Ecological Mural as Community Reconnection

Abstract

Murals are particularly visually captivating forms of public art due to their size and accessibility. Mural images also capture public attention and provoke viewers to explore layers of meaning and find hidden stories. They are often in places that people come to visit, study, play, congregate and discuss matters that may relate to the content of the mural. To this end, murals can be effective tools for helping communities think about their environmental issues. This article discusses the Mystic River mural project in Somerville, Massachusetts, USA. It addresses how the local art councils, mural artists, local students, community members and non‐profit organisations collaborated to carry out this ongoing mural project. The purpose of this research is to examine how Mystic River eco‐murals were created, what challenges and benefits the eco‐murals provided, how local social concerns were represented through the eco‐murals, how eco‐murals can continue to promote environmental awareness and inspire youth about their community and the local environment, and how the mural can continue to reflect or affect the meaning of the place. This process can serve as an example for other communities that seek to address their environmental concerns through public art.

Connected Arts Learning: Cultivating Equity Through Connected and Creative Educational Experiences

“…In much of this community-based arts work, students collaborate with professional artists to make art about important civic issues relevant to their immediate communities and, in the process, develop new skills and forms of expression (e.g., Kang Song & Gammel, 2011; Krensky, 2001). Dewhurst (2014) argues that engaging in “activist art” making develops students’ skills for critical thinking, leadership, community engagement, and communication.…”

My living theory of a professional framework for art education

“…With ‘conversation regarded as the centre of sociality, of collective understanding and organization’ (Helguera, 2011, p. 40), students engaged with the learners on an affective level, building trust, before they engaged in more task-oriented work processes. I found that students learnt to facilitate cross-cultural understanding which helped them to gain respect and appreciation for children from different cultures (Kang Song & Gammel, 2011). I learnt, also from previous action research projects, that if this learning platform is neglected, participants could become disillusioned and unengaged which impacts the rest of the social engagement process.…”

Learning through a/r /t: Post-digital art education

“…appreciation for children from different backgrounds and diverse learning styles (Kang Song & Gammel, 2011;Gardner, 1993). An engaged and amiable table was set for the next vision-building platform.…”