Students in Maria Romero’s class at Novato High School worked with Mentor Artist Lisa Summers through YIA’s Arts Unite Us (AUU) program. Lisa designed lessons around prompts and activities that used old photos, pieces of familiar toys, quick dry clay, and pastels to explore themes of social justice, culture, and family. The first activity was a sketching challenge based on David Hockney’s Polaroid mosaics. Students and teachers created mosaic portraits using pencils and Lyra Graphite crayons on Post-It notes, copying from squares of cut up images of activists Malcom X, Dolores Huerta, and Julia Butterfly Hill. They were then tasked with reassembling the image as a group. When Post-It notes were matched up to corresponding squares, students reflected on how shapes, shadows, and lines come together to make a composite image.
In looking at a single Post-It note, is there another composition there? What different styles of interpretation can you see in individual drawings? What is different about a group portrait as opposed to one created by an individual artist?
Because several of Maria Romero’s students are in the MSA Visual Arts program, experience and skills varied widely in the class. The idea behind many of the activities and lessons was to experiment different styles, collaborative art-making, and as an opportunity to look at a face as a way of familiarizing oneself with the “other,” even when that other is the self.
Thank you to the following organizations for making this program possible:
How can you turn a colorful collage into a painting of blacks, whites and grays?
Students in Kelsey Olson’s class at San Ramon Elementary School used their collages from a previous class as inspiration for paintings that explored tints and shades.
Working with Mentor Artist Cathy Bowman, the young artists started with a plastic slide (view finder) to choose a tiny detail of their collage that they wanted to enlarge and turn into another painting.
After making a quick sketch, they worked with white and black paints on mat board. Some students made sure to keep the light areas light by using a little bit of white pastel, too.
In making the paintings, we had to look carefully. Which part is the darkest? Which part is the lightest? How do we mix white and black together to show a range of tints and shades?
“I wasn’t sure if they would find black and white paint boring, but they all liked it,” Cathy said. “It’s amazing what a variety of tints and shades students created.”
Class ended with students looking at the ways their own work connected to that of their classmates. It was good practice to talk about what we “see” instead of what we “like” and the value of giving precise, neutral feedback to each other.
By Mentor Architect Shirl Buss
Laurel Dell Elementary School third graders recently hosted Transit Practice Leader Bob Grandy in their newly renovated school in San Rafael. Bob, an engineer and principal at Fehr & Peers, introduced students to a possible career in engineering while sharing his expertise with them. He also presented a wonderful slideshow with images relating to transportation planning and design.
Architect Shirl Buss has been teaching at Laurel Dell through Youth in Arts’ Architects in Schools program, which she helped develop. Shirl is also the Y-PLAN elementary director at the Center for Cities + Schools at UC Berkeley.
Bob familiarized the students with the opportunities and constraints along Fourth Street in downtown San Rafael with a special focus on mobility and access. Shirl reported that his presentation was both inspiring and instructive, and will help students as they take on the challenges of how to make Fourth Street safe, welcoming, fun and hopeful for everyone.
“These children are continuing to build upon the work from the past two years that Laurel Dell students and teachers – in collaboration with Youth in Arts and UC Berkeley’s Y-PLAN – have been doing on issues related to sea level rise and the San Rafael 2040 General Plan,” Shirl said. “We expect these students to generate some exciting policy and design recommendations to offer to the Downtown Precise Plan.”
Thank you, Bob, for donating your time and expertise to our future civic leaders!
What do we need to play? How can we make it? How can we work together? Kindergarteners at Laurel Dell Elementary School in San Rafael spent a wonderful day building imaginary playgrounds.
Using large pieces of black foam core board at each table, students applied skills they had previously learned about shaping paper. Twisting long strips around pencils made spirals; making feet with folds allowed them to make swings. Folding accordion style made the stairs they needed to climb to a slide.
The young artists also explored pattern but using paper with patterns and creating their own patterns on plain paper with pastels. Working with Youth in Arts Mentor Artist Cathy Bowman, we talked about other patterns we saw in the classroom and what connections we could make. How could we work together? How could we connect our ideas to make one playground?
