As an educator, one of my main goals is to encourage students to see things differently and understand that there are different ways of doing things. As an ART educator, my goal is to provide students opportunities to explore, break down, and create what they see, whether it’s in their sight or in their imagination. And oftentimes art can be far from anything we truly see but still accurately represent something or express a feeling. Landscapes can tell stories of time, place, and express feelings as well.

First, second, and third grade are creating fall tree landscapes with collage method. Using the fall colors to inspire what they painted on paper, they then assembled them on a background to create a landscape.


Fourth, fifth, sixth, and seventh grades have explored sugar skulls, a line study of fall leaves, and abstract art. Some students have been extra busy outside of class working on the DAR contest. This year the theme is “The 50th Anniversary of the Lunar Landing-America’s Great Move Forward in Exploration and Technology. The contest entries are so impressive and truly out of this world. I was beyond proud and excited to turn them in.


Just in case you were wondering and didn’t know, our #whatliftsyou wings are up and ready for you to participate in our interactive mural! They are currently located in the innovation room of the middle school building and will soon make their public debut at the Veteran’s Day Chapel. Take your picture in front of the wings and if you post it, don’t forget to tag #stjdstxk and #whatliftsyou

Katelyn Gunter

Nature inspires so much in art and the changing of seasons makes it that much more exciting. Fall is my favorite! Colorful leaves, shapely pumpkins, and spooky decor, need I say more? We are now using the lines, that we will forever talk about, to create shapes in the art classroom. We have been discussing the two different types of shapes, geometric and organic, and how we apply them in creating art. Because pumpkins are one of the most interesting organic shapes, I insisted that every class create one or two of a few. And they are AMAZING!!!


Sixth grade has done amazing Egyption Sarcophagus art for the Egyptian Fair! They applied lines in patterns, hieroglyphics, and symmetry in creating their burial tomb.


All students have made feathers, along with help me make sure that the staff is represented, in the “What lifts you?” interactive artwork inspired by Kelsey Montague.


We’ve been busy if you can’t tell!

Katelyn Gunter

The art room is my favorite room and always has been. Watching young minds make the connections between other areas of learning and art can be quite magical. We are continuing to explore LINE in art and have used our knowledge of lines in creating patterns of all different kinds.

First Grade used lines to create patterns in a beautiful flower artwork.

Second grade explored the use of line in simple drawings made during the Prehistoric Era. After learning that most drawings were of animals, second grade artists created a Wooly Mammoth painting using lines to create a foreground, background and texture of a hairy Wooly Mammoth.


Third grade used lines to create a cave drawing similar to those found in the Lascaux Caves in France. Third grade artists first created a cave-like surface and then drew simple animal figures and symbols as if they were drawing what they saw during the day in a life of a cave man or woman.


Fourth grade focused on one animal similar to those seen in the Lascaux Caves and created a painting using both markers and watercolor paint.


Fifth grade created their cave drawings on an animal hide that they then stretched onto a wooden frame like a cave student might do in the prehistoric art classroom or cave.


Sixth and seventh grades created a multimedia cave art focusing in on the head of a bull. They first created the surface of the cave and then used a contour line to outline the head of a bull similar to those seen in the caves of Lascaux.


Furthering our study on lines, each class explored the use of lines and patterns in creating a detailed artwork with sharpie, crayon, and paint. All lower school classes created a crazy hair portrait and 6th and 7th grades created a cityscape of St. Basil’s cathedral, which is located in Moscow, Russia. Such amazing line and pattern detail make these pieces extraordinary!


Currently in the art room, we are working on a school-wide interactive mural inspired by the mural work of Kelsey Montague. The theme is “What lifts you?” Ask your St. James student all about it and cross your fingers we get it finished before we open the doors of the school for our 70th anniversary celebrations.

Katelyn Gunter

A HUGE thanks to all the parents and students for such a loving and warm welcome to the St. James family! The primary goal in the Art room at this time is to get to know one another and fully understand the rules and procedures of the Visual Art classroom. However, that hasn’t stopped us from getting a move on making art! Each student has been given a portfolio to keep up with their work for the year and they have been given the opportunity to add their personal touch to it (just ask them about their fine, one of a kind, designer portfolio ;).

We’ve already started our study on one of the most important elements of art, LINE. The elementary students are exploring how various lines can be used and have applied them in creating a colorful piece of abstract art. The middle school students have also explored the various lines that can be used in making art. In their first assignment, they were challenged to create a maze that fills the entire space on their paper by using ONE continuous line. I had to honestly admit that I, their very own art teacher, couldn’t fill the entire space with one continuous line...more like 3 or 4 continuous lines. To my amazement, at least 5 students completed the challenge with ONE continuous line! AMAZING! I have no doubt that the talent and creativity of these students will flourish this year.


Katelyn Gunter



MARCH, 2018

Kindergarten learned to cut and do without patterns while making sunflowers. Students were shown sunflower paintings by Vincent Van Gogh as well as artificial sunflowers brought from home. We identified the geometric shapes found in the head of a sunflower (circle and triangle). I demonstrated how to cut a circle from a square by cutting off the corners. They were then shown how to cut triangles from a square by cutting a line from one point to another. Students then cut a large circle and many small triangles from yellow construction paper. The small triangles were glued around the edge of the circle and the resulting sunflower was glued to red construction paper. A stem was drawn with a green marker resulting in the children seeing that the green marker changed the red paper brown. Of course, they didn’t like the looks of that! They weren’t supposed to of course. So we took a green oil pastel and they colored the stems over the brown. We talked about why the oil pastel worked but the marker didn’t on the red paper. Using their “painting finger” our little artists then were delighted to dab dots of yellow and red tempera paint (two primary colors) over the entire center of the circle resulting in the secondary color orange.

