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 2019–2020
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  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, visit 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
44 76 104
PS 28 2nd Grade
130
PS 38 4th and 5th Grades
152
PS 48 3rd Grade Bilbao Exchange
164 198
PS 86 3rd Grade 4th Grade 6th Grade
220 244 266
PS 130 2nd Grade
286
PS 144 3rd Grade
306
PS 145 2nd Grade
344
PS 188 4th Grade
360
PS 219 Section A: 2nd and 3rd Grades
374
Section B: 2nd and 3rd Grades
394
PS 317 2nd Grade
410
Classroom Photos 430
10
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.
11
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
14
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
15
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.
16
17
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.
18
Adrianna Lerner
Alexander Keck
Alexandria Grigg
Alice McMillian
19
Alima Walsh
Amada Costelloe
Ambel Morina
Andre Farzam
20
Andrew Brandmeyer
Angus McCallum
Arian Mehmedovic
Arjun Vadera
21
Asher Cohen
August Jacobs
Aya Mitchell
Beatrix Paone
22
Benjamin Cohen
Bennett Carlson
Blin Brucaj
Bram Heijmenberg
23
Bryndis McCabe
Cary Gibson
Cecilia Korhammer
Charles Dew
24
Charles Michaelis
Charlie Oren
Charlotte Line
Chase Williams
25
Christian Chandy
Cohen Brice
Colin de Jager
Connor Schuch
26
Daphne Leighton
David Bruno Tetens
Dylan Griffin
Ela Baran
27
Elias Kapakos
Elodie Aba
Emmett Mahoney
Eva Feuer
28
Evan Ciccotto
Fiona Sessa
Grace Hurley
Grey Engler
29
Hayden Kraxberger
Imogen Kehoe
Isabel Norvell
Isabella Hernandez
30
Isaiah Levy
Ivie Helin
Jade Dawson
John Duncan
31
Joseph Panico
Joy Lynch-Brathwaite
Julia Deroko
Julien Cutler
32
Kai Ureno-Champagne
Kaia Hunter
Kate Crowe
Kirin Choi
33
Lee Gitlin
Liam Cranley
Mariatu Seele
Matteo Walter
34
Max Shaps
Maximilian Dettler
Maxwell Carpenter
Mia Tate
35
Mileva Pelusi
Nancy Raffaele
Nathan Lenovitz
Peter Liuzzo
36
Philomena Barrow
Priscilla Walsh
Rio Deleon
Rudy Dvorak
37
Safia Radoncic
Saleh Al-Samel
Salina Mitchell
Samantha Friedman
38
Samuel Sherman
Sanaiya Laboy
Sawyer Lantz
Shiloh Delvaille
39
Sidney Einhorn
Simon Ward
Sydney Winters
Tess Brandoff
40
Zoe Matteo
Zuri Dickson
Ananda Mossman
Liam Toumey
41
Lorenzo Martorelli
Thomas Spencer
Tobias Berenson
Tucker Cranley
42
Tyler Ross
William Gilman
William Hyman
William Subracko
43
Yuli Dekel
44
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
45
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.
