An early expression of street art is considered the Mural Movement, which developed
at the beginning of the 20th century in Mexico and left a valuable legacy of
techniques and experimentation to contemporary artists. Nevertheless, the origins of
today's modern street art are placed in the emergence of style writing Graffiti in New
York in the late 1960s and during the '70s. At the same time, there was a tradition of
gangs writing slogans on the walls who wanted to demarcate their territory. In the
following decades, this art form developed, diversified, and acquired many guises and
representatives, sworn friends and enemies. Street art is a form of intervention in the
urban body and the public space.
Street art, often considered illegal in many countries due to its association with
vandalism, is a reflection of rapid social phenomena and economic changes in the
daily lives of citizens. It is a product of a society marked by insecurity and risk, a
psychosocial substrate that fuels the increased production of civic Graffiti. This art
form, at its core, is a direct or indirect response to social crises, often developing a
sharp civic discourse that mirrors the reality of each society. Its societal impact is
undeniable, making it a significant subject of study and discussion.
Graffiti, stencils, and murals, once considered acts of vandalism, have now become a
significant part of modern Art, gaining recognition in galleries and attracting a
dedicated fan base. With this in mind, we initiated the European eTwinning
project BE U.R.B.A.N, connecting schools from different countries in Europe. Our
program, which brings together students and teachers from Italy, Turkey, Romania,
Croatia, Serbia, and Greece, is a testament to the educational and cultural benefits of
such initiatives. In a constantly evolving multicultural context, we discovered the
unique aspects of our countries and the cohesive bonds that can be developed through
education and Art.
During the project, we learned about the history of street art and the representative
artists who were born and grew up in the urban landscape and used walls, sidewalks,
pillars, and cement in general as canvases. At the same time, we analyzed famous
works that touched passers-by, who saw them as they passed by, stopped, and looked
at them as if they were in modern art museums.
Our students worked in transnational teams, developing their communication skills
and, through discovery and experiential learning, approached art-related concepts. At
the same time, however, they developed their skills using collaborative tools. They
practised using WEB2 collaborative tools as they collected material on digipads and
created an Ebook, a calendar and a virtual exhibition from the material gathered. We
take for granted the improvement of the use of English as the official language of the
program.
This experience, and in particular, the contact with Art, we are sure, helped our
students develop all-around, acquire sensitivity, ability to learn, critical thinking, and
creativity, and contribute to a better understanding of themselves, other people, and
the world in more holistic ways.
