Running head: EDU 603 FINAL PROJECT 1

EDU 603 Final Project: Finding Your Roots Street Art Curriculum Unit

Laura Lennon

Post University
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EDU 603 FINAL PROJECT

EDU 603 Final Project: Finding Your Roots Street Art Curriculum Unit

Part I: Statement of Educational Philosophy

Through the eyes of every art student, there is an opportunity for change and revolution. Art supports the
development of individual learning and growth that affects a students compassion and a reaction of the world.
Constructivism is a learning theory that advocates that for people to understand the world around them, they must
construct understanding from observations and experiences (Wojcik, 2016). With educators using both active and
hands-on tasks to fully engage the learner visually, aurally and kinesthetically in the art room, these experiences
demonstrate how to think and deconstruct ideas. A visual arts classroom should provide an accepting and dynamic
environment that allows learners to discover how to think through creation and teach the relevance of the application
of these ideals in the outside world. The process of learning incorporates thought and reason applied to an activity
creating a passion for ownership of the process, showing that growth occurs with intellectual initiative and
independence of observation (Jones & Risku, 2015).
Education is the catalyst for what the future holds, providing learners with access to the most
comprehensive knowledge to form development academically, socially and intellectually. Through the production of
readying individuals for society, communities of creative and productive learners are able to thrive. The most
integral part of an effective education is through the importance of the individual learner, developing curriculum and
classroom experiences around students learning profiles and designing an active class pyramid through instructional
goals. Individuality of all learners is an element that each educator must consider when setting academic, behavioral
and social emotional goals, acknowledging that learners must be offered multiple different approaches to learning
and tools for success in the classroom. The role of the teacher plays an important piece in determining the
connection between student and teacher through proper evaluation and classroom assessment of these goals,
adjusting curriculum elements to differentiate between learners, providing multi sensory teaching methods. By
providing learners with the right tools for success with hands-on discovery and creation, educational success and
confidence is possible. Understanding is about going beyond the information given and taking what we know to use
it creatively, flexibly and fluently in different settings (Wiggins & McTighe, 2005).
A strong connection with the learner is important as each student has distinctive abilities and
accommodating to all varying levels creates a successful experience for each learner to apply outside the classroom.
Art education can incorporate diverse student interests through a differentiation of learning and providing high-level
thinking through creating a relationship of the visual arts through culturally responsive teaching. Art, identity and
culture are linked in the art classroom, allowing students to understand cultural diversity, social inclusion and
antiracist behaviors (Lee, 2012).
A successful art teacher provides meaningful evaluations through classroom discussion and individual responses to
his or her own work, providing reflection, feedback and comprehension of knowledge. Assignments in both creation
and evaluations should be aimed at measuring their knowledge and also their ability to assimilate the information by
relating it to their existing knowledge of art (Barchana-Lorand & Galnoor, 2009). Students that take part in
individual and social decisions in the classroom demonstrate critical social relevance for their work and educational
success.

Part II: Rationale of Curriculum

This unit is designed for a studio art classroom of tenth graders. This group ranges from

students who are high-level to special education students. This varied group of students comes

from different backgrounds including Caucasian, Hispanic and African American, along with a

number of exchange students from China. This group derives from diverse economic
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backgrounds with half of the students from a high socio-economic status and the other half from

middle to low socio-economic status. As a K-12 private school in an affluent community, many

of the students reside in the surrounding towns in Fairfield County, and the others come from

further distances. Students may choose to take art as an elective, which creates a positive and

exciting classroom, dynamic. The class this unit was designed for consists of:

17 tenth grade students (ages 15-17)

10 boys, 7 girls

4 students with an IEP, 1 student with a 504 plan

In areas of goals, methods, materials, and assessments, components of a UDL

(Universal Design for Learning) differs from a traditional curriculum through variability and

differentiation (National Center on Universal Design for Learning, 2014). When discussing

individuality of many different learning styles, curriculum should allow for flexibly to properly

access the what (recognition), the how (strategic), and the why (affective) of learning. A reverse

common practice is necessary when framing curriculum goals by starting with an idea of the

desired results and then derives the curriculum from the implied performances (Wiggins &

