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Graffiti Prevention Education Program
Teaching and learning activities
Objective The learning activities in this unit introduce students to the difference between graffiti and legal public art. Through their engagement with the history of graffiti and significant artists representative of Australia and the world, students develop understanding of the styles, techniques and technologies of street/urban artists. They also recognise the difference between gaining permission to create art and the impacts of graffiti.
Students recognise the damage of graffiti to the environment and the cost of this illegal activity to the community. They develop ideas on how to reconceptualise illegal, poor art into an aesthetic image or object that has substantial artistic qualities.
Activity description
Students research the history of graffiti and identify significant artists who express their ideas through public art. They explore graffiti and the legal public art genre through multiple contexts including its historical legacy, social conditions that facilitate its production and cultural patterns that exemplify public art designs.
Through the unit of study students will make and appraise artworks to:
• produce an online exhibition of 10–12 selected artworks that represent a selected focus derived from the concept ‘Transformation’
• create a body of work exemplifying a street art focus that includes transformation of a selected graffiti (non-art) tag into an artistic form, either as a 2D image or 3D object.
Visual art uses an inquiry-learning model, enabling multi-modal thinking and individual responses through researching, developing, resolving and reflecting. Through making and appraising, resolution and display of artworks, students understand and acknowledge the role of visual art and the contributions of visual artists, designers and craftspeople.
In making artworks, students define and solve visual problems by using visual language and expression, and experimenting and applying media to communicate thoughts, feelings, ideas, experiences and observations. In appraising artworks, students investigate artistic expression and critically analyse artworks within diverse contexts.
Guiding questions 1. How will the study allow students to reflect on their own values, beliefs and opinions on the
topic?
2. Are there places where connections can be made to larger social or environmental issues?
3. Are there opportunities for students to enact a solution or action plan about the issue?
Transforming graffiti: Years 11–12
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Graffiti Prevention Education Program
This teaching strategy has been designed from the 5Es inquiry framework. The following resources provide more information about the framework.
• Queensland Studies Authority: Visual Art Senior Syllabus, 2007 qsa.qld.edu.au/downloads/senior/snr_visual_art_07_syll.pdf
• Introduction to inquiry based learning by Neil Stephenson teachinquiry.com/index/Introduction.html
• What is inquiry-based learning? inquirylearn.com/Inquirydef.htm
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Graffiti Prevention Education Program
Unit design
Week Making and appraising
1, 2 and 3 Research • Research and document graffiti: its history, street or urban artists, artworks (local, regional and
global) • Research how the community perceives graffiti and the measures that are taken to
prevent/minimise it
3 and 4 Each student should: • select 20 examples of street art — representative of a minimum of ten artists • find a common thread within the works — something in common that is representative of the
graffiti focus. (There should be a selection of works considered as public art and others that are considered to be graffiti. The juxtaposition of the images should tell a story about what the student wants to express through the exhibition: that vandalism is not art.)
• determine the title of the exhibition and curate the order of artworks based on a theme, personal aesthetic or exhibition concept
• produce the exhibition information: online catalogue, introduction to the exhibition, slide presentation of images, short bio of each artist and artist statements about the works.
4, 5 and 6 Develop • Deconstruct a selection of the images: either a random selection or a set from a specific artist or
culture. • Explore the style, form, surface, space and composition of the examples. Relate the exploration
to the previous research of the artist/s. Examine the symbolism, iconography, historical elements, etc.
• Produce a series of thumbnail designs using different media to reproduce the characteristics of the graffiti and to transform them into something new. Look at characteristics being represented as opposites, for example, replacing curved lines with straight or using opposing colours. Illustrative designs should be minimalised and abstracted.
• Produce developmental designs for the concept of transforming illegal graffiti vandalism into a better, innovative art work, for example the form could be used to develop a design for a sculpture, reproduce a small section of the graffiti as a larger art work in itself, use part of the design as the surface of a ceramic, knit the design, etc.
7 and 8 Resolve • Select one or more of the preliminary designs to produce as a resolved artwork or series of
artworks. • Individual students will experiment with a diverse range of media to facilitate the transformation
of their preliminary work into a formal representation of the concept and focus: transformation of graffiti into something more aesthetically developed.
Reflect • Students incorporate their artwork into the online exhibition, together with an artist statement
about the work and how it reflects the concept and focus.
