A Year with Children 2020 by aboyle-guggenheim

This book is dedicated to the memory of Sandra Santos-Vizcaino who passed away from complications of COVID-19 on March 31. Ms. Santos-Vizcaino was an enthusiastic and committed partner in the Learning Through Art program for the past four school years as a third grade teacher at PS 9 in Brooklyn. She was a warm and positive presence for the teaching artists who worked with her and was always supportive of their lessons and ready with feedback and advice on how to best engage her students. The love and care she showed to her students was evident to all who spent time in her classroom. We are grateful to her for her support of this program and will miss her partnership deeply. While this dedication cannot change the impact for her family and the PS 9 school community, we hope that this tribute serves as an acknowledgment of her amazing character and dedication to working with students and encouraging the best in every child.

Learning Through Art Leadership Committee 2019â&#x20AC;&#x201C;2020

Co-Chairs Libby Goldring Anna Kovner Whitney Schwartz Kim Vinnakota Honorary Co-Chairs Pat Dunnington Gail May Engelberg Wendy McNeil

Members Susan and William Arndt Peggy Jacobs Bader and John Bader Mary Elizabeth and Gabe Catala Bobbi and Barry Coller Erin and Francois Drouin Gouri Orekondy Edlich Karen Frome and Nat Oppenheimer Ana Gilligan and Carter McCooke Smith Dan Goldring Katherine and Alex Harman Kristen and Rob Harper Salma and Bilal Khan Kathleen and Christopher Loughlin Tim and Lauren Lower Alice Lutz Emily and Scott McLellan Tom McNeil Seth Meisel Linda and Arthur Meisel Hyewon and Jason Miller Margo and Jimmy Nederlander Natalie Newman Lipson Julia Peck and John Gardiner Stacy and Jonathan Pollack Karen and Timothy Proctor Kathy and Othon Prounis Lucy and Lawrence Ricciardi Pamela and Paul Salvatore Haley and Matthew Satnick Dave Schwartz Vivian Serota Dora and Cranford Stoudemire Lisa and Jeffrey Thorp Rima Vargas-Vetter and Paul Ukena Rahul Vinnakota Cecilia and Mark Vonderheide Liza and Kris Weiner Richard and Audrey Zinman

Learning Through Art and Â A Year with Children 2020 are generously supported by Stavros Niarchos Foundation and the New York City Department of Cultural Affairs in partnership with the City Council.

Additional funding is provided by Guggenheim Partners, LLC; The Seth Sprague Educational and Charitable Foundation; Gail May Engelberg and The Engelberg Foundation; The Cornelia T. Bailey Foundation; The Keith Haring Foundation; Anna Kovner and Seth Meisel; Con Edison; JPMorgan Chase; The Sylvia W. and Randle M. Kauders Foundation; the Milton and Sally Avery Arts Foundation, Inc.; the Henry E. Niles Foundation, Inc.; and an anonymous donor. The Leadership Committee for Learning Through Art and A Year with Children 2020 is gratefully acknowledged for its support. To learn more about our education funders, visitÂ guggenheim.org/education.

Contents

Dedication Sponsors Introduction Map PS 8 3rd Grade

3 4 10 12 14

PS 9 3rd Grade 4th Grade 5th Grade

42 74 102

PS 28 2nd Grade

128

PS 38 4th and 5th Grades

150

PS 48 3rd Grade Bilbao Exchange

162 196

PS 86 3rd Grade 4th Grade 6th Grade

218 242 264

PS 130 2nd Grade

284

PS 144 3rd Grade

304

PS 145 2nd Grade

342

PS 188 3rd Grade

358

PS 219 Section A: 2nd and 3rd Grades

372

Section B: 2nd and 3rd Grades

392

PS 317 2nd Grade

408

Classroom Photos 428

A Year with Children 2020 is the result of the Guggenheim’s Learning Through Art (LTA) program that engages students in grades two to six from across the five boroughs, encouraging these young artists to explore impactful art and ideas through their own unique perspectives. LTA has served New York City public schools for 49 years, and the featured pieces in these pages are the result of an unprecedented year in the program’s history, marked by a global pandemic that nonetheless could never diminish the accomplishments of LTA’s teaching artists and the New York City classroom teachers they collaborate with to reach students in new and engaging forms every year. That is the simple story. The more complicated story this year is this: Typically, each school year culminates for LTA with the program’s A Year with Children exhibition, in which select student works inhabit a gallery at the iconic museum for several weeks. However, we were forced to cancel the exhibition as the museum itself closed on

March 13 to support the city and state’s social distancing guidelines to combat the spread of COVID-19. Days later, New York City public schools closed as well to protect students and their families. For the first time in the program’s history, the exhibition of student artwork would not be on display. We wanted to find a way to honor their work in the absence of a live exhibition, and this book is the result of that. The word “result” is a paradox here, as so many projects were not completed in the way our teaching artists and classroom teachers had planned. Still, the result is true to the philosophy underpinning LTA’s pedagogy: that art is an ongoing process of curiosity, inquiry, and exploration, of perseverance, critical thinking, and creativity. We value these works not just for the hard work of our team and our students, but for the way they showcase the process that we hope our students take with them into the world.

LTA students embark on a yearlong exploration of processes, materials, and techniques to express their singular artistic visions, incorporating multimodal approaches, including text, music, games, and collaboration. By understanding foundational concepts, students are able to experiment with a wide variety of media to consider essential questions, such as “How are we connected to the natural world?” or “How can we tell a story without words?” They develop responses through a process of seeing, dialogue, and creation. The works in this book express that process. The book also expresses the tireless work of our teaching artists, classroom teachers, and LTA staff who, in the face of historic adversity, coordinated to bring this project to fruition and keep LTA engaged in the communities we serve. In this book, you will hear from teaching artists, students, and classroom teachers about their experiences. You will find information about what students accomplished this year, the artwork they saw, the materials they used, and the skills they built. You will find a story that portrays a process.

Because of the coronavirus pandemic, our museum, our supporters, our teachers, our schools, our artists in residence, our team, our communities, our students and their families were deprived of the opportunity to see the completed works in person in a professionally curated space. What we have instead is this book, this work in progress. Perhaps, in its incompleteness, in the midst of human tragedy and selfless courage on a grander scale than this city has perhaps ever seen and that our students are perhaps only starting to be able to grasp, this book is the truest story of our work that we have yet presented.

• PS 28

• PS145 • PS 38

• PS 8 • PS 9

• PS 48 • PS 188

• PS 86

• PS 130 • PS 219 • PS 144

• PS 317

Teaching Artist Anna Martin Classroom Teachers Sjene Kendrick, Jessica Levy, Molly Mackaman, Julie Schultz, and Nicole Smith

PS 8 3rd grade

Volunteers Brianna Caraballo and Jaynie Crimmins Essential Question How can we explore the connection between people and the environment? Artists students looked at Mark Bradford, David Hanauer, Isamu Noguchi, and Paula Scher Techniques and materials students explored Collage, painting, tracing, sanding, plaster casting, and clay

Students explored their immediate environment by creating detailed maps of their neighborhood and thinking about how their environment impacts their daily lives. Students investigated Eric Sanderson’s book Mannahatta: A Natural History of New York City, which shows recreations of what Manhattan might have looked like when Henry Hudson arrived in 1609. After tracing a historical map from the book and layering it on top of a current view of Manhattan, students were able to see how much their environment has changed. Using nearby Brooklyn Bridge Park, students explored the effects parks can have on an urban environment. They visited the park and discussed their favorite design elements and the ways that the park meets the needs of all types of visitors, including plants, animals, and insects. They studied the work of Isamu Noguchi (1904–1988) and learned about his park designs, particularly his focus on “sculpted earth” parks in which he modified the existing landscape by creating hills, slides, steps, dips, and peaks. Students created their own “sculpted earth” model using a clay mold and plaster casting.

Students looked at work by artists who use maps for inspiration and modified printouts of satellite views of Brooklyn and Lower Manhattan by using color sticks, Sharpies, and oil pastels. They then added the same modifications to alter a mirror image of the map or view they used and mounted the two pieces together to create a symmetrical artwork.

Students looked at work by artists who use maps for inspiration and modified printouts of satellite views of Brooklyn and Lower Manhattan by using color sticks, sharpies, and oil pastels. They then added the same modifications to alter a mirror image of the map or view they used and mounted the two pieces together to create a symmetrical artwork.

