Return to P.S. Art 2019: Celebrating the Creative Spirit of New York City Kids
Playdate Party Daisy Totten
Grade: PreK School: The Little Brooklyn Pre-K Center, Brooklyn Art Teacher: Lorna Clark Black and white charcoal pencil
Student: This is a party, and a playdate—it’s a playdate party! They are ice-skating, eating ice cream, and watching Apple TV. There are people juggling at the top. There’s a dolly on the floor and a snake at the bottom. It’s a friendly snake. There is a girl passing a note to another girl. The note says, “Next year I’m going to be five.” Can you find the letters of my name? I like to make art because I like drawing. I draw at home and at school.
Teacher: Daisy made this drawing during an exploratory lesson using black and white drawing materials. Students chose their background papers. Children had previously explored with oil pastels, Sharpies, and ebony pencils to make a variety of lines and shapes, lights and darks, and experimented with techniques such as smudging and layering. This was the first time charcoal was a choice as well. Daisy is a focused and prolific artist. She challenged herself by using black and white charcoal pencils to make Playdate Party and showed great control with these materials. She began with black charcoal and then added details using white charcoal. I am constantly impressed with Daisy’s imaginative work and attention to detail.
At the Park Amiah Wallace
Grade: PreK School: P.S. 63 The STAR Academy, Manhattan Art Teacher: Risa Schneider Watercolor and Sharpie
Student: This is my mom, my dad, my brother, my sister, me, and my dog, and we were playing in the park and having fun. When people see At the Park, I want them to feel happy and surprised because they love the artwork. We have shapes, lines, and colors and we can use them to tell a story or show something.
Teacher: We looked closely at the illustrations in Harold and the Purple Crayon by Crockett Johnson and talked about how a variety of lines and a combination of shapes capture small moments. Students brainstormed, and with the various lines and shapes they knew, used pencil to sketch small moments from their own experiences. They outlined their drawings with Sharpie and added watercolor to complete their compositions. I was impressed by the variety of lines Amiah incorporated into her drawing, her skill in combining shapes to create representative figures, and her determination to fit all of her family members into her composition through a creative use of space.
Rainbow Self-Portrait Madiha Mahveen Grade: K School: P.S. 316 Queens Explorers Elementary School, Queens Art Teacher: Jessica Bauman Tissue paper and Sharpie
Student: This is not a real flower in my hair. It is a clip. My self-portrait is not realistic. I want people to feel like my artwork is beautiful and happy. I like to make art because there are so many designs and I like to make designs. I like to use colors.
Teacher: Students created abstract self-portraits inspired by Paul Klee. They used a paintbrush to add water onto bleeding tissue paper, then transferred the color of the paper onto watercolor paper. After the paper dried, they drew their self-portraits and traced the lines with black Sharpies. The students demonstrated understanding of the artist and his abstract technique through the use of lines, shapes, and color. Madiha demonstrated creativity and a unique style in the making of Rainbow Self-Portrait. She created an interesting background and carefully drew the details of her facial features and hair by using shapes and lines.
Untitled (Exploration with Paint) Oliver Ma
Grade: K School: P.S. 39 Henry Bristow, Brooklyn Art Teacher: Lynn Bernstein Tempera paint on paper
Student: When people look at this I want them to feel happy, because I filled the page with shapes and colors. I like to make art because it’s fun and I do it at home, too. I want people to know that it’s cool mixing lots of colors!
Teacher: It was the kindergartners’ first painting unit. They explored making lines and shapes with a variety of drawing materials, and then did the same with brushes and black paint. They practiced thin, thick, wavy, straight, wet, and dry lines, learning to manipulate and control their brushstrokes. They learned to mix secondary colors, tints, and shades. I told them they were going to put all they had learned into a painting. We looked at work by Mark Rothko and Richard Diebenkorn for inspiration, and off they went. I was startled by the sophistication of Oliver’s composition. His use of tints and saturated color is harmonious and playful. The viewer’s eye is drawn around the composition. Oliver thought to add lines and marks onto the shapes, keeping the cheerful, playful mood of the painting. I was so impressed with his quiet determination as he worked.
Big Tree Riyan Duraku
Grade: K School: P.S. 48 William G. Wilcox, Staten Island Art Teacher: Christine Gross Tempera paint
Student: When people look at my work, they will feel good about it. I think they will like the tree. They will like all the tree branches and leaves I made. I like making art because I can paint. It’s fun.
Teacher: Students studied trees as artists see them—the shapes, textures, and colors. Before students painted, they looked at trees, touched parts of a tree, and sketched them. They mixed their own colors, and learned to dip their brush and move it on the page in several ways to make wind or grass. They used different sized brushes to make their backgrounds, build the shapes of the trees, and add details. This painting reached toward second-grade learning indicators; students created imaginative responses to a subject, experimented with paint, worked with a variety of brushes, and used a baseline to define space. Riyan’s work is large and fills the page. He used different colors and thought about where and how to apply the colors he chose. His tree lives on the page!
City Mahsina Hossain Grade: K School: P.S. 35 Nathaniel Woodhull, Queens Art Teacher: Silvia Huggler Mixed-media painting
Student: I hope people will realize that I am a creative person. Maybe some will be proud that a kindergartner can make nice pictures. Art is a lot of fun. It is my favorite subject. I love coloring, painting, cutting, and everything that has to do with art. My picture shows my neighborhood at night. I worked very hard on my picture.
Teacher: Students discussed various New York cityscapes, as well as the painting The Starry Night by Vincent van Gogh. The class read Come with Me to New York by Gloria Fowler and Min Heo, and examined the illustrations. Then they experimented with crayons, oil pastels, tempera paint, and tissue paper to create a nighttime view of their neighborhood. Mahsina was eager to experiment with all the different art materials. She was able to use a limited color scheme to create a cityscape that is a successful composition.
Self-Portrait Antonella Dolla Fasano Grade: K School: P.S. 19 Judith K. Weiss, Bronx Art Teacher: Michelle Quinn Color sticks
Student: Art is fun and exciting. I like to draw, and I had to push really hard with the color sticks to make the colors darker.
Teacher: Students looked at portraits and self-portraits of artists including Frida Kahlo, Pablo Picasso, and Henri Matisse. We read The Colors of Us by Karen Katz, spoke about the shapes and lines in portraits, and discussed how features can change when our moods change. Students practiced drawing the features of a portrait. After drawing their self-portraits, they used color sticks to complete them. Antonella’s self-portrait is so delicately done. Each feature is in proportion, and the blending of the color sticks was above and beyond kindergarten level. Her piece truly impressed me.
Zebra Zarha Hernandez
Grade: K School: P.S. 8 Isaac Varian, Bronx Art Teacher: Nicole Reardon Collage and crayon
Student: I want people to think my work is cool, cute, and pretty. I like to make art because I make things awesome. I want people to know my animal has stripes, eyes, and a nose. Also, that it is cute and it’s a zebra!
Teacher: Kindergartners were learning about zebras. We talked about what they looked like, where and how they lived, and what they ate. Students used collage techniques to create their animals. They used their hands to tear colored papers and assemble them into a zebra in its habitat. They used crayon to elaborate mood and movement. I choose Zarha’s work because she carefully followed directions and captured the movement of the zebra. Zarha’s zebra makes me smile.
Self-Portrait Danica Tiu Grade: K School: P.S. 176 Ovington, Brooklyn Art Teacher: Yuliya Skurska Watercolor and oil pastel
Student: I like this picture. My favorite part is the hair because I colored it all black. I put a rainbow color behind me because I love rainbows. I am holding a flower because flowers smell good. I like to make art because I like to paint. I love to mix different colors and I put them in my art.
Teacher: This self-portrait unit is based on Toyin Ojih Odutola, who draws models from observation and then places them in imaginary settings. Using a variety of marks and mixing colors, Danica created her self-portrait by observing her features in a mirror and painting an imaginary background. This unit introduced the idea of observation to young artists, while giving them the freedom to explore mark making and color mixing with paint and oil pastels. Students expressed their interests and further explored the materials by creating the imaginary backgrounds. Danica’s painting is very expressive. The exuberant marks and vivid colors convey the joy she feels while painting. I observed Danica deliberating over color choices and color placement to achieve the effect she wanted. Danica’s control over the medium and her ability to mix vivid colors is impressive.
Pig Peyton Perez
Grade: 1 School: P.S. 250 George H. Lindsay, Brooklyn Art Teacher: Catherine DePasquale Tempera paint on paper
Student: I love to paint and be messy and make new colors. I also like to add funny things in my paintings. I want people to laugh a little and feel happy when they see my work. I want people to notice my details like the eyes, nose, and feet of the pig. I worked hard learning how to make them.
Teacher: Students in our Chinese dual-language program learned about the Year of the Pig in their Chinese class and in their art class. They were excited to paint their interpretations of the animal. They did several painting explorations to develop their skills in the use of line, color mixing, and working with a variety of paintbrushes. Students looked at pigs in Chinese paintings and in their favorite children’s stories. Peyton has been blossoming as an artist and has shown tremendous growth since kindergarten. Her work shows how closely she has been paying attention to her art lessons. Her sense of humor and her personality shine through.
Two Trucks Passing Henry Livhits
Grade: 1 School: P.S. 499 The Queens College School for Math, Science and Technology, Queens Art Teacher: Hana Hyuna Hwang Pen and watercolor on paper
Student: My favorite part of drawing was imagining what it should be, and then drawing it. I like to draw details and it makes me happy. I was imagining how the trucks would be on the street when they met. They are on a street in Long Island and they are driving opposite ways. They are strangers meeting for the first time. We started drawing with pencil and traced with Sharpies. We had to observe to get the details of the trucks. I want people to be amazed at the trucks—to think about who created them and how I did it.
Teacher: Students began their observation unit by studying and drawing objects as geometrically shaped blocks. The truck still-life lesson taught them that they could break down a complex shape into simpler shapes to describe it on paper. They experimented with shapes and placement of figures within a defined space. Henry made the decision to draw not one truck, but two different ones. He imagined a story in which the trucks were passing each other on opposite sides of the street. The detail and the depiction of overlapping shapes are remarkable for his age. But what impressed me the most was how he persisted and took his time to complete Two Trucks Passing.
Ring-Tailed Lemur Jordann McClarin
Grade: 1 School: P.S. 26 Jesse Owens, Brooklyn Art Teacher: Elizabeth Kinkel Tempera paint
Student: Lemurs are my favorite animals. I like their ringed tails. I saw them once at the zoo in Savannah. They were sitting in a tree, and one lemur was wiggling its tail. It was really funny and it made me laugh. I think this lemur is looking up and is thinking about jumping onto a big tree. I like to paint because I can use the paint to make different animals. I think painting is better than drawing because using the paint and the paintbrushes is more fun. I like all the paint colors. I want people to look at the lemur’s face and his long tail and think that this is a real lemur.
Teacher: Ring-Tailed Lemur is the work of a multidisciplinary painting unit. Based on the Grade 1 Science Scope and Sequence, students researched a favorite animal and its ecosystem, and used the research to develop their artwork. A student-created rubric grew out of discussions of their artwork. Jordann spent a lot of time mixing various green hues to create the rain forest foliage, and worked to make the lemur’s fur just right. We had one-on-one conferences as Jordann problem-solved how to depict the long, fluffy tail of Ring-Tailed Lemur. Jordann came to our school in 2017 to be in the Nest program. He demonstrated remarkable artistic skills by drawing intricate world maps from memory. His drawings of maps are exemplary, and I am so pleased that he branched out into tempera paintings, feeling as satisfied using the paintbrush as the pencil. I am proud of the way he is developing as an artist.
Happy Snowman Cristopher Garcia
Grade: 1 School: P.S. 63 Author’s Academy, Bronx Art Teacher: Min Hye Moon Air-dry clay
Student: I like to make art because I am becoming better and better every time I try hard. I like to make art because I can do many different things. I can draw, paint, and make sculptures. This snowman is so happy—like I am—because I can keep the snowman sculpture forever. Also, making a snowman sculpture is more fun than drawing it on the paper. When people look at my work, I want them to be happy and think I am a good artist. I also want to make them think that art is very fun.
Teacher: Students rolled clay and learned to score pieces to combine them. They discussed how gestures and facial expressions could show the snowman’s emotions. Students added unique characteristics by adding facial features, arms, scarves, and hats. Cristopher is a student who can express himself through art. He worked diligently to depict his unique snowman with its adorable gestures and facial expression. Cristopher’s sculpture has an exquisite quality that reveals its character, as well as the skills Cristopher is mastering in art.
I Love My Family Emily Xia
Grade: 1 School: P.S. 79 Francis Lewis, Queens Art Teacher: Mary O’Donnell Marker, crayon, and watercolor
Student: This is a picture of my family and I love them. I like to make art because I can make great colorful pictures.
Teacher: Students created family portraits that centered on conveying expression to show others how they feel about their families. We focused on overlapping and placement of figures to create a sense of closeness. This came after an exploration of different types of lines and shapes. I was astounded by how hard Emily worked on her family portrait and her attention to detail. Emily is a sweet girl with a great personality, and this comes through in her artwork with her choice of patterns, facial expressions, and hairstyles for her family. This work blew me away.
Deep in the Jungle Alea Mohamed
Grade: 1 School: P.S. 161 Arthur Ashe, Queens Art Teacher: Debbie Rich Liquid watercolor and permanent marker
Student: I layered my green paint on top of each other, and I put a lot of details in my drawing. I want people to be surprised because I used lots of shades of green. I also want them to think about the animals and plants that live in the jungle. I like to make art to experiment with all different types of materials.
Teacher: I read students Swirl by Swirl: Spirals in Nature, written by Joyce Sidman and illustrated by Beth Krommes. They learned how spirals are all around us in nature. Students drew and painted spiral jungles, added layers of various green and brown paints, and then painted brightly colored flowers. Alea’s painting demonstrates varied lines, thoughtful placement of plants and animals within a space, and experimentation with layering of paint. Her painting is filled with details throughout the composition. Her mastery of the media and her eye for color is evident. I can’t wait to see what artwork Alea will create in the future.
Cotasaurus Kevin Franco
Grade: 1 School: P.S. 193 Gil Hodges, Brooklyn Art Teacher: Deborah Sisane Tempera paint
Student: Do ART—it makes you feel happy! I play with dinosaur puppets and make a show. I like to make dinosaurs because I like dinosaurs. I can make people with my painting. I used red paint and a fuzzy stick.
Teacher: To teach the concept of abstract mark making, I showed the K/1 self-contained special education class work by the Abstract Expressionist artist Joan Mitchell. Students identified line, shape, and color. They noted the gestures the artist made and talked about what the artist was trying to express. They experimented with oil pastels, markers, and tempera paint, using cardboard to make a variety of expressive marks to convey their feelings. Kevin was interested in painting with red—his favorite color—but wanted to use a twisted chenille stick instead of cardboard to make marks. He experimented with both ends of the chenille stick to create the various lines and shapes of Cotasaurus.
Winter Owl Joandy Camacho-Duran
Grade: 1 School: P.S. 172 Beacon School of Excellence, Brooklyn Art Teacher: Colleen Siskar Oil pastel and tempera paint
Student: Art is fun. I like to paint and draw and make lots of things. I want viewers to know that I used glue, I used paint, and I love making my art! When they look at my artwork, I want them to know making art is fun. I want them to feel cold because it is snowing.
Teacher: Students observed images of owls and used descriptive vocabulary to talk about the owls. They made artistic choices as they explored mixed media and participated in a guided exercise that included drawing and painting shapes. They learned how to create visual texture for the feathers and the snowy background. Joandy is supported in his work by paraprofessional Grace Milton, but in this lesson he took risks with confidence. Joandy showed control of the brush, adding texture by using short brushstrokes. He demonstrated great effort and engagement with each step of the project. This artwork required fine motor abilities. This piece demonstrates Joandy’s growth and his understanding of how to make purposeful marks with a brush.
The Storm Abraham Carvajal
Grade: 1 School: P.S. 312 Bergen Beach, Brooklyn Art Teacher: Jennifer Skopp Tempera and oil pastel
Student: I did a good job. I like to make art because you can color, paint, and mix colors.