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Graffiti Prevention Education Program
Background information
Graffiti is a crime. Teachers who wish to use this unit should spend time introducing students to the education resources of the City of Gold Coast and building students’ awareness of the cost of graffiti to the community, the roles and responsibilities of the community to prevent graffiti crime, penalties for offenders and the typical profile of an offender. Support materials can be sourced from the following information and the teacher support materials developed for the previous schooling years (F–10).
Art historians trace graffiti back to prehistoric times when artists illustrated and incised scenes of everyday life and spiritual effigies on cave walls. Each era of history has developed some form of art that decorated the surfaces of public buildings, but not all of these decorative forms can be equated with the applications of graffiti today.
It is important to distinguish between graffiti (marking property without permission) and public art (art with permission).
Graffiti or street/urban art further grew out of the trend in New York to write your name or initials on street signs during the 1920s. It was discouraged then as now. ‘Kilroy was here’ was a popular message written on walls in the USA during the Second World War (1939–45). Graffiti also sprang up in London (UK) and parts of Europe associated with the anti-establishment movement beginning in the 1970s. Later, it became a popular graphic form of painting for the hip-hop movement and other underground or alternative music forms.
Public art can include diverse art forms, such as light projections, water, sound installation, commercial graphic art productions as well as spray paint and markers which are commonly used in graffiti. The rules for public artists are well established and understood. Novice taggers (who are committing the crime of graffiti) have no place in the serious business of the street/urban/public art world that is predominantly legal and professional.
Graffiti
What is graffiti?
Graffiti is the unauthorised act of marking other people’s property without their permission. It is illegal, ugly and expensive to remove. Graffiti affects us all. It can lower property values, make people feel unsafe, reduce business patronage and encourage other types of crime.
Graffiti is a crime
Graffiti is illegal in Australia. It is a persistent problem that attracts a variety of penalties. In Queensland, graffiti is a crime under the Queensland Criminal Code Act 1899 s. 469 Wilful damage, which states:
Any person who wilfully and unlawfully destroys or damages any property is guilty of an offence…
If the property in question is in a public place, or is visible from a public place, and the destruction or damage is caused by (a) spraying, writing, drawing, marking or
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Graffiti Prevention Education Program
otherwise applying paint or another marking substance; or (b) scratching or etching; the offender commits a crime and is liable to imprisonment for 7 years…
The court may… order the offender to perform community service… including for example, removing graffiti from property; and … may order the offender to pay compensation to any person.
Consequences
Graffiti offences are treated seriously by police, all levels of government and the justice system. Juvenile offenders (aged 12–17 years) may be sentenced to a term in a detention centre, given a graffiti removal order or given a period of probation (Note: a person aged 17 or over is tried as an adult). Regardless of the penalty imposed by a court, a graffiti offender may be ordered to remove the graffiti and/or pay compensation to the owner of the property that was vandalised.
Where does graffiti occur?
Most graffiti occurs on exposed walls and fences and is usually in the form of messages in letters or images written in spray paint, permanent marker or etched into a surface with a sharp instrument. Graffiti vandals have no respect for private or community property and no regard for the negative impacts of their actions. Their aim is usually to impress their peers and strengthen their reputations by putting their graffiti tags in as many places as possible.
Graffiti removal
Graffiti that is left intact attracts more graffiti. The longer it remains, the greater the gratification for perpetrators. It also suggests that the community does not care or is unable to deal with the problem. Keeping neighbourhoods graffiti free reinforces pride in the city and helps to maintain feelings of safety and wellbeing for everyone in the community. The best way to reduce graffiti is to remove it as quickly as possible. Local governments, businesses, organisations and volunteers commit money and resources to graffiti removal and participate in various graffiti prevention strategies.
City of Gold Coast graffiti prevention program
The City of Gold Coast (the City) spends approximately $1.3 million every year on graffiti removal and manages a range of graffiti prevention strategies. The Graffiti Removal Team respond to an average of 10,000 graffiti removal requests each year, removing graffiti from public assets and some private property. They also provide free graffiti removal kits and support volunteer graffiti removal programs.
The City’s graffiti prevention program includes:
• education within schools about graffiti and its consequences
• identifying graffiti hotspots and installing closed-circuit television (CCTV) cameras to catch graffiti offenders
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Graffiti Prevention Education Program
• encouraging property owners to design and create spaces that are less attractive to graffiti vandals (CPTED)
• working with retailers of paint products
• facilitating public art graffiti prevention projects
• supporting community service graffiti removal programs
• working with police and other agencies on crime prevention programs.
You can report graffiti for removal by using the City of Gold Coast mobile app, calling the Graffiti Hotline on 07 5581 7998 or emailing: [email protected].
