CCSA Fall Food & Art Fest

Local Music  |  Live Music  |  Great Art

Friday, October 29, 2021 | 5:30pm - 9:00pm

Thank you to all who braved the elements and made our first ever Fall Fest a resounding success!

We hope you enjoyed visiting our beautiful school and spending a night out with friends, old and new. It was truly our pleasure to host each and every one of you. All that we are able to accomplish is not possible without the support of committed individuals like yourself.

Thanks to your generosity, we were able to raise $32,000 for Chester's children. These donation dollars will support critical programming, resources, and opportunities for our 700 students, from kindergarten to graduation.

We hope to see you again next year for our second annual Fall Food & Art Fest!

Unable to attend?

For a donation of $25 or more, receive a limited edition student art print or set of postcards featuring art from the gallery. Visit the Gallery Shop.

Guests enjoyed the opening of CCSA's Fall Student Art Show, seeing firsthand the impressive art students are creating in grades K-12.

Alongside student work, eight paintings by renowned Chester artist Andrew Turner are on display at CCSA, enriching the school’s arts-integrated curriculum. CCSA Foundation is honored to receive this gift from Anna Sophocles Hadgis and Michael Sophocles in memory of their parents, Hrisafie and Sophocles M. Sophocles.

Portrait by Andrew Turner

Through this gift, students across all grades will have the unique opportunity to look deeply at Turner’s work, build meaningful connections across core subject areas, and delve deeper into topics of identity and social justice.

Student Art Show

Kindergartners listened to the read-aloud, “I’m Not Just a Scribble,” written by Diane Alber. As a class, they talked about how to accept each other for who they are, enabling them to create amazing art together!

Objectives:

“I can draw a continuous line.”

“I can recognize different shapes.”

Kindergartners listened to the read-aloud, “I’m Not Just a Scribble,” written by Diane Alber. As a class, they talked about how to accept each other for who they are, enabling them to create amazing art together!

Objectives:

“I can draw a continuous line.”

“I can recognize different shapes.”

Kindergartners listened to the read-aloud, “I’m Not Just a Scribble,” written by Diane Alber. As a class, they talked about how to accept each other for who they are, enabling them to create amazing art together!

Objectives:

“I can draw a continuous line.”

“I can recognize different shapes.”

Kindergartners listened to the read-aloud, “I’m Not Just a Scribble,” written by Diane Alber. As a class, they talked about how to accept each other for who they are, enabling them to create amazing art together!

Objectives:

“I can draw a continuous line.”

“I can recognize different shapes

Students discovered the indigenous visuals of the Aboriginal peoples in Australia. Building on previous experiences of colors and pattern, students designed a composition inspired by the designs of dreaming maps. Regular, alternating, and eccentric rhythm built their maps while the expression of using dots created the symbols used to tell stories inspired by the Aboriginal tribes.

Students discovered the indigenous visuals of the Aboriginal peoples in Australia. Building on previous experiences of colors and pattern, students designed a composition inspired by the designs of dreaming maps. Regular, alternating, and eccentric rhythm built their maps while the expression of using dots created the symbols used to tell stories inspired by the Aboriginal tribes.

"When you can let go of a creative idea and invite others in, everyday is full of surprise and delight!"- Botjoy Creator, artist Gary Hirsch 

Botjoy is a global art movement designed to spread joy, courage, love, and gratitude throughout the world, one Bot at a time. The Bots are small (and sometimes, big), art objects programmed to support, recognize and celebrate humans. Hirsch painted his first Bot on the back of a domino in 2010. To date, he has painted over 57,000 domino Bots and created over 15 global Botjoy murals. In 2013, Hirsch invited the world to “Steal the idea” and welcomed others to make their own Botjoy. This invitation turned the art project into an art movement, with Bots being made world wide by students, artists, designers, families, and communities. 

"When you can let go of a creative idea and invite others in, everyday is full of surprise and delight!"- Botjoy Creator, artist Gary Hirsch 

Botjoy is a global art movement designed to spread joy, courage, love, and gratitude throughout the world, one Bot at a time. The Bots are small (and sometimes, big), art objects programmed to support, recognize and celebrate humans. Hirsch painted his first Bot on the back of a domino in 2010. To date, he has painted over 57,000 domino Bots and created over 15 global Botjoy murals. In 2013, Hirsch invited the world to “Steal the idea” and welcomed others to make their own Botjoy. This invitation turned the art project into an art movement, with Bots being made world wide by students, artists, designers, families, and communities. 

Students discovered the indigenous visuals of the Aboriginal peoples in Australia. Building on previous experiences of colors and pattern, students designed a composition inspired by the designs of dreaming maps. Regular, alternating, and eccentric rhythm built their maps while the expression of using dots created the symbols used to tell stories inspired by the Aboriginal tribes.

