Trabajo de investigacion graffiti (en inglès).

Part III

Graffiti Inside the Conception of School Community        

This last part of the research shows the survey applied in this scholar community. This was considered the thirty percentage of each sector of the school, such as teachers, students and staff. The results show the midfield of research where the sectors of this school state the point of view of the subject of study. The author considers pondering the most important perspective from different sectors.^[a]

First of all, the author thinks describing the research instrument for the survey so as to show what the supporting records in the questions to inform his general conclusion. The reason to use this survey was to show every body how the subject of the study is considered in this school. See appendix _  ^[b](attached document section).^[c]

The field research was based in three questions such as:

1. Do you know what graffiti is?

2. Do you consider that graffiti is a popular art expression?

3. Do you believe that graffiti is vandalism and idleness from young people’s expression?

4. Do you know if graffiti is a personal problem?^[d]

As results that the author got, he/she presents the graphs and analysis below:

Example 1^[e]

Teachers’ opinion

        [pic 1]

The arithmetic mean from teacher brought up the following data according to the first question (see appendix __) ^[f]the sixty percentages said that they did not know about graffiti. Just the thirty denied knowing about graffiti. And the rest did not answer.

Students’ opinion

[pic 2]^[g]

In the student midfield brought these data up: as it can see the majority of student answered positive the first question and the rest denied knowing about graffiti. In the next question can be appreciated that there is a shift difference between   the consideration if graffiti is good or bad. In the third that considered the graffiti a kind of art both answers are equals. The last question shows the magnitude of free expression from a short part of population.^[h]

                                  Staff’s Opinion

[pic 3]

      As it can be appreciated in the box, it shows most of staff do not know about graffiti is. They consider that graffiti is only done by teens. Some of them state that is a kind of art.  A few of them thinks that just gangs use this expression. Finally, a minimum of them denied that graffiti is a kind of expression.^[i]

      In conclusion, the author to sum up he thinks that teacher’s opinion permits that is necessary to inform to the teaching population about what graffiti is. Including students should be touch graffiti as part of art subject to integrate their skills for interpreting other kind of art. Also school staff will be oriented about graffiti so as to change its state of mind and enrich its concept in art disciplines.^[j]

     The author brings to a close for this part of research that the conception about graffiti in not universal. That means that the appreciation about this subject of research expires time by time. It is probable that in a few years this conception would change because of people transition a long years.         ^[k]

General conclusion^[l]

In this part of the research the authors retakes his/her perspective from each part. He/she states analyzing the results and balances the advantages and disadvantages from consequences of the study. Also suggest further information for new researchers on this subject of study.^[m]

      To summarize from part one the author thinks that this research thinks that controversies that surround graffiti continue to create disagreement amongst city officials/law enforcement and writers who wish to display and appreciate work in public locations. There are many different types and styles of graffiti and it is a rapidly developing art form whose value is highly contested, reviled by many authorities while also subject to protection, sometimes within the same jurisdiction.……………In the second part the author shows the most important facts that he/she thinks that learning the evolution of graffiti until today. As it can see in the concept map the evolution and the development of graffiti is related to the branches of science of Sociology, Art, Language science, Anthropology, and so on. The world conception is ambiguous because sometimes is a product from vandalism and sometimes is a product of pop art. In Latin America is a great way of art expression but the most important is an important way of express people needs. In Mexico the high influence from its north neighbor is associated most of the time with vandalism. In Puebla the last president tried to modify the old concept of graffiti and permitted pop artist to paint in bridges and cemeteries. Analyzing the conception about the subject of study from different perspectives around the world the author thinks that graffiti is a modern way of express social needs through art skills. ……………..Finally in the third part the author winds up that the author to sum up he thinks that teacher’s opinion permits that is necessary to inform to the teaching population about what graffiti is. Including students should be touch graffiti as part of art subject to integrate their skills for interpreting other kind of art. Also school staff will be oriented about graffiti so as to change its state of mind and enrich its concept in art disciplines. The author brings to a close for this part of research that the conception about graffiti in not universal. That means that the appreciation about this subject of research expires time by time. It is probable that in a few years this conception would change because of people transition a long years.…………

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