Students

Student Work: in the classroom (K-5), the museum, and college

	Illustrating perspective (horizon lines, background, midground, foreground)	2nd grade project teaching background/foreground. (Markers, tempera paint)
Kindergarten project illustrating processes, like stamping and collage.	Students made a "no glue" Batik using flour and water. They learned about the ancient Indonesian practice of Batik and created their own.	Clay exploration using pinch pots and attaching handles.
Students learned about spatial awareness and how we view objects that are closest to us as larger and objects farther away from us as smaller.	Students used complimentary color schemes to create their own unique snowman with watercolor pencils and markers.
Students used a resist technique in Kindergarten. They used oil pastels to draw a snowflake. They put tissue paper squares and water on top to create a tie-dye effect.	3rd Grade Students created a color wheel umbrella by mixing their own colors (ROY B BIV). The created any type of body and shoes for, as well as decorative elements.	Students learned how to create value by adding a TINT and a SHADE to paint a spooky sky. They added a wicked tree, black cat, and yellow eyes to top off the creepiness.
Kindergarten learned how to make every color with only the primary colors. They turned their color wheels into hot air balloons, complete with a basket, clouds, and a person.	Students created a tie-dye like patter using coffee filters and permanent markers. They were challenged to create anything out of their "dots"
		Learning mono-printing with produce prints. Using fruits, vegetables, paint, rollers and brayers to create colorful monoprints.
Students learned about the design element texture by creating thumbnails of implied texture. The thumbnails were used to create a collaged final piece.	Young visitors learned basics of relief printing by carving into styrofoam and wooden dowels. Older visitors used linoleum blocks and carving tools.	During a monthly outreach program with the Easter Seals, we created a sensory and experimental art projects using sharpie's, tiles, and rubbing alcohol.
During a visit from Lighthouse, which is an organization that helps seeing impaired teens through adults, I created a sensory reproduction of one of the collections at the Ringling. There were even smells!		Visitors learned the art of abstraction using limited materials: sharpie, alcohol in pipettes and a ceramic tile. We made these magnetic.
The intersection of science and visual art. We made Cabbage Ph Indicators using boiled cabbage! Cabbage dye = violet Cabbage dye + vinegar = pink Cabbage dye + baking soda=makes green	Stand and Reach. This was one of six drawing circuits to understand the principles of LINE.	Always learning how to see in new ways!
Letting go of control - students learn observation and visual language of drawing at they use a dowel rod to draw from observation (plants).	Using symbolism in the paintings, we created a scavenger hunt to discover the obvious and the not-so-obvious	Playing with natural dyes by making plant prints at the Ringling. Museum visitors created prints using plants, a mallet and paper/fabric.
Value Lesson - using the reference of plant material, create a full value scale from dark to light.	Students are encouraged to expand their visual and conceptual vocabulary by choosing to sketch several works in the gallery : 1. a work that makes sense to them, 2. a work they don't understand The exercise is timed and afterward we discuss how sketching the work vs. taking a picture of it helped them to understand it better.	At The Ringling visitors looked at Scholar Stones in Asian Art and then made rainbow paper and rainbow rocks. Printed by floating nail varnish on water and pulling a print off the surface
After a reading a book about color, young visitors created marbelized paper using watercolor paint and shaving cream.	Visitors created "stained glass" inspired by the Ca D' Zan using aluminum foil, pencils, sharpies and shoe polish.	During a visiting exhibition at the Ringling, young visitors viewed a work by Damien Hirst, in which we talked about symmetry/asymmetry and then colored our own mandalas.
During a trip to see a visiting exhibition at the Ringling we viewed video art by Bill Viola and Annelies Strba. Afterward we learned how to make our own projector.	Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.	During a Saturday programming event at the Ringling, we created paper pulp, and made our own paper.
During a Kids Quest at the Ringling we looked at Bill Viola's video "Isolde's Ascention" and then filmed our own video in reverse, just like Viola did.	Utilizing place to evoke a memory, while understanding perspective.	Assignment: Students used their self-portraits to create focal point and emphasis. This student used repetition to create a pattern
A Kids Quest in the musuem: Visitors observed and discussed a de Heem painting, then used real props to recreated the painting in 3D.		Assignment: create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line. This student utilizes a fan and india ink to create these loose marks.
	Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.	Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students will became familiar with color schemes. Some examples of color schemes are analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.
After learning about linear and atmospheric perspective, (sketchbook exercises for 1, 2 and 3pt perspective) students used observational drawing practices to create a one point perspective drawing on campus. Students were encouraged to focus on line, but some opted to add some value to their drawing. We practiced sight reading, using a pencil as a measuring tool to ensure correct scale and proportions and framing a composition.	Using positive and negative spaces and the Japanese principles of Notan, students hand-cut imagery using symmterical and asymmetrical compositions.	Using positive and negative spaces and the Japanese principles of Notan, students hand-cut imagery using symmterical and asymmetrical compositions.
Assignment: Students used their self-portraits to create focal point and emphasis. This student used repetition to create a pattern.	Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.	Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.
Assignment: create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line.	Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.	Assignment was to create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line.
Assignment: Utilizing the planes, contours and geometric mapping of of your self-portrait using line.	Using non-representational imagery, students were challenge to use line to create characters that told a myth or fable.	Students used basic shapes to exhibit psychic and implied lines.
Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.	Assignment: Utilizing the planes, contours and geometric mapping of of your self-portrait using line. Students were encouraged to create focal points and emphasis to create a balanced composition.	Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.
Describe your image.	Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.

