Blog - Creative Art Works

Keeping Our Roots Strong: Branches of Belonging

Andres Piedrahita — Thu, 12 Jun 2025 15:07:59 +0000

Liberty High School Academy for Newcomers students and Teaching Artist Colleen Kong-Savage pose for a photo with t-shirt keepsakes inspired by their new mural “Branches of Belonging”

Graduating seniors leave a gift for future generations

Students at Liberty High School Academy for Newcomers honor and celebrate their cultural diversity. Liberty is a transfer school that serves students who are acclimating to the American education system, including and, not limited to, English language learners. This spring, a group of graduating seniors participated in “Learning to Work,” a work-based learning program designed to offer preliminary work experience and emotional and academic support, all while preparing students for life beyond high school. The resulting mural, entitled “Branches of Belonging,” honors cultural diversity and serves as a beacon of hope, acceptance, and belonging for future students.

At a formal presentation, what stood out the most, besides the beautiful art, was the pride and clarity with which the interns expressed themselves. Students showed a strong sense of ownership and were eager to discuss different sections of the mural. Many were proud to say that the work presented them with an opportunity to move outside their comfort zone and grow personally or even emerge as leaders.

“Everything about this mural was made by us. One person painted the branches, another person added the eggs in the nest, and someone else made the ornaments. I learned to trust my team.”

— Liberty High School Academy for Newcomers Program Intern

Liberty teachers and staff, as well as CAW staff and board members, were impressed by the interns

An Intern explains different elements of the mural

In the audience were Liberty High School teachers, students, and staff, as well as CAW Executive Director Karen Jolicoeur, Board President Brian Ricklin, and board members Julian D’Ambrosi and Carol Rosenberg. Also in attendance was Christine Beckhusen, the Learning to Work Internship Coordinator for Catholic Charities' Alianza Division, a long-standing and valued partner of Creative Art Works.

The new Liberty High School Academy for Newcomers mural, “Branches of Belonging”

As the mural stretches across a long hallway, the muted palette on one side gradually gives way to vibrant colors. Each branch of the tree represents a different culture. A unique feature of the mural are hidden magnets where ornaments can be “hung” from the branches of the tree to celebrate holidays, announce school events, or recognize student achievement.

“The tree represents all of the cultures in this school. If there is a holiday a student wants celebrated, we can make an ornament and hang it off one of the branches. That way, we all feel like part of a community by sharing our culture.”

— Liberty High School Academy for Newcomers Program Intern

Through hard work and dedication, the interns leaned on one another to bring this mural to life. With their senior year coming to a close soon, they are leaving behind a lasting gift for incoming students — a visual representation of the school’s values.

Process Images

Teaching Artists and Program Staff

Colleen Kong-Savage, CAW Teaching Artist
Kevin Claiborne, CAW Program Manager
Riki Sabel, Program Manager of Teaching and Learning
Madeline De León, Program Coordinator
Emilio Vides-Curnen, Operations Coordinator

This program is made possible, in part, by public funds from the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature, and by the New York City Department of Cultural Affairs in partnership with the City Council. This program is also made possible by public funds from the Office of the Manhattan Borough President and by the Leroy Neiman and Janet Byrne Neiman Foundation, the Ponce De Leon Foundation, the AEO Better World Foundation, the Milton & Sally Avery Arts Foundation and the William Talbot Hillman Foundation.

Who Do You Want to Be?

Kevin Claiborne — Mon, 09 Jun 2025 19:27:48 +0000

“To be successful in school and in life, you need some form of reflective practice, whether that be artmaking, or writing about yourself, or personal planning. You need to have a set of tools to help you tell the story of your life.”

— CAW Teaching Artist Natalie Raskin

Freshmen in the Foundations program use art to reflect on their identities, values, and dreams.

The transition from middle school to high school can be daunting. This is particularly true at A. Philip Randolph Campus High School, which admits over 300 new students each year. That’s why the Foundations program, a required course for all incoming freshmen, was designed to help students develop a basic understanding of themselves in relation to the growth that they're experiencing as young adults in a new and often challenging environment.

The Foundations program includes artmaking projects designed by Creative Art Works to engage students in exploring their own agency and trajectory. For example, one project, called “The Game of Life,” invited students to create a board game visually representing the challenges of navigating high school, family, and friendships. It was a playful and creative way for students to feel like they have a lot of power on their life path, but also understand that there are elements of chance as well.

Foundations Students created their own “Game of Life” based on personal experiences

“The activities in Foundations were designed to be open-ended and to respect different learning styles. I think that flexibility made the program successful.”

— CAW Progam Manager Kevin Claiborne

Most students in Foundations did not identify as artists, yet all were willing to try something new.

CAW fielded three Teaching Artists to cover the various sections of this program: Abby Walsh, Natalie Raskin, and Farah Mohammad. While each TA adhered to the basic principles of the program, they also brought their own unique perspective and approach.

Natalie observed that, because Foundations is a required course and not an elective, most of the students did not self identify as artists, so it took some coaxing and encouragement to get everybody to participate.

“There are always some students who are ready to embrace what might feel like the childlike aspect of artmaking,” said Natalie, “However, a lot of students at this age worry about being judged by their peers, so they don't want to get too engaged. Still, I feel like most students broke out at some point during the course of this program -- everybody made something. Everybody tried something new.”

What’s on your Mind?

This project was called “The Frankenstein Self.” Students were asked to visualize parts of themselves through shapes and textures. The idea was to get them to express what thoughts occupy their mind without using words.

Navigating Conflict

Understanding our responses to conflict is critical to building strong relationships. For this multi-day project, Abby invited her students to pair up and choose a hypothetical argument they wanted to illustrate and how their individual styles might work together to bring about a resolution or, alternately, to escalate the dispute. Some students chose to work in groups of three – which often involved someone acting as a mediator.

Abby said, “It has been my experience that students are already processing conflict in their lives, so creating a safe environment where they have both permission and guidance to explore how to deal with this friction is really intriguing to them.”

Your Accented Name

Graffiti names displayed in the hallways of A. Philip Randolph Campus High School

Some styles of graffiti are so distinct to a particular neighborhood or borough that they can be identified as easily as a regional accent. This project presented techniques that allowed students to design their own unique style of letters that speak as loudly as their individual voice.

The first day of the project introduced basic skills and offered students the opportunity to investigate shapes. The second day focused on how techniques such as contrasting color and positive and negative space could make an image jump off the page. Students were proud to see their artwork displayed in the hallways.

Teaching and Program Staff

Program Staff
Program Manager Kevin Claiborne
Program Manager of Teaching & Learning Riki Sabel
Operations Coordinator Emilio Vides-Curnen
Program Coordinator Madeline De León

CAW Teaching Staff
Farah Mohammad
Natalie Raskin
Abby Walsh

This program was made possible, in part, by the West Harlem Development Corporation, and by public funds from the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. Creative Art Works’ school-based programs also receive support from the Cornelia T. Bailey Foundation.

Speaking from the Heart

Scott Lucas, Marketing & Communications Manager — Mon, 02 Jun 2025 17:52:00 +0000

A student in the Anatomy & Physiology Art Lab at A. Philip Randolph Campus High School discusses her a mask that shows interior and exterior psychological states

Students share powerful connections at the intersection of science and art

The event kicked off with a fashion show of wearable art

Students in a Creative Art Works Art Lab celebrated the completion of a successful year with a culminating event that included a gallery walk and a cat walk.

The Art Lab, which is integrated with the Honors Anatomy & Physiology (A&P) class at A. Philip Randolph Campus High School (APRCHS), challenges students on a medical track to reinterpret anatomical and philosophical principles through painting, sculpture, collage, mask making, and textiles. This is the sixth year that CAW has partnered with APRCHS on this program.

Students got things started by modeling wearable art that represented the protective powers of the immune system and masks that illustrated the difference between interior and exterior psychological states.

Next, students reflected on one of their projects. Some statements were deeply personal and vulnerable, as when one student read a poem about her wearable art, or when another student shared how art had helped him heal after a traumatic event in his neighborhood.

A&P Teacher Christopher Bax congratulated his students on an “inspirational” performance, saying, “You have been extremely vulnerable and displayed a lot of courage.”

A student explains her psychological self-portrait

CAW Teaching Artist Noga Cohen said, “After the event, a fellow teacher, Mr. Gomez, shared with me how stunned he was to see all of the students active, engaged, and vocal. He said some of those same students are in his class, and he had never heard them speak, nor had he seen them so confident.”

This is not to say that public speaking came easily to everyone; the professionalism of the presentation was the result of preparation and practice.

Noga said, “When we practiced for the final event, one of our presenters was struggling to read his notes and stumbled over his words. With help from a fellow student, he practiced until he memorized his lines and gave an amazing performance. I was very proud of him for gaining confidence, collaborating with his friend, and believing in himself.”

“Culminating events are a vital part of all CAW programs, because they celebrate youth voice, showcase artistic growth, and enhance a sense of accomplishment. This was especially apparent at the Art Lab event where students highlighted the powerful connection between creativity and science in a public and affirming way.”

— Kevin Claiborne, CAW Program Manager

“My self-portrait represents anxiety. Anxiety can make you feel overwhelmed, overly self-conscious, or sometimes you just want to be alone and sad. I painted the eyes around my face to represent people staring at me. You can see how intimidated I am.”

— Anatomy and Physiology Art Lab Student Shamir

Shamir’s self-portrait of anxiety

Jizelle Amis wrote a poem inspired by the immune system wearable art project, which dealt with the question, “How do we protect ourselves or our communities?”

My Poem

I wear my courage like a thread
Stitched in silence, lined in red
Not armor made for war or show
but something deeper, stitched below

A cape, not flown but grown from fear
From every wound I pulled too near
Not a costume, not disguise
But truth wrapped tight in stylized lies

Each fold a shield, each seam a scar
A subtle map of where we are
You won’t see cells or battle cries
Just fabric catching hurt that flies

I built this piece the way we cope
With hidden steel and threads of hope
A wearable myth, a softened might
A quiet blaze in broad daylight

So when you see this cape I wear
Know strength is not just standing there
It’s how I heal, how I defend
And how I stitch again and again

— Jizelle Amis

Moments from the Culminating Event

Gallery of Student Art

Projects include 3D models of major organ systems, paper models of different types of muscle tissue, illustrations of cells, and psychological self-portraits.

