aT Done Think about the topic A. Look at the picture of graffiti. Then work with a partner to discuss the questions below. 1. How common is this type of graffiti in your neighborhood or city? Do you see more or less of it these days? 2. What do you think of graffiti? Does it have a mostly positive or mostly negative effect on the appearance of buildings and the community? Why do you think so? 3. Have you ever thought of graffiti as art? In what instances can graffiti be considered artistic? 106 CHAPTER 9 The Art of GraffitiRead to build _B. Read this discussion from an online art history class. background knowledge See page 2 VANDALISM OR ART? Professor Lind: Graffiti is controversial. Some people like it; some people don’t, but is it art? Your thoughts... ? Marco: | think graffiti on buildings is mostly ugly; i’s an eyesore. | don’t know why people think they should be able to draw anywhere they want to. Why should we have to look at it? Graffiti makes the area look like nobody's taking care of it. Professor Lind: So something must be pretty in order to be considered art? Marco: No, it's not that. It takes some artistic talent to make some graffiti, but basically it's vandalism. If you write or paint on someone else's property without his permission, you are breaking the law. That might be a political statement, but we shouldn't call it art. If we call it art, we are saying that i's okay to damage other people's property. Jesse: That's @ good point, but | still think graft is art. Its the creative expression of the graffiti artist. How can we draw that kind of boundary and say graffiti can't be art just because it’s created without permission? ‘Shannon: Regarding graffit’s effect on the appearance of the community, | think it's mostly a positive one. It can make ugly gray walls and buildings more colorful and beautiful Besides, you can always paint over it if you don't like it. Marco: Graffiti may not be permanent, but it costs a lot of money for people and cities to remove it. Usually they don't, and it just gets old and dirty and even uglier. Professor Lind: Let's get back to the subject. Shannon, you think grafft IS art? ‘Shannon: Not all graffiti | think people who just write a name or some profanity—well, that's just vandalism, Lee: But every day | look at ads of all kinds in my neighborhood—posters, billboards, signs in windows. These legal images and ideas are very much a part of our view of the world every single day, but for some reason people don't think of them as ugly. Creating graffiti is a way to take control of the public space. Jesse: | agree. The ideas and messages in graffiti can act as a response to the commercial, messages. The messages in graffiti have more integrity because they aren't just trying to sell you something; they are messages from people in my community. The artists engage with each other and with me. Professor Lind: Okay, very good. Let's move on now. UNIT 5 Artand Design 107‘Check your comprehension a partner, discuss these questions about the reading. 1. Which students think that graffiti is not art? What are their reasons? 2. Which students believe that graffiti is or can be art? What are their reasons? Expand your D, Match the words from the reading with their definitions. Look back at vocabulary the reading on page 107 to check your answers. 1. controversial 2. vandalism 3. permis ion 4, expression 5. boundary 6. permanent __ 7. imtegrity 8. engage All the garbage on the street lasting for a long time or forever putting feelings or thoughts into words or actions causing public dis cussion and disagreement the act of allowing somebody to do something to connect with someone emotionally the quality of being honest damaging property on purpose the line that marks the limits of something Circle the phrase with a similar meaning to the underlined word. aan eyesore in the community. a. something unpleasant to look at b. something uncommon €. something special or unique Discuss the F. Discuss these questions in a group. Share your answers with the class. reading 1, Which student in the discussion do you agree with most? Explain why you agree with that student. 2. Do you think that graffiti and advertising have the same effect on the ‘appearance of a community? Should there be stronger laws to limit graffiti? Should there be stronger laws to li it advertising? Review what G. With a partner, discuss three things that you have learned from the you know reading and from your discussions about graffiti. 108 CHAPTER 9 The Art of GraffitiLISTENING STRATEGY List more examples Recognize definition lecture language Recognize Lecture Language That Signals a Definition Professors often use new words or familiar words and phrases that have a different meaning in the subject area. When professors use these words for the first time, they usually define them. It is important to catch the definition the first time, because professors may start to use the words regularly and not define them again, Listen for the words and expressions that professors use to signal a definition. * The term for this is X. +X means... + This is called X. Now, X refers to... * X is the term for. + What | mean by X is - or what some call X. + What do | mean by X? Well, +X, or. Work with a partner to think of other expressions that signal a definition. Write your examples here. Read the excerpts from a lecture about subway graffiti. Circle the words that are being defined. Underline and label the lecture language that signals the definitions and also the definitions. Excerpt 1 In the subways of New York in the early 1970s, writers, ... what | mean by writers is graffiti artists, .. . started doing something new. They started tagging their work. Tag Is the term for a writer's signature. Before then, no one focused on who was making the graffiti. A New York writer named Taki 183, .. . Taki 183 was his pseudonym, meaning the nickname he chose to sign his work, .. . he was the first to get fame and media attention for tagging trains. He traveled all over New York