www.teachpublicart.com
“Workshop Resources”
Cat Chiu
Visual/Media Arts Resource Teacher
Brian Black
Visual Arts Teacher
Meera Ramanathan
Project Resource Teacher
www.teachpublicart.com
“Workshop Resources”
How can we use art to help students be seen and heard in their own communities?
And what does that mean for arts advocacy?
LEARNING OBJECTIVES
Brian Black
Visual Arts Teacher
Interdisciplinary Artist
Crawford High School
YPAR & California Civic Seal of Engagement:
From Classroom Inquiry to Civic Action
Slow Fashion with Sew Loka
Environmental Justice Advocacy
WHERE: Old Town State Historic Park & Slow Fashion Day
HOW: Upcycled textiles and collaborative making
WHY: Sustainability, identity, and visibility
Public Message Project with Athenauem
WHERE: Created at Athenaeum Art Center (Barrio Logan), displayed on campus
HOW: Student-generated messages using typesetting and collaborative design
WHY: Amplify student voice in shared school spaces
Meera Ramanathan
Project Resource Teacher
Fiber Artist
Zamorano Fine Arts Academy
Collaborative Weaving Installation
Grade: 4th | 120 students | Zamorano Elementary
WHERE: Shared school space (visible to entire community)
HOW: Collective weaving- each student contributes to a larger whole
WHY: Build belonging through shared authorship and environmental awareness
Slow Fashion with Sew Loka
WHERE: Old Town State Historic Park & Slow Fashion Day
HOW: Upcycled textiles and collaborative making
WHY: Sustainability, identity, and visibility
Legacy Mural Installation
Grade: 5th | 120-150 students | Zamorano Elementary
WHERE: Shared school spaces (shared, highly visible spaces))
HOW: Collaborative mural design and painting across an entire grade level
WHY: Create lasting student presence and ownership of school space
2022 Legacy Mural
2023 Legacy Mural
2024 Legacy Mural
2025 Legacy Mural
2026 Legacy Mural
Kolam art
Grade - K-5th
# of students - 150-600
Location - School parking lot
Why Public Art?
Cat Chiu
Visual/Media Arts Resource Teacher
(San Diego Unified- Central Office)
Public Artist
World Design Capital: Friendship Bracelet
Grades: 6-12 | 1000+ students | Binational Collaboration
WHERE: Mexican Consulate General and Balboa Park
HOW: Each student contributes a segment to a collective “bracelet” installation (7 SDUSD schools and 3 Tijuana schools)
WHY: Build cross-cultural connection, visibility, and shared community identity
I am San Diego
Grades: K-12 | 1000+ students
12 Schools
WHERE: 30 Bus Shelters in San Diego
HOW: Students created digital sketches of how they connect with their home city of San Diego
WHY: Amplify student voice and representation in the public sphere
“Booked”, San Diego Museum of Art, 2025
Public Art Generator
Step One:
-Start with blank side up
-Fold corners to the center
Public Art Generator
Step Two:
-Flip it over and repeat
-Fold corners to the center
-Fold in half
Public Art Generator
Public Art Generator
Write 4 OVERLOOKED SPACES in your community, public spaces, etc. on the outside flaps.
Public Art Generator
Write 4 overlooked spaces in your community, public spaces, etc. on the outside flaps, some ideas include:
Everyday Civic Spaces
Institutional Spaces
Overlooked / In-Between Spaces
Round 1: WHERE
-Choose one site/location
-Write it down
-Activate it by opening and closing according to space #
Public Art Generator
Let’s Play!
Round 2: HOW
-Choose one art method
-Write it down
-Activate it by space #
Public Art Generator
Let’s Play!
Round 3: WHY
-Choose a space #
-Open to reveal the cause
-Write it down
Rapid Public Art Proposal:
Public Art Inquiry Framework
In small groups: Share your results from public art generator
WHO
-Who is involved? (students, artists, community, partners)
HOW
-How is it created? Materials or methods could be used?
WHERE
-Where does it live? Temporary or permanent?
WHY
-Why does it matter? What community or civic connection does it
address?
FIRST STEP
-What is one realistic action to begin?
Public Art Generator: Let’s Share!
What Emerged?
What ideas surprised you?
What feels possible in your context?
What feels like a barrier?
Place-Based Installations
Participatory & Community-Driven
Ephemeral & Accessible
Time-Based & Performative
-Public art can be temporary, participatory, low-cost, and adaptable for school settings.
Public Art as Civic Practice
List of Possible Public Art Methods:
Belonging & Identity
Well-Being & Care
Community & Civic Life
Public Art Themes & Civic Connections
Environment & Future
Justice & Awareness
WHERE | HOW | WHY |
Where does this live? | How does it activate participation? | Why does this exist here? |
Who moves through this space? | How does material change meaning? | What civic story is it telling? |
Who is centered? Who is not? | How does scale shift power? | Who benefits? |
WHERE, HOW, WHY
www.TeachPublicArt.com
Structured public art slide decks designed for classroom use. Each deck includes:
• VTS & Inquiry prompts
• Community connection lens
• Standards alignment
• Ready-to-use discussion slides
All free and adaptable.
Collection Steward: MTS
Year: 2025
Neighborhood: San Ysidro
Beyer Blvd & W. San Ysidro Blvd (under the trolley bridge)
Public Space: Transit infrastructure / Bridge Mural
Why it Matters:
-Guerrero’s borderland upbringing reflects the identity of San Ysidro riders
-Themes of culture, childhood, joy, and resilience resonate with community
-Brings authentic representation and cultural visibility to transit spaces
Community Connection:
Where This Artwork Lives
Civic Art as Shared Infrastructure
Civic art engagement is a shared responsibility
LinkedIn: CatChiu
IG: @teachpublicart
@catchiu_art
IG: @brian_d_black
@brianblack_art_teacher
IG: @ms.r_art_class
Let’s Stay Connected!
www.teachpublicart.com
“Workshop Resources”