PROJECT CONCEPT AND DESIGN

Combining social media exchanges with the act of graffiti, we came to an object or surface directly or with the aid of a clothespin, would
upon the idea of using tangible symbols, similar in aesthetics to apps allow KGMS students to lay claim to or create a dialogue about their
and icons, to create a social forum that enabled students to influence surroundings without physically damaging or adversely affecting others’
both their physical environment and each other in manners similar to enjoyment of it. Students would use these symbols to “tag” or comment
how they would in the virtual domain. The Tag Project, which con- onan object or area. Other students could agree, disagree or alter these
sisted of three-dimensional, reusable symbols that could be affixed declarations by moving, adding to or subtracting from the original tag.

To promote The Tag Project as a cohesive kit for a single KGms classroom, 60
tags and 60 wooden clothespins were packaged together in reusable, recyclable plastic
containers repurposed from 4-litre milk jugs. The kit contained 6 multiples of
each of the following tags:

a

BOOK LEAF PAINT BRUSH HEART SMILEY FACE

om

e © ‘ =

EXCLAMATION MEDAL A PAIR OF LIGHT BULB BLANK TAG
MARK SPEECH BUBBLES

allowed students to
contribute their own icon to
the project's vernacular

The tags featured positive or neutral symbols that were suggestive enough to express clear
opinions when used in isolation, but ambiguous enough that their meanings changed when used in
conjunction with other symbols. Negative symbols were omitted to prevent misuse or bullying.