Welcome to our Virtual Art Show! 

​¡Bienvenido a nuestro
​Show de arte virtual!
Thank you for taking the time to join us for our celebration of our AMAZING Student Artists! Each project we've created this year includes a project description, and a Student Ambassador video.
Be sure to leave a note for our
Student Artists in our guest book!  
Thank you again for visiting, we have been working hard all year to put this together. On behalf of all the School in the Square Student Artists and myself, I want to thank you for supporting our Art program. 

​Warmly, 
Mrs. Poleman
¡Gracias por tomarse el tiempo para unirse a nosotros en nuestra celebración de nuestros increíbles artistas estudiantes! Cada proyecto que hemos creado este año incluye una descripción del proyecto y un video del Embajador Estudiantil.
Asegúrese de dejar una nota para nuestro
Estudiantes artistas en nuestro libro de visitas!
Gracias nuevamente por visitarnos, hemos estado trabajando duro durante todo el año para armar esto. En nombre de todos los Estudiantes Estudiantes de School in the Square y de mí, quiero agradecerles por apoyar nuestro programa de Arte.

Warmly,
Señora Poleman

Index of Projects

Índice de proyectos
Click on the projects below
​to see more! 
¡Haga clic en los proyectos a continuación para ver más!

Sign the Guest Book Below!

Firme el libro de visitas a continuación!

Made with Padlet

"The Art of Positivity" S2 Coloring Book
Distance Learning (All Grades)
As a humanitarian effort to provide entertainment, inspiration, and joy to members of the Washington Heights community, students were asked to create a single page to add to a collaborative coloring book. The pages were created digitally through an online drawing platform, Sketch.IO, and students practiced using many common digital art making tools in this process: text manipulation, masking, selection tool manipulation, free-hand drawing, guided drawing through line and path tools, and more! After printing and assembling the books, Mrs. Poleman distributed them in the community. 
Como un esfuerzo humanitario para proporcionar entretenimiento, inspiración y alegría a los miembros de la comunidad de Washington Heights, se les pidió a los estudiantes que crearan una sola página para agregar a un libro de colorear colaborativo. Las páginas se crearon digitalmente a través de una plataforma de dibujo en línea, Sketch.IO, y los estudiantes practicaron usando muchas herramientas comunes de creación de arte digital en este proceso: manipulación de texto, enmascaramiento, manipulación de herramientas de selección, dibujo a mano alzada, dibujo guiado a través de herramientas de línea y ruta. , ¡y más! Después de imprimir y armar los libros, la Sra. Poleman los distribuyó en la comunidad.

Download your own copy of our coloring book HERE:
The Art of Positivity Coloring Book Digital Download
File Size: 9076 kb
File Type: pdf
Download File
The project that I am most proud of is "The Art of Positivity" coloring book, which was the project where we made a coloring page that would be put into a coloring book which would be handed out to the community. The first reason why I'm proud of this piece is because ever since I was little, I've loved coloring books. Another reason why I'm proud of of this project is because these coloring books are being handed out to the community. This reason is important to me because I've lived in this community my whole life and it makes me proud because I get a way to impact the community even if it was a very small impact. The third reason why this project makes me proud is because I think that this was my best piece of art. The reason why is because the lines are so perfect. So all these reasons are the reasons why the "The Art of Positivity" coloring book is the art project that I am the most proud of. - Joey C, grade 8

"#Between Art And Quarantine"
Distance Learning  (All Grades)
Following the Getty Museum’s mass invitation to re-create classic works of art using just the items around you at home, the #BetweenArtAndQuarantine challenge has been sweeping social media. Students were given catalogues of work from all time periods and cultures through the Google Arts & Culture archives, and were encouraged to select a work to re-create themselves! Students used this project as an opportunity to collaborate with family members, to re-create the paintings, sculptures, and artifacts to the best of their ability using what they had around them.
Tras la invitación masiva del Museo Getty a recrear obras de arte clásicas utilizando solo los elementos que te rodean en casa, el desafío #BetweenArtAndQuarantine ha estado arrasando las redes sociales. Los estudiantes recibieron catálogos de trabajos de todos los períodos y culturas a través de los archivos de Google Arts & Culture, ¡y se les animó a seleccionar un trabajo para recrearse! Los estudiantes usaron este proyecto como una oportunidad para colaborar con miembros de la familia, para recrear las pinturas, esculturas y artefactos lo mejor que pudieron usando lo que tenían a su alrededor.
I am the most proud of the "#BetweenArtAndQuarantine" project. This project involved looking at historical pieces of art and recreating the image that you choose. I had to try my best to find an outfit that matched the girl's in the picture. I then posed and got a photo taken of me! One reason why I am the most proud of this project is that it was a new form of art that I had never tried before. This is important because I got to experience what it was like to make art with my body and I also got to make decisions based on what I observed from the photo! Another reason why I am proud is that I had a lot of fun. This is significant because I am not only proud of what I created but also proud of the fact that I enjoyed the project itself! Lastly, I am proud of the way that the actual entire project turned out. This makes me proud because the confidence that I gained from doing well on this project can help me be more confident with projects in the future! To conclude, these three reasons represent how proud I am of the completed "#BetweenArtAndQuarantine" project! - Renner A, grade 6

