Morgan Gilbert
Independent Project
ARE 6148:
Curriculum in Teaching Art
Fall 2014
Unit: A Sense of Community
Unit Overview: Street Art is a new
and emerging eld combining the best
parts of ne art and gra!ti. In this unit,
students will use installation art
techniques and ber art techniques to
create unique works of art that address
ideas about their community.
Target Grade Level: High School
Overarching Understandings and
Key Concepts:
# Art makes us connect with our
community to improve and grow.
# What denes art vs. vandalism is
intention and permission.
Essential Questions:
# How do artists benet society?
# How can I use my artistic talents to
benet my community, state,
country, world?
# What ethical issues are involved in
the creatives practices of the visual
arts, and how can they be
understood in relation to universal
concepts of human rights?
Objectives:
# Students will understand why street
art is made.
# Students will understand legality
issues regarding street art.
# Students will understand how
community a$ects how art is made.
A Sense of
Community
Lesson 1:
Overview:
VA SOL Standards:
Lesson Objectives:
Tools and
Materials:
In this lesson, students will discuss and explore legality issues surrounding street art and gra!ti.
Students will discuss what denes a work as street art, what drives people to make street art,
legal issues regarding street art and vandalism, and how to create legal street art.
I wouldnt say its exactly legal
AI.7 The student will adhere to ethical choices when creating works of art and design.
AI.16 The student will evaluate how social, cultural, and historical context contribute to meaning in works of
art and design.
AI.17 The student will analyze how media and visual organization in works of art a$ect the communication of
ideas.
AI.19 The student will articulate the di$erence between personal preference and informed judgment when
discussing works of art.
AI.21 The student will analyze the functions, purposes, and perceived meanings of works of design.
Students will be able to:
# Discuss and understand what dees street art
# Compare and contrast street art and gra!ti
# Recognize noteworthy and contemporary
street artists
# Discuss legality issues regarding street art
# Virginia laws regarding gra!ti and vandalism
# Sketchbook
# Various images of gra!ti and street art
Introduction:
Process:
1. Start the lesson by showing article on a local debate over city ordinances on advertisements and murals.
Have students compare and contrast whether or not they believe the mural should be allowed to stay or
taken down.
Johnson City Mural Debate
2. Have students explore gra!ti and vandalism laws local to them. Ask students, Do you believe these laws
are fair? Have a yes group debate a no group regarding this.
Virginia Laws on Gra!ti and Vandalism
3. Discuss questions below:
1. Is there a code of honor for gra!ti artists (like not hitting peoples houses)?
2. Would most artists that do gra!ti prefer to do it legally? Or is there something about the thrill of
engaging in illegal behavior that is integral to the art? If there were public places that were designated
specically for painting on, would they be used?
3. How do other artists feel about gra!ti? Am I mistaken in thinking that there is a recognition amongst
most artists that gra!ti does have artistic merit?
4. How does the general populous feel about gra!ti art? Would they support the concept of public
areas for gra!ti? Or is there an all out dismissal of gra!ti in general?
5. I am also wondering if there is an accepted term for gra!ti-style work that is done legally? Does
urban art work, or street art, or some other phrase?
6. What denes something as street art rather than gra!ti?
4. Introduce contemporary street artist, Banksy and show video introducing his work.
Who is Banksy?
5. Create an information graphic teaching peers about legality issues regarding gra!ti. Spread them
throughout the school and community.
Begin the unit by showing students some examples of famous, contemporary, public art pieces in the street
art style, some examples of high quality, but possibly illegal street art pieces, and some highly destructive
gra!ti tags. As pictures are being viewed, have students jot down Yes, Maybe, or No in regard to the
question, Is this Art? Is it legal? Once all images are viewed, divide students up into small groups of 3-4 to
discuss their answers.
Assessment:
Artists Referenced:
References:
2006 Code of Virginia 10.1-1004 - Vandalism; penalties. (n.d.). Retrieved October 16, 2014, from [Link]
codes/virginia/2006/toc1001000/[Link]
Banksy | Who is Banksy? (n.d.). Retrieved October 16, 2014, from [Link]
Gra!ti: Art Or Crime? (n.d.). Retrieved October 16, 2014, from [Link]
Should Johnson City revise its regulations for murals? Read more: Should Johnson City revise its regulations for murals?
| Johnson City Press [Link]
murals#ixzz3GHFs08Qq Follow us: @JCPress on Twitter | JohnsonCityPress on Facebook. (2014, September 2). Johnson
City Press. Retrieved October 14, 2014, from [Link]
revise-its-regulations-for-murals
Banksy - [Link]
Formative:
# Responses to
discussions in
sketchbook
Summative:
# Information Graphic
graded based on rubric
Overview:
VA SOL Standards:
Lesson Objectives:
Tools and Materials:
In this lesson, students will explore sculpture techniques to create a group artwork that manipulates their own
environment by changing an aspect of something around them. Students may manipulate color, texture, line,
shape, space, or form to create a temporary impact on their chosen environment. Students will work with
peers and community members to create a piece that addresses a community issue.
