Young Artist Who Made It to the MET

P.S. Art, an annual juried exhibition of artwork by New York City public school students, is on display at the Metropolitan Museum of Art.

Puppet Henry Shiba Age 5, Prekindergarten P.S. 118, Brooklyn Art

Teacher: Jo Beth Ravitz

Tempera on paper I like making art because I get to paint. I like all the colors and the way they change when I mix them. I painted a happy puppet.

Teacher Comments:  Puppet is the culmination of a unit exploring a wide range of art materials and techniques. Students began the unit bymixing tints and secondary colors with tempera paint on heavy white paper. When the paint was still wet, they pulled combs through the paint creating a variety of textures and patterns. This paper became the building material for their puppets. Inspired by the portraits of Gustave Courbet and Albrecht Dürer, they learned the anatomy of the face and used themselves as models as they painted their puppets’ portraits.After details were cut and glued onto the body, the pieces were assembled to allow for movement and the artists introduced their puppets to their classmates. For an artist his age, Henry did a remarkable job showing expressiveness and attention to detail. Every decision was thoughtful and his puppet always puts a smile on my face.

Micrography Self-Portrait Sofia Cirone Age 13, Grade 7 Brooklyn School of Inquiry

Art Teacher: Nanna Tanier

Pen on paperI am uncomfortable speaking in front of people, and my artwork has always been a way for me to communicate with people and show them what I am feeling. Along with teaching me many techniques for using a variety of media, Ms. Tanier has also taught me how to be happy with the art I make, and to always follow my creative process. It was difficult getting all the lighting to look the way I wanted in the artwork. With my teacher’s help and with perseverance, I managed to finish the project and be happy with the result.Teacher Comments:Seventh graders looked at the micrography portraits of Michael Volpicelli, John Sokol, and Anatol Knotek. Students were then charged with creating a self-portrait using words, phrases, lyrics and/or poetry to express who they are using a wide range of values. Through careful observation of light and shadow, scale, detail, and personal expression, students created self-portraits with realistic proportions and values. Students were so intrigued with solving design problems that they became more involved in the process than the product. Sofia’s self-portrait is the result of her perseverance in the creation of a deeply layered and sophisticated artistic expression.

JoshuaCarena Carrington Age 17, Grade 12 High School of Art & Design, Manhattan

 Oil, gold paper, and chain on canvas Being an artist has given me confidence, patience, and time management skills. I’ve learned to set goals, organize, and plan out everything I’m doing when I create art, and this has helped me in real world situations too. I’ve learned to love my work, and appreciate those who also love my work. When people’s eyes widen and jaws drop as they look at my work, I feel satisfied and proud of myself. My teacher always influences me to step out of my comfort zone and try something new or challenging.The hardest part of this project was making sure my subject, Joshua, looked the same in each painting. I worked this out by redrawing and touching up areas several times until they were perfect. In the end, I surprised myself with what I accomplished and couldn’t be prouder.

Teacher Comments: All students are required to develop a body of work united by a theme of their own choosing. This theme often changes as the work progresses and the students find their way. What evolves is a clearer vision of the artist’s creative identity. Sometimes the theme doesn’t become evident until quite a lot of work is complete. Underlying each is the common denominator of the artist’s aesthetic, both visual and thematic. It is often during our senior critiques, where we examine a body of work, that we find the words that best describe the student’s entire portfolio. In other words, the images occasionally precede the words. I embrace this because it is an indication of a true visual journey. This is Carena’s breakthrough piece. Her concept of portraiture really expanded and her technique took a huge leap forward. Her sophisticated and thought-provoking triptych changed how I saw Joshua. She created a representation that changed my perception of the reality. The first thing I usually had noticed about Joshua were the marks created by his skin pigmentation. Carena’s portrait reveals the person beyond surface appearances.

The Jazz TrioKashief Mitchell Age 20, Grade 12P.S. 77, Brooklyn Art

Teacher: Amie Robinson

Ink and watercolor on paperI like making art because I am a creative person. Being an artist has made me feel very special and proud, and my artwork was even shown in Times Square. I like my art teacher, Ms. Amie, because she is helpful and has good ideas on how to show my love of music through art. I especially like using color in my work; that is why I love painting and why watercolors are my favorite medium. I like the way that the colors mix together on the paper.Watercolor lets me express myself, but I find reflecting on art to be difficult. I love to share my work with others because art makes me feel very happy.Teacher Comments:This year, Kashief continued to build his portfolio and develop his personal style in painting. He worked on developing his observational drawing skills and experimenting with new watercolor approaches. During independent study Kashief focused on the theme of music and looked at paintings from the Harlem Renaissance for inspiration. He also connected to the work of Romare Bearden, especially his beautiful, vibrant watercolors portraying the dynamism of jazz. The Jazz Trio perfectly captures Kashief’s unique energy and love of music.

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