Street Art / Day 1 Name:

DAILY PLAN
Lesson Title: Street Art Grade Level: 9th-12th

Concepts and Skills:

Students will be learning about incorporating a social issue concept into a relevant
space or context. They will be using either traditional drawing media or digital
drawing to create a piece that reflects this issue. They will be learning to impose this
design onto their chosen building in Photoshop.

Vocabulary:
Form, Line, Space, Composition, Balance, Context, Contrast

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr2.1.II
VA:Cr1.2.II
VA:Cr1.1.III
VA:Pr6.1.2

SEL ISBE Standards:

Goal 2 (IELDS 31):24.A.4a
Goal 2 (IELDS 31):2A

Overall Lesson Objective:

Given a presentation on street art, examples of various street art and a discussion
on social causes, students will thoughtfully design a piece of street art that reflects
their social cause of personal importance and is relevant to a building or piece of
architecture of their choice and Photoshop this design onto the chosen building.

Daily Objectives:
Given a presentation on street art, examples of various street art, and a discussion on
social causes, students will choose a social issue for their art and skillfully sketch the
design for their street art.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

Completed sketch designs of their street art that incorporates a social cause or issue.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Research:
https://examples.yourdictionary.com/common-examples-of-social-issues.html

https://www.boredpanda.com/environmental-street-art-graffiti-climate-change/?utm
_source=google&utm_medium=organic&utm_campaign=organic

https://studybreaks.com/culture/graffiti-ignite-social-change-new-york/

https://www.huffpost.com/entry/tatyana-fazlalizadeh-street-art_n_583c9912e4b04b66
c01b53ea

Teaching Materials/Resources:
https://www.nationalgeographic.com/travel/lists/activities/graffiti-tour-around-wor
ld-street-art/#close

Presentation:
https://docs.google.com/presentation/d/1HwDhkqaCCth5x3vU4iSCqTesyMcA1gzy8
7lTOduww_g/edit?usp=sharing

Art Materials Necessary for the Lesson:

Autodesk Sketchbook, Procreate, Adobe PhotoShop, Sketchbook and writing utensil

Teacher Activities Student Activities

Introduction: (35 minutes)

I will present the slides about street art and View presentation, consider what style
social causes to the class, and engage in you might use for your own street art
discussion about social causes that students design.
are interested in. Engage in discussion about social
causes, offer examples that you might be
Guiding questions: interested in.
1) What are some examples of social
causes/issues that you care about? Answer guiding questions that,
2) What are some ways you could represent considering examples of social causes
those in street art? and how these could be represented in
3) What is a place of significance that would street art.
be relevant to one of those social issues?

Development: (20 minutes)

Students will be asked to research and

decide on a social issue that they want to do Research various social causes and
their street art on. decide which one is most important to
you.
Once they have chosen an issue, students Begin sketching ideas of how you will
will work on sketches of their street art represent this social cause in your street
designs. art.

Conclusion: (5 minutes)

Students will be asked to complete their Answer closing question, considering

sketch designs before class and post on how you can use your street art design
Schoology. to effect change.

Closing question:
1) How do you think street art about your
chosen issue might affect change?

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

Street Art, Day 3

DAILY PLAN
Lesson Title: Street Art Grade Level: 9th-12th

Concepts and Skills:

Students will be learning about incorporating a social issue concept into a relevant
space or context. They will be using either traditional drawing media or digital
drawing to create a piece that reflects this issue. They will be learning to impose this
design onto their chosen building in Photoshop.

Vocabulary:
Form, Line, Space, Composition, Balance, Context, Contrast

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr2.1.II
VA:Cr1.2.II
VA:Cr1.1.III

SEL ISBE Standards:

Goal 2 (IELDS 31):24.A.4a
Goal 2 (IELDS 31):2A

Overall Lesson Objective:

Given a presentation on street art, examples of various street art and a discussion
on social causes, students will thoughtfully design a piece of street art that reflects
their social cause of personal importance and is relevant to a building or piece of
architecture of their choice and Photoshop this design onto the chosen building.