McTighe, 2005). For this curriculum unit in street art the desired result is to complete a cohesive

individual piece of graffiti art that maintains a civic connection, relaying a message. In a

backwards design of UDL, the most important consideration is placed on how students arrive to

their final product through proper assessment of goal achievement and the ability to transfer the

knowledge and experience gained, then apply it elsewhere. The ability to transfer knowledge and

skill effectively involves the capacity to take the knowledge and use it creatively, flexibly, and

fluidly in different settings (Wiggin & McTighe, 2005). To achieve comprehension through

production, the three principles of UDL; representation, action and expression and engagement
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must be applied. Students will analyze the art historical examples and discuss the social

importance of street art and how the artist expresses their intent using the elements and principles

of design. Students will then be introduced to various graffiti artists and varying styles presented

through each artists works. Class discussions will involve artists intent and how the intended

audience may perceive the work. A propaganda worksheet and graffiti style quiz will be required

from students to evaluate their acquisition of the subject matter. Students will take part in weekly

critiques, gaining constructive criticism on their work based on composition, content and

integrity from their peers. They will reflect on this knowledge using written journals and apply

these elements to their own work through production over a period of time. Students will be

required to self assess their work using a self-rubric, using this as a checklist for review in their

final product.

Students that are taking this art studio course have taken art in ninth grade and have

basic understanding of core art skills and have been introduced to the elements and principles of

design. Most students are have a good understanding of line, shape, color, value, texture, space,

pattern, rhythm, proportion, balance, unity and emphasis. Students varying abilities and levels in

the art studio must be taken into consideration and instruction will be differentiated. Students

will be assessed for understanding informally through questions and discussion from the teacher

as an assessment aligned with the UbD (Understanding by Design), instructional model (Wojcik,

2016). Students will be assessed by the teacher formally through the use of a rubric to grade their

work. Additional resources will be applied to enhance knowledge acquisition including a

documentary, a PowerPoint of examples of famous works and historical context, and hands-on

experience working with a cooperative artist. Typing or using speech to text will be available for

students who have difficulty writing in their journals. Various resources will be available for
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students to use to access historical works such as the Internet, books, magazines and selected TV

advertisements. Students will be able to select the style of street art they would like to use from

various styles such as a tag, throw up, stencil, sticker, poster, mural or installation, and will also

be able to choose which social issue has the greatest impact on them to focus their work around.

By allowing students to make this personal choice shows a transfer of knowledge in

understanding how graffiti artists showcase their work for individual and public purpose.

Through reflection, critique and the individual project, students should understand the

authenticity of street art as a meaningful expression to connect with a public audience.

The overall big idea of what street art is, is the catalyst for the direction of planning this

curriculum. To prioritize learning for various learners in the classroom around the essential

questions and instructional goals follows a student-centered curriculum. The final product in this

curriculum unit is a reflection on the learning process and knowledge acquired throughout the

lesson of street art, social issues, artists integrity and individual passion. Through questioning of

higher order thinking, students form valuable levels of understand that connections to life

experience from over arching questioning. Questions that are posed should be interesting and

compelling, and invites students to ongoing disciplinary debates that necessitate a level of

learning by using understanding and strategies (Wilhem, 2012). When gaining knowledge of

street art styles and relevant artists and their work, students can make connections to civic issues

that will allow for application of these themes in their own work. This allows the student to

better understand themselves as an artist and reflect on their learning and personal experiences.

Students must arrive to understanding the comprehension of how an artist reaches an audience

through social issues and the drive behind creating artwork on a public scale. Street art and
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advertising through art is monumental in public opinion and how individuals process current

events.

Part III: Unit Plan

Stage I

Grade 10: Street Art- Finding Your Roots

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In this unit students will discover what street art is in relation to relevant social issues, and an
artists integrity to elicit public reaction. Students will create individual works based on
reactions to art historical references and identify a clear personal message or intent.

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to

do.