Teaching Artists and Program Staff

Christopher Bax, APRCHS Honors Anatomy & Physiology Teacher
Noga Cohen, CAW Teaching Artist
Kevin Claiborne, CAW Program Manager
Riki Sabel, Program Manager of Teaching and Learning
Madeline De León, Program Coordinator
Emilio Vides-Curnen, Operations Coordinator

This program was made possible, in part, by public funds from the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. Creative Art Works’ school-based programs also receive support from the Cornelia T. Bailey Foundation.

History in their Hands

Andres Piedrahita — Wed, 28 May 2025 17:55:34 +0000

Sixth-grade student at IS 254 in The Bronx created radial prints inspired by Tibetan mandalas.

“The history teacher informed me that students have been thoroughly enjoying their artmaking projects and are eagerly anticipating them. Even though our class is scheduled for Thursday, they have been asking about it since Monday. ”

— CAW Teaching Artist Kibrom Araya

Sixth graders at I.S. 254 in The Bronx dive into world history through hands-on art lessons

Student holding up their unique mandala print

At I.S. 254 in The Bronx, sixth-grade students are enhancing their understanding of the ancient civilizations in a dynamic way through different kinds of artmaking. The classroom is decorated with their creations, including a vibrant display of hand prints inspired by Paleolithic cave art, mesmerizing radial prints modeled after Tibetan mandalas, and decoupage maps influenced by a unit on the geography of the Western Hemisphere.

While the work is undeniably beautiful, these art projects represent hands-on learning that integrates with core content from the academic curriculum to yield greater student engagement and a deeper understanding of world cultures.

The learning is intuitive, exploratory, and fun. Getting their hands dirty making clay pinch pots invites students to reflect on how ancient Greeks expressed their societal values through everyday pottery and storage containers.

From the Paleolithic to The Bronx. Making hand prints connects students to one of the oldest art forms in human history.

CAW Teaching Artist Kibrom Araya found that the students really enjoyed creating the radial prints. They loved the freedom of creating whatever patterns they wanted and were eager to see the outcomes. He described the work as “sophisticated and technical.” The projects encouraged students to explore the intersection of math, ancient religions, and art.

In another project, the students created mixed-media collage maps of their neighborhoods. They learned about different perspectives, developing map keys and symbols, practiced using directions, and discovered how essential mapping was to early civilizations—both for storytelling and survival.

Creative Art Works’ programs create opportunities for growth, collaboration, and self-expression. By inviting students to share their unique perspectives and connect class content to their lived experiences, we help nurture curiosity and the confidence to explore. For students with special needs, particularly those with individualized education plans, tactile learning methods are especially impactful. These approaches support different learning styles, making creative exploration more accessible and meaningful.

“During one class period, I teach special ed students in a self-contained classroom. Their excitement for the class has increased over the semester. Even the students who are inherently reserved were actively engaged and really enjoyed the process of making their pinch pots.”

— Creative Art Works Teaching Artist Kibrom Araya

Responding to art from the past

Students at I.S. 254 explored history and world cultures through hands-on artmaking. Shown above, they crafted clay pinch pots, designed vibrant mandalas on coffee filters, and collaborated on cut paper maps.

Teaching Artists and Program Staff

Kibrom Araya, Teaching Artist
Donna Manganello, Program Manager
Riki Sabel, Program Manager of Teaching and Learning
Madeline De León, Program Coordinator
Emilio Vides-Curnen, Operations Coordinator

This Creative Art Works program is supported, in part, by the New York City Department of Cultural Affairs and the Cultural Immigrant Initiative in partnership with the NYC Council and Council Member Oswald Feliz. This Creative Art Works program receives support from the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. Creative Art Works’ school-based programs also receive support from the Cornelia T. Bailey Foundation.

Thinking Outside the Box

Annie Dauksch — Wed, 07 May 2025 16:51:38 +0000

CAW Teaching Artist Carlita Field-Hernandez and two PS 155 students

Artmaking is all about problem-solving and discovering new ways to express ideas. CAW lesson plans are designed to present students with creative challenges that encourage them to come up with solutions that go beyond the original scope of the project. Some good examples of this can be seen at PS 155, The William Paca School, in East Harlem, where students have been taking on exciting artmaking projects that challenge them to think outside the box and explore creativity in unexpected ways. Whether designing intricate nesting dolls, exploring line work like Harold, the protagonist of Harold and the Purple Crayon, or constructing imaginative figures and dioramas, they tackled creative challenges by thinking outside the box.

Whether students are making dioramas, Russian dolls, or communal neighborhood maps (keep scrolling to see examples of those projects), artmaking isn’t just about the finished product—it’s about the process, the problem-solving, and the joy of making something truly unique. We can’t wait to see where their creativity takes them next!

“Reading stories with the students not only helps them get into the project, but also realize that art is everywhere—even in things they might not initially recognize as art.”

— CAW Teaching Artist Carlita Field-Hernandez

Figures & Dioramas

In CAW’s literacy-based artmaking program at PS 155, each project is a response to a work of of children’s literature. Inspired by the themes of relationships and special bonds in the book Abuela, by Arthur Dorros, students created their own figures and dioramas using watercolor, pastel, and crayon techniques. CAW Teaching Artist Carlita Field-Hernandez noticed that our students were fascinated by all the readings in this program and would continue talking about the correlating book throughout the process.

“I love incorporating the stories with the art projects,” said Carlita, “And both our K-1st and 2nd-3rd grade cohorts enjoy them as well.”

The project journey began with students sketching portraits of themselves alongside someone special in their life. Paying attention to details like clothing, hairstyles, and accessories, they captured what made their bond unique. Next, students explored mixed-media techniques by adding crayon and oil pastel details to their figures. With figures complete, it was time to build the settings for their stories. Using watercolor, pastel, and crayon, students painted backgrounds and constructed 3D elements out of paper, cardboard, and mixed media, transforming ordinary shoeboxes into interactive puppet theatres. Just like the floating adventurers in Abuela, students could now make their figures “fly” across their hand-painted landscapes with the help of bamboo sticks.

“I saw the pride in their faces when they would make connections between the mediums used in class with the illustrators in the books. It was one of the most rewarding parts of this program, second only to seeing how proud the students were of their work.”

— CAW Teaching Artist Carlita Field-Hernandez

“Genesis decided to make an imaginary pink ocean for her figures to fly over. She painted a paper towel with pink watercolor paint and then shredded it so that it would look like choppy ocean water. Then she painted a gorgeous pink and purple background. She really thought outside the box. ”

— CAW Teaching Artist Carlita Field-Hernandez

Dioramas inspired by Abuela

Our K-1 cohort embarked on a journey into the world of Russian nesting dolls, inspired by The Littlest Matryoshka by Corinne Demas. This tale of six sister dolls who become separated and must find their way back to each other introduced students to themes of family, perseverance, and identity.

Using paper-folding and gluing techniques they had been refining throughout the year, students created their own unique sets of matryoshka-inspired characters. The challenge? To design each doll as part of a visually unified family while still giving them individual personalities. Some students experimented with papercut floral patterns, while others applied oil pastel techniques learned from previous lessons. The results were stunning—a series of nested characters that showcased both thoughtful design and personal expression.

Nesting Dolls inspired by The Littlest Matryoshka

Harold and the Purple Crayon

Inspired by the classic book Harold and the Purple Crayon, by Crocket Johnson, students explored the power of line work as a storytelling tool. Their first task was deceptively simple: draw with their fingers in the air. As Carlita read from the book, she would ask students to draw in the air things that Harold draws: an apple tree, a dragon, and a hot-air balloon. This warm-up led to questions like: How many different sound-lines can you put in your art piece? Can you invent a brand-new type of line? With these playful prompts in mind, students created artwork experimenting with different types of lines—sometimes without even realizing they were also learning about negative space and composition!

Using the power of their imagination, students draw in the air as Carlita reads Harold and the Purple Crayon

Carlita says the stories she read to the students in class encouraged them to make connections between the techniques the illustrators used and the art they were in the process of creating.

“The students noticed the techniques the illustrators were using," says Carlita. “I saw the pride in their faces when they would make connections between the mediums used in class and in the books. It was one of the most rewarding parts of this program, second only to seeing how proud students were of their work.”

Student work from all four grades was displayed at a gallery walk at the end of the semester. This grand culminating event offered students an opportunity to reflect on all they had achieved over the course of the program and share it with family, friends, teachers, and staff from the PS 155 community.

The Gallery Walk

A PS 155 student proudly displays two characters she contributed to a communal map of New York City.

Teaching and Program Staff

Teaching Staff
CAW Teaching Artist Carlita Fieid-Hernandez
CAW Teaching Artist Assistant Madeline De León
CAW Teaching Artist Assistants-in-Training Jonathan Hyman and Micaela Jimenez

Program Staff
Program Manager Donna Manganello
Program Manager of Teaching & Learning Riki Sabel
Operations Coordinator Emilio Vides-Curnen
Program Coordinator Madeline De León

This Creative Art Works program is supported, in part, by the New York City Department of Cultural Affairs and the Cultural After-School Adventures (CASA) Initiative in partnership with the NYC Council and Council Member Diana Ayala. This Creative Art Works program is also made possible by the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. Creative Art Works’ school-based programs also receive support from the Cornelia T. Bailey Foundation.

Taking Pride in Their Work

Karen Jolicoeur — Sat, 22 Mar 2025 19:25:47 +0000

A gallery walk featuring Creative Art Works literacy-based artmaking projects at The William Lynch B. School in Harlem offers students a chance to share their art with family, friends, and the school community.

“This is the best day ever, because I got to see my art on the wall!”