Shirt Rothko Found Cloth Assemblages
Distance Learning  (All Grades)
Inspired by Mark Rothko’s color field abstract expressionistic paintings, students used found clothing and cloth items around their homes to re-create the iconic painter’s style. After discussing the symbolic power of color to express emotion, students were encouraged to choose a Rothko painting from his online catalogue, that they felt represented their current emotional state, and then to re-create the colors and their position on the canvas by layering items of clothing or cloth. Here, the student artworks are juxtaposed with their Rothko references (student work on the left).
Inspirados en las pinturas expresionistas abstractas del campo de color de Mark Rothko, los estudiantes usaron ropa y artículos de tela encontrados alrededor de sus hogares para recrear el estilo icónico del pintor. Después de discutir el poder simbólico del color para expresar emociones, se alentó a los estudiantes a elegir una pintura de Rothko de su catálogo en línea, que sintieran representada su estado emocional actual, y luego recrear los colores y su posición en el lienzo colocando elementos en capas de ropa o tela. Aquí, las obras de arte de los estudiantes se yuxtaponen con sus referencias de Rothko (trabajo de los estudiantes a la derecha).
Shirt Rothko is the project that I am most proud of because this was the first time I used clothes to make art, and it made me view art in a different way then I ever did before. I say that because I always hear 'when you put on clothes it's and art' but I never really understood it. For this work, I didn't put on the clothing but I turned clothes into an artwork without doing too much to them. I never viewed clothes as just a material.. And during that project that really changed the game for me! - Kailyn M, grade 7 

Victor Nunez Inspired Found Object Drawings
​ ​Distance Learning (All Grades)
Inspired by Victor Nunes's found object drawings, students were encouraged to gather common objects from around their house and transform their meaning through drawing around them to create a new visual and implied purpose. Their goal was to incorporate the objects into their drawings in such a way that the viewer would forget the original function of the object, and view it as a new part of a whole. 
Inspirados por los dibujos de objetos encontrados de Victor Nunes, se alentó a los estudiantes a reunir objetos comunes de su casa y transformar su significado dibujando a su alrededor para crear un nuevo propósito visual e implícito. Su objetivo era incorporar los objetos en sus dibujos de tal manera que el espectador olvidara la función original del objeto y lo viera como una nueva parte de un todo.
The project I am most proud of is The Victor Nunes Inspired Found Objects. One reason I am proud of this project is because we can be creative and turn objects into things we imagine it as, and I am very good at being creative.  Another reason this project made me proud is I used different objects which made me focus and make my art better and bigger. For example,  I used a coin and turned it into a wheel or a plate which, doing this made me think harder about how I could transform the coin. The last reason is I had fun while doing the project, so I am proud that it was entertaining and I did such a great job. I am not normally entertained with assignments from school but this art assignment entertained me a lot. In conclusion I am proud of my work in the Victor Nunez Inspired Found Objects because I had fun, tried my best, and was very creative with it. - Alex G, grade 7

InkTober52
​& Open Art
Distance Learning (All Grades)

