with a wall or ceiling surface

²mural n (1916): a mural work of art (as a painting

Description of the Unit

Lesson One: What are Murals and What do they have to do with History?

This lesson serves as an introduction to the unit. Students develop a definition of murals based on Internet research and begin to reflect on the use of murals to learn about history.

Lesson Two: How are murals made?

In this lesson students research and develop their own outline on the general steps taken to develop a mural project from beginning to end. They also develop their own vocabulary list to be shared amongst classmates and used throughout this unit.

Lesson Three: Murals and Muralists around the World

Students use the Internet to search for murals from around the world. They also learn about the Diego Rivera, a Mexican muralist known internationally for his mural work. The students’ final assignment is to research an international children’s mural project to promote peace.

Lesson Four: Murals and Muralists in the United States

Grant Wood and his mural project at the Iowa State University are the focus of this lesson. In this lesson students learn about "regionalism" as an art movement in the U.S as they study Wood’s mural project. Students also research murals throughout the U.S.

Lesson Five: Murals and Muralists in the United States -- What We Have Learned

In this lesson students use the information gathered from the assignment in Lesson Four to prepare a PowerPoint (or other multimedia) presentation. See Note in lesson if there is no access to multimedia software.

Lesson Six: A Mural Look at History and Community Identity

This lesson takes a deeper look at interpreting history and community identity through murals by focusing on one single mural.

Lesson Seven: Can we Afford to Create Our Own Mural?

Here students learn about presenting proposals and budgets. They use spreadsheet software, such as Excel, to work with budgets.

Lesson Eight: Creating a Class Mural: Content and Research

This lesson gives students an opportunity to think about their own community identity and how they would represent the history of their community for future generations.

Lesson Nine: Creating a Class Mural: Art and Painting

This lesson should be done with the assistance and advice of an art instructor, since students devote their time to painting their final murals.

Lesson Ten: School Name 5^th graders Make History…Murals!

This lesson wraps-up the Unit with a festive atmosphere. Students display their murals with brief written descriptions and invite others to come in and enjoy them.
 
 

Purpose of the Unit

This curricular unit is designed to help students learn about murals as an art form that allows people to express and others to learn about community identity and history. In this unit students will learn about history through murals. They will also have an opportunity to see themselves as a part of history and to reflect on their own cultural identity within their community. An underlying goal of this unit is to help students think critically about history, how it is constructed, presented, and interpreted In addition, students will gain an understanding of the process involved in developing a mural project from beginning to end.

Grade Level: 5^th and above

This unit is intended for students in grades 5 and above. A few modifications in content and assignment requirements would make it feasible for use with grade 4.

Assumptions

An underlying assumption of this unit is that students have a basic knowledge of and experience with the use of computers. It is assumed that students have access to computers equipped with word-processing and spreadsheet software, as well as access to the Internet. It is also assumed that students have little or no knowledge of murals. Finally, it is assumed the teacher leading the unit will guide students on the proper use of the Internet and information obtained from it.

Topics Covered

• vocabulary, grammar, and writing mechanics
• defining a mural
• Internet research
• murals from around the world
• murals from the U.S.
• international muralists: Diego Rivera
• U.S. muralists: Grant Wood
• outlining a project plan
• budgets and spreadsheets
• developing a proposal
• developing a presentation
• identifying community characteristics
• identifying self characteristics and values

In completing this unit students should be able to:

• state a clear and in-depth definition of a mural
• use research to support statements
• identify prominent muralists and their contributions
• examine murals to learn about history
• examine murals to learn about the identity and values of a community
• reflect on and study one’s community identity
• explain the process involved in designing a mural
• develop an outline to complete a project
• understand the practical use of a budget
• use spreadsheet software to examine and manipulate a budget
• provide sociological or historical information on a particular U.S. community

The entire unit will be assessed based on the content in a Unit Portfolio. The Portfolio will consist of assignments completed by the student independently or with a group and the teacher’s evaluation for each assignment. Each lesson includes an assessment tool or provides assessment options.

Teachers should require students to cite all Internet references used for their assignments.

About On-line Sites

Internet sites suggested throughout the Unit were chosen based on their relevance to the assignments and lessons, as well as their appropriateness for use in an educational setting. Teachers are expected to review the each site prior to sharing them with their students.

