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The New Kids on the Block

Published September 15, 2011 Museum Insight , People 15 Comments
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No, not the eighties boy band…last week, a group of fresh faces joined DMA staff – the new class of McDermott Interns. I am delighted to introduce you to Hannah Burney, McDermott Intern for Community Teaching, and Jessica Kennedy, McDermott Intern for Gallery Teaching. Hannah received her B.A. in the History of Art and Visual Culture from the University of California in Santa Cruz and completed a year-long internship in the education department at the de Young Museum in San Francisco before coming to the DMA. Jessica holds both an M.A. in History with a concentration in Museum Studies and a B.A. in Art History from the University of Missouri in St. Louis. She also served as Interpretive Assistant in the Educational Media Department at the St. Louis Art Museum.

Hannah Burney, McDermott Intern for Community Teaching

Jessica Kennedy, McDermott Intern for Gallery Teaching

Hannah will work primarily with Go van Gogh and community programs, and Jessica will focus on docent and gallery teaching programs. Both interns will also participate in other areas of our department, such as Programs for Teachers, as well as contribute to DMA Educator Blog. We are so excited to have them with us for the next nine months, and hope that you will have the opportunity to meet and work with them during their time here as well.

Neither of you are Dallas natives. What do you most look forward to about living in Texas?

Hannah: Being a huge fan of food, I am very excited about the famous Texas BBQ, steak, and Tex-Mex. I also look forward to all the cultural experiences Texas has to offer that can’t be found on the West Coast, including the State Fair, a fried foods institution (where, I am told, the “corny dog” was first introduced), and hoedowns, where I hope to partake in two-stepping, line dancing, Texas swing, and the like. But, what I most enjoy about Texas is all the warm and welcoming southern hospitality.

Jessica: The thing that I most look forward to when visiting any new city is discovering local restaurants and cuisine. I love trying food that is unfamiliar to me as well as finding new versions of old favorites. I am especially eager to explore the various types of BBQ and Tex-Mex offerings specific to the DFW area.

How do you spend your free time?

Hannah: I consider myself a bit of a foodie, and love trying new foods or enjoying old favorites. Apart from dining, I love being outdoors: going for a walk, a swim, a hike, kayak trip or adventure of any kind. So, once the weather starts to cooperate, I am looking forward to exploring the Katy Trail. In the meantime, I’ve been very much taking advantage of my new pool, something I never had in San Francisco! If I have a bit of extended free time, traveling is what I most love to do.

Hannah hangs from a zip line in Mexico

Jessica: I enjoy reading, trying new recipes, taking photos (although not as often as I would like), and hanging out with friends and family. Also, I have spent a bit of time traveling around the country to accompany my husband with his lifelong goal of seeing a baseball game played in every major league stadium in America. We have eight down and twenty-three to go!

Jessica and her husband made sure to check Rangers Ballpark off of the list!

Describe your first week at the DMA.

Hannah: The incredibly friendly, patient and endlessly knowledgeable staff have really eased me into my first week. From learning security policies to activity prep procedures, I have had not just  one, but many helpful hands leading the way. Besides getting to know the wonderful staff and learning the nitty-gritties of the position, I have most enjoyed spending time in the galleries exploring the vast comprehensive collection here.

Jessica: Amazing! Everyone on staff has been so welcoming and encouraging. Our schedule was packed full of introductions and training sessions, which seemed daunting at first, but it really showed me just how much the DMA values its employees. Despite the fact that it is very easy for me to get lost in the halls and galleries (my directional skills aren’t that great), in a few short days, I felt completely at home within this Museum!

What aspect(s) of your internship are you most excited to begin?

Hannah: The other interns and I discussed why some of us chose to pursue a path towards education versus curatorial work in the Museum. And we light-heartedly agreed that it was dependent upon whether you are primarily a people person or a book person. As a people person, I am most excited to begin working with the many diverse groups of people both inside and outside of the Museum. I feel very lucky to have the unique opportunity to work with docents, volunteers, students, and teachers throughout the next year.