As a supplement to our Distance Learning lessons, some S2 students chose to participate in the InkTober52 challenge. Renowned illustrator Jake Parker releases a new prompt every week, which I provided to the students. The prompts are simple and can be interpreted in many ways. I encourage the students to think "outside the box" and to develop creative and unexpected responses to the prompts. They are encouraged to use any media to create their work. Some students, in lieu of participation in InkTober52, chose to submit free choice artworks to maintain and sharpen their artistic skills in a different way.
Como complemento de nuestras lecciones de aprendizaje a distancia, algunos estudiantes de S2 optaron por participar en el desafío InkTober52. El reconocido ilustrador Jake Parker publica un nuevo aviso cada semana, que proporcioné a los estudiantes. Las indicaciones son simples y se pueden interpretar de muchas maneras. Animo a los estudiantes a pensar "fuera de la caja" y desarrollar respuestas creativas e inesperadas a las indicaciones. Se los alienta a usar cualquier medio para crear su trabajo. Algunos estudiantes, en lugar de participar en InkTober52, optaron por presentar obras de arte de libre elección para mantener y mejorar sus habilidades artísticas de una manera diferente.
The project that I am most proud of from this year is the InkTober, which basically was an optional weekly challenge of being given a word and trying to represent that word in a drawing. When I was working on it, I would usually go into the internet to search up ideas that would inspire me and then portray them in my own drawing my style. One reason as to why this work makes me proud is because of the ideas that I incorporated into it. This made me proud because I thought about it in some different ways I've never before, and I was proud with how it ended up looking. Another reason as to why I'm proud of this artwork is because of the new techniques I used to make it like different uses of shading and etc. This made me proud because I've struggled with shading my artwork/making it work out but I really think I did a good job. The last reason as to why this project makes me proud is because of how it ended up looking. I was glad to see that it looked pretty good since I took time making it and knowing that it was worth it. In conclusion, all of these reasons have helped me grow as an artist since it was able to help improve my techniques and as well taught me new ways to do things and better ways. - Adonis M, grade 8

ZenTangles 
Distance Learning (All Grades) 
After exploring the calming and meditative powers of intuitive pattern making earlier this year through our “#S2LiftsYou” collaborative project, students were encouraged to invite their family members to participate in creating ZenTangles to engage in a similar intuitive process. After drawing simple shapes and dividing them up into sections using organic lines, students were asked to fill the sections with line and shape patterns using their intuition with the goal of experiencing calming 'artistic flow'. 
Después de explorar los poderes calmantes y meditativos de la creación de patrones intuitivos a principios de este año a través de nuestro proyecto colaborativo "# S2LiftsYou", se alentó a los estudiantes a invitar a los miembros de su familia a participar en la creación de ZenTangles para participar en un proceso intuitivo similar. Después de dibujar formas simples y dividirlas en secciones usando líneas orgánicas, se les pidió a los estudiantes que llenaran las secciones con patrones de líneas y formas usando su intuición con el objetivo de experimentar un "flujo artístico" relajante.
The project I am most proud of this year is the ZenTangles, which are like free drawing different designs within a shape and not worrying too much about the result but the process of making it and where the inspiration sprung from. This reason is important to me and makes me really proud because it really made me think of smaller lines and details that matter and turn into an actual piece of art. It made me proud cause I got to play around with the way I made it, and discover different ways to create those designs such as lines, shapes, outline, depth and how big or small it is. I'm also very proud of this project because really anyone can do this without having to be so talented at doing art like me. Overall, as an artist it has showed me that I can make anything imperfect cause it's not about the perfection it's more about the thought and creativity. - Lucy G-H, grade 7

Data Drawings
Distance Learning  (All Grades) 
Inspired by the "Dear Data" collaboration, students were asked to create an abstract work of art in any media where they were to use shapes to represent data about their past week of social distancing. Students were encouraged to use the scale of shapes relative to one another, as well as repetition of shapes, to indicate activities they had done multiple times over the course of the week.
Inspirados por la colaboración de "Dear Data", se les pidió a los estudiantes que crearan una obra de arte abstracta en cualquier medio en el que usaran formas para representar datos sobre su última semana de distanciamiento social. Se alentó a los estudiantes a usar la escala de formas entre sí, así como la repetición de formas, para indicar actividades que habían realizado varias veces en el transcurso de la semana.

