P.S. Art 2013: Student Artworks

Self-Portrait
Fiona Duffy
Age 4, Prekindergarten
American Sign Language P.S. 347, Manhattan
Art Teacher: Ellen Manobla
Tempera and ink on paper

This is me. When I'm sad, Mommy hugs and kisses me. I'm happy because Mommy is hugging me. I like to make pictures for my mommy. She says, "I'm so proud of you." Mommy always loves my pictures, because she loves me very much.

Teacher Comments:

Fiona's Self-Portrait developed over a few months. We began the school year with a study of children's books that described the parts of a person's face. Next, we read books about feelings and the facial expressions that connote different feelings. And finally, we read books about the five senses.

The children were asked to look closely at their faces in a mirror and reproduce what they saw using clay, paint, and cardboard and found objects for collage. For our last project, the children made a small self-portrait on acetate paper, which was enlarged using an overhead projector and then traced and painted.

Fiona learned to use different materials in a variety of ways for creative expression and representation. She created drawings, paintings, and models that were more detailed, personal, and realistic. I was inspired to submit Self-Portrait because Fiona made a beautiful, realistic painting of herself. Fiona is a self-assured, mature little girl who is always pleased with her work. She works quickly and diligently without any hesitations. Her work represents who she is.

A City Street, My Home
Ashley Hernandez
Age 6, Kindergarten
P.S. 330, Queens
Art Teacher: Laurie Marcus
Oil pastel and tempera stamping

I live on a street with many things—lights, cars, houses, and buildings. I worked for a long time on this picture of my street. Making art is very special to me. I have loved making art since I was very young and have always loved to paint.

Teacher Comments:

Ashley's mixed-media print was created during the kindergarten printmaking unit. Students experimented with the stamping process and analyzed several photos of buildings and engineered structures—everything from Stonehenge to the Watts Towers to Frank Gehry's buildings. We talked about the shapes that made up these structures and discussed the buildings that they live in. Students were asked to be architects and to design their own buildings using either memory or imagination.

This work is special because in it, we see the street through Ashley's eyes. Using line and color, she shares with us the intensity of the chaotic energy of her vibrant Queens, New York street. This is a strong visual story of Ashley's life in New York City, a story filled with color, light, and energy.

Cat
Luna Kamhaji
Age 5, Kindergarten
P.S. 39, Brooklyn
Art Teacher: Chavy Broyde
Watercolor and printing ink on diffusing paper

I made a cat because I like cats and my cat is cute. When people look at my artwork, I want them to feel happy because it is so colorful. I love to make art because it is so much fun, and I get to draw a lot and make fun projects.

Teacher Comments:

Students learned about the tie-dye process, the placement of colors in space, and mixing colors. They created a collograph printing plate with cardboard and tag paper. Luna cut out shapes to form a cat and clouds. She used black block-printing ink and a brayer to print her cat onto diffusing paper. The lesson reflects Blueprint for Teaching and Learning in Visual Arts indicators: Luna experimented with mixing colors, control of paint media, and basic printmaking techniques of collograph printing. Luna's piece reflects a love for art and meticulous craftsmanship. She blended the right amount of color, and used just enough detail in her cat, to indicate texture. The vibrancy of color and detail in the print are inspirational.

The Dotted Cat
Jade Torres
Age 6, Kindergarten
P.S./I.S. 268, Queens
Art Teacher: Wendy Newman
Tempera and acrylic on paper

I want people to see a fun, polka-dotted cat! I like to paint because it is fun. I like moving the brush back and forth to make different kinds of lines and shapes. This painting did not start out as a cat, but I saw a cat after I made my lines and colors.

Teacher Comments:

This lesson was designed to teach students about lines, shapes, and mixing primary colors. My kindergarten students explored using paint to make a variety of lines and shapes. They looked at Miró and Klee as inspiration for their own line and shape paintings.

Jade's work demonstrates control of the paint without losing a sense of play. She used each color specifically and organized the space to create a very lively, energetic painting. Jade is an extremely quiet student, but her painting exudes vitality and playfulness. I think art is where she is able to express her joy and happiness. The use of lines, color, and mark making in this painting captures the spirit of a young child.

Jade has been displaced by Hurricane Sandy; she currently lives in a shelter.

Factory Farm
Anson Gao
Evan Lin
Age 5, Kindergarten
P.S. 69, Brooklyn
Art Teacher: Angela Fremont-Appel
Tempera stamp and oil pastel on paper

Anson: I want viewers to see the car bridge, the house, buildings, and the cloud. I love art. I'm happy because I love school. Evan and I like working together.

Evan: I had fun making this and I want people to feel happy when they look at our work. Sometimes Anson colored where I didn't want to.

Teacher Comments:

Kindergarten students approached the second-grade benchmark in printmaking by stamping buildings using cardboard rectangles and black tempera paint. By repeating a straight line over and over, they began to control the shapes they created.

The use of oil pastel on the stamped black shapes is a thrilling new experience for most kindergartners. The colors are rich and blend when combined. Young artists were inspired by the vibrant colors and the buildings of Red Grooms. It was wonderful watching the artists work as partners, discussing color choices and where they would use the pastels. Working together and learning to share space and materials can be hard work! But Anson and Evan seemed to negotiate these challenges very well.

Guitar
Inaya Rameshar
Age 6, Grade 1
P.S. 36, Bronx
Art Teacher: Jason Holt
Mixed-media collage

This is a guitar and it can make music. I used paint and colors and newspaper. I tried zigzags and curlicues, and I drew stripes. I painted on the side of the guitar with black paint, but I also made it with a lot of color so it looks happy. I think it's fun to use paint in art.

Teacher Comments:

Students learned that artists find inspiration in many things and that music inspires many artists. We talked about Picasso and his pictures of guitars. We talked about visual patterns and students wondered what they would sound like. They learned about mixed media and combined collage, drawing, and painting in their work. Inaya carefully drew a guitar and created interesting line patterns to fill her background. She worked thoughtfully through every step of the artwork. She applied the watercolor skillfully and did an exceptional job at outlining the guitar with the black tempera paint. Inaya's guitar demonstrates how various media can be used together to create a cohesive artwork.

A Rabbit Looking in the Sky
Sanjana Alam
Age 6, Grade 1
Bronx Little School, Bronx 
Art Teacher: Helen Pylarinos
Torn-paper collage

I want people to imagine they see a rabbit looking at the stars all night. The rabbit wants his wish to come true. I love art.

Teacher Comments:

A Rabbit Looking in the Sky is from an introductory lesson to a collage unit that focused on the process of collage: placement of torn shapes and layering of pieces. The students experimented with collage; I believe it is important for the students to have time to experiment with materials, which this unit allowed. Sanjana's collage has such simplicity and purpose. It is created by a confident artist who works with determination.

3-D Puppet
Giovanna Wolfenden
Age 6, Grade 1
P.S. 267, Manhattan
Art Teacher: Akiko Hanratty
Mixed-media papier-mâché sculpture

I like painting and mixing colors. Sometimes I get inspired by collages, like The Rainbow Pizza I saw at Sotheby's. I like realistic things, so I used one color of yarn for all the hair on the puppet. I chose that color of yarn because it looks like my own hair. I didn't use ribbon or rainbow colors because I don't think kids have rainbow hair. I want people to think, "Wow, this girl really practiced a lot."

Teacher Comments:

First graders explored various art materials and techniques to make puppets. Working three-dimensionally made the students aware of working from all sides. Their skin colors were mixed with primary colors and a tint/shade technique. We talked about the similarities and differences of skin tones, hair, and facial features. Adding details such as clothes and accessories gave the puppets their unique personalities. Giovanna carefully planned her project from beginning to end. With so many personal choices to consider, it was clear that she was making herself and trying to find techniques, colors, and materials to make the puppet look just like her. Her careful and thoughtful choices make the puppet so unique.

In First Grade We Shine
Ornella Cherni (bottom left)
Jonathan Amaya (top left)
Ariela Rrustja (bottom right)
Nisa Sasmaz (top right)
Age 6, Grade 1
P.S. 255, Brooklyn
Art Teacher: Rachel Karlin
Oil pastel on paper

Ornella: I want people to see all the pretty things I do. It is so much fun to make art. Making artwork makes me very happy.

Jonathan: I really love art and really like to draw. I made my picture look happy because I was so happy to make it.

Ariela: Making art is work and play. I like to draw because it's fun and it's nice to make beautiful art. I really like color.

Nisa: I like drawing and being creative. It's important to be creative. Art makes everything special.

Teacher Comments:

First graders discovered that a portrait shows more than a person's face—it also shows how he or she feels. We looked at self-portraits by Rembrandt and Van Gogh and decided how they must have felt when they painted their likenesses. Using ebony pencils, students made thumbnail sketches of themselves before they began their large oil pastel drawings. Color made our portraits come alive. We designed backgrounds that complemented the emotions we were expressing. We layered and blended oil pastels, using baby oil gel and stick scratches to create interesting textures. The joyfully expressive qualities and thorough exploration of oil pastel made these portraits good submissions for P.S. Art. You just have to smile when you see these self-portraits!

Self-Portrait
Ilias Khan
Age 6, Grade 1
P.S. 35, Queens
Art Teacher: Silvia Huggler
Watercolor on paper

In the art room we draw, paint, make collages and sculptures, and we look at other people's art. Art is always new, and it's never the same thing or boring. I hope people will see how nice my hair is in this painting. I used a mirror when I painted myself, and I tried to show what I really look like. I also wanted to show how I feel when I painted. That's why I picked orange. I think orange is a happy color. I hope that people will see me as a handsome little boy.

Teacher Comments:

Students looked at various self-portraits from the history of art and listened to excerpts from Here's Looking at Me: How Artists See Themselves by Bob Raczka. They closely observed the portrait Alice by George Boree, a local artist. Students noticed that the artist used setting, clothing, and accessories as symbols to show personal characteristics of the subject. After a short demonstration on how to draw facial features, the students looked at themselves in mirrors and then drew practice sketches. Finally, students painted their self-portraits. They demonstrated personal observation, organization of space, experimentation with color mixing, successful use of paint media, and conscious color choices. Ilias is a brave artist who is not afraid to learn new skills and to experiment with new media. He worked with focus, made intentional choices, and successfully completed the task. Ilias showed his likeness in his self-portrait. He also conveyed his character and charm in his painting.

The Walking Animal
Ariel Colon
Age 8, Grade 2
P.S. 112, Manhattan
Art Teacher: Cathy Ramey
Collograph print

Art makes me happy and if I get sad, I just draw something. This animal can run fast, it eats grass, and it lives in the jungle. I hope when you see this you say, "Wow, Ariel is a great artist."

Teacher Comments:

The students viewed Hokusai's prints and Chinese and Thai rubbings for this unit. They learned to create a collograph printing plate of an animal, layering small shapes for details. The environment for the animal was a separate plate. They used smooth and textured materials. They made a series of prints and discussed the variations created by the amount of ink applied and the colors chosen for paper and ink. Ariel's collograph of the impala is rendered with exquisite detail. His choices for the layered facial elements, the gestural movement of the legs, and the use of corrugated paper for the horns create a powerful and personal interpretation.

The Pretty Girl
Tamiya Livingston
Age 7, Grade 2
P.S./I.S. 66, Brooklyn
Art Teacher: Sasha Silverstein
Tempera on paper

This is my first self-portrait ever. I used neutral colors for the background. I want viewers to think I am a professional artist. I love art and want to be an artist when I grow up.

