The Arts · Grade 2

Active learning ideas

Public Art and Murals

Active learning helps students connect emotionally to public art by making the invisible visible, turning abstract ideas like community identity into tangible experiences. When children physically engage with murals—through virtual tours, collaborative work, or discussions—they move from passive observers to active participants in understanding art’s role in society.

• Ontario Curriculum Expectations
• VA:Cn11.1.2a

• 15–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Gallery Walk
• 30 min · Small Groups

Gallery Walk: Virtual Mural Tour

Display photos of famous murals from across Canada (e.g., Chemainus, BC or Montreal's Plateau). Students move in groups to identify common themes like 'nature,' 'history,' or 'diversity' and record what they see.

Justify why a community would choose to display a mural on a public building.

Facilitation Tip

During the Virtual Mural Tour, pause at key murals and ask students to describe what they notice before explaining, to build observation skills.

What to look for

Present students with images of two different murals, one on a busy street corner and another in a quiet park. Ask: 'How does the location change how you see the mural? Who do you think the artist wanted to talk to in each case? Why?'

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

Activity 02

• Inquiry Circle
• 45 min · Whole Class

Inquiry Circle: The School Story Mural

In small groups, students brainstorm one thing they love about their school. They each draw a small 'tile' representing that idea, and the class assembles them into a large paper mural to see how their individual stories fit together.

Analyze how the placement of public art influences its audience.

Facilitation Tip

For the School Story Mural, assign small groups specific roles (designer, researcher, presenter) to ensure every student contributes.

What to look for

Give each student a small piece of paper. Ask them to draw one symbol or image that tells a story about our school and write one sentence explaining what it means. Collect these to see their understanding of visual storytelling.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Art for Everyone

Ask students: 'If you could put a giant painting anywhere in our town, where would it be and why?' Students share their location and subject choice with a partner, focusing on how it would help the people who live there.

Design a concept for a giant painting that tells a story about our school.

Facilitation Tip

In the Think-Pair-Share, provide sentence starters like 'This mural makes me feel...' to guide thoughtful responses.

What to look for

During a 'mural walk' (virtual or in-person), ask students to point out one detail in a mural and explain what local value or story it might represent. Use thumbs up/down for quick comprehension checks.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by first grounding discussions in students’ lived experiences, asking them to identify art they’ve seen in their daily lives. Avoid assuming students understand the difference between murals and graffiti; instead, use local examples to clarify the role of permission and purpose in public art. Research suggests role-playing community meetings about mural designs helps students grasp art as a collaborative civic process.

By the end of these activities, students will recognize murals as intentional, community-centered artworks that tell local stories and celebrate shared values. Success looks like students articulating why art belongs in public spaces and how it reflects the people who live there.

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Watch Out for These Misconceptions

• During the Virtual Mural Tour, watch for students who confuse murals with unauthorized graffiti. Ask them to compare the two side by side and note differences in color, size, and location.

  Use the Collaborative Investigation of the School Story Mural to highlight the mural’s commissioned nature by showing the school’s request for proposals or artist selection process.

• During the Think-Pair-Share, some students may say art only belongs in museums. Redirect by asking them to name public spaces where they’ve seen art.

  Use the neighborhood art hunt from the Gallery Walk materials to guide students in identifying and discussing art in public spaces like parks or libraries.

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Methods used in this brief

• Gallery Walk
• Inquiry Circle
• Think-Pair-Share