ART LESSON PLAN
Name__Heidy Acosta__________________________
TITLE OF LESSON: Street Art History
LEVEL: Middle
NUMBER OF LESSONS: 1
TIME: 60min
STANDARDS and BENCHMARKS: Proficiency
 Standard 4: Understanding the Visual Arts in Relation to History and
Cultures
o Benchmark 1: The student explains how factors of time and place
influence visual characteristics that give meaning and value to
works of art.
 Indicator 1: Categorizes art works into the appropriate
movement, era, or culture based on physical and visual
characteristics.
 Indicator 2: Analyses and describes how the meanings of
specific art works are influenced by factors of time and place.
MEDIA: N/A
OBJECTIVES:
The student will…
 Cite information about street art through role-play activity.
ASSESSMENT:
 Observation
 Recognize artworks belonging to street movement.
 Name artists who create street art.
 Describe characteristics of street artworks.
 Define vocabulary terms.
 Compare/Contrast street and graffiti art.
 Role Play Rubric
MATERIALS AND RESOURCES:
 PowerPoint Presentation
o Art History
o Activity Directions
o Activity Prompt Questions
 Anticipatory Set Materials
o Chalk
o Spray Paint Can
o Masking Tape
o Stencil
o Permanent Markers
o Stickers



Paper
Pencil/Pen
Activity Rubric
VOCABULARY:
 Street Art: Is a contemporary art movement that begins as a subculture of
graffiti but is not constrained by its rules. A wide range of media is used
and the bulk of the work is done in a studio.
 Graffiti: Contemporary art movement with a set of rules and codes. It has
a language that is not easily understood by outsiders. It also does not vary
very much in media use.
 Tag: Highly stylized form of typography and lettering that is usually
illegible by outsiders.
 Writer: Term used for graffiti artist.
 Piece: Slang for masterpiece
PROCEDURE:
 Prior knowledge (What do they already know):
o Students have a general idea of what graffiti is.

Motivation (What you do to motivate them):
o Display anticipatory set materials at start of class on front table
where everyone can see items. Then ask students “What do you
think you could crate with these items?”

Demonstration of technique (Show them how):
o Go through PowerPoint Presentation
 History
 Difference between Graffiti and Street Art
 Vocabulary Terms
 Reasons behind creating street/graffiti art
 Pros
 Cons
 Audience
 Communicated Messages
 Two artists
 Banksy
 Buff Diss
o Explain Role Play Activity
 Independently, write a script. (Displayed on PowerPoint).
 Student chooses scenario:
 #1: Student takes on the role or an artwork and
explains what he/she feels, sees, thinks, etc. and
why.
 #2: Student is a TV host interviewing a street artist or
an artwork.
 Must mention at least two vocabulary terms.
 Must pose a question the student has.



Student must stay in character.
At least one page.
Include a small explanation or the art movement (at least 2-3
sentences.)
 Instructions to students (What do you want them to do when you’re done
demonstrating?):
o Begin by brainstorming for role play activity. Students can bounce
ideas off of peers if needed.
o Begin activity, work independently.
o If students finish early they can look through the text set for the unit
and read.
o When everyone is finished have a few students present to the
class.

Culminating experience (What happens to wrap up the lesson?):
o Pose essential question: What are the pros and cons to creating
street/graffiti art?
o Have students discuss in groups. Teacher should walk around and
observe/listen.