Graffiti Piece Styled Label 228 Stickers
(All Grades)
Project Objective 
SWBAT develop a nickname that has is connected to a personal memory, and illustrate it on a Label228 Postal Sticker using multiple techniques commonly demonstrated in local graffiti pieces.
Objetivo del Proyecto:
SWBAT desarrolla un apodo que está conectado a una memoria personal, y lo ilustra en una Etiqueta Postal Label228 usando múltiples técnicas comúnmente demostradas en piezas de graffiti locales.
Technical Challenge
To create these works, students went through a long process of development. Before they began creating, students first studied the different visual elements of present in varying styles of graffiti writing like, tagging, throw ups, and pieces. After developing an understanding of the similarities and differences between these students started developing a simple tag (historically tagging was first to appear in public), after their tags were developed, students began practicing straight letter throw ups, by giving their letters fill. Once they were comfortable creating text with fill, students were asked to transform their name into a piece, with several different elements to choose from including: forcields/shells, bubbles, various style elements, overlapping and interlocking letters, multiple fill colors, background fill, etc. Students had lots of freedom and were encouraged to choose visual elements that would best enhance a viewer’s understanding of the meaning behind their name.
Desafío técnico:
Para crear estos trabajos, los estudiantes pasaron por un largo proceso de desarrollo. Antes de comenzar a crear, los estudiantes primero estudiaron los diferentes elementos visuales del presente en diferentes estilos de escritura de graffiti como, etiquetado, vomitaciones y piezas. Después de desarrollar una comprensión de las similitudes y diferencias entre estos estudiantes, comenzaron a desarrollar una etiqueta simple (históricamente, el etiquetado fue el primero en aparecer en público), después de que se desarrollaron sus etiquetas, los estudiantes comenzaron a practicar el lanzamiento directo de letras, llenando sus letras. Una vez que se sintieron cómodos creando texto con relleno, se les pidió a los estudiantes que transformaran su nombre en una pieza, con varios elementos diferentes para elegir, incluidos: campos / conchas, burbujas, varios elementos de estilo, letras superpuestas y entrelazadas, colores de relleno múltiples, relleno de fondo , etc. Los estudiantes tuvieron mucha libertad y se les animó a elegir elementos visuales que mejorarían la comprensión del espectador del significado detrás de su nombre.
Our Process
Nuestro Proceso 
The project I'm most proud of this year is the Graffiti art name label. I'm proud of it because it let me put my own nickname who represents me as a person, and it also has me express my identity through the way I write it. It makes me proud because of the nickname I choose. I have many nicknames but this one I like the most. I think that it would also represent the fact that I'm a girl and I'm athletic. This helps me be a role model for others to step up and say 'so what if I play basketball?' and to encourage others to stand up for themselves and to be who they really are, because no one is going to stop them! - Jania W-C, grade 6

The project from this year I am most proud of is my graffitti piece style label 228. One reason I am proud of this project is because I spent a lot of time on it and even did some extra research on it. I would work on this project in recess and would practice my letters at home. I didn't think this project would be as tedious as it was but it kind of made it more exciting because I got to learn more. I found a artist named Buff Monster, and I used his art as inspiration. I normally don't spend a lot of time on one project because I would get bored, but this one was very interesting. An additional reason I'm proud of this project is because I always wanted to learn how to do graffiti because I was always pretty bad at lettering, but then with this project mine came out really good, and I'm really proud of myself for that. When I as little I would always try to write in bubble letters and it always looked really bad but then when I did this I learned and kept redoing my design to get it perfect, so now I know how to do graffiti style lettering which is pretty big step for me. Lastly, I learned how to draw drips. I used to always draw drips but the never actually looked like a drip they look like a vertical rectangle with a rounded bottom but from this unit I learned how to make them look more real which I have always tried to do. Drips were a struggle but I found an easy way to do them which I'm very happy about. In conclusion, the project that I am most proud of from this year is my graffiti piece style label 228. - Cira S, grade 7

My most proud project is the graffiti project because Ms.Poleman taught me how to read all sorts of graffiti, and the history behind them is amazing, but we didn't finish sadly. First, she told us how to read and write different styles from different cities. This helped me finally read the graffiti on trains and understand what they said. Secondly, we started to make our own tag names. I liked my tag name because it was my old PS3 name and it was fun to do it because for the first time I liked art and when I did the project I was actually proud of myself. This proves that Ms.Poleman is and always will be a great art teacher and she made me enjoy art once again. - Genaro A, grade 8