Some sites are used for more than one lesson, and a brief description is provided when deemed necessary or helpful.
 
 

Objectives

• to develop a definition of murals
• to conduct educational research on the Internet
• to learn to develop and support statements with evidence

color images of murals

access to the Internet

Procedure

Part 1:

Initiate the lesson by sharing images of murals from different artists and different regions of the U.S. and the world. This can be done by preparing color photocopies on transparencies, developing projector slides, using multimedia presentation software, or displaying posters and books with the images of murals. Obviously, the larger and more vivid the image, the more it will attract the students’ attention and stimulate their curiosity. Let the students know that they are observing images of murals.

Bring the class together by asking them a few questions:

1. What do murals tell us about history?
2. Does a mural say anything about the people or person who created it?
3. Why would someone use a mural to share an idea or write a piece of history?
4. Do we use murals in our schools classrooms to teach history?
5. What do we know about murals? Have we seen murals before?
6. What were they about and where were they located?

Part 2:

Have students work in groups of 2 or 3 to begin their research of murals on the Internet.

The following sites have been selected to help students begin their search and complete their assignment.

Art is the Heart of the City - Public Art Mural Project, Charlotte NC, a joint project completed with the help of twenty-two 11^th and 12^th grade students

Mural Art - California, includes murals about different ethnic groups in the community

KIDS' GUERNICA, an international children’s project promoting the message of peace

Bob Jenny's Murals and Paintings, an artist’s mural work for military medical facilities

Mural Routes, a site designed to promote and facilitate the creation of public art murals

Of the five sites listed above, Mural Routes provides the most detailed information about how to create a mural.

Assignment

The students’ goals for this assignment are to:

• define what a mural is in their own words,
• use one mural that illustrates and supports their definition, and
• interpret what the chosen mural conveys.

Click here to view an example assessment tool.
 
 

Objectives

• to understand the process of developing a mural
• to practice and improve research skills
• to be aware of vocabulary particular to murals and history

large pieces of paper

markers of different colors

vocabulary list

access to the Internet

Procedure

Part 1:

In the first half of this lesson the students develop a plan on how to create a mural. Initiate the lesson by developing a scenario for the students. For example, tell the students that the principal has asked the class to develop a mural for the main hallway. Unless it seems necessary, try not to provide any information as to how or where the mural will be developed. Part of the assignment is to have students come up with their own ideas for such questions.

Have students work in small groups with large paper and markers of different colors. They are to devise an outline of a plan of what they would do to create a mural and make a list of the items and resources they would need. Wrap-up this part of the lesson by having each group share their outlined poster plan. Highlight significant comments made, and write them on the board as the students present their outlines.

Part 2:

Students may choose to work in pairs or individually to research how murals are created. After browsing the selected sites, the students will choose one to help them complete their assignment.

Yale Peabody Museum: The Mural provides a detailed description about one of the largest mural projects in the world. This mural on reptiles is located in New Haven, CT.

Murals Designed by Grant Wood provides a description of Grant Wood’s mural project at Iowa State University.

Xavier Cortada Gallery of Paintings and Community Murals, a site about the art work of a Cuban American artist based in Miami, Florida

Mural Routes, a site designed to promote and facilitate the creation of public art murals

Art is the Heart of the City - Public Art Mural Project, Charlotte NC, a joint project completed with the help of twenty-two 11^th and 12^th grade students

Assignment

The students’ goals for this assignment are:

• to write an outline of the steps involved in designing and completing a mural and
• to develop a vocabulary list of ten (10) words specific to the work of murals and/or history based on their research.

Assessment

Click here to view an example assessment tool.

Objectives

• to learn about murals from around the world
• to learn about Diego Rivera, prominent international muralist
• to explore children’s international work and the message of world peace

computers with access to the Internet

pens or pencils

writing paper

Procedure

Part 1:

For the first part of the lesson students are to choose a particular part of the world (continent, country, region) about which they would like to find murals. Students are to look for murals that share something about the region they have chosen. Murals that represent historical or social information are of particular interest for the assignment. Note: there are many sites on commercial murals and students should be alerted that these are not the murals that are being studied. This lesson provides an opportunity to improve research skills. Prior to the search, teachers should review sites pertinent to the assignment, possible phrases or topics for their search, and evaluating the reliability of information obtain through the Internet.

