Fine Arts · Class 10

Active learning ideas

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.

• CBSE Learning Outcomes
• CBSE: Public Art and Social Change - Class 10
• CBSE: Art Criticism and Modern Trends - Class 10

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Divide students into small groups. 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.'

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

Activity 02

• 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.

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.

What to look for

Show students a photograph of a public mural. Ask them to write down three specific visual elements (e.g., colour palette, composition, symbolism) and explain how these elements contribute to the artwork's overall message or impact on the viewer.

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

Activity 03

• 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.

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.

What to look for

Students present their concept sketches for a public art project. After each presentation, 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.

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

Activity 04

• 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.

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.

What to look for

Divide students into small groups. 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.'

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

• 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.

  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.

• 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.

  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.

• 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.

  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?'

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Methods used in this brief

• Gallery Walk
• Experiential Learning