Attitudinal Healing Connection, Inc. presents:
ArtEsteem’s 27th Annual Exhibition
Reflections of Me and My World 2025
Lighting Our Future
Snapshots from the Exhibition event on Saturday, April 26th.
We were overjoyed to connect with you all at the 27th Annual ArtEsteem Exhibition on 4/26/25, uniting in harmony to support art, creativity, and education.
Over the course of the school year, ArtEsteem students delved deep within themselves to create their art, touching on topics revolving cultural history, mental health, environmental sustainability, introspective reflection, and self-expression.
Their efforts resulted in artworks that represent a range of mediums, techniques, and intentions. We invite you to explore each piece. Read their stories, absorb their vision, and bask in the creativity of our youth and elders.
Allendale Elementary School
Alexa Brown - Visual Arts Instructor | After School Program | TK - K
Let Your Eyes Wonder: Glitch Art & Reverse Perspective (2025)
Watercolor on Matboard | Mixed Media on Canvas Paper
In this year’s Allendale’s After School TK-K class, we explored the fascinating world of optical illusions and perspective through our unit, Let Your Eyes Wonder. This unit introduced young artists to the magic of illusion in art, teaching them how color, shape, line, and space work together to create visual effects that can trick the eye in their "Glitch Art” and “Reverse Perspective” projects.
Students learned the big words illusion and perspective, discovering how artists use these concepts to make flat images appear three-dimensional or create movement within a still picture. They explored patterns—learning to notice them in the world around them and create their own through repetition and design.
Beyond technique, this project emphasized mindfulness in art-making. Students practiced using materials responsibly, understanding that art supplies are valuable resources. They learned simple but impactful habits, such as using both sides of the paper before starting fresh and carefully treating brushes, pencils, and other tools to make them last. Recycling and reusing materials became an essential part of the creative process, reinforcing that being an artist also means being thoughtful of resources.
Through this engaging and playful exploration of optical illusions and perspective, students developed their artistic skills while also gaining a deeper appreciation for patterns in art and nature. Most importantly, they learned that art is not only about what we create but also about how we create—with curiosity, care, and respect for the world around us.
Bret Harte Middle School
Ren (Ray) Zheng - Media Arts Instructor | Bret Harte Middle School | Arts Integration Program | 6th - 8th Grade
Megabytes Starting from a Pencil (2025)
Clay | Pencil | Drawing Pen | iPad & Stop Motion Software | Tripod Stand
Through the year of teaching media art, I realized one important thing about being a teacher, which is leading the students to make the right decision in their life. We are living in a time where quick culture became the mainstream, people are less invested in their hobby but wish to receive the profit or merit of being popular. Which is the reason why short video platforms and social media have become the lifestyle to most people. With Likes and Followers, inflated the feeling of achievement but without investment on their skills.
I am still living in the old days, when people earned their pride through unremitting efforts to improve their skills and knowledge, which inspired my philosophy of teaching. Through the year I taught my students with various projects I led them, I gave students more creative freedom while they made their arts, such as designing their own story and character, choosing their own materials and different methods to make their arts, but constantly drove them back to the direction of their goal. Let them build their own characters and stories. I consider this is a way of investing their own creativity compared to giving them prompt. And constantly provide my knowledge as the support to their progress.
I hope this will inspire a next generation of hardworking artists that motivated themselves through creativity and passion.
Community School for Creative Education
Maite Wallace - Visual Arts Instructor | Extended Day Program | TK - 2nd Grade
Shadowbox Safari (2025)
Polymer Clay | Tempura Paint | Beads | Pipe Cleaners | Recycled Paper | Dried Plants | Feathers | Wooden Box
In this mixed-media project, students created unique creatures and their habitats. They were encouraged to morph different parts of their favorite animals into new, imaginative beings. Our project combined sculpting, painting, and collage work, which brought these creatures to life. Students were prompted to think deeply about what their creature would need and how to incorporate these elements into a mini-world for their animal.
Students painted the backdrops using tempera paint, brushes, leaves, and flowers as stamps. Building on those first questions, they depicted the climate in which their creature would be found. Throughout our class this year, we have explored the use of natural materials such as sticks, leaves, and flowers, which served as resources for this project. This project aimed to connect their imagined environments to the world they interact with.
Ai Lien Le - Visual Arts Instructor | Extended Day Program | 3rd - 5th Grade
2D to 3D Mazes (2025)
Cardboard | Acrylic Paint | Hot Glue | Marbles
In this class, we explored observational art forms and applied spatial transformation within 2D images by turning them into 3D forms. Students learned how to take flat images and bring them to life by creating interactive art/sculpture mazes based on their creative considerations. This unit introduced students to themes of environmentalism, literacy, geometry, architecture, creative reflection/application, and intentional design.