Jessica: One of the things that I am most excited about is really learning and exploring the DMA’s collection with student groups that come to visit. I love the enthusiasm and imagination that they bring when viewing works of art. I am also looking forward to working with and learning from the wonderful education staff!

Melissa Nelson
Manager of Teaching in the Community

Getting to Know the New Docents

Published September 8, 2011 Museum Insight , People 2 Comments
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The desire to communicate the power of art to others is the main requirement to become a docent at the Dallas Museum of Art.  This year, we have twelve candidates in our New Docent class, and they begin their training next Monday.  The next nine months will be jam-packed with training sessions that will help them prepare for giving tours to visitors of all ages.  We’ll spend a lot of time talking about how to teach in the galleries, and a majority of their time will be spent getting to know the over 23,000 works of art in the DMA’s collection (not an easy feat).

The members of the new docent class of 2011-2012 come from a variety of backgrounds: we have artists, retired teachers, lawyers, and bankers.  One thing they all have in common is a passion for art and enriching students’ lives.  I asked all of them why they want to become a docent at the DMA and what they hope to gain from the experience.  Below are responses from some of the new docents in their own words.

Students on a docent-guided tour of the DMA

  • “As a student of the arts my entire life, I would love nothing more than to share this love and understanding with others of all ages and knowledge levels.  I think it’s fascinating to see art through the eyes of a child; they often point out things that I have never noticed; fresh eyes are essential to keeping artworks alive.  I cannot imagine anything more rewarding than a child’s face lighting up as they explore a new piece, learn something new, and go home with excitement about art.” —Suzie Curnes
  • “I would like to help young people understand that to fully appreciate a work of art, you have to know its history, you have to look at it very carefully and, ideally, even sketch it.  You also need to think about how it makes you feel.  Then you have formed a relationship with it, and you won’t ever forget it.” —Sanlyn Kent
  • “I enjoy standing in front of a group of people, young or old, and explaining the topic, asking them questions, helping the group get involved in the discussion…There is nothing more exciting and fun than talking about and teaching about something that you love.” —Cynthia Camuel
  • “I have a strong emotional connection to the DMA.  After the Museum moved downtown, I would frequently go to the DMA and walk through the galleries during my lunch hour.  Spending time at the Dallas Museum of Art gave me a great education.  Being a docent will give me an opportunity to make a modest payment for those great experiences.” —Bill Bounds
  • “As a native Dallasite, I have enjoyed the DMA for many years, and have always seen the Museum as a vibrant learning environment.  As a docent, I believe I can expand my experiences, while passing on my knowledge to others.  I’m truly excited about the possibility!” —Harriet Stoneham

This will be my first year to train a new group of docents, and I’m also excited about all of the possibilities we will discover together.  The new docents will begin touring in early 2012, so you and your students may just have a chance to meet them when you visit the DMA during the coming year!

Shannon Karol
Manager of Docent Programs and Gallery Teaching

How I Spent My Summer Vacation

Published September 1, 2011 Museum Insight , People Closed
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Back when I was in grade school, classes began after Labor Day weekend.  I am still getting accustomed to the fact that students and teachers now return to school before the holiday.  And, with temperatures still well into the 100’s, it is difficult to believe that summer is over.

Amy:

This has been a summer of unexpected things and exciting moments.  A highlight for me is definitely the Mavericks winning the NBA title—go Mavs!  I also got to see my kid brother graduate from college, scored some tickets to the Colonial in Fort Worth, and recently took a fun river trip in Austin with friends from college.  Summer was great, but I’m definitely ready for some cool(er)  temperatures.

Amy & her brother, after a very long day moving out of the dorms!

Loryn:

Despite the sweltering heat, this summer has been a monumental milestone in my life.  Not only did I achieve a life-long goal and land my dream job here at the DMA, but my husband and I also bought our first house, which was the very home my great-grandmother lived in.  Best of all, I spent most of my time in the galleries with students, teaching and learning about art.

