Closing

8/18

The Creative Classroom

 

8/20 

Installations

 1

 The Chopper

Artists: Boris Momtchev, Eric Kastner, Rae Flores

Informally, a helicopter is often called a chopper, in reference to the sound of its rotating blades. Our piece resembles a helicopter and for that reason we decided to name it The Chopper.

 

 

2

The Throne 

Artists: Gabby Barnett, Elena Garza, Matt Carusso, Chase Mayer, Kyle Urdan, Cooper Wyler, Jackson Bass

Our piece represents a tall throne that serves as a metaphor for building on top of one's thoughts and reaching for the stars!!

 

 

3

The Jorge 

 

Artists: Benji Greenstin, Jackson Hunter, Bobby Washington, Nacho Serra, Rohan Paleyanda

Our piece is inspired by our professor's first name which represents "farmer" or "earth worker."  Thus our structure honors earth and sustainable energy as it represents energy-producer wind mills.

 

4

Helicopter 

Bryce Fitzgerald, Ovi Valdes Alfonso, Xavier J. Lucas

  Our installation evokes Alexander Calder's mobile sculptures. Thus, we wanted to not only create an installation piece, but create a piece that moved. This is why we chose a video and not a photograph to document it.

 

5

Diamond Helicopter 

 Artists: Luke Kelly, Lucas Miranda, Dylan J. Joyce, Lyfe Daniel, Calissa Kim

Our piece suggested the shape of the diamond aircraft or volocopter produced by  Volocopter GmbH. It was founded in 2011 in Karlsruhe, Germany, by Alexander Zosel and Stephen Wolf with the intent of making an electric vertical takeoff and landing (eVTOL) multicopter aircraft for fast and efficient advanced air mobility (AAM). 

Source:  Diamond Aircraft VC Evolution 2P (defunct)https://evtol.news/volocopter-vc-evolution-2p

 

 

8/25

Teaching Philosophy Statement 

Ellie Bukh

Teaching, to me, is about finding a balance between task-oriented goals and relationship-oriented growth. I believe that effective learning happens when students feel safe and valued. My goal as a teacher is to foster both creativity and connection. As a teacher, I want to not only share my knowledge but also serve as a mentor who encourages students to take ownership of their learning. I teach because I want to inspire lifelong learning and curiosity. In my opinion, education should be inclusive and accessible for everyone. As a teacher, I will work to find the strategies that meet and support the different educational needs of each student to make learning meaningful. To support diverse learners, I will balance a variety of instructional and assessment strategies such as technology, group work, discussion, and presentations. I want to allow students with different skill-sets the opportunity to shine while building connection and collaboration. I hope that my students see that the skills they learn in my classroom connect to their real lives. Therefore, I will teach problem-solving and communication skills that students can carry with them throughout their lives.

 

 8/27

Ready-Mades & Found-Objects

 

1 

The Color of Life

Artists: Boris Momtchev

The different pieces relate to the different aspects of life, some bright and some colorful, as life tends to be.
 

 

2

Messy Writing 

Artists: Lauren Kadosh, Ellie Bukh

This piece combines broken pen elements to represent the interaction between humans and their writing instruments with nature and natural materials.

 

 3

Untitled 

Artists: Xavier Lucas, Ovi Valdes Alfonso, Bryce Fitzgerald, Bobby Washington

 This piece shows how natural materials can also be considered found objects. After creating our minimalist piece, it looks to us like a code of arms whose meaning is waiting to be deciphered. 

 

4

“As it Is” 

Artists: Cooper, Kyle, Jackson, Rae

Our piece means that beyond human intervention, "Nature Creates its Own Art."

 

5

Flag 

Artists: Bella Grippo, Lyndsay Miller, Anna Ross, Matt Carusso, Chase Meyer

 

Our piece invited a guest to our class to pose as part of our installation. She holds a tine flag with the word "Horizon" on it. This to us represents looking to the horizon and moving forward.

 

 

 

6

 

 A Walk through Campus

 

 

 Artists: Calissa Kim, Lyfe Daniel, Elena Garza

 

Our piece represents some of the natural elements that we, as students, may find as we walk through campus.

 

 

 

7

 

 Untitled

 

Luke Kelly, Lucas Miranda, Dean Vitale, Malachi Toney

Our piece is a simple statement that reminded us of "one single piece minimalism," a poignant way of making meaning out of what otherwise would be considered meaningless.

 

 

9/1

Labor Day! 

