P.S. Art 2014: Student Artworks

I Visit Africa with Balloons
Luke Lyons
Age 4, Prekindergarten
Brooklyn Arbor Elementary School, Brooklyn
Art Teacher: Laurie Marcus
Mixed media on paper

I put a giraffe, zebra, rainbow, balloons, and blue shoes in my artwork to make people feel happy. Making art makes me feel happy. I am in Africa. I am holding balloons. I see a zebra and a giraffe.

Teacher Comments:

The focus of the self-portrait lesson was to draw using careful observation and to place ourselves in the geographical context of another country. To simplify the global concept for students in

Pre-K, we talked about animals that are native to other countries, and showed students where they lived by laying out realistic plastic animals on a large map. Students picked the country they wanted to visit based on the animals. Africa was a very popular destination for Pre-K!

Students experimented with pencil, permanent marker, crayons, oil pastels, and watercolors. Given a choice of materials, they are more likely to develop a personal language. I chose Luke's self-portrait because of the intensity of his observation and the joyful quality of his working process. After carefully observing his face, Luke added the animals, balloons, and a rainbow. He made changes along the way as the materials inspired him.

Big Polar Bear
Mahamadou Kanuteh
Age 5, Kindergarten
Concourse Village Elementary School, Bronx
Art Teacher: Courtney Watson
Oil pastel on construction paper

My art is big and I like it. I like to make art because it is fun, and I like to draw animals. I want people to know that I like polar bears. Polar bears have soft, white fur. Polar bears eat seals.

Teacher Comments:

This project was done in collaboration with the classroom teachers. Students were learning about the Arctic and researching different Arctic animals. Students learned how to draw animals by breaking them down into shapes. We spoke about texture and how to use oil pastels. To complete their pictures, students added the Arctic background of snow and snowflakes. Mahamadou learned all about the polar bear. The way he applied the oil pastel in quick, overlapping lines replicated the look of fur and enhanced Mahamadou's understanding of texture.

Cat on a Mat
Kevin Ramirez 
Age 5, Kindergarten
P.S. 57, Bronx 
Art Teacher: Dianne Giuliano
Watercolor and crayon on paper

My cat is a friendly cat. Maybe people who look at my cat have their own cats. My cat may look like their cats, and they can identify with my cat. My cat is sitting on a mat. I wish I had a real cat or a dog. I would play with my pet, if I had one. Pets are good friends to have. I love to make art. I enjoy painting and drawing. It's fun to make art projects, and I like to be creative.

Teacher Comments:

Kevin's watercolor painting of a cat began with a discussion of textile patterns found on mats, along with basic instructions on how to draw a cat using shapes such as a circle for the head and triangles for the ears. Students learned the correct use of watercolor paint and crayon wax resist. They practiced painting with careful brush strokes. Kevin demonstrated control of the medium and used beautiful colors in his artwork. He experimented with color and was able to show his own personal style.

Kevin is a talented student who is focused and enjoys all tasks. He loves art and always helps his classmates. The expression that Kevin gave to the cat makes you feel the cat is looking directly at you. The cat seems happy—just as Kevin intended it to be. I look forward to seeing this kindergarten student do more in the future. He is a talented young artist, and I know he will treasure his cat painting forever.

My Family
Kristen Morris 
Age 5, Kindergarten
P.S. 35, Queens
Art Teacher: Silvia Huggler
Watercolor on paper

I hope that the viewers will be as happy to see my picture as I was when I painted it. I painted my mom, my sister, my dad, and myself. We have a lot of fun together, and I love my family. I hope the viewer can see that. Making art is so much fun. I love it and I always try to be very careful when I am working. I worked hard on my painting. It was not so easy. I picked all my colors carefully and always listened to my art teacher.

Teacher Comments:

This unit was aligned with the kindergarten social studies curriculum. While students discussed the variety of family structures in their classroom, in the art room students examined various works that depict families, such as Mother with Child by Käthe Kollwitz, Families by John Ward, and a variety of family portraits by Fernando Botero. The goal of the unit was to create a family portrait that demonstrated the use of detail, an understanding of shape, color, and composition, and control of the paint medium.

Kristen is only five years old, yet she is a serious artist who strives for improvement and perfection. She is focused and eager to learn, and makes thoughtful artistic decisions. Kristen has a big smile on her face whenever she enters the art room.

Lines and Colors
Shane Stanley
Age 5, Kindergarten
P.S. 19, Staten Island
Art Teacher: Linda Gerecitano
Tempera on paper

I like to make art because it makes me feel good and makes me feel proactive! I want people to know that my art comes from my soul. When people look at my artwork, I want them to think it's great and feel happy.

Teacher Comments:

To introduce painting to my kindergarten students, I displayed several paintings by Vasily Kandinsky. They identified the various lines in the painting and discussed how different brushes can create different lines. We discussed composition and the interesting way the lines were arranged on the paper. Students then created black line paintings and were asked to organize space in creative ways.

The following week we looked at the same paintings, but this time our discussion centered on shape and color. The students studied their black line paintings and experimented with color mixing and brush strokes, creating shapes and lines while exploring the spaces between the black lines. Shane loves coming to art class. He approaches his work with enthusiasm, and becomes totally engaged in his creations. Shane's painting shows focus and a sense of purpose in his use of line, shape, and color.

Self-Portrait
Leonardo Velez-Martinez 
Age 5, Kindergarten 
P.S./M.S. 194, Bronx
Art Teacher: Maileen Santiago
Crayon on paper

Making art is fun. I like this portrait because it's me. I used a mirror to draw my face.

Teacher Comments:

This began as a lesson to teach the differences between abstract and realistic art by comparing our images in a mirror to images by Joan Miró. I noticed the students were able to identify specific shapes and lines of the face while looking in the mirror. They were able to use expressive words to describe themselves. Students explored and made connections by recognizing that basic elements make up all works of art. This helped them to draw self-portraits, combining line and shape for facial features.

Betheline's Surprise Birthday Party
Betheline Gay
Age 6, Grade 1
P.S. 312, Brooklyn
Art Teacher: Jennifer Skopp
Watercolor, crayon, and tempera on paper

It's fun to paint. I get to use the colors that I like by mixing colors to create new ones. I think that this artwork is perfect and that I painted it well.

Teacher Comments:

I read Just for You by Mercer Mayer to the class, and the children identified the emotion in each illustration of the main character. The students analyzed how Mayer made changes in each drawing. Volunteers came up to model different emotions, and students discussed lines they would use to show each expression. Then they were asked to draw.

The students then compared and contrasted two portraits on the SMART Board: Little Girl in a Big Straw Hat and a Pinafore by John Singer Sargent and Ruby Green Singing by James Chapin. They described the pose and gaze of each subject. Their final project was to draw a self-portrait that expressed an emotion. Students used mirrors to achieve their likeness. Betheline's self-portrait looks like her and communicates surprise. I love the many ponytails and barrettes dancing around her head.

Monster #5
Xin Ying Dong 
Age 7, Grade 1
P.S. 105, Brooklyn 
Art Teacher: Ai Zhen Li
Ink relief print

I see monsters in my dreams. I want people to see those monsters. They are scary. This artwork is very creative because I used my imagination to make it. I want to become an artist when I grow up because I'm very happy when I make art.

Teacher Comments:

Students were inspired by the book Where the Wild Things Are by Maurice Sendak. We discussed Sendak's use of texture in drawing "the wild things." Students created their imaginary animal prints combining different animal body parts. Then they added textures. Xin Ying used texture in a unique way. Her composition of lines and shapes reflects a maturity beyond her years.

I Am a Rock Star!
Evan Varriano
Age 5, Grade 1
P.S. 267, Manhattan
Art Teacher: Akiko Hanratty
Mixed-media papier-mâché sculpture

I want to be a rock star. When people see my rock-star puppet I want them to think about music and smile. My dad is a great artist and I like to create art with him. Sometimes he even takes me to his studio and we paint together.

Teacher Comments:

First graders explored various art materials and techniques. They worked three-dimensionally and considered the appearance of their puppets from all sides. The skin colors were mixed with primary colors and a tint technique. We talked about the similarities and differences of skin tones, hair, and facial features. The students gave their puppets unique personalities by adding clothes and accessories. Evan used a pencil to coil paper, creating his orange curly hair. He added a guitar to make himself a rock star. I admire his skills of observation and his ability to reflect on the process of making his puppet.

Portrait of a Lady
Michael Castro
Age 7, Grade 1
P352X @ 134, District 75, Bronx
Art Teacher: Mary McGaw
Tempera and marker on paper

Making art is my favorite thing to do. I like painting portraits because I like to make artwork about people I know.

Teacher Comments:

This was part of a unit on portrait painting. To provide sources of reference and inspiration, students were introduced to well-known works of art from the online collections of New York City museums and the National Portrait Gallery. As students developed their visual-arts vocabulary, they were able to discuss their portraits in terms of the elements of art. Michael experimented mixing colors and using a variety of lines. Portrait of a Lady demonstrates his control of the paint medium, observation of detail, and use of expression.

Toucan in the Rain Forest
Ryan Li
Age 6, Grade 1
P.S. 1, Brooklyn
Art Teacher: Jacqueline Cruz
Oil pastel, tempera cake resist on paper, and cardboard

I found out that artists painted animals in many picture books, and I learned to draw animals. I feel I'm an artist because people say I draw good. I looked at a picture of a toucan and I drew what I saw. I used oil pastels and then I painted the habitat of the jungle. I want people to feel happy when they see my toucan.

Teacher Comments:

First graders did some research on animals using nonfiction books. They created favorite animals in their habitats by drawing the animals, cutting them out, and then placing them into habitats they had constructed. Throughout the unit, engaging questions were asked: How do artists show distance in their drawings? Is the sky always blue? Ryan's work so beautifully captured a bright bird in the rain forest. His careful brushstrokes created a colorful place for his toucan. Ryan's skills as an artist impress all who see his work.

Landscape
Alayna Albert
Age 7, Grade 2
Mott Haven Academy Charter School, Bronx
Art Teacher: Suzanne Vera
Pencil, colored pencil, and oil pastel on paper

I like to make art because it's very fun and I like the way I do it. I used pastels and some crayons to draw this, and then I added some stuff to make it real, like a car and a train. In my artwork the people are going to explore some animals like the bear or the bird.

Teacher Comments:

This student's work was created as part of a unit on landscape and mixed media. We focused on drawing and the use of expressive line and color. In this unit the students discussed works of art, developed a visual-arts vocabulary, and used a variety of tools and techniques. Students worked collaboratively to give feedback, ask questions of one another, and find inspiration in each other's work. This work represents my own growth as an art teacher toward weaving the Blueprint for Teaching and Learning in Visual Arts into my practice and developing a student-centered classroom culture.

