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

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Wax Resist Painting

Winter Silhouettes (watercolor)

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

Background/Foreground Polar Bears

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

Stamping + Collage Hearts

Kindergarten project illustrating processes, like stamping and collage.

Heart Batik

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

Pinch pots with handles

Clay exploration using pinch pots and attaching handles.

Winter Wonderland

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.

Complimentary Color Snowman

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

Scratch Art

Tie-Dye Snowflakes

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.

ROY G BIV Umbrellas

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.

Spooky Sky Value Painting

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.

Color Wheel Hot Air Balloons

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.

Dot Day Coffee Filters

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

Marker Prints

Tin Foil Sharpie Doodles

Hot Hands (Cool Background)

Art Making at the Ringling

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

Implied Texture Exercise

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

Printmaking at the Ringling

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

Outreach with Easter Seals

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

Sensory reproduction of Rosa Bonheur

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!

Art Making with Family Visitors

Art Making at the Ringling

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

Art Making at the Ringling

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

Classroom Challenge for Drawing/2D

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

K-12 Tours at the Ringling

Always learning how to see in new ways!

Drawing Challenges

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

Art Scavenger Hunt

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

Art Making at the Ringling

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

Value

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

Drawing in the Gallery

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.

Art Making at the Ringling

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

A ROAR activity

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

Art Making at the Ringling

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

Museum Tour Activities

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.

A quest after a museum visit

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.

Contour Line by Huda

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.

Art Making at the Ringling

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

Museum Tours + Activities

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.

Place by Paige R.

Utilizing place to evoke a memory, while understanding perspective.

Emphasis by Tara

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

Museum Tours at the Ringling

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

One Point Perspective by Rebecca W.

Drawing Machine by Maiba T.

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.

Art Making at the Ringling

Contour Line by Dannielle

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.

Color Project by Tanner T.

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.

One-Point Perspective by Buu T.

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.

Notan

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

Notan

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

Pattern

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

Anderson, Tierney_Color Project

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.

Contour Line by Bailey

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.

Movie Still from Drawing Machine

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

Color Project by Rachelle

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.

Still from Drawing Machine by Jayme

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

Emphasis and Focal Point by Jacob D.

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

Line

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

Notan by Logan P.

Students used basic shapes to exhibit psychic and implied lines.

Color Project by Amy P.

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.

Emphasis and Focal Point by Cindy

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.

Contour Line by Andres

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.

Emphasis and Focal Point by Swami A.

Describe your image.

Contour Line by Loni

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.

TAMPA, FL    ashleynicoleartistry@gmail.com      813-409-1207 

copyright Ashley Cassens 2017-20