Archive for the 'works of art' Category



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.

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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

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

Friday Photos: Let's Get Ornithological!

Over the past few weeks, whenever I left my house, I was dive-bombed by birds. At first, the experience was surreal and Hitchcockian: an ugly honking sound, and then mockingbirds—always the same two culprits—would take turns swooping just inches over my head. I wasn’t sure what I’d done to upset them, but this past weekend, I finally solved the mystery. It turns out that my assailants had built a nest in the ivy over my front porch. This is the best image I could get without getting pecked:

Between these hatchlings and the chickens I recently adopted, I’ve been feeling a little bit plagued by birds lately. So I thought I would use this blog post as an opportunity to share some of my favorite bird-related artwork in the DMA’s collection.

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I’m not sure that there’s a figure as ubiquitous in art around the world and across time as that of the bird. The images of birds I’ve selected are only a few of the many that can be found in the museum. What are your favorites?

Tom Jungerberg

IMLS Grant Coordinator

Photo Post: Artwork Focus: The Thaw Collection

The current exhibition at the DMA, The Art of the American Indians: The Thaw Collection, showcases over 100 works of art from the Eugene and Clare Thaw Collection at the Fenimore Art Museum. The exhibition displays objects from across North America. One object, a Feather Bonnet, stands over seven feet tall! This object was designed by the Cheyenne people, who are from Oklahoma. It was visually impressive when worn by a warrior on horseback; eagle feathers adorn the bonnet and star motifs on cotton cloth are associated with Plains war power. As you look at the images below, imagine what it would be like to encounter a person wearing a bonnet on the battlefield. I hope you can come view the exhibition and the bonnet. It truly is amazing!

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Amy Wolf
Coordinator of Gallery Teaching

Insights from my Experiences as a McDermott Intern

As the 2010-2011 Teaching Programs McDermott  Intern, I have had an amazing journey and wonderful experiences along the way. As it comes to an end, I want to share insights from my year as an Intern at the Dallas Museum of Art.

Coffin of Horankh, 700 B.C., Egypt or Thebes, wood, gesso, paint, obsidian, calcite, and bronze, Dallas Museum of Art, Cecil and Ida Green Acquisition Fund

I– I worked in the education department, leading interactive tours to K-12 students and training docents on works of art located in the Museum’s collection. I also worked with the Museum’s community outreach program, Go van Gogh, leading great discussions and art-making projects with elementary students in their classrooms.

Tyrannosaurus, 2002, Robyn O'Neil, graphite on paper, Collection of Nancy and Tim Hanley and fractional gift of Mr. and Mrs. Hanley to the Dallas Museum of Art in honor of Suzanne Weaver

N– New acquisitions to research, new faces to see, and new places to travel to as I explored the galleries. I am really fortunate to have had the opportunity to encounter works of art everyday, meet people, and feel like I’ve traveled to exciting places as I learned about works of art from around the world.

Turban Ornament, 18th century, India, gold, enamel, rubies, and emeralds, Dallas Museum of Art, gift of David T. Owsley via the Alvin and Lucy Owsley Foundation

T– Thousands of artworks in our collection, hundreds of works in the galleries to view. No wonder the Museum is a fun place to visit and learn about art from the ancient world to present-day.

Untitled, 1988, Carlo Guaita, India ink on paper, Dallas Museum of Art, gift of Mr. and Mrs. I. C. Deal

E– Everyday was an exhilarating experience, from researching and writing materials for docents, writing for the educator blog, to creating interactive tours for students. I can’t think of a better place to have an internship that kept me on my feet and engaged at all times.

Animal Form Tripod, 7th-6th century BC, Proto-Achaemenian, bronze, Dallas Museum of Art, gift of Mr. and Mrs. Cecil H. Green

R– Small revelations always occurred in the Museum, such as watching students get excited when looking at works of art during docent-led tours, or watching our friendly staff greet visitors at the door and helping visitors navigate through the galleries.