Content Standards Primary Expected Performances

CS 1.B. Conceive and create original works Students will create a work of art that
of art that demonstrate a connection between communicates a cultural reference.
personal expression and intentional use of
art materials, techniques and process. Students will demonstrate high comprehension
of art materials and mediums.

CS 2.A. Judge the effectiveness of different Students know how to apply the elements and
ways of using visual characteristics in principles of design to demonstrate proper
conveying ideas. composition and expression.

CS 4.C. Compare works of art to one
another in terms of history, aesthetics and
cultures, justifying conclusions made in
analysis and using these conclusions to
inform their own art making.
Students will study relevant street artists in
various time periods and discuss aesthetic
components.
Students will journal throughout art making
process, making art historical connections to
individual work.

CS 5.B. Reflect critically on various Students will take part in weekly class critiques
interpretations to better understand specific of the intent in individual works.
works of art.
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Enduring Understandings Essential Questions

Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT)
K-12 enduring understandings are those Inquiry used to explore
understandings that should be developed generalizations
over time, they are not expected to be
mastered over one unit or one year.

Overarching Enduring Understandings: How does art represent personal expression,

Art has been used through history to
demonstrate a message.
The principles and elements of design are
used to communicate visual meaning.
exploration and/or discovery?
How is art a reflection of social reactions of the
time period?
What ethical issues are involved in the
production of street and graffiti art?

Unit Specific Enduring Understanding

Artists use artwork to convey personal

expression and intent to reach a public
audience.

Art demonstrates current issues based on

personal beliefs and contexts.

Knowledge and Skills

What students are expected to know and be able to do

Knowledge
The students will know

The elements and principles of design in art that is representative of displaying composition.

Gain knowledge of relevant graffiti artists.

Know various graffiti styles such as a tag, throw up, stencil, sticker, poster, mural or
installation.
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Skills
The students will be able to

Communicate a message through individual street art design.

Demonstrate a high ability to apply chosen medium to individual works.

Reflect on social issues and its relevance in street art.

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Stage 2

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to app
demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal The students performance task are to execute an individual graffiti art p
What should students accomplish by completing this principles of design to display excellent composition and individual ex
task?
social issues, and making individual reflections throughout the process
R Role
What role (perspective) will your students be
the social connection they choose to pursue and style of work.
taking?
A Audience GRASPS elements outlined for students:
Who is the relevant audience?
Goal: Your goal is to understand what street art is and create a
S Situation
The context or challenge provided to the student. art.
Role: You will be a graffiti artist that communicates a persona
Audience: Your audience will be the open public and other st
the graffiti.
P Product, Performance Situation: You will need to make careful planning and choice
What product/performance will the student composition to display your work to be able to reach the grea
create? Product: You are creating a personal graffiti art piece chosen
such as a tag, throw-up, stencil, poster, sticker, mural or insta

S Standards & Criteria for Success See Appendix A

Create the rubric for the Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, How will students reflect upon or self-as
tests, journals or other means) will students demonstrate achievement
of the desired results? Formative and summative assessments used
throughout the unit to arrive at the outcomes.

Students will be required to display an organized plan for the Students will be required to complete we
direction of their graffiti art in a written assignment and attach their work process, evaluating the growt
samples of sketch ideas in their plan. Class critiques will be held to complete a checklist of required compon
demonstrate students understanding in the art making process, and
gain peer feedback on their work for revision.
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Stage 3

Learning Plan (Stage 3)

Where are your students headed? Where have In this unit, students will discover the meaning of street a
they been? How will you make sure the students social connections through art. Some students will have
know where they are going? and principles of design and graffiti art, but students will
discovery of history through street art. The teacher will
students to evaluate throughout the process, and desired
will be discussed in relation to all essential questions.
How will you hook students at the beginning of the Students will be introduced to relevant and exciting stree
unit? documentary and PowerPoint of various artists, and will
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EDU 603 FINAL PROJECT

