Virtual Art Gallery

Welcome to our Virtual Art Gallery! We hope you enjoy seeing our students' creations in art class. Click the gallery above to see examples of art from each grade!

Cathedral Visual Arts Program Description

In-School Program Description: 

Our art program at The School of the Cathedral of Mary Our Queen enables students to access art, as well as create art, in a myriad of ways. They also use a multitude of materials, such as tempera paints, oil pastels, soft pastels, and payons. Additionally, students have the opportunity to incorporate weaving, papier mache, metal tooling, and printmaking, among other techniques.

The creating skills and concepts are scaffolded in a way that creates a strong foundation, and then gives students to build on it how they see fit. Additionally,  some of the concepts learned in the primary grades are different types of lines and color-type identification. These are then built upon in the intermediate grades, with color relationship and pattern creating. In the middle school, students are given more freedom and faced with more open-ended art tasks, so that they have the autonomy to use their problem solving skills. 

Cathedral students additionally receive instruction on the historical and cultural significance of art. Students in grades 2nd through 5th grade hone their art history skills by participating in the weekly activity of the Mystery Artist. Not only does this activity allow them to analyze works from historic artists, but it also gives them the practice of creating a verbal claim and supporting that claim with evidence. For middle school students, this activity is more rigorous. Every week, they analyze artworks by contemporary artists, and argue why or why not these creations should be considered artworks, citing the presence of art elements and principles of design as evidence. 

Furthermore, students also develop introspective skills in the art room. Starting in 2nd grade, students analyze their performance by completing self-reflective rubrics. This leads them to develop skills that will help them to improve not only in the classroom, but also in other areas of life.  

Remote Learning Program: 

During this new environment, students at the School of the Cathedral of Mary Our Queen are still able to flex their creative art skills. The structure oscillates between synchronous and asynchronous, in order to meet the needs of students. For example, students will start a lesson in a synchronous environment, in order to have face-to-face time with the instructor, as well as their classmates. After the new concept is introduced or student examples are reviewed, students then shift to an asynchronous set-up, so that they can watch the demonstration videos at their own pace, and receive more individualized art instruction. However, if they have questions, they are still able to rejoin that synchronous environment, and as the teacher questions or receives feedback on their artwork in real-time. 

Student Examples:

We hope you enjoy these examples of our students' art. 


Students in Kindergarten begin their art experience by building foundational art skills. For this project, students studied different types of architecture and identified the different types of shapes that they contained. Students then built their own edifices with basic shapes, by using their drawing, cutting and gluing skills. They also learned how to create snowy dots of paint, with the end of a paintbrush handle. 
This is an abstract artwork, created by a Pre1st student. For this unit, we studied the abstract artist Vassily Kandinsky, by reading The Noisy Paintbox: The Colors and Sounds of Kandinsky’s Abstract Art, written by Barb Rosenstock. We discussed the difference between abstract art and figural art, in order for students to grasp this complex concept. Students utilized different types of lines and colors to create these products. 
In 1st grade, students studied the Pop artist, Romero Britto, learning how to use patterns to create landscapes. Additionally, students learned how to identify and describe the foreground, middle ground and background of their pictures.
In 3rd grade, students created complementary-colored animals by collaging them in the style of Henri Matisse. First, though, students crafted a habitat for their animals by printmaking with styrofoam plates. For this project, they also learned the special relationship between complementary colors and why artists use them.  
During 4th grade, students extensively study analogous and intermediate colors. Here, students studied the works of Pop artist Roy Lichtenstein, in order to create their own versions of Pop Art, using onomatopoeia. Additionally, students utilized their knowledge of intermediate and analogous colors to add visual interest to their compositions. They also used baby oil to blend their oil pastels to create those colorful transitions. 
Students in 5th grade created their own take on Vincent van Gogh’s Starry Night. In order to prepare for this, they learned about tints and shades, and how to utilize tints specifically to create a glowing effect. Students also created movement in their projects, by adding lines with oil pastels, similarly to the revolutionary style of van Gogh. 
In 6th grade, students gain an introduction to the genre of Book Arts by transforming books into works of art. Students dive into the genre by researching artists that work within this area. From there, they use this as a platform to build upon, to create their own plans. With this specific example, a student construction a miniature version of the Golden Gate Bridge and the San Francisco Bay. 
Here, a middle school student utilized one point perspective in order to create a naturalistic looking room. Students were able to choose and design all aspects of their room, an opportunity to stretch and explore their art skills. 
Here, a middle school student created a papier mache donut. Students studied the artist Wayne Thiebaud and Kenny Scharf, who famously paint sweet treats, as inspiration. Students were also able to use puffy paint and real sprinkles, in order to make their sculptures more naturalistic.