Street Stories: A Global Gallery of Local Expression

Step 1: Discover and document 

• Present the project to the students and explain the details of the collaboration they will be carrying out with their international peers.
• Introduce the concept of local and street art to students, discussing its significance in urban spaces and community expression.
• Organize a guided walk or virtual tour of the local area to identify examples of street art or local artistic expressions.
• Task students with photographing or sketching 3-5 examples of local/street art in their community.
• Ask the students to create a "Global Street Art Map" using Padlet. In this tool, students can upload photos of the artwork they captured, pin their location, and add a brief description.
• Share the Padlet link in the "Board" section of the Class2Class.org platform so that everyone can access it.

• Ask the students to select a few pieces of artwork. 
• Guide the students in analyzing the selected artworks, considering aspects such as style, message, cultural significance, and impact on the local environment.
•  Encourage the students to research the artists or the context of the artworks, if possible. 
• Ask the students to prepare brief presentations on the selected artworks. 
• Students present their findings to their international partners and participate in a Q&A session through the board section of the Class2Class.org platform.

• In class, facilitate a discussion on the similarities and differences observed in street art from various parts of the world. 
• Guide the students to reflect on how local art reflects cultural identity and addresses community issues.

• Inspired by the global art they have explored, students create their own artworks representing an aspect of their local culture or a community issue that concerns them.
• The students share their artworks with their international peers during a video call.
• Organize a video call with the partner class so that students have the opportunity to discuss their learnings. Here are some suggested questions to start the discussion during the video call:
• “How does street art reflect your local culture?” or
• “What have you learned during the development of the project?” 

Assessment and reflection ✍️

• Participation and engagement. Create a simple checklist to track student participation throughout the project:
• Active in local art documentation (5 points)
• Contributes to the Global Street Art Map on Padlet (5 points)
• Engages in artwork analysis and presentation (10 points)
• Participates in class discussions and video calls (10 points)
• Artwork analysis presentation. Assess students' presentations using the following criteria:
• Depth of analysis (considering style, message, cultural significance) (10 points)
• Quality of visual presentation (5 points)
• Clarity of explanation (5 points)
• Evidence of research on artist or context (10 points)
• Reflection and intercultural understanding. Ask students to write a short reflection addressing:
• What they learned about street art in different cultures (5 points)
• How their perception of local art changed through the project (5 points)
• One thing they found surprising or interesting about art in their partner class's community (5 points)

Teacher tips 💡

• Foster a supportive and inclusive learning environment that values diverse perspectives and experiences.
• Provide clear guidelines and expectations for respectful communication and collaboration. We suggest you review the coexistence policies of Class2Class.org.
• Use simple language and visual aids when explaining project steps to younger students.
• Be prepared to assist with technology use, especially for the younger age group.
• Celebrate small discoveries to keep students motivated throughout the project.