Window Mural



A teacher's account of her "Nutcracker Mural" done in the style of Keith Haring's characters in a local storefront window.


Students will learn about Keith Haring and his own unique style.

Students will concentrate on the way in which Haring applied his style to his thoughts and stories.

Students will also learn about who they are and how they can create a story or use their own thoughts to create artwork.

Students will be able to describe the steps used in the lesson. Students will also be able to share their ideas and discuss their production techniques.

Students will be able to create works of art that are abstract and decorative.


White paper (10in. x 10in.)
Black construction paper (12in.x12in.)
Colored markers
Black markers; thin and thick


TEACHERS: This is an activity where each student will be able to work independently on their own Keith Haring project. All students will work to develop their own sense of self through Keith Harings’ style. All projects will be displayed in an horizontal fashion aligned in the gymnasium. Students will engage in the actual hanging and displaying of their projects; this will allow the students to problem solve for space within space. Further, having each student create their own project breaks the monotony of art drawings of animals/environments studied in class. The completed project can become a traditional permanent display, which will serve to educate other students and enhance the school visually.
Students will observe many copies of Haring's work to formulate ideas. They will use a white piece of paper 10in.x10in. and markers of all colors. Students will also understand who Keith Haring was and why he developed this type of art. In culmination of the art project, students will present information learned. Students will also be able to express something about Haring and what type of art can be associated with his type of style.

LESSON: Introduce Keith Haring and his works.
Cut the white and black construction paper.
Pass out markers.
Students are to tell who they are with the use of a pencil. So if a mistake does occur it will be erased and drawn over. When their project has all the drawings needed to fulfill the project, then they may begin to use the thick or thin black marker to trace the pencil drawings.
The teacher can extend this project into an oral report about the student's artwork and the artist himself.
Once the student has finished with the outline part of the project, then they may begin on colored markers. The students must fill in the entire area of the people, characters,etc.
After the markers, the students will glue the project onto the black construction paper and press firmly.
Call the local newspapers to visit and admire the Keith Haring projects. Ask the reporter to interview some of the young artists and their work. If possible have a photo taken and incorporate this with the interviews of the students.


Questions relating to the students' art production and their art history lesson will be asked. Why did you choose this form?


Students will describe their work using the elements and principles of art. What form, colors and shapes if you use in your project and why? Students will interpret how their project expresses something about themselves. Does your project represent the appropriate material required in the lesson. Students will be asked to talk about their project. The class will discuss how their project was developed.

I will evaluate the effectiveness of the lesson by how the children responded in their production, critique and the participation in the art history discussion. By asking each child to talk about his or her project and explain how it relates to them, I will be able to assess how well students were able to meet their own expectations as well as demonstrating the effectiveness of the lesson.