AI.2 The student will identify and use steps of the design process, including brainstorming, preliminary sketching, planning,
reecting, rening, elaborating, and researching, in creative problem solving.
AI.3 The student will communicate ideas in works of art by identifying and using steps of an artistic process, including
selecting media and incorporating elements of art and principles of design.
AI.4 The student will describe and demonstrate craftsmanship (artisanship) in works of art.
AI.5 The student will employ a variety of subject matter, including cultural or social concepts, to express ideas in original
works of art.
AI.17 The student will analyze how media and visual organization in works of art a$ect the communication of ideas.
AI.21 The student will analyze the functions, purposes, and perceived meanings of works of design.
Students will be able to:
# Dene and discuss installation art and contemporary artists working in the medium
# Develop ideas about what denes community, issues that are pertinent to their own community, and how they can
express those ideas visually
# Work collaboratively with community members to build an installation art piece pertaining to one community issue
(permanent or semi-permanent)
# Sketchbook
# Kraft Paper Rolls
# Found objects
# Measuring Tape/Yard Stick
# Zip Ties
# Spray Paint
Change Your Environment
Lesson 2:
Introduction:
Process:
Begin the lesson by telling students they are going to survey their peers and community members on how we dene
community," what it means to be a community member, and any issues that pertain to their community. Have students
compile 8-10 questions using both short answer and multiple choice. A site like [Link] may be used
to digitize the survey and collect data digitally. Survey can be emailed to parents, peers, and teachers. Have students
compile data to establish trends in answers.
1. Students will begin by compiling and discussing common themes discussed in surveys regarding their community.
Discussions about what denes their community (their school community, their town, their county)? They will then
compile a list of issues that are pertinent to that community setting, (i.e.. bullying, poverty, race, etc.) As a group,
students will decide which of these issues could be expressed visually most e$ectively.
2. Next, students will explore and develop a Pinterest board of environment and installation art HERE and watch
video about Andy Goldsworthys work and Andy Goldsworthys art process. Have students watch TED talk on
Guerrilla Gardening.
3. When an idea is chosen, students will begin sketching visual representations in their sketchbook. One element of
art will be chosen as the main unifying structure of the piece. The piece will me a manipulation of an already
existing environment without any permanent changes. Materials and location will be discussed in regard to
weather, workability, and community involvement. Is there a part of the community that could donate a material?
That only adds to the idea of community involvement!
4. Once students have developed ideas independently, they will come together to collaborate on a nal design. The
nal design will be drawn large scale on kraft paper with measurements of the area it will be located.
5. Assembly at the location will be started by students, but will be open to the community to nish.
6. Instructions and additional materials may be left at the site encouraging community members to participate in the
art making.
7. Use a hashtag (#) title to publicize the piece and encourage art makers to take pictures with the piece and engage
in social media.
8. An artist statement about the creation of the piece and signicance behind it could be available at the piece, or via
social media. Each student will write one paragraph in their sketchbook regarding their experience throughout the
lesson.
Assessment:
Artists Referenced:
References:
12 Amazingly Creative Examples of Environmental Art. (n.d.). Retrieved October 16, 2014, from http://
[Link]/proles/blogs/environmental-art-calendar
21 Unforgettable Examples of Land Art. (n.d.). Retrieved October 16, 2014, from [Link]
proles/blogs/20-unforgettable-examples-of-land-art
Continued reading... (n.d.). Retrieved October 16, 2014, from [Link]
inspired-lesson/
Elements of Art. (n.d.). Retrieved October 16, 2014, from [Link]
building_lessons/elements_art.pdf
Claus Oldenberg - [Link]
Robert Smithton
Andrew Goldsworthy
Ron Finley
Formative
# Sketchbook check on
design development
Summative:
# Completion of
individual section
# Artist statement
Lesson 3:
Overview:
VA SOL Standards:
Lesson Objectives:
Tools and
Materials:
Community Yarn-Bombing
In this lesson, students are introduced to the art of yarn-bombing, a form of street art where an object is covered in ber
through knitting, crocheting, or sewing. Contemporary artists working in yarn-bombing are explored.
