Jason Rondinelli

Studio Building
Studio Interior
Studio Location
caldera, watercolor & acrylic on paper, 2013-14
untitled, acrylic ink on paper, 2013-14
fissure, watercolor & acrylic on paper, 2013-14
from both sides of the river, watercolor & acrylic on paper, 2013-14
up steam, acrylic ink on paper, 2013-14
Artist's Statement

I’m interested in transitional landscapes, environments altered naturally or by human intervention. The process of marbling paper, which begins by dripping ink over carrageenan, mimics the seemingly chaotic yet highly ordered fractals found in nature. The imprinted patterns dictate the landscape’s form, which could appear as marbled rock, fire, liquid, gas and any transmutation in between. I arrange collage elements to seek compositional balance the same way a habitat compensates for environmental changes. Some compositions thrive and others fall into disarray and are disassembled, the scraps recycled for another landscape. These constructed installations are then used as models for painted landscapes. With the paintings I reveal multiple perspectives of the landscape as both the illusion of a living place and a realist representation of the processed paper.
See more at, jasonrondinelli.com


Jason Rondinelli is an artist and educator living and working in Brooklyn, NY. His work has been shown in various galleries in the New York area. He received his BFA From Pratt Institute in 2002. He teaches art at Montauk I.S. 223 and is also a member of the teaching artist collective, Artful Learning Communities (ALC).
Crossing Disciplines: Books, The Rubelle and Norman Schafler Gallery, Brooklyn, NY
Group Exhibit, John Reverol Co, New Rochelle, NY
Teaching Experience
Pratt Institute
2008- 2014 Spring Semester
Visiting Lecturer in the Student Teaching Course of various professors
New York Depart of Education/ Arts Connection, NAEA Lecturer of Formative Assessment in the Arts
2009 - Present
Coach and Action Researcher for Artful Learning Communities
2002- Present
Lead Teaching Artist at Montauk I.S. 223
NAEA Journal, Volume 67