ArtSeed Fine Arts Summer Camp
Contact ArtSeed: Josefa Vaughan, Founding Artist and Director
Box 401177, San Francisco,
ArtSeed Hotline:(415) 641-5909, Fax: (415) 641-4442
ArtSeed is a
grassroots nonprofit enterprise that has grown out of innovative art making and
teaching practices. ArtSeed artists work with various individuals and
organizations to develop interdisciplinary arts projects while providing long-term
vocational guidance to the young or disadvantaged. Our mission is to invite
people of all ages and backgrounds to grasp, utilize and transform the arts
through programs that include collaborative workshops, exhibitions, field
trips, commissions, and private art lessons. Behind-the-scenes
"HouseCalls" to homes, schools and work environments culminate in
festive "Shebangs" and on-going "GrapeVines" referrals
through our website and our living Directory of Resources for Artists and
Youth. We work with other professions and arts groups of all kinds (both
experimental and traditional). By fostering shared creativity, critical
thinking and peaceful self-expression we aim to expand the meaning of art,
enrich families and cross-fertilize the potential of people from diverse
Marissa Kunz (email@example.com)
explore composition through drawing, coloring and collage. To discover how, in
art (as in life), we are given opportunities to fill a blank space, color in
outlines already given and arrange readymade stuff (things that have been
chosen for us). We can create our own unique expressions in all these different
discussed: Collage, juxtapose, superimpose, chance procedures,
geographic magazines, Xerox of drawings/patterns/designs, scissors, Elmer’s
glue and glue sticks, brushes, rollers, paper, markers, pencils, smocks
arranging and gluing. Demonstrations. Students made collages from three
elements: 1) pictures they chose from a magazine, after pictures were given to
them at random, 2) line drawings of
abstractions they colored, 3) drawings
they made from scratch. Students cut
parts of each component out, arranged and glued them onto their paper. Next
students tied the elements together visually by coloring over the collage with
bold oil pastels and markers.
Wrap up: Each
students’ collage was presented to the class with comments from the teacher and
other students. This day ended with a personal story from Josefa about growing
up in Texas.
To introduce the use of sketchbooks in art making, To explore basic
various drawing and painting techniques.
discussed: Sketchbooks, drawing media (dust, oil, water), primary
colors (red, blue, yellow), secondary colors (orange, purple and green), warm
colors (yellows, reds and oranges), cool colors (blues, greens and purple)
homemade 10x5 sketchbooks, paper, acrylic and tempera paint, rags, brushes,
smocks, charcoal, litho crayons, markers.
were introduced to the idea of how artists use sketchbooks to practice drawing
and to experiment. Each student was
given a sketchbook to take home. In class, they decorated the cover of their
books. Inside their sketchbooks, students explored different fine arts drawing
media: charcoal, waxy litho sticks and markers.
Next, students were asked to pick their favorite drawing
from their sketchbook. Students received a painting demonstration and learned
how to paint using different sized brushes and mixing colors. Students learned
to describe large color fields first and then use smaller brushes to fill in
To create monochromatic portraits with various fine arts drawing media.
discussed: Monochromatic, portraits, highlights, shadows, reflected
white acrylic paint, rags, brushes, smocks, charcoal, litho crayons, markers
teaching artists did side-by-side demonstrations of two types of portraits: one
realistic and one cartoon-like. Students discussed the differences between the
two in terms of lines and shading.
Students learned how to shade, use white as highlights, and to draw over
mistakes rather erase them. Each
student made numerous portraits.
Teaching artists also conducted a “portrait war” where they
took turns drawing over the same work in a visual tug-of-war between cartoon
and realistic interpretations of a face.
Objective: To learn about three subject matters in art:
portraits, landscapes and still life through drawing and painting. To
appreciate the diversity of insects and understand their main characteristics.
Landscapes and Still Life, organic and geometric shapes
(bank moneybags!), tempera paint, rags, brushes, smocks
Process: This lesson started with a personal story
about Thailand and the way her parents met. This story segued into a story
about bugs of Thailand, as students were to use insects for their theme today. They were shown pictures of insects and
discussed ideas for their insect painting. Students then drew an outline on
their canvas bags. Next, they got a
chance to paint on their canvas bags.
Today we also had a special guest artist from Hunter’s
Point, William Scott. William did a demonstration of a portrait and also led a
group portrait where students took turns completing a large drawing!
Wrap up: This
class ended with a display and discussion of all student work as well a
showcase of singing talent by the teachers and students!
with string taped to the vanishing point and a horizon line, pencils, erasers,
rulers, color pencils
discussed: Perspective (one
point), horizon line, vanishing point, scale
Process: After discussing a brief history and
definition of perspective using a large reproduction of a work by Raphael,
students watched a demonstration on drawing one point perspective using the
special stringed paper as a guide. Students started with the easiest item: a road.