Teacher: In this painting unit, the students created weather scenes. Many exploratory lessons led up to their final paintings. Using black tempera paint and different sized paintbrushes, students explored making a variety of lines. They explored mixing secondary colors. They learned how to make tints and shades. Students then compared and contrasted four paintings of weather scenes and discussed which colors, brushstrokes, lines, and details were used. Next came thumbnail sketches, which were then enlarged. They drew a third draft before painting. They discussed their plans with their classmates. As they painted, their neighbors made suggestions. I love how Abraham’s painting captured a rainstorm. His limited gray yet colorful palette was applied in a painterly manner. Abraham captured the man’s struggle to hold on to his umbrella. We sense the strong wind by the angle of the brushstrokes and the posture of the man and his umbrella.
Wild Thing Emma Kogan
Grade: 1 School: P.S. 207 Elizabeth G. Leary, Brooklyn Art Teacher: Antoinette Spada Oil pastel and watercolor paint
Student: I want people to feel what I felt when I read Where the Wild Things Are. My Wild Thing is friendly. I love to make art because I love different colors and I get to make colorful pictures.
Teacher: After reading and exploring the images in Where the Wild Things Are by Maurice Sendak, students looked for texture and described how it was used. After studying lines, shapes, patterns, and texture, students created their own designs. Emma’s artwork is bold, daring, and very expressive. She used patterns, shapes, and lines in unique ways.
Flower Bird Fiorella Alvarado Luz
Grade: 1 School: P.S. 133, Queens Art Teacher: Kaya Wielopolski Tempera paint
Student: I like to make art because when I am stressed out, all I want is a piece of paper to draw on. It is the only thing that makes me feel better. When people look at my picture, I want them to think about where the bird is going and what season it is in the picture. I want all the viewers to look at all the colors I made and mixed.
Teacher: The painting unit’s focus was on mixing primary colors, tints, and shades, and the exploration of various brushes and brushstrokes. Studying the artwork of John James Audubon, students understood how close observation leads to more detailed drawings and paintings. They studied images of local birds by making many drawings and paintings, then chose their most successful black tempera cake painting and continued to develop it by mixing and adding colors. These paintings took time and the students all persevered, slowly working and reworking their paintings at each stage. I love how Fiorella’s bird feels like it is flying through the sky. She worked so hard, asked good questions and tried out my different suggestions. There is such great energy and color within the piece.
El Yunque Christopher Colt
Grade: 2 School: P.S. 160 Walt Disney, Bronx Art Teacher: Veronica Doherty Mixed media and collage
Student: It took a lot of effort to do this art project. I want people to think about rain forests and feel happy and excited when they look at my work. I want them to think they can make art too, like me. I like to make art because there are a lot of materials you can use, pictures to make, and colors to explore. My art teacher is very nice, and she teaches us a lot of things.
Teacher: Students created a mixed-media art project inspired by the rain forest paintings of Henri Rousseau. Particular attention was paid to Rousseau’s simplistic use of organic lines, shapes, and colors in the flora and fauna. Our goal was to create balanced compositions using a combination of drawing, painting, print, and collage techniques. Christopher’s work is striking in its placement of elements, simplistic shapes, subtle background, and vibrant foreground colors. The single red flower adds a pop of color amid the complementary hues of green grasses. The printed bird takes flight while the lizard climbs upwards. Christopher is a very hardworking and talented young man. He is always willing to lend a hand in the art room and is open to exploring new materials and techniques.
Bird Collage Edim Reci
Grade: 2 School: P.S. 199 Frederick Wachtel, Brooklyn Art Teacher: Elaine Greenstein Paper
Student: I want people who look at this collage to feel amazed, and I want them to know the story about this collage. The bird ate a mushroom so it could have a baby. The mushroom worked and the bird laid an egg. The egg hatched. I like to make art because it makes me happy, and feel smart and imaginative.
Teacher: Students worked on a collage unit that began by drawing birds from observation. Next, they looked at collages by Henri Matisse and films of Matisse cutting shapes. They experimented with cutting shapes representing real and imaginary birds and plant life, and they explored placement of shapes until they felt ready to glue. As students worked, they helped each other by sharing observations and questions to make decisions and changes. Edim’s collage is bold and interesting. His use of paper and shapes is direct and sophisticated.
The Epic Car Museum Artyom Vakhidov
Grade: 2 School: P.S. 200 Benson School, Brooklyn Art Teacher: Zachary Lombardi Collage and colored pencil
Student: When you look at The Epic Car Museum, you notice it is very large. It is two museums in one, and it is free. So if this museum were real, I know you would like it! My car museum will be for kids learning all about transportation. It will have three floors. On the first floor, you will learn about different types of cars. On the second floor, you will learn about what’s inside the car, like the steering wheel. And on the third floor, you will learn about how the motors look. I like to make art because it’s fun making things look realistic. Also, I like that I can make things from my imagination and show them to other people.
Teacher: Second graders learn to use research and visual references to inform their artwork. The curriculum is about the built environment. Students researched types of museums and dreamed up fantasy museums based on their favorite things. They saw works by artists and architects, including Zaha Hadid and Bodys Isek Kingelez. After completing a large acrylic background, artists re-created their sketches in large scale using various collage materials. They strove for the symmetry and the realistic architectural details they found in their research. I cannot bring everyone to the museum; this project brings the museum to us. Artyom is very excited about cars. He saw the Car Design Yearbook in the art room, asked to borrow it, and began sketching cars. At the start of the museum project, he brought in lots of research and even some engine schematics. His drawing skills are very advanced. I can’t wait to see what he comes up with over the next few years!
Self-Portrait Inspired by Charles White Amyn Gaston
Grade: 2 School: P186 Walter J. Damrosch, District 75, Bronx Art Teacher: Emily Mellor Acrylic on canvas board
Student: I made this all by myself. I learned about highlights and shadows to make my face look darker. Art is cool and you get to mix different colors. I like to make art because I am a good artist. The colors, the shapes, and my hard work will make people feel happy. I like to make pictures for everybody to see.
Teacher: Students read The Colors of Us by Karen Katz, learning that each individual skin tone can be created from combinations of red, yellow, black, and white. Then I took part in a short course, The Artist Series. At the Museum of Modern Art, we saw the work of Charles White. His work focused on people of color and was reflective of my student population. I had already begun teaching my students to mix skin tones, but was inspired to use White’s work to also teach them the use of highlights and shadows to create a sense of volume in their work. In White’s work they found parts of the face that caught light and spaces that held shadows. Over several classes Amyn built the layers of his self-portrait, with skin tones he had mixed on his own, and the tints and shades he had made by adding black and white.
The Busy City Angelina Lei
Grade: 2 School: P.S. 110 Florence Nightingale, Manhattan Art Teacher: Jordana Prince Cardboard and oil pastel
Student: I hope that people feel a part of my city. I tried to create a city that has buildings, some people, airplanes, and helicopters, just like our city has. Helicopters, airplanes, and all of the people are on their way to work and that is why I called it The Busy City. When I grow up, I want to be an artist. I make art now, so I can practice and learn how to use different materials. This collage took me a while to finish. I tried to cut and build different details and textures using cardboard and oil pastel.
Teacher: Our unit focused on cityscapes. Students analyzed different cityscapes and discussed what made each one unique. We brainstormed different ways to create cityscapes using found material and then got started! Students added different textures, blended colors, and layered shapes to create their very own cityscapes. Angelina spent so much time planning and reworking her buildings, as well as blending oil pastels to achieve the right shades of color. I am so impressed with her perseverance and the amount of effort she put into this collage.
The Flying Girl Janie Dong
Grade: 2 School: P.S. 124 Yung Wing, Manhattan Art Teacher: Rebecca Riley Block printing ink on paper
Student: I want people to feel happy when they see my print. The person in the print is happy and her mouth is open so wide! I made a dress for her that has a heart on it. She is going home. The wings help her when her legs get tired. I chose flying because I don’t like walking. I made the legs move a little so it looks like she is not touching the ground. My favorite subject is art. I really like drawing and painting. I can use so many different colors and I can draw cool shapes.
Teacher: Second graders talk a lot about superheroes' magical abilities, especially during a fairy tale unit with their classroom teacher. Connecting to this work in the art room, they imagined themselves as characters with superpowers or magical abilities. To see superheroes in action, they looked at Wonder Woman, created by William Moulton Marston and Superman, created by Jerry Siegel and Joe Shuster. They also looked at illustrations by Arthur Rackham. Before printing collographs, students made experimental monoprints and texture rubbings to understand how texture is inherent to printmaking. Technically, Janie’s work is a great print, with brilliant, evenly spread color. She pressed down on the corners and edges as well as the printing plate itself to get a wonderfully clear transfer. Janie’s work stands out because of the joyful openness of The Flying Girl—arms spread, and feet just lifting off the ground. Her character seems to point forward to adventure.
Happy City Molly Wong
Grade: 2 School: P.S. 212 Lady Deborah Moody, Brooklyn Art Teacher: Josephine Stanfa Styrofoam print collage
Student: I want people who look at my work to feel really happy and excited, and to jump high like I am doing in my artwork. I worked really hard to create my artwork and I want people to create art like me. I like to make art because I love using different art materials. I like to make printing plates, then use ink and a brayer to make my prints. I like to make people smile when they look at my art.
Teacher: This piece was created from a printmaking unit. The students observed and discussed a variety of artwork. They created sketches of cityscapes and used them to create Styrofoam printing plates. They added lines and shapes to their foam printing plates to create texture. The students used their prints to create a collage that included a foreground, middle ground, and background. They experimented with placement of shapes, composition, and layering techniques. Molly is a quiet young lady who likes to express herself through her artwork. I love the way she expressed herself in Happy City.
Ballerina Kitty Ayame Andrews and Elise Guichet
Grades: 2 (Ayame) and 3 (Elise) School: P.S. 119 Amersfort, Brooklyn Art Teacher: Kate Judge Patton Chalk, paint, and paper
Students: Elise: Ayame and I made this great art piece, and it’s really good. All the marks are people in the audience, the circles are people, and it’s actually a kitty cat because at first it was going to be a dog! Ayame: We made this kitty together. I hope that people like our artwork as much as we do. My sister is an artist and because of that, I want to grow up to be an artist.
Teacher: Students began with an exploration of cardboard assemblages. As the unit developed, they each created a relief of an animal. Ayame and Elise asked to work together on their project. After the animals were completed, they designed a background. Ballerina Kitty stood out because of the easy collaboration between the girls. The joyful spirit of the artists grew as they personified their animal. Elise and Ayame wanted the scene to look like Kitty was onstage, so they drew lights and curtains. They also created particular people in the audience.
Self-Portrait Naviyd Baptiste
Grade: 3 School: P.S. 199 Frederick Wachtel, Brooklyn Art Teacher: Elaine Greenstein Paint and oil pastel on canvas
Student: Art seems like a place with a future that I want to be in. I love to draw. I feel awesome when I draw. Nothing can go wrong. I want people to like my work and feel happy. I want to amaze them, and for them to feel the moment that I am showing in my drawing. I LOVE TO DRAW!
Teacher: Students in Naviyd’s class used observation of detail to create an inventive portrait. First they experimented making marks, blending, mixing, and layering colors with paint and oil pastel. They looked at portraits by Jean-Michel Basquiat, Diego Rivera, and Frida Kahlo. Then they began large portraits on canvas using paint, marker, and oil pastel. Naviyd and his artwork are intense and expressive. His work is always memorable. His work inspires me artistically and personally, and I feel it is important to share it with others.
Self-Portrait Mmadubuchibeya Chike-Obiloka
Grade: 3 School: P.S. 199 Jessie Isador Straus, Manhattan Art Teacher: Michelle Hill Watercolor, Sharpie, and colored pencil
Student: The black necklace I am wearing was given to me by my grandmother. She lives in Africa. I want people to feel proud of me because I worked hard on my self-portrait. I like to make art because it is amusing and fun. Making art gives me energy and calms me down.
Teacher: Mmadubuchibeya is a new third grader in our school. Eager to learn, he asks questions and borrows art books to study and share with his triplet brothers at home. We began our self-portrait unit by looking at the evolution of the portrait work of Chuck Close. I zoomed in on Close’s patterned squares and we explored how the squares function as a whole. We discussed how portraits could tell us about the personality of that person. The assignment was to paint a self-portrait with a patterned background inspired by Close’s artwork. The students began by making direct observations using a mirror. Look at how Mmadubuchibeya captures an emotional expression of wonder and curiosity—he includes the black necklace from his grandmother, paints bold colors on his shirt, and plays with color in his background. I keep returning to look at this portrait because it’s moving.
Tiger James Mejia
Grade: 3 School: P.S. 48 P.O. Michael J. Buczek, Manhattan Art Teacher: Felix Portela Oil pastel and colored pencil
Student: I LOVE to create art. I love to create art so I cannot get bored. I like to make art because it is fun to create things. I got the idea for Tiger from a book about life-sized animals. I wanted to use oil pastels to color my artwork because I never used oil pastels before.
Teacher: Although quiet and reserved, James is very enthusiastic when it comes to his artwork. Tiger came from a lesson on drawing animals and their habitats. James experimented with a variety of drawing tools. His work demonstrates his innate observational skills and imagination. The picture he used for reference and inspiration had only the tiger’s face. James added a body and created a simple background that complements the expressive lines, textures, and details of the animal. I was inspired by James’s eagerness to make art. His parents told me that art is one of his favorite activities, not only at school but also at home. It is very gratifying for me as a teacher to find this kind of enthusiasm in a student.
Cityscape Prints Aniya Quashie
Grade: 3 School: P.S. 235 Janice Marie Knight, Brooklyn Art Teacher: Kathlyn Wilson Foam etching and collage
Student: When people look at my artwork, I want them to think that I am an amazing artist and to feel like my city is a city they would want to visit. I hope they know that I did my best and that I am proud of myself. I like to make art because I get to express my own ideas and show my creativity. It took many steps to create Cityscape Prints. I made a drawing, then pressed it onto a foam printing plate. Next, I spent a lot of time making prints. The hard part was cutting all of them out and figuring out how to change the order of the buildings because I wanted it to look like a real city.
Teacher: After observing cityscapes by various artists and sharing ideas about what we see in our own neighborhoods, Aniya created a personal, detailed pencil drawing of a city block showing a variety of lines, shapes, and textures. Aniya inked and printed her plate multiple times, assessing and making improvements to her technique. Aniya worked thoughtfully as she made color choices, and neatly cut out and arranged her prints.
Mood Unknown Julian Jose Nelson
Grade: 4 School: P.S. 99 Kew Gardens, Queens Art Teacher: Victoria Calabro Chalk pastel
Student: I call this work Mood Unknown because when someone looks at the portrait, they look deeply into the eyes and there is a mood you don’t know. I want it to be mysterious. I worked very hard and I had to re-do the eyes very many times to get it right. The shading was the hardest part. I like to imagine a story or place with my art. I like to make art in the studio because it is fun!
eacher: Students explored a range of drawing techniques by using graphite pencils, chalk pastel pencils, and chalk pastels. They created life-sized self-portraits through close observation. Students learned that artists work from observation, memory, and their imagination. They also discovered that sketches help in planning, details make works of art specific and special, and color can convey different moods. Julian worked very hard to create a sense of mystery and intrigue for the viewer. His artistic intentions make this work exceptionally compelling, as does his proficiency with chalk pastel and pastel pencil.
Self-Portrait Aaliyah James Knight
Grade: 4 School: P.S. 75 Emily Dickinson, Manhattan Art Teacher: Branislava Duranovic-Scheluchin Tempera paint
Student: When people look at my artwork I want them to feel loved. Also, I want them to think that I took my time painting this self-portrait. I chose this pattern for my background because it reminds me of fireworks.
Teacher: Inspired by the artwork of contemporary artist Kehinde Wiley, students created self-portraits. Young artists explored the expressive properties of tempera paint through color mixing and skillful manipulation of brushes. Students also developed a better understanding of facial features and proportions through careful and extensive observation. Aaliyah spent substantial time painting and editing her self-portrait. She understood that the artistic process is a multistep process in which inquiry, mastery of materials and tools, and the ability to make choices in the absence of rules result in a highly personal, expressive artwork.
