Senior Cycle Art - Unit of Learning

Discipline: Graffiti/ Graphics

Title of Unit: ‘Treat People with Kindness’: creating an
anti-bullying mural on the school grounds, inspired by
the techniqus of Keith Haring
Student Name Rebecca Moughty
Year Group 5th Year
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Subject matter/theme

Looking at Artist: Keith Haring, and Promoting Positivity and Anti- Looking at individual ideas
other graphic graffiti artists Bullying in school using mural surrounding positivity and anti-
art bullying

• Describe the subject matter/theme Relevant links:

• Instilling positivity and anti-bullying mindsets into school can help to foster a
more open and inclusive place for students to learn and develop. Having artwork
and murals that support this ideal can help students feel seen and heard by the
school community. Using Keith Haring, a pop artist known for making works that
showed support of the LGBTQ + community and victims of the AIDS crisis, as an
artistic reference, students will design their own mural for their school grounds,
pertaining to the theme of positivity and anti-bullying.

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 Discipline specific/interdisciplinary: Graffiti/ Mural Year Group: 5th Year
Painting No. of Pupils: 20
No. of weeks: 3-4
Senior Cycle Art Learning Outcomes (LO) From: Mid-February -
March

Research Strand:
• 1.5 Process: Students use mind maps to identify initial thoughts on what positivity and anti-bullying looks
like to them. From this mind map, students create a series of initial sketch designs. Students use
annotation to show their thought process throughout research stage, and the appropriateness of their
design for use on school property
Create Strand:
• 2.1 Making: Students finalise their design concepts and choose the design that represents their ideas the
best. Demonstrate understanding of art elements present in the work of pop artist, Keith Haring, using
bright colours, thick lines, and simple shapes.
• 2.4 Realisation/ Presenting: Students present final design concept to the class, explaining the idea behind
their design, before sketching the designs onto the boards
Respond Strand:
• 3.2 Contextual Enquiries: Students should see their work within the same context as artists like Keith
Haring, whose work focused on supporting the LGBTQ+ community and those affected by the AIDS crisis.
Their work should clearly express a promotion of positivity and anti-bullying ideals

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Timeline

Week 1:
Week 2:
Students examine the work Week 3: Week 4:
Students receive
of Keith Haring, identifying Workshop on Students continue to
feedback on their
how his use of colour, using spray paint mural, using both
initial sketches and
shape, and line helped to paints and spray paints and
make decision on
promote his message of creating stencils. stencils, and acrylic
final design based
solidarity with the LGBTQ+ Students identify paint and brushes.
on critiques. More
community. Brainstorming shapes and lines Students evaluate the
detailed sketch of
session of ideas for to be created work of their peers,
chosen design
imagery promoting using stencils. focusing on their use
done in
positivity and anti-bullying. Begin the of colour, shapes,
sketchbook. Begin
Students begin to sketch process of clean lines, and
sketching design
these initial ideas into their painting mural message
onto panels
sketchbook
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Visual Studies

Outline the Visual Studies content that will be explored in this unit of learning: Visual Studies Elements:
• Context
• Artists and Artworks
• Analysis
• Art Elements and Design Principles
• Media and Areas of Practice
• Innovation and Invention

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Strand: Research

Mural work by Keith Haring Mind Mapping ideas surrounding subject matter Initial sketches of design ideas

Learning Intentions: Students learn about:

• Students examine the work of Keith Haring, and how he used his 1. Looking
mural art to show support of LGBTQ+ community and victims of AIDS 2. Recording and documenting
crisis (1,4) 3. Experimenting and
interpretation
• Students brainstorm ideas pertaining to supporting positivity and
4. Contextual inquiries
anti-bullying (1,2,3)
5. Process
• Students sketch their initial ideas, making reference to Keith Haring's
pop art techniques, such as bright colours, thick lines and simple
shapes (2,3,5)

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Strand: Research

Sketchbook work
List relevant activities:
- Brainstorm mind map with ideas surrounding
positivity and anti-bullying
Research - initial thumbnail sketches, conceptualising the
ideas generated in brainstorm session
Outline teaching and learning activities: -
- Introduce students to the brief of the project, and the site for the
proposed piece
- Examine the work of Keith Haring as a class, discussing and identifying
the art elements evident in his work, using a visual PowerPoint to
show his work Digital Resources
- In their sketchbook, students brainstorm the imagery that comes to
mind when they think of positivity and anti-bullying. Students use Include links to relevant audio/visual resources:
mind maps/ spider charts to document these ideas. https://artsandculture.google.com/story/take-a-
- Using the ideas generated through their brainstorm, students begin to tour-of-the-nakamura-keith-haring-
conceptualise these ideas, making reference to the art elements collection/MQWBrjW_XAcz3w?hl=en
identified in Haring’s work in the sketches. (virtual tour of Keith Haring exhibit)
- Students’ sketches take the form of square tiles, in preparation for the
final layout of the mural

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Strand: Create

Finalize design concept Begin sketching onto outdoor panels Creating Stencils for spray paint

Learning Intentions: Students learn about:

1. Making
• Students create final draft drawing of chosen design, identifying the colours,
shapes, scale, and composition of finished product (2,3) 2. Contextual enquiries
• Students sketch the outline of their design on the wooden panels in preparation 3. Process
for painting (1,3) 4. Realisation/presenting
• Students create stencils for spray paint (1,3)
• Students paint their mural square (1,3)

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Strand: Create

Sketchbook work
List relevant activities:
- Refined sketch of chosen design concept
- Practice with stencils and spray paints
Create

Outline teaching and learning activities:

- Students given feedback on their initial concept sketches, helping to
inform their decision for their final piece
- Students create a more refined sketch of their chosen design, including
the colour palette, the composition, and any text they want to add
- Using recycled cardboard, students create stencils to help create clean
Digital Resources
lines when using spray paints.
- Given demonstration on cutting out stencils and using spray paints safely Include links to relevant audio/visual resources:
- Students practice using stencils and spray paints in their sketch books,
using the safety precautions spoken about in class (wearing masks,
keeping a distance, spraying away from your body, etc.)
-

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Strand: Respond

Final mural on school grounds, promoting

positivity and anti-bullying

Learning Intentions: Students learn about:

• Students make connections between their work and the 1. Analysis
2. Contextual inquiries
work of Keith Haring (1,2,3)
3. Impact and value
• Students evaluate their peers’ design, focusing on the style, 4. Critical and personal reflection
use of colour, and message (1,4) 5. Process

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Strand: Respond

Sketchbook Work
List relevant activities:

Respond

Outline teaching and learning activities:

Digital Resources

Include links to relevant audio/visual resources:

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Key Skills
Identify the key skills from the Seniorr Cycle Framework to which this scheme of work relates to.

Key Skills Examples of relevant learning

• Critical and Creative Thinking

• Communicating
• Information Processing
• Being Personally Effective
• Working with Others

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Inclusive Education
Identify the strategies that will be implemented across the scheme to support students with special
educational needs (this includes high achieving students).

Differentiation Strategies Literacy and Numeracy Strategies

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Summative Assessment

Research Create Respond

Assessment Criteria:
1. Looking –
2. Recording and documenting –
3. Experimenting and interpretation -
4. Contextual enquiries -
5. Process -
Assessment Criteria:
1. Making –
2. Contextual enquiries –
3. Process –
4. Realisation/presenting -
Assessment Criteria:
1. Analysis-
2. Contextual enquiries -
3. Impact and value -
4. Critical and personal value -
5. Process -

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