Melissa:

I escaped the Dallas heat and spent ten days in the Pacific Northwest.  Over five of those days, my friends and I hiked 47 kilometers (29 miles) along the Juan de Fuca Trail on Vancouver Island, British Columbia.  We walked through lush rainforests with huge ferns, scrambled over the roots of enormous fir trees, waded through muddy bogs, and climbed up and down rocky cliffs along the coast.  Some of the scariest moments were crossing over bridges hewn out of logs and expansive suspension bridges.  Afterward, we treated ourselves to a three-day weekend in Victoria and Vancouver, where we visited Granville Island Public Market and enjoyed the deliciously famous JapaDog!

Nicole:

This Summer I Learned a New Word…“extirpate.”  It means to pull up by the roots; to totally destroy.  Extirpated animals are those that no longer exist in the wild in a certain area, but may exist
elsewhere in the world.  I learned this new word during my summer vacation trip to the Elkhart County 4-H Fair.  It’s one of the largest county fairs in the world and it’s held in my Indiana hometown.  I LOVED going to the fair as a kid and hadn’t been back in quite some time to see the chickens, rabbits, and goats; watch the harness horse races; check out the new tractors and other complex farm machinery; and sink my teeth into a sugary, fried-dough concoction called an elephant ear.  I don’t remember what extirpated animal I am in this picture.  Turkey?  Hedgehog?  I’ll have to return next summer to be sure.

 

Shannon:

Although I didn’t make it to the beach during my summer vacation, I did visit the Paris Plages.  Each summer, sand is placed along the right bank of the Seine River in Paris, transforming the streets and walkways into a temporary beach.  Each section of the Plage was decorated with different colored beach chairs, umbrellas, and cabanas.  It was cloudy and rainy during my day “sur la Plage,” but I had a lot of fun walking through the sand along the Seine.

Tom:

Though I didn’t have the grand, romantic odyssey that Shannon had in France, my summer was full of travel and excitement. In May, I drove to Louisiana for the New Orleans Jazz and Heritage Festival (also known as Jazz Fest). Jazz Fest features two of my greatest loves: fantastic music and copious fried food. In July, I flew into Chicago where my brother took me out for one of the most delicious hamburgers I’ve ever had. From there, I drove to Fall Creek, Wisconsin, home of the Fall Creek High School’s Fighting Crickets! Fall Creek is also home to my grandmother and my many, many precious great-aunts.

Photowalking with Ted Forbes

Published August 16, 2011 Art & Teaching , Creativity , Museum Insight , People , Technology Closed
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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!

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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.

Teen Docent Program: Loads of Fun

Published August 2, 2011 Art & Teaching , Museum Insight , People 7 Comments
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Every summer something special happens at the DMA.  High school students from around the DFW area lend us their free time to participate in our annual Teen Docent program.  Celebrating ten years of summer fun, the Teen Docent Program offers an invaluable experience for teenagers, ages 14-18, to learn about art, sharpen their speaking skills, and interact with younger students in the galleries.

Teen docent Jennifer Mayen discussing Miguel Covarrubias's "Genesis: The Gift of Life"

This summer we have eleven returning students and thirteen fresh faces, and it’s easy to spot all of them in their official “uniform,” which includes a gray Dallas Museum of Art t-shirt and a Teen Docent badge. 

Most often you’ll find them around the Museum carrying a docent bag full of fun supplies and guiding a group of students on an Animal Safari or A Looking Journey tour.  Other times, you may see them helping out on weekends with Family Experiences programming like Studio Creations and Collections Connections, or pitching in with program hits like First Tuesday or Late Nights.

Teen docent Tennessee Bonner handing out supplies

I asked one our new teen docents, Tennessee Bonner, why he wanted to join the program. “The reason I joined the docent program was the fact that I would be able to help the museum and I would have fun doing it.”

What a great answer!  Teen docents are not only summer tour lifesavers, but they help create a fun, learning environment for younger audiences.  It is the teenagers’ willingness to learn about the Museum and share their enthusiasm with younger students that makes this program work.   

2011 Teen Docents

For the past ten years, the Teen Docent Program has become an integral part of our summer programming.  I commend all the volunteers that have donated hours of their cherished summer time, and I hope to see many of them next summer.