Reporting graffiti offenders to Crime Stoppers on 1800 333 000 or Policelink on 131 444 is also encouraged.
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Graffiti Prevention Education Program
Teaching strategy Research 1. Research
As a class, view the video clips:
• 7News: War on graffiti (5 mins) youtube.com/watch?v=BNdJeYJC13Q
• Today Tonight: Brisbane graffiti vandals (10 mins) youtube.com/watch?v=l6PLvW5o7Xo
• ABC News: Graffiti or art? Justin Bieber sprays Gold Coast hotel (2 mins) youtube.com/watch?v=L2l66QK3_X8
2. Discuss Each of these clips introduces students to the common forms of graffiti that confront them every day in their environment. Encourage students to discuss the implications of graffiti in the community.
3. Video View the film clip, Graffiti — Let’s stay on top of it (cityofgoldcoast.com.au/graffiti).
4. Discuss the actions taken by the City of Gold Coast to prevent and minimise graffiti, the costs, the legal implications for offenders, who the main offenders are and why they commit the crime.
5. Profile graffiti offender Provide students with the Graffiti factsheet, which is included below. Working in small groups, students should develop a text narrative portrait of a graffiti offender. They should develop a Facebook profile or a graphic using words and images.
6. Mind map Provide students with the Student activity worksheet 1: Transforming graffiti — Can graffiti be art? This will help students explore the question ‘Can graffiti be art?’ By developing a mind map, they can explore the historical, social, cultural and aesthetic facts and propositions of graffiti.
You can view the video clip, Top 10 best graffiti artists (youtube.com/watch?v=FF2MpJ6pnYE) for ideas of how to present the works.
7. Art research Choose a personal focus first (e.g. transformation, altered states, revolution, renovation). Ask students to research and develop a short history of public art.
Students should identify 10–12 examples of artists and their artworks that relate to a concept/focus of their choice.
8. Create an exhibition Using their researched short history (local, regional and/or global) and the 10–12 selected artworks, students should create an exhibition (print or online) that evidences their focus. The history should be adapted to be used as the introduction to the exhibition and each should
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Graffiti Prevention Education Program
include a brief biography of the artist, an artist statement about the work and particularly how it relates to the focus.
Develop 9. Ask students to explore their focus to find their own unique, innovative interpretation. They need
to avoid being stereotypical. Their design options should include exploration and experimentation in different:
• visual expression (forms/styles). Illustrative designs, abstraction of lettering, lyrical linear environmental forms, bold flat geometric patterns, 3D forms etc.
• media (materials and technologies). Brushes, spray paints, markers, etching, light, shadows, sound etc.
10. Students should document their investigations through a visual journal or folio. Development is not linear, though there should be a progression of critical and creative thinking that informs choices. Throughout this process, the student’s ideas develop further until they arrive at one or two directions that may be realised.
11. Students are asked to select a (non-art) graffiti tag and transform it into something that would be considered aesthetically worthy. Again, the students need to think critically about how their focus can be evidenced by the transformation of this initial object.
Realise 12. Feedback
Divide students into groups of four and have each student share their ideas with their peers. The group should suggest which of the ideas they feel are the most interesting and recommend further ways that the student could develop his/her artwork.
13. Develop an artwork Students work to produce one to two realised artworks that transform a graffiti tag beyond the illegal marking of a public surface. These realised works could be:
• a large-scale wall mural • a series of smaller 2D works: on paper, photography, printmaking • a time-based artifact: light installation, soundscape, film, web-based interactive device • 3D object/s: sculpture, ceramics, textile, fashion object.
Reflect 14. Exhibition
Students should include their realised artwork in their exhibition and develop an artist statement in keeping with the exhibition focus. A short biography of the artist (real or imagined) should also be included. The students create a ‘brand name’ that exemplifies their philosophy of art making. For example, DMOTE, Hedge, Junx, Adaptive.
15. Review Each student selects the exhibition of another student and completes a review. This review
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Graffiti Prevention Education Program
assesses how well the focus is conceived and realised, and the innovation of the introduced art object. All reviews are posted with the reviewed exhibition on the school website. Through Facebook or a school social media application, others are asked to vote on the exhibition and to ‘like’ it.
16. As a class, have students reflect on why graffiti is illegal and not considered art, and, particularly, why it is a crime and penalised in society. Test whether students’ attitudes and opinions have changed since the beginning of the unit of study. Have students develop a short article on the difference between graffiti and art, based on a street/urban style.
