Graffiti and Community

Begin class by introducing some key terms related to graffiti design that students will see in the sources. Use Source A to get them thinking about what graffiti is and isn’t (5 minutes). Then, split the class in half for a Jigsaw activity—one group will work with Source B and the other with Source C (20 minutes). As they read, students should gather evidence to help answer the inquiry question. This could include specific examples, personal experiences, things that surprised them, or patterns they noticed. Afterward, bring everyone back together for a class debrief. Revisit the definition of graffiti that the class created earlier, and remind students that the focus isn’t on whether graffiti is “good” or “bad,” but on how it can serve as a unifying force—whether that’s clear, subtle, or something they have to infer. If you’ve chosen a local Source D, now’s the time to show it, explaining its purpose or how it was commissioned to help bridge the conversation from analyzing graffiti to creating something new. For the final part of the lesson, students will choose how they want to apply what they’ve learned. They can create a community action plan for commissioning graffiti artwork, design their own graffiti piece, or combine both ideas (20 minutes). Give them the option to work individually or in teams, with specific roles to keep everyone involved. Optional Extension: If there’s interest, students can pitch their designs or action plans to local community leaders, with the possibility of bringing their artwork to life in the community.