Neal McDaniel - Visual Arts Education

Tesseract School 2004-2005

Visual Arts Program Curriculum and Content Maps

“WHAT IS A TESSERACT? A TESSERACT IS A CONCEPT. A CONCEPT THAT OFFERS SUCH STUFF AS DREAMS ARE MADE ON.” - A Wrinkle in Time by Madeleine L’Engle

Tesseract School 2004-2005

Visual Arts Program A Coursework Description for Grades K-5 In this coursework, students will learn the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions to reflect their ideas, feelings, and emotions, and to evaluate the merits of their efforts. They will develop techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school. To this end, students will learn vocabularies and concepts associated with various types of work in the visual arts and will exhibit their competence at various levels in visual, oral, and written form.

Art Grades K-5 will strike a balance between projects directly related to the themes being covered in the regular classroom and experimentation with a wide variety of tools, techniques, and processes ranging from drawing, painting, sculpture, and design, to architecture, multi-media, and folk arts. An oral component will also be implemented in order for students to develop skills of observation and grow their ability to describe, evaluate, and respond to their own work in the visual arts and that of other people, times, and places.

The youngest students will experiment with art materials and investigate the ideas presented to them through visual arts instruction. They will make and share their artwork with others. Creation will be at the heart of this instruction. Students will learn to work with various tools, processes, and media. They will learn to coordinate their hands and minds in explorations of the visual world.

Neal McDaniel Visual Arts Educator, Tesseract School August, 2003

Mushrooms Near Wood Nature journal, pencil drawing by Neal McDaniel

1

K

First Semester Curriculum and Content Maps

KI N DE R G ART EN V ISUAL ARTS CONTENT

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

A. Back To School • Balloon Collage

A. Human Body • “Non-Stick” People • Kinetic Art

A. Americana • Patriotic Windsocks

A. World Celebrations • Color Diversity

B. Pets • ”Hybrid” Collage • ”Pet Rocks” • Blueprints

B. Drawing Basics • Guided Drawing

B. Bears • Guided Drawing • Kinetic Art

B. Eric Carle • Caterpillars • Butterflies

C. Georgia O’Keefe • Scale and Color

C. Harvest Day • Jack-O-”Lanterns”

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

2

Second Semester Curriculum and Content Maps

KI N DE R GARTEN VISU AL ARTS CONTENT JANUARY

FEBRUARY

A. Inventions •daVinci •Blueprints

A. China •Chinese New Year •Calligraphy •Dragons

B. Machines •Robots

MARCH A. Plants and Seeds •Flowers and Colors •Kinetic Art •Still Life Drawing

B. Presidents’ Day •Abraham Lincoln

APRIL

MAY

A. Growing •Georgia O’Keefe

A. Sun Safety •Posters

B. Texture •Rubbings

B. Oceans •Paper Sculpture •Watercolors

C. Mexico •Paper Cutting •Diego Rivera

K

C. Printmaking •Monoprints

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

3

1

First Semester Curriculum and Content Maps

F I RS T G RADE VISU AL ART S CONTENT

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

A. All About Me • Handprints • Cartooning • Crayon Etching

A. Amphibians/Reptiles • Texture • Paper Sculpture • Collage • Character Design

A. Voting • Americana

A. Fairy Tales • 3-D Design/Pop-Ups

B. Fairy Tales • Lettering/Calligraphy • Storybook Art

B. Money • Design and Scale

B. Apples • Paper Sculpture

B. Harvest Day • Tracing & Collage

C. The Holidays • Monoprinting

C. Community • Group Collage • Character Design D. Weather • Brush Techniques

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

4

Second Semester Curriculum and Content Maps

F I R ST GRADE VIS UAL ARTS CONTENT JANUARY A. Symmetry • Snowflakes B. Disguise • Mask Making C. Abstract Art • ”Scribble” Drawing • Gustav Klimt

FEBRUARY A. China • Watercolor Painting • Calligraphy B. President’s Day • Coins C. Valentine’s Day • Drawing