To start off, Students gained practical skills in drawing fundamentals and attention to detail from sketching exercises throughout the year leading up to this project. Students learned about the exploitative and wasteful nature of mass-produced art and its harmful impacts on the environment. Students then began creating a map of their maze- planning the course for their marbles.
They focused on form, purpose, and durability while designing and building an interactive maze game with repurposed cardboard. As a response, students learned to make less stuff and more art, where they analyzed and related artistic ideas to their environment, perception, and purpose. The goal of this unit was to create a safe space where students can plan out different ways to make something unique, meaningful, and made to last.
Darius Varize - Visual Arts Instructor | Extended Day Program | 3rd - 4th Grade
Life Sculptures (2025)
Cardboard | Paper Mache | Hot glue | Acrylic Paint
In our Life Sculpture project, students learned how to create 3D sculptures through the art of Paper Mache. Each student picked an item from Creative Reuse in Oakland to study, replicate, and enlarge. The class was challenged to pick items from the creative resource, and think about how someone else's trash could be transformed into something beautiful. In this process, students observed the work of Bernie Kaminski and how he uses paper mache to make everyday objects.
To start, students began by sketching their items to get a better idea of their forms. With their sketches, they used these as references to cut out pieces of cardboard that would act as the armatures for their pieces. Using the cut cardboard, students applied hot glue to bind them together and laid sheets of paper mache to smooth out any sharp edges. After paper macheing, students primed and then painted the details of their sculptures to replicate the surface of their chosen objects further. This assignment aimed to show students how to create forms using lines and shapes, while also introducing them to the world of recycled-based artwork.
Dimitri Elder - Dance Instructor | 3rd - 7th Grade
Town Dragons (2025)
This year, our 3rd, 4th, 5th, and 7th grade students at CSCE Extended Day have embarked on a journey of self-expression through the art of Dance and Hip-Hop Choreography. Their performance will showcase the beauty of cultural blending, as they have formed a Dance Team with their peers and rehearsed their Hip-Hop choreography by blending different cultures from the early 70s to modern music genres. You will witness one student showcase the art of expressing themselves as an EMCee, participating in “Call and response” and Mic adequacy. This is Hip-Hop Theater, a celebration of bodily expressions, movement coordination, and Music interpretation. I present to you the Town Dragons, a testament to the power of diversity in art.
Malik Stills - Visual Arts Instructor | Extended Day Program | 6th - 8th Grade
Brand Development (2025)
Garments
My teaching philosophy is rooted in the belief that self-sustainability and mastering a craft are empowering. To sustain is to strengthen or support physically or mentally. Therefore, I designed a class demonstrating to students that as the CEO of a fashion company and an entrepreneur, they can handle any task in producing and distributing a successful line. From design, production, marketing, presentation, public brand identity, and pricing to distribution, it's clear that to be a CEO, one must be a jack of all trades. As a master of your craft, you must also be fully invested in every aspect of your brand to ensure the identity you wish to portray is evident in the product you want to showcase in your brand.
The curriculum I designed is centered on creating a brand in the existing market, aiming to instill a sense of pride and accomplishment in students. They learn to practically source and create a product, starting with choosing a product (article of clothing) and building a brand around it. Brand development begins with identifying your brand. Even our favorite brands must identify with something, whether it be a family name, i.e. Johnson & Johnson, or a favorite bird, Peacock. Then, students learn multiple forms of garment application, gaining a comprehensive understanding of the entire creation process. In my class, I guide students through the lifecycle of a clothing brand from inception to success. They research the life cycles of their idolized fashion pieces and mimic the steps taken to bring the brand to modern popularity. Once they understand how to design effectively, students source materials for each personal product at the local thrift store to be repurposed as blanks for their fashion designs.
As part of the curriculum, students also learn to use various apps to create brand posters that reflect their original product designs and brand identity. This digital aspect of the class prepares students for the technological demands of the modern fashion industry. The class also produces detailed mock-ups with garment production-ready details, setting the stage for future investment.
My ultimate goal is to inspire everyone to pursue their dream identity and express it by creating the things they've always dreamed of, using their means. This is true magic.
