5th Grade Personal Artwork

This gallery is for artwork that students have created independently while wanting to include it in the art show. All pieces shown here came from a student’s own motivation and exploration.

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Jules Lentz-Tawil

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5th Grade Howardena Pindell Project

Howardena Pindell is an artist, educator and curator best known for her painting and multimedia work. She was a curator at the MOMA for over 12 years, and was the first black woman to hold that position. As curator worked to uncover the injustice and lack of representation of Black artists in the museum, while simultaneously experiencing these injustices and struggling to have her work exhibited as a Black female visual artist.

Her work over the years has explored many themes including color, structure, and texture, as well as intersectionality in feminism, racism, violence and representation. The students looked at some of her early abstract pieces in which circles were a representation of some of Howardena’s own experiences.

The students’ pieces were a product of looking at her work, and also the result of a longer study of color theory. They first explored the primary colors through a series of mixing, matching and color scheme exercises that each began with just red, blue and yellow. They then expanded on a single color theme by creating larger pages of color and mixed media materials like oil pastel, colored pencil and paint. From these pages they cut circles and arranged them in ways inspired by Pindell’s work.

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Ryder Brownell

Wally Condos

Harry Davenport

Cali Greenspun

Cooper Hofmann

Jules Lentz-Tawil

Jack Masamitsu

Amelia Mundy

Milo O’Hagan

Noah Rosen

Sadie Zaraya

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DJ5 Art of Ancient Kemet

In the second trimester, fifth-grade students engage in an integrated case study of Ancient Egypt, which is often referred to in the unit as Kemet, as that is one of the names that the people of the time period would have used (spelled without vowels as ‘kmt’). The word Kemet was a reference to the fertile soil deposited on the Nile River banks after the annual flood. This nutrient-rich soil made it possible to farm. The name “Egypt” comes from a Greek pronunciation, and the name comes more from outside the country than from within. We have chosen to use the name more common to the people of the land and the time than the one given later.

In art and humanities classes, students studied various topics such as the impact of geographical features like The Nile, job specialization, social stratification, religion, and the afterlife. The following art projects emerged out of these explorations.

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Hieroglyphics and Cartouches: Students spent time looking at the visual language of hieroglyphics and hieratic, and they drew/painted a cartouche, or name plate, of their own name. This project served as an introduction to the culture of the era.

Caitlynn Hurst

Shaduf Models: Students studied early examples of irrigation systems and other agricultural innovations on the Nile River, including the shaduf. Students approached this project as a building challenge. They were provided with some simple materials (dowels, string, modeling clay, and some fabric) and sketched designs with the goal of creating a free-standing and demonstrationally functioning model, which they then worked to build.

Raya Connolly

Joshua Olusheki

Gisele Putka

Figure Representation and Jobs Within Society: The biggest undertaking of the Kemet study was a two-part project in which the students looked carefully at how the people of the era represented themselves in paintings and sculpture. They extracted key characteristics of the style, and they used these observations to build theories about their cultural values. In humanities, each student researched a specific job within the society, and they used that knowledge to draw and paint a figure performing that job in the style of the time period. This figure was then incorporated onto a background depicting the setting where that job would have been performed.

Wally Condos

Raya Connolly

Jules Lentz-Tawil

Jack Masamitsu

Amelia Mundy

Emmett Rapp

Noah Rosen

Ryan Small

Sadie Zaraya

Personal Artifact Projects: As part of their study of their societal job the students researched and created a replica of an artifact related to that job.

Aaron Goodhart

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CK5 Art of Ancient Kemet

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Cooper Hofmann

Jacob Samuels

Shaian Udani

Sabina Kovach

Charlie Lawson

Ryder Brownell

Oskar Kahn

Charlie Lawson

Trevor Moskowitz

Shaian Udani

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5th Grade Zoetropes

Zoetropes are an animation form that dates back to the 1800’s. The device is a cylinder with slits in it for viewing. Inside one places a strip with the frames of animated action on it. The spinning action of the cylinder and the black spaces between the slits acting as a shutter, give the illusion of movement.

Fifth graders began their study of animation by thinking about sequence, and how traditional animation breaks longer actions down into individual moments that play out in a specific order. After building up from the creation of short sequences of simple shape transitions in 4 frames, they worked to create longer sequences of simple animation ideas of their own on 16 frame strips.

Below you’ll find a still image of each student’s zoetrope strip, as well as a short video of the action as viewed through a zoetrope where one is available.

QUICK NOTE ABOUT THE VIDEOS: As you’re watching it will seem out of focus and hard to see what’s happening at first. Keep watching! As the zoetrope spins it will eventually reach the right speed for the shutter of the camera. For just a bit it will seem like the spinning isn’t blocking the camera anymore. Even though the animation will still be quick it will be much easier to see at that point!

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Cosi Croquet

Francesca Cueto

Harry Davenport

Caitlynn Hurst

Jack Masamitsu

Milo O’Hagan

Josh Olusheki

Gisele Putka

Zoey Samuelson

Olivia Weil

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CK5 Single Point Perspective Drawing

Perspective techniques are a way to give a 2 dimensional drawing a sense of depth and 3 dimensionality. Fifth graders learned the basics of single point perspective, using a horizon line, vanishing lines and a vanishing point. After a series of shape drawings to help build understanding the students had a chance to develop a more in-depth drawing using a street scene. The composition and what was included all up to them, with each element a chance to implement the techniques in creative ways.

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Ryder Brownell

Cali Greenspun

Cooper Hofmann

Jacob Samuels

Shaian Udani

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5th Grade Journalbean Collages

Brianna Collins is an artist who posts photos and videos of her collage-based journaling style on Instagram under the handle @journalbean. Her pieces use images, drawing, snippets of text, paint, ink, and a plethora of other media.

The students looked at selections of her work, watched several of her process videos, and then created their own collage pieces inspired by her. To add an additional layer to their pieces they were asked to make them somewhat autobiographical. The elements they chose should speak to pieces of their own identity, or personality or experiences.

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Ryder Brownell

Cosima Croquet

Francesca Cueto

Cooper Hofmann

Oskar Kahn

Sabina Kovach

Charlie Lawson

Trevor Moskowitz

Joshua Olusheki

Jacob Samuels

Mia Taylor

Olivia Weil

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DJ5 Single Point Perspective Drawing

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Harry Davenport

Aaron Goodhart

Amelia Mundy

Emmett Rapp

Noah Rosen

Ryan Small

Mia Taylor

Sadie Zaraya

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CK5 Printmaking Editions

Using the work of artists such as MC Escher (printmaker, graphic artist; 1898-1972) and Katsushika Hokusai (painter, printmaker; 1760 – 1849) as a jumping off point, students worked on creating their own edition of prints. They worked with foam plates, brayers and printing ink. They were encouraged to create at least 4 prints of their background plate so that they could be selective about the final pieces they displayed. Once students achieved successful background prints they were also encouraged to layer their prints with multiple colors and a process of selectively reprinting select portions of their image.

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Ryder Brownell