Fall Fruit Basket Alexa Caspe
Grade: 4 School: P.S. 58 The School of Heroes, Queens Art Teacher: Mi Won Kim Collage with tempera-painted paper and oil pastel
Student: I want viewers to think of how farmers harvest fruit in the fall and put it in crates for everybody to enjoy at their feasts. I also want them to think of the delicious smells and flavors the fruits would have. The colors I used show the variety of fruits we have at harvest time. The pumpkin and lemon make me think of the colors of a sunset. The avocado is green like nature. It makes me happy when other people like my artwork. I like to make art because it shows the creativity and imagination I have. I love to draw comics outside of school on the weekends. I get ideas from my older brother, who also draws lots of comics.
Teacher: After studying the colors and shapes of a wide variety of fruits and vegetables, students designed and created their own fruit and vegetable baskets. Our paintings were inspired by the bright colors and bold shapes featured in Lois Ehlert’s picture books Market Day and Eating the Alphabet. We began this work in early October to connect with the theme of harvest time and fall festivals. Students extended their knowledge of art media and compositional and design elements. This is showcased in the lively arrangement of colors and overlapping shapes in Alexa’s autumn basket. Alexa also has deepened her observational and expressive skills.
Colors of Take Five Jeffrey Lin
Grade: 4 School: P.S. 2 Meyer London, Manhattan Art Teacher: Amy Lee-Tai Mixed media: oil pastel and tempera paint
Student: The colors and shapes in my work are in the jazz piece Take Five. Listening to the music, I was inspired to use patterns. In the center of my painting, there is a circle dragon and it describes the instrument that repeats a note over and over again. The little dragon on the bottom represents the high notes, and the big purple tail in the back the deep notes. The black and yellow dots represent the drums. Viewers can envision shapes moving around and the way the pieces fit together. The mood changes from happy tones to colors of darkness, starting from the bottom to the top. Art is another way to express yourself, instead of using words. You can get messy, but still succeed and have fun with colors and paint.
Teacher: As part of a unit on Abstract Expressionism, students created artwork in response to music. They were inspired by Vassily Kandinsky’s synesthesia. This is a state in which a sensory stimulation, such as music, serves as a stimulus to a second sensory pathway, such as art making. Students listened to Take Five by the Dave Brubeck Quartet. Using the Elements of Art to visualize the song, they used lines and shapes to represent the rhythm and notes of the song. Rounded shapes and curvy lines done in oil pastel represented the smoothness of the melody, and dabs of paint represented the staccato notes. Jeffrey noticed certain notes repeating and specific instruments weaving in and out of the song, and this was reflected in his use of patterns. The pitch and mood of the song were expressed through color. Jeffrey noticed the tune started out as bright and upbeat, but ended in a more gradual subdued and mellow tone.
Special Day at Temple Aliia Dogdurbaeva
Grade: 4 School: P.S. 238 Anne Sullivan, Brooklyn Art Teacher: Wendy Newman Tempera paint, watercolor, pencil
Student: I worked very hard on this piece. I sketched an idea in my sketchbook. Then I drew the sketch with paint on old book paper. I painted the big parts and then added details. It took many steps to make it detailed like a sketch. Working with paint is difficult because you can’t control it like a pencil. This picture is about the last day of Ramadan. I celebrate this holiday. We go to the mosque and children get gifts. This is my family in the mosque. We are in the room where the men usually meet and pray. We go there to receive our gifts. The chalkboard in the background is where the imams write things to the men. We wear scarves around our necks, but I didn’t wear one because I couldn’t find a scarf that fit me! I like to make art because I have many feelings I like to express. I like to draw realistic things. I enjoy using art materials like colored pencils and paint to show my thoughts through art. I like to make art in school but I also make art during my free time at home.
Teacher: Students examined Native American ledger art. They noticed that the paintings drawn on old ledger books were narrative stories about events in the lives of the artists. Students created paintings of small moments and special celebrations. Rather than plain white paper, they used old pages from a book and painted on top of the images to mimic the process of the Native American ledger painters. After drawing their images, they layered the paint to make a finished work. Aliia’s work is exceptional. From the beginning to the end, she remained focused on creating and illustrating her ideas of a special moment. She drew her image with paint, layered the paint, mixed colors, and carefully added the important details. The painting feels so deeply personal and specific to Aliia. It is the story of this child celebrating the end of Ramadan and sharing it with the world!
Art Thoughts Nadah Yusuf
Grade: 4 School: P.S. 212 Lady Deborah Moody, Brooklyn Art Teacher: Josephine Stanfa Plaster gauze sculpture
Student: I want people to be amazed when they look at my artwork and say, “How did she do that? It’s great!” I like to make art because I like to express myself using different art materials. I especially like to make sculptures by molding and shaping the newspaper, and then using the plaster gauze. It is messy and fun! I want to make art to make my family, friends, and whoever looks at my art, happy. I want people to know that I am a creative artist.
Teacher: In a unit on sculpture, students viewed and discussed various sculptures. The students sketched themselves focusing on an interest or hobby, and then used their sketches to create sculptures demonstrating gesture and expression. Nadah is an enthusiastic artist. She is always eager to explore new art materials and to share her experiences with her classmates. I am so impressed with her ability to understand the qualities of art materials and how they can be used.
Self-Portrait Yi Chen Chen
Grade: 4 School: P.S. 94 David D. Porter, Queens Art Teacher: Eden Stevenson Tempera paint, colored pencil, and Sharpie
Student: I’m very creative and I love making art. Painting makes me happy. The most difficult part in my self-portrait was the facial expression. I wanted it to look calm because I am calm. This is the place I want to be. I added the book because I like reading.
Teacher: To support their classroom unit on colonial times, students looked at a variety of limner paintings. They were impressed by the small details in the paintings of these itinerant artists and noticed that the little details gave them a better understanding of the sitter. Yi Chen’s work is the result of a series of lessons on drawing, proportion, portraiture, and composition. Yi Chen is new to this country and is just learning English. He is a talented artist who takes his work very seriously. Art is a class where he can really shine and show his confidence. The pose he chose for his portrait shows off his quiet self-assurance.
A Walk in the Park Lexi Gerena
Grade: 4 School: P.S. 132 The Conselyea School, Brooklyn Art Teacher: Carla Tolipani Paper collage
Student: I want viewers to know they are looking at a piece of good art. I like art class even though I feel I am not a pro at art making.
Teacher: Students created collages by using a variety of papers with visual textures to design and cut out shapes, all with an awareness of positive and negative space. Students then chose the setting for their piece and paid attention to expression, detail, composition, and proportion when they added themselves into the collage. Lexi’s collage gives me the feeling of New York City in the fall. There is great attention to detail, especially on and around the tree. She created a successful composition.
A Guy Doing a Tai Chi Pose Winston Wang
Grade: 4 School: P.S. 94 The Henry Longfellow, Brooklyn Art Teacher: Chia Yin Tsai Plaster with metallic acrylic paint
Student: I think Tai Chi is amazing because it is part of my culture and I am proud of my heritage. I want people to see and learn more about my culture. When people look at my artwork, I want them to think that Tai Chi is really awesome. I also want them to feel that making sculpture is cool. This is my first time making sculpture and it took many steps to finish it. It was fascinating. My favorite part is using the plaster gauze.
Teacher: Our unit, designed to be part of the art exhibit for the Lunar New Year celebration, began by studying the sculpture of Alberto Giacometti, identifying his unique style, and learning about his technique. Students constructed sculptures with wire, foil, masking tape, plaster gauze, and recycled materials. As students sketched, they thought about how they could position, balance, and reveal emotion through the poses. Additive techniques were used to mold and shape the foil and then the plaster gauze. Dried figures were painted with black acrylic paint and coated with metallic acrylic paint to emulate a metal sculpture finish. Winston’s sculpture displayed a challenging pose, which presented many obstacles for him throughout the process. He had to modify and problem-solve to maintain a balanced and stable sculpture. His persistence with these real-life problems helped him complete the artwork.
Howling at the Moon Kayden Pineyro
Grade: 4 School: P.S. 161 Pedro Albizu Campos, Manhattan Art Teacher: Lara Tyson Oil pastel, marker, and magazine collage
Student: I used oil pastel and created the collage by cutting out triangles from magazines and paper. I had to glue the pieces in a particular direction to make it look textured like fur. Some parts of the artwork were challenging to make, but in the end it was super fun! I want people to feel as if they are actually in front of a real howling wolf. People should feel a little scared and also a little inspired. I like to make art because I am good at it, and I enjoy drawing and painting. I spend my free time drawing, creating cartoons, and making original designs. Seeing other artwork inspires me to create my own.
Teacher: Students had rich discussions about the collages of Henri Matisse, Megan Coyle, Eric Carle, and Romare Bearden, and the effects of different materials. Carle’s animals look childlike and lively because of his use of bright, painted, textured paper. In contrast, Bearden’s use of magazine cutouts helps his artwork look slightly more realistic. The way Bearden cut and overlapped also adds to an overall geometric abstraction of the figure. Students began their own mixed-media art piece of the natural world by doing research in books and then making practice drawings. One drawing was selected as the base of their collage. They experimented with overlapping, used different shades of the same color, and cut and glued specifically to create texture. Kayden’s collaging abilities are impressive, and I love how he used his negative space. With oil pastels, Kayden created this blood-red sky with a luminescent moon in the background. His color choices and howling wolf create a great sense of awe.
Hiking for Freedom Leila Koxha
Grade: 5 School: P.S. 197 The Kings Highway Academy, Brooklyn Art Teacher: Anna Alfredson Collage
Student: There are many things that have happened in the world, and there is a lot of history we should appreciate. Using different pieces of black paper, I had a lot of fun creating Hiking for Freedom and was very happy with my results. I like going to art class every week to be inspired and to learn. I can use my imagination to create ideas.
Teacher: The illustrated book Portage by South African artist William Kentridge, which contains chine collé figures cut from black Canson paper, spurred a conversation about traveling and journeys. Students discussed the reasons people travel, from taking vacations to fleeing war. They discussed the formal aspects of the artist’s silhouettes, particularly shape and the balance between positive and negative space. In sketchbooks, using only one color, they worked out torn- and cut-paper collage techniques. Students chose a preferred collage technique to relate a story on the topic of journey. Leila’s collage successfully tells a story of a journey. A solitary traveler moves through the forest with his satchel; the figure invites the viewer to wonder about the circumstances surrounding Hiking for Freedom and the fate of the traveler.
Glasses Lucas Cintron
Grade: 5 School: P.S. 231, District 75, Brooklyn Art Teacher: Terrill Becker Mixed-media collage with colored pencil, oil pastel, and printed craft paper
Student: I want people to think about my picture and Amy Sherald. I want them to know I like flowers on my shirt and I wear sunglasses in the summer. I used pink oil pastels to make it look hot. I was thinking a lot about summer. I made my picture because I feel good about art and it makes me feel happy too.
Teacher: Students created self-portraits guided by the work of Amy Sherald. Our unit combined observational drawing and collage. Students used boldly patterned papers and pastel color-field backgrounds. Students posed as subjects in a Sherald portrait. Using the photographs, they practiced drawing figures and faces in their sketchbooks. Making small collage studies helped students explore ideas and learn collage technique. They used mixed media to create their portraits. Lucas’s self-portrait remarkably mirrors his physical being and inner glow. I admire his energetic mark making and his bold use of color. I also am impressed by his stylized choice of papers; it correlates so well with his fashion sense. Lucas worked on his self-portrait with a clear focus on who he is. His essence is captured in his posture, style, and expression.
The Tiger Ben Urbanski
Grade: 5 School: P.S. 39 Henry Bristow, Brooklyn Art Teacher: Lynn Bernstein Hand-watercolored soft-cut block print
Student: My grandmother is an artist and she inspires me. I like to make art because it’s fun; you can play around or be serious with it. When people look at this print, I want them to feel the power of the tiger. I want them to feel the power of the heat through the colors. It took a really long time to make this, but it was worth it. There were so many steps!
Teacher: Students could design either a personal insignia or a totem animal. Using reference materials, they planned their compositions, transferred the drawings onto printing blocks, and learned how to use carving tools. They considered leaving residual cutting lines, and explored how the direction and weight of those marks could enhance the meaning, mood, or movement of their subject. They learned how to ink the blocks, press and pull prints, and how to assess for, and correct mistakes. Using watercolor and/or colored pencils they hand colored their prints. The strong graphic quality of Ben’s composition and the way he captured the power of the tiger make this small print monumental. His sensitive use of color in the grass and yellow sky causes the atmosphere to shimmer with heat that seems to emanate from the tension in the tiger.
Thanksgiving Dinner Adrianna Bryant
Grade: 5 School: P.S./I.S. 276 Battery Park City School, Manhattan Art Teacher: Amanda Capalbo Mixed media: oil pastel, patterned paper, and marker
Student: My grandma’s dining room influenced this drawing. When people look at my artwork, I really want them to feel like they are sitting right there at the table. I love to make art because you can express yourself through your artwork.
Teacher: In our drawing unit, students had short experimental lessons learning techniques and purposeful uses of pen, oil pastel, chalk pastel, and colored pencil. They created unique drawings to represent a subject of their choice. Adrianna’s piece shows a strong use of oil pastels through a very personal point of view of what it is like at her grandmother’s dinner table. Adrianna’s choice of material and perspective immediately drew me into Thanksgiving Dinner. It is colorful and textured. The artwork is almost entirely done in oil pastel, but she uses hints of other materials making viewers feel they are sitting right at the table. The perspective of objects and figures makes us feel the energy of the people sitting at the crowded and warm table, full of good food and company. I am sure many viewers would like to attend Adrianna’s Thanksgiving Dinner!
A River Runs through It Rachel Wang
Grade: 5 School: P.S. 196 Grand Central Parkway, Queens Art Teacher: Barbara Haar Paint and ink
Student: When people look at my art, I want them to feel calm and appreciate the vibrant colors of the season. I had to do many steps to complete this piece. I had to observe every shape that I saw and outline it, then draw, and then paint. I added the bats to give the artwork dimension. It was a challenging project but I was so proud that I met the challenge and exceeded my expectations.
Teacher: Our unit was based on drawing and painting a fall landscape. Students observed and discussed landscapes by master artists, focusing on composition, color, shape, size, and texture. Students looked out of the art studio’s windows and drew the foliage and cascading branches of trees. Painting was introduced by reviewing how to mix colors. We discussed the many shapes within each painted area and outlined shapes in black. The results resembled stained glass. This lesson reflects the fifth-grade benchmark for art making in the Blueprint for Teaching and Learning in Visual Arts; students deepened their imaginative capacities and observational skills. Rachel created an exemplary artwork. She imaginatively incorporated a river and an example of the nocturnal animals she was learning about in science.
My Cat’s Birthday Party Scarlett Jimenez
Grade: 5 School: P.S. 36 Unionport, Bronx Art Teacher: Jason Holt Watercolor, marker, and colored pencil
Student: Art helps you share the memories of a lifetime. My father and I had this idea to have a first birthday for my cat, Casper. My sister’s birthday was two days before, so we used the leftover cake. The cat didn’t eat any of it! I had a good time creating this. I wanted to show that this was a good memory filled with a lot of fun. I used a lot of colors and details to show the happiness of the memory, instead of making everything dull. I wanted to show happiness, and I think I did. I worked so hard on this. The small details like the eyes and the faces were challenging. I am proud of the way the figures show expression. I have been making art for a long time and I’m getting better at it!
Teacher: This artwork is part of our personal memory unit. We looked at narrative art and discussed the decisions artists make to communicate a scene. Students practiced drawing figures in proportion and in different poses. They learned how poses, facial expressions, and details tell a story. Students practiced watercolor wash techniques and applied them to their artwork. I was delighted as this scene developed from Scarlett’s initial sketches. A cat’s first birthday party is a fun memory to share. The poses and expressions of the figures create a joyful atmosphere, and the bright colors enhance the exuberance of the scene. The composition is balanced, and the details are rich and engaging.