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Graffiti Prevention Education Program
Australian Curriculum links Visual Art
Concept Focus Context Media Visual language
Making and appraising responses
Transformation
The unit focuses on exploring the ‘transforming’ of images and objects as established art forms into new forms.
Graffiti: reimaging vandalism
Personal, social and global:
Researching and exploring origins, artists and selected examples of graffiti.
Deconstructing the images and reconstructing them as alternative art images and objects.
A selection of 2D media:
Traditional and contemporary materials, technologies and techniques, including virtual.
Engagement with various forms, styles and expressive language to realise the making and appraising of various art forms.
A body of work:
Making: Process/developmental work and resolved products
Appraising: A virtual exhibition of graffiti evident of a student-selected focus related to the concept ‘Transformation’
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on March 2014.
CC-BY-SA
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Graffiti Prevention Education Program
Resources • Graffiti Prevention Education Program PowerPoint — Secondary
• Queensland Studies Authority: Film, Television and New Media Senior Syllabus, 2005 qsa.qld.edu.au/downloads/senior/snr_ftnm_05_syll.pdf
• Introduction to inquiry based learning by Neil Stephenson teachinquiry.com/index/Introduction.html
• What is inquiry-based learning? inquirylearn.com/Inquirydef.htm
City of Gold Coast graffiti prevention resources
• Video clip Graffiti — Let’s stay on top of it and graffiti information cityofgoldcoast.com.au/graffiti
• Graffiti — Let’s stay on top of it: A factsheet for the Queensland Police Service goldcoast.qld.gov.au/documents/bf/graffiti-fact-sheet-reporting.pdf
Additional resources
• Australian Institute of Criminology: Key issues in graffiti aic.gov.au/publications/current%20series/rip/1-10/06.html
• Queensland Government: Types of crime – Graffiti: qld.gov.au/law/crime-and-police/types-of-crime/graffiti/
• Lawstuff (South Australia): Graffiti lawstuff.org.au/sa_law/topics/Graffiti
• NSW Lawlink: Preventing crime crimeprevention.nsw.gov.au/cpd/protectcommunity/graffitivandalism.html
• Victoria Legal Aid: Graffiti laws legalaid.vic.gov.au/find-legal-answers/criminal-offences/graffiti-laws
• National Crime Prevention Framework police.qld.gov.au/programs/cscp
• Sydney Morning Herald: Tough graffiti laws draws blank smh.com.au/nsw/tough-graffiti-law-draws-blank-20130817-2s3gg.html
• Queensland Government: Turning the tables on graffiti offenders statements.qld.gov.au/Statement/2013/6/23/turning-the-tables-on-graffiti-offenders
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Graffiti Prevention Education Program
Video clips
International
• Paint Bomb the Macs – Short film on legal project (6 mins) cinevate.com/blog/paint-bomb-the-macs-short-film/
• Art Project: Postzegelpark Leusderweg, Amersfoort (3 mins) youtube.com/watch?v=poe4gqVOR-s
• Top 10 best graffiti artists (4 mins) youtube.com/watch?v=FF2MpJ6pnYE
• Sound logo designed from graffiti sprays studentfilmmakers.com/forums/showthread.php/9864-Sound-Logo-designed-from-graffiti-sprays
• La Joya youth center vandalized by graffiti youtube.com/watch?v=yRWR70TQpjY
Australian
• 7News: War on graffiti (5 mins) youtube.com/watch?v=BNdJeYJC13Q
• Today Tonight: Brisbane graffiti vandals (10 mins) youtube.com/watch?v=l6PLvW5o7Xo
• Australian graffiti documentary (70 mins) youtube.com/watch?v=UovsPn4Dvg0
History of graffiti
• History of graffiti in Australia (Melbourne) melbournegraffiti.com/melbourne-graffiti_extras_history_discovering-graffiti.php
• Graffiti: Birth and evolution ccd.rpi.edu/eglash/csdt/subcult/grafitti/Birth_and_Evolution.html
• Graffiti art: An essay concerning the recognition of some forms of graffiti as art graffiti.org/faq/stowers.html
Street/urban/public artists
• @149St, The Cyber Bench: Documenting New York City graffiti — Artists at149st.com/artists.html
• PBS: Writings on the wall: Before graffiti became a global language pbs.org/newshour/art/blog/2013/11/how-to-speak-graffiti-before-graffiti-became-a-global-language.html
• The 25 greatest Australian graffiti writers complex.com/art-design/2011/12/the-25-greatest-australian-graffiti-writers#22
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• The top 13 New York graffiti moments of 2013 complex.com/art-design/2014/01/graffiti-2013/
• Anthony Lister anthonylister.com/
• David ‘Meggs’ Hooks houseofmeggs.com/
• DMOTE dmote1.wordpress.com/
• Banksy banksystreetart.tumblr.com/
• 25 examples of graffiti and street art — Asia koikoikoi.com/2010/09/25-examples-of-graffiti-street-art-asia/
• Arts Connect: Graffiti artists for hire artsconnect.com.au/artists/graffiti/graffiti.htm
(URLs active as of February 2014)
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Graffiti Prevention Education Program
What is graffiti? Graffiti is the unauthorised act of marking other people’s property without their permission. It is illegal, ugly and expensive to remove. Graffiti affects us all, it can lower property values, make people feel unsafe, reduce business patronage and encourage other types of crime.
