Primary / Junior / Intermediate
To welcome others to the school and to allow students to share ideas
- Prepare for this practice by selecting messages and images that are diverse and inclusive so that all students feel included, welcomed and represented.
- Students generate ideas for the graffiti (e.g., using quotes, keywords, translations).
- Students use sidewalk chalk to create the messages.
- Take photos/share.
- The graffiti may be done on posters.
- Images can be hashtagged and tweeted.
This practice links together the protective factor of school belonging/mattering and the benefits of expression through art. Activities, as such, also develop student decision-making skills, and allow a student to create as an individual or alongside a peer – creating potential reasons for increased social relationships (Roorda, et al., 2011; Ronkko & Lepisto, 2016; LaPorte, 2016).
La Porte, A. M. (2016). Efficacy of the arts in a transdisciplinary learning experience for culturally diverse fourth graders. International Electronic Journal of Elementary Education, 8(3), 467.
Rönkkö, M. L., & Lepistö, J. (2016). The craft process developing student decision making. Techne Series-Research in Sloyd Education and Craft Science A, 23(1).
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.
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