Graffiti prevention education program - City of Gold … Prevention Education Program Background information Graffiti is a crime. Teachers who wish to use this unit should spend time

Graffiti Prevention Education Program

Teaching and learning activities

Objective The learning activities in this unit require students to gather evidence about graffiti, to interpret this knowledge and to produce a short film documentary that challenges an aspect/s of graffiti as a style representative of a culture. They should inquire into the difference between graffiti vandalism and public art. Through their engagement with community (local, national and global) attitudes to graffiti, the legalities of graffiti and the profiles of graffiti offenders, students produce a short film that conceptualises their specific viewpoint as a persuasive text. They represent this viewpoint using available technologies and for a particular audience.

Activity description Students research the stories of graffiti offenders: who they are, why they produce graffiti, if they act alone or in a crew and what happens if they get caught. They explore graffiti through multiple contexts and compare it to the legal public art genre. They examine graffiti’s history, the social conditions that facilitate its production, the culture of graffiti gangs and their signature designs, and the environmental impact of graffiti within a community. Students demonstrate their knowledge and understanding of the key concepts by:

• creating meaning through developing a design proposal for a moving image

• making a film documenting an aspect of graffiti or the style of graffiti

• analysing and evaluating their film and that of others, their contexts of production and use.

In film, television and new media, the three general objectives of design, production and critique interact with each other, but can be considered individually. For example, while students are creating products from design proposals and experimenting with formats, they are continually analysing and evaluating the results of their efforts and making changes to their creative work.

The general objectives are:

In design, students apply the key concepts to create proposals for

products using preproduction formats.

In production, students apply the key concepts to create products

using production practices.

In critique, students apply the key concepts to analyse and evaluate

products and their contexts of production and use.

Design

Production Critique

Documenting graffiti: Years 11–12

cityofgoldcoast.com.au/graffiti Documenting graffiti: Years 11–12: Page 1

http://www.goldcoastcity.com.au/graffiti


Guiding questions 1. How will the study allow students to reflect on their own values, beliefs and opinions on the

topic?

2. Are there places where connections can be made to larger social or environmental issues?

3. Are there opportunities for students to enact a solution or action plan about the issue?

This teaching strategy has been designed from the 5Es inquiry framework. The following resources provide more information about the framework.

• Queensland Studies Authority: Visual Art Senior Syllabus, 2007 qsa.qld.edu.au/downloads/senior/snr_visual_art_07_syll.pdf

• Introduction to inquiry based learning by Neil Stephenson: teachinquiry.com/index/Introduction.html

• What is inquiry-based learning? inquirylearn.com/Inquirydef.htm



http://www.qsa.qld.edu.au/downloads/senior/snr_visual_art_07_syll.pdf

http://www.teachinquiry.com/index/Introduction.html

http://www.inquirylearn.com/Inquirydef.htm


Unit design

Week Design, production and critique

1, 2 and 3

Research

• Research graffiti: its history, street or urban artists, and examples of legal and illegal graffiti (local, regional and global).

• Examine contemporary examples of use as propaganda or a promotion of ideas, e.g. Egypt, Syria, Thailand, Russia.

• Find out how the local community perceives graffiti, and the measures that are taken to prevent or minimise it.

Critique Inquiry question: Understanding that graffiti is an illegal act, is a documentary film about creating graffiti illegal in itself?

• Develop an argument as a response to the question.

• Seek examples of how filmmakers may have used graffiti for a ‘cause’. If the filmmaker is complicit in the act of graffiti, is the documentation an unlawful act?

• Look at the social effects of persuasive documentary filmmaking and how the line is drawn between legal and illegal activities.

4, 5 and 6 Design and pre-production

Work as a group to:

• agree on the focus, audience, representation, languages and technologies to be addressed

• assign roles and responsibilities

• script and storyboard.

7, 8 and 9 Production and post-production

Work through the following production and post-production stages:

• shooting

• editing and special effects

• creating titles

• screening




Background information Graffiti is a crime. Teachers who wish to use this unit should spend time introducing students to the education resources of the City of Gold Coast and building students’ awareness of the cost of graffiti to the community, the roles and responsibilities of the community to prevent graffiti crime, the penalties for offenders, and the typical profile of an offender. Support materials can be sourced from the below information and the teacher support materials developed for previous schooling years (F–10).

