Art Enrichment

What is Art Enrichment? 

Art Enrichment exposes students to the great masters and classical works of art that are not covered in the current art curriculum, with parent-led instruction and hands-on art projects. The program not only educates; it encourages artistic expression and sparks the inner creative abilities that lead to a lifelong love of art, and opens a world of possibilities in every profession. Creative thinkers, with their ability to invent, imagine, create and problem-solve in a fresh new way, are responsible for great achievements in every professional industry. From business and medicine to science and engineering, those with the ability to "think outside of the box" will lead the future.


What is the Art Enrichment Program? The Art Enrichment Program is sponsored by the PTC and is led by parent volunteers. The program provides an art curriculum to supplement our current Art Program and Classroom Curriculum, as well as to create a fun, learning atmosphere with strong parent leadership in the classroom. Without the help of parent volunteers this program could not exist!

The Art Enrichment Curriculum aims to provide our students with an introduction to Art History and Artistic Expression by modeling key Artists or Art Movements throughout history. Some of the 19th and 20th Century artistic movements covered include Impressionism, Post-Impressionism, Cubism, Expressionism, Surrealism, and Pop Art. The students explore a range of mediums such as painting, drawing, photography, and collage. Many resources are utilized to help bring the artist(s) or artistic movements alive, including posters of the artworks, multi-media and computer links to artist home pages, children’s art curriculum, art teacher resources and museum home pages, and, of course, a closet full of art supplies!

The Art Enrichment Program has a wonderful, long tradition in District 102. Many generations have experienced the program and we would like to continue by blending the history and resources of the past with newer resources. The Art Enrichment committee has worked with the Ogden staff to develop the current curriculum. We feel this curriculum is a wonderful supplemental learning experience to the students’ current district art curriculum. We are fortunate to be in a school where there is the support from the school, the PTC, and especially the entire group of parent volunteers who continue to make it possible for our school to offer a program that is so loved by the students. Thank you!

How does the program work? Three times per year, volunteers and students engage in discussions about artists and their artwork through a variety of visual aids (from the Art Enrichment collection) and fun projects. Lessons are arranged with the teacher and last one hour.

How do I get started? Each lesson has its own Art Enrichment curriculum. Simply find the appropriate curriculum bag hanging on the wall in the art closet across from the music room. The AE supplies are also located in the art closet (designated by orange tape). The key to the closet is kept in the office. Curriculum bags should be checked out by signing the appropriate card and leaving it in the card file box. This is important so other volunteers who might need the folder can contact you if they need to. 

Nettie J. McKinnon Collection

The Nettie J. McKinnon Collection of American Art

La Grange Elementary District 102 is fortunate to have a remarkable collection of fine art that consists of 140 pieces, including sculpture. Nettie J. McKinnon was a visionary and a principal of the Oak Avenue School (now known as Ogden School) from 1930 to 1960. During this time she was instrumental in helping the graduating classes raise money for and choose original works of art of the time. It is known that a few of the original artists hand delivered artwork to Oak Avenue School.

Currently this collection is on display in the Nettie J. McKinnon Gallery located at Park Jr. High. It is the district's goal to integrate this art into the curriculum, providing tours for children, parents and the community at large.

Ogden students visit the Nettie J. McKinnon Gallery in third grade and sixth grade. Visit the McKinnon Gallery Web site at


Why Follow the Curriculum?
The AE curriculum is created to give students exposure to many DIFFERENT artists and styles. It is designed so as not to overlap with the things covered in Ogden's art lessons. Age appropriateness and the regular classroom curriculum are also considered when developing the AE curriculum.  The AE curriculum also supports the artists and painting found at the Art Institute of Chicago, so you can encourage the students to go and see the real thing!

What About Art Projects?  The curriculum bags have project ideas that have proven to be successful and engaging with students.  You can also check AE Resources on this Web site for links to some Web site (ie Crayola, Kinderart, the Incredible Art Department) that have great lesson plan ideas.  Be creative, and if you find a really good project, wite it down and slip it in the folder.

Please use art activities that go along with the artist. It is important that we relate our presentations to artists or techniques and show the posters as examples. That way we are sure this valuable classroom time is spent on art education.

 Check the art closet and the library at for books that relate to your topic.

Videos: The easiest way to show a short video about an artist is to find what you want on YouTube (always preview before showing in class) and request permission to use the teacher’s computer and overhead projector. 

Posters Posters are kept in the art closet and should not be removed from school. A complete list of AE POSTERS is here.

Websites The best thing to do is an internet search for the artist you are presenting; for example, "Monet kids art lessons".  You will find good resources easily.  Also, you can click on the links in the curriculum section of this website.

Art Lessons: Click on the grade links below in the curriculum for instructions.


The three lessons for Kindergarten (both AM and PM) is as follows:

  • Lines
  • Collage/Eric Carle
  • Georgia O'Keefe

Note: Additional ideas can be found in the folders in the filing cabinet in the art closet.

Copyright Note: The text for many of the narratives on this site was taken from a wide variety of print and online sources. Please note that it is for background use for the Art Enrichment program only and should not be copied and distributed.



Visit for a full definition of Lines. Lines can be expressive and they can show emotion - wild, jagged, stern, bold, timid, soft, swirling, loopy.

Piet Mondrian The Dutch painter Piet Mondrian was born in 1872. Like other abstract painters of his time, Mondrian's painting style changed over time from the realistic paintings of landscapes to painting representations of objects by using just lines and shapes and color. Eventually, he began to paint only basic geometric shapes divided by black lines. He used blocks of primary colors (red, yellow and blue) within the lines, but also left many of the geometric shapes within the lines white. For further information, visit

Joan Miro This Spanish artist, born in 1893, was a very prolific painter in the surrealist style who drew inspiration for many of his works from his imagination, from fantasy, and from his dreams. Miro did not classify himself as a surrealist painter - in fact, he did not put himself into any kind of box. Rather he used many different techniques drawn from many different styles such as Fauvism, Cubism and Spanish folk art.

Many of the forms in his paintings are distortions of animal figures and other common objects, as well as random lines (of varying strength of color and thickness) and shapes. The bright, primary colors on light backgrounds emphasize the playful and childlike quality of many of the paintings.

In his later life Miró worked in many other media, including etchings and lithographs, watercolor, pastel, collage, and paint on copper. He also created some very well known ceramic sculptures, including two at the United Nations Educational, Scientific and Cultural Organization's (UNESCO) Paris building.

Activity Squint your eyes while you are looking at something familiar. Can you still see all the details of the object? Do you instead see only shapes and color? This is how Piet Mondrian began to paint in the geometric style of using shapes and color to depict the world he saw.

Posters that apply to this lesson are in the poster rack, labeled “Kindergarten – Lines”

Suggested Books Lines by Philip Yenawine, Harold and the Purple Crayon by Crockett Johnson, Line and Tone by Paul Flux, Lines by Jack Selleck, Lines by Rob Court, Straight is a Line: A Book About Lines by Sharon Lerner, When a Line Bends ... a Shape Begins by Rhonda Gowler Greene, James Kaczman Using Color In Your Art! by Sandi, Henry Miro by Nicholas Ross, Miro by Jacques Dupin

Art lesson 1: Kandinsky, Wassily: A Little Kandinsky for All

Art lesson 2: Mondrian, Piet: Abstract Art: Line, Shape and Color

Art lesson 3: Mondrian Style Painting

Art lesson 4: Real or Surreal?

