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Middle [6th-8th] Lesson Plan

Graffiti Style

Created on January 28, 2014 by lsgraham

8th grade students learn about the origins of graffiti and create a chalk drawing in their own style.

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5 sessions; 60 minutes per session

8.1 – Plan for and reflect on art-making process using a sketchbook
8.5 – Convey points of view about contemporary issues in art
8.12 – Describe how works of art are influenced by social, political and economic factors
8.20 – Analyze purposes, values and meanings of art

Paper, chalk pastels, pencils, erasers, graffiti letter examples

Need these materials? Visit Blick!

What are we learning today?
-The origin and contemporary styles of graffiti
-Major artists in the movement
-How to judge and respond to graffiti
-How to draw graffiti style
-By the end of class, you should have your name drawn in graffiti on the final copy.
-Practice 1 graffiti letter + overlapping
-Sketch your first name in sketchbook
-Draw in pencil on final copy
-Outline in black sharpie

Use at least 2 colors
Show highlights
Include a background

Youtube: Street Wars, 1983 *Short clips due to the nature of the film


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[5-8] Students know and compare the characteristics of artworks in various eras and cultures

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[5-8] Students compare multiple purposes for creating works of art

Keith Haring

Street Art

Emphasis, Line, Rhythm/Pattern, Unity/Harmony

Chalk, Drawing, Graffiti

History/Social Studies