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48
Abigaelle Jean-Simon
Adiel Garcia
Alexander Janis
Amber Brackett
49
Aminique Edghill
Amyria Lake
Anya Clarke
Aubrey Ratliff
50
Ava Barbara Parks
Ava Juliet Pratt
Bella Grace Espinal
Bella Mbom
51
Benjamin Morris
Bogart Porter
Brielle Felder
Cassidy Scatlen
52
Cecilly Lawrence
Charles Tilley
Charlotte Brown
Che Salvatore Bruno
53
Chelby-Elise Dillon
Cleo Hall
Cole Van Hellemont
Colette Rigby
54
Daniel Fertig
Daniel McFadden
Dashiell Knight
Datsun Meates
55
Derek Cepeda
Dianelys Rosario
Ean Gitelson
Elena Zada Williams
56
Eli Burks
Eli D. Rothblatt
Eliana DeLauz
Elijah Powell
57
Elle Gantt
Emery Ifill
Eva Cohen
Evelyn Shaw
58
Ezra Lee
Gala Marcou Myerston
Georgia Trumpbour
Gerhard Worcester
59
Hector Perdomo
Imogen Price
Ingrid Cole
Jackson Condell
60
Jailyn Reid
Janelle Elome
Janyke Mofford
Jayla Fleary
61
Jelani Dickson
Jeremiah Mungal
Jeremiah Payton
Jonathan Richards
62
Joshua Mayers
Kacey Elms
Kaden Quazi
Kahlil Stephens
63
Kaleb Stephens
Kaylor George-Tyndall
Khalil Spencer
Kymani Bernard
64
Lara Margaux Mintz
Leyton Nguyen
Lily Robinson
Londyn Brundage
65
Lucas Mohammed-Samuel
Lucien Lesh
Martin Wilson
Max Trudell
66
Maya Thompson
Michael Knouse
Mikel Contel-Greene
Miles Lee
67
Morgan Newton
Myla Hendrich
Naandi Buckner
Natalia Garcia
68
Nawmi Hossain
Nylah McNamee
Oliva Weil
Oona Einhorn
69
Oscar Grafweg
Oskar Hao
Paris Williams
Penny Hille
70
Riccardo Ferrulli
Riley Fulton
Robert Mbom
Rohan Lee
71
Romanie Strybol
Roxy Beckwith
Ry Rauchberg
Salma Goldstein
72
Samara Hinds
Samuel Molinet
Samuel Tasto
Sava D. Simic
73
Shazi Strother
Sky Dakota Smith
Taina Saldana
Tatiana Goldstein
74
Teyanna Terrell
Valerie Hlivkova
Walter Prunty
Winnaba Cox
75
Zachary Kurtz
Zuri Ramirez
76
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
77
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.
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79
80
Aamira Richardson
Abheer Sayed
Adam Ismail
Adam Tang
81
Addis Smith
Admire Bernard
Aja Williams
Alexandra Fiks
82
Aliya Taylor
Amare Givens
Amari Edmund
Ashley Boyce
83
Ayden Absolam
Brooke Hylton
Charlotte McGuinness
Charlse Lawrence
84
Christian Gilbert
Christopher Rivera
Danica Beaumont
Daniel Edwards
85
Diego Miranda-Borrero
Diego Ramokaopa
Elaina Short
Ella Berhe-Lomax
86
Ellana Victor
Elliot Simon
Emmett Crowe
Enrique Scott
87
Esther Harding
Fahama Ibrahim
Felix Handbowman
Finley Bayross
88
Gianna Goodridge
Hektor RIbberstrom
Helen Dimoyo Pacual Xiloj
Iman Jean-Baptiste
89
Isaac Somoza
Isabel Campanelli
Jasmine Ramlochan
Jayden DeFreitas
90
Jayla Abellard
Jenelle Jean
Jerimiah Allyene
Joshua DuBreuze
91
Junayd Saafir
Justice Derryberry
Justin Blake
Justin Lewis
92
Kashika Chowdury
Kaylin Cort
Kemani Henvill
Kendel Dalton
93
Kwesi Stokes
Laila Parker
Laura Lopez
Layla Boyd
94
Leia Ribberstrom
Levi Saintville
Logan Phillip
Luca Niccoli
95
Luisa Schneeweis
Makai Davis
Markese Smith
Mason Coleman
96
Mason Pinzon
Mateo Gael Diamond
Maxwell McMillan
Melonie Harnago
97
Milton Washington
Mokhtar Anse
Mustaffa Alansi
Nahia Bengoa
98
Oscar Amend
Phinneaus Somerset
Ryan Caba
Ryan Elms
99
Saba Uddin
Saliyaa Hunter
Sam Palmer
Samuel Bolotin
100
Sam Palmer
Samuele Marcucci
Sapphire Gelzer
Scott Manter-Goldberg
101
Sidney Levy
Skylar Ahyee
Sylvie Kunreuther
Taytum Robie Goodenberger
102
Umi Tejeda
Valentina Villalba
Vivian Champion
Wyatt Vogel
103
Zoe Greenidge-Robinson
104
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
105
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-mâchÊ 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.