MARCH

APRIL

MAY

A. Human Figure • Maquette Drawing

A. Color Wheel • Color Opposites

A. Nutrition • Still Life Drawing

B. Abstract Art • Picasso

B. Georges Seurat • Pointilism

B. Recycling • Collage

C. Realistic Art • Rembrandt

C. Cinco de Mayo • Paper Folding • Mexican Folk Art

C. Sun Safety • Drawing

D. Insects • Puppets

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D. Printmaking • Monoprinting E. Buckminster Fuller • Architecture

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

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2

First Semester Curriculum and Content Maps

S E CO N D G RADE VISUAL ART S CONTEN T

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

A. Archeology •Map Making •Interpretive Drawing

A. Hohokam •Surface Design •Glyphs

A. Human Figure •Still-Life Drawing

A. Cartoons •Sequencing •Storytelling

B. First Day of Fall •Paper Sculpture

B. Harvest Day •Scenic Design

B. Weather •Folk Art •Painting •Paper Sculpture

B. The Holidays •Monoprinting

C. Drawing Basics •Guided Drawing

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

6

Second Semester Curriculum and Content Maps

S E CON D GRADE VIS UAL ARTS CONTENT JANUARY A. Human Figure • Maquette Drawing B. Organic/Geometric • Drawing C. Leadership • Martin Luther King • Poster Design

FEBRUARY

MARCH

A. Chinese New Year • Painting • Calligraphy

A. Tall Tales • Geometric Design • Character Design

B. Art Nouveau • Gustav Klimt

B. M.C. Escher • Tesselations

C. Abstract Art • Drawing

APRIL

MAY

A. Handwriting • Drawing

A. Sun Safety • Poster Design

B. Morris Louis • Watercolors

B. Solar System • Painting • Paper Craft

C. Cinco de Mayo • Paper Craft • Folk Art

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C. Friendship • Jewelry

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

7

3

First Semester Curriculum and Content Maps

T HIR D G RADE VISU AL ARTS CONTENT

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

A. Oceans • Collage

A. Oceans • Paper Sculpture

A. Government, States & Capitols • Architecture

B. Tie-Dye • Color Mixing

B. P. Klee, J. Miro • Abstract Art

A. United States & Presidents • Heraldry • Symbols

C. Watercolors • Illustration

C. Marbling • Color Mixing

B. American Artists • Georgia O’Keefe • Geometric Design

B. American Artists • Portraits C. The Holidays • Monoprinting

D. Harvest Day • Scenic Design

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

8

Second Semester Curriculum and Content Maps

T HIR D GRADE VISUAL ARTS CONTENT JANUARY

FEBRUARY

MARCH

A. Optical Illusions • Perspective

A. Pacific Cultures • Adornment

A. Pacific Cultures • Kon Tiki

B. Cursive Writing • Calligraphy

B. Chinese New Year • Calligraphy • Painting

B. Abstract Art • Jackson Pollock • Gustav Klimt

C. Pacific Cultures • Drawing • Scratchboard Art

APRIL A. Cinco de Mayo • Jewelry • Folk Art • Frida Kahlo B. The 5 Senses • Drawing

C. Architecture • Buckminster Fuller

3

MAY A. Scientific Method • Drawing B. Sun Safety • Drawing C. Greeting Cards • Illustration & Lettering D. Adornment • Jewelry Making

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

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4

First Semester Curriculum and Content Maps

F O U RTH G RADE VISUAL ARTS CONTEN T

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

A. Mysteries & Chemistry • Paper Sculpture • Texture • Watercolor Painting • Color Chemistry

A. Mysteries & Chemistry • Geometric Drawing • Character Design

A. Voting & Elections • Americana

A. Arizona & The 4 C’s • Mask Making

B. Arizona & The 4 C’s • Abstract Art • Sand Painting • Ancient Art

B. Public Art • Alexander Calder

B. Harvest Day • Packaging Design • Scenic Design

C. The Holidays • Monoprinting

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

10

Second Semester Curriculum and Content Maps

F O U RTH GRADE VISU AL ARTS CONTEN T JANUARY A. Arizona & The 4 Cs • Drawing • Frank Lloyd Wright • Jewelry Making

