Experiential education should let students experience new things, right? Students should be able to participate in art practices also, correct? These are two of the questions that led me to offering the possibility of students adding their names or other art to a shared public art space.
At Islandwood, we often refer to this structure as the “graffiti house.” This structure is a defunct powerhouse for an old mill that no longer exists. While the building is really cool and often used by locals and a few visitors, the students are told to not go inside the building or even interact with it much. There were several visits where children asked questions about the art and some even talked about who adds art, why they do so, and what they would add if given an opportunity. I decided, “hey, why not let them add what they want with the tools I already have?” So thus began the practice of students writing and drawing on the “graffiti house.”
Of course I did some research on this particular building and space and found that this is considered a public art space by the local parks department. If this were a space that was private or not commonly used for public art, I would have many more considerations to encouraging and allowing students to add their own pieces. I recommend doing your research either online or talking to local experts.
You might be wondering how I introduce this to my students. Every time we venture to the harbor, where this building stands, I give them boundaries and guidelines for their time to explore. I briefly explain the history of the place, the building, and tell them all about the art we might see. Some of it is political, some of it is for beauty, and now there’s random names. I invite them to take a look at what’s currently there and we can talk about anything that comes up. In the last few months, there’s been silly things, pieces calling for a ceasefire, and so much more.
I try to remember to bring sharpies with me, mostly black ones. Sometimes students have their own markers or art tools that they supply and share with the other students in the groups. They find a spot they like, write their name, and sometimes want their photos taken with them.
I’ve gone back to this place every other week and continue to find names from months ago. I wish the students could come back and see the lasting impact they have on this place as well as the impact and inspiration they bring to students that came after. I love talking to my students about the significance of street and public art, of making statements, and claiming space. Giving my students the ability to contribute to something lasting and permanent, but still fleeting in nature, is powerful. This continues to inspire me each week to make one lasting impression, make one memory for them that they’ll remember. I encourage you to do the same and allow your students or young people to make a visual mark on their community and place.
Experiential education should let students experience new things, right? Students should be able to participate in art practices also, correct? These are two of the questions that led me to offering the possibility of students adding their names or other art to a shared public art space.
At Islandwood, we often refer to this structure as the “graffiti house.” This structure is a defunct powerhouse for an old mill that no longer exists. While the building is really cool and often used by locals and a few visitors, the students are told to not go inside the building or even interact with it much. There were several visits where children asked questions about the art and some even talked about who adds art, why they do so, and what they would add if given an opportunity. I decided, “hey, why not let them add what they want with the tools I already have?” So thus began the practice of students writing and drawing on the “graffiti house.”
Of course I did some research on this particular building and space and found that this is considered a public art space by the local parks department. If this were a space that was private or not commonly used for public art, I would have many more considerations to encouraging and allowing students to add their own pieces. I recommend doing your research either online or talking to local experts.
You might be wondering how I introduce this to my students. Every time we venture to the harbor, where this building stands, I give them boundaries and guidelines for their time to explore. I briefly explain the history of the place, the building, and tell them all about the art we might see. Some of it is political, some of it is for beauty, and now there’s random names. I invite them to take a look at what’s currently there and we can talk about anything that comes up. In the last few months, there’s been silly things, pieces calling for a ceasefire, and so much more.
I try to remember to bring sharpies with me, mostly black ones. Sometimes students have their own markers or art tools that they supply and share with the other students in the groups. They find a spot they like, write their name, and sometimes want their photos taken with them.
I’ve gone back to this place every other week and continue to find names from months ago. I wish the students could come back and see the lasting impact they have on this place as well as the impact and inspiration they bring to students that came after. I love talking to my students about the significance of street and public art, of making statements, and claiming space. Giving my students the ability to contribute to something lasting and permanent, but still fleeting in nature, is powerful. This continues to inspire me each week to make one lasting impression, make one memory for them that they’ll remember. I encourage you to do the same and allow your students or young people to make a visual mark on their community and place.
