Visual & Performing Arts · 3rd Grade

Active learning ideas

Art in Our Community: Public Art & Murals

Active learning works well here because public art is tangible and visible, giving students concrete examples to analyze and discuss. Walking around the neighborhood or examining images engages multiple senses, helping students connect classroom ideas to their lived experiences.

• Common Core State Standards
• NCAS: Connecting VA.Cn11.1.3
• NCAS: Responding VA.Re7.1.3

• 10–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 20 min · Small Groups

Gallery Walk: Public Art in Our Community

Collect 6–8 photographs of local public art (murals, sculptures, mosaics, painted utility boxes). Post them around the room. Students rotate with a recording sheet asking: Where is this? Who do you think made it? What message does it send? Who do you think it is for?

Identify examples of public art or murals in your local community.

Facilitation Tip

During the Discussion, record student ideas on a chart labeled 'Who Decides?' to make abstract concepts visible and revisitable.

What to look for

Students will draw a quick sketch of one public artwork they observed in their community. Below the sketch, they will write one sentence explaining why the artist might have created it and one sentence about how it makes the community look or feel.

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

Activity 02

• Think-Pair-Share
• 10 min · Pairs

Think-Pair-Share: Why Put Art Outside?

Ask: 'Why would an artist want their work on a building wall instead of in a gallery?' Partners discuss, then share with the class. Guide toward key reasons: public accessibility, community ownership, visual transformation of everyday spaces, civic identity, and economic value of creative communities.

Explain why artists create art for public spaces.

What to look for

Present students with images of two different public artworks from various cities. Ask: 'How are these artworks similar or different? Which one do you think has a stronger impact on its community and why? Be specific about what you see.'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Outdoor Investigation Session
• 30 min · Small Groups

Design Challenge: Our School Mural

Small groups are tasked with designing a mural for a specific wall in the school. They must choose: a subject that represents the school community, visual elements that would be recognizable and meaningful to students and families, and colors appropriate for the setting. Groups sketch a thumbnail design and write a brief artist statement.

Discuss how public art can make a community more beautiful or interesting.

What to look for

As students share photographs or drawings of local public art, ask targeted questions: 'What is this artwork made of? Who do you think it is for? What message do you think it is trying to send?' Record student responses to gauge understanding.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Fishbowl Discussion
• 12 min · Whole Class

Fishbowl Discussion: Who Decides What Public Art Gets Made?

Ask: 'If an artist painted a mural on a building without permission, would that be different from art the community chose together? Why?' Discuss graffiti, commissioned murals, and community art projects as different relationships between artists, communities, and public space. No single 'right' answer is expected.

Identify examples of public art or murals in your local community.

What to look for

Students will draw a quick sketch of one public artwork they observed in their community. Below the sketch, they will write one sentence explaining why the artist might have created it and one sentence about how it makes the community look or feel.

• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Approach this topic by grounding discussions in students' direct experiences with public art. Avoid making assumptions about what students know; instead, let their observations guide the conversation. Research shows that when students analyze real-world examples, they develop deeper critical thinking than when they only discuss theoretical concepts.

Successful learning looks like students recognizing public art as more than decoration, articulating its purpose, and applying this understanding to their own community. They should confidently discuss who makes public art, who it serves, and how it impacts spaces.

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Watch Out for These Misconceptions

• During Gallery Walk: Public Art in Our Community, watch for students describing artworks as 'just pretty decorations.'

  Redirect students by asking, 'What do you notice about the colors or symbols in this artwork? What story or message might these elements tell about this place?'

• During Think-Pair-Share: Why Put Art Outside?, listen for students saying 'Public art is only for people who like art.'

  Use the prompt, 'Who might use this park or street where the art is located? How could this artwork make their experience better?' to broaden their perspective.

• During Discussion: Who Decides What Public Art Gets Made?, notice if students assume only adults or officials make these decisions.

  Ask, 'Have you ever seen artwork created by kids in your community? What do you think kids might add to the conversation about public art?' to highlight youth perspectives.

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Methods used in this brief

• Gallery Walk
• Think-Pair-Share
• Outdoor Investigation Session
• Fishbowl Discussion