The Red Rooster
Dharmesh Seenanan
Age 9, Grade 3
P.S. 161, Queens
Art Teacher: Debbie Rich
Tempera and oil pastel on paper

This is a realistic painting of a rooster and I had fun making it. I feel proud of myself when I look at the finished artwork. In my rooster each feather is one brushstroke. It took a long time to create because first I practiced drawing the rooster and making different brushstrokes.

Teacher Comments:

Our school has within the building District 75 students. These students began the unit by discussing Pablo Picasso's and Marc Chagall's artistic interpretations of roosters. Students did preliminary sketches and practiced various painting techniques such as layering of colors. Oil pastels added layers of texture. Dharmesh's artwork is exemplary because of its precise brushstrokes, thoughtful color choices, sense of proportion, control of line, and overall composition.

The Golden Giraffe
Grace Lum
Age 9, Grade 3
P.S./I.S. 102, Queens
Art Teacher: Sarah Holden
Cut- and torn-paper collage

I have loved art since I was a little kid. The art room is a place where you can imagine anything. It's a wondrous place where anything is possible! I worked really hard on my collage, and I want my work to inspire people to make their own art. If younger kids see my collage, maybe they will want to be artists like me. I made this collage in the art room with Ms. Holden, but I learned a lot about giraffes when I researched them with my classroom teacher.

Teacher Comments:

Students in the third grade learned about Africa in their social studies curriculum and were studying the animals of Africa with their classroom teacher. Collaborating with their teacher, I created this collage unit. Students looked closely at pictures, and created sketches of animals to plan their collages. They experimented with tearing and cutting and creating textures with paper. I encouraged them to use these techniques when creating their collages. They incorporated their knowledge of the animals to create backgrounds and add details to their work.

I have had the pleasure of teaching Grace since kindergarten when she already stood out as a talented young artist. Grace incorporated all the techniques she had been taught. As soon as we started this unit, I knew Grace's collage would be something special.

Portrait
Norley Argueta
Age 9, Grade 3
School for Environmental Citizenship, Bronx
Art Teacher: Michael Williams
Collograph print

I make art because it is fun and you can learn something new, like how to make a portrait of a princess. There were a lot of steps to make this print, but it was worth it.

Teacher Comments:

Previous to this unit, students learned collage techniques, which led smoothly to the creation of collographs. Lessons in drawing expressive portraits built the students' confidence to transition from one medium into another. Plates were created entirely with recycled materials. The students learned to roll up the plate and rub down the print using a handmade, inexpensive baren with no need of a press. Students made multiple copies of the prints using different colors. Norley's portrait exhibits serenity, majesty, and dignity. Her use of negative space and composition is sublime; her choice of colors is subtle.

Cityscape at Night
Samara Mohammed
Age 8, Grade 3
P.S./I.S. 268, Queens
Art Teacher: Wendy Newman
Cut-paper collage

This is a busy city with tall buildings. I put snow in my cityscape because it's been a snowy winter. When it snows at night it looks like glitter falling from the sky, especially when the moon shines. When I make art I get to create different ideas on paper. I enjoyed playing with the paper to make this cityscape. I cut out all kinds of shapes. I made pointy shapes at the top of my building to make different types of rooftops in the city. I spent a lot of time making the windows. When the wind is blowing it pushes the water up. I cut out the paper to look like waves. I chose a variety of blues to show the changes of color in the water.

Teacher Comments:

Reflecting the performance indicators of the Blueprint for Teaching and Learning in Visual Arts, students used textured painted and commercial papers to make their collages. They learned how to cut a variety of geometric and organic shapes and to use positive and negative space to create interesting compositions. Samara's use of color and layering shows depth and the density of the city from a child's perspective. I especially like the snow and the rising moon against the colorful array of buildings. Samara's work demonstrates a strong sense of the placement of shapes and use of color. Her consideration of the water and the sky as important elements in her work is important in the success of the piece. It's magical and depicts an authentic perspective of the city by an eight-year-old.

Snow Day
Jenna Pucciarelli 
Age 9, Grade 3
P.S. 48, Staten Island 
Art Teacher: Christine Gross
Watercolor and Sharpie on paper

I always found art fun. You can be open-minded. My painting has a lot of color and texture. I tried hard because it was not easy to get the colors to stay in one place.

Teacher Comments:

This unit was inspired by Faith Ringgold's story quilts. Students sketched part of a story from their own lives. Then they drew on watercolor paper, concentrating on the details that would help

tell their stories—what they were doing, who was with them, how they felt. After looking at watercolors in picture books, students had the opportunity to edit their drawings and darken lines they wanted to emphasize. Before adding color, students were introduced to the unique qualities of watercolor and learned how artists paint wet on wet, mix colors, paint with a dry brush, draw with the brush over dried paint, paint with water, and correct areas with water. Throughout the course of making their paintings, students discussed their process and gained more control of the medium. Jenna's work is expressive in its use of space and placement of figures. Her use of mark and line are unique and fun. Her colors are vibrant, and her artwork demonstrates a growing understanding of how watercolor works.

Under the Sea
Jayme Diaz
Age 9, Grade 4
P.S. 76, Bronx
Art Teacher: Lawrence Dobens
Watercolor and marker on paper

I want people to feel they are the sharks or the other creatures under the sea. I want them to know that the ocean is a beautiful place but that it can also be mystical and dangerous. When I make art, I get to express how I feel and I get to create new ideas so that maybe, someday, I can be a tattoo artist.

Teacher Comments:

As part of the fourth-grade science curriculum, students study animals and their habitats. We drew animals as part of this unit, but for a final project, I wanted students to explore combining the real and the imaginary to create a new creature. Jayme's watercolor is an exciting combination of sea creatures in a natural habitat. His use of color both hides and reveals animals in a frenzied dance of life. Jayme's natural gifts for drawing are on display here, and his work is entirely consistent across all media. He is a serious young artist, and his work deserves recognition.

Still-Life Collage
Grace Wang
Age 9, Grade 4 
P.S./I.S. 49, Queens
Art Teacher: Susan Bricker
Painted-paper collage

I am a shy person and most of the time I rarely talk. Making art connects me to the real world and gives me a good way to show my thoughts and my feelings about life. Making art gives me self-confidence because people always like my work. All my ideas for Still-Life Collage came from my family kitchen. The sun is always shining through the window. We have healthy fruits on the kitchen table, and my mom buys flowers for our home. I chose the complementary colors yellow and purple for the red background. I thought about the balance of color and the balance of objects in my artwork.

Teacher Comments:

This is the result of a unit on collage and color theory. Students began with observational drawings of flowers; they looked at the plant drawings of Ellsworth Kelly, and noticed how simple contours can communicate the unique, organic shapes of plants and flowers.

Students made hand-painted paper for the whole class to use for its collages. They focused on mixing primary colors to make secondary colors, mixing white and black into their colors to make tints and shades, and using scraper tools to create textures. Students selected specific papers for their flowers and backgrounds, creating either a complementary or analogous palette. To make their collages, students cut blooms, stems, and leaves based on their observational drawings of flowers. As they composed, they considered positive and negative space as well as some of the symbols and strategies used in various still-life paintings we studied.

Mystery Pot
Johnnie Walcott
Age 9, Grade 4
Queens College School for Math, Science and Technology, Queens
Art Teacher: Kaya R. Wielopolski
Clay with underglazes and clear glaze

I think that this is an interesting piece. It was fun to make, and it is very special to me. It also brings back good memories of my early childhood. When I make art I always put all my effort and heart into it. It is my way of communicating to others.

Teacher Comments:

Our clay unit began with students discussing characteristics of clay, looking at coil vessels by contemporary artists, and noting how each work was unique. Following a demonstration, students focused on how they could be creative within the coil-vessel structure. Emphasis was placed on movement and expression. The use of underglazes and clear glazes enhanced the expressiveness of their pieces. This unit taught students to understand both the process of creating in clay and the challenges of painting a three-dimensional object. Johnnie's piece is very expressive. It bends and turns, yet still maintains a sense of balance. Johnnie tried a number of ways to create variations within the coil vessel and keep the structural integrity of the piece intact. I just love it!

Statue of Liberty
Leah Quinones
Age 9, Grade 4
Bronx Little School, Bronx
Art Teacher: Helen Pylarinos
Collograph print

Art is my favorite thing to do. I like to make art because it inspires me to try different things. Creating the print Statue of Liberty encouraged me to go there, look at it carefully, and do it better next time. My print of the Statue of Liberty represents freedom and liberty.

Teacher Comments:

The class viewed images of New York City landmarks for a printmaking unit, and students were excited to use the city as their inspiration. They created collographic plates of landmarks. Working toward the fifth-grade printmaking performance indicators, the class developed criteria that included using a variety of lines and shapes to show textures on their plates. Leah was engaged in all lessons of this unit—from sketching to creating the plate and printing. This print shows the culmination of her planning and effort.

Handstand
Luis Rivadeneira
Age 9, Grade 4
P.S. 503, Brooklyn
Art Teacher: Ellen Izzo
Collograph print and collage

I like using different papers in collage. Cutting and moving papers around can give you ideas. I cut out tracings of my own hands and put them in my artwork. I placed my hands in this way to demonstrate that I was doing something with them up in the air. Then I turned it upside down. I was thinking, as I was working, how beautiful it would look when it was finished. Do you think he is playful?

Teacher Comments:

Students have been studying the portrait across all art media throughout the year. This work combines string prints of facial features arranged into a portrait. The shape of the face is determined, cut out, and then collage elements are added to create a portrait. Luis worked so diligently. Spanish is his dominant language, so he watches especially carefully to see how to use and manipulate materials. He is then able to work independently to convey his ideas on paper.

Nothing's What It Seems
Austin Yeung
Age 10, Grade 5
P.S. 173, Queens
Art Teacher: Deborah Passik
Chalk pastel and glue on construction paper

I make art because I want to present my own viewpoint, story, or lesson. I hope that people understand my message. I want people to think carefully about my artwork and not decide too quickly what it says. When they look at my work, I want them to stay on their toes and be alert. I believe I can teach people about different things in life through my artwork.

Teacher Comments:

Students explored and experimented with chalk pastels, discovering how they can be blended to create soft transitions between colors or applied directly in strong strokes. Students also learned that colors can create moods. Austin's rain forest has a mysterious story with its dark colors, camouflaged spider, bent branches, and the relationship between the bird and snake. As a viewer, we wait for something to happen. The artist drew on his imagination and his observation of details. Austin has consistently infused his work with personality and thought.

