ࡱ> U@ "bjbj 3^>Hn-n-n-8-l.|1.~0(@0@0@0:b^@A$3Rd։B::BB։@0@0 EEEB@0@0EBE$EE2w||@0. =n-^Cy. 01yC0\||||\HEBBB։։n-.Edn-Tag Free Kiwi Years 910 Focus area 2 This section of the Tag Free Kiwi programme contains one of the following focus areas for students at years 910 (ages 1314): A history of expression Graffiti what does it mean? Consequences of graffiti vandalism Is it art? Making a difference Pride in your community Being creative Focus area 2: Graffiti what does the word mean? Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc382391168" Focus area 2: Graffiti what does the word mean?  PAGEREF _Toc382391168 \h 2  HYPERLINK \l "_Toc382391169" Notes for the teacher  PAGEREF _Toc382391169 \h 2  HYPERLINK \l "_Toc382391170" Definition  PAGEREF _Toc382391170 \h 3  HYPERLINK \l "_Toc382391171" Curriculum links  PAGEREF _Toc382391171 \h 3  HYPERLINK \l "_Toc382391172" Resources  PAGEREF _Toc382391172 \h 3  HYPERLINK \l "_Toc382391173" Learning outcomes  PAGEREF _Toc382391173 \h 3  HYPERLINK \l "_Toc382391174" Learning experience 1: Graffiti vandalism  PAGEREF _Toc382391174 \h 4  HYPERLINK \l "_Toc382391176" Activities  PAGEREF _Toc382391176 \h 4  HYPERLINK \l "_Toc382391177" Homework activity  PAGEREF _Toc382391177 \h 5  HYPERLINK \l "_Toc382391178" Assessment  PAGEREF _Toc382391178 \h 5  Focus area 2: Graffiti what does the word mean? Notes for the teacher It is important that students come to recognise that graffiti vandalism is not art and that it is destructive. If youre using images of graffiti vandalism in public forums or education resources, alter (eg, reverse, blur or warp) the image in some way so that the mark, tag or picture is not readily identifiable. Including unaltered images of graffiti vandalism only serves to give the graffiti vandalism offenders wider public recognition. Ministry of Justice (2008). Stop Tagging Our Place: A Strategy for Change 2008-2011, page 18. Captions have not been provided for the photos in the Graffiti Vandalism photopack, to reduce the likelihood of recognition of the offenders. Tagging has been blurred or reversed. Types of graffiti (for information of teachers)TagA tag is the writers signature done with curves and letter deformation. Tags are not confined to spray paint; they can also be done with substances such as shoe polish and marker pens. Throw-upsA throw-up is written with solid or bubble type lettering. It is similar to a tag in that it showcases a signature. PiecesThis is short for masterpiece. They are large scale and multi coloured, and can include characters, background and letters.BombingThis is the term for tags, throw-ups and pieces done in a spree. This means as much graffiti vandalism as possible, as quickly as possible. EtchingThere are two types of etching Acid and Dutch (scratching onto a surface)MonikersThese are gang members street names or nicknames, and they are often the only name by which a youth is known in the gang. StencillingPaint is applied across a stencil to form an image on the surface below. Sometimes multiple layers of stencils are used. SlashA line put through, or graffiti over, someone elses graffiti.CrewA group of graffiti vandals, or urban artists. Definition Graffiti vandalism: The defacing, damaging or destroying of private or public property (including buildings, structures, roads, trees, property or other thing) by writing, drawing, painting, spraying or etching on it, or otherwise marking it, without permission of the owners. Curriculum links Key Competencies: Thinking; Using language, symbols and texts; Participating and contributing Learning areas: Social Sciences; Drama Resources Photopack: Graffiti Vandalism (available from your School community Officer) School Community Officer or Community Constable for the hot seat activity Learning outcomes At the end of this learning experience students will be able to: define graffiti vandalism describe the effects of graffiti vandalism on themselves, schools, police and the community. Learning experience 1: Graffiti vandalism Activities 1. Defining graffiti vandalism Either Show students the photopack Graffiti Vandalism. At the end: Ask: Do you think that graffiti vandalism makes the area look better or worse? Why do you think people tag? Whose property do they tag on? Do you think they get permission? Why, or why not? Do you think these tags will last as long as a traditional piece of art? Why, or why not? What could happen to these taggers? What are the different types of graffiti vandalism in your community? Or Divide students into groups. Circulate the Graffiti Vandalism photos around the groups. For each photo ask the group to decide on the following questions: Do you think these taggers got permission before they tagged? Why, or why not? Does this graffiti make the area look better or worse? Give a reason for your answer. How do you think the graffiti makes people who live, work or play in the area feel? Students discuss in pairs what they think graffiti vandalism means and then each student writes a definition of graffiti vandalism in their books. 2. Peoples views on graffiti vandalism Explain to the class that they are going to explore some community attitudes to graffiti vandalism by using a hot seat. Place the hot seat at the front of the class. Group students closely around it. The police officer takes the hot seat and the teacher facilitates the session. Students ask questions to find out how the officer feels about graffiti vandalism and what the police are doing about it. They might ask questions such as: Is there a lot of tagging in this area? Do the public let you know when they find some tagging? What should people do if they see someone tagging? Is it true that police keep a database of tags? How does tagging make you feel? What happens to people who are caught tagging? Repeat this with other roles, such as the principal, the local mayor, a member of the community, and a student from the school. Confident students could have a turn in the hot seat. Homework activity Each student interviews a member of the community to find out how they feel about graffiti vandalism. This is written up in their books. Each student writes a paragraph explaining how they feel about graffiti vandalism. Assessment Read the definitions of graffiti vandalism that students have written. Observe the questioning and reactions of students during the hot seat activity.     Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme Tag Free Kiwi (2014) Developed by the ٴ (National Prevention Centre) Years 910  PAGE \* MERGEFORMAT 20 Focus area 1: Keeping one step ahead Focus area 2: Graffiti what does the word mean?  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