Heckscher Museum of Art Long Island's Best Exhibition Catalogue 2014 by Heckscher Museum of Art

at The Heckscher Museum

2014

ABOUT THE

EXHIBITION

This exhibition features works of art by students in grades 9 through 12 from public and private schools throughout Nassau and Suffolk Counties. Developed by museum educators, who work in partnership with art instructors from participating schools, this is the only juried exhibition on Long Island that offers high school students the opportunity to show their artwork in an art museum.

Long Island's Best is a comprehensive arts-in-education program that integrates experiences in The Heckscher Museum and the art classroom, culminating with the presentation of students’ original artwork in the Museum. Over the past 18 years, the program has grown to become a longstanding tradition at The Heckscher Museum and a prestigious opportunity for high school art students across Long Island. This year, 53 public and private schools submitted students’ artwork for jurying. 310 student entries were received and Curator Lisa Chalif selected 85 for display in the galleries.

ARTIST

STATEMENTS

An artist statement written by the student accompanies each artwork on view, explaining the thought process and artistic journey from conception to completion. A thumbnail image of the artwork on view in the Museum that inspired the student work is also featured. Watch interviews with students. Select works of art in the exhibition feature QR codes. Scan the code to watch the interview. Cover Artwork: Daniela Gallego, “Untitled”, Brentwood High School, Young Artist Best in Show Award.

FINDING

INSPIRATION

Students found inspiration in artwork on view in the Museum during the 2013-2014 school year. Through close observation, discussion, and hands-on activities, students learned to make connections between artwork on view and their own experiences. Each student selected a work of art in one of the following exhibitions to inspire his/her original work of art:

Stan Brodsky: Retrospective This retrospective featured Stan Brodsky's multilayered and dynamic paintings inspired by the L.I. landscape and his travels around the world. Recent Acquisitions This exhibit showcased paintings, photographs, and works on paper acquired by the Museum since 2010. Off the Wall Sculpture from the Permanent Collection The three-dimensional artwork in this exhibition represented a range of styles executed in media such as marble, bronze, plaster, and ceramic. Rabble-Rousers Art, Dissent, and Social Commentary Featuring artists who challange aesthetics, politics and social norms.

traditional

Picture Perfect Selections from the Permanent Collection This rotating exhibition highlighted a broad range of artwork dating from the 16th century to the present. Top to bottom: Stan Brodsky, Low Tide #1, 1975, Heckscher Museum of Art. Neil Scholl, The Queensboro Bridge #1, 1963, Gift of the Artist. John Rogers, Checkers Up at the Farm, 1875, Gift of Hersch and Fern Cohen.

Luke Adams, Aura Digital media West Babylon High School Grade: 12 Art Teacher: Christine Iaquinto I was inspired by Living at the Movies by Larry Rivers and its collage-like style. For my artwork, I took a photograph of my friend and post-processed the image to make it seem unnatural and as far from the original as I could push it. I gave her pink hair, a blue scarf, and vibrant red lips. I later drew stroke effects and placed them on top of the image with a gradient overlay to act as highlights throughout the composition. The end result is a modern Pop Art-style work that is both vibrant and dramatic in its final form. *Renzo S. Bianchi Scholarship Award

Jessica Anderson, The Healing Powers Digital photograph Division Avenue High School Grade: 12 Art Teacher: Loretta Cordiello The moment I entered the Picture Perfect exhibition, I was drawn to Ce Roserâ&#x20AC;&#x2122;s Solar Talent. At first, I was intrigued by the patterns and colors that create visual harmony. Looking further, I was reminded of the sky and the water; although they are separated by the horizon, they fuse together to become one. This inspiration led me to create multiple photographs of the ocean. The one I chose had waves that reflected the segments of color in Solar Talent. Many different factors threaten the livelihood and beauty of the ocean. Whether a person carves their name in wet sand, a hurricane erodes a portion of the land, or chemicals pollute the water, the beach still remains. The beach is healing in nature. It has this remarkable ability to erase, and fight the odds set against it. I feel as if the white portions of Solar Talent represent the portions stolen from the beach. Regardless of this absence, the beach still stands as a harmonious combination of warm wet sand, cool crisp air, and cyclical foaming wavesâ&#x20AC;&#x201D;elements that I highlight in my interpretation The Healing Powers.across the table from the subject. I intended to accomplish these things in my work as well. I chose to create a dinner scene from my community-service trip to Nicaragua. *Donald G. Horn, Jr. Scholarship Award

Maximillian Balmaceda Untitled Ceramic, faux copper Syosset High School, Grade: 11 Art Teacher: Peter Haughwout Alfred Van Loen’s Anguish sparked a fuse for me. I analyzed his wooden carving from every angle. It is a three-dimensional form from which I was able to decipher shapes that combined with one another to create larger shapes and forms from every side. From the left side, I was able to find the shape of a person with his or her head down and a hand resting on their forehead. I wanted to take this image and recreate it in my own style. I worked using a subtractive method, slowly carving away at a 15-inch by 5-inch block of clay. Choosing a color for the depressed figure was difficult. I wanted to keep the rustic look of Van Loen’s wood, but at the same time apply my own style of bright colors and contrast. Since my figure represents a depressing time in my life, I thought blue was an appropriate color. To brighten it up, yet keep a rustic feeling, I used copper highlights. Van Loen’s style and story are truly inspiring to me. Interpreting his piece in my own way was challenging, fun, and entertaining at once. *Honorable Mention

Stephanie Bautista, Happiness and Hope Acrylic on canvas Valley Stream South High School Grade: 10 Art Teacher: Roseann Valletti My artwork is playful, using gradations of color in order to capture and focus the viewerâ&#x20AC;&#x2122;s eye. Stanley Twardowiczâ&#x20AC;&#x2122;s gradual change in color piqued my interest in his painting. With my color choices, I wanted to represent emotional happiness, almost as if light was coming from pure darkness and giving a sense of overwhelming joy. Along with the playful use of color, it was my intention to emit the feeling of hope out of the darkness of the black background. I used blended tints and shades to create light and shadow in order to produce a feeling of overall happiness.

Antonia Bentel, Sevilla Photograph Portledge School Grade: 10 Art Teacher: Pat Myers The colors of Tramores attracted me. The sun-filled palette evoked the clear dryness of southern Spain, where I have spent time visting my aunt. I noticed that Spender collapsed the distance between background and foreground with interlocking planes of flat color. The small scale of the fragments of buildings and landscape provoked me to explore the compressed spaces of form and color, especially in the abstracted buildings in the upper right. During a trip to Seville this past winter, I explored the city as if it were Spender’s painting in order to create an image translating his smallscale compositions of form, color, and compressed space into the medium of photography. I scoured the city and found a street that I used as an open air studio to experiment. Over many days and hundreds of photos, I discovered that a tight, single-point perspective view with mid-morning sun and shadows using a medium angle lens to compress the distance, a medium aperture to bring the entire shallow depth into focus, and a fast shutter speed to flatten the colors allowed me to capture the aesthetic spirit of Spender’s painting in a photograph most effectively.

“Meet” the Artist! Watch an interview with Antonia Bentel. Scan code on right.

Pamela Best, Cheaterpants Pastel pencil on paper Harborfields High School Grade: 11 Art Teacher: Eileen Shields I was immediately drawn to William Holbrook Beard’s witty, lighthearted take on the concept of exploitation in his painting Give Up That Egg. I decided to elaborate on this theme of stealing, applying it to a setting I am more familiar with—the classroom. Cheating is a commonplace and petty infraction, yet it is still unfair; the cheater is stealing a good grade from the scholar, just like Beard’s bear is stealing the egg. I satirized the concept of cheating by exaggerating the situation. Instead of simply glancing at their neighbor’s paper, the students are clamoring over each other to get a look. The central student’s paper reads, “this is a test,” leaving the viewer to wonder: What sort of test is this—a test of academic prowess or a test of character? Maybe the drawing’s title reveals the answer: Cheaterpants. *People’s Choice Award

Sisam Bhandari, Nirvana Mixed media Division Avenue High School Grade: 9 Art Teacher: Timothy Ryan Ibram Lassaw once said, “The conscious mind undoubtedly is a participant in the process. The work uses the artist to get itself born.” The work of art that I have created relates to this quote and the artist’s work Space Loom XXIII that was on view at The Heckscher Museum of Art. Lassaw’s sculpture relates to the concept of continuity and infinity, which inspired me to create a work of art that is infinite and intricately connected. In my work of art, the telescope allows the soul to look through the infinite space, developing its own hard-wired connection with the universe. *Andrew Presberg Promising Young Artist Award

“Meet” the Artist! Watch an interview with Sisam Bhandari. Scan code on right.

Kayla Boccia, Whisper of the Night Digital photograph Bellport High School Grade: 12 Art Teacher: Brandon Payne Larry Fink’s photograph documents a society event in New York City. Much of his work focuses on common celebrations such as birthday parties, graduations, and other family gatherings, which is why I liked this photograph so much. It’s natural, which I tried to portray in my photo, and there isn’t too much going on, but enough to keep your mind interested. It also has a little mystery to it, which allows your mind to visualize your own story for the photo. The non-verbal way the photo illustrates emotion between the couple is also what makes it an interesting piece. I chose to recreate this photo from a different angle as if there was another photographer in the room to show the viewer a perspective that you don’t see in Fink’s piece. It creates a sense of intimacy and social interaction.

Melissa Bornico, Wealthy Destruction Ceramic MacArthur High School Grade: 11 Art Teacher: Lynn Spinnato I was struck by a feeling of emptiness when viewing Larry Fink’s photograph. The woman’s environment appears luxurious, while her expression suggests misery. One would think that being surrounded by expensive goods would lead a person to float effortlessly through a life of joyful prosperity. However, this photograph uncovers the reality behind money—a life of riches does not yield a rich life. I was deeply moved by this message in relation to my own experiences. The effort to construct my vase represents the energy and time that many dedicate to building a life of luxury, the black and white color mirrors the colors in the photograph, and each crack symbolizes the destruction of greed. Although the piece has been built meticulously, the crackled effect makes it appear broken, lacking the ability to serve its purpose of nurturing life. It tells the devastating truth of a life overcome by greed—no matter the quantity of material goods one possesses, quality of life is no better than a broken vase.

