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London Police Community Portraits

This lesson uses eye popping black and white to create a community portrait filled with architectural detail inspired by The London Police art movement.

  • Grade 2
    Grade 3
  • 60 to 90 Minutes
  • Directions

    1. Share the class several examples of art done by the London Police Movement. Discuss what they see in the images (black and white, positive and negative space, buildings, people, numbers, lines). Ask students what they think the intended message of the artists is.
    2. Brainstorm a list of buildings that the students see and use every day. What makes them recognizable? What details did the architect or company use to make their building stand out?
    3. Distribute 9” x 12” (22.86 cm x 30.48 cm) white paper. Have students start by drawing their houses somewhere on their paper. Ask them to add buildings that are meaningful to them in their community around their house. Add people in the London Police style.
    4. When sketch is done, give students a variety of black Crayola® Markers with different tip sizes to outline their buildings, people and details. Encourage a variety of widths and types of line and solid black, white and partially shaded areas.
    5. Display drawings together as a visual representation of the school community.
  • Standards

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    MATH: Reason with shapes and their attributes.

    SS: Construct and use mental maps of locales, regions, and the world.

    SS: Examine the interaction of human beings and their physical environment.

    VA: Use visual structures and functions of art to communicate ideas.

    VA: Demonstrate how history, culture and the visual arts can influence each other in the making and studying of art.

    VA: Identify connections between art and other disciplines in the curriculum.

    VA: Explore and understand prospective content for works of art.

  • Adaptations

    Compare and contrast the work of the London Police to other street artists and movements (Antoni Gaudi, Banksy, Samuel Rodriguez, The Cow Parade).

    Have students depict a city they have or would like to travel to, using images of famous architecture from that city in the style of The London Police.

    Have students depict buildings from across history from the town in the style of The London Police to compare architecture then and now.

    Create maps of the neighborhoods or city and indicate where the buildings depicted in their drawing are located.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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