Graffiti Stencil Project

Lesson Objective: Using Stencils, create a work of art with a message based on Graffiti History. 

Key Vocabulary: 

Graffiti is writing or drawings that have been scribbled, scratched, or sprayed illicitly on a wall in  public place.

   Stencil: a thin sheet of cardboard, plastic, or metal with a pattern or letters cut out of it, used to produce   the cut design on the surface below by the application of ink or paint through the holes.

Iconography: the visual images and symbols used in a work of art or the interpretation 

Symbols are something represented in the work of art—an object, an action, or a pattern

Symbols can be nonrepresentational item such as a color or a line

Materials: 

Crayola Air Brush

Crayola Markers

Heavy paper to cut stencils 

Cutting board

xacto Knives

Focus art: Graffiti 

CA Art Standards

1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

2.6 Create a two or three-dimensional work of art that addresses a social issue.

3.4 Discuss the purposes of art in selected contemporary cultures.

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Scaffolding adaptations: 

Students will revisit art elements from the earlier learning. We will use similar visuals to refresh previous knowledge.  Notes on color, scale and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final project will be demo started in class using guided instruction.

Direct instruction:

Graffiti is writing or drawings that have been scribbled, scratched, or sprayed illicitly on a wall in  public place.

Graffiti ranges from written words to wall paintings, and it has existed since ancient times

Examples date back to Ancient Egypt & Ancient Greece

Both "graffiti" and its singular form "graffito" are from the Italian word graffiato ("scratched"). 

"Graffiti" in art history: works of art produced by scratching a design into a surface. 

Spray Paint and marker pens have become the most commonly used graffiti materials. 

In most countries, marking or painting property without the property owner's consent is considered defacement and vandalism, which is a punishable crime.

1981: Fab 5 Freddy's friendship with Debbie Harry influenced Blondie's single "Rapture" 

The video featured Jean-Michel Basquiat, and offered the first glimpse of a depiction of elements of graffiti in hip hop culture. 

1980’s Keith Haring was another well-known graffiti artist who brought Pop Art and graffiti to the commercial mainstream. 

Then we saw the emergence of the new stencil graffiti genre. Some of the first examples were created in 1981

Banksy starts using stencils almost exclusively by 2000

Works of art may not only have subject matter, they may also contain symbols

   

 Stencil: a thin sheet of cardboard, plastic, or metal with a pattern or letters cut out of it, used to produce the cut design on the surface below by the application of ink or paint through the holes.

Iconography: the visual images and symbols used in a work of art or the interpretation 

Symbols are something represented in the work of art—an object, an action, or a pattern

Symbols can be nonrepresentational item such as a color or a line

To become a symbol, people have to adopt or accept

The cross is a symbol of Christianity,  symbol of suffering

The Sun as the symbol of life and strength 

River is the symbol of eternal change/flowing

The eagle on the standard of America symbolizes strength

Emojis as symbols

Emoji facts: 

USA loves pizza emoji

Canada Loves poop emoji

Australia loves party symbols

Over all mostly happy faces

Project Requirements: 

Sketchbook: Students will complete a study of their stencils, repetition, overlapping, movement as a drawing. 

Their drawing should include a five symbols and a social/cultural message through color and symbols (Iconography)

They will finish their drawing using color.

Submit sketch to Morrison for Final paper

Students must create at least 5 stencils in card stock

Final Project: Using created stencils, student will use overlapping, repetition, pictures and symbols that represent you or your message as an artist. 

Using knowledge gained from the year, address several principles of art: Balance, Scale,  Rhythm, Unity, Movement, Emphasis, Contrast, Pattern

Mixed Media Collage Final Project

Mixed Media Collage Reproduction
• Must create a reproduction of work by any famous artist. 

• Minimum 12” X 18” 

Must incorporate: 

Blind contour

Create depth and/or perspective

Shading and value to create form:

USE ONE: Stippling, scumbling, hatching, cross hatching, etc. 

Tessellation OR Op art reference

Pop Art reference

One of the following: Oval action figure, gestural figure OR portrait

Visual and/or tactile texture

Color, emotion, mood

Newspaper and/or magazine 

Paint (watercolor or acrylic) 

Oil Pastel

Graphite pencil drawing

Pen and ink (sharpie OR black ink pen)

• Required: Please complete the artist statement and final rubric. Blue tape both on the back.
• Required: Title of work: incorporate original artist’s name into your title. 
• One day to find your fine art inspiration
• Four days of studio time, three days of independent work. 
• Due with presentation, including: why you chose the artwork and how you incorporated each requirement. 

Final meets California Art Standards: 

• 1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
• 2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
• 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
• 2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
• 2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
• 3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)
• 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
• 5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

Crumpled Movement Landscape

Lesson Objective: Observe, identify and create movement in a landscape work. 

Key Vocabulary: 

Rhythm: Principle of Art: Art elements (line shape, value, color, texture) recur regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music. 

Movement: Principle of Art: Art Principle:  the path the viewer's eye takes through the artwork, often to a focal area.