Modern Vintage Rosenelis Ramirez
Grade: 5 School: P.S. 163 Arthur A. Schomburg, Bronx Art Teacher: Diana Korn Mixed media: newspaper collage, watercolor, and oil pastel
Student: Every artwork is unique and although you might not like a specific piece, other people might. So, you might like my work or you might not. I would like people who view my artwork to think about the backstory. What was she thinking? Out of all the colors, why choose these? I like making art because when I was little, my dad and sister would make art. I became quickly inspired. I have art supplies from years ago. I started drawing at the age of five or six. I enjoyed making art with my father and sister. We would hang out, draw, and play around with colors and our imaginations. Colors are like family. No matter how different or unusual they are, you still love them.
Teacher: One goal of this mixed-media assignment was to use drawing, painting, pastel, and collage to create a still life showing translucency. The drawing demonstrates the artist’s ability to use contour line. The collage shows inventiveness and careful use of materials, and the artist shows an expressive use of paint with a planned rustic feel. Rosenelis made unique artistic choices. She felt the work needed to have an unrefined yet edgy, modern look. This is reflected in the title, Modern Vintage. Rosenelis followed the project guidelines but creatively enhanced her work. By using a different technique to show translucency than the one I demonstrated, Rosenelis gave her piece a vintage feel while incorporating the modern idea of creating art with recycled materials.
The Shell Israel Ramirez
Grade: 5 School: P.S. 76 The Bennington School, Bronx Art Teacher: Lawrence Dobens Chalk pastel on paper
Student: Look at my work and think about the different shapes of seashells. This shell has interesting lines and textures. I used soft, or chalk, pastels to draw the shapes and details. Feel the realism of the picture. I put the shadow underneath the shell because I saw it there. The color underneath is darker. The sun was hitting the shell so I made it lighter on top. I added the light and shadow to make it look real. This was my first time using soft pastels and I liked using them. They were easy to blend, but they made my hands messy. I always feel excited when I’m drawing, and proud when I finish my drawing.
Teacher: The students were learning to write realistic fiction, and I wanted to connect to that by exploring realism in drawing. They studied observational drawings of shells, sneakers, and other objects. They learned that artists are constantly looking at what they are drawing, and then checking their drawing against what they are seeing. I demonstrated how to use close observation to draw the contour, mass, light and shadow, and finally, the detail. Students saw how easily soft pastels blended together, and how effortlessly they could smudge their work. Israel approaches his work seriously. He never used soft pastels before but was extremely confident in his drawing. The drawing demonstrates his ability to render detail, and mix and blend colors to create a sense of light and shadow. His drawing has a remarkable sense of weight. I appreciate the sense of volume he achieved. This shell has a presence both quiet and energetic.
Glowing Spirit in the Night Fariza Gulomjonova
Grade: 5 School: P.S. 238 Anne Sullivan, Brooklyn Art Teacher: Wendy Newman Oil pastel
Student: I like to draw and express my feelings through art. I am able to put my thoughts on paper. It helps when I work to think of new ideas. Ms. Newman helped me think about the color choices for my spirit animal. I experimented with many colors before I chose the hot pink for my horse. I love that color, and it vibrates. I wanted the horse to glow against the darkness behind it. I wasn’t sure what to include in the background. Ms. Newman helped me think of the possibilities. She taught me how to blend and use the oil pastels to make various pressures and marks. I used these skills in my work.
Teacher: Students worked in their sketchbooks to create spirit animals based on ancient animal symbols. For composition ideas and color inspiration, they examined the work of contemporary Mexican artists, including Lourdes Villagomez and Rufino Tamayo. They enlarged their images on black paper and practiced color mixing with oil pastels, using colors suited for their spirit. Mark making was added to enhance the visual texture of the image. Fariza worked steadily on developing her work. She considered composition, scale, and color choices. I watched Fariza work on this piece over several sessions. The horse glows in the dark sky under the crescent moon. The sparkling green grass and the fluorescent shining horse are mysterious and captivate the viewer. Fariza created a unique personal spirit animal.
Self-Portrait Ali Hassan
Grade: 5 School: P.S. 267 East Side Elementary School, Manhattan Art Teacher: Emma Niwa Oil pastel, pencil, and printing ink
Student: This is me and not anyone else. It resembles who I am and how I feel. I was happy making it. The shading under the neck was hard, but as I practiced, it became easier. I mixed my own skin tone by using light and dark colors . . . the perfect balance. Drawing is natural to me and I draw every day. I draw realistically and in a cartoon style. I want to be an artist when I grow up. I love to make comic books and cartoons. I love how cartoons make me laugh, and I want to create things for others to see. The red background color is like a spark and represents how happy I am when I am drawing. The background print was inspired by the style of cartoons.
Teacher: We visited the retrospective at the Whitney Museum of American Art, Andy Warhol—From A to B and Back Again, to study his prints. This is a work from a unit on self-portraits that combined the fifth-grade learning indicators for drawing and printmaking in the Blueprint for Teaching and Learning in Visual Arts. Students worked in sketchbooks influenced by Andy Warhol, Rembrandt van Rijn, and Maria Lassnig. Initially working large and in charcoal, they learned to draw expressive faces. Using oil pastels, they studied the placement of shadows and highlights. They each chose three personality traits and abstracted each trait through line, shape, and marks. The abstract designs they created were printed for their background. I have been Ali’s art teacher since second grade when his classmates would wait on line for him to draw their portraits. Even then, Ali was able to capture emotions in a few strokes. His drawings are intricately expressive and skillful. He has a vivid imagination and an incredible visual vocabulary. Art making comes naturally to Ali. He created a work that balances precision and expression.
Me in the Mirror Emery Yin
Grade: 5 School: P.S. 160 William T. Sampson, Brooklyn Art Teacher: Janet Penello Pencil
Student: I looked in a mirror and drew what I saw. It took a lot of hard work and patience. I hope people appreciate all the work I put into my self-portrait. I want people to like the artwork and to think about what I’m feeling in the drawing. I like to draw, especially realistic things. I always love to be creative. Art is a way to express myself.
Teacher: My fifth graders learned how to create self-portraits by studying the proportions of the face and learning about size, shape, and correct placement of the features of the head. They learned how to create volume by adding shadows and hair . . . all while looking in a mirror. Emery created an amazing drawing that looks just like him. His placement and proportions were terrific, but it’s his freeness with line and sketching ability that makes one want to keep looking at his drawing. His sweet and free-spirited personality comes through in his portrait.
Grasshopper on the Pod Joskar Minaya
Grade: 5 School: P.S. 254 The Rosa Parks School, Queens Art Teacher: Aleksandar Popovic Watercolor paint
Student: When people look at my artwork, I want them to feel that they can do anything they imagine. I want them to dream and be inspired by my work. I want viewers to know that I made my art by having confidence and believing in myself. Making art makes me feel creative and my imagination runs wild. Making art makes me feel creative.
Teacher: This watercolor unit was designed to reinforce students’ knowledge of ecosystems. They researched tropical plants and insects in the rain forest. The unit built on students’ previous experiences using watercolors, and it helped them develop new painting techniques. Students analyzed prints by Maria Sibylla Merian and considered how she used elements of the background to imply setting. Their work demonstrates observation of detail, skill in color mixing, use of tints and shades, and an ability to create a balanced composition. Joskar’s attention to detail, methodical brushwork, and background palette came together in a very effective composition.
Gardening Rita Lin
Grade: 5 School: P.S. 169 Sunset Park, Brooklyn Art Teacher: Pnina Srour Watercolor paint
Student: When people look at my artwork, I want them to ask, “Who is the artist who painted this healthy, thriving plant?” I want people to smile and appreciate the colors I created as much as I do. Creating art allows me to express myself and my love for nature and gardening. I draw my ideas and thoughts when it’s hard to share them with words. I am a thoughtful artist and I pick my themes carefully. I draw and paint only subjects that are real and meaningful to me. I love watering my plants and watching them grow. Gardening is about life and the future.
Teacher: Students defined the term “still life” by discussing and analyzing Georgia O’Keeffe’s still-life paintings. They sketched organic arrangements. Rita sketched the image, drew it on watercolor paper, and then mixed tints to paint her still-life composition. A drawing unit on still life resulted in a painted composition. Rita is a talented and creative artist who takes pride in her ability to observe, draw, and paint. She captured the simplicity of the subject. In Gardening, the positive space is as successful as the negative space. While the colors complement each other, they also compete against each other. Rita’s artwork demonstrates great observational skills.
Louis Armstrong Avery Kim
Grade: 6 School: P.S. 4, District 75, Queens Art Teacher: Elizabeth Rosenberry Oil pastel and collage on cardboard
Student: My art teacher helped me think about how to show Louis Armstrong’s music in my art. I never tried to show music before. She told me to think about the lines like they’re dancing, so I listened to the music and drew the blues. I added a sad man and some words, too. I put together a lot of different ideas to make this. Usually, I like to make drawings about my favorite dinosaur, but this was something new. I might try it again. I wanted to make a bow tie because I saw a picture of Louis Armstrong wearing one. I got some ribbon, but it wasn’t right. I added the yellow rectangle and then it was good. It “popped” like my teacher says. The whole time I was making my picture, I kept trying different things—different buttons, different colors, different words—until I found the ones that were right.
Teacher: Students were attending a series of jazz concerts to understand how artists in different disciplines inspire and respond to one another. We listened to a lot of jazz and discussed the use of rhythm and space in music and in visual arts. We compared the relationship between the soloist and the ensemble in jazz to composing a collage from many disparate pieces; it might be individually interesting but still must be used purposefully and serve the artwork as a whole. Finally, each student selected their favorite jazz musician and created a portrait that used a variety of techniques to reflect the artist and their music. Avery did a remarkable job balancing all the elements of his composition. He manipulated materials and edited his work to create harmony between the dense background, the flat colors of the portrait, and the pop of the found elements.
Tunnels Wilson Lin
Grade: 8 School: I.S. 34 Tottenville, Staten Island Art Teacher: LeeAnne Thristino Graphite
Student: My art class is only forty-five minutes long but I realized that if I stay focused and work, I can accomplish a lot. As an artist, I am able to make the ideas in my imagination come alive in the work I create. Ms. Thristino helped me think of many creative ways to make art using only a pencil. I didn’t know graphite could be manipulated in so many different ways. She helped me by giving me feedback, and taught me techniques that I was able to apply to my work. Choosing the correct pencil or the right shade was my biggest challenge. I constantly evaluated my work by standing up and looking at my work from afar. I would notice some parts that were too dark or too light, made the necessary adjustments, and then moved on.
Teacher: This lesson introduced students to using value gradation to create an illusion of depth. This was a culminating project that utilized the skills and techniques learned throughout the printing unit. Wilson’s drawing demonstrates an understanding of how to use value to create a layered illusion. With each mini lesson, new techniques and skills were taught. Wilson practiced until he was satisfied with his abilities, then applied those newly acquired skills and techniques to his final piece.
Going Beyond Sabrina Xu
Grade: 6 School: J.H.S. 74 Nathaniel Hawthorne, Queens Art Teacher: Andrew Zaben Oil pastel
Student: I see things from different perspectives. Much of my project looks weird; what others see as a distorted object, I see as a pitcher. I am very shy but as an artist, I have something to say. Mr. Zaben encouraged me to give my work an outer-space look. That was very crucial with how my project turned out. He also suggested some areas where I needed to blend and shade better. Working on the bottom background, I was using too much brown and found it hard to mix with the yellow. I used less brown after that and then I was able to shade better. Another challenge was finding the best colors for the objects. I asked my peers, and I learned purple and red is a good mix for the apples.
Teacher: Students drew a still life that was set up in the classroom. They learned to modify the still life to make it look cubist. Shading, blending, values, and color choices were important for the second part of the project. Sabrina’s drawing showed a lot of movement and distortion of objects. She really took the next step when she shaded her pitcher. She connected the pitcher to the black galaxy background to make it look like some of the objects were floating. The entire project started becoming more and more surreal.
Untitled Michelle Aca
Grade: 7 School: I.S. 227 Louis Armstrong, Queens Art Teacher: Katherine Huala Pencil drawing
Student: I am not always able to talk about the way I feel when I am upset or uncomfortable. Making art allows me to express how I feel in a visual way. Ms. Huala played a major role as a mentor. When I felt that that I couldn’t add and/or fix something in my work, she would show me different techniques that would improve my drawing. She never gave up on me. I tried to draw the feathers without making them look flat, but I did not want the layers of feathers to overwhelm the drawing. To resolve this problem I chose not to draw all the feathers, but only the amount that was necessary to make the fluffy texture of the body.
Teacher: Michelle’s piece is a final work from a drawing unit of study. We began deep diving into the qualities of graphite. Artists explored line quality, overhand and underhand grips, and additive and subtractive mark making. Students learned to observe and create value with the medium. Once they had control over the medium, students chose an image of an animal to represent. The goal of the drawing was not to replicate the photograph, but to consider how the inherent qualities of the material could be used to tell a story, convey a particular point of view, and express mood and feeling. Among the learning indicators embedded in this unit are the use of a range of value to describe volume and form, the ability to use drawing tools in inventive ways, and sustained observations inspired by student curiosity. Michelle’s drawing is truly masterful for an artist her age! The way she was able to use the Ebony pencil to draw the chicken’s head mainly through value, with only a touch of line, is quite beautiful. Michelle is an incredibly dedicated student; she worked on her drawing many hours beyond our class time.
My City Madina Tang
Grade: 7 School: East-West School of International Studies, Queens Art Teacher: Pauline Kim Pencil, Sharpie, and watercolor
Student: I became more confident when I realized people like my art. I am inspired to experiment with different materials and practice various skills. Art has developed into a hobby where I can express my feelings and talents. Art has given me an avenue where I can be more creative! My teacher gave me ideas for projects and taught me how to draw objects. These lessons expanded my style from simple objects to three-dimensional shapes and complex concepts. Because of my teacher, I learned how to draw in one-point perspective. Starting the project was a challenge. I had no idea what I wanted to put on paper, so I created many drafts in my sketchbook. Also, I didn’t know how to decorate the tops of the buildings, so I asked my tablemates for feedback and researched the different roofs of New York City buildings to get some ideas.
Teacher: Students created their ideal cities from a bird’s-eye view. They studied different cities all around the world, analyzing their layouts. Students designed buildings in one-point perspective and visualized the scale of their buildings in relation to each other. The project introduced students to tints, shades, and lighting. To add color, students selected either watercolor or colored pencils. Students learned blending techniques in both media. Those using pencils also tried crosshatching techniques, and students using watercolors experimented with different washes. Madina considered every detail, from the streets to the overflowing greenery, in her painting. She designed her roofs to have rooftop pools and overflowing waterfalls. She painted her buildings using tints and shades as she thought about how the light would fall on her city.
Separated Norma Pace
Grade: 7 School: Lower Manhattan Community Middle School Art Teacher: Young Eun Lee Charcoal
Student: Whether I want to think of drawing or not, it’s really second nature. There’s no on-and-off switch. It’s amazing, really. I observe objects around me as possibilities for artwork. It could be a trash can on a sunny day, or a Barbie without a head in a puddle on a foggy day . . . something will come up. Ms. Lee provides her students with countless opportunities to improve and to expand our creative thinking. She introduces new materials and techniques, and various artists and artwork. We were studying values, a topic I had not studied, but was interested in. I was interested in blending and creating smooth-looking art, so I decided to use charcoal, a highly blendable medium. I was inspired by our social studies unit on Native Americans. I wanted to bring the untold story of Native Americans’ past into the light, as it’s sometimes ignored. I am very proud of the artwork and the message I was trying to convey.
Teacher: Students considered the question, “How can I use the skills I have learned to make realistic drawings?” They studied light and shadow, and the value of shading to describe volume and form. They learned how to transform a shape into a form using shading techniques. They moved on to still-life drawings, learning how to draw from life, then from photographs. This student’s work is an observational charcoal drawing based on the photograph she brought in. Norma’s ability to shade, add details, and articulate a message through art is exceptional. She had her own meaningful connection to the artwork, beyond the assignment. She was able to capture the feelings of the woman she was drawing.
