Exploring Basquiat's Energy

Lesson Context

Subject: Art and Design
Year: Year 9
Time: 60 minutes
Class Size: 24 students
Curriculum Link: This lesson aligns with the UK National Curriculum for Art and Design, Key Stage 3. Specifically, it addresses the aims of:

• "Producing creative work, exploring ideas and recording experiences."
• "Developing mastery of art and design techniques with a focus on painting."
• "Understanding how great artists influence art history."

The session uses experimentation with acrylic painting techniques to explore the expressive and vibrant style of Jean-Michel Basquiat, focusing on the theme of artistic transcription and personal expression.

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Learning Objectives

By the end of the lesson:

1. Students will demonstrate three fundamental acrylic painting skills: dry brushing, layering for texture, and controlled mark-making.
2. Students will create their own transcription of Basquiat's work, inspired by a selected piece.
3. Students will reflect on Basquiat’s use of colour, symbolism, and energy to explore how art can convey personal messages and social commentary.

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Resources and Materials

• Visual Aids:

  • Printouts or projections of Jean-Michel Basquiat’s iconic works (e.g., Untitled Skull, 1981) and related imagery.

• Acrylic Supplies:

  • Acrylic paints (primary colours, white, black, and a variety of complementary colours).
  • A3 sketch paper (one per student).

• Brushes and Tools:

  • A range of flat, round, and fan brushes.
  • Palette knives and sponges for texture work.

• Other Materials:

  • Palettes for paint mixing.
  • Aprons or protective clothing.

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Lesson Structure

Starter (10 minutes) – Understanding Basquiat

1. Introduction to Basquiat: Begin with a brief overview of Jean-Michel Basquiat’s life and artistic impact (2 minutes). Highlight:

   • His unique fusion of street art and fine art.
   • His focus on identity, energy, and social commentary.

2. Quick Visual Analysis: Use 1-2 projected works or handouts. Ask students to share quick responses:

   • “What words come to mind when you look at this painting?”
   • “How does the colour or imagery make you feel?”

3. Skill Spotlight – Acrylic Techniques (Display visual examples):

   • Dry brushing: For texture and energy.
   • Layering: Creating depth and contrast.
   • Mark-making: Capturing expressive lines and symbols. Highlight how Basquiat’s chaotic yet deliberate brushwork becomes part of his storytelling.

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Main Activity (45 minutes)

Part 1 – Experimentation (15 minutes)

• Set-Up: Distribute A3 sketch paper and painting tools. Assign each table a palette of primary colours (students to share materials in groups of 4-6).
• Skill Practice: Present a quick demonstration of the three acrylic techniques so students can gain confidence (5 minutes).
• Hands-On Experimentation: Students create swatches or mini-sketches for practice (10 minutes). Encourage them to think boldly, focusing on energy rather than perfection.

Part 2 – Transcription of Basquiat (30 minutes)

1. Introduction to Key Task (5 minutes)
   • Ask each student to select a panel or section from the Basquiat image examples.
   • Their goal: Transcribe the section, incorporating colour, energy, and their interpretation while practising the new techniques.
2. Independently Working (25 minutes)
   • Encourage students as they paint, prompting them to consider:
     • Where should I use layers?
     • How can mark-making add meaning?
     • Am I working with intentional but expressive energy?

Teacher Tips for Optimal Engagement:

• Move around the room to give targeted support (e.g., help a student struggling with paint control or layering).
• Use open-ended questions like “How does this choice reflect Basquiat’s style?” to spark critical thinking.

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Plenary (5 minutes) – Reflective Review

1. Group Reflection (3 minutes)

   • Ask students to step back and look at their work and their peers' work. Discuss together:
     • “Where in your piece can we see energy and texture?”
     • “What does this piece say about you?”

2. Personal Reflection (2 minutes)

   • Students write 2-3 sentences on the back of their painting, sharing what they learned about acrylic painting and how Basquiat’s themes inspired them.

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Differentiation Strategies

• For Fast Workers: Challenge them to incorporate an additional symbolic mark related to their personal identity, mimicking Basquiat’s use of repeated symbols like crowns or anatomical drawings.
• For Less Confident Painters: Provide simplified tasks like focusing on bold mark-making and single-layer transcriptions.

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Key Vocabulary

• Transcription: Reinterpreting or recreating an artwork using new techniques while staying true to its essence.
• Texture: The tactile quality of a painted surface.
• Symbolism: Using images or marks to represent ideas or meanings.

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Assessment Criteria

1. Technical Ability: Demonstrates experimentation with at least two acrylic techniques.
2. Creativity: Shows a strong personal interpretation of Basquiat’s work.
3. Reflection: Provides thoughtful insights in their written reflection.

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Extension/Homework Option

• Ask students to research more of Basquiat’s symbols and create a small sketchbook page exploring how they could incorporate similar ideas into their own artworks.

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This lesson combines skill-building, personal expression, and context to ensure students leave the classroom feeling inspired and confident in their acrylic painting abilities. It allows them to connect historically significant artwork with their creative journey.