Bull, late 8th century B.C., Greek, bronze, Dallas Museum of Art, Foundation for the Arts Collection, gift of Mr. and Mrs. James H. Clark

N– As I near the end of my internship, it’s hard to say good-bye to the education staff, the docents, the curators, and those I’ve made friends with along the way. They will always have a place in my heart, and I am grateful to have worked with a talented and collaborative staff and learned from every person I came in contact with throughout my internship.

I     N     T     E     R     N

Sincerely,
Karen A. Colbert
Teaching Programs Intern

Gerald Murphy and Archibald MacLeish

Of all the art in the DMA’s collection, I think I like Gerald Murphy’s Watch most of all. I adore how Murphy makes a complex technological system look bright and vibrant. But moreover, I appreciate how his painting explores the difficult relationship between the people and science of his time. In the 1920’s, the idea of time was changed dramatically by the widespread dissemination of Einstein’s Theory of Relativity in 1919. Suddenly, the Newtonian concept of time as a uniform absolute was invalidated. For many writers and artists of the period, Einstein’s discovery dramatically revised the way they saw the world.

 

Gerald Murphy, Watch, Dallas Museum of Art, Foundation for the Arts Collection, gift of the artist

 

Murphy’s Watch explores one man’s view of this sudden change in the perception of time, how it went from an external force outside of the comprehension or control of people to something interior, relative, and subjective. In the painting, Murphy represents his watch internally, by the gears and machinery which make it function and give it power rather than by its most familiar characteristic: its face.

Shannon Karol nicely summarizes the relationships between Murphy and Lost Generation writers. In it, she talks about Murphy’s friendships with Ernest Hemingway and F. Scott Fitzgerald. Murphy was also friends with Archibald MacLeish, a poet who shared Murphy’s fascination with time. In MacLeish’s poem “You, Andrew Marvell,” he describes the shadow of the night as it spreads over the face of Asia and Europe. The title of the poem makes reference to poet Andrew Marvell who, in his own poem “To his Coy Mistress,” speaks about the sway of time over the affairs of lovers. By naming his poem this way, MacLeish reminds readers of time’s slow and steady creep and of its great and terrible power over the lives of people.

By discussing literature and art together, one can explore thematic connections which might not be otherwise apparent. Share some literary or thematic connections you use to talk about DMA art with your students in the comment section below.

Tom Jungerberg

IMLS Grant Coordinator

Just can't get enough…

For those educators who cannot get enough of the DMA this summer, we have many professional development opportunities for you!   With a possibility of earning over sixty CPE credit hours, these sessions are open to K-12 educators across all disciplines and schools.    We hope to see you at one or more of the sessions listed below.

Summer Seminar 2011: Teaching for Creativity
June 14 – 17, 2011, 9:00 a.m. – 4:00 p.m. daily
24 CPE Hours; limit fifteen
Registration is due May, 30, 2011

Designed for teachers of all grade levels and subjects, Summer Seminar is an immersive experience in the Dallas Museum of Art’s galleries and Center for Creative Connections.   Conversations, experiences with works of art in the Dallas Museum of Art’s galleries, and creative thinking techniques will be used to create an enriching experience for teachers and models for use in the classroom.


North American Wildlife at the Dallas Zoo and in the “Art of the American Indians: The Thaw Collection” at the Dallas Museum of Art
Friday, July 15, 2011, 9:00 a.m.–4:30 p.m.
6 CPE hours; limit thirty

Teachers will explore the relationships between American Indian cultures and native North American wildlife.    Participants will closely observe animals at the Dallas Zoo and will study works of art in the Dallas Museum of Art’s exhibition Art of the American Indians: The Thaw Collection.



Museum Forum for Teachers: Modern & Contemporary Art 
July 25- July 29, 2011, 10:00 a.m.-4:00 p.m. daily
30 CPE Hours; limited to twenty-five middle and high school teachers; application is due May, 23, 2011

Teachers will deepen their understanding of contemporary art and architecture through gallery experiences and discussions.   Participants will spend each day at one of five area institutions: Modern Art Museum of Fort Worth, Kimbell Art Museum, Dallas Museum of Art, Nasher Sculpture Center, and The Rachofsky House.


