Verde School Progress Report June 2011

Verde Elementary School North Richmond California After School Art and Mural Program Four student interns were selected through interviews conducted at the Center for Human Development in North Richmond by Harold Beaulieu, Project Manager and Angela Moore, Center Director. Interns are greeted by the staff of Verde School and meet to discuss policy, procedures, expectations, and school rules. The after school program consists of 45 minutes of homework that all students are required to perform. Interns learn the important role they play in supporting the school’s academic needs and goals as well as providing the individual attention some students need to achieve and excel. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com INSTRUCTIONAL UNITS
Visual Literacy and Critical Thinking
Finding Meaning In What We See Each homework session is followed by a slide show that encourages students to focus on and interpret what they see, share their opinions, and listen respectfully to others. The slide shows consist of murals, buildings, topiary, and unusual man‐ made objects from around the world. Mural, History of Chinese in Canada. Hedge shaped couch. Picnic Basket Building , House of Books, rd
Working wooden car, “Footcycle”. Mural, History of California, Facade, 23 St. San Pablo, Ca. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Draw Your Own Hand Learning To Draw What We See Our first art project is to “Draw Your Own Hand.” Using pencils and color markers, students work as a group. As a result of viewing the slide show, which encourages focus and attention to detail, students achieve results, often higher than their own expectations. The work produces “mini banners’ that can be used by teachers in other school settings. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Newspaper Painting
Transforming Everyday Objects Using ordinary watercolors, students transform black and white newspaper photos into color images, and demonstrate beginning skill in the use of materials to create works of art. Verde students experiment with colors and use a variety of materials and paints. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Fish Printing
Transferring Patterns and Designs Understanding the visual arts in relation to history and cultures Gyotaku originated about 100 years ago in Japan as a way for sports fisherman to record the exact size and species of fish they had caught. The fisherman would hire an artist to make a print of the fish using inks or paints. By applying media techniques and process, students will learn the difference between materials, techniques and processes. Students will learn that the visual arts have both a history and specific relationships to various cultures. Verde students learn how to make Gyotaku, using real fish, understand that Gyotaku is a form of printmaking, and learn the history of Gyotaku as an art form. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Sticker Making
Transforming Materials Verde students learn to create with a variety of materials. Waste vinyl from sign makers shops provides a recycled and colorful alternative art material to communicate images and ideas. Matt board scraps from picture framing shops, another unfamiliar material, is used as the foundation for the student’s images. Students respond to the materials “professional” feel and quality. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Drawing How We Feel Understanding the Symbolic Nature of Art Verde students learn the symbolic nature of art through simple drawings of faces and how lines can express emotions. Comic book illustrator Adrian Scott shows students how they can draw faces that convey feelings like happy, sad, amazed, and, a simple way to place facial features that bring life to student’s drawings. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Extending skill base Learning To Draw What We See Verde students expand their drawing skills and develop greater self confidence. Students learn to redraw their images in larger scale and prepare them for transfer to the mural. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Large Format Drawing Transferring Patterns and Designs Verde students learn various methods of transferring their images to canvass including projection, tracing, and freehand drawing. Each of the four mural panels includes the work of several students. This collaboration supports important program goals. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Mural Painting Articulating the Vision Students work together toward a common vision and across role groups. Individual skills are incorporated into the group vision. Verde students experiment with colors and use a variety of materials to learn mixing and recognizing colors. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com Balancing and harmonizing the many elements of the mural. Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com The four panels of the mural in progress, Be Responsible Be Safe Be Respectful Be You Harold Beaulieu Harold.beaulieu6@gmail.com www.haroldbeaulieu.com