charles'blog

Watts Street

2012-01-19T11:31:00.001-08:00

Pacific Street

2012-01-08T10:26:00.001-08:00

1268 lobby

4x5 rejects

2012-01-05T10:17:00.001-08:00

a quick mix

2011-12-10T13:19:00.001-08:00

kid koala radio mix

2011-11-23T06:03:00.000-08:00

Brooklyn Army Terminal

2011-11-13T18:27:00.001-08:00

my pics from the ifpda print fair

2011-11-06T12:40:00.000-08:00

Architectural Drawings from the Avery Library

2011-11-03T17:19:00.000-07:00

Bertram Goodhue silverpoint

Max Abramovitz sketchpad

A-train to Rockaway

2011-11-02T20:47:00.001-07:00

Lamp & small stand

2011-11-02T18:58:00.001-07:00

cardboard, hot glue, found bureau wheels, lamp kit (from home depot), streamers, wire

materials: salvaged pine wood and cast iron railing

480 Nostrand Ave.

2011-09-30T07:08:00.001-07:00

447 Nostrand Lobby

5 Beekman Street

2011-09-26T12:44:00.001-07:00

Cascade Mtn., Adirondacks

2011-09-21T10:10:00.001-07:00

http://www.adirondackalmanack.com/2011/08/dozens-of-new-landslides-reported-in.html

rjd2 radio mix

2011-08-27T15:38:00.000-07:00

&
since we last spoke promo mix

my house

2011-08-27T08:45:00.000-07:00

before...

stripping flooring

2011-08-14T09:57:00.001-07:00

photography after dark @ the met

2011-08-09T13:15:00.000-07:00

Home - 196 Guernsey Street

2011-08-06T07:58:00.000-07:00

“Of course, thanks to the house, a great many of our memories are housed, and if the house is a bit elaborate, if it has a cellar and a garret, nooks and corridors, our memories have refuges that are all the more clearly delineated. All our lives we come back to them in our daydreams.” - Gaston Bachelard, The Poetics of Space

Home is a group show focusing on the psychological realm of the
domestic space. The works in the exhibition investigate
relationships, personal possessions, and architectural elements to
explore how memory, objects and family shape the concept of home.

more beats

2011-08-04T10:54:00.000-07:00

Fort Greene Park

2011-07-26T17:48:00.000-07:00

window shopping

2011-07-07T07:12:00.001-07:00

gowanus plant

2011-06-23T12:25:00.000-07:00

exit art benefit

2011-05-14T13:03:00.000-07:00

F5 magazine blurb

2011-05-14T12:48:00.000-07:00

May playlist

2011-05-14T07:25:00.000-07:00

corner 37th ave. and 31st st. LIC

2011-05-11T08:26:00.000-07:00

5/2009

5/2011

P.S.106 4th&5th grade - art & healthy living

2011-04-15T19:32:00.000-07:00

governor's island/lmcc work

2011-04-02T09:49:00.001-07:00

materials: acrylic paint on cardboard, hot glue, plastruct foliage, string, matte medium, mossman action figure

dimensions: 8'1" x 10'3" x 9"

resource images...

Liggett Hall - aerobics room...

study for a new drawing...

my pictures from aipad

2011-03-19T11:23:00.001-07:00

Studio in a School exhibit @ 1285 6th ave.

2011-03-07T17:38:00.000-08:00

my pictures from the adaa art fair

2011-03-05T11:43:00.000-08:00

my pics from the pier armory

2011-03-03T06:17:00.000-08:00

P.S.19 3rd-5th grade - painting

2011-02-28T17:29:00.000-08:00

Lesson 1 – painting with black and white tempera

Previous learning to build on - PS19 students have not had art this year, but may have prior experience painting

Activity – students will create paintings using black and white tempera paint.

Objectives – Students will learn how to make different marks using their brushes in several ways. They will become familiar with tempera paint, understand concepts such as, parallel, symmetrical, pattern, representational vs. abstract, layering. They will learn to create different shades of grey mixing black and white.

Materials & Resources : black and white tempera paint, palettes, brushes, 18x12 paper, water in containers.
Resources: Kandinsky paintings or watercolors with variety of uses of marks. (printed in black and white)

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask students about their experience with paint…have they used tempera paint? Can they tell you anything about it. Show students example of a Kandinsky painting. Ask students to describe what they see… Discuss how many different themes/lines/brushstrokes, and representation vs. abstract.
Describe today’s activity and demonstrate making a painting…showing how to hold brush and clean properly, and asking students to help you create different tones, marks, brushstrokes, layering details on dry paint. Show how water can affect...opaque vs. transparent.

Art Making - (45 minutes)
Students will make their paintings. Encourage them to use variety of tones, lines.

Reflection – (15 minutes)
Do a walk around the tables together looking at work, have students share and discuss ask each other about aspects of their work. Could discuss foreground and background if any students have included them.

Lesson 2 – painting with color tempera

Previous learning to build on - students previously painted using only black and white

Activity – Students will color mix and create paintings using color paint.

Objectives – Students will review/build on what they worked on last week. They will understand primary and secondary colors and color mixing.

Materials & Resources : brushes, white, black, blue, yellow, red tempera paint, palletes, 18x12inch paper, water in containers.
Resources: students’ work from last week, color wheel, Mondrian broadway boogie woogie and/or Paul Klee castle

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask students to recall what they did last week. Can review/look at a student's painting to help discuss. Introduce today’s lesson, painting with color tempera paint. Show students broadway boogie or castle by Paul Klee. How does the color effect the painting.
Ask students about their experience color mixing. Demonstrate (asking students if they can help you) mixing primary colors to create secondary colors on palette or directly on paper. Have students help you come with several techniques of mark making.

