Course Philosophy

Graffiti and Youth

Youth are attracted to the anti-authoritarian and individualistic aspects that graffiti represents.  As graffiti grows in popularity among young people and earns its place in our culture, it is becoming essential to include this expanding art form in the visual arts curriculum.  Although a controversial topic among educators, administrators, community members and the art world at large, I believe that it is through educating, not policing, that we can promote graffiti and other various forms of street art as true forms of art and not acts as vandalism.  Because these topics currently do not appear in our classroom art textbooks, and because graffiti itself is currently an ever expanding form of art, the task it is not without its challenges.  The ability to offer engaging and relevant programming for our youth, such as the Urban Art for Social Change courses at R.S. McLaughlin and the UASC Graffiti School at the Living Room Community Art Studio, could not happen without the guidance and support of community mentors and organizations.  Paul Paget (Graffiti Artist and Youth Worker), Mary Krohnert (Artist and found of the Living Room Community Art Studio), the Durham Regional Police Service, the Ontario Ministry of Education, the Durham District School Board and the administrators of R.S. Mclaughlin C.V.I. all have generously provided their time, space, funding, and above all adventurousness, to provide a safe, engaging creative space available for Oshawa youth.     

Graffiti's Appeal to Youth

Anti-Authoritarian:  It comes as no surprise that as our youth navigate through the teenage years, many feel as if those in authority don't understand or relate to them.  They feel disconnected from parents, police, schools, governments and sometimes even their community.  Similarly, the principles of graffiti itself advocates work as outsiders and in defiance to authority, including the art world.  Because of the anti-authoritarian sentiment shared by both youth and the graffiti artists, it seems only natural that teenagers are drawn to this art form.  By providing graffiti programming, connecting youth to mentors, and providing a safe place to practise this art form, it is my belief that anyone involved in our program will no longer feel any disconnect with those in position of authority.   Because they feel supported, students will not only begin to build positive relationships amongst each other and with our mentors but will ultimately begin to see themselves as impactful, active members of our community. 

Individualism:  As graffiti artists strive to develop their own individual style and "make their mark" through their art, teenagers are also on a path of personal development.  Self-reflection, self-identity and self-confidence are all by-products of art making.  Learning can only happen in a safe, inspiring, and supportive environment where students are free to take risks and make new discoveries.  The success of both the Urban Art high school program and the Graffiti School is a result of demonstrating that the students matter, which is accomplished primarily by supporting their interests.

Graffiti as Art, not Vandalism

If we provide our youth with a safe space to create quality forms of street art and graffiti will our program reduce or minimize the amount of graffiti vandalism in our community?  If our youth feel supported will they feel invested in their surroundings and help conserve the community in which they live?  Will youth be deterred to commit acts of vandalism if they were made aware of the consequences of such criminal acts to both themselves and the community at large?   It is my experience that by offering graffiti programming in high schools over the past five years that the answer to these questions is an outstanding yes.

The ability to offer graffiti programming at our high schools and within the community relies heavily on the advocacy as graffiti as art and not vandalism.  It is imperative that in every step of the way we stress to our participants that we do not condone or promote any illegal acts associated with graffiti.  I am very proud that there are now hundreds of students that have graduated from the Urban Arts for Social Change program at R.S. McLaughlin C.V.I. and are all now advocates promoting legal forms of graffiti and not graffiti as vandalism.  By providing a safe space to create graffiti, with community support and educational resources, I truly believe that we will be successful in our goal to promote graffiti as art.

Theresa Wyatt