P.S. Art 2012: Student Artworks

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Butterfly
Adina Shimunova
Age 6, Kindergarten
P.S. 175, Queens
Art Teacher: Laura Rovinsky
Tempera and oil pastel on paper

I like to paint and I want people to know that I know the parts of an insect.

Teacher Comments:

With this unit on painting the kindergarten students began a study of insects. Using tempera paints, they learned to mix primary colors to create secondary colors, and to mix colors with white to make tints. They invented imaginary insects based on photographs and illustrations of real insects. The students experimented with a variety of lines and shapes to paint legs, wings, antennae, and body and wing designs.

Adina worked carefully to include all the parts of the insect, and thought carefully about her use of color, line, and shape.

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Me
Elian Urena
Age 5, Kindergarten
P.S. 1, Brooklyn
Art Teacher: Jacqueline Cruz
Tempera cake resist on paper

I made a picture of my face with brown and black paint, and it was fun. I want people to notice that my background has many colors. I want to show my family my picture and tell them it was hard to make it big.

Teacher Comments:

Children studied their faces in mirrors. They were asked to fill the space they were given with their portraits. They experimented with tempera paints to create skin tones and learned how to make tempera cake resist using oil pastels. Students enjoyed the exploration of the various materials and achieved control of the paint as they mixed colors.

I chose to submit Elian's work because he used the space well, was successful in his color mixing, and traced lines carefully with oil pastels. This quiet English Language Learner successfully conveyed an expressive look in his self-portrait. It stood out from the rest.

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Pattern House
Aliye Gursoy
Age 5, Kindergarten
P.S. 230, Brooklyn
Art Teacher: Quinn Hanratty
Crayon, watercolor, and cut-paper collage

I thought about what I wanted to make before I made it, and I made what I thought: a house. I want people to know that this is a tall house.

Teacher Comments:

In this lesson—part of a unit on the exploration of pattern making using different materials—children looked at painted pattern houses of the Ndebele people of South Africa. They filled their papers with line and shape patterns using oil pastels, then added color patterns with watercolors. Finally, they used the patterned papers as collage materials to build their own houses.

In creating her house, Aliye filled the space with different patterns that suggest windows and doors. The patterns are reminiscent of the busyness of city streets.

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The Red Fox
Olivia Turowski
Age 5, Kindergarten
P.S./M.S. 164, Queens
Art Teacher: Catherine Kramer
Cut and torn tissue-paper collage

Art is good for you. Instead of watching TV, I like to have fun making art. In this work, I liked having to glue all the little pieces of tissue paper to my drawing. I want people to think that my artwork should be in a museum.

Teacher Comments:

Olivia's class listened to a read-aloud of Hello, Red Fox, written and illustrated by Eric Carle. The class visited his art studio online and watched as he created one of his collages. Inspired, the students created their own Red Fox collages. Olivia's collage demonstrates experimentation with color, precut and torn paper, layering, and composition. She did an exceptional job.

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Hurricane Irene
Isabella Ruggieri
Age 6, Grade 1
P.S. 312, Brooklyn
Art Teacher: Jennifer Skopp
Tempera and oil pastel on paper

I like to draw pictures of all different things, and I try to draw a lot of details. I draw the pictures in my brain and then I copy them on paper.

Teacher Comments:

This stormy picture was the final work of a comprehensive painting unit. First graders experimented with different sizes of brushes and various brushstrokes. This subject was perfect; we had been experiencing such extreme weather conditions, and the students had been studying weather with their classroom teachers. They looked at other artists' interpretations of weather, such as J. M. W. Turner's Snow Storm—Steam-Boat off a Harbour's Mouth Making Signals in Shallow Water. They shared personal storm experiences and visualized how trees and skies look different during a storm.

I chose Isabella's painting because of the limited color palette, sophisticated mixing of colors, and brushstrokes that communicate strong winds. I appreciated that Isabella related her personal experience by showing her family and herself at the window looking out at the storm, shut in and upset.

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The Autumn Tree
Kershela Campbell
Age 6, Grade 1
P.S. 249, Brooklyn
Art Teacher: Yaffa Rasowsky
Watercolor on paper

It's fun to use art supplies like paint and glue. When I was younger I used to paint on the walls, and now I get my paints and work on paper. I paint pictures of the park. That's the thing I love to paint. I worked hard on The Autumn Tree. One day I drew the tree. Then I drew the leaves. The next day I did the sky. I painted the ground last. My tree is a little short, but it has a lot of colorful details. When people look at this I want them to think they are in a park enjoying my tree.

Teacher Comments:

First graders explored the anatomy of trees in their school's neighborhood. We discussed space and color, and experimented with different brushstrokes. This enabled students, as they drew from observation, to capture powerful scenes that were based on their environment.

This was a thoughtful and methodical art-making process. Kershela did a wonderful job of drawing from observation, continuing with ink, and, finally, carefully including watercolor to flesh out the composition, bringing her observations to life.

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The Zoo Zebra
Samantha Andujar
Vernon Holness
Ages 6 and 7, Grade 1
P.S. 13, Brooklyn
Art Teacher: Rose Calo-Pattison
Tempera and tissue paper on paper

Samantha: I want people to feel excited and happy when they look at my artwork. The colors are bright and cheerful. I like to make people happy, and I hope my painting makes people smile. I always feel proud of myself after I finish a painting. Me and my friend made a beautiful painting of a zebra in the garden on a nice sunny day.

Vernon: I like to make art and when I grow up I want to be a master artist. When I create art, I feel proud. I like when my parents are proud of me too. When my parents are proud of me, I am so happy. This artwork is a painting of a zebra eating grass during the spring. We used tempera paints for the zebra and tissue paper for the flowers.

Teacher Comments:

Vernon and Samantha went with their class to a farm and a zoo to compare animals in their different surroundings. They observed animals and classified them by color, shape, and size. Through exploration of tempera paint and tissue paper, Vernon and Samantha worked together to create a painting about a zebra found at the zoo. They used a variety of brushes, experimented with mixing colors, and used them to convey expression. I am very proud of them both.

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The Tortoise
Enoch Park
Age 6, Grade 1
P.S. 41, Staten Island
Art Teacher: Susan Alvarez
Pencil, marker, and watercolor on paper

Art gives me peace because I get a videotape of nature in my mind. I want people to feel that my artwork is inspiring, and to think that my tortoise is actually real. I work on art a lot because it's important to my life.

Teacher Comments:

Students listened to excerpts of Painters of the Caves by Patricia Lauber and discussed the idea that artists are often inspired by nature. They observed works by artists such as John James Audubon, identifying shapes, features, proportions, and visual textures. They looked at the animals these artists chose to portray in the same way. After they finished their own artworks, they wrote about their animals. This writing was read to the class as they presented their artwork.

Enoch's work reveals strong observational and drawing skills, and excellent control of paint, brush, and marker. He worked deliberately, experimenting with line and color to achieve the texture of the tortoise's shell and the sand.

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The Laughing Iguana
Kajal Sanghera
Age 7, Grade 2
P.S. 161, Queens
Art Teacher: Debbie Rich
Watercolor on paper

I like to make art because it is fun, especially on Saturdays and Sundays. When people are looking at my artwork I want them to think about how I made the iguana and to feel excited so they can create their own iguana. It takes a long time to make an iguana. You have to create your iguana carefully because you want it to have lots of detail.

Teacher Comments:

The objective of this lesson was to create a watercolor of a reptile, emphasizing pattern and texture. The artwork supported a previous science lesson. Students viewed photographs and we discussed patterns and textures on various reptiles' skins. They watched a demonstration on how to mix and apply watercolors. Afterward, students viewed and discussed one another's work.

When I look at Kajal's artwork it seems as if I am looking at a photograph of an iguana; her attention to detail is quite extraordinary. The pattern of circles adds depth and realism to her painting. Her color mixing and color choices make this rendering of an iguana natural and interesting.

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Self-Portrait
Lara Berliner
Age 7, Grade 2
P.S. 163, Manhattan
Art Teacher: Nia Mason
Oil pastel on paper

I want people to feel a blossom of happiness and feel good after seeing my work. I like to express what I'm feeling. I like to be very colorful and I like blending colors a lot, so I really like this self-portrait. Doing all that hard work paid off. I want to be a good artist when I grow up.

Teacher Comments:

This unit on drawing self-portraits taught students about the correct placement of facial features and the blending of familiar colors to make new ones. Students observed one another and learned that everyone's skin tone is made up of a number of colors blended together. They also learned to use contrasting colors and create mood in their work through the use of color.

The students worked diligently on their self-portraits. Lara especially understood the idea of blending colors to create new ones. She showed perseverance over the extended number of classes needed to complete the portrait. Lara showed great enthusiasm for her work and the work of the other students.

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Playing
William Perez
Age 8, Grade 2
P.S. 28, Queens
Art Teacher: Sandra Feirman
Tempera and cardboard on paper

My painting looks like another planet with houses where aliens live. The brown and white is a spaceship with people. I want people to look at this and think about what is going on inside. I had fun making it because I got to get dirty while I was painting.

Teacher Comments:

This collage unit focused on experimenting with shape, color, composition, and layering using recycled cardboard. It's important for artists to capture their personalities in their work. William has a tremendous amount of energy and a playful personality. I enjoyed watching him dance and jump around his colorful collage, ripping, cutting, gluing pieces of cardboard, and painting seemingly all at the same time. Much of his process was experimental. I encouraged William to keep "playing." He discovered that he liked painting with a dry brush and he smashed the brush down to release more energy. Surprisingly, he achieved a soft atmospheric effect with the paint.