Loryn Leonard
Coordinator of Museum Visits

C3 Artistic Encounters: Giant Constructions

Published July 22, 2011 Community Connection , Creativity , Museum Insight , works of art Closed
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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.

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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

Music Connections to the DMA Collection

Published July 21, 2011 Art & Teaching , Museum Insight , Resources , works of art Closed
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The DMA’s collection offers a number of opportunities for cross-disciplinary study. Shannon has written blogs that focus on the literary connections to Abstract Expressionist works of art and other areas of the DMA’s collection. In this post, I thought I could share a few of my favorite music-related objects.

Below is a collage by Romare Bearden called Soul Three. In addition to being an accomplished artist, Romare Bearden also occasionally composed jazz music and associated with musicians such as Branford Marsalis, Duke Ellington, and Fats Waller. This musical influence appears frequently in his collages in the form of musical themes and subjects. Soul Three, for instance, shows three musicians playing guitar and tambourine.

Romare Bearden used music in many ways when he created art. Sometimes he drew while listening to music. He described this experience by saying, “[o]ne of the things I did was to listen to a lot of music. I’d take a sheet of paper and just make lines while I listened to records—a kind of shorthand to pick up the rhythm and the intervals.” Bearden also advised that, in making art, you “become a blues singer—only you sing on the canvas. You improvise—you find the rhythm and catch it good, and structure as you go along—then the song is you.”

Romare Bearden, Soul Three, 1968, Dallas Museum of Art, General Acquisitions Fund and Roberta Coke Camp Fund

Shiva, the Hindu god of creation and destruction, is shown in the bronze sculpture below in his most transcendent state as Nataraja, or Lord of the Dance. Here, Shiva is the embodiment of cosmic energy who dances the rhythm of the universe and beats his drum in time. Music and dance, in the Hindu tradition, are considered pathways to divinity, and worshippers perform to honor the god.

Shiva Nataraja, 11th century, Dallas Museum of Art, gift of Mrs. Eugene McDermott, the Hamon Charitable Foundation, and an anonymous donor in honor of David T. Owsley, with additional funding from The Cecil and Ida Green Foundation and the Cecil and Ida Green Acquisition Fund

 

Next, this black serpentine bust of Huddie “Leadbelly” Ledbetter shows the musician as he appeared a few years before his death. Leadbelly was a troubled folk singer and two-time murderer who was reputedly pardoned for his crimes when the governor of Texas heard his music. In this bust, he is portrayed sensitively by the sculptor Michael G. Owen, Jr.

Michael G. Owen Jr., Leadbelly, 1943, Dallas Museum of Art, Mr. and Mrs. Tom Gooch Fund Purchase Prize, Twelfth Annual Texas Painting and Sculpture, 1950-1951

 

Finally, for the Senufo peoples of Côte d’Ivoire, the drum is an instrument of music and communication. Drums are used by Senufo women to accompany songs sung in a secret language to deal with gender conflicts and other frustrations, and serve as a sort of “public address system” for the Senufo community announcing important events or rituals. They are also pounded to create a rhythm which encourages competition among young men hoeing the fields.

Drum, 20th century, Dallas Museum of Art, Foundation for the Arts Collection, gift of Mr. and Mrs. Stanley Marcus

 

These are only a few of the many works at the DMA which celebrate music. List your favorites in the comments below.

 

Tom Jungerberg

IMLS Grant Coordinator

Behind the Scenes: YMCA and Boys & Girls Clubs Program

Published July 19, 2011 Art & Teaching , Community Connection , Museum Insight , People 1 Comment
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Coming into my second month at the museum, I am beginning to learn more about the different facets of our education department.  Last week, I participated in our YMCA and Boys & Girls Clubs Program, a week-long program that employs interactive gallery experiences through tours, as well as hands-on art activities based on objects explored in the Museum.  By documenting my first experience with the YMCA and Boys & Girls Clubs Program, I aim to shed some light on our summer programs at the DMA.
 