Elmhurst United Middle School
Ai Lien Le - Visual Arts Instructor | After School Program | 6th - 8th Grade
Linocut Printmaking (2025)
Linoleum | Lino Cutter | Oil based Ink | Mixed Media Paper
In this unit, students at Elmhurst were introduced to the intentional art-making process of linocut printmaking. They explored subtractive art making- the process of removing matter to create an image- also known as working within a dark field. They learned about the process of printmaking as a sustainable art-making practice. Linoleum, a recycled pressed material, was used to capture fine details by carving them into its surface. This material is made of wood flour and linseed oil and uses a hessian burlap fabric backing which is all biodegradable.
Additionally, they learned about the history of printmaking for its role in social commentary and social justice—how it made art more accessible via mass production and distribution, spreading art to larger audiences. The students' unique monotype prints were not just personal art, but also a reflection of their surroundings that they wanted to share with others. This connection to their environment is a powerful aspect of their art, leaving an impression on all those who view it.
EnCompass Academy Elementary
Cristina Delgado - Visual Arts Instructor | 4th - 5th Grade
Art Movement Mixed Media Portraits (2025)
Canvas | Watercolor Paper | Watercolors | Oil Pastel | Napkins | Wrapping Paper | Mod Podge | Tacky Glue | Yarn
This academic year, our 4th and 5th-grade students at EnCompass Academy embarked on a fascinating journey through the world of art. They explored a diverse range of significant art movements, including Fauvism, Expressionism, Cubism, Surrealism, Pop Art, and Abstract Art. Their exposure to these art movements deepened their appreciation for art and also provided them with valuable insights into the evolution of art and its reflection of cultural and societal changes.
The students also explored the seven elements of art, which equipped them with a fundamental understanding of analyzing and creating artwork. Their final project, self-portraiture, is a testament to their learning, as they applied the Loomis method to understand facial proportions and structure. This technique, coupled with their exposure to different art movements, significantly enhanced their ability to capture expression and individuality in their artwork.
Throughout the program, our students had the opportunity to experiment with a wide range of creative mediums, including watercolors, oil pastels, and collage techniques like decoupaging. This exploration of multiple artistic processes, textures, and colors not only encouraged their creative self-expression but also promoted their artistic versatility.
These portraits are a journey of discovery and self-expression through art. Our students are not just taught technical skills, they are encouraged to channel their emotions into their artwork, to experiment with different styles, and to develop their unique artistic voices. By combining technical skills with personal storytelling, our students practice finding their voice, developing their confidence, and embracing creativity in all its forms. Their own journey of self-expression leads to their liberation because they get to define their own existence and celebrate their diversity, ultimately creating a healthy ecosystem. Seeing all these self-portraits together is like a garden of unique flowers, vegetables, fruits, and herbs.
Hoover Elementary School
Jamiani Gray - Visual Arts Instructor | 1st Grade
Sun Rays, Moon Auras (2025)
Oil Pastel | Wood
1st Grade embarked on a unique artistic journey, creating Sun Rays, Moon Auras using Oil pastels on wooden textured 6x6 slabs. This project, unlike the traditional paper-based ones, introduced students to the art of organic material such as wood, setting a new ambiance to art and widening their perspective on how art can be displayed.
Over 3 weeks, students learned how to highlight and blend oil pastels, creating rays and auras for both the sun and moon. This was a particularly exciting part of their project. They were able to witness the magic of color blending, understanding how placing colors like red and yellow on top of one another can create a warm color of orange. This experience helped them to understand primary and secondary colors and differentiate between warm and cool colors. The double-sided Wooden slab they worked on can be used for decor on either side or hung for a double-sided feature, adding a practical aspect to their artistic creation.
Jamiani Gray - Visual Arts Instructor | 2nd Grade
Fossil Wind Chime (2025)
Clay | Beads | Playing Pots | Bells | Twine
Students in Ms. Susan’s class learned how to integrate science and nature to use clay to create leaf prints and rock impressions in multiple shapes. Students focused on shape, texture and value crafting their own fossils to make windchimes using acrylic paint and watercolor. It is imperative to learn how to tie a knot, so they assembled their own fossil wind chime scoring and designing, miscellaneous materials such as, plant pots and circle bulbs and indigenous handmade beads. This helped students construct different types of fossil wind chimes, making each student's piece of art unique.
Alexa Brown - Visual Arts Instructor | After School Program | 4th Grade
Reflections of Me and My World (2025)
Clay + Cork Coasters + Trivets | Handmade Paper | Topography Islands
This year, Hoover Elementary’s fourth-grade after-school class embarked on an exciting interdisciplinary project designed to deepen their understanding of sustainability, geography, and creativity. They explored how natural resources can be transformed into everyday materials while developing a greater appreciation for the environment.
