Activity 01
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.
Have you ever seen a big painting on the outside wall of a building?
Facilitation TipDuring the Gallery Walk, position yourself near a mural to quietly listen to student observations before joining their conversations.
What to look forProvide 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.
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Activity 02
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.
What would you want to paint on a large wall if you could?
Facilitation TipFor Sketch My Wall, provide grid paper to help students plan proportions for their mural designs.
What to look forShow 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.
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Activity 03
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.
Why do you think communities put art in public spaces for everyone to see?
Facilitation TipWhen students work on the Group Mural Creation, circulate with colored pencils to model shading and texture techniques in real time.
What to look forDuring a drawing activity, 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.
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Generate Complete Lesson→A few notes on teaching this unit
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.
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.
Watch Out for These Misconceptions
During 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?'
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.
During 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?'
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.
During 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?'
Provide examples of child-created murals from other schools. Ask students to identify techniques used by younger artists to prove accessibility.
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