Where does graffiti occur? Most graffiti occurs on exposed walls and fences and is usually in the form of messages in letters or images, written in spray paint, permanent marker or etched into a surface with a sharp instrument. Graffiti vandals have no respect for private or community property and no regard for the negative impacts of their actions. Their aim is usually to impress their peers and strengthen their reputations, by putting their graffiti tags in as many places as possible.
Graffiti is a crime Graffiti is illegal in Australia. It is a persistent problem that attracts a variety of penalties. In Queensland, graffiti is a crime under the Queensland Criminal Code Act 1899 s469 “Wilful Damage” Any person who wilfully and unlawfully destroys or damages any property is guilty of an offence.
(1) If the property in question is in a public place, or is visible from a public place, and the destruction or damage is caused by (a) spraying, writing, drawing, marking or otherwise applying paint or another marking substance; or (b) scratching or etching; the offender commits a crime and is liable to imprisonment for 7 years. (3) The court may order the offender to perform community service, including for example, removing graffiti from property; and/or may order the offender to pay compensation to any person.
Consequences Graffiti offences are treated seriously by Police, all levels of government and the justice system. Juvenile offenders (aged 12-17 years) may be sentenced to a term in a detention centre, given a graffiti removal order or given a period of probation (note: a person aged 17 or over is tried as an adult). Regardless of the penalty imposed by a court, a graffiti offender may be ordered to remove the graffiti and/or pay compensation to the owner of the property that was vandalised.
In Queensland graffiti is a crime under the Queensland Criminal Code Act 1899 s469 “Wilful Damage”
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Graffiti Prevention Education Program
Graffiti removal Graffiti that is left intact attracts more graffiti. The longer it remains the greater the gratification for perpetrators. It also suggests that the community does not care or is unable to deal with the problem. Keeping neighbourhoods graffiti free reinforces pride in the city and helps to maintain feelings of safety and well-being for everyone in the community. The best way to reduce graffiti is to remove it as quickly as possible. Local governments, businesses, organisations and volunteers commit money and resources to graffiti removal and participate in various graffiti prevention strategies.
© Copyright, Council of the City of Gold Coast (Council) 2001-2014 Photographer: Sam Lindsay
City of Gold Coast graffiti prevention program The City of Gold Coast (the City) spends approximately $1.3 million every year on graffiti removal and manages a range of graffiti prevention strategies. Our Graffiti Removal Team responds to an average of 10,000 graffiti removal requests each year, removing graffiti from public assets and some private property. We also provide free graffiti removal kits and supports volunteer graffiti removal programs.
The City’s graffiti prevention program includes:
• education within schools about graffiti and its consequences
• identifying graffiti hotspots and installing close-circuit television (CCTV) cameras to catch graffiti offenders
• encouraging property owners to design and create spaces that are less attractive to graffiti vandals (CPTED)
• working with retailers of paint products
• facilitating public art graffiti prevention projects
• supporting community service graffiti removal programs
• working with police and other agencies on crime prevention programs.
You can report graffiti for removal: A City of Gold Coast mobile app P 07 5581 7998 (Graffiti Hotline) E [email protected]
Reporting graffiti offenders to Crime Stoppers on 1800 333 000 or Policelink on 131 444 is also encouraged.
Graffiti Prevention Mural by Libby Harward © Copyright, Council of the City of Gold Coast (Council) 2001-2014 Photographer: Sam Lindsay
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Graffiti Prevention Education Program
Student activity worksheet 1: Transforming graffiti Can graffiti be art?
Create a mind map of facts and ideas that relate to the question Can graffiti be art? as examined though historical, aesthetic, social and cultural context lenses.
Can graffiti be art?
Historical
Social
Cultural
Aesthetic
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