Students will launch the project by examining local graffiti examples, debating whether each case is art, vandalism, or both, and drafting an initial evidence-based problem statement connected to legal street art in their community.

Students will gather firsthand evidence about unwanted graffiti and legal street art, test their assumptions through observation and brief interviews, and turn those findings into an empathy map and initial How Might We design brief. They will also pause for a mid-project team check-in and art-meaning reflection so their next design decisions are grounded in both community needs and stronger collaboration.

Students will turn community research into testable legal wall concepts, build and revise low-fidelity graffiti mural proposals through two feedback cycles, and validate that their design choices reduce vandalism while preserving space for street art.

Students will present their final legal wall proposals and graffiti-style mural mock-ups to an authentic audience, defend their evidence-based solutions, gather final stakeholder feedback, and complete a brief team and self-reflection on academic growth, collaboration, and changing views of graffiti, art, and community responsibility.