Created byBrenda Monson
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we use digital tools, like Banksy uses public spaces, to create art that expresses our opinions about important social issues and makes people think differently about art and who owns it?Essential Questions
Supporting questions that break down major concepts.- How can art be used as a tool for social commentary?
- What are the ethical considerations of using public spaces for art?
- How does Banksy's work challenge traditional notions of art and ownership?
- How can digital tools enhance or transform artistic expression?
- How can we effectively communicate complex ideas through visual art?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will explore and analyze how artists use art to communicate social commentary.
- Students will research and select a social issue to focus on for their artwork.
- Students will learn and apply digital art techniques to create their artwork.
- Students will design and curate a digital gallery to showcase their artwork and artist statements.
- Students will reflect on the process of creating art for social commentary and the role of digital tools in this process.
Common Core State Standards
CCSS.ELA-LITERACY.RL.5.2
Primary
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.Reason: This standard aligns with the project as students analyze Banksy's work to understand the themes and messages he conveys, and then create their own artwork to express social commentary.
CCSS.ELA-LITERACY.W.5.4
Supporting
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)Reason: This standard supports the project by requiring students to write clear and coherent artist statements to accompany their artwork.
CCSS.ELA-LITERACY.SL.5.1
Supporting
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.Reason: This standard supports the project as students may engage in discussions about social issues, artistic choices, and the work of Banksy and other artists.
Entry Events
Events that will be used to introduce the project to studentsMysterious Message from "B"
**Hook:** A mysterious package arrives in the classroom containing a stencil, a spray can (filled with washable paint), and a cryptic message signed "B." The message challenges students to consider how they can use art to express their thoughts about a social issue they care about. **Core Question:** How can we use art as a powerful tool for social commentary? **Connection to Standards:** Analyzing the message from "B" requires students to identify the main idea (using art for social commentary) and supporting details (the stencil, spray paint, and the challenge). This directly addresses the standards of identifying main ideas and supporting details. **Engagement:** The mystery and the connection to a real-world artist like Banksy immediately grabs student attention. The open-ended nature of the challenge allows for personal expression and connects to their own experiences. **Investigation Pathways:** 1. Researching Banksy's work and the social messages embedded within it. 2. Exploring different social issues and selecting one that resonates with them.A World of Street Art
**Hook:** Present a slideshow of powerful images of street art from around the world, highlighting different social and political messages. Play thought-provoking music in the background. Conclude with a powerful quote from Banksy. **Core Question:** How can art transcend language barriers to communicate important messages? **Connection to Standards:** Students will analyze the main idea of the presented images (social/political commentary) and the supporting details (visual elements, context, location). This aligns with the standards of identifying main ideas and supporting details in diverse mediums. **Engagement:** The visual and auditory experience evokes emotions and sparks curiosity. The focus on global perspectives broadens student understanding. **Investigation Pathways:** 1. Exploring the impact of street art in different cultures. 2. Investigating how artists use symbolism and metaphors in their work.Protest Art Gallery Walk
**Hook:** Simulate a “gallery walk” where students examine pre-selected examples of protest art from various time periods. **Core Question:** How has art been used throughout history as a form of protest and social commentary? **Connection to Standards:** As students analyze different art pieces, they will discern the main idea and supporting details that convey the social message. This directly relates to the standards of identifying main ideas and supporting details in historical contexts. **Engagement:** The interactive nature of the gallery walk encourages active observation and discussion. Exploring historical examples connects to the power of art through time. **Investigation Pathways:** 1. Researching a specific historical example of protest art. 2. Creating a timeline showcasing the evolution of protest art.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Decoding Banksy
Students will select a piece of Banksy's art and analyze it for its social message. They will identify the main idea (social commentary) and supporting details (artistic elements, symbolism, context) within the chosen artwork.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a Banksy artwork that interests you.
2. Describe the visual elements of the artwork. What do you see?
3. Identify the main social issue or message that Banksy is addressing in the artwork.
4. Explain how the visual elements and artistic choices support and convey the social message. Provide specific details from the artwork.
