Our story, our city: Heritage Mural

Instructor Aaron Smith

Murals have a way of forcing themselves into the public conscience in a way that very few art forms can equal. Our children have something to say. This heritage mural is meant to express it as well as allow the children to tap into their recognition of regional treasures.

Grade Levels 4-8

Objectives

· Students will experience planning, drawing, and transposing their ideas of their regional heritage on to large 4’x4’ panels of plywood.. They will learn to collaborate on a large scale on a project with intrinsic value and a durable nature.

Students will learn basic concepts of design such as balance, composition, and perspective. They will also learn about the history of mural art and its tradition.

Students will learn how to incorporate their history and heritage into visual art

Assessment

the use of will be used as the primary methods of assessment.

Preparation

Day 1

Mural presentation/ lecture about history of murals
Discussion based on heritage and community assets that can be depicted in the design
Students will sketch out several ideas and we will choose items to represent.
Students will prime the 4x4 board with brushes.

Process

Day 2

· We will discuss perspective and composition as it relates to the image.

· Students will continue to sketch ideas based on the prior day’s conversation

· Based on progress I will show them methods of transfer of their images to the panel(free hand, projection, and carbon paper)

Day 3

Students will continue to add to the design with transfers
Students will begin to apply paint to the design

Day 4

Students will continue to apply paint to the surface, working from general to specific

Day 5

Students will apply the final touches to the design and go over their drawings carefully with sharpies and other graphic tools at their disposal
We will take additional time to do a basic critique/assessment

Materials:

5 4x8 panels1/2 inch plywood
5 gallon bucket of primer exterior
house paint quarts
10 cans spray sealer
Misc mounting hardware as needed
40 sharpies
pencils, markers, paper, erasers, sharpeners for sketches
acrylic paint
Paper for sketches

Standards: Analyzing and responding

Mural art rubric for Circle Round the School

Historical, Cultural and Social Contexts
Benchmark C: Demonstrate knowledge of historical influences on contemporary works of art and make predictions about influences on the future of visual art.

Grade Six 4. Investigate the roles and relationships between artists and patrons and explain the effect on the creation of public works of art such as murals.

We will discuss specific art pieces and their patronage, as well as motivations of subject matter and aesthetic concerns.

4
Student was able to identify one mural or more as well as add details to the conversation.

3
Student was able to identify one mural from history.

2
Student was able , when prompted, to identify a mural from history

1
Student was not able to identify any mural/ did not participate.

0
Student was absent

Above are the standards followed directly by learning objectives. They will be categorized as follows: absent=0, 1=standard not met,2=partially meets standard, 3=meets standard, 4= exceeds standard.

Creative Expression and Communication
Benchmark C: Achieve artistic purpose and communicate intent by selection and use of appropriate media.

Grade Six 5.Select and use appropriate materials and tools to solve an artistic problem.

Students will be tasked with choosing the appropriate tools (markers, paints, brushes) for the section of the mural they will paint.

4
Student not only picked the correct tools, but their execution showed a thorough understanding of the tool.

3
Student was able to pick the correct tools for the mural.

2
Student was able to pick the correct tools only after being told more than once.

1
Student consistently chose the wrong tool for the painting.

0 Student was absent.

Above are the standards followed directly by learning objectives. They will be categorized as follows: absent=0, 1=standard not met,2=partially meets standard, 3=meets standard, 4= exceeds standard.

Connections, Relationships and Applications
Benchmark D: Use words and images to explain the role of visual art in community and cultural traditions and events.

Grade Eight 4.Identify how aspects of culture influence social and public artwork.

We will identify aspects of students’ heritage and how it appears in the mural.

4. Student was able to identify several visual connections to personal heritage for the mural.

3. Student was able to name one local symbol of heritage for the mural.

2. Student was able to come up with one symbol of heritage after listening to the group.

1. Student was not able to come up with one symbol/ did not participate.

0. Student was absent.

Above are the standards followed directly by learning objectives. They will be categorized as follows: absent=0, 1=standard not met,2=partially meets standard, 3=meets standard, 4= exceeds standard.