Say It Loud! Ian Ayler
Grade: 7 School: P.S. 77, District 75, Brooklyn Art Teacher: Amie Robinson Etching
Student: Being an artist is really cool. I like to make art because it tells a story. The title for my art comes from the James Brown song, Say It Loud, I’m Black and I’m Proud! When people see my work, I want them to feel good. I love color and mixing colors. I made a double image because there are two Ians. I printed one in black, and then used the back of my printing plate to print the second Ian in blue. One has his hands up to give people high fives. The rectangles in the print are cards, representing luck. I mixed the ink to get aquamarine and magenta, two of my favorite colors. Our art teacher taught us about printmaking and mixing inks. The most challenging part of making my print was creating so many new colors and putting them on top of each other.
Teacher: Exploring the printmaking of African American artists Elizabeth Catlett, Margaret Taylor-Burroughs, and Charles White, students discussed themes of identity, dignity, and equality. We looked closer at how these artists used a variety of mark-making techniques and line variation in their work. Students reflected on how the subjects were posed, how they might be feeling, and what story they told. Students’ self-portraits told their own story and represented how they felt. Ian chose the word “proud” to define himself. I was impressed by Ian’s excitement as he experimented in his sketchbook creating areas of texture. I also was impressed watching him apply them to the print. He has the ability to connect to the artwork and convey his own story.
Little Cousin Nyomi Diaz
Grade: 7 School: Bronx Community Charter School Art Teacher: Kendra Sibley Linocut reduction print
Student: As an artist, I found something that I enjoy. I can be creative and different from other people. My interest in art helped me to choose where I want to go to high school, and I think about all the possible art jobs that I could have when I am older. My art teacher showed me new techniques I really like. I wanted to paint a landscape and she suggested I look at Impressionist painters. I tried to make brushstrokes like theirs in my painting. I like learning about new artists and getting ideas for my own artwork. Registration was hard. Lining up each layer in this piece was difficult; it was a challenge to make sure each part aligned. With linocut, you need to make sure that each layer is carved out well, so that the ink doesn’t get on parts of the linoleum that you don’t want to print. I had to make sure each layer was carved really well. To check that the ink was only where I wanted it to be, I made proofs of each layer on scrap paper before I added each layer.
Teacher: My art elective students chose a digital picture of someone important in their lives. An editing program was used to make the photo black and white, adjust the contrast, and posterize the image, using only a small number of different tones. Nyomi chose a picture of her little cousin and did an excellent job of modifying her image to create a strong reduction print with four layers. This was her first experience with linocut, but Nyomi quickly became comfortable carving each layer, proofing each new layer, and revising her carving as necessary. She did a masterful job of inking, registering, and lifting her plate to create a cohesive image. Nyomi worked diligently from start to finish. She was incredibly independent, seeking out other students to ask questions when she needed help, and quietly working through each layer with deliberate actions. She managed to capture real emotion in her print. The direct gaze of her subject and the subtle line of the mouth draw the viewer into this shy almost-smile. I find the piece to be very moving.
Wonders Priyanshi Panchal
Grade: 7 School: Irwin Altman Middle School 172, Queens Art Teacher: Harriet Sohn Digital photograph
Student: Being an artist gives me a way to tell a story. I can express my emotions through a single piece of art that everyone can view. I enjoy being able to tell a story using something other than words. My art teacher always helps me explore things I would be reluctant to try, making me more open minded when creating any type of art. It was challenging finding the right angle to take the photograph. The first time I tried to take this photo, it wasn’t portraying the image correctly. But after a few tries, I took the perfect picture. Another challenge I encountered was deciding if I wanted my image to be in color, or black and white. Black and white made this photograph unique.
Teacher: We had lessons on the effective use of digital cameras. Using an outdoor venue, the image was taken, uploaded, and navigated to an appropriate editing software program. In the software program, Priyanshi experimented with different options until she found the one that portrayed this piece in its unusual state. This photograph of a student, deep in thought at the end of school day, is very striking.
Waterfall Anlli Godinez Reyes
Grade: 7 School: P.S./I.S. 116 William C. Hughley, Queens Art Teacher: Karen Thomas-Hubela Watercolor and tempera paint
Student: I like to make beautiful images. Ms. Hubela shows us different ways to create the images we want. She spends time showing me how to use different tools to create certain textures I need in my work. She has a collection of references to inspire us and lets me explore different ideas on my own. She always encourages me to keep practicing and trying to get my work to look the way I want it to. This painting was difficult. I had to redo the rocks to make them look like rocks. I had to be patient and wait for certain parts to dry before I could overlap the next layer. I spent days on this one painting. It took some practice with the fan brush and different thicknesses of paint to get the water to look like it was flowing over the cliff.
Teacher: Anlli created Waterfall after completing her class project ahead of time. She chose a photo reference of a waterfall and began to practice some different techniques of paint application to create the effects of the rocks and the water. She tried different brushes, like the fan brush, and thicknesses of paint to achieve the results she wanted. Anlli is very self-motivated and never holds back from a challenge. She developed a lot of patience building up a more complex painting by working in layers. Occasionally she used visual references but made the image her own. This was her second attempt at the subject matter she chose, and I am proud of her passion to keep perfecting her skills to do what she loves.
Self-Portrait, Apathetic Angel Liu
Grade: 8 School: I.S.187 The Christa McAuliffe School, Brooklyn Art Teacher: Melina Badia Pencil, charcoal, and black colored pencil on newspaper
Student: Art is always in the back of my mind, flickering beneath the surface and providing a sanctuary where I can de-stress. I get to do things that I would have never tried because my art teacher introduced me to new ideas and techniques. There were difficulties as I tried shaping my expression. I used a mirror and drew my portrait onto the newspaper. The emotion I chose to convey through my self-portrait was apathy, but to me it looks like an expression of contempt. Keeping my artworks clean is always a problem for me since I’m left-handed. Material that’s easy to smudge, like charcoal, makes it even harder.
Teacher: By creating self-portraits on unconventional surfaces of their choosing, like subway maps, newspaper, or menus, students were able to transform everyday materials into works of art. They were inspired by Matthew Cusick, Mark Powell, and Ed Fairburn, artists who use maps as their canvas. Students chose a mood they wished to portray and began sketching. Angel chose a drawing surface representative of her Chinese culture and did a great job creating contrast and mood. Angel had never used charcoal before and was instantly intrigued with the material. Her will to learn new techniques and to work hard made her artwork exceptional.
Bird in Paradise Kathryne Nechyporuk
Grade: 8 School: I.S. 228 David A. Boody, Brooklyn Art Teacher: Lisa Banker Scratchboard
Student: As an artist, I am able to appreciate the intricacies of the world around me. When I look at objects I notice value, texture, and color, and I see the contours, shapes, and highlights. I learned cross-hatching techniques, proportion, and the importance of composition from my art teacher. She introduced me to new materials, such as charcoal, Cray-Pas, and scratchboard. Adding texture to my picture was challenging. Using references helped me make the surface textures accurate. Creating value on the scratchboard was difficult, but I got used to using more marks to create lighter areas.
Teacher: Students learned to use mark making as a tool to create a range of values and as a way of creating visual textures. Kathryne created a beautiful image with depth and character. She used the tools carefully to ensure that each surface was meticulously rendered. The sweet fluffy bird, sitting perched in the tree, is the star of this lovely composition.
Children of Syria Afra Mahmud
Grade: 8 School: Summer Arts Institute Art Teacher: Laura Blau Ballpoint pen and watercolor on paper
Student: I fall into another universe with a pencil and sketchbook, allowing me to speak the language of art. My art teacher helped me to enhance my abilities, and guided me on a path toward exploration of ideas I never considered before. I worked hard developing a variety of tones with the ballpoint pen, using different marks including hatching and pointillism. I did many studies to capture just the right mood. Making a decision to incorporate blood seeping from the bricks was a challenge. I took digital photos of my work in progress and used Photoshop to test whether red marks would convey the heart-wrenching ache I wanted to show. Feedback from my fellow classmates helped a lot.
Teacher: Students in the Summer Arts Institute were invited to explore mark making using common everyday materials. Experimentation was encouraged, and students were challenged to create an aesthetically successful concept or message. Afra immediately gravitated toward the versatility of the ballpoint pen to showcase her strong rendering abilities. Her technical mastery is evident in the range and placement of different tones, and the use of stylized marks to emphasize different textures. Afra chose to apply this new technique to an art piece that voiced her concern for the global issue of children’s suffering and neglect in war-torn countries. Her bold choice to add only a drop of color struck me; it signified Afra becoming a true risk-taker.
Blending In Arnis Yerzhanov
Grade: 8 School: Mark Twain I.S. 239 for the Gifted & Talented, Brooklyn Art Teacher: Julie Checkett Black-and-white 35mm film photograph
Student: Photography allows me to convey a wordless message. Being a photographer helps me carefully consider what I put out into the world. Ms. Checkett taught me what I know about film photography—how to use a manual film camera, process film, use an enlarger, and process photographic images. For every project I confer with her about what I shot and which negatives are the best to use. While shooting Blending In, I had to figure out a background that would emphasize the cream foundation contours on my subject’s face. I tried paneling, vines covering a wall, plain brick, and graffiti. Analog photography, unlike digital photography, does not allow me to see my results immediately. I didn’t see the end result until my film was processed, and I could enlarge the images. In the end, the graffiti background worked best.
Teacher: Arnis is a third-year photography student in my Media Talent program. She has developed her skills and portfolio content in analog and digital photography. Blending In is the result of a lesson on editorial photography. Arnis’s work is thoughtful and personal, and forms a connective thread for her audience. She is willing to take chances and enjoys exploring alternate perspectives with confidence. Arnis’s images speak strongly to viewers through her unique shooting style.
Joy Lucia Koedderitzsch
Grade: 8 School: M.S. 255 Salk School of Science, Manhattan Art Teacher: Heather Drayzen Graphite
Student: Being an artist gives me the chance to step away from everything else, and spend time doing something I enjoy. My teachers have pushed me to improve my work and without them, I wouldn’t have learned to incorporate textures, or use a wider range of dark and light values in my work. My art skills improved because of them, and for that I’m grateful. With Joy I was faced with the usual struggles when you draw a face. I kept changing my proportions, until I decided to just start drawing and make adjustments later. I am proud to have achieved this likeness of my sister, and I think I captured the joy of the moment as well.
Teacher: Lucia’s portrait of her younger sister, Valentina, followed a unit on composition and shading with a wide range of value. Lucia captured the natural joy that her sister evokes. Lucia went through many variations of this drawing, which included restarting it altogether. She has a drive and passion for craftsmanship. She is a star student and I’m incredibly proud of her. It’s been my honor to watch her evolve as an artist and person during the last three years of middle school.
This Is Not a Self-Portrait Cayla Kushner
Grade: 8 School: M.S. 255 Salk School of Science, Manhattan Art Teacher: Heather Drayzen Prismacolor pencil
Student: At times feelings are better communicated through shape, color, and motion than with speech or writing. Being an artist has enabled me to express myself when words cannot. Ms. Drayzen taught me art techniques but also nurtured my confidence as an artist, encouraging me to explore new media and subject matter. She stressed the importance of learning while creating, and I have grown to value the artistic process. I had never used colored pencils for a realistic piece and learned to work with them in the process. I used only blacks and browns to create the illusion of shadows on my face, but the effect was flat and lifeless. I learned to layer blues, reds, purples, and browns to achieve a more accurate skin tone.
Teacher: Cayla’s semester-long focus on portraiture started with pencil drawings in her sketchbook. She used her sketchbook drawings as notes to inform her portrait. This work was inspired by the portrait of Selvaggia Sassetti by Renaissance artist Davide Ghirlandaio in The Met collection. Cayla personalized the work by including her rabbit, Peanut. She incorporated color theory, layering, and worked with a wide range of values. Cayla is passionate, curious, and excited about the world around her. This curiosity is evident in her sketchbook drawings and this self-portrait. She is incredibly dedicated to her work, and it’s been an honor to watch her evolve as an artist during her three years of middle school.
In Flight Cal Ricehall
Grade: 8 School: M.S. 51 William Alexander, Brooklyn Art Teacher: Amy Flatow Digital C-print
Student: I look at everyday objects, imagining them positioned perfectly, skillfully edited, and printed out in beautiful, vibrant ink. What I have learned about photography over the last two years has transformed the way I look at things. Ms. Flatow has taught me to think critically, and how to find excitement in places that appear gray and dull. I watch subway cars roll down the tracks and imagine photographing them from different perspectives. I look at the design and layout of a yearbook page, drawn to the tiniest imperfection. It is simultaneously a torturous and wonderful way to live. I had spent all day photographing a town fair in Winston-Salem, North Carolina. This was the subject of a photojournalism project. I hadn’t yet found a scene that I thought was good enough. This image of children at dusk soaring through the sky on a carnival ride perfectly embodied everything I saw that day—people having fun, overcoming fears, and enjoying life in general.
Teacher: All my students were asked to explore the world through the eyes of a photojournalist. Students examined photo essays from the New York Times and National Geographic, and browsed various books on photographers. They engaged in peer discussions and watched documentary films about photojournalists. Cal’s image draws in the viewer. It is specific to his experience as an emerging photojournalist, and is built upon his technical knowledge.
Black and White Brooklyn Isaiah Qualls
Grade: 8 School: M.S. 51 William Alexander, Brooklyn Art Teacher: Andrew Hornberger Sharpie on paper
Student: I’ve been creative since I was little. When I was eight years old, I would set up a table at my dad’s street fairs to sell my drawings. I have continued to carry on my passion for art. Mr. Hornberger helped me discover who I am as an artist. He would often tell me to push myself and when I was successful, he would submit my work to contests such as this one. I wondered how to make this piece affect the person looking at it. I decided to use black Sharpies to create a contrast that would make a huge impact at first glance.
Teacher: Students developed a very personal artwork that reflected their interests. Isaiah was inspired by a friend’s photograph of the elevated train in Brooklyn. The subject, size, and detail made this a very ambitious piece. Isaiah’s technical skills are evident. By taking an in-depth look at his neighborhood Isaiah was able to capture our attention, and make us look at what had meaning to him.
Still Life Tasnim Hossain
Grade: 8 School: P.S./M.S. 194, Bronx Art Teacher: Dolores Hostomsky Oil pastel on paper
Student: I struggle expressing my thoughts in words. As an artist, I’ve learned to express myself in line and color. Ms. Hostomsky always encouraged me to make my work better and allowed me the freedom to experiment with different styles to help me establish my own. This was my first attempt at a realistic subject using oil pastels. I had to figure out the right combination of colors and apply them so the fruit would look three-dimensional. It was challenging to create the effect of light reflecting off the fruit. I did practice drawings and used pictures of fruit as a guide.
Teacher: The eighth-grade drawing unit was inspired by artist Howard Post. Students created the illusion of space through perspective, scale, and the use of a wide range of values. Tasnim’s drawing displays a skillful use of oil pastels. She successfully blended the pastels, creating the illusion of space and form. Tasnim demonstrates an understanding of scale and proportion, and the way to create a balanced composition. Her work is exceptional owing to her attention to detail, exceptional blending skills, and dedication to always challenge herself to do her best work.
The Verdict Bianca Varca
Grade: 8 School: I.S. 119 The Glendale, Queens Art Teacher: Laura Klein Watercolor and Micron markers
Student: Art is a place for making my thoughts come to life. It is more than a hobby—I see it as a future career. As an artist I view things in an open-minded and creative way, and find inspiration in anything I see. When I go to my teacher for constructive criticism, she is honest and gives suggestions I might not think of. It was a challenge to capture the sadness in the face of Tom Robinson, the central figure in Harper Lee’s novel To Kill a Mockingbird. I had to make sure the viewer instantly knew how horrible Robinson felt after being wrongfully accused and convicted of a crime, just because of the color of his skin. There had to be just enough tears, and just enough emotion in his face.
Teacher: This artwork was connected to Bianca’s English Language Arts class. She challenged herself to depict a crucial part of the novel, choosing to use watercolors and Micron markers to capture a painful moment. Bianca used her unique art style to depict issues that remain relevant today.