Baylee Browning-Atkinson, Three Little Owls Oil pastels and acrylic Bayport-Blue Point High School Grade: 11 Art Teacher: Frank Salino William Holbrook Beard’s painting Give Up That Egg inspired my artwork. In Beard’s artwork, there is a suspicious bear trying to hide an egg he has stolen from an angry mother goose. Looking at the painting made me think about other objects people may fight about. If Beard had been a painter in the twenty-first century, perhaps the bear would have tried to steal the goose’s iPhone. What inspired me most about the painting was how Beard gave the animals human-like qualities. In my artwork, there are three owls with various expressions. I wanted to give my owls a playful and fun feeling. While it is common to see owls in nature with their trademark quizzical head tilting, it is a guarantee you will never see owls with the colors I chose to use. I used exaggerated and bright colors to highlight their expressions and give the work of art a sense of whimsical imagination and fun like Beard’s painting.

Gabriella Cerrati, Stiff as a Board Cardboard Long Beach High School Grade: 12 Art Teacher: Nora Bellsey When visiting The Heckscher Museum, I was intrigued by Untitled by Dick Shanley. The overall form and composition of the piece inspired me to create a sculpture made from cardboard boxes. I was inspired by the layered and stacked effect of the woodgrains in Shanley’s piece, and I wanted to create this effect with cardboard boxes by stacking them. Shanley’s sculpture had human characteristics and so I decided to create a human figure. The sculpture in the Museum had a loose and flowing composition, but I decided to make the human figure in a more formal posture, which really does say, “Stiff as a Board.” Just like Dick Shanley gave new life to wood, I decided to give new life to cardboard.

Lucretia Chang, Sense of Entitlement Mixed media Division Avenue High School Grade: 11 Art Teacher: Timothy Ryan When I viewed the Rabble-Rousers exhibit, the George Grosz painting Untitled (Man & Woman) with its distorted faces and pale coloring caught my eye. The people emanate a sense of entitlement, as if they are better than the rest of us. I used animals to represent the characteristics that I felt these aristocrats possess. The wart hog is in place of the old man whose gluttonous appetite for wealth and power can never be satisfied. The debutant was replaced by a raccoon. The sneaky, underhanded, and criminal aspects of this animal were perfect for her role. She sits in the background dreaming up a scheme to advance herself in society.

â&#x20AC;&#x153;Meetâ&#x20AC;? the Artist! Watch an interview with Lucretia Chang. Scan code on right.

Frances Chi, Nelson Mandela Acrylic and marker Harborfields High School Grade: 11 Art Teacher: Eileen Shields My artwork is based on Ibram Lassawâ&#x20AC;&#x2122;s sculpture Space Loom XXIII. His sculpture and style is very experimental and abstract. I was inspired by this unique style. Lassawâ&#x20AC;&#x2122;s method of welding the bronze into different lengths and thicknesses creates an intriguing sense of depth. I preserved the linear pattern and incorporated it into my artwork to serve as a value system. The lines in my piece also symbolize the words of Nelson Mandela. I was inspired to draw Nelson Mandela, to honor him and his contributions to South Africa. I wanted the audience to know the impact he had on the world, especially youth, and to share the appreciation I have for him. I also wanted to let them know that he was a man of many words. Just because he is not with us does not mean he is forgotten in our hearts. *Renzo S. Bianchi Scholarship Award

Jamie Clifton, Mood Swing Encaustic, wire, fishing line Bellport High School Grade: 11 Art Teacher: Lisa Conk Upon viewing Leon Levinsteinâ&#x20AC;&#x2122;s photograph Mardi Gras, I was immediately inspired to create my own work of art. The black and white photograph of the hauntingly wiry man left me with many emotions. I was drawn to this photo and I kept going back it. There was something about his malnourished appearance that encouraged the focus on the vertebrae that is prevalent in my own piece Mood Swing. In todayâ&#x20AC;&#x2122;s society so much attention and pressure is on weight and looking like the models in magazine ads, especially for teenage girls. Many girls fight to fend off such pressures. People who deal with serious issues like anorexia are usually depressed, sad, or both. I chose various shades of blue for the background that I created out of encaustic paints to reflect the many emotions that come along with eating disorders and teenage struggles.

Keri Collins, Tree Mixed media Our Lady of Mercy Academy Grade: 12 Art Teacher: Jody Spadaro The inspiration for my artwork was the sculpture Tree by Mary Callery. Calleryâ&#x20AC;&#x2122;s use of positive and negative shapes to define the simple, clean lines of hanging branches and leaves is unique and eye-catching. Like Callery, I often find inspiration in nature and enjoy showing its beauty through my art. Using mixed media, I created a piece that reflects Calleryâ&#x20AC;&#x2122;s subject matter. I chose to focus more on the intricate details that are found in nature and often go unnoticed. My interpretation examines these intricacies while my three-dimensional elements pay tribute to Callery as a sculptor.

Alexandra Cozzoli, Untitled [detail] Pen and ink on paper Cold Spring Harbor High School Grade: 10 Art Teacher: Kristine Levy The beauty of this sunflower attracted me to this painting. However, as I looked at it thinking it was beautiful, I realized that I was only seeing the back of it. The flower could actually be withered and ugly. For my artwork, I wanted the viewer to see only half the face of my subject, the other half being in the dark. The viewer will make assumptions about the unseen half of the face, trying to create a total picture in their mind, based on what they can see on the one side. This is very much how we see peopleâ&#x20AC;&#x201D;we make assumptions about them, based on the little we can see of them. Our mind sketches in the rest. We really do not know if they have another side, or what is inside. We do not know if the unseen part is beautiful or not.

Amanda Dennis, The Fourth Sister Acrylic on canvas Hauppauge High School Grade: 12 Art Teacher: Patricia DiMasi-Coppola I was inspired by Bruce Liebermanâ&#x20AC;&#x2122;s Early Morning Sunflower for Ron. I chose a sunflower to be the subject of my painting. Unlike Liebermanâ&#x20AC;&#x2122;s painting, I chose to depict the sunflower on a simple blue background, rather than incorporating it into a landscape; the flower is the sole focus of the painting. By adding shadows in blue and purple and highlights in orange tones, I attempted to show the beauty of not only the flower itself, but also of the leaves and stem.

Lauren DiFazio, Over Easy Oil on canvas Harborfields High School Grade: 12 Art Teacher: Eileen Shields I was inspired by William Holbrook Beardâ&#x20AC;&#x2122;s painting Give Up That Egg. He created a satire by painting animals engaged in human activities. I think this conveys a strong message about humanity while still keeping a lighthearted tone. My piece is a satire and continuation of the story told in Beardâ&#x20AC;&#x2122;s work. It depicts a cross-section of the stolen egg and shows my creative interpretation of life inside the egg in a way that represents humans corrupting nature. Animal rights are a very controversial topic. Often animals on commercial farms are fed meat of their own kind, which gave me the idea to have the goose eating eggs. I chose a cafe as the setting to satirize how humans take over the natural environment of animals, reversing it to show animals invading human territory.

Melanie Dudek, Still Water Clay, glass Division Avenue High School Grade: 12 Art Teacher: Stacy Roth Marguerite Zorachâ&#x20AC;&#x2122;s Moonlight was the inspiration for my artwork. This painting stood out to me because its pronounced blocks of color are reminiscent of stained glass. I tried to create this glass-like texture in my piece Still Water. Moonlight represents a landscape, portraying the ideas of nature and the living world. I therefore created an organic piece based on the natural curves and shapes found in nature. The natural world allows a person to appreciate something that is much bigger than him- or herself. It pushes the mind to reach new bounds and to think of the unfathomable. Separating yourself from society and diving into nature elicits free and creative thought. As I begin my journey toward college, I am reminded to always check back in with the environment around me to maintain perspective and a sense of calm. This is the aura I was trying to create by using cool colors and water-like stillness in the glass effects. *Achievement Award in Ceramics

Aaron Feltman, The Storm Within Watercolor and colored pencil Huntington High School Grade: 10 Art Teacher: Kristin Singer A storm is rolling in, the cloudy sky is somber and dramatic, and turbulent waves are crashing violently upon the rocky shore. Compelled by these strong images and emotions portrayed in Mauritz Frederick Hendrick De Haasâ&#x20AC;&#x2122; Gray Day at Marblehead, Massachusetts, I decided to parallel the solemn mood of the painting with the feelings of clinical depression. Depression has affected my family for many generations and now my sister is dealing with the complicated illness. In my work, a storm rages on in her hair, symbolizing the rough inner struggle she is facing. Even though these images within her are gloomy and stark, there is brightness and light surrounding her. This hopeful juxtaposition symbolizes her determination to achieve happiness, despite her struggle. *Fourth Place Award

Ryan Flanagan, Lost Signal Digital media West Babylon High School Grade: 12 Art Teacher: Christine Iaquinto My inspiration came from Larry Fink’s New York City, May 1977. The female looking into space reminded me of how people today blankly stare into their phones, texting and playing games for hours at a time. In today’s world, nonverbal communication has reached new heights, so much so that people have entire conversations on their phones when they are literally next to each other. In my artwork, I show how the excessive use of a phone burns the windows of the soul, creating a mindless shell. The left side of the brain, responsible for a person’s creativity, has been completely consumed, representing how the phone robbed the person of all uniqueness and self expression. The phone then starts to take over the right side. When it does, the person becomes a slave to their phone, lacking all the characteristics that once made them unique.