Teacher Comments:

In this painting unit, students learned about the parts of the face, its shape, proportions, spatial relations, and its symmetry. We talked about organizing the space. They looked at their own faces and each other's. Students sketched self-portraits, then examined and discussed self-portraits by Frida Kahlo, Alison Watt, and Rembrandt. Before painting, students learned how to mix colors and  explored how different brushes are used for different purposes. They were asked to paint the background a neutral color, one that contrasted with their skin, hair, and clothes. Tamiya's picture really looks like her! It also shows her sweetness of character. Her use of the paintbrush is very advanced for her age.

NYC Skyscape
Hiro Arai
Age 7, Grade 2
P.S. 267, Manhattan
Art Teacher: Akiko Hanratty
Tissue paper, construction paper, and colored-pencil collage

The sky in this work reminds me of the night when I was with my family, and we saw blue lightning together. When people look at my artwork, I want them to think about New York City on a very dark night. I like to make art because I love to imagine things and draw whatever I want (even if it isn't real sometimes).

Teacher Comments:

We looked at pictures of the sky and talked about what colors we see with different types of weather or at particular times of the day. The students created their favorite skies using ripped tissue paper and a glue/water mixture. They drew buildings in their Upper East Side neighborhood from observation and from memory. Hiro's drawing amazed me with its details and the depth created through layering. He used his memory to re-create an unforgettable sky he had seen.

Owl
Jamillah Adams-Bey
Age 8, Grade 2
P.S. 352, District 75, Bronx
Art Teacher: Mary McGaw
Painted-paper collage on board

I want viewers to know that I like to make art because art makes me happy. I want them to think about art and feel happy.

Teacher Comments:

Students worked with a variety of media and techniques as they explored line, shape, color, texture, value, form and space. They demonstrated their understanding of this art vocabulary in their discussions about their artwork.

Jamillah created painted papers in a range of colors and textures to use in her collage. She experimented with mixing

colors and creating visual textures. The students demonstrated their understanding of composition and design through the creation of collages. Materials for the Arts was our source of paper supplies. Students were inspired by works of art from the online collections of some of New York City's museums, and works by artists/illustrators Steve Jenkins and Eric Carle.

Teaching in District 75, I have the privilege of working with many young artists who find their voices and begin to develop a sense of self through the arts. Creating opportunities for students to experience success can have a resounding impact on their worlds—and that's a beautiful thing. I submitted Jamillah's work for P.S. Art because of her creative process. She applied her knowledge about composition, design, and the elements of art, in a way that was totally her own. Arts provide a positive outlet for Jamillah's creative spirit. The level of focus and engagement that she demonstrates when creating her artwork is quite impressive. I have no doubts she is an artist with a vision.

Big Mouth Bass
Angel Ferreras
Age 7, Grade 2
P.S. 254, Queens
Art Teacher: Aleksandar Popovic
Tempera and India ink on paper

I want people to feel amazed at the colors I used and how I made my shapes. Art lets me express my feelings. I want my viewers to know that I had fun painting this fish and mixing different colors.

Teacher Comments:

Students made paintings of freshwater fish after reading about them and looking at photos of various fish species. This unit was done in collaboration with second-grade classroom teachers who provided information on fish habitat and behavior. This painting unit developed understanding of basic principles of composition and tempera painting. Students learned how to use tempera paintbrushes and India ink quills to create an original artwork. The unit meets second-grade Blueprint for Teaching and Learning in Visual Arts benchmarks in art making by addressing control of tempera paint and focusing on a variety of shapes and colors. It expanded students' art vocabulary through critical discussions and made connections to their reading experiences. Through dialogues about freshwater fish, students discussed how they could visually express what they learned. Angel decided to use very simple shapes with brushy strokes of tempera paint. He gave a lot of life and movement to his fish with gestural India ink lines.

Picture of Myself
Angel Acatitla
Age 8, Grade 3
P.S. 370 at P.S./I.S. 237, Brooklyn
Art Teacher: Lisa Pines
Watercolor, pencil, and marker on paper

This is a picture of me. It's a self-portrait. I looked at my face in the mirror. My hair is very black. I painted space and my whole body. I like how my body and my arms fit into the picture. First, I used a pencil and a marker. Then I painted with watercolor. I like art class.

Teacher Comments:

We have been drawing self-portraits from observation for three years in our weekly art class, inspired by the self-portraits of Pablo Picasso and Frida Kahlo. For this lesson the students were given a choice—to draw a self-portrait from their imaginations, or to draw from observing their faces in a mirror. It has been exciting to see the students' drawing skills develop and the ways the students express themselves through drawing.

The Blueprint for Teaching and Learning in Visual Arts informs my teaching. As one of the performance indicators states, "Students exercise imagination [through the] use of varied lines and colors to convey expression." This expressive drawing certainly reflects that! Angel first looked in the mirror and drew his face. He wanted to include his body, but he felt he hadn't left enough room. He found a very original solution by changing the proportions of his arms and legs and fitting them into the picture. I can see the influence of Picasso's style in the way Angel uses space and in how he makes his lines. He does a great job expressing his exuberant personality!

City Morning
Mazen Adam
Age 10, Grade 3
P.S. 179, Brooklyn
Art Teacher: Joanne Suzuki
Tempera on paper

When you work very hard at something, you will be rewarded inside yourself. I want people who see my work to know that you need to think about what you do, and that art takes a lot of time. Art is special to me.

Teacher Comments:

This cityscape was the final work of a painting unit. We concentrated on the painting process: mixing colors, revising work, and developing the surface quality in a work of art. I was drawn to the strong composition and color of Mazen's work. It has a great energy throughout. Mazen especially understood that it was OK to make changes to his work. He worked carefully and thoughtfully during this project.

Rose
Kayla Beckles
Age 8, Grade 3
P.S. 245, Brooklyn
Art Teacher: Lauren Donner
Oil pastel on paper

You can express your feelings by drawing portraits. Do you wonder what Rose is looking at? I like to make art because it helps me to relax, let out my anger, or show happiness. There is always something else to do in your artwork, and it is never finished.

Teacher Comments:

Students have been studying portraiture this year and have focused on how artists show emotion in their portraits. We looked at the portraiture work of Gustave Courbet, Edvard Munch, and Henri Matisse. We discussed how facial features can be drawn to show a variety of emotions. They used mirrors to explore their own features.

Students then used oil pastels, applying layer after layer using blending and then scratching back surfaces to reveal a variety of colors. They were shown ways to revise their work and encouraged to use both bold and gentle lines to draw surfaces as well as details. I selected Kayla's work because she viewed it as unfinished, like Claude Monet, who stated, "I'm never finished with my paintings; the further I get, the more I seek the impossible and the more powerless I feel." Kayla kept revising her work, and even as we discussed the work on the bulletin board she said, "I really do not like the way I did this. I would like to work on it some more." As an art teacher, I want my students to understand that their artwork only offers temporary satisfaction and is part of a process, not a product.

Deep in the Rainforest
Kiranjot Singh
Age 9, Grade 3
P.S. 161, Queens
Art Teacher: Debbie Rich
Watercolor on paper

I have been making art for a long time. I enjoy mixing different colors to create new colors. Inside I feel like I am an artist when I paint. Viewers will be surprised that my artwork is so realistic. It's because I used photos of the rainforest for ideas and gave my painting a lot of details and texture. I want the viewer to think they are in the rainforest. It took a long time to create the painting. I was so totally into it that I didn't know what was going on around me.

Teacher Comments:

We discussed photos of the rainforest. Students learned about the rainforest and practiced drawing its components to prepare for their final compositions. They created quick first drafts and used watercolor paper for final drafts. After a paint-mixing demonstration, they experimented by creating their own tints and shades of rainforest colors for their final compositions. Thin black markers were used to outline and create different textures.

I chose Kiranjot's artwork because of his attention to detail and his variety of tints and shades. Viewing his artwork, just as Kiranjot wishes, I feel like I am in the rainforest.

Zhiwei the Sleepy One
Michael Hui
Age 9, Grade 4
P.S. 250, Brooklyn
Art Teacher: Linnea Westerberg
Chalk pastel, Conté crayon, and ebony pencil on paper

The feeling I was trying to show in the portrait of my friend Zhiwei is sleepiness. I like this drawing. I tried to make it look 3-D and I think I did a good job of doing that, especially the arms and the body, as well as the background. I made the background a bedroom to help show that Zhiwei is sleepy.

Teacher Comments:

Michael's work is the result of a unit on portraiture. Students looked at chalk pastel portraits by Edgar Degas and Mary Cassatt, considering the way the artists convey emotion through facial expression and the use of line, color, and composition. They worked in partners using Conté crayon and chalk pastel to draw each other from observation. They focused on blending and layering colors to create realistic skin tones, and value to give their drawings a sense of depth. Michael's control of chalk pastel is excellent, as is his ability to capture the mood of his partner. Michael has shown talent in art since his first year with me in kindergarten. Four years later, Michael continues to amaze me. He has always been a quiet child, but his art is consistently creative, expressive, and full of life. His sensitivity to detail and careful, controlled use of the chalk pastel inspired me to submit Michael's drawing for P.S. Art.

Self-Portrait
Soleil Arthur-Charles 
Age 9, Grade 4 
Girls Prep Bronx, Bronx
Art Teacher: Katharine Hopkins
Charcoal on paper

The mood of my portrait is mysterious. I want people to feel like I am disappearing into the background. I love art! It is a great feeling to finish a big project and be proud of my work. I am proud of being independent and getting in the zone, even when it is loud. I feel like my eyes show it. For this piece, I had to learn to draw the features and the proportions of the face. I got my inspiration from the Nigerian artist Adebesin Adedamola. He made a portrait with a dark background and it really inspired me.

Teacher Comments:

Students began by learning to draw facial features in proportion and to create tints and shades. Going from this controlled drawing activity into one using messy charcoal is an interesting process; students still had to maintain a certain level of control. We looked at modern and contemporary artists for ideas about how to tackle background, shading, and expression.

This was a challenging project, but the students were amazed at the results and proud of their accomplishments. It was a delight seeing their creative and technical breakthroughs. Soleil amazed me with the level of rigor and concentration she maintained throughout, working with a clear vision of what she wanted to accomplish, and indeed, she was successful. Soleil is passionate about learning. This portrait beautifully captures her intensity, passion, and ambition!

Untitled
Breuckelen Coleman
Age 9, Grade 4
P.S. 38, Brooklyn
Art Teacher: Oscar Rodriguez
Oil pastel on paper

Hi, my name is Breuckelen Coleman. Art is my life. It is one of my passions. I am very glad that my artwork was accepted for P.S. Art. I worked hard on this pastel drawing, and I think it's fantastic. What I would like you to feel is anything you want to feel. You can think what you want to think because it's your opinion. If you are looking at this with a partner, you should discuss the work with each other.

Teacher Comments:

This fourth-grade drawing unit deepened students' observational skills; they learned to draw what they really see and not what they think they see. The lessons built upon each other by establishing a strong foundation of techniques and compositional design.

Students compared and contrasted two still-life works, enabling them to understand how artists express individuality when working with representational objects. Over the next five sessions, students experimented with contour drawing, overlapping, proportion, compositional balance, the mixing of tints and shades, representation of light and shadow, and the creation of the illusion of depth.

