Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does

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1 *Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer Assessment TEKS/Standards: Art, Level I (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas for artworks form direct observation, experiences, and imagination: and (B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately. (2) Creative expression/ performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create visual solutions by elaborating on direct observation, experiences, and imagination: (B) create designs for practical applications: and (C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare and contrast historical and contemporary styles, identifying general themes and trends; (B) describe general characteristics in artworks from a variety of cultures; (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings. Activity & Time Student Objectives & Procedures: What Students Do I. WARM-UP/ Anticipatory Set title: Graffiti Art Objective(s): 1.) Students will sketch and critique an Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does

2 pedagogical purpose: _guided practice Materials: Students: -pencil -eraser -sketchbook Teacher: -projector -Artist Vase power point -Bansky notes 5 minutes historical work of art. 2.) Students will identify characteristics and descriptions that classify this particular style of art. 3.) Some students can choose to apply this style of art onto their upcoming project. Student Procedures Students will get their sketchbooks and start drawing the image from the PowerPoint. Students will write down the name of the work the date and the information teacher will discuss with them. Students will raise their hand to volunteer to critique (explain what characteristics of the work of art that they like and do not like) the work of art. Teacher Procedures Have PowerPoint open onto Bansky image. Give students five minutes to draw in pencil (silence). On their sketchbook page, students should have the date, and the name of the slide show, Bansky. Underneath, they should complete a sketch that is about half the page. This drawing is to the best of their ability, including details, value, text, etc. Ask students if they like the piece. Why or why not? Can you see yourselves using this art technique? Give some very brief historical information about Bansky s style. What makes this work graffiti? What makes this work unique? Give characteristics of this style: -advocacy -political

3 -simple -use of color -flat Notes attached to back. Call on students to share their comments on the piece. II. LESSON 1 st Activity title: Artist Vase: Painting large areas pedagogical purpose: Independent Study Materials: Students: -design from sketchbook -paper mache construction Teacher: - Artist Vase power point -two examples of artist vase (made by teacher) -acrylic paints (blue, white, red, yellow, black) -class brushes -cardboard palettes -newspaper STRUCTURE/ACTIVITIES Objective(s): 1) Students will identify and duplicate/recreate different artistic styles 2) Students will paint a famous work of art on their vase 3) Students will demonstrate correct painting techniques. 4) Students will create their own work of art demonstrating effective painting and composition skills Student Procedures: *Students will work at their seats for this activity. *Students will review class painting procedures.(see procedures listed in Teacher Procedures for this activity) *Students will be using acrylic paint for this assignment. Acrylic paint is permanent! If you get it on your clothes or in your hair, it will not come out. Take all purses and clothing items off of the tables, pull back hair, roll up sleeves, etc. *Students will obtain their paints and brushes and return to their seats *Students will paint the large areas of color onto their vase, following their vase design sketch in their sketchbook. They will follow painting procedures for mixing needed colors. *Once student has completed painting the large areas of their vase surface, they should start painting the smaller areas. Teacher Procedures Restate the painting procedures: -paints are located at the front of the classroom -students only need a dime-sized amount of paint -they will use the cardboard pallets to mix -the students will lay some newspaper on the table surfaces to keep them clean -the students will be using large brushes -remind mixing colors B+Y=G Y+R=O B+R=P -start with a light color and add dark little by little *Warn students that acrylic paint will not come out of clothing or hair. Instruct them to put all belongings out of way, roll up sleeves,

4 40 min and pull back their hair. *Walk around to answer questions and make sure students are on task. Thirty percent of their sculpture should be painted. In other words, the large areas are complete. III. CLOSURE title: Clean up and Sharing of Ideas pedagogical purpose: Whole group instruction Materials: none 5 Min Objective(s): 1.) Students will summarize and share their own ideas for this project. 2.) They will restate the project expectations and due dates. Student Procedures Students are cleaning up. All brushes are washed. The palettes are returned to the counter. The tables are wiped off. Their sculpture is returned to their shelf. When they are finished, students are seated at their desks and answering teacher questions. Ask if students have questions. Tomorrow they will start painting their design. Teacher Procedures Remind students that they need to come in during lunch or research at home if they were not able to finish. Dismiss student to start cleaning up. -If you re behind what should you do? -Who is remaking a famous work? -Who is copying a style? Have students share comments and ideas. Inform students that they will continue to paint next week. It will be due on Wed.!!!! Assessment(s): (attach copies of assessment documents, criteria and rubrics)

5 The activity will be taken as a Daily grade. It will be graded based on completion. Student by the end of the period should have the large areas painted. ILL/504/SpEd accommodations: Modify due dates. All of the steps will be written on the boards for students to turn to. Lesson Overview / teacher notes: Bansky I Want Change Graffitti Began career as underground graffiti artist in Bristol, England, c. 1989; first solo exhibition held at the London gallery Cargo, 2001; first U.S. exhibition in Los Angeles, CA, Sidelights In a celebrity-dominated culture marked by a near-universal quest for fame, the British graffiti artist known as Banksy has remained resolutely invisible. Cloaked in anonymity and often using intermediaries to handle the press, the one-word phenomenon nevertheless became one of 2006's most talked-about personalities. That same year, he brought his brand of subversive, politically challenging, and often darkly witty art to the United States for the first time in a Los Angeles exhibition. Graffiti skirts the border between art and crime, and Banksy's self-imposed secrecy allows him to continue his work outside of the conventional commercial channels of galleries