Watercolor: is a painting method in which the paints are made of pigments suspended in a water-based solution. Watercolor refers to both the medium and the resulting artwork.

Landscape is ANY picture of the outdoors

Foreground: The part of the picture that is closest to you.

Perspective: things look bigger when they are closer to you.

Middleground: The part of the picture in the middle.

Background is up by the Top of your paper. 

“Rule of Thirds” can be key to creating balance in landscape painting

Opacity: (O-pa-city):the condition of lacking transparency or translucence; opaqueness. 

Materials: 

Drawing Supplies: Colored pencils, drawing pencils, oil pastels

Watercolors

Watercolor Paper

One scrap paper per student: crumpled

Focus Artist: Van Gogh

CA Art Standards: 

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.4 Review and refine observational drawing skills.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS: Students apply what they learn in the visual arts across subject areas.

Project Requirements: 

Sketchbook: Practice drawing a crumpled piece of paper on a blank sheet of your sketchbook. 

Turn that drawing of paper into hills on the horizon. 

Draw in the background and foreground. 

Use oil pastels and watercolors to create movement. 

Final Project: Student used blind contour technique to draw crumpled paper mountain range.

Student added interest, rhythm and movement to create landscape using oil pastels and watercolor. 

Student followed landscape procedures to add interest in foreground and background. 

Student used the “rule of three” and color to create emphasis.

Direct Instruction from Power Point: 

Landscape is ANY picture of the outdoors

The Foreground: The part of the picture that is closest to you. 

The foreground is at the bottom of the paper. 

Things in the foreground look big, have more detail and are darker

Perspective: things look bigger when they are closer to you.

The Middleground:

The part of the picture in the middle. 

The middle ground is part way between the foreground and the background.

It is that part of the picture that  is farthest away from you. 

The Background is up by the Top of your paper. 

Things in the background look smaller, less detail and lighter because they are farther away. 

Overlapping is when one thing seems to cover up another thing, even just a little. When this happens, the thing that looks like it is on top is the thing that’s closest to you.

COLOR and Landscape: Warm and cool – Use the power of warm and colors to add even more depth. 

Add a red highlight in the foreground to bring your viewers gaze forward and to heighten the effect. 

Warm in the foreground cools in the background

Color becomes less and less saturated (intense) as it disappears into the distance.

Everything gets lighter in value as the distance from the viewer increases

As the landscape hits the horizon line it is often very similar in value to the sky.

Balance in three’s 

The nature of something’s ingredients or constituents; the way in which a whole or mixture is made up.

2. The action of putting things together; formation or construction.

3 is the magic number: Balance

Composition is about variety just “don’t make any two things the same”

The “Rule of Thirds” can be key to creating balance in landscape painting

Divide your page horizontally into 3.

2. Decide whether to have your horizon on the top third or the bottom third 

(the bottom third is always easier to balance, it helps to make the sky look vast and imposing).

3. Split the vertical into thirds.

4. Align areas of focus at the intersection between the lines.

Vincent  van Gogh 

(1853 – 1890)

Dutch Post-Impressionist painter 

His work had a far-reaching influence on 20th century art

Known for his  vivid colors and emotional impact.

Van Gogh did not begin painting until his late twenties

Best-known works were produced during his final two years. 

He produced more than 2,000 artworks, consisting of around 900 paintings and 1,100 drawings and sketches. 

His work was a strong influence on the Modernist art that followed. 

Today many of his pieces—including his numerous self portraits, landscapes, portraits and sunflowers—are among the world's most recognizable and expensive works of art.

Known for his paint application creating texture and movement.

He suffered from anxiety and increasingly frequent bouts of mental illness throughout his life,

died largely unknown, at the age of 37

Sold only one painting while he was alive

Rhythm: Principle of Art: Art elements (line shape, value, color, texture) recur regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music. 

Movement: Principle of Art: Art Principle:  the path the viewer's eye takes through the artwork, often to a focal area.

Watercolor: is a painting method in which the paints are made of pigments suspended in a water-based solution. Watercolor refers to both the medium and the resulting artwork.

Opacity: (O-pa-city):the condition of lacking transparency or translucence; opaqueness. 

Oil Pastel History: 1947 Picasso Convinced Henri Sennelier, a French manufacturer who specialized in high quality art products, to develop a fine arts version. 

In 1949 Sennelier produced the first oil pastels intended for professionals and experienced artists.

Oil Pastel TECHNIQUE: Press hard, Should look like paint, If your hand hurts, you are doing it right

Color Theory Art Supplies

Lesson Objective: Study Josef Albers and Color Theory 

Apply knowledge to a still life of art supplies done in 9 different color schemes

Key Vocabulary: 

Hue is the term given to the various colors we perceive e.g., red, blue, green, red-purple, Value is the lightness or darkness of a hue

Value is higher (lighter) when there is more lightness. (Tint)

Value is lower (darker) when the hue appears darker. (Shade)

Saturation, purity of color, refers to the comparison of a color to a neutral gray 

Neutral gray is achromatic 

Full color is fully saturated/pure and brilliant: Chroma

Saturation levels vary with different hues:

The most intense yellow appears brighter than the most intense blue-green. For any hue, saturation ranges from 0 percent (neutral gray) to 100% (maximum saturation). 