​

​Passions Art Class
​(All Grades)
Class Objective: 
SWBAT engage in Teaching for Artistic Behavior (T.A.B.) formatted curriculum to explore, design, create, and reflect on an artistic investigation of their own creation.  ​
​Objetivo del Proyecto: 
SWBAT participa en el currículo formateado de Enseñanza para el Comportamiento Artístico (T.A.B.) para explorar, diseñar, crear y reflexionar sobre una investigación artística de su propia creación.
Overarching Theme: 
Each grade level was given an overarching theme. From their theme, they were asked to choose, research, and develop their ideas on a specific topic that could fit under the overarching theme. ​
Tema general:
Cada nivel de grado recibió un tema general. A partir de su tema, se les pidió que elijan, investiguen y desarrollen sus ideas sobre un tema específico que podría encajar en el tema general.
Our Process
Nuestro Proceso
The project that I most enjoyed doing was in Passion Art Class, and it was called the Community Project. In this project we were asked to use our amazing imaginations and creativity to create an Art Piece for the theme of Community. First, we decided what we will do, what we will use, and what will inspire us. Then, we made 10 Thumbnail Sketches; and then we would choose one to be what we would draw. Lastly, we created our art pieces. The reason that this project made me very proud because the result of all my hard work and dedication was even better then what I expected, and I had accomplished and fit in way more than I was expecting to. This is important because if you are not really happy with your result, you might lower your confidence, and not be satisfied, which might make you want to give up. Another reason why I am proud of this project is because I had so much fun making it. If you add up the time it took, it was around 5 hours! But, it was fun to see the evolution of it, and I also enjoyed getting inspired by my classmates who told me one thing to draw on my piece. This is significant because without their support, It might have been less colorful, and there would probably be less shapes; this would've discouraged me. Lastly, I think I was proud mostly because I experimented in using many colors and shapes, and I wanted to do more like it. After finishing this project, I really wanted to do another one like it. This is important because it shows how I really enjoyed everything in it, and it made me so happy. In conclusion I grew as an artist through this project by improvement in collaboration, the want to continue to use more colors and shapes, and the satisfaction of my final results though I made some mistakes here and there. Overall, think this was one of my Best Projects in my Life. - Dylan L, grade 6

​Digital Art After School Passions Class
(All Grades)
Once a week during Quarter 3, I lead a mixed-level after school digital art making class. Using our Chromebooks and the free websites we had available to us, we created these projects. The guiding question of this project was “If I could go anywhere in the world, where would I want to go?” and students were asked to imagine themselves in that place. Once we had our concepts, first we created our landscape backgrounds using PixilArt where we focused on creating a foreground, middle ground, and background. Once the pixel drawings were complete students posed in front of a green screen, and edited themselves into the scenes.
Una vez a la semana durante el tercer trimestre, dirijo una clase de creación de arte digital después de la escuela de nivel mixto. Con nuestros Chromebooks y los sitios web gratuitos que teníamos disponibles, creamos estos proyectos. La pregunta guía de este proyecto fue "Si pudiera ir a cualquier parte del mundo, ¿a dónde me gustaría ir?" y se les pidió a los estudiantes que se imaginaran en ese lugar. Una vez que tuvimos nuestros conceptos, primero creamos nuestros fondos de paisajes usando PixilArt, donde nos enfocamos en crear un primer plano, un término medio y un fondo. Una vez que se completaron los dibujos de píxeles, los estudiantes posaron frente a una pantalla verde y se editaron en las escenas.

Doodle for Google Competition Submissions

This national competition was an optional opportunity offered to all School in the Square students. First students studied the techniques used by successful past submissions and national contest winners. After their preparation students began to interpret this year's theme, "I show kindness by...". 
Esta competencia nacional fue una oportunidad opcional ofrecida a todos los estudiantes de School in the Square. Primero, los estudiantes estudiaron las técnicas utilizadas por presentaciones pasadas exitosas y ganadores de concursos nacionales. Después de su preparación, los estudiantes comenzaron a interpretar el tema de este año, "Muestro amabilidad por ...".

American Kennel Club Art Competition Submissions

This national competition was an optional opportunity offered to all School in the Square students. Both of our submissions earned Honorable Mention category acknowledgements. The theme of this year's contest was "Playing with my Dog". 
Esta competencia nacional fue una oportunidad opcional ofrecida a todos los estudiantes de School in the Square. Nuestras dos presentaciones obtuvieron reconocimientos de categoría de Mención de Honor. El tema del concurso de este año fue "Jugar con mi perro".