— PS 368 student artist

A PS 368 student shows her family a work of blackout poetry she created

There is a buzz in the air at PS 368, The William B. Lynch School. Over the last few days, Creative Art Works’ program managers have lovingly curated and mounted an art gallery of student work in the lobby and a main corridor of this West Harlem school. Now students, teachers, parents, and friends have gathered to admire the outpouring of creative talent from our in-school artmaking classes. The work ranges from collage to blackout poetry to clay sculptures.

One parent stops to admire colorful cut-paper designs and turns to ask, “Are these the Wycinanki? My child was telling me about these at home–I had to look it up!”

Hearing from this father about how engaged his daughter had been in the program, it struck me that this is exactly why we invest such resources in presenting student work. These exhibitions demonstrate to students that their work is seen and it is valued. Indeed, they often give parents and teachers new perspectives on their students.

Paper cutouts inspired by Polish Wycinanki

Wycinanki (vee-chee-non-kee) is the art of cutting paper to make symmetrical designs. This traditional folk art has been practiced in Poland, Ukraine and Belarus for over a hundred years.

This CAW in-school artmaking program spanned the upper elementary grades and included more than 100 students. Projects integrated with the texts being read by third to fifth graders. For example, working with clay aligned with the concept of transformation, a major theme explored in the third-grade curriculum. Creating sculptures inspired by animal vessels from the Moche culture of Peru aligned with the fourth-grade unit focused on predators and animal defense mechanisms, as well as the fifth-grade’s study of rainforest biodiversity.

While we value the chance to display finished work—indeed, it is an intentional component of all our programming—Teaching Artist Amrita Singh fostered a sense of artistic freedom and constructive play, emphasizing process over perfection. Teamwork became a common thread across several projects.

“In one third-grade class, students called the process of creating coil pots “surgery,” which inspired collaboration as different “doctors” helped assist. One student would support the base of the “patient” while the other coiled the clay evenly atop the base.”

— CAW Teaching Artist Amrita Singh

CAW Teaching Amrita Singh said that working with clay was a huge hit with her students, who would applaud when she rolled the art cart into the classroom.

Clay sculptures inspired by Moche animal vessels

The Moche people of Peru (100 to 700 CE) created animal vessels of infinite variety including llamas, alpacas, deer, cats, foxes, rodents, monkeys, bats, sea lions, fish, shells, spiders, reptiles, and many kinds of birds.

Teamwork is also a hallmark of our longstanding partnership with PS 368, where Principal Charles Reilly's dedication to arts education helps our collaboration to thrive. Impressed by CAW's work at PS/MS 278, where he was formerly Assistant Principal, Mr. Reilly prioritized bringing CAW to his new school.

CAW Executive Director Karen Jolicoeur (left) with PS 369 Assistant Principal Tamara Bynum (center) and Principal Charles Reilly (right) at the unveiling of the school mural, "Journey of Dreams: Pathway to Purpose"

“CAW’s programs thrive on the strength of our collaborations with devoted, innovative educators, and Charles Reilly is an exceptional example. His shared commitment to educating the whole child, and his partnership in securing the necessary resources and supports, ensure that our programs and our students can flourish.”

— CAW Executive Director Karen Jolicoeur

Blackout Poetry

Students discovered hidden poetry by selecting words from a page and then blacking out the rest to create unique verses.

Teaching and Program Staff

CAW Teaching Staff
CAW Teaching Artist Amrita Singh

CAW Program Staff
Program Manager Donna Manganello
Program Manager of Teaching & Learning Riki Sabel
Program Manager Kevin Claiborne
Program Coordinator Madeline De León
Operations Coordinator Emilio Vides-Curnen

This Creative Art Works program is supported, in part, by the West Harlem Development Corporation. This Creative Art Works program is also made possible by the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. Creative Art Works’ school-based programs also receive support from the Cornelia T. Bailey Foundation.

Artists Who Inspire Us

Annie Dauksch — Fri, 21 Mar 2025 20:03:48 +0000

At Creative Art Works, we believe in celebrating artists who break boundaries, challenge norms, and inspire the next generation of creators. Women artists have long been overlooked or disregarded in art history, yet their contributions have shaped and redefined artistic movements. In honor of Women’s History Month, our team is highlighting some of the women artists who inspire us.

Eileen Agar was a surrealist artist who subverted the traditional notion of women as passive muses, instead positioning them as active creators. Her work and legacy reminds me that creating, whether it be through art or writing, should and can remain exploratory and joyful. She inspires me through her ability and active choice to embrace playfulness and experimentation through multiple mediums.

Born in Argentina, Agar spent much of her career in England, where she infused her work with themes of “womb magic,” using art as a celebration of creation and a metaphor for the creative process. Initially drawn to abstraction, she later embraced collage, producing dynamic, playful compositions that reflected her belief in art as a form of exploration. She once said, “Life’s meaning is lost without the spirit of play… In play, the mind is prepared to enter a world where different rules apply, to be free.”

Eileen Agar (1899-1991)

An Exceptional Occurrence (1950), Eileen Agar

“Her work and legacy reminds me that creating, whether it be through art or writing, should and can remain exploratory and joyful. She inspires me through her ability and active choice to embrace playfulness and experimentation through multiple mediums. ”

— CAW Program Intern Annie Dauksch

For CAW Teaching Artist Syr-Ivan Bennet, German artist Käthe Kollwitz is a powerful example of how art can be both emotional and political. Known for her masterful printmaking, paintings, sculptures, and charcoal drawings, Kollwitz captured the struggles of working-class people with striking intensity.

Syr-Ivan says, “Käthe Kollwitz's drawings resonate with raw power and yet carry emotion all at once. It’s no wonder her art was used to rally people! When I was in college, her work informed so much of my charcoal drawing. Just one piece of hers could teach you everything you wanted to know about composition and placement.”

The Mothers, sheet 6 of the series War (1922), Käthe Kollwitz

“Käthe Kollwitz’s drawings resonate with raw power and yet carry emotion all at once.”

— CAW Teaching Artist Syr-Ivan Bennet

Käthe Kollwitz (1867-1945)

Teaching artist Noga Cohen finds inspiration in Eva Hesse, a groundbreaking post-minimalist artist whose sculptures and installations redefined the use of unconventional materials. Hesse’s work often echoed the human body and her own experiences as a woman, incorporating latex, fiberglass, and rope to create forms that were both fragile and visceral. Her willingness to embrace experimentation and imperfection deeply resonates with artists today. “Her innovative approach inspired me to make work with biodegradable plastic and mass-produced found objects,” says Noga.

Untitled (1970), Eva Hesse

“I admire her exploratory, process-based practice, and I try to embrace that same spirit in my own work.”

— CAW Teaching Artist Noga Cohen

Eva Hesse (1936-1970)

An inspiration for all of us at CAW is our co-founder, Brookie Maxwell—an artist and activist whose vision continues to inform our mission. Recognizing a lack of access to the arts for homeless children, Maxwell took action, organizing creative experiences for children living in shelters in El Barrio. Maxwell was the driving force behind CAW’s first youth-created murals.

Founder of Creative Art Works, Brookie Maxwell (1956-2015)

“Maxwell’s belief that artmaking is for everyone is at the heart of CAW. She believed in the transformative power of creative youth development—before we even used that term—and wanted to offer young people the opportunity to create regardless of their circumstances.”

— CAW Executive Director Karen Jolicoeur

The Stories Behind the Masks: Art, Empathy, and Understanding

Brian Ricklin — Fri, 14 Mar 2025 17:00:46 +0000

“This project helped me feel connected to myself. It made me think of my past, my memories, and the experiences that made me who I am today. I feel proud of who I’ve become and that I am true to myself.”

— Anatomy & Physiology Art Lab Student

Art has the power to give voice to the unspoken, to bridge divides, and to foster empathy. This truth was encapsulated in the form of a mask crafted by a young artist in a Creative Art Works art lab integrated into the Honors Anatomy & Physiology class at A. Philip Randolph Campus High School.

The objective of the Art Lab is to help sophomores on a medical track forge a deeper understanding of anatomy and physiology by creating paintings, collages, sculptures, and dioramas in response to their science-aligned curriculum. Students at this very vibrant and diverse Title I school self-select for this challenging course and commit to the after-school art lab component.

The inside of the mask represents the brain’s neurons, while the outside represents a coping mechanism or a stress response.

The assignment in question was to paint a mask that tells a story of how the central nervous system works when subjected to stress, of what triggers our body's defense mechanisms, and of the rush of epinephrine that prepares us for “fight or flight.” The back of the mask represents the brain’s neurons, while the front illustrates a coping mechanism or a stress response.

A young artist, a child of Mexican immigrants, told me and a guest who were visiting the class, the story of her daily fears in a climate that often feels hostile to her, and the weight of trying to appear strong and lighthearted for the sake of her younger siblings. She painted the American flag on one side of the mask and the Mexican flag on the other side; in between, she painted jagged black cracks. The mask revealed the internal struggles that she herself often cannot show to the world.

Then, another student stepped forward and shared a painting she had created for a previous assignment in which students had been challenged to paint a self-portrait that illustrates a psychological state. This student, also a child of immigrant parents, chose to illustrate the feeling of dissociative disorder. She said she has struggled to forge societal connections in what she also considers an unwelcoming environment. Then, the first student offered to share her self-portrait which illustrates anxiety. Both paintings are shown below.

Self-portrait illustrating dissociative disorder

Self-portrait illustrating axiety

Both conversations were raw, honest, and deeply moving. What struck me most, in addition to the artistry on display, was the courage the students demonstrated by sharing such vulnerabilities. This speaks to the safe (or we sometimes say “brave”) environment created by CAW Teaching Artist Noga Cohen and APRCHS Science Teacher Christopher Bax, who co-teach both the in-school and after-school sessions of the class.

“These weren’t just art projects; they were acts of bravery. They are a testament to the power of art to create a space for empathy; a space where students feel safe to share their deepest fears and vulnerabilities.”

