El Museo del Barrio collaborates with elementary schools, high schools and community organizations throughout the city’s boroughs to provide programming that allows individuals to explore the themes of identity, community and culture through art.

For each partnership cycle, El Museo’s teaching artists work closely with teachers and administrators of each partnership site to create a tailor-made curriculum, using art as a vehicle for visual literacy, critical thinking, and communication.

Partnerships are typically 10-12 weeks long and include 1-2 visits to El Museo’s galleries. Artwork created during these partnerships is put on display in the museum’s Cuéntame gallery for all to see during the year end celebration.

To learn more about El Museo’s 2017-2018 partnerships, click below.

CASA, (Cultural After School Adventures) is a unique partnership program between a cultural institution and a New York City public school supported by public funds from the New York City Department of Cultural Affairs, in partnership with the New York City Council.

CASA funding supports El Museo’s extensive, bilingual and culturally relevant educational partnerships which complements and enriches the after school needs of our partnering public schools. Designed to support and enhance the school’s entire learning community,  partnerships offer students the opportunity to explore multiple projects through tailored curricula, created in conversation with classroom teachers of each partnering school.

CASA programs include a visit to El Museo del Barrio to further explore the themes surrounding Latin-American art and culture and the city’s cultural diversity.

The projects created during CASA partnerships are displayed in El Museo’sCuentame Gallery  and highlighted as a part of the annual El Barrio and Beyond Partnership Exhibition and reception, in which students, families and teachers gather to enjoy the art created during the school year.  


PS 307Q Pioneer Academy
Inspiration Mural

Participants/Participantes: J. Loja, A. Vega, A. Paguay, J. Garcia, A. Gonzalez, I. Almaraz, K. Tenecela, A. Lopez, G. Ramirez, M. Vargas, B. Leon, Y. Juarez, M. Acero, K. Guaman, C.  Mejia, V. Morales, J. Romero, V. Munoz

Educators/Educadores: Manuela Gonzalez & Amalia Guajardo, El Museo del Barrio and Natasha Rojas & Elizabeth Marzana, P.S. 307Q

This year second grade artists from Pioneer Academy have been working with teaching artists Amalia Guajardo and Manuela Gonzalez to explore the idea of inspiration in art. We have been looking at the work of different artists from El Museo’s collection and beyond to investigate what it means to be inspired, what different artists are inspired by, and what inspires us. We have looked at examples such as arboles de la vida from Mexico, Frida Kahlo’s self-portrait that represents the border line between Mexico and the United States and Murals from El Barrio such as Spirit of East Harlem and Manny Vega’s Espiritu. We have worked with many different mediums throughout our time together, but have finished our semester with a collaborative mural/painting made after walking around the block in El Barrio. It is a mural of inspiration where all artists in the class contributed by adding what/who inspires them. If you look closely you might be able to find things such as pets, friends, teachers, flowers, family members, rainbows and spaceships.

Este año, los artistas del segundo grado de Pioneer Academy trabajaron junto con Amalia Guajardo y Manuela Gonzalez para explorar lo que significa la inspiración en el arte. Juntos, estudiaron las obras de varios artistas de la colección permanente de El Museo e investigaron lo que inspiró a varios de los artistas y lo que nos inspira. Estudiaron ejemplos como los árboles de la vida de México, los auto retratos del artista Frida Kahlo que representa la frontera entre México y Estados Unidos, y los murales que forman parte de East Harlem, como Espíritu de East Harlem y Espíritu. El grupo trabajó con varios medios este año, y concluyó el semestre creando un mural inspirado por la caminata que hicieron juntos por El Barrio. Los estudiantes realmente se transformaron en artistas, agregando elementos de inspiración. Si miras con detalle, puedes encontrar mascotas, amigos, flores, miembros de sus familias, arcoíris y naves espaciales.


PS 89Q Elmhurst
A Line Can Be…  

Participants/Participantes: R. Sidratul, J. Chimborazo, S. Morelos, P. Reyes, N. Larrea, J. Ortega, M. Ramos, D. Marroquin, D. Parra, A. Guillen, S. Long He, S. Andreevski, M. Andreevski, H. Zhong, Y. De Los Santos, A. Pilamunga, A. Shestatopalov, M. Vivas, M. Jimenez, J. Ley

Educators/Educadores: Daniela Gomez-Paz, El Museo del Barrio and Jenny Cheung, P.S. 89Q

