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BuildaBridge Images  of  Student  Artwork   Our  ar&sts  do  excellent  work  with  children-­‐   in-­‐transi&on.    Unfortunately  the  ar&sts  do   not  o9en  have  the  luxury  of  a  semester  or  a   year  to  work  with  a  child  living  in  poverty.     Most  of  the  artwork  to  follow  was  produced   by  brave  children  who  at  the  maximum  had   10  classes  to  complete  a  project.    Because   these  children  are  “homeless”,  they  o9en   carry  a  s&gma  and  are  seldom  iden&fied   once  they  leave  the  emergency  shelter.     Remarkably  they  show  amazing  crea&vity   and  hope.    

Artology 2011:    Earth   Installa=on   The  two  major  projects  of  the  Artology  2011   summer  camp  were  public  art  installa&ons  –   one,  depicted  here,  at  the  historic  Cliveden   House  of  Germantown  in  which  the  6th-­‐8th   graders  showcased  soil  layer  pain&ngs  and   “glass  vines”.  ..  (con&nued  on  next  slide).      and   a  second  at  the  nearby  Awbury  Arboretum  in   which  the  4th  -­‐5th  graders  built  a  “living  wall”,   installing  their  clay  flower  sculptures  together   with  living  flowers  on  ver&cal  panels.  These   pieces  brought  together  principals  that   Artologists  had  been  synthesizing  in  their   science  and  art  classes,  reinforced  by  field   study  trips.  Both  groups  got  a  chance  to   showcase  their  work  in  a  public  forum,  and  to   be  celebrated  as  contributors  to  the   community.     Before  this  session,  I  looked  at  soil  as   something  you  put  pants  in.    But  now  I  see  it  as   nutrients  for  plants  and  animals.  -­‐  Autumn.     Artology  means  a  lot  to  me  because  when  I  go   back  to  school,  I’ll  always  be  pu@ng  up  my   hand  in  class.  –  Kendra.    

Artology 2011:    Earth   Installa=on,  cont.   …and  a  second  at  the  nearby  Awbury   Arboretum  in  which  the  4th  -­‐5th  graders   built  a  “living  wall”,  installing  their  clay   flower  sculptures  together  with  living   flowers  on  ver&cal  panels.  These  pieces   brought  together  principals  that   Artologists  had  been  synthesizing  in   their  science  and  art  classes,  reinforced   by  field  study  trips.  Both  groups  got  a   chance  to  showcase  their  work  in  a   public  forum,  and  to  be  celebrated  as   contributors  to  the  community.  

Self-­‐Portrait in  Silk   Screen   I  visited  Julie  Rosen’s  class   on  Wednesday  to  find  an   incredibly  structured  and   peaceful  class  going  on.  The   li_le  gentleman  with  the   big  smile  had  done  a  silk   screen  of  himself  with  a  hat   on  and  he  was  so  proud  of   the  results.  He  was  also  one   of  the  more  disrup&ve   students  when  I  visited  her   prior  class.  I  remarked  that   he  seemed  to  be  having  a   really  good  day  and  his   response  was,  "I  always   have  good  days."  Enough   said.              -­‐  Magi  Ross,  BuildaBridge   Community  Programs  Coordinator  

Julie Rosen’s  silk  screen  class  in  a  shelter  May  13,  2011  

The Owl:    Principled   Peacemaker   ARTMAKING  TO  PEACEMAKING  is  a   curriculum  designed  to  teach   peacemaking  skills  to  middle  school   students  using  the  arts:    crea&ve  wri&ng,   dance,  drama,  music  and  visual  arts.    The   curriculum  uses  art  as  metaphor  and  art   as  demonstra&on  to  teach  basic   peacemaking,  conflict  resolu&on  and   nego&a&on  skills.  The  final  exhibi&on  was   a  drama&c  &  musical  portrayal  of  an   original  tale,  the  Tale  of  the  Ra_lesnake   in  the  Night”.    Its  animal  characters   embodied  the  five  typical  responses  to   conflict.    These  masks  &  panels,  created   by  the  visual  arts  class  served  as  the   “costumes”  and  scenery  backdrops,   respec&vely,  for  the  performance.     Art4Peace,  2009-­‐2013.    Leah  Samuelson,   ar&st  teacher  &  visual  arts  curriculum   developer  (See  Lesson  Plan  Sample).  