Eye-Measured Portraits
​(Grade 8)
Project Objective: ​
SWBAT create a proportionally accurate self portrait in graphite that utilizes the technique of eye measuring.
Objetivo del Proyecto:
SWBAT crea un autorretrato proporcionalmente preciso en grafito que utiliza la técnica de medición ocular.
Technical Challenge: ​
Rather than using a “one-size-fits-all” model of facial proportion, the eye measuring technique pushes the artist to look more closely at the unique qualities of their own face. This is level of close observation is challenging for students who have not done it before. Students also learned how to use stepped graphite pencils to create value gradients to use in their portraits, which they demonstrated in pre-work before beginning their portraits. Moving from using one pencil for everything, to using specific pencils for specific areas is a new way of thinking about drawing, for most of the students.
Desafío técnico:
En lugar de utilizar un modelo de proporción facial de "talla única", la técnica de medición ocular empuja al artista a mirar más de cerca las cualidades únicas de su propio rostro. Este nivel de observación cercana es un desafío para los estudiantes que no lo han hecho antes. Los estudiantes también aprendieron a usar lápices de grafito escalonado para crear gradientes de valor para usar en sus retratos, lo que demostraron en el trabajo previo antes de comenzar sus retratos. Pasar de usar un lápiz para todo a usar lápices específicos para áreas específicas es una nueva forma de pensar sobre el dibujo para la mayoría de los estudiantes.
Our Process
Nuestro Proceso
The project that I was most proud of this year was the Eye-Measured Portraits, where we redrew one of our photos by just using the length of our eye to measure the entire drawing. I was proud of this project because of the fact that I pushed myself and went out of my usual drawing bubble and skills to complete this project. I am proud of that because of the fact that I realized that I have never really been so dedicated to an art project more than I was to that one. I remember staying after school to complete that project and learn new things about my drawing capabilities. I don't really enjoy art, and its not something i would like to look into in the future, but this project was for sure an amazing learning experience for me. Hence forth why the Eye measured portraits was my favorite project of the year.- Lauren B, grade 8

Abstract Layering Portraits (Grade 7)
Project Objective: 
SWBAT create a mixed media self portrait that uses non-local color and body language to symbolically communicate an aspect of their identity.
Objetivo del Proyecto:
SWBAT crea un autorretrato de medios mixtos que utiliza colores no locales y lenguaje corporal para comunicar simbólicamente un aspecto de su identidad.
Technical Challenge: 
Acetate (the clear plastic layer on top) has a smooth surface that the paint cannot soak into, so it can easily scratch off or wipe off if not painted carefully. Students also had to reverse their layering (normally the background is painted first, then details on top, but with acetate, we have to paint details first, then background). This was a great design challenge and students had to plan their work carefully.
Desafío técnico:
El acetato (la capa de plástico transparente en la parte superior) tiene una superficie lisa en la que la pintura no puede empaparse, por lo que puede rascarse o limpiarse fácilmente si no se pinta con cuidado. Los estudiantes también tuvieron que revertir sus capas (normalmente el fondo se pinta primero, luego los detalles en la parte superior, pero con acetato, primero tenemos que pintar los detalles, luego el fondo). Este fue un gran desafío de diseño y los estudiantes tuvieron que planificar su trabajo cuidadosamente.
Historical or Contemporary Art World Connection:
Abstract Expressionism is an art historical movement that largely took place between 1930 and 1960. During this movement, many artworks used color, shape, texture, lines, etc. to communicate ideas and emotions, rather than images. In order to symbolically represent our identity in these portraits, students studied how colors, shapes, and brush strokes in abstract expressionist work can communicate moods. ​
Conexión mundial histórica o contemporánea del arte:
El expresionismo abstracto es un movimiento histórico artístico que tuvo lugar en gran medida entre 1930 y 1960. Durante este movimiento, muchas obras de arte utilizaron color, forma, textura, líneas, etc. para comunicar ideas y emociones, en lugar de imágenes. Para representar simbólicamente nuestra identidad en estos retratos, los estudiantes estudiaron cómo los colores, las formas y los trazos de pincel en el trabajo expresionista abstracto pueden comunicar estados de ánimo.
Our Process
Nuestro Proceso
The project I am most proud of from this year is the Abstract Layering Portraits. This project was basically I sent a photo to Mrs. Poleman's phone and she printed it out, then we could outline it with Sharpie and use paint to fill in and color the spaces. The first reason why this project made me proud is because it didn't take me a long time to make. This reason is important because it shows me that I was very concentrated in this project. This makes me proud because it shows me I didn't let anyone distract me while doing it. The second reason why this project made me proud is because I got to make it colorful and make it my own. This reason is important because the clothing I had on looked boring, but I was able to make my clothing look pretty and bright. This makes me proud because the colors were vibrant and bright and I could show my personality through them. The third reason why this project made me proud is because I could erase my mistakes as I went by, and I got suggestions and compliments by my peers. This reason is important because I will feel like it looks extra nice since my peers gave me some ideas. And also my peers gave me compliments which makes me seem that they like them. This makes me proud because I feel like I did very good and gives me confidence in what I did. This has helped me grow as an artist is because I feel like I've gotten better at art. - Jessica R, grade 7

