Trained professionals will pull together the different TEKS (knowledge the students are to learn per grade level) and apply different educational lesson points, expanding as the student gets older. Each point, example electrons, density, fractions, etc will then have various hands-on classroom activities which will make these lessons come to life.

In conjunction with these lessons, there will be various field trips which will incorporate active learning. During a field trip to a metal studio, students can cover heat, electricity, fractions, decimals, angles, geometry, engineering etc. Thus before coming to the “Welding” field trip, students and their teachers will cover specific points before the studio visit. Ideally, further lessons are continued and reflected upon after the field trip, to relate the shop experience back to the classroom.

Another point to cover with the students is being aware of these various careers. In having the student understand the best way each of them learn, attractive working environments, and what excites them; in each visit/ field trip, ideally each student is able to more closely see what type of work place would both be attractive and conducive to becoming a positive profession. These field trips also expose the arts of the trade, a different learning system through modeling and apprenticing, which are often not introduced in the regular educational system.

The thread between these lessons, field trips and classroom actives is a large collaborative piece, the pinnacle of the experiences. Towards the beginning, depending on budget, a set collaborative design or a custom design is created as a goal to work towards.

With a predetermined design, the amount of participants available will help determine the size of the piece which can range from a wall piece, free standing sculpture, or a chandelier. With a custom design, the students can play a role in understanding site specific installations and help design a piece together with various head artists. This can involve drawing, models, looking at the piece in scale, learning and seeing how weight, strength, metal, and engineering play a role in the design along with light and movement.

The collaborative piece will be touched upon in each of the field trips. Specifically in the glass field trip, the students will pull ribbons of glass, sculpt flowers, create paperweights, and/or blow hanging orbs which will be part of the main glass design of the piece.   Various pieces of glass can be further worked on and decorated in the classroom before being assembled on the metal armature to create the final shape of the wall piece, free standing sculpture, or chandelier.


During this process, the students will not only learn educational hands on lessons, applicable situations for putting that knowledge to action, but also are working along side role models. These fellow artists and participants demonstrate how they conquer adversity and create the road built around what they enjoy doing, ideally building around what brings them happiness. The various artists, speakers, and people involved in ARO are individuals providing positive influence and reinforcement that with hard work and harvesting one’s dream anything is possible.

This creative process is about connecting to something larger than ourselves, a collaborative piece.

  • Helping Disadvantaged Youth

  • Educating Local Youths About Fine Art

  • Contributing To Local Schools

  • Providing At-Risk and Female Student Groups With Community Activities