A powerpoint explaining how I will use Project Based Learning in a Graffiti Lesson.

1. Project Based
Learning
Turning Graffiti into a project

2. Why Project Based Learning

3. 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

4. Telling the
difference between
Project based and
“Project”
Just because it’s a project
doesn’t mean it’s project based.

5. Project based
Learning:
Requires
collaboration and
teacher guidance
PROJECT:
Can be done
alone

6. Project based
learning:
About the process
Project:
About the
product

7. Project Based
Learning:
Student Directed
Project:
Teacher Directed

8. Project Based
Learning:
Students make
choices that
determine the
outcome
Project:
All have the same
goal

9. Project Based
Learning:
Products are
presented to an
authentic
audience
Project:
Products are
submitted to the
teacher

10. Project Based
Learning:
Based in
real-world
experiences or
problems
Project: Lack real
world relevance

11. Project Based
Learning: Real
learning occurs
through the
project
Project:
Real learnings
occur after the
“real” learning.

12. How does it help my students

13. “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

14. “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

15. “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

16. Graffiti
A social study, art, and language project

17. Project Based
Graffiti Lesson
Using project based learning in
the art classroom.
Inspired by Education World
Gallery Lesson

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

19. GUIDING QUESTIONS

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

21. Guiding Questions will be divided into 4 groups
● Creating
● Presenting
● Responding
● Connecting
All which will be found in the National Art Standards

22. 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?

23. 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?)

24. Responding
How do images influence our views of the
world?
What can we learn from our responses to art?

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

26. Project Based on Guiding Questions

27. 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?

28. Objective
Students 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

29. Option 1: Creating
Using 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.

30. Option 2: Observing
Using 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.)

31. Option 3: Identifying
Students will research, inspect,
examine, determine, and
articulate whether street art
and graffiti is an art or a crime.

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

33. Inquire

34. 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.

35. Feedback

36. Feedback
1. Students will be assessed on
a rubric
2. 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

37. Rubric
Art rubric based on
theartofed.com rubric with
some minor changes.

38. 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/_QKCHa9YKqHTKA
https://www.google.com/culturalinstitute/beta/u/0/asset/frog/DQFQnbvBgifAxw
https://www.google.com/culturalinstitute/beta/u/0/exhibit/ZQIyrWfPFlM6Jw

39. Refferences:
Street art:41 Incredible examples (Maine, July 13, 2016)
http://www.creativebloq.com/street-art/examples-street-art-612334
Project-Based Learning should rule your school (April, Curriculum Designer, 2015)
http://www.lessonplanet.com/article/elementary-art/project-based-learning-and-the-arts
Are 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-arts
Project-Based Lesson: Classroom Art Gallery (Education World, 2013)
http://www.educationworld.com/a_lesson/project-based-learning-art-gallery.shtml