Quiñonez Mural

Lesson Activities & Lesson Plans

To begin the Lesson Activity please scroll down. If you are a teacher looking for the associated Lesson Plan, please click below.

Secondary Social Studies

Quiñonez’s Mural

Born in Juarez, Mexico and raised in Dallas, Texas, Marka27 began his career as an artist mastering the art of graffiti. Across several mediums from street murals to vinyl toys and fine art canvases. Marka27 continues to draw inspiration from his Mexican heritage and experiences with race, culture, and design. Mexican folklore and hip-hop culture inspire all of his work.

Watch the video and answer the questions below using information from the video and biography:

1. Why did Victor Quiñonez choose the name Marka27 as his street artist name?

2. Quiñonez reports his style is “neo-indigenousness,” which he describes as a way to incorporate his own culture and other cultures in a new way from a fresh point of view. Why do you think Quiñonez chose to use this style of art in his murals?

Look closely at Quiñonez’s mural. Evaluate and list some of the aspects of culture and symbolism that you see:

Pick 2 of the aspects present in the mural and describe why you think chose Quiñonez to incorporate them:

Extension Activity

Look at a second mural created by Quiñonez. Compare and contrast the murals using the Venn diagram. Then, write a paragraph explaining the differences and similarities.

Student Name

Date

School

Grade / Class

Teacher

Have you seen any of the murals in Lynn before?

Yes

Does studying the murals make you want to go and see them in person?

Yes

Do you think having murals in the city makes it special?

Yes

Did the mural(s), the symbolism, or the artist’s stories make you think about your life and experiences?

Yes

What could we do to make the lessons better?

If you have any questions or need assistance, email admin@beyond-walls.org

Comments

This field is for validation purposes and should be left unchanged.

Secondary Social Studies

Quiñonez Mural - Lesson Plan

Standards

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.

CCSS SLCA 6-8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher
led) with diverse partners on discipline-specific topics, texts, and issues, building on others’
ideas and expressing their own clearly

Objectives

SWBAT:

Describe how our cultural background influences our lives, including the art we create.
Analyze aspects of culture present within the murals, including symbolism used in the mural.
Compare and contrast cultural symbols in two murals painted by the same artist.
Vocabulary: culture, cultural background, symbol, style (in art), art mediums

Agenda

Pre – teach symbol, symbolism, style (in art), art mediums; review culture and cultural background
Watch video of Quiñonez
Read Quiñonez’s bio
Evaluate the various aspects of cultural symbols in his mural (individually, in partners, or groups)
Extension Activity: Compare and Contrast 2 murals

Quiñonez Mural

Lesson Activities & Lesson Plans

Secondary Social Studies

Quiñonez’s Mural

Extension Activity

Secondary Social Studies

Quiñonez Mural - Lesson Plan

Standards

Objectives

Agenda

About

Art Installations

Creative Design

Experience

Beyond Walls