— CAW Program Manager Kevin Claiborne

Many of the students openly expressed their gratitude for this unique class. We are not only proud of them but must also share our thanks to Principal David Fanning and Mr. Bax for their steadfast commitment to this CAW program and our long-term relationship.

Teaching and Program Staff

Teaching Staff
CAW Teaching Artist Noga Cohen
APRCHS Science Teacher Christopher Bax,

Program Staff
CAW Program Manager Kevin Claiborne
Program Manager Donna Manganello
Program Manager of Teaching & Learning Riki Sabel
Operations Coordinator Emilio Vides-Curnen
Program Coordinator Madeline De León

The Creative Art Works Art Lab integrated into the Honors Anatomy & Physiology class at A. Philip Randolph Campus High School is made possible, in part, by the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. This program is also supported, in part, by public funds from the New York City Department of Cultural Affairs in partnership with the City Council. Creative Art Works’ school-based programs also receive support from the Cornelia T. Bailey Foundation.

Unmasking Creativity: PS 278 Students Bring Carnival to Life

Annie Dauksch — Tue, 04 Mar 2025 00:16:32 +0000

A student at PS 278 displays her Carnival Mask in progress.

Even students who did not initially consider themselves to be artists felt inspired by the magic of the project and were happy to participate fully.

Making art is a way for young minds to explore, express, and connect with the world around them. And what better day to reminisce on one of our recent youth art making programs than today—the end of Carnival. Also known as Mardi Gras or Fat Tuesday, these celebrations are famous around the world for masked revelers and spirited festivities. So, we thought that this Fat Tuesday would be a great time to celebrate some of our young artists who created fanciful and fun masks as part of an after-school mixed-media art “Power-Up” program at PS 278 in Upper Manhattan.

Students began by looking at samples of masks from around the world and learning the historical and cultural significance of them. Students examined function in ancient cultures: Ancient Egypt for rituals, Classical Greece for theater, and African and Indigenous cultures for connection with spirits and symbolization of status.

In the Americas, Carnival is deeply rooted in Afro-Indigenous resilience and cultural expression. While Carnaval still somewhat aligns with the Christian calendar (leading up to Lent) its traditions carry the legacy of African and Indigenous peoples through masking, music, costumes, and dance.

In many cultures, masks allow people to transform into fantastical versions of themselves, honor cultural symbols, or simply embrace the joy of the festivities. CAW Teaching Artist Emma Smoluchowski prompted students to think about what they wanted their mask to express. How would they use their mask in a festival? What powers would such accessories lend to the person who wears it? What do masks say about who we are or how we want to be seen?

“Through this project, students connected with global traditions while making masks that reflect their own identities, creativity, and voices. They loved the process of creating an armature for their masks, getting messy with the papier mâché, and then painting!”

— CAW Teaching Artist Emma Smoluchowski

Students enjoyed the process of creating their masks and getting messy with the papier mâché.

Making the Masks: Students began sketching their own unique designs on paper. They were eager to share their designs with their classmates and lively discussions ensued.

Each student was given a blank plastic mask to serve as the armature for their own creation. Then, using a variety of materials, including cardboard, masking tape, and newspaper, they added additional features and detail to their faces. Next, they began layering papier-mâché over the entire mask, to give it a cohesive look. Finally, they painted their masks with more details and bold colors, allowing their vision to come to life as tools for transformation and personal expression.

So… what’s up with all the horns? Devils play an important role in many Carnival celebrations. Students in the Power Up! class particularly loved "Los Pepines," Carnival characters from the city of Santiago in the Dominican Republic. Los Pepines are a distinct subgroup of “Los Lechones,” masked characters who clear the streets so the parade can move through the crowds. While the Los Lechones are guardians of order, In Trinidad, they have the mischievious "Jab Molassie," which translates to "Molasses Devils." These characters originated in colonial times as a way for slaves to mock their overlords. Today, the Jab Molassie attempt to scare, or play tricks on, other revelers unless they are offered gifts.

The Big Celebration: For many students, the moment of showing off their handmade masks was one of pure pride. This took place at a gallery walk open to the entire school community in which students acted as docents to their own work and that of their peers. Providing access to artmaking for students is one of the pillars of CAW. As they are able to express their creativity, enjoy sanctioned messiness, and make art they can be proud of, students interact with the traditions of other cultures in an accessible, engaging way.

Many students were inspired by “Los Pepines,” devil characters who act as crowd control during parades.

At a gallery walk at the end of the Power Up! program, students proudly presented their art, including their masks, to the entire school.

Power Up! is a program funded through the NYC Council’s Cultural After-School Adventures (CASA) Initiative, which brings high-quality arts partnerships to New York City public schools, particularly in underserved communities. There are many ancillary benefits to CASA programs, including measurable increases in engagement, graduation rates, and school attendance. In fact, 91% of students in the Power Up! class reported that they were more excited to attend school on the days that they had the Power Up! program after class.

Here's to our young artists at PS 278— may they continue to power up their creativity and embrace the magic of artistic expression! Happy Mardi Gras to all!

This Creative Art Works program is supported, in part, by the New York City Department of Cultural Affairs and the Cultural After-School Adventures (CASA) Initiative in partnership with the NYC Council and Council Member Shaun Abreu. This Creative Art Works program is also made possible by the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature.

Little Hands, Big Visions

Andres Piedrahita — Tue, 28 Jan 2025 21:53:23 +0000

Ayden showing off his blue hands

It was 2:45 on a Tuesday at PS 192 in Harlem, and the room was filled with excited kindergarten and first-grade students. We prepared for the day’s lesson, as always, with movements to release some pent-up energy. Some of us wiggled like worms, some of us flapped our “wings” like birds, while others stomped around like elephants. Laughter filled the room as we settled down to read a story.

Twenty minutes later, and the classroom began to hum with the quiet rhythm of scissors slicing through construction paper, as our young students began to work on this day’s art project.

The Big Picture

I had the opportunity this month to fill in as a Teaching Artist Assistant for a Creative Art Works Storytelling & Puppetry program. CAW Teaching Artist Abby Walsh and Teaching Artist Assistant-in-Training Yotzin Reyes are helping K–1 students develop reading readiness by connecting to children’s literature through artmaking and movement.

The lesson on the days I was sitting in was titled “We Built This City.” We started by reading the picture book “Free Fall” by David Weisner, a Caldecott Honor Award-winning book that invites readers into the dream of a young boy. In the dream, the boy travels through a variety of morphing landscapes. For example, in one whimsical illustration, a checkered comforter transforms into farm fields which, in turn, become a chess board. As we explored the scenes in the book and examined the interactive elements, we discussed how the landscapes shifted and evolved and how the characters changed to match those environments. We then brainstormed ways to incorporate similar ideas into our own project.

David Wiesner’s Free Fall

Building the City

Students working on a draft of their cityscape

Next, we began working on our own cityscape. We unrolled a long piece of paper on the floor and set out construction paper, glue sticks and other art supplies. Students were free to move around this blank canvas, using new-found inspiration from our reading, their own experiences—and their wildest dreams—to create elements of a fantastic metropolis. The result? A skyline adorned with dragons with rainbow scales and a bright sun fabulously reimagined with a cat tail and ears.

Populating the City

Students created paper puppets to navigate their fantastic city

As some students worked on the elements of the city, other students carefully cut out the shapes for the citizens who would soon live in this utopia: paper puppets! By strategically pinning the legs, arms, and heads of their puppet in the correct spots, students employed their fine motor skills and deepened their understanding of narrative. It was amazing to see the variety of characters students created on their own, but it was especially heartwarming to see students help each other to finish their puppets.

This lesson isn’t only about imagining a city; it’s about building the confidence to collaborate with other students and put one’s own ideas to paper. Drawing, coloring, and collaging together on a shared canvas fosters a sense of community, whereas making individual puppets allow students to contribute their own unique voices to a collective story.

“Children are born into the world with thousands of ways to communicate – ways that get stripped away, little by little, as they grow. For me, I meet them where they’re at and make sure to get on the ground with them, draw with them, be curious with them, and bolster those many different ways they try to teach us.”

— CAW Teaching Artist Abby Walsh

Encouraging Students to Stretch

A big part of teaching K-1 students is encouraging them to try new things. For example, while others around her were already shuffling their cut-up pieces and pinning them together, one student held up her hand and called out for assistance. I began to explain to her how to cut the shapes when Abby encouraged me to let the student “lean into their iterative process.” In other words, let them try, and try again, to find their own solution. Before long, I noticed the student effortlessly gliding her scissors through the shapes she had traced on the paper – doing the very thing she had just insisted she could not do less than a minute ago.

One of our students cutting out the shapes of their puppet

Students making the puppets dance, talk, and interact with each other

A Somatic Approach

As their city and puppets took shape, students began to move energetically about the room. The young artists began playing with their puppets, interacting with the city, weaving their characters through the streets, creating impromptu conversations, and acting out scenes. This somatic approach, where both the mind and body are involved in the learning process, is what really solidifies connections to the literature.

By navigating their puppets through their city, they explored concepts of storytelling and collaboration in a way that felt natural and fun. This reinforced the themes of the lesson while also giving students a tangible sense of ownership over their stories and characters.

Traliana showing off her red hands!

Collaboration as a Lifelong Skill

At the heart of this lesson was collaboration. Each student’s contribution, whether coloring in a building, piecing parts of the puppet together, or just simply acting scenes out, became part of a shared vision. Through their teamwork, they learned to listen to each other, adapt their ideas, and celebrate their successes. By prioritizing the value of collaboration from an early age, CAW programs such as this not only foster teamwork among students, but also equip them with essential skills that will serve them throughout their lives.

Check out some of the process work done throughout the program below:

This Creative Art Works program is supported, in part, by the New York City Department of Cultural Affairs and the Cultural After-School Adventures (CASA) Initiative in partnership with the NYC Council and Council Member Shaun Abreu. This Creative Art Works program is also made possible by the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature.