The project began with an introduction to the concept of biodegradability—understanding which materials decompose naturally and how we can creatively repurpose those that do not. Students then studied various landforms, using this knowledge to collaboratively design their own unique islands. Each island reflected their creativity and understanding of natural landscapes.
Individually, students crafted daily-use materials from natural and biodegradable resources found on their imagined islands. They designed and created coasters and trivets using cork and clay—two materials derived from nature—and designed them with paint made from natural materials. Additionally, they made handmade stationery from recycled paper pulp, reinforcing the importance of reusing materials. An inspiring field trip to the Oakland Museum enriched their learning, providing real-world examples of topographical mapping and how native tribes lived completely off the land they inhabited. To complete the lesson, the students created topographical maps of their islands using the leftover paper pulp as a group project.
This project encouraged students to think critically about the materials we use daily, where they come from, and how we can be more mindful of our impact on the planet. By blending geography, environmental science, and art, students not only developed practical skills but also cultivated a sense of responsibility and connection to the natural world. It was inspiring to see their creativity flourish as they turned their ideas into tangible, sustainable creations.
The Legacy Project
Jamiani Gray - Visual Arts Instructor | The Center for ArtEsteem
8th - 12th Grade
Memory + Legacy Embedding ( 2025)
Wood | Acrylic Paint | Paint Markers | Wood Glue | Found Materials | Photographs
These works of art, a testament to the students' emotional journey, invite their viewers to question what history they should hold on to and be energetically curious about the past, present, and future. This art of cultural keeping speaks out to history, stories, and memory to sustain a time capsule of a lineage that seems far but realistically sustained by the bloodline Embedded in their DNA. Students have delved into emotional and critical thinking to observe and question how to pass down their Legacy. These students are their walking library, having the enthusiasm to puzzle their stories together through wood and paint an image that can uphold their truth using mixed media materials such as paint markers, found newspapers, and wood-transferred photos. The result reflects a mirror of their lineage to be explored and not forgotten.
In this process, students held space for memories and cherishable moments in various shapes and objects of their choice. In the end, wood was embedded with photos, memories, and symbols. To navigate the creation of this work, students deeply connected with the oldest person in their family, recorded and listened to family stories, and questioned their past to clarify their origins. This profound connection played a significant role in the images they chose and why. Some students even created family emblems, a badge of honor, to honor their families and reclaim royalty in this present time.
The Legacy Project also visited a library to research their ancestors' periods and compare and contrast the generations to learn more. This helped students consider the care they will put into collecting historical data through literature and imagery. As part of this interdisciplinary approach, students engaged with Social Environmentalism, a field that examines the social and cultural factors that influence environmental issues. Through this lens, students used all advocacy tools to learn how the physical movement of those of the past demanded and shaped the social justice movements of the Bay Area, like the importance of strong public speaking and advocacy by reviewing the speeches of various BIPOC liberation leaders, to understand how spoken words can inspire a movement.
In addition, they evaluated their neighborhood to determine what constitutes hostile versus inclusive/abolitionist architecture. Hostile architecture refers to designs that discourage certain activities or people, often used to control behavior in public spaces. Inclusive/abolitionist architecture, on the other hand, is designed to be welcoming and accessible to all, promoting equality and social justice. It is time for the youth to envision what they want for their future and reflect on how they can be the focal point of West Oakland city planning.
We are our ancestors' wildest dreams. So take a journey. Here is the Legacy of the next generation, allowing their ancestors' stories to be told, for they are their ancestors' wildest dreams!
Oakland Emiliano Zapata Street Academy
JD Mathieu - Digital Media Instructor | Externship Program
9th - 12th Grade
Little Lenses, Big Pictures: A Mobile Media Exhibit (2025)
Mobile Devices | Wooden Hanger Frames | Vanta Black Paint | Artist Canvas Print
This year, Street Academy students are proud to present their project, “Little Lenses, Big Pictures: A Mobile Media Exhibit.”
As a high school photography teacher, I believe that smartphone photography is a valuable and accessible way for students to develop their creative and technical skills. In today’s world, nearly every student has a camera in their pocket, allowing them to capture meaningful moments and express themselves visually at any time. This class uses smartphone photography to explore essential concepts such as composition, lighting, and perspective. We studied key moments in photography history, from the invention of the camera obscura to the rise of digital and smartphone photography. We examined the works of influential photographers, analyzing how their techniques and perspectives continue to inspire modern photography—even on a smartphone. Students practiced essential techniques such as the rule of thirds, leading lines, framing, and symmetry to create balanced and compelling images. However, photography is more than just taking pictures—it shapes how we see the world. We delved into the role of photography in social movements, journalism, and personal storytelling, highlighting how images can influence public opinion and culture. Students learned how their photography can make an impact, whether on social media or in their communities.
