Sticker       see who knows anything about sticker art.
Art lesson below may take up less time to finalize so the lessons                                                What do
time line is a sliding time line.                                     Students know about it? Have they ever made
                                                                      sticker art? What is sticker art? Where have they
                                                                      seen it? Do they know of any famous sticker art-
LESSON 2 / WEEk 2- STICkER ART
                                                                      ists?
The second Lesson will present the artist Shepa-
                                                                      2. Why do people make sticker art? Is all of it
rd Fairey who is known for his Obey Giant Cam-
                                                                      legal? What are sticker artists trying to say with
paign. Lesson two’s assignment will be to bootleg
                                                                      their art?
the sticker project any real giant has a posse.

                                                                      Lesson Sequence:
Understanding Goals addressed by this
                                                                      DAY ONE- HISTORY/RESEARCH
lesson:
                                                                      1. We will open class with a Q&A about sticker art
OAG’s                                                                 to find out more about what people know about
1. What is a grass roots effort?                                      sticker art.
2. How does politics relate to art?
                                                                      2. The instructor will ask students to call out ex-
Learning objectives:                                                  amples of sticker art and artists they know- (some
2. Who makes Street Art?                                              examples will be given if they can’t think of any)
Students will be able to identify key artists/organizations associ-
ated with the street art movement.                                    3. We will discuss one artist and his work.
                                                                      Shepard Fairey for instance is probably known
3. What is the purpose of Street Art?                                 best for his OBEY GIANT campaign.
Students will understand the importance of raising community
awareness about important unaddressed issues and the value of         Thought to be started by pop.ac a German art-
grass roots efforts.                                                  ist who makes pop art “paintings” with stick-
                                                                      ers beginning in 1987. The street art form of
                                                                      sticker art probably goes back further than that
Materials Needed:
                                                                      with skateboarders and musicians who have used
                                                                      stickers to promote their favorite companies or
Sticker paper from various sources, buying from
                                                                      bands. One of the more notable artists in the
office supply, from the, markers, paint pens,
                                                                      sticker art movement is Shepard Fairey who is in-
computer, printer.
                                                                      ternationally known for his depictions of Andre
                                                                      the Giant in his Obey Giant sticker campaign.
References Consulted:
http://www.obeygiant.com/main.                                        The class will view and discuss various work from
php?page=warning                                                      Shepard Fairey (digital projector and computer)
http://en.wikipedia.org/wiki/Street_art
http://en.wikipedia.org/wiki/Sticker_art
                                                                      DAY TWO- SKETCH UP/ BRAIN-
http://www.upenn.edu/pennnews/cur-
rent/1999/022599/FWIW.html                                            STORM
                                                                      1. Students are presented with this assignment:
                                                                      “A friend of yours has been incarcerated for
                                                                      something they didn’t do. You want to help him/
22        Street Art: Lesson Two- Sticker Art
her but you don’t know what to do. You talk to              1. Students will make 40 copies of your sticker,
some other friends and decide to go on a sticker            some of which you will send to Shepard Fairey,
campaign to spread the word about this problem.             some that you will put into a sticker collection
You decide to bootleg the Shepard Fairey OBEY               pack which will include a copy from everyone in
GIANT campaign to show your support for your                the class.
friend. Can you come up with a way to help fund
your friends defense?”                                      2. Students will be informed that one of the goals
                                                            for this class is to successfully implement a social
2. Students are asked to brainstorm and discuss             awareness project through the use of unconven-
some current issue that affect them locally. This           tional means, be it sticker art, cardboard art or
could be a global or community problem. Is                  other forms of public art while remaining con-
this something they can change? Could a street              scious of what constitutes vandalism.
art project help them to raise awareness in their
community about this?                                       Assessment of Student Learning:
3. Students will spend time during the class                Blackbooks, Stickers, correspondence with Obey
sketching graphic art elements with text for their          Giant and (optional)Peelz Magazine.
sticker art project.
                                                            Guided Lessons Rubric
DAY THREE- REVIEW/APPROVAL
The bootleg sticker assignment will be a assign-
ment to create an any real giant has a posse sticker
set- see http://www.obeygiant.com/main.php?page=bootlegs.
Your sticker set will be a self portrait done in the
same style as the obey giant stickers.                      LESSON 3 / WEEk 3- STENCIL ART
                                                            Stencil art and the work of Street Artist John
1. We’ll start by using a digital camera to shoot           Tsombikos who is internationally known for his
photos of everyone.                                         BORF campaign containing an image of a friend
                                                            of his who committed suicide.
2. Then we’ll print them out small and copy
them and enlarge them to give them more of a                Understanding Goals addressed by this
graphic appearance.
                                                            lesson:
The final part of the sticker design will be to             OAG’s
write the pertinent information on the sticker              1. What is a grass roots effort?
and then set up the stickers to copy on sheet               2. How does politics relate to art?
stock.                                                      4. Who decides what is public and what is pri-
                                                            vate? (or does the First Amendment protect free
This project will be fairly quick and the remain-           speech?)
der of the week will be dedicated to deciding on
groups and investigating different methods of               Learning objectives:
street art production further.                              2. Who makes Street Art?
                                                            Students will be able to identify key artists/organizations associ-
Ending the Lesson:                                          ated with the street art movement.
DAYS FOUR AND FIVE- ACTION
While this is meant to be a creative exercise it is
also meant to get your feet wet.
                                                                           Street Art: Lesson Three-Stencil Art            23
4. Where does Street Art happen?                                       3. We will discuss one artist and his work. John
Students will be able to identify key public spaces where street art   Tsombikos for instance is probably known
is commonly found within and outside their own community.              best for his BORF campaign.

