Unit :Skills Art or
Vandalism
Year 9
Duration : 6 Lessons
LLantwit Major School
Prior Learning
Skills and Learning across Curriculum
Yr7 :Picasso weeping woman looking
for meaning in Art.
Yr7: Aboriginal Poster.
Yr8: Marine Poster.
Brief: - Art or Vandalism. Pupils research, organise and then debate views on Graffiti as an Art form.
Then as a group present their argument with a finished presentation/poster should display an
understanding of the Subject matter and the group presentation should be assessed on understanding
as well as the Literacy elements covered.
Literacy Elements
 Developing and
presenting information

Reading Strategies
Homework:
Personal research page on Graffiti Art or Vandalism 1: Find various sources 2: Argument for
Art 3: Argument it's vandalism
Resources
LIT MAT
Graffiti Fact sheet
A1 Paper
Graffiti resource
folder
PP
Videos
Acquiring and developing skills
Pupils should develop research and organisation skills using various
sources. Team work is important to the project and the Key Skill of
group work should be discussed. Art skills covered are investigation as
well as the presentation and making of a final presentation.
Knowledge and Understanding
Pupils should develop a greater understanding of Art with a voice and
the art with a political message. Meaning and legality should be
explained and discussed. Understanding of graffiti and the impact on
the community should be discussed and developed into a better
understanding.
Selecting and applying skills
Research, organisation and presentational skills in terms of Artistic layout and
themed poster should be developed. Visual investigation of gr and Artists with an
environmental message. Making of a themed pollution poster.
Numeracy Elements covered :
Literacy Focus:

Oracy/ Reading
Evaluating and Improving/ Assessment for Learning
Pupils are to discuss and understand the importance of political Art.
Assessment should be on presentation skills, understanding and final presentation.
Team work should also be accounted for and the teacher must make formative
assessments of individual members in each group.
Literacy Elements

Developing and presenting information

Reading Strategies
Aspects focus in SOW :


