Graffiti Me
Graffiti Name Tag
Submitted by: Joseph Carletta
UNIT: Lettering - Aesthetic issues (Is Graffiti Art?)
Grade level: Middle School (adaptable to elementary
and high school)
For those who struggle with symbolism, they can do
straight lettering and design an original tag made up
only of creative lettering. They enjoy learning about Keith Haring and the graffiti discussion is always lively. We
also hit on plagiarism and the importance of originality in the final design. The principles are learned easily
because they have to incorporate them in the design and then tell me how they emphasized the principles. The
self evaluation is like a wrap up quiz at the end of the project.
NYS STANDARDS:
Standard 1 - Creating, Performing, and Participating in The Arts
Key idea: Students will make works of art that explore different kinds of subject matter, topics,
themes, and metaphors. Students will understand and use sensory elements, organizational
principles, and expressive images to communicate their own ideas in works of art. Students will
use a variety of art materials, processes, mediums, and techniques, and use appropriate
technologies for creating and exhibiting visual art works.
Standard 2 - Knowing and Using Arts Materials and Resources
Key idea: Students will know and use a variety of visual arts materials, techniques, and
processes. Students will know about resources and opportunities for participation in visual arts in
the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art
reproductions, slides, print materials, electronic media). Students will be aware of vocational
options available in the visual arts.
Standard 3 - Responding To and Analyzing Works of Art
Key idea: Students will reflect on, interpret, and evaluate works of art, using the language of art
criticism. Students will analyze the visual characteristics of the natural and built environment and
explain the social, cultural, psychological, and environmental dimensions of the visual arts.
Students will compare the ways in which a variety of ideas, themes, and concepts are expressed
through the visual arts with the ways they are expressed in other disciplines.
Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts
Key idea: Students will explore art and artifacts from various historical periods and world cultures
to discover the roles that art plays in the lives of people of a given time and place and to
understand how the time and place influence the visual characteristics of the art work. Students
will explore art to understand the social, cultural, and environmental dimensions of human
society.
Vocabulary:
Objective, non-objective, symmetrical, asymmetrical, radial, proportion, emphasis, variety,
rhythm, pattern, untity
Materials:
Markers, Black Permanent Art Markers, Colored Pencils, Crayons, Pastels, Acrylic Paint
Objectives: Students will



Design an original tag that is representative of self
Be able to incorporate the principles of design in tag
Do some creative lettering
Introduction/Motivation:
1. Introduce the principles of art
2. Introduce artist of the week – Keith Haring,
3. Talk about symbolism used today around us – power point of logos, graffiti, ancient and modern symbols
4. Explain assignment:
Procedures:
1. Start with a balance plan – symmetrical, asymmetrical, radial
2. Choose 2-3 other principles you want to emphasize
3. Use objective pictures, lettering or symbols or non-objective designs but make sure the final design is original
and not a copy of something you have seen. Talk about plagiarism.
4. Make several thumbnail size sketches to start brainstorming ideas on scrap paper
5. Mini-lesson on lettering – basic block, bubble letters, using graph paper, stylized lettering
6. Choose one of your sketches to create in full color – size 12X18 (30.5 x 46 cm) (or whatever size paper
teacher selects)
Special notes:
Draw lightly so your pencil lines don’t show through
Be careful of black because it can smear and make your colors dirty – use last! Permanent Black Marker could
be used for outlining if desired.
If you paint, tape down paper to prevent curling
Pastels for backgrounds or large areas only and they will need sprayed
Evaluation:
See Rubric and Student self assessment below
Extra Credit:
See extra credit section of website
The Principles of Design Self Evaluation
Graffiti Tag Name Design
Name ____________________________________________ period _______
1. Was your design objective (a recognizable subject) or non-objective (just a design)?
2. Which kind of balance did you use?
Symmetrical (equal on both sides) Asymmetrical (informal placement) Radial (from a center point)
3. Circle two other principles of design you think you showed in your tag
Proportion (size) Emphasis (one part stands out) Variety (differences)
Rhythm (movement) Pattern (repeating) Unity (goes together)
4. Tell/describe how you used the two principles or how they show in your design:
Principle #1: ______________________________________________________________
________________________________________________________________________
Principle #2: ______________________________________________________________
________________________________________________________________________
How do you feel about the following? (circle one for #5 and #6)
5. Craftsmanship – neatly done average below average poorly done
6. Use of Class Time - worked every day average below average poor use of time
7. Outcome: How do you like it? _______________________________________________
8. Is there anything you would do differently or change?
________________________________________________________________________
________________________________________________________________________
9. Tell me what your “tag” stands for or the meaning behind your symbol:
________________________________________________________________________
________________________________________________________________________
Turn in this form with your project to the basket
Lettering: Graffiti Tag Rubric
Design a Tag ; Name ________________________________
Points
Balance/Use of
space
Principle of
Art#1
Principle of
Art#2
Craftsmanship
1-2 points
3-4 points
5 points
lots of empty space no
balance plan
good use of space
excellent use of space
incorrect type of balance correct type of balance
1-2 points
3-4 points
5 points
no organized use or
understanding of the
principles of art
evidence of principles
used, but poor or little
explanation
principles of art evident
and explained very well
1-2 points
3-4 points
5 points
no organized use or
understanding of the
principles of art
evidence of principles
used, but poor or little
explanation
principles of art evident
and explained very well
1-2 points
3-4 points
5 points
poorly done, messy, lack
average effort, some
high quality, lots of care
Use of Class
Time
of care
problems with neatness and neatness
1-2 points
3-4 points
5 points
minimal effort, poor use of most days good effort & excellent use of class
class time
use of class time
time, high effort
Creativity &
Symbolism
1-2 points
3-4 points
5 points
little originality / no
meaning or symbolism in
design
idea creative / some
explanation of
symbolism
extremely original /
symbolism explained
well and creative
Total
Points