Waterfall Fantasies Adelina Kushmakova
Grade: 8 School: J.H.S. 157 Stephen A. Halsey, Queens Art Teacher: Stephanie Lamere Watercolor
Student: Being a practicing artist has pushed me to express myself in many ways. With certain techniques, I am able to use color, texture, and value to portray a scene. My art teacher taught me how to make my artwork stronger. I learned that artists express their feelings in imaginative ways. I have gained a deeper interest in art. Creating this artwork I stumbled on certain challenges, like successfully creating value: I couldn’t quite get my piece come to life. I was able to overcome this by mixing colors and experimenting.
Teacher: In seventh grade students worked with contour, line, value, color, balance, and contrast. As eighth graders, they were introduced to the Surrealist art of André Masson, Yves Tanguy, Joan Miró, Max Ernst, René Magritte, and Salvador Dalí and studied the role of Surrealism after World War I. As Adelina developed her surrealist image, she focused on close observation and realistic rendering.
Be the Light Avon Yan
Grade: 8 School: J.H.S. 74 Nathaniel Hawthorne, Queens Art Teacher: Irene Papamichael Photoshop image
Student: As my skills improved with Photoshop, I was able to help my family by designing our restaurant’s menu. Art has given me confidence. English is not my first language but through my art, I am able to communicate with the world. Art is the reason why I shine and am able to become “the light.” My teacher played an essential role in my art education. She introduced me to, and taught me, the basics of Photoshop and inspired me to dig deeper into my ideas. She advises us and provides useful feedback. After many different sketchbook ideas, I decided to use the image of the lightbulb to represent me and my many ideas. The light ended up expanding to represent much more than ideas.
Teacher: Students used the Elements of Art and Principles of Design and the tools of Photoshop to create self-portraits based on their personality traits. They explored how to use visual techniques to reveal themselves to the viewer. They provided peer feedback to each other during the process and self-assessed their design decisions along the way. Avon shows leadership by influencing and motivating others in the classroom. She was able to reflect this part of her personality in her artwork. She is not afraid of taking risks to come up with powerful images. Over the past two and a half years, I have been fortunate to see her artistic skills, knowledge, and ideas develop.
Love Art Xin Lei Lin, Nora Beirne, Vicki Zheng, Sophia Aley, Aarathi Kunnummal, Reco Yang, and Talia Hsia
Grade: 8 School: J.H.S. 104 Simon Baruch, Manhattan Art Teacher: Sarah Rosenblum Clay Student: Xin Lei: When I discovered ceramics in sixth grade, there was something about it that attracted me. I went from being bored all the time, to spending my time searching for new ideas for my next project. (L) Nora: It was hard to get the details right, so I went with a more inhuman feel. I enhanced the wrinkles on the palm to make the piece more dramatic. I overcame each hurdle with ideas to make the hand seem more unreal. (O) Vicki: Every artist has their own style and I want to show everyone that this is my style. When I struggle with my work, my teacher introduces me to new ideas that help me find a way to succeed. (V) Sophia: Ms. Rosenblum has helped me with my art by teaching me different techniques and showing me different works of art that inspire me. (E) Aarathi: My art teacher has the ability to pour the spirit of art into her students. I struggled but succeeded with the proportion and curves of the bent fingers, and with making the piece stand. (A) Reco: Being an artist has made everything I see an inspiration for art. My art teacher taught me different ways to create with clay. She always has given me the chance to try new things. (R) Talia: I am actually a science and math kid who likes engineering, but sculpting allows me to show my creative side and helps me with engineering. I used a loop tool to shave the back of the hand and create knuckles making it look slimmer. (T)
Teacher: Students closely observed a familiar subject, their hands. They explored conveying meaning through art. They drew sketches of their hands from observation, paying close attention to shape and form. They looked at the American Sign Language alphabet and talked about the ability to communicate with our hands. I encourage careful craftsmanship in all my students. Each artist demonstrated attention to proportion, balance, and gesture. The students captured the realistic details of the hand.
Inner Blaze Francisco Santos
Grade: 8 School: Bronx Community Charter School, Bronx Art Teacher: Kendra Sibley Oil pastel
Student: Art is the talent I found in myself when I began drawing in fourth grade. Being an artist led me to the high school I want to attend and led me to the person I am now. Ms. Sibley has played a role in my creative development. For example, when I don’t have an idea, she gives me advice on how to brainstorm, and suggests the types of work I can try. When she gives me feedback, it helps me improve. I used to watch How to Train Your Dragon and I liked dragons, but I didn’t know how to draw one. I went back and watched the videos, then looked at pictures online to figure out what kind of dragon I wanted to make. The other challenge was to find the best medium to fit this piece of art. First I used watercolor, but I didn’t like how the color looked. Then I decided to use oil pastels. I had to figure out the color scheme and how to layer colors to create value.
Teacher: Once Francisco created this dragon he began experimenting with oil pastels, a material that was unfamiliar to him. He worked to blend colors to create value and played around with ways to control the application of the oil pastels to the paper. His commitment to learning a new material is evident in the ways the oil pastels are layered and blended to create volume and to define the bumpiness of the scales. Francisco was determined to improve his skill with oil pastels, practicing in his sketchbook and taking oil pastels home to continue his work away from school. He captured real fierceness in this image. The snarl of the mouth and the gleam in the eye are some of the results of his hard work.
Forks Jake Chen
Grade: 8 School: Lower Manhattan Community Middle School, Manhattan Art Teacher: Jessica Sinclair Digital photograph
Student: Being an artist has changed my life. Now, whenever I see a nice view my mind starts working and suddenly I see many different angles for a photo. To create Forks I used all the skills my teacher taught me. A challenge that I faced was choosing the right angle and getting good lighting. I also struggled with not capturing my reflection in the forks while taking the photo.
Teacher: The goal of this unit was to create a series based on a theme each student chose. Each researched a photographer interested in the same theme. Students took many photos and then selected the best three to represent their theme. Students then wrote artist statements about the process. Jake used a DSLR to create this photograph, and he successfully used the functions of the camera to create a shallow depth of field. I love the clean graphic quality of this photo. Jake is drawn to repetition in his work, and he also captures small details. This photograph was meant to be part of a series, but it is strong enough to stand alone. Jake was able to transform forks from an everyday object of function into something beautiful and captivating.
The Owl Tasnim Sumaita
Grade: 8 chool: TAG Young Scholars, Manhattan Art Teacher: Suzanne Tabrizi Ink drawing
Student: The creativity and observational skills I have developed have influenced my perspective. Being an artist serves as an outlet for my feelings. Art is a healthy coping mechanism for me and reduces stress in high-pressure situations. I am exposed to many media and styles of art through my art teacher. I am inspired to apply new techniques in my work and to make personal choices as an artist. One challenge I faced when drawing The Owl was overthinking the criteria. I realized this work involved a degree of spontaneity. I just allowed my creativity to take hold.
Teacher: Students answered the question, “How does line play a significant role in the creation of an artwork?” Tasnim compared line application in the traditional works of Albrecht Dürer and the contemporary Zentangles of Rick Roberts. Tasnim’s goal was to combine observational representation and expressive design concepts to the creation of a work of art. She explored and experimented with line, taking risks, and making bold choices to enhance her subject. Tasnim’s creative result combines multiple techniques of linear art. She researched realistic references for her subject yet allowed her creative expression to reveal her feelings.
Blowing Off Steam Leanne Auyeung
Grade: 8 School: J.H.S. 74 Nathaniel Hawthorne, Queens Art Teacher: Andrew Zaben Watercolor
Student: As an artist, I have learned how to be methodical and creative at the same time. I notice how people portray similar things in very different ways. I like to see how different minds work in the art classroom. Mr. Zaben provides helpful feedback along the way, critiquing my art in a useful manner. One major hurdle was creating enough contrast between objects while maintaining realistic colors and shading. I met the challenge by using slightly different tonalities of the same color.
Teacher: We took a class trip into Manhattan. Students chose what to draw and from what location. I had taught them as seventh graders how to draw correctly in perspective and how to create depth in a drawing. Once students completed their final drawings, they were able to choose any medium to complete their work. I love Leanne’s project. Her use of color is bold and bright. I appreciate the contrast between the leaves, the buildings, the sky, and smoke. The composition is the second reason I admire this work. Nature is both in front and in back, with buildings in the middle. It reminds me of an Oreo!
Shark Harriet Chessum
Grade: 8 School: New Explorations into Science, Technology and Math High School, Manhattan Art Teacher: Elizabeth Zacharia Charcoal pencil and paper
Student: Art allows me to express how I am feeling without using words. I draw or create whatever fits my mood and make what I feel like. Art and being an artist have opened me up to so many things, especially being able to express myself and release stress. My art teacher provides me with the essentials for the development of any artist—the materials and tools, the time to express myself, and the motivation to succeed. Because I was so meticulous and detailed, I had a problem managing my time. I was stressed out about finishing on time, but also about rushing so much that it would look sloppy and somewhat unfinished. I spent extra time working on Shark, and I made my work a little less detailed.
Teacher: After small exercises to explore blocking out shapes, creating values with smooth transitions, and developing simulated textures, students created large-scale animal drawings using charcoal pencils. The completed drawings demonstrated the skills my students gained in observation of details as well as the ability to create a wide range of value. I have had the pleasure of working with Harriet for the past three years. While she has made many outstanding works of art, this drawing is a particularly strong example of the level of focus, care, and passion that she pours into all her artwork. The texture of the sharkskin alone shows Harriet’s mastery of drawing with charcoal pencils. Harriet’s seriousness of purpose and her love of art make her an awesome student in my class.
Alium Visum Jacqueline Gardocki
Grade: 9 School: Newtown High School, Queens Art Teacher: Jay Feigelis Pencil and paint
Student: Creating art gives me a world where the limits and expectations are all decided by you. It’s thrilling! Thoughts and feelings are released from my head onto paper. Through my art I can express myself to others better than words can, and I’m able to make a connection with the person looking at my art. Mr. Feigelis is always very supportive of my artistic choices. He taught me that I must picture the arrangement before anything else. He also told me to listen to my gut when I wasn’t sure what to draw. I took that advice to heart and created Alium Visum, Latin for Another View. While making Alium Visum, there was a point when I felt it was lacking something. I wasn’t satisfied with the background. I experimented with copies and discovered a paisley-print pattern together with pearl-white screen-printing ink that made my work complete.
Teacher: After several weeks of drawing from direct observation creating contour, still-life, and figurative studies, my drawing class was given the assignment to recycle the drawings in their sketchbooks into new images using various pencil techniques they learned. Using her brilliant sense of design and skillful use of contrast with pencil shading, Jacqueline rearranged her contour studies to create this surreal composition, Alium Visum.
My Mama Michelle Lee
Grade: 9 School: Bard High School Early College Queens Art Teacher: Mary Jo Lombardo Acrylic on paper
Student: My mother is a woman who has grown up to be strong for herself and her family. I do not know anyone as strong as my mother. Surviving cancer and heartbreaking moments, and raising two children with all the love she and my father can give, is something I have always wanted to thank her for, but would always shy away from. Fortunately, I have the power of art to express what I verbally can’t. Using acrylic paint, various sized paintbrushes, and a photo I took of her, I was able to paint my muse in the style of Kehinde Wiley. I did not just paint a portrait; I painted the love I have for my mother. Ms. Lombardo never made me feel intimidated while I used an unfamiliar medium. Even just her glance over at my process would drive me to do better. Ms. Lombardo praises every part of my developing artistic skills.
Teacher: For the first part of a unit on identity, students created graphite self-portraits in the style of Chuck Close. For their second work, students were asked to choose from three contemporary artists, Mickalene Thomas, Kehinde Wiley, or Whitfield Lovell, and paint a portrait in the style of their chosen artist. They also were charged with painting a subject tied into their own identity. Michelle worked meticulously in an incredibly focused way, capturing her love for her mother in this sensitive and detailed portrait. Her technique is impeccable.
The Girl Burny Mentor
Grade: 9 School: Cultural Academy for the Arts and Sciences, Brooklyn Art Teacher: Maryann McCabe Pencil on paper
Student: When I was very young, I used to draw cars and houses. I began to feel very powerful because I realized that I could capture the world around me with precision. This experience also helped me develop my visual memory and my ability to draw things from my head. My art teacher encourages me to draw from life while paying attention to the mood and the feelings being communicated between me and whomever and whatever I am drawing. She also challenges me to rely on my personal vision and creativity. One challenge I faced while creating this portrait was to ensure that it looked as real as the person I was drawing.
Teacher: Over a sustained period of time, students created detailed gesture drawings from life. At the start of the unit, students did quick gesture drawings, using a variety of drawing media. Subsequent lessons required students to draw a posed figure in longer and longer increments of time. While it is relatively easy to create dynamic gesture drawings in quick sketches, it is more difficult to sustain the feeling of dynamic gesture in a very detailed work that takes substantial time to complete. Burny Mentor mastered this challenge in this work. I am generally amazed by Burny’s skills as an artist. In The Girl he realistically expresses his subject’s liveliness.
In My Mind Ashley Ortiz
Grade: 9 School: John Bowne High School, Queens Art Teacher: Michelle Wolf Mixed media: acrylic paint, pencil, and collage
Student: Art has given me a creative outlet and has allowed me to bring joy to myself and to others as well. My artwork displays my personality well; the colors are bright and the pattern is very loose, and I feel like an optimist and a free spirit. Creating this piece was a great experience for me. To see it come together showed me my potential, and how much I can do. Ms. Wolf was very helpful. She paid attention to all details, making sure we understood how we wanted our work to look in the end. While we were all working hard, Ms. Wolf made sure we also had fun. A deadline can seem daunting. I tried to work on the project without overworking myself, making sure everything went the way I planned. My portrait was done on time, and it was exactly how I envisioned it.
Teacher: Students created self-portraits using the grid method. This project required sustained observation throughout the art-making process. Students used an array of drawing pencils and blenders to achieve a variety of values. For the second phase, students emulated the style of Kehinde Wiley. They created bright floral patterns using acrylic paint. Their portraits were then collaged onto their backgrounds, with added pieces of their floral pattern overlapping to create a sense of immersion within their environment. Students learned about contemporary artists they have seen on social media and in the news, and realized that they can emulate successful artists. Ashley’s grasp of this concept surpassed my expectations. She was meticulous about her accuracy and was dedicated to completing the task to the best of her ability.
Transition April Mendiola
Grade: 10 School: Newtown High School, Queens Art Teacher: Jay Feigelis Acrylic paint
Student: Although I don’t really see myself as an artist, I have the passion of one. In the past ten years, I have come a long way with my skills, and it has made me who I am today. Mr. Feigelis has helped me with my artwork by giving me confidence and motivating me to take art seriously. I painted Transition just for my satisfaction. Finding the right blend of colors to depict sunsets and sunrises was challenging. I practiced with acrylic paint but also used my past experiences with watercolor wash techniques. Through trial and error, I finally arrived at a harmonious composition.
Teacher: After mastering the basic watercolor techniques (flat, graded, variegated, and glazing), April was inspired to complete a successful series of watercolor paintings. Wanting to challenge herself further, April created several small, changing landscapes using acrylic paint for the first time on corrugated cardboard. Utilizing her extraordinary sense of design, April created this exquisite grouping of silhouette landscapes. Transition demonstrates April’s ability to compose a serene image by skillfully blending the colors of the sky from sunrise to sunset.
Antonio Antonio Sanchez
Grade: 11 School: P.S. 373, District 75, Brooklyn Transition Center Art Teacher: Hilarie Gilinson Paint, felt, paper, glue, and marker
Student: I learned about myself, how to take my time, and actually focus to put details in as an artist. I tried my hardest and I did all that I could. I believed in myself that I could do it. I went one by one and took my time and I didn’t rush anything. When I look at my artwork, I feel like it’s very realistic. This was my first time doing a portrait. I looked at my face and started drawing it. I drew the red hair, the shape, and the curl because I have dyed red hair. I put the fabric on my hair to make it look more three-dimensional, and I took my time on the collage to show the shadows on my face and hands. I also added paper on the sweatshirt to make it look like texture. Then I put in every detail like my mustache and beard, and I started doing my neck, chest, and body. Art is easy for me and I take my time.