Upstate Landscape
Mosi Clayton
Age 10, Grade 5
Amistad Dual Language School, Manhattan
Art Teacher: Rachelle Street
Pencil, ink, crayon, and watercolor on paper

I hope my artwork makes people feel hopeful, peaceful, and calm. For me, art is everything. When I make art I get lost in another world. I do not see a pencil or a paintbrush at all. Instead I see colors, lines, and images. Somehow when I look at my final product I don't even know how I first began. I was inspired by a Thomas Cole landscape. He used oils to do his work and I used watercolors and crayons. When it was finished I saw an abstract image of autumn.

Teacher Comments:

I make connections to other curricula in my art units. Fifth graders learn about New York State and they study the Hudson River School. This was the first major art movement in America and also an environmental movement in reaction to the Industrial Revolution. Students reinterpreted Hudson River School images using watercolor techniques such as wax resist. They applied their color-blending skills to create varied and interesting landscapes.

Mosi is a standout artist in his class. He found a way to make the image his own through the layering of wax crayon, pencil, marker, and watercolor paint. He constantly reworked the image, adding new textures and shades to make the composition interesting. He took his time, returning to the piece until he was entirely happy.

Flame-Colored Tanager
Jeremy Mora
Age 10, Grade 5
P.S. 254, Queens
Art Teacher: Aleksandar Popovic
Watercolor on paper

I want people to feel surprised when they see my art and to think that we kids are capable of making amazing things. I draw things that I see and I make up characters. I want my viewers to see that I have a special talent.

Teacher Comments:

This drawing and painting unit developed students' observational skills. They learned the basic techniques of watercolor painting and how to use different brushes to create an original work of art. This unit addressed the fifth-grade Blueprint for Teaching and Learning in Visual Arts performance indicators of drawing: observation of detail, use of tints and shades, and achieving a balanced composition. Jeremy used carefully drawn lines, with great attention to detail. This complemented the wide strokes of his watercolor brush.

Student in Blue
Emily Jin
Age 10, Grade 5
NEST+m, Manhattan
Art Teacher: Christina Soriano
Tempera on panel

Making art is so endless. It's like trying to touch the sky. When I mix colors on my palette, I try to make soft pastel-like colors and light tones. When I paint, I don't splash onto the surface. I use a light touch with the brush so the colors blend together in a subtle manner. Each and every color is different, and it is so much fun to combine them to make more amazing colors. I enjoy going beyond mixing blue and yellow to make green, and I add shades and tints to the mix.

I tried to paint my own mixed emotions onto the panel. For example, while I was painting the background I felt lighthearted, so I used light blue and white. I painted the expression that best fit me. I wanted to make the portrait look like me and no one else, and to give people a good idea of my personality.

Teacher Comments:

This unit honed fifth-graders' observational drawing and painting skills. We discussed how light creates different values within the face. Students learned to apply several methods of pencil shading to their sketches—hatching, cross-hatching, stippling, and blending—using various brush types and brushstrokes. We then explored how the physical motion of these shading techniques in drawing could be carried over into painting.

Students were challenged to create paintings that demonstrated observation of detail, the use of tints and shades, and primary and secondary colors. Emily created a balanced composition that demonstrated her use of earlier observational sketches and an awareness of light and value. Emily was new to the school several years ago, and I was impressed by her ability to transition so well. She didn't know anyone, yet she was so comfortable being independent. Emily has always participated in the art studio by giving and accepting constructive feedback with maturity and grace.

Water Reflection
Aurel Nahas
Age 10, Grade 5 
P.S. 32, Brooklyn
Art Teacher: David Chimoskey
Graphite on paper

I am the artist and I can decide what I will draw. Depending on the type of art I am creating, sometimes I want the viewer to get my sense of humor, and at other times to see that I am a skilled artist. Being an artist makes me feel stronger. I enjoy drawing, and it makes my life better.

Recently I became interested in learning to draw reflections realistically. Mr. Dave has been inspiring me for years with creative projects and he helps me understand that I am creative. He showed me a cool technique, focusing on one part of the drawing at a time. It helped me concentrate and not worry

about the entire drawing. There is a lot of energy that goes into following a picture square by square, and I am happy with the result.

Teacher Comments:

This was a spontaneous assignment that grew from a student's inquiry. Aurel asked how to draw reflections on water. There are a variety of ways to approach this, and I introduced him to the grid system and the portraiture of Chuck Close, explaining how spectacular effects can be created by breaking down an image and focusing on the line, shape, and pattern in smaller increments. Aurel examined an artwork created in this manner, took the necessary tools home, and worked on capturing water reflections. Aurel is a special person; he took the initiative to search out an answer to his question. He has a strong desire to learn, strives to be the best at what he does, and over the years has made huge strides in his work.

American Songbirds
Shirley Chen, Kevin Dong, Tony Dong, Selina Lin
Yu Xuan Lin, Kevin Liu, Selina Pan, Vanessa Wu
Raymond Yu, Xinlei Zhao, Freya Zhu, Qiong Ying Zhang
Ages 10 and 11, Grade 5
P.S. 69, Brooklyn
Art Teacher: Angela Fremont
Glazed and twice-fired ceramic clay

Raymond: Making art is magical, like a parallel universe. There's a lot to the ceramic process. First we formed the shape with clay and added texture. We put it in the kiln for twenty-four hours. After firing, we glazed the birds and put them into the kiln a second time. Presto! Done.

Shirley: I love to draw and color and I have improved since I was younger. My art looks more like nature now.

Vanessa: I like to make art because it has no mistakes. This leads to an infinite amount of artwork. Also, I like to make art because it is different from other subjects in school. It is a skill that can only be mastered by people who really care about it.

Tony: I like to make art because it helps me relax.

Kevin D.: I made this art because I want to learn. I tried my best and I did not rush.

Xinlei: I think making art sometimes calms you.

Freya: It is like freedom.

Kevin L.: I like to make art because I can think of nature.

Selina P.: Art is just like dreaming. When I create art it's like I am going inside my artwork.

Qiong Ying: I like to make art because it's fun.

Selina L.: My artwork is beautiful and everybody's work is wonderful to see!

Teacher Comments:

Students enjoyed weeks of exploring the qualities of clay by pinching, coiling, creating texture, and learning the techniques of scoring and slip to create a strong bond between parts. Their skills in the medium developed quickly. American Songbirds is based on earlier studies of birds done in their fourth-grade papier-mâché unit. Students work as artists do, using an engaging theme to explore a variety of media. The ceramic birds were so original, the use of glazes was outstanding, and the principles of working with clay well learned. Students realized that they had improved their skills and had learned how artists work. They were so proud of their birds. It was really an amazing unit.

Bird
Taniyah Hall
Jessica Lee
Age 10, Grade 5
P.S. 199, Brooklyn
Art Teacher: Elaine Greenstein
Cut-paper collage

Taniyah: With art, anything is possible. I like to make art because I can let out all sorts of feelings to express myself. Jessica and I made this collage together. We started out as friends but partway through, we had a personal disagreement. Even though we were not speaking, we worked on our own parts and it turned out beautiful anyway. We are friends again.

Jessica: I would like people to feel happy when they look at this collage. I think if they are having a sad day, art might cheer them up. This piece was not easy to make. We had to add lots of

parts to make it work. Working with a partner was hard because we disagreed. Sometimes I let Taniyah have her way and sometimes she let me have my way. We made it work.

Teacher Comments:

Students looked at collages by artists such as Henri Matisse and Romare Bearden, focusing on texture, shape, details, space, and composition. They experimented making their own small collages. After selecting a partner and one of the sketches, they began work on large collages. They discussed artistic choices, successes, challenges, and their thoughts on collaboration. When collages were completed, students wrote about the process. I was impressed with the choices the artists made in creating this piece. They were bold about making changes and able to add just enough details.

Una Città Antica
Aniqa Nuzhat
Age 10, Grade 5
P.S. 877, Queens
Art Teacher: Kathleen Izzo
Low-relief mixed-media collage sculpture

I want the viewer to feel engaged and moved by my artwork. Making art involves me in another world. I want the viewer to go inside my artwork and try to experience what I did to create it.

Teacher Comments:

This art piece is a mixture of drawing, collage, and low-relief sculpture. Aniqa's imaginary city is drawn using the technique of one-point perspective, demonstrating the artist's keen ability to use lines, volume, shapes, colors, and textures effectively. Her original drawing transitioned into a low-relief sculpture incorporating cardboard, textured papers, and oil pastels. Una Città Antica reflects a wonderful sense of personal expression. I have known Aniqa for two years. She is a wonderful artist and an excellent student with great potential. She is committed to whatever task is put before her.

Man with Car
Kamrin Jennings
Age 10, Grade 5
P.S. 149, Brooklyn
Art Teacher: Karen Landau
Colored pencil on paper

I want my art to bring back memories. When people look at my artwork, I want them to think of a time when they had a strong, emotional feeling. Making art is my gift and passion and I want to use it to speak to the world. I want viewers to know my artwork is genuine and comes from a deep place in my soul.

Teacher Comments:

Kamrin's drawing came from a unit on portraits. We examined the portraits of Frida Kahlo, discussed the proportions of the face, the different emotions that people feel, and how their expressions change. Students discovered that the eyes are important features for showing emotion. Students were asked to draw portraits of people with particular expressions. Kamrin's work demonstrates proportion, control of pencil, and expression—all reflecting the Blueprint for Teaching and Learning in Visual Arts performance indicators for drawing. Kamrin's artwork is a strong piece with a lot of expression and depth of emotion.

Self-Portrait
Anastasia Rybitskiy
Age 12, Grade 6
P.S./M.S. 49, Queens
Art Teacher: Katherine Huala
Pen and ink on paper

Art is my hobby. When I finish my homework, I like to take out some colored pencils and crayons and free draw. My art teacher gives me a lot of inspiration for my artwork. Even when I am behind the rest of the class or want to redo my artwork, she tells me that I did a great job and should persevere. Ms. Huala let me take my portrait home to finish it. It took me around a week to finish, but I did it!

Teacher Comments:

Anastasia's drawing is her final piece from a drawing unit. Students made pen-and-ink self-portraits with a high degree of detail and a wide range of values. The artists looked at Lucian Freud's pen-and-ink portraits and discussed how he created a psychological portrait through the description of facial features. We discussed the photographs of August Sander and considered how objects in a picture add meaning to a work of art. Several lessons were spent on using pens to show value as well as a visual texture. Anastasia's drawing shows an incredible degree of detail; every mark has a sense of purpose. What is most impressive is Anastasia's ability to take the skills she learned and turn them into a truly expressive work of art.