The project offered rich opportunities for Social Emotional Learning through collaboration and sharing. When one little boy wanted shiny paper, several of his classmates offered him some. In another class, a student happily translated the instructions for her table mate, an English Language Learner. Teacher Alejandra Vazquez helped students connect the project to their real world experience by pointing to the blacktop outside their temporary classroom. If you could design the playground of your dreams, she asked, what would it look like? If you needed shade from the hot sun, how would you find it?
At Youth in Arts, we work hard to scaffold projects, building each week on skills learned earlier in the residency. The project was the second time students created playgrounds. Two weeks earlier. they made smaller, individual playgrounds; the following week they drew their own and a friend’s playground on paper, figuring out how they could connect them.
At the end of class, students went on a gallery walk with their hands behind their back to look at each other’s art. We had a rich discussion about similarities we saw in color, shape and line and all the ways we can make connections.
The program is part of the Walker Rezaian Creative HeArts Fund created by Youth in Arts and the Rezaian family and generously supported by the Rezaians. It celebrates Walker’s life and love of the arts and is built around friendship and social emotional learning. How do we make and keep friends? What happens if we both want to build a slide in the same place? It gives children a chance to explore those and other questions in a safe, artistic place.
How do we build a tower? What makes us powerful? How can we build a bridge to connect our current and future selves? Fourth graders at Laurel Dell Elementary School considered these and other questions as they practiced design and build skills through Youth in Arts’ Architects in Schools program.
Through a 12-week residency with Mentor Artist Cathy Bowman, students measured, designed, built, and drew. They began the residency by coming up with five words to describe themselves and building “towers of power.” Each student received a four-inch square base and had to build within the constraints of that size. After building individual towers, they formed pairs and brainstormed ways to connect the towers as a single bridge.
The residency ended with the creation of tiny bridges within a wooden box, connecting their current and future selves. Students spent time brainstorming about what they wanted to be, any obstacles they needed to overcome, and what career they wish to pursue. They looked at bridges from around the world and considered how they were designed, taking into account strength and aesthetics. They developed visual images for each, such as books for a career as a librarian and a camera and globe for a future world traveler. The building materials were simple: toothpicks, buttons, Q-tips, paper scraps and other found objects.
“It was really exciting to see students improve from week to week, tackling each project with curiosity,” Cathy said. “It’s important to find as many ways as possible to support young people as they try to find out who they are and who they want to become.”
With the pilot project now in its fourth year, Youth in Arts placed mentor artists or teaching architects in K-5th grade classes at Laurel Dell Elementary School in San Rafael. Each grade’s curriculum builds on the previous year’s skills. As with all our programs, we strive to foster confidence, creativity and compassion in all learners by offering innovative programs and teaching multiple ways. The Architects in Schools program was launched in 2016 with Youth in Arts in collaboration with UC Berkeley’s Y-PLAN/Center for Cities + Schools .
We hope to expand this program to more sites in the future.
Mentor Artist Tracy Eastman says of her Arts Unite Us Residency at San Jose Middle School: “The students explored art in very creative ways!”
“Texture Collage Boards” — Our first class project was all about textures. Each student was given contact paper with the adhesive side up (secured to white foam board) and choices of textured materials to add. We discussed what the materials felt like and described the feeling it gave, (i.e. soft, bumpy, rough, smooth, noisy/crunchy, hard, etc.). We then took oil pastels and drew across many of the textures. As the last step, we covered the remaining sticky areas with magic gold transfer foil. Some of the classes removed the white foam board from the back of the artwork and displayed them in the window, while others left them with the white background and hung them on the wall.
Our second class project was making stained glass window kites, which focused on creating shapes, working within borders and cutting with scissors. The students were given the same set up of contact paper placed on a white foam board, but with different instructions. Each student was given four strips of black construction paper to create a diamond shape on their contact paper and were given additional strips to add anywhere within the diamond’s borders. Within the spaces of the black strips, the students placed square pieces of colored and patterned tissue paper to further decorate their kites. The students then smoothed on a top layer of contact paper to seal the pieces in place and then cut them out, staying on the outside of the black diamond borders. Most students needed assistance and/or adaptive scissors, which were provided by the classroom teachers. Lastly, the students taped a yarn tail with a tissue paper bow to complete their kites. All of the students held up their kites and pretended to fly them around the room before they were hung in the windows.