Art historians trace graffiti back to prehistoric times when artists illustrated and incised scenes of everyday life and spiritual effigies on cave walls. Each era of history has developed some form of art that decorated the surfaces of public buildings. But not all of these decorative forms can be equated with the applications of graffiti today.

It is important to distinguish between graffiti (marking property without permission) and public art (art with permission).

Graffiti or street/urban art grew out of a trend during the 1920s in New York to write your name or initials on street signs. It was discouraged then as now. ‘Kilroy was here’ was a popular message written on walls in the USA during the Second World War (1939–45). Graffiti also sprang up in London (UK) and parts of Europe associated with the anti-establishment movement beginning in the 1970s. Later, it became a popular graphic form of painting for the hip-hop movement and other underground or alternative music genres.

Public art includes diverse art forms, such as light projections, water, sound installation, commercial graphic art productions as well spray paint and markers, which are commonly used in graffiti. The rules for public artists are well established and understood, and novice taggers (who are committing the crime of graffiti) have no place in the serious business of street/urban/public art world that is predominantly legal and professional. Graffiti What is graffiti?

Graffiti is the unauthorised act of marking other people’s property without their permission. It is illegal, ugly and expensive to remove. Graffiti affects us all. It can lower property values, make people feel unsafe, reduce business patronage and encourage other types of crime.

Graffiti is a crime

Graffiti is illegal in Australia. It is a persistent problem that attracts a variety of penalties. In Queensland, graffiti is a crime under the Queensland Criminal Code Act 1899 s. 469 Wilful damage, which states:

Any person who wilfully and unlawfully destroys or damages any property is guilty of an offence…

If the property in question is in a public place, or is visible from a public place, and the destruction or damage is caused by (a) spraying, writing, drawing, marking or otherwise applying paint or another marking substance; or (b) scratching or etching; the offender commits a crime and is liable to imprisonment for 7 years…

The court may… order the offender to perform community service… including for example, removing graffiti from property; and … may order the offender to pay compensation to any person.




Consequences

Graffiti offences are treated seriously by police, all levels of government and the justice system. Juvenile offenders (aged 12–17 years) may be sentenced to a term in a detention centre, given a graffiti removal order or given a period of probation (Note: a person aged 17 or over is tried as an adult). Regardless of the penalty imposed by a court, a graffiti offender may be ordered to remove the graffiti and/or pay compensation to the owner of the property that was vandalised.

Where does graffiti occur?

Most graffiti occurs on exposed walls and fences and is usually in the form of messages in letters or images written in spray paint, permanent marker or etched into a surface with a sharp instrument. Graffiti vandals have no respect for private or community property and no regard for the negative impacts of their actions. Their aim is usually to impress their peers and strengthen their reputations by putting their graffiti tags in as many places as possible.

Graffiti removal

Graffiti that is left intact attracts more graffiti. The longer it remains, the greater the gratification for perpetrators. It also suggests that the community does not care or is unable to deal with the problem. Keeping neighbourhoods graffiti free reinforces pride in the area and helps to maintain feelings of safety and wellbeing for everyone in the community. The best way to reduce graffiti is to remove it as quickly as possible. Local governments, businesses, organisations and volunteers commit money and resources to graffiti removal and participate in various graffiti prevention strategies.

City of Gold Coast graffiti prevention program

The City of Gold Coast (the City) spends approximately $1.3 million every year on graffiti removal and manages a range of graffiti prevention strategies. The Graffiti Removal Team respond to an average of 10,000 graffiti removal requests each year, removing graffiti from public assets and some private property. They also provide free graffiti removal kits and support volunteer graffiti removal programs.

The City’s graffiti prevention program includes:

• education within schools about graffiti and its consequences

• identifying graffiti hotspots and installing closed-circuit television (CCTV) cameras to catch graffiti offenders

• encouraging property owners to design and recreate spaces that are less attractive to graffiti vandals (CPTED)

• working with retailers of paint products

• facilitating public art graffiti prevention projects

• supporting community service graffiti removal programs

• working with police and other agencies on crime prevention programs.




You can report graffiti for removal by using the City of Gold Coast mobile app, calling the Graffiti Hotline on 07 5581 7998 or emailing: [email protected].

