{"id":2344,"date":"2025-12-05T11:19:26","date_gmt":"2025-12-05T11:19:26","guid":{"rendered":"https:\/\/resources.kialo-edu.com\/?post_type=docs&#038;p=2344"},"modified":"2025-12-05T11:19:27","modified_gmt":"2025-12-05T11:19:27","password":"","slug":"the-nature-of-art-lesson-2","status":"publish","type":"docs","link":"https:\/\/resources.kialo-edu.com\/en\/docs\/the-nature-of-art-lesson-2\/","title":{"rendered":"The Nature of Art, Lesson 2"},"content":{"rendered":"<h2 class=\"wp-block-heading\" id=\"block-6e802e7d-7c4e-4f99-b41e-a4ef37f4252c\"><strong>Lesson 2: Fact-Finding Task<\/strong><\/h2><p id=\"block-8fe6ce35-0778-450a-88b8-2643dda463a0\"><strong>Focus: <\/strong><em>How do real-world examples of street art and graffiti reveal tensions between justification, interpretation, and perspective?<\/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>Investigate real-world case studies of street art and graffiti to understand how meaning and legitimacy are contested.<\/li>\n\n\n\n<li>Analyze how different interpretations and perspectives influence public response, legal status, and artistic recognition.<\/li>\n\n\n\n<li>Substantiate or challenge claims from Lesson 1 using contextual examples and TOK reasoning.<\/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>Confronting Biases &amp; Assumptions:<\/strong> Question the belief that only art curated by galleries or experts is legitimate.<br><br><strong>Exploring Contexts<\/strong>: Consider how race, class, geography, and politics affect responses to the same artwork. <br><br><strong>Extrapolation &amp; Reapplication of Principles<\/strong>: Assess whether street art was judged, removed, or commercialized fairly using ethical principles like justice and equity.<\/td><td><strong>Justification: <\/strong>What reasons were given to support or reject the work as art?<br><br><strong>Interpretation: <\/strong>How did different groups interpret the same artwork differently?<br><br><strong>Perspective:<\/strong> Whose viewpoint shaped public or legal response to the work?<\/td><td>Can efforts to include marginalized artistic voices ever be truly equal when power and access to platforms remain uneven?<br><br>What role should visibility, credibility, and consent play in deciding how street art is displayed, removed, or commercialized?<br><br>Should all public uses of artistic expression require consultation with the communities they represent &mdash; or are there exceptions?<\/td><\/tr><\/tbody><\/table><\/figure><style>#sp-ea-2349 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 300ms;}#sp-ea-2349.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-2349.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-2349.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-2349.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-2349.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-1763384928\"><div id=\"sp-ea-2349\" 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-23490\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23490\" aria-controls=\"collapse23490\" 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=\"collapse23490\" role=\"region\" aria-labelledby=\"ea-header-23490\"> <div class=\"ea-body\"><ol><li>Slides, attached below.<\/li><li>Students will need access to their Kialo discussions from Lesson 1.<\/li><li>Ensure students complete the homework preparation task.<\/li><li>Videos\/readings accompanying the case studies of your choice should be viewed in advance.<\/li><\/ol><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23491\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23491\" aria-controls=\"collapse23491\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Homework Preparation Task<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse23491\" role=\"region\" aria-labelledby=\"ea-header-23491\"> <div class=\"ea-body\"><p><b>Case Study Task<\/b><\/p><p>Divide students into small groups and assign each group a case study related to street art and graffiti. Students will add their findings to the Kialo discussion from Lesson 1.<\/p><p>Each group will:<\/p><ul><li>Reflect on how the case connects to the concepts discussed in Lesson 1.<\/li><li>Explore the case using provided resources and their own research.<\/li><li>Prepare a short presentation (5&ndash;7 minutes) responding to the question: &ldquo;How does the chosen street art or graffiti case challenge or reinforce our understanding of what counts as art &mdash; and whose interpretation shapes that understanding?&rdquo;<\/li><\/ul><p>Students should include details of:<\/p><ul><li>What happened in the case.<\/li><li>How different perspectives (artist, government, public, media) justified or criticized the work.<\/li><li>Which TOK concept is most relevant: justification, interpretation, or perspective.<\/li><li>Whether the case supports or challenges a claim from Lesson 1.<\/li><\/ul><p><b>Case Study Options<\/b><\/p><p><b>Banksy&rsquo;s &ldquo;Girl with Balloon&rdquo; &ndash; Shredded at Auction<\/b><\/p><ul><li>Focus: How institutional framing and market value influence artistic legitimacy.<\/li><li>Key Question: Does commercial recognition justify calling something &ldquo;art&rdquo;?