Understanding Content and Context

Created by: Liss107     Modified by:

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Subjects: Arts, Visual Arts, Media Arts

For students of 9th to 11th grade.

No. of Students: 28
Estimated Duration of Activity: 1 x single lesson (50 minutes)

AREA  OF  LEARNING : Creative Arts / Media Arts
TOPIC : Graffiti Art - Content & Context

**Note** This lesson is designed to exist within a unit of work surrounding Graffiti and Street Art. Students will have already explored notions of Art vs Vandalism, examined cultural norms/ideologies and their impact on graffiti, graffiti audience and role within society to communicate/activism/political perspectives.  

BROAD OUTCOME:  Understand and define the terms Content and Context and the ways in which they contribute to meaning making.Understand the conventions of Graffiti and Street art, specifically content and context, interpret and reproduce these conventions in order to produce their own artwork and communicate their message effectively. By the end of the unit, and through this lesson, students will understand the connections between culture, content and context, and use this knowledge to inform their interpretations and generation of artworks that communicate effectively with their audience.   

SPECIFIC LEARNING OUTCOME/S: Understand the conventions of Street Art and how content and context contribute to effective communication with an audience. Understand the term juxtaposition and how it interacts with content and context. Ability to use these techniques to analyse what they see and how they create meaning/communicate messages. 

1 x ppt outlining key terms and providing example images to analyse and demonstrate how content and context both function to create meaning. The ppt consists of famous graffiti images by artists such as Banksy as they appear in different locations.

1 x handout featuring Banksy image for 'change the context' exercise. 

RESOURCES: laptop, projector, ppt pressie, handouts.

Outline the plan for the lesson.
Re-cap last lesson through structured cold call questioning.

Go through the ppt. Interactive presentation, designed to incorporate student engagement and interaction. Relate all images back to cultural perspectives and connections as the presentation unfolds. 

Key terms:

Link terminologies to own artwork creation for final assessment. Check for understanding of key terms along the way. Re-enforce understanding by scaffolding further examples where possible. 

Run through the lesson and what we will be covering. Link to their assessment and art creation. Pump them up – it will be fun!

EXPLORATION ( 15 mins):
Students participate in an interactive ppt where I ask for contributions based on prior knowledge of terms covered before outlining and defining the conventions specifically. 

Students are able to use prior knowledge to answer the questions and the teacher can scaffold and build confidence as we move through the material with positive reinforcement and elaboration upon student contributions.

Use images in ppt to demonstrate key ideas easily and effectively. Draw on students cultural knowledge and knowledge of other cultures to discuss meaning-making and how they are interrelated. 

Provide examples of each major idea using discussion to extend thinking. Check their understanding and reinforcing what they have not identified in simplistic terms using the example on the ppt.

Discuss the graffiti viewed on class excursion around local community, and whether the content would communicate in the same way if we changed the context. Eg: train graffiti to gallery, political messages to another country/region.  

Distribute Banksy image handout (contains strong political message) and project on the screen. Discuss the image as a class and the message it is trying to communicate. 

Have students from small groups (3-4 students) and identify how content and context contribute to the meaning.

Students must then select 2 countries and address how the content would be impacted by the context the image appears. For example: if the image appeared in Australia would it communicate the same message as effectively as if it appeared in Israel? Students must identify cultural implications for the artwork based on their existing knowledge of the countries they select.

Students to present their ideas and understanding of how content and context work to impact meaning creation in different cultures to the class. 

Re-cap at the end of the lesson, ask students to tell me what they learnt. 

Students to write 3 lines reflecting on how content and context will inform their artwork creation process.