rubric gallery

Students created a watercolor painting based on flowers and spices they encounter in their daily lives or in their kitchens. Using techniques of American Watercolor Masters (Wash, Wet-into-Wet, Dry Brush, and Subtractive Highlights)

Students were charged with using historical information provided by Ms. Schreier of the NY Historical Society to re-imagine enslaved blacks and to make an artwork that depicts students’ interpretation of two narratives/advertisements to “retrieve” runaway enslaved people.

TASK: Students studied logo designs and mid 7th-19th century Medieval calligraphy styles. They then created a letter or slogan for their logo using calligraphy and black and gold paint usually used in Medieval calligraphy writing. CCLS: RST.6-8.3, WHST.6-8.8, and L.8.6. Students demonstrate independence. Students studied arts associated careers & design choices that artists make an how aesthetics influence choice that consumers make.

Students studied Noh masks from Japan. Students created a 2-dimensional (2D) face mask by cutting negative space out of oak tag and pasted it to a base for printing. Students created a collograph print from the 2D mask. Common Core Standards Addressed RST.6-8.3, WHST.6-8.8, and L.8.6

Just as authors present large posters as the covers of their books at book signings, students were charged to design a book cover and large poster to represent their books for the Ezra Keats Bookmaking competition. Students chose their own subject matter based on an academic subject (social studies, science, a cultural topic or sports).

TASK: Students studied Chuck Close and Kehinde Wiley's portraits. They created a grid on both an image of a popular figure and used a grid to draw a proportionate, scaled drawing. Common Core Standards Addressed RST.6-8.3, WHST.6-8.8, and L.8.6