<\/li><li>TOK Concepts: Justification, Interpretation, Perspective<\/li><li>Suggested Sources: <a href=\"https:\/\/www.bbc.com\/news\/uk-england-bristol-45770028\" target=\"_blank\" rel=\"noopener\">BBC &ndash; Banksy artwork self-destructs at auction, <\/a><a href=\"https:\/\/www.theartnewspaper.com\/2024\/01\/23\/banksys-shredded-girl-with-balloon-retitled-and-redated-for-second-time\" target=\"_blank\" rel=\"noopener\">The Art Newspaper &ndash; Was the shredded Banksy a staged performance?<\/a><\/li><\/ul><p><b>5Pointz NYC Graffiti Site &ndash; Erased by Developers<\/b><\/p><ul><li>Focus: The erasure of cultural landmarks and community art spaces in urban redevelopment.<\/li><li>Key Question: Who decides which public artworks are preserved &mdash; and why?<\/li><li>TOK Concepts: Perspective, Justification, Interpretation<\/li><li>Suggested Source: <a href=\"https:\/\/www.theguardian.com\/artanddesign\/2013\/nov\/19\/5-pointz-graffiti-mecca-new-york-painted-white\" target=\"_blank\" rel=\"noopener\">The Guardian &ndash; 5Pointz Graffiti Landmark Battle<\/a><\/li><\/ul><p><b>Shepard Fairey&rsquo;s &ldquo;Hope&rdquo; Poster &ndash; Political Art and Mass Reproduction<\/b><\/p><ul><li>Focus: The tension between political messaging, mass production, and artistic status.<\/li><li>Key Question: Does a work&rsquo;s political impact or popularity affect how it is interpreted as art?<\/li><li>TOK Concepts: Interpretation, Justification, Perspective<\/li><li>Suggested Sources: <a href=\"https:\/\/www.prestigeonline.com\/th\/lifestyle\/art-plus-design\/in-conversation-with-shepard-fairey-the-artist-activist-who-remains-hope-ful\/\" target=\"_blank\" rel=\"noopener\">In Conversation with Shepard Fairey: The Artist &amp; Activist Who ...,<\/a> <a href=\"https:\/\/npg.si.edu\/blog\/now-on-view-portrait-barack-obama-shepard-fairey\" target=\"_blank\" rel=\"noopener\">Now on View: Portrait of Barack Obama by Shepard Fairey<\/a><\/li><\/ul><p><b>Local Graffiti (Student-Sourced) &ndash; Street Expression in Your City<\/b><\/p><ul><li>Focus: Everyday graffiti as political commentary, protest, or art in local communities.<\/li><li>Key Question: Can local, unsanctioned art be more powerful or meaningful than curated gallery works?<\/li><li>TOK Concepts: Perspective, Interpretation, Justification<\/li><li>Suggested Sources: Encourage students to find examples via Instagram, Google Maps, or local blogs<\/li><li>Optional tool: <a href=\"https:\/\/www.instagram.com\/graffitiartmagazine\/\" target=\"_blank\" rel=\"noopener\">Graffiti Art Magazine (@graffitiartmagazine) - Instagram<\/a> for international comparisons<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23492\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23492\" aria-controls=\"collapse23492\" 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=\"collapse23492\" role=\"region\" aria-labelledby=\"ea-header-23492\"> <div class=\"ea-body\"><p>Recap Lesson 1: Review key claims from the Kialo discussion.<\/p><p>Prompt: Which claims did you find most convincing or flawed? Did any arguments rely too much on opinion without real examples?<\/p><p>Present the guiding question for this lesson: &ldquo;<i>How do real-world examples of street art challenge the boundaries of artistic legitimacy and reflect different perspectives?<\/i>&rdquo;<\/p><p>Emphasize applying justification, perspective, and interpretation to evaluate how art is judged and categorised by institutions, audiences, etc.<\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23493\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23493\" aria-controls=\"collapse23493\" 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=\"collapse23493\" role=\"region\" aria-labelledby=\"ea-header-23493\"> <div class=\"ea-body\"><p><b>Bridge to Lesson 2:<\/b><\/p><p>Explain that students will now explore real-world artistic controversies where different perspectives shaped whether the work was legitimized, erased, celebrated, or commercialized.<\/p><p>Clarify the shift: This is no longer just about theory &mdash; we&rsquo;re now examining specific case studies that show how public reception, legal frameworks, and cultural values shape what is accepted or rejected as &ldquo;art.&rdquo;<\/p><p>Reinforce the goal: Move from opinion to evidence. These case studies should show how knowledge in the arts is constructed, challenged, or reframed in particular social and institutional contexts.<b><\/b><\/p><p><b>Presentations:<\/b><\/p><p>Students present their case studies to the class.<\/p><p>Students should take note of any useful points from other groups&rsquo; presentations to use in the Kialo discussion.<\/p><p><b>Recording Findings in a Kialo Discussion:<\/b><\/p><p>Students return to the Kialo discussion from Lesson 1 and:<\/p><ul><li>Add at least one new claim or counterclaim based on their case study.<\/li><li>Reply to at least one peer&rsquo;s argument, using insights from another group&rsquo;s case.<\/li><li>Label their post with the relevant TOK concept (e.g., perspective &ndash; public vs artist, justification &ndash; market value, interpretation &ndash; political symbolism).<\/li><\/ul><p><strong>Focus areas for Kialo updates:<\/strong><\/p><ul><li>Cultural Gatekeeping: Who decides which street art is preserved, erased, or commodified &mdash; and which is ignored or criminalized?