Curriculum Integration Plans

Listen to the Walls Talking Project - Oaxacan Street Art

Project Name: Listen to the Walls Talking Project - Oaxacan Street Art
Age Level: 15-18 (Secondary)
Subject Areas: Arts & Music
Summary: A classroom activity aimed at having the students understand how artists respond to political situations.

iEARN Project:

This plan was written for the formerListen to the Walls Talking Project

Listen to the Walls Talking project is aligned to the Common Core Standards

An open, image-based project and an experiment in online collaboration. The idea behind it is to 'listen' to the graffiti talk around us and to record and share interesting finds

Teacher goals:

Have the students understand how artists respond to political situations.

Student goals:

  1. Students understand the basic behind "hot topic" political issues
  2. Students learn the reasoning behind why artists create graffiti/ street art
  3. Students create a work of art using graffiti/street art techniques based upon a current political event


Common Core State Standards:

  • G-MG 9-12.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
  • RI 9-10. 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • W 9-10.4 & W 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 
  • SL 9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 
  • SL 9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
  • L 9-10.2 & L 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 
  • L 9-10.2c Spell correctly.
  • L 11-12. 2b Spell correctly.
  • WHST 9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • WHST 11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

National Standards:

Texas State Standards:

  • Fine Arts 117.52.a, b (1 & 2), c (1 A-B) (2 A-C) (3 A-C) (4 A & B)
  • World History 113.33.a, b, c (1A&C) (2A&B) (6A-C) (7A) (11A&B) (19A&B) (20A-C) (25A, B, D, E)
  • World Geography 113.34.a, b, c (1A) (5A&B) (6A&B) (8A) (16A-C) (17A&B) (18A-C) (23A)
  • Foreign Language 114.22.a (2A, B, E), c (2A&B) (4A-C)
  • Technology 126.22.a, b, c (2A&B) (3B) (4A&B) (5A)


Length of lesson – 3 weeks

How many times a week will you be involved in the project? 5 days a week (during a 50 minute class period) for 3 weeks


How will you present this project to your students?  It will be a continuation of our study of Oaxaca, Mexico with emphasis on understanding the politics and events that started the Street Art as protest in Oaxaca.

How will you tie it into their curricular studies?  Very easily, since not only will it encompass all the Fine Arts standards, it will also include History and Social Studies

How will you get them interested in the topic? Easy! It's street art/ graffiti, which is a hot topic with highschoolers here in the US

What background knowledge do your students bring to the project? Besides artistic abilities learned earlier in the year, they will have learned some about the history of Oaxaca from previous projects.

Productivity of work:

Will your students need to do research for their project?  Online via a Webquest and in the library, and hopefully via a Learning Circle with other students

How will they be organized to gather information?  Art 1 students will work in pairs, Advanced Art students will work by themselves

Who will be responsible and in charge?  Me, of course!

How you will handle the e-mail exchanges, how often, who will be in charge? I will have my Art 2 students email once a week while in class, while the Advanced Art (Levels 3 – 4) students will email at least twice a week in class via their Gaggle e-mail accounts

Identify technological and material requirements:

Technological requirements: Computers and printer; Photo manipulation software (i.e. Photoshop)

Material requirement:

  1. 12” x 18” White Paper
  2. Pencils
  3. Erasers
  4. X-Acto knives
  5. Lightweight cardboard or oak tag paper
  6. Spray paint or acrylic paint
  7. Foam craft brushes
  8. Water cups
  9. Paint palettes
  10. Paper towels
  11. Completion of Street Art WebQuest
  12. Completion of Event Questions Worksheet

Assessment of student work:

How will the appropriateness of student work be evaluated?  Each student is expected to create three (3) thumbnail drawings of their chosen topic and find two (2) book sources and three (3) Internet sources. They will answer the following questions (via worksheet attached) for their event or protest topic:

WHO is involved? WHO is affected by the event? WHERE is this event going on?  WHY is the event important? WHEN and HOW LONG was/will this event be important? WHAT is the event focus? WHY do you agree or disagree with this event?

I will, as the teacher, evaluate the thumbnail drawings and chosen topic BEFORE they begin the final project.

For a total of 300 points possible:

Introduction -

    Completion of Webquest (100 pts)

Implementation -

    Completed Event Questions worksheet (100 pts)
    Correct number of resources for chosen political or protest event (10 pts)
    Good composition for stencil image (25 pts)
    Correct number of colors used (25 pts)
    Correct use of tools and materials (25 pts)

Completion -

    Good use of class time (10 pts)
    Proper clean-up & neatness and effort (5 pts)

Conclusion of activity:

When does your participation end?  When the art projects are complete, in about 3 weeks time

How will the students draw their projects to a conclusion?  Exchanging pictures and video online of the completed art projects

Possible Skills:

  • Computer skills
  • Research skills

Possible Activities:

  • Petition to local government
  • Students speaking to other students – via Learning Circle or email with students in a foreign country
  • Field work – gathering images of street art/ graffiti
  • Cross curricular fields in this project – work with World History and Social Studies students

LESSON 3 – Street Art in Oaxaca

This is one of 3 lesson plans for this unit that can be found at

Nicole Caracciolo and Angela Guy, Lesson 3 of 3, “Oaxacan Street Art: Modern Visual Communication”