9-12
1 Week
Students take on the role of professional muralists commissioned to create a public artwork. Each student receives a fictional client scenario that includes a location, audience, goals, and design requirements.
Students research the community needs represented in their scenario, brainstorm ideas, create multiple concept sketches, participate in critique sessions, revise their ideas, and present a final mural proposal.
This project simulates the real-world process used by public artists and muralists.
Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between artworks and commercialization or propaganda (How Norman Rockwell’s work, such as “Rosie the Riveter,” supported the war effort in World War II). (P.V.Co.11
Generate and conceptualize artistic ideas and work. Consistently apply research to support development of artistic ideas (e.g., researching alternative kiln firing techniques to generate innovative approaches to creating a ceramics piece). (P.V.Cr.01)
Organize and develop artistic ideas and work. Document a plan for an original large scale or multi-step art project (e.g., sketches for an art installation at a playground). (P.V.Cr.02)
Convey meaning through the presentation of artistic work. Modify a two- or three-dimensional installation to align to one’s artistic intent after listening to initial viewer comments. (P.V.P.06)
How do we create artworks that meet the needs and wants of a group/community?
Students will be able to:
*Conceptualize and design a mural that addresses a specific community need or client request.
*Use symbolism, imagery, color, and composition to communicate a message.
*Research and apply information about a location, audience, or community to inform artistic decisions.
*Develop and revise a mural proposal through sketching, critique, and reflection.
*Present and justify artistic choices using appropriate visual arts vocabulary.
*Students will be able to: (SWRL-speaking, writing, reading, listening) Write an artist statement explaining their mural concept using content-specific vocabulary.
*Students will be able to: (SWRL) Present their mural proposal orally using visual supports.
*Students will be able to: (SWRL) participate in verbal and written critique discussions using sentence frames and academic language.
“My mural represents _ through the symbol of _.”
“I chose these colors because _.”
“The client requested _, so I incorporated _.”
“One strength of this design is _.”
“One suggestion for improvement is _.”
Before lesson activity:
Students are introduced to the Beyond Walls CTTS Program, detailing how artists come to Lynn to create epic artworks that serve the community following a theme or message.
During lesson activity:
After lesson activity: Students will then make a PowerPoint presentation detailing their process, product, successes and challenges.
To evaluate students’ ability to respond to a client/community need, develop a researched mural concept, communicate meaning through visual choices, revise in response to critique, and professionally present a final proposal.
Reflection Prompts
| Criteria | 4 – Exceeds | 3 – Meets | 2 – Approaching | 1 – Beginning |
| Client & Community Alignment | Design responds exceptionally well to the location, audience, goals, and requirements; community needs are thoughtfully integrated. | Design clearly responds to the client scenario and addresses the identified audience, goals, and requirements. | Design addresses some client requirements, but important audience, location, or community needs are underdeveloped. | Design does not clearly respond to the assigned client, audience, or requirements. |
| Research & Idea Development | Research strongly informs the concept; multiple sketches show extensive experimentation, originality, and purposeful development. | Research supports the concept; planning and multiple sketches show clear development of ideas. | Research or planning is partial; sketches show limited variety or connection to the final concept. | Research, brainstorming, or planning is incomplete or missing. |
| Visual Communication & Composition | Symbolism, imagery, color, scale, and composition work together powerfully to communicate a clear and engaging public-art message. | Visual choices clearly communicate the intended message and create an organized, effective composition. | Some visual choices communicate the message, but symbolism or composition needs clarification or refinement. | Message is unclear; visual choices and composition are incomplete or do not support the concept. |
| Revision & Craftsmanship | Final proposal shows substantial, thoughtful revision in response to critique and is highly polished, clear, and presentation-ready. | Final proposal incorporates feedback, shows appropriate revision, and is complete and carefully presented. | Some feedback is considered, but revision or craftsmanship is inconsistent or incomplete. | Little evidence of revision; proposal is unfinished, rushed, or difficult to interpret. |
| Presentation & Reflection | Presentation is professional and confident; artist statement insightfully justifies choices, addresses the client, and explains successes, challenges, and revisions using precise vocabulary. | Presentation clearly explains the process, final design, client response, and major artistic choices using appropriate vocabulary. | Presentation or reflection is brief, unclear, or only partly explains choices, process, or client alignment. | Presentation or reflection is missing, incomplete, or does not explain the design process. |
Student differentiation:
Bryan “JEKS” Lewis is a contemporary mural artist known internationally for his large-scale photorealistic murals and portraits. Based in North Carolina, JEKS creates murals that celebrate the stories, identities, and histories of the people and communities where he works. His artwork often transforms public spaces by highlighting local residents, cultural figures, and community values through highly detailed imagery.
