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1. Identity, Art, Epowerment & Politics.
2. Scribbling (on public property).
3. Inscribed.
4. Pillaging & destroying.
5. Deliberative rebellion & provocativeness.
6. Comradery.

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Is graffiti art? Or vandalism? - Kelly Wall

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Edpuzzle video lesson. Make any video your lesson. Take a video and crop it, add your voice or embed questions at any point.

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Moving on towards our listening section, we will ask the students to hear the recording and to answer vocabulary questions and grammar activities present in there.

For the first activity regarding vocabulary, we will let them watch the video while the questions appear so they have to write down the answers. Next, we will go over the answers to check if they are correct along the whole group. If not, the class revision will serve as feedback in order to fix cooperatively the answers or maybe the spelling of some words.

Finally, we will ask them to watch the video once more to take notes and create a short text (5-10 lines paragraph) giving their opinion about graffiti, using their notes as arguments to defend their statement. For this task, they have to employ the grammatical constructions of present and past simple tenses.

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Edpuzzle video lesson. Make any video your lesson. Take a video and crop it, add your voice or embed questions at any point.

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Then, as for the first activity of the lesson we are going to do a Reading Comprehension activity.

This activity is divided into 3 parts (Pre-reading, While-reading, Post-reading).

"Pre-Reading activities": we will contextualized the topic by  showing them a set of pictures of some murals in Valparaiso. We will ask them questions regarding the murals; If they have seen them, if they know where they are located and what they think those murals represent for their society. Next, we will asked them to do a glossary with some words  which are crucial to comprehend the text.

"While-Reading activity": we will asked students to skim through the text in order to check the meaning of the words that they looked up in the previous activity.

"Post-Reading activity": We created a set of reading comprehension questions, in order to check the understanding of the text.

To finish our reading section, we will re-check the answers for each stage so that even the ones who didn't finish at time could fill in the gaps on their notes.

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We wanted them to discuss the following question because we want to prepare them for the topic of this lesson.

Through this discussion we expect to create a good environment for the learning process of the students, where they feel comfortable to express their ideas regarding Urban Arts.

In addition, we want them to raise awareness about the different kinds of art that we can find in the world, and their message to the world.

After that we are going to present a video in order to expose as an example in which ways graffiti can be actually art.

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Contextualization

In order to have a topic to focus on, we took the second lesson of the second unit in the national textbook for 12th grade. Also, we focused the lesson on vocabulary and grammatical features in order to set clear goals for the class. We preferred to concentrate on senior year students because some of the learning outcomes expected from more advanced learners such as them, is to perform discussions and debates accordingly. They need to master the ability to start, maintain, pause, restart and finish conversations.

Lesson planning: The lesson sequence along the semester would be designed to achieve communication strategies to persuade an audience, meaning that the final product of the whole unit is to perform a debate. This would be the fourth class in regard to “discussions”, therefore they have previously learned about the genre we are teaching, useful words and fixed expressions to apply them in the first rehearsal of the final project. Most of the activities are centered in language use, lexical items, personal opinion and argumentation so that students would be prepared.

The class starts with a short discussion in regard to Urban Arts, so we can state the topic of the class. Then we will show the structural objectives for the class, which are attempting to recall grammatical features seen before in previous classes and to expand their vocabulary which will be useful for their writing compositions. After that it will start the reading and listening section respectively, with their corresponding activities and corrections. Finally, we will sum up the class trying to make a consensus of opinions.

Why art?: Because as Keys (2008) pointed out:

“Such practices may broaden notions of visual culture and increase careful looking and analysis of diverse aesthetic systems. The result of which is compelling and challenging inquiry that enriches and questions both students’ definition/s of art and re-considerations of art production and consumption in our world. (p. 99)

Within urban secondary art education pedagogy, street art can be included into the curriculum as a form of our daily visual culture and part of a visual language spoken by all. Hughes (2009) stated that "Street and graffiti art are occasionally avoided in the secondary curriculum, yet they have the power to foster new and different ways of learning for all students by encouraging them to explore notions of creative expression in urban, public areas including spaces not traditionally reserved for public art". We wanted to take as a reference the city of Valparaíso, whose walls are covered with beautiful designs all over the city so that students will have more input and prior knowledge to discuss about.

