The Art Enrichment Program for Communities (AEPC) is an activity-based class inspired by Franklin Delano Roosevelt’s “New Deal” Mission to create jobs. The program allows students, in a team-work environment, to directly engage in creating works of art that represent their surrounding community, the culture of their school, and themselves. Students learn and apply their understanding of the principles and elements in art, improve their technical skills in drawing and painting, and acquire knowledge about the history of 20th Century American Art.
The AEPC program can be designed for the middle and upper school levels, as well as adults, and is suited to all skill levels. and is guided by the MA Curriculum Frameworks, DESE Key Understandings, Assessments/Evidence. The program also provides students the opportunity to acquire teaching experience, improve social skills outside of school, and if they so choose, add to their college resume. The finished art works are 36" x 50" on heavy paper. Students have the opportunity to display their work in their community or their school, invite the public, and sell smaller high quality copies of their originals as postcards or prints. Schools also have the opportunity to keep the originals to display in their learning centers, offices, or library.
The " Arts Enrichment Program for Communities (APEC)" has received excellent feedback from students, parents, and administrators. (References are available).
For more information or questions, you may contact Bernie Klim, at firstname.lastname@example.org
Lesson Plan: Week 1
The Afternoon Art Enrichment Class
Week 1: By the end of this period:
Students will be able understand some of the basic principles and elements of photography.
Discussion: What are some of the things that can help make a photograph interesting to the viewer? (A projector presentation showing examples can be used, although it might be interesting to leave it to the student’s imagination when you talk about subject matter, composition, lighting, etc)
Assignment: Students will take pictures of the things they see on their way to and from school. Students will choose 3 pictures to share at the next class.
Discussion: What are some examples of the things we might see on our way to and from school?
Many students now have a camera available to them on their phones. Students will also want to have clear instructions as to what is being asked of them.
It is recommended that the number of photos shared by each student be the same. Students can vote on a number.
Students should be able to feel that any subject they choose to photograph is going to be interesting to the class because it is their own journey to and from school.
The instructor will be excited to see what the students bring to the next class. The instructor can also provide their own assignment to the class, if they wish.
At the next class, the pictures will be projected onto the wall for viewing. During the discussion, students can try to guess who might have taken the picture and explain why. It is recommended that only 2 or 3 guesses be allowed.
Enjoy your day!
Lesson Plan: Week 2
Lesson Plan: Week 2
Students will be able to further understand the principles and elements of photography.
Students have brought their pictures to class and have sent them to the instructor’s sight.
Photos are looked at quickly by the instructor and then projected onto the wall or screen for discussion.
There are different ways to run this discussion and you can decide what is best for the class.
One possibility is to go through them quickly and then return to the beginning. Then the discussion can begin with each photo. I would suggest that an effort be made to give an equal amount of time to each and every picture.
Depending on the time here: (or at the next class)
Materials: A roll of 3 foot wide paper, scissors, pencils
Students are broken into groups, (3 -4 students). However, you can decide what works best.
Groups then decide on a picture for painting and are given a 3 x 5 foot piece of paper to be taped to the wall. The group will then project the image onto the paper for tracing. (Note: the paper can be any size but I would suggest not going much smaller. (This reason will be explained later.)
If possible, I have had students go to other classrooms where another projector is available but, in most cases there is only one projector in the classroom, therefore, groups will take turns tracing off the image. With 3-4 students all pitching in on the task, the tracing can be completed rather quickly. Other groups can watch how they work as a team. The tracing is done with pencils.
Enjoy your day!
Lesson Plan: Week 3
Lesson Plan: Week 3
Students will be able to understand the art of line making and comfortably practice their drawing skills with paint and brush.
Tempera Paint, half inch flat brushes and other sizes, 1 inch sponge brushes, plastic plates for palettes that can be washed and reused and a colored copy of the picture they have chosen.
Brushes (Note: there are good brushes and not so good brushes. Soft, flat, half inch brushes work well. Bristle brushes not as well. ) I have also provided sponge brushes and have demonstrated the many different types of line that can be achieved with them. Students have enjoyed this demonstration and can quickly pick up on it.
The groups have finished their line drawings in pencil, and are now ready to begin the painting process. Black paint or another dark color is generally picked, however should the group decide on a lighter or different color this is fine. Students might even start filling in areas. Run with it.
The instructor may also give a quick demonstration showing 5 or 6 line variations and brush handling. There can be short and scratchy line makings used with the hand and there can be long fluid lines using the whole arm. Students may use any type of line that is most comfortable. If desired, the instructor may suggest using a thinner line for the light areas and a heavy line in the shadow areas. This can be appealing to the group, but not necessary. For the most part anything goes.
Classroom Management: The Paint Station
With some classes it might be a good idea to have a paint station where the instructor or one or more students are in charge with the pouring out of paint onto the plates or palettes as needed. Each group can have a person who goes to the paint station for refill if need be.
Enjoy your day!
Lesson Plan: Week 4
The Afternoon Arts Enrichment Program
Lesson Plan: Week 4: “Let the painting begin.”
SWBAT: Work in groups, mix colors, and comfortably practice their skills painting on paper.
Materials: A variety of brushes, tempera paints, paper towels (to wipe brushes clean), 3 feet rolled poster paper and scissors (if need be to add or begin again).
Each group has their lined drawings. And your “paint station” is ready to provide the different colors to each group. Once again, and depending on your class, it is suggested that only one or two students per group be in charge with the getting of the paint. Experience has shown that this small request helps the group with their planning. A person could also be in charge with the changing of the water. Keeping the water clean during the painting process is helpful. You can also tell the class that whoever made the paint did a pretty good job, and then demonstrate this by taking a brush, loading it with paint, and holding it out, saying, “look! It doesn’t drip!”