Adrianna Lerner

Alexander Keck

Alexandria Grigg

Alice McMillian

Alima Walsh

Amada Costelloe

Ambel Morina

Andre Farzam

Andrew Brandmeyer

Angus McCallum

Arian Mehmedovic

Arjun Vadera

Asher Cohen

August Jacobs

Aya Mitchell

Beatrix Paone

Benjamin Cohen

Bennett Carlson

Blin Brucaj

Bram Heijmenberg

Bryndis McCabe

Cary Gibson

Cecilia Korhammer

Charles Dew

Charles Michaelis

Charlie Oren

Charlotte Line

Chase Williams

Christian Chandy

Cohen Brice

Colin de Jager

Connor Schuch

Daphne Leighton

David Bruno Tetens

Dylan Griffin

Ela Baran

Elias Kapakos

Elodie Aba

Emmett Mahoney

Eva Feuer

Evan Ciccotto

Fiona Sessa

Grace Hurley

Grey Engler

Hayden Kraxberger

Imogen Kehoe

Isabel Norvell

Isabella Hernandez

Isaiah Levy

Ivie Helin

Jade Dawson

John Duncan

Joseph Panico

Joy Lynch-Brathwaite

Julia Deroko

Julien Cutler

Kai Ureno-Champagne

Kaia Hunter

Kate Crowe

Kirin Choi

Lee Gitlin

Liam Cranley

Mariatu Seele

Matteo Walter

Max Shaps

Maximilian Dettler

Maxwell Carpenter

Mia Tate

Mileva Pelusi

Nancy Raffaele

Nathan Lenovitz

Peter Liuzzo

Philomena Barrow

Priscilla Walsh

Rio Deleon

Rudy Dvorak

Safia Radoncic

Saleh Al-Samel

Salina Mitchell

Samantha Friedman

Samuel Sherman

Sanaiya Laboy

Sawyer Lantz

Shiloh Delvaille

Sidney Einhorn

Simon Ward

Sydney Winters

Tess Brandoff

Zoe Matteo

Zuri Dickson

Teaching Artist Rosemary Taylor Classroom Teachers Jennifer Calero, Deidre Levy, Sandra Santos-Vizcaino, Shoshannah Smith, Annette Suarez-Ortega, and Tameka Soso

PS 9 3rd grade

Volunteers Yoojin Jang and Bruna Nicolielo Essential Question How are we connected to the natural world? Artists students looked at Claes Oldenburg, Kiki Smith, and Ai Weiwei Techniques and materials students explored Printmaking, sculpture, color mixing, and collage

In pondering connections to the natural world, third-grade students focused on animals and how artists in different cultural traditions have used animals to represent aspects of human identity. They looked at artists who use animals symbolically in their work and Oaxacan folk art sculptures alebrijes which depict hybrid animals. Students selected four character traits to describe their own personalities, and then selected animals they felt had similar traits to each characteristic, combining the four to create hybrid animals. They used different mediums to depict these animals: collagraph prints, oil pastels, and eventually large-scale stuffed paper sculptures. They studied the formal and expressive qualities of color and pattern and used those qualities to highlight the distinct nature of their animal creations. Students used different painting techniques and nontraditional tools such as toothpicks, skewers, combs, and sponges to create different visual textures and patterns in paint.

The work that follows encompasses two initial studies student artists completed to depict their hybrid animals. In one project students learned collagraph printmaking to focus on the form of their animals and in the other project they used oil pastels to show pattern and color.

Abigaelle Jean-Simon

Adiel Garcia

Alexander Janis

Amber Brackett

Aminique Edghill

Amyria Lake

Anya Clarke

Aubrey Ratliff

Ava Barbara Parks

Ava Juliet Pratt

Bella Grace Espinal

Bella Mbom

Benjamin Morris

Bogart Porter

Brielle Felder

Cassidy Scatlen

Cecilly Lawrence

Charles Tilley

Charlotte Brown

Che Salvatore Bruno

Chelby-Elise Dillon

Cleo Hall

Cole Van Hellemont

Colette Rigby

Daniel Fertig

Daniel McFadden

Dashiell Knight

Datsun Meates

Derek Cepeda

Dianelys Rosario

Ean Gitelson

Elena Zada Williams

Eli Burks

Eli D. Rothblatt

Eliana DeLauz

Elijah Powell

Elle Gantt

Emery Ifill

Eva Cohen

Evelyn Shaw

Ezra Lee

Gala Marcou Myerston

Georgia Trumpbour

Gerhard Worcester

Hector Perdomo

Imogen Price

Ingrid Cole

Jackson Condell

Jailyn Reid

Janelle Elome

Janyke Mofford

Jayla Fleary

Jelani Dickson

Jeremiah Mungal

Jeremiah Payton

Jonathan Richards

Joshua Mayers

Kacey Elms

Kaden Quazi

Kahlil Stephens

Kaleb Stephens

Kaylor George-Tyndall

Khalil Spencer

Kymani Bernard

Lara Margaux Mintz

Leyton Nguyen

Lily Robinson

Londyn Brundage

Lucas Mohammed-Samuel

Lucien Lesh

Martin Wilson

Max Trudell

Maya Thompson

Michael Knouse

Mikel Contel-Greene

Miles Lee

Morgan Newton

Myla Hendrich

Naandi Buckner

Natalia Garcia

Nawmi Hossain

Nylah McNamee

Oliva Weil

Oona Einhorn

Oscar Grafweg

Oskar Hao

Paris Williams

Penny Hille

Riccardo Ferrulli

Riley Fulton

Robert Mbom

Rohan Lee

Romanie Strybol

Roxy Beckwith

Ry Rauchberg

Salma Goldstein

Samara Hinds

Samuel Molinet

Samuel Tasto

Sava D. Simic

Shazi Strother

Sky Dakota Smith

Taina Saldana

Tatiana Goldstein

Teyanna Terrell

Valerie Hlivkova

Walter Prunty

Winnaba Cox

Zachary Kurtz

Zuri Ramirez

Teaching Artist Rosemary Taylor Classroom Teachers Larry Delgado, Jacqueline Gibbs, Keisha Hewett, Christie Paul, Mildred Peralta, Selisa Pena, and Jade Sierra

PS 9 4th grade

Volunteers Alexia Gautier, Sarah Kim, and Tessa Kramer Essential Question How do the different parts of me make me whole? Artists students looked at Alexander Calder, Albert Gleizes, and Frida Kahlo Techniques and materials students explored Automatic drawing, oil pastels, wire sculpture, painting, and collage

Students explored various ways to create self-portraits using a mix of materials and processes, including drawing, collage, paint, and wire sculpture. They explored the expressive qualities of line, automatic drawing, and drawing with a mirror using different gestures to find different ways of depicting themselves. Learning how to paint and mix colors, students spent time inventing their own colors and then used those skills to learn how to mix different skin tones for their self-portraits. To examine who they are, students created mind maps that outlined different parts of their life, such as goals, challenges, interests, families, culture, and personality traits. Using the information from the mind maps, they created mixed-media self-portraits that used patterns, shapes, and colors to show the contrasting elements that make up their whole selves.

These works are a collection of early paint studies exploring color mixing. A few works also show investigations into character and pattern.

Aamira Richardson

Abheer Sayed

Adam Ismail

Adam Tang

Addis Smith

Admire Bernard

Aja Williams

Alexandra Fiks

Aliya Taylor

Amare Givens

Amari Edmund

Ashley Boyce

Ayden Absolam

Brooke Hylton

Charlotte McGuinness

Charlse Lawrence

Christian Gilbert

Christopher Rivera

Danica Beaumont

Daniel Edwards

Diego Miranda-Borrero

Diego Ramokaopa

Elaina Short

Ella Berhe-Lomax

Ellana Victor

Elliot Simon

Emmett Crowe

Enrique Scott

Esther Harding

Fahama Ibrahim

Felix Handbowman

Finley Bayross

Gianna Goodridge

Hektor RIbberstrom

Helen Dimoyo Pacual Xiloj

Iman Jean-Baptiste

Isaac Somoza

Isabel Campanelli

Jasmine Ramlochan

Jayden DeFreitas

Jayla Abellard

Jenelle Jean

Jerimiah Allyene

Joshua DuBreuze

Junayd Saafir

Justice Derryberry

Justin Blake

Justin Lewis

Kashika Chowdury

Kaylin Cort

Kemani Henvill

Kendel Dalton

Kwesi Stokes

Laila Parker

Laura Lopez

Layla Boyd

Leia Ribberstrom

Levi Saintville

Logan Phillip

Luca Niccoli

Luisa Schneeweis

Makai Davis

Markese Smith

Mason Coleman

Mason Pinzon

Mateo Gael Diamond

Maxwell McMillan

Melonie Harnago

Milton Washington

Mokhtar Anse

Mustaffa Alansi

Nahia Bengoa

Oscar Amend

Phinneaus Somerset

Ryan Caba

Ryan Elms

Saba Uddin

Saliyaa Hunter

Sam Palmer

Samuel Bolotin

Sam Palmer

Samuele Marcucci

Sapphire Gelzer

Scott Manter-Goldberg

Sidney Levy

Skylar Ahyee

Sylvie Kunreuther

Taytum Robie Goodenberger

100

Umi Tejeda

Valentina Villalba

Vivian Champion

Wyatt Vogel

101

Zoe Greenidge-Robinson

102

Teaching Artist Susan Hamburger Classroom Teachers Mohammed Ashraf, Jocelyn Burgos, Wanda Chong, Aissatou Diop, Silvestre Padrón, and Tanya Salem