Along with teaching skills, I emphasize the artist's individuality, creativity, and expression. Breuckelen is an exceptional student. Her artwork always displays personal insight and thought.

Angry Mama
Bradley Rodas
Age 9, Grade 4
P.S. 102, Queens
Art Teacher: Timothy Roeschlein
Oil pastel on paper

I worked a lot on color mixing, and I want the viewer to experience the emotion of the composition. I like to make art because it makes me feel calm. Sometimes it even makes me laugh. My mom inspires me when I make art.

Teacher Comments:

The theme of this unit was inspired by a discussion of the environment. Students researched a variety of animal images. During the lessons we discussed expressive use of lines and the techniques needed for working in oil pastel. We also discussed composition and the use of a horizon line.

This drawing demonstrates Bradley's growth in various performance indicators across media: proportion, control of a medium, gesture, observation of detail, balanced composition, and expression. Bradley works hard in the art studio and always has a smile on his face as he works. He has a great time making art, and his work reflects that playful spirit.

Colorful Antiques
Gia Cresci
Age 10, Grade 4
P.S. 36, Staten Island
Art Teacher: Michele Sherer
Oil pastel on paper

Art is fun and keeps me busy. I want people to look at my picture carefully, and I want them to feel like they're inside my picture. I am very good at drawing lines, and I want the viewer to feel that I'm very good at drawing.

Teacher Comments:

This artwork was the final piece in a unit on drawing. Students used a variety of drawing tools such as markers, crayons, and colored pencils. The students were introduced to many examples of still-life compositions. As we discussed the various works, I was guided by the Developing Art Literacy strand of the Blueprint for Teaching and Learning in Visual Arts.

A still life was set up. The students drew the contour lines of objects and experimented with shading techniques. They added oil pastels, paying careful attention to the location of the light source. Gia worked extremely diligently. She chose interesting colors, carefully represented the shapes of the objects, and composed them to fill the paper. Gia was never afraid to get her hands dirty! Super job!

Chief Joseph
Ahtziri Huertero
Age 9, Grade 4
P.S. 503, Brooklyn
Art Teacher: Ellen Izzo
India ink on paper

I like to learn to draw something different every single day and be creative. Chief Joseph reminds me of my dad because he has long hair and is brave. I decided to paint Chief Joe for my dad.

Teacher Comments:

Choosing from a wide variety of portraits for reference, student artists created a series of portraits in various media. It was important to view portraits that represented a range of accessible styles and had historical significance. These portraits encouraged students to notice and develop their own artistic styles.

The components of this sequential art unit reflect the fifth-grade benchmark. Ahtziri has a great desire to draw all sorts of people and characters, and he is developing quite a range. Using India ink and washes is one of the more difficult and unforgiving techniques to master. Great focus and flexibility are required as students learn how to use India ink. Add fearlessness to that and you have accomplishment! I think that sums up Ahtziri's studio practice.

Self-Portrait
Yasmine Kobt
Age 10, Grade 4
P.S./I.S. 49, Queens
Art Teacher: Katherine Huala
Chalk pastel on paper

Art comes from your heart and it's full of magic. I remember drawing and doodling since the age of two. I feel that when I draw, I learn many amazing things. I would like to be an artist when I grow up.

I want you to feel the emotions that I am feeling in my drawing. Look very closely and notice that I am trying to show many different feelings in my portrait. I look quiet and in a good mood, but actually I want to show different feelings. One of my sides is a rainbow showing happiness, curiosity, and shyness. My other side shows sadness and upset feelings. I used many blues to show one strong feeling. My drawing shows that colors and lines may be used to show many different feelings.

Teacher Comments:

Yasmine's piece is a final work in a drawing unit in which students were asked to make an expressive self-portrait using line, shape, and color to describe a feeling or mood. Students were inspired by the work of Picasso, Matisse, Chagall, Kirchner, Soutine, and Delaunay. The artists spent time exploring chalk pastels, and we discussed how controlling chalk is more challenging than controlling oil pastels. Students practiced various blending and texture techniques to develop imaginative capacities and observational and expressive skills.

Yasmine is an incredibly committed and enthusiastic artist. Her work has subtlety and thoughtfulness, and is exemplary for a fourth-grade student. Yasmine's drawing shows a deep understanding of line, shape, and color. I particularly like the way she considered gesture and point of view. The slanted shoulders and tilt of the head add to the expressive quality of the portrait. The way Yasmine blended the pastels and used various degrees of pressure to create different visual effects is very advanced.

Friendly Fred
Edward Cimino
Age 9, Grade 4
P.S. 32, Brooklyn
Art Teacher: David Chimoskey
Painted clay sculpture

Friendly Fred came from my imagination, and I worked very hard to make him interesting to look at. Friendly Fred is a happy creature; he is part gorilla, part fox, part giraffe, part eagle, and part lion. I like to experiment with new art materials, and I love to come up with new ideas when I am making art. I love making art, and I hope that you can see that in my artwork.

Teacher Comments:

Students were challenged to design and develop imaginary clay creatures with attention to three-dimensionality by making all sides and angles interesting. Creatures from mythology and folklore were sources of inspiration. The only requirement was that the creature had to be something completely new to our planet. It could be a combination of real-world animals or a type from a make-believe species. Through peer discussions, drawing, sculpting, and painting, students used a variety of art elements and design principles to construct and complete their vision. The Blueprint for Teaching and Learning in Visual Arts is highlighted throughout this unit of study; students explored art materials and techniques, exercised imagination, and constructed meaning by working in a 3-D form. They used basic art tools and gained knowledge of a medium. Eddie put a tremendous amount of effort into his work and it shows. Each day he continued to develop Friendly Fred, adding more details, always honing and fine-tuning, and working to make his creature more interesting. Eddie is a true artist, and his passion shines through in all of his work. Friendly Fred is just one example of the fine work he has done over the years in my art room.

Mother and Child
Jessie Gomez
Age 9, Grade 4
P.S. 19, Staten Island
Art Teacher: Linda Gerecitano
Oil pastel on paper

I want people to feel the caring between the mother and the child. When I draw, I like to make things look real. I wanted to show the penguins in their home. I really care about my work and it shows that I really care. I learned different oil pastel techniques, and I tried to show a lot of different ones in my drawing, like blending and sgraffito.

Teacher Comments:

This drawing was created as the final project of a unit on drawing. The students used photographs to create observational drawings of animals in their natural habitats. Using photos deepens the observational skills of my students, especially when they have a large variety of photos to choose from, and they can choose a subject that speaks to them personally. Prior to this drawing, the students had many opportunities to experiment with a variety of oil pastel techniques. In this unit, the students used familiar materials in new and interesting ways. Jessie showed great sensitivity in the handling of the subject matter, and I was touched by his rendering of the mother and child bond. I also was impressed by his successful use of a very limited color palette.

Friends Forever
Brianna Harris
Kayla Medina
Age 9, Grade 4
P.S. 214, Bronx
Art Teacher: Qinqin Li
Acrylic on paper

Brianna: My artwork is about two girls that come from different ethnic groups, and they become best friends because they share a lot of things in common. Your friends can come from different cultural backgrounds, and it is good to learn about other cultures from them. You can be your true self with your friends. No matter what happens, friends stand up for each other and that is the beauty of having a true friend.

My art shows my talent and speaks for me, expressing my feelings. I communicate with people through art.

Kayla: I want people to relate the artwork to their own experiences. We all have friends. Friendship is so important in one's life; it is a gift we give and receive. It is important to know

that you have friends you can trust and that your friends can trust you. I hope everyone appreciates their friends.

I'm very focused when making art, and I am in my own world. My artwork talks on behalf of me. When I finish my artwork, I feel I have finished an incredible work.

Teacher Comments:

This painting was the result of a unit on portrait painting. Brianna and Kayla explored expressive colors by studying Van Gogh's landscapes and portraits. They painted themselves as good friends under the night sky of New York City. In addition to color mixing and detailed depiction, they focused on compositional and design elements. Kayla and Brianna are good friends. They painted together to demonstrate their friendship, all the while exploring art media and new skills. Their shirts share similar patterns but have their own colors, symbolizing what these friends have in common and what makes each unique. A message of friendship is conveyed through their smiles. The young artists demonstrate their observational and expressive skills in a joyful way.

Self-Portrait
Jamal Brown
Age 10, Grade 5
P.S. 163, Manhattan
Art Teacher: Nia Mason
Colored pencil, oil pastel, and paper collage

Making art is magical. My artwork is good and colorful, and it's my best. I worked very hard on it and as I did this work, I felt like a good artist. I took my time and just kept at it. It came out okay, even though where I wanted to put the word "Lakers" it didn't fit.

Teacher Comments:

Students observed the textures and patterns created by Picasso and Matisse in different media. They, too, were asked to work in a variety of media. Layering and repetition were discussed. Students created self-portraits using mirrors for feature placement, details, and shading. Portraits were cut out, and students given the freedom to place them any way they wished. We discussed different ways of achieving compositional balance.

Jamal has been in my art class for several years. At times he has found it difficult to concentrate and to accept his work as being successful. On this project, he remained focused, worked carefully, and followed through. It was a feat for him to complete this work and to be pleased with his accomplishments. As he expressed, he feels it is his best.

Inspirational Figure
Madeline Abbenda
Age 10, Grade 5
P.S. 40, Manhattan
Art Teacher: Craig Kane
Mixed-media sculpture

I enjoy making art because it is a way to see things in a new way. I want viewers to think that the figure is real and that it's popping off the page. It is the winner of two horse races. I worked hard to put every detail into it.

Teacher Comments:

This was the final project in a figure-based unit. The unit began with a figure collage, which focused on shape. The next lesson was figure drawing from life, again stressing shape but also gesture.

Students chose a historical or contemporary figure who inspires them. Madeline chose a famous jockey. She first created a paper-and-tape armature, building on knowledge she had acquired of shape and figural representation. She then attached the pieces, covered them with papier-mâché, painted, and added detail.

This is a wonderful piece that reaches the fifth-grade performance indicators for sculpture in its attention to expression, rendering of three-dimensionality, and detail. It also encompasses the strands for Literacy and Making Connections with its focus on an actual person and the introduction of new vocabulary. I have had the honor of being Madeline's art teacher during her entire time at P.S. 40. She is an especially thoughtful artist who has a great vision that she is able to realize. Her creative nature and her ability to manipulate materials have grown and matured. Madeline faces challenges head on and is not afraid to push herself to the next level. This is another special piece by a very special artist!

Still Life with Red Apple
Matthew Funes
Age 11, Grade 5
P.S. 214, Queens
Art Teacher: Susan Hoch
Oil pastel on paper

I've loved to draw ever since I was five years old. My work has gotten better after many years. When people look at my artwork, I want them to think it's great and that it must have been hard to complete. I want them to wonder if this is my favorite work and, if it is, I want them to ask, "Why?" Many people I know tell me that I am a good artist, and my friends say that I am amazing in art. I am happy when I am making art. My mother likes my artwork because she loves for me to be happy.

Teacher Comments:

This artwork was part of a drawing unit. After studying the still lifes of Vincent van Gogh and Paul Cézanne for techniques in shading, blending, highlighting, and composition, students created still-life collages using fruits and vegetables.

