Archive for the 'Creativity' Category



How it's Made: Etruscan Jewelry

Welcome to the introductory blog of the “How it’s Made” series.  In this series, I aim to shed some light on the technical methods of how objects in our collection were created and to gather a greater appreciation for art-making in general. 

Coming from a metalsmithing background, I wanted to start this series with precious  metal objects.  I selected Etruscan jewelry because I have such admiration for how beautifully designed and how well-crafted these metal objects are.  While studying metalsmithing at the University of North Texas, I had the opportunity to learn several of the same techniques the Etruscans used, but with the convenience of modern tools and technology.

Pair of "a bauletto" type earrings, Etruscan, 6th-early 5th centuries B.C., Museum League Purchase Funds, The Eugene and Margaret McDermott Art Fund, Inc., and Cecil H. and Ida M. Green in honor of Virginia Lucas Nick

Who were the Etruscans?

Early inhabitants of Italy, the Etruscans settled in the northern region of Rome in the late eighth century B.C., and can trace their heritage by name in modern-day Tuscany.  The Etruscans succeeded the Villanovan culture, a civilization that established early foreign trade and was adept in creating bronze jewelry. The influx of Greek colonization in Italy aided in the transition from Villanovan to Etruscan culture, which thrived until Roman imperialism succeeded around 200 B.C.

 

Etruscan territory

What Makes Etruscan Jewelry Interesting?

Today, it’s no mystery why jewelers love to use gold.  Gold is a very easy metal to work with; it’s malleable (which means it’s easy to shape and form), there is less clean up after soldering, and it doesn’t tarnish over time.  So, why is Etruscan gold so amazing?  This ancient civilization manipulated metals and implemented tedious applications without the modern convenience of a torch and other fancy tools is pretty incredible.  It amazes me that such delicate pieces could be fused together by controlling an open flame instead of a pressure-controlled torch. 

Take granulation, for example.  Granulation derives from the Latin word granum, meaning “grain,” and it describes the method of fusing small granules to a base.  This ancient technique is a hallmark of Etruscan jewelry and requires a lot of meticulous preparation. 

Pair of Funerary Earrings, Etruscan, 4th-3rd Century B.C., gift of Mr. and Mrs. Cecil H. Green

In order to make the granules, Etruscans would place gold dust or very small clippings of metal into a crucible.  In order to keep the granules from clumping together and melting into one giant granule, they placed layers of charcoal between the clippings, and then heated them to their melting point.  At that point, the metal dust or clipping will roll itself into a little ball and create a granule.

Modern granulation technique, courtesy of "The Complete Metalsmith" by Tim McCreight

Modern granulation technique, courtesy of "The Complete Metalsmith" by Tim McCreight

Once you have your tiny granules, you have to then position them and fuse them to a base.  Today, metalsmiths use ready-made flux and solder to join granules on a base.  According to Jochem Wolters in his essay “The Ancient Craft of Granulation: A Re-Assessment of Established Concepts,” adhesive non-metallic solders such as the gem chrysokolla (which literally translates to “gold glue”) or any other copper-bearing compounds were the solder of choice for the Etruscans. 

Chrysokolla, a gem used for non-metallic solder

If you’ve never soldered before, and you’re having a hard time visualizing this, think of a peanut butter sandwich.  You have two surfaces that need to be fused together.  Think of the base and the granule as the two slices of bread, and the solder as the peanut butter; without it, the two surfaces cannot fuse.  Once you have your solder and granules in place, you place your object over an open charcoal fire and heat it evenly.  Amazing!

It’s important to note that the Etruscans didn’t reinvent the wheel in terms of metalsmithing techniques, for many of the methods they are recognized for (such as granulation, filigree, chasing, and repoussé) were borrowed from neighboring cultures.  The true reason Etruscan jewelry stands out is because of the ancient metalsmiths’ technical skill and amazing ability to manipulate gold with precision.  I can attest that even with modern tools, it is difficult to execute many of the techniques that were used in the 6th and 7th centuries B.C. 

I hope you find Etruscan jewelry as riveting as I do, and if you have any questions about other works from our collection, please feel free to post your questions in the comments area. 