PS 9 5th grade

Volunteers Hana Pyzik and Claire Zhang Essential Question How do artists express environmentalism through their work? Artists students looked at El Anatsui, Louise Nevelson, and Christopher Wool Techniques and materials students explored Papier mâché, printmaking, painting, and transforming recycled materials

103

Focusing on environmentalism through a local lens, fifth graders at PS 9 began the year by thinking about New York City as a fragile ecosystem threatened by issues of pollution and excess garbage caused by a large human population. In particular, they explored the impact of these issues on local wildlife. Students created three-dimensional tunnel books, allowing them to experiment and practice their construction, paper manipulation, and collage skills. After creating an inventory of the wildlife they had seen locally, students looked to the artist El Anatsui (b. 1944), who transforms mundane items headed for the trash into large-scale works of art. Student artists selected a local animal and used recycled objects as an armature for papier-mĂ˘chĂŠ sculptures. They used tape and newsprint to cover the armature before finally applying tissue paper, adding color and small details.

All of these images come from experiments with the foundations of art through exercises in painting and drawing. Students spent the beginning of the year exploring new materials and processes, strengthening both their artistic skills and their confidence with materials.

104

105

106

Alexander Pirvutescu

Amarii Roberson

Amera Cleghorne-Nelson

Angelina Guadalupe

107

Avery Cangelosi

Blake Sallion

Brianna Ankannah

Brooke Moore

108

Camrin Spence

Caroline Tilley

Carter Pollard

Charlotte Campbell-Raw

109

Clark Spillane

Collin Cox

Dayna George

Divannah Walcott

110

Drusilla Butterfield

Elliott Capron

Elsa Contel-Greene

Erona Ismajli

111

Eyan Todman

Felix Gresko

Finley Frenkel

Hailey Jeter

112

Haivyn Townsley

Helen Case

Ian Thomas

Itamar Yavnai

113

Ivan Dempster

Jacius Allen

Jack Lukenich

Jaeyoung Chung

114

Jahir Worrell

Jahkara Cole

Janae Bailyen

Jemma Huffman

115

Jeremiah Doldron

Kendall Stirrup

Khavi Claude

Khimani Jackson

116

Kieran Kumbhar

Kylie Barnett

Latrell Nunes

Leo Garcia

117

Logan Nguyen

Louvine Strybol

Lucy Steigman

Mia Selby

118

Michael Adeyemi

Michael Maksimow

Michael Marshall

Mikaela Gallegos

119

Monami Prithi

Nailah Thigpen Lawrence

Nashla Tejadamelo

Nia Koward

120

Nylah Derrell

Olivia Jean-Simon

Patrick Barrow

Paul Perotta

121

Philip Bishop

Preston Smith

Quentin Lobenstine

Rachael Brown

122

Raeshawn Smalls

Reema Munassar

Savion Ferdinand

Scarlett Mills

123

Sebastian Edwards

Serenity Guerra

Shaliya Drummon

Shanice Cumberbatch

124

Shirley Worcester

Sienna Hardee-Moore

Sienna Soberanis

Tajrina Mahmud

125

Tausif Patwary

Tess Amend

Tori Mims

Van Crump

126

Vihaan Parikh

Violet Horton-Westin

Wade Middleton

Zaire Spencer

127

Zeke Frackman

128

Teaching Artist Sharela Bonfield Classroom Teachers Jinelle Abreu-Rodriguez, Nancy Fischer, Rachel Gallagher, and Shila Jones

PS 28 2nd grade

Volunteer Becky Gartman Essential Question How can making and looking at art make us feel safe? Artists students looked at Franz Kline, Henri Matisse, Jackson Pollock, and Henri Rousseau Techniques and materials students explored Pencil and oil pastel drawings, abstract and movement painting, collage, 3D construction, and clay sculpture

129 Drawing inspiration from the works of Jackson Pollock, students experimented with movement painting and used different tools such as twigs, pipettes, wire, and sponges to learn how they can create various paint marks using their bodies. Student artists analyzed the importance of texture in art through play and games such as a “blind feel test” using different textured materials and objects in a box. They applied that learned experience to develop mark-making skills in drawing and painting. Students experimented with ripped and cut paper collage. They learned to layer organic and geometric shapes to create abstract compositions. They expanded on these collages by adding and layering 3D forms using paper strips. Students thought closely about the relationship between art and safety, comfort and security by assessing their own personal environments such as school and home. They thought critically about how they navigate those spaces during moments of uncertainty to create a sense of comfort. To foster a deeper understanding of safe environments, students identified animals that best represented them and crafted them in clay. Students then thought about what type of environment their animal avatars would feel safest inhabiting. The clay animals were painted and placed in their mixed-media environment, which depicts this “safe space” landscape.

Inspired by group discussions around Vasily Kandinsky’s Composition Number 8, students investigated mark making and how different lines can evoke different emotions. They were given different prompts such as drawing quiet lines and loud lines as well as lines that represented sounds that could be heard in their immediate environment. These lines were then traced in permanent marker and other areas of the final composition were highlighted using watercolor pencils, water, and oil pastels.

130

131

132

Adrian Reyes

Adriel Pichardo

Aiham Saif

Ailyn Izquierdo

133

Alex Hernandez

Alianny Feliz

Alisson Minchala

Aliyah Daniels-Traore

134

Allyson Garcia

Amani Allahabi

Andy Castro

Angel Rincon

135

Antonella Bazan

Audrey Fernandez

Axel Visoso

Ayite Abaglo

136

Balla Seck

Belinda Oropeza

Bianca Galvez

Blake Alvarez

137

Brandon Dones

Caprice Guida

Citlali Carino

Claudio Rodriguez

138

Daziya Chappell

Dylan Santana

Elvis Torres

Emelie Francisco Feliz

139

Enrique Pina Garcia

Fernando Macancela

Fraddous Paulino Urena

Frank Apolinar

140

Girardi Urena

Hadiatou Diallo

Hailey Tejada

Hector Ramos

141

Iziah Ramsey

Jack Dutan

Jamyah Ward

Jane Fabian

142

Jermione Santana Blanco

Joshua Santiago

Kaelyn Morales

143

Katelynn Wright

Katie Vargas

Kevin Matos

Kimberly Galvez

144

Leana Cuevas

LeeAnn Garcia

Lorenz Terry

Marcus White

145

Maxwell Rodriguez

Miguel Apolinar

Natalie Garcia

Nathan Cabrera

146

Omran Alkhader

Randy Castelan

Raul Silva

Reny Abikarram

147

Rosely Rodriguez

Royce Rodriguez

Sameeya White

Shahd Alzoukari

148

Shlya Cruz

Steven Vasquez

Yamilet Tellez Carrillo

Yelisa Perez Garcia

149

150

Teaching Artist Sharela Bonfield Classroom Teachers Analia Caquias, Stephanie Davila, Lauren DeGeorge, Elizabeth Gonzalez, Zach Nilva, and Virginia Suarez

PS 38 4th & 5th Grades

Volunteer Madhukanta Sen Essential Question How can we use our senses to help us understand the world around us? Artists students looked at Debra Broz, Charles Burchfield, Paul CĂŠzanne, Philip Guston, Ellsworth Kelly, and Franz Kline Techniques and materials students explored Drawing, acrylic and watercolor painting, sculpture, and printmaking

151

Student artists created textured animal drawings with a special focus on shapes, line, and value using black paper and white pencil. Working from previous drawings, students created collages by cutting and combining geometric and organic shapes to create faces for new eccentric animals of their choice. Students developed a strong understanding of how the five senses impact both looking at and making art by doing exercises such as creating poetry about their senses or printmaking that depicts symbols of their senses. Students drew inspiration from African Banda masks and Greek and Egyptian mythology to create their own hybrid animals, where they each selected three animals to represent three senses. They then combined them to create soft sculptures using felt and other materials.

Paul CĂŠzanneâ&#x20AC;&#x2122;s still lifes set the foundation for rich discussions about the connections that can be made between art and our senses. After examining different types of fruit, students were prompted to document their encounters using their senses. They then created environments for their fruits using watercolor paints and added texture with watercolor pencils.

