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

Using black glue on white paper and chalk pastels, we explored radial symmetry.	1st Grade exploring background, middle ground, and foreground. We looked at the tulip paintings of Claude Monet as inspiration.	1st grade lesson on collage. We talked about the artist Matisse and how he used collage- then made a delicious collage of our own!
Pop up-Pumpkins	Student used value (tints and shades) to create a spooky sky. They colored and cut haunted house to glue in the foreground. Students then "listed" the house for sale, writing a convincing description so that the haunted features of the house might sound enticing to a buyer.	Glue, Salt and Liquid Watercolors
a fan favorite! Exploring the qualities of line in sculptures formations.	Watercolor + Salt on paper created the dreamy water background on these Monet Waterlilies.
Exploring perspective to create our favorite rooms.	A museum education project: I taught visitors how to fold a kimono using paper. We then dyed our kimonos with bleeding tissue paper and water.	Intro clay lesson - monograms.
Learning weaving techniques in this rainbow inspired art project on texture.	A Kindergarten lesson on the element of art: Shape!	During a color lesson, we learned the color of the color spectrum (ROY G BIV) and turned them into sweet treats! Oil pastel + watercolors
xplore the Element of Art: SHAPE and the Principle of Design: EMPHASIS in this elementary art designed art project.	Element of Art: Line! We learned how to use gestural lines to create movement. These tin foil gestures were a big hit!	Inspired by the artist Yayoi Kusama, the Princess of Polk a dots, we created pumpkins using similar patterns.
Assignment: Utilizing the planes, contours and geometric mapping of of your self-portrait using line.		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.	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.	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"
	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.		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.	Letting go of control - students learn observation and visual language of drawing at they use a dowel rod to draw from observation (plants).
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.	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
	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.	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.
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.

Which Eye Trap Painting Are You?

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

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Using black glue on white paper and chalk pastels, we explored radial symmetry.

1st Grade exploring background, middle ground, and foreground. We looked at the tulip paintings of Claude Monet as inspiration.

1st grade lesson on collage. We talked about the artist Matisse and how he used collage- then made a delicious collage of our own!

Pop up-Pumpkins

Student used value (tints and shades) to create a spooky sky. They colored and cut haunted house to glue in the foreground. Students then "listed" the house for sale, writing a convincing description so that the haunted features of the house might sound enticing to a buyer.

Glue, Salt and Liquid Watercolors

a fan favorite! Exploring the qualities of line in sculptures formations.

Watercolor + Salt on paper created the dreamy water background on these Monet Waterlilies.

Exploring perspective to create our favorite rooms.

A museum education project: I taught visitors how to fold a kimono using paper. We then dyed our kimonos with bleeding tissue paper and water.

Intro clay lesson - monograms.

Learning weaving techniques in this rainbow inspired art project on texture.

A Kindergarten lesson on the element of art: Shape!

During a color lesson, we learned the color of the color spectrum (ROY G BIV) and turned them into sweet treats! Oil pastel + watercolors

xplore the Element of Art: SHAPE and the Principle of Design: EMPHASIS in this elementary art designed art project.

Element of Art: Line! We learned how to use gestural lines to create movement. These tin foil gestures were a big hit!

Inspired by the artist Yayoi Kusama, the Princess of Polk a dots, we created pumpkins using similar patterns.

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

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.

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.

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"

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.

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.

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

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.

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

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.

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.

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.