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Fall Morning
Samuel McIntosh
Age 8, Grade 2
P.S. 41, Manhattan
Art Teacher: Toni Serratelli
Tempera, watercolor, and watercolor pastel on paper

I like to look at things like soda bottles, pieces of paper, and wooden sticks and record them down on something. This picture is about the middle of fall, and when people look at it, I want them to feel peaceful.

Teacher Comments:

"How can we show light, shadow, or reflection in a painting?" was the focus question for my second graders this past October. We looked at the paintings of Claude Monet and talked about how he worked outdoors, often painting the same subject in different seasons and at different times of day, and how he loved capturing the essence of light in his work. In response, and inspired by these images and ideas, the children made their own imaginary landscapes using watercolor crayons, pure watercolor, and tempera paint.

I have been Sam's art teacher since he was in kindergarten. He has always been extremely thoughtful and engaged in painting and drawing. I wasn't sure which of Sam's paintings to submit to the P.S. Art competition. I decided on Fall Morning because it is the painting that demonstrates Sam's reaching a new level in his work. He now works with great confidence, and his marks have become more expressive and intuitive. It has been a privilege to witness his transformation and growth.

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My Self-Portrait
Mia Montalvo
Age 8, Grade 2
P.S. 370 at P.S./I.S. 237, District 75, Brooklyn
Art Teacher: Lisa Pines
Watercolor and oil pastel on paper

I see me in my picture and I am beautiful. My teeth are beautiful. I looked at my teeth in the mirror when I drew this. I paid attention and used pastels and paint. My favorite material is paint. I love art class.

Teacher Comments:

Mia's wonderful self-portrait was the culmination of a unit inspired by Mexican artist Frida Kahlo. We looked at one of Frida's portraits of herself and discussed how she expressed her personality. Students observed their faces in mirrors, drew with pencils, added oil pastels, and finished with watercolor. Their individual personalities were beautifully expressed in their artwork.

The Blueprint for Teaching and Learning in Visual Arts is the pedagogical foundation of our art programs; its benchmarks drive our visual arts curriculum. The self-portraits focused on the performance indicators for Grade 2 Art Making: Drawing. The Art Literacy strand was integrated into this unit as students sharpened their observational skills and developed their art vocabulary by discussing Frida's work and their own.

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Happy Detailed Woman
Andy Lin
Age 7, Grade 2
P.S. 112, Manhattan
Art Teacher: Cathy Ramey
Tempera on paper

I want people to think about the picture and I want them to know that I painted a subway line in the background. I like to make art because it teaches me about other things.

Teacher Comments:

This second-grade unit explored the question, "How is a painting different from a photograph?" Initially the students created line and color studies linked to specific feelings. We looked at many paintings, including Woman with a Hat by Henri Matisse. Then students painted expressive portraits using color and line to imbue their work with feeling.

Andy's choice of red outlines around a yellow face gives this portrait an extremely powerful presence. The designs and patterns in the background, used to create a subway, are unusually dynamic.

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The Cadoo Game
Diego Villaronga
Age 7, Grade 2
P.S. 81, Bronx
Art Teacher: Stacey Caplan
Oil pastel on paper

I love to make art because it helps me to be peaceful and I get to use my imagination. This picture shows that I love to play with my family and that I love my family a lot. I want people to look at my drawing and think back to when they had a special time with their families.

Teacher Comments:

The unit began with looking at and discussing works of art depicting families. Through this process students increased their art literacy skills. Students were asked to create a narrative work of their favorite family activity using oil pastels. They had the opportunity to experiment with a variety of techniques and explore the expressive qualities of line and color.

Diego's drawing conveys a sense of excitement of a time he was playing a game with his family. While he was working he would tell me what each member of his family was thinking and how they were acting during the game. He did a great job of expressing their personalities and emotions. Diego demonstrated great focus and enthusiasm throughout our drawing unit.

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Untitled
Aalyssa Peña
Age 8, Grade 3
P.S. 132, Brooklyn
Art Teacher: Heather de Koning Foley
Black-and-white print from digital photograph

When people look at my artwork, I want them to see that there is beauty in the simplest image. I took a picture of a puddle, but when I saw the photograph, there was much more there than a puddle.

Teacher Comments:

This photograph was created in our Photography Enrichment Club. Before walking around the neighborhood to take photographs, we talked about changing our point of view when we compose a picture. Students pointed their cameras up, knelt down low, and did anything but take a photograph at eye level.

Aalyssa's photograph embodies the idea of point of view. The white line of the crosswalk is the first thing that strikes you, but if you look deeper, there are many layers that are reflected in the photograph. Aalyssa is very bold with her compositions and likes to go in close to capture texture and other details. What she has ultimately captured is quite subtle and delicate.

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My Family
Veronica Barron
Mekatilili Ndungi
Age 8, Grade 3
Central Park East II, Manhattan
Art Teacher: Carlos Velazquez
Tempera on paper

Veronica: I want viewers to feel that when they make art, they can use their imagination and let it go wild. Meka and I decided to work together on a mural about our families.

Meka: I love art because I can express my emotions and my ideas, instead of keeping them in my head. We worked on this painting because of our Family Study. After I did this, I decided to do art more often.

Teacher Comments:

As part of a study on families, Veronica and Meka jointly painted a large family portrait that demonstrates a wonderful sense of color and form, as well as a lively use of texture. The use of overlapping shapes creates a lovely rhythm that draws the viewer's eye to a sunset in the background.

I chose this work because it is an outstanding example of the relationship between art and the classroom curriculum.

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Green Frog
Vincent Casalo
Age 8, Grade 3
P.S. 107, Queens
Art Teacher: Virginia Pamboukes
Papier-mâché sculpture

Red-eyed tree frogs live in the rain forest and their habitat is becoming endangered. I hope people feel joy when they see my frog because I was so excited and determined to make a great piece of art.

Teacher Comments:

Our third-grade classes were studying the rainforest and discovered the enormous diversity among frogs found in this ecosystem. We realized how vulnerable they were to climate and environmental changes. To enhance and support this study, students constructed papier-mâché frog sculptures that reflected their research. Connections were made to global environmental issues. It was truly a multifaceted learning experience.

This frog was created with expressive gesture. Vincent was extremely enthusiastic and highly motivated due to the research that preceded the artmaking. He has demonstrated artistic growth and confidence. I am very proud of his accomplishment.

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Flower Pot on Table
Fatoumata Kaira
Age 9, Grade 4
P.S. 352, District 75, Bronx
Art Teacher: Mary McGaw
Cut-paper collage

My artwork shows how I feel. When people look at Flower Pot on Table I want them to feel as I did when I created this collage.

Teacher Comments:

I was inspired to submit Fatoumata's work because of her ability to use tools and control materials. She was able to apply her knowledge of composition, design, and the elements of art in a way that is totally her own. Teaching in District 75, I have the pleasure and privilege of working with many young artists diagnosed with autism who find their voices and begin to develop a sense of self through the arts. Creating opportunities for students to experience success, even as simply defined as self-expression, can have a resounding impact on their worlds—and that is a beautiful thing.

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The Wolf!
Jesenia Davila
Age 11, Grade 4
P.S. 250, Brooklyn
Art Teacher: Linnea Westerberg
Oil pastel on paper

Transforming a hand into a wolf is not as easy as it looks. But I did it and I want you to feel happy for me! I like to make art so I can lose myself in the art and find the real me. Art is not supposed to be like, "Oh, I want to draw because I am so bored." NO!

My art is one of a kind. I come up with my own ideas and don't copy. Sometimes you make a mistake, but making a mistake in art is okay because you can turn it into something cool. Ms. Westerberg taught me that. I want to thank her for all of the good things she taught me during the year.

Teacher Comments:

Our fourth-grade drawing unit began with students drawing their hands from observation and examining the drawings of hands by Diego Rivera, noting the ways he used various elements of art. After sketching they worked with oil pastels, learning how to layer, blend, smudge, and scratch the material to create various effects. This work was about transformation; each student first drew an animal, then drew his or her hand posed in the shape of the animal, and lastly, as a bridge, a drawing that showed the animal transforming into the hand.

Jesenia has exceptional ability and talent in art. Her technical ability to render an object from observation is above grade level, and she has already developed a very distinct personal style that she infuses into all of her projects. Her love of art is evident, as is her innate ability for creating art. She was very focused during the creation of these three challenging drawings. Being in this exhibition proves that Jesenia is special and talented, and that her art is important.

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Fear
Raymond Huang
Age 10, Grade 4
P.S. 255, Brooklyn
Art Teacher: Miriam Rankin
Oil pastel on paper

I get to be creative and have fun when I make a work of art. I especially like to use oil pastels because I like the way they blend to make different colors. I want viewers to observe Fear and understand how people look when they are afraid.

Teacher Comments:

After learning about facial proportions, we examined the six universal expressions (happiness, sadness, anger, surprise, disgust, fear) as demonstrated in a variety of artworks. Each student made a series of drawings showing these emotions, noting how the face changes with each one. Students learned about expressive coloring by looking at the Fauve portraits of Henri Matisse. Each student chose a single expression to render in oil pastel. They layered the pastels, scratched the surface, and blended colors with baby oil to achieve interesting textures.

Raymond chose to draw a child like himself, and showed with tender care the subtle look of fear. I was impressed by the sensitivity and rich textures of his work, extraordinary for a fourth grader.

