Level 3: ART 309 & Student Teaching

Living Artist Lesson Plan

Central Focus
Grade Level
Class Size
Time
Class Demographics

Living Artist
4th grade
6
1hr 50min
(use during Student or Clinical Teaching only)

National Core Arts Standards Addressed

Creating: VA:Cr1-4 b. Collaboratively set goals and create artworks that are meaningful and have purpose to the makers.
VA:Cr3-4 a. Revise artwork in progress on the basis of insights gained through peer discussion.
Presenting: VA:Pr5-4 a. Analyze various considerations for presenting and protecting art in indoor or outdoor settings, in
digital or in a temporary format, on various surfaces or in different location
Responding: VA:Re7-4 b. Analyze components in visual imagery that convey messages.
Connecting: VA:Cn10-4 a. Create works of art that reflect community cultural traditions.
Common Core State Standards Addressed
Use http://www.corestandards.org/ELA-Literacy to copy and paste the codes and standard text for the level-specific Common
Core State Standards this lesson will address. 4th grade lesson example:
CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
SPECIAL PRE-INSTRUCTION PREPARATIONS
Teacher example
Powerpoint
Make handouts
ARTISTIC PRACTICE
Forms
Frames
Conceptual Framework

2D
Cultural
Artwork

3D
Subjective
Artist

Artmaking (60%)
Create a collage
Using a dripping technique they will layer their
Create a stencil that goes on top of their multimedia work

Structural
Audience

4D
Postmodern
World

Critical/Historical Study Activities (40%)

Learning street art though Banksy, Kaws, Anna Garforth,
Scott Wade

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
2D: Students will be able to create a collage using at least 10 images from magazines that reflect a subject
that is important to them.
Artwork: In written response students will describe at least two similarities and two differences between
conventional art and Street Art.
Subjective: While looking at images of Street Art students will orally identify an emotion evoked by the
images and give at least two ways that emotion was communicated.
Cultural/ Structural: While looking at images of Street Art students will orally describe, at least one theme
they notice in street art.
Postmodern: Students made adjustments to their works of art by making at least two changes to their
original piece to assimilate street artists challenges.
INTERDISCIPLINARY CONNECTIONS
Writing
History
TEACHER MATERIALS

Level 3: ART 309 & Student Teaching

Powerpoint
Video Clip
Teacher example
Handout

Cardboard 12X6
Magazine cut outs
Scissors
Matt medium or modgepoge
Tempera paint
Think paper (card stock)
Paint shirts
Pencils

STUDENT MATERIALS

Key Artists
Key Artworks
Key Critical Questions

ARTISTS IN CONTEXT
List at least 6 diverse artists
Artist, Artwork Title, Year (list at least 2)
1. List at least 4 critical questions about each of the key artworks that will ground writing
and discussion activities
VOCABULARY AND LANGUAGE ACQUISITION

Discipline Specific (Syntax)

Commission: receiving money from someone in order to
create a work of art
Conventional art: historical or traditional art (art you would
normally find in a museum)
Street art: art that may or may not be illegal that is found
on the streets or in unconventional places.
Stencil: a tool used to recreate a pattern, design, word,
ect. Onto another surface.

Academic

LANGUAGE FUNCTIONS
Describe: what they see in the power point
Compare/Contrast: conventional art to street art
Critique/question: if street is an acceptable form of art
LANGUAGE MODES AND ACTIVITIES
Throughout your unit you should have at least one activity focused on have students exercise each mode.
Read
Write
Listen
Speak
Books open for early
Ven-diagram comparing
During power point and
Discuss at least one
finishers.
street art and
demo
emotion provoked by the
conventional art
images.
Discuss, at least one
thing they notice about
themes in street art.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Instruction Methods
Orally
Have you ever seen street art before?
Video
Video about street art
Instruction
Instruction Methods
Go around the room and ask one thing they learned from the video
Orally
Do you know of different forms of street art?
Demonstration
Start PowerPoint
Written
Slide one: Banksy (Sarah)
Visual
Launch

Level 3: ART 309 & Student Teaching

-Do you think this is right or wrong?

-why do you think that?
-If its wrong is it still considered art?
-Talk about commission based work
-Is it still right/wrong if it is commissioned
Slide Two: Anna Garforth: Pharmacy Sign (Kim)
-Is this a more acceptable form of art?
-Is this still wrong if she puts moss on walls without asking?
Slide Three: Scott Wade: Mona Lisa/Starry Night (Sarah)
-Dose permanency devalue the meaning of art?
Slide Four: Kaws (Kim)
-is reverse graffiti still graffiti?
-Do you think it would be considered illegal?
Pass out vendiagram
Intro to collage
Passout paper
Informal demo of how to collage (Sarah)
Students will work on making project
After collage is done we will then talk about the importance of layering
their work, in relation to street art.
We will then demo controlled drip painting onto their collage
The students will then drip paint on their work creating a textured surface,
mirroring the street artist process.
While the surfaces are drying we will have the students create a stencil
that will be used on the following Saturday.
Clean up
Closure
Have a discussion on one thing each student liked about to day and one thing
they learned.

Instruction Methods
Orally

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations
Orally comparing and contrasting street art with conventional art within the powerpoints and also having the students create
a written vendiagram doing the same.
Enrichment and Extensions
Advanced students work will reflect a deeper understanding of the themes within street art.
We will question their motives and meaning behind their choices within their art.
Activity for Early Finishers
Early finishers will have the options to read books on street art
They will also have the option to make more than one stencil
Early finishers will also help clean up
1.
2.
3.
4.
5.

OBJECTIVE-DRIVEN ASSESSMENTS
2D: Students will be able to create a collage using at least 10 images from magazines that reflect a subject
that is important to them.
Artwork: In written response students will describe at least two similarities and two differences between
conventional art and Street Art.
Subjective: While looking at images of Street Art students will orally discuss at least one emotion provoked
by the images.
Cultural/ Structural: While looking at images of Street Art students will orally discuss, at least one thing they
notice about themes in street art.
Postmodern: Students cocreate works of art by making at least two changes to their peers original piece to
assimilate street artists challenges.

Level 3: ART 309 & Student Teaching

REFERENCES

Gardens, G. (2008, September 25). Design | Triple Size Pugs. Retrieved

fromhttps://triplesizepugs.wordpress.com/category/design/
Lean, P. (2004). space invaders. Retrieved from
http://nga.gov.au/Exhibition/SPACEINVADERS/Default.cfm?IRN=162193&BioArtistIRN=33679&MnuID=4&GALID=33679&vi
ewID=3&DTLVIEW=TRUE
Wade, S. (2014). scott wade's dirty car art. Retrieved from http://www.dirtycarart.com/get-the-dirt/
Garforth, A. (2013). Anna Garforth. Retrieved from http://www.annagarforth.co.uk/

* Developed and written by (Kimberly DeFreece and Sarah Schmidt), Art Education, Illinois State University, 2014 *