It is important for my students to feel self-confident; therefore, teaching these skills needed to be differentiated to reflect their needs and developing skills. Matthew is a wonderfully talented student and a very serious artist. While he was assembling his artwork, I would pass his table to take a peek. His composition was different every time! He was very focused on the subject, the highlighting, and the textured background. I was struck by the simplicity of his final decisions. Matthew's artwork reflects careful placement of shapes and color, contrast, thoughtful composition, layering, experimentation, control of the drawing tools, and awareness of visual textures.

Self-Portrait
William Leon
Age 10, Grade 5
P.S. 164, Brooklyn
Art Teacher: Elise McCarthy
Watercolor on paper

I want the viewer to say, "Wow! I think this looks really good!" Art is a way to express my feelings. I am really proud of myself!

Teacher Comments:

Early in the unit, students were asked to study themselves in the mirror. They ultimately painted self-portraits. William created an excellent self-portrait; the painting looks just like him!

Hill Valley
Gisella Campos
Age 10, Grade 5
P.S. 130, Brooklyn
Art Teacher: Gerry Morehead
Watercolor, pencil, marker, and torn-paper collage

I worked really hard on this artwork over a long period of time. First this was a drawing, then it was a watercolor, and then I made it into a collage that looks like a painting. It was fun making Hill Valley and great to see the finished work.

Teacher Comments:

Students worked from self-selected landscape photos. They used their drawings as bases for their watercolors, which ultimately became paper collages. This extended exercise gave students a familiarity with Impressionism through a very unfamiliar experiential approach. Gisella's work exhibits a great sense of composition and restraint, and it is a very beautiful and complex visual expression.

Blue-Eyed Owl
Nayla Lopez
Age 11, Grade 5
P.S./M.S. 31, Bronx
Art Teacher: Stephanie Fiorino
Watercolor and India ink on paper

Art to me is not just a picture or a painting, it is beauty with colors and details that make the subject come to life. When I make art, it represents my feelings and my owl was made from my feelings. I want viewers to know that my owl is pure; I wanted it to be just like a real owl. I wanted my owl to represent a real, loving, beautiful animal.

Teacher Comments:

Students were asked to look at owls and observe line quality and texture. They decided to do close-ups of animal faces. I demonstrated how to use pen and ink to create outlines, texture, and patterns. Watercolors were used to complete the owl and background. The drawing unit included observation of details and the use of familiar tools in new ways. Previously, students used ink with brushes; this was their first experience using ink with a bamboo pen. Students utilized their expressive skills to create their own texture and line quality. Nayla was thoughtful in her process, exploring the weight of the lines as she worked with the bamboo pen. She recorded the owl's individual features and added her own point of view. As she fulfilled the goals of the project, she had a true, creative problem-solving experience. Her owl painting has given her a confidence in her ability that will stay with her for a long time.

Self-Portrait
Jeffrey Gilles 
Age 10, Grade 5
P.S. 297, Brooklyn
Art Teacher: Elaine Greenstein
Ink on paper

My artwork is about life. I want the viewer to be aware that people hide in the shadows and they should not.

Teacher Comments:

Students looked at portraits by Diego Rivera, Henri Matisse, and Oskar Kokoschka. They used oil pastels, pencils, and reed pens with brushes and ink to create a series of portraits that demonstrated volume, proportion, gesture, and control. This portrait by Jeffrey is bold, solid, and balanced in a way that is expressive, interesting, and just plain wonderful.

Self-Portrait
Breanna Pettway
Age 11, Grade 6
Life Sciences Secondary School, Manhattan
Art Teacher: Elizabeth Zapata
Mixed-media collage

Being an artist gives me the opportunity to make artwork that reflects my imagination. Ms. Zapata has played a role in my creative development by teaching me new skills to improve my techniques. I met the many challenges I faced in creating this work (including finding just the right colors) by being patient and not giving up. Through all the hard work, I managed to complete my artwork.

Teacher Comments:

My sixth-grade art students studied facial proportions and created multiple drawings prior to the self-portrait project. They critiqued self-portraits created by other artists throughout history. The students were asked to reflect upon their own personalities and interests and then to decide how they could convey those qualities in their artwork.

Breanna successfully created a balanced, mixed-media self-portrait composition. She used a variety of materials to create various shapes, colors, and textures in her collage. Breanna's artwork truly conveys a deep emotion to the viewer. Breanna, an extremely motivated student, puts tremendous efforts into her artwork. I know that she is very proud of her self-portrait. Other students in my class were inspired by watching her work.

Wicked Twin
Oumy Souane
Age 13, Grade 6 
P.S./M.S. 165, Manhattan
Art Teacher: Mark Rode
Cut construction-paper collage

Art is different from every other subject in school. With art, I can express myself without actually speaking. After I finish a work of art, I feel free and have a sense of accomplishment. Mr. Rode helped me build my confidence as an artist. Now I feel proud of everything I do. Art is a part of me! When I create art, I always face challenges. I do, however, always overcome them. For instance, when I was making this self-portrait, I wanted to create something that would really stand out to the viewer. First, I couldn't think of anything unique, but then I thought of something that was special about me and inserted it into my artwork. The result was fabulous!

Teacher Comments:

Students were charged with creating alter-ego self-portrait collages. They had lively discussions about self-portraits of Pablo Picasso, Frida Kahlo, and Gustave Courbet, including what these artists conveyed through their portraits. Students discussed what they would express and what they would be willing to reveal in their portraits. Principles of design were reviewed.

Oumy created a powerful self-portrait, truly expressing her personality. Vibrant, energetic, and bold describe Oumy's character and her artwork. It is important for artists to be willing to take chances, and Oumy does this with every work she creates. She always experiments within the context of the lesson.

The Blueprint for Teaching and Learning in Visual Arts describes art as "a safe arena for experimenting in the construction of new relationships between inner and outer realities." This project enabled students to explore those realities.

Swamp House
Sabrina Lugo
Age 12, Grade 7
I.S. 229, Bronx
Art Teacher: Gilbert Fletcher
Mixed-media sculpture

It's strange, but when I look at a completed project I am amazed at what I was able to do. Mr. Fletcher always gives us difficult problems to solve, but he is always positive and says, "You can do this." The first challenge was to decide on the materials to build a house. I started with a sketch, then constructed the walls and floor. The most difficult part was getting the house to stand and the walls to hold together as a unit. I was able to solve these problems by attaching the walls together first and then securing it once it was together. When the house did not fall over, I knew I met the challenge.

Teacher Comments:

Students explored many unique houses built of recycled, found, and odd materials. Some houses were designed and built by architects as environmental studies to help save the planet. Other houses were built to climate specifications, and many were created by artists. Although this is a swamp house of Louisiana, we discovered similar houses in India, Vietnam, and other tropical regions.

Swamp House demonstrates balance, movement, and unity through color and form. It has a playful nature to it; if hung from the ceiling, it would be a Calder-like mobile. Sabrina enjoyed this project even when it became challenging; as she added new materials, it created more problems to solve. Once Swamp House took shape, from house to sculpture, the glow on Sabrina's face spoke for itself. Sabrina's work is wonderful because she successfully solved visual and structural problems.

Element Puzzle
Winny Chen
Age 12, Grade 7
I.S. 201, Brooklyn
Art Teacher: Tonia Franzese
Watercolor, tempera, and marker on paper

Some people may see a pencil as just a pencil, but I am an artist and I see things differently. I see shadows on the pencil. I think to myself, how would this pencil look if the color were different? How would the pencil look if the shadows were darker? Then I imagine the object in these ways and draw or paint it on paper. This is how Ms. Franzese has influenced me. I can see things from a different point of view. I did face some challenges creating this artwork. Because the colors of the puzzle pieces represent what happens in life, it took a while to come up with the different color variations.

Teacher Comments:

This unit focused on representing objects (art supplies and musical instruments) from various points of view.

Students paid attention to the details, perspective, and scaling of their objects. Personal expression was found in their choices of views and compositional decisions.

Working in multimedia allowed students to explore connections between materials as they created specific effects. Observational painting helped develop students' awareness of light, value, and contrast within the objects.

Element Puzzle is a unique composition. Winny addressed the topic, expressing it in her own way.

Pollution
Gabriel Cavounis
Age 13, Grade 7
P.S./I.S. 178, Queens
Art Teacher: Marisa Guglietta
Marker on digital photograph

Art is my platform, my journal, my autobiography, and my looking glass into a world I can create and control. Art has allowed me to shape my world and make it truly my own. By creating a positive environment in which I truly can express who I am without judgment or criticism, Mrs. G. has given me the confidence to push my boundaries and challenges me to do my best.

It was challenging to tap into the emotions that inspired me to create my piece. At one time or another, I experienced the impact of all the words I incorporated into my photograph. It also was challenging to find a pose that expressed both fear and a sense of refuge. Of all the photographs I took, I decided on the image that had the greatest impact and best expressed the message I wanted to convey.

Teacher Comments:

Students were asked to create a work of art with a personal perspective and a dynamic impact. We looked at work from various artists, including finalists from last year's competition. Students created a mixed-media art piece utilizing both technology and traditional art tools. Throughout the year we focused on a variety of art media, skills, and art styles. This unit of study allowed students to utilize the knowledge they acquired and incorporate a personal voice; Gabriel's artwork reflects this.

Many images students created related to feelings of awkwardness: not fitting in, trying to find their place. We demand much of our students and must remember they are not children or adults but somewhere in the middle. Adults must give middle schoolers time to find and express themselves. This unit provided that for my students.

Frozen in Silence
Charlotte Calmer
Age 12, Grade 7
M.S. 67, Queens
Art Teacher: Georgia Daskarolis
Mixed-media collage

Being an artist develops my creativity and allows me to express myself in more than one medium. My art teacher has increased my self-awareness and confidence. As I work, she teaches me new techniques and ways to experiment with a variety of art media. Frozen in Silence originally was a simple concept, but there were many unexpected challenges. Ms. Daskarolis encouraged all of us to be patient and gave us the freedom to not plan every step and just let our creativity flow naturally.

Teacher Comments:

This unit on mixed-media collage began with a challenge: students were asked to tell a story through their artwork. The unit addressed performance indicators for eighth-grade collage as defined in the Blueprint for Teaching and Learning in Visual Arts, chiefly the creative use of materials and textures and the creation of a balanced composition that included the thoughtful placement of colors.

I was inspired by Charlotte's Frozen in Silence, constructed of tiny fragmented slivers of color that seem to vibrate. Her work is a vivid representation of one's confrontation with fear.

Swinging Healthy
Sara Ng
Age 12, Grade 7
M.S. 74, Queens
Art Teacher: Irene Papamichael
Print of work created in Photoshop

Art inspires and comforts me. I am encouraged to be creative. My art teacher is kind, patient, encouraging, and very supportive. She also is a source of inspiration. At first I couldn't come up with a good idea for my project, but I didn't want to give up. I thought of the importance of staying healthy. Then I came up with the idea of combining healthy eating and physical exercise to promote healthy living. A big challenge I faced was the accidental deletion of my artwork. It forced me to start over and strive to make the work better than it was before.

Teacher Comments:

Working in the style of the Renaissance painter Giuseppe Arcimboldo, students transformed natural objects into portraits of fantasy. They selected various fruits and vegetables to replace familiar features and were asked to overlap their shapes and make scale changes and color alterations. Our school is a model school for wellness—developing ways for students to live more healthy and active lives. I incorporated discussions about nutrition in the art classroom to help raise awareness. By carefully planning her project, Sara was able to create a calm and playful mood through her use of color and composition. She also tricks the viewer's eye with images that are not what they seem to be.