Tour supplies

Our week begins on Monday at the Grand Prairie Boys & Girls Club.  My colleague Melissa Nelson and I head out in the beloved Go van Gogh® van, armed with a bag full of art supplies.  Because it’s our first interaction with the students, we start off with introductions about us and the Museum.  As a group, we talked about the different collections the DMA has to offer and what their first visit will be like.   Finally, we ended the session with an art activity, in which the students drew their own museum filled with items they collect at home.
 

On Tuesday, the students traveled to the Museum for their first visit, and the tour theme is Animal Safari.  The Animal Safari tour is a fun and engaging tour that encourages students to look closer at the different types of animals found in artworks throughout the Museum.  Some activities I included are an animal scavenger hunt in the American silver gallery, an acrostic poem about a seal or sea otter spirit mask, and a drawing based on the sculptures of mythical animals (aso) from Indonesia.  You can find more interactive activities on our Teaching Resources page.

Preparing for an Animal Safari tour

On Wednesday, we went back to the Boys & Girls Club and reviewed some of the animals we saw on the tour.  Two objects that we asked for them to recall are the sword ornament in the form of a lion and the mythical animal (aso).  Inspired by these two objects, the students created their own animals with Model Magic clay.  It was a great way to connect the students with the artworks and spark their interest in returning to the Museum on Thursday.

On Thursday, the students returned to the DMA for a second time, ready to participate in the Heroes tour.  During the tour, students explored characteristics of heroes and what it means to be a hero in artworks from diverse cultures.  During the tour, we read Courage by Bernard Waber, drew a hero portrait, and wrote a story about heroes together as a group.

Students working hard on their trophies

Our final meeting took place on Friday at the Boys & Girls Club.  We reviewed the different roles of a hero and talked about which artworks we liked the most.  One object that was visited was the Nautilus Centerpiece, which is a yachting trophy.  In this activity, students created their own trophy that either represented themselves as heroes, or to give to someone they consider their hero, like a family member or a friend.

Artist Trophy

My first week with the YMCA and Boys & Girls Clubs Program has been a blast!  I can’t think of a better way for students to spend their summer than having fun with art and taking the time to look, question, and create.

Loryn Leonard
Coordinator of Museum Visits

9×9

Published July 8, 2011 Creativity , Friday Photos , Museum Insight 3 Comments
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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.

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We hope you’ll join us!

Amy Copeland
Coordinator of Go van Gogh Outreach

Summer Seminar 2011: Teaching for Creativity

Published June 28, 2011 Museum Insight 3 Comments
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Every June, the Dallas Museum of Art and the University of Texas at Dallas host a week-long seminar for teachers. This year’s topic was Teaching for Creativity. Through creative thinking, conversations, and experiences in the galleries, participants created useful classroom scenarios to nurture creativity in students…and ourselves.

There were many highlights in the course. One highlight was a creativity challenge. Participants worked in teams and were given a variety of materials. They selected a contemporary work of art and created a new work of art inspired by the object. Afterwards, each group explained their creative process. This linked creative classroom techniques with works of art and gave teachers new ideas to use in the classroom. What are some ways that you have use creativity in the classroom?

We also spent extended time with works of art in the galleries. Looking closely at Manjusri, participants asked questions about the work of art and, together, generated ideas about the object. Some things that the group explored with Manjusri include:

  • What do the gestures on the object signify?
  • Where would this object have been used?
  • How does the creativity of the artist emerge from the object?
  • How does the object’s material display artistic creativity?

Below are images of the seminar. I hope you enjoy seeing the creative process  of the participants! See you at next year’s seminar.

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Amy Wolf
Coordinator of Gallery Teaching

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O'Keeffe may be her name, but this artist's work has been long eclipsed by that of her famous sister. Now #IdaOKeeffe's distinct creative identity is getting the spotlight it deserves in "Ida O'Keeffe: Escaping Georgia's Shadow". Opening TODAY, discover uA remarkable performance by @dallasblackdance in our American Art Gallery with choreography inspired by artist Dorothy Austin’s “Slow Shuffle”. See more #DMANights highlights in our story! . . #MyDMA #DallasMuseumofArt #AmericanArt #Dance #DancePerformanc
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