Art Lesson 5: Cut strips of black construction paper arrange on white paper for the line. Use oil pastels (only primary colors) to color in shapes. Make sure to leave white spaces.

Art Lesson 6: Art and Art Appreciation for Young Children


WebMuseum, Paris: Mondrian, Piet

Artcyclopedia: Piet Mondrian



Collage - the word comes from the french verb “coller” which means “to glue.” Collage is the art of gluing different materials onto a background to make a picture.

Collage materials can include scraps of fabric, paper, shells, beads, dried seeds, pods, bottle caps, cardboard, newspaper, leaves, grasses, dried pasta & lentils, candy wrappers, aluminum foil, pictures from magazines, nuts & bolts etc.

Look at different artists who used collage like Henri Matisse and Robert Rauschenburg. We also see collage everyday in some of the children’s books we read such as Eric Carle’s The Very Hungry Caterpillar and Lois Ehlert’s Feathers for Lunch, Eating the Alphabet and Snowballs.

Eric Carle (1929 - ) "Born in Syracuse, New York, in 1929, Eric Carle moved with his parents to Germany when he was six years old; he was educated there, and graduated from the prestigious art school, the Akademie der bildenden Künste, in Stuttgart. But his dream was always to return to America, the land of his happiest childhood memories. So, in 1952, with a fine portfolio in hand and forty dollars in his pocket, he arrived in New York. Soon he found a job as a graphic designer in the promotion department of The New York Times. Later, he was the art director of an advertising agency for many years.

"One day, respected educator and author, Bill Martin Jr, called to ask Carle to illustrate a story he had written. Martin’s eye had been caught by a striking picture of a red lobster that Carle had created for an advertisement. Brown Bear, Brown Bear, What Do You See? was the result of their collaboration. It is still a favorite with children everywhere. This was the beginning of Eric Carle’s true career. Soon Carle was writing his own stories, too. His first wholly original book was 1,2,3 to the Zoo, followed soon afterward by the celebrated classic, The Very Hungry Caterpillar.

"Eric Carle’s art is distinctive and instantly recognizable. His art work is created in collage technique, using hand-painted papers, which he cuts and layers to form bright and cheerful images."

Quoted text from Eric Carle's own website.

For a profile of Lois Ehlert, please visit the Harcourt Trade Publisher's website.

Suggested Books
The Very Hungry Caterpillar
by Eric Carle
by Lois Ehlert.

Art Lesson Suggestions:

Art Lesson 1: Read the book Snowballs by Lois Ehlert. Make collage snowmen to enjoy all year long! Hand out large blue construction paper and 3 white circles to the students. Note: Ahead of time collect all sorts of things like sunflower seeds, bottle caps, twigs, nuts & bolts. The book will give you lots of ideas.

Art Lesson 2: Princeton Online's Incredible Art Department: Collage / Painting

Eric Carle's website
ArtLex Online Dictionary

Georgia O'Keeffe

Georgia O'Keeffe (1887 - 1986)

"Georgia O'Keeffe was born in Sun Prairie, Wisconsin, on November 15, 1887. She focused on close, intense observation in her art. Her subject matter was primarily natural forms, such as bones, landscapes of the Southwestern United States, and flowers. "Shapes jump out at me," she said.

"O'Keeffe's art, often close-ups of individual objects, sometimes crossed over from realism to abstraction, because of her intense, precise way of looking at each object. She encouraged artists to "Try to paint your world as if you were the first man looking at it--The wind and the licat--and the cold--The dust and the vast starlit night...."

"Look closely at the following artworks by Georgia O'Keeffe: Red Canna, Shell No. 1, and Sky Above White Clouds I. While you can see from the titles that these artworks have their basis in actual scenes or objects, they are so closely focused and clear of other objects that they seem nearly abstract. On the other hand, some of her work, such as Oriental Poppies and her Jack-in-the-Pulpit paintings are more recognizable and realistic."

Quoted text from

A realist might paint a refrigerator that one could immediately recognize as a refrigerator. An abstractionist painter, when asked to paint a refrigerator, might paint his or her idea of the essence of a refrigerator. That might be a rectangular or boxy form painted in icy colors--blue or white perhaps. The abstractionist's object was to express ideas through form or color, not to paint a realistic portrait of the subject or theme.

As early as the mid-1920s, O'Keeffe first began painting large-scale depictions of flowers as if seen close up, which are among her best-known pictures. One can certainly recognize them as flowers, but their giant scale is far from realistic. she has become recognized as one of America's most important and successful artists.

"Nobody sees a flower, really, it is so small. We haven't time - and to see takes time like to have a friend takes time.

"If I could paint the flower exactly as I see it no one would see what I see because I would paint it small like the flower is small. So I said to myself - I'll paint what I see - what the flower is to me but I'll paint it big and they will be surprised into taking time to look at it - I will make even busy New Yorkers take time to see what I see of flowers." - Georgia O'Keeffe.

Posters of Georgia O’Keeffe’s work are in the poster rack, labeled “Kindergarten – Georgia O’Keeffe”

Planting a Rainbow
by Lois Ehlert
My Name is Georgia
by Jeanette Winter
Getting to know the World's Greates Artists: Georgia O'Keeffe
by Mike Venezia

Art Lesson Suggestions

Art Lesson 1: Create gigantic flowers, like the artist Georgia O’Keeffe, using oil pastels and watercolor. Then crop into the painting to focus on a small part of the flower using pre-cut mats from construction paper.

Art Lesson 2: Bright, Bold Botany.

1st Grade

The three lessons for 1st grade is as follows:

  • Matisse
  • Mary Cassatt
  • Seurat

Copyright Note: The text for many of the narratives on this site was taken from a wide variety of print and online sources. Please note that it is for background use for the Art Enrichment program only and should not be copied and distributed.

Henri Matisse

Henri Matisse (1869 - 1954) French

Movement: Fauvism.

"Henri Matisse was employed as a lawyer’s clerk before switching to his art profession in 1890. Matisse briefly studied impressionism, but under the training of Moreau, he learned to use his own simplified figures and bold colors. His first works bordered on Neo-Impressionism, but as he progressed as an artist, he found that his painting and prints employed different values. After an exhibition in 1905, Matisse and his cohorts were given the name Les Fauves by critics, supplying their movement with the name. While battling illness in Vence, a town near Nice, Matisse was cared for by nuns. In return, Matisse financed and designed a chapel. Bedridden at end of his life and unable to paint at an easel, he cut out and painted on paper, gluing and assembling to form his final work."

The quoted text is from World Wide Arts Resources.

