4 Graffiti type and symbols
Students will investigate how symbols and codes are used by communities as information systems.
They will create type forms and symbols that serve as a contemporary form of graphic expression and communication. Students will design for personal objects such as skateboards and mobile phones.
Outcomes
- 5.4 investigates and responds to the world as a source of ideas, concepts and subject matter for visual design artworks.
- 5.5 makes informed choices to develop and extend concepts and different meanings in their visual design artworks.
- 5.6 selects appropriate procedures and techniques to make and refine visual design artworks.
- 5.8 uses their understanding of the function of and relationships between artist - artwork - world - audience in critical and historical interpretations of visual design artworks.
Duration
2-3 weeks.
Driving question
Is Graffiti a legitimate form of Art and Typography?
Content
Students will design a series of works based on appropriated traditional typography and reinvent as an identity influenced by the study of varied subcultures.
Focus areas
- Shape, colour, form and layout
- Historical and postmodern frames
- Design, design world and audience.
- Information and communication technology
- Work, Employment and Enterprise
- Multicultural
- Numeracy
- Literacy.
Assessment
All activities require students to demonstrate their learning and are all assessment for learning activities.
Teaching and learning activities
Students will:
- through a class discussion explore the questions:
- What is a sub-culture?
- Why are the appearances and fashions of a sub-culture so important?
- make a list of sub-cultures in their process diaries/blog. For example, surfies, soccer fans, goths, punks, hip hop etc.
- work through the Graffiti type and symbols PowerPoint (PPTX 5.45 MB) as a class, completing the exercises below:
- slide four – answer questions 1 and 2 in their visual design journal or blog
- slide five – answer questions 1 and 2 in their visual design journal or blog
- answer in their progress diary/blog:
- what influences do sub-cultures have on the mainstream?
- compare and contrast hobo glyphs and graffiti culture through a Venn diagram.
Materials required
- MDF board, cardboard or skateboard design template - hard and soft copy
- access to paint, coloured pencils and felt tip makers
- mobile phones, video cameras or laptops.
Skateboard design
Students will:
- watch the videos
- How to: Create custom skateboard graphics (01:45)
- Painting on a skate deck for Waffurusoru(03:08)
- choose a word as an 'identity'
- write the word in the font they developed in the ligatures sequence
- develop the word into a graffiti-looking street design
- transfer the designs on an MDF board cut in the shape of a skateboard deck
- paint the design
- exhibit.
Symbols and video
Students will:
- create a chart of symbols and meanings to a particular sub-culture of their creation. A copy of the Hobo Code can be found here as an example:
- create a short video using their phones about 'A day in the life of a Hobo'. Play and discuss as a class.
Students will complete a digital blog or visual design journal documenting the ideas and processes used throughout this sequence. This can be completed through one-note, Class Notebook or Google classroom.
The blog or visual design journal should contain:
- the process and technical skills used in practical classes
- personal reflections about the practical activities
- information gained through investigations or class discussions
- answers to questions asked in class
- a glossary of new words and terminology with graphic examples
- and thoughts of the different techniques and types explored.
Differentiation
Extension
Teachers are encouraged to provide students with acceleration activities if required.
Students could:
- create a brand poster by adding text and a company slogan
- develop an advertising campaign for a skateboard company
- using photoshop only, design 3 different skateboard decks using the layer technique. A png template (PNG 543.47 KB) for photoshop has been provided. For help with layers go the Adobe About photoshop layers website.
- write a blog post addressing the driving question.
Life skills
Outcomes
- LS 1 experiences a variety of visual design procedures to make visual design artworks.
- LS 4 explores ways in which experiences of the world can be communicated in visual design artworks.
- LS 6 makes a variety of visual design artworks that reflect experiences, responses or a point of view.
- LS 7 explores a variety of subject matter that can be represented in visual design artworks.
Students could:
- draw their names in block letters onto the skateboard deck template or wood
- with paint, colour the letters
- outline in black and add lighting bolts or other symbols to the design
- discuss why they used the colours and symbols used in their design.
Evaluate
Formative assessment can be used to determine learning progress throughout the lesson sequences. Teachers should informally assess a student's level of understanding and adapt accordingly.
This sequence and accompanying worksheets are available as word documents below.
The Hobo Code accessed 15/01/2018.
Syllabus
Please note:
Syllabus outcomes and content descriptors from Visual Design 7–10 Syllabus (2004) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017.