During the COVID-19 lockdown, a unique collaboration between Art History Instructor Anna Robinson and History Instructor Dr. Tom Millar gave rise to Mexican Muralism Day. This innovative program brings together all of the Honors Modern World History students for an immersive exploration of Mexico’s revolutionary art movement.
The program, which hosts 60-70 11th-grade students, transforms a classroom into a museum-like environment with murals displayed on every wall. After a crash course in visual analysis, students rotate between different murals putting this newfound skill to use and deeply analyzing each work. “Mrs. Robinson created a museum-like environment in which students are able to apply their historical context of the Mexican Revolution to significant pieces of art,” notes History Instructor Katherine Pollock. “It was fascinating to hear their perspectives and observations, some of which we as teachers hadn’t even thought of ourselves!”
The day’s curriculum delves into the deliberate use of murals in shaping Mexican identity following the revolution of the 1930s and 1940s. Students examine the formation of the Ministry of Education and its strategic use of schools, libraries, and art to advance political agendas. Special attention is paid to the “Tres Grandes”—the three great muralists whose different revolutionary visions manifested in their artwork: Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros. The program even extends to discussing contemporary muralism in Los Angeles, though replicating the scale of the original murals—many over three stories tall—presents a unique challenge inside the classroom.
For Dr. Millar, the collective nature of the experiences stands out: “The whole truly is greater than the sum of its parts; gathering together in a collective amplifies energy, excitement, and curiosity levels.” He particularly values how the program validates students with artistic inclinations, noting that many later choose research questions focusing on art, society, and politics in various historical contexts.
The initiative strengthens fundamental analytical and historical thinking skills. “Just as they do with other kinds of documents, students learn how to decode components of murals to discern their meanings and usefulness as historical documents,” explains Dr. Millar. This includes analyzing specialized elements like color composition, focal points, and visual lines, while considering deeper questions about Mexico’s democratic development by 1940.
The learning extends beyond the classroom. “Students of Honors Modern World History have dug deeply into the complex intricacies of the Mexican Revolution in the months leading up to Mexican Muralism Day. Examining murals allows them to ‘zoom out’ a bit and understand better the historical realities, as well as the modern-day symbolism that the revolution still holds for many in Mexico and around the world,” says Ms. Pollock. She adds that many students have been inspired to plan future visits to Mexico City to see the original murals by the Tres Grandes.
What began as a 20-25 minutes Zoom session during distance learning has blossomed into an hour-long program that exemplifies the power of interdisciplinary learning. Mexican Muralism Day demonstrates how art and history can combine to create a deeper understanding of cultural identity, political movements, and social change.