FEBRUARY A. Inventors and Machines • Leonardo daVinci B. Human Figure • Drawing

MARCH

APRIL

4

MAY

A. Perspective • Drawing

A. Sailing Ships • Paper Sculpture

A. Cinco de Mayo • Folk Art

B. Landscape Painting • Watercolors

B. China • Watercolors

B. Rainforests • Paper Sculpture X2 • Drawing

C. Native Art • Norval Morrisseau D. African Art • Khamsa Hands

C. Architecture • Buckminster Fuller

C. Sun Safety • Drawing

D. Rainforests • Mbuti Textiles

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

11

5

First Semester Curriculum and Content Maps

F I FT H G R ADE VISU AL ARTS CONTENT

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

A. Matisse • Abstract Art

A. Columbus Day • Paper Sculpture

A. Voting & Elections • Americana

A. Perspective • Drawing Technique

B. Inca, Maya & Aztec • Mosaics • Jewelry Making • Andean Textiles

B. Nature Journal • Illustration Styles

B. China • Paper Sculpture • Calligraphy • Portraiture • Visual Poetry

B. “Shipwreck” • Illustration Technique

C. Harvest Day • Folk Art

C. The Holidays • Monoprinting • Ornament

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

12

Second Semester Curriculum and Content Maps

F I FT H GRADE VISU AL ARTS CONTENT JANUARY A. Perspective • Drawing B. China • Tangram Puzzle • Folk Art

FEBRUARY A. Outer Space • Painting • Drawing • Paper Sculpture B. Pop Art • Roy Lichtenstein

MARCH

APRIL

MAY

A. Outer Space • Drawing

A. Egypt • Frontilism

A. Cinco de Mayo • Folk Art

B. Egypt • Hieroglyphics • Sculpture

B. “Wrinkle in Time” • Drawing

B. Mother’s Day • Illustration

C. Surrealism • Collage

C. Visiting Artist • TBD

D. Human Body • Illustration

D. Sun Safety • Drawing

C. Abstract Expressionism • Jackson Pollock

5

Essential Questions • How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate?

• What art materials allow the students to best explore the ideas presented to them?

• How do students coordinate their hands and minds in explorations of the visual world?

• What choices enhance the communication of their ideas?

• What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement?

• What opportunities allow for expression, exhibition, and performance?

13

“Art Experiences� Elective #1, Coursework Description for Grades 6-8 As students grow more sophisticated in their need to use the visual arts to reflect their feelings and emotions, this course will provide a framework in a way that promotes the students' thinking, working, communicating, reasoning, and investigating skills. Students will gain in their ability to apply the knowledge and skills in the visual arts to their widening personal worlds.

Art Elective #1 Grades 6-8 will offer a broad approach to the visual arts. Students will expand their ability to work in diverse media such as drawing, painting, sculpture, calligraphy, jewelry, folk arts, etc. They will develop techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school. To this end, students will learn vocabularies and concepts associated with various types of work in the visual arts and exhibit their competence at various levels in visual, oral, and written form. A balance will be stuck between the exploration of tools, techniques and processes; considering examples of visual art works within historical contexts; and the discussion of the art of our culture as influenced by aesthetic ideas as well as by social, political, economic, and other factors.

In this course, emphasis will be on art making, art criticism, art history, and aesthetics.

Neal McDaniel Visual Arts Educator, Tesseract School August, 2003

Our Own Backyard Pen and watercolor illustration by Neal McDaniel

15

6-8

First Semester Curriculum and Content Maps

“ ART E XP ERIENCES ” (ART ELECTIVE #1)

SEPTEMBER - DECEMBER Content A. Aesthetics B. Abstract Art C. Neo-Impressionism D. Naturalism E. Drawing F. Architecture G. Japanese Art H. Art Nouveau

Skills A. Understand aesthetic principles.

A-H. Understand the visual arts in relation to history and cultures A-H. Use of imagination.

A-H. Articulate ideas.