Part 2:

The Mexican muralist Diego Rivera is perhaps one of the most prominent international muralists. A brief presentation on Rivera and his murals will serve students as an example of murals that represent history, and students will also learn about the culture of Mexico. It should also be noted that Rivera painted well-known murals in the United States. The following sites are helpful for this part of the lesson.

PHOTO STRIP 19 - Mexico Murals, six images of murals by Mexican muralists

Irish Republican Murals, three images of sociopolitical murals from Ireland

Pembroke Heritage Murals-Canada, image and description of mural project in the city of Pembroke

Nicaraguan Mural Project, one mural image and brief description of project

SCARBOROUGH ARTS. COM -- Canada, a site supported by the Scarborough Art Council has links to mural projects in the Scarborough, Canada

Latin American Murals, mural images created by students in a World Studies class (school and grade not noted)
 
 

Assignment

Students will browse the KID’S GUERNICA site on the Web for this assignment. KID’S GUERNICA is an international project organized by the ART JAPAN NETWORK in 1995. The project attempts to reach children from around the world, via the Internet, to paint a message of peace. They will choose one of the murals on the site on which to develop a report. Students may choose one of two ways to report their findings.

Choice 1: Students will work in groups of 2 or 3 to complete a short picture book for children in grades 1 to 3. The book must include:

• what the Guernica project is about and who organized it,
• from what country is the mural they have chosen,
• the main theme behind the mural,
• how the mural project was completed,
• who helped complete the mural, and
• why the mural is a good idea.

Assessment

An evaluation sheet such as the ones provided for Lessons One and Two may be developed for this assignment. Another assessment option is to give each assignment a letter grade based on specific criteria. An explanation of what determines each grade should be handed out to the students along with the assignment. The assignments may also be given a pass/fail assessment, which will count for a grade increase or decrease when evaluating the final portfolio.
 
 

Objectives

• to learn about murals in the U.S. and how they reflect community identity
• to learn about Grant Wood as an artist and his push for "regionalism" in art
• to conduct research and collate information

access to the Internet

pen/pencils and paper

Research Fact Sheet (teacher designed)

Procedure

Although it is not a mural, initiating the lesson with Grant Wood’s American Gothic (this site includes other paintings and photographs) painting will give students a recognizable point of reference for this lesson (assuming most students recognize the image). Introduce Grant Wood as an American artist who, along with other artists, believed people should paint what "they know best" or the world around them. He was part of an art movement known as regionalism. Within the time of the lesson, students are to complete a Research Fact Sheet on Murals Designed by Grant Wood, a site dedicated to Wood’s mural project at the Iowa State University.

Assignment

This assignment is based on a hypothetical scenario. The (Local) Museum wants to hire a team of people for their most important department: Mural Art & History. They will hire a team based on a presentation they give on murals and history in the U.S. This assignment requires students to work in groups of 2 or 3. Students are to search the following sites on murals in the U.S. They are to gather important facts and information about a mural or mural project in one particular state, city, or region of the U.S. to prepare for their presentation. Students will need to have their information ready and organized (in note form) for Lesson Five.

City of Murals: Steubenville, Ohio

Murals of Pine Bluff, Arkansas

Murals of Humboldt County, California

The Murals of Cape Girardeau County, Missouri

Dan Fontes: Oakland Art, California

Cincinnati Museum Center Murals: Ohio

Art is the Heart of the City: Charlotte, North Carolina

Cuban American Artist: Miami, Florida

Mural Art: California
 
 

Assessment

The Fact sheet will serve as an assessment tool. Again a pass/fail or point system may be established to assess the Fact sheet. There will be no assessment on the out-of-class assignment, although work should be included in the portfolio. Lack of effort on the assignment will be reflected when completing the assignment in Lesson Five.
 
 

Objectives

• to share and learn about history and community identity in the U.S. through murals
• to practice or learn to use multimedia software to enhance presentations
• to work on presentation design and layout

computers equipped with multimedia software (PowerPoint)

Procedure

This lesson is an extension of Lesson Four. It involves helping students put together a multimedia presentation about their U.S. mural research and findings. The presentation should include:

• the name of the mural or murals,
• where the mural or murals are located in the U.S.,
• a brief description of the mural project,
• the names and a brief description of the artist(s) who painted the murals,
• the purpose of the mural project, and
• at least five facts they learned about the history, people, and community of the particular region of the U.S. based on the image of the mural.

