As we entered the spring semester, I searched for the most meaningful way to help students review for standardized tests. How could students revisit texts in a way that was creative and personally fulfilling. I proposed to the class that we select sections of our previous reading and transform these quotes into graffiti-style tags, using Photoshop and Illustrator, and paint or post these tags each week on ten large panels hung in the school’s common areas. Each week for approximately one month, students selected quotes from the novels, historical texts and related articles studied in our integrated history and English class, and transformed them into graffiti-style tags. Each week, students brought new quotes to make into new tags, and they tagged the boards, or over and around each other’s work, modified the art, or responded to it creatively. The panels became living environments for literary graffiti, which we named “tagature.” Each week, the students photographed their work, edited the photos in Photoshop and archived them online in digital portfolios, along with written, reflective artists’ statements. After four rounds of “tagature,” students selected their favorite examples of literary graffiti, edited their artist statements and used, Lightroom, Photoshop and InDesign to create a coffee-table-styled art book of the class’ work, which was then sold in the community through a publishing company created by our class. What began as standardized test review led to a living project that spanned visual art, reflective writing, digital archiving and hard copy publishing.