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Multiple Level Lesson Plan

Chalk Paint Graffiti

Created on May 07, 2014 by KatieMorris

Students learn about graffiti/street art and make temporary art inspired by it. The students will use stencils they create and spray sidewalk chalk paint for their art.

3 Keeps, 0 Likes, 1 Comments

1 session; 40 minutes per session

1. The students will view and discuss images of Banksy's street art.
2. The class will briefly discuss the legality and morality of graffiti.
3. The students will create a meaningful design in stencil form.
4. The students will spray sidewalk chalk paint on their stencils on hard surfaces outside to create temporary, legal, "graffiti".

1. Tag board (or other sturdy material that's not too hard to cut)
2. Spray bottles
3. Water1. Tag board (or other sturdy material that's not too hard to cut)
2. Spray bottles
3. Sidewalk chalk paint (water, corn starch, food coloring)

Need these materials? Visit Blick!

1. Introduction to graffiti/street art and artist Banksy
-View and discuss images, reactions to, how they were created, legality of street art, history of graffiti
2. Create stencils
-Think of recognizable shape that has meaning to student/community/society/etc. and draw on material
-Cut out shape to create stencil
3. Spray stencil
-Go outside to sidewalk, blacktop, etc.
-Place stencil on the ground (may have a friend help hold it down)
-Spray chalk paint into negative space of the stencil
-Remove stencil

Students will be assessed on their participation during discussion and design of the stencil.
Did the students create a stencil with a recognizable shape?
If time allows, students can write a short statement explaining their idea.

2. Sidewalk paint recipe and directions:
3. Tate Kids Games- Street Art
4. Artful Artsy Amy- Digital Graffiti (good discussion on how to teach graffiti)

-This is a great outside art lesson for the end of the year. I'm using it for the last day of art class.
-This lesson could be stretched to fill more than one class period with more time spent creating stencils.
-The chalk paint will become more opaque as it dries.
-I'm using old posters that were headed for the trash as the material for creating the stencils.
-I've also done a similar lesson using plain water and instead of talking about Banksy, we talked about reverse graffiti.


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

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[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
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Visual Arts Standard 2:
Using knowledge of structures and functions

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

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

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

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
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

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
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works




  • vzulyzDominique 08/28/2014 at 08:13am
    I've never made this "chalk" paint. What recipe works well?