IMG_2564 (1).jpg
IMG_2562 (1).jpg
IMG_2565 (1).jpg
IMG_2563 (1).jpg
Katelyn Gunter
Sgraffito Greek Vases

 Sgraffito Greek Vases

                                                                                                           6th Grade


In conjunction with their Ancient Civilizations studies, Sixth Graders created sgraffito Greek Vases. They designed a flat symmetrical vase form with patterns and images indicative of the era they studied. Students worked with positive shapes and negative space while using the sgraffito technique. This involved scratching away a surface layer of black paint to expose the orange or terracotta layer of crayon underneath to decorate the flat paper vase forms.

Katelyn Gunter
Fourth Grade Cityscapes

Fourth Grade Cityscapes


Fourth Graders recently talked about architecture and designing buildings. Examples of different types of architecture were shared with students in the Fourth Grade Classroom and Art Room.  A lively discussion of what made the buildings unique or interesting ensued. Students had several of their own ideas for some interesting building shapes, among which were The Alamo and the San Jacinto Monument! We talked about the difference in a landscape and a cityscape, and how we could make an interesting cityscape at night, reflections and all. Gorgeous, original multimedia cityscapes were created by all of our talented fourth graders. Beautiful work, fourth grade!

Katelyn Gunter
January 8, 2018

Fifth Graders combined art, social studies, writing, and technology in the creation of this work of art.  The students first used colored tissue paper to collage a bottle.  They designed the first and last name of their explorer, chose one of his voyages to illustrate, and researched facts on the computer.  Along with their explorer report, students were responsible for compiling their technology research elements.  Using a picture of their explorer as a reference, students drew portraits showing how values can be created with drawing pencils.  This portrait and the names were collaged to the bottle. Fifth Graders then glued their typed reports to a colored piece of construction paper, rolled it up, and put it into the finished bottle.  Instead of tossing them into the sea, the projects were then ready to share.

documents 5th grade message in a bottle


Sixth Grade began Explorers in a Bottle, a great unit using design skills and portraiture that we do in conjunction with Fifth Grade's Social Studies Class.  Sixth Grade has had a ball experiencing gesture drawing!  Each student poses as the rest of the class attempt to quickly lay in the action, form, and pose of the model.  Basically, it is a method of training hands to sketch what the brain has already seen.  Staying "focused" means sustained concentration.  They may take as long as two or three minutes, or as short as five seconds, depending on what the focus of the exercise is.  The fast pace of gesture poses help an artist "loosen up" to avoid a stiff drawing style.  Ask them to do one of you!

6th grade gesture drawing.J1.JPG







Sunny Wright
Beginning another great, artistic year

What another wonderful beginning in ART! Kindergarten has already learned that they can draw anything if they use the five basic elements of shape: the dot and circle family; the straight line family; the curved line family; and the angle line family. As our yearly tradition of student drawn sunglasses finish up, we ready ourselves for them to be the first displayed art in the cafeteria (otherwise known as “The Louvre”). Soon the walls will have some amazing art pieces by our student artists! We have begun the year with reviewing the seven Elements of Art: Line, Color, Shape, Form, Texture, Space, and Value. These are what give us our art, along with imagination!

First Grade, using different designs and patterns, along with the five basic elements of shape, drew the hippest hippos! They are about to start drawing and painting trees to grace our cafeteria walls! Second Grade has been experimenting with different types of lines and the dot and circle family. They have created abstract art by listening and following verbal directions. What colorful and original art flowed from them as they honed their listening skills! They will soon be learning about artist Miro and how to do his overlapped abstraction art. The Third Graders have been reviewing and practicing the use of symmetry in art. They are using their paper cutting and designing skills to produce wonderful stained glass (actually paper) kites to hang in their room.

Middle School has also been hard at work reviewing all of the elements of art. Fourth Graders learned about famous cathedrals using Gothic architecture. Emulating the radial balanced design of the Rose Window, students made their own stained glass (paper) version. These will be gracing the windows in the cafeteria year round. This is almost a right of passage for fourth grade artists each year and a lovely tradition.

Fifth Grade has enjoyed experiencing contour drawing and blind contour drawing. A difficult but rewarding experience, blind contour drawing is done by keeping your eyes on the subject and drawing it without looking at your paper (much). They are about to begin Explorers in a Bottle, a great unit using design skills and portraiture that we do in conjunction with Fifth Grade’s Social Studies Class.

Sixth Grade has had a ball experiencing gesture drawing! Each student poses as the rest of the class attempts to quickly lay in the action, form, and pose of the model. Basically, it is a method of training hands to sketch what the brain has already seen. Staying “focused” means sustained concentration. They may take as long as two or three minutes, or as short as five seconds, depending on what the focus of the exercise is. The fast pace of gesture poses help an artist “loosen up” to avoid a stiff drawing style. Ask them to do one of you!

savannah jarratt