Reporting graffiti offenders to Crime Stoppers on 1800 333 000 or Policelink on 131 444 is also encouraged.



mailto:[email protected]


Teaching strategy Research and critique 1. Refer students to the Student activity worksheet 1: Documenting graffiti and discuss the

requirements of the study unit.

a) Divide the class into three groups of 6–8 students. Each group is a production unit: a crew. Each group will nominate a name for their group in keeping with a graffiti crew name, e.g. BANG, Justice Crew, Global.

b) Each student will have a role, or multiple roles, to complete during the task. (Refer to Student activity worksheet 2: Documenting graffiti — Production roles and responsibilities for crew members).

2. Brain storm As a class, introduce the concept of documenting graffiti and ask students what this may mean to them. Provide students with Student activity worksheet 3: Documenting graffiti — Concept map where they can develop a concept map of ideas from what they feel documenting graffiti means. The concept involves the word ‘documenting’ (collecting, interviewing, gathering evidence, prioritising, etc.) and ‘graffiti’ (street art, illegal vandalism, edgy, adaptive, derivative of music/fashion trends, etc.) Each group should conceptualise a unique focus for the topic.

3. Graffiti research Provide students with the Graffiti factsheet. Students research graffiti, its origins and history.

• Students should document different perspectives and/or viewpoints of people who are associated with graffiti. Start from the local level and collect information, then look at the impact of graffiti from regional and global perspectives.

• Students may wish to survey people in their local community to establish what their neighbours think about graffiti and their reaction to how it is portrayed in the media, by the law and by the local city council.

• They should also collect and become familiar with information about the types of offenders, the preventative strategies adopted by local councils, the penalties for offenders, the stories of typical offenders, and ways that they can assist with policing the problem.

• They should investigate the difference between illegal graffiti and legal public art.

• Information on graffiti is provided in this unit, and additional information is available at cityofgoldcoast.com.au/graffiti.

4. Graffiti film research As a class, or in small groups, view the following film clips. Students should think about graffiti history, its significant proponents/artists/filmmakers (Australian and international), and its styles and forms. Discuss with students the implications of documenting evidence of graffiti and/or interviewing offenders. The question provides scope for students to consider the impact and legality of graffiti, and how the actions of ‘documenting’ may be seen as a complicit behavior.

• They should gather information on case studies where filmmakers have been charged by police as accessories to a perceived crime.



http://www.goldcoast.qld.gov.au/community/graffiti-3514.html


• Paint Bomb the Macs – Short film (6 minutes) cinevate.com/blog/paint-bomb-the-macs-short-film/ This is a short film about a small crew who followed a group of young artists and their art collective, DIE Active, as they prepared for their latest project, ‘Back 2 the Macs’, a wall-spanning graffiti mural. The painting took place over the course of several afternoons and was unveiled in a community party for local residents.

• Art Project: Postzegelpark Leusderweg, Amersfoort (3 minutes) youtube.com/watch?v=poe4gqVOR-s This is a short film that documents the production of a graffiti mural project in Germany. This film was banned by authorities as it was considered a crime in itself.

5. Documenting graffiti Students are to focus their production on the question:

Understanding that graffiti is an illegal act, is a documentary film about creating graffiti illegal in itself?

• They are to use research to address this question; however, the film does not need to answer this question.

Design and production 6. Each group should decide on the focus for the production of a short film (5–6 mins). They should

then consider how each of the key filmmaking concepts (representation, audience and technology) will be addressed within their film using the Student activity worksheet 4: Documenting graffiti — Considerations for the film production.

• Make sure that students understand their role and responsibilities, and the rules associated with the making of their film. They should not involve themselves in any illegal activity.

Representation

• What form/style/genre of film documentation will they address? For example, formal documentary, video montage (with selected sound), developmental process of graffiti in production, or portraits of people associated with graffiti.

• How will they challenge, subvert or reinterpret the representation of graffiti as an illegal activity and explain the reasons for this perspective?

• How will they incorporate the relevant social and cultural messages relating to the portrayal of ideas, individuals and places?

• What stereotypes convey meaning to the intended audience?

Audience

• Who is the film produced for?

• How will they draw on the audience’s prior experiences to actively engage them and/or challenge and reward them?

Technology

• Which available technologies for production, distribution and access to the product will they choose?

• Are there any workplace health and safety considerations? cityofgoldcoast.com.au/graffiti Documenting graffiti: Years 11–12: Page 8


http://www.cinevate.com/blog/paint-bomb-the-macs-short-film/

http://www.youtube.com/watch?v=poe4gqVOR-s


7. Once each group has established their focus, representational style, process and audience through the development phase, the production phase can commence. To manage the scheduling of the production task, each group should develop a plan for:

a) Pre-production The production is broken down into individual scenes and all the locations, props, cast members, costumes, special effects and visual effects are identified, the script is written, a detailed schedule is produced, and the necessary people are allocated roles and responsibilities and are available at the appropriate times in the schedule.

