Author: Amanda McGarrigle

History/Art—Term 5
Graffiti
(Link to Litercy Graffiti—argument)

Background Information
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
They should understand how our knowledge of the past is constructed from a range of sources.
Produce creative work, exploring their ideas and recording their experiences, become proficient in drawing, painting, sculpture and other art, craft and design techniques
Evaluate and analyse creative works using the language of art, craft and design
Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

In this unit the children will…
understand the history of Graffiti Art – Where did it originate?
understand the history of Graffiti artists - biographies
research great artists linked to Graffiti – Banksy, Keith Haring, Jean Michelle Basquiat
improve their mastery of art and design techniques, including drawing and painting with a range of materials (e.g. pencil, charcoal, paint) (A2)
be able to apply art skills and techniques using a computer programme to create graffiti ‘Tags’

By the end of this unit….
All children will:
Show chronological understanding by placing events, people and changes into correct periods of time.
Show knowledge & understanding of events, people and changes
recognise that the past is represented and interpreted in different ways
ask and answer questions, and to select and record information relevant to the focus of the enquiry
communicate their knowledge and understanding of history in a variety of ways
Most children will:
place the changes in the period within a chronological framework
make appropriate use of dates and terms; demonstrate knowledge and understanding about the everyday live of a famous Graffiti artists
show how some aspects of the period have been interpreted in different ways
select and combine information from a range of visual, textbook and documentary sources
Some children will:
describe reasons for and results of particular events
use their knowledge and understanding of the Graffiti period to make links with other societies and periods
select and combine information from a range of sources to reach substantiated conclusions

The children will explore:
origins of the term graffiti.
A timeline
research graffiti art and make notes.
writing a letter expressing a strong opinion.
taking part in discussion/debate
Writing a formal persuasive letter.
Identifying features of balanced argument.
planning/writing a balanced argument.
Using ICT to present their summaries in the form of a PowerPoint presentation

Key Vocabulary
TAG. Wall at 5 Pointz. ...
CHARACTER. Sweet Toof. ...
WILDSTYLE. Tag on Bogart Street, Brooklyn. ...
PIECE. Kobra. ...
ROLLER. Skewville. ...
CREW. Robots Will Kill. ...
LEGAL WALLS. Sheryo, The Yok, Flying Fortress, Never, Nychos, and Most. ...
MURAL. How & Nosm and RRobots.
Key Graffiti artists: Banksy, Keith Haring, Jean Michelle Basquiat