Teacher: My talented young artists, despite having a range of disabilities from autism to intellectual challenges, create original and thoughtful artwork. Many students have difficulty expressing their emotions verbally, but often can express themselves through the arts. To create expressive mixed-media self-portraits, students began by evaluating portraits by Kehinde Wiley and Henri Matisse, examining facial expressions and poses, and discussing color palette. Looking at photographs, they examined the same things. Planning sheets were used to note the pose, facial expression, and color palette they would use. Using a USB camera and the planning sheet as a reference, students worked in pairs posing and tracing their images onto large paper. They added paper and paint. This is Antonio’s first year in my art class. While Antonio is eager to come to art class, he often doubts and second-guesses himself when creating his artwork. I was impressed by his willingness to experiment with new materials and to overcome his self-doubts to create this nontraditional self-portrait.
The Horse Daniella Perez Corona
Grade: 10 School: Theatre Arts Production Company School, Bronx Art Teacher: Maria Pia Marrella Graphite and charcoal pencil
Student: As an adolescent, you can find out who you are through art. Being an artist has changed the way I view my surroundings. It has strengthened and nurtured my creativity. I find it surprising that I can convert my ideas into an illusionistic form. I have learned skills, techniques, and a way to find inspiration from my art teacher. In the process of making The Horse, I had challenges drawing the chiaroscuro effect. Ms. Marrella showed us how master artists have used values to create shadow and light. I find Seurat’s drawings astonishing and I have paid homage to his style.
Teacher: Students experimented with various charcoal sticks and pencils, creating values and marks on toned paper. They then were asked to observe and draw still-life objects in natural light settings. To master techniques of chiaroscuro, students researched and interpreted the drawings of Georges Seurat. Daniella’s abstracted figure of a horse reveals an incredible sensitivity to modeling three-dimensional form through finely graduated crosshatching. Her piece displays the effects of luminosity—a realm of otherworldliness. Daniella has shown incredible growth in achieving a mastery of drawing. I admire her perseverance in revising her work to achieve a personal style.
Life across the Bridge Angelica Nieves
Grade: 10 School: Brooklyn High School of the Arts, Brooklyn Art Teacher: Lauren Rocco Digital photograph
Student: When I moved from Puerto Rico to the United States, I was an English Language Learner dealing with anxiety. I used photography as a tool to express myself. Studying fine art and photography has helped me become a better communicator, and get closer to people so I may connect with them. In this photograph, Ms. Rocco encouraged me to find the deeper meaning through symbolism. I wanted the bridge, reflection, and portrait to convey positivity to people looking for greater meaning in their lives. I learned a lot and felt a sense of accomplishment as a young photographer. Conveying the idea of trying to reach your goal, even if it seems impossible, was more difficult than I thought. It is incredibly difficult to stage a photo to represent the story you have chosen to tell.
Teacher: Life across the Bridge is part of a series of works to develop students’ storytelling skills. Angelica demonstrates understanding of composition, lighting, and technique, and uses them to communicate a greater story. This piece represents the emotional connection we have with landscapes. Angelica used the beauty of Prospect Park to demonstrate that idea and to provide serenity that is often missing in our chaotic world. With Life across the Bridge Angelica connected her own feelings through imagery. It represents hope for all, especially those who may be struggling with fitting into the world around them.
Panoramic NYC Stella Teeter
Grade: 10 School: Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan Art Teacher: Yeon Ji Park Collage
Student: Art is an escape from dark parts of reality, and a way to express feelings I can’t communicate verbally. My art teacher pushes me to think about the meaning behind my art and not just what it looks like on the outside. I found making this artwork frustrating. It was difficult to work with so many tiny pieces of paper. I had to continually adjust my approach when the paper wouldn’t cooperate. The more I worked, the easier it got. Focusing on the bigger shapes in the beginning helped unify the three different perspectives as my concept came together.
Teacher: Introduction to Design students created New York cityscape collages in a panoramic layout. In artwork such as Asian scroll paintings, they had studied the history of the panoramic view as a way to convey a landscape through time. They looked at the work of graphic designers such as Paul Rand and Milton Glaser to understand how elements are organized to convey various moods and ideas. Using found imagery and found colors, they created paper “paintings” by overlapping pieces ranging from minuscule fragments to large papers, creating mood and textures. Using their experiences as New Yorkers, they created dynamic, rhythmic compositions showing their ideas for MTA subway posters. We imagined them in print and hanging in subway cars. Stella’s Panoramic NYC is thoughtfully and beautifully crafted, and it’s an image to which New Yorkers can all relate.
Snip Jacquelin Chokpaporn
Grade: 10 School: Frank Sinatra School of the Arts High School, Queens Art Teacher: Nicole Spata Watercolor
Student: Art is what made me choose the school I attend and how I choose to spend my free time. As an artist, I have a greater appreciation for images we see in our everyday lives. I have met other artists who are great inspirations. It’s immensely helpful to have another set of eyes look at my work. Receiving advice from my art teacher is valuable for developing my artistic skills. She pushes us to explore different ideas and media. I struggled with contrast and value. With watercolor, the colors dry less saturated than they first appear, so I had to keep returning to areas to push the contrast further. Frequently looking at the painting from a distance was very helpful to heighten the contrast. I saw blocks of value better from a distance and then determined which areas needed more darks or reflective light. For the background, I started with blocks of blue. After putting in the foreground, I realized the background was too boring and pale. After many color studies in my sketchbook, I went back in to darken the background considerably.
Teacher: Students added visual clues to their self-portraits to give the audience some perspective as to who they are. They worked in a medium of their choosing. Jacquelin’s piece is visually and conceptually intriguing; she challenges the viewer to figure out what is happening. Students often avoid depicting hands because they are hard to draw. Jacquelin was fierce with this piece and showed several hands from many different angles and positions.
Unique Café Eva Scialom
Grade: 10 School: Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan Art Teacher: Andrew Stehle Acrylic on plywood (double-sided)
Student: When I first came here from France, I had trouble communicating with my peers. Using art, I would draw out the things I wanted to say to people. Mr. Stehle has been a positive influence on this painting and on my artistic development in general. He is an encouraging voice helping me follow through with my ambitious ideas, and guiding me along the way with technical advice while still letting me experiment with my own style. It was hard to create a dynamic composition on such a narrow piece of wood. Also, it was the first time I had painted on wood, so I was faced with a new medium. I experimented with the wood to get used to the unusual paint absorption. I created points in the painting to guide the viewer’s eye, creating a dynamic composition.
Teacher: This piece was done as an exercise to explore acrylic paint. Eva had finished the preceding project early and was eager to move on to practice with acrylic paint. Eva already had proven herself to be ambitious and successful; when she asked to practice using acrylic paint on a narrow board, I let her go for it. High school students are expected to work toward developing a personal style, and this painting is very much about Eva’s personal style. I am impressed by Eva’s distinctive approach to the acrylic medium as a cross between the graphic and the painterly. Eva met the challenge of the unusual scale and proportion of the board, including the rendering of the image itself. Unique Café was created by a truly unique young artist.
Self-Portrait Ashley Miranda
Grade: 10 School: High School for Arts and Business, Queens Art Teacher: Michael Zographos Pencil
Student: Being an artist gives me a way to express myself and show my emotions. I also feel it has made a difference in my life because art allows me to be creative, focused, and relaxed. My art teacher introduced me to different media and different drawing techniques. This has enabled me to better express myself and become more creative with my artwork. I was trying to make the drawing look neat and realistic, and be aesthetically pleasing. I took my time doing the drawing, closely studying the photograph that I was using, and put in extra time to finish the project.
Teacher: Ashley’s self-portrait is a powerful piece. She chose an effective photograph, used the grid method appropriately, and put in a lot of time to complete the work. I was impressed by her talent, but also her dedication to the project.
American Education Ruben Alvarado
Grade: 11 School: Pan American International High School, Queens Art Teacher: Rachel Cabrera White charcoal on black-toned drawing paper
Student: I did not consider myself an artist until I began high school in this country. Ms. Cabrera was my teacher in studio art and appreciated my prints and drawings. She encouraged me to take an advanced drawing and painting class as a junior. It is an intense class. We work on long-range projects and I feel like I am doing college-level work. The challenge keeps me excited, wanting to see what else I can do. It was a challenge blending the charcoal to get both blurry and sharply focused areas. Foreshortening had to be done properly so the illusion of depth would look real. Getting the hand size correct was also a challenge because it had to be so much larger than the face. It really looks like you are staring at someone’s hand close up while the person is lying on the table in front of you. I wanted you to feel that you were in this individual’s personal space.
Teacher: This class has a group of passionate art students who have taken studio art and wish to add breadth to their portfolios for AP Studio Art: 2-D Design. Students explored using value to create the illusion of three-dimensional space, experimenting first with different types of drawing materials and papers. They chose their final medium and used digital cameras to take their reference images. Their work showed a strong understanding of foreshortening and deep space, drawing in the viewer. Ruben’s drawing represents a strong use of foreshortening. His title makes me think about the work we do in engaging with our students.
Lucky Kelly Ye
Grade: 11 School: Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan Art Teacher: David Driggers Oil on canvas
Student: Producing artwork has provided me with an outlet to express my opinions, and spread greater awareness about world issues. Becoming an artist has inspired me to be a positive change in society. My art teacher has given me creative freedom toward the subjects I paint. I am thankful for this independence because, without it, I would be struggling to connect with my artwork. Mr. Driggers has fostered my love for art and motivates me to continue making art. I struggled with the composition of the piece and the initial painting approach. I was concerned about painting the piece in a cohesive fashion. I overcame this by mixing different shades of green and not being afraid of messing up.
Teacher: In the advanced painting class, students have a great deal of freedom to explore subjects and styles of their own choosing. The goal is to develop a body of work that represents their unique artistic voice. Lucky is a good example of Kelly’s journey as an artist. She offers insights into how humans interact with nature. Using her highly developed painting skills Kelly raises our awareness of the human condition. As her teacher, it has been a joy to witness her journey and development as an artist.
Beyond the Tide Jessie Li
Grade: 11 School: Maspeth High School, Queens Art Teacher: Adam Gordon Acrylic on canvas paper
Student: I had never before thought to whip out my camera or phone just to capture a moment. I want to live in that moment and not on social media. I’ve begun to notice the details of things and beautiful colors in a way that other people often miss. I’ve gained an appreciation for nature and the world around us. My life has been transformed into a world of craft, design, and attentiveness. My teacher exposed me to the artwork of others and broadened my horizons. The fact that art has no limitations is enough for me. In and out of class, he’s encouraged me to find inspiration for my work. Layout challenged me the most while creating this artwork. For a day or two, my canvas remained blank. To meet the challenge I just simply went with my guts: working, reworking, and improvising as I went.
Teacher: I emphasize creating personal connections with works of art—there’s more to look at than meets the eye. I encourage students to do research, finding artists or works of art as companions for their own artistic production. In Beyond the Tide, I was immediately drawn to the little girl blowing bubbles, believing that her dreams and curiosity were real things and not just projects of her mind. The first word that comes to mind when I think about Jessie’s work is “imagination.” Her work reflects a visual representation of what’s going on in her mind. With their first projects, I challenged my students to create works that are dramatic and inspiring to them, but also to others. Many of Jessie’s works are vivid, saturated, and bursting with rounded forms, intense perspectives, and small details that stir up all kinds of thoughts in the viewer’s mind.
Inspiration of Water Sevah Darbouze
Grade: 11 School: Brooklyn High School of the Arts Art Teacher: Lara Hill Acrylic on wood
Student: All the negative baggage that comes with life is much easier to deal with knowing that I am a creator, and I have art constantly surrounding me. Painting brings me so much comfort and serenity. I am grateful that it is such a big part of my life. My art teacher’s advice has enhanced my work. She teaches me new techniques, and I see that my work continues to get better because of it. I definitely struggled with the colors and how saturated I wanted the painting to look. I wanted to ensure that the figure was really visible against the darkness.
Teacher: Sevah is passionate about creating portraits. As part of an advanced studio class, she chose water and portraiture to explore as a combined theme for a series of artworks. She created multiple oversized paintings using realism to depict the skin and water reflections. The large scale of the work and its obsessive detail is a wonderful contrast to the found rustic wood that Sevah used in place of a traditional canvas.
Hibernating Ilona Masimova
Grade: 11 School: High School of Art and Design, Manhattan Art Teacher: Ian Pasetsky Digitally scanned pen and ink
Student: In the past three years, all of my art teachers have contributed to my knowledge of art and my development as an artist. I’ve gotten to explore so many different materials and concepts thanks to my teachers. I’ve exceeded my own expectations in art making, especially this year. Mr. Pasetsky takes the time to help each student, while honoring their personal styles. Everything my teachers have done prepared me to be a true artist, exploring what I like and what I dislike as an aspiring artist. There were several new things I didn’t want to try because I didn’t immediately feel comfortable jumping into them, but with my teachers’ encouragement I always ended up enjoying the process.
Teacher: The class was introduced to Art Nouveau artist Alphonse Mucha. Students selected three characters they previously had created, and used them as the main figures in their panels. Ilona Masimova’s Hibernating captures the essence of Mucha’s series The Seasons. The line work emulates its decorative style, creating a natural sense of movement throughout the composition. Ilona found that right balance of flat color and rendering. Her color selections enhance the theme of each section, while tying the three scenes together. Each panel works as a stand-alone piece and as part of the whole. Ilona successfully incorporated elements of Mucha’s work without sacrificing her own style and creativity. Her drawings are a balance of realism and stylization and fit with the Art Nouveau movement perfectly, but the characters and designs are all Ilona’s.
Untitled Sasha Roberts
Grade: 11 School: New Explorations into Science, Technology and Math High School, Manhattan Art Teacher: Hilary Svihla Conté crayon on paper
Student: I use art as a window into other cultures and other people’s thought processes. I look at the world from different perspectives. Throughout my career as an artist, Ms. Svihla has been an amazing support. I always can count on her for advice. She teaches me that there is no limit to my creativity, and I am inspired by her more each day. When I started this artwork, I felt frustrated. I was working with new material, and nothing seemed to go my way. My colors didn’t blend right, the proportions were off, and my lines were shaky. I had to take time to practice strokes and color swatches with Conté crayon for hours to finally feel satisfied with my work.
Teacher: To create Conté crayon self-portrait drawings that emphasized their identity, students discussed how aspects of one’s identity could be portrayed through the choice of color palette, facial expression, composition, and range of value. The project began with warm-up exercises in Conté crayon. Next came thumbnail sketches that served as blueprints for their final compositions. They sketched the outlines for the self-portraits and applied a range of value to develop the illusion of form. Students kept a journal of their experiences including self-reflections, thumbnail sketches, analyses of artwork, and peer critiques. Sasha’s artwork never ceases to amaze me. Her technical skills and craftsmanship are so strong. This particular work is outstanding because it clearly captures her identity through her gaze, composition, and warm color palette.
Self-Portrait Nazra Siddiqui
Grade: 12 School: Hillcrest High School, Queens Art Teacher: Jessica Barnum Charcoal and Conté crayon
Student: Art is about enjoying the process and having fun while experimenting. My art teacher encourages curiosity and experimentation. I have learned that taking time to meaningfully reflect on my work, both during a project and after its completion, helps me realize what I have learned throughout the process. This was the first time I worked with charcoal, and I learned a lot about this medium. Unlike pencil, charcoal is bold and daring. It has a tendency to smudge easily, and that created the biggest challenges. This quality of charcoal is what makes working with it a unique experience. As I got more comfortable with it, I learned it is a versatile medium that helps an artist create very expressive artwork.
Teacher: Students created self-portrait charcoal drawings that demonstrated an understanding of the medium and the techniques needed to work with it. Students observed paintings by Caravaggio (Michelangelo Merisi). They photographed themselves using lighting that created a chiaroscuro effect. Assisted by a grid, they drew themselves large on 15 x 15 inch paper. They used vine charcoal, compressed charcoal, and a small amount of white Conté crayon to create an overall sense of light and dark. Nazra’s portrait shows tremendous technical detail and mastery of the material. The intense facial expression and position of the portrait forces viewers to confront themselves when looking at the work. It is a self-portrait of the artist and the viewer.