Daily Objectives:

Given a review of street art and social issues, and a demonstration on street art
composition, students will creatively compose their street art compositions.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

Creation of street art composition.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Research:
https://examples.yourdictionary.com/common-examples-of-social-issues.html

https://www.boredpanda.com/environmental-street-art-graffiti-climate-change/?utm
_source=google&utm_medium=organic&utm_campaign=organic

https://studybreaks.com/culture/graffiti-ignite-social-change-new-york/

https://www.huffpost.com/entry/tatyana-fazlalizadeh-street-art_n_583c9912e4b04b66
c01b53ea

Teaching Materials/Resources:
https://www.nationalgeographic.com/travel/lists/activities/graffiti-tour-around-wor
ld-street-art/#close

Art Materials Necessary for the Lesson:

Autodesk Sketchbook, Procreate, Adobe Photoshop, Sketchbook and writing utensil

Teacher Activities Student Activities

Introduction: (20 minutes)

I will review the slides about social issues Review the slides about social issues
and street art. and street art.
Answer guiding questions, consider
Guiding questions: how street art could be used in society.
1) How is street art often used? Consider elements and styles of art that
2) What styles of art are often used in street could be used in any or personal street
art, or what styles of art could be utilized in art.
street art?

Development: (35 minutes)

Share sketches/plans for street art
Students will be asked if any will volunteer design.
to share their ideas/sketches with the class.
View teacher examples.
Teacher examples will be shown.

Students will be directed to work on their Work on street art, asking questions as
street art design the rest of class. needed.

Conclusion: (5 minutes)

Closing question Answer closing question, considering

where you will place your design.
1) Where do you see your street art being?
Where could it elicit change?

Please finish your street art for next class,

then we will move on to applying them to
your chosen building.

Critical Comments and Reflections:

Street Art / Day 3

Name:
DAILY PLAN
Lesson Title: Street Art Grade Level: 9th-12th

Concepts and Skills:

Students will be learning about incorporating a social issue concept into a relevant
space or context. They will be using either traditional drawing media or digital
drawing to create a piece that reflects this issue. They will be learning to impose this
design onto their chosen building in Photoshop.

Vocabulary:
Form, Line, Space, Composition, Balance, Context, Contrast, Layers, Import,
Transform, Opacity

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr2.1.II
VA:Cr1.2.II
VA:Cr1.1.III

SEL ISBE Standards:

Goal 2 (IELDS 31):24.A.4a
Goal 2 (IELDS 31):2A

Overall Lesson Objective:

Given a presentation on street art, examples of various street art and a discussion
on social causes, students will thoughtfully design a piece of street art that reflects
their social cause of personal importance and is relevant to a building or piece of
architecture of their choice and Photoshop this design onto the chosen building.

Daily Objectives:

Given a review of street art and social issues, and of Photoshop, students will skillfully
Photoshop their street art designs onto their chosen relevant location.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

Photoshopping design onto chosen location.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Research:
https://examples.yourdictionary.com/common-examples-of-social-issues.html

https://www.boredpanda.com/environmental-street-art-graffiti-climate-change/?utm
_source=google&utm_medium=organic&utm_campaign=organic

https://studybreaks.com/culture/graffiti-ignite-social-change-new-york/

https://www.huffpost.com/entry/tatyana-fazlalizadeh-street-art_n_583c9912e4b04b66
c01b53ea

Teaching Materials/Resources:
https://www.nationalgeographic.com/travel/lists/activities/graffiti-tour-around-wor
ld-street-art/#close

https://www.youtube.com/watch?v=PjVHM0PCxhE
Art Materials Necessary for the Lesson:

Autodesk Sketchbook, Procreate, Adobe Photoshop, Sketchbook and writing utensil

Teacher Activities Student Activities

Introduction: (20 minutes)

I will review the assignment, asking Consider if chosen location is relevant to

students to choose a relevant location to chosen social issue.
impose their designs.

I will show a Photoshop tutorial View tutorial, ask questions if necessary.

demonstrating this process.

Development: (35 minutes)

Begin Photoshopping design, asking
I will ask students to save a copy of their questions throughout if needed.
designs, and begin Photoshopping their
designs onto the chosen location. Consider the placement and relevance of
placement.

Conclusion: (5 minutes)

If project is completed, students will be

asked to submit the project to Schoology-
both the design and the completed If completed, submit in Schoology.
Photoshopped piece.
Complete and submit before the next
They should complete before the next class class if not.
if not.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)