Past projects 3
Autism/General Ed Inclusive Art Show
Funded Mar 27, 2018Thank you so much for funding this project. It means a lot to our school as a whole and to the students in our autism program.
Both the general ed and the special ed students get so much out of creating a canvas, and even more when they do it together.”
With gratitude,
Mr. Mason
This classroom project was brought to life by Ripple and 2 other donors.The Artistic Process From Sketch To Canvas - Autism Program
Funded Dec 22, 2011Thank you so much for your support of this project. These art materials will be put to good use very soon as we start to work on our canvases.
Each year, the students amaze me with their creativity, and I have no doubt that once again this year they will astound us.
Arts programs are hard to come by in this economic climate, and the visual arts were the first to go. My students tend to think in pictures, and the more in touch they are with those pictures, the better their cognitive processing. Taking an image from inside their head and putting it on canvas helps give them a visual literacy that helps them process all of the curriculum better. ”
With gratitude,
Mr. Mason
This classroom project was brought to life by Wasserman Foundation and 12 other donors.The Artistic Process From Sketch To Canvas - Autism Program
Funded May 17, 2011Thank you so much for your generous support of our program. I have posted pictures of a few of our students with their final artwork, and you can see that they are very proud of their paintings.
I teach a class for students with autism, located on a general ed campus. My students have wonderful talents, but they tend to have great difficulty using words to communicate. Having the opportunity to express themselves on canvas lets them say thoughts they may never find the words to express.
The process for the project was three steps: 1) The student painted the entire canvas their background color or colors. This got the entire canvas covered with paint. 2) Then, I asked them what subject they were interested in painting and we we sat down at the computer and researched images of that subject. We then printed out a picture or two and used them as inspiration. Some students followed their pictures closely and some used them as a springboard to form new images. 3) Then the students painted their foreground images. We would break their pictures into pieces, and some students used brushes for their entire painting, others used sponges, and two of them used yard dipped into paint to get the craggy tree branches and the tentacles of the jellyfish.
Thank you for allowing our students an opportunity to say new things. We displayed the painting, in rotation one a day, for the rest of the school, and my students got a lot of compliments from their friends in their mainstream classes for their artwork.”
With gratitude,
Mr. Mason