The annual Student Art Show was a big success for Mayo this year! The exhibit was judged by Laura Mason from Terre Haute. She generously gave 10 awards to Mayo, including the Judge's Choice Award (3D) and the Best Overall School Display! Here is a list of students who received an award:
For the 2D Jr. High Category:
1st Place: Fermin Torres, 8th Grade, Mayo, "Self-Portrait"
2nd Place: Addyson Foltz, 7th Grade, Mayo, "Self-Portrait"
3rd Place: Madison Loveless, 8th Grade, Mayo, "Self-Portrait"
Honorable Mention: Hunter Goodwin, 6th Grade, Mayo, Untitled (Paper Cut Out)
Judge's Choice Award for 3D: Van Gogh Study: Painted Masks, Mayo
Carrie Watson, 8th Grade, "Cafe' Terrace at Night"
Grace Adams, 6th Grade, "Irises & The Starry Night"
Madison Loveless, 8th Grade, "Cypresses"
Isabella Sohaski, 8th Grade, "Sunflowers"
Taetum Noel, 6th Grade, "The Starry Night"
Please note that this is a framed grouping of 5 painted masks that the judge choose as a group to give the Judge's Choice Award to.
For the 3D Jr. High Category:
Honorable Mention: Arianna Malovski, 6th Grade, Mayo, "Seal", Clay
Best Overall School Display Award
I am incredibly proud of my students - they have worked tremendously hard this year. It's the first year that they've had a full-time art program. This means they give up a study hall each day so they can take Art. I even have two students featured in this show who are unable to take Art because they are in Band, so they come to After School Art once a week. They worked on their portraits at home so they could enter their pieces in this show.
As both a teacher and an artist, I am constantly inspired by my students creativity & talents, their consistent drive to learn, and their eager & colorful hearts.
Despite the current circumstances, Mayo Art Students are still creating - even from home! On the day before our "corona-cation" began, students assembled sketchbooks and were given two lists of drawing prompts. With the use of their imaginations and at-home materials, these kids have been arting and proving themselves to be even more awesome than I originally anticipated (:
Mr. Lowry's class drew inspiration from famous Russian artist, Wassily Kandinsky. We read the children's book, The Noisy Paint Box by Barb Rosenstock, which taught us about Kandinsky's childhood and how he struggled with being an artist in a "proper" family. As the founder of Abstract Art, Kandinsky's struggle was crucial to his success. We learned how he went against the conventional art styles at the time and had the courage to start something new. Art that didn't necessarily make sense, but made the viewer feel a certain way. We definitely felt the love as we made these "Squares with Concentric Hearts" just in time for Valentine's Day!
Top Left to Right: Kaylee Powell, Rob Kelly
Bottom Left to Right: Landen Cowger, Trinity Hughes
For this element, students learned and practiced the two kinds of texture that can occur in artwork: actual texture and implied texture. These projects included self portraits, which implemented both types of texture. For the next project, they created landscape paintings based off of a photograph of their choice. To begin these paintings, students sketched the landscape on canvas. Then, using plaster and palette knives, they created different textures for each part of the scene: water, mountains, grass, etc. Once the plaster had dried, students painted over it with acrylic paint. For the last texture project, students created a different kind of landscape through the art of collage. They made multiple layers of "land" via construction paper with bubble wrap stamps, watercolor paper with oil pastel resist, textured paper, wall paper, fabric, and more.
left to right: Isabella Sohaski (8), Carsen Tegler (6), Arianna Malovski (6), Addy Foltz (7)
Textured Landscape Paintings
left to right: Madison Loveless (8), Isabella Sohaski (8), Emma Shelkey (6), Isabella Henderson (7)
Textured Landscape Collages
detail shots below, left to right: Hunter Goodwin (6), Carrie Watson (8), Sydney Landsaw (6)
After School Art students have been very busy creating cat and dog themed images for a collaborative calendar project. Each student chose a month and designed an image for that month that included either a cat or a dog. The calendars were designed to raise money for the Paul Warner Animal Rescue Foundation. Their annual auction, which was originally scheduled for January 25th 2020, has unfortunately been delayed until further notice. However, calendars are available for order and purchase through Shutterfly.com at any time! Click the links below to order one today!
To learn more about the Paul Warner Animal Rescue Foundation, visit their Facebook page.
If you're feeling generous and would like to support the Mayo Art Program, you can find our Amazon Wish List by clicking the link below.
Every little bit helps! A hear-felt thanks in advance.
Throughout our journey of learning the Elements of Art, students have practiced different art styles and techniques. For this element and for the introduction of positive & negative space, students created projects with construction paper. The colored paper signifies the positive space while the black paper signifies the negative. These were created just in time for Fall, so they are proudly displayed in the upstairs hallway!
Next, students practiced the concept of positive/negative space while being introduced to a new art style: printmaking. Students first created their colorful background by applying oil pastel to a 12" square paper. Next, they created their printing plate by cutting and pasting foam shapes to a 6x6" piece of cardboard. The students then rolled black acrylic paint onto their plate with an ink brayer and stamped their plate four times in a clockwise format, providing their project with radial symmetry. They absolutely loved this project!
Lastly, students learned another type of printmaking (relief printing) that involves carving into a surface. When that surface is inked, the ink goes onto the raised part of the plate, leaving the carved areas without ink. For the project, students chose a logo from a candy/food/drink of their choice. We used laptops to zoom in on the image and crop it artistically ("drawing big" is another way to show space). The students carved their logo out of a linoleum plate and used ink to print it four times on colored paper that corresponds to their chosen logo. Students were eager to use real printing ink and the small rolling press in the art room.
top row, left to right: Isabella Sohaski, Haylee Bryan
bottom row, left to right: Madison Loveless, Carrie Watson
Mr. Lowry's class created a collaborative project inspired by Peter H. Reynolds' book, The Dot. The story follows a young student (Vashti) who feels discouraged in art class. "I just can't draw!" she tells her art teacher, who responds by telling her to "make a mark and see what happens." Vashti makes a dot on her paper and gives it to her art teacher, who frames it in gold and hangs it above her desk. This inspires Vashti to create more dots - big, small, multi-colored, etc. By the end of the story, Vashti has enough dot paintings to have her very own art exhibit.
The story is inspiring to young students who feel discouraged about their own abilities. After reading the story, the class made a series of dots - different colors, different mediums, even different shapes (some were leaves). The dots were arranged on the top of a tree to appear as leaves. It was amazing to see the collaboration between the kids and the masterpiece they created together.
The Dot Tree is displayed in the downstairs hallway.
The third Element students practiced was Value. First, students learned how to shade objects according to a light source. For this project, they created 3-dimensional forms by cutting the shapes out of construction paper and using charcoal to add values. They filled then glued the shapes to a newspaper collage background and gave each shape a cast shadow according to it's light source.
Student samples top to bottom: Carrie Watson and Macee Shoeing
Next, students practiced value in a different form by revisiting our monochromatic color scheme. Students created a layered image of trees descending into the distance. The trees furthest away were not only smaller, but also lighter in color. The middle ground trees were a mid tone, and the trees in the foreground were the darkest. The students drew and cut out their foreground trees to place on top of their paintings. Their skies were also a value scale, as they were dark towards the top and grew lighter as they approached the horizon.