Speaking, Listening, Collaboration and Discussion
Comprehension
Learners will be given opportunity to be able to:
• present topics and ideas coherently, using techniques effectively, e.g. a clear
structure, anecdote to illustrate, plausible conclusions
•
•
•
•
respond to others’ views positively and appropriately when challenged
defend a point of view with information and reasons, e.g. in role or debate
respond positively and thoughtfully to new ideas and alternative points of view
listen to information and ideas (on-screen or live) and identify how evidence is used,
e.g. to defend a point of view, or misused, e.g. to mislead by exaggeration
• take a range of roles, e.g. organising, initiating actions, in more formal group contexts,
• discuss opposing viewpoints and negotiate ways forward.
BY THE END OF THIS UNIT A PUPIL WHO REAHCES LEVEL:
Budding Artist 2
Understanding
Talented Artist 4
Picasso's Apprentice 5
Van Gogh's Sidekick 6
Da Vinci Master 7
Sketckbook incomplete and in poor Sketchbook pages missing or
condition.
unfinished.
Sketchbook w ork mostly complete.
Sketchbook w ork complete and in
order.
Sketchbook completed, organised
w ith some extension w ork.
Sketchbook completed, organised
w ith good extension w ork.
Sketchbook completed, organised
w ith excellent extension w ork.
:Pupil can talk about similarities and :Pupil can describe similarities and
differences in their ow n w ork and differences in their ow n w ork and
the Artist.
the Artist.
: Pupil has made comparisons
betw een their ow n w ork and that
of the Artist.
: Pupil has made good comparisons : Pupil has made important
betw een their ow n w ork and that comparisons betw een their ow n
of the Artist or Artist's.
w ork and that of the Artist or
Artist's.
: Pupil has made suitable changes : Pupil has review ed then modifyied : Pupil has review ed and modifyied : Pupil has review ed and modifyied
to the w ork w here they identify the the w ork w here they recognise the w ork successfully to fulfil their
w ork thoughtfully and successfully
need for modification.
need to do so.
intentions.
to fulfil their intentions.
: Pupil has made very good
comparisons betw een their ow n
w ork and that of the Artist or
Artist's.
: Pupil has review ed and modifyied
w ork thoughfull in some depth to
fulfil their intentions.
: Pupil has made very good
comparisons betw een their ow n
w ork and that of the Artist or
Artist's.
: Pupil has review ed and modifyied
w ork thoughfull in some depth to
fulfil their intentions.
: Pupil has show n aw areness of
Art style studied and made an
imaginative response.
: They have show n an aw areness : They have show n a quite good
: They have show n a good
of Art style.
level of aw areness of an Art style. aw areness of Art style.
: They have show n a very good
aw areness of Art style.
: They have show n a very good
aw areness of Art style.
: They have show n an aw areness
of methods used and made an
imaginative response.
: Pupil starts to understand the
purpose of the w ork & methods
used.
: They have show n a good
aw areness of methods used and
made an imaginative response.
: Pupil understands the methods
and purpose of the art in context.
: They have show n a very good
aw areness of methods used and
made an imaginative response.
: Pupil clearly understands the
methods and purpose of the art in
context.
:They speculate and communicate
how ideas and feelings may be
interpreted.
: They have show n a very good
aw areness of methods used and
made an imaginative response.
: Pupil clearly understands the
methods and purpose of the art in
context.
:They speculate and communicate
how ideas and feelings may be
interpreted.
:Extention task idependently
researched Artists and other
related Art forms.
: Pupil has made draw ings and
used other methods selectively to
explore, interpret and record ideas,
feelings and perceptions from
observation.
: Pupil has resourced and
organised numerous relevant visual
images connected to w ork.
: They have used this investigation
to develop and idea or theme to a
good standard.
: Pupil has exploerd other materials
and media to a good level.
: Pupil has made draw ings and
used other methods selectively to
explore, interpret and record ideas,
feelings and perceptions from
observation.
: Pupil has resourced and
organised numerous relevant visual
images connected to w ork.
: They have used this investigation
to develop and idea or theme to a
very good standard.
: Pupil has exploerd other materials
and media to a very good level.
: Pupil has made draw ings and
used other methods selectively to
explore, interpret and record ideas,
feelings and perceptions from
observation.
: Pupil has resourced and
organised numerous relevant visual
images connected to w ork.
: They have used this investigation
to develop and idea or theme to a
excellent standard.
: Pupil has exploerd other materials
and media to an excellent level.
: Extention investigations completed
independently.
: Pupil has experimented practically
and imaginatively w ith a variety of
materials, tools and techniques
show ing good control.
: Pupil has applied a broad
understanding of the visual, tactile
and sensory qualities.
: Pupil show s increasing
confidence in the use of materials
and techniques.
: Pupil has experimented confidently
w ith a broad range of materials,
tools and techniques show ing very
good control.
: Pupil has applied a broad
understanding of the visual, tactile
and sensory qualities
: Pupil show s increasing
confidence in the use of materials
and techniques.
: They show their ability to revie
process and outcomes critically &
constructively.
: Pupil has experimented confidently
w ith a broad range of materials,
tools and techniques show ing very
good control.
: Pupil has applied a broad
understanding of the visual, tactile
and sensory qualities
: Pupil show s increasing
confidence in the use of materials
and techniques.
: They show their ability to revie
process and outcomes critically &
constructively.
: Extention of making process
evident in final outcome completed
and developed independently.
: Pupil has made changes to their
w ork w ith mimimal thought.
Junior Artist 3
Investigating
: Pupil has show n basic
investigation through draw ing.
Making
:Pupil has used a range of materials : Pupil has used a range of
and tools to make images.
materials, tools and techniques to
achieve different outcomes.
: Pupil has explored materials used
visual, tactile & sensory qualities.
: They have show n a good
aw areness of methods used and
made an imaginative response.
: Pupil understands the methods
and purposes used.
: Pupil has recorded through
draw ing and other methods.
: Pupil has recorded images through : Pupil has made draw ings and
good observational draw ing and
used other techniques selectively
used a range of materials.
to explore, interpret and record
ideas and feelings from
observation.
:Pupil has collected some images as Pupil has collected and organised : Pupil has resourced and
a basis for their w ork.
relevant visual images.
organised numerous relevant visual
images connected to w ork.
: They have used this investigation : They have successfully used this
to develop their w ork.
investigation to develop and idea or
theme.
: Pupil has explored other materials. : Pupil has exploerd other materials
and media w ell.
: Pupil has explored the visual,
tactile & sensory qualities of
materials used.
:Pupil has controled a range of
materials, tools and techniques to
achieve a variety of outcomes.
: Pupil has experimented practically
and imaginatively w ith a variety of
materials, tools and techniques
show ing control.
: Pupil has applied an understanding : Pupil has applied a broad
of visual, tactile and sensory
understanding of the visual, tactile
qualities.
and sensory qualities.
Banksy Rules 8
Lesson
Learning Objectives
Gain a good
understanding of Art
and vandalism
Discuss reasons
impact.
1
2
What makes it look
this way and why?
When is it not Art.
Working with others
and communication
Key Skills.
4
5
Research and
Organisation of
information.
Themed artistic
presentation.
Suggested Activities and Homework
Homework:
Personal research page on Graffiti Art or
Vandalism 1: Find various sources 2: Argument for
Art 3: Argument it's vandalism
INVESTIGATION
In this project pupils will have the opportunity to
discuss a variety of styles of Graffiti Art, its
content, its meaning, its origins and the artists that
create the work. Teacher introduces PP discusses
themes.
Competences
Teaching and
Learning
PP/ Video
Think, pair,
share.
No hands
questioning
post its
mind
mapping
Look a graffiti over walls in toilet on PP:
How would you feel if someone did this in your
house or to your property?
PP/ Video
Homework:
Personal research page on Graffiti Art or
Vandalism 1: Find various sources 2: Argument for
Art 3: Argument it's vandalism
DEVELOPMENT
Pupils work in small groups, collating ideas and
arguments about street art. Collaboratively, groups
decide how arguments should be presented to the
class.
Teacher uses PP to present web sites,
graffiti folder provides various texts.
Pupils research information from a variety of
sources, including IT/textbooks/film. Pupils will
need to locate, synthesise and analyse
Cross Curricular / Key Skills
Assessment
Homework 1
Mind map “Art or Vandalism” key words, debate
and personal view points.
Fathers for justice debate: Graffiti the
Queen.
Should the man face a higher penalty for the
criminal damage as he defaced the image of the
Queen?
What if he defaced an image of Jesus? Or the
Pope? Or David Beckham that was hanging in a
gallery?
Resources
LIT MATs
Project
Resource
Folder
Power Point
Literacy Focus:
 Oracy
Literacy Elements
 Developing and
presenting information
Aspects focus in SOW :

