Writing on the Wall: The Graffiti Project

Writing on the Wall is a class designed to teach students the principles and elements of design. The Graffiti Project is a final comprehensive project that allows students to demonstrate what they have learned throughout the semester. I also use this project to talk about the destructive nature of graffiti and as a way to show students how to create graffiti legally.

Students begin this project by studying basic color theory concepts such as visually defining primary, secondary and tertiary colors. Some of the color theory concepts of Josef Albers are presented and students demonstrate this knowledge through a series of color experiments using paper cut-outs.

Finally, students make preparatory sketches for their final piece. The criteria that the students follow is:

1. Incorporate text into the composition
2. Create visual interest within the composition by employing color theory knowledge

Students use a mixture of acrylic paint, spray paint and paint markers to create their completed art work.

Ohio Visual Art Standards:

Historical, Cultural and Social Contexts

Students understand the impact of visual art on the history, cultural and society from which it emanates. They understand the cultural, social and political forces that, in turn, shape visual art communication and expression. Students identify the significant contributions of visual artists to cultural heritage. They analyze the historical, cultural, social and political contexts that influence the function and role of visual art in the lives of people.

Painting and Drawing: Still Life

         

Leading up to this project, students are taught the basics of drawing such as line, value, shape, and perspective.  Students are also asked to study introductory color theory concepts such as mixing colors from the primaries (red, yellow, blue) to create secondary and tertiary colors. Students demonstrate their comprehensive knowledge by creating an original acrylic painting of a classroom still life.

Ohio Visual Art Standards:

Creative Expression and Communication

Students create artworks that demonstrate understanding of materials, processes, tools, media, techniques and available technology.  They understand how to use art elements, principles and images to communicate their ideas in a variety of visual forms.

Artroduction: The Box Project

Leading up to this project, students were asked to look at the 1960's abstract expressionist/pop artists Jasper Johns and Robert Rauschenberg.  These artists and others like them were creating work as a response to the political and social changes of the United States and encouraged their viewers to see art works in a new, modernist way.  After viewing several art works by both of these artists, students are asked to create their own "sculptural" paintings.  Students began their work by making thumbnail sketches before gluing several different shaped boxes to foam board. The completed final piece is painted with acrylic, spray paint and paint markers. 

Ohio Visual Art Standards

Historical, Cultural and Social Contexts:

Students understand the impact of visual art on history, culture and society from which it emanates.  They understand the cultural, social and political forces that, in turn, shape visual art communication and expression.  STudents identify the significant contributions of visual artists to cultural heritage.  They analyze the historical, cultural, social and political contexts that influence the function and role of visual art in the lives of people.

Introduction

My name is Megan Mosholder and I am a Visual Arts teacher at an experiential high school in Columbus, Ohio called The Graham School.  This is my third year employed as a teacher.  I am using this blog as a way to document the curriculum I use in my classroom.  I will be posting a variety of lesson plans as well as examples of my student's work.