GRAFFITI NAMES AND WORDS INSPIRED BY BUBLEGUM

Inspired by Bublegum, In Partnership with Lynn Public Schools

GRAFFITI NAMES AND WORDS

KEY INDICATORS:

Create – Conceiving and developing new artistic ideas and work.
Present – Interpreting and sharing artistic work.

LEARNING OBJECTIVES:

Students will be able to…

  • Create a graffiti-inspired artwork.
  • Use contrasting colors to create visual interest.

STANDARDS ADDRESSED:

  • Generate and conceptualize artistic ideas and work. Create artistic ideas that reflect characteristics of different artistic movements from different cultures. (F.V.Cr.01)
  • Organize and develop artistic ideas and work. Develop multiple plans for producing a piece of artwork prior to selecting one. (F.V.Cr.02)
  • Interpret intent and meaning in artistic work. Identify specific elements in a work that connect it to a specific genre or style. (F.V.R.08)

SUBJECT MATTER:

Drawing, Painting, 3-D Sculpture (optional)

MATERIALS:

  • Pencils, paper, transfer paper, markers, paint markers, paint, brushes. Computer option for tiered abilities.
  • 3D Option: popsicle sticks/scrap wood, foam base, natural embellishments/faux (rocks, grass, sticks, aquatic greenery, faux moss).

VOCABULARY:

  • Graffiti
  • Street art
  • Contrast
  • Shape – organic and geometric
  • Acrylic paint

PROCEDURES:

All days are based on a 45-60 minute class period, meeting 3-4 times a week according to the master schedule.

Day 1:
Project intro: discuss graffiti vs. street art and their main differences. Use Beyond Walls website for reference to street art. Use personal images of graffiti taken from around the city, as well as presented in some mural works, such as Bublegum. Introduce the project’s final product. Have students create their own graffiti word (could be a name or something positive). If students are struggling, allow them to use a graffiti generator (provided in resources). Allow time to explore and create.

Day 2:
Continue exploring the graffiti generator or create their own. When students are ready, have them construct their 3D fence/wall form. Create a color scheme for fence and design.

Day 3:
Have students construct their 3D form and paint the fence portion. Gallery walk the current progress and design sketches.

Day 4-5:
Transfer their designs using transfer paper or chalk. Have students begin painting their designs with acrylic or paint markers. Some markers will work too.

Day 6:
Construct the base of the fence using foam and natural materials. Some painting is required.

Day 7:
Final touches and presentation. Students will complete the rubric, self-reflection, and peer reflection.

DIFFERENTIATION STRATEGIES:

  • Tier 1 Whole and Small Group Instruction
  • Tier 2 Small Group Reteach/Support
  • Guided Practice
  • Students with IEPs/504s – provided step-by-step practice, and extra time as needed, see IEP for more specific accommodations. Subject to change based on students’ needs.

ASSESSMENT:

Observation of participation and collaboration
Reflection journals or sheets
Final mural as a visual demonstration of understanding

Purpose

To evaluate students’ ability to:

  • Create a graffiti-inspired artwork that reflects personal expression.
  • Apply contrast, color theory, and design principles to create visual interest.
  • Experiment with 2D and optional 3D media (graffiti fence design).
  • Reflect on the meaning, process, and impact of their work.

Assessment Components

Formative Assessments

  • Day 1–2 Sketches: Graffiti word or name drafts with evidence of planning.
  • Color Scheme Plans: Documented choices for contrast and style
  • Gallery Walk Feedback (Day 3): Notes and sticky comments during peer review.
  • Teacher Observations: Engagement, safe material use, collaboration.

Summative Assessments

  • Final Graffiti Artwork: Completed 2D or 3D graffiti piece demonstrating technique, contrast, and originality.
  • Artist Reflection (Written or Oral, 200–300 words / 2–3 minutes):
    • Why did you choose this word or name?
    • How does your design reflect graffiti/street art traditions?
    • How did you use contrast and color to create visual impact?
    • What challenges did you face and how did you solve them?
  • Peer Reflection (Day 7): Students provide feedback on one peer’s artwork, identifying strengths and suggestions.

Rubric (4-Point Scale)

A rubric table with two criteria, Concept & Originality and Artistic Technique, grading from 4 (Exceeds) to 1 (Beginning), describing levels of creativity, personal meaning, and technical skill in graffiti art.
A rubric table with three categories: Use of Media, Reflection & Critique, and Collaboration & Process. Each has four levels of achievement, ranging from complete engagement to minimal effort or participation.

Tiered Supports

Beginning ELLs

  • Vocabulary cards with visuals (graffiti, contrast, street art, shape).
  • Use of graffiti generator to scaffold design.
  • Sentence starters for reflection: “My word is ___ because ___.”

Intermediate ELLs

  • Graphic organizers for reflection questions.
  • Peer/partner critique using guided prompts.
  • Option to present reflection orally with key written notes.

Advanced ELLs

  • Encourage use of academic art vocabulary (contrast, layering, cultural influence).
  • Challenge to connect their graffiti design to historical or contemporary street art examples.
  • Option to co-lead critique or gallery walk.

Teacher Notes

  • Emphasize both personal meaning and artistic skill.
  • Provide examples from both graffiti and street art to highlight contrasts in style and intention.
  • Encourage risk-taking in design while reinforcing respect for cultural origins of graffiti.

RESOURCES:

Referenced Site
Beyond Walls Website
Online Graffiti Generator

NOTES:

Use of light – backlight the subject to illuminate the importance.

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