Happy making,

Loryn Leonard
Coordinator of Museum Visits

Resources:

  • Barbara Deppert-Lippitz, Ancient Gold Jewelry at the Dallas Museum of Art, (Washington: University of Washington 1996), 31-57. 
  • Tim McCreight, The Complete Metalsmith: Professional Edition, (Davis Publications: February 2004).
  • Jochem Wolters,”The Ancient Craft of Granulation: A Re-Assessment of Established Concepts,” Gold Bulletin, Vol. 14, Number 3, 119-129. 

Educator Resources: The JASON Project

In this Educator Resource series, I would like to introduce The JASON Project.  My first experience with JASON was three years ago, when I was the education intern for the Ulrich Museum of Art in Wichita, Kansas.  We had a week-long marathon of Argonauts come through the Museum (the name derives from the ancient Greek myth Jason and the Argonauts).  Ever since then, I have been focused on adding science components to my docent-guided tours.
What is The JASON Project?
The JASON Project is a science initiative founded by Dr. Robert Ballard, a renowned oceanographer, and is led by a team of scientists to provide students with hands-on, science-based experiences.  The standards-based curricula are divided into five different units, and are designed for grades 4th-10th.  Since the beginning of the project, over twelve million students and teachers have used JASON’s printable curriculum, including myself.  The best part about The JASON Project is that it’s completely free for educators.
How does The Jason Project apply to art teachers and the Museum?
The relationship between art and science dates back to antiquity and has provided our society with many great disciplines including architecture, engineering, communication design, and the visual arts.  Today, discovering art with a scientific lens can be easy, with the right tools, of course.  One of the best tools to connect art with science is The Jason Project.

One of my favorite units of The JASON Project is Operation: Tectonic Fury.  This geology-based unit provides an in-depth look into what makes Earth’s landscape unique: minerals and rocks.  The rock cycle can apply to many of the works of art in our Museum.

The properties of sedimentary rocks

For example, let’s look at Vishnu as Varaha.  This object is not only incredible for the heroic story that it illustrates, but also for the natural properties it possesses.  Vishnu as Varaha is made from sandstone, a sedimentary rock, which is formed when sand becomes compacted and lithified, a process where loose sediment becomes solid.

Vishnu as Varaha, India, 10th Century, gift of David T. Owsley via the Alvin and Lucy Owsley Foundation and the Alconda-Owsley Foundation, E.E. Fogelson and Greer Garson Fogelson Fund, General Acquisitions Fund, Wendover Fund, and gift of Alta Brenner in memory of her daughter Andrea Bernice Brenner-McMullen

Another unit that I reference while teaching in the galleries is Operation: Monster Storms.  This unit discusses the dynamic weather patterns and how those patterns can effect society.  Two divisions of this unit that are applicable to some objects in the Museum are wind and rain.  The water cycle is a great diagram that describes the evaporation and precipation process.

The water cycle

The discussion of rain can be applied to many different works of our in our collection, but my favorite one to use is A Mountain Landscape with an Approaching Storm.  This composition gracefully depicts a treachous storm approaching from the distance, spouting out rain and forceful wind.

A Mountain Landscape with an Approaching Storm, Joseph-Claude Vernet, 1775, Dallas Museum of Art, Foundation for the Arts Collection, Mrs. John B. O'Hara Fund

The JASON Project can be an invaluable resource when connecting science with art.  The organization provides us with teachable material, and a curriculum that we can continue to connect science with our own passion for the arts.  I hope these small examples provide inspiration for future collaborations with science and art!
Sincerely,
Coordinator of Museum Visits

Self-Guided Visits: Tips for Teachers

Students enjoy Miguel Covarrubias's Genesis, the Gift of Life

Arranging a self-guided visit for your students is great way to explore the Museum.  It allows your students to encounter the Museum on your terms, observe art at their own pace, and spend more time in front of objects that interests them.  Setting up a self-guided visit is easy, and to ensure that your Museum experience is educational and enjoyable, try these helpful hints:

Getting Started

Sign up for a self-guided visit by filling out an online request form.  If you  have already arranged a docent-guided tour and would like to add a self-guided visit to your Museum experience, send me an email at Tours@DallasMuseumofArt.org.