Posters of Matisse’s work are in the poster rack, labeled “First Grade – Matisse”

Famous Artists: Matisse
by Antony Mason, 
Henri Matisse
by Mike Venezia, 
Matisse: Painter of the Essential
by Yolande Baillet, 
Masterpieces: Artists and Their Works - Matisse
by Ellen Sturm, 
Henri Matisse
by Paul Flux, 
When Pigasso met Mootisse
by Laden, Nina.
A Bird or 2: A Story About Henri Matisse
by Bijou LeTord, 
Weekend with Matisse
Matisse for Kids by Margaret Hyde, 
Henri Matisse: Drawing With Scissors (Smart about the Arts)
by Jane O'Connor, Jessie Hartland.

Art lesson 1: Matisse Cutouts

Art lesson 2: Meet Matisse

Mary Cassatt

Mary Cassatt (1844 - 1926)

"Mary Cassatt, born in Pittsburgh, Pennsylvania, studied at the Academy of Fine Arts in Philadelphia. Her French roots were very important to her father, who influenced his daughter. She traveled extensively in Europe, and eventually settled in Paris, where she met Degas, who introduced her to Impressionism. Unlike Degas, to whom she was loyal, Cassatt often chose people as the subjects of her paintings.

"One of the most recognizable aspects of Impressionism is the softness of the images represented. The viewer sees an impression of the image rather than a clear-cut view. Research several artists who painted in this style to become familiar with their techniques."

Quoted text from

More in depth information about Mary Cassatt and her role in the history of Impressionism can be found at

Poster of Mary Cassatt’s work and related themes are in the poster rack, labeled “First Grade – Mary Cassatt”

Suzette and the Puppy: A Story About Mary Cassatt
by Joan Sweeney 
Mary Cassatt: Family Pictures (Smart About Art)
by Jane O'Connor

Art Lesson Suggestions
In the Style of Mary Cassatt

WebMuseum, Paris
ArtCyclopedia: Mary Cassatt

George Seurat

George Seurat (1859-1891) Post Impressionism

"Georges Seurat, a French artist, was born on December 2, 1859 in Paris. He studied at the École des Beaux-Arts in 1878 and 1879. While his work is associated with the work of Impressionists, his style is quite different. Instead of softly blending colors to create an overall impression of a scene, Seurat used a technique called Pointillism to create his paintings. See Sunday Afternoon on the Island of La Grande Jatte, which took him 6 months of sketching before he painted.

"Pointillism was the natural outcome of Seurat's explorations about the effects of color and light on the way people see. He applied specks of color to his canvas, and allowed the blending to occur in the viewer's eyes. Study the visual processes of the human eye to learn more about vision and color perception."

Quoted text from

Posters of Seurat’s work are in the poster rack labeled “First Grade – Seurat” (including Sunday Afternoon on the Island of the Grande Jatte)

The Dot
by Peter H. Reynolds
Seurat and La Grande Jatte: Connecting the Dots
by Robert Burleigh
Georges Seurat (Masters of Art)
by Pierre Courthionl
Seurat and the Bathers
by John Leighton
Seurat: Drawings and Paintings
by Robert L. Herbert
Visual Intelligence: How We Create What We See by Donald D. Hoffman
Jack in Search of Art
by Arlene Boehm
Using Color in Your Art
by Sandi Henry

Art Lesson Suggestions
Art lesson 1: Using tempera paint and Q-tips on white or colored construction paper, create a painting using small dots. It really helps if you suggest a subject matter such as underwater sea life, dinosaurs, etc.

Art lesson 2: Pick a shape, person, animal, object, from the "Sunday Afternoon on the Island of the Grande Jatte", 1884-86 - Georges Seurat. On a smaller pice of paper such as 4x5 have the students draw the outline in pencil of the image the wish to depict, such as an umbrella. Then show how individual dots combined together offer depth to the picture. Notice the the difference between light and dark/shadows of each object. The mediums that work best for this project are markers, crayons, or oil pastels.


Hotchalk's Lesson Plans Page


Incredible Art Department

Crayola-Lots of Dots Landscape

WebMuseum, Paris: Seurat, Georges

ArtCyclopedia: Georges Seurat

2nd Grade

The lessons for 2nd grade is as follows:

  • Surrealism / Miro
  • Keith Haring
  • Claude Monet

Copyright Note: The text for many of the narratives on this site was taken from a wide variety of print and online sources. Please note that it is for background use for the Art Enrichment program only and should not be copied and distributed.

Surrealism/ Miro


Joan Miró was a prolific Spanish artist whose career spanned almost eight decades. Starting as a landscape painter, the evolution of Miró's vision and style reflects his association with the European avant-garde as well as a strong sense of individual identity. Although he did not attach himself to any one movement absolutely, his work is firmly rooted in its historic and cultural context, demonstrating the elements of abstraction and non-objectivity of his contemporaries. Producing a large amount of work across many media, he is best known for his contribution to painting. Influenced by his close relations with Cubists and Surrealists, Miró's experimentation paved the way for new modes of representation and abstraction in Modern Art."

Quoted material from

Pronunciation of Joan Miro:ó/

Art lessons:

Lesson Plan: Paint or draw different shapes or designs using different colors without blending the paint together. If the student in using paint, let the paint dry. Then have the students cut long sections of black string. The black string can be moved around the drawing or painting to see how movement and lines create different shapes. Once the student is satisfied with the line choices then the student can glue the string in place.


The students can add the string first and play with the movement of the string. Then the student can outline or trace around the string with black marker. One they have a the design they wish they can paint or draw with marker, crayons or oil pastels different shapes or patterns to make different designs in or outside of their outlined area(s).

Posters of Miro’s work are in the poster rack, labeled “Second Grade – Miro.”


Keith Haring

Keith Haring (1958 - 1990) American

Movement: Conceptualism

"Born in Philadelphia, Keith Haring studied at both the Ivy School of Art in Pittsburgh and the New York School of Visual Arts. Under the encouragement of Keith Sonnler and Joseph Kossuth, Haring began to experiment in Conceptualism. Even more of his inspiration came from comic strips, cartoons, and the graffiti that he saw in the New York streets. Haring spent sometime actually contributing to the graffiti, covering advertisements with chalk and markers. In the 1980’s, he expanded to commercial art, printing his primitive figures and forms on t-shirts, badges, posters, and murals."

Poster/Sample Board is located in the poster rack, labeled “Second Grade – Haring”


10 by Keith Haring
Art in Transit: Subway Drawings
by Keith Haring

Art Lesson Suggestions

Art Lesson 1: Big Hat People

Art Lesson 2: It's All in the Line!

Art Lesson 3: Cut-Out Figures

ArtCyclopedia: Keith Haring

Claude Monet

Claude Monet

"Claude Monet was born November 14, 1840, in Paris, just 2 days before sculptor Auguste Rodin. Monet was intrigued by the fleeting effects of light on objects. He devoted his art to capturing light at different times and in changing conditions.

"Monet's method of capturing the changing effects of light led him to paint the same scene several times. Research his Rouen Cathedral, Haystacks, and Poplars to see paintings in series.

"Impressionism is a style of painting noted for its soft edges and visual blending. This painting style is effective because the human eyes pull specks of color together to create a unified whole. The word was coined in 1874, in response to a painting that Monet was exhibiting called Impression: Soleil Levant. Research how the human eye works to better understand this idea."

