The Building Blocks to Creating a Mural

BY AMANDA MOSES

The weather has been a roller-coaster ride of warm to cold days, so while we adjust to the changes in climate, Garden Educator, Jacqui Roytman has developed an indoor artistic project for the Spring Creek After School Program to participate in. Each grade, from pre-kindergarten through fifth, will create a community mural.

Roytman met with the older students (fourth and fifth grade) first to provide them with an overview of the activity (since they will be making the final adjustments to the painting) and to explain their role. “Each grade is going to help make a portion of the mural, which can be in the foreground, middle ground or background,” she said. Roytman then explained what a mural is (a large piece of artwork placed on a wall) and the various perspectives they will focus on.

The word foreground means that the image is closer to the observer (it is at the forefront of the image). The middle ground is slightly smaller than the fore-ground images and yet larger than the background images (quite literally it is in the middle distance). Roytman asked the students to practice these artistic viewpoints using a horizon to break up the sections. One child drew a bridge in the background, which in their mural will represent the Brooklyn Bridge, while another drew flowers and grass to represent the Spring Creek Recreational Fund’s (SCRF) Urban Garden Classroom (UGC).

The class then discussed what images will best represent their community mural. So far the class decided to include: Their school (PS 346), the UGC, Spring Creek Towers’ apartment buildings, the various malls in their community, Statue of Liberty, the Brooklyn Bridge, Shirley Chisholm State Park, Jamaica Bay, airplanes from John F. Kennedy International Airport, the beach for Coney Island, and other iconic buildings that represent New York City.

The mural will be developed over the course of 12 weeks, so that each grade will have a chance to paint, draw, or include an image of their choosing to represent their home and family. Roytman will also ask the students to include the various pollinators and plants living in their community.

Photos by Amanda Moses