{"id":2342,"date":"2025-12-05T11:19:50","date_gmt":"2025-12-05T11:19:50","guid":{"rendered":"https:\/\/resources.kialo-edu.com\/?post_type=docs&#038;p=2342"},"modified":"2025-12-05T11:19:51","modified_gmt":"2025-12-05T11:19:51","password":"","slug":"the-nature-of-art-lesson-3","status":"publish","type":"docs","link":"https:\/\/resources.kialo-edu.com\/en\/docs\/the-nature-of-art-lesson-3\/","title":{"rendered":"The Nature of Art, Lesson 3"},"content":{"rendered":"<h2 class=\"wp-block-heading\" id=\"block-6e802e7d-7c4e-4f99-b41e-a4ef37f4252c\">Lesson 3: Listening Task<\/h2><p id=\"block-8fe6ce35-0778-450a-88b8-2643dda463a0\"><strong>Focus: <\/strong><em>How does public and street art affect community identity, educational environments, and the perception of legitimacy?<\/em><\/p><p id=\"block-3f778713-12d5-4d8d-9bde-ac25005c77ee\">Suggested Length: 1 hour<\/p><p id=\"block-28b95357-4496-445d-ab77-2a82dd1c4323\">Learning Objectives:<\/p><ul id=\"block-62729a0c-dcd1-49a0-8f49-ba87f1485895\" class=\"wp-block-list\">\n<li>Analyze how personal experience, social perception, and institutional framing shape our understanding of street art.<\/li>\n\n\n\n<li>Evaluate how public art challenges or reinforces dominant narratives around value, vandalism, and impact.<\/li>\n\n\n\n<li>Use a real-world example to deepen understanding of justification, interpretation, and perspective in the arts.<\/li>\n<\/ul><figure class=\"wp-block-table align-top\"><table class=\"has-background has-fixed-layout\" style=\"background-color:#e9f1f9\"><thead><tr><th>Critical Thinking Concepts<\/th><th>TOK Concepts<\/th><th>Reflection Questions<\/th><\/tr><\/thead><tbody><tr><td><strong>Exploring Contexts and Expert Opinions<\/strong>: Consider who controls public space and how that authority defines what kinds of art are permissible or valuable.<br><br><strong>Responsiveness and Flexibility of Thought<\/strong>: Compare community appreciation of murals to school or governmental rules about acceptable art.<br><br><strong>Transferable Critical Thinking: <\/strong>Apply critical evaluation to how other forms of public knowledge  shape understanding.<\/td><td><strong>Justification:<\/strong> What reasons does Gonzalez give for calling his work &ldquo;art&rdquo;? Are they convincing?<br><br><strong>Interpretation: <\/strong>How did the meaning of his murals shift depending on who viewed them?<br><br><strong>Perspective:<\/strong> How do institutions, students, and the artist himself view his work differently?<\/td><td>How does the dismissal of spray-can art reflect deeper social or institutional biases?<br><br>Should our definition of art expand to include non-institutional, public, or political expression?<br><br>Who gets to decide what counts as &ldquo;real&rdquo; or &ldquo;high&rdquo; art in society?<br><br>Can embracing street art reshape how communities feel about themselves and their spaces?<\/td><\/tr><\/tbody><\/table><\/figure><style>#sp-ea-2351 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 300ms;}#sp-ea-2351.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-2351.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-2351.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-2351.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-2351.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}<\/style><div id=\"sp_easy_accordion-1763384958\"><div id=\"sp-ea-2351\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23510\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23510\" aria-controls=\"collapse23510\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Resources and Preparation<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse23510\" role=\"region\" aria-labelledby=\"ea-header-23510\"> <div class=\"ea-body\"><ol><li>Slides, attached below.<\/li><li>Students can create their own discussion around the central question, or you can clone and use this <a href=\"https:\/\/www.kialo-edu.com\/p\/cfe467bc-93bd-4c96-a246-9a7262a529f2\/543901\" target=\"_blank\" rel=\"noopener nofollow\" referrerpolicy=\"unsafe-url\">ready-made example<\/a>.<\/li><li>Watch the video <a href=\"https:\/\/youtu.be\/y4GpSEyJZjE?si=O9nL2YHAiJ1RV0Ri\" target=\"_blank\" rel=\"noopener\">Graffiti: Art or Vandalism? Street Art in School &amp; Communities | Diego Gonzalez | TEDxCountyLineRoad<\/a>&nbsp;before sharing with students.