Quoted text from

Suggested Books

A Blue Butterfly: A Story about Claude Monet by Bijou Le Tord
Claude Monet: Sunshine and Waterlilies
by Steven Packard (Art Smart Series)
Monet & the Impressionists for Kids
(with 21 activities) by Carol Sabbeth
The Magical Garden: A Story About Monet
by Laurence Anholt
Once Upon A Lily Pad: Froggy Love In Monet's Garden
by Joan Sweeney

Several posters of Monet’s work and other Impressionist work are in the poster rack, labeled “Second Grade – Monet”

Art Lesson Suggestions

Art Lesson 1: Monet and Impressionism

WebMuseum, Paris: Claude Monet
ArtCyclopedia: Claude Monet

3rd Grade

The lessons for 3rd grade are:

  • Marc Chagall
  • Andy Warhol and Pop Ark
  • William Wegman

Copyright Note: The text for many of the narratives on this site was taken from a wide variety of print and online sources. Please note that it is for background use for the Art Enrichment program only and should not be copied and distributed.

Marc Chagall

Marc Chagall (1887-1985)

Marc Chagall was a Russian born artist. He spent much of his life traveling and working in France. Chagall used memories of his childhood and images from his dreams to come up with a magical, beautiful and sometimes very mysterious kind of art. Chagall was primarily a painter but also created mosaics, stained-glass windows, and intricate tapestries. Chagall often painted animals doing things that people do. This seemed normal to him because he grew up listening to lots of Russian folk stories and fairy tales in which animals were human like.

Chagall was influenced by movements such as Cubism, Fauvism and Surrealism. While he was not considered part of those movements, Chagall's work is often considered a forerunner of Surrealism. Chagall was poor, like many of his fellow artists, and couldn't always afford to buy canvases so he was known to paint on tablecloths, sheets or even the back of his pajamas.

We are very lucky to have a few of Marc Chagall's works right here in Chicago. One is the stained glass window “The America Windows” which is at the Art Institute of Chicago. It celebrates the greatness of the United Sates as a country of freedom, liberty and free religious expression. The other is a mosaic called "Four Seasons" located just outside First National Plaza (Dearborn and Monroe Streets) in the loop. This is 70 feet long by 14 feet high by 10 feet wide glass-and-stone mural nicknamed "the boxcar mosaic".

Artist Marc Chagall said, "I chose the subject of the four seasons because I felt this represents the four seasons of all of life and life itself." The mosaic is a colorful work of lovers, workers, mothers, trees, boats, animals and angels. The 1-inch squares are held by cement, an idea suggested by Chicago architects, because of its ability to handle the city winds. Chagall donated the design to the people of Chicago. It was dedicated with the drop of a white curtain in September 1974. Chagall was there to signal the unveiling. He gave a kiss to a somewhat stunned Mayor Richard J. Daley.

Posters are located in the poster rack, labeled “Third Grade – Chagall”
Americas Windows
I and the Village
Feathers in Bloom

Suggested Books

Marc Chagall by Mike Venezia
Marc Chagall: Life is a Dream
by Marc Chagall & Britta Hoepler (Adventures in Art series)
Chagall From A to Z
by Marie Sellier
Chagall My Sad and Joyous Village
by Jacqueline Loumaye (Art for Children Series)
Marc Chagall
by Jude Welton (Artists in Their Time Series)
Amazing Mosaics
by Sarah Kelly
Dan's Angel: A Detective's Guide to the Language of Painting
by Alexander Sturgis

Art Lesson Suggestions

Art Lesson 1: Create a mosaic bookmark to use all year in the Reading Olympics. Templates are in the folder. Ask the library to laminate.
Art Lesson 2: Create a dreamlike painting. See "Artist Workshop" book on the Art Enrichment bookshelf.
Art Lesson 3: Nature of Chagall - Oil Pastel Drawing
Art Lesson 4: Getting Personal With Marc Chagall

Andy Warhol and Pop Art

Andy Warhol & Pop Art

Pop Art is typified by outsized facsimiles of everyday icons of American life (such as commercial products and images of famous people). Leading Pop Artists are Andy Warhol, Roy Lichtenstein, Jasper Johns, Robert Rauschenberg, and Wayne Thiebaud.

Pop Art started in the mid 1950s in England, but took on its greatest popularity in New York in the '60s where it captured the attentions of the art world. The term "Pop Art" was first used in the media in the late 1950s as a way to describe paintings that portrayed consumerism and materialism.

Andy Warhol (1928 - 1987) American "Andy Warhol was born in Pittsburgh, Pennsylvania, on August 8, 1930. His parents were Czech immigrants, and his last name was originally Warhola. After his education at the Carnegie Institute of Technology, Warhol moved to New York, where he worked for Vogue and Harper's Bazaar, and designed window displays.

"By the 1960s Warhol's art was quite different than that of most other artists. He used everyday objects and images of famous people as the subjects for his work, often repeating them many times on one painting or print. His interest in things that were contemporary and popular defined his work as Pop Art."

Quoted text from

Posters: Marilyn Monroe, Campbell Soup Cans, The Beatles, and Jackie are in the poster rack

Suggested Books

Uncle Andy's by James Warhola
Andy Warhol: The Life Of An Artist by Carin T. Ford
Andy Warhol by Linda Bolton
Andy Warhol written and illustrated by Mike Venezia

Art Lesson Suggestions

Art Lesson 1: Use a familiar Hershey bar, Campbell soup label or Tootsie Roll wrapper and Xerox many copies. The students can use watercolor, oil pastels or marker over the images creating their own pop art. Paint four of the same image and mount them side by side.

Art lesson 2: Color Theory A La Andy Warhol

Websites The Andy Warhol Museum

William Wegman

William Wegman (1943 - ) 20th Century Contemporary Photographer

William Wegman is perhaps best known for his witty, eye-catching photo portraits of his Weimaraner dog Man Ray. These photographs document his amusing 12 year working relationship with his unlikely “art partner". Wegman and Man Ray were inseparable friends right from the start. He brought his dog into his art classes and to his art studio. Man Ray would follow his owner everywhere, working himself into every situation that Wegman was concerning himself with. After trying to tie him onto a leash to keep him out of the way, Man Ray would howl very loudly until he could be set free to roam around the room with his owner. He would push himself into whatever setting the artist was preparing for his photo work.

Recognizing Man Ray’s complete sense of ease and comfort in front of the camera, and happy to be in the middle of anything the artist was doing, Wegman began using his dog as his subject. At first Wegman’s focus was with the same seriousness of a human portrait, concentrating on the dog’s elegant shape, velvety grey/black coat and expressive facial features. He found his willing partner was pleased to please. Man Ray enjoyed participating in the art process, holding long poses was a natural for the Weimaraner breed because holding point is in the blood of the hunting dog. This gave Wegman the opportunity to add costumes and settings that would add humor to his photographs not commonly found in serious art. Wegman’s style and inspiration proved successful, for his photographs have been shown in galleries and museums around the world. Wegman and Man Ray worked together for 12 years creating some beautiful photographs with a touch of humor. In 1980 Man Ray showed signs of failing health. The artist did a series of serious portraits of his dog’s beautifully expressive face as a tribute to his faithful friend, patient subject and artistic inspiration.

