P R O J E C T

D E S I G N :

O V E R V I E W

Name of Project: Mural Project

Subject/Course: Art

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Duration: 5-8 weeks

Teacher(s): Christen DiLeonardo

Grade Level: 11/12

Other subject areas to be included, if any:

Significant Content
(CCSS and/or others)

CC.3.6.9-10.A: Write arguments focused on discipline-specific content.

CC.3.6.9-10.B: Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and
revise original works in the arts.
9.1.12.F: Analyze works of arts influenced by experiences or historical and cultural events through production, performance or
exhibition.
9.3.12.A: Explain and apply the critical examination processes of works in the arts and humanities.
9.3.12.B: Determine and apply criteria to a persons work and works of others in the arts
9.4.12.B: Describe and analyze the effects that works in the arts have on groups, individuals and the culture

21st Century Competencies Collaboration

(to be taught and assessed)
Communication

Creativity and Innovation

Other:

Critical Thinking
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)

Students will work in small groups (3-5) to create a collaborative mural. Each group will create an artists' statement explaining
their mural and process. They will have four weeks to create their mural and complete their artists statement. We will have
weekly class critiques where each group will present their mural to the class and deliver their artists' statement. The groups will
have an additional week to revise their statements and murals. Then, the class as a whole will curate a presentation of their work
and invite other students and members of the community to attend. The attendees will be asked to vote for one group to display
their work at the school for the remainder of the year.

Driving Question

What kind of impact does art have on the community?

Entry Event

Students will be asked to find a mural in their community and photograph it to share with the class. As a class, students will look
at and discuss the murals and their values and purpose (aesthetic, political, awareness, etc.).

Products

Individual:
Artists statement
Project reflection

For more PBL resources visit bie.org

Specific content and competencies to be assessed:

Creativity
Communication
Critical thinking

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Team:
Collaborative mural
Artists statement
Exhibit proposal

P R O J E C T

Specific content and competencies to be assessed:

Creativity
Communication
Collaboration

D E S I G N :

O V E R V I E W

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Public Audience
Students will collaboratively curate a show of the class murals for their peers and the community. Each group will petition an
(Experts, audiences, or
organization to display their mural.
product users students
will engage with during/at
end of project)

Resources Needed

On-site people, facilities: Art classroom, teacher, common area in school, community organizations
Equipment: art supplies (vary based on student choice)
Materials: art supplies (vary based on student choice)
Community Resources: people and organizations to be contacted by the students

Reflection Methods
Journal/Learning Log
(Individual, Team, and/or
Whole Class)
Whole-Class Discussion

Survey

For more PBL resources visit bie.org

Focus Group

Fishbowl Discussion

Other:
Class critique
Community vote

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Notes:

PR OJECT

DESIGN:

ST UDENT

LEAR NING

GUIDE

Project: Mural project

Driving Question: What kind of impact does art have on the community?
Final Product(s)

Learning Outcomes/Targets

Checkpoints/Formative Assessments

Instructional Strategies for All Learners

Presentations,
Performances, Products
and/or Services

content & 21st century competencies

needed by students to successfully
complete products

to check for learning and ensure

students are on track

provided by teacher, other staff, experts; includes

scaffolds, materials, lessons aligned to learning
outcomes and formative assessments

Individual artists Students will be able to write informatively and Students will turn statements for feedback from
persuasively about their own artwork.
the teacher. They will then have time to revise
statement

Teacher will provide examples of professional

artist statements. Teacher will remain available
before presenting to the class. They will submit to throughout writing process to provide feedback.
a critique of their work by the class and will
receive a final grade on this portion of the project.

Students will be able to write and think critically Students will submit this paper at the end of the 8 Teacher will advise students to keep a journal
week project. They will be graded on their ability throughout process to maintain a record of
to evaluate their work and the work of their
progress and events. Teacher will ask students to
classmates as well as their ability to recall and
periodically share journal entries to make sure
record details and lessons that occurred throughout they are on the right track.
the project.

Individual
about their work and the work of their peers.
reflection paper

Group exhibit
proposal

Group artists
statement

Group mural

Students will able to write a persuasive proposal to Groups will submit their proposal before
Teacher will provide examples of proposals by
create a collaborative work of art concerning a
beginning work on their murals. Teacher approval people trying to achieve things in the community.
certain theme and using a specific medium.
of proposal will be required before any work can Teacher will remain available throughout the
begin. Students must include their composition writing process to provide feedback.
idea/theme, medium choice and any required
materials, and they organization/location where
they intend to display their completed mural.
Students will be able to collaboratively write
Students will turn statements for feedback from Teacher will have given feedback to individual
informatively and persuasively about a work of art the teacher. They will then have time to revise
students about the individual artists statements.
that they have created as a cooperative group.
before presenting to the class. They will submit to They will be instructed to call on those
They will pool element of their individual artists a critique of their work by the class and will
suggestions while compiling their group statement.
statements to create a group statement.
receive a final grade on this portion of the project. Teacher will remain available throughout the
writing process to provide feedback.

For more PBL resources visit bie.org

2 0 1 4 B U C K IN S T I T U T E F O R E D U C ATI O N

Students will be able to collaboratively create a Groups will have four weeks to work on a
work of art to be presented to and installed in the collaborative mural. They will then present their
community.
murals for a class critique. They will have an
additional week to finish/revise their mural and
will then be graded on the finished product.

For more PBL resources visit bie.org

Teacher will explore examples of murals in the

community with students. Teacher will provide
instruction in various artistic techniques. Teacher
will remain available throughout the artistic
process to provide feedback.

2 0 1 4 B U C K IN S T I T U T E F O R E D U C ATI O N