Street art, but just outside the classroom door

img_0138It’s been a while since I’ve done this wall drawing project, but a new addition to our school year has been two dedicated ‘project weeks’. The aim of the project weeks was to try and get some of the interruptions that regularly come along during regular weeks (and disturbing the lessons) out of these weeks and into one compact session. This has worked to a degree, but has also lead to new projects being dreamt up or activities from previous years being revamped and inserted somewhere into the five days. My ‘street art/wall drawing project’ was one such example.

For the second year pupils (aged 13) that I was working with, this was an opportunity, albeit a rather short one (about two hours) to have a go at creating some large scale images, a welcome change to the A4 or A3 sheets that we seem to spend most of our time working on. The other challenges we worked on were creating three dimensional appearance in the taped objects and also plenty of overlapping. Both points were aimed at creating a more spatial illusion in the drawings.

An interesting and very useful reference point we’re the wall drawings of British artist Micheal Craig Martin.

The documentation of this project from a number of years ago can be found here.

If illegality is involved, then we’re interested

Whilst evaluating the various art and culture modules I’ve taught to my groups of fifteen and sixteen year old’s this year, an interesting point has come up. I’ve taught across a variety of themes, but there is no doubt, that three in particular have stood out in the eyes of the pupils, and they all involve, in some way, questions of where the line lies between legality and illegality. I’ve looked at copyright and the remix in the cultural sphere, and how it impacts on artists and other creative practitioners. We’ve covered the question of artists and filmmakers engage with the extremely newsworthy theme of illegal immigration and we’ve spent time looking at street art and its place on the fringes of artistic production.

These links with illegality in various ways has on my part been a completely unconscious decision, but is the preference expressed by pupils in relation to these themes more than just a coincidence?

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In the eyes of many young people the world of art and culture exists in many ways as something of a detached entity, particularly when it comes to visual art.  You go to the museum to see it and often it seems to boil down to a question of whether you like it for its aesthetic qualities or not. If there is an accessible narrative, for young people it is a narrative that is often a huge distance from their own world of experience.

Maybe in this context it isn’t that surprising than a cultural theme that engages with a relatively straight forward distinction of legality and illegality does provide a point of access. Most children and teenagers are quite interested in a sort of natural justice, things that should be allowed and things that shouldn’t.  All three of these modules have played into this area in different ways. The response of my pupils in all three cases has been incredibly positive. They feel we are engaging with the real world, they tell me that it’s helping them understand complex issues better and they are learning to appreciate that artists and other creative people have important and relevant things to say in these areas. In short it is a win, win, win situation!

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I suppose in a way it still reduces down to being able to link up with narratives and stories. Stories of the artists and musicians working in areas of dubious legality and being pursued by multinationals who own copyrights, illegal immigrants struggling to cross (or stay within) borders and the nocturnal world of the illegal street artist all have their own narratives, and better still they are narratives based on reality.

For me there is perhaps a lesson and an opportunity here, playing into these sorts of narratives must be possible in other areas too. More emphasis on the personal history of a particular artist, designer or architect perhaps or seeking out dramatic social contexts or dramas behind a given creative work. Once engaged, it never stops to amaze me, how far you can go, but opening the door is the challenge and finding the route in is oh so important.