The Good  Path   Northern  Cheyenne  children  ages   8-­‐12  designed  and  pain&ng  a   mural  on  the  wall  of  an  outdoor   shower  during  a  BuildaBridge  Arts   for  Hope  Camp  in  Montana  2010.     The  image  was  developed  with   the  children  by  ar&st  BuildaBridge   Ar&st-­‐on-­‐Call  Ben  Pepka,  a   Guggenheim  scholar  who  works   with  Na&ve  Americans  in   Montana.    The  camp  also   included  indigenous  art  classes  in   flute  making  and  doll-­‐making,  all   of  which  incorporated  tradi&onal   cultural  mo&fs  and  values.  

RootsToTrees is  the  theme  of  the  2012-­‐13  visual   arts  &  dance  classes  for  7-­‐9  year-­‐old   Bhutanese  children,  lead  by  dance   master  teacher  Julia  Crawford  and   art  therapist  Celeste  Wade  (orange   shirt).    The  classes  are  part  of  a  two-­‐ year  Philadelphia  Refugee  Mental   Health  Collabora&ve  project  funded   by  the  Department  of  Behavioral   Health  to  serve  the  Philadelphia's   growing  Southeast  Asian  Refugee   popula&on.  BuildaBridge  is  a   member  of  the  collabora&ve  to   provide  culturally  relevant  art   experiences  aimed  at  fostering   crea&vity,  hope,  &  adjustment  to  a   new  country  while  honoring  &   remembering  their  former  homes  &   families.    Here  the  students  are   midway  through  the  class,  working   with  symbolic  representa&on  art   ideas  and  paper  media  (Content   Standards  1  &  3,  grades  5-­‐8)  to   create  tree  roots  that  represent  both   new  and  old  "lives"  that  nourish  the   growth  of  the  tree.    

Crea=ng Safe  Art  Spaces   with  &  for  Children  in   Bogota   The  streets  of  this  barrio  are  the  only   places  for  children  to  play.    A   BuildaBridge  arts  camp  discovered   much  ar&s&c  talent  among  the  77   children  (ages  3  to  15)  that  a_ended   the  August  2012  camp  taught  by  12   BuildaBridge  Ar&sts-­‐on-­‐Call  and  12   BuildaBridge-­‐trained  Colombian   ar&sts.    It  also  helped  them  transform   a  corner  dumpsite  in  order  to  declare  a   permanent  "crea&ve  space"  for  their   community.    Here,  the  drama  class  for   8  year-­‐olds  performs  a  short  piece  in   front  of  the  just-­‐created  Welcome   mural  created  by  the  teen  visual  arts   class  under  the  teaching  of   BuildaBridge  ar&sts  Stevie  Neale   (drama)  and  Kelly  Finlaw  (visual  arts).  


Haiku and  Tree   "Dancing  the  disco   naturally  taking  its  way   the  trees  feel  the  breeze"     Children  in  the  6th-­‐8th  grade  class  of   Artology  2012  explore  environmental   responsibility  and  reflect  on  our   natural  resources  through  Haiku   poetry  &  visual  art  (Art  Content   Standards  1,3  &  6).    Painted  “en  plein   air”  on  the  banks  of  Philadelphia’s   Wissahickon  Creek,  this  finished   watercolor  art  piece  by  middle-­‐school   student  Ryan,  followed  a  study  of   Cezanne  and  was  displayed  at  the  final   celebra&on  &  art  exhibi&on  of  the  5-­‐ week  summer  art,  biology  &   environmental  science  program.     Artologist  art  work  has  been  exhibited   at  the  pres&gious  Philadelphia   Museum  of  Art  for  the  last  four  years.   u.    