 

 

9/3

 

Mission & Vision Statement

Max Kletsman

Mission Statement

Our mission is to foster intellectual curiosity, cultivate critical thinking, and empower students to become innovative leaders who contribute to a just, sustainable, and interconnected world. We are committed to advancing knowledge through research, teaching, and community engagement, preparing graduates to thrive in a diverse and rapidly evolving society.

---

Core Values

1. Excellence in Learning and Research
   We strive for the highest standards in education and discovery, encouraging curiosity, creativity, and lifelong learning.

2. Diversity and Inclusion
   We value the richness of perspectives that come from varied backgrounds, experiences, and identities, and we commit to building an equitable and inclusive campus community.

3. Integrity and Accountability
   We uphold honesty, transparency, and responsibility in all academic and institutional endeavors.

4. Innovation and Impact
   We embrace innovation to solve real-world challenges and make a positive difference locally and globally.

5. Community and Service
   We recognize our responsibility to serve society through partnerships, civic engagement, and outreach that extend beyond the campus.

Gabby Barnett

Vision

To be a leading high school recognized for cultivating the next generation of scientists and innovators who drive progress and positively impact the world through scientific knowledge, creativity, and ethical stewardship.

 

Wabi-Sabi Aesthetics 

 

 1

 

 Untitled

 

Artists: Jackson Bass, Kyle Urdan, Cooper Wyler

 

 

 

2

Untitled

 

Artists: Lauren, Lainey, Ellie

 

 9/8

Seven Lessons for a Teacher

 

 Lesson 1: Confusion

Malachi, Bryce, Ovie, Xavier

He's talking about how they overload the kids with multiple sections or lessons to learn and they are not given enough time to process the information correctly, so it basically goes in one ear and out of the other due to this.

 

 Lesson 2: Class Position

 

 

 

 

3) Indifference 

 

Max, Eric, Jackson, Benji, Bobby, Rae, Rohan, Nacho

Gatto is saying in this section that schools only teach in bursts of enthusiasm, only encouraging the desire to learn in class before quickly moving onto the next class where the same pattern is repeated. This insuniates that nothing they learn is truly important or meaningful, and encourages students to develop only shallow connections within their learning. 

 

Lesson 4: Emotional Dependency 

 

Lesson 5: Intellectual Dependency:

Jackson, Kyle, Lyfe

This passage explains that schools teach kids to be dependent on experts instead of thinking for themselves. Teachers (and the system behind them) decide what students must learn and punish those who resist. "Good" students follow instructions and show enthusiasm, while "bad" students try to make their own choices. Society and the economy rely on this dependency because it keeps people needing others to tell them what to do, from food services to entertainment to jobs. The system works because most parents and students accept it without questioning.

Lesson 6: Provisional Self-Esteem

John, Gabby, Anna, Cooper

It’s saying that schools train kids to base their self-esteem on grades, tests, and teachers’ approval instead of trusting themselves. This creates a cycle where children always look to outside authorities to know their value, keeping them dependent and easy to control.

 

Lesson 7: One Can't Hide

Teaching children as they grow up that society is always watching them, they rarely get privacy, and to trust absolutely no one. Even through work that some would think is innocent, they're still observed through their performance. At school, students are encouraged to tattle on their peers and family life, though, at home, students are encouraged to tattle on their own peers- everyone should be weary of who they interact with.

Lauren Kadosh

In school, students are always being watched, under constant surveillance. Students are encouraged to tell on each other and their parents, and vice versa, encouraging parents to tell on their children. The overall theme seems to be control, no privacy, secrets are viewed as dangerous, assigning homework to keep students from learning things they are interested on their own. There is a fear and even a restriction of independent thought and creativity.

 

9/10

Earth Body 

 

9/15

Learning Philosophies 

John, Kaylee, Cooper, Malichi, Xavier

Muhammad taught through empathy and hands-on learning, and Islam is centered on the Five Pillars: faith, prayer, charity, fasting, and pilgrimage. Islamic art goes beyond religion, with rich traditions in architecture, calligraphy, and textiles, while Sufis inspired poetry, music, and art that shaped the culture.

Aristotle taught by walking and talking with his students, encouraging them to ask questions, observe the world, and reason things out for themselves. He organized knowledge into subjects like science, logic, and politics, always aiming to connect ideas to real life and virtuous living.

Rousseau believed education should be natural and spontaneous, not overly formal, aiming to bring people closer to nature and reduce the harms of civilization. In his 1762 work Émile, he outlined ideas that were both political and philosophical, focusing on the relationship between the individual and society. He saw education as shaping not only personal growth but also preparing individuals for social roles, inspiring later national systems of education.