<\/li><\/ol><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23511\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23511\" aria-controls=\"collapse23511\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Introduction<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse23511\" role=\"region\" aria-labelledby=\"ea-header-23511\"> <div class=\"ea-body\"><p>Present the guiding question: \"<i>Can art be a form of knowledge, activism, and education even when it&rsquo;s created outside official institutions?<\/i>&rdquo;<\/p><p>Recap of key concepts from previous lessons:<\/p><ul><li>Justification: What counts as a valid reason for calling something &ldquo;art&rdquo;?<\/li><li>Interpretation: How do people interpret the same artwork differently?<\/li><li>Perspective: Whose view determines what art is valued or dismissed?<\/li><\/ul><p>Ask students:<\/p><ul><li>What&rsquo;s the difference between graffiti and public art?<\/li><li>Can artwork created with spray paint carry deep meaning?<\/li><li>How do stereotypes around &ldquo;vandalism&rdquo; shape how people view public artists?<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23512\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23512\" aria-controls=\"collapse23512\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Main Activity<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse23512\" role=\"region\" aria-labelledby=\"ea-header-23512\"> <div class=\"ea-body\"><p><b>Listening Task&nbsp;<\/b><\/p><p>Students watch the video: <a href=\"https:\/\/youtu.be\/y4GpSEyJZjE?si=O9nL2YHAiJ1RV0Ri\" target=\"_blank\" rel=\"noopener\"><span data-rich-links='{\"fple-t\":\"Graffiti: Art or Vandalism? Street Art in School &amp; Communities | Diego Gonzalez | TEDxCountyLineRoad\",\"fple-u\":\"https:\/\/youtu.be\/y4GpSEyJZjE?si=O9nL2YHAiJ1RV0Ri\",\"fple-mt\":null,\"type\":\"first-party-link\"}'>Graffiti: Art or Vandalism? Street Art in School &amp; Communities | Diego Gonzalez | TEDxCountyLineRoad.<\/span><\/a>&nbsp;Students should actively map Diego&rsquo;s key arguments, counterarguments, and ethical claims.<\/p><p><b>Key Points to Listen For:<\/b><\/p><ul><li>What is Gonzalez&rsquo;s central claim about airbrushing and graffiti?<\/li><li>How does he justify street art as legitimate and transformative?<\/li><li>Identify examples he uses (e.g., murals in schools, Banksy, Shepard Fairey).<\/li><li>What evidence does he give for how art changes communities or education?<\/li><li>How did people react to his art (students, teachers, the public)?<\/li><li>What role does perspective play in whether his work is seen as art or vandalism?<\/li><li>How does Gonzalez critique corporate advertising in public spaces?<\/li><li>How does he compare public art to commercial messaging?<\/li><li>How does Gonzalez argue that art improves education and civic engagement?<\/li><li>What examples does he give of street art sparking social change?<\/li><\/ul><p><b>Note-Taking Framework:<\/b><\/p><ul><li><strong>Main Arguments:<\/strong><ul><li>What is Gonzalez&rsquo;s central claim about airbrushed and graffiti-based art?<\/li><li>How does he justify street art as transformative and valuable?<\/li><\/ul><\/li><li><strong>Supporting Examples:<\/strong><ul><li>What school-based mural projects or public works does he reference?<\/li><li>What examples does he give of public responses to his murals or student-created artwork?<\/li><\/ul><\/li><li><strong>Counterarguments \/ Critical Questions:<\/strong><ul><li>What negative assumptions or stereotypes does he mention about spray paint or graffiti?<\/li><li>How does Gonzalez respond to these critiques and reframe public art as a positive force?<\/li><\/ul><\/li><\/ul><p><b>Kialo Discussion:<\/b><\/p><p>In small groups, students create a <strong>new<\/strong> Kialo discussion around the guiding question: \"<i>Can art be a form of knowledge, activism, and education even when it&rsquo;s created outside official institutions?<\/i>&rdquo;<\/p><p>Alternatively, if students require more structure, clone and share <a href=\"https:\/\/www.kialo-edu.com\/p\/cfe467bc-93bd-4c96-a246-9a7262a529f2\/543901\" target=\"_blank\" rel=\"noopener nofollow\" referrerpolicy=\"unsafe-url\">this ready-made discussion<\/a>, based on the theses below, and use the suggested claims as prompts for students.<\/p><p>Students should use their analysis to ensure they select the strongest arguments from the listening task.<\/p><p>They should add these to the Kialo discussion as arguments, counterarguments, examples, and evaluations.