The Arts · Grade 4

Active learning ideas

Art in Public Spaces: Murals and Sculptures

Active learning works well for this topic because public art is meant to be seen, discussed, and experienced in real spaces. When students move around their community or simulate decisions like artists and city planners, they connect abstract ideas about art to concrete, memorable moments.

• Ontario Curriculum Expectations
• VA:Cn11.1.4a

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 50 min · Small Groups

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.

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

Facilitation Tip

During Collaborative Investigation, assign small groups to focus on different mural elements (colors, symbols, location) to ensure all students contribute.

What to look for

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.

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

Activity 02

• Simulation Game
• 45 min · Whole Class

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.

Compare the purpose of a mural in a park to a painting in a museum.

Facilitation Tip

During Simulation, provide role cards with clear responsibilities so students understand their stakeholder perspective quickly.

What to look for

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.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 20 min · Pairs

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.

Justify the placement of a specific piece of public art in its location.

Facilitation Tip

During Think-Pair-Share, ask students to share one example of art versus graffiti from their own observations or prior knowledge.

What to look for

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.

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

A few notes on teaching this unit

Experienced teachers approach this topic by grounding discussions in students' lived experiences of their neighborhood. They avoid abstract lectures about art history, instead using local examples to show how art functions in daily life. Research suggests that place-based learning increases engagement and retention, so teachers prioritize field trips or virtual walks when possible.

Successful learning looks like students describing how public art reflects community values, questioning its purpose, and proposing meaningful designs. They should use specific examples to explain why location and audience matter in public art.

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Watch Out for These Misconceptions

• During Collaborative Investigation, watch for students assuming murals are only decorative. Redirect by having groups analyze murals that address social issues and ask them to present the artist's message.

  Use the mural gallery walk to compare 'beauty-focused' murals with 'social justice' murals. Ask students to identify the purpose in each case and explain how the design supports that purpose.

• During Simulation, watch for students assuming all public art stays up forever. Redirect by introducing temporary art examples during the role-play planning phase.

  Bring examples of temporary art like light projections or chalk murals into the Community Arts Council simulation. Ask students to explain why temporary art might be chosen for certain locations or events.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share