graffiti style art- ethics, expression, location
What is graffiti? What makes something art? Who decides? Could some kinds of graffiti be art and not others? What's the difference in graffiti as art and tagging? Why do ethics matter? How could something that is illegal have a positive message?
Our unit on graffiti raises many questions about aesthetics, or the philosophy of art, and ethics that are not usually at the forefront of our discussions with other projects. To begin this assignment, we look at examples and define graffiti: "writing or drawings scribbled, scratched, or sprayed illicitly on a wall or other surface in a public place."
As graffiti is illegal and vandalizing, our project aims to investigate this style of work, create a positive message that calls attention to itself, and display it legally. We distinguish between tagging and graffiti and discuss the style, time component, motivation and creativity that makes the two separate.
Next, we talk about ways graffiti can be made legal, and how graffiti style art can have a positive message in a public location. This brings us to the challenge for the project: decide a word or phrase that has a positive message to be displayed in a specific location in the school. The style of writing and images should create movement, use contrasting colors, and demonstrate knowledge of mark-making techniques.
Our unit on graffiti raises many questions about aesthetics, or the philosophy of art, and ethics that are not usually at the forefront of our discussions with other projects. To begin this assignment, we look at examples and define graffiti: "writing or drawings scribbled, scratched, or sprayed illicitly on a wall or other surface in a public place."
As graffiti is illegal and vandalizing, our project aims to investigate this style of work, create a positive message that calls attention to itself, and display it legally. We distinguish between tagging and graffiti and discuss the style, time component, motivation and creativity that makes the two separate.
Next, we talk about ways graffiti can be made legal, and how graffiti style art can have a positive message in a public location. This brings us to the challenge for the project: decide a word or phrase that has a positive message to be displayed in a specific location in the school. The style of writing and images should create movement, use contrasting colors, and demonstrate knowledge of mark-making techniques.
graffiti: message + Location
La Ronda: Rome, Italy. Rome has been struggling for years with graffiti and tagging throughout the city. In an effort to work with artists, there are several designated areas artists can go to legally share their ideas. One of these sites is a former parking garage in which artists have designated sections to showcase their talent. These photos were taken by Ms. Lovin when she lived in Italy.
Take a stance and plan out your work
Preparing for color
color process
activate your text with a contrasting background color(s)
work in progress
make your graffiti legal
hang your work and photograph it in its location
Objectives & Assessment
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standards |
VA8MC1b. Visualizes unique ideas and formulates artistic concepts to expand the imagination using a variety of approaches (e.g., mental and visual imagery, brainstorming lists, visual journals, sketches, art resource collections, discussions).
VA8MC2d. Explores and invents artistic conventions (e.g., styles, techniques) to connect and express visual ideas. VA8MC4c. Formulates and supports a position about a work of art and changes or defends that position after considering views of others. VA8PR1b. Works directly with materials in a variety of ways (e.g., intuitive, spontaneous, and free; thoughtfully from sketchbook ideas or carefully considered plans). VA8PR1c. Uses thumbnail sketches and visual/verbal notes to plan compositions. VA8PR2f. Produces works of art that demonstrate knowledge of various styles of art (e.g., realism, formalism, abstraction). VA8PR3a. Develops a variety of skills in drawing (e.g., observational, illusion of form, tonal rendering, perspective. scale drawing) to convey meaning and idea. VA8PR3c. Examines, explores, and demonstrates understanding of basic color theory to create visual effects and communicate ideas. VA8PR4a. Collects and synthesizes inspirational images, words, thoughts and ideas. VA8AR4a. Prepares art for presentation. VA8AR4b. Mounts or mats finished works in a visually pleasing manner. VA8AR4c. Prepares and exhibits artwork, including a written statement that communicates purpose, meaning, and/or intent. |