Graffiti the School
Graffiti the School (Voice)
List 2 or 3 related outcomes form the PA Arts and Humanities Standards: http://www3.kutztown.edu/arteducation/PDF/arts_standards.pdf
Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
AND 2 or 3 connections to the Common Core: https://www.nationalartsstandards.org/
Synthesize and relate knowledge and personal experiences to make art.
Interpret intent and meaning in artistic work.
GRADE LEVEL AND DEVELOPMENTAL RATIONALE:
This lesson plan is intended for a beginning film and photo classroom in high school. A lot of these students are freshly coming into high school and I want them to know that they are able to express how they feel in an art classroom.
BIG PICTURE RATIONALE:
The overall goal of this lesson is for the students to leave their voice in the school setting. In this manner they get to artistically express grievances or positive aspects of their high school careers. It is so that a student feels like they can step out of what a teacher expects of them and to see how the students translate it into an art piece. This is so crucial because there has been an increasing amount of anxiety and depression amongst students, so if we can somehow learn to release some of that tension and explain why they feel as they do, then that would be a step in the right direction.
MENTOR ARTIST/S OR VISUAL CULTURE: (Contemporary and Historical)
Banksy, slinkachu
OBJECTIVES:
SWBAT shoot and save a DSLR photo onto their computers.
SWBAT to take a photo that is compositionally interesting.
SWBAT experiment with Photoshop and a Wacom drawing pad to somehow alter a photo that they have taken.
SWBAT express their feelings and place in the school system by applying graffiti techniques to a photographed image of a location within the school.
SWBAT alter an image and in turn, a mindset, by thinking about how seemingly minute changes can make a bigger impact.
LOGISTICS:
Full Supply list
-DSLR Cameras
-Memory cards
-17 Mac Desktops
-17 Wacom Drawing Pads
To prepare before
-Make sure that the memory cards are wiped and have memory
-Batteries for the cameras are all charged
SPARK/INTRODUCTION (Time: 20min)
(11 minute video)
Ask them the questions: How can you be the domino? What commentary would you like to make about Lower Merion? What might make you afraid to say something?
-Have the students write down some ideas
-(10 minute) discussion time about their thoughts
Go out and visually capture something that represents high school to you via your cellular device. Remind them that this is an open space where they can speak their truth about high school whether it be good or bad and to view things in a critical light. Think about what you may want to say or what truths you would like to capture.
ACTIVITY (6 days):
Day 1: Introduction
Tell the students to come back 10 minutes before class ends so that they can upload the photos to the shared drive.
The main activity they will be doing is going around the schools with their iPhones and taking photos of what represents high school to them. They are allowed to go in pairs or groups so that they can talk about their ideas and/or need someone to model something.
During the time they are walking around and taking photos, make sure to know the general location of most of the students. The students will have a lot of free reign because I want to build a community of trust where they are open to make commentary on an institution in a critical light.
(10 minutes) Tell the students to upload their photos on shared drives on their laptops. Email me your top 5 photos to share for next class.
Day 2: Gathering More Information and Ideas
(20 minutes) Project the photos from last class and have students say what they like and dislike about the photos.
Question prompts: Do these photos make you view high school differently? How can you further your ideas after looking through all these images? Which one stood out the most to you and why?
https://docs.google.com/presentation/d/117RnCoHkpv-tvXSUtjaVRa44bpfx1t3FL9DJc4rl7wU/edit?usp=sharing
*ideally when showing this powerpoint, I will be able to use the students photos from the prior class as examples
Powerpoint about composition
-Rule of Thirds, Centered, Framing, Leading Lines, Focal Length
After the feedback and consideration of composition, let them go out once more with DSLR’s.
(10 minutes) Have a quick overview of how to use the guidelines to create their composition, how to use the automatic focus, what to do when photo gets too dark.
(15 minutes) When they come back teach them how to upload their photos to the saved drive and delete the photos on the camera. Go around and talk to each student and give him or her feedback and ask what effect they would like to learn for the next portion.
Day 3: DSLR
(10 minutes) Introduce the second part of the lesson. Explain what graffiti is within a powerpoint. Give examples from Banksy to just street tagging and have a conversation about how graffiti gives a voice to an artist.