Mia Florentino, Juxtaposition Photograph Elmont Memorial High School Grade: 12 Art Teacher: Katrin Marino I was inspired by Mardi Gras, New Orleans by Leon Levinstein. The photographer captured a very confident man in the midst of chaos. I wanted to create a piece that has the same irony. Ordinarily it would be unusual for this man to be walking down the street, but in this situation itâ&#x20AC;&#x2122;s perfectly normal. I wanted to make my subject look out of place.

Nina Flores, Picnic at the Museum Paper and acrylic Huntington High School Grade: 12 Art Teacher: Kristin Singer Miriam Dougenisâ&#x20AC;&#x2122;s Poor Butterfly inspired me to create an equally engaging and visually vibrant still life. Using paper and paint, I sculpted threedimensional objects for an imaginary picnic, drawing inspiration from Dougenisâ&#x20AC;&#x2122;s use of apples, mirrors, and intricately patterned textiles, while also including my own favorite drink, an apple juice box. It is my wish that my whimsical picnic will trick viewers into thinking that an actual picnic is taking place in the museum. *Honorable Mention *Joseph Mack Achievement Award

Alexandra Fuentes, Maternal Love Ceramic Division Avenue High School Grade: 10 Art Teacher: Stacy Roth I chose Give Up That Egg by William Holbrook Beard as my inspiration because of its conceptual suggestion. I believe that the artist was trying to portray a fierce mother goose protecting her eggs from a ferocious bear, just as any mother—human or animal—would do for her kids. My work of art was based on this idea of maternal love. I made a ceramic piece which includes a mother and baby bird. The baby bird sits in the mother’s stomach, representing how mothers look out for and protect their young. As teenagers, it is often difficult to stay connected as we try to find ourselves. My mother bird, by holding her child within her actual body, is showing that there is always security provided by a mother to her offspring. Children can always come home. She also has two fish on her sides. The fish are a symbol of how my own mother always provides for me, often sacrificing things for herself to achieve the most comfortable situation for her children.

Daniela Gallego, Untitled Mixed media Brentwood High School Grade: 12 Art Teachers: Nick Groudas and Kristin Grossi Every artist wants to be different and unique. We are constantly searching for something to inspire us to create. Often we forget that even the smallest and simplest ideas can be turned into something completely idiosyncratic. Fabric has played an important role in history and society. From the stone age until today, fabric is an example of how something so conventional and ordinary can be manipulated in a certain way to display all its beauty. My inspiration piece was a sculpture of George Washington by Hiram Powers where the use of fabric is a significant element. For my sculpture I used wood, wire, and plaster. My challenge was to find a way to expose the properties of fabric without using a conventional fabric. *Young Artist Best in Show Award

Olivia Gassner, The Artic’s Souvenir Digital photograph Bellport High School Grade: 12 Art Teacher: Brandon Payne The painting East End #2 by Stan Brodsky immediately drew my attention because of the simple color scheme and the mood it creates. There is an architectural structure in the painting, and I saw similarities between that structure and nautical figures that I grew up around. My goal in my photograph was to have it appear as if it were a painting. The Arctic’s Souvenir is a close up of the Great South Bay’s frozen waves during the Polar Vortex. In Brodsky’s painting, it is unclear if the subject is a beach or a desert, and when looking at my photograph, it is unclear if the subject is ice or water. In my photograph, the blues come through in the reflection of the sky and the transparency of the ice and water, while the yellows result from the reflection of the sun. *Achievement Award in Photography

“Meet” the Artist! Watch an interview with Olivia Gassner. Scan code on right.

Lindsay Gilder, Ram Skull Ceramic Syosset High School Grade: 12 Art Teacher: Peter Haughwout George Grosz is known for the works in the period leading up to and during World War II. One of the ways he chose to show the horrors of war is in his depiction of one of the four horsemen of the apocalypse, death. I took this to be similar to a memento mori although correlated to the historical context of his era. Although this symbolic reminder of the fragility of existence was commonly found in Renaissance art, Grosz referenced it in his painting to allude to the many deaths that occurred during the war. Although Grosz was not born into a minority persecuted during the Holocaust, the systematic killing seemed to have affected him significantly. The Holocaust was an event in history that seemed to remind all people that death was inevitable, whether it was because of a different way of life or merely from natural causes. I chose to react to Groszâ&#x20AC;&#x2122;s work piece in the media of sculpture, sharing the idea that death is inevitable. However I chose to do so by depicting the skull of an animal, a ram, to express the idea that death is a burden that is not only carried by humans, but shared by all living things.

Amy Gill, Reflective View Photographic transfer Half Hallow Hills High School East Grade: 12 Art Teacher: Allyson Uttendorfer My photograph was inspired by A View of Edinburgh painted by Charlotte Nasmyth. In Nasmyth’s work, the river draws the observer’s eye into the frame created by the towering trees. The mountain in the background creates a sense of balance. The different perspectives and leading lines of the city and the river inspired me. Instead of exploiting the landscape as a lively city, the artist depicted it as moment of calm. The lack of detail and small size of the city contrasts with the foreground’s natural elements. Like Nasmyth, I used the river as a leading line and included the rocks on either side to balance and add texture to my photo. I experiemented with perspective and enhanced my photograph with contoured color, which created an abstract effect. Most importantly, by transferring my photograph onto a piece of wood, I contrasted the natural landscape with the technological advances of modern art.

Lisa Giris, Starburst Photograph Half Hallow Hills High School East Grade: 11 Art Teacher: Allyson Uttendorfer When visiting The Heckscher Museum, I was inspired by Keith Sonnierâ&#x20AC;&#x2122;s sculpture Scraper I. As a photography student, I was fascinated by his use of light. Scraper I is a sculpture, so capturing the radiating appearance of light in a two-dimensional photograph was my biggest challenge. I wanted to convey the same vivid colors and contrast between the bright light and surrounding darkness. This reminded me of colorful Christmas lights on a dark winter night, so I chose to shoot a towering Christmas tree at night. I zoomed out while the shutter was open to achieve this effect.

Anne Gu, Disappear Without a Trace Digital photograph Syosset High School Grade: 11 Art Teacher: Chrysoula Highland

I Was Always Present by George Grosz inspired my artwork. In his painting, Grosz was referencing World War II and expressing his view that Germany was headed towards death and destruction. In my artwork called Disappear Without a Trace, there is also a sense of pessimism as I try to visually express how all people will die and most will be forgotten without leaving a trace in history. There is a similar horizontal movement in both works. While Grosz used grey against an angry warm background, I chose cold blue against a still grey background. While he expressed anger toward the destruction for which Germany was headed, my work expresses a cold and somber feeling of loss and the forgotten. Nonetheless both pieces carry a message of death in the end.

Justin Guiliano, Abandoned Digital photograph Floral Park Memorial High School Grade: 12 Art Teacher: Sydell Glasser One photograph that grabbed my attention was Barbara Rouxâ&#x20AC;&#x2122;s The Trees of the Dark Forest. I can relate my work to this photograph. Both photographs employ the use of texture. Abandoned also piques the viewerâ&#x20AC;&#x2122;s curiosity as to the previous life and use of the room before it was abandoned. I enjoy photographing abandoned and decaying places.

Kathryn Hajny, My Internal War Digital media Huntington High School Grade: 12 Art Teacher: Kasmira Mohanty My inspiration piece was I Was Always Present by George Grosz. The piece caught my eye because it showed the destruction and turmoil of World War II. The skeleton on the horse being engulfed in flames and swept up in the chaos of war is profound because the war didnâ&#x20AC;&#x2122;t just destroy cities, it destroyed people. I used dramatic brush strokes and rich warm hues to represent flames such as those in Groszâ&#x20AC;&#x2122;s piece. I wanted to convey the same emotion, but an internal war rather than an external one.

Selena Hernandez, Upward Spiral Acrylic on canvas Valley Stream South High School Grade: 12 Art Teacher: Roseann Valletti I was attracted to the bright colors in Stan Brodsky’s Abiquiu #13 and that is why this painting became the inspiration for my own work entitled Upward Spiral. The colors in his painting are bright and warm with little bits of green and purple. I chose a similar color scheme by repeating the use of reds, pinks, and golds with small amounts of green and purple, as well. In Brodsky’s work there are no defined edges, but I chose to outline my shapes with strong black lines. I feel that while Abiquiu #13 is more about Brodsky’s use of color, Upward Spiral focuses on the use of shape and line.

Kaitlyn Hirsch, Lost Ceramic, spray paint McArthur High School Grade: 10 Art Teacher: Lynn Spinnato I was inspired by the sculpture Gate by Mary Callery. This piece discreetly spells out a word that gets lost when you view it. In my work, I made four tiles that subtly spell out the word “LOST,” as Callery uses lines and designs to spell the word “GATE.” The brass material used in her sculpture influenced me to spray paint my tiles to simulate metal.

Erin Hollis, Portriat of My Father Drawing Garden City High School Grade: 12 Art Teacher: Shawn Uttendorfer I was initially struck by how Red Groomâ&#x20AC;&#x2122;s pays homage to Picasso, which reminded me of how much I look up to my father. I wanted to channel a feeling of respect into my piece. I drew my father as the central figure in this portrait to represent my feelings. Red Groomâ&#x20AC;&#x2122;s use of foreshortening and line work inspired me to create, Portrait of my Father. I foreshortened the figure when rendering the portrait, enlarging the hand and the mug while distancing the rest of the body. I used a cross-hatching pen technique to emphasizes edges and angles, and created highlights and shadows throughout the portrait.

Nicole Hunter, Fleeting Moment Photograph Wantagh High School Grade: 12 Art Teacher: Pat Beary In Minding Dog Rag, George D. Green created the effect of various layered materials, inspiring me to create this work of art. I interpreted layering in a literal manner in my photograph. Fleeting Moment is a combination of two images, one of a dancer and the second of a texture. The texture in my photograph was inspired by the actual texture seen in Minding Dog Rag. The light coming in on the side of my photograph resembles the colors of the lightning bolt shape in Greenâ&#x20AC;&#x2122;s piece. At first glance these works seem different, but their common elements connect them significantly.