In preparation for the production, each group should participate in the following workshops to become acquainted with what is needed to finalise the film:

• Technology workshop — In groups, participate in workshops involving learning to use digital video technologies safely, including camera techniques, framing and composition, layering sounds, continuity editing and sequencing, use of transitions for time compression, titling and computer effects from digital editing programs, and lighting effects.

• Scriptwriting workshop — Each group completes a treatment and screenplay for their production, including a film synopsis that embodies or challenges selected codes and conventions. It should include descriptions for characters, settings, costumes, props, mise-en-scene, dialogue, sound and action.

• Storyboard workshop — Each group develops the sequence of scenes, camera angles, characters’ actions, dialogue and incidental sounds. The storyboard should include annotations on the making of the film and directions for how each scene is set-up and filmed. Through the completed storyboard, the group evaluates the technical, symbolic and narrative codes of the genre, i.e. narrative structure, intertextuality, filmic techniques, character representations/stereotypes and audience composition. (Refer to Student activity worksheet 5: Documenting graffiti — Scene selection/storyboard.)

• Production workshop — Assign roles and responsibilities for the production, e.g. director, screen writer, editor, cinematographer, sound recordist, props/costumes/make-up artist, actors/narrators, location scout, lighting supervisor. Many students will need to take on multiple roles. (Refer to Student activity worksheet 2: Documenting graffiti — Production roles and responsibilities for crew members.)

• Basic filmmaking techniques filmmakeriq.com/2008/07/basic-filmmaking-techniques/

• Basic tool kit and resource guide for young filmmakers (AFI Screen Education) myhero.com/films/mediaarts.asp

b) Production At this stage the filming is completed. All scenes planned out in pre-production are filmed on location. The director is responsible for the quality of each scene and the coherence of the film. Each group member is responsible for delivering their role to produce the best quality production. The filming may take many hours longer than the length of the actual completed film. Each scene may be filmed multiple times and from different angles and light to obtain sufficient footage to select the best options. After each filming day, the crew should view the footage and decide if any needs to be re-shot. They should not involve themselves in any



http://filmmakeriq.com/2008/07/basic-filmmaking-techniques/

http://myhero.com/films/mediaarts.asp


illegal activity.

c) Post-production This is when the film is constructed by the editor. The film editor develops a ‘rough cut’ taken from sequences (or scenes) based on individual ‘takes’ (shots) in order to select the best shots. The editor then produces a ‘fine cut’ by cutting the film so that the selected shots flow seamlessly to tell the story. The editor also trims the film, which is the process of shortening scenes by a few minutes, seconds or even frames.

Sounds, CGI, music, graphics, titles and menus etc. are added in this stage. After the final cut has been approved by the director and producer, the picture is ‘locked’, meaning no further changes are made.

8. Throughout the production phase and before films are screened, provide each group with opportunities to show their film to you for formative feedback.

9. Once the films are completed, organise a screening for other class members, then for other students in the school. Ask for their review and feedback. Upload the films to the school website and ask parents to comment and ‘like’. Send a link to your local City Council graffiti program organisers, so that the public may view the films.




Curriculum link: Film, television and new media Concept Representation Audiences Technologies Languages Design,

production and critique

Documenting The unit focuses on documenting a journey of a graffiti offender, their work, and their culture. The narrative should highlight significant research on why graffiti is committed and the cause and effect in the community.

Either/or: 1. The portrayal of

characters: a case study to compare how particular groups, people and places react to graffiti

2. The understanding of a social/cultural group through promoting a particular point of view or value about graffiti

Either/or: 1. General

public, as a community broadcast on the internet

2. Adolescents, as an educative resource to prevent graffiti

3. Parents of school aged children

4. Tourists to area (Gold Coast)

5. International audience, as a promotion of how Australia deals with graffiti crime

A selection of still photography (2D) and/or film (time-based media): Also integrating: • Sound/music • Text • Interactive

gaming software

• Online video editing software

Engagement with codes and conventions through selected genre/s and interpretations to realise the design and production of a documentary. Selecting a genre that reinforces the representation: • Film noir • Music video • Interview • News report • Re-enactment • Recount • Propaganda

film • Animation • Machinima

Design Design process and developmental work Production Resolved product Critique Research and response to inquiry question