Speaking, Listening,
Collaboration and
Discussion
Think, pair,
share.
No hands
questioning
post its
mind
mapping
A1 paper
Paint and
plastics.
A1 Paper
Group work.
Thinking
methods –
making links.
Resource
folders.
LIT MAT
A3 Fact Sheet
Literacy Elements
 Developing and
presenting information
Aspects focus in SOW :

Speaking, Listening,
Collaboration and
Discussion
Homework
stage 2.
information, as well as distinguishing between bias
and objectivity in texts they select.
A1 paper for visual posters available or ICT PP
could be accessed if ICT available
Realise intentions
using presentation
techniques.
Practice and write
script.
5
6
.
OUTCOME
Class should present: using PP
What will make a successful presentation?
Planning and script. Speaking in public.
TIMM assessment of posters, script and practice
session in front of teacher only. Then allow time to
practice and improve.
Final presentation and assessment should take
place in front of class
Reflecting
and
improving
TIMM
Assessment
.
Reading :
 Reading strategies
 Comprehension
 Response and analysis
Projector and
lap top for PP
presentations.
Learners will be given
opportunity to be able to:
• present topics and ideas
coherently, using
techniques effectively, e.g.
a clear structure, anecdote to
illustrate, plausible
conclusions
Homework 3
Poster and
practice
script.
• respond to others’ views
positively and appropriately when
challenged
• defend a point of view with
information and reasons, e.g. in
role or debate
• respond positively and
thoughtfully to new ideas and
alternative points of view
• listen to information and
ideas (on-screen or live) and
identify how evidence is used,
e.g. to defend a point of view, or
misused, e.g. to mislead by
exaggeration
• take a range of roles, e.g.
organising, initiating actions, in more
formal group contexts,
• discuss opposing viewpoints
and negotiate ways forward.
A4L & TIMM
assessment
final
presentation.