LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestras Condiciones de uso y nuestra Política de privacidad para más información.
LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestra Política de privacidad y nuestras Condiciones de uso para más información.
Why Embrace PBL?
“Allows for more real world
applications and in-depth
“Project-based learning is a teaching
method where students gain and apply
skills by working on a long project
where they complete an in-depth
inquiry into a specific topic or question.
Like all teaching methods, it’s not
standalone. It can be added to the
teaching you are already doing in your
classroom. PBL allows for more real
world application and in-depth
understanding of the concepts your
students need to understand.”
BY APRIL, CURRICULUM DESIGNER
Project based and
Just because it’s a project
doesn’t mean it’s project based.
Can be done
About the process
All have the same
presented to an
submitted to the
Project: Lack real
occur after the
“While arts integration in the core
discipline alone is valuable, doing
it within the context of a PBL
project can make the integration
seamless as well as valuable. PBL
projects provide a space to meet
multiple learning targets, whether
those are core discipline
standards or arts standards” -
“Project-based learning offers
students the opportunity to
work cooperatively on
authentic tasks with real-world
relevance. While projects are
lead their own inquiry into
topics.” -Alison Panik
“The interdisciplinary nature of
project-based learning is a win
for teachers, as curriculum in
several subject areas can be
explored within one long-range
project. Students win as they
apply higher-order thinking
skills while building bridges
between disciplines.”- Alison
A social study, art, and language project
Using project based learning in
the art classroom.
Inspired by Education World
Integrate Social Studies, Art, and Language Arts while
promoting group work skills in a study of graffiti art in the
Ever since ancient times,
streets have been dusted
with art... or vandalised
with graffiti… which is it?
Guiding Questions will be divided into 4 groups
All which will be found in the National Art Standards
What conditions, attitudes, and behaviors support creativity
and innovative thinking? What factors prevent or encourage
people to take creative risks?
Why do artists follow or break from established traditions?
Why do people value objects, artifacts, and
artworks, and select them for presentation?
(why do street artists choose what they choose?
Create what they create? And place it in such
How do images influence our views of the
What can we learn from our responses to art?
How do people contribute to awareness and
understanding of their lives and the lives of their
communities through art-making?
What will they do?
Using Project-Based learning,
students create street art wall,
using prints, original art, or a
presentation on the ethics
question on is Graffiti art art or
● Learn about street art, and
famous street artists
● Develop personal preferences by
choosing particular works of art
● Apply artistic skills( art design
and elements) and judgment
● Teach others about works of art
Option 1: Creating
Using some child friendly
resources, students will create a
graffiti work of art that will
point out and explain a social
issue or create a tag.
Option 2: Observing
Using tools like Google Arts and
Culture students will search for
different artists either in their
neighborhood or a country of
their choice, deciding what to
collect, and then screenshot
the images to assemble their
own “street” for street art.
(All links will be previewed by teacher to make sure content is
appropriate, students can access appropriate links for the project
Option 3: Identifying
Students will research, inspect,
examine, determine, and
articulate whether street art
and graffiti is an art or a crime.
The concept is to give
students a choice on
how to study the topic
so they will learn deeper
Students will use 2, 72 minute blocks to create their project.
Students will use multiple tools to create, form ,and answer the questions.
Students will ch0ose an option out of the three options given to them, but the
students will choose the way they will present the information.
On the 3rd Lesson students will use the time to present the project to the whole
class, articulating what they have learned, teaching the other students the
1. Students will be assessed on
2. Students will assess their
learning based on the rubric
as well as giving themselves
a glow and a grow.
3. Peers will give each other
feedback using the glow and
Glow and Grow based on Artofed.com
Art rubric based on
theartofed.com rubric with
some minor changes.
Google Art and Culture Sites:
Street art:41 Incredible examples (Maine, July 13, 2016)
Project-Based Learning should rule your school (April, Curriculum Designer, 2015)
Are you using projects or project-based learning (Susan Riley, April 2016)
Project Baside Learning and the arts( Alison Panik, October 2009)
Project-Based Lesson: Classroom Art Gallery (Education World, 2013)