Assignment

The final assignment is to complete the presentations and share them with the class. Student presentations may be completed during social studies and language arts.

Assessment

A checklist should be designed to evaluate the presentation, noting all parts that should be included in it. The checklist may be distributed to the class to allow for peer evaluations. The teacher’s comments and the peers’ checklists should be included in the portfolio.
 
 

Objectives

• to analyze murals in depth
• to identify major characteristics/themes in a mural
• to identify the value(s) in using a mural as medium to learn/teach about history and community identity

access to the Internet

Procedure

This lesson is designed to help students refocus on and synthesize the work they have been doing for the last five lessons. The questions posed in Lesson One will be revisited and used to analyze Murals from Los Angeles. This site is used to show how murals reflect the identity and history of a region or community. The murals on this site have been chosen because they are archetypal examples of murals that reflect history and identity and because the author of this unit is familiar with their content. Teachers may use this site but are encouraged to use one from a region, culture, or group of people with which they are familiar.

Assignment

The only assignment for this lesson is participation by asking questions or making comments during the lesson. The teacher should comment on each student’s participation by noting it in his or her individual portfolio.
 
 

Objectives

• to practice use of spreadsheets
• to make monetary decisions based on available resources
• to learn about proposals

list of materials and prices (teacher created)

computers equipped with Excel or other spreadsheet software

proposal application

Procedure

Initiate the lesson by telling students they have an opportunity to create their own mural. Money, however, is a realistic and necessary component in completing a mural. People designing a mural must make choices on the types and quantities of materials they use based on the funds available to them.

Scenario: The town council has allocated a $100 budget for a mural project. In order to obtain the funds the students need to complete a proposal, which includes an application, a budget, and a narrative. In this case, each application returned complete will receive the $100 to complete a mural project.

Students will use Excel to develop a budget representing fund allocations for different quantities of various types of materials needed to create a mural. After going through one budget example on Excel with the entire class, students are to develop two more budgets on their own. One of the budgets will be used for the application and narrative and will be handed in as a complete proposal.

Wrap-up the lesson by handing out the application forms and explaining that the narrative is a written document that explains the nature of the project and how the different items needed to complete the project will be used.

Assignment

Students will hand in a complete proposal, which includes a cover page, the application, the spreadsheet printout of the budget, and the narrative (preparing and presenting one ahead of time may be useful).
 
 

Assessment

Evaluate the assignment as an actual proposal and like someone who would be funding the project. In addition, critique mathematical, grammar, and presentation errors. Comment on how any error may affect the opportunity of the proposal being approved. The students’ proposals will be returned with comments for revisions. Students should turn in revised proposals for a final assignment grade.
 
 

Objectives

• to reflect and learn about the characteristics of one’s community
• to consider self and cultural identity
• to think of how history is created
• to develop and research the content for a mural

pencils

markers

paper

Procedure

Initiate the lesson by telling students that today they will create history! Yes, they will create a mural that will be used by fifth grade students one hundred years from now. The mural will be the future students’ only source from which to learn about the history, the values, the culture, and identity of the current people and community. What do you (the students) want them to know? How do you want them to think about you and your families? How will they know what is important to you? (Defining community may a be an additional component of this lesson.)

Students will work in groups of 3 or 4 to complete the following tasks:

1. Students will brainstorm about different aspects and characteristics of the community that are important in their own lives and that they would want others to know. They should think about events, places, activities, and foods they enjoy, are proud of, and respect.
2. Students will select characteristics they share as a group and would want to

Assignment

Students are to search the web to learn about important aspects of their community. They are to include at least two well-known establishments from their community, whether or not they are found on the Web, in their final mural project.

Assessment

No formal assessment is suggested for Lessons Eight and Nine. All relevant materials completed for these lessons should be included in the portfolio. The final mural product will reflect the quality and effort of work completed for Lessons Eight and Nine.
 
