Understanding Protest Art

Created Feb. 7, 2024 by Brittany Cox

This is my PBL teaching students about protest art and how it can influence society.

Part 1:  Driving question:   

What are your three initial driving questions?

    • 1. Should high schools switch to only teaching students digital art?

    • 2. How can art influence a society to take action against important issues?

    • 3. How is art beneficial to high school students?

  • What is your one, final driving question?

How can art persuade someone to take a side in an argument?


  • Background information of this driving question:

I am working with secondary students. I am targeting the 8th standard: Integrated Studies:

Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts, and understand the arts as a critical component of learning and comprehension in all subject areas Students analyze and synthesize ideas, issues, perspectives, principles, and techniques of multiple disciplines in creating artwork that communicates in-depth knowledge and understanding of the value of integrated study.


H.8.1 PROFICIENT: Analyze characteristics of visual arts within a particular historical period or style with similar ideas, issues, or themes in other disciplines and demonstrate enhanced understandings of the historical period. ADVANCED: Synthesize the creative and analytical principles and techniques of the visual arts and selected other disciplines and generate a product that demonstrates understanding.


H.8.2 PROFICIENT: Create works that communicate in-depth knowledge gained through the experience of integrated study. ADVANCED: Create works that effectively communicate in-depth knowledge and understanding of a concept through integrated study.


H.8.3 PROFICIENT: Demonstrate an understanding of the process of integration through exhibition. ADVANCED: Demonstrate an understanding of the process of integration through public


Students will need to know information on current events going on in our country/local community.  This will involve the student doing research on different social issues our society is facing. After researching about current events, students will research on art movements and groups who work directly with controversial topics. Students will then choose an issue in our society/local community that they wish to cover and present to the class information that they have found on it. After class presentations students will create concept art for a final piece that would address the issue of their choice. After a brief discussion on their concept/draft art they will begin on their final project. After several work days there will be a final class critique for their projects.


  • Why do you think this is a good driving question?

Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

    • Does the DQ warrant in-depth study?

      • Yes, this DQ requires students to do a lot of research on important issues in our society and for them to think of how art can be influential to others.

    • Is the DQ an authentic and relevant issue/problem for my students?

      • Not only will students continue to learn hands on techniques, they will also be learning about current events that will affect them.

    • Is there more than one plausible solution to the DQ?

      • The solutions for this DQ are limitless since students are urged to use their creativity to try and influence action

    • Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

      • Yes,  since the students will present information pertaining to their current event/issue they will be able to hear and answer questions other students might have. When students will present their concept art they will be able to critique each other’s work and provide solutions to problems the other faces will making their piece. In the end the group technique will allow students to explain their piece fully and to hear final critiques from their fellow classmates.


Part2: Grabber

  • What is your grabber?

The New York Times article “Protest Art in the Era of Trump”.

"Protest Art in the Era of Trump"

  • Why do you think this grabber is beneficial and how it  align with your driving question?

Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

  • Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?

      • I believe it does. This article shows viewers the different types of art being made in protest to show one’s beliefs on a current event.

  • Does the grabber capitalize on novelty and / or high emotion situations?

      • Yes, the article focuses on protests surrounding Donald Trump’s presidency which is a very emotional issue in our society today.

  • Does the grabber establish authenticity & relevance?

      • Yes, as it is about a current event that affects our society.

  • Make sure to explain in detail how this grabber would be used.

      • This grabber would be used to introduce the topic of protest art to my students. The article is used to show students what protest art is and how different artists approach it, in this case surrounding the current event of Trump’s presidency. The grabber is supposed to inspire students to think about art in a meaningful way, to see art as something powerful, something that can make an influence on society.


  • Culminating activities: List all your activities here:


1) Activity 1

  • What is your first activity?

Current Event Response

-Contains three required steps

-Step One: Research and presentation

   -Students will divide into groups of 2 or 3 and choose a  current event they want to take part of

-research current event and create a powerpoint presentation of that event

-Presentation should Include:

-5 slides (no more or less)

-1 to 2 pictures on each slide

-should last 2 to 3 minutes

-Students will need to inform the class of their current event, and explain all sides of the issue

-Then students will state what side they are choosing to represent in their final project

-Step Two: Creation:

-Individually the students will research different forms of protest art to find inspiration

-They will use Pinterest to document their findings

-Next they will create at least 3 drafts of possible projects

-After a short individual meetings with me to get the ok to start, students will choose which draft to use as a starting point for their final project

-Step Three: Evaluation:

-As a class there will be a group critique

-We will go around to each student’s work

-Students will first make observations of the piece

-Then the student who created the piece will tell us about their piece, what it represents, and why they chose to do what they did

-Peers will then critique the work, stating what they like/dislike, what is working or not working, and what they can do in order to improve their final piece.

-After the class critiques their peer, I will offer my critique as well.

-(Optional) Step Four: Improvement

-At this time, students could have the opportunity to improve their piece using what they heard during peer critique

-The student will need to inform me that they are choosing to do this, so that I can make adjustments to the final grade of that piece

-Their final piece should be turned in before the semester’s end so that I can evaluate their changes and make any grading changes if needed.

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