<\/li><li>Interpretive Authority: How does context or audience shape the meaning of a piece of street art?<\/li><li>Knowledge Inequality: Are all artistic voices and expressions (especially those from marginalized communities) treated equally by institutions or the media?<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-23494\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse23494\" aria-controls=\"collapse23494\" 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=\"collapse23494\" role=\"region\" aria-labelledby=\"ea-header-23494\"> <div class=\"ea-body\"><p>Discuss the following reflection questions in open discussion or exit ticket format:<\/p><ul><li>How did your case study affect your understanding of who gets to define and preserve art in public spaces?<\/li><li>What made certain examples feel more like suppression or erasure &mdash; versus celebration or empowerment?<\/li><li>In your case, who had the most control over the artistic narrative &mdash; governments, institutions, artists, or communities?<\/li><li>Can efforts to include marginalized artistic voices ever be truly equal when power and access to platforms remain uneven?<\/li><li>What role should visibility, credibility, and consent play in deciding how street art is displayed, removed, or commercialized?<\/li><li>Should all public uses of artistic expression (e.g., galleries, public walls, museums, brand collaborations) require consultation with the communities they represent &mdash; or are there exceptions?<\/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\/e038db27-cfe1-4ce6-a2d9-b75df96af1df\/543085\" referrerpolicy=\"unsafe-url\" rel=\"nofollow\">Should street art and graffiti be considered legitimate art, or are they vandalism?<\/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-fff95ba5-679e-4e55-859b-bbbc420fcdd5\" 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-116cb197c7157c22e63e887af1ed9985 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-1vTuDhtq8ngdrmiV6gb9ktTOf_rrt1uL4aKnrb7B0e6XWtO5Jbb5tS25NuxSALOPRIQQRSEQe7TxGJrm\/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-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .ose-embedpress-responsive{\n                        width: 600px!important;\n                        height: 600px!important;\n                        max-height: 600px!important;\n                    }\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] iframe{\n                        width: 600px!important;\n                        height: 600px!important;\n                        max-height: 600px!important;\n                    }\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .embedpress-yt-subscribe iframe{\n                        height: 100%!important;\n                    }\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .ose-youtube > iframe{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .ose-youtube{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .ose-giphy img{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .ose-google-docs img{\n                        height: 600px!important;\n                        width: 600px!important;\n                    }\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .ose-embedpress-responsive.ose-google-photos{\n                        height: 100% !important;\n                        max-height: 100% !important;\n                    }\n\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .embera-embed-responsive-provider-gettyimages,\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .embera-embed-responsive-provider-gettyimages iframe,\n                    [data-source-id=\"source-fff95ba5-679e-4e55-859b-bbbc420fcdd5\"] .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 2: Fact-Finding TaskFocus: How do real-world examples of street art and graffiti reveal tensions between justification, interpretation, and perspective?Suggested Length: 1 hourLearning Objectives: Critical Thinking Concepts TOK Concepts Reflection Questions Confronting Biases &amp; Assumptions: Question the belief that only art curated by galleries or experts is legitimate. Exploring Contexts: Consider how race, class, geography, [&hellip;]<\/p>\n","protected":false},"author":52,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":true,"wds_primary_doc_category":0,"wds_primary_doc_tag":0,"footnotes":""},"doc_category":[41],"doc_tag":[],"class_list":["post-2344","docs","type-docs","status-publish","hentry","doc_category-the-arts"],"acf":[],"year_month":"2026-05","word_count":393,"total_views":"3","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\/2344","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=2344"}],"version-history":[{"count":0,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs\/2344\/revisions"}],"wp:attachment":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/media?parent=2344"}],"wp:term":[{"taxonomy":"doc_category","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_category?post=2344"},{"taxonomy":"doc_tag","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_tag?post=2344"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}