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Alex in the Kitchen
Alex Chu
Age 9, Grade 4
P.S. 503, Brooklyn
Art Teacher: Ellen Izzo
Mixed-media collage

I put a lot of effort into my work and I want the viewer to feel that I am an artist. I have fun making art and I can express my feelings. This is the best artwork I have ever made. I never created a picture of myself looking that good.

Teacher Comments:

The theme for the entire year was an artist capturing a moment in time. Students are very familiar with writing about small moments. In our collage unit, we developed a small-moment collage. They considered the moment they wanted to capture, how they would represent themselves, and how they would build a collage to represent that moment. They looked at the work of Romare Bearden, Ezra Jack Keats—and their own art teacher!

Alex had a vision for his work as soon as he started. He worked quietly and I loved to look at the changes that occurred in his work. He is a very skilled draftsman and it was more challenging for him to use collage materials, but his choices were right on the mark.

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The Snowy Night
Zuzanna Grzybowska
Age 10, Grade 5
P.S. 30, Staten Island
Art Teacher: Berna Donlon
Tempera on paper

I painted Rockefeller Center. I used my memory to see how it looks in real life. I painted with feeling. When I make art I am having fun and learning new things.

Teacher Comments:

Zuzanna's artwork was the culmination of a sequential painting unit whose topic was favorite neighborhood scenes. Students looked at the work of Edward Hopper, Francis Guy, and Ralph Fasanella.

I was drawn to Zuzanna's painting because of the intense excitement it expresses about a place, Rockefeller Center. Zuzanna is a dedicated young artist who immerses herself in art. Her painting not only meets fifth-grade performance indicators, but goes beyond them to reveal a true vision.

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La Parada
Edwin De La Nuez
Age 11, Grade 5
P.S. 18, Bronx
Art Teacher: Omayra Rivera-Filardi
Watercolor and ink on paper

It is not too difficult to create art, and if you practice you can do it too. I just went to art class and I tried my best on this project. I am proud it was chosen to be in P.S. Art. If you are not into sports you can do art and be relaxed. Art allows me to show that I have a different type of talent.

Teacher Comments:

After looking at Flag Day by William Doriani and focusing on his use of simple shapes to create complex compositions, students were asked to design three shapes that could be used repeatedly in the creation of a multifaceted art piece. The work had to demonstrate depth and movement. Ultimately the work became a watercolor painting with a clearly defined sense of place, detail, and balance.

From the beginning Edwin had a very clear vision of the parade he wanted to create. He was very intrigued by the process of overlapping and placement, and the effects it would ultimately create.

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CoBrA Cat
Ha Eun Ro
Age 12, Grade 5
P.S. 41, Manhattan
Art Teacher: Phil Smith
Tempera on paper

I started drawing when I was very little. I was good at it but I could always improve. It's fun to learn different techniques, and I just love how several random lines can be turned into something interesting and beautiful. I like the fact that I can make someone feel or think something with my pictures. I think the whole point of art is to tell people something without words.

Teacher Comments:

The lesson that inspired this painting by Ha Eun was CoBrA, an art movement that is rarely studied. The group was formed in 1948 in and around three European cities that were directly involved in World War II. CoBrA is an acronym for these cities: Copenhagen, Brussels, and Amsterdam. The CoBrA artists have always been inspirational for me.

The youthful, rebellious artists of the CoBrA group celebrated their release from a wartime sensibility with art that was fresh, vibrant, and primitive. Our project was to create art based on a work by a CoBrA artist using tempera paint and marker. This lesson began with a discussion of those three cities. Then we explored the historical context.

Ha Eun's study was based on Karel Appel's 1951 work entitled Le Chat. She worked to create—not re-create—the painting she studied. Ha Eun worked with joyous imagination, as she has on all projects. This adventurous, creative spirit should be celebrated.

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Where My People Lived and Died
Roger Cheng
Age 10, Grade 5
P.S. 108, Bronx
Art Teacher: Robin J. Miller
Watercolor on paper

I want the viewers to feel the sorrow of this event that greatly affected New York City and the United States. Because being an artist helps me express my emotions and gives me a better understanding of the world, creating this work helped me to understand why 9/11 was so tragic. I hope viewers realize how challenging it was to visualize the aura of intensity and sorrow that was felt by so many people. I did my best to show those feelings in my art.

Teacher Comments:

This work is part of a serial project for a select group of students in our extended day Art Academy. Students have been working on illustrating the lyrics of the song made famous in World War II, reflected in the title of the series, The House I Live In.

Roger has been amazing us since he was in kindergarten, when his work was selected as the signature piece for a borough event. To create this work Roger viewed images from the September 11 disaster. Though Roger draws effortlessly, he sometime struggled with the medium of watercolor. After a few consultations on its use, he quickly met the challenge.

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Thinking
Kateryna Korobkina
Age 10, Grade 5
P.S. 200, Brooklyn
Art Teacher: Caroline Heffron
Collograph print

I want people to be drawn into my artwork and be reminded of a time when they were pensive and filled with thoughts. I put a lot of work into my print. I wanted to make the features look realistic. When I started printing I had to make sure an even amount of ink got onto every part of the plate. Even though it was not easy, it was fun. When I finished my print I felt proud of my accomplishment.

Teacher Comments:

This collograph lesson challenged students who had previously learned about portraits to transfer their knowledge to the printmaking medium. The lesson emphasized proportion, expression of emotion, and control of materials. Additionally, students had to analyze how hands and eyes enhance the emotional level of a portrait. Students discussed the emotional qualities of portraits by Käthe Kollwitz and Alice Neel.

Kateryna's print evokes a subtle yet clear image of a person wondering. It leaves the viewer curious about this person. Kateryna was able to succeed with the technical challenge of inking, rubbing, and pulling, as well as using color and shape to create mood.

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Crazy Colors
Mario Fountain
Age 12, Grade 5
P.S./I.S. 268, Queens
Art Teacher: Wendy Newman
Tempera on paper

I worked hard to mix all of the colors to make new colors. Ms. Newman helped me by showing me how to mix colors and show emotion through color. I really love this portrait because I worked hard on it and it proves that I learned to show all kinds of emotions with the colors I chose. I liked the way it turned out—plus, I did not know that it was going to look like this. It was a huge surprise!

Teacher Comments:

Students examined the work of the Fauves and looked at many examples of Expressionist paintings. They noticed the range of colors in Fauve and Expressionist faces. Mario's painting is a palette of many mixed colors that are tinted and shaded, but work together to create a very powerful portrait.

This work clearly shows Mario's skill in his use of paint and color mixing. It is a large-scale painting that demonstrates confidence. Mario's work surpassed my expectations.

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Prickly Plant
Ian Luzung
Age 10, Grade 5
P.S. 254, Queens
Art Teacher: Aleksandar Popovic
Watercolor on paper

My prickly plant is a beautiful plant. It is very pointy and unusual. I like being an artist. I get to use paint and make collages, and I feel like I have talent. When you make art people can see what you have in your mind.

Teacher Comments:

This work was the result of a unit on drawing and painting from observation. Students learned about composition and proportion, how to use watercolor tools, how to mix colors, and how to produce shades. The unit met fifth-grade performance indicators for painting; it addressed observation of detail, use of tints and shades, and the creation of a balanced composition.

Ian's delicate lines and great attention to detail complement the wide strokes of the watercolor brush. His work offers a rich variety of tints and shades within a narrow palette.

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Wonder Land
Baishaki Debi
Age 10, Grade 5
P.S. 130, Brooklyn
Art Teacher: Gerry Morehead
Pencil, ink marker, and oil stick on paper

I like to imagine, and I want people who see my picture to imagine that they are in Wonder Land, my picture. I want them to see its beauty. I like dark colors and that is why my picture is dark.

Teacher Comments:

We were looking at an assortment of art books covering different periods and styles. Some students had an interest in the Blue Rider Group and pursued independent projects. Baishaki did great work in response to this group of artists, who practiced in the years just before World War I. Wonder Land works fluidly, almost like talking. There's real work and physical effort in Baishaki's art.

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Self-Portrait with Owl
Ruben Burgos
Age 11, Grade 6
I.S. 229, Bronx
Art Teacher: Gilbert Fletcher
Oil pastel on paper

My art teacher helped me to understand difficult things in drawing, and with practice, difficult things become easy. I learned the correct way to draw the face in proportion. In Self-Portrait with Owl the hardest thing was deciding on the environment and the time of day. The animal was easy; I chose an owl because I think owls are cool. Then I remembered how much I like the beach, so I drew myself in both part-day and part-night on the beach.

Teacher Comments:

As part of a unit on drawing, students explored several drawing techniques for portraiture. They also studied differences in portraits from other cultures. Using Self-Portrait with Monkey by Frida Kahlo for reference, they were charged with creating a self-portrait with a wild animal.

Ruben's Self-Portrait with Owl reflects most of the lessons in the unit. It shows a strong and balanced composition, firm control of the medium, and a strong understanding of the subject. What I like most about the work is its sense of completeness.

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Self-Portrait
Steven Mohamed
Age 11, Grade 6
Life Sciences Secondary School, Manhattan
Art Teacher: Elizabeth Zapata
Cut-paper collage

As an artist, I have come to believe in myself more. I have more confidence. I challenged myself to do my best work, get the correct proportions of the face, and take my time filling in the drawing with shapes of different colors and textures.

Teacher Comments:

Prior to creating self-portraits, the sixth-grade students studied facial proportions and created several drawings to become more experienced with handling the subject matter. The students looked at self-portraits by other artists, discussing qualities that make them unique.