152

153

154

Alexa Batista

Aliazel Santiago

Amir Armwood

Amiracle Stone

155

Angel Ogando

Dali Cook

David Novas

Elijah Espada

156

Evelyn Mendoza

Gabriela Najera Acevedo

Harley Villanueva

Innocent Quiles

157

Jaime Salazar

Jeremy Cruz

Layla Richardson-Graham

Mariam Clayton

158

Mya Jones

Nayqwan Hamilton

Neveah Dingle

Onaje King

159

Phillip Hamilton

Preston Grainger

Prince Mesadieu

Quinne Roberts

160

Rita Mulombo

Sebastain Ramirez

Serenity Navarro

Tatyanan Foushee

161

Victor Ramos

Vincen Bernandez

162

Teaching Artist Diane Matyas Classroom Teachers Jessica DiFusco, Lendita Drenica, Colleen Geraghty, Kristine Horlebein, Melissa Maloy, and Diane Ziel

PS 48 3rd grade

Volunteer Mary Anderson and Eileen Geraghty Essential Question How does nature inspire me? Artists students looked at Vasily Kandinsky, Piet Mondrian, Rufino Tamayo, and Frank Lloyd Wright Techniques and materials students explored Life drawing, painting, watercolor painting, color mixing, and pop-up 3D artwork

163

Students completed detailed nature studies. First, students cut out personalized spirals inspired by the Guggenheim’s architecture. Students then created fall leaf explorations, choosing local foliage and drawing the leaves through close looking and shading with colored pencils. With lessons on perspective in landscape and how to use layering, students focused on collage and watercolors to represent their personal experience of Staten Island’s unique ecosystem. They discussed the variety of “naturescapes” that they see, and were inspired to represent these landscapes as pages in a pop-up book. Students participated in an exchange with students in the Learning Through Art program run by the Guggenheim Museum in Bilbao, Spain. Students shared their projects as they worked, sending images of their artwork and themselves participating in Learning Through Art, and talking about their favorite hobbies, activities, and customs.

Students looked at fish from the local fish market to study patterns in nature, such as fish scales. Each student then drew their version of a fish, making sure to focus on the scales, fins, and colors of the fish they observed. They learned about warm and cool color washes and painted their fish drawing.

164

165

166

Aaron Mendoza

Abo Edem

Adriana Quintero

Agata Kiecka

166

167

Aiden Vaysbaum

Alessia Decicco

Alexandra Interlandi

Alexandra Zaslavsky

167

168

Amelia Sher

Angel Cordova

Angelina Rodriguez

Angelina Veikai

168

169

Arianna Pascual

Armani Alvarez

Ashton Brockington

Austin Tsang

169

170

Ayaan Ali

Maria Biggins Disimone

Bosson Lee

Bradon Mota

170

171

Branden Daysudov

Brian Huang

Briana Shilzerman

Brianna Lyubormirsky

171

172

Brianna Quintero

Brody Lucci

Catarina Castanon

Catherine Feng

172

173

Cody Ni

Cody Ou

Colin Horlebein

Dale Zhou

173

174

Dalpreet Singh

Damon Soto

Danica Kilpatrick

Deanna Verba

174

175

Dennis Superfin

Edis Muja

Elina Vargas

Emily Cruz

175

176

Emily Garcia

Emily Nissman

Emma Sudman

EnQi Lei

176

177

Ethan Deng

Etna Haraqija

Felicity Evers-Vargas

Frederick Furer

177

178

Gabriel Castillo

Giulianna Mannino

Husnjie Radoncic

Ibrahim Kamara

178

179

Ila Shestopalov

Isabella See

Izabelle Azbel

Jacob Grinayt

179

180

Jacob PeĂąa

Jada Lin

Jaritza Palomeque

Jessica Carlucci

180

181

Jessica Sarmiento

Jevon Lin

Jillian Mai

Jordan Verba

181

182

Joseph Barone

Joshua Nikolayevsky

Julia Roytman

Kalisto Lam

182

183

Kam Pak Him

Katelynn Thomas

Katherine Wu

Kawtar Nassib

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Kenneth Danielsen

Koey Xue

Leah Brusco

Liana Benfeld

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Lucas Chiu

Lynda Lok

Manha Danish

Mariah Lozado

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Mariangela Antonacci

Mathias Penaranda

Matthew Barzman

Matthew Perez

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Max Kubolev

Mehmood Bhalli

Melanie Orshansky

Mia Trepel

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Michelle Briskman

Mikail Maskulli

Nathan Yefraimov

Nevaeh Topp

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Nina Kovaci

Oliver Colon

Olivia Zheng

Omar Bekhet

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Penelope Klein

Rachel Sadykhov

Rayhona Ganieva

Ryan Schleif

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Ryan Sheshi

Sai Givvimani

Samantha Swenson

Samuel Gindin

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Sean Wu

Shuyuan Huang

Simona Bunevitsky

Sophia Albino

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Tanner Chen

Tevin Wu

Thomas Arminate

Thomas Fraser

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Timothy Jiang

Tyler Cheung

Victoria Cruz

Vladimir Gladkov

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William Andreakos

Zara Abbasova

Zayla Santiago

ZhiCheng Li

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Kaixo Staten Island friends, “Kaixo” means “Hello” in Basque, which is our language. We are the students in 5th level of primary school in San Gabriel. Our school is located near Bilbao, Basque Country. We heard that you are working on an art project about environment. Our village is located near mountains, green gardens, and near the coast. Valle de Trapaga is surrounded by mountains, so if you need some pictures or things about nature, we will be so pleased to send you whatever you need. Our students’ hobbies are very different: Felix Delgado and Inar Melón, our classmates, practice a Basque sport called goitibeherak. The transport is a tricycle without motor and they use the slope of the mountains. Laura Cabezas is a professional horse rider. She has won five gallops and she loves horses.

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Some of our students are dancers (Eukene Santarrosalia, Irati Bravo, and Paula Conde). Irati and Paula practice modern dance in different places and they won the third prize around Europe in Rome. Ane,G, Ane.F, Ainhize, Inar, Ufra, and Haizea have pets and they love animals (cats, dogs, rabbits, guinea pig, birds …). Ruben and Naiara are really good painters. Aner and Ibai play in Portugalete football team. Our art project is to create a film with Stop Motion technique. The Moon, Earth, planets, places such as New York Guggenheim and The Bahamas, are going to appear in the project. Glad to write to you, greetings from the Basque Country.

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Dear students of Bilbao, We are so excited to be apart of this pen pal exchange with you! Thanks for teaching us a new word. Kaixo! Your school looks so beautiful and your local Guggenheim looks really spectacular. Here is a photo of what the Guggenheim in New York looks like as well as a new picture of our school. We are a 3rd grade class in Staten Island. Our school is in a suburban area that looks out upon the beautiful Verrazano Bridge. Staten Island is one of the 5 boroughs that make up New York City. We were amazed and intrigued by your hobbies! Some of us are dancers too, ranging in genres from Irish dance to modern dance. Our class plays a lot of sports: basketball, tennis, swimming. We also play football, but that means something different over here.

We have a lot of questions for you. How do you get to school? 80% of us travel by car, 10% bus, and 10% walk. All of us here like a wide range of music, from hip hop to pop to jazz. We like Ariana Grande and Miley Cyrus. Do you know of them? What musicians do you like? Our curiosity and excitement for our exchange is boundless but we will save some of our inquiries for our next letter. Looking forward to your response, Mrs. Zielâ&#x20AC;&#x2122;s 3rd grade class P.S. 48, Staten Island

It is cold over here. The first snow of the year happened a few days ago. Whatâ&#x20AC;&#x2122;s the weather like over there? We would love to see some pictures of nature if possible!

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Hello friends of Staten Island, Thank you for your letter; we love to hear from you. We’ve seen the pictures you sent us, is very interesting and very different from Trapaga Valley. To arrive to our school almost all of us take the scholar bus, and some others come walking as it’s very near the center of the town. We send you some photos of the most visited places in our country, the Guggenheim and San Juan de Gaztelugatxe (a very small church at the top of a little island. It was a location for the series Game of Thrones).

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We’ve started working on our project sketching up with the stop motion technique in small groups. We have represented the universe in different scenarios, taking pictures of drawings, one picture, the we add a new element in the drawing, then we take a picture, then another, until we complete the drawing. Afterwards, the edition process mixes the pictures and we get the final video. Attached you’ll find an example from Laura’s team. Hope you like it. We would like to know what are you working on. A big hug from Trapaga Valley.