Dorron
Dorron Yunayev
Age 13, Grade 8
I.S. 98, Brooklyn
Art Teacher: Meredith Samuelson
Chalk pastel on paper

As my art skills increase, I become more creative. My art teacher introduced me to all different kinds of art. She taught me the history and background of art forms. This was my first time working with chalk pastels. I had to get used to this new medium, and I did. I learned they are very good tools to color with and are easy to blend.

Teacher Comments:

This portrait project built on previous lessons about proportion, contour, and value as well as discussions about personal expression. Working together, students carefully composed photographs with a strong light source and an interesting composition. Dorron's photo was especially dramatic, lending a sense of mystery to him. Students worked from the photos to draw the contours of the features and shadows, then used chalk pastels to add color and value.

Dorron has been a strong and motivated student since I first taught him in the sixth grade. Although many of the students were intimidated by this project, Dorron committed to seeing it through despite challenges. What I particularly love about this drawing is the fact that what appears to be simple is actually quite complex. While the viewer only sees half of Dorron's face, the details that he worked into the project are focused, thoughtful, and beautifully subtle.

Dinner 1916
Cayla Einstein
Age 13, Grade 8
J.H.S. 157, Queens
Art Teacher: Stephanie Lamere
Watercolor on paper

I began to start balancing the left and right sides of my brain when I started taking art very seriously. My life has almost always been about academics, and the creative aspect was always lacking. Now my life is less stressful and much more fun and creative. My art teacher constantly pushes me to improve my work; she knows my abilities and the standards I set for myself. She gives us interesting projects that always

leave room for our own ideas. This was one of the first times I have ever used watercolors. The textures were hard to do, but I just had to remember: paint what you see. At first I was afraid to experiment with different colors, considering I was still a beginner with watercolor. I tried as much as I could to not be afraid of messing up, and I took a couple risks with color.

Teacher Comments:

As part of our exploration of color and value theory, students created watercolor still lifes. Cayla used watercolor to express a full range of values from dark to light. Her completed painting shows ability far beyond that required. Her artwork is powerful and engaging, and Cayla's hard work is evident.

Guitar
Nicole Mendoza
Age 13, Grade 8
I.S. 230, Queens
Art Teacher: Maria Bonilla
Cut-paper collage

Music can change the way people feel. To create this artwork, I had to express this and show the viewer that music can bring joy and happiness. I needed to find beautiful papers to represent the joy that guitar music can give people. My art teacher helped me to organize my ideas in boxes of different sizes. This helped me to abstract my guitar shapes. As an artist, I have the ability to show people who I am and what I can do. I try to make each work of art better than I expected it to be when I began.

Teacher Comments:

Our collage unit was inspired by the centennial of Picasso's cardboard Guitar. Students looked at this sculpture and at Picasso's collage work of the same year. As the young artists began preparatory sketches, I asked them to deconstruct, stretch, and morph the still-life shapes. Then they focused on shape, color, and texture to create beautiful collage works. Nicole's collage was an in-depth work in which she pushed the envelope to create essential shapes that represented musical sounds.

The Beauty of Ballet
Sabrina Gorodetsky
Age 13, Grade 8
I.S. 239, Brooklyn
Art Teacher: Ellen Shlayan
Oil paint on board

As an artist, I see and think about details that others don't. My art teacher told me to paint something that I am passionate about, besides visual arts. Most people pay attention to a dancer's upper body, not realizing that the legs and feet are the hardest working part of a dancer's body. In The Beauty of Ballet, I wanted to draw people's attention to the most beautiful and hardworking parts of a dancer.

Teacher Comments:

In this painting unit, students carefully planned the layouts of their sketches before redrawing their compositions onto wooden boards. Students applied the painting skills acquired working in other paint media to working with oil paint. They gained a great awareness of lights and darks, as well as value and contrast as they worked on their paintings. In The Beauty of Ballet, I was touched by Sabrina's ability to portray the delicate beauty of the ballet dancer through the soft rendering of light and her use of smooth brushstrokes. It was creative of Sabrina to concentrate on the ballerina's legs and feet to emphasize the rigor of ballet.

Street Lattice
Beatrice Del Negro
Age 13, Grade 8
I.S. 239, Brooklyn
Art Teacher: Julie Checkett
Black-and-white photograph from 35mm film

I have learned to appreciate the beauty of the world . . . not just the beauty, but the symbolism in our lives and in our environment. Holding a camera to my eye allows me to see our world in a way that only artists can. Ms. Checkett has taught me to capture this alternate world in my photographs. Street Lattice, named for the complex lines meeting at an intersection, was one of my most challenging photographs. To capture the intersection, it needed to be taken from above. I captured the image through a window, placing the camera in an awkward position. There was a good chance that the image would be unfocused, or just on the cusp of being focused, but I captured

the photograph perfectly focused without a tripod or any assistance other than my hands. It's a great feeling to know that I have captured a beautiful moment and that the moment can be shared.

Teacher Comments:

Street Lattice was the product of a photography unit on photojournalism. Examining the negative, I was struck by the powerful composition and geometry of Beatrice's city scene. Her approach to the assignment and choice of vantage point was unexpected and refreshing to see. During these last few years, I have watched Beatrice develop into an exceptionally observant photographer. She is a talented artist with compelling perspective and a unique shooting style. Beatrice has flourished as a person and as an artist. Street Lattice is a fine example of her distinct interpretation of the world.

Wolf-Face
Olivia Kusio
Age 13, Grade 8
New Explorations Into Science, Technology and Math, Manhattan
Art Teacher: Hilary Svihla
Charcoal pencil on paper

Art has taught me that something doesn't have to be perfect for it to have a lasting effect. This is the first time I worked on such a large scale and that could have easily overwhelmed me. I don't think I would have even considered working in this format if my art teacher did not propose the project. Ms. Svihla helped me improve my artwork by teaching me how to create a wide range of values and how to capture light in a drawing. Capturing the expression was a challenge. I found the eyes were important to the overall expression of the wolf. The creation of my art piece taught me the magic of proportion and composition.

Teacher Comments:

This drawing unit involved charcoal drawings of animals, with particular attention paid to simulated texture, value, and pattern. After warm-up exercises in charcoal, with students creating simulated texture swatches of animal fur, skin, and scales, they practiced shading with a range of values. Light pencil sketches of their chosen animals indicated the basic shape of the animal. Students added simulated texture and value to their drawings with charcoal pencil, creating the illusion of volume and depth. The class enriched their visual arts vocabulary, learning terms such as simulated texture, value, implied texture, pattern, contrast, and movement. Olivia's charcoal drawing of the wolf is captivating and complex. She used the wolf's eye as the focal point. Olivia's artwork exhibits a strong understanding of the elements of art and principles of design. In the art studio, Olivia truly immerses herself in her artwork.

Penguin
Jonathan Hannam
Age 13, Grade 8
P.S. 37, District 75, Staten Island
Art Teacher: Rebecca Kaufman
Tempera and oil pastel on paper

During art class I make believe I am someplace peaceful, so I can focus on my artwork. I can draw well and lots of people tell me I'm a good artist. It's fun to make artwork and good to look at something I made. Ms. Kaufman makes sure I do my best and that I focus on my art. The penguin is beautiful in black and white, and I like the light blue in the background with the beautiful snowflakes. It's amazing.

Teacher Comments:

The winter months gave us beautiful snowy scenery to observe and to paint. We felt the freezing weather outside, and inside class that day, we focused on the animals that live in the cold. The students worked on creating a snow-covered, cold environment. The lesson required students to use pastel and paint to create animals that would contrast with the ambiance of a snowy environment. The way Jonathan placed the penguin and filled the page demonstrates how he understands scale, perspective, and balance. Jonathan created texture by using rough strokes and uneven lines with pastels, and he used thick globs of paint for the snow. It created interest and made the penguin stand out from the background. Jonathan knows how to use art materials to solve design problems. There is a certain quiet to Jonathan's picture.

Chinatown
Shane Stock
Age 14, Grade 8
P.S./I.S. 49, Queens
Art Teacher: Susan Bricker
Watercolor on paper

An artist can draw just what he sees, but that's not the point. The point is to evoke a message difficult to express in words. Because I am an artist, I am able to view an object's literal aspect, as well as its hidden meaning. My art teachers have supported me, especially in my recent application to high school. Ms. Huala was my art teacher for four years. She helped me grow as a person and as an artist. My most recent teacher, Ms. Bricker—besides exposing me to the art world—has helped me to have more confidence in my art. Ms. Bricker taught me to critique my work and then adjust it. One of the challenges I faced creating Chinatown was the rendering of the city details using such a loose medium. I don't like to use a loose material. I like to have control in my work. I solved this by using the paint in a loose way, but it wasn't mostly composed of water; it was more concentrated, giving me more control.

Teacher Comments:

Students looked at contemporary architectural photography and early twentieth-century photographs by Alfred Stieglitz and Paul Strand to learn compositional strategies. During a walking tour of Lower Manhattan, they took photographs to use as source material for paintings. Shane made a trip on his own to take extra photographs. Using Edward Hopper's sketches and paintings, students explored how artists prepare for finished pieces. They made sketches based on their photographs and then made underdrawings on watercolor paper. They learned watercolor techniques such as color mixing, creating gradations of value, and layering. Students then practiced using watercolors beginning with washes, eventually building paint layers, and adding details.

Shane demonstrates talent and commitment to the visual arts. This has been nurtured by both his home and school families and resulted in his acceptance to Fiorello H. LaGuardia High School of Music & Art and Performing Arts.

Empty
Michelle (Qian Hui) Zheng
Age 13, Grade 8
P.S. 184, Manhattan
Art Teacher: E-Anna Soong
Graphite on paper

How would a tree look to me if I were an ant? What if I were a giant? Being an artist has greatly expanded my vision, and I observe things from different perspectives. My art teacher taught me shading and highlighting, allowing me to create more realistic images. She taught me about body proportions. Ms. Soong also taught me that if there is a time limit, you should get down the basic structure of whatever you are drawing before moving onto detail. While creating this artwork, shading was the most challenging part.

Teacher Comments:

Students practiced observational drawing with still lifes and figural set-ups and created value scales. Some sessions focused on gestural and contour drawing. Others were more open-ended; students selected the medium and created their own still lifes or figural poses.

When Michelle is at work, she is extremely focused, taking risks and always looking to see how she can improve her artwork. Michelle has taken it upon herself to research the physics of light and how it can affect her art.

The Driving Force of Color
Adrika Hoque
Age 13, Grade 8
I.S. 125, Queens
Art Teacher: Clarisse Frenkel
Chalk pastel on paper

The world isn't just black and white; there are myriad shades in between. My art teacher has made me see all of these different shades in the world of art. The challenge I faced in creating this drawing was to get the correct proportions of this vintage car. It was quite difficult. However, I kept working on it until I thought it looked right.

Teacher Comments:

This drawing unit focused on drawing a model vintage car from observation, while employing perspective, proportion, dynamic composition, and expressive use of color through the medium of vibrant pastel. Students did several sketches, with emphasis on creating unique and exciting compositions and interesting points of view.

Close attention was paid to the details of the vintage cars that defined certain time periods. Students explored color, as they chose values that would achieve the sculptural, metallic forms of the cars. Students were given the freedom to create a setting for the car.

