MY PORTFOLIO

As an art teacher at the high school level, I strive to introduce my students to higher level thinking and problem solving while also helping them to understand the processes of making art.

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The pictures to the right are just a small sampling of the work my students have done over the years. Please feel free to visit my CaseyZanderArt Instagram, as I frequently showcase the work my students are producing in addition to my own work.

 

In high school Art I, the introductory level of art, I aim to introduce my students to many different techniques and media in art. This can be a challenge depending on the make up of the class. Often I have all the students who did not want to go into band, choir, dance, orchestra, or theater. Sometimes these students want to work and create, and sometimes they do not. Many times my students start out telling me they cannot do something, and end up surprising themselves when the are indeed able to do that which they said they could not. I keep my students busy with almost a project a week. My view for Art I is not that they create, or recreate, masterpiece works but rather they are able to experiment and play learning to love art. It is the students who learn to love and enjoy creating art that make up the students who continue on in the arts. 

 

The techniques and media I try to have my Art I students explore includes but is not limited to: the elements of art and principles of design; color wheel and color theory; free/creative drawings; grid drawings; ceramics; painting including tempera, watercolor, and acrylic; abstract art projects; mosaic and pointillism; 2D to 3D to 2D projects to develop spatial understanding; group and collaborative projects; weaving; basic jewelry making; kite making.

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I also teach advanced painting classes. The painting students are introduced to many different methods and techniques, in addition to expanding their repertoire in the different painting mediums. I also have my painting students work on a year long project called a Deconstruction Book. This is a used book that becomes a work of art, and is only limited by the student's willingness to let their imagination flow. I have painting students work on collaborative works throughout the year. The beginning of the year focuses on color theory work, compositions for competitions, and progresses into more demanding and difficult projects as the year goes on.

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I was lucky enough to teach a small sculpture class which  focused on jewelry with some additional small sculpture projects and competition entries. I was able to introduce my students to jewelry made with recycled materials including paper and cardboard, wire wrapping, woven paper, embroidery, bead loom work, creating series of components, ceramic pendants and focal points, metalworking, beading, leatherworking, polymer clay, epoxy resin, and chainmaille.