Complementary-Colored Cityscape
Camila Santana
Age 12, Grade 6
P.S. 128, Queens
Art Teacher: Eileen Conlisk
Chalk pastel on paper

I've been very excited about art this year, and I believe I got my artistic ability from my father. It makes me proud to carry on his genes. I've been receiving a lot of compliments from teachers and classmates, which has boosted my confidence and makes me work harder. I am new to the school, and my art teacher has been teaching me a lot of new techniques. Chalk pastels are a new medium for me. Often my hands would get covered in chalk and rub onto my artwork. I had to be very careful and precise when making this work of art.

Teacher Comments:

This project was an introduction to complementary colors as well as to silhouette art. We discussed the differences between landscapes and cityscapes. Students created complementary-colored cityscapes based on a city of their choice. Students are learning about "place" as one of the five components of geography that make a site unique, and so this unit was interdisciplinary. The challenge was to use only one set of complementary colors to create a dual-level cityscape with chalk pastels. They had to manipulate the pastels using their fingers, tissues, and Q-tips to achieve the illusion of distance and depth. Using her creative intuition, Camila took her work to the next level by adding details to her work and using analogous colors to create the effect of glowing lights throughout her silhouette. She used scale to her advantage; the stars in the sky create the illusion of depth within the cityscape. The large full moon added a sense of atmospheric wonder.

Autumn Breeze
Denasia Johnson
Age 12, Grade 6
P723X @ Bivona, District 75, Bronx
Art Teacher: Frann Rizzo
Chalk pastel on paper

I have always enjoyed art but it became more challenging in middle school. Mrs. Rizzo introduced me to new materials, and to new artists and their techniques. I feel that my art looks more grown up now. When I worked on Autumn Breeze, blending colors was a challenge, but I experimented with color to get it just right.

Teacher Comments:

Students were inspired by the work of Wolf Kahn—an artist who studied with Abstract Expressionist Hans Hofmann—whose landscape paintings are sometimes soft and luminous, and at other times bold and intensely colored. Using Kahn's technique students chose a season and created landscapes with soft pastels, applying one color on top of another and making layers of blended and interacting colors. Autumn Breeze is very original and demonstrates Denasia's awareness of light, value, and contrast. The swaying trees and the artist's beautiful choice of colors create movement as well as the illusion of depth.

Animal Boy
Phoenix Purnell
Age 11, Grade 6
P.S./I.S. 66, Brooklyn
Art Teacher: Sasha Silverstein
Clay patinaed with tempera paint

People compliment my artwork and I receive good grades, so I believe that being an artist adds to my self-esteem. My work has been displayed in the school and exhibited in art shows. But there are always challenges. It was difficult for me to make the clay sculpture smooth. I found by using a variety of tools, I could get the effects that I wanted.

Teacher Comments:

Students in the Special Education class learned facial proportions. They created expressive sculpture busts in clay by modeling, carving, and pinching, thus creating texture. A patina was added to enliven the surface of the clay and bring out details. At each step, we looked at examples of portraits and self-portraits throughout art history and discussed their characteristics. This sculpture has a presence, a bravado almost. I would love to see it really large.

The Eye
Tianna Pinckney
Age 12, Grade 6
Emolior Academy, Bronx
Art Teacher: Tracy Adams
Crayon resist with tempera and crayon on paper

Being an artist gives me a voice. Ms. Adams encouraged me as an artist and helped me to develop my art skills. I always like to draw eyes because they have a lot of details. One challenge I faced was deciding how to add the eye into my abstract artwork. I found a way to do this successfully.

Teacher Comments:

This unit focused on using the elements of art to create an abstract composition. Students studied works by Vasily Kandinsky, Henri Matisse, and Sophie Taeuber-Arp.

Tianna transformed her drawing into an abstract artwork by using the crayon resist technique. This project gave her many opportunities to express her creative voice through the use of line, shape, space, and color. The Eye is a striking work of art. It was creative of Tianna to incorporate a realistic component into an abstract work. Her work is powerful and engaging.

Peace Lily
Neil Jimenez
Age 11, Grade 6
P.S./M.S. 218, Bronx
Art Teacher: Mary Agramonte
Watercolor on paper

My behavior in school used to be ghastly. However, I learned when I am angry to put that energy into drawing. With Ms. Agramonte's help, I learned the colors of my emotions. Now, drawing my emotions in colors calms me. My teacher gave me new skills in art and increased my creativity by making me think

of many amazing ideas. The complicated component in creating Peace Lily was making the background the right color; fortunately it came out just as I wanted.

Teacher Comments:

Students closely examined live plants, noting as many details as possible, and then applied the painting skills they had acquired. Neil's painting is so very striking with its strong and well-balanced composition—yet it is delicate with its careful application of layered colors, tints, and shades.

The Masquerade Party
Nancy Dibra
Age 12, Grade 7
J.H.S. 259, Brooklyn
Art Teacher: Roma Karas
Acrylic on watercolor paper

For me, making art is a way to escape from reality. Painting comes naturally to me, and I don't have to think hard as all the colors and characters come out on the page. My art teacher opened up my imagination. Painting the highlights and light sources on my characters was a challenge. It's hard to see where the shadows are placed, and which parts are lighter than others when you're working from your imagination. The finished product shows all the technical elements coming together.

Teacher Comments:

Students created paintings with dramatic narratives and placed their characters in unusual settings. They used vivid colors and bold brushstrokes influenced by their study of Post-Impressionism and Fauvism. Students used acrylic paint and were encouraged to experiment with strong contrasting colors. They also were asked to manipulate the paint to create textures similar to those of the Post-Impressionists. Nancy's artwork captures our attention through her use of vibrant colors and rough brushstrokes against the painted surface.

Midnight Glow
Tia Char
Age 12, Grade 7
I.S. 201, Brooklyn
Art Teacher: Tonia Franzese
Newspaper, watercolor, and pencil on paper

Being an artist opened my eyes to the world around me. My art teacher, Ms. Franzese, taught me that art can be found everywhere—in fashion, culinary skills, and filmmaking, for example. One challenge I faced was working with watercolor cakes. Finding the best proportions of paint and water was a struggle in the beginning. Once I started using less water and more paint, I found my balance.

Teacher Comments:

This unit combined collage, observational drawing, and painting. Students made their base from newspaper and cardboard and did observational drawings of branches. They made decisions about how to treat negative and positive spaces. Tia demonstrated originality, maturity, and technical skill in Midnight Glow. Her artwork reflects an understanding of value, shading, and overlapping. The way Tia used watercolor in the negative spaces accents the layering of the branches.

The Predator
Stephanie Hwang
Age 13, Grade 8
M.S. 67, Queens
Art Teacher: Georgia Daskarolis
Mixed-media collage

As an artist I can express my ideas and emotions. Whether doodling, painting, or assembling a detailed mosaic-inspired mixed-media collage, art leads to self-reflection. Ms. Daskarolis oversaw the process of creating my mixed-media collage. She allowed us a lot of freedom to make decisions and be expressive. I wanted to create a contrast and balance between great detail and strong design. I used tweezers to assemble the smallest pieces. In the end, those tiny pieces seemed to vibrate in contrast to the larger designs and patterns.

Teacher Comments:

Each student selected an animal in the wild most reflective of self and inner spirit, and created an interpretation of their subject in mixed-media collage. The unit addressed Blueprint for Teaching and Learning in Visual Arts performance indicators for collage, as it demonstrated use of a variety of materials and textures, unity through color, and the creation of a balanced composition. I observed Stephanie throughout the process of designing and assembling The Predator. I was inspired by her patience and was drawn into the beautiful eyes of the subject, wondering how this animal was reflective of Stephanie's inner self and spirit.

Halloween on the Subway
Zac Brody
Age 13, Grade 8
M.S. 51, Brooklyn
Art Teacher: Amy Flatow
Digital C-Print

I knew how to take pictures, but my art teacher, Ms. Flatow, showed me how to take photographs. Although I wanted to, I was scared to go up to people and take their photographs, especially in a crowded subway car where all the eyes were on me. Because the subject here was in costume, though, it was almost like he was inviting me to take his photograph.

Teacher Comments:

Challenged to look at their world as photojournalists, students analyzed the images of historical and contemporary photojournalists, eventually choosing their own relevant and compelling story to transform into a photo essay. This lesson emphasizes a visual analysis of real life, the relevancy of photography in the greater world, and the decorative and functional use of line, color, and texture. Zac's work shows a grown man awkwardly seated, dressed as a Power Ranger, and placed in front of a bizarre subway ad. It is fairly unnerving. The context and composition of cultural elements make the viewer uncomfortable, and that is a tremendous success.

In the Park
Elaina Heaton
Age 14, Grade 8
I.S. 223, Brooklyn
Art Teacher: Jason Rondinelli and Emily Maddy
Colored pencil on charcoal paper

As an artist I now see more than what first meets the eye. My art teachers have given me valuable instruction that has allowed me to expand my mind and come up with my own solutions to problems. In this drawing I had difficulty finding colors that were true to the real objects. I overcame this challenge by paying very close attention to the details.

Eventually, I noticed that objects appear like they are made up of one or two colors, but in fact, if you take the time to look, you notice that the objects actually contain many colors, and even some unexpected ones.

Teacher Comments:

Inspired by the work of the contemporary artist Erik Desmazières, students created their own cabinets of curiosity using personal objects from home. After composing their cabinets, students created an observational drawing using colored pencil on toned paper. Their focus was to interpret color as light and shadow.

Meaty Rhino
Steven Yang
Age 13, Grade 8
J.H.S. 74, Queens
Art Teacher: Irene Papamichael
Photoshop image

Ever since I began taking Graphic Art, I started to look and think about art differently. I began to look at regular, everyday objects for inspiration. Besides appreciating art, my class has also connected me to many new friends with whom I share mutual interests. Ms. Papamichael acts as an inspiration, giving her opinions and suggestions to help push me further. She helps me think more deeply. I wanted to come up with a unique theme to shock everyone. I struggled at first, then while brainstorming with other students I came up with the idea of raw meat and knew this would make people in the hallway stop and take a second look. Although some may find it offensive, my plan worked because people are having conversations about Meaty Rhino.

Teacher Comments:

Students were motivated by the works of Albrecht Dürer and René Magritte, as well as the children's book Seven Blind Mice by Ed Young. They created imaginative collages within the recognizable contour of the famous The Rhinoceros by Dürer. Students utilized the principles of art, solved design problems, and explored perspective, scale, and point of view. Steven was inspired by the ideas of Surrealist René Magritte, who challenged viewers' preconceived ideas about materials and form. He was highly motivated to create a sense of shock in his artwork. He showed unity in color, and carefully planned the placement of his images within the contour shape of that famous rhinoceros.