Blind, Continuous, Contour, Line Portraits
​(Grade 6)
Project Objective: 
SWBAT create a mixed media abstract self-portrait using BCCL drawing techniques, to represent aspects of their culture, traditions, beliefs and ultimately, their identity.
Objetivo del Proyecto:
SWBAT crea un autorretrato abstracto de medios mixtos utilizando técnicas de dibujo BCCL, para representar aspectos de su cultura, tradiciones, creencias y, en última instancia, su identidad.
Technical Challenge:
To create a blind, an artist must not look at their artwork, only the subject they're drawing. To create a continuous drawing, an artist must not lift up their drawing utensil, and must complete all parts of the drawing in just one line. To create a contour drawing, an artist must only outline the outer edges of objects, and not shading, or texture.  A BCCL drawing does all of these things at the same time! Very tricky.
Desafío técnico:
Para crear una persiana, un artista no debe mirar su obra de arte, solo el tema que está dibujando. Para crear un dibujo continuo, un artista no debe levantar su utensilio de dibujo, y debe completar todas las partes del dibujo en una sola línea. Para crear un dibujo de contorno, un artista solo debe delinear los bordes exteriores de los objetos, y no el sombreado o la textura. ¡Un dibujo BCCL hace todas estas cosas al mismo tiempo! Muy engañoso.
Historical or Contemporary Art World Connection: 
Davia King is a contemporary street artist based out of Los Angeles, who creates large-scale murals and work based on identity and the human connection. She relies on audience participation and her skills in BCCL drawing and painting, to create her work. An artistic goal of hers is to create work that shows the connection between all living things through our cultures, dreams, and love for one another.  ​
Conexión mundial histórica o contemporánea del arte:
Davia King es una artista callejera contemporánea con sede en Los Ángeles, que crea murales a gran escala y obras basadas en la identidad y la conexión humana. Ella confía en la participación de la audiencia y sus habilidades en el dibujo y la pintura de BCCL para crear su trabajo. Un objetivo artístico suyo es crear un trabajo que muestre la conexión entre todos los seres vivos a través de nuestras culturas, sueños y amor mutuo.
Our Process
Nuestro Proceso
This year in art class my most treasured project was the Blind Continuous Contour Line Portrait. The first step to creating the beautiful masterpiece was to have our eyes looking in a mirror reflecting ourselves while simeltainestly trying to replicate what we say. After completing what looked to be dismembered body part we then used water color to paint over it. The product was odd faces in a color storm. Finally we received black sharpies and did semi blind drawings of ourselves. We interlooped the sides of us we had not known. The final product was a web of our emotions in a war of color. The first reason I am proud of my work is because throughout the project I always maintained a hopeful mind which is represented in my portraits. Everytime started working on the project I began to feel like it was inferior to everyone else's. My brain always told me to give up, but my heart saw that I was capable of finishing and finishing strong, so I kept going with happiness around me and wanted to make others gleeful too. The second reason I am proud of this work is because even though it isn't the best one out there I took my time on it and spent months working to make it better in every class. This is important because I don't need and will never achieve perfection, but if I take my time and spend hours working on something I feel proud of it and that is exactly what happened. The last reason why I am proud of my portrait is because I enjoyed the process of making my portrait. When I was in my core subjects I always felt pressure, but in art I didn't at all. When I was doing my drawing it was like I had escaped to my own world just me and the colors. That experience made me appreciate art not as the final product, but the process of making it. As an artist I grew because of this project. I learned that if you keep doing something you will eventually get what you desire which was also my first reason for enjoying my portrait. Next I acquired the skill of patience to my time which is another reason I enjoyed the final product of my art. Lastly I grasped the idea that you should enjoy the process of doing something more or equally to what the outcome is which is very close to my final reason for enjoying my drawing! - Lily S, grade 6