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Dear friends in Bilbao, Thank you so much for your letter! We are always so excited to hear from you. San Juan de Gaztelugatxe fascinates us. It is very beautiful and some of us are fans of Game of Thrones. Our art projects with the Guggenheim revolve around nature and we are very inspired by the nature of that island. Your stop motion is very cool! We thought how you painted it made it look 3D. It is so fun to see your painting move and progress. What is your favorite part about making art? Please send us more of your projects when you can! We have created a lot of art already. Earlier this year Ms. Matyas brought in a real fish for us to draw from. Right now, we are working on pop-up books that will tell our friends and family about nature

on Staten Island. We are finishing the first page that is about our homes and neighborhoods. The next page of our book is going to be of a Staten Island seascape that will feature such landmarks as the Statue of Liberty and the Staten Island Ferry. We make our art before and after lunch; we think all the food really helps our art. Some of our favorite foods are pizza, hamburgers, pasta, and sushi. What are some of your favorite foods? Attached are a few pictures of the popup books we are working on. Look forward to hearing from you soon! Mrs. Zielâ&#x20AC;&#x2122;s 3rd grade class

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â&#x20AC;&#x153;Kaixo lagunak.â&#x20AC;? Hello friends. Thank you so much for the pictures of your artwork. We really liked the pop-up books! San Juan de Gaztelugatxe is an important place in the Basque Country. We attached some pictures of our mountains and landscapes, made by us. We are developing the stop motion technique in our artwork. We have been making some photo sequences to express the movement, the disappearance of people or things. We leave you a small sample of our videos.

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We are learning about photography and we are very excited about everything that can be taken or expressed by an image. We are understanding the importance of images in our real life. Thank you for sharing this experience with us. We really enjoy receiving your letters. See you soon. Students from Bilbao

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Dear friends in Basque Country, Thank you so much for your letter! We were absolutely fascinated with the videos and photos you sent us. We love the mountains. We live on an island too but it looks very different. How often do you all travel to San Juan de Gaztelugatxe? Your photographs are very cool! We enjoy taking photos too. In particular, we like to take photos of the changing seasons, while on vacation or at the zoo. Sometimes we like to use a green screen for our photos.

We appreciate that your school seems like it is surrounded by beautiful nature. We are curious to know if there’s any wildlife? What’s the temperature there? Right now in class we are adding another page to our pop-up books. For this page we are tearing tissue paper to make a collage landscape. We like that the tissue kind of looks like paint when it’s glued on. We attached some photos. Talk with you soon! Your Staten Island friends :)

The stop motion you sent us was so interesting! We watched it several times. It has a magical quality to it. It has inspired some of us to try to make one on our own.

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Dear friends in Staten Island, We just loved how you are working on your pop-up books; we also are inspired by you to make our own! Thank you so much. We do not visit that often San Juan, because it is one hour from Trapaga Valley and because of the success of Game of Thrones San Juan these days is really busy. People must book the entrance to the island, and it looks maybe big, but isnâ&#x20AC;&#x2122;t that much. We continue working in our stop motions. Thank you for all the nice things you say to us. You are our first audience. :) Yes! Our school is surrounded by nature, mountains. Around February should be freezing, but the temperature by now is almost the one of the spring, warmer. We are very lucky because there is a lot of horses and cows. Some of us even ride horses!

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Last Friday we visited the Guggenheim in Bilbao city. We were absolutely happy, we saw the exhibition of the artist Olafur Eliasson about nature and climate change. In a very funny manner, you can participate with the art, just like playing. Some of us never been at the museum before. Tell us, will you visit the Guggenheim in New York? Weâ&#x20AC;&#x2122;d love to know the exhibition you see. Have a great vacation! Until next letter, Your Basque friends :)

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Greetings! Yes, we did visit our Guggenheim museum. It is in Manhattan, the most urban area in our city. Our neighborhood in Staten Island is more suburban. We split into two groups and looked for nature-inspired art. We also made art in the galleries about nature.

We too have been having a warm winter that feels more like spring. It seems that the environment is changing due to global warming.

We liked the giant spiral of the museumâ&#x20AC;&#x2122;s architecture. We really liked the outdoor sculpture you sent. The spider was made by a New York artist.

Sincerely, Your Staten Island friends

We see a bridge behind the museum. What is it called?

We look forward to hearing from you soon!

P.S. We are attaching some pictures of our visit to the Guggenheim in New York City.

Can you share a map of Bilbao with us so we can get a better idea of your geography?

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Hello friends! Thank you for your letter. Your photos look so pretty! We enjoy a lot watching them.

Also we’d like to attach you some more pictures of our visit to Guggenheim Bilbao.

This past week we celebrated “Carnival” so we only had 3 days of school, a little vacation. In our culture it is a very special moment: everybody loves it. In this celebration all the people get a costume. We chose one related to a Basque tradition “Karraskoliendas.” The only thing you need for this is to wear our old clothes. We dance around a black rooster and we sing coplets.

This week, we will return to our stop motion project with new inspiration after the visit to the Museum, the carnival and of course, your letter!

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Have a great week! Your friends of the Valley! :)

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Bilbao

Hello friends in Bilbao! What a bittersweet letter, we are sad our exchange is over but so happy that we got the chance to talk with you all.

We attached some photos of our progress on our latest page in our pop-up book.

Thanks for sharing your Carnivale photos. Seems like a wonderful holiday! We recently went on a short holiday too. Seven families at our school all went to Disney World together. Some of us went skiing or visited our relatives nearby.

Thank you for all of your words and photos. They have brought us so much joy and inspiration.

Since this is the end of our exchange, we took a moment to reflect on our favorite parts. The best part of the art workshop was observing real fish to make art from.

Hugs, Your friends on Staten Island

We hope that one day you will be able to visit our beloved city of New York.

We also loved working in mixed-media art materials. We still talk about the disappearing girl stop motion video you showed us.

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Teaching Artist Joey Hauk Weiss Classroom Teachers Kimberly Broccoli, Caroline Oâ&#x20AC;&#x2122;Sullivan, Sophia Spector, and Kathryn Varone

PS 86 3rd grade

Volunteer Elba Rodriguez Essential Question How can computational thinking inspire our art? Artists students looked at Keith Haring, Zaha Hadid, and Moshe Safdie Techniques and materials students explored Construction with found objects, experimental color wheels, and collage using predetermined formulas

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By studying algorithms, a repeatable set of rules that can be applied in various situations, students thought about how they can create rules that could influence their compositions when creating artworks. Students connected colored shapes in a pattern that followed the rules of an algorithm while making a series of collage works. Examples of algorithms included “a warm color, then a cool color,” “biggest shapes to smallest shapes,” and “most sides to least sides.” After working two-dimensionally with computational thinking and artmaking, students applied algorithms to threedimensional work. They experimented with building with repeated and similar shapes and used foam and toothpicks to create separate modules, and then connected them together to create new structures.

Students began by making a series of human figures and creating algorithms to determine how to connect the figures. Algorithms included “hand to hand,” “foot to hand,” and “head to foot.” Every figure in the composition had to adhere to the algorithm’s rule. Students used collage to cover each human figure in colorful paper and unique pattern and then connected the human figures to one another.

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Aaron Jackson

Abdullah Nawaz

Adamaris Gomez-Esteban

Alannah Arias

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Alaysha Hernandez

Alexa Candelier Alman

Alexander Suarez

Amir Mouna

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Luis Olvera

Angelis Perez

Angelis Vargas

Arleen Inoa

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Biannette Del Obre

Brendalys Ortega

Camila Guerrero

Darleni Almonte

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Derek Cabreja

Derek Gonzalez

Diellim Dreshaj

Dulce Vargas-Nava

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Elias Serrano

Emilia Villar

Emily Alcequiez

Emily Correa

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Fernando Velazquez

Genesis Luna

George Fernandez

Geormaurys Tavarez

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Greace Castro

Grisneylee Arizmendi

Halh Alsaydi

Harmony Castillo

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Isabella Flores

Ivanna Gutierrez

Jacob Merengueli

Jada Montgomery

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Jadiel Soto Rodriguez

Janiel Duran

Jasmin Rodriguez

Jayden Quiroz

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Jayden Villa Huerta

Jaydha Delacruz

Jayla Rivera

Jayleeann Santana

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Jayvien Reynoso

Jenny Le

Jeremy Lizardo

Jeremy Peralta

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Jonathan Caralmpio

Jorvie Puello

Josue Miranda

Juan Aquino

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Julia Limardo

Julia Williams

Katelyn Sarmiento

Keylah Padilla

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Leandro Fuentes

Madelyn Lazaro

Mason Muniz

Mayerly Rodriguez

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Mia Fontana

Nashly Matos Sencion

Rafely Tamares

Roman Belangel

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Romina Rafiei-Basiri

Sadiel Hernandez

Samil Hernandez

Sarai Rossis Ramirez

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Siarah Navarro

Steven Maldonado

Syedameen Uddin

Tina Thach

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Yaritza Martinez

Yeidiri Santiago

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Teaching Artist Jeff Hopkins Classroom Teachers Ronilyn Aquino, Jennifer Barros, and Maggie Smith

PS 86 4th grade

Volunteer Ava Kashar Essential Question How can we be the change we wish to see in the world? Artists students looked at Edgar Degas, Vasily Kandinsky, and Pablo Picasso Techniques and materials students explored Collage, painting, printmaking, and drawing

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Students made self-portrait collagraphs on brightly colored paper using black ink, creating high-contrast prints. During a figure drawing lesson, students developed their sketching skills as they drew and modeled for each other in different â&#x20AC;&#x153;helping poses,â&#x20AC;? which demonstrated the actions students wanted to take to affect change in the world. Students painted landscape backgrounds on canvas of significant places, studying the paint and concepts such as background and foreground. They added photographs of themselves on top of these background paintings and modified the photos using watercolors.