Kingfisher
Elizabeth Lim
Age 13, Grade 8
J.H.S. 189, Queens
Art Teacher: Meri Ezratty
Watercolor and gouache on paper

Art has made a difference in my life because people have started to recognize me. I participate in art events in and out of school, like contests that help me gain more experience. Ms. Ezratty taught me about color, composition, and balance, and offers me advice on how to improve my artwork.

The splashing water was a big challenge. I painted the ripples and light reflecting off the surface at the ends. I used white gouache to make it more successful.

Teacher Comments:

Elizabeth's work was inspired by Audubon's bird paintings. We emphasized scientific observation and watercolor technique. Students experimented with water and gouache to create a variety of textures and a sense of movement. I submitted this artwork because of Elizabeth's sophisticated use of contrasting colors and her delicate painting of the bird's plumage and pose.

Sky High
Rushabh Mehta
Age 14, Grade 8
M.S. 172, Queens
Art Teacher: Harriet Sohn
Black-and-white print from a digital photograph

Some pictures can express things our voices can't. I have been told I have a keen eye for photography and know the right time to take photographs. As an artist/photographer I can capture a moment that, through photography, can always be relived. My father told me that photography isn't just about flowers and fruits, but about moments you don't see often, moments that are not always posed.

When I took Sky High I was in the car and we were in traffic. As I looked around Manhattan, my eyes came upon the Woolworth Building. It was a challenge taking photographs from a car, which limited the angle of the image. I took five or six photographs and chose this one.

Teacher Comments:

We discussed how black-and-white photographs and films from years past have been converted into color. We limited our unit to black-and-white studies. Students used digital cameras, edited their pictures using various programs, and converted their pictures into black and white. The students were amazed at how their photographs looked completely different. This photograph is at once striking and beautiful. The architecture of the building and the conversion to black and white lends a feeling of a bygone day.

Lizria Bakery
Zoya Khan
Liz Sanchez
Age 13, Grade 8
M.S. 104, Manhattan
Art Teacher: Sarah Rosenblum
Glazed, low-fire clay sculpture

Zoya: I faced a lot of challenges making this piece. Some of the pieces of the artwork wouldn't stop breaking apart or crumbling. Every piece had to be totally perfect; I am a perfectionist and I am very picky about what I put in the artwork and what I don't. This piece wasn't as hard to create as I thought it would be, and in the end I think it turned out to be great.

Liz: Our ceramics teacher was a huge influence as she guided us through the process. It came out better than expected because we discovered we had complementary interests.

When I was little I wanted to be an architect, so I knew a lot about structure. Zoya wanted to be a big-time designer, so she decorated the building with chairs and cakes. We combined our talents and the Lizria Bakery was born.

Teacher Comments:

Students worked collaboratively to create New York City buildings. They examined the variety of buildings in the city, from tall skyscrapers to little corner bakeries, and then worked out the best way to create these structures in clay. Zoya and Liz worked tirelessly to add every last detail to their bakery so that it not only captured the building itself but the feel of the city sidewalk. My favorite details are the speckles of color on the sidewalk reminding me of crumbs that got away from customers eagerly devouring their treats on their way out, and the door that remains slightly ajar, inviting you in.

Front Line
Shiyong Jin
Age 13, Grade 8
I.S. 230, Queens
Art Teacher: Maria Bonilla
Conté crayon and graphite on charcoal paper

Being an artist helps me make connections to the world through my drawing. I have a record of how I see things. My art teacher assisted me with the gradual change of lights and darks and also the shading of my shirt. It was challenging to work out the facial proportions, like where my nose or eyes are supposed to be. I met this challenge by conferring with my classmates and learning ways I could improve my portrait.

Teacher Comments:

This portraiture unit gave students the opportunity to bring together their mastery of shading, proportion, and artistic expression. Through very close and extended observation of themselves in a mirror and close observation of Leonardo da Vinci's portrait studies, students noticed how light reflects off protruding facial features. We used spotlights that hung from the ceiling to ensure the lighting remained the same over the length of the project. Students were given a choice of using Conté crayons and/or pastels to create their self-portraits. Shiyong put his personality into this self-portrait. He took a more difficult path by drawing himself with a sideways grin. His technical ability is evident.

We Are New York
Jasmin Ali
Age 14, Grade 8
NYC DOE Summer Arts Institute, Manhattan
Art Teacher: Laura Blau
Paper, marker, and paint on hand-sewn book

Art is more than a canvas hanging on a wall. Since I could hold a pencil, it has been the perfect way for me to express my ideas, thoughts, and emotions. Creating art becomes a relaxing refuge I can escape to, and it is always fun to experiment and see what I can invent with the materials at hand.

This accordion book was inspired by my interest in the vibrant New York City subway life. I was captivated by how everyone seems to be united, but at the same time, separate. I had difficulty planning each page and finding the right way to accent the images with words. My teacher, Ms. Blau, helped me think of ways I could take advantage of the mirroring pages of the standing book, while my Summer Arts Institute classmates motivated me to do my best work. I enjoyed being creative with new materials and will definitely try something like this in the future!

Teacher Comments:

Students learned to construct a double-sided accordion book, which required building, measuring, and sewing techniques. We explored books created by professional book artists. Students discussed the conceptual and aesthetic relationships between content and structure. They were challenged to design their book and to tell a story within this challenging format. To draw in the viewer, students used the covers and each accordion side of the stand-up structure. Students engaged in higher-order thinking to consider design continuity and the use of surface design on a freestanding, interactive three-dimensional piece.

Jasmin's book demonstrates her skills as an artist and creative problem solver. It is well crafted, with a consistency in use of materials and styles throughout her book. She captured the essence of underground life in New York City. The book reflects her artistic style, elements associated with urban life, and the experience of riding the subway. Jasmin's ability to tie in universally understood language strengthened the piece.

Altered Force
Nickolai Williamson
Age 14, Grade 9
STAR Early College, Brooklyn
Art Teacher: Judith Kaplan
Colored pencil on paper

I communicate my ideas with patterns, textures, colors, and shapes. I see my environment as a combination of all these elements. Everywhere I look I see a masterpiece. My art teacher has taught me that creativity is a form of knowledge. It takes time and effort to reach your creative potential. I'm a developing artist who is continuously working to reach that potential. This portrait was challenging. I was not sure how to balance the cool and warm colors, and it was difficult to create shadows and lights in color, instead of in graphite pencil.

I wanted the colors to stand out. I also wanted my portrait to be realistic so I spent a lot of time perfecting the contours of the face.

Teacher Comments:

Students created portraits and self-portraits using the grid method. After making value scales of cool and warm colors, they learned to observe value and translate value to color, based on the level of darkness. Studying the techniques of Chuck Close and Simmie Knox was helpful. Nickolai showed a real sense of dedication to this project, and gave up his lunch period every day to work on his portrait. Through his diligence and superb work ethic, he applied inventive techniques to create this portrait. It was exciting to watch him take his work to a more advanced level. I look forward to Nickolai's continuing on this exciting personal and artistic journey.

Shadow Dance
Joshua Carrion, Malika Felix, Pharoah Ferguson, Justin Gomez, Robert Hansen, George Harding, Christopher Johannes, Jasmine Jones, Sammy Morales-Pineda, Jesus Morante, Brandon Porter, Elmer Romualdo, Uzair Saleemi, Thutmose Scott Clark, Alexi Torres, Alex Trinidad, Brian Tzic, Michael Zhu
Ages 13–18, Ungraded
P.S. 77, District 75, Brooklyn
Art Teacher: Amie Robinson
Animation

Jesus: The most challenging part of making Shadow Dance was creating so many frames. There are like thirty frames per second. Luckily, I didn't work alone!

Sammy: My favorite part was creating the Sunprints. We worked together to make good decisions, but when I look at the background I still think, This should go over here, and that should go over there.

Joshua: When you make a stop-motion animation you have to be really careful not to move things out of place. Working on this project made me feel really creative.

Brandon: I was just born with talent—and I love it! Animation was a little more difficult than I thought it would be because it was hard to get the sequencing just right.

Brian: I overcame the challenge of getting it just right by working with the director. It makes me happy to make art.

Christopher: Using communication symbols, Chris indicated that he likes when his teachers take him to museums to see art. Using picture symbols, Chris showed us that directing was the most challenging part.

Justin: Using picture symbols, Justin pointed out that the most challenging part of the project was to communicate, but he worked together with his classmates and had fun.

George: I feel great being an artist. I like seeing different artists in class and at the museum.

Robert: Making the animation took a long time. We made characters and a set. How great it was to watch our completed animation at the museum!

Shadow Dance (continued)

Elmer: Being an artist is great. It makes me feel proud.

Jasmine: We made an animation with paper animals like cats, dogs, snakes, and birds. It felt great to watch it for the first time on a big screen when it was all finished.

Malika: My teachers help me try to make good choices.

Michael: Using picture symbols, Michael indicated that he especially liked the work of William Kentridge. Michael indicated that he prefers to direct and use the computer to edit.

Alexander: Our art teacher helps us by inspiring us with different images. It was challenging to work together at times but I tried my best to communicate with everyone.

Uzair: Using communication symbols, Uzair indicated that the most difficult part of the project was directing because he had trouble learning the software. He overcame the challenge by asking for help.

Thutmose: I love writing script, so the most challenging thing was picking out the best font for the title and credits.

Alexi: I have made a few animations in class before. My favorite part was animating the train with my hand in each frame, but it was challenging not to move the set.

Pharoah: Using communication symbols Pharoah indicated that art is fun. Pharoah pointed out that he loved going to the museum.

Teacher Comments:

Students created the background using Sunprint paper and transparencies. They looked at William Kentridge's work and discussed his process. Working together, they created spontaneous torn-paper collages, experimenting with each piece by moving it around to suggest a form, such as an animal. Selecting favorite forms, they created flat, puppet-like figures, which were then animated using iStopMotion. To complete the animation, students directed their peers and communicated with them before the final version was edited in iMovie. Creating Shadow Dance incorporated many skills and types of art making. It was a wonderfully collaborative experience. The work was created in partnership with visiting artist Kirstin Broussard and the Museum of Modern Art's educational programs, giving students a chance to extend learning beyond the classroom.