From Words to Works of Art

Donna Manganello — Mon, 28 Oct 2024 15:19:53 +0000

“Students have been enjoying the storytime aspect of class. They love to chime in with great observations as I read. When it comes to making art, they all seem to really love creating and are so focused during that time. Hands-on activities are always a source of joy for them.”
— CAW Teaching Artist and children’s book author Maham Khwaja

CAW Teaching Artist Maham Khwaja reads I Like Myself to a first-grade class at PS 153

“What do you like about yourself?”

It’s the question at the heart of the picture book I Like Myself by Karen Beaumont. CAW Teaching Artist Maham Khwaja asked that question after reading this picture book about self-acceptance to a classroom of first-grade students at PS 153 in Manhattan. Some students responded that they are kind to animals, good at sports, or have a nice smile. When one student struggled for an answer, Maham observed that she is always helpful in class. Next, students began drawing their own self-portraits in pencil. They will finish them with watercolors during their next class.

Creative Art Works has returned to PS 153 with the integrated Mixed Media Arts & Literacy program, in which students respond to classic children's literature by creating art projects inspired by either the theme of the book, the style of art in the illustrations, or both.

Images are just another form of language

A first-grader student draws a self portrait inspired by “I Like Myself” by Karen Beaumont

CAW Program Manager/Teaching and Learning Riki Sabel says, “Art and literacy are inextricably linked. Images are just another form of language. Before young readers begin to learn letters and words, they are taking in information through their ears, eyes and fingertips, and communicating what they see or feel. This is powerful a pre-literacy skill.” As young learners progress, responding to picture books helps develop reading comprehension and critical thinking skills. For English language learners, picture books transcend language barriers, fostering stronger connections to vocabulary while deepening comprehension through creative exploration.

After reading My Map Book by Sara Fanelli, students created maps of places and things that were personally important to them, such as a map of their face, their bedroom, or a pet. For Tar Beach by Faith Ringgold, students will be creating nocturnal cityscapes using tempera paint.

Maham says, “I always look forward to this project, because I feel like the students’ creativity really shines when they are making collages.”

In her own words

In addition to inspiring students in her classroom, Maham is now inspiring readers far and wide through the recent publication of her book The Home We Make, which is beautifully illustrated by Daby Zainab Faidhi. Maham is currently working on a lesson plan based on her book which will be introduced to her class in the coming months.

When asked what advice she would give to aspiring authors of children’s books, Maham said, “Write earnestly and be sure to give your characters agency.”

“For those who have experienced or are experiencing the instability that comes from being separated from their beloved homes, I hope this book provides a sense of comfort and kinship. And for all readers, I hope it imparts a sense of empathy and compassion.”

— Author and CAW Teaching Artist Maham Khwaja

**Maps inspired by My Map Book by Sara Fanelli**

“A Map of my Face” from My Map Book by Sara Fanelli

You won’t find the kind of maps you might study in a geography class in My Map Book—author and illustrator Sara Fanelli is more interested in charting the kind of territory that children wonder about, such as what does lunch look like inside your tummy, where your half of the bedroom ends and your sibling’s half begins, or the emotional divisions of your heart. Maham invited her students to draw their own maps, complete with keys to personal symbols.

**Nocturnal cityscapes inspired by Tar Beach, written and illustrated by Faith Ringgold**

Cassie flies above the George Washington Bridge in “Tar Beach” by Faith Ringgold

Cassie Louise Lightfoot has a dream: to be free to go wherever she wants for the rest of her life. One night in 1939, up on "Tar Beach"—the rooftop of her family's Harlem apartment building—her dream comes true. The stars lift her up, and Cassie flys over the city, claiming everything she sees as her own. After reading this Caldecott-winning book, students will be creating nocturnal cityscapes of their own using tempera paint. (The gallery below contains student paintings from last year.)

CAW notes with great sadness that Faith Ringgold passed away on April 13th, 2024 at the age of 93.

This program was made possible, in part, by the West Harlem Development Corporation, and by public funds from the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. Creative Art Works’ school-based programs also receive support from the Cornelia T. Bailey Foundation.

Encouraging Students to Reach for their Dreams

Donna Manganello — Wed, 28 Aug 2024 17:09:17 +0000

The Starry Knights mural team, mere days before the unveiling of "Journey of Dreams: Pathway to Purpose"

The Starry Knights endured blazing sun and high temperatures while painting the mural "Journey of Dreams: Pathway to Purpose."

They call themselves the “Starry Knights,” but the 21 Creative Art Works Youth Apprentices (YAs) under the guidance of Teaching Artists Mon Iker and Lorisse Es Arte and Teaching Artist Assistant-in-Training Yotzin Reyes, labored for weeks in the hot sun to produce a mural to inspire students as they enter P.S. 368 / The William Lynch School in West Harlem. During early design interviews, Principal Charles Reilly and Assistant Principal Tamara “Ms. Tami” Bynum told the young artists that they wanted a mural that both conveyed the values of the school and reflected the diverse student body. They wanted something colorful, inviting, and inclusive that would encourage students to work hard to capture their dreams.

The final work of art is called “Journey of Dreams: Pathway to Purpose” and we think it fulfills its purpose. The idea for the pathway was inspired by board games and is intended to encourage young people to interact with the mural in a playful way. The mural is connected from left to right by a path that morphs as it crosses the mural. As YA Anais Quinonez explained, “The path starts off as hopscotch board to represent childhood and play. This then transforms into piano keys, symbolizing growth and self-expression. The path finally transforms into a staircase of books, as life is the sum of many stories overlapping and coming together to form a path for others to follow and to add their own stories.”

The flowers in the mural come from all around the world, reinforcing the idea of diversity.

Diversity: The children in the mural are depicted in a range of skin tones. Several YAs felt that it was important to specifically represent the Muslim students at the school, so one girl is shown wearing a hijab. The flowers around the door are indigenous to the many different homelands of the large immigrant population of the school.

Worth a Second Look: Aware that students would be passing it every day of their school career, the YAs packed their design with “Easter eggs” that reward careful observation. For example, the musical notes at the far left side of the mural are the first two bars of “Twinkle, Twinkle, Little Star.” A diverse group of students spell out the word “LOVE” in sign language.

Night and Day: When viewed from left to right, the dominant color of the mural shifts from the dark blue of the night sky to the sunny yellow and light blue of day. The imagery is intended to convey that we need dreams to inspire us but we must engage with our world to make those dreams come true. On the far right, covering a door to the school, a student faces a portal in the shape of the sun. YA Sadia Quinones explains, “It symbolizes going through the door to a bright future by entering the school.”

The Process

Sun and Rain: Weather was a frequent obstacle during the creation of this mural. On sunny days, the temperatures soared and took a toll on YAs. Three of the eight days scheduled for painting were rain days. Through it all, our young artist remained cheerful and persevered. The fact that the mural was completed on time is a testament to their hard work.

The Unveiling

The official unveiling on August 14, 2024 was a joyful occasion with over 100 people in attendence, including YAs from other CAW programs, friends and family, and P.S. 368 and CAW Staff. YAs took turns explaining various features of the mural. Principal Reilly and CAW Executive Director Karen Jolicoeur addressed the crowd and commended the young artists.

“What you guys did this summer was inspirational, and I think inspiration is sometimes lost in this society. Our students will walk by this mural every day and be inspired. And you inspired us, the teachers and administrators, as well. I have to tell you how valuable and how important that is to our school community.”

— P.S. 368 / The William Lynch Principal Charles Reilly

Principal Charles Reilly thanks CAW YAs and TAs for creating a mural that reflects the values and student body of P.S. 368 / The William Lynch School.

CAW YA Sadia Quinones addresses the crowd at the unveiling.

“Honestly, this experience has been pretty fun and it has definitely made me a bit more confident in myself, especially when it comes to sharing my own ideas. And it’s also given me insight into working with others, especially other creatives.”

— CAW YA Sadia Quinones

“Being a contributor to the mural design was a memorable experience for me. I enjoyed being a part of a team. I’m happy that I tried something new, like having a new client and a new team. And I’m happy that I am comfortable with my team, and I want to give a shout-out to them for helping me as well.”

— CAW Youth Apprentice Christian Toro

CAW YA Christian Toro speaks to the power of being part of a team moments before the unveiling of the mural.

CAW Executive Director Karen Jolicoeur

“What you all accomplished is really something magical because there were only eight days to paint and three of them were total washouts. But you rose to the occasion, you worked through the challenges with paint and materials and weather, and in the end, we get to celebrate something really wonderful. Congratulations to the Teaching Artist team and to the Youth Apprentices at this location. You knocked it out of the park!”

— CAW Executive Director Karen Jolicoeur

Unveiling Gallery

"Journey of Dreams: Pathway to Purpose" at P.S. 368 / The William Lynch School

Read the Commemorative Brochure

Watch the Unveiling Video

PS 368 / William Lynch School Mural from Creative Art Works on Vimeo.

Our People

The Starry Knights Team

Mon Iker, Teaching Artist
Lorisse Es Arte, Teaching Artist
Yotzin Reyes, Teaching Artist Assistant-in-Training
Donna Manganello, Program Manager
Madeline De León, Program Associate

Staff

Karen Jolicoeur, Executive Director
Ian Newton, Director of Finance and Administration
Riki Sabel, Program Manager | Teaching and Learning
Donna Manganello, Program Manager
Kevin Claiborne, Program Manager
Ivory Nunez-Medrano, Community Artmaking Initiatives Coordinator
Emilio Vides-Curnen, Operations Coordinator
Madeline De León, Program Associate
Clair Vogel, Development Manager
Scott Lucas, Marketing & Communications Manager
Jill Goldstein, Office Manager
Andrés Piedrahita, Development & Marketing Associate

Board of Directors

Brian Ricklin, President
Andrew D. Levin, Chairman
Steven Soutendijk, Treasurer
Julia Sanabria, Secretary
Lauren Cascio
Mosely Chaszar
Scott Corneby
Charmaine Davis-Murray
Gail Holcomb
Cary Levy
John Maher
Gabe Marans
Carol Rosenberg
Andrew Stern
Tiffany Theriault

Our Thanks

Creative Art Works' programming is made possible by the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. The Public Art Youth Employment Program is supported, in part, by public funds from the New York City Department of Cultural Affairs in partnership with the City Council. Additional program funders include the Find Your Light Foundation, the LeRoy Neiman and Janet Byrne Neiman Foundation, the NYC Department of Youth and Community Development, the Office of the Manhattan Borough President, the Ponce de Leon Foundation, and the William Talbot Hillman Foundation.