Art Making - (45 minutes)
Students will create their paintings. Can have students mix secondary colors before letting them start on paper.

Reflection – (15 minutes)
Do a walk around the tables together looking at work, have students share and discuss ask each other about aspects of their work. Can ask them about their color choices and how they made them, what was most difficult for them, how they might do it differently next time.

Lesson 3 – landscape tree paintings

Previous learning to build on - students have now painted and color mixed with tempera paints

Activity – students will begin creating paintings of trees in a landscape. They will incorporate color while thinking about what type of weather they want to portray in their painting. They can start by doing quick studies of different weather patterns

Objectives – Students will use the skills they have learned in the previous lessons to create and describe their subjects.

Materials & Resources : brushes, tempera paint, palettes, 18x12inch paper, water in containers. Smaller divided paper for studies.
Resources: images of trees. Artists who have painted trees…Mondrian again, Van Gogh

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask class to review what they did last class. Introduce today’s lesson. Show class a tree by Mondrian. How does the color describe the mood, weather of subject.
Have class name some different types of weather. Demonstrate divided paper in 4 sections painting different types of weather…cold, rainy, snowy…tornado…etc… How can brushstrokes and color be used to describe weather?
Have students do quick studies of weather (10 minutes) on their own and then re-group to demo again. Describe again today’s lesson - painting trees in a landscape. Demo painting a tree and its climate, discuss foreground and background (scale) demo painting details using a small brush to describe tree and adding color to further describe its setting. Leave examples of trees and artists trees for students to use as reference.

Art Making - (45 minutes)
Students will begin their landscape tree paintings after their weather studies. Encourage/help them to use appropriate size brushes and using color with their theme.

Reflection – (15 minutes)
start next class with reflection.

Lesson 4 – finishing landscape tree paintings.

Previous learning to build on - students began their paintings last class.

Activity – students will finish work on their paintings.

Objectives – Students will understand and make choices about how color can effect and describe their landscape/tree paintings

Materials & Resources : paintings from last class, brushes, palettes, tempera paint, water in containers.
Resources: same as last class, student work, a finished painting done beforehand by teacher.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Start class by showing/sharing student work from last class. Have students recall what they did and how they did it and think about what they are going to do this class. Review foreground and background. Demonstrate again adding details to further describe your tree and its surroundings/climate.

Art Making - (45 minutes)
Students will continue painting their landscapes/trees.

Reflection – (15 minutes)
Do a gallery walk, encourage questions about how they described their tree and weather using brushstrokes and color.

P.S.19 3rd-5th grade - collage

2011-02-28T13:24:00.000-08:00

Lesson 1 – Collage (self portraits)

Objectives – Students will explore basic collage elements with multi-colored construction paper, and then will create a finished collage:

Materials & Resources – White 9 x 12 paper, multi construction paper, glue, brushes, scissors
Resources: Matisse

Procedure – Introduction/Discussion & Demonstration (10 minutes)
How can we change paper with scissors or our hands? How can we arrange them on a 2D surface? Look at Matisse. Demo cutting, tearing, edge, placement, overlapping, etc. Demo use of glue.
What is something you like to do…dancing, swimming, running? Students can place themselves in a setting (do a background)

Art Making - (45 minutes)
Students will change paper in a variety of ways, explore arrangement, they will represent themselves doing something they are good at or like to do.

Reflection – (15 minutes)
What did you choose to show? How did you show it? Did you encounter any difficulties? How did you solve them? What is something you notice in someone else’s collage that solves a similar problem?

Lesson 2 – Collage portraits continued

Objectives – Students will explore shiny paper, more complex cutting techniques, and will create a vertical format collage representing another person (family member, friend).

Materials & Resources – Same as previous, plus shiny paper
Resources: Romare Bearden, collage portrait.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Intro: What is shiny? Define and demo fringe, folding. Look at resources, discuss: artists represent people they care about. Is there a person who is kind to you, who cares for you, who you would like to make a portrait of? How will you show who they are (specifics, details)? How will you use the materials to represent them—do they have gray hair, shiny glasses or jewelry? What will you do first, second, last (sequencing large to small)?

Art Making - (45 minutes)
Create a vertical format (portrait format) representation, up close.

Reflection – (15 minutes)
Who did you choose in your portrait? What can we viewers know about your friend from looking at your collage?

Lesson 3 – Collage portraits in landscape

Objectives – Students will explore textured papers and will create a horizontal format collage representing themselves in a familiar, outdoor place, utilizing compositional devices to represent 3D space on a 2D surface.

Materials & Resources – Same as previous, plus textured papers. Ambitious students can choose 12 x 18 white paper as a base
Resources: Bearden, Breugel: representations of complex outdoor spaces.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Intro: Define textures. Look at Bearden, Breugel, discuss: artists represent complex spaces where human activity takes place. Is there a familiar outdoor place you like to be? Where is it? What do you like to do there? How would you show yourself there? How can we show what is near, far (sizes, overlapping)?

Art Making - (45 minutes)
Create a horizontal format collage representing themselves in a familiar, outdoor place, utilizing compositional devices to represent 3D space on a 2D surface.

Reflection – (15 minutes)
What did you choose to represent? How can we tell where it is? How did you create the illusion of space in your collage?

Lesson 4 – Pop-up Collage

Objectives – Students will explore methods of 3D paper construction: fold, slot and tab, dovetail, support, etc. students will create an abstract paper sculpture that is taller than it is wide.

Materials & Resources – Single color construction and oak tag paper, scissors, glue, brushes.
Resources: Pop up book (Dr Seuss – happy birthday to you)

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Look at pop-up books. Define and demo techniques.

Art Making - (45 minutes)
Students will create an abstract paper sculpture that is taller than it is wide, using one color construction paper, oak tag, and that explores all techniques.