Materials Needed:                                                      One of the more notable artists in the stencil art
                                                                       movement is John Tsombikos who is interna-
Sticker Paper, Cardboard, printing ink, roll-                          tionally known for his political and social co-
ers, Spray Paint and Spray Booth?, Computer,                           mentary that often surrounds the familiar image
printer, adhesive spray, tagboard or other thin                        of a friend of his who committed suicide. John
cardstock like material and pen knives.                                Tsombikos got into hot water with the law when
                                                                       police were tipped off by someone who heard/saw
                                                                       him painting. (more info as well)
References Consulted:
                                                                       The class will view and discuss various work from
We’ll review some of the artwork from http://                          John Tsombikos (digital projector and computer)
www.stencilrevolution.com and the tutorials that
are available on this site. Students will choose                       DAY TWO- SKETCH UP/ BRAIN-
a piece of art, an image from popular culture,                         STORM/USING ILLUSTRATOR
etc... to turn into a stencil. Photoshop can be                        1. Students are presented with this assignment:
used to tune up the art and then each color set                        “You are fed up with the sight of lawns that
will be printed out and glued onto board. The                          are dressed with the phrase stop! or Go! in an
dark areas will be cut out of the board and the                        ongoing social battle to improve or rebuild your
remaining areas will be the mask for the stencil.                      schools buildings. You must come up with real
                                                                       issues to address that can be stenciled onto paper
Lesson Procedures:                                                     and taped over the existing signs” *note: permis-
Starting the Lesson                                                    ion will be acquired by parents who have politi-
1. The Lesson begins by probing the class to see                       cally charged signs on their lawns to allow those
who knows anything about stencil art. What do                          signs to be altered or covered.
Students know about it? Have they ever made a
stencil? What is stencil art? Where have they                          2. Students are asked to brainstorm and discuss
seen it? Do they know of any famous stencil art-                       some current issue that they think should be ad-
ists?                                                                  dressed by these signs. This could be a global or
2. Why do people make stencil art? Does it raise                       community problem. Is this something they can
questions about vadalism? What are stencil art-                        change? Could a stencil art campaign help them
ists trying to say with their art?                                     to raise awareness in their community about
                                                                       this?
Lesson Sequence:
                                                                       3. Students will spend time during the class
DAY ONE- HISTORY/RESEARCH                                              brainstorming current issues and come up with
1. We will open class with a Q&A about stencil art                     phrases for their stencil art project.
to find out more about what people know about
stencil art.                                                           4. We will go over basic typography and students
                                                                       will be given a demo and instructed on how to
2. The instructor will ask students to call out ex-                    use Illustrator and taught how to paste their
amples of stencil art and artists they know- (some                     design onto a piece of board and cut out their
examples will be given if they can’t think of any)                     stencil design with an x-acto blade.