We were inspired by “The Creative Growth Book, From the Outside to the Inside: Artist with Disabilities Today.” Students created 2D and 3D mixed media artwork through a deep encounter with Judith Scott, Barry Regan, Dan Miller, Carlos Fernandez, and Erin Punzel’s artwork. After analyzing images and sharing observations about the work and process of each artist, students further developed their art vocabulary and understanding of contemporary art through the reading of Mouse Paint by Ellen Stoll, ABC’s by Jane Foster, Vegetables and Fruits by Sara Anderson and A Line Can Be…. by Laura Ljungkvist. Our exploration led students to draw with yarn, create inventive textures, collage outside the squared parameters, engage in collaborative art making processes, view connections between art, fashion and design and conclusively learn that art is a language that helps us shape our identity and reflects ideas that are in conversation with the world that surrounds us. Below is a short matching of student work to the artist we were inspired by.

Nos inspiramos con “The Creative Growth Book, From the Outside to the Inside: Artist with Disabilities Today.” Un grupo de estudiantes crearon obras 2D y 3D, usando técnica mixta y estudiando las obras de Judith Scott, Barry Regan, Dan Miller, Carlos Fernandez, y Erin Punzel. Luego de analizar y compartir reflexiones sobre las obras y el proceso de creación de cada artista, los estudiantes desarrollaron su vocabulario de arte y conocimiento del arte contemporáneo leyendo Mouse Paintpor Ellen Stoll, ABC’spor Jane Foster, Vegetables and Fruitspor Sara Anderson y A Line Can Be…. por Laura Ljungkvist. Nuestra exploración guió a los estudiantes a usar hilo, crear texturas, collages fuera de los límites y a crear arte en un ambiente colaborativo. Además, ayudó a identificar las conexiones entre arte, el diseño y aprender cómo el lenguaje del arte nos ayuda a formar nuestra identidad y reflejar ideas que estarán en conversación con el mundo que nos rodea. Aquí encontrarás las obras que fueron la inspiración de este proyecto.   

PS 89Q
Building Artistic Skills 

Participants/Participantes: D. Hoyos, K. Bautista, A. Guaraca, E. Caro, M.  Rojas, E. Avila, N. Reyes, S. Shah, S. Butler, H. Lopez Victor, E. Velez, S. Feijoo, M. Tapia, G. Morelos, E.  Roque, G. Valverde Campoverde, R. Vizuete, A. Khan, D. Paredes, Phoebe Cheng

Educators/Educadores: Edwin Gonzalez-Ojeda, El Museo del Barrio and Areefa Ibrahim-Jackson, P.S. 89 Q

El Museo Del Barrio collaborated with kindergarten students from PS 89Q.  We used inquiry discussion, storytelling, movement and song in order to explore the themes of Line, Shape and Color. Using the works of visual artists Robert Holt, Vargas Suarez Universal, and Barry Regan as inspiration we used the artistic device of repetition and explored the media of drawing, painting and printmaking.

El Museo del Barrio colaboró con un grupo de estudiantes de kínder de PS 89Q. Desarrollamos discusiones de investigación, contamos historias, movimiento y canción para explorar las ideas de líneas, formas y colores. Usando las obras de los artistas Robert Holt, Vargas Suarez Universal, y Barry Regan como inspiración, usamos la técnica artística de la repetición para explorar el medio de dibujo, pintura y grabado.       


PS 196 The Ten Eyck School
Avatars de un Barrio

Participants/Participantes: S. Campbell, N. Darby, Z. Cuevas, J. Fuentes, E. Garner, B. Hart, E. Hart, B. Martinez, J. McLaughlin, R. Melendez, S. Mendoza, C. Morales, R. Restituyo, S. Restituyo, G. Toledo, A. Uruchima, J. Uruchima, F. Vila, N. Vila

Educators/Educadores: Valentín Concha-Núñez,El Museo del Barrio and Lara Calo, Veronica McKenzie, P.S. 196

In our collaboration we explored how art conveys identity by learning from El Museo del Barrio’s art collection. Through our work we reviewed the complexities of identity by discussing symbolism in art, context, and student’s own perception of culture through both individual and community identity. By looking at their changing neighborhood and reflecting on their personal environment, our students created many characters through drawings. As a final project, our students created their own soft sculpture heads inspired on their favorite characters from their individual bodies of work. They learned techniques to translate their ideas from flat media to three-dimensional forms; and for many it was the first time they tried sculpting.