Laurie Joseph, Kanaval Colored pencil on paper Valley Stream North High School Grade: 12 Art Teacher: Allan Nafte I was inspired by the title of Leon Levinstein’s photograph Mardi Gras, New Orleans. Thinking about the distinction between carnival and Mardi Gras brought me back to my childhood birthplace, Haiti. Each year, Haiti has a three-day event called Carnival. During Carnival—also known as Kanaval— the streets are filled with music, dancers in brightly colored clothing, and people in disguise. When I was young, my mom dressed me up in bright clothing, and we would go to the Carnival. Thinking of Haiti, I chose to do a portrait of myself as a little girl in Carnival attire. I included the Haitian flag in the background to ensure viewers understand where the event took place. Haiti is who I am and where I come from. The photograph Mardi Gras, New Orleans by Leon Levinstein helped me to remember this time in my life.

Hannah Junior, Morbidly Obese Person Multicolor viscosity collograph print Smithtown High School West Grade: 12 Art Teacher: Steve Halem Leon Levinsteinâ&#x20AC;&#x2122;s photograph Mardi Gras, New Orleans inspired me to create a print of my own. His photograph brings about feelings of social inequity due to sexual orientation. I wanted to represent other ways in which people are not accepted in society. In my piece, I focused on the morbidly obese population and how they can be just as beautiful as anyone else. I chose not to have a face on my person because it could be any of us, at any time. We all have flaws that are seen as socially unacceptable, but some are easier to hide than others. *Achievement Award in Printmaking

Emily Katz, Albert Einstein Ceramic, faux bronze Syosset High School Grade: 10 Art Teacher: Peter Haughwout Daniel Chester French is known for his sculpture of the Lincoln Memorial, which brought him additional fame at the end of his career. The sculpture represents the nation’s core values and commitments. French sculpted Lincoln’s face as if he was caught deep within thought, but also appearing confident. Lincoln is remembered as a revolutionary man because of his acts of heroism in confronting the social issue of his day—slavery. Albert Einstein was also a revolutionary man because his way of thinking changed how people view technology. I created my Einstein sculpture as a reaction to Seated Lincoln to represent the wisdom and impact Einstein had on the development of not only our country, but also the world as we know it today. I look up to Einstein, as many people looked up to Lincoln, because of his selflessness and devotion to science. Although Einstein had his own problems, he worked hard to change the world.

Bronwyn Kelly, Layered Progression Mixed media Our Lady of Mercy Academy Grade: 11 Art Teacher: Jody Spadaro

Industry by Robert Cronbach inspired me to create a personal interpretation of the subject matter addressed in Cronbach’s work. When viewing Cronbach’s sculpture, I had a sense of nostalgia for what once was. In my work, I portray the dichotomy between rural life and modern industrialization through mixed media. The viewer’s eye drifts through the layers and connects the past to the future. By hanging the cogs of the mind balanced between new and old industry, I strove to show the future of the man and woman in Cronbach’s Industry. *Joseph Mack Achievement Award

Tateana Khokhar, Deconstructed East River Digital media Huntington High School Grade: 9 Art Teacher: Kasmira Mohanty Looking at Esphyr Slobodkinaâ&#x20AC;&#x2122;s work East River, I was intrigued with the concept of taking random objects and combining them into something new. I appreciate how she was able to see the lines and shapes of a sailboat in objects that have no direct relationship with one. For my piece, I decided to go in the opposite direction and create a deconstructed abstract twodimensional version of her work. This decision was also made because of my interest in the exploded skulls created by Ryan Matthew Cohn from the television show Oddities. With the aid of Adobe Illustrator and Photoshop computer software, I separated and rearranged the parts to form a new composition. I converted my two-dimensional shapes into three-dimensional forms to pay homage to Slobodkinaâ&#x20AC;&#x2122;s sculpture.

Ekatrina Koulakova, Huntington Vibes Watercolor and paper cut-outs Huntington High School Grade: 10 Art Teacher: Kristin Singer My artwork Huntington Vibes strongly relates to Blakelockâ&#x20AC;&#x2122;s The Poetry of Moonlight through the use of layering and color. The layers that Blakelock used are what resonated with me upon my first impression, the black shades in the foreground with hints of color peeking through the trees in the distance. My own work utilizes similar dark layers in the foreground, containing a complex shape in the form of a boat. As the viewerâ&#x20AC;&#x2122;s eye scrolls to the last layer, color begins to appear in the water and the sunset sky. My art represents my hometown at its prime, when the sun sets over the water. The dark silhouetted buildings urge the viewer to shift their focus from the populated busy town to the serene surrounding scenery.

Rachel Kramer, Layer Paper, birch tree Ward Melville High School Grade: 11 Art Teacher: Jim Swierupski While viewing the Off The Wall exhibition at The Heckscher Museum of Art, I was fascinated with Red Grooms’ sculpture Picasso, which was constructed from paper. He used depth in a unique way by layering to create his sculpture. I immediately connected with this idea. I chose a peacock as my subject because of its shape, texture, and whimsical nature. *Donald and Gloria Horn Scholarship Award

“Meet” the Artist! Watch an interview with Rachel Kramer Scan code on right.

Danielle Lauro, Untitled Solarplate etching Cold Spring Harbor High School Grade: 12 Art Teacher: Christine Oswald Stan Brodskyâ&#x20AC;&#x2122;s Tuscan Series #11 inspired me because I loved the vibrancy of the colors and expert use of line to create organic shapes. This piece inspired my artwork because the lines in the painting reminded me of facial outlines. The organized chaos of the painting also reminded me of a room full of people. Rather than have vibrancy in the colors of my piece, I chose to have vibrancy in the expressions of the faces. There is conversation and interaction in the relationships between the people.

Samantha Lauro, Breaking from Within Solarplate etching Cold Spring Harbor High School Grade: 12 Art Teacher: Christine Oswald When I first looked at this piece by Larry Fink, I was immediately drawn to it. The photograph tells a story. Who is the woman? Why does she seem so supremely unhappy? What is she thinking? There are so many questions that are up for interpretation, and that is what makes this work of art so intriguing. Personally, when I looked at it, I saw a woman who is breaking from within. This story is applicable to my piece. I utilized the same monochromatic palette and depicted a woman full of inner turmoil and emotion. I also included eyes to represent the unwavering eyes of society watching as she struggles.

Casey Leach, Long Island: An Adventure Book Three-dimensional book carving Bellport High School Grade: 12 Art Teacher: Brandon Payne I love the idea of experimentation. When viewing Picasso by Red Grooms, it reminded me of a pop-up book. I was inspired to make my first “book carving.” Using the pages of two old books—Long Island: A Newsday Book and an SVA catalogue—I brought the illustrations to life. Using a popular image that emphasizes the beauty of Long Island and, in a way, myself, I made a sailboat in a sea of pages by cutting multiple layers into the book and curling them to create movement. Using separate pages, I shaped the ship that was illustrated on the page. I then carved through several pages to show the illustration emerging from the book itself. I did the same for the SVA book when creating the human face. Inspired by the way Grooms created the three-dimensional Picasso to capture the artist’s career and studies, I chose to add myself into the paper ship to show that I was “setting sail” as an artist and preparing for college and a future career in art. I also created the figure to show that my “journey” was aided by others; they create the wind that allows my boat to continue to sail. *Third Place Award

at The Heckscher Museum

EXHIBITING ARTISTS 2014

Lexin Lin, Untitled Colored pencil on paper Lawrence Woodmere Academy Grade: 11 Art Teacher: Dawn Shillalies When I saw the lithograph La Ventanita by Emilio Sanchez, the yellow window frame and black space within the square window made me curious. As an artist, I imagined what might happen behind the window. What would I see when I looked in? In my drawing, there is a lonely little girl behind the window. She doesnâ&#x20AC;&#x2122;t want to go outside, yet she wants to see the world. After she uses her imagination and builds her own little world, she falls asleep. I enjoyed the freedom of creating this little girlâ&#x20AC;&#x2122;s world. I researched a variety of world architectural styles to create my drawing.

Jack Lindenman, Into Oblivion Photograph Roslyn High School Grade: 12 Art Teacher: Richard Ritter When I first observed The Shadow of the Brooklyn Bridge by Emilio Sanchez, I was struck by the unusual perspective of the building. The angle and shadow at which Sanchez saw the building added to his unique perspective. This piece gave me the idea that something as dull as a monochromatic, repeating structure can have life and uniqueness that reflects the artistâ&#x20AC;&#x2122;s personality. I used this concept to create my own piece as a display of my personality. Like Sanchez, I used an interesting angle, while adjusting the colors to create contrast, much like the shadow in his piece.

Christos Liopyros, Dominick Charcoal on paper Patchogue-Medford High School Grade: 11 Art Teacher: Gary Lester I wished to create something similar to Larry Finkâ&#x20AC;&#x2122;s photograph English Speaking Union by capturing a sense of tension in my subject. I also chose to include dramatic lighting to emphasize the light areas in my composition.

Clarissa Liu, Nice To Meat You Acrylic on canvas Syosset High School Grade: 12 Art Teacher: Damon Tommolino Being an avid fan of food, I was immediately drawn to Moveable Feast by George Grosz. The artistâ&#x20AC;&#x2122;s whimsical arrangement of images and use of color in the collage inspired me to create my artwork, Nice To Meat You with a similar motif of food. As I created my piece, I began to explore the idea of human dominance over other species. Individuals alone may be weak when faced with nature, however, as we have evolved, humans have developed the means to kill things that may be larger or faster at an alarming rate. This relates to issues of overharvesting, farm-raised food, genetic modification, and other industrial means that could eventually compromise the health of the consumer. I intend to bring more awareness to the detriments of this type of consumerism through my artwork.

