Transit Art Curriculum

Public Art and Public Transportation

SAMPLE LESSON

IN THIS LESSON

GRADES

TIME

Bringing two concepts together

Students will consider the benefits of public transportation for their neighborhood and analyze examples of public art from cities across Tennessee. They will be introduced to the project which will bring together public art and public transportation to design artwork for a bus stop bench that represents something about their neighborhood that makes them proud.

OBJECTIVES

  • I can explain how public art and public transportation impact a community.

  • I can explain how artwork can represent different meanings.

6-8TH

60 MIN

VOCABULARY

  • Public Transportation: a system of vehicles, like buses or trains, that follow a route and are available to the public

    Public Art: art in public spaces for anyone to see

    Contribute: to give something (like help or ideas) to something others are already involved in

STANDARDS

  • STANDARDS

    6th

    6.VA.P3.A Explain how an exhibition in a traditional or emerging presentation space reflects the history and values of a community.

    6.VA.R1.A Analyze how images and cultural associations influence ideas, emotions, and actions.

    6.VA.R1.B Identify and interpret works of art that reveal a variety of world cultures and values.

    6.VA.R2.A Interpret art to identify ideas and mood conveyed by determining relevant context and analyzing use of media and subject matter while using appropriate art vocabulary.

    6.VA.Cn2.A Analyze how art reflects changing times, traditions, resources, and cultural uses

    7th

    7.VA.R1.A Analyze multiple ways that images influence specific audiences.

    7.VA.R1.B Explain how presentation methods and environments influence how art is perceived and valued.

    7.VA.R2.A Interpret art to identify ideas and mood conveyed by analyzing art-making approaches, relevant context, subject matter, and use of media while using appropriate art vocabulary.

    7.VA.Cn2.A Analyze how responses to art are influenced by understanding the time and place in which it was created, the available resources, and cultural uses

    8th

    8.VA.P3.A Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.

    8.VA.R1.A Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions

    8.VA.R1.B Explain how aesthetic choices are influenced by visual and material cultures and can impact perceived meaning of artworks.

    8.VA.R2.A Interpret art by analyzing how mood and meaning are impacted by the relationship of subject matter, use of media, art-making approaches, and relevant context while using appropriate art vocabulary.

    8.VA.Cn2.A Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.

    SEL INDICATORS:

    3B.3 Identifies roles they have that contribute to their school, home, and community

    3B.4 Works collaboratively with peers to complete a job, task, or address a need

LESSON SLIDES

Procedure

    1. Have students independently answer the following questions:

      • What are some ways that you contribute to your neighborhood or another community that you belong to?

      • Have you ever ridden public transportation (bus, train, or subway)? Where did you go?

    2. Ask students to share their answers with the class.

    3. Use the “Transit Art Project” slide to introduce the project. Students will be contributing to their neighborhood by designing artwork for a bus stop bench that represents something about their neighborhood that makes them proud. Winning designs will be chosen to be put on a bus stop bench in their neighborhood.

    4. If time allows, you can show students more examples of winning bus bench artwork from previous years on our website: https://youth.civicdesigncenter.org/middle-school/student-work-archive

    1. Explain to students that their artwork will bring attention to our public transportation system and help make the riding experience more enjoyable. They will think through why public transportation is important for their neighborhood with the next activity.

    2. Review the categories on the Benefits of Public Transportation handout to make sure students understand the big ideas (you can choose between having 6 benefits on the Level 1 version or 9 benefits on the Level 2 version of the handout). 

    3. Give each student a copy of the Benefits of Public Transportation handout and ask them to circle the 3 benefits that are most important to them for their neighborhood.

    4. Ask students to raise their hand to vote on the 3 that are most important to them and make a visual representation on the board. 

    5. Allow students to share their ideas about what they chose and why.

    1. Hang the Public Art Four Corners Activity papers in four different places in the classroom.

    2. Use Slides #8-25 to show students examples of public art from different cities in Tennessee. Feel free to choose a smaller selection of examples to show depending on how much class time is available.

    3. Each time a new piece of art is shown, students will go to the corner that most represents how it makes them feel. If they feel confused or their emotion isn’t represented, they can remain in their seat and share what emotion the artwork makes them feel.

    4. Each time a piece of artwork is shown, allow students to explain why it makes them feel the way it does. Encourage them to think about elements of art in their explanation and use any art vocabulary they’ve already learned.

    5. Ask students to consider the discussion questions and to share their thoughts:

      • How can public art impact a community?

      • Do you think public art is important to have in a community? Why or why not?

      • What was your favorite piece of public art from today and why?

    6. If time allows, you can have students explore more Tennessee public art by clicking on each of the cities on the “Explore Tennessee Murals” slide independently or as a group.

    1. Have students complete the Day 1 Reflection, which asks the following questions: 

      • How can public transportation benefit my neighborhood?

      • How can public art benefit my neighborhood?

Materials

Transit Art Day 1 Presentation

Day 1 Do Now Questions

Benefits of Public Transportation - Level 1

Benefits of Public Transportation - Level 2

Public Art Four Corners Activity

Day 1 Reflection

Differentiation

This lesson provides opportunities for students to see pictures and visuals that help them better understand the content and ideas being presented. There are two different versions of the Benefits of Public Transportation handout that can be used depending on your classroom needs. The Public Art Four Corners Activity provides an opportunity for movement during the lesson and gives all students the chance to participate.