Reflection – (15 minutes)
What did you do? How did you do it?

P.S.19 3rd-5th grade - clay

2011-02-28T10:39:00.000-08:00

Lesson 1 – exploring clay

Previous learning to build on - some students may have experience with clay.

Activity – students will explore and manipulate clay in several ways. They will combine the shapes they make into a sculpture

Objectives – students will understand what clay is and where we find it, how and why people use this material. They will become familiar with clay, learn about slipping and scoring and work with balance when making their sculptures.

Materials & Resources : air drying clay, wire cutter, water, tools for slipping and scoring
Resources: Pictures of clay, clay digs, historic ceramic vessels.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
What is clay? Where do you find it? What have people used it for? How long have people used clay? How is it made into an object? Using photographs to demonstrate these features, students will become acquainted with what the material is.
Demo how to make ten different objects by rolling, flattening, pinching and pulling the clay. The objects will then be combined using the scoring and slipping technique to build a tower. Scoring and slipping will be done with toothbrushes.

Art Making - (45 minutes)
Students will be given a slab of clay and begin making 10 different shapes…

Reflection – (15 minutes)
Ask students to respond to the activity. What did they learn about clay? What were they able to do with it? What did they make with it? What happens when the clay is left out of the bag for a while? Can you work/manipulate dry clay?

Lesson 2 – clay pots

Previous learning to build on - students have all now worked with clay.

Activity – students will follow a series of steps to create pots.

Objectives – Students will learn that; Clay is three-dimensional, has manipulability, is tactile, it has volume weight and density. It will take on any shape and stay that way. Every action has a direct result on its form. Math can be used in clay construction

Materials & Resources : Clay, wire cutter, water, tools to slip and score, rolling pins
Resources: Look at ceramic vessels both hand made and molded, historical and modern.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Review with students what they learned/worked on last class.
Demonstrate making the elements of the mug on the table before joining them together to form a vessel. (Special attention will be given to joining the wet pieces of clay by scoring and slipping them together with a toothbrush)
Students will learn to make a cylinder from a rectangle, put a base on it and form a handle. This will give an opportunity to discuss the relationship math plays in making the mug. A kneaded lump of clay is place on the table. The clay is flattened with a rolling pin until it is an +/-1/4-inch thick. The slab and cut into a rectangle with a clay tool. Both hands are cupped and used to gently bend the rectangle into a cylinder. The ends are scored and slipped then pinched together. The balance of the clay is rolled out. The base of the cylinder is scored and slipped, then connected to the cylinder, with the excess cut off. This excess can be used to form a handle by rolling a thick coil of the clay to apply to the side of the cup as a handle.

Art Making - (45 minutes)
Students will make their pots

Reflection – (15 minutes)
In reflection students will discuss the difficulties they experienced, where they thought the made ”mistakes” and how did they solve those problems. Others will describe their cups/mugs. How did the ‘mistakes’ lead to discoveries about the clay and how did the students resolve these.

Lesson 3 - animal sculptures

Lesson 4 - painting clay with tempera paint

Lesson 5,6,7 - clay castles

invented building drawings... (with oil pastels)

invented building collages at P.S.124^

P.S.19 3rd-5th grade - watercolor flowers

2011-02-28T09:56:00.000-08:00

flower prints...

Butt Johnson @ CRG Gallery

2011-02-15T09:57:00.001-08:00

a video i like

2011-02-07T14:30:00.000-08:00

http://www.youtube.com/watch?v=lH1EdZIz21o

Exit Art - Geometric Days

2011-02-05T09:40:00.000-08:00

press release

art forum ad

review
http://www.indypendent.org/2011/04/05/the-upheaval-of-history/

a video of exhibit...
http://www.youtube.com/watch?v=HqChvrEyYKs

my art collection

2011-01-23T18:21:00.001-08:00

john o'connor - john wayne flower

carla shapiro - anita & ester

danica phelps - stripe lineage 2nd generation

judy pfaff - untitled

Photogravure Edition

2011-01-19T10:47:00.000-08:00

I took a photogravure workshop taught by Lothar Osterburg, and made an edition of 5 prints...

P.S.186, 2011, photogravure, 8"x8"
$375 unframed. contact me if you are interested in purchasing one.

in Lothar's studio...

Major Records - Sound Effects Vol.21

2010-11-23T13:10:00.001-08:00

laser scanner -
tilidom file storage
electronic space explosions -
tilidom file storage
space computer -
tilidom file storage

Kings Theater

2010-11-16T08:29:00.000-08:00

727 Lafayette Ave.

2010-11-15T10:34:00.000-08:00

my pictures from the ifpda print fair

2010-11-07T17:47:00.001-08:00

Slate Gallery - Any Colour You Like - Installation Views

2010-10-27T09:16:00.000-07:00

press release

williamsburg greenpoint news review^

clarification on some of my displeasure with Brooklyn's skyline and satirical mimicry of high-rise living...
In drawings such as Highrise of Homes, and Meanwhile, In Reality… I was inspired by the SITE architects’ proposal for an apartment building intended to offer its inhabitants a presence and identity in the typically faceless cityscape. The SITE plan demonstrates several uniquely designed household units within each of its floors. My versions however, are composed of more generic apartments found in Brooklyn and Queens. Mine are also structurally unstable, uninhabitable and absurd. I consider my adaptations a satire of SITE’s design.
In the drawing Meanwhile, In Reality… I replicated several of my wobbly high-rises containing the ordinary, un-stylized tenements. I feel the regularity of these odd or well known structures as seen in my drawing, parodies the context for SITE’s impulse to respond to a “faceless” or unidentified cityscape.
I also sensed that their critique of the usual high-rise along with their desire for a more noticeable human existence amidst those structures seemed obstinate to an ecological incentive. I thought it was important for an urban plan to weigh the effectiveness of SITE’s idea and motivation or reasoning behind it. In both drawings I tried to create a dramatic sky with severe weather. While I felt my backdrops are visually suitable to my illogical structures, I hoped they would also prompt some analysis for the environment in which structures like them may exist or are called for.

antiques and arts weekly mention...

