Shepard Fairey graphic art
Ever since the late 1980s, Shepard Fairey has made art that literally seems to pop up everywhere. Most likely you recognise some of the works in this collection, without realising that they were created by him. These posters, stickers and murals often appear in public spaces without permission. Many of his works are based on photographs for which he has not paid copyright. In some sense could be considered a graffiti artist. Even though Fairey has been arrested and fined, he is celebrated by art galleries and has been commissioned by recognised organisations, municipalities, record labels and brands. He maintains a website that explains his counter-culture philosophy.
Split up into three groups. One group will focus on the HL essay, another group will focus on Paper 1 and another group will focus on the individual oral. As a group think about how you could use one or more works of art by Shepard Fairey for your form of assessment. If you're working on the individual oral, think about global issues and literary works. If you're working on Paper 1, which text would you explore in an analysis? Why? What would be your 'guiding question'? If you're thinking about the HL essay, what kinds of 'lines of inquiry' would you explore? Report back to the class.
After listening to everyone's presentation discuss the ways in which you could be exploring one or more of these seven concepts through your assessment components: representation, perspective, transformation, culture, identity, communication and creativity
Would you like to continue working on Shepard Fairey art work? Or would you like to focus on another body of work, artist or non-literary text. Talk to your teacher about which assessment component and which literary or non-literary work(s) you would like to focus on for a period of 1-2 weeks. Work independently and check in frequently with your teacher.
Step 3 of this activity may seem too open ended for the typical classroom. Nevertheless, it's good to have autonomy over your own learning. You may want to pick a text, concept and assessment component of choice later in the school year, after you have explored every assessment component once before. Work on a component that needs work. Work with any literary or non-literary work that interests you, but present it to your classmates in a presentation to ensure that it has officially been 'taught in class' (an IB rule). Most important, have fun.