William Wegman has continued with his photo work with several new Weimaraner friends, including Fey Ray, who are following in Man Ray’s unique footsteps. Wegman’s photographs of Man Ray are unique to the history of art and photography and to man’s relationship to his most faithful companion.

Video "Alphabet Soup" (Wegman video) and several others can be found on YouTube.

Books/Posters can be found in the curriculum bag.

Art Lesson Suggestions

Art Lesson 1: Create a photomontage from magazine clippings and magazines (i.e. animal heads on human bodies in an interior).


ArtCyclopedia: William Wegman

4th Grade

The lessons for 4th grade are:

  • Gauguin / Van Gogh
  • Still Life Painting
  • Leonardo De Vinci

Copyright Note: The text for many of the narratives on this site was taken from a wide variety of print and online sources. Please note that it is for background use for the Art Enrichment program only and should not be copied and distributed.

Gauguin and Van Gogh

Gauguin & Van Gogh

"Paul Gauguin (also spelled Gaugain) filled his life with travel and adventure. He was born in Paris, France, on June 7, 1848. As a child, he spent 3 years in Peru, but later returned to France and lived there until his 17th year, when he went to sea as an apprentice. After his mother's death in 1871, he gave up the sea and took a position in a broker's office in Paris. He married, and began painting as a hobby.

"Before long, Gauguin began meeting famous artists such as Camille Pissarro, Paul Cézanne, and Edgar Degas. In 1883, Gauguin gave up his job and began to paint full time. Gauguin eventually moved, first to Denmark, then to Tahiti, where he fell in love with the island life. Scenes of Tahiti are the most well known of his paintings. He later met Vincent Van Gogh, and began creating his masterworks.

"Gauguin's paintings of island life included the people he lived with, as well as colorful and varied plants and animals. He shows indigenous people in their native dress, rather than Western clothing."

Quoted text from

Vincent van Gogh (1853 - 1890)

Vincent van Gogh was a Dutch artist who incorporated several unorthodox painting styles into his artwork. His works are characterized by bright, bold, intense color and clearly visible directional brush strokes. Some of van Gogh's most famous works were painted while he lived in the southern French town of Arles. Some of these works, such as his Self-Portrait, show van Gogh's awareness of the Pointillism technique made popular by some of his contemporaries.

Visit the website of the Art Institute of Chicago for an in depth biography of Vincent van Gogh and to see examples of some of his work.

Posters (several) of work by Van Gogh and Gaugin are in the poster rack.

Suggested Books

Vincent Van Gogh: Sunflowers and Swirly Stars by Joan Holub (Smart About Art)
The Yellow House: Vincent van Gogh and Paul Gauguin Side by Side
by Rubin
Camille and the Sunflowers
by Laurence Anholt
Visiting Vincent Van Gogh
by Caroline Breunesse
Vincent Van Gogh
by Sean Connolly
Famous Artists: Van Gogh
by Andrew Hughes
Great Names: Van Gogh by Richard Bowen
A Weekend with Van Gogh by Rosabianca Skira-Venturi
My Brother Vincent van Gogh
by Ceciel de Bie
Van Gogh's Van Goghs
by Richard Kendall
Katie and the Sunflowers
by James Mayhew

Art Lesson Suggestions:

Art Lesson 1: Have the students use twigs and brush handles or any unconventional method to create a landscape. Suggestion: use tempera paint as it is thicker.

Art Lesson 2: Do a craypa resist with watercolor.

Art Lesson 3: Use yarn or string to recreate the brush strokes in the painting. Suggestion: only do a small section of the painting or do a small subject.

There are many good ideas on and other web sites

Still LIfe Painting

Still Life Painting

William M. Harnett (American, 1848-1892)

"Still-life painter William Harnett excelled at trompe l'oeil, or "tricking the eye," and used the device in both his vertical and tabletop compositions. In For Sunday's Dinner, a rooster hangs from a string with its throat cut and most of its feathers plucked — a few remaining downy spots contrast the puckered, pimpled flesh. The metal door hinges on the right side of the canvas frame the rooster and echo its form. Likewise, the fixture that has slipped from its place covering the keyhole reveals the scarred wood beneath, just as the removal of the rooster's feathers has uncovered its unappealing skin. Both the painting's title and the rough, blemished surface of the door suggest a country dinner rather than a sophisticated urban affair.

"Trompe l'oeil techniques were used in still life as soon as it became an established genre during the 16th century. After the 1830s, trompe l'oeil painting was especially popular with artists in Great Britain and the United States, particularly in Philadelphia, a cultural center in the new nation. During the first half of the century, North American artists confronted a lack of opportunities for formal training and limited audiences for their work. By producing such lifelike imagery, they sought to attract public attention to the fine arts as well as to prove their skills as artists.

"Many of Harnett's works were reproduced and sold widely as prints. A chromolithographic print of his 1887 painting The Old Violin, which created the illusion of a violin hanging in front of a wooden door so effectively that viewers reportedly attempted to remove the instrument from the wall. As popular as the magical trompe l'oeil technique would be with the public, art critics had mixed reactions to it. A few echoed the opinions of the British artist Sir Joshua Reynolds, who earlier in the century had led an attack upon the genre's "exact copying" and "low" subjects, believing that it threatened an established ideal of art as a thing of truth and beauty."

Quoted text taken from The Art Institute of Chicago / ArtAccess.

Suggested Books After the Hunt; William Harnett and Other American Still Life Painters, 1870 - 1900 by Alfred Victor Frankenstein

Posters Example of Still Life by several artists are in the poster rack.

Art Lesson Suggestion Create a Trompe L'Oeil Painting

Website National Gallery of Art

Leonardo de Vinci

Leonardo da Vinci

Leonardo da Vinci was born on April 15, 1452 at Vinci in the region of Florence, Italy.  Leonardo is considered one of the masters of the High Renaissance (1450-1527).  It was a period of opulence and artistic splendor, encouraged by a series of lavish popes.  These popes invited great artists from all over Italy to create artworks throughout the city of Rome.  Some of these great artists, besides, da Vinci, included Raphael, Michelangelo, and Titian.  Many consider Leonardo da Vinci to embody the ideal of a “Renaissance Man,” “Universal Man,” or “Polymath” all terms, which describe a person who is thought to be well educated and accomplished in many different disciplines.  Da Vinci was an artist, a scientist and a great inventor.  We can look to Leonardo’s notes, sketches, inventions, and artworks as an example of how thoroughly he investigated and pursued knowledge of how things worked.  Within his artwork we can see the process of how he observed the laws of nature and science.  By looking at this investigative process we can begin to appreciate the depth of study that went into his paintings.  It is believed by many that this process is what makes Leonardo da Vinci a master artist and his artworks masterpieces.  Leonardo died on May 2, 1519.