Dwell Magazine Article

2010-10-18T08:37:00.001-07:00

Artforum ad

2010-10-10T11:24:00.001-07:00

yahoo email

2010-10-09T18:05:00.000-07:00

in order to paste an image into the body of an email i needed the image to be hosted online...

some doorways

2010-09-01T08:26:00.000-07:00

1914 Bedford Ave.

East 21st Street, just below Caton Ave.

In one of the Brooklyn navy yard houses. The NYtimes published an article on the situation with these houses a couple months ago... http://www.nytimes.com/2010/05/16/realestate/16row.html

161st St. and Grand Concourse

Ash St. off Manhattan Ave.

factory near 3rd st. and 3rd ave., Gowanus

corner of 3rd st. and 3rd ave.

2nd summer playlist

2010-08-24T19:59:00.000-07:00

The Fevers - Esse Mundo Louco
De Wolfe Music Library - Atomic Butterfly
Steppenwolf - Jupiter's Child
The Mighty Imperials - the matador
The Outcasts - loving you, sometimes
Cave Singers - dancing on our graves
The Stylers - for you
Death from Above 1979 - little girl
Asha Bhosle & Chorus - Dum Maro Dum
Velvet Underground - i'll be your mirror
Jel - Hello Final
Rawcotiks - Magic Chef
Biz Markie - studda step
Blockhead - loot
Pink Floyd - any colour you like

i found someone's old negatives. apparently this is kodak safety film ^

Giant Mtn., Adirondacks

2010-08-23T15:43:00.001-07:00

... another beat

2010-08-20T19:30:00.000-07:00

tilidom file storage

some disc jockeying

2010-08-20T19:08:00.000-07:00

listen:
http://www.soulstrut.com/index.php/mixes/indepth/the_angela_lansbury_workout_mix/

some more
tilidom file storage

Beastie Boys - Looking Down the Barrell of a Gun Remixes

2010-08-20T17:35:00.000-07:00

listen here-
tilidom.com

#2
tilidom file storage

MF Doom remixes

2010-08-05T20:14:00.000-07:00

It Ain't Nuthin'
tilidom.com

My Favorite Ladies
tilidom.com

these beats

2010-07-12T14:16:00.000-07:00

these beats are not up on my website. i feel they go together in an express rising sort of way.
i might post a few more here, now that i've figured out how to add audio.

listen here-
1.
tilidom.com
2.
tilidom.com
3.
tilidom.com

Warwick, NY

2010-07-03T14:54:00.000-07:00

on Mount Peter in Warwick, NY

1st summer playlist

2010-06-19T12:33:00.000-07:00

Leroy & The Drivers - The Sad Chicken 3:00
The Daktaris - Voodoo Soul Stew 4:28
Rachel Sweet - It's So Different Here 2:52
Vulcans - Star Trek 3:25
Red & the Eyerights - Brandon's Rusty Organ 4:04
Joe Pass - Time For Us 3:16
The Gaslamp Killer - Daggasse 3:33
Blueprint - Too Funkadelic (Instrumental)3:14
Sarolta Zalatnay - Ne Hidd El 3:16
charles - fx4 experimental77 2:26
Schoolly D - Gangster Boogie 3:44
Peanut Butter Wolf - The Everliving 0:51
Tha Alkaholiks - Feel The Real 4:37
1000 Names - 32 Steps 3:16
RJD2 - The Sleepaway 3:34

so long classickicks

Drawing

2010-06-14T14:17:00.000-07:00

I got an idea for a new 30" x 22" drawing a month or so ago. These are the inspiration, resources and materials I have come across and gotten together before starting to draw.

Above is a smaller (9.5"x7") version. I will probably add ivy as well as a few more people and lights for the 30"x22" size. I did this one for an upcoming Dieu Donne benefit. It is on their handmade paper. Normally I use Arches 90lb. hot press paper for 30x22 scale...

74 Meserole St.

2010-06-11T11:47:00.000-07:00

Fuji instax ^

Exit Art Benefit Auction

2010-06-08T06:21:00.000-07:00

Stefan Kurten print

Judy Pfaff & Nicola Lopez at Pace Prints Chelsea

2010-05-23T15:41:00.000-07:00

medicated minutes remix

2010-05-20T17:47:00.000-07:00

this is a remix i made with a sample from a rock group called Rainbow. lyrics by Mr. Eon and Cage.

my pictures from Sotheby's contemporary art auction exhibit

2010-05-11T11:51:00.000-07:00

Broome St.

2010-05-03T17:10:00.000-07:00

I took this photo last week looking west on Broome St. between Broadway and Crosby.

I googled the address of the building on the SW corner, to find out some info, and if it had a name. I got a flickr page with a Berenice Abbott photo, which says it was taken in 1935, from her series Changing New York. Seems in this case not so much change.

This is another I took on Fuji color 4x5 film, again with a pinhole...

Walton Ford at Museum fur Gegenwart, Berlin

2010-05-01T05:28:00.000-07:00

P.S.112 2nd grade - woodblock sculpture into collage

2010-04-24T11:34:00.000-07:00

Lesson 1 – woodblock stacking

Previous learning to build on – PS112 students previously made clay pot sculptures and animals. Probably have some prior experience with wood in block centers.

Activity – students will 1st practice balancing wood without gluing together pieces. Working large to small and with concepts of above, over, inside, outside, vertical, and horizontal.