106
107
108
Alexander Pirvutescu
Amarii Roberson
Amera Cleghorne-Nelson
Angelina Guadalupe
109
Avery Cangelosi
Blake Sallion
Brianna Ankannah
Brooke Moore
110
Camrin Spence
Caroline Tilley
Carter Pollard
Charlotte Campbell-Raw
111
Clark Spillane
Collin Cox
Dayna George
Divannah Walcott
112
Drusilla Butterfield
Elliott Capron
Elsa Contel-Greene
Erona Ismajli
113
Eyan Todman
Felix Gresko
Finley Frenkel
Hailey Jeter
114
Haivyn Townsley
Helen Case
Ian Thomas
Itamar Yavnai
115
Ivan Dempster
Jacius Allen
Jack Lukenich
Jaeyoung Chung
116
Jahir Worrell
Jahkara Cole
Janae Bailyen
Jemma Huffman
117
Jeremiah Doldron
Kendall Stirrup
Khavi Claude
Khimani Jackson
118
Kieran Kumbhar
Kylie Barnett
Latrell Nunes
Leo Garcia
119
Logan Nguyen
Louvine Strybol
Lucy Steigman
Mia Selby
120
Michael Adeyemi
Michael Maksimow
Michael Marshall
Mikaela Gallegos
121
Monami Prithi
Nailah Thigpen Lawrence
Nashla Tejadamelo
Nia Koward
122
Nylah Derrell
Olivia Jean-Simon
Patrick Barrow
Paul Perotta
123
Philip Bishop
Preston Smith
Quentin Lobenstine
Rachael Brown
124
Raeshawn Smalls
Reema Munassar
Savion Ferdinand
Scarlett Mills
125
Sebastian Edwards
Serenity Guerra
Shaliya Drummon
Shanice Cumberbatch
126
Shirley Worcester
Sienna Hardee-Moore
Sienna Soberanis
Tajrina Mahmud
127
Tausif Patwary
Tess Amend
Tori Mims
Van Crump
128
Vihaan Parikh
Violet Horton-Westin
Wade Middleton
Zaire Spencer
129
Zeke Frackman
130
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
131 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.
132
133
134
Adrian Reyes
Adriel Pichardo
Aiham Saif
Ailyn Izquierdo
135
Alex Hernandez
Alianny Feliz
Alisson Minchala
Aliyah Daniels-Traore
136
Allyson Garcia
Amani Allahabi
Andy Castro
Angel Rincon
137
Antonella Bazan
Audrey Fernandez
Axel Visoso
Ayite Abaglo
138
Balla Seck
Belinda Oropeza
Bianca Galvez
Blake Alvarez
139
Brandon Dones
Caprice Guida
Citlali Carino
Claudio Rodriguez
140
Daziya Chappell
Dylan Santana
Elvis Torres
Emelie Francisco Feliz
141
Enrique Pina Garcia
Fernando Macancela
Fraddous Paulino Urena
Frank Apolinar
142
Girardi Urena
Hadiatou Diallo
Hailey Tejada
Hector Ramos
143
Iziah Ramsey
Jack Dutan
Jamyah Ward
Jane Fabian
144
Jermione Santana Blanco
Joshua Santiago
Kaelyn Morales
Kaelyn Morales
145
Katelynn Wright
Katie Vargas
Kevin Matos
Kimberly Galvez
146
Leana Cuevas
LeeAnn Garcia
Lorenz Terry
Marcus White
147
Maxwell Rodriguez
Miguel Apolinar
Natalie Garcia
Nathan Cabrera
148
Omran Alkhader
Randy Castelan
Raul Silva
Reny Abikarram
149
Rosely Rodriguez
Royce Rodriguez
Sameeya White
Shahd Alzoukari
150
Shlya Cruz
Steven Vasquez
Yamilet Tellez Carrillo
Yelisa Perez Garcia
151
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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
153
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 CÊzanne’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.
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156
Alexa Batista
Aliazel Santiago
Amir Armwood
Amiracle Stone
157
Angel Ogando
Dali Cook
David Novas
Elijah Espada
158
Evelyn Mendoza
Gabriela Najera Acevedo
Harley Villanueva
Innocent Quiles
159
Jaime Salazar
Jeremy Cruz
Layla Richardson-Graham
Mariam Clayton
160
Mya Jones
Nayqwan Hamilton
Neveah Dingle
Onaje King
161
Phillip Hamilton
Preston Grainger
Prince Mesadieu
Quinne Roberts
162
Rita Mulombo
Sebastain Ramirez
Serenity Navarro
Tatyanan Foushee
163
Victor Ramos
Vincen Bernandez
164
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
165
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.