 

Objectives

• to engage in the process of painting a mural
• to bring to learn to convey thoughts and ideas through art

art materials to paint and draw

art paper

The help of the school art teacher should be sought for this lesson

Procedure and Assignment

The final lessons of this unit allow the students to complete their own murals. Initiate the lesson by reviewing some of the murals viewed in the previous lessons. In conjunction with the art teacher, share with students how color or technique can be used to convey an idea, message, or mood. For example, show how Rivera’s vibrant colors in his murals can remind someone of the bright colors often used in Mexican pottery, textiles, or homes. These are aspects of art students should keep in mind while thinking about the messages they will convey in their mural.

Each group of students will complete a mural based on the materials available. Remaining consistent with the characteristic and definition of a mural, the students’ murals should be completed on a large piece of paper, perhaps no smaller than 20 sq. ft. Another option is to combine the student sketches and complete a single class mural, perhaps no smaller than 40 sq. ft.
 
 

The final lesson involves wrapping up the unit with a historical mural fest. Have students display their murals throughout the classroom. Have them place a brief description of the name of their mural, what it represents, and their names besides their mural as is done with art in museums. Encourage students to bring music and food that they feel represents the images and message in their murals. Invite other classrooms and staff to come enjoy the murals.

Other Options

• Students can prepare invitations and use a database software to organize and distribute them to school staff and friends

• As part of the mural displays, have a computer connected to the Internet with the different sites used for this unit bookmarked for easy browsing.

Wrap-up the unit by allowing students to debrief, while they enjoy refreshments. The final written assignment is to complete a reflective questionnaire designed by the teacher.
 
 
 
 
 
 

Links to this document
 
 

Lesson 1: Example Assessment Tool
 

Assignments	Poor	Fair	Good	Outstanding
Student(s) completed objective 1: they provided a clear definition of a mural in their own words.
Student(s) completed objective 2: they supported their definition with clear examples.
Student(s) completed objective 3: their interpretation of the selected mural is logical and supported by evidence in the image.
Students present the assignment in a clear and logical format.
Student(s) use proper grammar, punctuation, and spelling.
Extra Credit
Student(s) included comments/evidence that exceeded assignment requirements.

 

Lesson 2: Example Assessment tool
 

Assignment	Points Possible	Points  Awarded
OUTLINE
Outline includes expected general steps and those reviewed in class.	5
Outline is presented in a logical sequence.	3
Outline is presented in an acceptable academic format.	2
Outline shows proper grammar, spelling, and punctuation	3
Extra credit:	2
VOCABULARY
Includes 10 words with definitions	3
All 10 words are spelled correctly	2

 

Lesson 7: Excel Budget
 

Example Budget for a Mural
	Price	quantity	Total*
Canvas	$ 3.35	6	$ 20.10		Canvas	$3.35/yd.
red paint	$ 2.67	3	$ 8.01		Paint: $/qt.
blue paint	$ 2.20	5	$ 11.00		red	$ 2.67
white paint	$ 1.98	7	$ 13.86		blue	$ 2.20
			$ -		yellow	$ 2.20
basic brushes	$ 5.35	2	$ 10.70		white	$ 1.98
Rivera premium	$ 7.75	1	$ 7.75		black	$ 2.01
			$ -
rulers	$ 0.99	5	$ 4.95		Brushes:
compass	$ 3.75	1	$ 3.75		basic	$ 5.35
			$ -		Just as good	$ 6.80
cleaning kit	$ 33.89	1	$ 33.89		Rivera premium	$ 7.75
					Measuring Tools:
Subtotal*			$ 114.01		ruler	$ 0.99
Sales tax (6%)*			$ 6.84		yard stick	$ 1.68
Total*			$ 120.85		tape	$ 2.56
					compass	$ 3.75
					Cleaning supplies:
					one kit	$ 33.89

*denotes where Excel functions were used for calculations
 
 
 
 

Lesson 7: Sample Application Form
 
 

A. Project

Name of Project Date submitted
 
 

B. Applicant Information

Name of Applicant 1 phone number

Name of Applicant 2 phone number

Name of Applicant 3 phone number

Address for project correspondence (P.O. or street name and number, city, and zip code)
 
 

C. Project Information

Expected commencement date Expected completion date

Brief Description of Project:

$

Expected Cost

Application includes a budget sheet (spreadsheet)

Application includes a project and budget narrative