For Teachers

Lesson 4

Objectives

Students will be able to describe how beautifying an area prevents graffiti.

Lesson Length

Teacher preparation one week in advance, one class period for discussion, one month for on-going beautification project.

Method

Students will clean-up and improve a public space.

Materials

Photographs of community materials for beautification project, including camera and film

Vocabulary

beautify

Procedure

  1. One week prior to the start of this activity ask students to collect pictures of their community from the local newspaper. If possible, photograph several locations in your community. Some of the photographs should show graffiti and some should depict areas that have been beautified.
  2. Post all of the collected photographs in the classroom. Discuss with students which areas of the community have the most appealing appearance. Ask them which areas they would like to visit and why. Discuss which areas they would avoid and their reasons for doing so.
  3. Ask students what it means to graffiti. Discuss the following questions with students. Don't comment on student responses. Simply keep a record of them on the chalkboard or overhead projector.
    • Would you feel bad about producing graffiti in an area where there is already graffiti? Why or why not? Would you feel bad about someone placing graffiti on any of the locations in the photographs? Why or why not?
    • How would you feel about producing graffiti in a very clean area?
    • How would you feel about producing graffiti on a church or synagogue? Tombstones? A memorial statue?
  4. Introduce the "broken window theory". This theory states that if a window is left unrepaired, then other forms of vandalism and crime will follow.
    • In other words, if graffiti is allowed to stay on walls, then it won't be long before more graffiti appears.
    • Trash and litter become commonplace in such areas.
    • People loiter in the areas and more serious criminals take advantage of the surroundings.
    • Graffiti creates a downward spiral for our communities; reducing our quality of life and encouraging fear and anxiety.
    Ask students to consider the theory. Do they agree? Discuss the community photographs. Do they support the "broken window theory?"
  5. Introduce the term beautification. Ask students to think of ways to beautify an area within or around the school. Stress that ideas should be practical.
  6. Work together to choose a project and location in or near the school and tell the students that they will ADOPT THIS SPOT for one month. During that time they will be responsible for the initial clean-up (and/or reporting it to the janitorial staff to take care of), daily examination of the area for signs of decay and any beautification projects.
  7. Take before and after photographs of the spot students have adopted.

Assessment

Have students examine the results of their continued efforts. Keep a log or chart of comments other students or school personnel make about the beautified spot.

Enrichment

  1. Beyond cleaning and maintaining the location, ask students to consider ways to improve the area (i.e., plant flowers, create a mural, post public service posters, add benches, etc.).
  2. Make a commitment to maintain this spot for the remainder of the school year.
  3. Make a bulletin board using the community photographs from the lesson.

Try Sample Lesson 1

For other activities for children, check out the Graffiti Hurts® "Kids Only" page.

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