Columbia Illustration students partnered with Assistant Professor Cheri Charlton and Chicago Public Art Group on a Lincoln Park mural, gaining hands-on experience in community-based public art.

Illustration students at Columbia College Chicago recently expanded their studio practice into real-world experience, joining School of Visual Arts Assistant Professor Cheri Charlton on a large-scale mural installation in Lincoln Park. 

The on-site work placed students inside the full process of public art—preparing surfaces, scaling illustrations for outdoor walls, collaborating with working artists, and adapting to challenges that never appear in a classroom. “The students had a wonderful experience on my mural site—getting out of the classroom and working on a large-scale project in the real world was incredibly valuable for them,” says Charlton. 

The collaboration came through a partnership with Chicago Public Art Group (CPAG), one of the city’s leading community-based arts organizations. Executive Director Janice Bond and Director of Public Art and Placemaking Stephanie Strickland welcomed Columbia students and emphasized how early, hands-on involvement strengthens the pipeline of emerging artists. 

“Day Into Night” Brings Illustration to the Underpass 

The project, titled “Day into Night: Lincoln Park’s Living Canvas,” is a two-wall mural designed by Charlton. Stretching across the LaSalle Street underpass between North Avenue and Lake Shore Drive, the illustrated work captures the neighborhood’s architecture, landscape, wildlife, and shifting rhythm from morning through evening. The mural was made possible through a community-led donor effort in partnership with the Lincoln Park Conservancy. 

Bond describes the mural as a powerful example of public art’s role in shaping a neighborhood. “It shows what’s possible when artists and neighbors come together with a collective vision,” she says. 

Learning by Doing: What Students Gained on the Wall 

Charlton saw students quickly embrace the physical scale of the project, returning outside class time and adapting to the pace and problem-solving that public art demands. On site, they brought curiosity, technical focus, and a collaborative mindset—asking thoughtful questions, learning new tools, and contributing meaningfully to the work. 

Bond says their presence “added real momentum to the project” and demonstrated how emerging artists elevate community-based work. 

Mentorship and Pathways Into Public Art 

CPAG’s mentorship model brings emerging artists into the full lifecycle of public art—from planning and logistics to execution and documentation. Students weren’t observing; they were contributing. The hands-on experience introduced them to career possibilities in community-based practice. 

Bond notes that partnerships with colleges like Columbia strengthen Chicago’s creative landscape. “Columbia brings emerging artists with fresh perspectives, and CPAG provides the grounding and community relationships that make impactful projects possible,” she says. “Together, we create opportunities that keep young artists connected to Chicago.” 

How Charlton’s Global Practice Shapes the Classroom 

Charlton’s approach to public art is informed in part by a recent mural residency at Proyecto’ACE in Buenos Aires, Argentina, where artists work in dialogue with existing murals on site. The experience—rooted in themes of coexistence in dense urban spaces—continues to shape her public art practice and the way she encourages students to think about scale, place, and community impact. 

• Visual Arts

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