24        Street Art: Lesson Three-Stencil Art
DAY THREE- REVIEW/APPROVAL/                           not commissioned yet often receives praise from
SETTING IT UP                                         the general public.
The stencil assignment will be an assignment to
create a political or social awareness campaign       Understanding Goals addressed by this
that addresses something important to each stu-       lesson:
dent.                                                 OAG’s
1. Students should have 10 phrases that focus on      3. What is the public domain?
local/global issues. Once you have your phrases,      4. Who decides what is public and what is pri-
you may seek approval and then decide which one       vate? (or does the First Amendment protect free
you will use.                                         speech?)
2. You must choose the location where you would
like your work to be placed and see whether any       Learning objectives:
other students have chosen similar topics.            1. What is Street Art?
                                                      Students will understand that Street Art is an independently
The final part of the stencil design will be to use   fashioned form of community art-making that usually has a
illustrator to create your sign in simple black and   personal meaning or purpose.
white- using a typeface that can be easily cut out.
                                                      3. What is the purpose of Street Art?
Ending the Lesson:                                    Students will understand the importance of raising community
                                                      awareness about important unaddressed issues and the value of
DAYS FOUR AND FIVE- ACTION
                                                      grass roots efforts.
Each stencil design must be cut and ready to
paint by the 5th day. Signs will be painted (sten-
                                                      4. Where does Street Art happen?
ciled) on day 5 in the spray booth.
                                                      Students will be able to identify key public spaces where street art
                                                      is commonly found within and outside their own community.
1. Students will make 20 copies of their stencil,
some of which you will be placed in town on
front lawns, some that you will put into a your       Materials Needed:
portfolio which will include a other oversized        Cardstock for printing, glue, tape, markers,
works and one copy from everyone in the class.        Computer, Photoshop, Illustrator, Printer.

Assessment of Student Learning:
                                                      References Consulted:
Blackbooks, photo documentation of Stencils in        http://www.ohashi-lab.bio.kyutech.ac.jp/~shin/
place.                                                CUSTOM_DESIGNED_COLLECTION/
                                                      http://en.wikipedia.org/wiki/Street_installation
Guided Lessons Rubric                                 http://www.woostercollective.com/
                                                      http://www.truthtag.com/
                                                      http://sprinklebrigade.com/
                                                      http://www.pbs.org/art21/artists/serra/index.
                                                      html
                                                      http://www.oldenburgvanbruggen.com/
LESSON 4 / WEEk 4- EX/INSTALLATION ART
Installation art is probably one of the most famil-   Lesson Procedures:
iar forms of public art people encounter. Lesson      Starting the Lesson
four presents artists whose installation work is      1. The Lesson begins by probing the class to see

                                                                Street Art: Lesson Four- Installation Art             25
who knows anything about installation art. What         DAY TWO- SKETCH UP/ BRAIN-
do Students know about it? Have they ever made          STORM
any form of public installation art? What is            1. Students are presented with this assignment:
public installation art? Where have they seen it?       “It’s time to make a piece for yourself that show-
Do they know of any famous installation artists?        cases your own artistic style and simply show
How about any known street installation artists?        us what you got!” Select a template from Skin
2. Why do people make installation art? Is all of       Tanaka’s site and using photoshop, illustrator or
it legal? What are installation artists trying to say   using conventional methods like drawing with
with their art? Do these Pieces interact with the       markers or painting create your character. You
environment and the public in a different way           will be making 2 of the same character, the same
than the previous forms of street art we’ve looked      way, one to place publicly and one to keep or
at?                                                     trade. 5 pts. Extra Credit- if you would like to
                                                        make 4 total, you can turn in 2 of them for extra
Lesson Sequence:                                        credit.
DAY ONE- HISTORY/RESEARCH
1. We will open class with a Q&A about installa-        2. This project is all about self expression within
tion art to find out more about what people know        the boundaries of the template you choose. You
about this form of public art.                          may choose to add on to the basic template as well
                                                        but you must maintain the original template for
2. The instructor will ask students to call out ex-     the foundation of your design.
amples of installation art and artists they know-
(not limited to street artists, i.e. Claes Olden-       3. Students will spend time during the class se-
burg, Richard Serra, other examples will be given       lecting their template and work on sketching up
if they can’t think of any)                             ideas for their final work. All work done MUST
                                                        be done by hand with pencils over the printed
3. We will discuss one artist and his work. Shin        template. If we have time, we will look over
Tanaka is a graphic designer who makes “toys”           finished ideas that are ready for the production
that are constructed from cut out paper tem-            phase.
plates. We’ll look at some of Shin’s work which is
largely considered collaborative since Shin only        DAY THREE- REVIEW/APPROVAL
makes one of each and then releases the template        The 3D installation project will be placed any-
for others to download and create as their own          place you choose within the school, keep in mind
work.                                                   that since your work will be placed in a public
                                                        place there is always a chance that it will be stolen
Shin Tanaka does not have much in the way of            or destroyed. This is part of the risk you take as a
published information available and while we            public installation artist.
will stick to his templates for our project, we’ll
also look at some other great examples of public        1. Once approved, it is assumed that you will have
installation art for both arts sake and social com-     received feedback from your fellow classmates as
mentary.                                                well. Your work will always change and grow so
                                                        if your design changes from the approved sketch,
The class will view and discuss various work from       go with it. Begin your final piece either on the
Shin, Truth and the Sprinkle Brigade (digital           computer or using markers or both.
projector and computer)
                                                        2. Final designs will be printed and constructed
                                                        or for marker/paint artists, print your template
                                                        either with the included interior lines or with
26      Street Art: Lesson Four- Installation Art
just the cut and fold lines. It’s best to work on all   Assessment of Student Learning:
2 or 4 of your pieces at once before building, i.e.
paint or design all then construct.                     Blackbooks, Critiques

