The Arts · Year 4

Active learning ideas

Public Art and Murals

Active learning works well for public art because students need to observe, discuss, and create to grasp how murals shape community identity. Local examples make the topic tangible, letting students connect classroom concepts to their own streets and stories.

• ACARA Content Descriptions
• AC9AVA4R01
• AC9AVA4E01

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 35 min · Small Groups

Gallery Walk: Local Murals

Display printed or projected images of Australian public art from urban and rural sites. Students rotate in groups, recording purpose, reflected values, and graffiti differences on worksheets. Conclude with whole-class share-out of findings.

Analyze how public art reflects the values or history of a community.

Facilitation Tip

During the Gallery Walk, position students in small groups at each mural to encourage quiet observation and shared note-taking before whole-class sharing.

What to look for

Provide students with images of two different public artworks: one a commissioned mural and one an example of graffiti. Ask them to write one sentence explaining which is which and one sentence describing the likely purpose of the commissioned mural.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Gallery Walk
• 45 min · Pairs

Sketch and Analyze: Community Spot

Students visit or view photos of a local public artwork. They sketch key elements, note historical or cultural references, and write one sentence on its community impact. Pairs then compare sketches.

Explain the difference between graffiti and commissioned public murals.

Facilitation Tip

For Sketch and Analyze, have students first describe the mural’s visual elements before considering its meaning to build careful observation skills.

What to look for

Show students a photograph of a well-known public mural in Australia. Ask: 'What story or message do you think this mural is trying to tell about the community it is in? What makes you say that?'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Gallery Walk
• 50 min · Small Groups

Design Challenge: Class Mural Pitch

In small groups, students brainstorm and sketch a mural for their school reflecting community values. They present pitches explaining purpose, design choices, and identity role. Class votes on favorites.

Evaluate the role of public art in fostering community identity.

Facilitation Tip

In the Design Challenge, assign clear roles so all students contribute, such as researcher, artist, or presenter, to keep everyone engaged.

What to look for

Ask students to hold up one finger if they think a piece of public art is primarily decorative, two fingers if it primarily tells a story or history, and three fingers if it aims to build community pride. Briefly discuss their choices.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 04

• Gallery Walk
• 40 min · Pairs

Debate Circles: Graffiti vs Murals

Divide class into pairs to prepare arguments on graffiti value versus commissioned murals. Rotate in circles to debate points like legality, intent, and community benefit. Teacher facilitates key takeaways.

Analyze how public art reflects the values or history of a community.

Facilitation Tip

In Debate Circles, provide sentence starters to scaffold arguments, such as 'One purpose of graffiti could be...' before students share their views.

What to look for

Provide students with images of two different public artworks: one a commissioned mural and one an example of graffiti. Ask them to write one sentence explaining which is which and one sentence describing the likely purpose of the commissioned mural.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should start with local examples to make the topic relevant, then gradually introduce broader contexts like rural silos or Indigenous stories. Avoid assuming students know what ‘commissioned’ means—explicitly define terms like ‘sanctioned’ and ‘ephemeral’ with visuals. Research shows students learn best when they analyze purpose and audience, so frame discussions around ‘who made this for whom and why’ rather than just aesthetics.

Students will confidently explain the difference between murals and graffiti, describe the purposes of public art, and collaborate to design a mural that reflects their class’s values. Look for thoughtful analysis during discussions and creativity in their design work.

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Watch Out for These Misconceptions

• During Debate Circles, watch for students who assume all graffiti is illegal vandalism.

  During Debate Circles, display examples of commissioned street art alongside illegal graffiti and ask groups to categorize each piece based on intent and permission, using the provided sentence starters to justify their choices.

• During Gallery Walk, students may assume public art exists only in cities.

  During Gallery Walk, include at least two rural silo murals in the photo set and explicitly ask students to note where each piece is located, then discuss how rural murals serve different but equally important purposes.

• During Sketch and Analyze, students might overlook the deeper purposes of public art.

  During Sketch and Analyze, provide a checklist with options like 'honors history,' 'celebrates culture,' or 'builds pride,' so students must identify at least one purpose before sharing their sketches.

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Methods used in this brief

• Gallery Walk