Designing a Community MuralActivities & Teaching Strategies
Active learning works here because Year 1 students need concrete, visual steps to connect abstract ideas like community story and colour meaning to their own artwork. Moving from whole-class brainstorming to small-group sketches lets children anchor big concepts in tangible materials, which builds confidence and clarity.
Learning Objectives
- 1Design a collaborative mural plan incorporating at least three elements that represent the school community.
- 2Explain how specific colour choices and imagery in their mural design convey a chosen message to an audience.
- 3Critique their own and a peer's mural sketch, identifying one strength and one area for improvement based on the community theme.
- 4Demonstrate the steps of collaborative art creation, from brainstorming to presenting a group design.
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Whole Class Brainstorm: Community Story Web
Gather students in a circle to share community stories using prompt cards like 'Our park' or 'School friends'. Record ideas on a large web chart. Then, vote with hand signals on top themes for the mural.
Prepare & details
Design a mural that tells a story about our school or community.
Facilitation Tip: During the Whole Class Brainstorm, write student ideas on large paper strips so the group can physically move and cluster themes together.
Setup: Groups at tables with problem materials
Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric
Small Groups: Section Sketches
Divide the mural into 4-6 sections based on the story web. Each group sketches their section on large paper, focusing on 2-3 colours that match the mood. Groups share and swap ideas for improvements.
Prepare & details
Evaluate how different colours and images in a mural can convey a message.
Facilitation Tip: For Section Sketches, provide a template with divided sections so small groups focus on designing one part of the mural without overlapping.
Setup: Groups at tables with problem materials
Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric
Pairs: Colour Message Test
Pairs draw simple scenes, like a playground, in different colour schemes. They show to another pair and explain the message, such as 'warm colours make it exciting'. Adjust based on feedback.
Prepare & details
Explain the process of working together to create a large piece of art.
Facilitation Tip: In Colour Message Test, give pairs identical black-and-white mini-scenes so they can clearly see how colour changes the message.
Setup: Groups at tables with problem materials
Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric
Individual: Personal Symbol Design
Each student draws one symbol representing themselves or their family for the mural border. Collect and discuss how to fit them into the group design without overcrowding.
Prepare & details
Design a mural that tells a story about our school or community.
Facilitation Tip: During Personal Symbol Design, remind students to include one symbol that connects to the community theme from the Whole Class Brainstorm.
Setup: Groups at tables with problem materials
Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric
Teaching This Topic
Teachers should approach this topic by modelling the process of slow, intentional decision-making. Avoid rushing students to finish; instead, guide them to explain their choices using the language of the discipline. Research suggests that young artists build stronger narratives when they practise sequencing images before adding colour, so plan time for students to physically rearrange sketches before finalizing designs.
What to Expect
Successful learning looks like students using evidence from their community discussions to explain why their sketch sections fit together as a story. They should confidently link colour choices to intended messages and show respect for others' ideas during group work.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Whole Class Brainstorm, watch for students who add images without linking them to the community theme.
What to Teach Instead
After the brainstorm, have students work in pairs to sort their ideas into categories like 'places,' 'events,' or 'feelings.' They can physically move their written or drawn ideas on the floor to see gaps or overlaps before planning sections.
Common MisconceptionDuring Section Sketches, watch for students who dominate the group’s design decisions.
What to Teach Instead
Use round-robin sharing: give each student 30 seconds to add one element to the shared sketch, then pass it to the next person. This ensures all voices are heard and students must justify changes to the group.
Common MisconceptionDuring Colour Message Test, watch for students who choose colours based only on preference rather than message.
What to Teach Instead
Provide emotion cards with faces showing feelings and ask pairs to match colours to emotions before testing on their mini-scenes. They should explain their choices aloud using the emotion cards as reference.
Assessment Ideas
After Whole Class Brainstorm, present two different colour palettes and ask students to choose one for a mural celebrating a school sports day and one for a mural about a quiet park. Have them explain their choices using the community theme from their brainstorm.
During Section Sketches, after 10 minutes, have students swap sketches with a partner. Each student writes one sentence about what they like and one question about an image or colour choice on their partner’s sketch.
During Personal Symbol Design, circulate with a checklist and ask each student: 'Point to one image in your sketch that tells a story about our school. Explain what message one of your colours is trying to send.'
Extensions & Scaffolding
- Challenge: Provide a limited colour palette and ask students to redesign their symbol to still convey the same message.
- Scaffolding: Give students pre-cut shapes or stencils to help them focus on placement and story rather than drawing skill.
- Deeper exploration: Introduce texture by providing fabric scraps or collage materials to layer onto their individual symbol designs.
Key Vocabulary
| Mural | A large painting or other artwork applied directly to a wall or ceiling surface. Murals often tell a story or convey a message. |
| Community Theme | An idea or subject that is important or relevant to the group of people living in a particular area or belonging to a specific school. |
| Imagery | The use of pictures or visual descriptions in art to represent ideas, feelings, or objects. Specific images can carry meaning. |
| Colour Symbolism | The way different colours are used in art to represent specific ideas or emotions, such as red for excitement or blue for calmness. |
| Collaborative Sketch | A drawing created by multiple people working together, where ideas are shared and combined to form a final design. |
Suggested Methodologies
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