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168
Aaron Mendoza
Abo Edem
Adriana Quintero
Agata Kiecka
168
169
Aiden Vaysbaum
Alessia Decicco
Alexandra Interlandi
Alexandra Zaslavsky
169
170
Amelia Sher
Angel Cordova
Angelina Rodriguez
Angelina Veikai
170
171
Arianna Pascual
Armani Alvarez
Ashton Brockington
Austin Tsang
171
172
Ayaan Ali
Maria Biggins Disimone
Bosson Lee
Bradon Mota
172
173
Branden Daysudov
Brian Huang
Briana Shilzerman
Brianna Lyubormirsky
173
174
Brianna Quintero
Brody Lucci
Catarina Castanon
Catherine Feng
174
175
Cody Ni
Cody Ou
Colin Horlebein
Dale Zhou
175
176
Dalpreet Singh
Damon Soto
Danica Kilpatrick
Deanna Verba
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Emily Garcia
Emily Nissman
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Ethan Deng
Etna Haraqija
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Frederick Furer
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Gabriel Castillo
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Ibrahim Kamara
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Ila Shestopalov
Isabella See
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Jessica Sarmiento
Jevon Lin
Jillian Mai
Jordan Verba
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Joseph Barone
Joshua Nikolayevsky
Julia Roytman
Kalisto Lam
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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
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Mia Trepel
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Michelle Briskman
Mikail Maskulli
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Nina Kovaci
Oliver Colon
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Omar Bekhet
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Penelope Klein
Rachel Sadykhov
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Ryan Sheshi
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Sean Wu
Shuyuan Huang
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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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Excha
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New York
Bilbao
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New York
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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Bilbao
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. Ziel’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. What’s the weather like over there? We would love to see some pictures of nature if possible!
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New York
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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Bilbao
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. Ziel’s 3rd grade class
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“Kaixo lagunak.� 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 isn’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? We’d love to know the exhibition you see. Have a great vacation! Until next letter, Your Basque friends :)
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Bilbao
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 museum’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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New York
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 O’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 “helping poses,� 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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Xavier Hernandez
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 “shine,� 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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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.
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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 O’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 family’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 O’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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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
350
Brianna Martinez
Crystal Kormanik
David Kanu
Eli Zhuk
351
Emily Salcedo
Fedor Cherepukhin
Florencio Darwin
Guillermo Abreu
352
Hamdija Radoncic
Isis Hernandez
Ivan Dmitrie Shelest
Jahelm John Jelani
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Japan Burnell
Jayden Luciano
JC Euceda
Jose Massa
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Joshua Reiss
Kamyla Gonzalez
Kaylee Carrasquillo
Kaylee Louis
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Kendrick Jackson
Kole Jackson
Lev Vitrak
Liam Avila
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Logan Padron
Mason Lattimore
Mischa Ion
Nava Ruth Simring
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Navaeh Milanes
Ndeye Awa Ndiaye
Richard Duenez
Sakari Rodriguez
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Sofia Paguay
Ximena Castillo
Ya Lin Hu
Zamirah Hall
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Zen Swann
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Teaching Artist Lindsay Smilow Classroom Teachers Rose Marie Barcia, Ebony Boxill, Lakiesha McDonald, and Steven McGrath
PS 188 4th 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
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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 student’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.
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Adam Aviles
Ameera Allen
Aria Pereira
China Young
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Cynthia Permenter
Dai’Jah Smith
Elijjah Hunter
Eric Li
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Eveli Espinal
Geneida Sanchez
Genesis Gomez Garcia
Janiece Padillo
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Jeremiah Ceruti
Jewll Goodson
Josiah Hill
Josseline Regalo
368
Kayla Acevedo
Kendra Thomas
Khadijah McQuitter
Kylier Guerrier
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Kayshawn Atwell
Layla Aleman
Mack Vance
Mariama Mbye
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Miguel Torres
Nibthal Malik
Sahara Jeanty
Schlanoschly Sanson
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Sherry Chen
Teddario Saint-Ilmar
Tylor Mieles
Tyrone King
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Tyshawn Currance
Xavier Deleon
Yesudah White
Za’Nhia Steeps
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Zhuaya Christopher
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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
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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.