Theoretical Framework

Most of the decisions we made in order to organize the classroom in terms of objectives, materials, learning techniques and so on, were thought carefully. For instance, in the case of the outcome we want them to perform a sort of discussion because there is plenty of evidence that it actually works. Many studies supports the substantial value of student peer discussion as an effective means of active learning in a lecture class.

It gives them considerably more practice than traditional teaching and learning methods in taking responsibility for their own learning and, more generally, learning how to learn. Boud, Cohen & Sampson (2014) state that "It is not a substitute for teaching and activities designed and conducted by staff members, but an important addition to the repertoire of teaching and learning activities that can enhance the quality of education".

Other studies have proved that peer discussion can be effective for understanding difficult concepts even when no one in the group initially knows the correct answer. Often when talking through the questions, the group can figure out the questions without originally knowing the answer, and the answer almost sticks better that way because they talk through it instead of just hearing the answer. Also they have mention that discussion is productive when people do not know the answers because you explore all the options and eliminate the ones you know can’t be correct. Therefore, viewed in this way participating in group discussions throughout the classroom forms a potential condition for learning.

In regard with the materials selected, we chose YouTube videos because it has the potential to be an outlet for students and educators to create change, exchange information and collaborate. Nowadays, educators are shifting from treating this video sharing website as a simply ‘virtual library’ to a space of socializing, commenting, creating, collaborating and assessing (Duffy, 2007). With this shift comes a responsibility to implementing YouTube in the classroom in an effective, collaborative and informative way.

Finally, we used the examples of Valparaíso since it is a source of information that they may access daily. We thought about expanding the discussion to the point of looking for similarities and differences that street art has in Chile with the rest of the world. Students must be aware that they are not people in isolation, we are communities that may look different but in the end, we can find lots of things in common. If not, there is an opportunity to broaden their perspective and their knowledge about relevant issues worldwide

References

Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from and with each other. Routledge.

Duffy, P. (2007). Engaging the YouTube Google‐Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. In European Conference on ELearning, ECEL (pp. 173-182).

Hughes, M. L. (2009). Street art & graffiti art: developing an understanding.

Keys, K. (2008). Contemporary visual culture jamming: Redefining collage as collective, communal, & urban. Art Education, 61(2), 98-101.

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Unit 2, Lesson 2: Urban Arts

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1. Have you ever been involved in creating graffiti or street art? How did you feel?

2. Is there graffiti in your town? What do you think of it?

3. What is the point of graffiti?  What do the artists want to say about their lives or society?

4. What would the world be like without graffiti or street art?

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Valparaiso port, in the centre of Chile, has been for the last twenty years or so, a centre of graffiti, the origins of which date back to street art traditions which began in the 1960s during the political unrest under Allende.

Valparaiso is something of a past master when it comes to colour. On arrival, it is practically impossible not to succumb to the picture postcard sight of the colourful houses, before moving on to admire the more subtle quality of the murals. Near the port, in the oblique streets of Bellavista, Concepción and Artillería hills, the brightly coloured graffiti and artwork on the houses and buildings bear witness to a consummate mastery of urban art, leading the experts to rank Valparaiso as the second international capital of graffiti, after Sao Paulo, such is the quality of the 'graff'. Clean, precise lines, XL characters, eye-catching colours and poetic themes delving into registers which range from surrealist and cartoon to Chilean history and national traditions.

Cultural messages and political protest

The talent of Valparaiso's graffiti artists is amplified by the fact that the population shares the values and cultural messages conveyed. It is an art form that Chile exports. Inti Castro, born in 1982 and a former art student from Viña del Mar next-door to Valparaiso, begun to paint the walls of Valparaiso in 1996, before imposing his style, inspired by indigenous South American carnivals and culture, in the United States and Europe. One of his frescoes takes up the entire back wall of a building in the lower town at Paseo Gervasoni on Concepción hill.

It is no coincidence that graffiti found an outlet in Valparaiso. Developed in the late 1990s under Pinochet's dictatorship, it is the heir of Chilean protest murals, a form of artistic expression founded on social demands and political propaganda born in the 1960s when Salvador Allende came to power. The dissent and protest may have disappeared today, but it remains a strong artistic current and represents a less well-known and less banal aspect of Valparaiso.

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Valparaiso is something of a past master when it comes to colour. On arrival, it is practically impossible not to succumb to the picture postcard sight of the colourful houses, before moving on to admire the more subtle quality of the murals.

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Warrnambool's wombat street art is a happy accident