Making Art That Matters
Working in groups, students plan and execute a mural that
attempts to protest or persuade. They focus on effective definition of
shape, use of symbols, and impact on their intended viewers.
Students learn how to share and to negotiate the
distribution of responsibilities in the mural making process.
Students learn how to plan a mural that protests
a situation or attempts to persuade its viewers to the students' beliefs.
Students learn how to select subject matter and/or
symbols related to a situation or issue that concerns them.
Students learn how to define shapes within a mural.
Students learn how to use negative, as well as positive
shapes, effectively in their mural.
Students learn how to formulate and share responses
to classmates' artwork.
Decide whether your class will make temporary murals in
the art classroom or around the school, or whether they will undertake
the much more complex process of planning and executing a permanent mural
in a public space within or outside the school. In the latter case students
might get involved with the bureaucracy of mural making: for example,
contacting owners of the space where they want to put the mural, contacting
community members and explaining the mural to them, creating an opening
event (press, parents, school officials, other students, etc. If you choose
the permanent mural option you will need to schedule considerably more
time and probably want to broaden the visual planning concerns to include
color, scale, balance, etc. Click here to see a mural
at Estrella Middle School in Phoenix, Arizona. Then click on the
image for an analysis of the dynamics of the mural making process.