Sculpture and Ceramics

Sculpture-Mr. Antosky

New Jersey Learning Standards

Creating:Standard 2 Organize and develop artistic ideas and work. Standard 3 Refine and complete works of art.Performing/Presenting/Producing:Standard 4 Developing and refining techniques and models or steps needed to create products. Responding: Standard 8 Interpret intent and meaning in artistic work.Connecting: Standard 10 Synthesize and relate knowledge and personal experiences to make art.Standard 11 Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Day of the Dead Clay Sugar Skull

Students learned about the traditions of the Day of the Dead. Students created a version of a sugar skull using armature and sculpting techniques. An armature of a skull was made suing aluminum foil. Students then used sculpting techniques to create the details of their sugar skull using elements of art such as line, shape, and bright vibrant colors. Symmetry was the principle of art that was the focus of this project, in which students aimed to achieve by creating balance in the skull. Many students expressed personal meaning within their sugar skull and incorporated their art clay skull within their personal celebration of this event.

Banelly R.

Grade 9

Sugar Skull

Artist Statement: Sugar Skull

My clay sculpture is about the Day of the Dead. In an attempt to use the brightest colors, contrast was the desired goal. By creating four flowers and placing them on the head along with some purple petals around the eyes I unified these areas with contrasting colors, I used vines to accent the structure of her cheekbones. balance is achieved through my use of symmetry in the shapes and color. My vision for my clay sugar skull began as a sketch and blossomed into a beautiful clay sculpture. My message with this work is that color should be bright and beautiful to represent the Day of the Dead.

Jeanette L.

Grade 11

La Flor

Artist Statement: La Flor

"El día de los Muertos,The day of the dead. A day to remember the people who come before us ." This work of art was influenced by The Day of the Dead, a Mexican holiday where family and friends gather to remember their love ones who have passed away. Line, shape, and color are key elements in this work of art that ultimately allow me to achieve symmetrical balance. My idea in my work of art is express elements of traditional sugar skulls such as flowers and bright colors.

M. H.

Grade 9

Bloom

S. A.

Grade 12

Icing Skull

Surrealism Drawing

Students learned about Surrealism and the different ways to create this style of art. Students were encouraged to create art that is odd, irrational, illogical, and exciting. Students learned to change the normal scale of objects, turn the excepted order of things upside down, and transform one object into another. Students also concentrated on the principles of art proportion and emphasis. A variety of drawing and shading techniques were incorporated into the works of art.

Breydi R.

Grade 11

My Surreal Flower

Jarline R.

Grade 12

Genkaku (Hallucination)

Artist Statement: Genkaku

In Genkaku (Hallucination), the butterfly is leaving its resting place to find a new home. This is a play on reality in which a butterfly normally rests on flowers, here it is an eye. I used contrast to make the pupil of the eye standout. I attempted to draw the viewer into this area and then draw them into the wings of the butterfly. In this original unedited picture the main focus is light and neon colors as where everything else is a darker theme. This creates emphasis in the eye. I wanted to create a simple but yet eye catching piece by using multiple colors.

Jeanette L.

Grade 11

An Alternate World

Daniela L.

Grade 12

Half Landscape, Half Face

Jeremy R.

Grade 10

Skull Tree of Life and Death

D. M.

Grade 11

Eyes of Fear

(Surrealistic Shoe Design)

Artist Statement: Eyes of Fear

This work of art portrays a heel with a big wedge which was used for most of the larger eye drawings. The whole shoe revolves around the topic of eyes. The title of my drawing is called “Eyes of Fear” . The heel has eyes of different shapes and sizes which also expresses fear. On the sides of the heel there is a creature's face and it’s mouth chewing and biting into an eyeball. Lastly, the actual heel part of the shoe is an eyeball with it's cords wrapped around it.

What I learned in creating this artwork is that it is not easy to express and draw an emotion such as fear while still making it look unique. I learned that fear drawn into the form of eyes is very different. Many people when scared sometimes have shocked or traumatized eyes but it is still also considered a form of fear. I learned that fear is expressed differently based on the person and that not all will express it in the same manner. This artwork will influence my future art pieces by opening up my eyes more to see that not everything will be expressed in the same way because everyone is different and unique.

Hands of One's Culture

Students learned about the form of the hand. Students expressed their cultural background and personality through the pose of the hand and the objects placed in the hand. Students were challenged to express themselves and their culture through significant objects that symbolize meaning. Students refined techniques of drawing and shading through creating the complex shapes of the hand. students gained ownership and a sense of pride for who they are and where they came from through this project.

Remedios A.

Grade 12

Manos de Day of the Dead

Daniela L.

Grade 12

Life

Artist Statement: Life

The title of my artwork is Life. In the bottom I have the base which is a sweater that is shaded in. Then on top I have the hand with all five fingers being visible and shaded in. The nails are all shaded in a certain way to look like a design pattern with a highlight in the middle to bring emphasis to the hand. Now, we have the lotus flower in between the thumb and index finger. On top of the middle and ring finger I have a butterfly sitting on my finger. The butterfly's wing is shaded in. The most obvious element is value and texture because of the dark values and smoothness created by the shading.I learned to be careful not to press the pencil too hard due to it leaving a mark after being erased. The final piece is what I imagined although, the way I did the lotus flower turned out slightly different than I desired. I would have liked the lotus flower to be more symmetrical and even and shaded more. This piece influences my future work since I'm going to be more careful with shading my future projects. My overall thought of my artwork is this is exactly what I Imagined. I loved the way the hand came out.