During this residency program, we also focused on creating various marks on watercolor paper with tempera watercolor cakes and an array of adaptive tools. The tools ranged from paint brushes with variously shaped handles, sponges, roller sponges, silicone stamps, etc. Prior to adding paint with the adaptive tools, the students drew on their paper with oil pastels to create resistance artwork. Together, we talked about oil and water resist each other and how the oil will fight with the watercolor to show through. The students improvised on making marks with different parts of each tool. One student even used the foam roller as a hammer and made small circles on his page. We used these skills to work on three-dimensional and two-dimensional projects throughout the residency.
These programs were made possible with support from the following sources:
Thank you for your continued support: Laurel Dell PTA teachers, parents and students, the Walker Rezaian Creative Hearts Fund, and the California Arts Council.
Cascade Canyon School families gathered earlier this Fall to make family flags as part of a Youth in Arts visual arts residency. Working with Mentor Artist Cathy Bowman and Program Director Morgan Schauffler, families participated in a lively discussion about the meaning of symbols and what shapes best represented each family. The artists began by tracing their images on scratch paper, then transferring onto recycled canvas panels. They decided which lines and shapes to keep, and traced over those with a black pen. Artists then used black Sharpie pens, oil pastels and watercolors to complete their pieces. Artists were encouraged to think beyond familiar symbols such as a heart or peace sign and consider using shapes that had no name or familiar form. The event was a great chance for parents and their children to collaborate artistically. Thank you Cascade Canyon!
Two Rock Union Elementary School in Petaluma, organized their inaugural art showcase on November 7th. The event, hosted from 5:00–7:00pm, gave parents a chance to see their student’s artwork from the nine week visual art residency with Youth in Arts Mentor Artist, Julia James. Examples of projects from the seven K–6th grade classrooms we’re on view, thanks to the hard work of PTA President Brandy Campbell, Julia James, and a number of helpful volunteers. Students’ work highlighted their understanding of observational drawing, patterns in nature, bookmaking, color theory, printmaking and so on. What a great event, and what beautiful artwork. Thank you Two Rock!
Since Youth in Arts completed our new strategic plan this spring, we wanted to properly introduce our Mentor Artists to our more in-depth model, and to each other. Our artists work directly in the classrooms, so they rarely have a chance to interact. We hosted an “all artist meeting” in August, and it was wonderful to see them talk to, listen to, and learn from one another. Our icebreaker activity was a worksheet that asked the artists to identify a problem in the world today, and how they would use their art form to solve it (using words and/or pictures). The prompt was WITH MY ART I CAN…
“A problem I see in the world today is xenophobia. With my art I can…help people see the world through someone else’s eyes. A film can draw you into an experience of understanding that is registered through many senses simultaneously – sight, sound, emotions. This allows people to get a sense of how another person experiences the world. So often the fear of the unknown occurs by observing another’s experience and not being able to see beyond our own subjective viewpoint.”
BIO: Sophie’s undergraduate studies were interrupted in 1999 when she joined her brother working as a volunteer for a small organization in Kosovo called Balkan Sunflowers. Arriving only 3 months after Kosovo’s one million refugees returned to their destroyed homes, she began organizing cultural activities with the community’s youth. In 2001, together with a network of artists from Kosovo, she participated in the formation of the Crossing Bridges Collective to organize and annual trans-Balkan music and arts festival. Inspired to document these vibrant cultural events, Sophie began working as a video artist and then went on to refine her skills at the Film Academy of Prague, Czech Republic (FAMU). She then received a dynamic degree at the University of California at Berkeley combining both visual arts and critical social theory. Sophie’s work as an artist has developed hand and hand with her work as a community organizer. She has found that her favorite form of activism is that of visually celebrating the beauty of nature and the beauty of culture.
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