Connections will be made on emotional and individual r

What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the learning
activities to optimize the engagement and
achievement of ALL students?
social issues through class discussion and reflection. Stu
art lessons creating their own tag and propaganda post
subject matter.
Students will make real life connections to social issues
to them and conforming their graffiti style to represent th
Students will be required to research current social issue
response on their opinions of the subject matter. Student
hands-on graffiti art lesson with a cooperating artist to ga
art making in this style. Students will use tool Artistic-I
works based on the elements and principles of design to
Students will be required to displayed a well organized p
graffiti art through self and teach evaluations of the plan
also take part in weekly journal reflections, expressing th
own art making process, art historical references and soc
be asked to make references to posed essential questions
Students will exhibit their planning process and work in
where the class as whole makes responses on their peers
own. Students must make references to art historical kno
constructive criticism of peers, students will be encourag
make changes or develop their ideas further.
Understanding the integrity of street art is ultimately the
through differentiation of students making individual cho
ability and comprehension, success will be found in all l
make individual choice of a social issue they are making
style of graffiti they choose to complete their work in.
Students will be required to complete reflection pieces a
throughout entire project. Students will be expected to co
and complete assigned work on a weekly basis using Go
use of Google Docs, and submit pictures of their work to
process. These assignments will be revaluated at the end
understanding of knowledge and skills, and students will
personal planning experience.

# Lesson Title Lesson Activities Resources

1 Into to Street Defining what graffiti and street art is. Examples of different types
Art Discuss common styles students have seen in of graffiti art on
their life. Class discussion of whether street SMARTboard.
art is good or bad.
Elements and Principles of
Identify and define elements and principles of Design handout.
design; Line, color, shape, space, form, etc.
(W)
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2 Intro to Street Define various street art styles such as a tag, Slideshow demonstrating
Art Styles throw up, stencil, sticker, poster, mural or examples of different styles
installation. Introduce various street artists and artists with their work.
that utilize these styles such as; Banksy,
Shepard Fairey, Zephyr, Revoke, Reyes, Lady Review of elements and
Pink, Invader, JR, Keith Haring and Jean- principles of design.
Michel Baquiat,
(W,H)
3 Create a Students will practice discovering their name Graffiti alphabet example
Tag as a graffiti artist and trademark style. pamphlets and classroom
exercise. Students will take part in coming up with a books:
tag for themselves using either their name or
an alter ego. Class will take part in critique on Graffiti World: Street Art
tags. From Five Countries by
(H) Nicholas Ganz

Graffti Alphabets: Street

Fonts From Around The
World by Claudia Walde

Piecebook: Rare Graffiti

Drawings by Sacha Jenkins
and David Villorente

4 Documentary/ Students will view Exit Through the Gift Film: Exit Through the Gift
Discussion Shop by Banksy and have class discussion Shop by Banksy.
on reactions. Students will complete writing
reflection in response to artists, styles, public Film reaction writing
reaction and emotional intent. assignment.
(H, E)
5 Cooperating Local cooperating graffiti artist visit to studio
Artist to demonstrate his style of creating a large-
Demonstratio scale tag on canvas. Students will be selected
n to work with artist hands on to complete
work.
(E)
6 Propaganda Students will be introduced to propaganda art PowerPoint introduced
Art used in WWI and WWII. Will discuss dada history of propaganda art and
and degenerate German artists as use of examples.
propaganda, such as Entartete Kunst. Students
will research and select one propaganda art, Propaganda review
and complete writing assignment. worksheet.
(H,E)
7 Social Issues Class discussion on current social issues we Personal writing journals for
face today such as civil rights, environment, reflection.
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EDU 603 FINAL PROJECT