Ripley Mars, Self Portrait #1 Collage Huntington High School Grade: 10 Art Teacher: Kristin Singer Stan Brodskyâ&#x20AC;&#x2122;s Low Tide #1 caught my attention while visiting The Heckscher Museum of Art. What I found most inspiring in this work of art was his use of soft colors, which appear to melt and flow into each other. I decided to translate this use of muted, pastel colors into my own piece, a self-portrait made of cut pieces of water-colored paper. By using the method of collage, I believe I was able to capture the same sense of obscurity and visual stimulation that Stan Brodskyâ&#x20AC;&#x2122;s abstract piece does. In addition, by using these individually cut and colored pieces of paper, I was able to create the same aura of soft, smooth, and tranquil colors. *Renzo S. Bianchi Scholarship Award

Emily Martin, Fork in the Road Mixed Media Plainview-Old Bethpage John F. Kennedy High School Grade: 11 Art Teacher: Warren Jacobson I was inspired by the social commentary aspect of Robert Rauschenberg’s work of art entitled Calf Startena. In my work, I want to portray the theme of social norms placed on teenage girls. In many of his pieces, Rauschenberg used magazine and newspaper advertisements. As a reference to Rauschenberg’s artistic style, I chose to include mixed media through Xerox transfers and watercolor. I depicted the female figure in relief to emphasize the dilemma many girls face. She is unsure of what she wants to do in relation to the images influencing her in the background: Should she follow the social norms or follow her own morals and defy society’s influence? *Huntington Fine Arts Honorable Mention Award

Jacqueline Mass, Beauty Within Gel transfer print with tissue paper MacArthur High School Grade: 11 Art Teacher: Lynn Spinnato The painting that inspired me is The Poetry of Moonlight. Nature is beautiful and this piece inspired me to focus my artwork on nature. Rather than taking pictures of colorful flowers, autumn leaves, or baby animals, I took a photograph of the rain. Rain is considered gloomy, sad, and annoying to walk through. I chose to photograph it because not many see the hidden beauty behind its gray color. Like the moonâ&#x20AC;&#x2122;s sparkly light in the dark of the night, rain has the power to cleanse and rejuvenate the Earth, an idea that many people neither acknowledge nor appreciate. Sometimes the less obvious things in life can be the most powerful.

Hayley Matis-Uzzo The Entanglement Photograph Northport High School Grade: 12 Art Teacher: Margaret Minardi I found Space Loom XXII by Ibram Lassaw to be the most intriguing work at The Heckscher Museum of Art because of its interesting shapes and abstraction. Exploring Lassawâ&#x20AC;&#x2122;s body of work, I realized we had more in common than an interest in shapes, but also shared an attraction to unconventional mediums. The biomorphic shapes he created in his early work were constructed of materials like plastic, rubber, wood, etc. His use of experimental techniques brought my own manipulation of materials to a new level. I was intrigued by changing the way people see the human body, by adapting Lassawâ&#x20AC;&#x2122;s Abstract Expressionist style onto a figure. With my previous knowledge of weaving and knitting, I developed my idea through a variety of techniques that include arm knitting, painting, and coloring on the body. I also contorted the torso and elements of anatomy to create my entangled figure. *Honorable Mention

Hayley McLean, Silhouette Digital photograph Mount Sinai High School Grade: 12 Art Teacher: Christina Romeo Larry Finkâ&#x20AC;&#x2122;s photograph New York City, May 1977 has amazing lighting and silhouettes, details that caught my eye. I have always loved black and white photographs for the ways in which they express dramatic lines and expressions. My photograph is similar to Finkâ&#x20AC;&#x2122;s through lighting, line, and silhouette. It has a vintage quality to it, which is enhanced by the careful placement of the angles of the arms. Against the Fink it shows a contrast between past and present, as well as staged and candid photography.

Madelyn McNierney, Folded Digital photograph Half Hollow Hills High School East Grade: 12 Art Teacher: Allyson Uttendorfer

Picasso by Red Grooms inspired me when I visited The Heckscher Museum. What really stood out to me about this work of art was the unusual sculptural material of paper. Since my passion is shooting portraits, I created the portrait Folded. Finding inspiration in Picasso, I decided to construct a mask and utilize paper in a unique way. The folds and angles of the mask give the subject a geometric feel and eliminate any sense of emotion. I made the mask white so it is in its purest state while it contrasts with the black background, making it the focal point of the photograph. I also used dramatic lighting to enhance the composition.

Kristen Miciotta, Blue Sky Digital photograph Long Beach High School Grade: 9 Art Teacher: Sue Presberg Inspiration for my piece came from the painting Low Tide by Stan Brodsky and the photograph Manhattan Bridge by Joe Constantino. My photograph incorporates techniques used by both artists. I was inspired by Stan Brodskyâ&#x20AC;&#x2122;s use of colors to express mood and the use of leading lines, a technique used in Joe Constantinoâ&#x20AC;&#x2122;s work. This was achieved by taking my photograph on a sunny morning to get the bright blues of the sky. The lighting also made interesting shadows from the rails of the boardwalk. The rails and shadows create strong lines that direct the eye and create order. These aspects of my photo blend the industrial style of Manhattan Bridge with the serene and natural quality of Low Tide.

Emily Milano, A Soft Squelching Sound Photograph Sayville High School Grade: 12 Art Teacher: Evan Hammer I was inspired by Stan Brodsky’s Blue Scape. I aspired to capture the soft markings and flow of his painting in my work. I began observing bodies of water, their reflective quality, rippling effects, and hidden gems under the surface. I felt a strong connection between water and Brodsky’s work. The ebb and flow of the water in my photograph allows for viewer’s eyes to wander through the space with pleasure, just as in Brodsky’s painting.

Bob Mischo, The Rape of Masculinity Colored pencil on paper Bayport-Blue Point High School Grade: 12 Art Teacher: Frank Salino I was tremendously inspired by the overwhelming force exerted by Pluto that François Girardon captured in his sculpture The Rape of Proserpine. In The Rape of Masculinity, I sought to reimagine The Rape of Proserpine to make a larger statement about the zeitgeist of media. Specifically, I was interested in commenting on the way men are portrayed in advertising and the oppressive nature of hyper-masculine imagery. Such imagery often displays men in a position of power and control, just as I have rendered the arm of a bodybuilder as it tightly grips a Ken doll. The doll represents a more feminine portrayal of men that is highly under-represented in media. Just as Pluto rapes Proserpine in Girardon’s work, media culture metaphorically rapes the minds of the masses through its omnipresence. The Rape of Masculinity intends to shed light on the idea that hyper-masculinity in advertising has become highly problematic and pervasive; it has effectively normalized our society’s view of what a man is and is not.

Priya Mishra To RIse Above Silkscreen Hicksville High School Grade: 11 Art Teacher: Beth Atkinson The painting Early Morning Sunflower for Ron by Bruce Lieberman inspired me to create a silkscreen piece. When I saw the golden sunflower reaching towards the sun, I thought of growth and knew that it was going to be the inspiration for my piece. The lone woman at the center of my artwork holding up the world symbolizes all women as they strive to achieve their goals and continuously exceed any and all the boundaries that attempt to suppress them. Just as the sunflower rises above the weeds to catch the light, women must raise themselves above the oppression that they face in their daily lives, such as physical abuse, sexual assault, body image issues, and trouble making strides in the STEM field in order to thrive. I added yellow to the women on my piece to show their ascent towards the sun. As they bring lives into the world, feed hungry mouths, work for less pay, and stare through the glass ceiling, women hold up the world. *Krasowitz Digital Portfolio Award

Daniel Ong, Mechanical Pencil, marker W.T. Clarke High School Grade: 10 Art Teacher: Jane Powlowski My artwork entitled Mechanical is inspired by Esphyr Slobodkinaâ&#x20AC;&#x2122;s The Typewriter Bird. I used the idea of mechanized wildlife in a more literal sense, depicting a mechanical spider preying on a living mouse which has ventured into its habitat. Originally, I planned to use large, simple pieces that would work together in the real world, like fitting gears. However, as I worked I decided to push the boundaries and use small, intricate parts that are visually interesting, but do not actually make any sense. The closer you look, the more you will see. Rather than an abstract approach to a bird made from from typewriter parts, my work creates a two-dimensional creature from a myriad of mechanical parts.

Sae Otaka, All or Nothing Colored pencil on paper Plainview-Old Bethpage John F. Kennedy High School Grade: 11 Art Teacher: Warren Jacobs When I first saw Man Ray’s La Fortune III, I was intrigued by its composition of very simple, everyday items and tried to decipher the true and deeper meaning of the piece. When I discovered Man Ray’s message about taking gambles and “flushing money down the toilet,” I felt enlightened by the way Man Ray’s arrangement of common items could hold such a complex message. Using this as inspiration, I decided to convey my own message related to taking chances and risks through my own depiction of simple items like playing cards and a spin wheel. I want to encourage viewers to figure out the meaning behind my work.

Nicole Pancotto, Grain Walnut Ward Melville High School Grade: 11 Art Teacher: Jim Swierupski When visiting The Heckscher Museum, I was awed by a large sculpture by Alfred Von Loen entitled Anguish. It is sculpted from wood and has a massive stone base. I was impressed by the fluidity of its form and its contour lines that followed the grain of the wood. I decided I would try to sculpt in a similar way. Coming from a ceramics background, I wanted to challenge myself and use a different medium like wood. I was so impressed with the curves seen in Anguish, that I instinctively created something round in nature. I used negative and positive space as a way to break up the shape of the wood. I looked at the grain and saw shapes that I wanted to highlight. The negative space mimics the grain that could be found in the original slab of wood before it was carved, similar to how Von Loen used curvature to create his sculpture.