<\/p><p>Encourage students to refer to the concepts of justification, perspective, and interpretation in their arguments.<\/p><p><strong>Example Claims:&nbsp;<\/strong><\/p><p><b>NAME: <\/b>Can art be a form of knowledge, activism, and education even when it&rsquo;s created outside official institutions?<\/p><p><b>THESIS: <\/b>Art can be a form of knowledge, activism, and education even when it&rsquo;s created outside official institutions.<\/p><p><b>PRO: <\/b>Street art can foster emotional connection, pride, and engagement in community spaces.<\/p><ul><li>Example: Gonzalez&rsquo;s murals in schools made students feel happy and connected to their environment; they said walking past his work uplifted and inspired them.<\/li><li>Counterclaim: While students may enjoy it, the impact on education or well-being is difficult to measure without formal evaluation.<\/li><\/ul><p><b>PRO: <\/b>Street art, even when made with nontraditional tools, can express complex, socially meaningful ideas.<\/p><ul><li>Example: Gonzalez argues spray cans are just tools, like pencils or brushes, and his mural,&nbsp; like Banksy&rsquo;s, delivers powerful, thoughtful messages using public space.<\/li><li>Counterclaim: Without context or institutional framing, such messages can be misread or erased before creating impact.<\/li><\/ul><p><b>CON: <\/b>Many forms of graffiti lack educational or social value and are seen as disruptive or illegitimate.<\/p><ul><li>Example: Some view unsanctioned art as a distraction or as encouraging nonconformity.<\/li><li>Counterclaim: Even unsanctioned or raw street art can reflect authentic community voice and spark dialogue.<\/li><\/ul><p><b>CON: <\/b>Public perceptions shaped by stigma and legality can obscure the value of street art.<\/p><ul><li>Example: Gonzalez felt ashamed using spray cans due to their association with vandalism; without institutional backing, such work is often criminalized.<\/li><li>Counterclaim: As more artists gain recognition and community support, these perceptions can change without formal approval.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23513\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23513\" aria-controls=\"collapse23513\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Reflection Activity<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse23513\" role=\"region\" aria-labelledby=\"ea-header-23513\"> <div class=\"ea-body\"><p>Discuss the following reflection questions in open discussion or exit ticket format:<\/p><ul><li>What surprised you most about Diego Gonzalez&rsquo;s perspective on street art and education?<ul><li>How does this challenge common ideas of graffiti as vandalism?<\/li><\/ul><\/li><li>What real-world examples did Gonzalez use to support his claims?<ul><li>How did murals in schools impact student identity, pride, or learning?<\/li><\/ul><\/li><li>How does the dismissal of spray-can art reflect deeper social or institutional biases?<ul><li>What does this suggest about who gets to define &ldquo;legitimate&rdquo; art?<\/li><\/ul><\/li><li>Should our definition of art expand to include non-institutional, public, or political expression?<ul><li>Who gets to decide what counts as &ldquo;real&rdquo; or &ldquo;high&rdquo; art in society?<\/li><\/ul><\/li><li>What responsibilities do educators, cities, and cultural institutions have in supporting alternative art forms?<ul><li>Can embracing street art reshape how communities feel about themselves and their spaces?<\/li><\/ul><\/li><\/ul><\/div><\/div><\/div><\/div><\/div><div data-height=\"auto\">\n\t\t\t<p>\n\t\t\t\t<strong>\n\t\t\t\t\t<a href=\"https:\/\/www.kialo-edu.com\/p\/cfe467bc-93bd-4c96-a246-9a7262a529f2\/543901\" referrerpolicy=\"unsafe-url\" rel=\"nofollow\">Can art be a form of knowledge, activism, and education even when it&rsquo;s created outside official institutions?