Beyond technical skills, this course encouraged critical thinking about photography’s role. Most importantly, I want students to understand that great photography isn’t about having the most expensive camera—it’s about creativity, observation, and the ability to capture a moment with meaning. In my teaching, I emphasize the idea that the best camera is the one you have with you. A smartphone is not just a device but a gateway to creativity, allowing students to see and capture the world in unique ways. By centering my curriculum around smartphone photography, I aim to inspire students to develop their artistic vision and technical proficiency, preparing them for a visually-driven world.
Ultimately, this course is about empowering students to use their smartphones as cameras and tools for artistic expression and storytelling. By blending lessons in history, composition, and photography’s societal impact, I aim to give students a well-rounded appreciation for the art of photography and the confidence to create meaningful images in their everyday lives.
West Oakland Middle School
Etty Alberto - Visual Arts Instructor | 6th - 8th Grade
Liquid Paper Lace (2025)
Shredded Paper | Water | Cornstarch | Methylcellulose | Acrylic Paint
This year, West Oakland Middle School students engaged in hands-on learning, experimenting with various Textile and Fiber Arts artistic practices throughout the school year. The Science + Arts integration curriculum gave them a fresh perspective on upcycling, downcycling, and recycling textiles and fibers like plastic and paper. It not only taught them about these practices but also empowered them to understand and reimagine solutions to the impact of the textile and plastic industry on our landfills and planet. This empowerment instills hope for the future, as these young minds are already thinking about sustainable solutions. They learned and applied various techniques, from making 'plarn' (plastic yarn) and turning it into twine for jewelry to using tissue paper and shredded A4 paper to create multiple studies of fiber arts using ingredients such as corn starch glue and methylcellulose. They also experimented with unconventional illustration modes like drawing with string and liquid paper.
The year culminated in a remarkable Fiber Arts project, the Liquid Paper Lace. This project, a testament to the students' dedication and commitment, was inspired by Papel Amate fiber art from Mexico and Lace Textiles from Europe. The students' commitment to this project was truly impressive, reflecting their in-depth exploration of this topic throughout the year. They spent many weeks developing their geometric patterns, which were formed by individual motifs that utilized geometric processes and then repeated onto a large parchment paper template used for their final. To make the liquid paper, we soaked shredded A4 paper, boiled it, blended it, added methylcellulose and cornstarch, and finally added the acrylic paint of their choice.
St. Mary’s Center
Jack Leamy - Visual Arts Instructor | Elder Portraits
Self Portrait with Affirmation (2025)
Acrylic on paper
“Portraiture as Affirmation and Revelation builds on two programs artist Jack Leamy previously led at SMC, including the “Mandala Project” in 2022, in which elders created mandalas featuring symbols of cultural and personal expression, and the “Sacred Stories Project” in 2023, which combined portraiture with personal stories. “Portraiture as Affirmation and Revelation” aims to tap into the participating elders’ funds of knowledge and life experience to inform a series of large painted portraits with written affirmations based on inquiries and discussions that will come out of the Healing Circles. The project will help the seniors develop their artistic skills, and to encourage a triumphant self-identity, wherein impoverished members of our community - many of whom have been or are still unhoused, and a majority of whom who are or have been in recovery for substance use - will see themselves as victorious and wise after reflecting on their life histories and the lessons they have learned. They will share their indomitable and enduring spirits with the wider community through expressive visual art and written exposition of their points of view.
The 2024-2025 ArtEsteem program and the 27th Annual ArtEsteem Exhibition was made possible by:
Our wonderful schools and partnering sites
Allendale Elementary School
Bret Harte Middle School
Community School for Creative Education
EnCompass Academy Elementary
Elmhurst United Middle School
Greenleaf Elementary School
Hoover Elementary School
Legacy Project - ArtEsteem’s Afterschool Leadership Cohort
Life Academy Middle School
Oakland Emiliano Zapata Street Academy
St. Mary’s Center
West Oakland Middle School
Our amazing ArtEsteem team
Our dedicated ArtEsteem students
Our friends at Studio One Art Center
Delicious donations from Rockridge Trader Joe’s and Temescal Whole Foods
And, with endless gratitude, our funders!
