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Middle [6th-8th] Lesson Plan

Graffitti Art Names

Created on August 09, 2017 by Karimarie

Using their knowledge of letter construction students will create a tag to "graffiti" on a wall. They will construct their identity and personality through this project.

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5 sessions; 40 minutes per session

1.SWBAT define what a tag is.
2.SWBAT use the elements and principles in a work of art.
3. SWBAT blend colored pencils.
4.SWBAT verbally discuss why the street art movement is important and how it has evolved.

1.Tag Board
3.Colored Pencils
4.Liquid Watercolors
5.Oil Pastels

Need these materials? Visit Blick!

1. Share presentation with students about street art at the origins of tagging (Look up street artist Cornbread for videos).

2. Have students create a tag based on their identity.
-Do they have a nickname?
-What's their favorite color?
-What is their personality like?
-How can they translate these to letters?

3. Once students have decided on a tag they will outline with sharpie and begin filling in with colored pencils.
- Model how to make smooth color transitions between warm and cool colors.

4. Once tag is complete have students cut out of the tag board. begin prepping wall on 11 x 14 sheets of tag board.
-Draw brick lines with oil pastel.
-Paint over with liquid watercolors to create wall.
-Students may splatter paint if they desire as well on wall.

5. Once wall is dray attach tag to wall. Tag can be straight or bent, based on student preference.

Students will answer the following questions.

-How does your tag relate to your identity?
-Why did you choose these colors?
-What does your tag say about you?
-List one thing you learned about street art.

This is a really fun project that I have done with 8th grade. It's nice to do around exam time when they are feeling stressed out.


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

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

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 describe and place a variety of art objects in historical and cultural contexts

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

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

Visual Arts Standard 6:
Making connections between visual arts and other disciplines

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Banksy, Jean Michel Basquiat, Keith Haring

Street Art

Balance, Color/Value, Line, Rhythm/Pattern, Shape, Variety

Colored Pencil, Pastel, Watercolor

History/Social Studies