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| Lucy | Brian | |
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| Logan | Zachary | |
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| Clay | Stephen | |
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| Chase | Emlyn | |
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| Claire | Anna | |
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| William | Jamie | |
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| Stephen | Kyle | |
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| Grace | Sophie | |
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| Susannah | Matteo | |
Don’t Grow Old by Allen Ginsberg — Jack Grabow, ‘12
Out Out by Robert Frost — Lily Susman, ‘12
Out Out by Robert Frost — Bailey Edwards, ‘12
Poetry in Pictures
Ms Lambert's poetry class.Kaitlin Y, ‘18 and Jack St., ‘18 were in the Library today and both spent the period drawing the following, based on the cover of a popular fantasy novel, Brisingr.
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| Carisa S., ‘18 | Carisa S., ‘18 | Colette A., ‘18 |
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| Danielle K., ‘18 | Deborah E., ‘18 | Ema S., ‘18 |
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| Jack Sp., ‘18 | Jack Sp., ‘18 | Jack St., ‘18 |
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| Kaitlin Y., ‘18 | Kaitlin Y., ‘18 | Matt B., ‘18 |
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| Nicholas Cl., ‘18 | Nicky C., ‘18 | Olivia L., ‘18 |
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| Ollie F., ‘18 | Ryan M., ‘18 | Spencer G., ‘18 |
Monkeys, Bears, and Tigers, Oh My!: Vogelsang House Stuffed Animal Sketches
We drew monkeys and other stuffed animals that we have in our class. They are kind of like "mascots" for us. The monkey collection began with one monkey I had years ago. Year after year, the students keep bringing in more monkeys. When I told them about our sketches, they wanted to draw as many different monkeys as they could, using our stuffed animals as still life. -- Monique Vogelsang, 4th Grade House Advisor |
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| Alex, ‘20 | Deen, ‘20 |
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| Eeshan, ‘20 | Elizabeth, ‘20 |
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| Isabel C., ‘20 | Izzy M., ‘20 |
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| Jack, ‘20 | Jacob, ‘20 |
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| Jasmine, ‘20 | Jeremy, ‘20 |
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| Kai, ‘20 | Katia, ‘20 |
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| Lauren, ‘20 | Lindsay, ‘20 |
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| Logan, ‘20 | Matt, ‘20 |
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| Mitra, ‘20 | Ravi, ‘20 |
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| Sophia, ‘20 |
House 24: Sketching the City
During a neighborhood walk, House 24 sketched buildings in preparation for the second grade city block project. For this project, students discuss the needs and wants of a city. As urban planners they develop a plan for their own city block as part of a neighborhood. Eventually, the students translate this plan into models using wooden blocks. By sketching actual buildings, students noticed the framework as well as architectural details of various types of buildings. For these sketches we focused on residential and commercial buildings.first rough sketch
more detail to show buttresses and flying buttresses more accurately
some shadow to give it all volume
fixing the flying B’s in the upper left
a little color, almost there
more color, looking good. Oh no. The chapels are too fat and the buttresses closest to us are too far apart.
new sketch under the original with corrected chapels etc.
almost there and this time things are in proportion and in the right place. But wait, the walls have gotten a little muddy.
That’s better.
David Macaulay: An Exercise in Frustration
For those who get upset when they have to do things more than once, here's a sequence that has eaten up a day and a half of my time. This is the apse of my Cathedral along with its radiating chapels and flying buttresses. NEVER draw flying buttresses if you can help it!
Dayna Campbell’s Sketches for 9th Grade History Assignment
What was the representation of a snake and a dog during the 15th-16th centuries?What as the value of ivory in Africa/Portugal?
Who/What kind of person made this, and why? (Was this object intended for a purpose place when it was made?)
Was this object traded, or used to hold something?
Was this object desired by royalty?
Harry DiPrinzio’s Sketches for 9th Grade History Assignment
• Was this used practically or was it for decoration?• Did it attach to a table?
• What is the symbolism of the mer-people, and the rest of the designs
• It is rather small to hold large pieces of armor, so was it used for armor, weapons, or other hand crafted metal items?
Hannah Landes’ Sketch for 9th Grade History Assignment
1. Who was the object made for and how was it financed?2. What cultural influences are exhibited on the salt cellar and in what way?
3. How did the material of the object (ivory) influence its structure and/or significance?
4. Was the design of the object common or unique for ivory working at that time?
Kristen Gonzalez’s Sketches for 9th Grade History Assignment
1) What was the average khipu used for? Means of recording within warehouses, or rather, an early form of a written language? What merit do scholars have to argue whether or not there is a probability of storied being written within the khipu?2) What can the Incan khipu tell us about Incan mathematics?
3) What can it reveal about trade during the Incan rule? How did the Spaniards affect this trade?
4) Were there any other versions of the khipu? Did the Incans ever change its format?
David Levin’s Sketch for 9th Grade History Assignment
1. Was this armor used in combat or purely a decorative object?2. Was armor an item European society valued in the sixteenth century? Was this due to a focus on military success? Did these societies idealize war?
3. How did the values of countries change during the Renaissance as shown through the armor?
4. How were women effected by an increase of war and battle, which were known as solely male pursuits?