womens rights, equal rights, environmental

ethics, etc. Students must select social issue
they are most interested in and make a
reflection on why they made their selection.
(E,T)
8 Social Issue Research will be done on their chosen social Journals for note taking.
Research issue understanding the history, background,
change, etc. of this connection.
(E,T)
9 Propaganda Students will create an example of a
Poster propaganda poster in the style of WWI and
WWII propaganda art, making a connection
to the social issue of their choice. Students
may choose to be for or against this issue for
the integrity of the project. Project will be
completed outside of class.
(H,E)
10 Poster Students will take part in an anonymous class Personal writing journals for
Critique critique of propaganda posters, discussing reflection.
their reactions and emotions from the posters
and the issues they discuss. Students will
reveal the identity of their work at the end of
the discussion. Students will reflect in the
journals on the success or failure of the
integrity of their work on the public in their
writing journals.
(H,E)
11 Art History of Students will have a more in-depth lecture on PowerPoint of graffiti art
Street Art artists Banksy, Shepard Fairey, Zephyr, examples.
Revoke, Reyes, Lady Pink, Invader, JR, Keith
Haring and Jean-Michel Basquiat, Will Artistic-I program
review PowerPoint with artistic examples and
go more in discussion of each artist and their Graffiti Style Assessment
background. Will select a few works and
demonstrate a break down of the principles
and elements of design on the SMARTboard.
Students will select one work and complete
observational assessment.
(W,H,E)
12 Planning of Students will begin their process of planning Street Art Planning
Street Art of their final street art project. Students will worksheet.
select their style of street art and their process
they will take to create their work. Sketches Detailed planning sketches
and thumbnails will be required of each done in journals.
student to present a well thought out process
of their work.
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(W,H,E,R,T)
13 Present Work Students will present their planned process to
Plan the class and teacher for feedback. Students
will be questioned on materials needed,
process, social connection, etc.
(R,E2,)
14 Work Days- Students will begin process of creating their Reflection journal.
Week 1 street art process after collecting materials
and obtaining materials from the teacher.
Reflections on working process will be
required twice a week.
(R,E2,O)
15 Class Students will present their current in progress
Critique- project for feedback and constructive
Week 1 criticism. Students will make adjustments
based on feedback.
(R,E2,)
16 Work Days- Students will continue working on their Reflection journal.
Week 2 project in class and outside of class.
Reflections on working process will be
required twice a week.
(R,E2,O)
17 Class Students will present their current in progress
Critique- project for feedback and constructive
Week 2 criticism. Students will make adjustments
based feedback.
(R,E2)
18 Work Days- Final week of production process in their Reflection journal.
Week 3 work. Students will finish their street art
project. Reflections will be required twice a
week for the execution of final product.
(R,E2,O)
19 Class Students will present their final street art
Critique- project to the class as a whole. Discussions
Week 3 will be held on artist integrity, work
production, final product, and ability to apply
peer/teacher suggestions.
(E,R,E2,O)
20 Artist Street Studio will be transformed into gallery Reflection journal.
Art Reveal exposition where students will put their work
on display and students from ninth, eleventh
and twelfth grade will come view for a gallery
showing. Students will stand with their work
and present their street art as intended for the
public eye, and be available for questioning.
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EDU 603 FINAL PROJECT

Students will complete project rubric

assessing themselves and their process. Will
complete last final reflection.
(R,E2,O)
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Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher
directed and student
centered instructional
approaches?
Resource Based Learning:
Do the students have access
Assess and Reflect (Stage 4)
Comments
Yes, the learning experience, performance assessment and outcomes are
connected with one another throughout this curriculum unit. By framing the
issues to guide the learning, students are able to pursue their questions,
interests and approaches (Wiggins and McTighe, 2005). There is evidence of a
transfer of knowledge through applying their experience throughout this unit
and the ability to apply it elsewhere. . The learning plan relates to the street art
curriculum and the work completed in stages 1, 2 and 3 through the
connection of authentic learning and the inclusion of the learner as the most
central and importance piece of this unit. All components of the lessons
throughout the curriculum build on experience, which is being evaluated by
assessment and reflection; the student is more invested in their work.
For struggling students:
-Visual supports of PowerPoint that further explain each style in detail
-Critiques and class discussions of civic connection and project progress.
-Peer constructive criticism through critique.
-Tag art project may be directly connected to final product for students
who are struggling to grasp concepts.
For students who need a challenge:
-Student made choice between subject matter to represent and how to
represent it.
-May choose to do large-scale mural/installation for a long-term project.
-Graffiti artist research project.
Yes, through instruction in the beginning of the graffiti unit, lecture and in-
depth discussion will be held utilizing higher level thinking to answer
essential questions. Teacher led presentation of cooperating artist work
supports the subject matter. PowerPoint will be structured around intended
concepts to be acquired. Students will then transfer this knowledge and apply
it in numerous visual manners such as a individual tag, propaganda poster,
personal journals for evidence of planning and sketching ideas, and the final
project.
Yes, students utilize classroom or personal computers for research in graffiti
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EDU 603 FINAL PROJECT