Durante nuestra colaboración, exploramos cómo el arte expresa la identidad mientras aprendimos de la colección de arte de El Museo del Barrio. Y repasamos las complejidades de la identidad, discutiendo el simbolismo en el arte, contexto artístico, y la percepción sobre la cultura de cada uno de nuestros estudiantes mediante un enfoque sobre la identidad individual y la comunal. Observando su propio barrio y reflexionando en su ambiente personal, nuestros estudiantes estudiaron su comunidad y diseñaron personajes a través de dibujos. Como proyecto final, nuestros estudiantes crearon sus propias esculturas de cabezas inspiradas en los personajes favoritos de sus diversos trabajos. Nuestros estudiantes aprendieron técnicas de cómo traducir sus ideas en papel a formas tridimensionales; para muchos fue su primera vez trabajando en escultura.

El Museo’s Making Connections is an extensive bilingual partnership program (10 sessions, 90 minutes each) that focuses on schools and community organizations. Making Connections uses art as a platform to approach, explore, and unpack a variety of cultural and socially relevant topics. These artist-in-residency programs begin with a series of conversations about the needs and concerns of the participants, utilizing art inquiry and object-based activities to develop unique programming and curricula to address those needs.
El Museo identifies local bilingual teaching artists within the district and trains them to bring the richness of Latino and Latin American culture to their curricula. This program will include visits to El Museo, where the participants can have a transformative artistic experience through our programs, Talleres (art studios), and weekly hands-on workshops centered on visual explorations of various relevant topics.


PS 72 – The Lexington Academy
Fight for What’s Right!

Participants/Participantes: B. Ariza, Y. Cabrera, M. Campohermoso, E. Cleto Montero, K. Cortes, H. Cruz, M.  DeJesus, J. Encarnacion, L.  Flores, J. Flores, A. Garcia, L.  Herrera, G. Moncada, J. L. Puntiel, A.  Reyes-Rojas, E. Rivera, R. Romano, S. Rosario, A. Santiag, A. Solis, J. Tejeda, L. Valdez, J. Vega, K. Zhagui

Educators/Educadores: Beto Sepúlveda, El Museo del Barrio and Jeff Zohn, P.S. 72

Inspired by Aztec, Maya, Inca & Taíno sculptures, students studied their history, meaning and purposes to re-imagine how their own cultures could address contemporary needs. Students began by practicing carving techniques with soap, as well as practicing relief and 3-D techniques. Students then sketched and designed their own sculpture that could address or combat current social issues. The student’s self-selected social issues such as gun control, Trump, climate change, etc. that their sculpture could be a spiritual amulet or personal deity for.

Inspirados en esculturas Azteca, Maya, Inca y Taíno, estudiantes examinaron su historia, significado y propósitos para re-imaginar cómo pueden atender necesidades modernas. Los estudiantes comenzaron a practicar técnicas de tallado 3-D usando barras de jabón. Después, estudiantes dibujaron y diseñaron esculturas que podrían hablar de temas sociales como el control de armas, Trump, el cambio climático, etcétera, para que sus esculturas se usen como amuleto espiritual o deidad personal.

PS 83 – Luis Muñoz Rivera
El Museo de las Cabezas

Participants/Participantes: M. Alguhiem, N. A.  Robles, A. Ayala, G. Bermeo, Chowdhury, D. Pola, C. Delarosa, A. Diarra, Y.Esquivel, A. Feng, W. A. Griffin, M. Guerrero, L. M. Jones, J. Juarez, M. Lupercio, E. Perkins, A. Read, B. Reyes, S. Torres, P. Yu

Educators/Educadores: Paul Lambermont, El Museo del Barrio and Olga Tsoupros, P.S. 83

El Museo de las Cabezas is a collaboration between PS 83 and El Museo del Barrio. It represents an examination of head shaped ceramic vessels from indigenous cultures of Peru. Third graders began this work by looking at images of vessels by Inca, Moche, Nazca, Wari and Chavin cultures. The students made drawings which form the backdrop of the exhibition. Working in pairs, students created papier mache heads. Students chose and agreed upon which art historical exemplar they would replicate as a team.

El Museo de las Cabezas es una colaboración entre PS 83 y El Museo del Barrio. Esta colaboración representa una exploración de buques que le pertenecen a varias culturas indígenas del Perú. Antes de crear sus obras, este grupo de estudiantes examinaron dibujos de las culturas Inca, Moche, Nazca, Wari y Chavin. Los estudiantes crearon las obras que formaron el fondeo de la exhibición. Trabajando en parejas, crearon cabezas de papier mache y juntos, eligieron cuál cultura indígena representar. 