Be Prepared

It’s easy to underestimate the importance of logistics.  Save yourself some time and energy by preparing before you visit.  Once you have a date and time confirmed, start considering the layout of your self-guided visit.  If you have a large group, break them up into smaller groups before you visit.  Smaller groups make it easier to navigate through the galleries, and dividing them before you arrive gives you more time to spend in the galleries. 

Have a Game Plan

Most visitors feel that they need to see everything when they come to the Museum.  While every object on display deserves to be seen and appreciated, it’s just not feasible to see everything in our collection, unless you can spare a couple of hours.  Instead, challenge your students to focus on a handful of objects that encompass a topic or theme learned in class.  Short on inspiration?  Check out our online teaching materials for themes used on docent-guided tours.

Students in the European galleries

Be Creative

As teachers, you learn to be creative in just about every situation.  Consider your self-guided visit as another opportunity to show off your inventiveness.  Try adding some of these activities to your self-guided visit:

      • Create a scavenger hunt.  This activity works great with large groups and can be a fun game for all ages.  You can find loads of factual information and teaching tips in our CONNECT teaching materials.
      • Incorporate a sketching activity.  Have students take a closer look by having them sketch an object.  You can incorporate this activity in your scavenger hunt, or have a more in-depth drawing session.
      • Take a smARTphone tour.  Don’t have a smartphone?  Borrow an iPod Touch from the Visitor Services Desk.

Make the Most of Your Trip
After you’ve had plenty of time to gallivant through the galleries, why not enhance your Museum visit by stopping by Center for Creative Connections.  The Center for Creative Connections, or C3, is an innovative space that encourages interactive experiences with art.   There are fun activities for all ages, and you can create a make-and-take art project at the Space Bar. 

Students Sketching in the Galleries

There are many ways your students can experience the Museum, and as a teacher, you are the architect behind their visit.  Remember, encountering art can be exciting and educational, so be sure to have fun!

Wishing you all a terrific Thursday,

Loryn Leonard
Coordinator of Museum Visits

Matching Game: Words to Works

Who said it???

You’ve seen these artists express themselves with brushstroke, line, paint, and color, but have you ever heard them express themselves with words? Do these two forms of expression match up?

Play my game to see if you can match the art work to the art word!

Below you will find a list of quotes straight from the mouth of some of the masters of modern and contemporary art. Following the quotes are images of artworks by these artists in the DMA collection. They have been all mixed up, so it is up to you to pair the quote and the artist. I will reveal the answers next week in the comments section of this post.

Good luck!

  1. “The fact that one usually begins with drawing is already academic. [I] start with color.”
  2. “So I said to myself – I’ll paint what I see…but I’ll paint it big and they will be surprised into taking the time to look at it – I will make even busy New Yorkers take time to see what I see of flowers.”
  3. “On the floor I am more at ease. I feel nearer, more part of the painting, since this way I can walk around it, work from the four sides and literally be in the painting.”
  4. “I want to touch people with my art. I want them to say ‘he feels deeply, he feels tenderly.’ I put my heart and my soul into my work, and have lost my mind in the process.”
  5. “It took me four years to paint like Raphael, but a lifetime to paint like a child.”
  6. “Drawing is like making an expressive gesture with the advantage of permanence.”

 

Hannah Burney

McDermott Intern for Teaching Programs

Friday Photos: Mystery Artwork

Last Friday, I posted a scrambled image and a clue in the form of a rhyme.  The final Mystery Artwork is…Cylindrical vessel with ritual ball game scene.

Cylinder vessel with ritual ball game scene, Guatamala, c. 700-850 A.D., Gift of Patsy R. and Raymond D. Nasher

This Maya vessel depicts a ceremonial ball game, in which the players hit a rubber ball with their hips, not with their hands or feet.  Who would have thought fusing art and games would be fun?  Tom Russotti, that’s who.  Tom is a visiting artist who is  designing and leading a hands-on teacher workshop in November called Art & Games.

As all good things must come to an end, I hope that you have enjoyed this series of Friday Photos: Mystery Artwork.  Thank you to those who participated!

One last visual before I sign off.   Another great reason to visit the Museum is that the art is always changing.  I was surprised to find this John Sennhauser hanging next to Gerald Murphy’s Watch on the fourth floor, and it has recently been added into my top five favorite works of art at the Museum.

