This document outlines a project on graffiti art that will involve students from Turkey, Greece, France, and Italy. Over the course of a school year, the students will: 1) Learn about the history and social messages of graffiti through online research and photo sharing. 2) Analyze graffiti photos taken in their own cities and discuss themes. 3) Collaboratively design a multilingual graffiti artwork expressing important messages. 4) Present their work and experiences to their local communities and evaluate each other's contributions. The goals are for students to improve language skills while exploring graffiti as a form of social expression across Europe.

1. Planning a project
1. Title: The Art of Graffiti
2. Idea/Brief Description
The students get aware of the social power of graffiti and exchange views with the
European partners about social issues.
3. Partners:
Joanna Soltysiak Gurpinar, Turkey
Flora , France
Katerina i, Greece
Luigina, Italy
4. Languages you are planning to use in your communication:
English
5. Pupils age range
10-11-12 -13
6. Number of pupils involved in the project
Turkey - 50
Greece - 30
France - 58
Italy - 20
7. Curricular areas involved
Art, History, Sociology, Phychology, ICT
8. Goals
Students should:
 practise their language skills,
 identify hidden meaning,
 read between the lines,
 sensitize to local social issues,
 develop their creativity,
 collaborate with other international teams
 practise mediation and negotiation skills
 improve foreign language skills
 work in group (cooperative learning)
 improve ICT skills
9. Project Deliverables / Work process
Using the goals you have defined in, create a list of things the project needs to deliver in order to meet
those goals. Specify when and how each item must be delivered.
September-October:
1. Students get to know each other - they design a simple graffiti with their names using
Graffiti Creator and they add a picture of themselves on a graffti wall
(http://funny.pho.to/fr/street_graffiti/#). They share their work on Twinspace. They can also print their
graffitis and decorate their classroom with them.

2. 2. Web Quest - The students find out about history of graffiti and what is
expressed (https://en.wikipedia.org/?title=Graffiti#History)
They look for examples of pictures in museums or the
net (websites: http://streetartview.com/, http://www.scoop.it/t/world-of-street-outdoor-
arts, http://designbump.com/30-creative-large-scale-street-art-
murals/, http://www.streetartutopia.com/, https://blog.vandalog.com/2012/08/graffiti-vs-street-art-a-
debate-i-dont-understand/, http://www.smashingmagazine.com/2008/09/14/tribute-to-graffiti-50-
beautiful-graffiti-artworks/, etc.)
3. They explore the history of graffiti with the pioneers and most famous artists,
etc. (http://www.julianbeever.net/, http://leequinones.com/, http://zephyrgraffiti.com/, http://www.graffiti.
org/dondi/
Students team up to analyse a work of art of their choice (aethetics and message). They present the
results of their work in the form of a PADLET or GLOGSTER.
November_December:
1. The students go around their city/town and photograph the graffiti. - field trips or individual research
2. Students come back to school and discuss the photos they took with their teacher(s). They identify
the hidden meanings, analyse and relate them to the current social issues.They make debates on the
legal vs illegal status of graffiti. They discuss about the aims of grafftis (for eg.: arts or politics?) They
vote for the best graffiti photos among them.
- brainstorming sessions
3. Students send New Year Cards to their partners with the messages written in a form of graffiti.
January - February:
1. The students work into groups. Each group undertake some graffiti. They translate them into
English and convey their message into the foreign language. They also collect relevant newspaper
articles, videos, internet material and present the material to the other countries (diaporama
powerpoint or impress, or google earth multitrack, or timeline with http://www.dipitiy.com, or a wall
with http://en.linoit.com/).
2. Students upload to twinspace all the photos they took or found on internet and create an online
photo album presenting the graffitis from different parts of their towns from all participating countries.
Then make a debate based on the photos - which graffiti are sending a message and which ones are
just a form of vandalism - and share their conclusions with their partners (food for thought
support: https://www.youtube.com/watch?v=BVNSmNtHpXE, http://www.debate.org/opinions/is-
graffiti-art, )
The partners exchange their data, discuss about, analyse and make comments on them via mails,
skype connections, e-twinning chatting, forums so that everyone is informed about the social issues
discussed.
March-April:
1. Students in each partner country choose the messages they find the most relevant to them ( 'Smile
/ Have a nice day! / No violence!) and present them to their european peers (http://graffiter.com/app)
2.The messages will be upload for the online voting - easypolls.com (or some different web tool).
Students choose 5-7 messages and work together (in international groups) designing one common
graffiti containing the messages they chose
before (http://www.graffitiswat.com/ or https://scribblar.com/)
May- June:

3. 1. The students present the process of their work to the local community (school, town festivals, local
press). They may use powerpoint presentations/ padlet / movie-maker / prezi.They also create an e-
book with the work using the book creator. We could use the graffiti designed by all the students and
paint it on our school walls.
2. Evaluation
Students fill out on-line questionnaires in the twinspace platform and upload mini interviews (videos) of
their feelings.
10.Project calendar
A school year (see above)
11.Expected outcomes & evaluation
The students get aware of the social power of graffiti and exchange views about social issues.
The students will create:
- a simple graffiti with their names
- a web quest - investigating the history and importance of graffiti
- a photo album with the photos presenting the graffitis from their towns
- New Year Cards with graffiti
- students will come up and choose the best graffiti messages
- a collaborative graffiti (using web tools)
Continuous evaluation
¨ Peer-evaluation: Students vote the best graffiti. Partners make comments about the graffiti
presented to them by the other countries.
¨ Self-evaluation: Students choose the best graffiti to photograph and comment on them.
¨ Final evaluation: Students fill out on-line questionnaires in the twinspace platform and upload mini
interviews (videos) of their feelings.
12.Tools you are planning to use
Graffiti Creator, Easy polls, Twinspace, Skype, Powerpoint, Padlet, Movie-Maker, Prezi, Book
Creator, Google Earth, http://en.linoit.com/,
Dipitiy.com, http://graffiter.com/app, http://funny.pho.to/fr/street_graffiti/#), Glogster, Padlet.