Day 1 of 6 Name: Aurora Macek

DAILY PLAN
Lesson Title: Street Art Juxtaposition Stencils Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues
Daily Formal Qualities (Elements & Principles of Des.ign):
Line, shape, value, contrast, color, emphasis

Overall Lesson Objective:

Given a PowerPoint presentation on street art, juxtaposition, and a demonstration on
stencil-making, the student will thoughtfully create a stencil that juxtaposes two images
to effectively communicate a social issue.
Given a stencil, paint, a brayer, and background materials, students will successfully
create three prints that demonstrate craftsmanship.
Daily Objectives:
Given a PowerPoint presentation on juxtaposition and a variety of images, the student
will actively participate in a class activity focused on the creation of juxtaposed imagery
representing a social issue.
Given a PowerPoint presentation on juxtaposition and tools for research, students will
find to appropriate images to juxtapose that represent a social issue.

Assessment Criteria:
Participation in class activity.
Evidence of research.

Teaching Resources Needed to Support the Lesson:

PowerPoint presentation, pictures for juxtaposition activity, research materials (internet,
phones, computer).

Art Materials Necessary for the Lesson:

Xacto blade, cutting mat, pictures, posturized images, acrylic paint, brayer, pallet.
 Teacher Directed Activities Student Directed Activities
Introduction:
15 min- Direct students to take notes of key
concepts and vocabulary during . Take notes on powerpoint
presentation. presentation.
Introduce project.
Begin Street Art PowerPoint.
(see powerpoint presentation)
Ask questions like: Answer questions about street art. Think
What is street art? critically about how elements and
Have you ever seen it in your principles of designed were used in
neighborhood or city? these stencils to create concepts.
Why do artists think it is important
that all people have access to their
art?
Development:
30 min- Brief demonstration of activity using
juxtaposed image of a social issue.
Ask students questions such as:
What is juxtaposition? Participate in juxtaposition activity.
What happens when you put two Match images and explain why they
very unlikely images together? would be juxtaposed.
How does juxtaposition create
meaning?
Divide students into groups by
counting off into 1’s and 2’s.
Distribute images for activity.
Direct students to pair images using
juxtaposition.
Have a small group discussion and
then come together as a larger
group to discuss choices.
Direct students to conduct
research
About a social issue and which Come together in large groups and
Images they might want to share answers.
juxtapose.

Conclusion:

5 min- Put away images and materials. Clean up supplies.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Did all students understand how a portrayal of someone can impact how we think about
them?
Day 2 of 6 Name: Aurora Macek
DAILY PLAN
Lesson Title: Street Art Juxtaposition Stencils Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues
Daily Formal Qualities (Elements & Principles of Design):
Line, shape, value, contrast, color, emphasis

Overall Lesson Objective:

Given a PowerPoint presentation on street art, juxtaposition, and a demonstration on
stencil-making, the student will thoughtfully create a stencil that juxtaposes two images
to effectively communicate a social issue.
Given a stencil, paint, a brayer, and background materials, students will successfully
create three prints that demonstrate craftsmanship.

Daily Objectives:
Given a demonstration in photoshop, students will successfully posturize 2 images to
juxtapose and arrange them in a pleasing manner. Images should be posturized so that
when they are cut into a stencil they are still easily recognizable images.

Assessment Criteria:
Posterization on images.
Evidence of research.

Teaching Resources Needed to Support the Lesson:

PowerPoint presentation, pictures for juxtaposition activity, research materials (internet,
phones, computer), photoshop, xacto blade safety packet, posterization instruction
handout.

Art Materials Necessary for the Lesson:

Xacto blade, cutting mat, pictures, posturized images, acrylic paint, brayer, pallet.
 Teacher Directed Activities Student Directed Activities
Introduction:

5 min- Refer back to Day 1 PowerPoint as a Listen to recap of PowerPoint

refresher to students about presentation on juxtaposition.
juxtaposition.
Direct students to computer lab to
create posturized images for their
stencil.

Development:

15 min- Demonstration on how to posturize Listen and watch demonstration on

an image on photoshop. posturizing an image.
Make sure students posturize
enough so that there aren’t any
floating spaces, but not too much so
that the image is no longer
recognizable.
Emphasized juxtaposition and make Narrow down research to two selected
sure student choices of images have images.
a clear correlation or opposition to
each other.

20 min- Instruct students to posturize their Posturize your chosen images and print
two images on photoshop following them.
the handout.
Instruct students to print when
finished.

