Graffti: Opportunities for Familiarization in Art Classes

Abstract

The article is devoted to the topic of modern street painting – graffiti. The essence of the concept, the peculiarities of the functioning of teenage and youth graffiti, the history of the development of graffiti as a social phenomenon, its varieties and styles, and their application in the social environment are considered.

The essence and classification of graffiti as a socio-cultural phenomenon, its historical origins and nature, psychological motives, aesthetic value, decoding the content of texts, etc. have become the subject of national and international research. Scientists believe that it is impossible to study graffiti as a social phenomenon in isolation from the historical context and cultural traditions of the country where they were performed and recorded.

The multiple meanings and multifaceted nature of graffiti make it impossible to give a single definition. Scholars consider graffiti as a social phenomenon and attribute it to the cultural and artistic forms of modernity. Furthermore, they identify graffiti as a communication phenomenon that has its own symbolic system and code and manifests itself in two directions: intra-graffiti, which involves dialogue of internal graffiti culture and within the limits of the graffiti code, and extra-graffiti – as a dialogue of graffiti with the outside world. Classifying the phenomenon of graffiti as an independent genre of modern art is a debatable issue.

Graffiti is called “street art” and part of modern society accepts it as a destructive phenomenon. The form of expression of graffiti creators is considered vandalism. However, there is an understanding that graffiti cannot be controlled or eliminated by imposing a ban on it. We should be investigated graffiti by involving social institutions, which will help bring the phenomenon of graffiti to a new level of its humanization and constructive solution.

Despite the complexity of the problem, the author offers to familiarize modern students with the phenomenon of graffiti in art classes. Textbooks on “Art” for 6^th-grade students, methods, and visual material for perception and discussion with students were analyzed. Working with schoolchildren, teachers should focus on various aspects of this concept – artistic, social, moral, etc. In addition, educators should teach students to evaluate information critically about graffiti and its value for society, as well as to promote their research initiative and creative self-realization