Students had worked on still-life drawings and paintings, but I felt the need to try something different that would be exciting and allow students to explore color, perspective, and composition in an a novel way. I purchased a number of model vintage cars that represented a range of types and time periods. Some of these cars evoked movie coolness, elegance, or a throwback to another era. Adrika's pastel drawing is of a vintage 1939 Chevrolet Coupe, manufactured just before the United States's entrance into World War II. Her composition is dynamic: it focuses on the front structure of the car, capturing the simplicity and elegance of the time period through her use of vibrant, unadulterated colors. The sky is one of innocent white clouds against a sunny, pure blue—another sharp contrast, this time to the world situation in 1939.

The Tree of Fall
Xiao Ting Lan
Age 15, Grade 9
Brooklyn College Academy, Brooklyn
Art Teacher: Linda Kessler
Pencil and construction-paper collage

I set goals for myself as an artist. This work is based on a mosaic project. A challenge I faced was sketching the tree. I didn't know what to do at first, so I began to sketch my tree as I interpreted it. The next challenge was enlarging the tree; if I enlarged the tree, it wouldn't look the same but I didn't really care if it was not perfect. The hardest challenge was the gluing. It was a difficult project, but I am happy with the results.

Teacher Comments:

Students were asked to interpret their photographs of fall foliage as a mosaic landscape.

Developing their observation and design skills to transfer their ideas from one medium to another allowed students to demonstrate their understanding of the elements of art and the principles of design. They needed to simplify, crop, and reorganize and revisit how they used color, shape, and pattern in their compositions. Xiao's choice of black and yellow contrasting against the complementary colors of blue and orange creates an exquisite harmony. Xiao's patience during the process resulted in a texture simulating the beauty of mosaics.

Self-Portrait
Victor Grossman
Age 14, Grade 9
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan
Art Teacher: David Driggers
Charcoal on paper

Artistic observation has allowed me to appreciate the world more. Light and color are more beautiful with careful observation. Mr. Driggers has increased my appreciation of the great masters such as Rembrandt and Leonardo da Vinci, the skill and techniques they used, and how these skills may be applied to my own artwork. I was challenged to create a successful composition and to develop my use of lights and darks. As I learned in class, if I work through the process and use the skills I am taught, I can meet the challenge.

Teacher Comments:

This self-portrait assignment was one of the last in a series of projects designed to introduce students to the foundations of drawing: composition, line, space, and tone. As an additional challenge, students learned to handle charcoal on toned paper. Studying how masters used self-portraits as a powerful means of expression helped students to feel included in the rich tradition of art making. Victor's self-portrait is a testament to his desire to learn and to use the skills necessary to create a quality work of art.

The Colors of India
Stephanie Romero
Age 16, Grade 11
Harry S. Truman High School, Bronx
Art Teacher: Raphael Lopez
Color print from digital photograph

Art is inspirational, and artists are exceptional people who can dream big hoping that others will value their work. My teacher is someone who has the passion and the knowledge to inspire me to become a better artist. Mr. Lopez is a talented and hardworking teacher whose guidance helped me refine my photographic skills. His critiques and observations were always helpful as I developed my unique artistic expression. He supported me during the entire process and made the class fun and interesting.

Photography seems simple, but it is not always so. There were many challenges I faced creating this work of art. I had to learn how to create an emotional self-portrait by superimposing images, and selecting the images was also challenging. The

picture that I chose was one taken in the Blue City of Jodhpur, India. I superimposed it with one of me filled with joy and happiness. Finally, I needed to master and refine the photo-editing and blending techniques taught in class. The Colors of India is proof that I overcame obstacles. The end result is an image that I am very proud of.

Teacher Comments:

This work came from a photography lesson that was part of a unit focusing on techniques used to create digital photomontages. We began with a discussion of students' artistic visions. The task required students to superimpose a self-portrait image onto an image representing the culture, traditions, and architecture of India. They viewed works by professional photographers that demonstrated how to implement and achieve certain effects. Students composed unique images with personal and creative interpretations that expressed a deep understanding about composition, color, and digital manipulation. Stephanie is a talented young artist with a true artistic vision.

Man in the Shadow
Xin Zhang
Age 16, Grade 11
John Dewey High School, Brooklyn
Art Teacher: Michael Solo
Digital print from black-and-white negative

I did not know much about art or photography before I enrolled in Mr. Solo's photography class. Now I view the world through the eyes of an artist, thinking about making photographs even though I might not have a camera with me. Mr. Solo taught me that the visual world provides us with the inspiration we need to work as artists. This photograph is the result of a design problem that my teacher presented to the class. Coming up with a solution to this design problem was challenging. I hunted around my neighborhood for the best locations that could provide me with the best results. I am pleased with the results.

Teacher Comments:

This photograph is part of a project requiring students to create portraits that illustrated their understanding of design concepts learned in our photography studio. Xin created an image that is emotionally and visually charged and one that is also well crafted. Xin's image reveals his ability to observe the world around him and take pleasure in the everyday visual gifts that our city has to offer. He then translated what has inspired him into visual poetry.

Break
Keshawn James
Age 16, Grade 11
Landmark High School, Manhattan
Art Teacher: Paula Walters
Black-and-white print from digital photograph

Being creative is who I am and I'm glad to be able to express that in many different ways. It makes me feel free! My teacher and I spent so much time talking about what mood I wanted to capture. We also talked a lot about creating movement and creating an interesting composition. The main challenge was getting the lighting right. I was glad that I was able to learn computer-editing programs that helped make my work stronger.

My inspiration was St. Mark's Place on a warm day last year. I noticed an Asian man sitting next to a set of stairs, beside a store, with an apron on. To me, it looked like he was on a work break. The picture sums up New York City and the slogan, "the city that never sleeps." He may be on a break, but in a sense he is still working.

Teacher Comments:

Students developed artwork with strong messages. In this assignment, students were challenged to create a series that showed how they connect to the environment they live in. They were able to use any medium to develop their concept. Keshawn chose to focus on the perception of New York City as "the city that never sleeps." He wanted to explore the idea through the eyes of a native New Yorker . . . someone who is able to appreciate those precious moments of rest. He chose the medium of photography, because as Keshawn said, "It reminds me of tourists walking around the city with their cameras around their neck. It makes me wonder if they ever get to see this side of New York." By choosing the right moment, he captured a private moment that is happening in a very public way.

Time Passages
Helen Lin
Age 17, Grade 11
Summer Arts Institute, Frank Sinatra School of the Arts High School, Queens
Art Teacher: Jane Hoellman Kahn
Pen and ink on paper

Whenever I see a really pretty sky or the cool way that a neon light is casting color on its surroundings, I stop whatever I am doing to recognize the beauty of the moment. Then, I think about what it would be like to make a piece of work that captures the feeling I have at that moment. Whenever I make art, I gain insight into the places that I want to surround myself in, how I view myself, and who I want to be. Dr. Kahn taught me to work with many different media and think more creatively. I used to be very anxious about my art and showing my work to people, but she has helped me to have more confidence.

Drawing and inking this surreal piece taught me to push myself. This was the first time I have dedicated so much of myself to an artwork. I learned to cope with problems such as

inking while staying up late, and then mistakenly spilling ink all over my clothes. A challenge for me was working in a new medium. I had never worked with pen and ink before, but with the help of my art teacher I have learned to love it. Pen and ink is the main medium that I work in nowadays.

Teacher Comments:

Helen was my student at the Summer Arts Institute, a Department of Education–sponsored intensive arts program for middle and high school students. Helen has an intense work ethic; although the studio program ran from 9:00 a.m. to 3:00 p.m. five days a week, Helen took work home to continue working on her piece.

Time Passages is an example of Helen's determination and the passion with which she applied herself. She was timid given her lack of experience, but as she worked her confidence and enthusiasm grew. Helen was drawn to the medium of ink. The work is complex, compelling, intelligent, and also amusing. The detail work is astounding.

Untitled
Zayed Haq
Age 16, Grade 11
Townsend Harris High School, Queens
Art Teacher: Margherita Wischerth
Black-and-white photograph from 35mm film

I believe that we go through the journey of our everyday lives blindly, not really taking time to consider what is around us. At times we can miss the beauty of simple things or even just something strange to our eyes. As an artist, my eyes are slightly wider and more open to the world and my surroundings.

I was narrow-minded, and I thought art was mainly abstract and that photographs were just pictures of everyday life . . . just snapshots. My teacher taught me the difference between snapshots and photographs. Now I understand that even the simplest photographs can be pieces of art because they are composed so carefully. The hardest part of being an artist is taking the time to compose your art carefully, and that was something I learned from my teacher. One of the challenges was New York City itself. Many people passed right in front of my camera landing them directly in my viewfinder. I was on the sidewalk, so I decided to step closer to the curb in order to dodge New York's human traffic. Then I faced another problem, cars. I waited and finally there was less traffic; the trains and buses had passed, cars moved smoothly, and there were fewer people around. That gave me the perfect opportunity to take my shot.

Teacher Comments:

Students discussed the concept of man-made versus natural, then explored their environment and recorded their interpretations based upon this theme. Students learned about aspects of composition and tonal value to create a visual statement.

It was important for students to acquire the vocabulary necessary to discuss their work as well as the work of established artists such as Manuel Alvarez Bravo. Students focused on the technical and artistic aspects of the medium and recognized the effective framing of a subject. Included in student portfolios were written reflections based upon the images chosen for final portfolios.

There is no greater joy than seeing students make connections between textbook and class discussions, and the tangible results of their own application of this knowledge. Zayed's perspective, overall composition, framing, and tonal quality contributed to my decision to submit his work for P.S. Art.

Gold-Tooth Smoker
Allan Gendelman
Age 17, Grade 12
Abraham Lincoln High School, Brooklyn
Art Teacher: Carlos Molina
Photograph from 35mm film

My mind has 35mm frame lines engraved into its vision. I am able to see beauty in things that other people do not. My world has become as colorful as Fujichrome Velvia film. My art teacher, Mr. Molina, introduced me to street photography, and since then I have seen the streets as one big scene. The streets started to speak to me and I replied with my camera. Mr. Molina introduced me to the works of other photographers. This is so important; it opened up a world of other artists and people of all kinds. The biggest obstacle in creating my artwork was dealing with the technical aspect. There were several challenges that presented themselves during the process. I had to adapt to situations and overcome problems. That is the beauty of photography. It constantly makes you think.

Teacher Comments:

Grittiness is a recurring theme in Allan's photographs. Regardless of how people perceive his subject matter, he searches for the beauty in all things. In this image, his use of composition, scale, and color elevates his subject matter. I encourage students to photograph what they know. Family is a popular topic among my students, and Allan decided to focus on an interesting member of his family. As always, he sought to make an image that reveals a lot about his subject but still has an element of mystery.

In the Midst of Childhood
Alosha Arias
Age 17, Grade 12 
Bard High School Early College Queens, Queens
Art Teacher: Anne Turyn
Chromogenic print

Being behind the camera has allowed me to experience a feeling of calm detachment, as if for one moment I have the ability to see the world without actually being in it.

I am extremely grateful that my professor of photography, Mrs. Turyn, gave me the opportunity to explore the world through a lens. When I was asked to choose an area of my life to photograph for a few months, I immediately thought of the many children who come to me for tutoring in school. There is something quite beautiful in the still free-spirited, innocent minds of these children. In this photo I wanted to capture the feeling of being in the clouds—a world where time moves slower and curious wonder reigns freely.

