Murals and Street Art

Active learning helps students move beyond textbook definitions of murals and street art by engaging directly with real-world examples. When students analyse images, debate cases, or design their own projects, they connect theory to lived experiences in their communities, making abstract concepts tangible and meaningful.

• Class 10
• Fine Arts
• 4 activities
• 30 min–45 min

Learning Objectives

1. Analyze the visual elements and symbolism employed in selected Indian murals and street art to convey social or political messages.
2. Evaluate the ethical considerations and community impact of both commissioned murals and unsanctioned street art in urban Indian contexts.
3. Compare and contrast the artistic styles and public reception of murals in different Indian cities, such as Mumbai and Kochi.
4. Design a concept sketch for a public mural or street art piece that addresses a contemporary social issue relevant to their local community.
5. Critique the effectiveness of public art in fostering dialogue and influencing public perception of urban spaces.

Gallery Walk

⏱ 40 min·Small Groups

Gallery Walk: Mural Messages

Display prints or projections of Indian murals and street art around the classroom. Small groups rotate to analyse visual elements, messages, and potential impacts, noting one controversy per piece. Groups share findings in a whole-class wrap-up.

Prepare & details

How can art in a public space change the way people interact with their city?

Facilitation Tip: During the Gallery Walk, arrange images chronologically to show evolution from traditional murals to modern street art, guiding students to note changes in technique and purpose.

Setup: Adaptable to standard Indian classrooms with fixed benches; stations can be placed on walls, windows, doors, corridor space, and desk surfaces. Designed for 35–50 students across 6–8 stations.

Materials: Chart paper or A4 printed station sheets, Sketch pens or markers for wall-mounted stations, Sticky notes or response slips (or a printed recording sheet as an alternative), A timer or hand signal for rotation cues, Student response sheets or graphic organisers

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Experiential Learning

⏱ 30 min·Pairs

Debate Pairs: Legal vs Ethical Art

Assign pairs to argue for or against unsanctioned street art, using examples like Delhi graffiti. Pairs present cases, then switch sides for rebuttals. Conclude with a class vote on artist responsibilities.

Prepare & details

What responsibilities does an artist have when creating work for a community?

Facilitation Tip: For Debate Pairs, assign roles like community member, artist, or municipal officer to ensure balanced perspectives and reduce bias in arguments.

Setup: Flexible classroom arrangement with desks pushed aside for activity space, or standard rows with group-work stations rotated in sequence. Works in standard Indian classrooms of 40–48 students with basic furniture and no specialist equipment.

Materials: Chart paper and sketch pens for group recording, Everyday household or locally available objects relevant to the concept, Printed reflection prompt cards (one set per group), NCERT textbook for connecting activity outcomes to chapter content, Student notebook for individual reflection journalling

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 45 min·Individual

Design Challenge: School Mural

Students individually sketch a mural for the school wall, explaining its message, community benefits, and ethical considerations. Share sketches in small groups for peer feedback before final presentation.

Prepare & details

Critique the legality and ethics of unsanctioned street art versus commissioned murals.

Facilitation Tip: In the Design Challenge, provide a real-world constraint such as a wall’s dimensions or school policies to make the task authentic and reflective of actual mural-making challenges.

Setup: Flexible classroom arrangement with desks pushed aside for activity space, or standard rows with group-work stations rotated in sequence. Works in standard Indian classrooms of 40–48 students with basic furniture and no specialist equipment.

Materials: Chart paper and sketch pens for group recording, Everyday household or locally available objects relevant to the concept, Printed reflection prompt cards (one set per group), NCERT textbook for connecting activity outcomes to chapter content, Student notebook for individual reflection journalling

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 35 min·Small Groups

Role-Play: Commission Process

Small groups simulate negotiations between artists, community members, and authorities over a public mural. Assign roles, prepare arguments on ethics and legality, then perform and debrief.

Prepare & details

How can art in a public space change the way people interact with their city?

