I really enjoyed this presentation and found the distinctions between graffiti writing (writing names on walls etc), artistic writing (rather than just letters, colour and shape are important in the letters and the letters take on form), artistic graffiti (where the image is important and combines with artistic writing) and street art (with an emphasis on the image and its context) very helpful. I also found the 5 stages of of aesthetic development described at the end of the presentation very interesting and, as Daichendt (2011) states “age, growth, and development have nothing to do with these progressive ways of seeing and thinking. Only time spent engaging art. Another reason for strong arts programs” (taken from 'Street Art' voicethread comment).
Some applications for my own practice that I have taken out of this are as follows:
Questioning assumptions is something we should embrace - there is no one correct way to view / interpret something or to do things. As Abigail Housen (2011) states: “We have come to believe that discussions of art may be one of the most fertile grounds for teaching critical thinking skills precisely because there is no one right answer.”
We don’t have to exactly follow the curriculum. We should seek alternative methodologies, be creative and tailor the delivery to the students we teach. This will engage pupils, foster creativity and enthusiasm and thus improve output.
Put in support structures for creativity and create an environment that fosters creativity, where ideas are generated, and there is opportunity for the cross fertilisation of ideas - I liked the idea of an open sketchbook where both pupils and teacher could contribute or an open gallery space. This reminded me somewhat of the philosophy behind the Room 13 project. It also gives value to work that is created and legitimises it.
Take risks - don’t be afraid to make a mistake. It is not forever! I think it is important to focus on the process with students rather than the end result - there is often more to learn from failure that success. An interesting point made in the presentation was that the temporary nature of street art is often what draws people back again and again - there is no guarantee it will be there for long and they do not want to miss it. It surprises you.
In summary, street art starts with the object, and is all about the communicatability of objects and an individual’s engagement with them. The Artist teacher starts with the artist - this is a central and integral part of our work as teachers.
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