5. Write a summary statement that encapsulates the main idea and the supporting details you have identified.
Final Product
What students will submit as the final product of the activityA written analysis of a Banksy artwork, identifying its main idea and supporting details, culminating in a concise summary of the social message conveyed.Alignment
How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.RL.5.2 by requiring students to analyze Banksy's work and determine the theme of social commentary. Aligns with CCSS.ELA-LITERACY.W.5.4 by having students produce clear and coherent writing in their artist statements. Also connects to CCSS.ELA-LITERACY.SL.5.1 through discussions about social issues and artistic choices.Activity 2
Social Canvas: Choosing Your Cause
Students will choose a social issue that resonates with them and brainstorm ideas for expressing their opinions through digital art, mimicking how Banksy uses public spaces.Steps
Here is some basic scaffolding to help students complete the activity.1. Research and select a social issue you care about. Consider its relevance to your community or the wider world.
2. Write a preliminary artist statement explaining your chosen issue and how you want to express your opinion about it.
3. Brainstorm and sketch initial ideas for your digital artwork. Consider how you can use symbolism, metaphor, and other artistic techniques to convey your message.
Final Product
What students will submit as the final product of the activityA written proposal outlining the chosen social issue, a preliminary artist statement, and initial sketches/ideas for their digital artwork.Alignment
How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.W.5.4 by having students produce clear and coherent writing in their artist statements. Aligns with CCSS.ELA-LITERACY.SL.5.1 as students may discuss and share their chosen social issues and brainstorm ideas.Activity 3
Digital Brushstrokes: Creating Your Masterpiece
Students will create their digital artwork, write a final artist statement, and prepare their piece for the digital gallery. They will reflect on how their work connects to Banksy's use of public spaces for art.Steps
Here is some basic scaffolding to help students complete the activity.1. Use digital art tools to create your artwork. Experiment with different techniques and styles to effectively convey your message.
2. Revise and finalize your artist statement. Clearly articulate your chosen social issue, your artistic choices, and your intended message.
3. Write a reflection on the process of creating your artwork. Discuss how your work relates to Banksy's use of public spaces for art, and how digital tools influence artistic expression.
Final Product
What students will submit as the final product of the activityA finished digital artwork, a polished artist statement, and a written reflection on the project and its connection to Banksy’s work.Alignment
How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.W.5.4 through the creation of a final artist statement and reflection. Connects with CCSS.ELA-LITERACY.SL.5.1 as students may present and discuss their artwork in the digital gallery.Activity 4
Digital Walls: Curating the Gallery
Students will collectively curate and present their artwork in a shared digital gallery, encouraging reflection and discussion about the power of art for social commentary.Steps
Here is some basic scaffolding to help students complete the activity.1. Collaboratively design the layout and structure of your digital gallery. Consider how to best present the artwork and facilitate navigation.
2. Upload your artwork and artist statements to the digital gallery.
3. Explore the digital gallery and engage in discussions with your peers about the artwork and the social issues addressed.
Final Product
What students will submit as the final product of the activityA curated digital gallery showcasing student artwork and artist statements, providing a platform for sharing and discussing social issues through art.Alignment
How this activity aligns with the learning objectives & standardsReinforces CCSS.ELA-LITERACY.SL.5.1 as students engage in discussions about the artwork in the gallery. Supports CCSS.ELA-LITERACY.W.5.4 by providing an opportunity to present their writing to an audience.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioArtistic Social Commentary and Digital Expression Rubric
Category 1
Critical Analysis and Interpretation
Evaluates students' ability to analyze Banksy's art, identify social messages, and articulate their understanding in writing.Criterion 1
Analysis of Banksy's Art
Assesses students' ability to analyze the visual elements and social messages in Banksy's artwork.
Exemplary
4 PointsProvides a comprehensive analysis of the artwork, clearly identifying and explaining the main idea and supporting details with sophisticated insight.
