We are diverse: social and educational transformation through ceramic murals with teenagers

Abstract

Collaborative ceramic murals have emerged as an educational resource for promoting social values and collective construction in school contexts, although their application in art education with adolescents remains poorly documented. This study explores the expressive and pedagogical potential of the collaborative ceramic mural through a project developed in an Arts-track Secondary Education school. The research adopts a qualitative and interpretive approach with a field design and participatory perspective, involving a sample of students who took part in an Arts-Based Project Learning (ABPL) initiative combining artistic mediation techniques with collaborative activities encompassing design, production, glazing, firing, and installation. The project strengthened group cohesion, individual and collective expression, and critical reflection on diversity and belonging. Participating students developed technical and social skills, demonstrating shifts in attitude and engagement, and the mural became a tangible symbol of identity and respect for difference, with positive impacts on the school climate and the wider educational community. The experience confirms that the collaborative ceramic mural goes beyond its technical value to function as a social and emotional mediator, fostering meaningful learning and a sense of belonging among students.