The Arts · Grade 4 · Art in the World Around Us · Term 3

Art in Public Spaces: Murals and Sculptures

Students investigate examples of public art in their community and discuss its purpose and impact.

• Ontario Curriculum Expectations
• VA:Cn11.1.4a

About This Topic

Public art and murals take art out of the museum and into the streets. In Grade 4, students investigate how art in public spaces can reflect a community's identity, history, and values. This topic covers the purpose of public art, from celebrating a local hero to bringing beauty to a gray wall. This aligns with the Ontario Curriculum's focus on 'Visual Arts' and the expectation that students describe how art is used in their own community.

Students explore the idea that public art is 'for everyone' and often involves a collaborative process between the artist and the neighborhood. They look at local examples, such as the vibrant murals in many Canadian cities or the historical monuments in their own towns. This topic comes alive when students can 'scout' their own school or neighborhood for potential art sites and design a mural that tells a story important to their peers.

Key Questions

1. Analyze how public art can reflect the history or values of a community.
2. Compare the purpose of a mural in a park to a painting in a museum.
3. Justify the placement of a specific piece of public art in its location.

Learning Objectives

• Analyze how specific elements within a public mural or sculpture reflect the history or values of its community.
• Compare the intended audience and purpose of a mural in a public park to a painting displayed in an art museum.
• Justify the placement of a chosen piece of public art by explaining how its location enhances its meaning or impact.
• Design a concept for a public artwork that communicates a story or message relevant to their school community.

Before You Start

Elements and Principles of Design

Why: Students need to understand concepts like line, shape, color, and balance to analyze and discuss artworks.

Introduction to Visual Arts: Forms and Media

Why: Familiarity with different art materials and techniques, such as painting and sculpting, will help students understand the creation of public art.

Key Vocabulary

Public Art	Art created for and situated in public spaces, intended to be accessible to everyone. It can include sculptures, murals, installations, and more.
Mural	A large painting or other artwork applied directly to a wall or ceiling surface. Murals often tell stories or convey messages to a wide audience.
Sculpture	A three-dimensional work of art, often made from stone, metal, wood, or clay. Public sculptures can be abstract or representational.
Community Values	The shared beliefs, principles, and standards that are important to a group of people living together in a particular area.
Site-Specific Art	Artwork created to exist in a particular location, taking into account the history, culture, and environment of that place.

Watch Out for These Misconceptions

Common Misconception

Public art is just 'decoration.'

What to Teach Instead

Students often think murals are just to make things look 'pretty.' Use a gallery walk of 'social justice' murals to show how art can be a powerful tool for protest, memory, and community-building.

Common Misconception

All public art is permanent.

What to Teach Instead

Students might not realize that some art is 'ephemeral' (temporary). Discuss examples like chalk art, ice sculptures (common in Canadian winters), or light projections to show that art can be a fleeting moment in a public space.

Active Learning Ideas

Inquiry Circle: The Mural Map

Using Google Street View or a neighborhood walk, students find three examples of public art. In groups, they research (or guess) who the art is for and what message it is trying to send, then present their 'Mural Map' to the class.

50 min·Small Groups

Simulation Game: The Community Arts Council

The class is divided into 'artists' and 'community members.' The artists must pitch a mural design for the school's front entrance, while the community members ask questions about how the art represents their school's diverse identity.

45 min·Whole Class

Think-Pair-Share: Art vs. Graffiti

Show images of a commissioned mural and a piece of unsanctioned street art. Students think about the difference between the two, then share with a partner their thoughts on who should decide what art goes on a public wall.

20 min·Pairs

Real-World Connections

• City planners and arts councils commission public art projects, such as the 'Watermark' sculpture in Toronto or the 'Wall of Hope' mural in Vancouver, to beautify neighborhoods and foster civic pride.
• Local historical societies often work with artists to create murals or monuments that commemorate significant events or figures from their town's past, like the Métis Sash mural in St. Boniface, Manitoba.
• Community art organizations facilitate mural painting workshops where residents collaborate with artists to design and create artworks that represent their collective identity and experiences.

Assessment Ideas

Exit Ticket

Provide students with an image of a local public artwork. Ask them to write two sentences: one explaining what message or story the artwork communicates, and one explaining why its current location is effective.

Discussion Prompt

Pose the question: 'Imagine our school playground is going to have a new piece of public art. What kind of art would best represent our school community, and where should it be placed? Why?' Facilitate a class discussion, encouraging students to justify their ideas.

Quick Check

Show students two different examples of public art: a mural in a busy downtown area and a sculpture in a quiet park. Ask them to write down one key difference in their purpose or intended audience, and one similarity.

Frequently Asked Questions

How do I find local public art to show my students?

Many Canadian cities (like Toronto, Ottawa, or Vancouver) have online 'mural maps' or public art registries. You can also look for 'Art in the Park' programs or local community centers that have commissioned works.

What is the difference between a mural and a painting?

A mural is designed specifically for a particular wall or space and is often much larger. It has to take into account the architecture of the building and the people who walk past it every day, whereas a painting is usually created on a portable canvas.

How can active learning help students understand public art?

Active learning through the 'Community Arts Council' simulation puts students in the position of 'stakeholders.' They have to think about the 'audience' for art in a way they don't when they are just drawing at their desks. This helps them understand that public art is a conversation between the artist and the community, which is a key concept in the Ontario Curriculum's 'Reflecting, Responding, and Analyzing' strand.

How can I include Indigenous murals in this unit?

Showcase murals by Indigenous artists (like those in the 'Indigenous Mural Project'). Discuss how these works 'reclaim' space and tell stories that were often hidden or erased from the public landscape, connecting to the process of reconciliation.