Art and Culture Connections

Lesson Overview

Specific Curriculum Area and Level

Australian Curriculum: The Arts - Visual Arts, Year 10

Duration

50 minutes

Class Size

22 students

Focus

• Graffiti lettering styles and techniques
• Public art
• Protest themes in Aboriginal art

---

Lesson Objectives

• Students will explore graffiti styles and techniques, focusing on lettering.
• Students will analyse the role of public art as a form of expression and protest.
• Students will understand the influence of Aboriginal artists in public art and protest movements.
• Students will create a design plan integrating these influences, applying their knowledge in a conceptual art piece.

Materials Required

• Whiteboard and markers
• Projector/screen for visuals
• A3 paper and art supplies (coloured pencils, markers)
• Examples of graffiti styles (printed or digital)
• Images of Aboriginal public art and protest artworks
• Informational handout on Aboriginal art and protest

---

Lesson Structure

Introduction (10 minutes)

1. Welcome and Context
   Briefly introduce the lesson focus: the power of art in public spaces and its ability to voice societal protests. Emphasise the integration of graffiti techniques and the influence of Aboriginal artists.

2. Visual Showcase
   Display images of graffiti art and public artworks by Aboriginal artists. Highlight key features: use of colour, symbolism, and messages.

Exploration (15 minutes)

3. Graffiti Lettering Styles and Techniques

   • Explain graffiti lettering with a focus on styles like bubble, wildstyle, and 3D.
   • Demonstrate how to sketch a basic graffiti letter on the board.
   • Discuss the technique and cultural context, allowing students to relate to the text's visual impact in public artworks.

4. Role of Public Art and Protest

   • Define public art and its connection to protest.
   • Share examples of Aboriginal artists who use their work to protest and share messages about their experiences and stories. Discuss the powerful messages conveyed.

5. Class Discussion
   Encourage students to discuss the differences and overlaps between graffiti and Aboriginal protest art, focusing on themes of identity and protest.

Conceptual Planning (15 minutes)

6. Design Task
   Instruct students to create a conceptual plan for a piece of public art. This design should use graffiti lettering styles, Aboriginal art influences, and focus on a social message they feel passionate about.

   • Prompt questions:
     • What message do you want to communicate?
     • How can colour and style enhance your message?
     • How can you incorporate Aboriginal art influences respectfully?

7. Peer Feedback
   After sketching, pair students to share their designs and thought processes, providing constructive feedback to each other.

Conclusion (10 minutes)

8. Reflection and Share

   • Invite a few students to share their concepts with the class.
   • Facilitate a reflective conversation on what they learned about the power of public art and protest through graffiti and Aboriginal art.

9. Wrap-up
   Summarise the lesson's key points and encourage students to think about how they can use art as a voice in society. Suggest additional research on artists studied in class for further inspiration.

---

Assessment

• Participation in class discussion and activities.
• Quality and creativity of the conceptual art plan.
• Engagement with feedback during peer review.

Extension Activity

Consider a field trip to a local art gallery or mural site that features Aboriginal artists and graffiti art, allowing students to view and analyse public art in person. Alternatively, invite a local Aboriginal artist or graffiti artist to speak about their work and inspiration.