Teacher Comments:

My twelfth-grade students chose a documentary project to shoot during the semester. Alosha documented the after-school tutoring with which she was involved.

Toward the end of the semester, Alosha asked the children to write about tutoring. Alosha selected her strongest images that represented the children's experience but wanted to incorporate their words as well. Alosha chose to represent their handwriting, thus creating a new document. Alosha worked hard and took her project farther than I expected. Her solution was an elegant one. All the students were focused during the semester, but Alosha's attention was outstanding. She started the semester with bold images and continued to be challenged by the small space in which she was working.

Going the Distance
Jean-Doris Muhuza
Age 17, Grade 12
Bayside High School, Queens
Art Teacher: Cheryl Steinberg
Charcoal on paper

Artists are aware of the beauty in their surroundings. I see formations of clouds as majestic, flight patterns of birds as elegant, and landscape designs as intricate. Drawing has always been a part of my life and has been a liberating and fulfilling experience. My teacher gives me excellent feedback to help me improve my work. She pushes me to work beyond my comfort zone, and as a result, my art continues to evolve as my personal style emerges. Due to her business experience prior to teaching, she runs her classes in a way that prepares us for the real world. Meeting deadlines, collaborating with other students, and coming to class prepared will help to make me successful someday.

Creating this artwork was a challenge due to its unusual viewpoint and the use of foreshortening. It relates to my

childhood struggle with obesity. Seeing how far I have come from being that one-hundred-pound overweight kid makes me realize there are no limitations to what can be accomplished. I lost the weight by running, which is why I am posed in a track runner's start position.

Teacher Comments:

This assignment challenged students to create an oversized self-portrait from an unconventional viewpoint. The taut expression and lined features attest to a life of struggle. A feeling of form and volume is created by the contrast of shadow and line. Jean's distinctive style emphasizes the eyes and mouth, and the minimal detail forces the viewer to look directly into the face. This powerful and dramatic image is fascinating yet unsettling. This project reflects the Blueprint for Teaching and Learning in Visual Arts benchmarks, since the artist has developed a personal style and an awareness of the power of art to communicate and influence others. Jean is a gifted artist and dedicated to his craft.

Happy Endings
Christopher Duncan
Age 17, Grade 12
Bayside High School, Queens
Art Teacher: Cheryl Steinberg
Colored pencil on paper

One of my goals is to create art that has a message and is powerful enough to influence others. I am very passionate about my art, always striving to make my work the best it can be. I view things in a different way, seeing beauty in places where others may not. My art teacher has guided me through many art projects this school year. I am encouraged to be as creative as I like, expressing myself through my work. Although I have this artistic freedom, I look to my teacher to further challenge me. She critiques my work in a constructive manner. In creating Happy Endings, I had the challenge of trying to depict a person experiencing a heart attack. Communicating the message that we are a society of overindulgent people was my biggest challenge. I needed to photograph myself in various positions in order to get the image I wanted.

Teacher Comments:

Christopher's true passion is animation, and upon close scrutiny of this self-portrait, we realize this is a colored-pencil drawing and not a computer-generated image. Superb draftsmanship and extreme attention to detail produced an image that appears to be created digitally. It dramatically communicates his message: eating junk food increases the risk of heart failure. The subject's fierce expression and the use of intense colors and harsh lines combine to place the emphasis on the message. There is an excitement that a truly realistic representation would not have conveyed. Christopher is planning to attend the School of Visual Arts and will major in animation. I am confident that he will become a very successful animator.

Snowy Cityscape
Anis Pimentel
Age 17, Grade 12
Bronx High School for the Visual Arts, Bronx 
Art Teacher: Linda Stern
Colored pencil on paper

This piece illustrates my fire escape during an early snowstorm. The contrast of the white snow with the bright and rusty shades of reds and oranges made the fire escape pop. I was challenged to illustrate a night scene without blurring out essential features, such as the tree. I was afraid that the night would just be perceived as a black background and that the snow would look like a uniform pattern of white dots. By adding navy blue to the black, it looks like an actual nighttime scene. For the snow I used Wite-Out and textured it throughout to add depth. I mixed shades of red, browns, and oranges to show rust, a bit of texture, shade, and thickness. There is no such thing as mistakes in art, only challenges.

Ms. Stern has been my inspiration and mentor. She has critiqued my work and taught me techniques in photography and other media. She recommended that I participate in jumpstART at CUE Art Foundation, and that has had a great influence on my work.

Teacher Comments:

For a colored-pencil cityscape project, I asked my twelfth-grade portfolio class to find unique views of the Bronx. Anis was influenced by Edward Hopper's drawings discussed in class; she created a night scene with an interesting point of view. Her photography class has strengthened her composition skills. Anis has a willingness to push herself and that speaks to the growth I have seen in her artistic ability. Anis is greatly influenced by science and the world around her. I look forward to see the direction she takes as she enters a college art program.

Wave at Clove Lakes Park
Tiffany Saw
Age 17, Grade 12
Curtis High School, Staten Island
Art Teacher: Emily Smith
Ceramic earthenware

Wave at Clove Lakes Park was my first sculpture, and it was my first time working with clay. It took weeks experimenting with clay and sculpting methods to get everything right. It was also my first time glazing, and I had to glaze my rocks over and over until I was satisfied with the colors.

When I first walked into my art class, I had little experience with painting and I had never sculpted, so I was at a loss. The guidance and knowledge my art teacher gave me shines

through in my work. My teacher has always pushed me to research other artists and techniques in order to give my work deeper meaning, and to experiment with different media and techniques to develop my skills. This work was influenced by the Japanese printmaker Utagawa Hiroshige.

Teacher Comments:

This sculpture was made in response to an assignment based on the theme of place. Students were asked to photograph a particular place as the basis for a work of art and then choose the medium. Students connected their ideas with those of established artists. Tiffany made an interesting connection between a personally relevant subject and the work of the great Japanese printmaker Hiroshige.

Amankae
Ming Lei
Age 18, Grade 12
Edward R. Murrow High School, Brooklyn
Art Teacher: Spy Kontarinis
Colored pencil and graphite on paper

My art teacher challenged me to merge my love for fashion design and fine arts. She has shown me the work of different designers and artists, and their work has broadened my creative thinking. I am now more open to experimenting with my work and challenging myself to create work beyond my comfort zone, whether it is a garment, a painting, or a mixed-media piece. When creating this piece, I had some doubts about my abilities. I knew that I wanted the colors of the skin on the clean white of the paper. I wasn't sure where to add some shading but I got advice from my peers and my teachers, and I decided to keep the clean white background. This piece was very risky for me because I had never worked on a surface so large.

Teacher Comments:

At the beginning of senior year, art majors are asked to come into portfolio class with an action plan for their portfolio. Ming's interest and understanding in how both art and fashion design work together is remarkable. Her ability to connect both to create a cohesive and extensive portfolio is amazing. From the defined lines to the softly lit pencil markings, Amankae is a piece that is hard to walk away from. I was immediately struck by this piece and still am. I am amazed by how well Ming can marry her love for fashion with her need to be technically adept.

Grandfather
Tushar Nath
Age 17, Grade 12
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan
Art Teacher: Brendan Pulver
Oil on canvas

My art teachers are my gurus. Their knowledge has been acquired throughout their lives as artists. I ask them questions and they always give me answers. I apply what I learn from them and follow my heart to create and develop my own work.

Throughout history people have had to be creative in order to survive, using what was available to craft what was needed. Just like that, an artist must be able to use what he has to create what he must. He must not complain that he does not

have what he needs, but instead must find alternative solutions. This is what it means to be a true artist—to be creative. I faced few challenges while painting this portrait of my grandfather, but was bothered by controlling the lights and darks in both of his ears. I overcame that problem by applying what I learned in my art classes.

Teacher Comments:

Tushar Nath was in my Introduction to Painting class in which we worked on various subjects and techniques. Tushar is an exceptional student who continues to work at his craft in and out of class. He attended the Vermont Studio Program last summer as a representative of LaGuardia High School. Tushar's great strength is paint application. He handles the material with intuition and maturity. His color sense is exceptional, and the unity of the work combines all of these qualities.

The Journey of a Face
Yostin Gonzalez
Age 18, Grade 12
Fordham High School for the Arts, Bronx
Art Teacher: Lisa Mota
Acrylic and graphite on paper

When I was little my grandfather told me stories all the time. They were stories about when he was young, when he was in the army, and other events from his life. My grandfather died but because of him, I now see older people as books of history. In this portrait I was working on creating an older man to show the story behind his face. The challenge of this work was to create emotion in his facial expression.

When I was younger I never wanted to take art classes. I thought they were boring and simple until I got into high school and met my art teacher, Lisa Mota. The way she teaches made me look at art class in a different way. It's more complex and there is a lot to learn. I realize that taking art classes would help me to increase my art skills.

Teacher Comments:

Seniors are enrolled in a Portfolio Development class. Their assignment is to create a cohesive series of ten pieces investigating a common theme. Students created thumbnails and mapped out the work they were planning based on their individual choices. Yostin has been creating a series of portraits in which he is working to convey personality and meaning behind the figure. This image invites us to understand the man portrayed. I was immediately drawn to the figure because of the aged face and the story that this man must have to tell. The eyes are serene, but there is also a sense of pain. Yostin has managed to create interest in this man's story. The aesthetic qualities of this image convey a high standard, and Yostin's attention to detail is precise. I was extremely proud of what Yostin accomplished.

Homesick
Nilufa Yeasmin
Age 17, Grade 12
Fordham High School for the Arts, Bronx
Art Teacher: Lisa Mota
Charcoal and acrylic on paper

I started high school thinking I knew everything there was to know about art. My art teacher and my peers have humbled me through their critiques of my work. Ms. Mota has introduced me to a wide variety of media. Since freshman year she has taken pictures of my completed projects, and when I look back at my work from three years ago, I'm astonished at how much I've progressed, and it's all thanks to Ms. Mota. Through her art history lessons I've expanded my artistic vocabulary. She has enabled me to create artwork that has not only an aesthetic appeal but also an underlying meaning.

The only family I had in America were my parents, siblings, and two cousins. I missed my grandma, other cousins, uncles, aunts, and my friends in Bangladesh. I was extremely homesick, and so I decided what better way to convey my thoughts than to incorporate them into my artwork. I used charcoal for my self-portrait and acrylic paint for the Bangladeshi flag. I placed the red circle to align with my birthmark to symbolize that my heritage is a part of me and that it will never change.

My teacher gave the class the task of making a conceptual piece using the prompt, "Inside the artist's mind." The greatest challenge that I faced while making Homesick was getting an idea from my mind onto paper. On top of that, I was not comfortable doing a self-portrait. To get more comfortable with my facial features, I decided to do multiple self-portraits. I noticed that I always altered certain features that I disliked. As time progressed, I got more comfortable with myself and decided that I could move on to the final work.

Teacher Comments:

Seniors decide on a theme for independent projects to create a cohesive unit of work investigating that theme. This is a research-based unit of work requiring thought, creativity, and logic. Seniors wrote extensively and produced artist statements to accompany each piece. Nilufa has been struggling with creating expressive imagery for her personal story. This image came from a conceptual art challenge; students were asked to look into themselves for inspiration. The power of this piece comes from its size, the cropping of the face, and the story behind the woman's eyes. The odd placement of the green swipe of acrylic paint is mesmerizing. This was a turning point in Nilufa's artistic identity.

