Graffiti-Inspired Curriculum: Enhancing Student Understanding of Artistic Conventions, Symbolism, and Metaphor
Files
Research Paper
Date
2013-12-18
DOI
Authors
Christenson, Matt
Version
OA Version
Citation
Abstract
Graffiti is an art form that has been largely ignored by institutions of art education. This art-based, classroom study explores the student learning that can occur through the implementation of a graffiti-inspired unit. The content assessed for student growth in understanding was artistic conventions, symbolism, and visual metaphor. This study describes how the data on student learning was accumulated through the use of questionnaires, individual interviews, and written artist statements. The graffiti-inspired curriculum of this study, that included three major assignments based on a common theme of personal identity, showed that students were able to significantly increase their understanding of artistic conventions, symbolism, and metaphor almost universally. The final results of this study were applied to a graffiti-inspired unit plan for art educators to use and adjust in order to engage and increase the knowledge of their individual student populations.
Keywords: graffiti-inspired, artistic conventions, visual culture, visual metaphor