Objectives – students will create and understand a 3-dimensional work of art (sculpture). They will practice stacking and balancing their wood pieces. They will compare pieces of different shapes and sizes as they create their sculptures.

Materials & Resources – materials: cardboard bases and assorted wood block pieces. (for this class of roughly 20 students I ordered 1- 25 LBS Box Filled with Assorted Wood Pieces from Casey's Wood and 7 -Wood Whacking Sacks – 2-1/2 lbs. from Nasco. many students made 2 sculptures and there was some left over wood at the end too.
Resources: Louise Nevelson, David Smith

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask students to about wood. Where does it come from? How does it help us? Can students find any wood objects in the room? Discuss/show wood characteristics…smooth, rough, strong, breakable.
Describe today’s activity.
Explain and demonstrate how wood can be used to create sculpture. Show balancing wood with weight different shapes and sizes of wood, symmetrical or asymmetrical, building up and out. Find out what happens when something heavy is put on something light. Look at sculptures by Louise Nevelson. Discuss her background, how she stacked, balanced, pieces of found wood to create her sculptures.

Art Making - (45 minutes)
Students will experiment stacking and building their sculptures.

Reflection – (15 minutes)
Choose students sculptures to discuss/show class. Let artists describe their work if they want. Ask entire class if they have questions for artist (student) work…would someone like to ask the artist if they had something in mind when they built this? describe how they built it? how many shapes can they see?

Lesson 2- gluing wood sculptures to cardboard base

Previous learning to build on – students previously stacked, balanced, experimented with different shapes and arranged their wood blocks in different ways.

Activity – students will build and glue there wood block sculptures together and onto their base.

Objectives – students will follow directions, the will understand how to glue their pieces together appropriately. They will build up their sculptures and add details with smaller pieces.

Materials & Resources – materials: wood blocks, cardboard bases, glue for wood
Resources: same as last class

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask students to recall what they have previously done last class. Describe today’s lesson building and gluing sculptures together. Demonstrate an appropriate amount of glue and how long it takes to set (holding and counting) and describe what can happen with too little or too much glue. Ask students to tell you about balance.

Art Making - (45 minutes)
Students will build and glue their sculptures onto their base. if not using glue specifically for wood, students can use tape to help hold wood in place while it dries.

Reflection – (15 minutes)
Have students come with up a title or name for their sculptures. Discuss and display. Ask questions about balance and scale… (How big would you have to be to fit into that space). Can have students reflect in pairs, explaining their titles/works to one another and then sharing. ask them what was most difficult for them and how they might do it differently next time.

Lesson 3 – Painting with tempera paint

Previous Learning to build on – PS112 students have experience painting and color mixing with primary colors in 1st grade.

Activity – students will paint on paper with tempera, discovering/reviewing the medium and explore making different types of lines with their brush

Objectives – students will review how to paint with tempera paint and color mix. They will discover and get more comfortable with the medium and brushes, before painting their sculptures.

Materials & Resources – materials: yellow, green, blue, white, black tempera paint, different brushes, water, sponges or paper towel, paper
Resources: lines, patterns, shapes, printouts or found/observed in or around the classroom.

Procedure – introduce today’s lesson on painting with tempera paint. Discuss different types of lines: What kinds of lines can you find in this room? Invite the children to do an imaginary painting exercise exploring lines and body movements. Have them move their hands and bodies to make wavy, zig-zag, curvy and straight lines. Introduce the paintbrush. Explain the different parts and show how to use it and how to take care of it (and clean it properly after painting) Demonstrate painting different kinds of lines on paper. Show children how they can make their brushes “dance” on the paper (ex. twirling, dabbing, and spreading). Ask: What would a hop, skip, twirl, dab, run, walk, wiggle, giant step look like with a paint brush?
Have all new art vocabulary on Word Wall.
Demonstrate color mixing and painting with primary/secondary color wheel on display in room. Have students help choose, explain how make colors.

Art Making – encourage students to paint as many lines, patterns, colors and to add details once paint has dried.

Reflection - Ask questions such as: I notice that you made a new color… what is the name of this color? What did you do to make it? What shapes and lines did you make in your painting? Which brushes did you paint with? Did you make this painting quickly or slowly?
Ask about the different shades of orange: What would you name this color?

Lesson 4 – painting sculptures

Previous learning to build on – PS112 students have color mixed with primary colors.

Activity – students will paint their wood sculptures mixing primary colors directly onto their sculptures.

Objectives – students will review and practice how to use a brush properly as well as how to create different colors and how color can effect their artwork.

Materials & Resources –materials: woodblock sculptures, brushes, blue, red and yellow acrylic paint, trays for paint, water, sponges or paper towel for drying brush.
Resources: a completed sculpture ready to paint

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask students to recall what they worked on last class. Present an example sculpture and describe today’s activity. Demonstrate using a paint brush appropriately again, using the tip, and paint sculpture. Show and review, asking class questions about color mixing, and paint secondary colors on sculpture. Also show painting patterns, details and remind students to let paint dry before adding on top of. Remind and demonstrate with students, brush must be cleaned and dried before changing color.

Art Making - (45 minutes)
Students will paint their sculptures.

Reflection – (15 minutes)
Select a few students to talk about their painted sculptures. Ask them about their choices and how they made their colors. Ask class if they have questions for the artist about contrast, effect of color.

Lesson 5 – drawing from observation of sculptures/collaging

Previous learning to build on – PS112 students have sketched from observation for collographs of NYC buildings and made collages in 1st grade.

Activity – students will observe the shapes they see in their sculptures. Sculptures can be rotated and exchanged with other members of their tables, or groups from tables can rotate. (this lesson can also be done as a pop-up collage)

Objectives – Students will be free to decide how create a collage of an existent object by examining it. Students will render their observations by sketching them out first or directly cutting into their paper (can just let students having difficulty draw first). They will understand that an artist can make decisions about scale or spatial relationships and proportions that exist in their sculptures. Also that collages can be changed as they go along before being glued.