After the Storm, Far Rockaway
Solomiya Antoniv
Age 17, Grade 12
Gramercy Arts High School, Manhattan
Art Teacher: Jack DeMartino
Watercolor on paper

Far Rockaway was one of the places that suffered the most after Hurricane Sandy. Its shore was swept away in an instant. Many of my close friends are still facing struggles of loss to this day, and that's the feeling I wanted to express in this piece. Being an artist has always been more than just drawing objects or places that I see. Every piece I create expresses my feelings. My art teacher opened my eyes to art from different time periods.

Teacher Comments:

Students learned the basics of traditional old master drawing and painting techniques. They were then encouraged to select an issue outside of themselves and to create a personal work of art in their own choice of medium. Solomiya's choice of subject matter, Sandy and its aftermath, was a challenging topic for a young artist. She was able to depict the feeling of the storm and its effect on those living in devastated areas.

We Are All Trayvon Martin
Aaron Howard
Age 17, Grade 12
Gramercy Arts High School, Manhattan
Art Teacher: Jack DeMartino
Chalk pastel on paper

When making this piece, I tried to put myself in Trayvon Martin's shoes and visualize how he would want his story to be told. I didn't want my work to bring shame to the Black community by creating something that could be misconstrued or found offensive. I avoided this by not using Trayvon as a model, but instead making it a self-portrait. I tried to capture the essence of him as well as the situation.

As an artist I use different media to display my ideas, whatever pain I've gone through, and whatever burdens my family has faced. I've found my outlet in art. No amount of counseling or lectures could compare with the escape route I've found by

making art. When I came to Gramercy Arts High School, I met Mr. DeMartino, a man of many talents, whom I felt I could relate to due to our similar backgrounds. He opened doors for me to enter and explore. He's introduced me to art museums and college programs. For his effort and much-needed guidance, I thank him.

Teacher Comments:

Working primarily from direct observation, students learned the basics of traditional old master drawing and painting techniques. They were encouraged to select an issue outside of themselves and to create a personal work of art in a medium of their own choosing. Aaron has successfully depicted a difficult topic, clearly one he has thought about considerably. By using his own image to represent the spirit of Trayvon Martin, he is making a statement about how America looks at too many young Black men as criminals. His piece is strong visually, and his use of color truthfully evokes his subject.

End of Wits
Elizabeth Carter
Age 17, Grade 12
High School of Art & Design, Manhattan
Art Teacher: James Harrington
Oil on canvas

Without art, I would probably be so incredibly bored and empty, forever wandering from hobby to hobby without one exact focus. I felt restricted in my first few art classes but that changed when I entered Mr. Harrington's AP art class: I discovered a place where I felt relaxed and could do what I truly wanted to.

Metaphorically, I could breathe, no longer constricted by the limitations I was given beforehand. Mr. Harrington's class was all about developing skills and then doing whatever you wanted with those skills. Of course, there was some restriction, but that was only the theme that we were asked to focus on—a concentration—and then develop into a series of paintings surrounding that theme. This allowed quite a bit of elbow room to do as we pleased. The main challenge with End of Wits was the amount of time it took to complete the actual painting. It was started right before school let out for summer break and was not completed until a month or two after the beginning of this school year, taking up more time than it should have. I

struggled with this painting because I wanted every little thing to be perfect. I lost track of time as I worked; a whole class period would go by and I would have only adjusted a color on the arms! It was incredibly frustrating, and even now, there are still things I want to go back and fix. My work paid off though; End of Wits is one of my favorite creations.

Teacher Comments:

My role is to be a guide for my students as they find their artistic identities. I can teach them technique, but finding inspiration is an exploration for which they must take the lead. As my students approach their senior year, I want them to have greater latitude. It is satisfying to watch students take roads I wouldn't have necessarily taken; they light the way for me. It's a symbiotic relationship—I share my knowledge with them, and they share their inspiration with me. On the whole, I come out way ahead.

Elizabeth is a remarkable and versatile artist, developing a theme that compelled our attention. This artwork allowed her to explore dark endings as well as new beginnings. She is bold enough to paint with a palette knife and technically sophisticated enough to use glazes effectively. End of Wits is a portrait of a classmate who is at a breaking point. It captures the frustration we all encounter at some point in the learning process.

Virgen Morena
Amareli Flores
Age 18, Grade 12
Leadership and Public Service High School, Manhattan
Art Teacher: Joyce Riley
Reduction block print

Being an artist has made a difference in my life because it shows I have passion for something I love. I want to keep practicing so I can be a better artist. My art teacher, Ms. Riley, has played a role in my creative development by showing me different types of art and teaching me to draw, paint, and create. She inspires me to improve my art skills. The main challenge I had with this artwork was being patient. I couldn't wait to see the final results. It was difficult to register the print because I wanted it to be perfect. It's not perfect but I am happy with it because it's my artwork. I am proud to say I did it with a lot of love.

Teacher Comments:

We started the school year thinking about the concept of "home" and how each of us interprets that concept differently. Some students expressed "home" figuratively and others emotionally. After working with collage, watercolor, and acrylic on canvas, students began the printmaking process. We looked at prints by Hokusai, Jacob Lawrence, Andy Warhol, and works done by former students. We also talked about various printmaking techniques, focusing on relief and reduction printing. Amareli hit the trifecta with her reduction print Virgen Morena. First, her interpretation of home reflects her culture and what is important to her. Secondly, her colors are rich yet simple and symbolize the Mexican flag. Finally, Amareli really understood the medium and mastered the reduction printing technique with each layer of color.

Is That Enough?
Lobsang Tsewang
Age 20, Grade 12
Newtown High School, Queens
Art Teacher: Jay Feigelis
Plaster sculpture

I lived in Nepal when I was younger. This sculpture represents an unforgettable moment of my life when I was about six. It was New Year's Day and my mom was holding my hand in a crowd. I saw a nearby ice cream shop, and I started asking for ice cream. My mom refused several times saying she did not have enough money, but I kept insisting. She became frustrated and pulled out her purse. I thought she was going to buy me an ice cream. But instead she showed me her empty purse and said, "Is that enough?" That was a painful moment for me. Since then, I never demanded anything that she cannot afford because it pains me just as it pains her. I decided to make a sculpture by casting my mother's hands using plaster. The most challenging part was getting her permission because I did not want to bring up the past. To my surprise, she agreed to

do it without any hesitation. For this piece I also created a purse that she once had.

My art teacher provides endless support and encouragement and builds my confidence. One day I shared this personal experience with him, and he gave me the idea to transform the experience into an artwork. He taught me how to work with plaster to create Is That Enough?

Teacher Comments:

This is Lobsang's response to the project theme and question: "What does money mean to you?" After looking over the sculptures of George Segal and John Ahearn, who both worked with plaster to cast the human figure, Lobsang decided to work with Rigid Wrap (plaster cloth), a medium with which he had experience. I demonstrated how to cast a human hand, and then Lobsang practiced the method on his fellow classmates. He masterfully casted and positioned his mother's hands and purse to achieve a spatially balanced work of art—encapsulating a poignant moment between mother and son.

DIY
Megan LaCognata
Age 18, Grade 12
Scholars' Academy, Queens
Art Teacher: Kelly Trpic
Screws and acrylic on gypsum board

My work parallels the reconstruction following the destruction of Hurricane Sandy. I used materials that are being used to rebuild my house, Sheetrock and screws, which was a challenge in itself. In creating this piece, I was faced with the question of whether or not I wanted to invest so much time on such an elaborate piece. I decided to take on the challenge and continued with it because perseverance is key.

After Hurricane Sandy, my portfolio, like those of my classmates, was destroyed. So were my school's art supplies. In addition to rebuilding the art room, resuming classes normally, and replacing supplies, Ms. Trpic allowed me the use of her limited supplies and let me work in her room for hours on end. As my art teacher since middle school, she has taught me basically everything I know about art and continues to go out of her way to help me.

Teacher Comments:

This work was inspired by the devastating effect of Hurricane Sandy, which severely impacted this student. Megan was completing her portfolio for college admission. On the day of the storm, half of her portfolio was in my classroom and the other half was at home. Both locations were submerged in water, and her entire portfolio was destroyed. At an extremely difficult period in her life, she was still determined to put together a portfolio and to get accepted into a college art program. She gathered the materials she had around her and captured herself with them. This work exemplifies her mastery of technique and style and demonstrates the power of art. Megan's determination, commitment, creativity, and talents are inspirational.

Fish Face
Katarzyna Nowak
Age 17, Grade 12
Tottenville High School, Staten Island
Art Teacher: Wynter Carnevale
Chalk pastel on paper

When my teacher told the class we would be working with soft pastels, I got a little nervous. I've worked with oil pastels before, but I knew soft pastels would be different. I was concerned that my vision would not show in my piece. Once I started drawing, I loved it. I immediately got to work. The only other problem I had was trying to draw the small, little details in the eye, but my teacher helped me get through it.

Art has shaped me into the person I am today, happy and wild. Being an artist means freedom to me. A huge weight on my shoulders goes away when I draw or paint. Ms. Carnevale challenges me to do the best work I can. She helps me find inspiration for my work and gets me through my artist's block.

Teacher Comments:

This was one of the first lessons I presented to my portfolio class. The self-portrait is an essential element for a senior portfolio. The assignment was to make a face by contorting their features to achieve the most unique look, and then snap a picture! Using Chuck Close as inspiration, students used the grid method. Kasia caught the true essence of this assignment. Her Fish Face captured both her sense of humor and her extraordinary drawing skills. She also showed great mastery of pastel, a medium in which she had never worked.

South Ferry Station
Gerald Rivera
Age 19, Ungraded
Bronx High School for the Visual Arts, Bronx
Art Teacher: Karin Sagona
Oil paint, ink, and Wite-Out on paper

There were a lot of tough times in my life, and drawing always helped me. I like drawing the subways and buses of New York City. I followed the news about the progress of the South Ferry station damaged during Hurricane Sandy. I know all about the MTA and I study its changes. I used to draw only in black and white. My art teacher told me to be more creative and study art more. I changed my drawings from black and white to color. I draw more than buses and subways now. I also draw people. The reason my drawing is good is because I have added a bit of color, and there is more color in my life.

Teacher Comments:

Each of my students with autism is unique. I first taught Gerald when he was fifteen years old. Verbal communication was challenging, but his drawings told me much about his talent. I am amazed at the detail and precision of Gerald's drawings, which show great potential.

Gerald has a strong interest in the transit system. He researches photographs, prints, and paintings of New York City from different eras. He follows the changes, construction, and repairs undertaken by the Metropolitan Transit Authority, including the repairs to the South Ferry subway station damaged during Hurricane Sandy.

Gerald accesses resources with the support of his father to extend his learning beyond the classroom; he visits the Museum of Modern Art and the New York Transit Museum. His literacy skills improve as he reflects on his work and process. Artistically, his greatest advancement is the addition of color to his drawings.

Coincidentally, this work was submitted to P.S. Art during Autism Awareness Month, thus demonstrating the potential in individuals diagnosed with autism. Autism has made it difficult for Gerald to communicate, but autism also has given Gerald a gift.