"When you can let go of a creative idea and invite others in, everyday is full of surprise and delight!"- Botjoy Creator, artist Gary Hirsch 

Botjoy is a global art movement designed to spread joy, courage, love, and gratitude throughout the world, one Bot at a time. The Bots are small (and sometimes, big), art objects programmed to support, recognize and celebrate humans. Hirsch painted his first Bot on the back of a domino in 2010. To date, he has painted over 57,000 domino Bots and created over 15 global Botjoy murals. In 2013, Hirsch invited the world to “Steal the idea” and welcomed others to make their own Botjoy. This invitation turned the art project into an art movement, with Bots being made world wide by students, artists, designers, families, and communities. 

Students explored color theory through the cultural traditions of Mandalas. Building on their knowledge of the color wheel, students discovered color interaction and color schemes. Students also discovered their own artistic identity through radial design, pattern, and mindful reflection. 

Students explored color theory through the cultural traditions of Mandalas. Building on their knowledge of the color wheel, students discovered color interaction and color schemes. Students also discovered their own artistic identity through radial design, pattern, and mindful reflection. 

Students explored color theory through the cultural traditions of Mandalas. Building on their knowledge of the color wheel, students discovered color interaction and color schemes. Students also discovered their own artistic identity through radial design, pattern, and mindful reflection. 

Students explored color theory through the cultural traditions of Mandalas. Building on their knowledge of the color wheel, students discovered color interaction and color schemes. Students also discovered their own artistic identity through radial design, pattern, and mindful reflection. 

Students explored color theory through the cultural traditions of Mandalas. Building on their knowledge of the color wheel, students discovered color interaction and color schemes. Students also discovered their own artistic identity through radial design, pattern, and mindful reflection. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored the ancient Japanese practice of sumi-e (black ink painting). Using the element of line, students created images in the Asian style. The process of brushstrokes and washes using black acrylic paint on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style. 

Students explored color expression inspired by African American artist Alma Woodsey Thomas. Beginning with color theory, students built upon their prior knowledge of color families and schemes to create an expressionistic style painting. Non-representational brush strokes were encouraged so that students could focus on the impact of color and how they interact.

Students explored color expression inspired by African American artist Alma Woodsey Thomas. Beginning with color theory, students built upon their prior knowledge of color families and schemes to create an expressionistic style painting. Non-representational brush strokes were encouraged so that students could focus on the impact of color and how they interact.

Students explored color expression inspired by African American artist Alma Woodsey Thomas. Beginning with color theory, students built upon their prior knowledge of color families and schemes to create an expressionistic style painting. Non-representational brush strokes were encouraged so that students could focus on the impact of color and how they interact.

Students explored color expression inspired by African American artist Alma Woodsey Thomas. Beginning with color theory, students built upon their prior knowledge of color families and schemes to create an expressionistic style painting. Non-representational brush strokes were encouraged so that students could focus on the impact of color and how they interact.

Students explored color expression inspired by African American artist Alma Woodsey Thomas. Beginning with color theory, students built upon their prior knowledge of color families and schemes to create an expressionistic style painting. Non-representational brush strokes were encouraged so that students could focus on the impact of color and how they interact.

Students explored color expression inspired by African American artist Alma Woodsey Thomas. Beginning with color theory, students built upon their prior knowledge of color families and schemes to create an expressionistic style painting. Non-representational brush strokes were encouraged so that students could focus on the impact of color and how they interact.

Students explored the element of ‘Line’ through iconography and symbols that they personally identify within their visual culture or from examples given in class from the Asian expression, Sumi-e. The process of brushstrokes and washes using black paint (thickened or watered down) on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style.

Students explored the element of ‘Line’ through iconography and symbols that they personally identify within their visual culture or from examples given in class from the Asian expression, Sumi-e. The process of brushstrokes and washes using black paint (thickened or watered down) on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style.

Students explored the element of ‘Line’ through iconography and symbols that they personally identify within their visual culture or from examples given in class from the Asian expression, Sumi-e. The process of brushstrokes and washes using black paint (thickened or watered down) on watercolor paper and rice paper was the final product and three chosen works were submitted for grading and critique. However, students produced up to twelve small images for exploration and discovery of style.


Thank you to our generous event sponsors!


 

Event Committee

Patricia Adams
Andrew Blonski
Bruce Carthon
Michi Ellers
Annemarie Hirsch
Amanda Kennedy
Reb Speare
Linton Stables
Carly Tolson

Thank you to our in-kind donors!

2SP Brewing Company
Bank of America
Barnes Foundation
Community Arts Center of Wallingford
The Franklin Institute
The Gables at Chadds Ford
Hedgerow Theatre
Mandy & James Kennedy
Jake Larmand Music
Maura McConnell Photopraphy
Ocean City Coffee Co.
Philadelphia Musuem of Art
Philadelphia Union
Sterling Pig Brewery