Materials & Resources – materials: finished sculptures, various kinds paper, pencils with erasers, scissors
Resources: Miro – paintings and collages

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask class to recall what they have previously done and describe today’s lesson. Show and tell the class about the artist Joan Miro. Ask class if they can identify, figures, objects in Miro’s work. Discuss how the artist made things he saw? Not necessarily like the figures or objects he was looking at.
Demonstrate using a sculpture selecting shapes you see and drawing them on paper or directly cutting them out. Show class how perspective can change the shapes you see…looking from straight on (a squirrel’s perspective), from a bird’s perspective. Draw shapes small or large. Select and outline multiple shapes. Remind students they do not need to create exact copies of their sculptures, they can simply use them as a guide for creating interesting shapes.

Art Making - (45 minutes)
Students will examine their sculptures and begin to make their collages. They will explore using many different kinds of paper. They can also rotate and look at different sculptures.

Reflection – (15 minutes)
Ask students to share their work and what shapes they observed. Ask other students if they can see or match the drawings or shapes to the sculptures.

Lesson 6 - collaging (& in pairs)

Previous learning to build on – most students will likely have done collage in 1st grade

Activity – students will continue working on their collages. They can work in pairs on larger paper if they have finished their own collage.

Objectives –students will review collage and how it is different from other mediums, they will focus on a multi-step task and think about what types of materials (paper) they want to use. Students will learn to work together cooperatively and to understand collage as a useful way to try out different compositions.

Materials & Resources – materials: pencils, scissors, drawings from observation, different assorted types of colored, textured paper, newspaper, glue, large base paper (multi-colors)
Resources: Miro paintings and photo collages he based them on, a completed collage.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
ask class to recall what they had previously done. Describe today’s lesson Ask class if they can remind you what a collage is. Demonstrate how to hold scissors and cut. Remind students they can outline their observations in pencil before cutting out. Show class Miro images again. Demonstrate making a collage (again if necessary), appropriate use of glue, working in groups. Students may choose to see this as a chance to continue building up their sculptures in 2-D or explore. Show how collage pieces can be moved around before gluing down to test. Show how different colored paper can create contrast, make more visible.

Art Making - (45 minutes)
Students should all have glued at least one collage by the end of the class.

Reflection – (15 minutes)
Ask students to share their work and what shapes they observed. Ask other students if they can see or match the drawings or shapes to the sculptures. Ask class if they would like to ask the artist(s) if they had their own object in mind or were looking only at the sculptures.

woodblock sculptures and oil pastel/watercolor drawings from observation at P.S.171...

P.S.254 1st & 2nd grade - pop up books

2010-04-24T09:36:00.000-07:00

lesson 1 - collage

lesson 2,3,4 - creating painted paper & using for pop-up books

pop up book with watecolors, P.S.112...

P.S. 254 3rd-5th grade - collograph & styrofoam printmaking

2010-04-24T06:38:00.000-07:00

Lesson 1 – making collograph plates (self portraits)

Previous learning to build on - Some students may have made collages and self-portraits before, and possibly even collographs.

Activity - students will begin by making rough sketches of themselves on 18x12inch paper to practice proportion and scale. Then again imagining the shapes that make up their bodies they will start cutting out those shapes before glueing them to their base.

Objectives – Students will review creating compositions using collage and how it is different from other mediums (can change around before glueing) students will understand collographic printmaking and vocabulary such as texture, overlap, layer, print/printmaking, collograph, and they will begin to create their collograph plates. They will make decisions about pose/gesture, and details/clothes.

Materials & Resources : 18x12 inch oak tag (2 per student..1 background 1 for cutting), glue, scissors, pencils
Resources: finished portrait collage/plate

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Can ask students about their experience/knowledge of collage and to share what a collage is? Explain we will be making self-portraits using collage. Ask class if they can imagine/remember some of the shapes that make up their bodies.
Show students the paper they will be working on, and explain they can choose to work horizontal vs. vertical depending on their pose. Do a rough sketch, showing appropriate scale of figure on paper. (Some students will probably have trouble filling the page)
Have students do their own sketches and then re-group.
Have students help you begin demo/making a plate…which part should you start with? Remind/show class to fill entire page and build up texture to make/imagine details. Demonstrate trying different compositions before glueing. Have a finished plate made already to show surface built up and several details, and maybe some imaginative details. Can discuss difference between working from imagination and observation and how we will be using plates to make prints eventually (time and patience permitting)

Art Making - (45 minutes)
Students will work from imagination and begin cutting out portrait shapes (and possibly glueing to their base time permitting).

Reflection – (15 minutes)
Could choose some plates to share and ask class if they can identify or guess the person/who the portrait is of? How would it be different if we had made collages from observation? What will you do next time? What was the hardest part? Why is surface needed for plate? Etc.

Lesson 2 – continuing with self portrait collograph plates

Previous learning to build on – students previously began their collograph portrait plates.

Activity - students will continue cutting out details, glueing them, and building up a surface

Objectives – students will understand why it is important to add details to the plates, and finish adding and glueing them by the end of class.

Materials & Resources: plates and cut-out pieces from last class, oak tag, scissors, glue, pencils.
Resources: example of collograph plate and print made from it.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Begin by asking class to remind you what they did last time. Show some examples of student portraits plates, particularly some that need more details. Can re-demonstrate cutting out detail and glueing to base/portrait, and how layering can add texture and depth. Ask class why it is important to built up surface? Show students a collographic print made from a collographic plate. Ask students how the artist made all the details in their print?

Art Making - (45 minutes)
Students will continue and should finish their portraits glueing down all pieces of their plates. Encourage them to add details wherever possible.