Conclusion:

5 min- Gather printed posturized images Clean up all supplies and return to
and classroom.
direct student back to classroom.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

Insure all students are ready for stencil cutting the next day.
Day 3 of 6 Name: Aurora Macek
DAILY PLAN
Lesson Title: Street Art Juxtaposition Stencils Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues
Daily Formal Qualities (Elements & Principles of Design):
Line, shape, value, contrast, color, emphasis

Overall Lesson Objective:

Given a PowerPoint presentation on street art, juxtaposition, and a demonstration on
stencil-making, the student will thoughtfully create a stencil that juxtaposes two images
to effectively communicate a social issue.
Given a stencil, paint, a brayer, and background materials, students will successfully
create three prints that demonstrate craftsmanship.

Daily Objectives:
Given a demonstration on Xacto blade safety and stencil cutting, students will cut their
posturized images into stencils and arrange them in a composition that demonstrates
craft and critical thought.
Given a presentation on street art and juxtaposition, students will juxtapose two images
that help to communicate their chosen social issue.

Assessment Criteria:
Communication of social issue.
Juxtaposition of images.
Craftsmanship.

Teaching Resources Needed to Support the Lesson:

Powerpoint presentation, Xactoblade safety demonstration materials.

Art Materials Necessary for the Lesson:

Xacto blade, cutting mat, pictures, posturized images, acrylic paint, water based
printing ink, brayer, pallet.
 Teacher Directed Activities Student Directed Activities
Introduction:

5 min- Refer back to Day 1 PowerPoint as a Participate in discussion about

refresher to students about juxtaposition.
juxtaposition.
Demonstrate how students can
arrange their images for the
composition of their stencil.
Ask for volunteers to show which Show chosen images to class and how
images that they chose to juxtapose. they work to communicate a message
about a social issue.

Development:

15 min- Demonstration on how to handle an Watch demonstration on Xacto blade

Xacto blade. Remember to focus on safety.
control, safety, pressure, and craft.
Direct students to take their time
when cutting out their posterized
images. There is no need to rush.
Lines should be smooth and cut
outs
should be done with a focus on
craftsmanship.
Remind students that there should
be no floating black spaces and if
there are, they will need to tape
down that part of the stencil Tape down posturized images to cutting
separately. mats and begin cutting out your stencil.
20 min- Direct students to gather materials
For cutting out their stencils-
Images, cutting mats, Xacto blades,
tape.
Allow students time to cut out their
stencils.

Conclusion:
Clean all materials and sweep up paper
5 min- Instruct students to clean up all scraps.
materials, sweep up paper scraps.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

Ensure that all students have finished cutting their stencils.

Day 4 of 6 Name: Aurora Macek
DAILY PLAN
Lesson Title: Street Art Juxtaposition Stencils Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues
Daily Formal Qualities (Elements & Principles of Design):
Line, shape, value, contrast, color, emphasis

Overall Lesson Objective:

Given a PowerPoint presentation on street art, juxtaposition, and a demonstration on
stencil-making, the student will thoughtfully create a stencil that juxtaposes two images
to effectively communicate a social issue.
Given a stencil, paint, a brayer, and background materials, students will successfully
create three prints that demonstrate craftsmanship.

Daily Objectives:
Given a demonstration on paint application and stencil taping, students will produce 3
prints of their stencil that demonstrate an understanding of color, emphasis, contrast,
and value.

Assessment Criteria:
Communication of social issue.
Craftsmanship.

Teaching Resources Needed to Support the Lesson:

Powerpoint presentation, hand outs on paint application.

Art Materials Necessary for the Lesson:

Xacto blade, cutting mat, pictures, posturized images, acrylic paint, brayer, pallet.
 Teacher Directed Activities Student Directed Activities
Introduction:

20 min- Recap- ask for volunteers to show Volunteer cut out stencil to show they
The class their cut out stencil. rest of the class.

Demonstrate to students how to Watch demonstration on paint

arrange stencils in a composition as application and stencil placement.
well as how to apply paint in an
even
coating on desired medium.
Pick which backgrounds or mediums
Emphasize how important it is to you might want to use for your prints.
tape down stencil so that paint
doesn’t go in negative spaces.
Instruct students that they may use
whatever medium they wish for
their
prints: They can make prints on
cardboard, paper, canvas, fabric,
etc. Students must make at least 3
prints.