                                                        Guided Lessons Rubric

Once your pieces are finished you must find a           LESSON 5 / WEEk 5- TECHNOLOGY IN
place to install one of them. Days 4 and 5 will be
                                                        STREET ART
dedicated to completing your pieces and install-
                                                        While Technology is rather new to Street art,
ing and documenting their placement.
                                                        projects like LED Throwies make this style one of
                                                        the most exciting forms gaining the attention of
This project will be fairly quick and the remain-
                                                        both those within and outside the street art com-
der of the week will be dedicated to deciding on
                                                        munity.
groups and investigating different methods of
street art production further.
                                                        Understanding Goals addressed by this
Ending the Lesson:                                      lesson:
DAYS FOUR AND FIVE- ACTION                              OAG’s
Finish your projects by day 5 so that you can           1. What is a grass roots effort?
place them and document their placement. It’s a         2. How does politics relate to art?
good idea to check back to see if your piece is still   4. Who decides what is public and what is pri-
there after a few days and also capture photos of       vate? (or does the First Amendment protect free
people looking at or interacting with your work.        speech?)

1. Work on finishing your pieces                        Learning objectives:
                                                        1. What is Street Art?
2. Further discussion will take place about final       Students will understand that Street Art is an independently
project ideas, groups should get together to dis-       fashioned form of community art-making that usually has a
cuss final ideas. We have one more form of street       personal meaning or purpose.
art to explore so don’t forget to include that as a
possible project- or consider combining styles to       3. What is the purpose of Street Art?
make a unique street art piece.                         Students will understand the importance of raising community
                                                        awareness about important unaddressed issues and the value of
3. With finished pieces on day 5, we will have an       grass roots efforts.
open critique of everyone’s work. Artists will
discuss their original intentions and whether           4. Where does Street Art happen?
they feel the completed piece represents the ini-       Students will be able to identify key public spaces where street art
tial concept or whether it goes beyond it.              is commonly found within and outside their own community.

4. Critical response in your blackbook: We may
                                                        Materials Needed:
not get to critique all pieces but you must write in
                                                        LED’s, Magnets, 3v Batteries, tape,
everyone’s black book something you like about
their piece and something you might change or
something you don’t understand/like. All criti-         References Consulted:
cism in the blackbook should be considered con-         http://woostercollective.com/
structive and should be written as such.                http://graffitiresearchlab.com/
                                                        http://www.instructables.com/tag/Graffiti/LED/