Facilitation Tip: During the Role-Play, give students a specific scenario, like a neighbourhood protest over an artwork, to focus their improvisation and ensure relevant ethical discussions.

Setup: Flexible classroom arrangement with desks pushed aside for activity space, or standard rows with group-work stations rotated in sequence. Works in standard Indian classrooms of 40–48 students with basic furniture and no specialist equipment.

Materials: Chart paper and sketch pens for group recording, Everyday household or locally available objects relevant to the concept, Printed reflection prompt cards (one set per group), NCERT textbook for connecting activity outcomes to chapter content, Student notebook for individual reflection journalling

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Teaching This Topic

Teachers should ground lessons in local examples students can relate to, such as murals in their city or artworks they pass daily. Avoid treating public art as purely aesthetic; instead, frame it as a dialogue between artist, space, and community. Research shows students grasp complex social messages better when they analyse art in context rather than in isolation.

What to Expect

Successful learning looks like students confidently distinguishing between commissioned murals and unsanctioned street art, explaining the social impact of public artworks, and designing murals that address genuine community concerns. They should articulate how art interacts with space, audience, and context in public settings.

Watch Out for These Misconceptions

Common Misconception

During the Debate Pairs activity, watch for students who assume all street art is vandalism. Redirect them to examine images from St. Art Delhi festival to identify commissioned works and discuss intent versus damage.

What to Teach Instead

After students read case studies of real street art projects in groups, ask them to classify each example as legal or illegal based on permissions and community benefit, using the provided guidelines.

Common Misconception

During the Gallery Walk activity, watch for students who believe public art has no real social impact. Redirect them to focus on murals documenting women’s safety campaigns in Indian cities and note visible changes in public behaviour.

What to Teach Instead

During the Gallery Walk, ask students to map local examples on a shared chart, noting specific changes in community behaviour attributed to the murals, such as increased reporting or neighbourhood pride.

Common Misconception

During the Role-Play activity, watch for students who think artists bear no responsibility for public artworks. Redirect them to consider how a mural’s placement affects diverse viewers, using the scenario of a school mural to highlight ethical duties.

What to Teach Instead

After the Role-Play, have students reflect in journals on the responsibilities artists hold, guided by questions like 'How did your character’s decisions impact different community members?' and 'What ethical considerations emerged?'

Assessment Ideas

Discussion Prompt

After the Gallery Walk, divide students into small groups and present them with images of a commissioned mural and an unsanctioned street art piece from India. Ask: 'Which piece do you believe has a stronger positive impact on its community and why? Consider the artist's intent, the message conveyed, and the legality of its creation.'

Quick Check

During the Design Challenge, show students a photograph of a public mural. Ask them to write down three specific visual elements and explain how these elements contribute to the artwork's overall message or impact on the viewer.

Peer Assessment

After students present their concept sketches for a public art project, peers use a checklist to assess: Is the theme clear? Is the proposed location appropriate? Does the artwork consider the surrounding community? Peers provide one specific suggestion for improvement.

Extensions & Scaffolding

• Challenge advanced students to research and present on a global mural project that addressed a social issue, comparing it to local examples.
• Scaffolding for struggling students: Provide a template for their mural concept with prompts like 'What message do you want to share?' and 'Who is your audience?'.
• Deeper exploration: Assign students to interview a local artist or community member about the role of public art in their area, then compile findings into a class report.

Key Vocabulary

Mural	A large painting or other work of art applied directly onto a wall or ceiling surface, often found in public spaces.
Street Art	Visual art created in public locations, usually unsanctioned, often involving spray paint, stencils, or paste-ups.
Public Art	Art created for and placed in public spaces, accessible to all, which can include murals, sculptures, and installations.
Guerilla Art	A form of street art or public art that is often clandestine, unexpected, and aims to provoke thought or action.
Social Commentary	The act of expressing opinions on the underlying causes of social issues, often through art, literature, or performance.