Shani is a proud educator for the NYC Department of Education. Currently Shani steers the Visual Art Education Program at the very special Elias Howe PS 51 where she has developed the elementary visual arts curriculum for the last 8 years. She holds a degree in Fashion Design acquired from the Fashion Institute of Technology, a Bachelors of Science in Art Education and a Masters of Science in Special Education acquired from the State University of New York at New Paltz. As a proud alumna of Fiorello H. LaGuardia High School, of Music & Art, and Performing Arts, Shani developed a deep love and passion for sharing visual arts with others at an early age. Shani takes pride in being an artist, teaching art and arts integration, and teaching children to love art especially at PS51!! For more information about Ms. Perez, visit www.shaniperez.com

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PS 51 Albums and Photos

At almost every PS51 event, photos are taken to help capture the very special things happening at at our unique school. Ever wonder where you can find those really awesome photos of PS 51 artists? Check out https://www.flickr.com/photos/shaniperezarted/sets/

PS 51 Visual Arts Program Curriculum

Art is a creative way for students to express themselves. It teaches them how to communicate visually & show others how they see the world around them. Art bridges the gaps between various languages & cultures while giving students an opportunity to share their individualism at the same time. It truly helps our children appreciate each other’s differences. The Visual Art program at PS 51 designed by Shani Perez builds skills such as problem solving, critical thinking, imagination & observational skills, confidence through self-expression, and so much more. The art process is just as important as the art product. Students learn the art process through several different art disciplines such as painting, drawing, printmaking, collage, sculpture, photography, mixed media, and more. Through these lessons they learn about various artists such as Georgia O’Keeffe, Pablo Picasso, Salvador Dali, Jackson Pollock, Faith Ringgold, Romare Bearden, and many more. All art projects often incorporate the elements of art (line, color, space, value, texture, shape & form) and well as a few principles (pattern, balance, emphasis, movement, proportion and scale).

 

Kindergarten 

In kindergarten, it is important to get the students very excited about art making in general. In art class, students learn about and practice utilizing basic materials and tools. They develop visual, auditory and gross motor skills through artistic exploration. Kindergarten students create and develop various works of art within the following disciplines: painting, drawing, printmaking, collage and sculpture. Literacy is often the inspiration for many projects incorporating basic vocabulary words used in the art classroom. Throughout Kindergarten, students begin looking at art closely though sharing and dialogue. Essentially there is an emphasis on making connections, building a passion for art, and understanding why art is so important to our lives! Art Integration Studies: Trees throughout the season, various

1st Grade

In 1st grade, we build on the excitement and passion developed in their previous year. Students use materials and tools to create a range of exploration based and thematic art projects. They continue their development of visual, auditory and gross motor skills through artistic expression. They similarly to Kindergarten students, create and develop various works of art within a variety of disciplines. Students begin learning about a few famous artists as well as art styles. Students learn and are encouraged to use art vocabulary words in the classroom. They begin having formal and informal critiques to share and respond to each other’s artwork. Students continue building connections between arts; their daily lives and topics learned in general classrooms. They also practice many of the skills they learned in Kindergarten through a wide range of fun first grade projects!! Art Integration Studies: Community, Playground study, Restaurant study

2nd Grade

In 2nd grade, using a scaffolding approach, we begin to challenge the skills students learned in the 1st grade. With creative approaches, we channel their passion developed in their previous year to begin truly using skillset and imagination cohesively. Students use materials and tools to create a range of exploration based and thematic art projects. They continue their development of visual, auditory and gross motor skills through artistic expression and problem solving. They create works of art within a variety of disciplines. Students continue learning about a famous artists as well as art styles and movements. Students learn and are encouraged to use art vocabulary words in the classroom during instruction and critique. They begin having formal and informal critiques to share and respond to each other’s artwork in a constructive and guided way. Students are encouraged to continue building connections between arts; their daily lives and topics learned in general classrooms. Art Integration Studies: Architecture, Subway study.

 3rd Grade

In 3rd grade, students study several places around the world in a grade wide cultural study. In collaboration with the 3rd grade curriculum, Art, Music and technology curriculums reinforce common core standards and class wide studies. Students use materials and tools to create a range of exploration based and thematic multi cultural art projects. They continue their development of visual, auditory and gross motor skills through artistic expression. They create and develop various works of art within a variety of disciplines and styles. Students learn about famous artists around the world as well as their art styles. Students learn and are encouraged to use art vocabulary words in the classroom throughout instruction. They frequently have formal and informal critiques to share and respond to each other’s artwork. Students build connections between arts; their daily lives and topics learned in general classrooms. Art Integration Studies: China, Africa, Italy, 

4th Grade

In 4th grade, students take part in several studies some of which include a Native American study, Colonial period, Government, Tenements, animals and their environments, poetry, symmetry and more! In collaboration with the 4th grade curriculum, Art, Music and technology curricula reinforce common core standards and class wide studies. Students use materials and tools to create a range of thematic and element based art projects. They continue their development of visual, auditory and gross motor skills through artistic expression. They create and develop various works of art within a variety of disciplines and styles. Students learn about several famous artists around the world as well as their art styles/movements. Students learn and are encouraged to use art vocabulary words in the classroom throughout instruction. They frequently have formal and informal critiques to share and respond to each other’s artwork. Students build connections between arts; their daily lives and topics learned in general classrooms. Art Integration Studies: Native American Study

5th Grade

In 5th grade, students engulf themselves in art history and process. Through field trips, museum studies, artist series and more, students embrace the world of art. In collaboration with the 5th grade curriculum, Art, Music and technology curriculums reinforce common core standards and class wide studies. Students use materials and various tools to create a range of complex art projects. They continue their development of independence and visual, auditory and gross motor skills through artistic expression. They create and develop various works of art within a variety of disciplines and styles. Students learn about famous artists around the world as well as their art styles. Students learn and are encouraged to use art vocabulary words in the classroom throughout instruction. They frequently have formal and informal critiques to share and respond to each other’s artwork in a reflective and constructive manner. Students build connections between arts; their daily lives and topics learned in general classrooms. Art Integration Studies: Community Service, Rainforest Study, independent compositions, Esperanza's Rising

Grading

Besides projects, students are graded on 5 criteria.

-Develops skills at grade level. Develops own ideas and images. Craftsmanship
-Understands art concepts & lessons objectives. Applies knowledge to artwork
-Participates & shows effort during instruction, class time, & critiques
-Uses materials appropriately and with skill
-On task and show appropriate behavior. Personal and social responsibility.