                                                                       Street Art: Lesson Five- Technology              27
http://research.eyebeam.org/                           licensing and the benefits of opensource initia-
http://www.opensource.org/                             tives.
http://www.ruby-lang.org/en/
                                                       The class will view and discuss various projects
Lesson Procedures:                                     from EYEBEAM (digital projector and com-
Starting the Lesson                                    puter)
1. The Lesson begins by probing the class to see
who has played with or seen any form of public         DAY TWO- SKETCH UP/ BRAIN-
art that incorporates technology like LED’s. What      STORM
do students know about it? Have they ever made         1. You’ve seen the Graffiti Research Labs projects
throwies or anything else with electronics, etc..?     and you’re familiar with some forms of technol-
Does this new form of street art have the same         ogy. Using Throwies or an LCD projector and
advantages or disadvantages as the forms we’ve         computer, come up with a piece of techno-graf-
talked about so far? Has anyone ever heard of          fiti that encourages public interaction and input.
EYEBEAM or the Graffiti Research Labs in New           If you have any knowledge of programming, can
York City?                                             you build an application that would let people
                                                       send sms or mms messages to a system that could
2. What is the motivation behind Throwies or           project the message, etc...
other forms of electronic street art? Is all of it
legal? Is it just art for arts sake or are there op-   2. Students will get into their groups to begin
portunities for bigger messages?                       brainstorming for this project. Students are
                                                       asked to brainstorm and discuss some current is-
Lesson Sequence:                                       sue that affect them locally that pertain to night-
DAY ONE- HISTORY/RESEARCH                              time. Could a street art project help you to raise
1. We will open class with a Q&A about technol-        awareness in your community about this? Are
ogy in street art from throwies to digital projec-     there places in your community that are poorly
tions. Does anybody in class know any program-         lit that should have improved lighting? Is there
ming languages? Has anyone played with LED             anyplace that people gather at night that would
lights or other simple electronic devices?             allow you to create an interactive projection
                                                       piece?
2. The instructor will show students a video of
the Graffiti Research Labs FREE BORF project at        3. Students will spend time during the class dis-
the Astor Place square. Students will also be          cussing and writing up ideas in their blackbooks.
asked to call out examples of how electronics
could be used to make street art.                      DAY THREE- REVIEW/APPROVAL
                                                       Each group should have decided on an idea to
3. We will discuss the Graffiti Research Labs and      move forward with. This will be their first op-
their ongoing projects. Because this use of tech-      portunity to work as a group using their defined
nology is still an emerging form of street art, so     roles.
part of this lesson will be dedicated to exploring
the future use of technology.                          1. Each Groups Marketing Director will present
                                                       their idea and receive feedback from the rest of
EYEBEAM and the Graffiti Research Labs are             the class.
dedicated to inventing and promoting open-
source or open copyright art and technology            2. For this project we may try to organize into
projects that support virtual and real interactive     two main groups so we’ll hold a vote to see about
environments. We’ll discuss creative commons           consolidating energy and work on 2 larger impact
28      Street Art: Lesson Five- Technology
projects. It would be great to have a LED project
and a Projection project.

The next stage of the techno-graffiti project will
be to write up a plan of attack for getting your
project up and running. Script out the process
of building your technology system, program-
ming software or whatever else you need to do.
For programming we’ll use the coding language
Ruby. We’ll have a demo on how your script
should look.

Ending the Lesson:
DAYS FOUR AND FIVE- ACTION
The success of this project is rooted in your
groups ability to delegate responsibility properly
which may also mean that everyone has to do things
like build throwies or figure out how to power a
projector from a portable power source.

1. Everyone should be working off of their script
at this point. Remember that your script can
change but make those changes in the script,
don’t just stray from your plan, this will be help-
ful to reviewing your project at the end.

2. At the beginning of day 5 we will review the
progress of both groups and determine whether
we need to go over our projected time budget or
whether we can finish on time.

Assessment of Student Learning:

Blackbooks, Group Scripts, Documentation of
project in action- video or still.

Guided Lessons Rubric




                                                      Street Art: Lesson Five- Technology   29
    the
Exploration
Installations such as Banksy’s “Boadicea” utilize art
intervention while the artist Truth uses painted
blocks and attaches them to walls to integrate into
the existing building’s architecture.
Street installations are a growing trend within the “street art” movement. Whereas conventional street
art/graffiti is done on surfaces/walls “street installations” use 3-D objects/space to interface with the
urban environment . Like graffiti, it is non-permission based and once the object/sculpture is in-
stalled it is left there by the artist.
                                         the Wikipedia
CuLMINATING PERfORMANCE                                                References Consulted:
Weeks 6-7                                                              Any of the previous references mentioned so far.