They should express their feelings and place in a school system within the realm of a photograph. Before they go out and take photos again, they will write a sentence of two of what they would like the audience to take away from their picture. Tell them to come back 10 minutes before class ends.
https://docs.google.com/presentation/d/1jVzaG9BDhUdmfbD4L6vqcNOTEQE6_pr3BdBxDvGyrQI/edit?usp=sharing
(15 minutes) Clean up time: upload photos, delete files on sim card, and put camera back.
*As students start to stagger back into class give them one on one feedback on their composition and ideas. If a photo is particularly visually interesting, have the class gather around to take a look.
Day 4: Wacom
(15 minutes) Give a demonstration on how to use the Wacom pad. Teach them some techniques as to how to make their illustration blend into their image along with other integration techniques.
· GRABBER: When teachers are erasing boards and they miss a spot. That annoys me, and for the rest of the day I am thinking about how that marker smudge got lucky and if it will be there tomorrow. This small mark made a difference in my day how can you edit your photos to do the same?
· They will make a minute change onto their photo using these techniques. How can a small alteration leave a big impact?
Use the rest of the class time to let the students explore the program on their own while I answer questions and problem solve with students.
(15 minutes) Have them save their work and walk around to see what everyone else is doing. After they have had time to look at what their peers are doing ask them what they found interesting about the work they saw. Which one did they think was the most thought provoking and why?
Day 5: Work Day
(5 minutes) Tell them that they are continuing their small change onto the photo. When they are finished save as a JPEG (write the steps on the board) and email it to me.
-How to save as a JPEG: Save As… SchoolGraffiti_LastName
-Format: JPEG
-Shared Folder: Your Name
-Enter a Resolution: Max [12]
From this point on we will print out the finished product. They will then write a mini 1-3 sentence reflection about their intent and what they wanted to make a comment on.
Day 6: Finishing Touches | Critique
(20 minutes) Print out the rest of the files and take care of house keeping (making sure that things are saved in the right place, in the right format, with the correct resolution.
Rest of the class will be used as critique time. Each photo will be up on the projector and there will be a cold read. Some questions that may be asked: How did making this change make you feel? What message did you want to viewer to see? Does this accurately depict high school for you? Do you understand the message that the artist was trying to make? What would enhance the idea that was just stated?
CLEAN-UP PROCEDURES/
CONCLUSION/WRAP-UP (Time 10 min)
Clean up will be different for every class, but I will consistently ask them to save their work, make sure it is not on the desktop, but in the shared folder. If they are out taking photos, double check that they are in the shared. Put the Wacom drawing pads back.
As they are cleaning up, ask them a general question or ask them to think about what they want to do next: How can you move forward with your concept? Are there some things that you can edit out? What does simplicity mean to you? What interests you the most about your photo? Have you thought about high school differently?
ADAPTATIONS/MODIFICATIONS:
If need be, the students can use a point and shoot camera, or just use the auto settings. Also, they are allowed to take photos in pairs and are encouraged to collaborate and talk to other students. I think discussions will help the special needs students in our classroom. Other modifications can be made as needed.
EXTENSION:
If a student finishes it early I will ask them if they could hang the photo anywhere in the building, where would they put it? The students are also more than welcome to make a triptych or a series of photo sets with graffiti on them, maybe write a prose alongside. The project is very open so that they have all these avenues to then explore!
ASSESSMENT STRATEGIES/RUBRICS
Take a photo that is compositionally interesting.
-Composition is visually intriguing.
Ability to shoot and save a DSLR photo onto their computers.
-Student is able to use the DSLR and upload photos to the right location.
Exhibit the use of techniques with Photoshop and a Wacom drawing pad to integrate an image onto a photo that they have taken.
-Able to seamlessly integrate their illustration onto a drawing.
The artwork expresses their feelings and place in the school system by applying graffiti techniques to a photographed image of a location within the school.
-Readability of piece, able to read message.
SWBAT alter an image and in turn, a mindset, by thinking about how seemingly minute changes can make a bigger impact.
-The piece will make the viewer think. Not in a way that is overly overt, but has a nuanced language.
RESOURCES & IMAGES:
(11 minute video)
Banksy/Street Art: https://docs.google.com/presentation/d/1jVzaG9BDhUdmfbD4L6vqcNOTEQE6_pr3BdBxDvGyrQI/edit?usp=sharing
Composition: https://docs.google.com/presentation/d/117RnCoHkpv-tvXSUtjaVRa44bpfx1t3FL9DJc4rl7wU/edit?usp=sharing