Untitled
Ashley Daniel
Age 16, Grade 10
Clara Barton High School, Brooklyn
Art Teacher: Brenda Bradley
Ceramic sculpture

A work of art is a tangible expression of my thoughts and emotions. Ms. Bradley uncovered a talent I never knew I had, which is sculpting. She taught me lots of sculptural techniques. Leveling the cup onto the hand was my biggest challenge while creating this piece. I solved this problem by thinking and experimenting. I balanced the cup by creating a permanent ceramic shim underneath the hand. I also found glazing the small areas a challenge, but patience, focus, and determination made it a problem I could solve.

Teacher Comments:

Ashley's sculpture was created as a response to a ceramic lesson based on human anatomy and functional form. Watching Ashley create her cup, I was intrigued by her awareness of its surrealistic context and her command of the medium. She has an acute sense of spatial relationships, balance, and pattern. After the bisque firing, Ashley glazed her creation, carefully choosing and applying the colors. When she finished, I fired her work. When I opened the kiln, the moment was magical: There before me I saw a work of art that was beautiful, sophisticated, and thought provoking. I was completely satisfied, and I am proud to be Ashley's teacher.

Harlem Meer Tree
Dereck Valoy
Age 18, Grade 10
Wadleigh Secondary School for the Performing and Visual Arts, Manhattan
Art Teacher: Gretchen Gibbs
Colored print from digital photograph

My perspective has changed as I developed skills in art class. Ms. Gibbs has shown me how to capture both landscapes and portraits with my camera. My biggest challenge in creating Harlem Meer Tree was catching the right light, and I am pleased with this work.

Teacher Comments:

This unit began with a question: What are the qualities of a successful landscape photograph? We discussed composition and the importance of creating a sense of depth through scale and perspective. We also explored how light and contrast can create drama.

Lights
Shean Buissereth
Age 15, Grade 10
Brooklyn College Academy, Brooklyn
Art Teacher: Linda Kessler
Colored print from digital photograph

Photography makes me admire my surroundings; I was inspired by the lights in the area. They sparkled, creating a bright visual effect. The water on the windshield sparkled, creating a rainbow effect on the glass. Ms. Kessler and I discussed different ways we can take a photograph to help our main focus stand out. She showed me how to take photographs that make the viewer want to see more. I've learned that objects in a picture can distract a viewer from seeing the true meaning of a photo. When you crop those little objects out, you can create an inspirational photo. There were some challenges. For example, I wanted to make sure to get a good angle so I wouldn't get too much of the inside of the car. I also didn't want the picture to be too bright. I thought the lights might reflect too much onto the lens of the camera. I am pleased with the results.

Teacher Comments:

The lesson was part of the Diversity Lens Project, a collaboration between professional photographer Zion Ozeri and secondary public school visual arts teachers from all five boroughs in New York City. Through the medium of photography, students have been reflecting on their identities, communities, and diversity.

Students researched and did presentations on professional photographers, focusing on the aesthetic, social, and technical aspects in their interpretations of their subject matter. Robert Capa (one of the subjects of a research assignment for the class) said, "If your photos aren't good enough, then you're not close enough." Shean's photograph illustrates Capa's philosophy. Lights was photographed inside of Shean's family car during Christmas. His composition, comprising the interior of the car and the exterior community, is striking. Words that came to mind when I saw Lights were strength, dynamism, engagement, and visual balance. This is a wonderful photo documenting his community from an original viewpoint.

Self-Portrait
Raymond Alvira
Age 15, Grade 10
Boys and Girls High School, Brooklyn
Art Teacher: Terrell Bunch
Acrylic on canvas

I have been drawing since the age of six, and I look up to all the art teachers I have had. They gave me tips to make my artwork better. I'm not always good with getting ideas. Therefore, I get my inspiration from them and their artwork. In Self-Portrait I had trouble getting the skin tones right. Also, making the wrinkles and the shadowing on the suit was hard. My teacher told me to take risks and go through the process of trial and error.

Teacher Comments:

One of my goals is to engage students in art making and learning beyond the classroom environment. Raymond created this piece on his own time. When I interviewed him about his self-portrait, he mentioned that he wanted to capture his emotions at that time. Raymond's piece is a subconscious reflection of his character, and required observation and imaginative skills. Raymond loves to paint and is flourishing in my Digital Art class. However, I noticed that he was reluctant to participate in any competitions. I convinced Raymond to submit a work that was personal and meaningful rather than a "process-driven" assignment from school.

Looking at You Looking at Me
Tashawna Vines
Age 17, Grade 11
Cultural Academy for the Arts and Sciences, Brooklyn
Art Teacher: Maryann McCabe
Oil and pastel on paper

I need art in my life. Who I am inside is so complex that I need art to communicate. Anyone can develop skills in art, but having true understanding and an honest passion is a calling. Art is who I am. This lesson complemented my creative style. Ms. McCabe supported me as I developed my artwork. This work took form largely because of the potential that my teacher saw in it before I did. Joining the two images wasn't difficult but making them bold was. I solved the problem by stopping and revisiting my work. I took my time to figure out the direction I needed to go to complete it.

Teacher Comments:

A unit on extended contour figure drawing in oil pastel was the context for Looking at You Looking at Me. Many students have had little formal art education. This unit gave them the opportunity to explore the potential of the oil pastel medium and the human figure as subject, while developing mastery and a personal style. They worked in brief, then extended, work sessions.

Students also practiced interpreting art by finding visual evidence to support their observations. They used visual-arts vocabulary during class critiques and when writing artists' statements. Tashawna's piece communicates a direct, universal humanity. The fact that Tashawna is interested in pursuing children's book illustration makes her message all the more relevant to children.

Arm
Sam Godin
Age 16, Grade 11
Institute for Collaborative Education, Manhattan
Art Teacher: Paul Nowell
Watercolor and spray paint on paper

As an artist, I'm more observant and appreciative of what is going on around me. I wasn't interested in being an artist until a year ago, but realizing that this is what I want to do has given me a reason to do well in school. I now have something to work toward. My teacher pushes me and encourages me to challenge myself. He keeps me engaged in projects and gives me new ideas. He gives me the freedom to explore different materials and techniques. He believes in my ability and gives me confidence, which allows me to take risks. This painting was done in both spray paint and watercolor, which are very

different materials that don't combine on paper very well. The problem with using the two materials together was that if the spray paint was too thick, the watercolor wouldn't permeate the paper. I had to use the materials carefully.

Teacher Comments:

Arm was produced in an elective art class. Students in this class are expected to come up with their own ideas, choose materials they want to work with, and present their work for peer critique. Sam experimented with blowing the paint into fine branching lines and gradually introduced recognizable imagery. Arm represents one of this Sam's best efforts, and he has become one of the most committed student artists I've ever taught. He has an endless stream of interesting and original ideas and is always experimenting and challenging himself to improve his skills.

Ishinomaki
Eldar Gilmanov
Age 16, Grade 11
James Madison High School, Brooklyn
Art Teacher: David Mahl
Copic marker on paper

My teacher always encourages me to push myself to create the best work possible. He is serious in his instruction and critique of my work. I was working on several pieces and time management was an issue. Also, I was struggling with the amount of detail that I wanted to include in my drawing. Mr. Mahl was a great help.

Teacher Comments:

Each year in Required Art we explore one- and two-point perspective drawing. This drawing of a Japanese village was created after an introductory lesson on one-point perspective. Students viewed works of art drawn in one-point perspective. They looked at classic and modern drawings while also exploring the overall concept of perspective. Eldar's personal vision of this village, drawn with great detail, evokes the work of classical Japanese drawing.

A Lion and a Mouse
Jennifer Aragon
Age 16, Grade 11
The Connie Lekas School, District 75, Brooklyn
Art Teacher: Patricia Freer
Pencil on paper

I like to draw animals for fun. I would like to be a paleontologist, but if I cannot, being an artist would not be bad. A lot of people think I have talent. Ms. Freer teaches different things, which I don't mind learning, but I want to stick with my drawings. It was hard drawing the mouth, the eyes and ears, and the mane. I met the challenges by practicing. I practiced and practiced and finally I got it.

Teacher Comments:

My students have a range of severe and multiple disabilities. This drawing was made over a course of several classes devoted to an independent project based on the theme of inspiration. Jennifer's work is significantly more advanced than that of most of her classmates. Guided by the Blueprint for Teaching and Learning in Visual Arts, we worked together to assess how to develop a range of techniques to deepen her work. Her goals this year have been to compose a whole page, tighten details, and improve the rendering of values. Jennifer's drawings have always impressed me. There is a quiet intensity in the searching lions. I sense both confidence and hesitation in the animals she chooses to draw. A Lion and a Mouse may be a good way to describe the forces at play: humble, yet fierce.

State of Mind
Stephen Ricketts
Age 18, Grade 11
Cambria Heights Academy, Queens
Art Teacher: Rachel Florman
Colored pencil on paper

My art and my experiences are one, making me who I am. Being an artist helps me to see the world in a different light—to see the blacks, whites, and the flow of the grays in between. Ms. Florman has directed me towards opportunities I probably would not have found on my own. From the time I came to Cambria Heights Academy, she has been prompting me to pursue an art career. It was a challenge to connect my original ideas and the images born from those ideas. As time progressed, the plan and design came to me.

Teacher Comments:

Stephen completed most of this work at home, but he first mentioned the idea when my student advisors were planning an exhibition to coincide with the school's annual Thanksgiving potluck. Because Stephen's concept involved different ways of thinking and different points of view, the class decided on an exhibition theme of reflection, which also felt appropriate for Thanksgiving.

Stephen began with an idea and made a piece that expresses his concept. Over the past three years, I have seen Stephen make many drawings in which he explores a gesture, a pose, or an amorphous atmosphere—all the time honing his skills. Here he is offering his own interpretation of people's priorities and thought processes. Stephen is committed to his art: he is constantly drawing, constantly looking for feedback, and constantly reworking images to make them as strong as they can be. State of Mind is a breakthrough project for him; it is a multipart piece that tells a cohesive story.

Herbert
Sonia Fountaine
Age 16, Grade 11
Dr. Susan S. McKinney Secondary School of the Arts, Brooklyn
Art Teacher: Eleanor Chung
Watercolor and cardboard sculpture

I am very shy and can't have a conversation without feeling awkward, but when I make art, or talk about art, I open up and feel comfortable. Art allows you to be freely creative without having to worry. Ms. Chung helps me develop my skills and understandings and helps make my ideas come to life.

This was the first time I used cardboard to create a sculpture. I chose to start off with the head, making the round parts, and having a flat, almost conelike bottom where the tentacles would connect. I had trouble making the tentacles because they are rounded while the cardboard is flat.

When Ms. Chung introduced the topic of installations, she showed the class images of cardboard sculptures. One image showed layers of cardboard stacked on top of one another, getting smaller each time another layer of cardboard was added, and giving it a rounded effect. I used a simpler but similar technique to create the tentacles.

