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Goodbye Graffiti

Goodbye Graffiti. Introduction to the Goodbye Graffiti Curriculum Materials. Goodbye Graffiti.

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Goodbye Graffiti

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  1. Goodbye Graffiti Introduction to the Goodbye Graffiti Curriculum Materials

  2. Goodbye Graffiti The WA Police Graffiti Team is working to deliver a range of graffiti reduction initiatives. The aim is to effectively manage and reduce graffiti vandalism throughout WA, using a holistic, cross-sector approach.

  3. Goodbye Graffiti Successes include: • Goodbye Graffiti Hotline & website:The Graffiti Hotline is operational 24 hours a day, and is available to community members who wish to report graffiti vandalism on any asset.  Reports are forwarded to relevant local councils and major asset owners as notification for removal of graffiti vandalism.  • Funding: to tackle graffiti vandalism and crime prevention. • Graffiti Management Plans: The Graffiti Team has developed a Graffiti Management Plan template for local councils. • There are plenty more successes – view these at the following link: Tough on Graffiti Strategy Initiatives

  4. Goodbye Graffiti Future initiatives include: • Improving the volume and quality of information reported on graffiti offences and offenders • Establishing and maintaining accurate baseline data through improved graffiti incident reporting and recording • Improving the coordination of, and time taken to remove graffiti damage in local communities • Increasing the quality and quantity of visual intelligence gathered • School-based education program and educational materials

  5. Introduction to materials • Graffiti has been a means of communication for thousands of years. There is no ‘typical’ profile for a person who does graffiti. Most graffiti is done by teenagers, but they can be from stable backgrounds, with loving families and good social networks as well as from unstable backgrounds. • The purposes for which people do graffiti are also diverse. For some it is a political statement, for others it is a form of artistic expression. For some it is about seeking individual identity, for others it is about seeking acceptance within a group. (G. Keats, The Motivations Behind Graffiti). • Because the profiles of people doing graffiti and their purposes for doing it are so diverse, interventions need to be multidimensional.

  6. Aims of the Curriculum Materials These curriculum materials aim to: • increase the overall understanding in schools and more generally in the community about graffiti and its effects • increase understandings about the purposes of graffiti and other, legal, ways in which these purposes can be fulfilled • give a clear message to people who might be doing graffiti or thinkinig about doing graffiti that these activities are against the law.

  7. Key messages • Everyone contributes to the community • Our behaviours impacts on others – graffiti impacts on home owners, businesses, the person on the street and the whole of the community • There are consequences of our actions for ourselves, our family, and people who are hurt or affected by our behaviours • There are ways in which we can show respect for others – rules and laws codify some of these • We can choose our behaviour – there are options for what we do. These curriculum materials encourage students to consider the perspectives of others and to find ways in which they can participate positively in their school and community.

  8. Values These curriculum materials are based on the values enunciated in the Curriculum Framework and the National Goals of Schooling. They include: • An appreciation of individual difference – everyone contributes to the community, everyone deserves to be respected • Respect for the community and the property of others • Active citizenship – everyone needs to be responsible; it is our individual and community responsibility to contribute to the community positively

  9. Curriculum Materials • The curriculum materials are written for the Early Childhood, Middle Childhood and Early Adolescence phases of schooling. • Each unit is written with a slightly different focus and consists of a series of learning experiences that enable students to make connections within and between the learning outcomes described in the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia. Where appropriate, links are also made to the National Curriculum. • The learning experiences emphasise small group activities. Collaborative learning encourages students to value everyone’s contribution, reduces prejudice and develops positive interactions.

  10. Teachers may choose to • Implement all of the experiences within one topic; • Focus only on one topic within the unit; • Select experiences from different topics; • Adapt any ideas to create new opportunities for learning.

  11. Learning Process • Tuning in – orientation to the topic and a reflection on what is already known • Finding out – investigations involving interviewing, reading, viewing and activities • Sorting out – analysing the information gathered and thinking more deeply about it • Going further – extrapolating from this information to see the consequences and applications of it • Reflecting – working out who needs to know what we now know and how we might tell them. (Murdoch, 1998)

  12. Anti Graffiti DVD • Bellevue Residents & Ratepayers Assoc. Inc. with funding from the City of Swan and contributions from Clayton View Primary, Governor Stirling Senior High School and Central TAFE, have created a DVD animation which is used as a ‘learning object’ in each of the units.

  13. Goodbye Graffiti Curriculum MaterialsEarly Childhood • Focuses on the development of generalised pro-social behaviours, respect for community and consequential thinking. • An integrated unit that can be undertaken over a term to enable children to demonstrate outcomes in • Society and Environment - especially Place and Space, Natural and Social Systems and Active Citizenship • Health and Physical Education - Attitudes and Values, Self-Management Skills and Interpersonal Skills • English • Other learning areas.

  14. Early ChildhoodSample Module Outline Self-concept • Who am I? • How do we get our names? • What’s in a name? • Titles, honorifics and respect? • Who needs to know what we have found out?

  15. Goodbye Graffiti Curriculum MaterialsMiddle Childhood • Focuses on What is graffiti? Getting the Facts, Impact of Graffiti, Removing Graffiti, Cooling Down Hot Spots, Consequences of and Penalties for Graffiti • An integrated unit that can be undertaken over a term to enable children to demonstrate outcomes in • Arts Ideas, Arts in Society • Working Mathematically, Chance and Data • Technology Process, Information • Speaking, Listening, Viewing, Reading, Writing • Natural and Social Systems, Place and Space, Active Citizenship • Interpersonal Skills, Self-Management Skills • Working Scientifically, Natural and Processed Materials, Sceince in Society

  16. Middle ChildhoodSample Module Outline Graffiti • What is graffiti? • What are ‘the facts’? • Who does graffiti? • Is there graffiti in our school? • Where is there graffiti in our community? • Who needs to know what we have found out?

  17. Goodbye Graffiti Curriculum MaterialsEarly Adolescence • Centred around the themes What is graffiti? What are the purposes of graffiti? How does graffiti support the identity of the writer? What are the ‘health hazards of graffiti? How can locations be modified so graffiti is designed out? What are the perceptions of graffiti in the community? What are some of the responses of the community to graffiti? • This unit draws on students’ multiple intelligences and Civics and Citizenship and can be used to achieve learning outcomes in Art, English, Health and Physical Education or Society and Environment.

  18. Early AdolescenceSample Module Outline Development of graffiti • What is graffiti vandalism? • How has graffiti developed? • Similarities and differences between written and pictorial graffiti • Can you tell if it is graffiti vandalism? • What have you found out? Who needs to know? How will you tell them?

  19. Assessment process • Extensive assessment rubrics have been provided for each topic. • These are suggestions only. • Teachers might decide to focus on one or more particular areas. • It is unlikely that anyone would use all of them for any given topic.

  20. Would you like more information? WA Police Graffiti TeamGraffiti@police.wa.gov.au Ph: 9222 1300

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