Students drew self-portraits on neutral paper using Sharpies and then ripped it up and rearranged it. They then used watercolor paint over the collage, employing cool or warm colors. They were encouraged to think about value in those dark and light colors. This project was meant to foster comfort with experimentation and the understanding that as an artist if you take a risk you might get more interesting results.

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Adrian Bermeo

Aislynn Ventura

Alexander Asoku

Andrew Rodriguez

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Angel Liriano

Arellys Paredes

Ayanna Walton

Binta Bayo

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Brandon Gil

Brandon Kharran

Briana Amador

Brianny Martinez

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Dalton Sanchez

David Grado

Denzel Estrada

Destiny Toapanta

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Diana Pantojas

Eliana Vasquez

Elvin Ramierez

Erick Salas

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Estefany Suarez

Hailey Hernandez

Isabella Castillo

Jaizell Johnson

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Jamel Ballenger

Janelle Jimbo

Jaycob Echavarria

Jayden John

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Jayden Martinez

Jeremi Josue Ferrer

Jeremiah Frimpong

Jeremy Hernandez Perez

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Jeremy Urena

Jesus Diaz

Jhilianna Sanchez

Jhoan Gutierrez

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Jimmy Cancel Rodriguez

Joey Vargas

John Nezaj

Jolie Rivera

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Jose Daniel Filpo

Jose Juarez

Josuel Sanchez Sosa

Julius Bui

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Kairy Mendoza

Kaylee Erikson

Kayleen Herasme

Kaylyn Diplan

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Keisi Perez

Keysha Taveras

Leah Reyes

Maylin Gomez

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Nasiir McArthur

Nerangely Zacarias-Acosta

Preyasi Barot

Rayquan Mayo

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Ricardo Guerrero

Roselyn Sarmiento

Sariah Torres De La Hoz

Sergio Smith Sedano

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Shayma Algutaini

Sofia Rodriguez De Leon

Taurean Jernigan

Tori Smalls

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Yamila Leocadio

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Teaching Artist Jeff Hopkins Classroom Teachers Martha Aristy, Guelybel Capellan, and Alexandra Reiser

PS 86 6th grade

Volunteer Elisabeth Shin Essential Question How do I shine? What are my most positive character traits and how do they help me to stand out? Artists students looked at Marc Chagall, Franz Marc, and Frank Lloyd Wright Techniques and materials students explored Portrait drawing, collage, painting on Plexiglas, and drawings on acetate using different texts and fonts

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On Plexiglas rectangles students painted objects or ideas they felt connected to and further explored translucent materials by experimenting with different colors of acetate. To learn more about portraiture, students made drawings of their eyes using mirrors to look closely. They used oil pastels to add color and details. In identifying their positive character traits and how those traits help them â&#x20AC;&#x153;shine,â&#x20AC;? student artists were empowered to create artwork that highlights their strengths. Students took photos of themselves demonstrating their strengths through poses and gestures. They then created illustrations of activities and places that demonstrate their best attributes and wrote descriptions of their positive traits onto clear acetate.

Students were able to choose whether they wanted to create a portrait or self-portrait and selected the color of the paper based on the expressions and feelings they were trying to convey. They created collagraph prints of the faces.

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Abigail Amaya

Adrian Olan-Simon

Adrian Rodriguez

Ajanta Bari

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Alex Olivo

Alyssa Vasquez

Amari Bryant

Analise Acosta

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Arianna Cruz

Arianny Saba

Aristeo Perez

Bella Sanchez

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Brianna Perez

Briannie Jaime

Chelsea Garcia

Chelsea Jimenez

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Christopher Diaz

David Castillo

Dilana Villanueva

Eddie Tavera

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Emilio Duran

Fernando Perez

Giovanni Rosas

Hadonys Cordones

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Hailey Solis

Hesly Gonzalez

Imani Stephens

Ivan Lazaro

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Jason Reyes

Jazlinne Scroggins

Jeremy Arciniegas

Jorkiel Grullon

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Joscelyn Rivera

Josiah Wright

Juan Mendez

Juliana Febles

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Kalyah Reynoso

Kenneth Coronel

Krystal Rodriguez

Liana Oquendo

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Liz Villa

Lovely Huerta

Marcus Johnson

Maria Brenes

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Marianna Martinez

Nicholas Shivcharan

Nysia Dawson

Oscar Bravo

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Rebeca Castro

Roarlyn Santos

Romeo Aviles

Sherlyn Garcia

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Shyla Vargas

Xavier Vasquez

Yadiel Gomez

Yasmin Del Carmen

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Teaching Artist Monika Zarzeczna-Devine Classroom Teachers Iryna Benischek, Samantha Pistocchi-Berardi, Michelle Oâ&#x20AC;&#x2122;Connell, and Patrice Suchara

PS 130 2nd grade

Volunteer Hwa Ji Ryu Essential Question How can we tell a story without words? Artists students looked at Jean Arp, Helen Frankenthaler and Brice Marden Techniques and materials students explored Collage, painting, paper sculpture, and printmaking

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Students examined how artists use color, line, shape, and composition to tell stories abstractly. Students did preliminary exercises, exploring the expressive qualities of these elements. They then created backgrounds or environments with paint and oil pastels that use both abstract and representational elements to show the world their character inhabits. Thinking about how to tell a story without words, students developed their own imaginary characters with specific traits and occupations. They then used printmaking with foam plates to depict these characters and added the prints onto painted backgrounds, resulting in mixedmedia artworks.

This work is an early character study where students created characters and their settings to tell a story using collage. They thought about color and composition in order to convey what their characters were like and what they were doing.

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Ade Clark

Aiden Gao

Allison Ha

Anastasios Karam

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Andrew Skafidas

Angelos Bako

Anthony Villacarlos

Anthony Zhou

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Anya Agrawal

Aubrey Travis

Ava Bravo

Cameryn Cole

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Cathy Chen

Charlotte Fodera

Chris Tsachas

Constance Chan

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Daniel Yao

Emily Lo

Gabriel Moscoso

Genevieve Yang

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Gianna Nunez

Graycen Louie

Irene Kim

Isaac Chau

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Isaac Rothlisberger

James Wang

Jared Ptak

Jarvis Neoh

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Jason Piao

Jeremy Fung

Jesse You

Jiwoo Ha

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John Chen

Jonathan Yi

Joseph Kim

Justus Dhanpat

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Kate Ha

Katerina Mamounas

Kayla Grande

Kevin Shi

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Kongtak Ang

Lana Tsang

Lucas Rocco

Marcellus Wilson

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Mason Park

Matthew Khuu

Matthew Lee

Matthew Tsai

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Nathan Ha

Odea Llolloshi

Philip Chung

Rebeca Porras

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Roderick Williams

Samantha Velasquez

Scarlett Vizuete

Sidus Lee

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Skylar Uchem

Sophie Kim

Terence He

Theodore Leon

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Thomas Sullivan

Victoria Marzan

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Teaching Artist Jeff Hopkins Classroom Teachers Lori Diamond, Donna France, Syeda Hassan, Sarah Li, Katherine Lynam, and Liz Spears

PS 144 3rd grade

Volunteers Suzanne DeMarco and Samantha Knightly Essential Question How does my familyâ&#x20AC;&#x2122;s history and culture help to make me who I am today? Artists students looked at Joseph Cornell, Vasily Kandinsky, Frank Lloyd Wright, and Zhang Xiaogang Techniques and materials students explored Color mixing, watercolor and acrylic paint, clay sculpture, and printmaking

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Student artists studied vintage blackand-white photographs and created paintings inspired by the people and places they saw in the images. Students then focused on their own personal memories by creating a series of paintings of the places, people, and activities that influenced their lives. Inspired by family recipes they collected, students made sculptures of foods from their culture or country of origin. The clay food sculptures were baked and then painted with water-based paint to add color and detail. Students created meaningful objects connected to family history, stories, and culture. Student artists used clay, paper, and cloth to create clothing items, photographs, and family letters that would further share important personal moments and family history.