Art Projects:

Incredible Art Department

Inventor’s Workshop


Suggested Books:

Leonardo da Vinci for Kids: His life and ideas: 21 activities by Janis Herbert
Leonardo da Vinci by Kathleen Tracy
The Notebooks of Leonardo da Vinci, selected and edited by Irma A. Richter

Posters: Four da Vinci posters are in the poster rack labeled “Fourth Grade – da Vinci”

Web Resources:

Museum of Science

Web Museum, Paris Link  

The Drawings of Leonardo  

Leonardo Da Vinci’s Life

Leonardo da Vinci Inventions

How Stuff Works, Leonardo da Vinci’s Top 10 Inventions

The Metropolitan Museum of Art, Heilbrunn Timeline o Art History

Leonardo, The Man; His Machines

My Kids Art

Leonardo da Vinci for Kids

5th Grade

The lessons for 5th grade are:

  • Cubism & Picasso
  • Kandinsky
  • Michelangelo
  • Frank Lloyd Wright

Copyright Note: The text for many of the narratives on this site was taken from a wide variety of print and online sources. Please note that it is for background use for the Art Enrichment program only and should not be copied and distributed.

Cubism & Picasso

Cubism & Picasso

Cubism was developed between about 1908 and 1912 in a collaboration between Pablo Picasso and Georges Braque. Their immediate influences are said to be Tribal Art (although Braque later disputed this) and the work of Paul Cezanne. The movement itself was not long-lived or widespread, but it began an immense creative explosion which resonated through all of 20th century art.

The key concept of Cubism is that the essence of objects can only be captured by showing it from multiple points of view simultaneously. Cubism had run its course by the end of World War I, but among the movements directly influenced by it were Orphism, Purism, Precisionism, Futurism, Constructivism, and, to some degree, Expressionism.

"Pablo Picasso was born in Malaga, Spain, in 1881. He was recognized as a child prodigy by his father, who was an art teacher. As a teenager and a young adult, Picasso traveled to Paris, where he studied the work of Monet, Courbet, and Toulouse-Lautrec. He went through several distinct periods in his artwork. Among them are his Blue Period (1901-1904; see Blind Man's Meal), which included paintings of street people and beggars, mostly done in blue tones. Another of his styles was his Rose Period (see Family of Saltimbanques, 1905).

"The research Picasso conducted led him to ancient Iberian sculpture from Spain, African art, and Gauguin's sculptures. He gradually adapted these forms into a portrait of Gertrude Stein, a famous author. This portrait marked the beginning of Picasso's transition into Cubism. Picasso met Georges Braque, and the two began a partnership that brought about the birth of Cubism. Early Cubism is simply the fragmentation of objects into two-dimensional shapes of pattern and color, which are drawn so the subject can be viewed from several different angles at the same time.

"The subjects of Cubist works range from still-life to music instruments, human beings, and landscapes. Picasso created artwork well into his 70s. He was one of the most prolific artists of all time."

Quoted text taken from

Books Pablo Picasso; Breaking all the Rules by True Kelley
Picasso and the Girl with a Ponytail: A Story About Pablo Picasso
by Laurence Anholt
Dropping in on Picasso
by Pam Stephens and Jim McNeill
Artists in Their Time: Pablo Picasso
by Kate Scarborough
The Essential Pablo Picasso
by Ingrid Schaffner
A Day with Picasso (Adventures in Art)
by Susanne Pfleger, Pablo Picasso, and Christopher Wynne First Impressions: Picasso by John Beardsley
Getting to Know the World's Greatest Artists: Picasso
by Mike Venezia

Posters: Several Picasso posters are in the poster rack, labeled “Fifth Grade – Picasso”

Art Lesson Suggestions:

Art Lesson 1: Incredible Art Lessons

Art Lesson 2: List of Lesson Plans for Cubism / Picasso





Kandinsky (1866-1944)

Russian born Wassily Kandinsky, often regarded as the originator of abstract art, used music to inspire his artwork. He would often visualize shapes or colors as he listened to classical music, and then paint what he imagined.

Visit Artelino - Wassily Kandinsky Biography - 1866-1944 for an in depth biography of this innovative painter.

Suggested Books Kandinsky by Paul Flux Vassily Kandinsky, Sky Blue by Max-Henri de Larminat

Posters: Kandinsky posters are in the poster rack, labeled “Fifth Grade – Kandinsky”

Suggested Art lesson: Kandinsky, Wassily: A Little Kandinsky for All.

Website WebMuseum, Paris - Kandinsky, Wassily

Frank Lloyd Wright

Frank Lloyd Wright

 Frank Lloyd Wright (1867-1959) Frank Lloyd Wright was born just two years after the end of the Civil War, in 1867. He is known today as the greatest American architect of all time.

Wright had a dream to create a new style of architecture. He wanted something unlike the European style of tiny cluttered box-like rooms. Wright wanted his houses to fit the way people lived. Large families just didn’t fit in tiny Victorian houses. He wanted to create an American style. He achieved this by designing an open floor plan where the rooms were large and flowed together. Wright created what we now call the living room.

Wright clearly was inspired by nature, even in his home and studio in Oak Park. He incorporated a living, growing tree into the design of the house.

As he matured as a artist, nature became more evident in his designs. Wright worked to create a less obtrusive style of architecture where buildings would harmonize with the environment. He used clean horizontal lines that hug the landscape instead of dominate it. He believed in letting the natural beauty of stone, brick and wood shine through. Wright’s second home and studio Taliesin in Wisconsin was created with low roof lines and set just below the crest of the hill, so it didn’t interfere with the landscape. Taliesin is the Welsh word for "highbrow".

Wright lived almost 100 years, and his popularity went in and out of fashion. He designed the Guggenheim Art Museum in N.Y. and also created a Taliesin West in Arizona. Wright died at the age of 92 in 1959.

Suggested Books:

Frank Lloyd Wright For Kids by Kathleen Thorne-Thomsen. 

Frank Lloyd Wright by Scott Ingram Frank Lloyd Wright by Haydn Middleton 

Ideas Of Frank Lloyd Wright's Architecture by Diane Bresnan Fleming 

Frank Lloyd Wright by Gretchen Will Mayo 

The Architecture Of Frank Lloyd Wright : Understanding The Concepts Of Parallel And Perpendicular by Janey Levy

Posters are in the poster rack, labeled “Fifth Grade – Frank Lloyd Wright” Model (prairie style house) is in the art closet on the shelf

Art Lesson Suggestions:

Art Lesson 1: How Tall? Divide the class in teams. Build a tower out of masking tape and drinking straws.

Art Lesson 2: A Room of My Own

Art Lesson 3: Design your own tree house.