We are grateful for in-kind donations, space, and expertise from these generous supporters:

Planting Seeds of Hope at New York Family Court

Andrés Piedrahita — Mon, 26 Aug 2024 22:23:42 +0000

Youth Apprentices Jose Santiago and Sandra Amastal working on the early stages of our now finished mural, The Collective Dream.

Murals with a Story

Within the hustle and bustle of Downtown Manhattan, a new work of art has emerged to beautify the walls of the Help Center at Manhattan Family Court. Created by Creative Art Works Youth Apprentices (YAs) under the guidance of Teaching Artists Will Watson and Noga Cohen and Teaching Artist Assistant-in-Training Maria Marquez, the mural “The Collective Dream” is not just a piece of art—it’s a narrative that tells a story about love, growth, community, and the beauty of adoption.

Baby Jonah

The mural’s visual journey follows the life of Jonah, whose story unfolds across familiar landscapes and landmarks of New York City. We are first introduced to Jonah as a baby adopted by a loving and hopeful same-sex couple. This image serves as a reminder that while the courthouse can often be a stressful place, it can also be the start of new beginnings.

As Jonah grows, the mural takes us through various stages of his life. We see New Yorkers taking the subway, people crossing the Williamsburg Bridge on foot or in wheelchairs, and a lively rooftop party. There are whimsical motifs such as superhero children flying above the city and kid’s drawings. It was especially important to the team that the murals represent the diversity of people served by Manhattan Family Court — people who look just like you and I.

The story of the mural comes to a close at the far right end of the panels where Jonah, now a fully-grown adult, is depicted as planting seeds in the soil of a community garden under the shade of an apple tree — the adult invests in the community that raised him. Monarch butterflies, a symbol of immigration and the cycle of life, fly all about.

Youth Apprentice Raheem Tobierre adding some details onto the mural

Creative Art Works Youth Apprentice Rick Rodas Ochoa

“Similarly to how the community garden brings everyone together, Manhattan Family Court does the same, connecting families and so many other people who otherwise wouldn’t have the support.”

— CAW Youth Apprentice Rick Rodas Ochoa

As mentioned in The Tribeca Trib by Carl Glassman, “‘Most people who come here to use our courts aren’t happy walking through our doors. Sometimes people who come through our courts don’t even know why they have to be here,’ Judge Karen Lupuloff, the court’s supervising judge, told the gathering. “But what they see when they enter our courthouse, with your beauty, with your art, is a welcoming, warm place, a place where they need not be afraid, a place where they can come and see art that’s beautiful and intriguing and interesting and hopeful and joyous.” Read the article that mentions us and some of our esteemed YAs here.

The Process

The Unveiling

The murals were unveiled on August 15, 2024 in the courthouse’s library. In attendance were NY State Family Court judges, lawyers, clerks, and court officers, CAW core staff members, friends and family members of the YAs and TAs, as well as CAW’s Board President Brian Ricklin, and Board Member Carol Rosenberg. Deputy Chief Administrative Judge for Justice Initiatives Edwina Richardson, Supervising Judge of New York County Family Court Karen Lupuloff, and CAW Executive Director Karen Jolicoeur all spoke to the young artists.

Watch the Youth-Created video, “The Court”

Read the Commemorative Brochure

Completed Mural

Our People

The Collective Dream Team

Will Watson, Teaching Artist
Noga Cohen, Teaching Artist
Maria Marquez, Teaching Artist Assistant-in-Training
Donna Manganello, Program Manager

Staff

Board of Directors

Our Thanks

We are grateful for in-kind donations, space, and expertise from these generous supporters:

Rays of Change / Rays of Hope

Andrés Piedrahita — Mon, 26 Aug 2024 17:51:33 +0000

“Not only are the litigants coming into that courtroom going to be uplifted by this art, but also the court personnel that work there regularly. Court officers, interpreters, court assistants and clerks, attorneys, and jurists all deserve to take in these images of caring, peace, pride of place, and of rest and recreation; all the possibilities in life for those who can be open to them.”

— Judge Maura Keating

Sunrise and Sunset

Beautifying the walls of Bronx County Family Court’s intake room is a visual feast for the senses. The youth-created murals “Rays of Change / Rays of Hope,” greet visitors with a powerful message of resilience. Creative Art Works Youth Apprentices (YAs) painted works of art at three New York Family Courts this summer, and in each case the team was tasked with creating an uplifting work of art that is representative of the local community. For The Bronx, our YAs, under the guidance of our Teaching Artists Dani Coca and Natalie Raskin, and Teaching Artist Assistant, Becky Schuman, depicted conversations on park benches, food trucks, the Lorelei statue from the Heinrich Heine Fountain in the nearby Joyce Kilmer Park, and flowers that are indigenous to many nationalities that Bronx residents call home.

Entering the intake room, one is greeted by “Rays of Change,” the sunrise mural; upon leaving the intake room, one sees “Rays of Hope,” the sundown mural. Together, these two paintings represent both the passage of time throughout the day as well as the cycles of hope and resolution; it serves as a reminder to court staff and visitors alike that the troubles of today will eventually pass.

From our Community to Yours

Bronx County Family Court Youth Apprentices working on the early stages of Rays of Hope

Youth Apprentices Mariel and Angel working on cleaning paintbrushes and setting up the soap water

In order to conceptualize, pitch, and paint works of art that are representative of The Bronx community, the team first had to cultivate a strong community of their own to successfully work together to create something meaningful. Their collaboration extended far beyond painting; it involved a division of labor where each apprentice took on specific responsibilities essential to the murals success, such as cleaning paint brushes, readying soap water mixtures, conducting research, creating videos of the process. These distinct duties were all vital to the project's completion, reflecting the importance of teamwork and the YAs willingness to collaborate and help each other succeed. Each contribution to the final product pushed the team forward, exemplifying the themes of inclusion, unity and connection celebrated in the mural.

The Process

The Unveiling

The murals were unveiled on August 14, 2024 at a ceremony attended by NY State Family Court judges, lawyers, clerks, and court officers, CAW core staff members, as well as family and friends of the YAs and TAs. Several representatives of NY State Family Court addressed the Youth Apprentices, including Ruth Whalen, First Deputy Chief Clerk of New York City Family Court; Bronx Family Court Judge Maura Keating; and Deputy Chief Administrative Judge for Justice Initiatives Edwina Richardson. CAW Executive Director Karen Jolicoeur also spoke to the young artist, as well as representatives from CAW’s Board of Directors, including President Brian Ricklin, Chair Andy Levin, and members Lauren Cascio and Scott Corneby. Check out our unveiling along with our finished mural, brochure, and youth-created YA video interviews:

The Murals

Read our Commemorative Brochure

Watch the YA-Produced Video Interviews

Our Thanks

We are grateful for in-kind donations, space, and expertise from these generous supporters:

Our People

Rays of Change / Rays of Hope Team

Dani Coca, Teaching Artist
Natalie Raskin, Teaching Artist
Becky Schuman, Teaching Artist Assistant
Donna Manganello, Program Manager

Staff

Board of Directors

Echoes of Inwood

Karen Jolicoeur — Thu, 08 Aug 2024 06:22:50 +0000

CAW Multimedia Youth Apprentices Alison Martinez, Amiri Francis, and Anderlys Santos filming outside Dyckman Farmhouse, the last-standing farmhouse on the Island of Manhattan

A short documentary by a team of CAW Youth Apprentices captures the essence of a neighborhood in flux.

CAW Teaching Artist Assistant-in-Training Jonathan Hyman and Youth Apprentice Madison Howard review potential images for animations

In a small room at Inwood Community Services, a longstanding partner of Creative Art Works, Youth Apprentice (YA) Madison Howard leans over printouts of a dozen photos spread across a conference room table. The images show a deep familiarity with Inwood in all its urban charm. There are photos of open fire hydrants, Canadian geese on the banks of the Hudson River, men getting a trim at the local barber shop, the towering wall of canned goods at Dan’s Supermarket, the proud face of a local abuelita, and a mosaic of bottle caps pressed into the dirt outside a local bodega.

“I feel like these show the beauty of Inwood,” Madison says. “I thought the cans were pretty; I think all the skylines and buildings, they're all beautiful, so I wanted to use them. I thought the bottle caps were pretty – one person might look at it on the street and be like, ‘Oh, this is trash, whatever!’ But I want to turn it into something that's appreciated for its beauty.”

Madison is part of a team of YAs working on an oral history documentary about Inwood, a small neighborhood at the very northern tip of Manhattan. The neighborhood, like many others in New York City, is in a state of flux. As our YAs have conducted both formal and on-the-street interviews, they’ve heard the concerns of Inwood residents which include gentrification, affordable housing, climate change, and a recent rezoning plan.

The project is part of CAW Public Art Youth Employment program that gives full-time summer jobs to NYC youth between the ages of 16 and 24. The YAs are guided by Teaching Artists Amrita Singh and Kevin Claiborne, and Teaching Artist Assistant-in-Training Jonathan Hyman. The Teaching Artists have backgrounds in education and maintain an art practice. Jonathan is one of three former YAs who have been promoted from within because of their demonstrated leadership skills.

“I feel like what makes Inwood unique is the people: how they interact with each other, how they talk about the neighborhood, the different organizations that are here to build the community like Inwood Art Works and Inwood Community Services. They are all here working to make the community better.”

— CAW Youth Apprentice Madison Howard

Madison Howard holds up her favorite photo from the summer — a car that seems to float on the mist from an open fire hydrant

“Our video is focused on change,” says YA Omar Martinez. “But Inwood has changed all throughout its existence. I feel like it is a very nuanced conversation to have, because on the one hand, you do see the good of it. There are nicer amenities being built, like the new library. You have a lot of chain businesses coming into the area and all that is poised to spur economic growth. On the other hand, is this economic growth going to necessarily mean that the culture is going to change? Is what makes Inwood unique going to go away within the next ten years?”

