Art and Design · Year 6 · Art as Activism · Summer Term

Art in Public Spaces: Murals and Sculptures

Exploring how murals and sculptures are placed in public areas and how they can make a place special.

• National Curriculum Attainment Targets
• KS2: Art and Design - Art in Society
• KS2: Art and Design - Sculpture and 3D Form

About This Topic

Street Art and Public Space invites Year 6 students to debate the complex relationship between art, ownership, and the law. By studying artists like Banksy, Keith Haring, and Jean-Michel Basquiat, pupils explore how art can be used to reclaim public spaces and speak to the community. This topic meets KS2 Art and Design standards for art in society and evaluating the work of artists.

Students are encouraged to think critically about the 'where' of art. Does a painting change meaning if it's in a museum versus on a brick wall in a park? This topic is perfectly suited for structured debates and mock trials, where students must weigh the cultural value of street art against the rights of property owners and the rules of the city.

Key Questions

1. Explain why artists choose to put their art in public spaces instead of galleries.
2. Discuss how a piece of public art can change the feeling of a place.
3. Design a simple idea for a public artwork that would make your local area more interesting.

Learning Objectives

• Analyze how the placement of a mural or sculpture impacts its message and audience reception.
• Evaluate the effectiveness of specific public artworks in transforming the atmosphere of a location.
• Design a concept for a public artwork, considering its intended message and the chosen site.
• Compare and contrast the motivations of artists working in public spaces versus traditional gallery settings.

Before You Start

Exploring Different Art Materials and Techniques

Why: Students need familiarity with various art-making processes to conceptualize their own public art designs.

Understanding Art in Different Cultures

Why: This builds on the idea that art serves purposes beyond aesthetics, preparing them to consider art's role in society and community.

Key Vocabulary

Mural	A large painting or other artwork applied directly to a wall or ceiling surface. Murals in public spaces often convey messages or tell stories to a wide audience.
Sculpture	A three-dimensional work of art, such as a statue or an abstract form. Public sculptures are designed to be viewed from multiple angles and interact with their surroundings.
Site-specific art	Artwork created to exist in a particular place. Its meaning and form are intrinsically linked to the location where it is installed.
Public art	Art created for and placed in public spaces, accessible to everyone. It can include murals, sculptures, installations, and performances.

Watch Out for These Misconceptions

Common Misconception

All street art is 'graffiti' and all graffiti is 'bad'.

What to Teach Instead

Students often have a black-and-white view. Use a 'spectrum' activity where they rank different images from 'tagging' to 'commissioned murals,' helping them understand the nuances of intent, permission, and artistic quality.

Common Misconception

Street artists just 'scribble' quickly.

What to Teach Instead

Pupils may not see the planning involved. Show 'behind-the-scenes' photos of artists using complex stencils, grids, and cherry-pickers to prove that large-scale street art requires immense technical skill and preparation.

Active Learning Ideas

Mock Trial: The Case of the Painted Wall

The class holds a trial for a fictional street artist. Roles include the artist, the building owner, a local resident who loves the art, and a city council member. They must argue whether the art should be 'cleaned' or 'protected' as a cultural asset.

50 min·Whole Class

Gallery Walk: Location vs. Meaning

Show the same image (e.g., a stencil of a flower) in three locations: a gallery, a hospital, and a riot shield. Students move in groups to discuss how the location changes the message of the flower, recording their thoughts on a 'context map'.

35 min·Small Groups

Inquiry Circle: The Community Mural

In small groups, students are given a 'problem' area in a fictional town (e.g., a dark underpass). They must design a mural that would improve the space for the people who live there, presenting their 'pitch' to the rest of the class.

45 min·Small Groups

Real-World Connections

• City planners and urban designers often commission public art projects, like the 'Angel of the North' sculpture in Gateshead, to revitalize areas, attract tourism, and foster community identity.
• Community art organizations, such as Street Art London, work with local residents and artists to create murals that reflect the history and culture of specific neighborhoods, like the vibrant street art found in Shoreditch.
• Museums and galleries, like the Tate Modern, sometimes host exhibitions or outdoor installations that bridge the gap between traditional art spaces and public art, inviting public interaction.

Assessment Ideas

Discussion Prompt

Present students with images of two different public artworks. Ask: 'How does the location change how you see this artwork? Which artwork do you think makes its place more interesting, and why?' Record student responses to gauge understanding of art's impact on place.

Quick Check

Provide students with a simple worksheet showing a blank wall or a park setting. Ask them to sketch a basic idea for a public artwork and write two sentences explaining what it is and why they chose that spot. This checks their design and site-specific thinking.

Exit Ticket

On an index card, have students write one reason why an artist might choose a public wall over a gallery for their work. Then, ask them to name one public artwork they know and describe how it makes its location feel.

Frequently Asked Questions

What is the difference between graffiti and street art?

While the terms are often used interchangeably, 'graffiti' is traditionally text-based and focused on the artist's 'tag' or name, often created without permission. 'Street art' is usually image-based and intended to communicate a message or aesthetic to the general public, sometimes with permission (commissioned) and sometimes without.

How can active learning help students understand street art?

Street art is about public dialogue. Active learning strategies like 'Mock Trials' or 'Community Mural Pitches' force students to step into the shoes of different community members. This helps them understand that art isn't just about 'liking' a picture; it's about how that picture interacts with the law, the environment, and the people who see it every day.

Is it okay to teach 'illegal' art in school?

We teach the *controversy* and the *history*. By discussing the legalities, we are actually reinforcing the importance of rules and community consent. It's a great way to explore 'British Values' like the rule of law and individual liberty through a creative lens.

What are the best techniques for classroom 'street art'?

Stencil art is perfect. It's safe, repeatable, and teaches students about 'positive' and 'negative' space. Instead of spray paint, students can use sponges and poster paint to get a similar 'street' effect on large sheets of cardboard or paper.