Art Lesson 4: Architecture Around the World - Project Ideas

Art Lesson Plan 5:  Modern Makeovers Link


Frank Lloyd Wright Foundation

The Chicago Architecture Foundation PBS 

Building Big


Michelangelo Buonarroti (1475-1564), like Leonardo da Vinci, is also considered a “universal man.” He considered himself primarily a sculptor although he was also an architect, a painter, a poet and an engineer. Michelangelo regarded sculpture as a more superior calling because a “sculpture shares in something like the divine power to ‘make man.’ ” Michelangelo broke from the past artistic styles and created his own which is one of the reasons he is considered to be a “supreme genius.” Michelangelo “believed that the image produced by the artist’s hand must come from the Idea in his mind.” However, he also believed that the “artist is not the creator of the Ideas he conceives; rather he finds them in the natural world, reflecting the absolute Idea, which, for the artist, is Beauty.” This is also related to what is considered to be Michelangelo’s “best known observation” which is “that, the artist must proceed by finding the Idea-the image, locked in stone, as it were-so that, by removing the excess stone, he extricates the Idea.” Michelangelo also believed, unlike his counterparts like Leonardo da Vinci, that proportion in art and in the human form was not to be applied mathematically to guarantee accuracy, but the that “measure and proportion should be ‘kept in the eyes.’” He also broke with his counterparts by creating a “style of vast, expressive strength with complex, eccentric, often titanic forms that loom before us with tragic grandeur.” Michelangelo is most well know for creating the sculpture of David, Moses and the fresco of the Sistine Chapel. In the sculptures of David and Moses “Michelangelo makes each body a total expression of the Idea, so that the human figure serves not so much as a representation of a concept…but as the concrete revelation of an intense feeling.” Therefore, “Michelangelo’s whole art depends on his conviction that whatever can be said greatly through sculpture and painting must be said through the human figure.” These strong and expressive figures transform the Sistine Chapel, which was a difficult and complicated project for Michelangelo. The dimensions of the ceiling according to Gardner’s Art Through the Ages are 5,800 square feet and the height off the ground is almost 70 feet not to mention that it is not a flat surface but a curved surface. The work took four years to complete. “It is a colossal decorative scheme” that weaves together over 300 figures. The work depicts the “creation, fall, and redemption of man.” Throughout the rest of Michelangelo’s life and work he “relentlessly concentrates his expressive purpose on the human figure.” So ultimately it can be said that with regard to Michelangelo we should consider the strength of form of the human body and the deep expression with which form and its composition conveys a message or an Idea. (Quoted material is taken from Helen Gardner’s Art Through The Ages, Eighth Edition, pages 614-628)

Sistine Chapel: Projects:

Suggested Books:

Michelangelo / Jim Whiting. Whiting, Jim, 1943- Hockessin, DE : Mitchell Lane, 2008. 48 p. : ill. ; 25 cm.

The life and work of Michelangelo Buonarroti / Richard Tames. Tames, Richard. Chicago : Heinemann Library, c2006. 32 p. : col. ill. ; 23 cm.

Michelangelo / Joanne Mattern. Mattern, Joanne, 1963- Edina, MN : Abdo Pub., c2005. 32 p. : ill. (some col.) ; 21 cm.

Michelangelo. Connolly, Sean, 1956- Milwaukee, WI : Gareth Stevens Publishing/World Almanac Library, 2004. 48 p. : ill. (chiefly col.) ; 29 cm.

Posters are in the poster rack, labeled “Fifth Grade – Michelangelo”

6th Grade

The lessons  for 6th grade are:

  • Paul Cezanne
  • Ansel Adams
  • Alexander Calder
  • John Singer Sargent

Copyright Note: The text for many of the narratives on this site was taken from a wide variety of print and online sources. Please note that it is for background use for the Art Enrichment program only and should not be copied and distributed.

Paul Cezanne

Paul Cezanne - Post-Impressionist

"Paul Cezanne was born in Aix-en-Provence in the South of France on January 19, 1839. He attended school in Aix, where he formed a close friendship with the novelist Emile Zola. Cezanne studied law there from 1859 to 1861, while continuing to attend drawing classes.

"Cezanne lived and worked at the same time as the Impressionists, but adapted his style to create a more "solid" form of art. Although some consider his artwork to be a precursor to Cubism, Cezanne was interested in creating work that was, in his words, "something more solid and durable, like the art of the museums."

Quoted text taken from

Suggested Books

Cezanne by Antony Mason

Paul Cezanne by Sean Connolly

Paul Cezanne written and illustrated By Mike Venezia

Paul Cezanne by Nathaniel Harris

Art Lesson Suggestions

Lesson 1:  Still Life Fruit Salad

Lesson 2:  Cezanne Fruit Still Life

Lesson 3:  Parisian Picnic

Lesson 4:  Landscape Resist




Webmuseum, Paris

The Metropolitan Museum of Art


Impressionism:  Biography of Paul Cezanne

Ansel Adams

Ansel Adams Photographer

"Ansel Adams is known for his photographs of the Sierra Nevada, where the Sierra Club was founded by John Muir. Adams's work, exquisite in both its grandeur and detail, is powerful and awe-inspiring. His photos demonstrate a strong sense of composition and clarity. Study several of his photos of the Sierras. Choose one that shows great space and contains interesting shadows."

Quoted text taken from

Adams was a photographer and conservationist who was born in San Francisco. A commercial photographer for 30 years, he made visionary photos of western landscapes that were inspired by a boyhood trip to Yosemite. He won three Guggenheim grants to photograph the national parks (1944-58). Founding the f/64 group with Edward Weston in 1932, he developed zone exposure to get maximum tonal range from black-and-white film. He also served on the Sierra Club Board (1934-71).


Ansel Adams : American Artist With A Camera by Joel Strangis
Eye On The Wild : A Story About Ansel Adams
by Julie Dunlap

Art Lesson Suggestions:

Art lesson 1: Digital Photography - See corresponding folder in art closet.

Art Lesson 2: Housatonic Museum of Art - Visual Art, Values and Composition.

Any photos used for display can be printed at Walgreens.  Expenses can be reimbursed.


The Ansel Adams Gallery


Kodak Photo - Lesson Plans



Alexander Calder

Alexander Calder

"Alexander Calder was born in Philadelphia, Pennsylvania, on July 22, 1898. Calder came from a long line of artists: his mother was a painter, and both his father and grandfather were noted sculptors. Although Calder is best known for his hanging sculptures (mobiles), he also created boldly colored floor sculptures (stabiles), as well as paintings and wire sculptures.

"Before Calder began creating his monumental mobiles and stabiles, he spent a great deal of time sketching people and animals in the Ringling Brothers Barnum and Bailey Circus. He had already graduated college, and was working as a commercial artist. Calder then took a job on a British freighter, which enabled him to earn his way to Paris, where he first exhibited his wire sculptures of a miniature circus (see Elephant, 1928)."

Quoted text from

More in depth information about Alexander Calder and his work can be found at The National Gallery of Art website and at


 Alexander Calder (Getting to Know the World's Greates Artists) by Mike Venezia

Alexander Calder, 1898 - 1976 by Marla Prather

Alexander Calder and His Magic Mobiles by Jean Lipman and Margaret Aspinwall

Alexander Calder Circus Drawings, Wire Sculpture and Toys: November 24 to December 13, 1964

 Alexander Calder Calder Sculpture by Alexander S.C. Rower

Art Lesson Suggestions

Art lesson 1:  Wire Circus

Art lesson 2:  Calder's Balancing Act 

Art lesson 3:  Calder Utilitarian Design

Art lesson 4:  Calder Style Mobils

Art lesson 5:  Wire sculpture horse


Art Smart for Kids

The Art Story

The Calder Foundation

Alexander Calder and Contemporary Art

The National Gallery of Art

PBS American Masters

Incredible Art Department

John Singer Sargent

John Singer Sargent (1856-1925)

"John Singer Sargent was an American painter who became the most celebrated portraitist of his time (or any time since) with his glamorous style influenced by Velazquez and the impressionists. John Singer Sargent's primary focus was on portraiture, using a minimal background to showcase his model. He focused on clothing, body language, and expression to portray people in the realistic style of American portraiture.