A-H. Build fine motors skills through more detailed coordination in both 2 and 3-dimensional work.

A-H. Utilize various media, techniques, and processes.

A-H. Expand upon texture, atmosphere, color systems, pattern, shape, and line quality.

2-8. Reflect upon and assess the characteristics and merits of their work and that of others.

Assessments A. Introduction to Aesthetics B. Piet Mondrian Style Compositions.

C. Georges Seurat and NeoImpressionistic Pointillism D. Naturalist Journal Pen and Watercolor Illustrations.

E. Blind Contour Drawing.

F. Archittetura Razionale and the Illustration of Aldo Rossi.

G. Japanese Style Brushwork and Haikus.

H. The Graphic Style of Gustav Klimt.

Course Description: “ART EXPERIENCES” In this course, students will experience a broad approach to the visual arts. Students will expand their ability to work in diverse media such as drawing, painting, sculpture, calligraphy, jewelry, folk arts, etc. They will develop techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school. To this end, students will learn vocabularies and concepts associated with various types of work in the visual arts and exhibit their competence at various levels in visual, oral, and written form. A balance will be stuck between the exploration of tools, techniques and processes; considering examples of visual art works within historical contexts; and the discussion of the art of our culture as influenced by aesthetic ideas as well as by social, political, economic, and other factors.

In this course, emphasis will be on art making, art criticism, art history, and aesthetics.

16

Second Semester Curriculum and Content Maps

“ ART E XPERIE NCE S” (ART ELECTIV E #1)

6-8

JANUARY - MAY Content A. Aesthetics B. Abstract Art C. Neo-Impressionism D. Naturalism E. Drawing F. Architecture G. Japanese Art H. Art Nouveau

NOTE: Content and Assessments subject to change based on previous semester participation.

Skills A. Understand aesthetic principles.

A-H. Understand the visual arts in relation to history and cultures A-H. Use of imagination.

A-H. Articulate ideas.

A-H. Build fine motors skills through more detailed coordination in both 2 and 3-dimensional work.

A-H. Utilize various media, techniques, and processes.

A-H. Expand upon texture, atmosphere, color systems, pattern, shape, and line quality.

2-8. Reflect upon and assess the characteristics and merits of their work and that of others.

Assessments A. Introduction to Aesthetics B. Piet Mondrian Style Compositions.

C. Georges Seurat and NeoImpressionistic Pointillism D. Naturalist Journal Pen and Watercolor Illustrations.

E. Blind Contour Drawing.

F. Archittetura Razionale and the Illustration of Aldo Rossi.

G. Japanese Style Brushwork and Haikus.

H. The Graphic Style of Gustav Klimt.

Course Description: “ART EXPERIENCES” In this course, students will experience a broad approach to the visual arts. Students will expand their ability to work in diverse media such as drawing, painting, sculpture, calligraphy, jewelry, folk arts, etc. They will develop techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school. To this end, students will learn vocabularies and concepts associated with various types of work in the visual arts and exhibit their competence at various levels in visual, oral, and written form. A balance will be stuck between the exploration of tools, techniques and processes; considering examples of visual art works within historical contexts; and the discussion of the art of our culture as influenced by aesthetic ideas as well as by social, political, economic, and other factors.

In this course, emphasis will be on art making, art criticism, art history, and aesthetics.

17

“Multimedia, Multiple Experiences� Elective #2, Coursework Description for Grades 6-8 These students will explore the varied tools, techniques, and processes through which the world communicates.

Students will expand their abilities for creative expression by working in diverse media usually associated with the professional arts: illustration techniques, graphic design, product and packaging design, photography, design for the fine arts, and design through the use of current technologies. A balance will be stuck between the process of design, presentation and critique.

Students will learn to combine skills in multimedia with verbal skills to become effective, rich communicators and develop an understanding of the meaning and import of the designed world in which they live.

