TEACHING ARTS RESIDENCY
Following the knock of "My Activist Heart", I took "the road less traveled" to the Teaching Arts.
Tasked to share the light of process in community as it was shared with me.
Following the knock of "My Activist Heart", I took "the road less traveled" to the Teaching Arts.
Tasked to share the light of process in community as it was shared with me.
ECO/EGO: Visiting Artist at Spring School for Guild Hall Student Arts Festival (SAF) Papermaking
Student Collaborative Poem & Group Action Statement "We are STRONG ENOUGH TO CARRY THE EARTH" performed by selected students from Bronx Envision Academy in our TA Residency with Community-Word Project.
Live reading: September 2019 at WE Day UN at Barclay Center NY
Live reading: September 2019 at WE Day UN at Barclay Center NY
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Inside Out Project at Bronx Envision Academy with Community-Word Project 2018 Video Credit: Aleksis Vishners
Student Collaborative Poem & Group Action Statement : "We are STRONG ENOUGH TO CARRY THE EARTH" Video Credit: Pamella Allen
Selected students works from Brooklyn to the Bronx 2017-2018
Students explore new gateways to reflection and communication in creating their own "Symbol-of-Self" by appropriating ancient and modern "symbology" from a diverse spectrum of cultures [such as Adinkra, Hmong, Celtic, Alchemic] to make a new, unique image that speaks to who they are, this symbol is then expanded into a mandala utilizing symmetry, contrast, balance and color theory to accompany and illustrate their narrative poetry.
Bronx Academy of Health Careers for Community-Word Project 2016
Students explore portraiture and the elements of design with blind contour drawings
to create a visual poem themed on memory and self.
Bronx Envision Academy for Community-Word Project 2016
Students create a series of visual poems utilizing contemporary illustration and collage techniques, symbolism and visualization to create a series mixed media works on paper themed on community and resistance. Selected works were also included in their literary anthology entitled 'We Are Different But the Same" .
Liberation Diploma Plus for Brooklyn Arts Council 2016
Program: Art As Catalyst for Change
Students visually respond to gun violence in their communities and create a mural
based on what they want for their communities.
Philip Howard Senior Association for BAC-
In the Footsteps of the Elders 2014
PS 95 The Gravesend School for Brooklyn Arts Council 2014 -
Gravesend 100 Years
Children of Promise NY for Community-Word Project 2013
Irish Art Center & Police Athletic League (PAL) 2013
In The Voice of The Elders @ Philip Howard Senior Association
for Brooklyn Arts Council 2013
"My Language" PS 371 K Lillian Rashkis High School - District 75 for
BRIC Arts Media 2013
PS 95 The Gravesend School ~ Mural Installation "Our Cultural Landscape"
for Brooklyn Arts Council 2013
Collaborative Mural Project ~ Irish Art Center & Police Athletic League (PAL) August 2012
Brooklyn Arts Council 2012~ PS 195, PS 150 & PS 95 ~ CASA Program
SOWING THE SEEDS OF CHANGE~ AN ANTHOLOGY OF POEMS & ILLUSTRATIONS
BY THE STUDENTS OF BEDFORD ACADEMY Sponsored by The Center for Black Literature 2010
PS 195 Manhattan Beach Brooklyn ~ Relief Sculpture / Self Portraits 2010
BAC CASA Grades 2-5 at PS 195 Manhatten Beach Brooklyn
PS 97 Brooklyn Arts Council CASA~ Big Book "An Urban Fairytale" 2010
PS 377~ OJJ BAC Museum In A School 2010
The First New Yorkers~The Nations of the Iroquois Confederacy
Selected Students Works ~ Catalog design Copyright Pamella Allen 2010
Message in the Mandala 2009-2010 Selected Students Works
Message in the Mandala ~A modern appropriation of an ancient practice.
It is said by Tibetan Buddhists that a mandala consists of five "excellencies":
The teacher • The message • The audience • The site • The time
The word "mandala" is from the classical Indian language of Sanskrit. Loosely translated to mean "circle”.
In this series of workshops, student artists created an original acrylic and mixed media painting by appropriating the Hindu, Native American and Buddhist art of creating a Mandala as means of actualization and communication. The students were encouraged to incorporate archetypal images, artifacts and words from their lives into basic geometric shapes to form the structure of the mandala to convey their own unique message to the world. Through their creative process and with their completed works, each student becomes a teacher, a messenger & an activist.
“Carl Jung said that a mandala symbolizes "a safe refuge of inner reconciliation and wholeness.
" It is "a synthesis of distinctive elements in a unified scheme representing the basic nature of existence."
Jung used the mandala for his own personal growth and wrote about his experiences.”
In sharing the process that I am enlisting in my own studio work, I wanted to expose the students to a wholelistic, creative and self-driven way to find and use their own unique voice, and to a process for healing after trauma and maintaining balance in daily life. Pamella Allen ~ 2010
It is said by Tibetan Buddhists that a mandala consists of five "excellencies":
The teacher • The message • The audience • The site • The time
The word "mandala" is from the classical Indian language of Sanskrit. Loosely translated to mean "circle”.
In this series of workshops, student artists created an original acrylic and mixed media painting by appropriating the Hindu, Native American and Buddhist art of creating a Mandala as means of actualization and communication. The students were encouraged to incorporate archetypal images, artifacts and words from their lives into basic geometric shapes to form the structure of the mandala to convey their own unique message to the world. Through their creative process and with their completed works, each student becomes a teacher, a messenger & an activist.
“Carl Jung said that a mandala symbolizes "a safe refuge of inner reconciliation and wholeness.
" It is "a synthesis of distinctive elements in a unified scheme representing the basic nature of existence."
Jung used the mandala for his own personal growth and wrote about his experiences.”
In sharing the process that I am enlisting in my own studio work, I wanted to expose the students to a wholelistic, creative and self-driven way to find and use their own unique voice, and to a process for healing after trauma and maintaining balance in daily life. Pamella Allen ~ 2010