COLLABORATIVE LESSON INSPIRED BY MAXIMILIANO BAGNASCO

Create – Conceiving and developing new artistic ideas and work.
Respond – Understanding and evaluating how the arts convey meaning.
Present – Interpreting and sharing artistic work.
Connect – Relating artistic ideas and work with personal meaning and external context.

Students will be able to…

• Define symbolism and identify its use in mural art from different cultures and communities.
• Create personal symbols that reflect aspects of their identity and values.
• Collaboratively synthesize individual symbols into a shared mural design that communicates a common theme.
• Provide and respond to constructive feedback during peer critique sessions.

• VA:Cr1.1.6a — Combine concepts collaboratively to generate innovative ideas for creating art.
• VA:Cr2.1.6a — Demonstrate openness to new ideas as a result of considering the work of others.
• VA:Cr3.1.8a — Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design.
• VA:Re7.2.8a — Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.
• VA:Cn10.1.8a — Create works of art that reflect community cultural traditions.

Symbolism

• Visual Examples:
  • Diego Rivera murals (Labor and Industry, Detroit Institute of Arts)
  • Judy Baca’s Great Wall of Los Angeles
  • Lynn’s Beyond Walls murals (Hula, Don Rimx, Angurria, etc.) — photos from Beyond Walls Lynn website or local walking tour
•  Identity Mapping Worksheet (teacher-created or adapted from SEL graphic organizers)
• Symbol Brainstorm Handout with examples of visual metaphors
• Projector
• Printed images
• Notebooks
• Identity map worksheets
• Drawing paper
• Markers/pencils

Symbol – A picture, object, or design that stands for a bigger idea or feeling.
Mural – A large artwork painted directly on a wall or other big surface.
Iconography – The use of symbols and images to show certain ideas or
themes in art.
Allegory – A story or picture in which the people and objects represent
deeper meanings.
Public Art – Art that is displayed in places everyone can see and enjoy, like on
streets or in parks.
Community Identity – The shared symbols, stories, and traditions that
connect people in a group or place.

Day 1 – Introduction to Symbolism in Murals

Discussion Starter:
“What is a symbol?” Students share examples from everyday life (logos, cultural icons, sports mascots).

Slide Presentation:
Begin with historical examples such as Diego Rivera’s murals, which use powerful symbols to represent workers and industry, and Judy Baca’s Great Wall of Los Angeles, which tells community history through symbolic scenes. Transition to local examples from Lynn’s Beyond Walls murals, showing how contemporary street artists like Hula, Don Rimx, and Angurria use symbolism to celebrate culture, address social issues, and reflect the local community’s identity.

Class Discussion:
Compare similarities and differences between historic and local murals —
How do artists use symbols to communicate across time and place?

Think-Pair-Share:
Students identify a symbol from one Lynn mural and hypothesize its meaning.

Exit Ticket:
Write down three symbols they noticed and what each might represent.

Materials:
Projector, printed mural images (historic and local), notebooks or sketchbooks

Assessment:
Exit ticket (collected and reviewed to check understanding)

Day 2 – Personal Symbol Brainstorm

Identity Mapping:
Students complete a worksheet about their identity (family, heritage, hobbies, challenges, dreams).

Symbol Creation:
Develop two to three personal symbols based on the identity map.

Peer Feedback:
In pairs, share sketches and explain meaning; partners ask questions for clarity.

Materials:
Identity map worksheet, drawing paper, pencils, markers

Assessment:
Students submit sketches with written explanations of their symbols’ meanings.

Day 3 – Collaborative Mural Planning

Theme Discussion:
Groups share symbols and identify common themes (e.g., unity, resilience, environmental care).

Theme Synthesis:
Select one or two key themes to guide their section of the mural.

Concept Sketching:
Work collaboratively on a composition integrating everyone’s symbols.

Gallery Walk:
Post sketches, leave sticky-note feedback, discuss revisions.

Lesson Sequence:

• Provide bilingual or visual vocabulary list (symbol, mural, theme, unity, etc.)
• Offer pre-drawn symbol shapes to modify
• Use sentence frames for explanations (“This symbol represents ___ because ___.”)
• Encourage multiple iterations of symbol design
• Incorporate abstract or layered symbolism in their sketches
• Challenge to research and integrate cultural art motifs
• Allow alternative formats (digital sketches, collage)
• Give extra time for the identity map
• Pair with supportive peers for group work

Formative:
Exit tickets, peer critique participation, identity map completion, symbol sketches with explanations

Summative:
Final collaborative mural concept sketch and theme statement (rubric includes creativity, clarity of symbolism, collaboration, and craftsmanship)
Group discussion; sketching; mind map worksheet; mini critique; final project with rubric; student artist statement

Purpose

To assess high school students’ ability to:

• Define and analyze symbolism in murals across cultures and contexts.
• Create personal symbols that represent identity and values.
• Collaboratively design a mural that synthesizes multiple symbols into a shared composition.
• Engage in critique and reflection to refine artistic decisions.

Assessment Components

Formative Assessments

• Exit Tickets (Day 1): Identify and explain at least three symbols from mural examples.
• Identity Map & Symbol Sketches (Day 2): Submission of 2–3 personal symbols with written explanations.
• Peer Feedback & Gallery Walk (Day 3): Participation in critique, using sentence starters and providing constructive notes.

Summative Assessment

• Final Collaborative Mural Concept Sketch with integrated symbols.
• Group Theme Statement (150–250 words) explaining the chosen theme and symbolism.
• Individual Artist Statement (250–400 words) reflecting on:
  • The meaning of their personal symbols.
  • How their work contributes to the group mural.
  • How symbolism helps art communicate across cultures and time.

Rubric (4-Point Scale)

Tiered Supports for English Language Learners (ELLs)

Beginning ELLs

• Visual vocabulary cards (symbol, mural, theme, unity, identity).
• Pre-drawn symbol templates to adapt.
• Sentence frames for statements: “This symbol represents ___ because ___.”
• Option for oral presentation or audio recording instead of extended writing.

Intermediate ELLs

• Identity map and artist statement scaffolded with graphic organizers.
• Partner support for peer critiques.
• Drafting in home language before translating essential parts to English.

Advanced ELLs

• Encouraged to use academic language in critiques: “The artist’s use of ___ symbolizes…”
• Challenge to reference historical or cultural motifs in their artist statement.
• Opportunities to lead group critiques or presentations.

Teacher Notes

• Balance individual accountability (personal symbols and statement) with group collaboration (final mural sketch and theme statement).
• Provide feedback at multiple checkpoints (exit tickets, symbol drafts, group sketch).
• Emphasize that assessment values process + product + reflection, not just the final mural concept.

• Diego Rivera murals (Labor and Industry, Detroit Institute of Arts)
• Judy Lynn’s Beyond Walls murals photos from Beyond Walls Lynn website or local walking tour
• Identity Mapping Worksheet (teacher-created or adapted from SEL graphic organizers)
• Symbol Brainstorm Handout with examples of visual metaphors
• Baca’s Great Wall of Los Angeles