Culminating Performances will take place dur-                          Lesson Procedures:
ing a 2 week period and should be established as                       importAnt: no projects cAn be implemented thAt hAve the
more of a workshop format. As the final lesson                         potentiAl of being illegAl or thAt mAy endAnger A group or
in the Unit, students will need to continually                         the public. All group projects must be cleAred And permis-
evaluate their own progress to ensure successful                       sion must be obtAined for works thAt tAke plAce on public
completion of their projects.                                          property.


LESSON 6 / WEEkS 6-7 fINAL PROJECTS:                                   Starting the Lesson
IMPLEMENTING A STREET ART CAMPAIGN.                                    1. Each group will have the first few days of the
The final lesson for this Unit will allow students                     lesson to brainstorm with each other and the
to take the information they have learned from                         class while developing their campaign idea. Each
the previous lessons to implement their own                            group should try to work on a different idea with
ideas for Street Art Activism.                                         different materials if possible. There is a limited
                                                                       supply of some resources like the throwies. It’s
Understanding Goals addressed by this                                  important to remember to include connections
                                                                       to the overarching goals of the unit. A Street art
lesson:
                                                                       campaign without a clear message is difficult to
OAG’s                                                                  defend, writing up a clear plan that either spe-
Individuals will use the Overarching Under-                            cifically identifies community or global issues
standing Goals they feel are relevent to their                         can help to ensure greater receptiveness upon
project and write about them in their blackbook.                       final completion of the project. That said, if
                                                                       your project is all about art for art’s sake then it
Learning objectives:                                                   is equally important to have a clear message and
1. What is Street Art?                                                 approach so that your work has defined boundar-
Students will understand that Street Art is an independently           ies that can be identified throughout the various
fashioned form of community art-making that usually has a              pieces that are created.
personal meaning or purpose.
                                                                       2. Each group’s marketing Director will present
3. What is the purpose of Street Art?                                  their groups project idea when ready.
Students will understand the importance of raising community
awareness about important unaddressed issues and the value of          3. With the amount of time available for this
grass roots efforts.                                                   project, the work should reflect the time spent.
                                                                       Groups will be required to show photo docu-
4. Where does Street Art happen?                                       mentation of the location they are interested in
Students will be able to identify key public spaces where street art   using as well as a plan for how and when they will
is commonly found within and outside their own community.              build and implement their campaign.


Materials Needed:
Materials will be determined by the various proj-
ects students undertake. The supplies needed
may be similar to the previous projects and any
new materials may need to be resourced by stu-
dents directly.

32        Street Art: Lesson Six- Final Projects
Lesson Sequence:                                         on groups periodically. For projects that need to
DAY ONE- HISTORY/RESEARCH                                be implemented quickly and at a specific loca-
1. Brainstorming activist ideas. We will also            tion, arrangements can be made to have the class
review past and current art activism like Graffiti       participate or you can document your actions
Research Labs, EYEBEAM, Ghost Bike, Save Huck and When   with a video camera and still cameras.
Dogs Fly.
                                                         3. Technology projects that need to take place
2. Each Group will research an activist project          after dark should arrange to get together after
and present it to the class during the middle of         class during the week or weekend and attempt to
the week. The presentation should pertain to the         offer a time that others might see/experience the
groups final project interest but does not need to       project in action.
be formal. It should contain information about
the topic, rules, materials and format of the            Assessment of Student Learning:
project presented.
                                                         All project evidence should be turned in for final
DAY TWO- HISTORY/RESEARCH                                grading. This includes blackbooks, artworks and
                                                         documentation of activism in action.
                      continued...
1. Continue research on past and current proj-
                                                         Guided Lessons Rubric.
ects.
                                                         Final Group Critique.
2. Students will spend time during the class dis-
cussing and writing up ideas in their blackbooks.

DAYS THREE AND FOUR- REVIEW/
APPROVAL
1. Each Groups Marketing Director (or anybody
else delegated to present) will present their re-
search, with the other group members presenting
a portion of research as well.

2. Groups will include notes and feedback in
their blackbooks during the presentations.

Ending the Lesson:
DAYS FIVE—EIGHT- ACTION
Building and finalizing projects.

1. Everyone should be working on their script at
this point. Write up how you will work on your
project and delegate tasks to group members.

2. Be sure to document your projects as you
complete your pieces of art and surrender them
to the public domain. Students are welcome
to request additional guidance if they run into
problems and the instructor will be checking in

                                                                   Street Art: Lesson Six- Final Projects   33
Notes
                                                      Notes




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