Art as Social Commentary · Term 3

Public Art and Murals

Investigating how art in public spaces can build community identity and address local concerns.

About This Topic

Public Art and Murals introduces students to art that lives outside of museums. In Grade 5, students examine how art in public spaces, like the murals in Toronto's Graffiti Alley or the sculptures in a local park, can build community identity and address local concerns. This aligns with Ontario's Critical Analysis Process, where students consider the 'who, what, where, and why' of an artwork.

This topic is vital for understanding citizenship. Students learn that public art is a conversation between the artist and the community. By analyzing whose stories are told (and whose are missing), students develop a critical eye. This topic is best explored through 'virtual' or real-world tours and collaborative design projects where students must negotiate what 'their' community's story should be.

Learning Objectives

• Analyze the intended audience for a given piece of public art or a mural.
• Explain how the physical location of a mural influences its message and impact.
• Compare and contrast differing viewpoints on whether public art should prioritize aesthetic appeal or provoke thought.
• Design a concept for a public artwork that addresses a specific local concern or celebrates community identity.
• Evaluate the effectiveness of a public artwork in relation to its stated purpose and community context.

Before You Start

Elements and Principles of Design

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

Introduction to Visual Arts

Why: A foundational understanding of different art forms and media is necessary before exploring specific types like public art.

Key Vocabulary

Public Art	Art created for and placed in public spaces, accessible to everyone, such as sculptures, murals, and installations.
Mural	A large painting applied directly to a wall or ceiling surface, often found on the exterior of buildings in urban areas.
Community Identity	The shared sense of belonging and recognition among people in a specific geographic area or group, often reflected in cultural expressions like art.
Social Commentary	The act of expressing opinions or criticisms about society, social issues, or political matters, often through artistic works.
Site Specific	Artwork created for and intrinsically linked to a particular location, where its meaning and form are dependent on the site.

Active Learning Ideas

Gallery Walk: Mural Analysis

Display photos of diverse Canadian murals (e.g., Indigenous murals in Winnipeg, Francophone murals in Montreal). Students use a 'See-Think-Wonder' chart to analyze how the location of the mural adds to its meaning.

⏱ 35 min·Whole Class

Generate mission

Inquiry Circle: The Community Wall

Groups are given a 'problem' in their school or neighborhood (e.g., 'littering' or 'loneliness'). They must design a mural that addresses this issue, choosing colors and symbols that would speak to their specific neighbors.

⏱ 45 min·Small Groups

Generate mission

Formal Debate: Art or Eyesore?

Present a case study of a controversial piece of street art. Students are assigned 'roles' (the artist, a local business owner, a city councillor) and must debate whether the art should stay or be removed.

⏱ 40 min·Whole Class

Generate mission

Real-World Connections

City planners and arts councils commission murals and sculptures in parks and on buildings to beautify neighborhoods and foster civic pride, like the numerous murals found in Kensington Market, Toronto.

Community organizers may work with local artists to create murals that highlight historical events or address social issues important to residents, such as murals depicting Indigenous stories or environmental concerns.

Street artists and graffiti artists use public walls as canvases to express messages, challenge norms, or beautify neglected spaces, sometimes leading to debates about vandalism versus art, as seen in areas like Graffiti Alley.

Watch Out for These Misconceptions

Common Misconception

All street art is 'graffiti' and is illegal.

What to Teach Instead

Students often confuse 'tagging' with commissioned public art. Use examples of city-sanctioned mural projects to show how public art can be a planned, legal, and highly respected part of urban design.

Common Misconception

Public art is just for 'decoration.'

What to Teach Instead

Students may think murals are just to 'make things pretty.' Use peer discussion to uncover the 'hidden' messages in murals, such as those honoring residential school survivors, to show that public art is often a form of memorial or protest.

Assessment Ideas

Exit Ticket

Provide students with images of two different public artworks. Ask them to write one sentence identifying the likely intended audience for each and one sentence explaining how its location might affect its message.

Discussion Prompt

Pose the question: 'Should public art always be beautiful, or can it be challenging?' Facilitate a class discussion where students share their opinions, referencing specific examples of public art they have studied.

Quick Check

During a virtual tour of public art, pause at a mural. Ask students to individually jot down on a sticky note: 'What is one local concern this mural might be addressing?' Collect and review notes for understanding.

Frequently Asked Questions

How can active learning help students understand public art?

Public art is about 'place.' Active learning strategies like 'Structured Debates' or 'Community Wall' projects force students to consider multiple perspectives. They have to think about the audience, the environment, and the social impact of the work. This moves them from being passive viewers to active participants in the 'civic conversation' that public art creates.

What are some famous Canadian muralists?

Look at the work of artists like Christi Belcourt (Métis) or the various collectives involved in 'Mural Routes' in Ontario. Their work often blends traditional patterns with modern social messages.

How do I handle the topic of graffiti in class?

Focus on the 'intent' and 'permission.' Discuss the history of graffiti as a voice for the marginalized, while also explaining the importance of respecting public and private property.

Can we make a 'mural' without a wall?

Yes! Use large rolls of butcher paper or a series of connected cardboard boxes. This allows students to experience the 'scale' of mural making without a permanent commitment.