A High-Impact Project That Keeps Students Engaged and Inspired.
I like to do a “special” project for my Art 2 students as a reward for good work, and making it into their second year of art with me. In the past this has been canvas baseball caps, or shoes we have painted, but this time I found blank skateboard decks at a good price on Amazon. Full size decks are here: https://amzn.to/4i7omnv I used the smaller ones like these: https://amzn.to/3DWjmTA
I actually have a signed Kehinde Wiley skateboard deck above my door. It’s a signed and numbered limited edition. I used that as my go-to reference, but many artists now offer skate decks as a print item. Perhaps an artist local to your population or more appropriate for your school is one you could reference.
I actually have a signed Kehinde Wiley skateboard deck above my door. It’s a signed and numbered limited edition. I used that as my go-to reference, but many artists now offer skate decks as a print item. Perhaps an artist local to your population or more appropriate for your school is one you could reference.
Image links to Kehinde Wiley's Website
(Though this lesson was done with wooden skateboards, this same lesson could be done on cardboard, chipboard, or even paper.)
As I introduced the lesson, I explained that images could be horizontal or vertical. Ultimately the piece needed to express something about yourself, your point of view, interests, or culture. The board did not have to be “usable” as a skateboard when complete, and they were free to add 3D embellishments. Another option was to create a board for a family member or friend as a gift and use a theme that person would deeply appreciate.
To meet expectations students needed to:
1. Address both sides of the board (no bare wood)
2. Demonstrate techniques & media learned in this & previous classes
3. Be able to articulate the depth of your theme/choices
To exceed expectations, students could
1. Use techniques through online tutorials etc. (that I didn't teach them)
2. Incorporate an equal detail on both sides of the board
3. Use embellishments from outside the classroom
We began by tracing boards onto sketch paper twice to represent the front and back of the board. Students were able to access their electronic devices to get reference images. Sketches were colored, shared, and critiqued by peers. They were shared with me for a final okay and were given their board to work with. Our project progress paper is downloadable below and includes our rubric on the back. This is where critiques are documented and signed off.
As I introduced the lesson, I explained that images could be horizontal or vertical. Ultimately the piece needed to express something about yourself, your point of view, interests, or culture. The board did not have to be “usable” as a skateboard when complete, and they were free to add 3D embellishments. Another option was to create a board for a family member or friend as a gift and use a theme that person would deeply appreciate.
To meet expectations students needed to:
1. Address both sides of the board (no bare wood)
2. Demonstrate techniques & media learned in this & previous classes
3. Be able to articulate the depth of your theme/choices
To exceed expectations, students could
1. Use techniques through online tutorials etc. (that I didn't teach them)
2. Incorporate an equal detail on both sides of the board
3. Use embellishments from outside the classroom
We began by tracing boards onto sketch paper twice to represent the front and back of the board. Students were able to access their electronic devices to get reference images. Sketches were colored, shared, and critiqued by peers. They were shared with me for a final okay and were given their board to work with. Our project progress paper is downloadable below and includes our rubric on the back. This is where critiques are documented and signed off.
| Project Progress Document Sheet |
Students first had to sand their boards to get a smooth surface on all sides and edges. I encouraged them to close their eyes and feel their board. 100 to 150 grit sand paper seemed to work just fine and kept things simple. Sheets were cut into quarters to conserve, and wrapping them around a hard/dry sponge seemed to help round the corners of our boards. The main thing we were looking for is a splinter-free surface. I had a Dremel available to sand the holes.
Again, students had to share their board with a peer to check for smoothness before priming their board with 2 or three thin coats of gesso on both sides. I like the Liquitex Gesso for this project but any primer will likely work well. Tip: If you put a bamboo skewer through the screw holes of the board, it can be stood up and painted on more easily.
Some students chose methods of acrylic image transfer, others did an acetone transfer, others used carbon paper to transfer images, and many more just drew directly. If carbon was used, we gave the boards a quick spray of Mod Podge to seal the drawing so it would not smear into the acrylic paints.
Again, students had to share their board with a peer to check for smoothness before priming their board with 2 or three thin coats of gesso on both sides. I like the Liquitex Gesso for this project but any primer will likely work well. Tip: If you put a bamboo skewer through the screw holes of the board, it can be stood up and painted on more easily.
Some students chose methods of acrylic image transfer, others did an acetone transfer, others used carbon paper to transfer images, and many more just drew directly. If carbon was used, we gave the boards a quick spray of Mod Podge to seal the drawing so it would not smear into the acrylic paints.
Every student was fixated on their artwork in a way I have not seen in a long time. They were using many techniques to show off, a variety of materials, collage, paint pen, acrylics, sand, shells, hot glue, transfers of all kinds. Many were taping their edges to get clean lines. Some used stencils to control spray paint, and more. I essentially became a resource when they “got stuck” or needed an idea on how to accomplish an effect they were looking for. Often I was really just a cheerleader encouraging them to experiment and “go for it!”
When complete, students have to write a personal statement about their work to be displayed alongside. All this writing, the peer critique, the proof they considered the critique and responded to it, all count on the rubric “Research & Documentation” portion. I graded work as it was completed and had mini projects students could do to be “Artfully Occupied.”
This is also the time students are selecting classes for next year in high school, so the display of their skateboards has kind of become an advertisement for taking art. When students do “cool stuff,” and see “cool stuff,” it always reflects well on the department.
When complete, students have to write a personal statement about their work to be displayed alongside. All this writing, the peer critique, the proof they considered the critique and responded to it, all count on the rubric “Research & Documentation” portion. I graded work as it was completed and had mini projects students could do to be “Artfully Occupied.”
This is also the time students are selecting classes for next year in high school, so the display of their skateboards has kind of become an advertisement for taking art. When students do “cool stuff,” and see “cool stuff,” it always reflects well on the department.
| Here is an example of a mini-project by a student that finished early. I also have origami on the side of my room for students who finish early. My rubric has a section for time management, so they know they need to show me proof that they have been engaged the whole time. |  |
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