Reflection – (15 minutes)
Choose some new students to share or do classroom walk of finished plates… have students observe and share. Can begin discussion of printmaking happening next class.

Lesson 3 – printing collographs

Previous learning to build on – students have now made collographic plates. Some may have printed before in school.

Activity - students will be making prints from their plates by choosing paper, registering their plate, inking the plates and then printing/transferring them onto their paper and placing them into the drying rack.

Objectives – students will understand collographic printmaking, new vocabulary such as brayer, they will make decisions about background color and ink color and how to contrast. They will follow a series of instructions and make their prints.

Materials & Resources: collograph plates, ink (4 colors), inking trays, brayers (hopefully soft rubber), lots of 18x12 paper, newspaper
Resources: Artist Collograph print

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask class to remind what they did last time. Show example of a collograph plate and a print made from it. Ask class how is the print different from the plate? Have they printed before…can anyone share how it was made? Tell class we will be making prints today and begin demonstration of printmaking process. 2 parts…inking and printing (will be done working/rotating in pairs at 2 separate stations) Begin by choosing paper and registering plate in the center. Then demonstrate putting ink into tray and rolling brayer to evenly cover in ink. Then spreading ink over plate evenly with brayer in one direction. 2nd part is printing. Demo placing plate over the registered paper and rubbing evenly (also using a clean brayer if available), not moving the plate, and slowly peeling, then placing print on rack to dry. Divide class into pairs and stations.

Art Making - (45 minutes) – students will work in pairs or rotate between inking and printing stations. They will create several prints off their plates. Some students will probably need help/reminding about the process and how much ink will make a good print.

Reflection – (15 minutes)
Ask students what was the most difficult part? How can you make it easier?

Lesson 4 – finish printing collographs

Previous learning to build on - students have printed from their collograph plates

Activity - students will continue/finish printing. Can explore combining colors, ghost-printing.

Objectives – students will again follow instructions and make prints. Each student should have 3 self-portrait prints by the end of the class. Can have students sign and title their prints too.

Materials & Resources :collograph plates, ink (4 colors), inking trays, brayers (hopefully soft rubber), lots of 18x12 paper, newspaper
Resources: Artist Collograph print

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask class to remind what they previously did and look at dry prints now.
Demo combining colors by inking brayer in one and then lightly once over in another color tray. Can demo ghost-printing by inking plate once and printing a 2nd piece of paper after the initial, time permitting.

Art Making - (45 minutes) students will again work in pairs and rotate between inking and printing stations. They will create prints off their plates. Again some students will probably need help/reminding.

Reflection – (15 minutes)
Ask students to talk about how they made their prints, all the steps they needed to make a collograph print. Can display dry work around classroom or share a few.

Lesson 5 – Styrofoam print plates – beginning drawings (animals in an environment)

Previous learning to build on - students have made prints and are now familiar with printmaking process

Activity – students will begin by making drawings from observation of animals on paper before transferring them onto their Styrofoam plates.

Objectives – students will make a drawing from observation and understand how lines will add details, show texture etc. to their animals. They will understand how background and foreground give their subject a sense of space, scale in their picture/environment and contrast to their animal. Vocab: contrast, background/foreground, etch/engrave

Materials & Resources: pencils, 12x9 inch paper
Resources: variety animals to draw from observation…photos from national geographic or internet
Albrect Durer drawing of Rhinoceros (for how an artist made/added details)

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Can begin by asking class what they did last time and explain they will be beginning a new type of printmaking today. Introduce relief printmaking/engraving, what is engraving? Familiar with etch, carve? How is that different from the collographic printmaking?
Introduce today’s lesson, a beginning drawing for relief plate, the subject this time is an animal in an environment. Choose an animal with lots of details. Demo carefully studying your animal and drawing it from observation. Discuss working horizontal vs. vertical and proportion and scale. Remind it is again important to make the animal large in order to add smaller details later. Ask class to help describe the animal and show or ask how an artist can display that description. Once the animal is finished explain they can work to add in a background, filling up the entire page.

Art Making - (45 minutes)
Students will choose and draw their animals.

Reflection – (15 minutes)
Have students share some work. How did students show how far away animal is? What their animal is like?

Lesson 6 – Engraving Styrofoam plates

Previous learning to build on – students have made collograph plates and preparatory drawings for Styrofoam plates

Activity – students will transfer/engrave their styrofoam plates from their drawings

Objectives – students will learn to transfer and engrave Styrofoam plates and understand how their engravings will be used to make prints.

Materials & Resources: animal drawings from last class, Styrofoam plates (same size as drawings), different colored pencil or pen for re-tracing lines, masking tape.

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask students to recall what they are working on.
Demonstrate taping finished drawing over a Styrofoam plate and tracing the outlines of animal and environment. Drawing can be removed and details added again directly to plate. Make sure students can see the etched surface and check to feel the indentation on the plate.
Show class a finished plate and print...discuss what will happen during the printing process...how the etched areas will receive/transfer the ink.

Art Making - (45 minutes) students will engrave their Styrofoam plates, adding details to fill the entire plate. Should make sure they are pressing hard enough and making an impression.

Reflection – Can ask students to tell you what might be the next step in printmaking process? How will it work, how is it different from collograph

Lesson 7 – printing

Previous learning to build on – students have printed from collograph plates

Activity – students will be making prints from their Styrofoam plates by inking the plates and then printing them onto paper.

Objectives – students will follow a series of instructions, review and understand how to make a print.

Materials & Resources: engraved plates, 14x11 inch paper (slightly large than plates), brayers, ink, ink trays, newspaper

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Ask class to recall how the collograph prints were made.
Demonstrate inking brayer in tray evenly, and inking plate evenly. Demo making a print from an inked plate. Discuss over and under inking plate, what effect with that have on the print. Divide class between stations.

