Street Art Project

This is a summary of an arts project I completed this term (term 2, 2018) at Wenona School as part of Design School (co-curricular creative arts for junior school students).

The project involved two groups of 15 to 18 students over 9 weekly 2 hour workshops. The aim of the project was to explore the world of street art and for the students to express their ideas in tags, paste-ups and murals. It was a rich learning experience with a lot of development potential. In this post I follow a description of the project with some general comments and insights.

What happened...

To begin I showed the students some videos about street art, emphasising its relevance to freedom of expression, breaking out of the gallery and as a mouthpiece for young people. Then each student was given a 'wall', a piece of plywood 600x200 on which to experiment each week with different processes. The idea was that their designs would be layered on top of each other to reflect the way street art builds on itself (a concept called succession).

The processes I introduced included tagging (repeating an alias or phrase in a personal font and style), paste-up (creating works on paper and sticking them onto a wall) and mural (using spray or poster pens to create backgrounds and imagery).

I encouraged students to come up with original concepts that reflected their interests, ideas and messages for others. And along the way I introduced them to concepts such as succession, tag-up (only covering something with something better), scribble (the vandalism end of the street art spectrum) and cross pollination (collaborating or tagging with others).

After 8 weeks the completed walls were photographed and I rendered the images (with artistic direction from the students) onto found photos of actual walls in the world. Conceptually its street art in the digital world, treating found images of walls on the internet as the public spaces on which to make digital street art.

In an unexpected twist around week 6, some students noticed three cubby houses in an area of the school grounds called Woodstock covered with chalk scribble by students in K to 2. Their discovery presented an opportunity for a real world project based extension.

With my help the students measured up the cubbies and designed a series of murals. Then together we submitted a proposal to the school offering to install the murals as a way of addressing the scribble problem and demonstrating to the younger students that "street art isn't scribble and scribble isn't street art". The school approved the proposal and the murals were installed by the students in the final week of term.

All of the walls, photographs and a video presentation will be exhibited at a co-curricular creative arts showcase in term 3.

Some general comments and insights

Street art represents a way of communicating that comes naturally to these kids. Its all about memes, snippets of text and images that express something about themselves or send a message to others. From the idealism and depth of "Love is Who We Are" to the unapologetically insider "Yawn Now" and the popular swath of variations on "Unicorn". The students were able to create a map of their interests and self concepts. They were also able to locate themselves on the maps of their peers by creating transferrable tags or memes to share with others. By the end of the project several students had new nicknames and one had even devised a concept for her own brand of Lemonade, which she plans to give away for free at the exhibition next term (her tag was a Lemon). And the process of 'painting' the images on actual pictures of walls in the internet was a futuristic expression of the street art process that opens up new possibilities for how to inhabit and navigate digital spaces. The popularity of games like Minecraft show how these kids love to construct their worlds in the digital space and they are very good at it. Last year during the Architecture project one student designed her whole building in Minecraft. Suffice to say its difficult to know how to integrate tech into these spaces sometimes but this time at least it felt very natural. I hope to build on this project in the future by distilling what happened into a more streamlined process and use the new space to add elements such as the possibility to travel the digital world in search of walls, the social impact potential of the kids' memes and collaborations with photography for digital street art with older students. There are obvious links to my favourite subject - mapping - which which will no doubt be drawn out in future iterations.

Word from the Fronts

Its a windy time. The freshwater eels are waiting for enough rain to fall so they might begin their migration, the turtles are searching for shelters secluded enough to be suitable for hibernation, and both are finding their tasks tougher than usual given the frantic urban environments that seem to have snuck up on them in the night. I'm feeling the call to migrate and to hibernate somewhat simultaneously.

On the Street Art front, the project is in full swing. In week one the kids came up with personal tags and designed graphic fonts on their 'walls' using posca pens. We watched videos about street art and had some good conversations about why people take to painting things on public surfaces. One reason that came up was that art is generally only accessible to people who can go to galleries and then its up to the galleries to decide what's worth seeing and what isn't. So there's a rebelliousness to street art and a freedom which the kids resonated with. At the same time we spoke about the difference between street art and scribble. Its not about vandalism, its about communication. These kinds of conversations arose informally during the process of 'making graffiti' on small pieces of plywood. In week two I handed out spray cans. The kids loved it. I later found out that even with masks, its technically out of bounds to let kids use spray paint. So it was a case of forgiveness rather than permission. The next week I told the kids that we couldn't spray paint anymore. The whole thing was really cool because without really meaning to, we had broken the rules, which complimented the theme of the project really well. Next, in week three, I got out some 80gsm paper and sharpies and we made paste-up stickers to go on the 'walls'. They turned out great and the kids are really connected with their work. This week came another unexpected turn. In the K to 2 playground there are these three wooden cubby houses. They are riddled with chalk scribbles and look pretty awful. So I took the street art crew down there and we measured up the cubbies and they came up with mural designs for them. Then I had the idea to prepare a proposal on behalf of the kids and send it to the school requesting permission to paint the murals on the cubbies in response to the problem of the scribble. Its very real world in terms of process. One of the kids even suggested we submit a selection of works and invite the K to 2 students to decide which one gets the commission. So next week I'll prepare the presentation with them. I'll post a copy here too.

On the bush school front I've been exploring symbolic language using a scavenger hunt type game where each kid gets a scroll on which is drawn a set of symbols. Each symbol refers to something he or she has to find to complete the challenge. Some examples include 'something yellow, something wet, something spikey, something beautiful, something warm etc.' Its a great process because the kids pick it up really quick and very soon they can read and remember the symbols. I know that because a week later when I did the same activity with one of kids, I only kept one of the symbols the same, and she remembered what it meant. Basically in this activity the kids are reading. Reading language and also reading landscape as made up of language. There is so much to explore here in terms of mapping but I'll save that for another post in which I plan talk in more depth about mapping processes and nature connection.

On the didge front I'm excited to say that I've confirmed a trip to Arnhem Land to participate in the Rripangu Masterclass with Djalu Gurriwiwi. I'll be heading up there in July to spend a week with Djalu and his family, make a didge and learn with him. Afterwards I'm planning to spend some time in the area working with kids as part of a placement for my Art Therapy qualification. Its going to be an adventure, and a break from the work I've been doing with bush school and design school. The process of making this decision has been a source of a lot of learning for me. I've been thinking a lot about indecision and dissatisfaction, so expect a story with that theme soon.