Then students learned how to draw a cube. Next they were encouraged to draw
trees or other objects that get smaller the further back they went. We also
talked about five ways to make things look like they recede into distant space:
(1) objects get smaller the closer they get to the vanishing point, (2) edges
get softer and fuzzier as objects recede in space, (3) closer objects generally appear lower on the page than
distant ones, (4) warm colors make objects seem closer while cool colors recede
and (5) parallel lines and arrangements of objects come together and eventually
meet at the vanishing point along the horizon.
Wrap up: Finished
work was presented, discussed and hung up on the walls at the end of class.
To create 3 dimensional insect sculptures from a variety of recycled
objects and art materials.
student received an envelope with beads, pipe cleaners, colored aluminum paper,
fancy tape, various fasteners, toilet paper tubes or corks, clay, and scissors.
discussed: Sculpture, constructions, fasteners, (insect parts: thorax,
antennae, legs, wings, abdomen)
Process: Students looked at and colored pictures of
insects for ideas. The teacher then demonstrated how to make a bee from the
materials available. Students were encouraged to experiment with the materials
and find new ways of combining those materials. Students then worked
independently while teachers came around with a cart of additional supplies and
To discuss the difference between Still Life arrangements and Landscapes
and review terms and concepts discussed throughout the camp. To understand how
objects in art become symbols for other things such as feelings and identity.
To develop our tactile intelligence, become familiar with the properties of
various materials by learning how to manipulate them.
discussed: Symbolism, still life. Review of artists introduced in the
camp including Raphael, Michelangelo, da Vinci, van Gogh, Pollock, Gentileschi,
Twombly and Morandi.
Flat magnets, recycled jewelry boxes, various drawing materials and
various construction materials.
Wrap-up: This final
day ended with celebration, refreshments and student art presentations! A
certificate of completion signed by the teachers was given to each student to
be individually decorated. Questionaires evaluating the camp were filled out by
and collected from each student, teacher, volunteer, BVOH staff, parent or
observer from the community who happened by.
artists Marissa Kunz and Josefa Vaughan there were 55 participants total: 40
elementary school age students, 9 teenage volunteers and 4 adults
chaperones. We have evaluations and
observation assessments from these participants as well as from other community
members and parents who dropped by during and after the workshop hours.
Here are some of our favorite
quotes from participants:
Ashia Coleman, student, age 8:
‘’I enjoyed everything, creating all kinds of things.’’
Brandy, student, age 8; ‘’ I would like
to share with the whole world, if I had enough.”
Mary Midget, chaperone/teacher:
Josefa, Marissa and Bonnie worked under challenging conditions. Assistant
Bonnie was able to keep the supplies flowing while the art staff kept the
projects moving. The students were excited when they return to the Bayview
Opera House and saw their artwork hanging on the walls. The staff personalized their
art by sharing their personal stories. Allowing them to discuss and present
their art honored the students. I am
very excited about the program. I look forward to it coming to the Bayview
again. I have been teaching in the area for twenty years, the program is
unique, stimulating and fun for the students.”
Laura Morgan, chaperone/teacher:
“I hope the program will continue since the children benefited so much from it.
They need this opportunity.”
WE DID IT!
Thanks to the Bayview Opera House and Shipyard Trust for the Arts,
ArtSeed’s Fine Arts Summer Camp 2003 was an all-consuming endeavor and we
believe, a real success. We are grateful to the BVOH staff and interns and to
ArtSeed’s assistants: Bonnie Kirkland, Baktaash Sorkgabi, Monica Mercado and Stephanie
Mejia. We would like also to thank Heidi Hardin for introducing us to new
constituents in the Bayview Hunters Point Schools through her Children’s Mural
Program, the inspiration that got this show on the road!
We want to find ways to bring about more meaningful
connections between the 300 artists at the Shipyard and residents of Bayview
Hunter’s Point through a proposed apprenticeship project. We hope to follow up
on a core of students who expressed profound desire to continue working with
us. One way this can happen is if four pairs of artists from apprenticeships
proposed to S.T.A.R. were to commit to one teaching session for younger kids a
month. Some of these same youngsters would then get follow up classes once a
week from four different apprenticeship pairs. These mentoring partnerships
could be comprised of selected interns from the BVOH program coupled with
selected artists from a variety of disciplines such as painting, sculpture,
video or performance. We are looking for funds to provide honoraria for artists
and stipends to apprentices. To showcase work produced in these apprenticeships
we are proposing to organize a citywide 2004 Fine Arts Summer Apprenticeship
For more information contact Josefa Vaughan at (415) 641-5909