PS 180 Hugo Newman School
Community Quilt

Participants/Participantes: C. Binisti, A. Chandler, L. Diaz, S. Espinal, G. Felix, A. Guerra, S. Jimenez, M. Hinson, A. Hoyle, E. Hu-Au, E. Lopez, L. Manchelle, M. Magner, J. Martinez, N. Navarro-Balloch, F. Neiubuurt, A. Sierra, A. R. Tavarez, S. Tutalo, A. White, R. Vasquez, S. Zibi ZIbi, A. Abreu, E. Beauvais, S. Beauvais, J. Bueso, S. Clayton, A. Cofield, W. Hollington, K. Marega, N. Maull, A. Polanco, M. Rolle, A.  Rosario, C. S. Dolberg, T. Vanderhorst, K. Williams, Z. Williamns, J. Wright, S.  Zia

Educators/Educadores: Hannah Heller, El Museo del Barrio and Tara Crean, Rebecca Choron, Rochel Most, Mildred Peguero, P.S. 83

In January of this year, two kindergarten classes and one first grade class at P.S.180 Hugo Newman School in Harlem set out to explore connections between Three Kings Day, which they had studied in class and celebrated with us here at El Museo del Barrio, the diversity within their classroom, and how we each mark the different celebrations in our various cultures.

Students at P.S. 180 have either immigrated from, or have family from all over the world, including Puerto Rico, Israel, France, The Dominican Republic, Mexico, Zimbabwe, England, Japan, and so many others. In today’s political climate, we wanted to make a final art work that acknowledges and celebrates our diversity and unique classroom communities. To that end, each student created their own representations of their favorite holidays, using the Mexican repujado technique of embossing a soft metal sheet. These were all then connected into one class quilt, conveying the students’ appreciation for their own cultures as well as for one another.

En enero de este año, dos grupos de guardería y un grupo de primer grado de la escuela P.S. 190 Hugo Newman School en Harlem, exploraron las conexiones entre el festejo de Día de Reyes, el cual celebraron aquí en El Museo del Barrio. Los grupos exploraron las conexiones entre esta celebración, la diversidad de etnias en sus salones de clase, y la importancia de celebrar culturas diferentes.

Los estudiantes de P.S. 180 han inmigrado de varios países, o tienen familia de en otras partes del mundo, como Puerto Rico, Israel, Francia, República Dominicana, México, Zimbabue, Inglaterra, Japón, y muchos más. En el actual clima político, queríamos crear arte que reconoce y celebra nuestra diversidad y comunidades de la clase. Cada estudiante creó su propia representación de su celebración favorita, usando la técnica Mexicana del repujado. Las piezas fueron unidas para crear una colcha, la cual representa la apreciación de sus propias culturas y las de sus compañeros.    


Hunter High School
Belkis Ayon and The World of Myths

Partner/En colaboración con: Hunter High School

Participants/Participantes: A. Beno, I. Best, E. Guo,L. Hixson, M. Horn, C. Huang, Mints, P. Ngai, L. O’Donnell, A. Obstler, J. Rosenberg, B. Rosenn, E. Schoeman, Sheinerman, A. Sui, B. Sullivan, E. Tso, I. Uribe Echevarria

Educators/Educadores: Polina Porras, El Museo del Barrio and Amelia Betancour, Hunter High School

During the fall of 2017, a group of students from Hunter High School were immersed in the world of printmaking, specifically collographs. The exhibition “NKAME: A retrospective of Cuban printmaker Belkis Ayón” provided inspiration for the students to create their own prints based on a myth of their choosing. Belkis Ayón, a master printmaker from Cuba based her entire body of work on a myth from the Abakuá people, yet she infused her images with her own imagination, creating new meanings. Based on Ayón’s way of working, and a specific printmaking technique, students interlaced images of their myth with images of the Abakuá creation myth. This partnership with was done in collaboration with their Spanish teacher Amelia Betancour.

En el otoño del 2017, un grupo de estudiantes de Hunter High School se sumergieron en el mundo del grabado, con una especialización en ológrafos. La exhibición “NKAME: A retrospective of Cuban printmaker Belkis Ayón” sirvió como inspiración para que los estudiantes crearan sus propias obras motivadospor un mito que ellos mismos eligieron. La cubana Belkis Ayón,  maestra de grabado, inspirada en el mito del génesis de la cultura Abakuáy usando su propia imaginación para sus piezas creó nuevas definiciones. Usando el mismo estilo de grabado y técnica, los estudiantes entrelazaron imágenes de sus mitos con el de la cultura Abakuá. Esta colaboración se hizo con la maestra de español, Amelia Betancour.