and tagged everywher Excerpt 2 Pop Art was a big influence on artist Keith Haring. Pop Art is the term we use for the style of art created by artists like Andy Warhol, artists who used themes and techniques taken from mass culture. What do | mean when I say mass culture? | mean things like advertising, popular movies, fashion magazines, comic books, .. . things like that. Pop Art used culture as a guide instead of the culture of the “high art” world. In this way, it was able to engage a much larger public. UNIT 5 Artand Design 109Listen to the audio Qonune Listen for definitions @onune J. Listen to a lecture excerpt about New York style graffiti. Then write T for true or F for false next to each statement. __1. New York style graffiti is only found in New York. 2. Subway writers have one main goal: to tag as many subway ears they can. ‘The general public liked the graffiti and saw it as a new art form. K. Listen to the lecture excerpt again. Write down any lecture language that signals a definition for the words and terms below. Then listen again, and write down the definitions. 1, Word: genre Lecture language: Defini 2. Word: get up Lecture language: Definition: 3. Word: making a burner Lecture language: Definition: 4, Word: contradictory Lecture language: Definition: 5. Word: buffing Lecture language: Definition: TO. CHAPTER 9 The Art of GratfitiGun & ar NOTE-TAKING STRATEGY Notice the A. Annotate Your Notes after Lectures The purpose of note-taking is to remember ideas presented in class. After a lecture, take time to read over your notes and identify main ideas and key points with highlighting, underscoring, or other symbols (eg,, stars). This process will help you remember more from the lectures and create more effective study tools for your classes. Read the lecture excerpt below. Then look at the annotated notes on page 112. Today we are going to talk about grafitti artists—specifically, graffiti artists in the United States. Of course, they aren’t all the same. We'll look at a variety . . . and in particular, we will focus on 3 areas... their thinking about artwork . . . philosophies of art, and what gives street art tegrity. That’s the first area. We'll also look at different styles of art and common themes in their artwork. So, lets start with the way the artists think about art, and street art in particular. In the graffiti art world, there are differences of opinion about what people believe that to be authentic. . . honest, the artist must be outside the formal art world and make no money from his work. Revs, a New York artist, believes that taking money for art is corruption. He has never revealed his true name to the public and believes his hidden identity is important. He never takes money for his work. But many graffiti artists think this idea is too narrow. They think you can make art with integrity AND earn money from art. For example, Barry McGee is an artist based in San Francisco. His art appears both on the street and in museums and galleries around the world. He sees no conflict with doing both. He started creating graffiti art on the streets when he was a teenager using the nickname “Twist.” This led to studying art formally. Then he started exhibiting his work in galleries and museums. In fact, in 2001 he was chosen to exhibit his work at the Venice Biennale—an important exhibition of international contemporary artists. He sees the two kinds of art he creates, street art and gallery art, as very different. Although his gallery work is strongly influenced by street art, he thinks it’s not the same. He doesn’t see it as true, authentic street art, but he doesn’t see a conflict with doing both kinds of art. Now let's talk about styles of graffiti... UNIT 5 Artand Design 11risen Analyze the notes Annotate your notes Make predictions See page 8 Watch the lecture one c. 112. CHAPTER 9 The Art of Grafft) Grafitti Artiote CUSAY Art 210 Ws Variety - artists ldeas - art philosophy 4 integrity Ostyieo @themes 4 Hidden identity b_No gallery/museum shows Coutside art world) « No$ (artwork) 4 Public name / photos b Both gallery/museum shows & street art © Selle artwork Cearns # w/art) Work with a partner. List the annotation strategies used in the notes. Look at your notes from a lecture in an earlier chapter. Use highlighting, underscoring, and symbols to emphasize the main ideas and key points in those notes. Compare your annotation strategies with a classmate’s. Before the lecture, think about everything you have read and discussed on the topic of graffiti. What do you expect to learn from the lecture? Make three predictions. Compare your predictions with a partner. 1. 2. 3. Watch the lecture, and take notes using the note-taking strategies you have learned. Remember to listen for the lecture language that signals a definition.Assess your comprehension Assess and revise your notes See page 9 ‘Summarize the lecture See page 21 Check the statement that best describes how well you recogt lecture language. I was able to recognize the lecture language for definitions all of the time b. most of the time , sometimes d. not often Use your notes to answer these questions. 1. Why does New York City remove graf What are semiotics, and how did Keith Ha ing use semiotics in his art? 3. What are three characteristics of Keith Haring’s artwork? 