Adapta=on Fish     Coralizita  and  Swager  Fish  are  the   crea&ons  of  the  6th-­‐8th  grade   Artologists  who  a_end  the  2012   summer  Artology  Program.    The   curriculum  theme  of  Fire  &  Ice   included  a  study  of  some  of  earth’s   coldest  places:  the  deep  sea,  and  also   a  study  of  the  concept  of  adapta&ons.     Students  created  their  own  sea   creatures  with  their  own  special   adapta&on  to  deep  sea  living.     Students’  imagina&ons  conjured  up   coral  with  adapted  appendages  to  aide   its  preserva&on  (keep  people  off),  and   a  fish  with  bio-­‐illuminescence  for   a_rac&ng  females,  speed,  and  powers   of  mind  control  &  ability  to  change   iden&&es  to  aide  its  survival.    

Weaving “Memories”   BuildaBridge  Discovery  Program,  May     2012  –  Two  6-­‐8  year  old  girls  put  the   finishing  touches  on  a  colorful  weaving   that  they  &  their  classmates  completed  as   a  “community”.    They  were  part  of  the   a9er-­‐school  program  at  one  of   BuildaBridge’s  partner  West  Philadelphia   homeless  shelters.    The  art  work  pictured   was  a  special  project  that  BuildaBridge   teaching  ar&st  Julie  Rosen  created  in  light   of  the  16  yr  old  boy  who  was  killed  in  the   area.  (He  lived  at  this  shelter.)    The  piece   was  a  weaving  of  good  thoughts  and   memories,  things  that  the  children   wanted  to  share  and  express  about  the   tragedy.    The  weaving  was  intended  for   the  mother  of  the  boy.     BuildaBridge  teachers  are  trained  to  be   flexible  &  child-­‐centered,  adap&ng,  when   necessary,  the  art  lesson  to  meet  the   needs  of  the  children  vs.  the  teacher’s   need  to  “finish  the  lesson  at  hand”.    

Home is  Where  the  Heart  Is   Houseless  but  not  homeless.     This  was  the  theme  of  the  2011   Discovery  program,  BuildaBridge’s   a9er-­‐school  arts  program  in   Philadelphia’s  homeless  shelters.    A   part  of  the  City’s  larger  focus  on   homelessness,  elementary    &  middle   school  children  created  art  that   expressed  what  “home”  meant  to   them.    This  finished  paper  collage   piece  is  one  student’s  vision  of   “home”,  complete  with  garden.    It  was   one  of  many  works  of  art  by   “BuildaBridge  Kids”  exhibited  on  this   theme  as  part  of  the  BuildaBridge   invited  art  exhibit  at  City  Hall  in  March,   2011.    The  exhibit  was  hosted  by  the   Philadelphia  Office  of  Arts,  Culture  and   the  Crea&ve  Economy,  and  was  on   public  display  for  two  months.    

Moving Mural   Where  the  Sidewalk  Ends.     Chalk  Pastel  on  Butcher  Paper,   Tempura  Paint  on  Cardboard,  Stop   Mo&on  Anima&on  (.mov  File)     This  project  was  created  by  Artology’s   2013  Session  1  Artologists  (6th-­‐8th   graders).    A9er  individually  responding   to  Where  the  Sidewalk  Ends,  a  poem   by  Shel  Silverstein,  through  wri&ng  and   drawing,  students  worked  together  to   create  the  large  scale  mixed  media  art   piece.    They  combined  both  urban  and   non-­‐urban  eco  systems  imagery.     Students  gained  skills  in  drawing  and   technology.    They  learned  about  and   u&lized  linear  and  aerial  perspec&ves   to  create  the  illusion  of  both   background  landscape  and  foreground   city  skyline.  Buildings  were  inspired  by   a  sailing  trip  on  the  New  York  Harbor.    

BuildaBridge Images sampler 2014  

This Sampler showcases 12 images of the artwork created by students participating in BuildaBridge's programs during the 2011-2014 years.

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