"Sargent was born in Florence, traveled widely during his childhood, and lived most of his adult life in Europe; yet, he considered himself an American. He once turned down a knighthood from King Edward VII because it would have meant giving up his American citizenship."

Quoted and cited text from ArtCyclopedia.


John Singer Sargent : The Life Of An Artist by Eshel Kreiter, Marc Zabludoff
John Singer Sargent
by Trevor Fairbrother
Video John Singer Sargent : Outside The Frame

Art Lesson Suggestions

Art Lesson 1: Portrait Montage - Seattle Art Museum

Art Lesson 2: Shadows and Light - Seattle Art Museum

Art Lesson 3: Self-Portrait Collage - Seattle Art Museum


Seattle Art Museum
John Singer Sargent - Virtual Gallery

Examples of Presentations

Example 1
Class: 1st Grade
Topic: Pointillism
Artist of Discussion: George Seurat
Reference Poster: "Sunday Afternoon on the Island of the Grande Jatte"
Project: Q-Tip Pointillism
Closure: Read Jack in Search of Art, by Arlene Boehm

First present the poster "Sunday Afternoon on the Island of the Grande Jatte" by George Seurat and tell the students about the artist. Then have the children create a painting using tempera paint and Q-tips to create the pointillism style. Suggest a theme to paint such as underwater sea creatures or dinosaurs (which they are studying in class). Close the lesson by reading Jack in Search of Art.

Example 2
Class: 2nd Grade
Topic: Impressionism
Artist of Discussion: Claude Monet
Reference Poster: “Waterlilies & Japanese Bridge” and “Pool of Waterlilies”
Project: Painting Impressionism
Closure: Read The Magical Garden of Claude Monet by Laurence Anholt

First present posters of Claude Monet and tell about the artist. As a project, have the students create a beautiful garden including a bridge with watercolor or tempera paint and close the lesson by reading The Magical Garden of Claude Monet, by Laurence Anholt. The book is about a young girl searching for her dog in a magical garden and asks the gardener (Monet) to help look for her dog.

Tools and References

In the AE art closet, located on the last four shelves as designated by orange tape, you will find Folders, Posters (which can also be viewed online), and art supplies. Note: Check the closet a couple days before your presentation to make sure we have the supplies you need. Let the program coordinators know if we are running short on supplies.

In the Art Folders, check the information sheet/parent letter for updated information. This sheet serves four purposes:

1. It has all the current research done on a particular artist as well as interesting facts (for example, Degas had a full-size stuffed horse in his studio and Van Gogh painted "Starry Night" with candles in his hat so he could see his canvas!).

2. It works as a reference sheet when you are talking to the class.

3. It can be adapted to include your project and be sent home with the artwork the kids have done in class. (Many times the parents don't know if they did their project in art class or Art Enrichment.) The sheet gives the parents a little information to talk to their child about their painting.

4. It can be signed by the art volunteers and put in the folder so that other volunteers can refer to it, learn about your art project, what you did and how successful it was.

On this Site you can check the poster list for photos of the posters we own. The photos aren't the best, but they will give you an idea of what painting you will be talking about, without having to make an extra trip to the closet.

An excellent online art dictionary is available through Artlex. Additional recommended web resources are listed in AE Resources.

At Your Library, check the Swan Catalog for any books you may need to order. It takes about one week for books to be delivered to your local library. The Art Enrichment booklist has some recommendations.


Art Enrichment Glossary

Art Lex provides a wonderful online glossary that includes definitions and descriptions of a wide variety of art-related terms. Visit the Art Lex site by clicking on the following link: Art Lex Online Dictionary.

Helpful Hints

1. Try the project with your own child before you do the activity in class. What’s their reaction? Is it fun? Too difficult? Super messy?

2. Observe how your teacher gets the attention of her students. It may be a High-five, the sound of a rainstick or turning off the lights. This is something the kids are use to – use it.

3. End with some sort of closure. Reading a book at the end of the class often settles the class down and ties it in with Literature. Another closure is to have the students all name their painting and tell something about it.

4. Always return supplies to the designated area of the art closet, marked with orange tape. And never use supplies that are not in our area of the closet.

Poster List

The Art Enrichment Program owns many posters that can be used to demonstrate the ideas being presented during your lessons. They can be found in the AE closet. For a listing of these posters, click the link.

Online Art Lesson Plans and Resources

Kennedy Center's Art Edge  Lesson Plans for Educators created by the Kennedy Center

J. Paul Getty Museum  Lesson Plans for Educators


National Art Educators Association

Art in the Picture  A thorough introduction to art, artists and art history The Incredible @rt Department

Art Lessons and General Art Resources Kinderart Lesson Plans A favorite, it has lots of good lesson plans.

Crayola's Web Site

National Gallery of Art 

Internet Librarians Recommendations

Kids Connect Art Resources on the Web

Kathy Schrock's Educator Guide for Art Teachers Reviewed sites for educators (part of the Discovery School net site)

Eyes on Art

Mark Harden's Arthive

Art Trivia

The guide to great art Artcyclopedia

Arts Net Minnesota

World Wide Art Resources

Artist profile in 60 seconds

Art Dictionary Artlex Art Dictionary

Art posters and prints collection

Museums and Galleries in Chicago:

The Art Institute of Chicago

Museum of Contemporary Art

Terra Museum of American Art

The Nettie J. McKinnon Collection of American Art

Museums Beyond Chicago:

The Getty Museum

Guggenheim Museum

Los Angeles County Museum of Art

Louvre, Paris

The Metropolitan Museum of Art

Museum of Modern Art

National Gallery of Art

National Museum of Women in the Arts


Whitney Museum of American Art

Directory of art museum websites

Art Enrichment Volunteer Sign-Up

The Art Enrichment program is a supplement to the art curriculum which exposes students to a variety of artists, artistic styles and media.  Two or three parent volunteers lead a one-hour lesson in their child’s classroom three times a year.  The lesson consists of a discussion of the artist and an age-appropriate art project in that artist's style.  The presentations and projects are arranged with the teacher and can last anywhere from 30-minutes to an hour.

Ideas for each lesson are in folders in the canvas bags in the art closet, along with all the art supplies you should need.  Posters and books related to the art works are also available in the art closet. 

Anyone can volunteer, as long as they have an interest in art, a willingness to spend time preparing for each lesson, and, most importantly, are not afraid to get messy, experiment and have fun!  A background in art or art history is not necessary.  Art Enrichment is a fantastic way to share your artistic talent and use your creativity!


Mark Your Calendar: The Art Enrichment Volunteer meeting will be held on        in the Ogden MPR. At this meeting you will get information about changes to the program for this year, as well as, details on curriculum, schedule and supplies.

An Overview and the Curriculum can be found by clicking on the Art Enrichment link in the left hand navigation bar of this website.

Please contact Michelle Kanouse with questions.