Proficient
3 PointsProvides a thorough analysis, identifying the main idea and supporting details clearly with a good level of insight.
Developing
2 PointsProvides a basic analysis with some identification of the main idea and supporting details, though may lack clarity or depth.
Beginning
1 PointsStruggles to analyze the artwork, with limited or unclear identification of main ideas and supporting details.
Criterion 2
Artist Statement Clarity
Evaluates the clarity and coherence of the students' written artist statements, explaining the social issue and artistic choices.
Exemplary
4 PointsThe artist statement is clear, coherent, and well-organized, providing comprehensive insights into the issue and artistic choices.
Proficient
3 PointsThe artist statement is mostly clear and coherent, explaining the issue and artistic choices with appropriate organization.
Developing
2 PointsThe artist statement is somewhat clear, with some coherence and partial explanation of issue and artistic choices, lacking organization.
Beginning
1 PointsThe artist statement lacks clarity and coherence, with minimal explanation of the issue and artistic choices.
Category 2
Creativity and Artistic Expression
Assesses the creativity and effectiveness of students' digital artwork in conveying a social message.Criterion 1
Creativity in Digital Artwork
Evaluates the originality and emotional impact of the digital artwork created.
Exemplary
4 PointsArtwork is exceptionally original, creative, and emotionally impactful, with effective use of digital techniques.
Proficient
3 PointsArtwork is original and creative, with a clear emotional impact and effective use of digital techniques.
Developing
2 PointsArtwork shows some originality and creativity, but may lack emotional impact or full use of digital techniques.
Beginning
1 PointsArtwork demonstrates limited originality or creativity, with minimal emotional impact and use of digital techniques.
Criterion 2
Artistic Technique
Assesses the use of digital tools and techniques to enhance artistic expression.
Exemplary
4 PointsDemonstrates advanced proficiency in using digital tools, showing excellent technique and artistic skills.
Proficient
3 PointsDemonstrates proficiency in digital tools usage, showing good technique and artistic skills.
Developing
2 PointsShows basic proficiency with digital tools, but uses them inconsistently or with limited skill.
Beginning
1 PointsStruggles with using digital tools, showing minimal technique or artistic skill.
Category 3
Collaboration and Presentation
Evaluates the ability to work collaboratively on the digital gallery and effectively present their work.Criterion 1
Collaborative Digital Gallery Contribution
Assesses student contribution to the digital gallery and engagement with peers.
Exemplary
4 PointsDemonstrates leadership in collaboration, contributing significantly to the gallery and fostering peer engagement.
Proficient
3 PointsEngages effectively in collaboration, contributing positively to the gallery and peer discussions.
Developing
2 PointsParticipates in collaboration, but with inconsistent contribution or engagement with peers.
Beginning
1 PointsShows minimal collaboration, contributing little to the gallery or peer discussions.
Criterion 2
Presentation and Reflection
Assesses the effectiveness of presenting the artwork and reflecting on the learning process.
Exemplary
4 PointsPresents artwork clearly and thoughtfully, with a deep reflection on the artistic process and learning experiences.
Proficient
3 PointsPresents artwork clearly, with good reflection on the artistic process and learning experiences.
Developing
2 PointsPresents artwork with some clarity, but with limited reflection on the artistic process and learning experiences.
Beginning
1 PointsPresents artwork unclearly with minimal reflection on the artistic process and learning experiences.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on the entire process of creating your artwork, from choosing your social issue to presenting it in the digital gallery. What were the most challenging and rewarding aspects of this experience?
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Question 2
How did your understanding of Banksy's work and his use of public spaces influence your own artistic choices and your approach to expressing social commentary?
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Question 3
How did the use of digital tools enhance or transform your artistic expression? What are the advantages and disadvantages of using digital media for creating and sharing art?
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Question 4
What impact do you hope your artwork will have on its audience? What message or feeling do you want to convey?
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Question 5
On a scale of 1 to 5, how effectively do you feel you were able to communicate your intended message through your artwork? (1=Not at all effective, 5=Extremely effective)
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Optional