URBAN ART PROJECT

Y8

ALL WILL BE ABLE TO:

* Define what graffiti is and recall a graffiti lettering

style

Experiment with the shapes of letters (L4)

LEARNING OUTCOMESBy the end of the lesson:

MOST WILL BE ABLE TO:

* Show character in letters using line and shape (L5)

SOME WILL BE ABLE TO:

* Experiment with direction in creating letters

* Show controlled use of line and detail and create

more imaginative lettering (L6)

STARTER: Think about the answer

to the following question >

WHAT IS GRAFFITI?

Now write a definition of what you

think

Graffiti long ago

• Historically, the term graffiti referred to the inscriptions.

• Graffiti has existed since ancient times, with examples going back to the Roman Empire AND CAVE PAINTING

• Graffiti can be anything from simple scratch marks to elaborate wall paintings.

Graffiti in America• The goal of most artists at this point was called "getting

up" and involved having as many tags and bombs in as

many places as possible.

• Artists began to break into subway yards in order to hit

as many trains as they could with a lower risk, often

creating larger elaborate pieces of art along the subway

car sides.

GRAFFITI ART TODAY

‘The clean train movement’• Today graffiti is characterized by a

majority of graffiti artists moving from subway or train cars to "street galleries." The Clean Train Movement started in May, 1989, when New York attempted to remove all of the subway cars found with graffiti.

• Because of this, many graffiti artists had to resort to new ways to express themselves. Much controversy arose among the streets debating whether graffiti should be considered an actual form of art.

• During this period many graffiti artists had taken to displaying their works in galleries and owning their own studios.

• This practice started in the early 1980s with artists such as Jean-Michel Basquiat and Keith Haring, who was also able to take their art into studio spaces.

Graffiti as Public art

• Many contemporary analysts and even art critics have begun to see artistic value in some graffiti and to recognize it as a form of public art. Many artists use it as a tool to express political or social issues.

What is stencilling?

• This entails stencilling

a print of one or more

colours using spray-

paint. In the UK,

Banksy is the most

recognizable icon for

this artistic movement

and keeps his identity

secret to avoid arrest.

Styles of graffiti art

What are the names of the

different styles?

• There are many

different styles of

graffiti writing. Here

are a few examples

and short descriptions

of some of the most

commonly seen.

TAGGING

• Tag style is the most basic and quickest form of graffiti writing. It is usually a representation of the artists name and is used as a way to gain recognition by being seen in a lot of places and as a signature for larger pieces.

THROW UP

• This style is another quick method of graffiti

writing. It is done by making a layer of paint in

one colour and a quick outline of the letters in

another.

BLOCKBUSTER

Blockbuster letters are

evenly spaced and

not too difficult to

read. They are just

what the name

implies, block letters.

This style is often

done on large areas

such as whole train

cars.

WILDSTYLE

• A more complex style is "wildstyle", a form of graffiti

involving interlocking letters, arrows, and connecting

points. These pieces are often harder to read by non-

graffiti artists as the letters merge into one another in an

often unreadable way.

GIVING YOURSELVES IDENTITY

Graffiti artists gangs and individuals create a 4-7 letter word which they sign their art work with. This acts as a signature.

* Today your task is to decide on your word (signature) and practice writing it in a range of styles using the powerpoint slides and worksheet to help you.

You have

2 Minutes!

2:00

1:45

1:30

1:15

1:00

45

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1

Starter:Create a letter that shows a mood or expression (think about the shape and style of your letter in communicating your expression).

ALL WILL BE ABLE TO:

* Experiment with the shapes of letters (L4)

LEARNING OUTCOMESBy the end of the lesson:

MOST WILL BE ABLE TO:

* Show character in letters using line and shape (L5)

SOME WILL BE ABLE TO:

* Experiment with direction in creating letters

* Show controlled use of line and detail and create

more imaginative lettering (L6)

Compare the Tags!

• You will be shown 3 pairs of tags

• You will be given 20 seconds to describe

the differences between each pair

• See how many words you can think of to

describe each tag

Time’s up!

Pair 3:

Describe the differences.

Write down as many words as you can think of to describe each

tag.

You have 20 seconds!

Time’s up!

Pair 4:

Describe the differences.

Write down as many words as you can think of to describe each

tag.

You have 20 seconds!

Time’s up!

Pair 5:

Describe the differences.

Write down as many words as you can think of to describe each

tag.

You have 20 seconds!

The next series of activities require you to use a single line rather than

block or bubble.

You have 2 minutesStop drawing!

1. Experiment with Height and Width

Stop Drawing!

You have 2 minutes

2. Try drawing these again but with overlapping letters.

2:001:591:581:571:561:551:541:531:521:511:501:491:481:471:461:451:441:431:421:411:401:391:381:371:361:351:341:331:321:311:301:291:281:271:261:251:241:231:221:211:201:191:181:171:161:151:141:131:121:111:101:091:081:071:061:051:041:031:021:011:000:590:580:570:560:550:540:530:520:510:500:490:480:470:460:450:440:430:420:410:400:390:380:370:360:350:340:330:320:310:300:290:280:270:260:250:240:230:220:210:200:190:180:170:160:150:140:130:120:110:100:090:080:070:060:050:040:030:020:01Stop Drawing!You have 2 minutes

3. Now experiment with different styles of letters,

making some → CURVED→ SPIKEY

You have 2 minutes Stop drawing!

4. Now try varying the size of individual letters.

Try overlapping too

Stop Drawing!

You have 2 minutes

5. Now experiment with writing your name at different angles.

2:001:591:581:571:561:551:541:531:521:511:501:491:481:471:461:451:441:431:421:411:401:391:381:371:361:351:341:331:321:311:301:291:281:271:261:251:241:231:221:211:201:191:181:171:161:151:141:131:121:111:101:091:081:071:061:051:041:031:021:011:000:590:580:570:560:550:540:530:520:510:500:490:480:470:460:450:440:430:420:410:400:390:380:370:360:350:340:330:320:310:300:290:280:270:260:250:240:230:220:210:200:190:180:170:160:150:140:130:120:110:100:090:080:070:060:050:040:030:020:01Stop drawing!You have 2 minutes

6. Now experiment with overlapping and adding

extra bits onto letters such as → ARROWS→ DOTS

ALL WILL BE ABLE TO:

* Experiment with the shapes of letters (PASS)

LEARNING OUTCOMESBy the end of the lesson:

MOST WILL BE ABLE TO:

* Show character in letters using line and shape (MERIT)

SOME WILL BE ABLE TO:

* Experiment with direction in creating letters

* Show controlled use of line and detail and create

more imaginative lettering (MERIT)