Note: Students could be well into their projects by the end of this class time, or not. Groups could break apart, have a change of thought, some students would rather watch and hopefully offer input. Any and all ideas and suggestions can be given consideration. If the students are focused and actively engaged in the task, then we have reached our goal.
Experience has shown that teachers, supervisors, support staff, do not have to model the activity, but if you feel it would be helpful, it is suggested that your model lesson/teaching moment be done quickly and on a separate piece of paper. If you feel it is necessary to assist, be mindful, you are now part of the group. Otherwise, and in most cases, be patient and stay away. Most groups will eventually come around.
Another note: I could bring in a lesson about color theory. And I could make suggestions on how to lay out the colors, mix paint on the palette, and so on, but I won’t. If you happen to be knowledgeable in this area and want to give a talk and/or demonstration, this is your call. I will again remind you that most groups will know what to do, whatever that might be. I will say here, I have witnessed some groups, who were advanced and experienced, having a brush for each of the colors. If you needed mostly red you would then use the brush with the red on it and so on minimizing brush cleaning and water changing.
Final Note: Should “disaster” like paint spills or disappointment strike, there is no cause for alarm. There is plenty of paint and paper and most paintings can be revived. If the group feels that they have “lost the picture” or parts of their original line drawing, there is still hope by repainting the lines again, (and this can be done with one or more colors. In most cases, groups are pleased with the results and will continue on, or they just might leave it as is. However, should the group decide to start over from the beginning, I would suggest that you do not throw out the first one. The group, or another, could pick it up later on, or it can be left as is.
A Middle School Art Project
A Middle School Art Project:
By the end of this class students will acquire greater awareness of their community and improve their drawing and painting skills.
During class, students will imagine their journey to and from school. The instructor begins the discussion with a talk about his/her own journey to and from school.
Students will then share their stories with the class.
Preparation and Materials:
The instructor has gone down to the cafeteria and collected some of the piled up cardboard boxes.
The instructor cuts up 30 or so pieces approx. 16” X 20” in size. (Note: You will want to have extra cardboard. Students might want to start over. You can suggest using the backside. If not, another one is available.)
The instructor also has plenty of white paint for the students to begin and different size brushes.
The instructor has asked the students to put their home in one corner and the school in the opposite corner. (Students who live near the school might put their school on the same side of the board. This can still work)
Using just the white paint, students then map out their journey to and from school.
The instructor also introduces the idea that the picture could look like a game board showing the path/steps that you would take to and from.
The artwork is filled with information and has an overall quality of abstraction.
Note: White paint should be used for the entire class time and allowed to dry. Then, at the next class, students can begin adding color over the white making the colors more brilliant. The paint color that is used in areas that do not have the white ground can take on a less brilliant quality adding a variety of tonal and chromatic interest to the artwork.
Enjoy your day!
A Lower/Middle School Art Project
A lower/ middle school Art Project:
And the wonders using a foam sponge brush.
Lesson Plan: The sponge brush and the world of mark-making with one color.
Students will be able to comfortably practice their skills creating a variety of lines and markings on white or colored construction paper and also on large poster paper.
Materials: Sponge brushes assorted sizes, 11 x 17 inch paper, 3 x 5 foot poster paper, tempera paint, and a photo if need be.
Students can begin on a smaller piece of paper 11 x 17 inches making as many different marks as they can with the sponge brush. The instructor may give a quick demonstration to get things rolling. You might also think about giving them a time limit, 3 to 5 minutes as well as a minimum number of different markings. This is just a thought. The mini lesson can also be repeated with a new sheet of paper.
Students are then broken into groups with a picture of their choosing and a 3 x 5 foot piece of poster paper. (Size can vary)
Note: The instructor can introduce color if they wish, but the lesson can work well with one color on white paper, making the lines and marks the central focus.
Enjoy your day!
Self Portraits / The "Incredible Edible Egg"
A Lower School Art Project: and “The Incredible Edible Egg”
SWBAT comfortably practice their skills drawing the egg and identifying at least five basic features in a self portrait.
Materials: 11 x 17 paper, pencils, plastic plates for palettes, different size brushes, tempera paint
The Instructor can demonstrate how to draw an egg on an 11 x 17 sheet of paper starting with a pencil. The egg should fill up most of the paper. Round and round and round we go. Students are given 3 sheets and a pencil to follow along. Round and round until the egg appears.
The instructor then turns the egg upside down and presents it to the class. The instructor can ask, “What does the egg look like now?” If need be, you can point and ask, “Could this be a chin?” What would happen if I made 2 lines here and here? Answer: “It’s a neck”. What would happen if I did this? Answer: “Ears!” Students follow along. And so on. Students then use paint and brush over the pencil. The activity can be repeated.
Note: While doing the demonstration, It was my decision, to hold my example out in front of me as I made my dots, curves, or line marks locating the general areas of the eyes, nose and mouth and then proceeded to give more definition, but not too much. If you notice in the examples shown, some of the students used the dot, circle, curve or line symbol for their faces as well and then proceeded to describe other features, hair, bodies, and so on. Many of the students used all three of their eggs.
I would like to mention, that on this particular day students had what the school called “Activity Day”, and the events planned had ended earlier than expected. Because of this, teachers were asked to help out for the rest of the school time. Since students were aware of the situation, I felt it was a good time to try the lesson out.