Steve, a quiet and contemplative student, successfully created a balanced composition through his use of color, shape, and space. Steve views himself as a serious student and he worked to achieve a sense of mood in his portrait.

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Construction Truck
Edwen Beltran
Age 11, Grade 6
The Queens College School of Math, Science and Technology, Queens
Art Teacher: Kaya Wielopolski
Tempera on paper

When I have a problem I just go to my table and draw. As I worked on Construction Truck, a challenge I faced was figuring out how to make the truck look three-dimensional. I had to pay attention to the angle of the truck and the lines and shapes I saw inside the truck. Mixing colors was also tough; every time I came to work on my painting, I had to remember the colors I had mixed before to use in different parts of the painting.

My art teacher taught me to trust myself more with my artwork.

Teacher Comments:

Students in this Special Education class are very enthusiastic and focused when using paint. This is why I chose to have the students work individually on such large pieces of paper. As references we displayed a variety of Tonka trucks, and the students were ecstatic to select objects to draw and then paint. We had discussions on what it means to draw what you see, and not what you know (you know the truck has four wheels, but can you see all four?).

I chose this piece because of the focus and determination that Edwen demonstrated striving to get the image just the way he wanted it. The weight, size, and bulkiness of the truck dominate the image as the vehicle moves through the construction site with a job to do.

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Memories
Anne Wang
Age 12, Grade 7
I.S. 259, Brooklyn
Art Teacher: Roma Karas
Acrylic, watercolor, and ebony pencil on paper

My art teacher pushed me to my limits and had me do my best work. Mr. Karas taught my class how to draw from many perspectives. He also taught us how to shade with a pencil and a paintbrush. We learned how to use just the right amount of water in our paints, and learned how to use our paintbrushes correctly. Whenever I felt I was behind, I knew I would not have to rush. I was told that if you rush, you'll ruin the artwork. My art teacher told us that whenever we needed more time we could drop by during our free time. When you create artwork it has to be done at the pace you want.

Teacher Comments:

Students created self-portraits by using ebony pencil and black ink, and then adding a touch of color to instill mood in their artworks. They were required to use a wide range of values and exhibit knowledge of various tones and shades.

In this particular artwork, Anne placed photos of her old friends, family members, and others on the floor in the foreground to symbolize memories. Butterflies and fireflies are flying away, symbolizing the impermanence of time. Anne has devoted herself to working on many extra projects around the school and is a very devoted student. She arrives at school before classes, comes to the art room during lunch, and often stays after school to work on special projects.

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The Doorman
Elmer Romualdo
Age 14, Grade 8
P.S. 77, District 75, Brooklyn
Art Teacher: Amie Robinson
Color print from digital photograph

I wanted to take a photograph of a squirrel, but he ran away. Why did I take this particular photo? The yellow and blue on the doorman's jacket reminded me of spring. Taking a photograph is like looking through a window; my teacher helps me to see through that window.

Teacher Comments:

My students have a unique way of looking at their world, and I designed this lesson to further challenge their creativity. Students used digital photography to depict their world from an unusual point of view—for example, imagining themselves as ants on the sidewalk or birds high in a tree. The artwork reflects an eighth-grade Blueprint for Teaching and Learning in the Arts benchmark by addressing students' abilities to apply skills and knowledge learned in the visual arts to interpreting the world.

I love the way Elmer shot his photograph at a low angle in order to portray the world from the perspective of this tiny doorman.

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Elephant
Ashley Qamar
Age 13, Grade 8
M.S. 172, Queens
Art Teacher: Megan McAllister
Papier-mâché and acrylic paint sculpture; wire and cardboard armature

When I started this sculpture I felt a bit overwhelmed; there was so much I wanted my piece to say, and I felt worried by my lack of experience with the materials. My teacher helped motivate me to try new things and experiment with this new medium.

Making art is an outlet that helps me understand myself better. When I paint or sculpt I try to let my emotions flow into the artwork.

Teacher Comments:

Students designed and sculpted animal heads using a variety of materials including papier-mâché and acrylic paint, as well as newspaper, wire, and cardboard for the armature. We looked at a variety of animals and discussed endangered species and the use of art as a humane alternative to trophy animal mountings. After completing their artworks, students wrote reflections on the process and research papers on how their animals have been used in art.

Ashley has been in my art class throughout her middle school career; I have seen a talented artist develop. She is extremely detail oriented and works well with many materials. She has the ability to problem-solve regardless of the medium or assignment.

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SAD
Cheyenne Nicholson
Age 14, Grade 8
M.S. 137, Queens
Art Teacher: Rosemary Bingay
Digitally created image

I love the challenges presented to me when I create different drawings and paintings. It has made me want to push to do my best in art and in life. I'm a perfectionist and with my art teacher around, it just makes me feel good. She's very relaxed and lets me do what I think will make the project better.

Mixing the different tints and shades of blue on the computer was a challenge. After experimenting with the opacity tool I became more accustomed to it and was able to create a wonderful piece of art.

Teacher Comments:

Inspired by reading about Picasso's Blue Period and analyzing his work, students in my computer art class created Blue Period paintings using Adobe Photoshop. The students engaged in sustained investigation reflecting one of the eighth-grade Blueprint for Teaching and Learning in the Arts benchmarks.

Cheyenne is a gifted and talented student. She created a portrait that conveys sadness through her skillful use of tints and shades of blue. It is this skill that makes her work stand out.

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Speak
Omar Guerrero
Age 13, Grade 8
I.S. 259, Brooklyn
Art Teacher: Julia Livi
Acrylic on paper

Ever since I was seven years old I was interested in art. My parents knew that I had a special talent; they always encouraged me to keep drawing and painting. When I feel that I have a lot of stress, I can just grab my pencil and my sketchbook and just draw my stress away.

I am thankful to have such a great art teacher. I had hoped someday to be able to present my artwork to the community and thank her. Now I have that chance.

The background color was an issue. I wanted a certain blue—not too dark and not too light—but next to purple, it washed everything out. Ms. Livi and I agreed that I should use a lime green color to create a halo; in that way I would not compromise the beautiful blue color I chose. After I finished the halo I was satisfied.

Teacher Comments:

Students were challenged to create portraits that synthesize Fauvist and Pop Art principals. They made observational sketches, examined their work over time, and discussed their progress with me. We took photographs of their work at various stages of the sketching and painting process for later reflection.

Students created paintings that demonstrated a rich use of acrylic through an awareness of light, value, and contrast. They used combinations of colors for shading to create depth. The goal was to highlight an attribute of Fauvist portraiture.

Omar's painting took a different direction; he asked if he could use bright colors everywhere except on the skin. The body would stay black and white, allowing Omar to experiment with washes of black. His choice of color or lack thereof enabled him to express what the protagonist is going through: self-imposed speechlessness leading to his slow disappearance behind the brightness of everything that surrounds him. Omar's ability to take an art project and independently make it his own is proof that he is an artist in his own right.

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Self-Portrait
Ariadne Speliotis
Age 13, Grade 8
M.S. 447, Brooklyn
Art Teacher: Kristel McKanna
Graphite and colored pencil on paper

Being an artist has allowed me to open up and become braver about sharing my ideas with others. As my artistic talent improves I am able to better express myself through my art.

This drawing is my first self-portrait. We were required to work from a photo and use a mirror as a resource. I hated the picture I was working off of. I wanted to make myself look more attractive but resisted the urge and worked from the photograph. Another obstacle I faced was the large scale of the paper because I didn't feel comfortable drawing my face so large.

My art teacher has exposed me to many interesting styles and genres of art that have inspired my own work. I have developed my own style and I am proud of my art.

Teacher Comments:

In this unit students investigated self-portraits from various time periods and cultures, examining the proportions of the human face; techniques artists use to depict form; and the use of facial expression, costume, value, and color to create mood and meaning.

Ariadne's self-portrait demonstrates her observational skills. In addition to her advanced drawing skills, Ariadne possesses a natural talent to depict her disposition, as shown in this work. I especially admire the patterns she created in the shading of her skin. These linear motifs are reminescent of patterns and designs found in West African masks.

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Parkour
T. J. Giarraffa
Age 14, Grade 8
I.S. 239, Brooklyn
Art Teacher: Julie Checkett
Black-and-white print from 35 mm negative

Studying photography has made me view everything as an opportunity for a photograph. I want to seize the moment.

My art teacher, Ms. Checkett, is an inspiration to me; she guides me and helps me with any problems I encounter.

I faced many challenges during this shoot. Finding a good location was difficult. The area in which I shot this was extremely crowded, but I really wanted to shoot there. I had to make the subject, my brother, do that stunt repeatedly because it was a fast and tough moment to photograph. Cooperation was probably the hardest part because he became tired. But I was determined to capture his movement and I made the shot!

Teacher Comments:

T. J. is a photography student in my eighth-grade Media Talent program. I was very excited when I first saw T. J.'s negative of his brother hurdling a low wall. He photographed this image for a project following a lesson on capturing motion. I am pleased by the composition and focus in this intriguing photograph. T. J.'s unique style of shooting captured the essence and excitement of urban parkour, a physical discipline that focuses on efficient movement around obstacles.

Parkour will be added to T. J.'s developing portfolio, which is becoming a beautiful visual résumé of his accomplishments as a young artist. It is also a visual representation of his personal life experiences and interests.

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Self-Portrait
Curtis Yi
Age 13, Grade 8
M.S. 158, Queens
Art Teacher: Jessi Koenigsberg
Graphite on paper

What once might have been some random object, as an artist, I now view as a piece of art. Once you dedicate yourself to art you learn to appreciate things in a different way.