Paola Parola, The Return of Proserpine Colored pencil on paper Valley Stream Central High School Grade: 10 Art Teacher: Mario Bakalov The action in the sculpture Rape of Proserpine made it look like it was alive and that the figures were ready to jump out. As I looked, I really appreciated its beauty and the process by which it was created. The dramatic scene led me to research the myth. I discovered that Proserpine is the Roman equivalent to the Greek goddess Persephone. According to the myth, she was taken by Pluto, the god of the underworld. He tricked her into eating pomegranate seeds, knowing that once one eats the fruit of the underworld, they cannot completely return to earth. As a result Proserpine must spend half the year in the underworld, although she is able to spend the other half on earth. Proserpine’s absence brings fall and winter and her return brings spring and summer. In my research I saw that many artists have created similar images of “the rape.” I wanted to explore another part of the story. My piece represents Proserpine’s return. Winter is being warmed by the garland of flowers adorning her head and spring arrives. However, her facial expression hints at the sadness that she feels due to the knowledge that this visit is only temporary.

*Second Place, Judith Sposato Memorial Prize

Brianna Policastro, Pattern and Clay Ceramics MacArthur High School Grade: 11 Art Teacher: Lynn Spinnato I was inspired by the design of the wallpaper in the background of the photograph New York City, May 1977 by Larry Fink on view in the exhibition Rabble-Rousers. I was drawn to the mixed patterns and different shapes. I used this detail to create a similar geometric design on a series of tiles made out of clay.

Steven Robert, Through Coquiâ&#x20AC;&#x2122;s Eyes Stoneware Long Beach High School Grade: 12 Art Teacher: AnnMarie Pulice I was influenced by the artwork Medusa Beheaded by Theodoros Stamos, created in 1945. I was initially drawn to this work of art because it reminded me of Native American artwork, but when I looked closer I realized that it was based on Greek mythology. I also discovered that the artist was using his Greek heritage as a source of inspiration. I was born in Puerto Rico and decided to draw upon my Taino heritage. I am a ceramics student and I designed a vessel composed of organic forms reminiscent of the roots of a tree. These roots are symbolic of my roots and heritage. The coqui symbol is included to represent memories of my home.

Emily Rosenthal, Of Life and Death Graphite pencil Oceanside High School Grade: 11 Art Teacher: Danielle Casquarelli Even though the “I” in George Grosz’s painting I Was Always Present is not directly stated, I immediately recognized it as death. The thought that death is always present is a profound concept that I aimed to capture in my piece. There is a strange duality to life and death—the paradox that as we live, we are also dying. While Grosz made a comment on death through war imagery, I chose to depict an average woman in order to show that we all face the inevitability of death. I chose to parallel Grosz’s use of warm colors in my figure’s dress. The bright red stands for the vibrancy of life and blood, which, despite keeping us alive, is often associated with death. While the presence of death is undeniably saddening in I Was Always Present, I aimed to show how life cannot exist without death, and vice versa. Our life is made more important when we know that we will one day face death. I wanted my figure to express this sort of life; one lived to the fullest extent, because of the knowledge of death.

Sarah Sachs, Street Corner Monster Scratchboard etching Cold Spring Harbor High School Grade: 12 Art Teacher: Christine Oswald I was inspired by the engaging havoc portrayed in Hell Hole. Like John Sloan, I used black and white to create three-dimensional perspective on a two-dimensional surface. I attempted to emulate the figureâ&#x20AC;&#x2122;s unobtrusive tone so that the viewer looks into a candid display where only the monster is alert. The repetitive scratch marks create my desired perspective and the visual noise of the piece. The beastly monster is a street-performing human who entertained onlookers for spare change. Walking through cobblestone streets of Spain, there was a certain cacophonous aura to this scene that enticed me to capture it in Street Corner Monster.

Amanda Schain, A bird in the hand is worth two in the bush Colored pencil on paper Plainview-Old Bethpage John F. Kennedy High School Grade: 11 Art Teacher: Warren Jacobs I was inspired by George D. Green’s work of art Minding Dog Rag. Green’s use of the trompe l’oeil technique really grabbed my attention. I went to the park across the street from my house and photographed a hand holding an origami crane. I used this photograph to create my own trompe l’oeil interpretation of Green’s painting. I created a piece where the viewer would see both the foreground and the background very clearly. The origami crane references Green’s bold shapes and forms. I drew the entire image in colored pencil in order to deceive the eye. *Achievement Award in Drawing

Angelina Selkirk, My Stars Charcoal and marker Deer Park High School Grade: 12 Art Teacher: Derek Mainhart This photograph influenced me because when you look up you see a spiral leading to the sky. I have always moved throughout my life and so my friends and my home have never been the same. However, the moon, stars, and my garden have always been constant wherever I go. So, in my artwork, I included four elements to represent a garden. I have also included a full moon and stars because they are always there for me.

Jenny Shin, Untitled Acrylic on canvas Locust Valley High School Grade: 11 Art Teacher: Linda DeFeo Upon visiting The Heckscher Museum of Art, I was inspired by the painting Portrait of Louis Bouché by Florine Stettheimer. I really enjoyed Stettheimer’s use of color— specifically deep teal and the contrast between subject and background. I was also intrigued by the juxtaposition of the realistic depiction of the man against the abstract patterned background. Therefore, I chose to use the principle of contrast as the focal point in my piece. While concentrating on juxtaposition, I also became inspired by the artist Gustav Klimt. In many of his works, Klimt created contrast between abstract patterns and realistic human forms. Additionally, I wanted to include my own culture into the piece. I dressed the figure in my work in a hanbok, a traditional Korean costume.

Kara Stenberg, Heckscher Mixed media Sayville High School Grade: 12 Art Teacher: Evan Hammer For my mixed media artwork entitled Heckscher, I was inspired by the way the artist Red Grooms used the interior perspective of the Guggenheim Museum to represent artists and their work. I was intrigued by the rhythm and energy of his lithograph. I applied this concept to my piece using a cartoon-like style aiming to recreate Groomsâ&#x20AC;&#x2122; enticing exuberance.

Shaina Tabak, Rock Paper Scissors Acrylic on canvas Syosset High School Grade: 12 Art Teacher: Damon Tommolino Throughout history it is evident that societal structures are deeply rooted in dogmatic ideologies, which can reflect religion, war, or patriarchy. At times, these beliefs can inflict harm or discomfort. For ages, art has possessed the ability to comment on or criticize ideologies that have prevented people from reaching equality. Big Daddy Paper Doll scrutinizes the phallic power that dominates the military-industrial complex. Stevens strips her subject of his patriarchal power by depicting him as a malleable paper doll. Similarly, my painting is a rejection of societal ideology and challenges the exploitation of racial identity. In November 2013, 12-year-old AfricanAmerican student Vanessa VanDyke refused to straighten her naturally curly hair to conform to her Christian private schoolâ&#x20AC;&#x2122;s norm. I support the protection of an individualâ&#x20AC;&#x2122;s natural physiological differences in an age where tolerance is necessary and essential. Where Stevensâ&#x20AC;&#x2122; piece defies an ideology through humor, mocking an individual, and ultimately stripping him of his power, my piece emboldens the opposition to racial divide by rejecting the voice of intolerance.

Rebecca Tallman, Shades of Brooklyn Mixed media (graphic design and photography) Connetquot High School Grade: 12 Art Teacher: John Hargrave I was instantly drawn to and inspired by Joe Constantinoâ&#x20AC;&#x2122;s photograph Manhattan Bridge. It inspired my photograph of the Brooklyn Bridge. To give texture and depth to my piece similar to Constantino, I overlaid a picture that I took of a squirrel on a bench eating nuts out of a girls hand in a Brooklyn park, as well as photographs I took of Aztec patterns. I used vibrant colors in Shades of Brooklyn to give it individuality while still capturing the emotion and power behind Constantinoâ&#x20AC;&#x2122;s work. His photograph shows the many shades of Manhattan, and I hope mine shows the different shades of Brooklyn, which is close to my heart because my dad grew up there. *Renzo S. Bianchi Scholarship Award

Julia Tannenbaum, The Old Man and The Sea Digital photograph Northport High School Grade: 12, Art Teacher: Pamela Waldroup Esphyr Slobodkina’s East River captured my attention while at The Heckscher Museum of Art. At first, I saw the abstract curves as two open sails on a sailboat. This inspired me to continue the curves through the shape of the fisherman’s raincoat in my photograph, The Old Man and The Sea. I was most intrigued by the sculpture’s negative space and the values created through Slobodkina’s use of different materials. I wanted to capture the effect of the materials in Slobodkina’s sculpture by photographing in black and white. In Slobodkina’s work, the white material is smooth while the grey values are full of texture and shadow. In my photograph, the raincoat is smooth with little texture, while the face and drawstring have depth and specific textures. Finally, both works of art evoke a feeling of contemplation. *Honorable Mention *Renzo S. Bianchi Scholarship Award

Heidi Titko, Geometric Progression Monotypes and collage Hicksville High School Grade: 12 Art Teacher: Beth Atkinson I was inspired by the photograph Queensboro Bridge #1. I loved how the photograph appeared to have a layered effect, building from the heaviness and stability of the bottom upward into the lighter part of the sky and seeming to almost disappear. I wanted to create a structured geometric format similar to this photograph by Neil Scholl. When I visited The Heckscher Museum and viewed Schollâ&#x20AC;&#x2122;s photograph, I was working with collage and chose to use that as my medium. The bridge in Schollâ&#x20AC;&#x2122;s photograph and the idea of travel triggered my choice of using maps as part of my collage.