Pop Art Sculpture Relief

Students learned about the Pop Art movement and the relief technique of sculpture. Students selected a popular image from a specific decade and then drew the image multiple times. Students then designed areas they would be carving. Students then, transferred the design to a foam block which was then carved using a variety of carving techniques to create various depths and textures. The principal of art contrast was created in the different levels of foam. Students created textures based on how the selected image made them feel.

Breydi R.

Grade 11

3D Pikachu

Rachel C.

Grade 11

Nirvana Pop

Abstract Art

Students learned to create abstract art in the style of Keith Haring while expressing an original idea about contemporary issues of today’s society of their choice. Students investigated the contemporary issues and designed compositions that expressed their ideas. The shapes and placement of their images within their composition are specific to the meaning in their work of art. Students created the shape and pose of their abstract people. Lines are placed around the abstract people to suggest movement and the principle of art rhythm. Additionally, lines and shapes were added in the background to create unity and variety. Within these designs there may shapes and symbols that express their ideas.

Y. E.

Grade 10

We Are All Different

Jarline R.

Grade 12

Voiced Freedom

Yanais S.

Grade 12

Stimulus

Artist Statement: Stimulus

What inspired me to create was artwork is the on-going Covid relief bill hearings that were going nowhere in terms of helping the citizens of the country. Although checks were distributed, it ignored the needs of many Americans. In my artwork I tried to portray the relief that a greater stimulus bill would give the American people. My goals were to show what $2000 could do for so many Americans and the difference it could have. The difference in paying rent, or being homeless. The difference in buying groceries or going hungry. The difference in staying on your feet for a little bit longer.

Self Expression Drawing

As an opportunity to express things about themselves, and as a way to let others know about their interests, students designed a drawing about themselves. They designed a font for their name that describes their personality and then added images of things they are interested in. These ideas were also used as ideas for future works of art. Students used the element of art value by creating light and dark areas through shading techniques. Students used the principle of art variety by creating different images throughout their work of art. Emphasis is achieved within the large scale of the images of significance within the drawing.

Ingrid G.

Grade 10

Scattered Mind of My Kind

Artist Statement: Scattered Mind of My Kind

My work of art is random things I like in one space, there are more things I like, but I make way around the clutter of likes and strong likes of my favorite things everywhere. My title of my artwork is called “Scattered Mind of My Kind''. This "silly" artwork of mine has a lot depth and blending in with cartoonish to semi- realistic styles. Through my strong suit in drawing in a Japanese art style, I was willing to try and experiment, though I did not have the right mindset at the time. Well to how I created this masterpiece, I was given an objective and time limit, so I did what anybody else would’ve done, and that was to draw about me and what I like. No reason for overthinking stuff. It’s also about how I really hope people get the message that I’m pretty much weird and crazy, and not in a sorta dangerous way, and hope to not really mingle with normal people. I want them aware that I like different things and find my people with similar interests. And it gave me a chance to show off my drawing skills, so that’s a plus too. Though now that I think about it, it’s embarrassing. With elements of art on my side, I made sure to make things bold to make more room and highlight the things I like about what I really like actually, created depth in some areas, and half baked everything to look natural against the various things I was actually proud to draw. I also made sure the colors would pop out and look much more sleek and cooler than ever to really go all out. I created my artwork out of boredom, and slowly little by little came to love it, which meant I also loved a little bit of myself in the process. It was a nice experience really. I don’t know much about techniques really, if anything I just winged it with my experience and tips I’ve learned along the way to get to this point.

Viridiana H.

Grade 12

Vase Design

Students investigated native American tribes and learned about the coil technique of ceramics. While focusing on the form and structure of a vase, students incorporated the principles of art rhythm and contrast while expressing an original idea about a selected Native American tribe of interest. Students were encouraged to express their idea about their selected tribe in the movement and shape of the cols as well as using shapes and symbols of significance to the tribe. Their ideas express compassion, love, and and other emotions about another's culture which in turn, will raise awareness and understanding.

Viridiana H.

Grade 12

Misconception

Artist Statement: MisconceptionMy work of art is inspired by the Apache tribe. What I tried to illustrate throughout my artwork were the traits that the Apache tribe had. For example, the buffalo head silhouette in the middle showed how they were hunters. Besides that, it illustrates how buffalo was their primary source of food. Along with that the triangles at the top are designed as arrowheads because that was one of the weapons that the Apache would use. The zigzags at the sides symbolize the mountains that the Apache lived on. The snakes that look like zigzags illustrate one of the gods that the Apache would worship. As for the small circles, those represented the beads that Apache women would wear. The only emotion I wanted to show in my artwork is wonder because I want the people viewing my artwork to feel surprised as to who the Apache tribe were because they were more than just hunters. What I learned in creating this artwork is that the Apache were misunderstood. History presented them as hunters but in reality, that was just one of the few amazing things that they did. A lot of them were very good at crafts so they would often weave baskets, make jewelry, and add fringe to their clothing. The final piece is just like I imagined it. The shading came out better than I thought it would and the coils were as round as I wanted them to be. I think this piece will influence my future works because it inspired me to include more shading. I don’t usually add shading to my artwork but after this piece, I think I’ll try to add more of it when I can. Besides that, this piece inspires me to make my drawings bigger. Sometimes I like to draw small just because it is easier so now I’d like to challenge myself to make bigger drawings.

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