Ms. Koenigsberg is a kind and entertaining teacher who takes things seriously and guides her students when the time calls for it. I don't think I would have created this drawing without the ideas and fun mind of my teacher.

I didn't view myself as a good artist—just as a person who occasionally doodles in his notebook during a boring class, but never as someone who could create a self-portrait. That changed when I entered my eighth-grade art class. Sure there were difficulties with proportions and shading, but I overcame these obstacles.

Teacher Comments:

Students drew their self-portraits using the grid method. They focused on correct facial proportions, shading, and blending. Students identified values in their photographs and transferred them to their portraits using different shading techniques.

To address the various learning styles in the classroom, additional grids (which further assist in the breakdown of drawings and photographs) and drawing technique sheets were provided to support the students who exhibited frustration in the classroom.

Because of Curtis's hard work and dedication, I was inspired to submit this self-portrait. He challenged himself with a drawing that contained foreshortening. His work exceeded my expectations.

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Self-Portrait
Sarika Islam
Age 14, Grade 8
I.S. 230, Queens
Art Teacher: Maria Bonilla
Collograph print and ink

This piece was inspired by the 1960s Pop Art work of Andy Warhol. Like Warhol, art has made me look at the world from a different perspective.

One of the difficulties I had making this artwork was including the details to make it realistic. I used a form of dotting to show the changes in values in my face, hair, and neck. This made it look more like me. My art teacher encouraged me to keep working on my piece and gave me suggestions to make it better.

Teacher Comments:

The eighth-grade Talent Class explored the work of Andy Warhol. They created multicolored collograph prints and then used mirrors and markers to draw detailed portraits on the prints. Sarika is an extremely hardworking and talented student. She embraces every endeavor, artistic and academic, with precision and pride.

This project was inspired by an abstract multicolored collograph project created by Gwen-Lin Goo from Studio in a School. I expanded the project so that the students could experiment with the ideas of Pop Art.

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NYC Highline Skyline
Alexis Martinez
Age 14, Grade 8
J.H.S. 185, Queens
Art Teacher: Vickie Byron
Hand-pressed collograph print

Being an artist has made a difference in my life, and I love that. Creating art has made me a more confident student. I enjoy art making because it allows me to share my feelings with the world in a way that words do not.

Ms. Byron is a great teacher who breaks things down for us in easy steps. That way we understand everything. It is thanks to her that my artwork looks exquisite.

This collograph was my first print, and I had some challenges. The first time I printed, it looked pale because I didn't use enough ink. My second piece was a big hit. I had this goal to make each building in my print look more unique than the one before it. I am glad that I did this project; not only did I reach my goal, I also learned something new.

Teacher Comments:

Students studied New York City architecture and created their own skyline designs. In this interdisciplinary unit students experimented with architectural designs, organic and geometric shapes, musical and visual rhythm, and poetry. They made connections to the jazz music and poetry of early twentieth-century Harlem, and learned that poetry and visual art share many of the same formal elements: image, rhythm, repetition, sequence, mood, metaphor, texture, and color. Finally, students created their own poems.

Alexis's print demonstrates skills in registration, inking, and lifting. She made a thoughtful preparatory drawing, printing plate, and collograph print that demonstrate careful planning and execution, and unity of composition. I selected this collograph print because it has an unusual point of view created by using a central horizontal bridge to divide the skyline. This is probably how Alexis views Manhattan from her neighborhood in Queens: skyline vignettes framed by East River bridges.

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Giraffe with Baby
Nathaly DeLaCruz
Age 13, Grade 8
P.S./M.S. 194, Bronx
Art Teacher: Helen Serrano
Colored pencil on paper

Art opens my eyes to even the smallest details in things that others don't notice. Being an artist has given me opportunities to experiment and express myself in different ways. Who would have thought I would end up as a finalist in the P.S. Art competition?

My art teacher, Ms. Serrano, has guided me though the making of some of my pieces, and she is a fantastic artist herself. She played a big role in my being accepted to LaGuardia High School.

While creating this artwork, I had to get the color to pop out from the background; I had to create contrast. I experimented with the pencils first and, by adding layers of color and texture, I got it done.

Teacher Comments:

The Art Enrichment Class created drawings on black paper using construction paper pencils. Students were challenged to experiment with the medium. We discussed the qualities of the pencils made to be used on colored paper. After a demonstration on how to use the pencils for blending, glazing, and creating texture, each student selected a photograph of an animal from which to work. Their completed drawings were required to demonstrate observation of detail, scale of objects, a wide range of values, and a personal view.

Nathaly stands out as a young artist, never hesitating when given new challenges. As a member of the Art Enrichment Class, she is given a choice of projects. She was eager to try out construction paper pencils. Nathaly spent time experimenting with the pencils, layering and creating textures. She patiently drew the image, constantly stepping back to see how her work was progressing. Nathaly has a keen eye for seeing what needs work and what is just right.

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Turning Japanese
Sally Bao
Age 13, Grade 8
M.S. 74, Queens
Art Teacher: Andrew Zaben
Oil pastel on paper

I love the feeling when I draw and create something that others can enjoy. I am always looking to improve and will always be an artist.

Mr. Zaben taught us the mechanics but left us to our own devices to fill in the empty spaces with our own styles.

There were some parts of my artwork that seemed overwhelming, but I overcame this feeling by focusing on small sections at a time. The water was difficult to capture correctly, as there was sunlight reflecting off of the churning waves. I did the difficult parts very slowly to get all of the details.

Teacher Comments:

Students drew landscapes on black paper. They were charged with showing perspective and the illusion of depth. They shaded with oil pastels, creating texture, contrast, and a wide range of values. Finally, they were asked to divide their work into four sections, devoting each section to a season.

Sally's details are outstanding. Careful observers will notice how one season blends into another. Her color choices are realistic, yet unique. She absorbed what she was taught and developed it into her own style.

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Self-Portrait
Taiss Ghuliani
Age 14, Grade 8
I.S. 239, Brooklyn
Art Teacher: Valerie Louzonis
Cut-paper collage

Art is really important to me. I have a great sense of accomplishment when I create a piece.

I had a difficult decision in selecting the color I would use in my background. Color is very important because it helps distinguish the mood in an artwork. I finally decided to pick a vibrant color that would contrast with the overall work.

My art teacher, Ms. Louzonis, provides us with support and encouragement. I receive constructive criticism that has helped me to improve my work.

Teacher Comments:

This unit was based on the collages of Romare Bearden and Byzantine mosaics, and combined tempera painting and collage techniques. Students drew self-portraits. For the collage, they painted sheets of paper with their skin, hair, and eye tones, closely observing how those tones changed in direct and indirect sunlight. They carefully arranged the small tesserae to create a detailed self-portrait.

Taiss really captured herself in this self-portrait. Her expression is lifelike and she exudes youth and self-confidence. Her color choices and the strong contrasts are commendable.

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Untitled
Yuxiao Lei
Age 14, Grade 8
NEST+M, Manhattan
Art Teacher: Hilary Svihla
Charcoal pencil on paper

My musical life has been affected by being a visual artist. I play the piano, and music and art are very closely related. Now when I play, visualizing an image in my head makes it a lot easier for me to express feelings throughout the musical piece. I have gained a vast amount of knowledge through art; I now know more about color, texture, value, and lines than I ever did before. I know I will use this knowledge in unexpected ways.

My art teacher encourages me to work harder, and she has been firm on deadlines.

The background is not the main focus of this piece, so it was challenging to add value yet not make it prominent. A blending stick, charcoal pencil, and an eraser helped to make the setting softer.

Teacher Comments:

Our class created charcoal drawings of animals with particular attention paid to simulated texture, value, and pattern. Students did warm-up exercises in charcoal simulating textures of animal fur, skin, and scales, and shading with value scales. Next came light pencil sketches using multiple black-and-white prints as references. Simulated texture and value were added to the drawings with charcoal pencil to create the illusion of volume and depth.

Yuxiao's artwork displays her ability to draw in an advanced, realistic manner. She demonstrates a high level of precision in her uses of simulated texture and value, and she gave the piece great depth by accurately depicting both foreground and background. In our art studio, Yuxiao's work consistently stands out for its technical mastery and her ability to create movement throughout her drawings.

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Lost
Elizabeth An
Age 13, Grade 8
J.H.S. 67, Queens
Art Teacher: Georgia Daskarolis
Graphite on paper

Artists express their feelings in their work. This assignment to capture the spirit of a person has helped me develop my ability to express myself.

My art teacher encourages me—prods me at times—and helps me look for the meaning in my work. The challenge I had while creating my graphite drawing of an elderly woman was trying to incorporate so many varied line techniques in my drawing. It took a long time to complete Lost.

Teacher Comments:

This drawing unit culminated in work with the theme of capturing the spirit in people. Students were charged with communicating a subject's emotion or spiritual mood. They incorporated a variety of tonal values and varied line techniques.

Elizabeth's portrait of an elderly woman is compelling; her subject's eyes are haunting and express great emotion. It is a powerful and beautiful interpretation of a woman suffering with Alzheimer's disease.

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The Black and White Tuba
Tandrila Dutta
Age 14, Grade 8
I.S. 125, Queens
Art Teacher: Deborah Herrand
Chalk and charcoal on paper

As an artist I have become interested in concepts related to nature and artworks created by other artists. One reason for my interest in other artists is that my art teacher suggested that I observe their techniques.