Malik Tricoche, Untitled Mixed media Brentwood High School Grade: 12, Art Teacher: Nick Groudas I took the concept of contrast from Scraper 1 as my inspiration. While I incorporated the red and blue lights from Keith Sonnierâ&#x20AC;&#x2122;s work in my piece, structurally I was looking to go in the opposite direction. I used organic materials, which added a naturalist theme. I also included industrial elements like the particle compression board, which served as my base, and the metallic pedestal, which is cracked as if the natural elements are overpowering the man-made objects. I wanted my sculpture to represent a raw combination of the natural and industrial elements that are brought together by humanity. *Joseph Mack Achievement Award

Samantha Trollo, Usher Mixed media Hicksville High School Grade: 11 Art Teacher: Beth Atkinson While at The Heckscher Museum of Art, Larry Riverâ&#x20AC;&#x2122;s artwork Living at the Movies stood out to me. I chose this piece to serve as my inspiration. Being that I am heavily involved in the theatre program at my school, I was drawn to the image of theater seats, which I included in my artwork. Larry Riverâ&#x20AC;&#x2122;s work is a silkscreen print, something that I wanted to experiment with and ultimately ended up using in my final mixed media artwork.

Ashley Tucker, On The Right Track Digital photograph Roslyn High School Grade: 12 Art Teacher: Richard Ritter I gained inspiration for On the Right Track from the photograph called Manhattan Bridge by Joe Constantino. His black and white image influenced me to make my photograph without the use of color. My piece was created by using threshold in Adobe Photoshop, which is a version of black and white that contains high levels of contrast. I also composed my image to have a powerful diagonal running across the picture plane, creating a strong focal point towards the back of the image, as in Joe Constantinoâ&#x20AC;&#x2122;s photograph. The focus on the altered lines of both man-made objects, the train track, and the bridge create a unity of patterns throughout these images.

Malika Watlington-Wright, Heart-burst Ceramic Amityville Memorial High School Grade: 12 Art Teacher: Nidia Keaveny

Minding Dog Rag by George D. Green inspired me because the lines and shapes reminded me of the veins of the heart and the way they intertwine. I decided to create a three-dimensional abstract heart because of the feelings and emotions that I connected with Green’s artwork. Like Green, I chose to use a variety of greens, blues, reds, and oranges to express these emotions. In Green’s artwork, he has areas that are textured and areas that are smooth. I also conveyed this in my sculpture. This is very much like my personality—I am hard and rough on the outside, but when you get me know I am soft at heart. The reason why I decided to use the heart as part of my inspiration is because I think and feel so strongly with my heart. The two pieces intertwine and separate, reflecting the many different parts of my personality. My sculpture is an abstract puzzle and can be rearranged and displayed differently depending on my mood.

Jennifer Wernau, Gumball Machine Conte crayon Smithtown High School West Grade: 12 Art Teacher: Steve Halem As an art student, the sculpture The Typewriter Bird motivated me to think abstractly. The dynamic feeling of Slobodkinaâ&#x20AC;&#x2122;s piece made me want to create movement in my drawing. The broken pieces of the typewriter made me think about the mechanics of a gumball machine. I pulled the gears and the shaft out of their respective places and distorted them in order to create a sense of motion. I experimented with the diverse shades of black and white to generate contrast. *Renzo S. Bianchi Scholarship Award

Samantha Williams La Marina Painted wood Brentwood High School Grade: 11 Art Teacher: Nick Groudas My love for three-dimensional design goes above and beyond any other love of mine. When visiting The Heckscher Museum of Art, Betty Parsons’ Tugboat caught my attention immediately. Her wood pieces found and assembled with linear, bold stripes made me notice each individual piece and their significance. Her artwork expressed color, concept, and vibrancy. Her simple, yet hypnotizing artwork made me zero in on her piece and appreciate it in a different way. I tried to portray Betty Parsons’ unique way of utilizing wooden pieces to tell a story. First, I gathered pieces of wood and concentrated on how each piece worked with the others. I arranged the pieces in a way that each viewpoint has its own chapter in the entire story. Then, by adding house paints for color, I attempted to draw the viewer in even more. Finally, to ensure the work’s full potential, I sanded down a few pieces to achieve the final effect. *Huntington Fine Arts Honorable Mention Award

Patricia Wong, Smoke and Mirrors White charcoal on black paper West Islip High School Grade: 12 Art Teacher: Annette Musteric

English Speaking Union captures the conflict between photographers and their subjects. The subjectâ&#x20AC;&#x2122;s distant gaze seems to challenge Finkâ&#x20AC;&#x2122;s presence, and demonstrates her displeasure at his intrusion. The tension invites observers to explore the conflict for photographers as they teeter between participants and observers in the moments they capture. I expand upon this idea by calling into question many of the implications of the camera, as well as assess the significance of the camera as an instrument that aids in understanding. Photography can make moments more universally attainable, but at what point do people expect photography to become a substitute for interaction? This is a theme that becomes more apparent with the current phenomenon of constant photographic documentation. The camera can be an instrument in exposing profound truth, but also a tool that can inhibit and manipulate. In my drawing, I focus on the camera as a subject, and the smoke that rises is meant to visualize the distortion that often exists as a photograph is taken.

SeYun Yoon, The Red Lady Mixed media (photography, collage, paint) Jericho High School Grade: 11 Art Teacher: Louise Millmann My photographic collage was influenced by Robert Rauschenberg’s prints on view in the Museum’s Rabble-Rousers exhibition. I am inspired by the artist’s use of non-traditional materials, such as found ephemera and discarded objects, in innovative combinations. For my collage, I used original portraits, flower images, paint, and Adobe Photoshop software to create an image that explores the way in which viewers may perceive female beauty. I am exploring Asian beauty and social hierarch, as found in Kabuki Theater and Asian culture.

Kenyi Zelaya, The Escape Mixed media (acrylic, ebony pencil) E. W. Miles Middle School Grade: 10 Art Teacher: Jennifer Dibble

La Ventanita by Emilio Sanchez caught my attention because of its simplicity. It has a connection with my Hispanic heritage because Emilio Sanchez was Cuban-American. La Ventanita translated into English means “the window.” My objective was to have my work of art act as a rendition of La Ventanita while adding my own personal style. Using acrylic paint, I was able to create a range of values. My realistic depiction of the human eye was achieved by utilizing an ebony pencil on watercolor paper. The main focus of The Escape is the human eye peering out of the window. It symbolizes the yearning to escape temporarily into the vastness of your imagination—the ability to break away from present and past. Recently, I lost my beloved Aunt Sarah. She was extremely close to me, almost like a second mother. I remember she would tell me it is okay to lose yourself in a daydream every once in a while. The piece I created demonstrates a young girl’s eye gazing out of the window, getting lost in a daydream as a temporary escape.

SELECT

INSPIRATION ARTWORK

Clockwise from top left: George D. Green, Minding Dog Rag, 1987. Gift of the Children of Stanley Stein. © George D. Green. Ibram Lassaw, Space Loom XXIII, c. 1971. Museum Purchase: Heckscher Trust Fund. © Estate of Ibram Lassaw. William Holbrook Beard, Give Up That Egg, 1891. August Heckscher Collection. Larry Fink, New York City, May 1977, 1977. Gift of George and Alexandra Stephanopolous. © Larry Fink. Esphyr Slobodkina, The Typewriter Bird, 1960-61. Gift of the Artist.

OPENING RECEPTION

Opening Reception photographs by Damian Donach

ACKNOWLEDGEMENTS 53 schools across Nassau and Suffolk Counties submitted artwork for jurying for the 2014 exhibit. Thank you to all of the participating schools, administrators, and teachers. Without your support, this exhibition would not be possible. Amityville Memorial High School Amityville Union Free School District Mary DeRose, Principal Frances Fernandez, Dir. of Fine Arts Steve Carbo, Art Teacher Cara Garofolo, Art Teacher Jayne Grasso, Art Teacher Nidia Keaveny, Art Teacher

Division Avenue High School Levittown Union Free School District Joan Lorelli, Principal Frank Creter, Curriculum Associate Loretta Cordiello, Art Teacher Nikki Kessler, Art Teacher Stacy Roth, Art Teacher Timothy Ryan, Art Teacher

The Ashcan Studio of Art, Inc. Little Neck, New York Shin Young Rho, Principal Matthew Capezzuto, Lead Instructor Kijong Do, Instructor

E.W. Miles Middle School Amityville Union Free School District Michele Darby, Principal Frances Fernandez, Dir. of Fine Arts Jennifer Dibble, Art Teacher

Bayport-Blue Point High School Bayport-Blue Point School District Gaurau Passi, Principal Paul Weber, Chairperson of Art & Music Frank Salino, Art Teacher Bellport High School South Country Central School District Tim Hogan, Principal Suzette Fandale, Art Chairperson Lisa Conk, Art Teacher Brandon Payne, Art Teacher Brentwood High School Brentwood Union Free School District Richard Loeschner, Principal Joel Ratner, Dir. of Fine Arts Kristin Grossi, Art Teacher Nick Groudas, Art Teacher Cold Spring Harbor High School CSH Union Free School District Jay Matuk, Principal Andria McLaughlin, Art Chairperson Laura Cirino, Art Teacher Kristine Levy, Art Teacher Christine Oswald, Art Teacher

East Islip High School East Islip Union Free School District William Brennen, Principal Stephen Guarino, Dir. of Fine Arts Brian Ortiz, Art Teacher Elmont Memorial High School Sewanhaka Central High School District John Capozzi, Principal Chris Yee, Art Department Chairperson Catherine Nolan, Art Teacher Katrin Marino, Art Teacher Floral Park Memorial High School Sewanhaka Central High School District Kathleen Sottile, Principal Cassandra Papajohn-Shaw, Art Coordinator Sydell Glasser, Art Teacher Friends Academy Locust Valley, New York Deborah Schoman, Principal Joy Lai, Dept. Chair of Visual Arts Garden City High School Garden City Union Free School District Nanine McLaughlin, Principal Nina Prasso, Dir. of Music & Art Jason Karp, Art Teacher Shawn Uttendorfer, Art Teacher

