JR began his career as a graffiti when he was a teenager in the streets of Paris. At the age of 17, he began gluing paper images of these photographs to buildings. His career grew and in 2010 he was awarded the TED Prize, giving him $100,000 to launch his Inside Out Project.
This lesson will introduce students to JR while guiding them through higher level thinking. A great way to lead students through image analysis with a graphic organizer to teach students the steps of describing, analyzing, interpreting, and judging images.
NOT JUST FOR ART TEACHERS! Use this lesson to incorporate visuals and image analysis into your curriculum.
Students will learn about JR’s work, view photographs from the Louvre and MAXXI, and observe and respond to visual images — an excellent way to align your classroom to the National Core Arts and Common Core State Standards.
—Images and descriptions of JR’s photographs and projects from around the world.
—A description of the principle of art: unity.
—A graphic organizer to help students develop visual literacy. Students will describe, analyze, interpret, and judge images from the lesson.
—Links for additional resources.
Combine this lesson with “China’s Terracotta Army” and “Element of Art: Form” to create an art unit that covers the four art processes: Creating, Presenting, Responding, and Connecting.
This item is also available in the "Principles of Art: History, Photographers, and Student Responses" Bundle which includes all 7 principles in one.
NATIONAL CORE ARTS STANDARDS: Visual Arts Responding
#VA:Re7.1 Anchor Standard: Perceive and analyze artistic work.
#VA:Re8.1 Anchor Standard: Interpret intent and meaning in artistic work.
#VA:Re9.1 Anchor Standard: Apply criteria to evaluate artistic work.
COMMON CORE STATE STANDARDS: College and Career Readiness Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1: Read closely and make logical inferences.
CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats.
CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts.
Questions are written at a high school 9-10th grade proficient level but could be differentiated to fit other levels.