Sketching the shades and shadows of the tuba was demanding. I observed for a long time in order to understand the exact places of contrasting values on the surface of the instrument.

Teacher Comments:

The class studied how changes in value affect the surfaces of forms. They created and analyzed a value chart noticing subtle changes in value, observed artworks depicting a range of values in charcoal, and discussed differences in value. After experimenting with black and white charcoal in their sketchbooks, students were challenged to draw a still life from observation and from an interesting point of view. They manipulated the medium to convey light and shadows, and applied shading techniques to show value in their still lifes.

Students have a great capacity for challenging themselves, as is evident in Tandrila's still life. It is rewarding to see that she took all the lessons on technique and applied them to her artwork with thoroughness and passion. This is why I submitted her work to P. S. Art 2012 for consideration.

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Musical Art
Abu Hurayra Amin
Age 15, Grade 9
Hillcrest High School, Queens
Art Teacher: Karen Beckhardt
Mixed-media collage

I am new to this country and my English is not very good yet. I like to draw and it is the best way I can express myself. Creating art makes me feel good about myself.

I was excited to work on this project because it involved my two favorite things—I love art and I love music! Ms. Beckhardt helped me take what I love to do and turn it into a work of art.

I had trouble with some of the background looking too similar to the hair; by adding some red accents to the background, my artwork became a success.

Teacher Comments:

A project works best when the criteria allow for a wide range of options. This self-portrait project gave each student a voice. Once they understood the proportions of the face and the importance of texture, color, and symbols to convey who they are, they were free to execute a mixed-media collage in whatever manner best suited them.

Abu's choices of imagery and rich texture strongly convey his passion for urban music.

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Untitled
Isaac Banana
Age 16, Grade 10
James Madison High School, Brooklyn
Art Teacher: David Mahl
Cut-paper collage

The best artwork I create takes me a long time to perfect. I became a patient person because of art; I am more patient with people and able to endure a lot of things. Being an artist also has made me more imaginative. I have learned to see into people, not just glance at them.

My teacher gave me inspiration and made me set as a goal the development of greater techniques in art.

It was difficult to properly place the collage pieces and to figure out which piece should go where, and at what orientation. A terrible mistake I made was rolling up the artwork. This caused the pieces to wrinkle slightly, but Mr. Mahl said that it gave a natural look to the snowy mountains. Overall I think the work is simple and brilliant!

Teacher Comments:

The jumping-off point for this lesson was a study of Jacob Lawrence, his brilliant color palette, and the simplicity of his subject matter. Students then created dynamic sports posters using the Lawrence's work as an inspiration. I especially like this collage for its fine detail, composition, and strong sense of movement.

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Self-Portrait
Samia Ahmed
Age 15, Grade 10
Hillcrest High School, Queens
Art Teacher: Karen Beckhardt
Oil pastel on paper

I especially like to express if I'm happy or sad in whatever I draw. I never had formal training, but my art teacher has filled in the gaps, strengthening my knowledge of drawing and color. She has exposed me to the creative world, and I look forward to exploring it!

I never used oil pastels before, and I wanted to use all the colors that were available to me. I also wanted to mix them to make my own colors. The challenge came when trying to figure out how to use all these colors in such a way that would be pleasing and that would create a mood.

Teacher Comments:

As part of a unit on drawing, this self-portrait lesson using oil pastels taught students that color has an emotional affect on us and can create mood. They saw the work of Van Gogh, Matisse, and Jawlensky. To express their feelings, students were encouraged to use a palette usually considered unrealistic for rendering the face. Students built on their knowledge of volume, color value, and color intensity to master the technique of glazing and blending with oil pastels.

Samia created a compelling work of art using her well-honed drawing skills. She repeated patterns of color reflected in her face and hair, giving the piece an eerie mood.

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The Reversal of Time
Anaselies Rodriguez
Age 16, Grade 10
Harry S. Truman High School, Bronx
Art Teacher: Raphael Lopez
Color print from digitally altered photograph

Art is my passion. It breathes life and influences how I see things and how people see me. My friends and family understand that I am a unique individual with a creative spirit.

Mr. Lopez works hard and has high expectations for himself and his students. He is always willing to help me and to teach me what I need to create photographs that convey my vision.

The technical skill needed to blend the two images together was a challenge, as was superimposing the layers.

Teacher Comments:

The photography unit began with a discussion of techniques used to create a photomontage portfolio using Photoshop. Students examined and discussed professional photographs in order to develop a visual framework and point of reference for their own work. As formative assessments, students used input from their classmates, critique from their teacher, and their own reflections. They then returned to their work to create final images that captured the essence of time and the effect it has on us.

Anaselies has a creative and artistic vision that is representative of a young artist who is not afraid to take risks to come up with images that are imaginative and powerful.

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Happy but Hurt
Ashlie Baptiste
Age 17, Grade 11
Brooklyn High School of the Arts, Brooklyn
Art Teacher: Lara Hill
Acrylic on board

Art allows me to make a statement and empowers me to feel bold. What brings me the most joy is knowing that my art has allowed me to spark an interest in others.

The multiple trips to museums planned by my teacher, the inspiration she has given me about different artistic styles and eras, and her guidance have all improved my artwork. Ms. Hill also exposed me to the opportunities of several precollege programs.

Conquering realism was the most demanding aspect of this work. Trying to get the skin color as close as possible to my own was the most difficult. However, learning to manipulate the acrylic paint and dealing with its ability to dry quickly was a separate challenge. Through constant practice and exploration of the materials, I was able to overcome all obstacles.

Teacher Comments:

This work was created in a portfolio-development class where students focused on a twelfth-grade Blueprint for Teaching and Learning in the Arts benchmark: developing portfolios that reflect their personal style.  Students were asked to create contemporary portraits inspired by master artists. Ashlie explored traditional Italian painting techniques to create her work.

It was exciting to watch Ashlie every step of the way as she created her painting. This work is a critical piece in her development as an artist. Through the process she really gained control of the medium and her ability to paint realistically. It is a straightforward portrait, and the subtle brushstrokes and expression create a great deal of emotion.

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Untitled
Isaac Baird
Age 17, Grade 11
Institute for Collaborative Education, Manhattan
Art Teacher: Paul Nowell
Charcoal on paper

Beside my family, art is one of the most constant things I have in my life. I have no idea who I would be without it.

This drawing frustrated me because I really had to work at the underdrawing. I needed to work past the frustration. Sometimes working on the drawing became a war between me and my frustration, but in the end I think I won. It helps to have an art teacher who gives advice and provides me with a place to make art.

Teacher Comments:

This piece was inspired by the work of Käthe Kollwitz and imagery from a book of photographs about Alphabet City, on the Lower East Side of Manhattan.

Isaac is one of the most talented artists in our school and has taken classes at Cooper Union to develop his drawing and overall art skills. He is hard working, has an extraordinary range of styles and interests, and a keen sense of artistic integrity.  This drawing is one of his more traditional works, but still expresses emotion in an engaging way.

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Dramatic Flight
Eliza Khekht
Age 16, Grade 11
John Dewey High School, Brooklyn
Art Teacher: Michael Solo
Black-and-white print from digital photograph

Every time I pick up my camera to take a picture, I know in my mind that it's not going to be just any picture; it may be amazing. I learn from my work, and the better it gets, the more inspiration I get to create something greater.

The moment I took this photo I knew Mr. Solo would appreciate it. He has opened my eyes to a lot of new things in the study of photography.

The only difficulty I had in creating this was in the timing of the photograph. I had to capture the bird at just the right moment.

Teacher Comments:

Eliza is a student in my basic photography class. The students were given the assignment to find a location that inspired their creative process. This image represents the patience with which Eliza worked as she waited for the sun to set and for the bird to glide across her camera's viewfinder.

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Peeking Through
Alan Leskov
Age 16, Grade 11
John Dewey High School, Brooklyn
Art Teacher: Michael Solo
Color print from digital photograph

Being an artist fills my time. This may seem like a trivial thing for a lot of teenagers, but it provides me with a productive way to occupy my time, and I can create something that I can be proud of.

My teacher taught everyone in the class to look at the world through the eyes of an artist. Now I can't walk even a couple of blocks without something popping out that has the potential to be a great photograph.

While making this photograph I took quite a few things into consideration. Initially I was taking a picture of the wall and the obscure bright blue color and trying to make it contrast with the dreary look of the sky. Then I noticed a hole with a train hurtling toward me. I quickly took some photos through the hole before the train left my view.

Teacher Comments:

I believe that all of my students have an inherent ability to design and create successful works of art. My role as an art educator is to facilitate this ability. I am a design coach, and I always remember that "education" is derived from the Latin—that it is my job to lead out from each of my students the ability that is already there.

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Zombie Eye
Viktoriya Farber
Age 16, Grade 11
Tottenville High School, Staten Island
Art Teacher: Elvira LaRocca-Vonroth
Color print from digital photograph

When I look at a paintbrush, camera, or any other art tool, I don't see just a tool. I see a chance to do great things, a chance to create magic. For me, being an artist is more like a way of life.

My art teacher saw the talent in me, and that inspired me.

In this work, I had to create just the right facial expression with my hair falling correctly, paint the right type of zombie face, have the correct lighting, and finally, edit it perfectly. I was able to achieve it all by taking multiple pictures and editing the photo four different ways.

Teacher Comments:

Students created self-portraits using the medium of digital photography. They were instructed to capture themselves in a deconstructed light and create feeling through composition and light.

Viktoriya's work demonstrates the essence of the lesson. It is at once visually striking and contemplative.