Omar Martinez jamming on editing

“Obviously, this documentary is specific to Inwood, but I don’t think the themes that we’re exploring and the things that people are talking about in the interviews are specific to this area.”

— CAW Youth Apprentice Omar Martinez

The documentary team benefits from insider knowledge provided by several YAs who live in the neighborhood or have relatives here. One such insider is Gilson Melo. His parents have lived in Inwood since moving there from the DR after college, and Gilson himself was born at the Allen Pavilion, a branch of New York Presbyterian Hospital on the edge of the Harlem River. Gilson describes Inwood as a calm, tightly knit, neighborhood.

When asked how much material didn’t make it into the final cut, Gilson summed it in two words: “A lot. We met so many people, some people I knew, but we had to cut out a lot, because the film had to be 20 minutes or less.”

“There’s an abundance of green areas in Inwood. Growing up, I never really noticed I lived in a city, because I’ve always been surrounded by so much life: bees, trees, raccoons. It’s a real urban jungle.”

— CAW Youth Apprentice Gilson Melo

Gilson Melo walking with his cousin at Dyckman Street Marina on the Hudson side of Inwood

Another YA insider is Chris Brown, who spent his childhood summers visiting a local uncle and whiling away “days and hours” playing Palace, a card game that, while not unique to Inwood, is prevalent there. Chris says he likes the openness of the people, the food, the music, and that the history of Inwood has not been erased yet. This sort of familiarity with the local culture has allowed the Inwood documentary team to coax candid interviews out of local residents.

A self-described “extroverted introvert,” Chris says that conducting interviews with strangers is helping him, “become comfortable with the uncomfortable.” He says, I've been very shy. I shied away from using the camera a lot. I shied away from teamwork a lot. And I don't consider myself a very social person, so working here has allowed me to move outside my comfort zone.”

CAW Youth Apprentice Chris Brown (left) conducting a street interview

“I think the message of our film is universal. By the end, I think we make it clear that change is not just happening in Inwood, it’s really happening everywhere. The people who live here now were the gentrifiers at one point. And the people before us were also gentrifiers. So, as long as we make it clear that this is just what happens, it’s going to be a universal message.”

— CAW Youth Apprentice Chris Brown

Watch our World Premiere!

The short documentary “Echoes of Inwood” premiered on Thursday, August 15th, from 3:30 – 4:30 PM at The Forum at Columbia University, 601 West 125th Street in West Harlem. The entire presentation, including a lively Q&A session, is available to view for free and is linked below. Just want to skip ahead to the film? Here’s a link to the movie on our Vimeo page.

The Forum at Columbia University's video for our "Echoes of Inwood" showing.

The Creative Team poses at the Columbia University Forum after the world premier of "Echoes of Inwood." Standing from left: Teaching Artist Kevin Claiborne, Madison Howard, Chidera Okeke, Amiri Francis, Teaching Artist Assistant-in-Training Jonathan Hyman, Lucas Colón, Omar Martinez, Trevor Mao, Jonathan Perdomo, Edward Vest, Jakilah Greene, Brianna Blyden, John Cobena, Anderlys Santos, Teaching Artist Amrita Singh. Kneeling from left: Gilson Melo, Chris Brown, Alison Martinez.

Read Bios of all Members of the Echoes of Inwood Creative Team in the Commemorative Brochure:

A Gallery of Youth-Created Photos

OUR PEOPLE

“Echoes of Inwood” Team

Amrita Singh, Teaching Artist
Kevin Claiborne, Teaching Artist
Jonathan Hyman, Teaching Artist Assistant-in-Training
Riki Sabel, Program Manager

Staff

Board of Directors

OUR THANKS

This project was made possible by a generous grant from Charities Aid Foundation Canada.

We would like to thank Inwood Community Services for production space and The Forum at Columbia University for hosting the premiere of “Echoes of Inwood” as part of the West Harlem Community Benefits Agreement administered by the West Harlem Development Corporation.

Painting Hope: Shining our Light throughout Queens

Andrés Piedrahita — Fri, 02 Aug 2024 19:20:08 +0000

Pictured above from left to right: Tiarah Shard, Emely Hernandez, Yassin Essa, Sekera Mitthell, and Zeinab Elidrissiy working hard at outlining one of the murals they are currently working on.

Murals from the Heart

In the heart of Queens, Creative Art Works is creating a set of murals intended to turn the often-stressful experience of visiting a courthouse into something more comforting and up-lifting. At Queens Family Court, our team of 14 Youth Apprentices (YAs), guided by two Teachings Artists (TAs) and one Teaching Artist-in-Training, have conceptualized and are now painting murals that use motifs, colors, and other elements to provide respite from the courthouse environment. From one interactive mural designed as a maze where you have to help animals find their way back to the zoo, to another which highlights all the peoples and cultures of Queens lifting each other out of dark times, our YAs are continuing their work and learning technical, professional, and interpersonal skills. They are also exploring the power of art to transform spaces and impact emotions.

“When people see our murals in the courthouse, I want them to feel a sense of hope. We wanted to give them a light, something to look forward to so that they know they’re going to get assistance from everyone in here. We used neon colors for that reason, to brighten everyone up.”

— CAW Youth Apprentice Tiarah

Creative Art Works Youth Apprentice Tiarah in front of the mural her and her colleagues are working on

From Us to You

The creation of these murals were a culmination of collaborative efforts, mixing the creative vision of the apprentices with the guidance of our talented TAs Colleen Kong-Savage and Abby Walsh. The process involved brainstorming sessions, sketching, many painting exercises, color studies, and finally pitching their mural ideas to courthouse staff and adjusting their design based on the feedback they received. As they continued creating, they were anxious to see how these murals would resonate with visitors, but as our unveiling proved, the art provided a sense of emotional support and belonging that the YAs were hoping it would.

Creative Art Works Youth Apprentice Brandon

“I hope that everyone who sees these murals feel that I am trying to give back to the community. That the people who worked on these murals are people who are just like them, trying to make every day better than the last.”

— CAW Youth Apprentice Brandon

The Unveiling

The murals were unveiled on August 13, 2024 at a ceremony attended by NY State Family Court judges, lawyers, clerks, and court officers, CAW core staff members, as well as family and friends of the YAs and TAs. Brief remarks were made by Court Attorney (Referee) Lauren Lerner, Deputy Clerk of Court, Valerie Warren, Supervising Judge of Queen's Family Court Gilbert Taylor, Deputy Chief Administrative Judge for Justice Initiatives Edwina Richardson, and CAW Executive Director Karen Jolicoeur.

Hon. Judge Richardson giving a speech at our Queens County Family Court Unveiling

“I’m grateful to CAW and everyone involved in CAW. So deeply grateful to you all for your vision and the young people and their artwork belong everywhere. Art belongs everywhere, including our courts. I thank you all for your wisdom, your vision, investment in the young members of our community. Young people are not just our future, young people are our present.”

— Deputy Chief Administrative Judge, Hon. Edwina G. Richardson

Unveiling Photos:

Finished Murals

From left to right: After the Storm, Helping Hands, and Animal Express

Process

Read the Commemorative Brochure

One last photo…

The Queens Family Court Team poses for a group shot at the unveiling.

Listen to the words of our YAs in this short video

Our People

Queens Family Court Team

Colleen Kong Savage, Teaching Artist
Abby Walsh, Teaching Artist
Micaela Jimenez, Teaching Artist Assistant-in-Training
Riki Sable, Program Manager

Staff

Board of Directors

Our Thanks

We are grateful for in-kind donations, space, and expertise from these generous supporters:

Capturing Community - Connecting with Queens Leaders

Andres Piedrahita — Fri, 26 Jul 2024 21:49:26 +0000

Pictured above from left to right: Ashley Watford, Celina Griffith Johnson, Jordanny Nunez, Sandy Rivera Lopez, Shanice Hanford, Soraya Bissoon, Theoneil Brown, Xakaiyah Ketter

“What I found the most interesting was being so close to people like CEOs and being able to interview them and ask them questions. You got to see where they work and hear stories from people you wouldn’t get to speak with on just any typical day.”

— CAW Youth Apprentice Celina Johnson

This summer, as part of Creative Art Works’ Public Art Youth Employment Program, a team of nine Youth Apprentices (YAs) made a short documentary about local leaders in Jamaica, Queens. Working under the guidance of CAW Teaching Artists Sofia Pujol and Syr-Ivan Bennett, and in collaboration with CAW’s long-standing partner Queens Community Justice Center (QCJC), these young filmmakers interviewed business owners, community leaders, and government officials and asked them questions ranging from what their first job out of college was to what a typical day of work looks like for them.

The film features interviews with Justin Rogers, CEO of The Greater Jamaica Development Corporation; Mark Coleman, who councils young men on probation; Brian White, CEO of The Thomas White, Jr., Foundation; and Tyquana Henderson-Rivers, Founder, President, and CEO of Connective Strategies, a political and government relations firm.

Queens Community Justice Center Multimedia Team interviewing Greater Jamaica Development Corporation President and CEO, Justin Rodgers

“They have been really receptive to what they are learning. They have become incredibly confident with being documentary filmmakers and with the interview process, and they have no problem commanding a room and going in and out of conversations with different people.”

— CAW Teaching Artist Syr-Ivan Bennett

Their aim was to share the wisdom gained from these interviews in an unconventional, yet charming style. Finding inspiration from the 2001 short film “Waking Life,” the crew at QCJC utilized stop-motion animation and other mixed-media techniques to give their film a hand-made charm. Their goal was to create a visually captivating narrative that not only highlights the impact of these leaders but also engages viewers in a deeply immersive experience, making the stories of Jamaica both timeless and resonant with its current audience.

