Goodbye Graffiti

1
Goodbye Graffiti

• Introduction to the Goodbye Graffiti Curriculum
  Materials

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Goodbye Graffiti

• The Office of Crime Prevention 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.

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Goodbye Graffiti

• Recent successes include
• Graffiti Vandalism Removal Standard for public
  bodies graffiti is to be removed within 48 hours
  or immediately if the graffiti is racist or
  obscene
• Goodbye Graffiti hotline [phone] (GG CALL)
• Goodbye Graffiti website www.goodbyegraffiti.wa.g
  ov.au assists communities and public authorities
  in managing graffiti vandalism
• Increased Penalties The Criminal Law Amendment
  (Simple Offences) Act 2004 increased penalties
  for graffiti vandalism
• Community grants to tackle graffiti vandalism and
  designing out crime issues
• Mindfields Program establishment of a
  diversionary program for juvenile graffiti
  offenders
• Safe and Smart Ensuring that only the safest and
  most appropriate techniques and products are used
  in the removal of graffiti damage.
• DIY Designing Out Graffiti Considering the
  materials and designs used in the built
  environment.

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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

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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.

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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.

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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.

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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

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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 everyones contribution,
  reduces prejudice and develops positive
  interactions.

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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.

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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)

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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.

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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.

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Early ChildhoodSample Module Outline

• Self-concept
• Who am I?
• How do we get our names?
• Whats in a name?
• Titles, honorifics and respect?
• Who needs to know what we have found out?

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Goodbye GraffitiCurriculum 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

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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?

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Goodbye GraffitiCurriculum 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.

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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?

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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.

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Would you like more information?

• Contact Keryn Reid
• Project Officer
• Graffiti Reduction StrategyOffice of Crime
  Preventionkeryn.reid_at_ocp.wa.gov.auPh 9222 9733