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Mandrake Root
Yi Ou Chen
Age 18, Grade 12
Newcomers High School, Queens
Art Teacher: Mark Ruff
Watercolor and colored pencil on paper

Artists are the luckiest people. They perceive the beauty of life. As an artist I find the world is not only made of people, buildings, and other objects—it also consists of the composition of light and dark, lines, shapes, and a variety of colors.

I found a difference between Chinese art education and American art education: in China we basically learn about skills, but here we are encouraged to be innovative. We learn how to create our own works instead of copying masterpieces. Mr. Ruff always gives us interesting topics and hints for ways we can be more imaginative.

Teacher Comments:

Students studied the mandrake root and the superstitions surrounding the plant. To inform their drawings they viewed life drawings by Mannerist artists.

Yi Ou's work is a wonderful marriage of the beautiful and the grotesque. Her solutions to art challenges always surprise me, as they did this time.

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What I Want to Do When I Grow Up
Elias Guerra
Age 17, Grade 11
Institute for Collaborative Education, Manhattan
Art Teacher: Paul Nowell
Watercolor on paper

I am primarily a musician, but I enjoy visual arts. I have drawn a lot of ideas from musician and cartoonist Peter Blegvad—especially from his cartoon Leviathan. I like odd humor and mixed art styles. Playing piano—I started with classical—my appreciation of music has grown. When I first started, it was something my parents had to remind and pressure me to do. When I switched to jazz, my enjoyment jumped.

The painting I submitted was originally just a rainy landscape. It had some clouds and a few waves. My art teacher said that I should add more to the sky and do more with the water and add a subject. That was how I got the idea for the boat. Adding to the sky and the water, I got a bit more experimental; I created more texture, added depth to the rain clouds, and took another step with the waves.

Teacher Comments:

As part of a painting unit we had a lesson about Expressionism. Students looked at works by German artists of the Weimar Republic and chose an emotion they wanted to express in paint. This relates to a twelfth-grade Blueprint for Teaching and Learning in the Arts benchmark: recognizing the societal, cultural, and historical significance of art.

Elias is a very good student and has made some interesting artwork this year, though he does not see himself as an artist. I like the emotional content of this piece and thought it deserved to be considered for P.S. Art because Elias worked hard and created a painting that shows great ability.

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Women's Rights
Anastasia Ostapenko
Age 18, Grade 12
Edward R. Murrow High School, Brooklyn
Art Teacher: Carlos Rosado
Plaster and mixed-media sculpture

I see objects in everyday life differently than my nonartistic peers. When I walk in the streets of New York City, I am astonished by human beings and their connections to nature.

My teachers Mr. Rosado and Ms. Kontarinis inspired me by showing me the genius of art and the imaginative thoughts and technical skills an artist needs to create a work of art. They have shown me different techniques, inspirational artists, and a tremendous amount of art history just to give me a glimpse of what is out there.

Women's Rights is my first clay sculpture. The most challenging part in all my work—not this sculpture specifically—is to come up with an idea that can speak to people. Each of my art pieces is very different in its own way because I wish to speak often and in a variety of ways. I was fascinated by the process of creating a bust. It was very different from the work I produced before. I was excited to experiment with this new medium.

Teacher Comments:

The impetus for this piece was an Advanced Studio assignment to create a work that reflected a social or political issue in which the student was interested. Anastasia's artwork was inspired by research into the plight of women throughout history. It is obvious that she feels passionate about the issue she researched. This is a strong sculptural piece. It took great initiative and trial and error to create a completely cohesive work. Anastasia did it all on her own, and she did it successfully.

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Self-Portrait
Elvira Melamed
Age 17, Grade 12
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan
Art Teacher: David Driggers
Oil on canvas

Being an artist impacts my ability to channel my emotions. I find it easy to express myself because I am so in touch with who I am. My life as a young artist has helped me to reach a sense of self and self-confidence, a blessing that people who are not artists may lack.

Mr. Driggers set up a project in which we had to paint a portrait from observation. He guided the class as he taught us how to use flesh tones, colors, darks and lights, and other basic portrait-painting techniques. It is crucial for an art teacher to be in touch with his students, to know their strengths and weaknesses, and to be able to motivate them to produce phenomenal art.

The most difficult part of portrait painting lies in capturing the essence of the subject. Making my self-portrait look like me was a challenge in itself, but having my portrait shine off the canvas was something even a good eye could not guarantee. The only way to overcome a challenge like this is to paint not only what you see, but also what you feel.

Teacher Comments:

In the painting studio we view the figure as a subject with endless possibilities. Elvira's self-portrait demonstrates her command of the medium of oil paint, as well as the hard work and discipline required to develop such skills. In this work she has achieved what all portrait painters seek: capturing the personality and spirit of the subject, here a confident, gifted young woman looking forward to a bright future.

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Hand and Mouth
Nicole Bedoya
Age 17, Grade 12
High School of Art and Design, Manhattan
Art Teacher: James Harrington
Oil on canvas

As an artist, not only do I see things differently when I imagine a new piece, but I also see the beauty in other peoples' artistic choices. When I compare life's simple details and make them into extraordinary creations, I go to depths of my imagination that I did not know existed.

Since the beginning of my freshman year I have grown as a young artist because of the instruction, inspiration, and encouragement I get from my art teacher. Mr. Harrington puts time and effort into a class lesson, showing us artists from different time periods. This has given me an understanding of art history and has motivated me to learn more.

In this piece I had to work on getting the right values to create form and depth. I began with thumbnails and sketches to make this work convincingly real. This piece is a highlight of my portfolio and my life! It is true what they say: if you put your mind to it, you can accomplish anything.

Teacher Comments:

In Advanced Placement Studio Art students work in many media to experience the breadth of the artmaking experience, but may choose one or more for their major concentration.

Nicole's work is based on fantasy, but she explains that no matter how outrageous the subject, she always works in a realistic style. This is the painting that solidified her style. It is obvious that she worked with passion, excitement, and commitment. It is the combination of hyperrealistic technique with the bizarre that seems to motivate her. She has found her personal style and a way to challenge herself technically and conceptually with each new image.

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Fast Food
Chairi Park
Age 17, Grade 12
Frank Sinatra School of the Arts High School, Queens
Art Teacher: Nicole Spata
Acrylic on canvas

Coming to New York from South Korea, I did not think art would be something I'd pursue. I soon realized my appreciation of art occurred naturally. As a young artist I freely experienced new and different ideas about the art world. I was able to attend museums and began to recognize artists and their work. I found a simple truth about my art: I don't draw solely for assignments; I draw with determination and drive for myself. After losing several art competitions, being in P.S. Art is life-changing, and I will forever cherish this moment.

We were asked what first came to our minds when we heard the word "Manhattan." I did not want to depict Manhattan with the usual tall buildings, yellow taxis, and crowds of people rushing to their destinations. I focused on the city's fast-food restaurant temptations.

During my three years of being a student in Ms. Spata's art class she has seen me progress, and I knew I needed this project to be exceptional—something to make my teacher and me proud. We had conversations about what was working and what was not. When I showed the piece for its final critique, my fellow classmates gave me positive feedback. I then knew for certain that this work was truly successful.

Teacher Comments:

Students were challenged to think conceptually and were asked what comes to mind when they hear the word "Manhattan." Chairi's response is a visually powerful, informative work that clearly illustrates the artist's views about the city. During the group critique she was able to discuss her piece and back up all statements by pointing to visual clues referenced in the work. Chairi is a true working artist who always pushes herself toward the next artistic challenge. I commend her and look forward to seeing her continue to grow as an artist.

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Precolumbian Crowned Beauty
Xavier Ciro
Age 18, Grade 12
High School of Art and Design, Manhattan
Art Teacher: James Harrington
Oil on canvas

As an artist I have a definite place in the world. I love experimenting with different types of media and visualizing ideas. I keep art as a major priority in my life. I dedicate most of my time to studying art, painting, sketching, and practicing to improve my skills as an artist.

My art teacher helped me to focus on what I need to do to improve my painting and drawing skills…what I need to do to reach that goal of becoming a successful painter.

I wanted to make the woman in the painting as realistic and beautiful as possible. I wanted her skin to glow in the painting, and I tried to use dramatic lighting. I tried to loosen up the paint and throw in color, making a lot of highlights to give a metallic gold texture to the crown. I wanted to keep the piece simple and powerful; I decided on a very dark brown background that would allow the figure and the crown to really stand out.

Teacher Comments:

In Advanced Placement Studio Art, students are required to create twelve pieces that are thematically linked for the concentration component on the AP portfolio. Xavier's concentration focuses on the Precolumbian art aesthetic. His images are of young men and women dressed in traditional fabrics or adorned with the golden jewelry of the Incas. He has been researching new designs and photographs of Precolumbian artifacts to use in his work and, as Xavier has said, "to make it my own…to modernize it." He is combining modern aesthetics with his Colombian heritage. His personal style and vision are not constructs developed for an assignment. Xavier works from an inner compulsion in the same manner as a fully mature artist.

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Corsinnova
Nidia Neischer-Hardy
Age 17, Grade 12
Bard High School Early College Queens, Queens
Art Teacher: Jennifer Renée Caden Merdjan
Design with recycled and repurposed materials

There are conflicts within us and in the world that give artists our individuality and passion.

I feel that I can create the future before me. Corsinnova bridges the past, present, and future. I reinvented the corset—confining in the past—and made it out of recycled bags, an environmental and economic problem of the present, to arrive at an innovative remedy to protect the future. Just as I played with elements of color, space, and pattern to create Corsinnova, people can use different elements of their lives to affect the future.