Our group wanted to combine aspects of existentialism and progressivism. Knowing what you want to do has more value than anything in terms of learning. If you want to learn, teaching is easy. Then you can start to incorporate these values into daily life. (Zethema) (to seek subject)

 

9/ 17

Student Learning & Collage 

 

About Student Learning 

 

1 

Xavier Lucas, Bryce Fitzgerald

Teachers should create an environment that encourages critical thinking and allow students to make mistakes without a "cost'. Be able to be open minded to different learning styles of each student and pace on which they learn. There should also be constructive criticism within as well because there should be correction if needed.

 

 2

Gabby Lyndsay, Anna

We think there could be a valuable teaching philosophy for 12th grade boys and girls to take a course that instills security and self respect in them.  We feel a lot of people come to college and maybe struggle with security or self-esteem.  We can allow students to express feelings in a safe place and it will lead to more productive learning.  

 
 3

Ellie, Lauren, Lainey, Kaylee

Mind-set and motivation: At the start of every class, spend a couple of minutes on affirmation (I am smart, I am capable, I am a good learner)

Prior knowledge and misconceptions: Assess students' initial knowledge; form breakout groups to make sure every student is learning at the appropriate level

Transfer of knowledge beyond the classroom: provide practice problems in multiple formats (not just the one taught in class) make sure to include real-world applications and case studies.

 

4 

Luke Dean Lucas

Our theory is that in a classroom kids need to be fully engaged with what is going on and that happens only if the teacher is adaptive and is capable of catering to a wide variety of learning styles rather than just claiming they do by using buzzword terms that don't actually apply to what they say it is. The teacher can only do so if they know their students on a personal level and are closely observant to what they respond well to and don't respond well to. 

 

Collages

Different Eras

 

Matt Caruso, Matt Silva, Boris, John, Chase

We wanted to show the competitive and materialistic nature of competition throughout history. We included two men from different eras in the photo with nice sneakers below them and an award separating the two of them to show the human nature that is seeking approval from others and striving for status. We included the chicken fingers in between them as a reference to the phrase "winner winner chicken dinner" to show the irony and insignificance of this approval from others.

 

Yachtworld

 

Rae Flores, Benji Gresstien, Max Kletsman, Eric Kastner, Jackson Hunter

 

 

Simplicity in Time

 

Calissa Kim 

 

 

The Mind

 

Ellie, Lauren, Lainey, Kaylee
 

Miami

Luke Dean Lucas 

 Our collage is a representation of Miami, from its wildlife to nature and drugs.

 

 9/22

Theories 

 

Students' Own Theory

 

Learning Theory- Matthew S, Bella, Bryce, Calissa

1) Create an engaging and motivating environment

2) relies on constructivism - students learn better through real experiences.

3) increased positive enforcement (more positive as you get older)

Combination of these 3 things will create more motivation for kids to learn, help them absorb and remember the information, and allow them to want to learn more

9/24

 

Drawing

 

 

 Group 2 

 

Kyle Urdan

 

Self-Portrait

 

 

9/29

Self-Assessment 

 

10/8

Creative Movement / Lesson Plan

 

 

Ellie, Kaylee, Calissa, Luke

Dance Lesson Plan

Teacher Name: Ellie, Kaylee, Calissa, Luke
Genre: Dance
Title: Action Words to Movement
Age: Elementary (Grades 2–3)

Objectives

• Students will learn

  • to explore body movement through isolations and improvisation.

  • to connect action words to expressive movements and combine them into a short dance phrase.

Competency 

Students will demonstrate the ability to:

• Isolate specific body parts with control (head, shoulders, hips, feet)

• Translate action words into physical movement.

Materials

• Phone or speaker for music

• Open dance space (move desks aside)

Content 

• Warm-Up: Isolations (5–7 min)

• Focus on moving one body part at a time (head, shoulders, arms, legs).

• Encourage students to mirror your movements.

• Teaching 

• Prompt: “When I say an action word, move your body to show that action.”

  • Example words: jump, twist, crouch, stretch, sway

• Tell students that there are no wrong answers!

• Cool Down

• End with gentle stretching

• Wrap Up 

• Ask students how they felt during this experience

Assessment

• The teacher observes students during warm up and teaching phrase

• Students receive 100 points upon completion of their full movement phrase.

Rubric (100 points total)

Category Description Points

Movement Demonstrated 5 movements clearly 30

Creativity Originality and expressed effort 20

Control & Technique Completed isolation technique warmup 20

Participation Focused during entire lesson 30

Total 100