Students will launch the project by noticing how art in school spaces affects feelings of welcome and belonging, then begin generating early design ideas with paper, paint, and collage materials for a campus display.

Students will gather user-centered evidence from peers and adults about where art belongs in school, what makes spaces feel welcoming, and how colors, materials, and displayed images affect belonging. They will sort what they noticed into a shared needs-and-ideas map, then turn those findings into a simple class design brief and criteria they can use in the next phase when creating prototypes.

Students will turn research from earlier days into clear design directions, build quick paper, paint, and collage prototypes, test them with classmates, and revise twice using feedback about welcome, belonging, color, and meaning before choosing one strong direction to carry forward.

Students will refine their selected welcome-art prototype into a polished display piece, test it with a new audience of peers or school adults, and prepare simple stakeholder-facing explanations that show how feedback shaped their final artistic choices before the campus gallery walk.

Students will present their finished welcome artwork to classmates, staff, families, and community partners through a brief gallery walk, explain how their artistic choices communicate belonging, and complete a developmentally appropriate reflection on how art can make the school feel more creative and welcoming.