Neal McDaniel Visual Arts Educator, Tesseract School August, 2003

The Reptile Fair Colored pencil, spot illustrations by Neal McDaniel

19

6-8

First Semester Curriculum and Content Maps

“MULTIMEDIA, MULTIPLE EXPERIENCES” (ART ELECTIVE #2)

SEPTEMBER - DECEMBER Content A. Identity Systems B. Community Service C. Illustration D. Urban Design E. Publication Design F. Transportation Design G. Interactive Media

Skills A-G. Use of imagination.

A-G. Articulate ideas.

A-G. Understand basic design concepts.

A-G. Build fine motors skills through more detailed coordination in both 2 and 3-dimensional work.

A-G. Utilize various media, techniques, and processes.

A-G. Expand upon texture, atmosphere, color systems, pattern, shape, and line quality.

A-G. Understand the visual arts in relation to history and cultures.

A-G. Reflect upon and assess the characteristics and merits of their work and that of others.

D,G. Work as a coordinated team.

Assessments A. Personal Corporate Identity and Logo Design.

B. Phoenix Breast Cancer Charity Run Poster Design.

C. Sports Hero Magazine Illustrations.

D. Designing a City for the Future Blueprints.

E. Illustrations for an Ethnic Foods Catalog.

F. Concept Cars and Studio Rendering Techniques.

G. Video Game Character and Environment Design.

Course Description: “Multimedia, Multiple Experiences” In this course, students will explore the varied tools, techniques, and processes through which the world communicates. Students will expand their abilities for creative expression by working in diverse media usually associated with the professional arts: illustration techniques, graphic design, product and packaging design, photography, design for the fine arts, and design through the use of current technologies.

A balance will be stuck between the process of design, presentation and critique.

Students will learn to combine skills in multimedia with verbal skills to become effective, rich communicators and develop an understanding of the meaning and import of the designed world in which they live.

20

Second Semester Curriculum and Content Maps

“MULTIMEDIA, MULTIPLE EXPERIENCES” (ART ELECTIVE #2)

6-8

JANUARY - MAY Content A. Identity Systems B. Community Service C. Illustration D. Urban Design E. Publication Design F. Transportation Design G. Interactive Media

NOTE: Content and Assessments subject to change based on previous semester participation.

Skills A-G. Use of imagination.

A-G. Articulate ideas.

A-G. Understand basic design concepts.

A-G. Build fine motors skills through more detailed coordination in both 2 and 3-dimensional work.

A-G. Utilize various media, techniques, and processes.

A-G. Expand upon texture, atmosphere, color systems, pattern, shape, and line quality.

A-G. Understand the visual arts in relation to history and cultures.

A-G. Reflect upon and assess the characteristics and merits of their work and that of others.

D,G. Work as a coordinated team.

Assessments A. Personal Corporate Identity and Logo Design.

B. Phoenix Breast Cancer Charity Run Poster Design.

C. Sports Hero Magazine Illustrations.

D. Designing a City for the Future Blueprints.

E. Illustrations for an Ethnic Foods Catalog.

F. Concept Cars and Studio Rendering Techniques.

G. Video Game Character and Environment Design.

Course Description: “Multimedia, Multiple Experiences” In this course, students will explore the varied tools, techniques, and processes through which the world communicates. Students will expand their abilities for creative expression by working in diverse media usually associated with the professional arts: illustration techniques, graphic design, product and packaging design, photography, design for the fine arts, and design through the use of current technologies.

A balance will be stuck between the process of design, presentation and critique.

Students will learn to combine skills in multimedia with verbal skills to become effective, rich communicators and develop an understanding of the meaning and import of the designed world in which they live.

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About Tesseract School At Tesseract School we stimulate the “Love of Learning and Joy of Discovery� in every child. Our highly talented and committed educators connect with the children in small, nurturing, and interactive classes.

Our students master the fundamentals of reading, writing, social studies, science, and mathematical skills while experiencing a broad-based, integrated curriculum that includes music, drama, art, Spanish, and physical activity.

Tesseract School. Challenge Every Child.

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4800 East Doubletree Ranch Rd. Paradise Valley, AZ 85253 p: 480.991.1770 f: 480.991.1954 www.tesseractschool.org

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E. Doubletree Ranch Rd.