Overview
Overview
Embedded Files
Civic art engagement connects classrooms, community cultural assets, and public space. This ongoing qualitative study examines how educators, artists, policymakers, and civic partners understand and implement public art within K–12 systems.
Findings suggest that civic art functions not as enrichment, but as shared civic infrastructure. It supports narrative agency, public belonging, and cross-sector collaboration.
Why it matters
Why it matters
• Arts funding is expanding (e.g., policy shifts such as Prop 28), yet structural pathways for civic integration remain unclear.
• Public art is often treated as enrichment rather than core pedagogy.
• Cross-sector collaboration between schools and civic systems lacks sustained infrastructure.
This study explores how civic art can serve as an equity-centered bridge between classrooms and public life.
Conceptual Framework
Conceptual Framework
Civic art engagement is grounded in culturally responsive pedagogy, sociocultural learning theory, critical pedagogy, and public pedagogy.
Preliminary Findings
Preliminary Findings
Narrative Agency & Cultural Representation
Public Visibility & Belonging
Relational & Cross-Sector Collaboration
Infrastructure Gaps & Institutional Constraints
Practical Implications
Practical Implications
Implications for Schools & Districts:
Reposition public art as civic pedagogy
Build sustained cross-sector partnerships
Develop infrastructure beyond one-time grants
Integrate culturally responsive public engagement into curriculum
Invitation
Invitation
Interested in:
District-level civic art implementation
Cross-sector partnerships
Professional learning
Research collaboration
let's connect!
let's connect!
Email: teachpublicart@gmail.com
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