John Sennhauser, Colorforms in Colorspace #1, 1947, Dallas Museum of Art Acquisitions Fund, Anonymous Gift

Wishing you a fantastic Friday,

Loryn Leonard
Coordinator of Museum Visits

Friday Photos: Mystery Artwork Series

Are you tired of pulling your hair out and biting your nails in order to know this week’s Mystery Artwork?  Never fear, for I have the answer!  Last week’s Mystery Artwork is…Mantle with condors

Mantle with Condors, Peru, c. 300-100 B.C., The Eugene and Margaret McDermott Art Fund, Inc.

Interested in multicultural fashion?  Check out Art and Fashion, a teacher workshop in conjunction with The Fashion World of Jean Paul Gaultier: From the Sidewalk to the Catwalk.

Now, for the third puzzler.  Just as before, I have given you a rhyme and an altered image of the mystery object.  You have one week to search through our online collection, or go gallivanting through the galleries.  Next Friday, I will reveal the mystery object and present the final Mystery Artwork.

Brilliant colors of red and yellow,
I depict a scene of an active fellow.
A rubber ball he hits,
With the swing of his hips,
This game is an ancient Mayan ritual.

Come out tonight for a Late Night at the DMA and see if you can locate this object.  Here is a helpful hint: you can find this object on the fourth floor.

Wishing you a playful perusing,

Loryn Leonard
Coordinator of Museum Visits

Friday Photos: Mystery Artwork

How well do you know the collection?

Earlier this year, our intern Karen Colbert introduced the Mystery Artwork Photo Series, a three week series that presented a detail of an artwork and encouraged our readers to visit the Museum or go online with a handful of clues to find the mysterious object.

This September, I challenge you to explore our galleries and investigate the clues given with each work in our new Mystery Artwork series.  For the next four Fridays, I will post an altered photograph of the mystery artwork and give you a clue in the form of a rhyme.  It is up to you to visit the Museum and search our galleries or practice your good research skills by searching on our online collections page. 

The cryptic artwork will be revealed the following Friday, with the presentation of a new a mystery artwork.  The winner will receive the best non-prize ever: complete bragging rights that you know the DMA’s collections. 

Remember, Thursday Night Live offers free admission to Texas educators with their ID, or you could visit anytime with a teacher membership.

Ready, set, go!

His paintings reference color theory,
and his color palette is seldom dreary,
with three layers of squares,
this painting hangs across from a chair.

Best of luck,
Loryn Leonard
Coordinator of Museum Visits

Photowalking with Ted Forbes

Last Friday, as part of 9×9, the DMA hosted a Photowalk with staff member and photographer Ted Forbes.  Over a dozen visitors attended, myself included.  Ted began with a brief talk about photographing people and their environment, showing us portraits taken by world-renowned portrait photographer Arnold Newman (who photographed John F. Kennedy, Piet Mondrian, Pablo Picasso, Marilyn Monroe, and many others).  Then, we were set loose in the second floor European galleries.  What were our directions? “Go out and shoot portraits!” Ted said.

The Photowalk experience was very hands-on experience.   Ted gave us the freedom to wander the European galleries and take pictures of Photowalk participants, strangers we encountered, and works of art around us.  As I walked around the second floor, I tried to keep in mind the concepts of negative space, people and their environment, and the commonly used “rule of thirds” when framing my shots.

Taking pictures of people in specific poses proved to be a bit challenging in the galleries, so I began to look for ways to incorporate people into my pictures while focusing on the artwork as my main subject.  I also played with reflections in windows and looking through panels of glass.  Concentrating on reflections of people against works of art as well as reflections of the artwork itself led to some intriguing images.

After we took pictures in the European galleries, we went back to the Tech Lab in C3 to look at each other’s pictures.  It was fun seeing other people’s pictures, because everyone took the instructions and captured images in completely different ways and styles, with unique perspectives.

Here are some of my favorite pictures from the Photowalk, as well as some shots I captured of participants photographing one another!

[slideshow]

Leala Rosen
Teachings Program Summer Intern

Leala Rosen is a sophomore at Hendrix College in Conway, Arkansas. She is studying sociology/anthropology and art history. As a summer intern for the Teachings Program department of the DMA, she worked with Go van Gogh outreach programs and led museum tours.

