Acrylic over air-dry clay.
”Time-Capsule Self-Portrait” showing the artist in a pose, activity and outfit specific to how they want to remember themselves in ten years.
Acrylic over air-dry clay.
”Time-Capsule Self-Portrait” showing the artist in a pose, activity and outfit specific to how they want to remember themselves in ten years.
Acrylic over air-dry clay.
”Time-Capsule Self-Portrait” showing the artist in a pose, activity and outfit specific to how they want to remember themselves in ten years. In this piece, C.T. shows himself dealing with the deportation of his father.
Acrylic over air-dry clay.
”Time-Capsule Self-Portrait” showing the artist in a pose, activity and outfit specific to how they want to remember themselves in ten years. A.I. depicts herself with her newborn baby.
Acrylic over air-dry clay.
Time-Capsule Self-Portraits - “Me in 2018”
Pencil, colored pencil, oil pastel, and collage on sulphite paper.
”Symbolic Self-Portrait” based on observational drawing.
Pencil, colored pencil, and watercolor on sulphite paper.
”Symbolic Self-Portrait” based on observational drawing.
Pencil, block tempera and watercolor on sulphite paper.
”Symbolic Self-Portrait” based on observational drawing.
Acrylic, charcoal and dried paint chips on Bristol board.
Observational self-portrait. End-of-year material exploration into new materials as preparation for AP the following year.
Photocollage on sulphite paper.
Color theory exercise: create a three-color scheme (two complements and one analogue) and describe a place of personal importance.
Photocollage on sulphite paper. Following the same introduction to color theory as C.C.’s image of the Brooklyn Bridge, but with the prompt being “the prettiest thing you’ve seen in the past year.”
Pencil on sulphite paper.
Quick from-life drawings of my poses, following an introduction to a simplified “bubble figure” model.
Pencil, watercolor and colored pencil on sulphite paper.
A drawing of the “Best or Worst moment of the past year” utilizing understanding of the “bubble figure” taught in the day of quick poses.
Pastel on construction paper.
A quick material exploration - trying pastels for the first time to see what they can do.
Ink wash on watercolor paper.
A quick exploration into ways in which visceral ink wash can be used to describe explosions as illustrations for a memoir about her childhood in war-torn Yemen.
Pencil, colored pencil, marker on hot-press paper.
Corporate branding for an imaginary soccer team “The Portland Blues”, based on research into advertising and a location chosen by the group.
Pencil and colored pencil on hot-press paper.
Corporate branding for an imaginary baseball team “The Louisville Buckets”, based on research into advertising and a location chosen by the group.
Corporate branding for an imaginary baseball team “The Vineland Flyers”, based on research into advertising and a location chosen by the group.
Pencil, colored pencil, marker on hot-press paper.
Corporate branding for an imaginary football team “The Montreal Underground”, based on research into advertising and a location chosen by the group.
Permanent marker, pen, pencil and non-photo blue pencil on Bristol board.
Comic memoir: “Something we need to know about you to know you.”
Permanent marker, pen, pencil and non-photo blue pencil on Bristol board.
Comic memoir: “Something we need to know about you to know you.”
Permanent marker, pen, pencil and non-photo blue pencil on Bristol board.
Comic memoir: “Something we need to know about you to know you.”
Permanent marker, pen, pencil and non-photo blue pencil on Bristol board.
Comic memoir: “Something we need to know about you to know you.”
This comic was made after school and during lunch periods by a student who had recently decided with her therapist that it was time for her to tell her story. She told me that she was intent on it going up on the bulletin board, and I did due diligence to make sure that this was not a rash decision. After speaking with the student as well as administration, counselors and her off-site therapist, I posted her comic to much acclaim and empathy from her classmates.
Final project of “hand drawing” week demonstrating observational contour drawing and use of positive/negative space to place components. Constructive feedback on yellow post-it notes from bulletin board display. Student name removed from right corner for privacy’s sake.
Pencil on sulphite paper.
The culminating drawing in a week of fast introductions to blind contour and positive/negative space.
Pencil on sulphite paper.
The culminating drawing in a week of fast introductions to blind contour and positive/negative space.
Pencil on sulphite paper.
Still life using contour line and positive/negative space - an immediate followup to “Hand Week,” showing that the drawing concepts taught therein are for “more than just hands.”
Block tempera, compressed pastel and pencil on sulphite paper.
Artist’s personal response to the flooding of subway stations during and after Hurricane Sandy.
Acrylic and zipper over papier-mâché.
Mask project based on the prompt “The Me You Don’t See”
Acrylic and zipper over papier-mâché.
Mask project based on the prompt “The Me You Don’t See”
Acrylic over papier-mâché.
Mask project based on the prompt “The Me You Don’t See”
Acrylic over papier-mâché.
Mask project based on the prompt “The Me You Don’t See”
Air-drying clay with clear acrylic glaze.
”Sculpture for the Arm,” meant to be displayed by being worn with the wearer’s arm held out.
Air-drying clay with clear acrylic glaze
”Sculpture for the Arm” in its preferred display mode.