Teacher Comments:

We explored installations and site-specific work, using cardboard as the base medium. Students created sculptures with movement and visual appeal from multiple angles. They agreed on an underwater scene, each taking aspects of the ocean and contributing different parts to the installation.

Herbert shows the great effort and detail Sonia placed into each cut. There is something so endearing when you walk into the space and see Herbert; it makes you want to move in for a closer look. I admire Sonia's ability to use the rigid material of cardboard to make an object that is naturally so fluid. You feel the actual motion of his tentacles.

Freedom
Diana Avetisyan
Age 16, Grade 11
Fort Hamilton High School, Brooklyn
Art Teacher: Myunghae Yoonsmith
Colored pencil, pen, and marker on paper

Art, I've realized, isn't in the pen, nor is it even on the paper; it's in me. Being an artist has allowed me to create a unique perspective of the world. Exposing me to different art styles and teaching me the essential elements of art, Ms. Yoonsmith developed my interest in experimentation. She inspired me to become more expressive and original in my artwork.

Just as in any other artwork, expressing my emotions was a challenge. To meet this challenge I created a running rooster, a representation of my own struggles. The running rooster, although it does not fly, attempts to fly in an effort to take a breath of long-desired freedom. This drawing reveals my struggle in search of my own identity.

Teacher Comments:

Diana is in an Advanced Placement Studio Art Drawing program. The topic for her area of concentration in her AP Art portfolio is "Animals Changing Their Environment," and she used mixed media—mainly pen and ink and colored pencils. This series has a coherent topical approach, shows evidence of problem solving, and demonstrates Diana's exceptional skill with materials.

Lion Etching
Dante Hagood
Age 16, Grade 11
Boys and Girls High School, Brooklyn
Art Teacher: Ramona Abraham
Etching on wax paper

I have been drawing since I was young and realized that it is my main talent besides basketball. When I was younger, I used to draw every single day and fall asleep with my art pad every night. As I got older, I started to focus more on basketball and art became a fallback plan. I stopped drawing as often as I used to. However, things have changed since I have been in art class. Before this class I did not care for art as I did when I was a young child. Now, after doing different art pieces, I realize art is my talent and this is what I am going to do with my life. Now I go home and draw every day like I did when I was younger.

This was my first time ever scratchboarding, so I had problems. The hardest part was getting the textures and shadings of the lion right. I hope to do more work using scratchboards. This time I would like to do a human or a landscape.

Teacher Comments:

Working with the scratchboard takes a very steady hand to maintain the correct pressure required to etch each fine line to a particular depth. Tonal variations are achieved by the depth of etching as well as how much surface area is removed. Students were very careful with every line, dot, and dimple to achieve variation in tone and value. Dante did a fine job in creating Lion Etching. I was influenced by the workshop that I attended for P.S. Art at The Metropolitan Museum of Art last year. I was determined to have my students enter this year, and I am very pleased by the results.

Silhouette
Caoniba Suarez Perez
Age 16, Grade 11
Academy for Environmental Leadership, Brooklyn
Art Teacher: William Wrigley
Watercolor, ink, pencil, acrylic, charcoal, and oil pastel on paper

A picture does not have to look as realistic as a photograph. Art is thought and emotion combined in visual form. There is no one way to make art. I make art so that I can express myself in an emotional and intellectual way. Mr. Wrigley never changes a person's artwork, but always answers questions and gives tips on how to improve something. My work is both abstract and realistic, and thinking both ways was one of my main challenges. I had trouble with the composition, but my art teacher pushed me to do my absolute best at expressing myself through my art.

Teacher Comments:

The first goal for my students in Advanced Placement Drawing is to branch out and produce a variety of pieces to fulfill the AP requirement of breadth in a portfolio. Through independent research and one-on-one instruction, students develop their own styles. In this case, students were challenged to produce a mixed-media piece with a wide variety of mark making and an off-kilter composition, in order to get them to consider drawing as more than pencil on paper. Silhouette was one of the first pieces in which Caoniba really pushed herself into new territory. Each art period produced significant changes in the work, with the bird taking shape almost by surprise. Caoniba's art starts with material exploration and leads to highly original imagery.

Doodle Sculpture
Genesis Reyes
Age 17, Grade 11
Robert F. Kennedy Community High School, Queens
Art Teacher: Stacy Heller Budnick
Marker and poster-board sculpture

Being an artist has helped me stand apart from the crowd and has made coming to school more enjoyable because I have found another way to express myself. Mrs. Heller Budnick is very supportive of my work. She encourages me to try different things, and turns me on to different techniques and the work of other artists. The only challenge I faced with Doodle Sculpture was making it stand apart from the other sculptures in my class. I was able to express my own ideas in this sculpture, and I feel that it is a successful piece.

Teacher Comments:

Students in Studio Art class learned about Jean Dubuffet's role in the development of Art Brut, or "raw art." They investigated Dubuffet's L'Hourloupe series by creating their own doodle studies in their sketchbooks. The aim of the lesson was to create a 3D work based on a 2D study. Students learned paper sculpture techniques and investigated the principles of balance, working in the round, and structural integrity. They learned that Dubuffet's large-scale doodle sculptures invited viewers to wander through, thus changing perception of a space.

Genesis deserves recognition for her outstanding sculpture. She used Dubuffet's work as a basis for her original interpretation of a sculpture. Her work is structurally balanced. Genesis incorporated a wide variety of patterns that contribute to the visual unification of the sculpture from multiple viewpoints. Genesis has shown amazing aptitude and potential for success as a visual artist.

Maasai Woman
Mackenzie Traut
Age 17, Grade 12
Tottenville High School, Staten Island
Art Teacher: Wynter Carnevale
Watercolor, graphite, and strung beads on paper

Being an artist gives me something to be passionate about, and I look forward to art class each day. My art teacher has supported me through my creative development by giving me new project ideas, providing feedback on finished projects, and, most importantly, inspiring me to take risks with my art. One specific problem I faced with Maasai Woman was my

hesitancy to add the beaded necklace. After thinking it over, I took some risks (which Ms. Carnevale loves for me to do). I am very happy with the outcome.

Teacher Comments:

Maasai Woman came from a unit that concentrated on portraiture and the use of contrast and value to evoke realism. This work Mackenzie created for her portfolio demonstrates her drawing technique and personal style. Mackenzie has the great ability to capture facial expressions, and when she added the three-dimensional element to her work, I realized it was a special piece.

Eva
Erie Brewster
Age 18, Grade 12
Edward R. Murrow High School, Brooklyn
Art Teacher: Spy Kontarinis
Oil, tempera, and fine glitter on canvas

As an artist my senses have been heightened. I understand the visual world and see my role as a recorder of personality and gesture. I have a deeper understanding of my sitters and their psychology. My art teacher gives me the tools and the encouragement to explore beyond boundaries to which I had limited myself. I seized the artistic opportunity opened to me and ran with it. In creating Eva I had to figure out a way to make my portrait cohesive. The theme is the elapse of time during the Creation, a difficult concept to represent visually.

I like the challenge, though; it makes me a better artist and a better person. I listened to the suggestions of teachers and peers, and made the decision to jazz up this portrait with some fine glitter, something I would normally never do, and it worked. This was much to my surprise, but I am really happy with the result.

Teacher Comments:

As a senior in Portfolio Development, Erie spent the first part of this school year exploring various media and creating a series of portraits and self-portraits. Eva is a successful product of many experiments. The work incorporates a variety of techniques and, of course, Erie's personal style. She integrates a mastery of her materials in this piece, with harmony, unity, and balance. Erie also has a special way of touching the viewer through the earnest gaze of her portraits.

The Sixth Floor
Devon Rodriguez
Age 17, Grade 12
High School of Art & Design, Manhattan
Art Teacher: James Harrington
Oil on wood

Art is the last thought on my mind before I fall asleep, and my first when I wake up. I'm inspired by simply leaving my home and going out into the world. I observe my surroundings and think about how they can influence my work. Through art I want to express a deep love for contemporary city life. I believe that there is a story behind everything. I'm a visual learner, enriching my knowledge from observing people. Fortunately for me, my teacher is a realist painter, and this is my interest. Being guided by Mr. Harrington enhances my artistic vision. He teaches what I'm passionate about and adds to my growth as an artist. Because the piece is so big, a lot of time and effort was dedicated to it. I had to hang in there and put my heart and soul into this piece. For days and hours I put in 110% of my energy into The Sixth Floor. I had to fight frustration with patience to make this a work of art that I was proud of.

Teacher Comments:

Each student must develop a body of work united by a chosen theme. What evolves is a clearer vision of the artist's creative identity. Underlying each is the common denominator of the artist's aesthetic, both visual and thematic. During our senior critiques we examine a body of work and find the words that best describe the product. In other words, the images occasionally precede the words. I embrace this because it indicates a true visual journey.

This piece resulted from a challenge to some of my seniors. The lobby of our school has a set of murals created by students from the class of 1979 under the guidance of Max Ginsburg, one of my mentors. Depicted are scenes of life in and around our school. I asked students to do updated versions to hang alongside the older ones. Devon rose to the challenge and produced this magnificent piece, which incorporates the stained-glass mural by Art Spiegelman on our sixth floor in its background. Devon worked very hard designing the composition and creating a worthy successor.

In the Woods
Deja Martyr
Age 17, Grade 12
High School of Art & Design, Manhattan
Art Teacher: James Harrington
Colored pencil on paper

There's nothing I'd rather do than pursue a career in art. In elementary school drawing was just a hobby. Now, drawing has become my life and my passion. In fact, drawing is who I am. As I continued studying art, I began to view the world around me differently. The best parts of being an artist is the feeling of pride for what I've accomplished and the compliments I receive after I have completed a piece of art.

My art teacher has always encouraged me to give my best when working on a new piece. He pushes me to use my imagination and creative skills to capture the viewers' attention and make them understand what I am portraying. I had the challenge of figuring out how to create the illusion of distance between the guy, the trees, and the wolves, but I did enjoy working on In the Woods.

Teacher Comments:

My role as a teacher is to be a guide for my students as they find their artistic identities. I can teach them technique, but finding inspiration is an exploration in which they must take the lead. I want them to have the latitude to interpret it as they wish. I tell them if they aren't excited to be doing what they're doing, then they're doing it wrong. "Don't try to please me," I tell them. "Please yourself first, and I will be pleased as well." My life as a teacher is so much more enriched as I see students take roads I wouldn't have necessarily taken myself. In this way, they light the way for me. It's a symbiotic relationship: I share my knowledge with them and they share their inspiration with me. On the whole, I come out way ahead.