Resources • Graffiti Prevention Education Program PowerPoint — Secondary

• Queensland Studies Authority: Film, Television & New Media Senior Syllabus, 2005 qsa.qld.edu.au/downloads/senior/snr_ftnm_05_syll.pdf

• Introduction to inquiry based earning by Neil Stephenson teachinquiry.com/index/Introduction.html

• What is inquiry-based learning? inquirylearn.com/Inquirydef.htm

• Australian Institute of Criminology: Key issues in graffiti aic.gov.au/publications/current%20series/rip/1-10/06.html

City of Gold Coast graffiti prevention resources

• Graffiti prevention information cityofgoldcoast.com.au/graffiti

• Video clip Graffiti — Let’s stay on top of it cityofgoldcoast.com.au/graffiti

• Graffiti — Let’s stay on top of it: A factsheet for the Queensland Police Service http://www.goldcoast.qld.gov.au/documents/bf/graffiti-fact-sheet-reporting.pdf

Additional resources

• Queensland Government: Graffiti qld.gov.au/law/crime-and-police/types-of-crime/graffiti/

• Lawstuff: Know your rights (South Australia) lawstuff.org.au/sa_law/topics/Graffiti

• NSW Lawlink: Graffiti vandalism crimeprevention.nsw.gov.au/cpd/protectcommunity/graffitivandalism.html

• Victoria Legal Aid: Graffiti laws legalaid.vic.gov.au/find-legal-answers/criminal-offences/graffiti-laws

• Tough graffiti laws draws blank smh.com.au/nsw/tough-graffiti-law-draws-blank-20130817-2s3gg.html

• Turn the tables on graffiti offenders statements.qld.gov.au/Statement/2013/6/23/turning-the-tables-on-graffiti-offenders

Video clips — International

• Paint Bomb the Macs – Short film (6 minutes) cinevate.com/blog/paint-bomb-the-macs-short-film/

• Art Project: Postzegelpark Leusderweg, Amersfoort (3 minutes) youtube.com/watch?v=poe4gqVOR-s

• My top 10 best graffiti artists youtube.com/watch?v=ep0uxxCMTeU



http://www.qsa.qld.edu.au/downloads/senior/snr_ftnm_05_syll.pdf

http://www.teachinquiry.com/index/Introduction.html

http://www.inquirylearn.com/Inquirydef.htm

http://www.aic.gov.au/publications/current%20series/rip/1-10/06.html

http://www.goldcoast.qld.gov.au/graffiti

http://www.goldcoast.qld.gov.au/graffiti

http://www.goldcoast.qld.gov.au/documents/bf/graffiti-fact-sheet-reporting.pdf

http://www.qld.gov.au/law/crime-and-police/types-of-crime/graffiti/

http://www.lawstuff.org.au/sa_law/topics/Graffiti

http://www.crimeprevention.nsw.gov.au/cpd/protectcommunity/graffitivandalism.html

http://www.legalaid.vic.gov.au/find-legal-answers/criminal-offences/graffiti-laws

http://www.smh.com.au/nsw/tough-graffiti-law-draws-blank-20130817-2s3gg.html

http://statements.qld.gov.au/Statement/2013/6/23/turning-the-tables-on-graffiti-offenders

http://www.cinevate.com/blog/paint-bomb-the-macs-short-film/

http://www.youtube.com/watch?v=poe4gqVOR-s

http://www.youtube.com/watch?v=ep0uxxCMTeU


• Sound Logo designed from graffiti sprays studentfilmmakers.com/forums/showthread.php/9864-Sound-Logo-designed-from-graffiti-sprays

• Egypt’s revolutionary graffiti returns youtube.com/watch?v=ZdXTf9lKSpE

• FNN Syria: Hama Tayebt al Imam revolutionaries spray graffiti youtube.com/watch?v=UGGSPSTweus

• La Joya youth center vandalized by graffiti youtube.com/watch?v=yRWR70TQpjY

Video clips — Australian

• 7News: War on graffiti (5 mins) youtube.com/watch?v=BNdJeYJC13Q

• Today Tonight: Brisbane graffiti vandals (10 mins) youtube.com/watch?v=l6PLvW5o7Xo

