Inkyung Stephanie Moon

In this week-long summer intensive, high school students used the city as the subject matter and inspiration for artistic explorations. They practiced the skills of observational drawing and linear perspective in order to represent the city. In addition to a variety of drawing explorations, students also used techniques such as collage and collagraphy to explore the city in more expressive and connotative ways.

This semester-long class allows students to explore a theme of personal significance through a variety of conceptual, material, and technical approaches. With each project, students work through an artistic process with an emphasis on experimentation and problem solving in order to match form to concept.

Student Artists:

Peacock by A. Chung

My Dog by M. Benjamin

Nature and Geometry by A. Conine

Bluebird by K. Randall

Roxy by L. Tilke

Body by S. Hartshorn

Insects by A. Gao

In this semester-long class, students explored five printmaking techniques (drypoint, linocut, stencil, monotype, collagraph) through the lens of a personally meaningful theme. With each project, students examined the visual qualities and expressive capabilities of each technique in order to best express various aspects of their theme.

Student Art:

Hong Kong Series by E. Alberts

Animals by Z. Berman

Boston by J. Roloff

Eyes by L. Garvey

Winter by G. Levy

Birds by C. Wallace

Students in the seventh grade are asked to work together to design a project of personal significance. In this series of paintings, students explored the idea of abstract art - how can non-representational elements such as lines, shapes, colors, and textures in and of themselves and the organization of these elements convey meaning? After a series of existential prompts and materials explorations, each student created a painting as an abstract and expressive representation of self.

Students in the seventh grade begin each class by forming a visual response to a prompt. These drawings are often quick “doodles” that allow students to practice the skill of visual communication in a fun, creative, and personal way as well as to help normalize drawing as a way of thinking.

Starting from students’ collective love of animals, first graders learned observational drawing skills in order to represent some of their favorite animals. Students then brainstormed the various kinds of habitats their animal creatures would need and worked together to paint a habitat mural.

In their Kindergarten class, students were studying ocean animals. They had scheduled a visit to the aquarium and even put together a fish tank in their classroom to gain first-hand experience of these animals.

As an interdisciplinary connection, students first drew a fish of their choice from observation. Their drawings were transferred onto t-shirts which they wore to the aquarium.

When they returned from the aquarium, students identified favorite ocean animals, which they drew and recreated as soft sculptures.

Finally, students concluded their ocean exploration by imagining and illustrating a story with their soft sculpture animal as the main character.