Along the walls of the 1st, 2nd and 10th floors, Mrs. Jeannie Chu’s Art Appreciation students have been working in groups to create 25 colorful tape art murals as responses to shared worries. These were produced to address the social-emotional realms of being a student at Stuyvesant, and the transition into in-person learning, after having had some form of isolation at home during a pandemic. Worries were addressed either in an imaginative or real way with the aim to acknowledge a classmate’s worry and exercise empathy. Group statements accompany each mural. We will add more each week, and hope you will enjoy them!
Photo 1 - Many students tend to struggle with completing their assignments while still having enough time to participate in extracurriculars and simply enjoy themselves. Our artwork demonstrates the importance of prioritizing your responsibilities and celebrating your accomplishments, no matter how small or major they may be. Though the academic workload can sometimes be overwhelming, prioritization can help to make it feel more manageable. In return, you will be able ot take pride in your educational and personal achievements. - Otto, Victoria, Talia. Ahnaf, Jaco
Photo 2 - The aim in the message we want to convey and contribute to the school community through our hourglass clock, and balance scale is that one should manage the time between school and personal activities. It is important that one is ont spending their limited time too much in either area. In doing so, one will be less stressed, have more enjoyment, and can get adequate sleep. - unsigned.
Photo 3 - Our mural wants to convey communication between friends whether they are new or old. If they are old friends, we want to promote the message of still maintaining the friendship adn talking with them despite the circumstances that may keep two apart. If they are new friends, we work to encourage them to reach out to each other more. But o matter what type of friend they may be, we wanted them to empathize, respect and support each other - unsigned.