<\/a>\n\t\t\t\t<\/strong> &mdash; <a href=\"https:\/\/www.kialo-edu.com\" referrerpolicy=\"unsafe-url\">kialo-edu.com<\/a>\n\t\t\t<\/p>\n\t\t\t<script async=\"\" src=\"https:\/\/www.kialo-edu.com\/assets\/static\/js\/embedded-kialo.min.js\" charset=\"utf-8\"><\/script>\n\t\t<\/div><figure class=\"wp-block-embedpress-embedpress aligncenter\" data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\" data-embed-type=\"GoogleDocs\"><div class=\"gutenberg-block-wraper  \"><div class=\"position-right-wraper ep-embed-content-wraper   \" style=\"position:relative;display:inline-block\"><div class=\"ose-google-docs ose-uid-2f1035124b0f3d17d8a4a162c03883e4 ose-embedpress-responsive\" style=\"width:600px; height:600px; max-height:600px; max-width:100%; display:inline-block;\" data-embed-type=\"GoogleDocs\"><iframe loading=\"lazy\" allowfullscreen=\"true\" src=\"https:\/\/docs.google.com\/presentation\/d\/e\/2PACX-1vTP5RusximcJ-zBAgDQ5E9B0JXinZiKRdpl1zJm_-hjYTAg6KmB7IG12LzZSyTf-Sa1PyzfK3VHhZHJ\/embed?start=false&amp;loop=false&amp;delayms=3000\" frameborder=\"0\" width=\"600\" height=\"600\" mozallowfullscreen=\"true\" webkitallowfullscreen=\"true\" style=\"width:600px;height:600px;max-width:100%;\"><\/iframe><\/div><\/div><\/div><style>\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .ose-embedpress-responsive{\n                        width: 600px!important;\n                        height: 600px!important;\n                        max-height: 600px!important;\n                    }\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] iframe{\n                        width: 600px!important;\n                        height: 600px!important;\n                        max-height: 600px!important;\n                    }\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .embedpress-yt-subscribe iframe{\n                        height: 100%!important;\n                    }\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .ose-youtube > iframe{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .ose-youtube{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .ose-giphy img{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .ose-google-docs img{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .ose-embedpress-responsive.ose-google-photos{\n                        height: 100% !important;\n                        max-height: 100% !important;\n                    }\n\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .embera-embed-responsive-provider-gettyimages,\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .embera-embed-responsive-provider-gettyimages iframe,\n                    [data-source-id=\"source-be9ca01d-83ec-4c3c-9ff4-221c2eb03289\"] .getty{\n                        width: 600px!important;\n                        height: 600px!important;\n                        max-height: 600px!important;\n                        max-width: 100%!important;\n                    }\n                    <\/style><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>Lesson 3: Listening TaskFocus: How does public and street art affect community identity, educational environments, and the perception of legitimacy?Suggested Length: 1 hourLearning Objectives: Critical Thinking Concepts TOK Concepts Reflection Questions Exploring Contexts and Expert Opinions: Consider who controls public space and how that authority defines what kinds of art are permissible or valuable. Responsiveness [&hellip;]<\/p>\n","protected":false},"author":52,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":false,"wds_primary_doc_category":0,"wds_primary_doc_tag":0,"footnotes":""},"doc_category":[41],"doc_tag":[],"class_list":["post-2342","docs","type-docs","status-publish","hentry","doc_category-the-arts"],"acf":[],"year_month":"2026-05","word_count":422,"total_views":"5","reactions":{"happy":"0","normal":"0","sad":"0"},"author_info":{"name":"stephanie","author_nicename":"stephanie","author_url":"https:\/\/resources.kialo-edu.com\/en\/author\/stephanie\/"},"doc_category_info":[{"term_name":"The Arts","term_url":"https:\/\/resources.kialo-edu.com\/en\/docs-category\/the-arts\/"}],"doc_tag_info":[],"knowledge_base_info":[],"knowledge_base_slug":[],"_links":{"self":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs\/2342","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs"}],"about":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/types\/docs"}],"author":[{"embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/users\/52"}],"replies":[{"embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/comments?post=2342"}],"version-history":[{"count":0,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs\/2342\/revisions"}],"wp:attachment":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/media?parent=2342"}],"wp:term":[{"taxonomy":"doc_category","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_category?post=2342"},{"taxonomy":"doc_tag","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_tag?post=2342"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}