Connetquot High School Connetquot Central School District Gregory Murtha, Principal Jon-Michael Lasher, Dir. of Fine Art & Music Half Hollow Hills High School East John Hargrave, Art Teacher Half Hollow Hills UFSD Jeffery Woodberry, Principal Deer Park High School Darlene Lilla, Dir. of Art & Music Deer Park Union Free School District Allyson Uttendorfer, Art Teacher James Cummings, Principal Jeff Dailey, Dir. of Fine & Performing Arts Derek Mainhart, Art Teacher

Half Hollow Hills High School West Half Hollow Hills Union Free School District Michael Catapano, Principal Darlene Lilla, Dir. of Art & Music Jennifer Ievolo, Art Teacher Harborfields High School Harborfields Central School District Rory Manning, Principal Thomas Gellert, District Dir. of Art & Music Nicholas Maravell, Art Teacher Eileen Shields, Art Teacher Hauppauge High School Hauppauge Union Free School District Christine O'Connor, Principal Janet Velasquez, Dir. of Fine & Perf. Arts Patricia DiMasi Coppola, Art Teacher Hicksville High School Hicksville Union Free School District Raymond Williams, Principal Philip Grusenmeyer, Supervisor of Fine Arts Cynthia Appold, Art Teacher Beth Atkinson, Art Teacher Angela Galante, Art Teacher Huntington High School Huntington Union Free School District Carmela Leonardi, Principal Sarah Gill, Dir. of Fine Art Kasmira Mohanty, Art Teacher Kristin Singer, Art Teacher Jericho High School Jericho School District Joan Rosenberg, Principal Ken Pollitt, Dir. of Art and Music Elissa Cosenza, Art Teacher Laura Gilfedder, Art Teacher Louise Millmann, Art Teacher Lois Zegel, Art Teacher John F. Kennedy High School Bellmore-Merrick Central HS District Lorraine Poppe, Principal Jon LaRochester, Assistant Principal Vanessa Albaneze, Art Teacher Mark Booth, Art Teacher Lisa Federici, Art Teacher Melinda Gomez, Art Teacher

Locust Valley High School Locust Valley Union Free School District Kieran McGuire, Principal Thomas Hogan, District Art Chair Linda DeFeo, Art Teacher Melanie Mooney, Art Teacher Long Beach High School Long Beach Union Free School District Neil Lederer, Principal Dale Johanson, Dir. of Comprehensive Arts Nora Bellsey, Art Teacher AnnMarie Pulice, Art Teacher Sue Presberg, Art Teacher Long Island High School for the Arts Nassau BOCES, Syosset, New York Frank Banta, Principal Robyn Shear, Art Department Coordinator Rae Raff, Art Teacher MacArthur High School Levittown Union Free School District Kathleen Valentino, Principal Frank Creter, Art Chairperson Deja Gomes-Vance, Art Teacher Lynn Spinnato, Art Teacher Mount Sinai High School Mount Sinai Union Free School District Robert Grable, Principal Stephen Mantone, Dir. of Music & Arts Christina Romeo, Art Teacher Newfield High School Middle Country Central School District S. Graviano, Principal Diana Cook, Dir. of Music & Art Patti Kern, Art Teacher Northport High School Northport-East Northport School District Irene McLaughlin, Principal Julia Lang-Shapiro, Visual Arts Chairperson John DeRosa, Art Teacher Margaret Minardi, Art Teacher Pamela Waldroup, Art Teacher

Kings Park High School Kings Park Union Free School District Lino Bracco, Principal Susan Guasp, Art Teacher

Oceanside High School Oceanside Union Free School District Gerri DeCarlo, Principal Robert Brase, Dir. of Fine & Performing Arts Danielle Casquarelli, Art Teacher Kristia Gemino, Art Teacher Karin Handrakis, Art Teacher Nanci Nigro, Art Teacher

Lawrence Woodmere Academy Woodmere, New York Alan Bernstein, Headmaster Dawn Shillalies, Art Teacher

Our Lady of Mercy Academy Syosset, New York Margaret Myhan, President Jody Spadaro, Chairperson of Fine Arts

Patchogue-Medford High School Patchogue-Medford School District Randy Rusielewicz, Principal Lawrence Roberts, Dir. of Fine Arts Gary Lester, Art Teacher Michael Scholz, Art Teacher Paul D. Schreiber High School Port Washington Union Free School District Ira Pernick, Principal Sheri Suzzan, Dir. of Creative Arts Marisa DeMarco, Art Teacher Kris Murphy, Art Teacher Plainview-Old Bethpage JFK High School P.O.B. Union Free School District James Murray, Principal Judith Chen, Dir. of Art Jennifer Beinlich, Art Teacher Warren Jacobson, Art Teacher Portledge School Locust Valley, New York Simon Owen Williams, Principal Doris Benter, Art Department Head Pat Myers, Art Teacher Roslyn High School Roslyn Union Free School District Scott Andrews, Principal Jay Pilnik, Assistant Principal Richard Ritter, Art Teacher Sayville High School Sayville Union Free School District Ronald Hoffer, Principal Debra Urso, Art Department Chairperson Evan Hammer, Art Teacher Shoreham-Wading River High School Shoreham-Wading River Central School District Daniel Holtzman, Principal Shannon Westcott, Art Teacher Smithtown High School East Smithtown Central School District Ed Thompson, Principal Michael Mastrangelo, Dir. of Fine Arts K-12 Tim Needles, Art Teacher

Uniondale High School Uniondale Union Free School District F. Simmons, Principal Kelvin Jenkins, Dir. of Fine Art Dalva Yaron, Art Teacher Valley Stream Central High School Valley Stream Central High School District Joseph Pompilio, Principal Todd Holly, Fine & Performing Arts Head Mario Bakalov, Art Teacher Valley Stream North High School Valley Stream Central High School District Clifford Odell, Principal Todd Holly, Coord. of Fine & Performing Arts Allan Nafte, Art Teacher Valley Stream South High School Valley Stream Central High School District Maureen Henry, Principal Todd Holly, Coord. of Fine & Performing Arts Edward Lee, Art Teacher Paulette Lowe, Art Teacher Roseann Valletti, Art Teacher W. T. Clarke High School East Meadow Union Free School District Timothy Voels, Principal Abby Behr, Dir. of Music & Art Jane Pawlowski, Art Teacher Wantagh High School Wantagh Union Free School District Carolyn Breivogel, Principal Kelly Good, Dir. of Fine & Performing Arts Pat Beary, Art Teacher Michele Librett, Art Teacher AmySue McPartlan, Art Teacher Ward Melville High School Three Village Central School District Alan Baum, Principal Jennifer Trettner, Dir. of Art Stefanie DiLorenzo, Art Teacher Jim Swierupski, Art Teacher

Smithtown High School West Smithtown Central School District John Coady, Principal Michael Mastrangelo, Dir. of Fine Arts K-12 Steve Halem, Art Teacher

West Babylon Senior High School West Babylon Union Free School District Ellice Vassallo, Principal Barbara Kelly, Art & Music Chairperson Erin Bodolai, Art Teacher Adrienne DiStefano, Art Teacher James Fulton, Art Teacher Christine Iaquinto, Art Teacher

Syosset High School, Syosset Central District Giovanni Durante, Principal Michael Salzman, Coordinator of Art & Music Peter Haughwout, Art Teacher Chrysoula Highland, Art Teacher Damon Tommolino, Art Teacher

West Islip High School West Islip Union Free School District Anthony Bridgeman, Principal Eric Albinder, Dir. of Fine Arts Linda Marino, Art Teacher Annette Musteric, Art Teacher

THANK YOU to the school districts, administrators, teachers, and most of all the students who have made this year’s exhibition a success. Your unwavering dedication to this annual initiative has made Long Island’s Best one of the most prestigious opportunities for young artists on Long Island. Lisa Chalif, Curator of Exhibitions and Collections, for her expertise, time and energy in curating this year’s exhibition. The Young Artist Award Fund Supporters for their generous donations in support of the Young Artist Best in Show Award Endowment Fund. Dr. Inna Gellerman, Gellerman Orthodontics, for sponsoring this exhibition in part and generously providing additional funding for the third annual Long Island's Best exhibition catalogue. Lynette Bianchi and the members of the Renzo S. Bianchi family for their support of talented Suffolk County high school artists. Huntington School of Fine Arts for sponsoring the Joseph Mack Achievement Awards and Huntington Fine Arts Honorable Mentions. Frank Sposato for sponsoring the Judith Sposato Memorial Prize. The Law Offices of Anthony Presberg for their donation of the Andrew Presberg Promising Young Artist Award. Christine Machtay for her donation of the Donald and Gloria Horn and Donald G. Horn, Jr. Scholarship Awards. Mike Krasowitz, Long Island’s Best Photographer, for photographing each work of art and for the generous donation of his photographic services for the Krasowitz Digital Portfolio Award. Museum staff members for their hard work and dedication: Kenneth Moss, Superintendent of Buildings and Grounds, William Titus, Registrar, Sandra Luethi and Pete Pantaleo, Museum Preparators, and Kerrilyn Weiss, Curatorial Assistant. Dr. Bette Schneiderman, Trustee and Chair of Education Committee, The Heckscher Museum of Art, and all Education Committee members. The Heckscher Museum of Art receives generous support from the Town of Huntington. Additional exhibition support is provided by RBC Wealth Management. Gellerman Orthodontics

Marshs/Mitchells Stores for supporting the next generation of Long Island artists. Select works of art from Long Island's Best 2014 will be on view May 1 through May 31 in Marshs store windows, 270 Main Street Huntington, NY 11743.

The Heckscher Museum of Art Education & Public Programs Department Joy Weiner Director of Education & Public Programs Kristina Schaaf Associate Director of Education Michelle LaPorte Coordinator of Music and Programs Adriana Christesen Museum Educator Samantha Hofsiss Museum Educator

2 Prime Avenue Huntington, NY 11743 631.351.3250 www.heckscher.org Education Department 631.351.3214