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Aaron Zhou
Abigail Castro
Adam Hanin
Alejandro Cruz
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Aliha Hussain
Amy Chen
Amy Gao
Anaiya Rivera
380
Angel Miguel Quezada Perez
Angela Huang
Annie Wang
Anson Lin
381
Ariella Qurban
Ayaan Naser
Cedric Olsheski
Dazie Lee
382
Elvie Xue
Eric Zheng
Evanthis Zaharopoulos
Gabriel Travieso
383
Gracelynn Morales
Heather Narvaez
Isabella Yam
Ismail Raja
384
Jacob Laureano
Javen Azize
Jayda Pierre
Jeremy Chen
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Jessica Chen
Jia Wen Song
Jialin Jagger Yang
Jordan Dailey
386
Julian Cintron
Kai Maldonando
Kamilah Chew
Kate Wang
387
Kevin Wang
Le Zhi Pan
Leah Berrios
Leila Liu
388
Long Zhe Lin
Luca Smith
Luxin Lin
Mason Ma
389
Matthew Malagon
Mia Gonzalez
Nicholas Granara
Oria Wang
390
Priscilla Chau
Samuel Florendo
Sara Szeto
Shlomo Shoalomov
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Sofia Likovic
Sophia Zheng
Thomas Cole
Xiwen Zhang
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Yixuan Zou
Yuan Shi
Yuji Chen
Zihan Chen
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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
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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-Qiang’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.
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Adrian Duran
Allyson Panesso
Ashley Fonteboa
Atiana Olier
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Avigail Shalem
Ben Kidwell
Chloe Huang
Coney Zhou
400
Daniella Pena
David Lin
Devindra Bharat
Diana Fuzailov
401
Ella Lee
Emmanuel Valencia
Eshan Ahmed
Evan Piron
402
Freddy Santos
Gabriel Ran
Hana Abdo
Jacob Cheng
403
Jacob Lam
James Alerta
Jovan Kaur
Junming Jiang
404
Justin Rivera
Kailan Lin
Keenan Chew
Koki Cuppett
405
Krysta Gisele Lopaz
Kyle Chen
Lily Zheng
Matthew Coyotl
406
Matthew Huang
Maxwell Chan
Mercy Ogogo
Miranda Andalic
407
Miray Maximous
Samantha Bausono
Tatysha Sierra
Valerie Aaron
408
Vickie Zheng
Vincy Chan
William Ramirez
Yu Yang
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Zachary Samadi
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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
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Students began the year by selecting a small object to revisit weekly through the lens of one of four “elements of art�: 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.
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Adrianna Quizhpi
Aiden Aviles
Ali Almulaiki
Alison Villatoro
415
Alyona Cordero
Amy Garcia
Andres Villafane
Andrew Brown
416
Arianna Williams
Carles Luis
Camren Pettway
Chaim Doman
417
Chloe Lee
Dandelion Irizarry
Daniel Bratton
Danna Rodriguez
418
David Suero
Deasia Davey
Derek Burgess
Diana Notice
419
Domilu Cerezo
Donovan Smalls
Emily Kijek
Frank Gonzalez
420
Gabriella Valme
Genesis Brooks
Gigi Lecornu Trim
Hunter Lopez
421
Isaac Alcantara
Jalen Hilliard
James King
Janet Wilson
422
Jayden Meija
Joshua Rada
Kacper Wroblewski
Kaila Martinez
423
Keith Pryde
Layelle Cruz
Leilin Martizen Capellan
Liahna Weinstein
424
Lily Montero
Luke Carpio
Luke Costin
Madison Lopez
425
Marcus Thompson
Mia Wu
Mollie Zurheide
Nichole Maceta
426
Nora Russo
Ny’asir Hankins
Oscar Jovel
Paige Callender
427
Peyton Donaldson
Peyton Young
Ryan Aviles
Sarah Cohen
428
Sekou Harper
Sophia Kim
Tatiana Garcia
Thearol Edwards
429
Veraly Rizo Vivas
Victoria Sanchez
Yakov Grann
Zariyyah Wong
430
PS 8, 3rd grade PS 9, 3rd grade
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PS 9, 4th grade PS 9, 5th grade
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PS 28, 2nd grade PS 38, 4th & 5th grade
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PS 48, 3rd grade PS 86, 3rd grade
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PS 86, 4th grade PS 86, 6th grade
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PS 130, 2nd grade PS 144, 3rd grade
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PS 145 - 2nd grade PS 188, 4th grade
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PS 219 (A), 2nd & 3rd grade PS 219 (B), 2nd & 3rd grade
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PS 317, 2nd grade
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Photo Credits Mary Anderson, Mario Blanco, Rachel Cabitt, Brianna Caraballo, Jaynie Crimmins, Suzanne DeMarco, Becky Gartman, Alexia Gautier, Emmy Goldin, Yoojin 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