MacKenzie Geiser

Lesson: Kandinsky Graffiti

Grade Level: HS intro level class
Lesson 1 out of 3 in this learning segment
Week

Unit: Art Trends

Duration: 1

1. National Achievement Standards: Re8.1.la, Re9.1.la,

Cn10.1.la
Content Objectives: (Students will be able to:)
-Identify common traits and statements in graffiti and street art and
will have a wider knowledge of what statements are being made
through it. (Power, Poverty, Activism, Freedom of Expression,
Segregation, Movement, etc).
-Be able to Identify works by Keith Haring, Banksy, Alice Pasquinade,
and Kandinsky.
-Identify how music and art correlate when it comes to movement and
harmony.
-be familiar with Wassily Kandinsky and how his passion for music
transferred into his visual artwork.
-envision and create an original graffiti design consisting of organic and
geometric shapes, and a color composition that is aesthetically
pleasing.
- create stencils for shapes, use tape to create outlines, and use spray
and acrylic paint to create an efficiently layered work of art.
Language Objectives: (Students will be able to:)
-familiarize themselves with the movement of expressionism, and neoexpressionism, be able to describe qualities that qualify a work as an
expressionist piece.
-Become more familiar with the elements of art such as: Line, Form,
Space, Color and Texture.
-Become more familiar with principles of design such as: Rhythm,
Emphasis, Gradation and Harmony.
Behavioral Objectives: (Students will be able to:)
-responsibly apply layers or a layer of spray paint over a piece of wood.
-create either a stencil or a way of creating layers that transition into
another color/area of the piece.
2. Materials Needed:
-Spray Paint
-Acrylic Paint
-Paint Brushes
-Paint Trays/Water Dish
-Tape (Duct Tape and masking tape)

-Paper
-Scissors
-Sketchbook
-Graphite
-Wood Panels (for final works to go on)
3. Prior Knowledge:
Students will have looked at the works of Wassily Kandinsky,
studying his approach to capturing rhythm in his works. Students
will also have looked at graffiti done by other artists such as:
Keith Haring, Banksy, Jean Michel Basquiat, and Alice Pasquini,
showing students that many different ideas can be represented
through street art and modern graffiti. Students will know how to
use acrylic paint and how to brainstorm their ideas in their
sketchbook.
4. Procedure:
Introduction/Motivation: Students will receive handouts showing
works done by Kandinsky and will talk about similar themes they
notice in them. Students will then be shown examples on an
overhead of other graffiti artists. Students will be told that their job
is to mix Kandinskys geometric and colorful style with the largescale graffiti works that they were shown.
Instructional Strategies: I will show them examples of graffiti on an
overheard and we will talk about what qualities are common. I would
like students to take notes of common themes of the works that we
take a look at. (Feminism, Power and Privilege, Deprivation, Weakness,
etc.) I will do a demonstration for them of how layers can be created
using masking tape, spray paint, and an acrylic under painting.
Practice:
Guided: Will help them while they take turns spray-painting their
piece once the composition is drawn out and the bottom layers are
complete.
Independent: They will make 3 sketches of ideas they have
incorporating Kandinskys rhythmic and geometric style into largescale graffiti ideas. They will work on layering their piece with an
acrylic under painting and can figure out and design/cut out their
own stencils. If they do not wish to use stencils they can use tape to
create the illusion of borders or an overlay once it is spray-painted.

Closing: Students will do a classroom critique and I would like them

to talk about one work of street art that they feel inspired by and
why it inspired them. I will have students do a matching quiz on the
artists I introduce them to during this lesson.
5. Accommodations/Modifications:
Extension and enrichment: If students finish early they may get
together and plan a graffiti mural for the schools mascot, which will
be carried out after school one day.
Additional Supports: Students may need help with the spray paint, if
so I can assist. Students may need to use the hallway when working
on large-scale projects because the room may run out of space.
6. Assessments:
Checks for Understanding: While students are brainstorming
ideas I will come around and give out criteria sheets and help
them see if they are meeting the compositional requirements.
Formative: Students will do a classroom critique once all
assignments are done.
Summative: I will do a grading rubric for the students and have
them complete the self-assessment part of it.
7. Lesson Reflection: (See Attached.)
Planning Commentary: Students will be informed on the visual
and aesthetical requirements they will need to meet for their
piece.
Safety Concerns: Students will receive a filter mask to use when
they are handling the spray paint.
Relevancy: Students will learn why graffiti is commonly seen in
urban areas today and what messages they are often trying to
convey.
Essential Questions:
Have you ever connected with a graffiti piece that youve seen
on a train or an alley? What stood out to you?
What is a statement that is important for you to make in your
piece?
-How do colors and transparency impact the mood of an image?

Kandinsky Graffiti Lesson

Objectives: Students will study works done by Wassily
Kandinsky, and other graffiti works done by other artists.
Students will find inspiration from the street art and find a way to
incorporate Kandinskys rhythm and geometric shapes into a
large-scale graffiti work of their own.
Steps:
1. Review works done by Wassily Kandinsky, and graffiti works done
by street artists such as Banksy, Keith Haring, Jean Michel
Basquit, and Alice Pasquini. Students will jot down common
themes they notice and brainstorm themes for their own works.
2. Students will create 3 sketches in their sketchbooks of possible
compositions that combine rhythm with street art.
3. Students will receive a large panel of wood. Students must use a
process of layering weather it be creating and using a stencil in
their work, or using tape as a resistant for the spray paint.
4. Students will do an acrylic under painting and use method of
choice to create a top layer using spray paint. When assignment
is finished we will do a classroom critique.
Materials Used: Spray Paint, Tape, Paper Stencils, Acrylic Paint, Paint
Brushes, Wood Panel, and Spray Mask.
________________________________________________________________________
_________________________
KANDINSKY GRAFFITI LESSON
SELF-ASSESSMENT

Name: ______________________________Date: _______________ Period:

_______________________

1. Knowledge on the graffiti process:

3 4 5
2, Application of under painting:
1 2 3 4 5
3. Use of stencil/tape in top layer:
1 2 3 4 5
4. Brainstorming/ideas sketched
5. Theme Portrayed in Work
3 4 5
Total Out Of 25 Points

Student:
Teacher:
1 2 3 4 5
1 2
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2

_________________/________________

1. How did you capture your message in this piece?

2. Which process was the most difficult?
Examples: Of Kandinsky Style Murals

Other Artists Work And Common Themes:

Banksy: Social Commentaries, Politics with a dark sense of
humor incorporated in them.

Keith Haring: New York City Culture, Concepts of Birth, Death,

Sexuality, and War.

Jean Michel Baquiat: integration vs. segregation, poetry,

wealth vs. poverty, inner vs. outer peace.

Alice Pasquini: Strong Female Figures, Feminine Vitality.