project based learning by susan granberg

Project Based Learning

Turning Graffiti into a project

Why Project Based Learning

Why Embrace PBL?“Allows for more real world applications and in-depth

understanding”

“Project-based learning is a teaching method where students gain and apply skills by working on a long project where they complete an in-depth inquiry into a specific topic or question. Like all teaching methods, it’s not standalone. It can be added to the teaching you are already doing in your classroom. PBL allows for more real world application and in-depth understanding of the concepts your students need to understand.”

BY APRIL, CURRICULUM DESIGNER

Telling the difference between Project based and

“Project”Just because it’s a project

doesn’t mean it’s project based.

Project based Learning: Requires

collaboration and teacher guidance

PROJECT:

Can be done alone

Project based learning:

About the process

Project:

About the product

Project Based Learning:

Student Directed

Project:

Teacher Directed

Project Based Learning:

Students make choices that

determine the outcome

Project:

All have the same goal

Project Based Learning:

Products are presented to an

authentic audience

Project:

Products are submitted to the

teacher

Project Based Learning: Based in

real-world experiences or

problems

Project: Lack real world relevance

Project Based Learning: Real

learning occurs through the

project

Project:

Real learnings occur after the “real” learning.

How does it help my students

“While arts integration in the core discipline alone is valuable, doing it within the context of a PBL project can make the integration seamless as well as valuable. PBL projects provide a space to meet multiple learning targets, whether those are core discipline standards or arts standards” - Andrew Miller

“Project-based learning offers students the opportunity to work cooperatively on authentic tasks with real-world relevance. While projects are curriculum-based, students lead their own inquiry into topics.” -Alison Panik

“The interdisciplinary nature of project-based learning is a win for teachers, as curriculum in several subject areas can be explored within one long-range project. Students win as they apply higher-order thinking skills while building bridges between disciplines.”- Alison Panik

Graffiti A social study, art, and language project

Project Based Graffiti Lesson

Using project based learning in the art classroom.

Inspired by Education World Gallery Lesson

Integrate Social Studies, Art, and Language Arts while promoting group work skills in a study of graffiti art in the

community.

GUIDING QUESTIONS

Ever since ancient times, streets have been dusted with art... or vandalised with graffiti… which is it?

Guiding Questions will be divided into 4 groups● Creating● Presenting● Responding● Connecting

All which will be found in the National Art Standards

Creating

What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks?

Why do artists follow or break from established traditions?

Presenting

Why do people value objects, artifacts, and artworks, and select them for presentation?

(why do street artists choose what they choose? Create what they create? And place it in such public places?)

Responding

How do images influence our views of the world?

What can we learn from our responses to art?

Connecting

How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?

Project Based on Guiding Questions

What will they do?Using Project-Based learning, students create street art wall, using prints, original art, or a

presentation on the ethics question on is Graffiti art art or

illegal?

ObjectiveStudents will:

● Learn about street art, and famous street artists

● Develop personal preferences by choosing particular works of art

● Apply artistic skills( art design and elements) and judgment (critique)

● Teach others about works of art

Option 1: CreatingUsing some child friendly

resources, students will create a graffiti work of art that will

point out and explain a social issue or create a tag.

Option 2: ObservingUsing tools like Google Arts and Culture students will search for different artists either in their neighborhood or a country of their choice, deciding what to collect, and then screenshot the images to assemble their own “street” for street art.

(All links will be previewed by teacher to make sure content is appropriate, students can access appropriate links for the project

on schoology.)

Option 3: Identifying

Students will research, inspect, examine, determine, and

articulate whether street art and graffiti is an art or a crime.

The concept is to give students a choice on how to study the topic so they will learn deeper and better.

Inquire

Students will… Students will use 2, 72 minute blocks to create their project.

Students will use multiple tools to create, form ,and answer the questions.

Students will ch0ose an option out of the three options given to them, but the students will choose the way they will present the information.

On the 3rd Lesson students will use the time to present the project to the whole class, articulating what they have learned, teaching the other students the process.

Feedback

Feedback1. Students will be assessed on

a rubric2. Students will assess their

learning based on the rubric as well as giving themselves

a glow and a grow. 3. Peers will give each other

feedback using the glow and grow technique.

Glow and Grow based on Artofed.com

RubricArt rubric based on

theartofed.com rubric with some minor changes.

Google Art and Culture Sites:

http://www.webdesignerdepot.com/2009/10/40-striking-examples-of-graffiti-art/

https://www.google.com/culturalinstitute/beta/u/0/exhibit/wQmKAWFj

https://www.google.com/culturalinstitute/beta/u/0/exhibit/_wLyH4_4OwhUIA

https://www.google.com/culturalinstitute/beta/u/0/exhibit/qAIi_arrnnFpLA

https://www.google.com/culturalinstitute/beta/u/0/exhibit/YAJCWqs7JQQaKg

https://www.google.com/culturalinstitute/beta/u/0/exhibit/-QLyEyXvKOIjJA

https://www.google.com/culturalinstitute/beta/u/0/exhibit/_QKCHa9YKqHTKAhttps://www.google.com/culturalinstitute/beta/u/0/asset/frog/DQFQnbvBgifAxw

https://www.google.com/culturalinstitute/beta/u/0/exhibit/ZQIyrWfPFlM6Jw

Refferences: Street art:41 Incredible examples (Maine, July 13, 2016)http://www.creativebloq.com/street-art/examples-street-art-612334Project-Based Learning should rule your school (April, Curriculum Designer, 2015)http://www.lessonplanet.com/article/elementary-art/project-based-learning-and-the-artsAre you using projects or project-based learning (Susan Riley, April 2016)http://educationcloset.com/2016/04/14/using-projects-project-based-learning/Project Baside Learning and the arts( Alison Panik, October 2009)http://www.lessonplanet.com/article/elementary-art/project-based-learning-and-the-artsProject-Based Lesson: Classroom Art Gallery (Education World, 2013)http://www.educationworld.com/a_lesson/project-based-learning-art-gallery.shtml