Read the Commemorative Brochure

Watch The “Power of Leadership”

Photo Gallery: QCJC Youth Apprentices Collecting Stories of Leadership

A World Premiere

“The Power of Leadership” had it’s world premiere on Thursday, August 8th, 2024, at Greater Nexus in Jamaica. The event was well-attended and featured a screening of their film followed by a Q&A with the young filmmakers and accolades from CAW Executive Director Karen Jolicoeur, QCJC Youth Developer Wesley Thompson, and QCJC Program Director Lisa Kociubes Lavitt. Other attendees included family and friends of the filmmakers as well as staff from CAW, QCJC and The Center for Justice Innovation.

OUR PEOPLE

“The Power of Leadership” Team

Syr-Ivan Bennett, Teaching Artist
Sofia Pujol, Teaching Artist
Riki Sabel, Program Manager

Staff

Board of Directors

OUR PARTNERS

OUR THANKS

Why CAW Summer Youth Apprentices Keep Coming Back

Scott Lucas, Marketing & Communications Manager — Fri, 19 Jul 2024 18:21:43 +0000

Left to right: Lorenzo Vegara, Allison Andrea Martinez, Max Batista, Jonathan Hyman, and Nur Malik Ruiz

We’ve often said that working for Creative Art Works is the best summer job in NYC, and it turns out that a lot of young New Yorkers agree. Of the 115 Youth Apprentices who joined Creative Art Works for our Public Art Youth Employment program this summer, 15 have worked with us at least once before and several of them have worked with us 2 to 5 times! We collected some of their thoughts on why they keep coming back.

“I would recommend CAW to anyone looking for a summer job, because even for people who don’t believe they’re the best at doing anything artistic, it’s a good experience to grow new skills and to learn new things. I think it’s also nice to just experience things differently. I think it opens up a new perspective. Sometimes we see the world, but we don’t see it in as many colors or shapes.”

— Nur Malik Ruiz

Nur Malik Ruiz Worked on an exterior mural at Brandeis High School Campus last year. This year, she is working on a mural for The WIlliam Lynch School in Washington Heights.

Jonathan Hyman is a veteran of two mural programs and one multi-media program. This year, he is working with the Inwood Oral History Team as a Teaching Artist-Assistant-in-Training.

“I remember starting when I was 18 and thinking, ‘Wow, this is such a cool program!’ And then coming back every year and seeing myself grow professional and personally. I didn’t expect to become a Teaching Artist Assistant-in-Training. What always brings me back to CAW is the idea of leaving an impact on other people through the work that I do. I’m happy that I help other people feel good.”

— Jonathan Hyman

“I came back for the people. I learned how to work with other people, and I feel like that wasn’t something that I got the chance to do, especially after COVID. CAW gave me a chance to work passionately along with other like-minded people who really wanted to grow and develop together and achieve the same goals. And it was a real success last year, so I just wanted to give it a chance again to see what would happen this year. I think working for CAW, we have structure, but we also have so much freedom, and it’s such a good balance that I haven’t had at other workplaces before. And this was something that just gave people joy in their work. ”

— Alison Andrea Martinez

Alison Andrea Martinez worked last year on the oral history project East Harlem: El Barrio Diasporico. This year, she returns to CAW to work with the Inwood Oral History Team.

Max Batista has worked on two previous CAW murals. He returned for his third year in a row and is working on a mural for The WIlliam Lynch School in Washington Heights.

“Coming back to CAW is always a good idea, because it gives you the opportunity to practice your craft, whether you’re an artist or you’re just a sociable person who wants to see some new and old faces. It’s always nice to make some money by doing something you love and by meeting like-minded people.”

— Max Batista

“I came back to Creative Art Works for many reasons. I had a lot of fun last year, because I was allowed to express myself artistically. I’ve definitely improved in my drawing skills, and that’s because the Teaching Artists don’t judge. You can be yourself. If you’re bad at drawing, that’s totally fine. It’s all about being creative and what you bring to the table. The Teaching Artists are great, and my coworkers are also great. There’s no judgment, there’s no harassment – it’s all about kindness and respect, and I really appreciate that dynamic.”

— Lorenzo Vegara

Lorenzo Vegara worked on the mural, Girl Wonder, for Brandeis High School Campus last year. He returned this year to work with a team creating two murals for NY State Family Court, Bronx Division.

We are grateful for donations of paint, painting supplies, space, and expertise from these generous supporters:

Let me tell you a story...

Lorisse Es Arte — Thu, 11 Jul 2024 18:42:08 +0000

Creative Art Works offered an integrated art-making program in visual narrative at The William Lynch School in Washington Heights. Students in grades three through five built vocabulary, boosted confidence, and learned the elements of storytelling by sculpting their own unique characters. CAW Teaching Artist Lorisse Es Arte shared her experience with us.

Third through fifth grade students in our visual narrative program at the William Lynch School created their own characters, complete with strengths, weaknesses, and unique origin stories, and then built mini dioramas for them to inhabit that depicted a setting. Storytelling is a natural choice for a curriculum that is designed to enhance literacy, as storytelling is often the first kind of communication children are exposed to, and it's the way children are most comfortable expressing themselves.

Students in this class achieved the ability to talk about basic elements of narrative structure as well as the methods and materials they used to create their art. They learned vocabulary, such as “corrugated,” “filler,” and “armature wire” (as opposed to “bendy thingy”). We had a lot of English language learners discovering the meaning and spelling of these words and they then translated them into Spanish and taught those words to the rest of the class. Having the language to speak about art develops social skills, public speaking skills, and confidence.

“Being loud with their art is always encouraged here... making children feel safe to express themselves is vital to their development. To be able to express themselves by sculpting clay and building a diorama teaches life skills that are transferable to many career paths.”

— CAW Teaching Artist Ms. Lorisse

Students created original characters and then placed them in dioramas representing an appropriate setting

While sketching, students are free to stretch the boundaries of their imagination

We started by making sketches of our characters. Sketching develops fine motor skills, and both sides of the brain are utilized and developed. Students are free to stretch the boundaries of their imagination while strengthening muscles in their hands. It is a way to express a truth without being wrong, or told to keep quiet. Children are told to be quiet enough. Being loud with their art is always encouraged here. Making children feel safe to express themselves is vital to their development. To be able to do this by sculpting clay and building a diorama teaches life skills that are transferable in many career paths.

Students were so excited to finally get to work with clay! We used a type of clay that doesn’t dry, so they had lots of time to experiment and change their minds. It was wonderful to watch their faces as they progressed to the magic of the final sculptures. They trusted and respected me and the process the entire way. I think that's why we finished so well and in a timely fashion.

It was so incredible to watch students go from zero experience in art, to being confident about creating. I think of Fabriel who took the idea of gridding and ran. Watching his eyes light up with understanding filled me with so much joy. I think of Ava who was originally only comfortable drawing characters she already knows, but by the end of the program she thanked me for encouraging her to use her imagination. And I got to watch students who were hesitant to use their skills at first become completely enamored by their labors, and putting passion into their work until the very last second before handing it in. And they'll have these skills for the rest of their lives.

We also had a scavenger hunt for the gallery walk, which tested their literacy in a fun way. They did great recalling vocabulary words, and talking about their favorite art pieces constructively. They will need all of the literacy skills they learned with us in almost every aspect of life.

Students and Teachers Attend an Art Walk

Gallery of Student Art

Creative Art Works’ In-School programs are supported in part by the New York State Council on the Arts with the support of the Office of the Governor and the New York State Legislature. Creative Art Works’ In-School programs also receive support from the Cornelia T. Bailey Foundation and the West Harlem Development Corporation.

Community Art-Making: Where Kids (and their Parents) learn through the power of creativity

Andres Piedrahita — Sat, 29 Jun 2024 18:41:35 +0000

Teaching Artists Lorisse Es Arte (in citron sweater) and Becky Schuman (in denim jacket) facilitating our art-making table where participants created an ideal, car-free New York City.

Throughout this spring, Creative Art Works Teaching Artists have been engaging young people and their families and friends in robust and event-specific artmaking activities with a number of community partners. While these drop-in activities are fun and require no prior art-making experience, all projects are designed around rigorous lesson plans that align with the goals of the larger community event.

We returned to the Sunken Playground in Edgecombe Park for Hike the Heights. This multi-partner community event encourages people to take care of their physical, mental, and emotional health by hiking the archipelago of parks from Central Park North to The Cloisters, known as the Giraffe Path. Making art can be an invaluable aspect of mental and emotional health.

Our most recent community event was It's My Park Day at Montefiore Square in Hamilton Heights. This recently revitalized community space features a CAW youth-created mural, Monte de Flores, which was commissioned by NYC Parks as the culmination of a years-long plans to breathe life back into what had been a neglected public space.

For the second year in a row, CAW participated in Car-Free Earth Day, a communal art project with the NYC Department of Transportation, where we asked visitors to our table on Dyckman Street in Inwood to help us build an ideal car-free city with lots of walking opportunities and public transit. Becky Schuman was one the Teaching Artists at this year’s Car-Free Earth Day, and she told us what it was like to watch a community art project come together.

“At Car-FreeEarth Day at Dyckman Plaza, artists of all ages came by to help us “build a city” out of recycled materials. The creativity was astounding and the enthusiasm of the artists was infectious. As more visitors came by, they admired what had already been built before they decided what they could contribute to make the city even more full of life and opportunity. It was a special moment to watch community members interact with others’ art and build such a complex piece together. By the end of the day, they built schools, playgrounds, ice cream shops, bike shops, a swimming pool, busses and trains, and even a tower for the local supervillain! ”

— CAW Teaching Artist Becky Schuman

We invite you to click through some of the photos from our community art-making events below!

Car-Free Day

Hike the Heights/Giraffe Path

It’s My Park Day

This program is supported, in part, by public funds from the New York City Department of Cultural Affairs and the Cultural Immigrant Initiative in partnership with the City Council and Council Member Carmen De La Rosa. Individual Creative Art Works community events are also made possible, in part, by the West Harlem Arts Alliance, Montefiore Park Neighborhood Association, NYC Department of Transportation, NYC Parks, and CLIMB.