#S2LiftsYou
​(All Grades) 
Project Description
​After studying the intuition driven murals of Kelsey Montague, students designed and created their own intuitive feather drawings to assemble into a collaborative wing installation.  To create these, students were first asked to analyze characteristics in Montegue’s work, and explain why they believed these trends persisted. They also explored the concept of intuition, and how an artist can create work that relies on their gut feeling and artistic flow, rather than methodical planning. Students were then provided a pre-printed feather and were asked to use their intuition to fill it. This is introduced as the first unit of the trimester to serve as an inspirational hook with a focus on community building and risk-taking.
Descripción del Proyecto
Después de estudiar los murales de Kelsey Montague impulsados por la intuición, los estudiantes diseñaron y crearon sus propios dibujos de plumas intuitivos para ensamblar en una instalación de ala colaborativa. Para crearlos, primero se les pidió a los estudiantes que analizaran características en el trabajo de Montegue y explicaran por qué creían que estas tendencias persistían. También exploraron el concepto de intuición y cómo un artista puede crear un trabajo que se base en su intuición y flujo artístico, en lugar de la planificación metódica. Luego, se proporcionó a los estudiantes una pluma preimpresa y se les pidió que usaran su intuición para llenarla. Esto se presenta como la primera unidad del trimestre que sirve como un gancho inspirador con un enfoque en la construcción de la comunidad y la toma de riesgos.
Student Created Artist Statement
For this project, we were inspired by the artist named Kelsey Montague who has a social media art campaign called, “#WhatLiftsYou”, where people take photos in front of her mural designs in different cities. Instead of having it planned out, she uses her intuition and her ideas flow through her head and into her murals. She started the campaign to help people be able to express themselves through her art and talk about what inspires them as well. In our Art and Passions classes, we worked in groups on different components of the wings. We worked on individual small and large feathers, adding different designs and colors to express aspects of our identities that are most important to us. To do this, we followed our intuition just like Kelsey Montague and set no limits for ourselves and did what came to our minds first. “Together, Soaring to New Heights” is a great title because it represents how as a community, we use different parts of our individual identities to grow together as stronger individuals everyday.
Declaración del artista creado por el estudiante
Para este proyecto, nos inspiramos en la artista llamada Kelsey Montague, quien tiene una campaña de arte en redes sociales llamada, "#WhatLiftsYou", donde la gente toma fotos frente a sus diseños de murales en diferentes ciudades. En lugar de tenerlo planeado, usa su intuición y sus ideas fluyen por su cabeza hacia sus murales. Ella comenzó la campaña para ayudar a las personas a poder expresarse a través de su arte y hablar sobre lo que también les inspira. En nuestras clases de Arte y Pasiones, trabajamos en grupos en diferentes componentes de las alas. Trabajamos en plumas individuales grandes y pequeñas, agregando diferentes diseños y colores para expresar los aspectos de nuestras identidades que son más importantes para nosotros. Para hacer esto, seguimos nuestra intuición al igual que Kelsey Montague y no establecimos límites para nosotros mismos e hicimos lo que primero nos vino a la mente. "Juntos, volando hacia nuevas alturas" es un gran título porque representa cómo, como comunidad, usamos diferentes partes de nuestras identidades individuales para crecer juntos como individuos más fuertes todos los días.

Our Process

Nuestro Proceso
The project that I am most proud of is the wing project that we did around Thanksgiving since it was a project we all worked on step by step for the school, and the representation and feelings that we may feel at school. The 1st reason this makes me proud is because it is a project we all did together as a community. This is an important factor because it shows that we all put our hardwork into each putting one portion of us in the project. The 2nd reason why I'm proud of this is because I've never really worked on a project this big, and it has a special place in my heart. This is important because I have never worked on something like this in an art class, and I guess that for the 1st time it was a good experience.The 3rd reason why this makes me proud is because I know I helped in the making, because I did a couple of things such as the help in creating a couple feathers. This is important because without any of all these people who participated in this projects help then we may have not accomplished something so big. In conclusion this is why I feel proud of this community artwork we created. - Weyller R, grade 6

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