Graffiti and Street Art! Historical Beginnings (3-Day Camp)

How long have humans made marks on walls? How did artistic pioneers of the 20th century use murals to tell stories about their culture and heritage? How have activists and protesters used the visual language of text and imagery, even before the first American graffiti writers emerged?

We'll answer these questions and more in this 3-day art history camp exploring the very beginnings of what we consider graffiti, from ancient Roman inscriptions and medieval church carvings to the muralists of the Mexican and Chicano/Chicanx movements and the social uprisings that relied on protest posters and painted graffiti! 

For 3 consecutive days in one week, students will take the following brand-new 55-minute courses:

1. Early Graffiti: Ancient to Medieval - 
Exploring what mark-making can tell us about cultures and societies from antiquity to the medieval era, we'll also discuss the differences in how the meaning and purpose of graffiti has changed over time. 

2. Mexican and Chicano/Chicanx Murals - 
This class highlights the Mexican artists whose murals from the 1920s to the 1950s helped to weave together a nationalistic narrative of Mexican history and culture, as well as the Mexican Americans who continued this tradition in the 1970s within their communities. Using these artists and works as touchstones, we will also discuss how publicly-funded and unsanctioned murals may differ in their abilities to reach wide audiences. 
 
3. Protest Graffiti in Social Movements - Tracing the use of printed matter and posters from the 16th century to the 20th century and examining spray-painted protest messages and images, we will explore how these forms of expression gave rise to social movements (including the Russian Revolution, the 1968 student uprisings in France and Mexico, and the art of the Berlin Wall). 

Each class will include a teacher-led presentation and discussion, rich with information, images, video, and critical thinking questions. At the end of each section, students will receive a list of web resources and a collection of videos to extend learning beyond our class. 

Students are encouraged to ask and answer questions and assert their opinions, but more importantly, to participate in whatever ways they feel comfortable (camera on or off, via chat or audio) - in other words, ALL learners are welcome! My presentation slides always include written information, but students will not be asked to read out loud. If you have any particular concerns about your child's individual needs being met, please let me know before class, and we can work out a plan!