• Australian graffiti documentary (70 mins) youtube.com/watch?v=UovsPn4Dvg0

(URLs active as of February 2014)



http://www.studentfilmmakers.com/forums/showthread.php/9864-Sound-Logo-designed-from-graffiti-sprays



http://www.youtube.com/watch?v=ZdXTf9lKSpE

http://www.youtube.com/watch?v=UGGSPSTweus

http://www.youtube.com/watch?v=yRWR70TQpjY

http://www.youtube.com/watch?v=BNdJeYJC13Q

http://www.youtube.com/watch?v=l6PLvW5o7Xo

http://www.youtube.com/watch?v=UovsPn4Dvg0


What is graffiti? Graffiti is the unauthorised act of marking other people’s property without their permission. It is illegal, ugly and expensive to remove. Graffiti affects us all, it can lower property values, make people feel unsafe, reduce business patronage and encourage other types of crime.

Where does graffiti occur? Most graffiti occurs on exposed walls and fences and is usually in the form of messages in letters or images, written in spray paint, permanent marker or etched into a surface with a sharp instrument. Graffiti vandals have no respect for private or community property and no regard for the negative impacts of their actions. Their aim is usually to impress their peers and strengthen their reputations, by putting their graffiti tags in as many places as possible.

Graffiti is a crime Graffiti is illegal in Australia. It is a persistent problem that attracts a variety of penalties. In Queensland, graffiti is a crime under the Queensland Criminal Code Act 1899 s469 “Wilful Damage” Any person who wilfully and unlawfully destroys or damages any property is guilty of an offence.

(1) If the property in question is in a public place, or is visible from a public place, and the destruction or damage is caused by (a) spraying, writing, drawing, marking or otherwise applying paint or another marking substance; or (b) scratching or etching; the offender commits a crime and is liable to imprisonment for 7 years. (3) The court may order the offender to perform community service, including for example, removing graffiti from property; and/or may order the offender to pay compensation to any person.

Consequences Graffiti offences are treated seriously by Police, all levels of government and the justice system. Juvenile offenders (aged 12-17 years) may be sentenced to a term in a detention centre, given a graffiti removal order or given a period of probation (note: a person aged 17 or over is tried as an adult). Regardless of the penalty imposed by a court, a graffiti offender may be ordered to remove the graffiti and/or pay compensation to the owner of the property that was vandalised.

In Queensland graffiti is a crime under the Queensland Criminal Code Act 1899 s469 “Wilful Damage”




Graffiti removal Graffiti that is left intact attracts more graffiti. The longer it remains the greater the gratification for perpetrators. It also suggests that the community does not care or is unable to deal with the problem. Keeping neighbourhoods graffiti free reinforces pride in the city and helps to maintain feelings of safety and well-being for everyone in the community. The best way to reduce graffiti is to remove it as quickly as possible. Local governments, businesses, organisations and volunteers commit money and resources to graffiti removal and participate in various graffiti prevention strategies.

© Copyright, Council of the City of Gold Coast (Council) 2001-2014 Photographer: Sam Lindsay

City of Gold Coast graffiti prevention program The City of Gold Coast (the City) spends approximately $1.3 million every year on graffiti removal and manages a range of graffiti prevention strategies. Our Graffiti Removal Team responds to an average of 10,000 graffiti removal requests each year, removing graffiti from public assets and some private property. We also provide free graffiti removal kits and supports volunteer graffiti removal programs.

The City’s graffiti prevention program includes:

• education within schools about graffiti and its consequences

• identifying graffiti hotspots and installing close-circuit television (CCTV) cameras to catch graffiti offenders

• encouraging property owners to design and create spaces that are less attractive to graffiti vandals (CPTED)

• working with retailers of paint products

• facilitating public art graffiti prevention projects

• supporting community service graffiti removal programs

• working with police and other agencies on crime prevention programs.

You can report graffiti for removal: A City of Gold Coast mobile app P 07 5581 7998 (Graffiti Hotline) E [email protected]

Reporting graffiti offenders to Crime Stoppers on 1800 333 000 or Policelink on 131 444 is also encouraged.

