Murals and Street ArtActivities & Teaching Strategies
Active learning helps students connect emotionally and intellectually with murals and street art by moving beyond passive observation. Walking, discussing, and creating allow children to see how public art reflects community values and personal expression in tangible ways.
Learning Objectives
- 1Identify specific elements like figures, symbols, and text within a chosen mural.
- 2Explain the purpose of a mural, such as celebrating local history or promoting a message.
- 3Design a small-scale mural concept that reflects a chosen community theme.
- 4Compare the visual styles of two different public artworks.
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Gallery Walk: Local Murals
Print or project images of Irish murals from Dublin or Belfast. Students walk around the room in small groups, noting colors, subjects, and feelings evoked. Each group shares one observation with the class.
Prepare & details
Have you ever seen a big painting on the outside wall of a building?
Facilitation Tip: During the Gallery Walk, position yourself near a mural to quietly listen to student observations before joining their conversations.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Sketch My Wall: Personal Mural Design
Provide large paper and crayons. Students draw what they would paint on a community wall, inspired by key questions. Pairs then swap sketches and suggest additions.
Prepare & details
What would you want to paint on a large wall if you could?
Facilitation Tip: For Sketch My Wall, provide grid paper to help students plan proportions for their mural designs.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Group Mural Creation: Community Story
Divide a large roll of paper into sections. Small groups paint one part of a shared mural about their class or school. Display and discuss the final piece.
Prepare & details
Why do you think communities put art in public spaces for everyone to see?
Facilitation Tip: When students work on the Group Mural Creation, circulate with colored pencils to model shading and texture techniques in real time.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Art Hunt: Spot the Public Art
Take students on a schoolyard or virtual tour via photos to find wall art or signs. They photograph or sketch findings and discuss purposes back in class.
Prepare & details
Have you ever seen a big painting on the outside wall of a building?
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Teaching This Topic
Teachers should approach this topic by first grounding students in concrete examples of local murals before abstract discussions. Avoid starting with definitions or history, as children learn best by seeing and doing. Research suggests that combining visual analysis with hands-on creation deepens understanding of public art's role in society.
What to Expect
Successful learning looks like students actively interpreting the stories behind murals, collaborating on group designs, and confidently defending their artistic choices. Evidence includes thoughtful discussion, detailed sketches, and clear connections between art and community messages.
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 the Gallery Walk, watch for students assuming all street art is illegal. Redirect by pointing to commissioned murals and asking, 'What clues show this piece was planned with the community?'
What to Teach Instead
Use the Gallery Walk images to compare legal murals with graffiti examples side by side. Have students label posters with 'Yes' or 'No' for 'Was this mural approved?' to reinforce the difference.
Common MisconceptionDuring the Group Mural Creation, listen for comments that murals are just pretty pictures. Pause the activity to ask, 'What story does your group want to tell? What issue does your mural address?'
What to Teach Instead
Require each group to write a short artist statement explaining their mural’s purpose before painting. Post these near their work to make messages visible.
Common MisconceptionDuring Sketch My Wall, notice students saying 'Only experts can make real art.' Redirect by asking, 'What simple shapes or symbols could you use to represent your idea?'
What to Teach Instead
Provide examples of child-created murals from other schools. Ask students to identify techniques used by younger artists to prove accessibility.
Assessment Ideas
After the Gallery Walk, provide students with a picture of a mural. Ask them to write one sentence describing what they see and one sentence explaining why they think the artist created it.
After the Group Mural Creation, show students two different murals. Ask: 'How are these murals similar? How are they different? Which one do you like more, and why?' Record student responses about color, subject, and feeling.
During Sketch My Wall, ask students to hold up their work. Ask: 'What message or idea are you trying to show with your art? Who is this art for?' Observe student responses for understanding of public expression.
Extensions & Scaffolding
- Challenge students to research a mural artist online and present one interesting fact to the class after the Gallery Walk.
- For students who struggle during Sketch My Wall, provide stencils of simple shapes to help them focus on composition rather than drawing skills.
- Deeper exploration: Invite a local artist or community member to discuss the process of creating a public mural after the Group Mural Creation activity.
Key Vocabulary
| Mural | A large painting or other artwork applied directly onto a wall or ceiling, often in a public space. |
| Street Art | Visual art created in public locations, usually unsanctioned artwork like graffiti, stencils, or stickers. |
| Public Art | Art created for and placed in public spaces, intended to be seen and experienced by everyone. |
| Community Engagement | The process of working collaboratively with people in a community to address issues and improve their quality of life. |
Suggested Methodologies
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