Students drew a self-portrait on paper using pencil and Sharpie and then ripped portraits to rearrange it on a new paper as a collage. Next students played a cool or warm color game with paint in which they ended up either receiving warm or cool paint. Students had to use either the warm or cool color paint in their collage depending on the outcome of the game. Students got comfortable changing and editing to see what interesting and surprising compositions they could create.

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Abigail Horowitz

Adam Iala

Adeline Upadhyay

Adrian Kurniawan

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Alanah Rojas

Alejandra Gomez

Alex Katz

Alice Dauphin

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Amelia St. Armand

Amir Lothian

Ana Vaz Castello

Anaya Layla

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Andrew Yeung

Antares Li

Arima Yasukawa

Arya Chasin

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Asim Chaudary

Benjamin Epstein

Benjamin Merdjan

Blake Cooper

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Carter Brown

Celestine Wang

Charles Wang

Christian Yao

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Christina Tong

Christos Giakouminakis

Ciara Oâ&#x20AC;&#x2122;Hegarty

Clarence Gu

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Conor Glenn

Dahlia Rodriquez

Daniel Anderson

Daniel Tsang

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Danny Wei

Darbin Louis Cao

Dennis Connolly

Dylan Liang

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Dylan Ng

Elena Perez

Elias Sandy

Elias Yahia

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Ema Salameh

Emma Becktold

Emma Li

Emmie Zheng

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Ethan Chan

Ethan Deonarine

Ethan So

Eva Butterfield

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Gabriel Wao

Gabriella Tirona

Gaby Trowbridge

Georgina Spence

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Gianni Ronquillo

Gillian Moss

Hannah Herman

Harris Butterfield

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Heather Grosso

Henry Leung

Hunter Katz

Ivy Mallien

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Izza Syed

Jacob Fung

Jacob Palafox

Jakob Ianuzzi

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Jared Mendoza

Jayde Devall

Jayden Li

Jeffrey Fang

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Jeffy Kong

Jessica Cotto

Joaquin Ramirez

Joey Huang

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Jonah Furman

Jordan Finiasz

Jose Cadena

Juan Carpio

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Juliana Choe

Julien Cheng

Justin Chiam

Kamea Grumiera

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Keira Brooks

Kevin Ching

Kevin Zhu

Kolleen Jun

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Lana Villa

Leonardo Stocco

Liam Ashtahker

Liam Parker

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Lynn Satomi

Maddox Mandrescu

Madeeh Wardak

Madeleine Ong

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Max Fink

Max Mazzaraggi

Melanie Koinash

Merylynn Ortiz

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Michael Bradu

Michael Nelson

Milana Maslov

Miles Perkolaj

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Miriam Sobers

Nadia Robeniol

Natalie Allen

Nathan Chen

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Neal Cornier

Nicholas Boika

Nina Bakhtadze

Noah Brutus

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Nour Elcheikhali

Oscar Balaganski

Pari Prajapati

Parker Perkolaj

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Paulina Voronova

Peter Miao

Platon Demidovich

Rebecca Mavi

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Ricky Guida

Robert McPherron

Sama Nada

Samara Chertok

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Sayid Ali

Sevalon Sutharsan

Shanil Ashraf

Shomilli Das

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Sophia Vasquez

Susanna Liu

Tiffany Pullay

Tristan Robins

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Vivienne Zubkis Zoie Wong

Zainab Zafar

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Teaching Artist Laura Kelly Classroom Teachers Meredith Flores, Jessica Hoenig, Edelweiss Pamilar, and Nina Sanadze

PS 145 2nd grade

Volunteer Anna Solcz Essential Question How do details tell more about the work? Artists students looked at Mary Bauermeister, Romare Bearden, Piet Mondrian, and Kenneth Noland Techniques and materials students explored Collage, painting, color mixing, primary colors, and transfer printmaking

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Students closely studied the Piet Mondrian painting Broadway Boogie Woogie. They listened to the type of jazz music that inspired Mondrian when making this painting and they played a game of freeze dance. Inspired, they created collages that focused on movement and primary colors. Students loved the music and dancing so much it became a reward to dance at the end of a productive class. Students learned transfer printmaking by folding a paper in half and creating a field of color on half of the paper with oil pastels. Next students closed the folded paper like a book and created a drawing with pencil. When the paper is opened again the drawn lines appear printed with the colors of the oil pastels, transferring the drawing to the blank half of the folded paper. Combining collage and painting they created two- and three-dimensional elements with repurposed materials and a variety of papers to make a textured backdrop for paintings. Students explored using different-sized brushes, small found objects, a specific color palette, and collage elements to create hidden surprise details for the viewer to discover within the surface of their paintings.

There are two projects shown here. Some are examples of the collages students created in response to Broadway Boogie Woogie. Other work is an imagined landscape watercolor painting project that students completed where they added oil pastel details and collaged elements on top of their paintings to create details like animals and trees.

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Ada Lisovin

Adriana Ithier

Adriana Ortiz

Aiden Rodriguez

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Alani-Nile Morgan

Alexandra Paone

Alina Alvarado

Alma Baez

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Brianna Martinez

Crystal Kormanik

David Kanu

Eli Zhuk

349

Emily Salcedo

Fedor Cherepukhin

Florencio Darwin

Guillermo Abreu

350

Hamdija Radoncic

Isis Hernandez

Ivan Dmitrie Shelest

Jahelm John Jelani

351

Japan Burnell

Jayden Luciano

JC Euceda

Jose Massa

352

Joshua Reiss

Kamyla Gonzalez

Kaylee Carrasquillo

Kaylee Louis

353

Kendrick Jackson

Kole Jackson

Lev Vitrak

Liam Avila

354

Logan Padron

Mason Lattimore

Mischa Ion

Nava Ruth Simring

355

Navaeh Milanes

Ndeye Awa Ndiaye

Richard Duenez

Sakari Rodriguez

356

Sofia Paguay

Ximena Castillo

Ya Lin Hu

Zamirah Hall

357

Zen Swann

358

Teaching Artist Lindsay Smilow Classroom Teachers Rose Marie Barcia, Ebony Boxill, Lakiesha McDonald, and Steven McGrath

PS 188 3rd grade

Volunteer Tamara Chapman Essential Question How can we explore the connection between people and the environment? Artists students looked at Shantell Martin, Gabriel Orozco, Robert Rauschenberg, and Cy Twombly Techniques and materials students explored Cyanotypes, painting with spices, paper relief, ephemeral sculptural installations, and collage

359

Students went on a neighborhood walk to the beach and collected natural and human-made objects to see the human impact on the environment. The collected objects became inspiration for projects that explored how to transform ordinary objects into art materials. Student artists created various smaller projects by painting with ink, creating rubbings from textures, manipulating cardboard, sculpting impressions from surfaces, and printing cyanotypes. Sketchbooks were used throughout the year to try out new ideas and create challenges. Students frequently revisited the ideas in their sketchbooks as they learned more and used it as a mind map to track changes in their thinking.

These select student works showcase each studentâ&#x20AC;&#x2122;s expressive individuality and comprise many different projects students worked on, including collages, cyanotypes, ink paintings, and color field paintings. These projects enabled students to experiment with different materials and explore shape and form while using their imaginations.

360

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362

Adam Aviles

Ameera Allen

Aria Pereira

China Young

363

Cynthia Permenter

Daiâ&#x20AC;&#x2122;Jah Smith

Elijjah Hunter

Eric Li

364

Eveli Espinal

Geneida Sanchez

Genesis Gomez Garcia

Janiece Padillo

365

Jeremiah Ceruti

Jewll Goodson

Josiah Hill

Josseline Regalo

366

Kayla Acevedo

Kendra Thomas

Khadijah McQuitter

Kylier Guerrier

367

Kayshawn Atwell

Layla Aleman

Mack Vance

Mariama Mbye

368

Miguel Torres

Nibthal Malik

Sahara Jeanty

Schlanoschly Sanson

369

Sherry Chen

Teddario Saint-Ilmar

Tylor Mieles

Tyrone King

370

Tyshawn Currance

Xavier Deleon

Yesudah White

Zaâ&#x20AC;&#x2122;Nhia Steeps

371

Zhuaya Christopher

372

Teaching Artist Anna Martin Classroom Teachers Susan Buonpane, Samantha Craig, Jessica Mirrieles, Teresa Skowronski, and Jinny Yuan

PS 219 (A) 2nd & 3rd grades

Volunteer Alexander Puz Essential Question What is a community and what makes our community unique? Artists students looked at Louise Bourgeois, Sonia Delaunay, Jasper Johns, and Andy Warhol Techniques and materials students explored Printmaking, painting fabric, stencils, sketching, and stamping

373

Students created paper quilts using stencils to make different geometric shapes and then combined them in interesting patterns. Students explored how different places make them feel and discussed how various shapes might represent these feelings. They walked around their school building and created maps, using stamps to record how the different spaces made them feel. Expanding on this understanding of abstraction and symbols, students created school- and family-shield collages using paint, pastels, and fabric. They incorporated details from artwork created by others in their community to complete their piece, ensuring a true reflection of themselves and their community in their work.