My art teacher helped direct my creativity. She challenged me to think about what I really want the world to be aware of, and then helped me decide how my art could carry that message.

Teacher Comments:

Corsinnova evolved in Bard's course Introduction to Design. Students explore different aspects of graphic, industrial, architectural, interior, and environmental design. There is a strong emphasis on the artistic process. Students are introduced to career options in the arts through field trips, guest lecturers, and engaging professional design projects.

For a Green Project, Nidia created a corset made from recycled plastic bags. She worked meticulously on her sketches and developed her design ideas by exploring the colors, shapes, and textures of different bags, all to create a functional and stylish piece of art with a message. Although a corset in the past confined women, this is a liberated version meant to be worn over a T-shirt rather than as an undergarment.

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Reflection
Luis Garcia
Age 17, Grade 12
Abraham Lincoln High School, Brooklyn
Art Teacher: Carlos Molina
Black-and-white print from digital photograph

The methods and skills I use in my photography have allowed me to broaden my perspective on everyday matters. The awareness of composition, the patience required to find the right moment for each shot, all make me think of new ways to present subjects.

I had taken photography courses in middle school, but it wasn't a major focus of mine until I arrived at Abraham Lincoln High School. Through the lessons of my photography teacher, I found that I loved the power that photography gave me for creative expression.

This particular image, a doorman in a Manhattan building, was part of a series of images I had been shooting about workers in different fields throughout the city…a series of environmental portraits. To capture this man, what he does for a living, and his environment was what I had hoped to do.

Teacher Comments:

Luis's senior portfolio was inspired by the work of Sebastião Salgado, an artist well known for his images of workers. As a hard worker himself, Luis relates to and admires the working class. He wanted to draw attention to the people who work incredibly hard, but are usually undervalued.

I gave Luis complete control over the artwork selected for submission to P. S. Art, and I am proud of his choice.

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Fantastic Journey
Peter Thomas
Age 18, Grade 12
Gramercy Arts High School, Manhattan
Art Teacher: Jack DeMartino
Charcoal on paper

I was inspired to become an artist watching my brother draw; I was about five years old when art became my thing. Today my art teacher, Mr. DeMartino, plays a significant role in guiding me.

In Fantastic Journey, I had some challenges figuring out what my piece was going to be about until I looked at some surrealist and abstract artists. Using charcoal I created not one, but four pieces of art that I put together to make one. My biggest challenge was to create four works that could stand alone and could also be combined into one large piece.

Teacher Comments:

Working primarily from direct observation, students were taught a variety of drawing fundamentals. The works of Renaissance to modern masters were analyzed and students discussed concepts such as chiaroscuro, perspective, proportion, and abstraction. Students were encouraged to develop a personal vision and communicate something meaningful about the world around them. Fantastic Journey demonstrates Peter's ability to explore space and form. It is courageous and well executed.

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Who Do I Pray To?
Vince Maximin
Age 18, Grade 12
Brooklyn High School of the Arts, Brooklyn
Art Teacher: Lara Hill
Acrylic on canvas

Art is my motivation. It has created a label for me in the sense that if people need something drawn or painted, they come to me. If they need an artistic perspective for a piece they are working on, they ask my opinion.

Ms. Hill pushes me to reach for the stars, be the best I can be, and try new things in art. She has taught me to think while I am creating my work what message I am trying to send to my audience.

In this work I explored the work of Caravaggio. Before, I only painted on a white surface, but the Caravaggio works I studied start with a black ground. I liked what I saw and decided to prime my canvas with black paint. The title of the painting refers to the spiritual world and the role of music in this world.

Teacher Comments:

To understand that artists often learn from those who came before them, students viewed and discussed contemporary artists, such as Kehinde Wiley and Shahzia Sikander, who were influenced by artists of the past. Each student then chose a master artist and examined his or her style, subject matter, and technique. Vince chose Caravaggio. He was inspired by Caravaggio's naturalism, underpainting techniques, and use of dramatic lighting.

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Leonardo
Yolainny Reyes
Age 17, Grade 12
Newtown High School, Queens
Art Teacher: Jay Feigelis
Chalk pastel on paper

Being an artist has given me opportunities for rewarding work experiences with several galleries. Along with laying a solid foundation for my future, art has helped me to establish a name for myself at school, at work, and in my community.

Mr. Feigelis helped me to refine my skills while allowing me the freedom to express myself. He provides the perfect atmosphere for artistic growth and independence.

While creating Leonardo I challenged myself to portray a greater emotional intensity than that shown in the photograph on which this drawing is based. I believe I created a dramatic and powerful portrait of my cousin, achieving my goal.

Teacher Comments:

Leonardo was created after Yolainny completed a small study in colored pencil and observed the work of Chuck Close, the monumental portrait artist. She was then motivated to work on a large scale with chalk pastels. Using as a reference a digital photograph taken by her younger brother of her cousin Leonardo, Yolainny created this expressive portrait. It demonstrates a skillful manipulation of the pastel medium and Yolainny's ability to capture the essence of her cousin in a penetrating and moving image.

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City under Siege
Hyun Joon Bae
Age 18, Grade 12
Bayside High School, Queens
Art Teacher: Cheryl Steinberg
Ink and acrylic on paper

I always carry my sketchbook with me, and I am constantly thinking about ideas for new artwork. Sketching helps me visualize my concepts.

As I developed City under Siege, my teacher suggested techniques for demonstrating perspective. I used Micron pens and stippling to create a very complex cityscape. Using acrylics, I painted pills raining from the sky over the city. This was the most difficult piece I have ever created. I struggled in the process and gave up a few times, but I always came back to the artwork. I learned a valuable lesson: it is important to finish what you start.

Teacher Comments:

Students were challenged to create an imaginary urban landscape depicting the illusion of three-dimensional space on a two-dimensional plane. Hyun Joon's mixed-media piece was guided by a twelfth-grade Blueprint for Teaching and Learning in the Arts benchmark that highlights the development of a personal style and awareness of the power of art to inform and influence others.

Hyun Joon's work is evocative and engages the viewer by balancing an intense level of detail and complexity in the background with contrasting shapes and vivid color in the foreground. The result is a thrilling blend of movement and drama. This work exhibits evidence of informed decision making and bold risk taking.

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Sideways
Annie Zhang
Age 18, Grade 12
Bayside High School, Queens
Art Teacher: Cheryl Steinberg
Charcoal on paper

The importance of patience, determination, and dedication is learned when you are an artist. My teacher's honesty as she looked at my work helped me to grow.

Working on large-scale paper was a challenge. I approached it by first lightly sketching and laying out all the elements so I could see if the composition worked. Also, focusing on the negative space helped me figure out where to place those elements.

Teacher Comments:

Students were challenged to create a self-portrait from an unusual point of view. The portrait had to include a prop that conveyed something about themselves. The large scale of these works adds a certain drama.

Annie demonstrated the skill and confidence needed to create this oversized piece. Her use of the charcoal medium is highly effective, as bold hard edges and extreme contrasts of lights and darks uniquely transform an everyday activity into a powerful personal statement. The use of design principles is inventive, and the composition is carefully considered. Annie's work is amazing, sustaining a high level of conceptual and technical accomplishment.

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Grandmother
Wu Qing Hipsh
Age 17, Grade 12
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan
Art Teacher: David Driggers
Oil on canvas

Creating art has given me a bridge connecting to different generations, races, genders, and locations. These connections have instilled a feeling of responsibility for others and changed the way I see and interact with the world.

My passion for art has enabled me to see beauty in the mundane, meaning in things that don't have apparent meaning, and value in things that others deem valueless; and to feel compassion and responsibility to others and to my environment. I want to create art that inspires others to expand their world vision.

Mr. Driggers creates an optimal environment for creativity. The relationships he builds with his students helps us flourish. We know we have a caring mentor.

Teacher Comments:

In studio practice we developed foundational skills and techniques in oil painting. As students' skills advanced, they were free to create more personal work. In this unit on portraiture we looked at art by past and contemporary masters, exploring their subjects, methods, and the cultural contexts in which their works were created.

Wu Qing is an artist on a mission to discover her artistic identity. As her work developed, her discipline never waivered and her unique voice began to reveal itself. In Grandmother Wu Qing demonstrates confidence in handling paints and brushes, and in her use of color. Her strength is her openness and courage to express her vision. Her future is bright.

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Desperation
Maimuna Hamidu
Age 18, Grade 12
Gramercy Arts High School, Manhattan
Art Teacher: Jack DeMartino
Charcoal on paper

I view my surroundings more carefully than others do. When I am walking down the street I pay attention to just about everything. I find myself noticing the things that seem out of place in the environment. This ability helps me to incorporate my surroundings into my work. Building on that, my art teacher encourages me to create works that reflect my thoughts.

At first I didn't know exactly what I wanted viewers to see when they looked at Desperation. Then I decided to place the figure on the steps of his building with his book bag and a "No Jobs" sign, showing that he has nothing to do.

Teacher Comments:

Working primarily from direct observation, students were taught a variety of traditional drawing fundamentals. Works by Renaissance and modern drawing masters were analyzed, giving students an awareness of concepts such as chiaroscuro, perspective, proportion, and abstraction. Students were then encouraged to develop a personal vision and communicate something meaningful through their work.

Maimuna's transformation of a figure drawing done in class into a social statement dealing with our current economic climate is impressive. The artwork has a fitting title.