Development: Begin taping down cut out stencils to

prepare for first draft. If stencil is not
20 min- Direct students to gather materials finished, there is time to finish cuts.
and begin working on their first print
of their stencil. Walk around the
room
and help students as needed on
taping down stencils, paint
application, or whatever other
questions they may have.
Clean up supplies and put prints on
drying rack.
Conclusion: .
5 min- Instruct students to clean up supplies
and put first prints on the drying rack.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Give students time to finish cutting stencils if they need to, but stencils should be taped
by the end of class and ready to produce first print.
Day 5 of 6 Name: Aurora Macek
DAILY PLAN
Lesson Title: Street Art Juxtaposition Stencils Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues
Daily Formal Qualities (Elements & Principles of Design):
Line, shape, value, contrast, color, emphasis

Overall Lesson Objective:

Given a PowerPoint presentation on street art, juxtaposition, and a demonstration on
stencil-making, the student will thoughtfully create a stencil that juxtaposes two images
to effectively communicate a social issue.
Given a stencil, paint, a brayer, and background materials, students will successfully
create three prints that demonstrate craftsmanship.

Daily Objectives:
Given a presentation on street art and juxtaposition, a demonstration on stencil making,
a demonstration on color application, students will successfully create 3 prints that
include contrast, emphasis, color, and value to demonstrate a chosen social issue.

Assessment Criteria:

Communication of social issue.

Craftsmanship.
Variety in prints.

Teaching Resources Needed to Support the Lesson:

Powerpoint presentation, hand outs on paint application.

Art Materials Necessary for the Lesson:

Xacto blade, cutting mat, pictures, posturized images, water based printing ink, acrylic
paint, brayer, pallet.
 Teacher Directed Activities Student Directed Activities
Introduction:

5 min- Recap paint application to students. Listen to recap.

Remind students that they are to Gather materials to work on final prints.
create at least 3 prints. Instruct
students to pick different media and
colors to create variety within their
prints.

Remind students that all prints

should
be completed by the end of the day.

Development:
Complete all three prints demonstrating
35 min- Direct students to collect first prints a variety in materials and composition.
from the drying rack. Instruct
students to carefully remove stencil
from prints so that it does not tear in
between prints.

Walk around the room and help

students with transfers, ask about
color choices and how it further
conveys meaning. Ask students
how
they will use color to create
emphasis.

Remind students to clean brayers in

between color application so that
colors do not muddle.
Clean up all materials and place final
Conclusion: prints on drying rack.
5 min- Instruct students to clean up all
materials and place prints on the
drying rack.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Emphasize the importance of finishing prints by the end of the period.

Day 6 of 6 Name: Aurora Macek

DAILY PLAN
Lesson Title: Street Art Juxtaposition Stencils Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:

Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues

Daily Formal Qualities (Elements & Principles of Design):

Line, shape, value, contrast, color, emphasis

Overall Lesson Objective:

Given a PowerPoint presentation on street art, juxtaposition, and a demonstration on
stencil-making, the student will thoughtfully create a stencil that juxtaposes two images
to effectively communicate a social issue.
Given a stencil, paint, a brayer, and background materials, students will successfully
create three prints that demonstrate craftsmanship.

Daily Objectives:
Given a critique work sheet and a group discussion, students will actively participate in
group critique and provide an explanation of artistic choices.

Assessment Criteria:
Communication of social issue.
Participation in group critique.

Teaching Resources Needed to Support the Lesson:

Powerpoint presentation, hand outs on paint application.

Art Materials Necessary for the Lesson:

Xacto blade, cutting mat, pictures, posturized images, acrylic paint, brayer, pallet.
 Teacher Directed Activities Student Directed Activities
Introduction:

5 min- Instruct students to gather final prints Gather final prints from drying rack and
from the drying rack and pin them up pin up artwork for critique.
for critique.

Development:
15 min- Direct students to get into groups of Share research, chosen social issue,
3. and reason for the items you chose to
Within those groups students full juxtapose in small group discussion.
out Fill our critique worksheet as you
critique worksheets and discuss discuss work with small groups.
answers amongst group members.
After students have finished
discussing in small groups, ask
them
to come back together as whole Come together for a large group critique.
class.

20 min- Focus on questions like:

What is the social issue that you
chose?

How did you use juxtaposition to

communicate your message?

How did you use color, contrast, or

emphasis to convey meaning?
Finish filling out critique worksheet.
What materials did you use as the
background for your print?

Where might a stencil like this

belong Unpin all artwork and turn in prints and
in public? critique worksheet.
Conclusion:
5 min- Instruct students to unpin work and
hand in final prints and critique
worksheet.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

Have student provided valid reasoning for their artistic choices?