This course explores murals as public living spaces, visual geographical multi-layered zones for political activism, expressing cultural identity and liberation, social/cultural awareness and aesthetic advancement. The overarching goal is to inform the students rapidly into the domain in which they will create. By using a series of documentary films, starting with Mexican social realist painters from the early 1930’s to the present murals brought forth from the BLM movement, we will look at these movements as sources of meaning and forms of social justice activism. Students will also center their Critical Ethnic Studies pedagogy as a means to focus and polish their artist vision. We ask, what is the role of mural art
as it is displayed strategically in public spaces? Where does public space become available and to whom? Who claims public spaces and how? How do we define
public space and who has the authority to have a voice and be heard in the public realm and why?

The Mural Project will provide an historical and current day context. Students have the opportunity to contribute to a mural site in East Oakland at Bret Harte Middle
School by contributing to The Heroic Murals Pedagogy Project. This is organized based on student choice and availability. We will plan to travel to two mural sites in San Francisco for our continuous learning and grounding in the epistemology of mural art through a CES lens.
Decolonial, Culturally Relevant and Community Responsive and Social Justice Based. As a student you will need to be prepared to travel to these locations.
Other details will be further revealed in Moodle and in class as our classwork is fluid and often pivots due to shifting needs.

Students must also be prepared to engage in vital group discussions after screening content, this is a student led critical thinking workshop. In this way we develop class culture and prepare ourselves to work in smaller groups later in the semester. Students are also expected to engage in research projects that require writing and submissions in Moodle. As a studio course time will be set aside for research and assignments with the class period.

To help you gain insight we will focus on some overarching ideas: What are your aesthetic choices as they relate to current historical contexts and your own
experiences? How does what you’ve learned about using art as a form of community voice and expression impact your perspective on the role of art?

As a final and culminating project students will be asked to create a virtual mural design within assigned collaborative groups. This is what all mural
companies must complete so students will be receiving hands-on realistic mural practice as relative to first steps before finding a site. Students are challenged to
make claims and defend them through writing exercises, research, and design. Subject matter and content will guide course work and discussions including an
exploration of composition and design elements as they relate to delivery. What political and social issues inform your voice? What message do you need to communicate? Previous examples will be available.

Critical Ethnic Studies courses introduce students to the interrelations between race/ethnicity, art making and design practices. These courses complement the Diversity Studies Seminars with their hands-on approach in which themes of ethnic identity are incorporated into studio and community practices.

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