Graffiti Prevention Mural by Libby Harward © Copyright, Council of the City of Gold Coast (Council) 2001-2014 Photographer: Sam Lindsay




Student activity worksheet 1: Documenting graffiti Film, television and new media Unit: Documenting (Task S1 and S2) Key concepts: Technologies, representations, languages Production Group

Name: Teacher: ___________________________

Date set: ______________________________ Draft due date:_____________________________

Design due date: ________________________ Production due date: ______________________

The context Understanding that graffiti is an illegal act, is a documentary film about creating graffiti illegal in itself? Consider the question above. It focuses on the illegal activity of graffiti in public places and how it impacts on society and the environment. To answer the question, you need to understand what graffiti is, who the offenders are, why they do what they do, as well as when, where and who else is involved.

You should also consider how documenting the act of graffiti elevates or promotes the activity. The filmmaker may therefore be complicit in the illegal act. Do you agree? Why?

The task As an individual, explore the impact of graffiti: its origins, history and styles. Examine graffiti artists and the representations of graffiti in Australia and internationally.

As part of a group, produce a documentary on an agreed perspective about an aspect of graffiti. Your film should use or challenge the codes and conventions of documentary filmmaking. Conditions 5 weeks: class time and own time. Design suite Individually create a proposal for a design suite that includes:

• treatment 400–500 words

• film script or shooting script for a 6-minute production.




Group production DVD recording: 6–8 people per group.

• Each member is responsible for, and will be assessed on, an identified individual component of the group production.

• Completed film time will be approximately 6 minutes.

Guidelines

• Reflect on your knowledge of the traditional codes and conventions of film genres and how these can be applied or challenged.

• Reflect on the graffiti genre and how the key concepts of institutions and representations have been used.

Design suite

• Write a treatment about how you intend to develop your script. Specify the genre style (how it uses or challenges the codes and conventions) and then transform the treatment into a film script or shooting script.

• Consider character, storyline, locations, talent, breakdown, dialogue and action.

• Refer to scripting format and layout.

• Indicate the best way for footage to be gathered, considering the rhythm, style and mood of the film as appropriate to the genre.

Production

• Manage the project in groups. Students are to apply and demonstrate understanding of film languages and technical aspects of film production and technologies by selecting one member’s treatment, film script or shooting script to film and edit a short film.

• Make any adjustments necessary to the original script.

• In addition to the director, each group member takes control of one technical role in production/post-production, i.e. camera, editing or sound. Complete a production schedule/diary, rushes log, edit decision list, sound sheet, necessary forms (model, location, risk, copyright).




Student activity worksheet 2: Documenting graffiti Production roles and responsibilities for crew members

Role Name

Pre-

prod

uctio

n

Screen writer

Script supervisor

Director

Producer

Props and costume supervisor

Make-up artist

Location manager

Prod

uctio

n

Camera operator

Production director

Sound producer

Lighting supervisor

Set director

Actors

Dresser/costume supervisor

Post

-pro

duct

ion

Editor

Special effects (visual and sound)

Compositor

Titles and credits supervisor

Dialogue supervisor




Student activity worksheet 3: Documenting graffiti: Years 11-12 Concept maps

Create a concept map of facts and ideas that relate to the topic, as examined though the context lenses.

Documenting

What

Who

How

Where

Why

When




Concept maps continued

Graffiti style

History and origins

Social implications

Cultural perspectives

Aesthetic forms and

styles

Environmental impact




Student activity sheet 4: Documenting graffiti Considerations for the film production Complete the list below for your film production.

Rep

rese

ntat

ion

What form of documentation will you address? Formal documentary, video montage (with selected sound), developmental process of graffiti in production, or portraits of people associated with graffiti

How will you challenge, subvert or reinterpret the representation of graffiti as an illegal activity, and explain your reasons for this perspective?

How will you incorporate the relevant social and cultural messages relating to the portrayal of ideas, individuals and places?

What stereotypes will you use to convey meaning?

Aud

ienc

e

Who is the film produced for?

How will you draw on the audience’s prior experiences to actively engage them and/or challenge and reward them?

Tech

nolo

gy

How will you choose available technologies for production, distribution and access to the product?

What are the workplace health and safety considerations?




Student activity worksheet 5: Documenting graffiti Scence selection Produce a storyboard of 15–30 frames using the templates below to illustrate how you will produce your production. Each aspect of the filming should be supported with script and staging directions. Production title:

Scene # Scene # Scene #

Action Action Action Dialogue Dialogue Dialogue FX FX FX

Scene # Scene # Scene #

Action Action Action Dialogue Dialogue Dialogue FX FX FX



Graffiti prevention education program - City of Gold … Prevention Education Program Background information Graffiti is a crime. Teachers who wish to use this unit should spend time

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