At maximum level, 100%, color appears pure and contains no gray

Contrast: refers to one object's difference in color and luminance compared to its surroundings or background. Black and white Highest possible Contrast 

Scale refers to relating size to a constant, such as a human body.

Color Theory: is a body of practical guidance to color mixing and the visual effects of a specific color combinations

Complementary colors: Opposite on color wheel (High Contrast) 

A Hue will appear darker on lighter background and lighter on darker background

Proportion is the size relationship of parts to a whole and to one another. 

Materials: 

12x12 card stock

Colored pencils

Sharpies

Still life of art supplies

Focus Artist: Josef Albers 

Project requirements: 

Create a Slotted color sculpture exploring color relationships 

Sketchbook: Students will draw color plans for each square of their project and

submit plans for approval. Required: 

9 Different color schemes

Student/teacher should be able to easily identify theme

Project: Create 12x12 study on paper exploring Josef Albers studies on color

Precision: Focused effort on end result 

Assessment: 

Informal: Written Peer Critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.2 Compare and contrast works of art, beyond the obvious and identifying psychological content found in the images

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Color has a huge effect on our daily lives.

Everyday our emotions, moods,  physical sensation (appetite) are influenced by the colors that surround us.

There are three (3) properties to color:  

Hue: the name we give to a color (red, blue, etc.).

Intensity: refers to the strength/vividness of the color. For example, we may describe the color blue as "royal" (bright, rich, vibrant) or "dull" (grayed).

Value: meaning its lightness or darkness. Shade and Tint are in reference to value changes in colors.

Scaffolding adaptations: 

Students will revisit color and line from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on color, scale and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.

DIRECT INSTRUCTION:

Day 1 and 2: Power Point Presentation Color and Albers

Pre-assessment: Science and Art

Opening: Art Link: Quote from Albers on Science and Art

Review: Elements of art 

Discussion: Color

Key Vocabulary featured on PPT with visuals: 

Hue

Value

Intensity

Chroma

Saturation

Contrast 

Complementary Colors

Simultaneous Contrast 

Successive Contrast 

Color Schemes (relationships)

ART HISTORY: Josef Albers

Josef Albers (1888 – 1976)

German-born American artist and educator 

He worked, both in Europe and in the United States

Taught at Yale University

He formed the basis for the most influential and far-reaching art education programs of the 20th century.

Alber’s had an endless fascination with color discrepancy: 

How colors look when seen one at a time 

How they appear in different combinations

Color Theory: The study of Color 

Albers noted experiencing color varies based on individual personalities and factors like hue, dimension, and placement.

1949-1976, Josef Albers created a series of paintings titled Homage to the Square. 

Experience is the best teacher of color. 

There is no shortcut to your 10,000 hours towards mastery of this subject. 

Unless you experiment with colors the way Albers prescribes, you will not fully comprehend how the exact same color:

 Looks different in small quantity vs. large quantity 

 Looks different surrounded by another color. 

Color is constantly related to its neighbors and to changing light conditions.

Albers chose the square for its neutrality

He felt that such a common shape would not distract viewers from their experience of color. 

To create a "pure" experience, he applied his pigments directly from the tubes.

Spread pigments in thin layers onto the surface of the canvas (No Texture)

Studied color with paint on paper

Avoids mixing paint

Saves time and materials

Gain active interest, no prep

Precision of tone, light and surface quality

No texture (i.e. brush strokes)

Intensity is a synonym for magnitude or strength.

Contrast: refers to one object's difference in color and luminance compared to its surroundings or background.

Black and white

Complementary colors: Opposite on color wheel

Monochromatic colors are all the colors (tints, tones, and shades) of a single hue. 

Huedoku: Students play the app Huedoku to see their learning at work. The app is created from Albers studies and allows students to place colors in the right order based on hue. Students will both watch and play. Student playing will be active in color placement students watching will observe how color changes based on its neighbors. 

Review each Color scheme on last slide to check for understanding 

Teacher Models: 

Color throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

The game Huedoku on how to play with three color boxes 

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion ensure comprehension and active note taking 

Students play the Huedoku App with 4 color boxes and higher

Project: 

Day one: Students complete study of ideas in their sketchbook. 

Ideas should include various art supplies, 9 boxes and different color schemes

Day two: Students continue with their plans and submit for approval and large paper

Day three students begin on large paper by scaling up ideas to meet the 12x12 paper

Day four: students begin to map out each color scheme considering foreground, background etc. 

Day 5,6,7: student implement ideas through precision and knowledge 

Final product should include Light, Shadow and Value

Day 8: Critique 

Day 9: submit final work for a grade.