JEKS has created murals throughout the United States and internationally, collaborating with cities, organizations, and community groups to develop meaningful public artworks. His process involves researching the community, listening to stakeholders, developing concepts, and refining designs before executing murals at a monumental scale.
As a muralist, JEKS balances his own artistic vision with the goals of his clients and the needs of the community. This mirrors the work students will engage in during this project as they design a mural proposal that responds to a client’s expectations while communicating a meaningful message through art.
Please reflect on the lesson and give feedback when possible.
Website: https://www.jeksnc.com
Instagram: @jeks_nc
Client #1: Lynn Farmers Market
Location: Blank wall near the Lynn Common
Client Request: Create a mural celebrating local food, community gathering, and healthy eating.
Audience: Families, shoppers, and local residents
Requirements:
Client #2: Lynn Community Health Center
Location: Exterior wall facing the parking lot
Client Request: Promote physical, emotional, and community wellness.
Audience: Patients and visitors
Requirements:
Client #3: Lynn English High School
Location: Student courtyard
Client Request: Celebrate student achievement, diversity, and future goals.
Audience: Students, staff, and families
Requirements:
Client #4: Lynn Museum & Arts Center
Location: Side wall facing downtown
Client Request: Tell the story of Lynn’s history and creativity.
Audience: Residents and visitors
Requirements:
Client #5: Beyond Walls Festival
Location: Downtown building facade
Client Request: Create a mural that reflects Lynn’s energy, diversity, and creativity.
Audience: Residents, tourists, and festival visitors
Requirements:
Client #6: Lynn Youth Center
Location: Gymnasium exterior wall
Client Request: Encourage confidence, leadership, and teamwork.
Audience: Teens
Requirements:
Client #7: Lynn Shelter Association
Location: Community resource center
Client Request: Promote dignity, hope, and belonging.
Audience: Community members
Requirements:
Client #8: Nahant Beach Conservation Group
Location: Coastal walkway wall
Client Request: Raise awareness about protecting oceans and coastal ecosystems.
Audience: Beach visitors
Requirements:
Client #9: Lynn Public Library
Location: Teen reading area
Client Request: Celebrate reading, storytelling, and imagination.
Audience: Youth and families
Requirements:
Client #10: MBTA Commuter Station
Location: Pedestrian underpass
Client Request: Create a mural that makes commuting more enjoyable.
Audience: Daily commuters
Requirements:
Client #11: Girls Inc. of Lynn
Location: Program center entrance
Client Request: Empower young people to pursue their goals and strengths.
Audience: Youth participants
Requirements:
Client #12: High Rock Tower Preservation Society
Location: Visitor center wall
Client Request: Celebrate one of Lynn’s most recognizable landmarks.
Audience: Residents and tourists
Requirements:
Client #13: Lynn Woods Reservation
Location: Nature center building
Client Request: Encourage appreciation and protection of Lynn Woods.
Audience: Hikers, students, and visitors
Requirements:
Client #14: Lynn Marine & Fishing Community
Location: Harbor-side warehouse wall
Client Request: Celebrate Lynn’s connection to the ocean and working waterfront.
Audience: Residents and visitors
Requirements:
Client #15: Lynn Cultural Celebration Committee
Location: Downtown public plaza
Client Request: Create a mural that celebrates the many cultures, languages, and traditions represented in Lynn.
Audience: Entire community
Requirements: