Student Work

K-1st graders worked on basic color theory, after reading ‘Mouse Paint’ together. They created their own color mice!

K-1st graders worked on basic color theory, after reading ‘Mouse Paint’ together. They created their own color mice!

After reading ‘Frederick,’ 1st graders created their own mice by painting rocks.

After reading ‘Frederick,’ 1st graders created their own mice by painting rocks.

1st and 2nd graders used their knowledge of warm and cool colors, as well as geometric and organic shapes to create these lovely fall trees.

1st graders researched George Rodrigue, and then used his ‘Blue Dog’ inspiration to create their own personalized dogs!

2nd grade reviewed geometric and organic shapes, and then learned how to turn their geometric shapes INTO organic ones!

2nd grade reviewed geometric and organic shapes, and then learned how to turn their geometric shapes INTO organic ones!

2nd grade reviewed geometric and organic shapes, and then learned how to turn their geometric shapes INTO organic ones!

2nd grade reviewed geometric and organic shapes, and then learned how to turn their geometric shapes INTO organic ones!

Second graders started by learning about birch trees and their characteristics. They then also learned a paint-masking technique, and applied their knowledge of cool colors to create backgrounds for their birch tree scene.

Second graders started by learning about birch trees and their characteristics. They then also learned a paint-masking technique, and applied their knowledge of cool colors to create backgrounds for their birch tree scene.

Second graders started by learning about birch trees and their characteristics. They then also learned a paint-masking technique, and applied their knowledge of cool colors to create backgrounds for their birch tree scene.

2nd graders learned about the history of Sugar Skulls in Mexican culture, then used fluorescent paint to create their own for the school-wide Halloween show.

2nd graders learned about the history of Sugar Skulls in Mexican culture, then used fluorescent paint to create their own for the school-wide Halloween show.

4th Graders learned how to create their bubble-letter initials inside of fish, and then used their imaginations to create a scene around their fish!

5th graders used their knowledge of the Banyan trees in India to design these works, which also helped them review warm and cool colors.

5th graders used their knowledge of the Banyan trees in India to design these works, which also helped them review warm and cool colors.

5th graders learned about the Ancient Egyptian mummification process, then replicated the process to create 3-dimensional pieces for the school-wide Halloween show!

5th graders learned about the Ancient Egyptian mummification process, then replicated the process to create 3-dimensional pieces for the school-wide Halloween show!

5th graders learned about the Ancient Egyptian mummification process, then replicated the process to create 3-dimensional pieces for the school-wide Halloween show!

Each grade created a different project for the Halloween Show display. The most popular materials were fluorescent paint, torn paper, and plaster strips!

Each grade created a different project for the Halloween Show display. The most popular materials were fluorescent paint, torn paper, and plaster strips!

Students used a 200-year-old camera-less and darkroom-less photographic process to make prints focusing on composition, line, and repetition.

Students used a 200-year-old camera-less and darkroom-less photographic process to make prints focusing on composition, line, and repetition.

Students used a 200-year-old camera-less and darkroom-less photographic process to make prints focusing on composition, line, and repetition.

Art Foundations students used skills both in contour line drawing, as well as in abstract watercolor painting, to create their final pieces in this project.

Art Foundations students used skills both in contour line drawing, as well as in abstract watercolor painting, to create their final pieces in this project.

Art Foundations students used skills both in contour line drawing, as well as in abstract watercolor painting, to create their final pieces in this project. Also pictured here is a student using a reference created in a previous project (Color Theory) to plan out the color in this piece.

Art Foundations students used inspiration from some of their favorite album covers to create their own - either for an existing musician, or one from their imagination.

Art Foundations students used inspiration from some of their favorite album covers to create their own - either for an existing musician, or one from their imagination.

Art Foundations students learned about the Japanese concept of Notan in relation to positive and negative space. Using this concept, they designed their own cut-paper Notan designs.

Art Foundations students learned about the Japanese concept of Notan in relation to positive and negative space. Using this concept, they designed their own cut-paper Notan designs.

Art Foundations students learned about the Japanese concept of Notan in relation to positive and negative space. Using this concept, they designed their own cut-paper Notan designs.

Art Foundations students learned about the Japanese concept of Notan in relation to positive and negative space. Using this concept, they designed their own cut-paper Notan designs.

Art Foundations students learned about the Japanese concept of Notan in relation to positive and negative space. Using this concept, they designed their own cut-paper Notan designs.

Art Foundations students learned about the Japanese concept of Notan in relation to positive and negative space. Using this concept, they designed their own cut-paper Notan designs.

Art Foundations students learned about the Japanese concept of Notan in relation to positive and negative space. Using this concept, they designed their own cut-paper Notan designs.