AI.2 The student will identify and use steps of the design process, including brainstorming, preliminary sketching, planning,
reecting, rening, elaborating, and researching, in creative problem solving.
AI.7 The student will adhere to ethical choices when creating works of art and design.
AI.11 The student will analyze major art movements and inuential artists according to events, places, cultures, and
historical periods.
AI.17 The student will analyze how media and visual organization in works of art a$ect the communication of ideas.
AI.18 The student will develop constructive approaches to critique (formative, peer-to-peer, self-reective, summative) that
are supportive in intent and that o$er alternative points of view.
AI.19 The student will articulate the di$erence between personal preference and informed judgment when discussing works
of art.
Students will be able to:
# Understand the terms yarn-bombing, gra!ti, and crochet.
# Understand basic crochet techniques as well as sculpture installation techniques.
# Bring a group of artists and students together to work collectively on a piece of art.
# Yarn (various colors and styles)
# Crochet hooks
# Thread
# Needles
# Knitting Needles
# Zip Ties
# Sketchbook
# Pencil/Charcoal
# Eraser
Introduction:
Process:
Before introducing, students will reect on any prior knowledge of yarn-bombing in their sketchbook. Those who have no
prior knowledge will answer the question, What is street art? Can street only be done with paint? Students will be asked to
volunteer to read their responses, then discuss their answers.
An introduction to yarn-bombing will be presented by watching the artist biography of artist Jessie Hemmons, known
as&Ishknits.
WATCH THE VIDEO HERE
After watching the video, students will discuss how their assumption towards street art have changed in respect to yarn-
bombing.
1. Using the information gathered in the introduction as a hook to get students engaged, students will explore Yarn-Bombing
and Fiber Arts Pinterest page HERE. Brainstorming ideas and inspiration can be pinned for all student collaborators to see.
2. Once su!cient inspiration has been pinned, students will begin developing ideas of their own yarn bomb installation.
Considerations must include: location (and permission to use said location), color scheme, size/measurements, design, and
signicance. Signicance must be addressed to create a purpose to the piece other than being aesthetically pleasing.
Signicance could be regarding a political/social statement, a reference to pop culture, or a play on words.
3. Individually, then collaboratively, students will create designs in their sketchbook depicting an installed yarn-bomb in a
public place in their community. Classes will choose one design to create based on elements of art, principles of design,
and feasibility.
4. Once a design is nalized, permissions are granted to use the space, time frame established, and materials are gathered,
students will begin practicing basic knitting or crocheting techniques.
Knitting 101: The Basics
Crochet 101: The Basics
5. To assess skill knowledge, student will create a 4x4 square either knitted or crocheted block in any color.
6. At the site, measurement will be taken and documented with initial to ensure correct sizing.
7. Each student will create their piece to the whole, as well as encourage fellow community artists/peers to create a piece to
complete their design.
8. Once all the pieces are compiled, the pieces will be joined (by sewing or crocheting together) in one or several large pieces
ready for installation.
9. At the installation site, students will wrap knitted and crocheted pieces around their desired object and secured in place with
zip ties.
10. Document your work! Street Art pieces are almost always temporary pieces, make sure there are pictures taken before the
piece is taken down.
11. An artist statement about the creation of the piece and signicance behind it could be available at the piece, or via social
media. Each student will write one paragraph in their sketchbook regarding their experience throughout the lesson.
12. Invite the community to view the piece by marketing it on social media, school announcements, and newsletters.
Assessment:
Artists Referenced:
References:
Alvidrez, G. (2012, July 18). Yarn Bombing The New Hipster Street Art [VIDEO]. Retrieved October 15, 2014.
Free vector clipart Knitting Needles & Yarn 1. (n.d.). Retrieved October 15, 2014, from [Link]
free_clipart/45174/Knitting_Needles__Yarn_1
Okun, A. (2013, February 28). 32 Incredibly Cool Yarn-Bombings To Brighten Your Day. Retrieved October 15, 2014,
from [Link]
The Yarn Bomber Hits L.A. (2011, December 9). Retrieved October 15, 2014, from [Link]
yarn-bomber-hits-la/[Link]
Vogue Knitting | How-to. (n.d.). Retrieved October 15, 2014, from [Link]
[Link]
Formative:
# Sketchbook check on design development
# 4x4 knitted or crocheted square skill study
Summative:
# Completion of individual section
# Artist statement
Jessie Hemmons, aka Ishknits - [Link]
