COLLABORATIVE MURAL: PROMOTING SAFETY, CULTURAL UNDERSTANDING, AND EMOTION REGULATION INSPIRED by BUBLEGUM

Create – Conceiving and developing new artistic ideas and work.
Present – Interpreting and sharing artistic work.

Students will be able to…

• Create a collaborative mural that conveys safety, cultural understanding, and emotional regulation.
• Work with others to create a collaborative mural.
• Identify and share ideas about safety in our community and during building activities.
• Recognize and respect cultural differences through art and discussion.
• Express my feelings and how to manage emotions through creating art.
• Contribute to designing and painting a mural that promotes safety, cultural understanding, and emotional expression.

• Generate and conceptualize artistic ideas and work. Create artistic ideas that reflect characteristics of different artistic movements from different cultures. (F.V.Cr.01)
• Organize and develop artistic ideas and work. Develop multiple plans for producing a piece of artwork prior to selecting one. (F.V.Cr.02). 3.
• Select, analyze, and interpret artistic work for presentation. Justify choices for curating and presenting artwork for a specific exhibit or event. (F.V.P.04)

Elementary: Drawing, color theory (safe/powerful), Painting.
High School: Drawing, Collage, 3D, Painting, Mixed Media

• Large mural paper or exterior/interior wall space (if available)
• Paints, brushes, markers
• Sketching paper and pencils
• Visual resources on safety, cultural symbols, and emotions
• Reflection journals or worksheets

Mural – A large artwork painted or created directly on a wall or surface, often made for public viewing.
Symbol – A picture, object, or design that represents a bigger idea, value, or feeling.
Community – A group of people who share a place, culture, or common goals.
Culture – The beliefs, traditions, art, and practices shared by a group of people.
Cultural Understanding – Recognizing, respecting, and valuing differences and similarities among people’s traditions, beliefs, and art.
Emotion Regulation – The ability to recognize, express, and manage one’s feelings in healthy ways.
Safety – Actions, rules, and practices that keep people protected while creating or participating in community activities.
Collaboration – Working together with others to achieve a common goal.
Design – The plan or arrangement of shapes, colors, and symbols in an artwork.
Expression – The way an artist shares feelings, ideas, or beliefs through art.
Respect – Showing consideration for others’ feelings, cultures, and contributions in both artmaking and collaboration.
Public Art – Art displayed in places where everyone in the community can see it and be influenced by it.

All days are based on a 45-60 minute class period.

Day 1 – Introduction

• Discuss the purpose of murals as public art and symbols of community values.
• Talk about safety, cultural differences, and emotion regulation as themes.
• Show examples of Bubblegum’s work and support students in a discussion how his mural promotes cultural understanding and safety.

Day 2 – Brainstorming & Concept Development

• In small groups, students brainstorm ideas related to:
  • Safety in building and community spaces
  • Cultural symbols and respectful representations
  • Ways to express and regulate emotions through art
  • Each group creates a rough sketch of their mural section.

Day 3-7 – Planning & Design

• Groups develop detailed designs, incorporating safety messages, cultural symbols, and emotional expressions
• Facilitate discussions on cultural sensitivity and emotional symbolism
• Gather feedback from the class and refine designs
• Creation of Mural (Multiple sessions)
• Collaboratively paint or assemble the mural based on the finalized designs
• Emphasize teamwork, safety protocols during art creation, and respectful cooperation.

Day 8 – Reflection & Discussion

• Once complete, hold a class discussion on:
  • What they learned about safety, cultural differences, and emotions
  • How collaboration influenced the final artwork
  • Personal feelings and emotional regulation during the project
• Students can write in journals about their experiences

• Tier 1 Whole and Small Group Instruction
• Tier 2 Small Group Reteach/Support
• Guided Practice
• Students with IEPs/504s – provided step-by-step practice, and extra time as needed, see IEP for more specific accommodations. Subject to change based on students’ needs.

• Observation of participation and collaboration
• Reflection journals or sheets
• Final mural as a visual demonstration of understanding

Purpose:
To assess students’ ability to:

• Design and contribute to a collaborative mural that communicates themes of safety, cultural understanding, and emotional regulation.
• Apply artistic processes (brainstorming, sketching, refining, and painting).
• Demonstrate collaboration, reflection, and cultural sensitivity throughout the mural project.

Formative Assessments

• Day 1 Exit Ticket: Students list one way murals can promote safety, one cultural symbol they know, and one emotion they can express in art.
• Day 2 Group Sketches: Each group submits rough drafts showing their initial ideas for safety, culture, and emotions.
• Ongoing Observations (Days 3–7): Teacher records student participation, safe practices, and cooperation during design and painting.
• Peer Feedback Sessions: Students provide constructive feedback during class discussions and design reviews.

Summative Assessment

• Final Collaborative Mural: Completed mural that integrates visual elements of safety, cultural understanding, and emotional regulation.
• Reflection Journal / Artist Statement: Students reflect individually on:
  • What their group’s section represents.
  • How their personal contributions connected to the overall theme.
  • What they learned about safety, culture, and emotion regulation.
  • How working collaboratively influenced their perspective and final artwork.

Rubric (4-Point Scale)

Tiered Supports for English Language Learners (ELLs)

Beginning ELLs

• Visual word banks for “safety,” “culture,” “emotion,” with images.
• Sentence starters: “My mural shows ___ because ___.”
• Option for oral or illustrated reflection instead of extended writing.

Intermediate ELLs

• Graphic organizers for brainstorming and reflection.
• Work with bilingual peers during planning and critique.
• Encourage bilingual labeling of sketches before translating into English.

Advanced ELLs

• Scaffolded critique language: “This design communicates ___ effectively because ___.”
• Challenge to research cultural art motifs and integrate them.
• Opportunities to co-lead group presentations of the mural.

Teacher Notes

• Emphasize process + product + reflection rather than only the finished mural.
• Use frequent check-ins during design and painting to monitor collaboration and safety practices.
• Provide both individual accountability (reflection, participation) and group accountability (final mural section).

• Beyond Walls Website – specifically Bublegum’s Wall.
• Bublegum’s socials and website.
• Art of Ed for worksheet resources and student materials.