TABLE 1.

Visual art intervention curriculum.

Week	Term explanation	Activity
One	Space: Positive and negative parts of an artwork that are distinct. Space can also provide depth in an artwork. Emphasis: Combining elements in a way that highlights the contrast between the elements.	White on Black Tracing: Instructors will bring in flat wooden objects, white and light-colored pencil crayons, and a stack of black paper. The paper will be placed in front of each participant’s seat, and the objects will be placed in the middle of the table. First, participants will be asked to choose an object that they like, then the instructor will instruct the participants to trace their respective objects onto the black paper and make a scene of their choosing with their traced shapes.
Two	Color: Consists of hue (name), value (lightness or darkness of the hue), and intensity (brightness and purity of the hue) Variety: Diversity and contrast of different elements.	Flat Object Coloring: Instructors will bring in flat wooden objects, markers and pencil crayons. The objects, markers and pencil crayons will be placed in the middle of the table. First, participants will be asked to choose an object that they like, then the instructor will instruct the participants to color in their objects. At the same time, participants will be encouraged to pass along an additional object, with each participant coloring in one area of the object at a time before passing it on to the next participant, and the next participant, and so on.
Three	Texture: The feeling of surfaces, or what a surface looks like it feels like. Harmony: The combination of similar elements within an artwork to highlight their similarities.	Fabric Collage: Instructors will bring in fabric, scissors, glue sticks, white paper, markers and pencil crayons. The white paper will be placed in front of each participant’s seat, and the fabric, glue sticks, markers and pencil crayons will be placed in the middle of the table. First, participants will be asked to choose fabrics they like, then the instructor will instruct the participants to make a picture with their selected fabric on their paper. Using markers and pencil crayons is also encouraged.
Four	Line: A mark moving in space. Lines can be literal or abstract. Movement: Creates action within an artwork and guides the art-viewer’s eyes through an artwork.	Tape Maze: Instructors will bring in line mazes, white paper, markers and pencil crayons. The mazes will be placed in front of each participant’s seat, and the white paper, markers and pencil crayons will be placed in the middle of the table. First, participants will be asked to move their finger or a pencil/marker through the maze, then instructors will instruct the participants to create their own line drawings on the separate pieces of white paper. Continuing to draw on the maze is also acceptable.
Five	Shape: A two-dimensional image. Rhythm: Repetition of elements in an artwork that creates visual movement, tempo, or beat.	Making shapes with Shapes: Instructors will bring in flat paper shapes, glue sticks, white paper, and markers and pencil crayons. The white paper will be placed in front of each participant, and the paper shapes, glue sticks, markers and pencil crayons will be placed in the middle of the table. Participants will be asked to use the shapes to create images (such as houses, butterflies, etc.) on the white paper.
Six	Form: A three-dimensional image which includes height, width and depth. Proportion: The relationship of elements to the entire artwork and to each other.	Object and People Proportion: Instructors will bring in white paper, props, markers and pencil crayons. The white paper will be placed in front of each participant’s seat, and the props, markers and pencil crayons will be placed in the middle of the table. To discuss proportion, the instructor and their class volunteer will stand together in front of the group. Once there, the instructor will ask the volunteer to stand behind them, then in front of them. The instructor will then use the props to show the same principle. Then, instructors will ask participants to draw proportion-related scenes on white paper. Props may be used for tracing.
Seven	Form: A three-dimensional image which includes height, width and depth. Balance: Combining elements to create equilibrium in an artwork.	Flat Image Team Organization: Instructors will bring in white paper, one large poster board, form stickers, markers and pencil crayons. A black line down the middle will split the poster board into two halves. All items, except the white paper, will be placed in the middle of the table. The instructors will then ask each half of the table (one half on one side of the board, the other on the other side) to take turns using the form stickers to “balance” the board (e.g., if the right-side places a large pink sticker on their side, the left-side places a large pink sticker on their side). Participants will match the other group’s sticker choice (based on color, shape or size) before choosing their own. The sticker balancing activity will go on until the board is filled. Participants will then be given paper and asked to draw similar “balanced” images on the white paper.
Eight	Value: The lightness and darkness of tones and colors. Gradation: The gradual change of elements.	Example Copying: Instructors will bring in markers, pencil crayons, white paper, and white paper with shapes on them; half with examples of value gradation (a square and circle that transitions from black to white) and half with empty shapes (an empty square and circle). The white paper with shapes will be placed in front of each participant, and the white paper, markers and pencil crayons will be placed in the middle of the table. Instructors will then ask participants to fill in the blank shapes like the gradation examples provided (gradation examples can also be colored).