This mural highlights the architecture of the building. Inspired by a map of the area, the abstract image creates an
illusion of flattening out the corner of the building creating a dynamic form
that moves around the building.
Moore and Graham Ave. East Williamsburg, Brooklyn
May-June 2012 Math Students from
the Green School teamed up with the Borinquen Plaza Senior Center in creating
this 3-D graph representing NYC high temperatures dating from 1930-to projected
weather in 2060, the year the students would be eligible to use the Sr.
Center. This mural was supported
by the LCB Grant, The Graham Ave BID, the Green School and The Borinquen Plaza
Park ave at Grand Street Under the BQE Clinton Hill, Brooklyn
September 2011 130’ community mural
created by working with 9 pianists and drawing the distance
between their hands as they played Beethoven’s Moonlight Sonata to create a
musical landscape. Funded by the
National Endowment for the Arts, supported by Myrtle Avenue Revitalization
Sing For Hope Piano Project
This was one of 88
pianos installed around New York City for Sing for Hope's interactive public art
project. My piano was placed at
the Carousel at Prospect Park and I used the placement of the piano as
inspiration for the colors and lines. The design for my piano was based on
efforts to create a visual language for sound. The piano was donated to MS 354: The School of Integrated
Learning in Brooklyn.
Histogram of Emotions
The Green School 233 Graham Ave Williamsburg, Brooklyn
May-June 2011 I worked with high
school math students in surveying the whole school, collecting data
on how they were feeling based on different times of the day to create a bar graph
that resembles a cityscape. Made Possible by LCB Grant.
City of Emotion
Middle School for Art and Philosophy 1084 LENOX Rd Brooklyn
June 2008 11’ Round. You Are Here is a Community Mural
painted on the corner of Vanderbilt and DeKalb Ave: the exact center, both east
and west and north and south, of where the neighborhoods of Clinton Hill and
Ft. Greene meet. The purpose of
the mural is to connect these two diverse neighborhoods to raise awareness of
just how close we are to each other.
The community added a dot where they live in hopes to connect the
community, celebrating the idea of “home” for both old and new residents. It
was funded by a generous grant from the Puffin Foundation, along with community
2009 This map mural was painted 2009 in Sunset
Park, Brooklyn at MS 136: 3rd
Ave and 40th Street. The mural encouraged students to think deeper
about their fast changing neighborhood though poetry writing and spoken word in
conjunction with painting a neighborhood map. We worked in collaboration with Buendia Productions, a local
graffiti collective. Made possible through
Global Community Mural
IS49 East Williamsburg, Brooklyn
Global Community Mural painted on wall in the school. The mural as a whole
connects micro to macro and creates a visual representation of our
connectedness to our Global Community. Possible through teaching artist residency-BRIC Arts|Media|Bkyln
2010 Worked with students
from both ELA and Math Class to investigate ways in which they communicate. We processed the information, creating
graphs and charts, finalizing in creating a node that represented their
information. We then connected the
nodes to form a social network. Installed at BRIC Contemporary Art Gallery,
They used the communication data to create graphs and charts.
We color coded the data.
We made a personal node. In the center was the name we use in our most common form of communication. The next ring shows our top three modes of communication.
The third ring of our node shows the people we talk to the most within our modes of communication. Colored flags indicate the type of person: friend, family, acquaintance or stranger.
If someone in the class was flagged on the node, we strung a string connecting those two people.
Transformations in Stained Glass
Charles O. Dewey Middle SchoolSunset Park, Brooklyn
with 8th Grade Math teachers we created a stained glass project answered these key
Using Math as a tool, can we engage students
that are not interested in Art?
Can the use of Art as a learning tool, help
clarify understanding of complicated math lessons?
Can we increase the awareness of math in the
Will the students be able to identify math
patterns outside the project?
Will Math be primarily recognized as the tool
for our Art making?
Through this project, can we make math reach the
larger audience of the school?
Going through the whole
process of cutting, foiling and soldering the glass, the students worked in
teams to create stained glass panels that identified algebraic transformations
through dilation, translation, reflection and rotation of a grid pattern. Building Manager Glenn built a
beautiful frame for the whole piece that has been installed in the front
entrance of the school.