4, Why did some people criticize Keith Haring for opening the Pop Shop? Were you able to answer the questions in Exercise G using the information in your notes? Compare and discuss your notes with a few other students. Help each other fill in any missing information. Revise your notes. Work with a partner, and take turns summarizing the main points of the lecture. Talk for 2-3 minutes only. UNIT 5 Artand Design 13pa cy ACADEMIC Pause and Collect Your Thoughts DISCUSSION STRATEGY S0/etimes you might need a little extra time to think and find the words you need to express your ideas. Other times, you want to pause before continuing, but you don't want others to think you're finished speaking. Use the following expressions and verbal signals to let others know you are preparing to speak or that you need a moment to collect your thoughts. Pausing before Continuing Your Thoughts These “expressions” keep the focus on you while you pause in the middle of a thought or before you move to another point. + Well, .. + Okay, + Hmmm + So, Collecting Your Thoughts These expressions can “buy time” while you put your thoughts together. Say them slowly while you organize your thoughts and prepare to speak. Speakers often combine these expressions with one of the pausing expressions above. + That's a good question. + That’s an interesting point. + Let me think about that for a moment. + 'm not sure what to think. List more examples A. Work with a partner to think of other expressions that indicate to listeners when you need a moment to think or are preparing to speak. Write your examples here. Practice collecting B. Ina group, read and discuss the questions. Ask each other questions your thoughts during the discussion. Keep the conversation going until every student has had a chance to practice pausing and collecting his or her thoughts. 1, Do you like the work of artists like Keith Haring? Why or why not? 2. Do you think graffiti is or can be art? Explain your answer. 3. If your school or community were given an original Keith Haring painting, where and in what way do you think it should be displayed? 114 CHAPTER 9 The Art of GraffitiDiscuss the ideas in the lecture c ith your classmates. Remember to use the phrases for pausing or collecting your thoughts when you need to. 1, New York City spends several million dollars a year to remove graffiti from its subways and streets. Is that money well spent? What do you think would be the result if the graffiti were not removed? How might people react? How might graffiti writers react? ny Some people think Keith Haring “sold out” because he created artwork for advertising, and he put artwork on products like t-shirts and postcards. Haring said that he just wanted his artwork to reach and engage the general public. What do you think? Was he more interested in making money or reaching a bigger audience? Do you think artists lose their integrity when they sell their work or use it to make money in other ways? Graffiti has been called a “bottom up” form of art, meaning that it got its start with the public and then rose up to the art world. In contrast, a “top down” art form is art that is created in an established way and then delivered to the public. What other art forms could be called “bottom up” today? What do you think of them? Is one way better than another? Why or why not? Look back at your notes. What was another idea in the lecture that you found important or interesting? Tell the class why you think it is important or interesting, and ask for others’ opinions. UNIT 5 Artand Design nsLae oo PRESENTATION Open the Floor and Clarify Audience Questions STRATEGY in previous chapters, we've discussed the importance of engaging the audience and building a connection with them. This is especially important to do at the end of your presentation. By inviting the audience to ask questions, or opening the floor, you allow them to engage in a conversation with you; they can clarify ideas that they didn't fully understand while you were speaking or get more information about an area that interests them. After you conclude and open the floor, be sure to repeat or summarize each question to ensure that everyone can follow the discussion. Check your A. Watch a student give the end of a presentation and start a comprehension _ about a work of art. Answer these two questions. Qonune Where is the piece located? What is the speaker's interpretation of the piece? Notice how the B. Watch the video again. Think about the information in the strategy speaker opens the box above. List two problems with the way the student ends the floor to questions presentation and starts a discussion. Qonune owe C. The student received some suggestions on the way she ended her presentation and started a discussion. Watch the student end the presentation again. two improvements the student made to the way she finished the presentation. PRESENTATION Expressions for Opening the Floor SIRS er + Are there any questions? + Thank you for your attention. We have time for a few questions. Expressions for Clarifying Au *So, you're/he’s/she’s asking . .. is that right? + Your/his/her question is... 116 CHAPTER 9 The Art of GraffitiList more examples Practice opening the floor Give a presentation D. Work with a partner to think of other ways to open the floor or clarify audience questions. Write your examples here. E. Look in a book, magazine, or Web site for a piece of art or architecture. Stand in front of a group of classmates, show the image, and explain why you like it. When you finish, thank your audience. Then, practice the strategies for opening the floor and clarifying audience questions. After you finish, your classmates will give you feedback on how you ‘opened the floor and clarified audience questions. Ask them: + What are two ways I effectively opened the floor or clarified audience questions? * What is one way to improve how I open the floor or clarify audience questions? F. Prepare and deliver a presentation about an internationally known graffiti or street artist, such as Banksy, Shepherd Fairey, or Marc Jenkins. Research the artist, choose one work of art by the artist, and find out more about it. Describe the piece, and share both your research on the artwork and your reactions to it. Consider the following questions: * Why did you choose this piece? (Why . style, themes, use of color) of this artist's work? How does this piece exemplify these characteristics? gto you?) + What idea(s) do you think the artist is trying to express in this piece? What is your interpretation of the piece? When you finish, use the strategies for opening the floor to questions. Before you prepare your presentation, review the ideas and vocabulary from this chapter. UNIT 5 Artand Design 117