to various resources on an and propaganda. Students will use program Artistic-I to deconstruct work
ongoing basis? and understand elements and principles of design. Various books and
magazines will be available in classroom.

FNM/I Content and

Perspectives/Gender Yes, through the subject matter of making civic connections, students may
Equity/Multicultural choose to discuss diversity and different perspectives in acceptance and
Education: individuality. Teacher supported discussions on diversity will take place when
Have I nurtured and discussing social issues and through class critiques. All opinions and reactions
promoted diversity while will be present and nurtured through teacher discussion.
honoring each childs
identity?
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References

Barchana-Lorand, D., & Galnoor, E. (2009). Philosophy of art education in the visual

culture: Aesthetics for art teachers. Journal of Philosophy of Education. 43(1), 133-148

Banksy,(Director).(2010).ExitThroughtheGiftShop[Videofile].UnitedKingdom:Paranoid

Pictures.

Ganz, N. (2009). Graffiti World: Street Art From Five Different Continents. New York, NY:

Harry N. Abrams.

Jenkins, S., & Villorente, D. (2009). Piecebook Reloaded: Rare Graffiti Drawings. Munich,

Germany: Prestel.

Jones, A., & Risku, M. (2015). The butcher, the baker, and the candlestick maker: John

Deweys philosophy of art experience saving twenty-first-century art education from

limbo. Education & Culture, 31(1), 77-87.

Lee, N. (2012). Culturally responsive teaching for the 21st century art education:

Examining race in an art studio experience. 65(5), 48-53.

National Center on Universal Design for Learning. (2014, July 31). What is UDL.

Walde, C. (2011). Graffti Alphabets: Street Fonts From Around The World. NYY: Thames and

Hudson.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA:

Assoc. for Supervision and Curriculum Development.

Wilhelm, J.D. (2012). Essential questions. Scholastic Instructor, 122(3), 24-27.

Wojcik, J. (2016). Educational philosophy and theory. Personal collection of J. Wojcik,

Post University, Waterbury, CT.

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Appendix A

Student Street Art Rubric

Criteria Low Effort (1) Met Criteria (2) Detailed (3)

Instruction and The artwork shows The artwork shows The artwork displays
planning little understanding of evidence of planning high understanding
concepts or planning. stages and implements and well planned out
some graffiti process utilizing
concepts. learned graffiti
concepts.
Elements and Little evidence of The artwork shows The artwork shows
Principles of Design understanding one or more elements advanced awareness
elements and and principles of of elements and
principles of design, design to display principles of design,
no expression, poor expression, using numerous
composition. satisfactory elements in
composition. complexity to display
expression and
excellent composition.
Creativity and Civic Student showed lack Student chose a Student made
Connection of understanding in proper graffiti style excellent choice in
graffiti styles that fit appropriate to display graffiti style that
his or her work, no his or her work, successfully fits his or
social connection. showing connection to her message,
social issues. strengthening the
level of intent to
connect to society.
Reflection and Student showed little Student used journal Student showed
Critique journal reflection appropriately to make superior reflections in
throughout project proper reflections on journal throughout
and no involvement in individual work project showing
class critique. throughout project consideration and
and showed some understanding of
involvement in individual process and
discussion in class showed high level
critique. thinking in class
critiques.
Effort and Time Student put little Student showed effort Student showed
Management effort to finish project required to finish excellent effort to
on time, class time not project on time and complete project to
utilized well. managed class time full potential and
sufficiently. utilized class time
entirely.
Total_______/ 15
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Appendix B

Planning Pyramid: Some, Most, All Students

Some students will know:

-How an artist uses a distinctive style to reach a broad audience.