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Illustrating perspective (horizon lines, background, midground, foreground)

2nd grade project teaching background/foreground. (Markers, tempera paint)

Kindergarten project illustrating processes, like stamping and collage.

Students made a "no glue" Batik using flour and water. They learned about the ancient Indonesian practice of Batik and created their own.

Clay exploration using pinch pots and attaching handles.

Students learned about spatial awareness and how we view objects that are closest to us as larger and objects farther away from us as smaller.

Students used complimentary color schemes to create their own unique snowman with watercolor pencils and markers.

Students used a resist technique in Kindergarten. They used oil pastels to draw a snowflake. They put tissue paper squares and water on top to create a tie-dye effect.

3rd Grade Students created a color wheel umbrella by mixing their own colors (ROY B BIV). The created any type of body and shoes for, as well as decorative elements.

Students learned how to create value by adding a TINT and a SHADE to paint a spooky sky. They added a wicked tree, black cat, and yellow eyes to top off the creepiness.

Kindergarten learned how to make every color with only the primary colors. They turned their color wheels into hot air balloons, complete with a basket, clouds, and a person.

Students created a tie-dye like patter using coffee filters and permanent markers. They were challenged to create anything out of their "dots"

Learning mono-printing with produce prints. Using fruits, vegetables, paint, rollers and brayers to create colorful monoprints.

Students learned about the design element texture by creating thumbnails of implied texture. The thumbnails were used to create a collaged final piece.

Young visitors learned basics of relief printing by carving into styrofoam and wooden dowels. Older visitors used linoleum blocks and carving tools.

During a monthly outreach program with the Easter Seals, we created a sensory and experimental art projects using sharpie's, tiles, and rubbing alcohol.

During a visit from Lighthouse, which is an organization that helps seeing impaired teens through adults, I created a sensory reproduction of one of the collections at the Ringling. There were even smells!

Visitors learned the art of abstraction using limited materials: sharpie, alcohol in pipettes and a ceramic tile. We made these magnetic.

The intersection of science and visual art. We made Cabbage Ph Indicators using boiled cabbage! Cabbage dye = violet Cabbage dye + vinegar = pink Cabbage dye + baking soda=makes green

Stand and Reach. This was one of six drawing circuits to understand the principles of LINE.

Always learning how to see in new ways!

Letting go of control - students learn observation and visual language of drawing at they use a dowel rod to draw from observation (plants).

Using symbolism in the paintings, we created a scavenger hunt to discover the obvious and the not-so-obvious

Playing with natural dyes by making plant prints at the Ringling. Museum visitors created prints using plants, a mallet and paper/fabric.

Value Lesson - using the reference of plant material, create a full value scale from dark to light.

At The Ringling visitors looked at Scholar Stones in Asian Art and then made rainbow paper and rainbow rocks. Printed by floating nail varnish on water and pulling a print off the surface

After a reading a book about color, young visitors created marbelized paper using watercolor paint and shaving cream.

Visitors created "stained glass" inspired by the Ca D' Zan using aluminum foil, pencils, sharpies and shoe polish.

During a visiting exhibition at the Ringling, young visitors viewed a work by Damien Hirst, in which we talked about symmetry/asymmetry and then colored our own mandalas.

During a trip to see a visiting exhibition at the Ringling we viewed video art by Bill Viola and Annelies Strba. Afterward we learned how to make our own projector.

Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.

During a Saturday programming event at the Ringling, we created paper pulp, and made our own paper.

During a Kids Quest at the Ringling we looked at Bill Viola's video "Isolde's Ascention" and then filmed our own video in reverse, just like Viola did.

Utilizing place to evoke a memory, while understanding perspective.

Assignment: Students used their self-portraits to create focal point and emphasis. This student used repetition to create a pattern

A Kids Quest in the musuem: Visitors observed and discussed a de Heem painting, then used real props to recreated the painting in 3D.

Assignment: create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line. This student utilizes a fan and india ink to create these loose marks.

Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.

Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students will became familiar with color schemes. Some examples of color schemes are analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.

Using positive and negative spaces and the Japanese principles of Notan, students hand-cut imagery using symmterical and asymmetrical compositions.

Using positive and negative spaces and the Japanese principles of Notan, students hand-cut imagery using symmterical and asymmetrical compositions.

Assignment: Students used their self-portraits to create focal point and emphasis. This student used repetition to create a pattern.

Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.

Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.

Assignment: create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line.

Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.

Assignment was to create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line.

Assignment: Utilizing the planes, contours and geometric mapping of of your self-portrait using line.

Using non-representational imagery, students were challenge to use line to create characters that told a myth or fable.

Students used basic shapes to exhibit psychic and implied lines.

Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic.

Assignment: Utilizing the planes, contours and geometric mapping of of your self-portrait using line. Students were encouraged to create focal points and emphasis to create a balanced composition.

Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.

Describe your image.

Assignment: Students created a contour line drawing using objects to create a self-portrait still life. Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line.