6 and museums. On his Web site, he asserts that the authentic criminal minds he has met have told him that "breaking in someplace, not stealing anything and then leaving behind a painting of your name in four foot high letters the most retarded thing they ever heard of." Though he has sought to keep his real identity a mystery, Banksy was identified by London's Guardian as a Robert Banks who was born in Bristol, England, in 1974 or The artist has admitted to experiencing difficulties in school during his youth and drifting toward a life of petty crime after he was expelled, and said that he had spent some time in jail. At some point he left Bristol for London. As for "tagging," as graffiti-writers call their work, Banksy first tried his hand at it when he was 14 years old. He soon realized that he was simply not quick enough with the spray-paint can to create the exuberant, multicolored works some of the most impressive graffiti artists create on the sides of buildings, freeway overpasses, or urban walls. The more time an image took him to make, the higher the chances of his being picked up for vandalism by the police. To speed up the process, he began to cut out stencils at home of images or phrases he wanted to paint. Some of these first ones were comic depictions of metropolitan London police officers in their distinctive uniforms but engaged in unlikely activities, or of rats, monkeys, or storybook-style children hugging missiles. Sometimes he just put up an official-looking advisory, such as the words "By Order National Highways Agency This Wall Is A Designated Graffiti Area." By the turn of the new millennium Banksy's peculiar but comical figures had become something of a cult phenomenon in London, with his fans always on the lookout for new examples for his work. Many in the city's younger vanguard of artists and musicians centered in the East End came to know him, and were appreciative of his work's artistic merit. One of the first conventional exhibitions of his art was held in a warehouse in 2000, but in characteristically unconventional fashion Banksy gave out only the street number for the building and not the street. As mainstream interest in his work began to grow, he concocted elaborate deceptions to shroud his identity, usually conducting interviews via telephone and using trusted associates to handle sales of his work. With the increased publicity, however, came greater danger of being caught spray painting on public sites, and so Banksy began to undertake more elaborate, one-off stunts. He got into the penguin exhibit at the London Zoo and stenciled, "We're bored of fish" on the wall; in October of 2003 he probably donned the uniform of a museum worker to hang one of his own paintings on the wall of an esteemed British museum, the Tate. It depicted a bucolic country scene bounded by police tape, and the identification tag below it read, "Banksy Crimewatch UK Has Ruined The Countryside For All Of Us Oil On Canvas." He pulled a similar stunt in 2005 at four major museums in New York City, including the Museum of Modern Art, which decided to add the piece to its permanent collection. In late 2005, Banksy received a slew of media attention for a show at a gallery in London's Notting Hill area that featured 200 live rats scurrying about as part of the art-viewing experience. To eliminate any health risk, the vermin had been specially bred to be free of disease. The artist explained the reasoning behind the rodents in an interview with Times of London journalist

7 Morgan Falconer as an attempt to be "deliberately entertaining. I wouldn't cross town to see an exhibition of paintings, but I would cross town to see 200 rats." Banksy's works have appeared in several places outside of England, including the Palestinian side of a wall in the troubled West Bank. His nine images were a commentary on what would probably expand to become the world's largest manufactured human barrier, with one of them depicting youngsters digging to get to the other side. In September of 2006, Banksy likely with the help of some trusted associates inserted 500 fake CDs of Paris, hotel heiress Paris Hilton's debut release, at music retailers in several major U.K. cities. Unwitting buyers bought his remixes of Hilton's songs, which were tagged with new titles, such as "Why Am I Famous?". Both that and another prank seemed to be advance-publicity stunts for Banksy's first major show in the United States, held in September of Just before "Barely Legal" was set to open at an undisclosed Los Angeles warehouse space, the artist managed to install a large blow-up doll inside the Big Thunder Mountain Railroad at the Disneyland theme park in Anaheim, California. The inflatable figure was dressed in an orange jumpsuit, identical to those worn by detainees at the U.S. military facility at Guantanamo Bay, and was handcuffed and blindfolded. It remained there for an hour before Disneyland officials learned of it and shut down the ride. The Los Angeles show was attended by several celebrities, among them Angelina Jolie, Brad Pitt, Christina Aguilera, and Macaulay Culkin, and received an impressive amount of press coverage even a feature on Good Morning America but the artist was, if present, incognito on opening night. He chose Los Angeles as the site of his first major U.S. show in part, he told the London Times ' Luke Leitch, because "Hollywood is a town where they honor their heroes by writing their names on the pavement to be walked on by fat people and peed on by dogs. It seemed like a great place to come and be ambitious."