C3 Artistic Encounters: Giant Constructions

There are things I expect to see coming into work on a Monday, like empty galleries, art being moved, staff shuttling to and from Starbucks for morning coffee.  One thing I definitely did not expect to see this past Monday was a 12-foot sculpture of a rocket ship made of chicken wire, burlap, tape, and felt lurking in the corner of our C3 Tech Lab space.  Talk about surprising!

The Rocket Ship is a communal artwork created by visitors during our 9×9 C3 Artistic Encounters program last Saturday. What I love about the Rocket Ship, which looks like something from a Michel Gondry movie or a cousin of a Claes Oldenberg soft sculpture, is that it is a realization of visitor interpretations of a work of art.

In the Center for Creative Connections, we have a metaphor response wall where visitors can leave their thoughts about Lee Bonteou’s Untitled (35).  One of the prompts visitors respond to is: “If this work of art was part of something larger, what would it be?”  Multiple responses to this prompt have been “Rocket Ship.”  So, as part of our new 9×9 Programing initiative, C3 staff teamed up with artist Rene Muhl to make this response real on a very large scale.  Kari Laehr, Center for Creative Specialist, worked with Susan Diachisin, Director of the Center for Creative Connections, and is excited to share her rocket ship-making experience with us.  Here’s Kari:

Last weekend in the Center for Creative Connections, we launched our new 9×9 Programing, specifically our third consecutive program called Giant Constructions. The program was based on Bontecou’s Untitled (35), currently found in our gallery and, I must admit, one of my favorites in the space!

   

Lee Bontecou, Untitled (35), 1961, welded metal and canvas, Dallas Museum of Art, gift of the Meadows Foundation, Incorporated, 1963.92.FA.

This work of art encourages participants to contemplate space through a mysterious dark opening that simultaneously toys with depth perception and confrontational elements. Participants were encouraged to create a large-scale sculpture that would act as an extension of the Bontecou piece.  We had a wonderful time with Rene discussing Bontecou’s work and trying to answer questions about the artist’s intent, types of materials used, and other interactive prompts.   As Amy mentioned above, the main prompt was “If the piece were a part of something larger, what would it be?”  Many responses to our interactive prompt came back with the same answer – ROCKET SHIP!  With the help of artist Rene Muhl, imagination became reality as our rocket ship took shape.

[slideshow]

The program lasted four hours and was a casual come-and-go process. As you can see, everyone had a great time adding to our Rocket Ship.  There are many ways to interact with art, and we look forward to continuing to promote new and exciting programs through the rest of 9×9 in July!

Kari Laehr
Center for Creative Connections, Specialist

Amy Copeland
Coordinator for Go van Gogh Outreach

9×9

Every Thursday, Friday, and Saturday, July 14–30, the Museum will stay open until 9 p.m.  We are excited to use these extra evening hours to experiment with new programs for families and adults.  Below are just a few of the many programs you can experience during 9×9.  View the full 9×9 program schedule on our website.

Art Personality Quiz
Which famous artist are you most like? Take our Art Personality Quiz to find out. Then, wear that artist’s button and find other visitors in the galleries who share the same traits.

Artistic Encounters: Sky High
What does the Eiffel Tower look like from high above? Drop in and help us create a bird’s-eye view of Paris and then make your own picture of it.

StoryART Walk
Take a stroll through the galleries with our resident storyteller, Ann Marie Newman, as she makes works of art in the collection come to life through a storytelling performance.

Artful Tastings
Join Chef James Coulter in Seventeen Seventeen as he takes you on a culinary journey inspired by art from around the world. But don’t travel alone—join a friend and indulge in a tasting supper designed for two to share. Nine tastes gathered from Asia, North Africa, Europe, and the Americas will tease your “palette,” while a perfectly married cocktail will enhance your perfect summer evening at the DMA.

Artistic Encounters: Not-Your-Average Musical Chairs
Put your ears and eyes to the test and play this special edition, C3-style musical chairs with a special guest DJ.

[slideshow]

We hope you’ll join us!

Amy Copeland
Coordinator of Go van Gogh Outreach


Archives

Categories