-Ethical issues involved with different styles of street art.
-How street art has impacted social issues and is used as communication to make a
difference.
-How to communicate own personal expression and integrity through two-dimensional or
three-dimensional work.

Most students will know:

-Street art is personally meaningful and expresses artistic integrity.

-How graffiti artists have conveyed a message to an audience.
-Know how to apply different mediums to demonstrate a personal message.

All students will know:

-Elements and principles of design

-Evolution of street art through history.
-Graffiti/street art revolves around personal expression.
-Relevant graffiti artists and various graffiti styles.
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Appendix C

Criteria Missing (0-1) Met Criteria (2-3) Detailed (4-5)

Stage 1: Identifying No essential questions Essential questions Essential question are
Desired Results: listed and/or are not are posed but do not aligned with the big
Essential Questions aligned with standards guide learners to the idea in lesson and
chosen or curriculum big idea in curriculum allow for higher order
goals. No knowledge and are not over thinking. All
and skills listed. arching. Some questions aligned with
questions are aligned standards chosen,
with standards. Some demonstrating ability
understanding of for students to transfer
knowledge and skills knowledge. Complete
that learners should understanding of
obtain. knowledge and skills
that students are
expected to know.
Stage 2: Determining Little to no evidence Some understanding Complete
Acceptable Evidence: of differentiation of of differentiation understanding of
Demonstration of multiple learners. No between learners, authentic learning for
Understanding authentic GRASP providing some variability of all
performance listed. variation. Incomplete learners. Importance
authentic GRASP of self-assessment
performance listed. relevant, making
Idea of authentic connections to
learning present but authentic GRASP
lacking process of performance.
self-assessment.
Stage 3: Planning No connection made Some evidence of Evidence of full
Learning Experience to learners response to learners connection engagement of the
and Instruction: unit goals and lacking to curriculum goals learner in authentic
an engaging learning and importance of experience,
plan for students. learners engagement, understanding all
but lacking teacher goals and given the
assessment for student ability to self assess
revision and and reflect on their
reflection. work. Students can
make connections to
real world experience
and transfer
knowledge.

Total_______/ 15
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ABBREVIATED TITLE

Appendix D
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EDU 603 FINAL PROJECT

Appendix E

Propaganda Analysis Worksheet

Describe the type of propaganda:

____ Poster
____Brochure
____Advertisement
____Movie
____Story/Writing
____Other_________________________________

Who is the intended audience?

What propaganda techniques are used?

____ Euphemisms
____Name calling/Pointing fingers
____Generalities
____Transfer of information
____Testimonial
____Band Wagon
____Fear

What visual images appear in the propaganda? What do these images or type of font symbolize? What emotions do
they arouse?

IMAGE SYMBOL EMOTION

What are the key words used? What emotions do those words arouse?

What is the purpose of this propaganda? What is it trying to get people to do or feel?

Do you think this type of propaganda was effective?

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ABBREVIATED TITLE

Appendix F

Graffiti Art Observational Assessment

Study the artwork for 2 minutes. Form an overall impression of the artwork and its composition. Divide the
artwork into sections and study each part for all details. List all the details you see:

PEOPLE/ANIMALS OBJECTS ACTIVITIES/MOVEMENT

__________________ ______________________ _______________________
__________________ ______________________ _______________________
__________________ ______________________ _______________________
__________________ ______________________ _______________________
__________________ ______________________ _______________________
__________________ ______________________ _______________________
__________________ ______________________ _______________________
__________________ ______________________ _______________________

Based of what you have observed, what can you infer from the artwork? What does the artwork say or does it send
a message? What is happening in the composition as a whole?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

What type of graffiti style is this? (Tag, throw up, stencil, sticker, poster, mural or
installation)___________________

What do you think is this artists method of creating this work in this style?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________________________________________

What questions does this artwork raise?

_____________________________________________________________________________________________
___________________________________________

Is this artwork effective in reaching its intended audience? Does it evoke emotion?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________
Appendix G
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EDU 603 FINAL PROJECT