Art Making - (45 minutes)
Students will rotate between inking and printing stations. They will create 3 prints off their plates, placing them in the drying rack. Some students will probably need help/reminding with the steps.

Reflection – Ask students what was the most difficult part? What would you do differently next class? How is the print different from the drawing?

Lesson 8 – Finish printing

Previous learning to build on – students printed last class

Activity - students will finish printing from their plates by inking the plates and then printing them onto paper. This time can try different color paper, mixing colored ink if they have all made 3 prints.

Objectives - students will follow a series of instructions, review and understand how to make a print.

Materials & Resources: engraved plates, paper, brayers, ink, ink trays, newspaper

Procedure – Introduction/Discussion & Demonstration (10 minutes)
Can begin class by looking at some of the dry prints from last class. Why do you think some of the artist's lines are clear and others are not? How does the pressure you use when rubbing the back of your print make a difference?

Art Making - (45 minutes)
Students will rotate between inking and printing stations. They will all create at least 3 prints off their plates, choosing different color paper and ink, and place in the rack to dry. Some students will probably need help/reminding again.

Reflection – compare prints from last class to this class. Review steps taken to create them.

can have students write out steps with illustrations

group print on canvas^

pattern prints and accordion books made by 4th graders at P.S.124... (students learned about the industrial revolution, mass production and looked at samples of patterns used on plates, fabrics) they traded prints with one another.

The Red Hook grain terminal

2010-04-18T12:08:00.001-07:00

this is a a polaroid 4x5 negative, scanned and inverted (not a platinum print)

53rd St. & 1st Ave. ? factory

2010-04-13T15:05:00.000-07:00

Stephen Talasnik at Marlborough gallery

2010-04-09T12:31:00.000-07:00

Marley Marl feat. LL cool j - haters

2010-03-21T15:19:00.000-07:00

this is probably my favorite ll cool j song. off the marley marl album hip hop dictionary, released in 2000.

although it is hard not to favor a song with the title "pink cookies in a plastic bag getting crushed by buildings".

my pictures from aipad

2010-03-20T07:59:00.001-07:00

my pictures from the pier armory

2010-03-08T17:31:00.001-08:00

my pictures from the adaa art fair

2010-03-07T15:22:00.000-08:00

i like this painted green wood frame. i want to learn how to frame.

this record

2010-03-06T19:24:00.000-08:00

i picked up a number of Deram label records while i was in college. i guess the artwork attracted me, also i figured there would be something psychedelic or progressive rock to sample. This self titled LP has a number of strange moments, however "fugue in d minor" is a nice Bach rendition set to drums.

Jimi Hendrix - torture me, honey

2010-03-05T13:01:00.000-08:00

i bought this record for the b-side track "got to have it" which was sampled in the song "jimmy james" by the beastie boys. i like most of the hendrix songs on the record, particularly the a-side instrumental track "torture me, honey"

PS 186

2010-02-26T12:46:00.001-08:00

back of building from 146th street

using my flash to see

Leonardo Drew at Sikkema Jenkins

2010-01-31T08:04:00.001-08:00

Roy Newell @ Carolina Nitsch Project Room

2010-01-28T11:54:00.001-08:00

info on this show...

http://www.artinfo.com/galleryguide/24999/11654/123866/carolina-nitsch-carolina-nitsch-project-room/exhibition/roy-newell-the-private-myth/press_release/

my favorite, i estimate it is around 4" x 7"

My photos from Miami

2010-01-20T17:40:00.000-08:00

the double exposures were made with a Lomo Lubitel 166 camera

Dimensions Variable- Summer's Gonna Hurt You

2010-01-17T13:00:00.000-08:00

the sculpture was made of acrylic paint on cardboard and hot glue. approximate dimensions - 8'x8'x4'

a few collages

2009-11-11T17:02:00.000-08:00

you can enlarge any image by clicking on it

NurtureArt Benefit

2009-10-12T17:03:00.000-07:00

Preston Court metal yard

2009-10-11T14:56:00.000-07:00

in Aurora Robson's studio

2009-10-07T12:12:00.000-07:00

Slate Gallery Opening

2009-09-27T08:58:00.001-07:00

Judith Rothschild Foundation contemporary drawings collection @ MoMA

2009-08-09T13:41:00.000-07:00

mark gratjahn-

Northside Piers Penthouse

2009-07-31T13:32:00.000-07:00

Favorite Plastics

2009-07-16T11:18:00.000-07:00

walking along elevated tracks around the border of north Flatlands and east Flatbush Brooklyn...

Northside Piers Lobby

2009-06-10T11:30:00.000-07:00

Pictures of my painting in the lobby of a recently finished apartment building on N4th street and Kent ave. in Williamsburg

Hunts Point Structure

2009-05-22T08:04:00.000-07:00

This is located in the back of a truck loading/dock zone in the industrial area of Hunts Point in the Bronx (near a corrections facility and next to an organic waste recycling plant) Appears the structure was made to shelter and/or support a conveyor belt coming up from a pier in the East River.

I received a summons earlier in the day for riding my bicycle on the sidewalk of Bruckner Blvd. NYC police are enforcing the 'quality of life' violation in neighborhoods with higher crime rates.

P.S.171 Kindergarden - collage

2009-04-30T09:21:00.000-07:00

P.S.124 4th grade - limner self-portraits

2009-04-30T08:33:00.000-07:00

Exit Art Benefit Auction

2009-04-29T05:56:00.001-07:00

new short video

2009-04-28T05:49:00.000-07:00

the preliminary drawing

My pictures from AIPAD

2009-03-28T19:12:00.000-07:00

My pictures from pulse art fair

2009-03-06T19:19:00.000-08:00