Lost in Thought Emily Rodriguez
Grade: 12 School: Millennium Art Academy, Bronx Art Teacher: Laura Blau Graphite on paper
Student: Being an artist gives me a voice, one I’d forgotten I had. Art allows me to match my emotions with visual images that pour out of me. My art teacher, who demonstrated the value of perseverance, helped me find solutions to my problems. She is not only my teacher, but also my mentor. I struggled most with rendering the hair and adding small details to the skin to show different textures. I experimented with different thicknesses of lead and developed a system for drawing different tones, until I was able to create a broad range of values within my composition.
Teacher: At the beginning of the year, students in the AP Studio Art class began an exploration of mark-making techniques, choosing their own media and subject matter. Emily was intent on continuing an exploration of pencil and portraiture. Here, her goal was to execute a soft, delicate drawing using the technique of pointillism. I was impressed by Emily’s persistent efforts to depict hyperrealism using her new mark-making capabilities. She showed a keen ability to capture the subject’s youthful nature. There is a gentle quality throughout the composition. Emily’s close cropping of the figure forces the viewer to focus on the girl. The subject’s gaze beyond the edge of the paper adds a layer of intrigue.
Endless Stare Ronnie Alvarez
Grade: 12 School: Midwood High School, Brooklyn Art Teacher: Elizabeth Bouiss Video
Student: Being an artist gives me a sense of purpose. Going through the things I have gone through, I might have fallen off the rails, but film class has given me a positive outlet for expressing myself. The opportunity to share my story has made a significant difference in my life. My art teacher, a filmmaker herself, gave me the best film education. It was an honor to learn so many new things. I received the knowledge and tools I needed to expand my creative projects. Through the years, my teacher has given me challenges and advice to make me the student and the person I am today. Identifying as a transgender person can be dangerous, but it has given me inspiration and ideas that I try to express in my films. Putting my entire truth and ideas into the film was challenging. I tend to filter myself because I am afraid of what people may say or think. After I overcame this fear, I was able to put my all into my artwork.
Teacher: This project was produced in Advanced Media where the students made personal films inspired by experimental and narrative techniques. This was a major semester-long project. Students did their own shooting, editing, and writing, using the lessons and feedback I provided. Endless Stare is such a strong film. I admire Ronnie’s ability to combine the literary language with film language. Ronnie’s editing skills are so strong. Produced in one semester, this piece was a culmination of a three-year sequence.
The Four of Us Taylor Tropiano
Grade: 12 School: Tottenville High School, Staten Island Art Teacher: Wynter Carnevale Charcoal
Student: Art is my rock. I suffered silently with mental issues, questions about my identity, and a precarious home situation. Though it’s taken on a new meaning as I heal and grow, art has been that one constant by my side. A good teacher guides you when you’re struggling, and pushes you when you need it. A great teacher helps you meet your challenges and guides you when you don’t even know you need it. Ms. Carnevale is one of the greats. Her genuine, understanding nature has made her one of the best art teachers I’ve ever had. Ms. Carnevale has shown me how I can reach others through my art. This was my first time working with charcoal. I was intimidated by the idea of creating such a massive piece. I learned to assess the piece as I created it, changing my expectations as I used this new medium. I was able to meet the challenge head-on. This mind-set has paid off for me.
Teacher: This was Taylor’s first experience with charcoal, and it shows his creative aptitude and ability to handle any medium. His unique perspective and composition add to this dynamic self-portrait. Taylor demonstrates a very personal style. He always approaches assignments with great enthusiasm and originality.
B Train Asilbek Akmalov
Grade: 12 School: High School of Art and Design, Manhattan Art Teacher: James Harrington Oil on canvas
Student: I’m a very shy person and it can be challenging to communicate with people. However, communicating became easy for me when I began creating art and showing my work to the people I care about. My art teacher has helped me to see my potential and realize I can reach for higher things in my creative life. He’s a teacher, but also a role model and a person I can trust. He told me about his experiences and the success he achieved in his own creative life. This helps me see that art can be in my future. I was concerned with all the little details I had to put into this piece, and how busy the artwork might turn out. The canvas was really big, and I had never worked this large before. To deal with these concerns I didn’t think about the ending of the piece; I just painted what I saw.
Teacher: Each student in the AP Studio Art Illustration course develops a body of work around a theme of their choosing. Asilbek paints New York City genre images. New Yorkers and their environment form a portrait of the city. A subway scene captures both. Asilbek mastered watercolor, his medium of choice. Working in oil on a multifigure image of this scale was a real challenge for him. Clearly, he succeeded. Asilbek challenged himself with this piece. As hard as he worked on his stunning watercolors, this image inspired him to reach for something deeper, something more than technique. B Train has such a strong sense of the human urban experience. It is part of the realist tradition. I encourage viewers to visit The Met and compare Asilbek’s work to Honoré Daumier’s The Third-Class Carriage.
Briana Darcelis Gutierrez
Grade: 12 School: High School of Art and Design, Manhattan Art Teacher: James Harrington Cut-paper collage on foam core
Student: I would walk through the large metal doors of my building in Brownsville, say hello to the sweet older ladies sitting in the lobby, and as I waited for the elevator, browse through all the posters for job openings . . . jobs in restaurant chains, garbage collection, and babysitting. This lack of opportunity encouraged me to apply to the High School of Art and Design. As I stepped into the art classroom in freshman year, I knew this was where I should be. Mr. Harrington has challenged my technical ability and my concepts. I have been encouraged to experiment with composition, use color for emphasis, and make the most of interesting images. I learned my work should not be made to please others, but rather to satisfy myself. Mr. Harrington has taught me lessons that I will carry with me for a lifetime. The cut-paper medium was entirely out of my comfort zone. I was frustrated but kept pushing myself. When I held up the last piece, I let out a huge sigh of relief. I am proud of this work. If I had given up, I would never have created one of my most technically challenging pieces.
Teacher: This portrait appears as a mosaic. It is made with paper cut to appear like tesserae. The technical challenge to create a portrait with this technique is quite daunting, if only for the time it takes to painstakingly construct form and light with small paint-chip samples. In AP Studio Art experimenting with new media is a vital part of developing a broad range of approaches to image making. This collage technique was a departure for Darcelis from the bold, painterly images that characterize her portfolio. Darcelis is a remarkable painter whose work demonstrates a distinct aesthetic. This collage mosaic exhibits her range and visual flexibility. It also displays her work ethic; the work required time and assiduous labor. Despite the methodical nature of the mosaic, Darcelis imbued it with boldness and energy through her color choices, especially in that red background.
Adventurer and Goddess Karina Teslenko
Grade: 12 School: Brooklyn High School of the Arts Art Teacher: Lara Hill Acrylic on canvas
Student: Through visual art, I connect to my body and mind. I am determined to have a creative future as an artist and architect. For four years my art teacher has supported my creative endeavors. Ms. Hill, who is a successful artist and disciplined art teacher, helped me to develop my skills in various media including acrylic paint. In her class, I first developed my passion for painting and learned about chiaroscuro. Adventurer and Goddess is the first painting in our illumination series. The subject is the interaction between individuals and their surroundings. It was challenging for me to combine traditional elements with contemporary features.
Teacher: Adventurer and Goddess was created in a unit on traditional painting techniques. Students explored the use of chiaroscuro, underpainting, and glazing techniques to create dramatic figurative compositions. Karina is captivated by art history. She is inspired by symbolic narratives and the mastery of the Renaissance and Baroque painters. This painting is part of a thematic series of large-scale works
Reaching (Diptych) Tim Davis
Grade: 12 School: Edward R. Murrow High School, Brooklyn Art Teacher: Sarah Holcomb Graphite
Student: Art has a helped me develop a strong work ethic; I draw every day and I am constantly improving. The harder I work on my art, the more productive and successful I am in other aspects of life. Translating my thoughts to visual imagery gives me clarity of mind. My art teachers’ critiques have been their greatest contributions to my creativity. At first, it was hard, but once I started accepting their critiques, my work and techniques improved. I wanted to capture the awkwardness of an everyday encounter. I achieved this through the position of the figures, each reaching out to the sides of the diptych. I cropped the figures to emphasize the torso and arms. It added to the awkwardness, as did the high contrast. I can imagine a conversation between the two figures.
Teacher: Students developed a central concept for their senior thesis by considering what is important to them in the socio-political world, or in their personal lives. They decided what material works best for what they want to say. Historical and contemporary artists were inspirations. Each student pursued a personal vision and style, and mastery of a material. Tim has developed an excellent understanding of drawing tools. He uses graphite to illustrate unique and awkward scenarios that happen in everyday life, but he gives his work a surreal quality. He has a great sense of humor, which is evident in his work. Drawing daily has significantly improved Tim’s skill. His persistence is admirable, and I am very impressed by his work ethic. Tim wants to study art in college and pursue a profession in the arts.
Crabapple Yun Gao
Grade: 12 School: Edward R. Murrow High School, Brooklyn Art Teacher: Sarah Holcomb Oil paint
Student: My family expected me to major in biology and chemistry. Nature’s beauty started to excite me more than anything else did and inspired me to be an artist. My eyes started to see things I hadn’t considered because of my scientific mind-set. Color, light, and air have the power to change the whole landscape. Ms. Holcomb builds my confidence as an artist. Her knowledge of famous artists’ work inspired me to pursue a career in art. The art rooms of Mr. Rosado, Ms. Kontarinis, and Ms. Holcomb are always open to me, and I am grateful for my teachers’ continuous support. Color saturation and atmospheric lighting interest me. I explored the work of Claude Monet, a master of using light to create atmosphere, but I have developed my own style. Being immersed in science as well as art has helped me as an artist. There is so much rich material to investigate on our earth. I want to explore it all through painting and sculpture.
Teacher: Students arrived at a theme for their senior thesis. This may have been a social, economic, or personal issue. They chose the medium that would best convey their ideas, and each one mastered that medium. Yun is ferocious in the studio. She is constantly working in the painting, sculpture, or mixed-media studio. She loves to marry both art and science in her work, something we both have in common. It is her dream to go to an art college, and Yun knows she needs to work hard to gain scholarships. Her painting skills are exemplary, and she also is an excellent sculptor. Yun deserves every opportunity she gets.
Self-Portrait Tyler Bubb
Grade: 12 School: Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan Art Teacher: William Jung Ceramic
Student: Being in a specialized high school for art, I work with great instructors and peers who constantly make me strive to do my best. I found that my true passion is designing clothes. Art is a platform to express my thoughts and creativity. I hope to make an impact on my viewers. My art teacher taught me skills in a variety of media. He pushed me to put my art out into the world. It’s important to put my best foot forward and be ambitious. I had little experience with clay. It was a challenge to get the right proportions and the correct texture for my face, using a mirror as my only reference. The right tools and techniques helped me to make the bust as realistic as possible.
Teacher: Students created self-portraits demonstrating self-awareness, cultural references, and/or some form of cosplay. Using the additive method of sculpting, Tyler concentrated on the proportions and incorporated the Principles of Design to come up with a work that captures a likeness, with a twist. It was a breakthrough moment for Tyler; he had never sculpted before. He had a “Eureka!” moment when he realized that he had an innate ability to capture a likeness.
Sophia Kenya Dawkins
Grade: 12 School: High School for Arts and Business, Queens Art Teacher: Gina Mann Acrylic on black canvas paper
Student: As an artist, I am able to analyze the details of the world around me—the curvature of a wheel, the distorted perspective in a mirror and, as in my painting, the various colors that make up a person’s face. I painted portraits before in various styles, but never tried this level of detail. To help us, Ms. Mann showed us the work of other artists, and we discussed their ability to identify with their subjects. We gained inspiration learning about their methods. Getting the correct proportions, colors, and details of the subject’s face was a challenge. The subject takes up so much positive space on the picture plane. But thanks to meticulous studying of the picture and measuring, I was able to make my work as accurate as possible.
Teacher: Students in our Advanced Studio course create a body of work that reflects a personal style and incorporates meaningful themes. They observed the work of contemporary figural artist Jordan Casteel and explored how the artist connects with her subjects by creating highly detailed expressive compositions. With acrylic paints, they created portraits of a family member or close friend, and captured the subject’s mood. Kenya’s eye-catching composition of her friend Sophia, with its spontaneous brushwork and lack of negative space, portrays the expressive energy associated with teenage life.
Portrait of Jordie Jillian Giraud
Grade: 12 School: Susan E. Wagner High School, Staten Island Art Teacher: Alishia Neckin Digital photograph
Student: I was shy growing up and often had trouble expressing myself. Photography changed my outlook. The past three years I’ve been in photography classes, and I have opened myself to people and the world around me. My social skills improved; I began scheduling photo shoots with people every week. Ms. Neckin understood my passion for photography. She helped me expand my knowledge of the camera and different types of photography. When I was struggling to find new ideas for my college portfolio, Ms. Neckin took time to help me process ideas and build my portfolio. In Portrait of Jordie, I was having trouble adjusting the aperture and ISO to focus the light source only on Jordie. I figured I needed to change where she was placed, and finally I got the focus solely on Jordie. Your eye goes directly to her, and that is what I was hoping to accomplish.
Teacher: Students analyzed classic portraiture for lighting and interesting angles. Jillian was inspired by Girl with a Pearl Earring by Johannes Vermeer. She captured the over-the-shoulder angle and the dramatic lighting that accented the essence of Jordie, creating a dynamic portrait of innocence and beauty. Jillian is a genuine artist. Jillian consistently presents me with images from photo shoots she has done on her own time. She is quick to analyze and create the image, and she persists until she gets the desired result. She has created an amazing body of work, and I am very proud of her.
The Future City Alexander Trinidad
Grade: 12 School: P.S. 77, District 75, Brooklyn Art Teacher: Amie Robinson Pen and ink on paper, foam core
Student: Being an artist brings me joy. This artwork is about a future city. I am really excited by the future and when people look at my artwork, I want them to wonder what it would be like. Ms. Amie teaches me about drawing, and I like going into the art room to do special projects and work on my drawings of cities and maps. I really like imagining and creating skyscrapers. After I graduate in 2021, I want to become an architect. I would like to plan cities for the future. It was challenging to create an entire city on my own, but I looked at many architects and artists who inspired me to continue to make work. I am inspired by architecture from around the world, especially interestingly shaped buildings like the “Dancing House” in Prague.
Teacher: This intricate paper city developed from a lesson on the concepts of utopia, and designing sustainable cities and public spaces for the future. We looked at a number of works by artists interested in architecture including the elaborate models of Bodys Isek Kingelez, playscapes of Isamu Noguchi, and the monumental slides of artist Carsten Höller. We also looked at the unbelievable cityscapes of Stephen Wiltshire, which are drawn from memory, because I feel it is important for my students to recognize the success of other artists working with autism. Alex is dedicated to his artwork and the pursuit of a career in architecture. I am impressed by his vision of the future, which includes historical buildings, and attention to detail. Look for miniature cranes and temporary construction-site elevators in the distance! It was fascinating to watch his city grow as he drew and layered hundreds of illustrations over the weeks.
Biomorphic Construction Tehari Slocombe
Grade: 12 School: John Dewey High School, Brooklyn Art Teacher: Michael Solo Glazed ceramic
Student: I have always enjoyed working as an artist, but the moment my hand touched clay it was as if a new dimension had opened up in my life. The excitement and rush that I feel when creating an artwork is like no other. Mr. Solo taught me to be an artist who experiments and takes chances. He introduced different ceramic techniques and then let us experiment until we became comfortable and confident with clay. Mr. Solo is always supportive and encouraging. Getting the coils to curve and intertwine with one another without them collapsing was challenging. This is my most complicated piece. All the skills that I learned went into making this biomorphic construction.
Teacher: Our ceramics studio is a creative laboratory where students are encouraged to explore the medium and develop ideas that will lead to the creation of a unique body of work. The students were charged with creating work that demonstrated their understanding of the properties of clay. Biomorphic Construction is the result of Tehari’s continued investigation of biomorphic abstraction. She is a confident artist who is very skilled, but who also is unafraid to take chances.
P.S. Art is an annual celebration of achievement in the arts in New York City public schools, featuring the work of more than 120 talented young student artists from all five boroughs.