The amount of detail that Deja put into the texture of the man's sweater is simply awe inspiring. The patience and care she puts into her work, so evident in this piece, is an indication of her dedication and passion. It is clear that what she is doing matters to her.

Untitled
Sudesh Sukhoo
Age 17, Grade 12
Robert Goddard High School, Queens
Art Teacher: Erica Fairfull
Sharpie, tempera, and duct tape on paper

Being an artist has made me open to unorthodox ideas, and it has given me a way to express myself. Ms. Fairfull made it clear to me that art is more than just a class; it is a positive way of being expressive and creative. The point of the class isn't just to get a good grade, it's to embrace the process and actually enjoy creating it. Making the face look realistic was not easy. I constantly looked at my photographic references and followed my instincts.

Teacher Comments:

Untitled came from a unit on creating expressive personal portraits through close observation. We defined what a portrait was and looked at examples of portraiture, including the work of Chuck Close. We examined the different processes used to create a self-portrait. Students used photographs of themselves as references. They created mini flip-books to sketch out their ideas, and were introduced to the grid method as a technique for enlarging their portraits from sketches. Sudesh had no prior art classes. Throughout this project he remained dedicated and took ownership of his learning, which shows in his self-portrait.

Lawrence's Arabia
Sharjeel Khan
Age 17, Grade 12
High School for Arts and Business, Queens
Art Teacher: Jamie Suk
Ink on board

Art is a meditative outlet for my emotions, feelings, and ideas. It also makes me think in unorthodox ways, beyond the conventional or traditional ways that people may perceive the world. Ms. Suk guided my choice of medium. Putting in the details took a lot of time. Making the elements of the city and the canyons of the desert flow smoothly took a lot of sketchbook planning. Thinking creatively and getting advice from mentors and peers helped me.

Teacher Comments:

Students were challenged to depict landscapes with the illusion of depth and space by carefully planning the compositional elements in the foreground, middle ground, and background. This unit met the twelfth-grade art-making benchmark because students were given the opportunity to create artworks that reflected their personal styles. Many students chose to use a landscape connected to their own experiences. Sharjeel took a different approach and created a fictional landscape that depicts the beauty of the great Middle Eastern deserts and reflects his cultural background.

Untitled
Gilberto Mena
Age 18, Grade 12
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan
Art Teacher: William Jung
Charcoal on board

As an artist I study every aspect of human nature—from subconscious influences to conscious thoughts, from studying the basics of art to incorporating intricate experiences and intense observations. Looking within our society allows me to maintain a conceptual way of thinking. As an artist I can give ideas value and inspire others to give ideas worth and merit. Mr. Jung stresses that when you think as an individual it is inevitable that you're going to create new and inventive things. The main challenge I faced with Untitled was not in the execution of the drawing but in illustrating the idea of perfection being beauty, and beauty being infinite.

The circle is the perfect shape and naturally creates a ratio, the number π (pi), which is infinite. I tried to create an ideal portrait that illustrates beauty or perfection by "imperfecting" it in the way that the ratio π acts as an irrational number. Within the drawing I purposely illustrated the eyes and eyebrows unevenly, the nose off-center, and even the mouth awkwardly positioned. I created this face to show irrationality and thus to counter the preconceived notion that beauty is symmetrical.

Teacher Comments:

The context of this work was a unit on portraiture. We discussed the importance of the elements and principles of design. Gilberto's choice of materials lent a texture to the portrait, and his tenacity and focus gave life to his portrait study.

Untitled
Donna Youn
Age 17, Grade 12
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan
Art Teacher: Nina Lasky
Oil on canvas

As an art student in such a creative environment as LaGuardia, I am constantly forced to see my surroundings with new perspectives, which influence the work that I do. Dr. Lasky has prepared me with techniques and processes that, like a new vocabulary, I use to express my ideas. Although I did not always understand why we did some assignments, they proved to be valuable in the end, and I have learned to speak this language of art. I began Untitled as an exploration of water and tried to incorporate that sense of exploration into my artwork in

exciting and unexpected ways. After five days of struggling, I found a process that worked and used layering to make it appear that water was running steadily.

Teacher Comments:

This painting was a part of a body of work prepared for Donna's college portfolio and as part of the senior show. Her technical ability, use of scale, and dramatic and imaginative subject matter have inspired the entire LaGuardia community. Donna was in my freshman drawing class, and has since then developed a unique style that earned her a scholarship to Parsons The New School for Design. I am so proud to see how she has developed her abilities over the past four years.

Sam's Uncle
Calvin Zhong
Age 17, Grade 12
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan
Art Teacher: Nina Lasky
Soldered wood

In every way possible, being an artist has really changed the way that I think. It wasn't until I entered LaGuardia that I felt I discovered what it meant to be an Asian American living in New York. I was rebelling against my cultural expectations and preconceptions of success, which I felt I could do through art.

Dr. Lasky has supervised my creative growth. Being selected for a senior art show at my school validates what I have worked

for over the past four years. In my family there has always been some doubt about my entering the field of art. Being in the senior art show confirms my decision to be an artist. I used one of my photographs for this work, and it was daunting to translate that onto a wood surface. I met the challenge and created a meaningful work in a spontaneous way.

Teacher Comments:

This piece was part of a body of work that Calvin created for a senior art exhibit that I supervise. It reflects drawing using nontraditional processes and materials. I was inspired by Calvin's ability to challenge our standard definition of drawing by his use of a burning tool on wood. The portrait is unique, well designed, and beautiful.

Sliced Apples
Christine Chu
Age 17, Grade 12
Fiorello H. LaGuardia High School of Music & Art and Performing Arts, Manhattan, Manhattan
Art Teacher: Andrew Stehle
Oil on canvas

Being an artist helps me escape from the undeniable stress of being a student. Expressing what I see and observe has increased my concentration skills not only in the art studio but also in the academic learning environment. Art has enabled me to present what I see to others. Mr. Stehle coached me throughout the development of Sliced Apples, giving me tips in the areas where I needed to improve. In my creative development, my teacher has given me the ability to be independent and choose what I paint, within certain guidelines. I faced the challenge of combining what I see and what I know. It was hard to separate my knowledge of the still life and my

observations. By rotating the painting, I was able to trick my mind into painting what I actually saw. Only when the mind is separate from the eye, is good art achieved.

Teacher Comments:

This unit was about deliberate choice making in the pursuit of painting from observation. Students developed the elements of the image into a unified composition. They came to understand that their choices of color, value, texture, and details were crucial for communicating the story of their image. This unit was particularly linked with the twelfth-grade Blueprint for Teaching and Learning in Visual Arts benchmark of developing a personal style. I observed the development of this painting from start to finish and worked closely with Christine. This young artist set her own high standards and achieved them through determination and hard work. I continue to be highly impressed with Christine's process and its results.

Self-Portrait
Michael Ortega
Age 18, Grade 12
Curtis High School, Staten Island
Art Teacher: Emily Yoonsmith
Acrylic on canvas

I drew all the time but I never took it seriously until I applied to Parsons' Pre-College Academy. They also helped support me through my school years. Ms. Yoonsmith gives me advice and recommends artists for me to study. She works hard to build my work. I intended to do something else with this artwork. I was going to add colored clown makeup but I decided to leave it black and white.

Teacher Comments:

Students were charged with creating a symbolic self-portrait. They watched an Art21 video on identity and analyzed the work of a range of artists, including Ana Mendieta and Cindy Sherman. Students developed ideas, then related their work to that of another artist, either in its concept or in the medium in which they chose to work. Michel is an exceptionally strong art student who finds his greatest success in the art studio. He is committed completely to becoming an artist, and he lives and breathes art in a way that few other students do.

1910 Self-Portrait
Victoria Saltarelli
Age 17, Grade 12
Curtis High School, Staten Island
Art Teacher: Emily Yoonsmith
Digitally altered photograph

I can be shy sometimes, but through my art I have the opportunity to express my point of view. The fact that I can share my opinions and ideas through art is amazing. I love making viewers think when they look at my artwork. Being an artist gives me the power to see the art in everything around me, and I see more beauty than ugliness. Ms. Yoonsmith makes sure I fully explore my ideas and move outside of my comfort zone. She gives me artistic insight, and I am thankful for that. One challenge was editing the photographs to look like they were from different decades. It's a lot more complicated than just clicking the "antique" or "vintage" filter. Matching my photos to actual photographs from the early twentieth century was difficult because the photo quality was so distinct and soft. To edit my picture I changed the exposure, saturation, temperature, and contrast to ensure it matched photographs taken around 1910.

Teacher Comments:

Students created symbolic self-portraits by looking at the portraits of contemporary artists and then creating their own portraits. Through research they compared their work to those of other artists. 1910 Self-Portrait is one photograph from a series that Victoria created based on representations of women from the turn of the century to the 1980s. Victoria lives in a house with many antiques, so she was able to surround herself with furniture from the period. She represented herself as a woman from 1910 in a very informal pose. Her mother assisted in hitting the trigger button for each shot that Victoria set up, as she herself was the model. Each photo was then manipulated to achieve the quality of an image from that particular period. It was a highly independent undertaking, and it resulted in a powerful body of work.

Reflections
James Reina 
Age 18, Grade 12
Stuyvesant High School, Manhattan 
Art Teacher: Amy Cappell
Acrylic on canvas

I like to deconstruct everything into forms, shapes, and colors. For Reflections I analyzed my face as light, shadow, and color, building my form in blocks. This interest in deconstruction also appears outside the art room. I study the shapes I see on the L train on my way to school and on Bedford Avenue on my way home. I even deconstruct my decisions; breaking life into components, colors, and forms is how I make decisions. Ms. Cappell's teaching style gives me the freedom to make my own rules, figure out what works and what doesn't, and learn from myself. But when I need advice, she is there to give it.

I began the self-portrait using a photo of myself for reference. When I finished, I saw there was no life in the painting. I wasn't

proud of it and even considered painting the canvas white and starting over again. My art teacher suggested that rather than use the photo for reference, I use my reflection in a mirror, and so I gave it a try. I instantly saw so much more depth, light, and color through the mirror than I did from the photograph. The finished piece is a result of painting from life, not from a photo.

Teacher Comments:

James Reina is a serious art student who has been developing a personal style. He learned to handle a new medium—acrylic paint. James retains what he learns, and this self-portrait combines some of the techniques he learned while working on his last painting. He absorbed the elements of design during a unit on charcoal drawing. James is completely committed to his art and plans to take art courses when he attends Binghamton University next year. He is unusual in his ability to paint so well in a variety of styles, and in this painting he managed to integrate several.