Students created abstract self-portraits that included their own map keys in which various shapes and colors symbolized things such as personal interests and family history. As student artists developed creative compositions, they sketched out where shapes should go and finalized their artworks using Sharpies and watercolors. Students placed clear cellophane over their maps and drew connections to each other using markers by discussing with their table groups what they had in common, further demonstrating the beauty of community.

374

375

376

Aaron Zhou

Abigail Castro

Adam Hanin

Alejandro Cruz

377

Aliha Hussain

Amy Chen

Amy Gao

Anaiya Rivera

378

Angel Miguel Quezada Perez

Angela Huang

Annie Wang

Anson Lin

379

Ariella Qurban

Ayaan Naser

Cedric Olsheski

Dazie Lee

380

Elvie Xue

Eric Zheng

Evanthis Zaharopoulos

Gabriel Travieso

381

Gracelynn Morales

Heather Narvaez

Isabella Yam

Ismail Raja

382

Jacob Laureano

Javen Azize

Jayda Pierre

Jeremy Chen

383

Jessica Chen

Jia Wen Song

Jialin Jagger Yang

Jordan Dailey

384

Julian Cintron

Kai Maldonando

Kamilah Chew

Kate Wang

385

Kevin Wang

Le Zhi Pan

Leah Berrios

Leila Liu

386

Long Zhe Lin

Luca Smith

Luxin Lin

Mason Ma

387

Matthew Malagon

Mia Gonzalez

Nicholas Granara

Oria Wang

388

Priscilla Chau

Samuel Florendo

Sara Szeto

Shlomo Shoalomov

389

Sofia Likovic

Sophia Zheng

Thomas Cole

Xiwen Zhang

390

Yixuan Zou

Yuan Shi

Yuji Chen

Zihan Chen

391

392

Teaching Artist Laura Kelly Classroom Teachers Mary Capocciamo, Samantha Clarke, Samantha Craig, Amy Muenzen, and Justine Yi

PS 219 (B) 2nd & 3rd grades

Volunteer Mario Blanco Essential Question How can the properties of materials react to create an artwork? Artists students looked at Alexander Calder, Cai Guo-Qiang, Yayoi Kusama, Bridget Riley, and Frank Lloyd Wright Techniques and materials students explored Sculpture, watercolor painting, tempera scratch art, wax, and optical illusion drawings

393

After being introduced to Frank Lloyd Wright and the Guggenheim building, students became architects, designing and building paper sculptures of 3D buildings. Students created portfolios out of tagboard and tape, designing them with personal touches that best reflected them as artists, drawing inspiration from Yayoi Kusama. Focusing more on the process than the product, students experimented with unusual material combinations, including watercolor and wax drawings, watercolor and salt paintings, and oil pastels and tempera scratch art. Using wire, string, paper, and beads, student artists made discoveries about balance as they completed kinetic sculptures.

After watching videos of Cai Guo-Qiangâ&#x20AC;&#x2122;s artistic process, students created drip paintings, exploring the marks produced from applying liquid watercolor paints to paper via an eye dropper. They choose their own colors while learning firsthand about the role that gravity and motion plays as the various marks appeared.

394

395

396

Adrian Duran

Allyson Panesso

Ashley Fonteboa

Atiana Olier

397

Avigail Shalem

Ben Kidwell

Chloe Huang

Coney Zhou

398

Daniella Pena

David Lin

Devindra Bharat

Diana Fuzailov

399

Ella Lee

Emmanuel Valencia

Eshan Ahmed

Evan Piron

400

Freddy Santos

Gabriel Ran

Hana Abdo

Jacob Cheng

401

Jacob Lam

James Alerta

Jovan Kaur

Junming Jiang

402

Justin Rivera

Kailan Lin

Keenan Chew

Koki Cuppett

403

Krysta Gisele Lopaz

Kyle Chen

Lily Zheng

Matthew Coyotl

404

Matthew Huang

Maxwell Chan

Mercy Ogogo

Miranda Andalic

405

Miray Maximous

Samantha Bausono

Tatysha Sierra

Valerie Aaron

406

Vickie Zheng

Vincy Chan

William Ramirez

Yu Yang

407

Zachary Samadi

408

Teaching Artist Luned Palmer Classroom Teachers Yvette Ponce de Leon, Shaun Donohue, Susie Harter, Kris McPherson, and Amanda Pappagallo,

PS 317 2nd grade

Volunteer Rachel Cabitt Essential Question What secrets can we discover about a familiar object using four elements of art: texture, line, shape, and color? Artists students looked at Josef Albers, David Hockney, Cy Twombly, and Kehinde Wiley Techniques and materials students explored Sun prints, collagraph printing, texture rubbings, India ink, and clay

409

Students began the year by selecting a small object to revisit weekly through the lens of one of four â&#x20AC;&#x153;elements of artâ&#x20AC;?: color, shape, line, and texture. They used different media to gain knowledge of the object and a deeper understanding of the different elements. Over time students created a special relationship with these familiar objects as they worked on smaller projects to represent the object: carefully mixing colors to match the objects, creating collagraph prints by etching into foam plates that depicted the texture of the objects, and making sun prints that showed the shape and outline of their objects. They also sculpted in clay and created India ink blind-contour paintings.

These projects are paintings of the objects students selected at the beginning of the year. Students drew their objects, isolated them, and transferred them to a large piece of paper by creating a grid and added paint to their drawings.

410

411

412

Adrianna Quizhpi

Aiden Aviles

Ali Almulaiki

Alison Villatoro

413

Alyona Cordero

Amy Garcia

Andres Villafane

Andrew Brown

414

Arianna Williams

Carles Luis

Camren Pettway

Chaim Doman

415

Chloe Lee

Dandelion Irizarry

Daniel Bratton

Danna Rodriguez

416

David Suero

Deasia Davey

Derek Burgess

Diana Notice

417

Domilu Cerezo

Donovan Smalls

Emily Kijek

Frank Gonzalez

418

Gabriella Valme

Genesis Brooks

Gigi Lecornu Trim

Hunter Lopez

419

Isaac Alcantara

Jalen Hilliard

James King

Janet Wilson

420

Jayden Meija

Joshua Rada

Kacper Wroblewski

Kaila Martinez

421

Keith Pryde

Layelle Cruz

Leilin Martizen Capellan

Liahna Weinstein

422

Lily Montero

Luke Carpio

Luke Costin

Madison Lopez

423

Marcus Thompson

Mia Wu

Mollie Zurheide

Nichole Maceta

424

Nora Russo

Nyâ&#x20AC;&#x2122;asir Hankins

Oscar Jovel

Paige Callender

425

Peyton Donaldson

Peyton Young

Ryan Aviles

Sarah Cohen

426

Sekou Harper

Sophia Kim

Tatiana Garcia

Thearol Edwards

427

Veraly Rizo Vivas

Victoria Sanchez

Yakov Grann

Zariyyah Wong

428

PS 8, 3rd grade PS 9, 3rd grade

429

PS 9, 4th grade PS 9, 5th grade

430

PS 28, 2nd grade PS 38, 4th & 5th grade

431

PS 48, 3rd grade PS 86, 3rd grade

432

PS 86, 4th grade PS 86, 6th grade

433

PS 130, 2nd grade PS 144, 3rd grade

434

PS 145 - 2nd grade PS 188, 3rd grade

435

PS 219 (A), 2nd & 3rd grade PS 219 (B), 2nd & 3rd grade

436

PS 317, 2nd grade

437

Photo Credits Mary Anderson, Mario Blanco, Rachel Cabitt, Brianna Caraballo, Jaynie Crimmins, Suzanne DeMarco, Becky Gartman, Alexia Gautier, Emmy Goldin, Yoohin Jang, Ava Kashar, Laura Kelly, Sarah Kim, Samantha Knightly, Bruna Nicolielo, Alexander Puz, Hana Pyzik, Elba Rodriguez, Hwa Ji Ryu, Madhukanta Sen, Lindsay Smilow, Elisabeth Shin, Anna Solcz