Art of the American Indians: The Thaw Collection   
August 9, 2011, 9:00 a.m.–12:30 p.m.
3.5 CPE hours; limit twenty-five

Explore the belief systems of American Indian cultures through artworks in the Art of the American Indians: The Thaw Collection exhibition. 


Please note that the Dallas Museum of Art is accredited by the Texas State Board for Educator Certification, and participating educators will earn Continuing Professional Education (CPE) hours during Teacher Workshops, Summer Seminar, and Museum Forum.

Until next time….

Jenny Marvel
Manager of Programs and Resources for Teachers

Call of the Wild: Animals in the Art of the American Indians

The Art of the American Indians: The Thaw Collection is currently on view at the Dallas Museum of Art which features art such as masks, ceramic bowls, jewelry, and clothing. I recently led a gallery talk entitled, Call of the Wild: Animals in the Art of the American Indians that focused on American Indian art that incorporated animals into the design or as the materials to create the work of art.  Animals are essential to many American Indian groups because they provided food, clothing, and oftentimes, shelter.

Mimbres Bowls

   Bowl With Fish, c. A.D. 1000-1150
United States: New Mexico, Mogollon culture, Mimbres people,
Ceramic; Mimbres Black-on-White type
Foundation for the Arts Collection, anonymous gift

The name Mimbres, which means “willow” in Spanish, was given to a group of people from the Mogollon culture who lived between 150 A.D. to 1450 A.D. The Mimbres people were an egalitarian society and lived in the Northwestern region of New Mexico. The Mimbres people were a very small society with approximately 5,000 members.  Their diet consisted of small game meat such as rabbits, turkeys, sheep, and foxes. They are known for creating clay-fired bowls between 1000 A.D. and 1150 A.D. during the peak of the Mimbres culture, known as the “Classic Mimbres Period”. These bowls were first discovered in the early 1900’s and continue to fascinate archaeologists because of their sophisticated design and level of creativity compared to their contemporaries and other ancient societies.

The Mimbres bowls were painted in the interior surface with geometric designs, human figures and/or animals, with a series of bands painted around the rim of the bowl. The designs may have represented scenes from their daily life or connections to the spiritual world. The leaves from a yucca plant were used as a brush to paint black slip on a white background or to paint white slip on a black background. Archaeologists can only speculate as to what these bowls were used for, such as storing food or used in a funerary offering. Many of these bowls have a hole punched out at the bottom. The process of making these holes is often referred to as “killing the bowl”. These particular bowls would have been placed over a deceased person’s head in order to free their spirit. There are approximately 20,000 Mimbres bowls in private collections and museums around the world.

Horse Mask                                                                                                  

  Horse Mask, ca. 1875-1900
    Nez Perce, (Nimi’ipuu) or Cayuse, Idaho,  Oregon, or eastern Washington
Trade cloth, blue cloth, cotton lining, thread, glass beads, brass buttons, horsehair, mirror, feathers, silk ribbons, hide, ermine
Fenimore Art Museum, Cooperstown, N.Y

During the 13th through 17th century, the Plains Indians were a semi-nomadic society that traveled, traded and farmed by foot. They lived in the Plains region, which covered about one million square miles of land that covered Texas, Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, Wyoming, and the Canadian provinces of Alberta, Manitoba, and Saskatchewan. The buffalo was their primary source of food and was also used for making clothes, shelter, tools, and weapons. In the 1600’s, the Spaniards introduced horses to the Plains Indians, significantly changing their lifestyle. They became equestrian hunters and used horses in battles. This Horse Mask made of horse hair, ermine, feathers, glass beads, trade cloth, brass buttons, and mirrors would have been placed over the horse’s head to be worn during a prewar processional. A zigzag design symbolizing lightening was stitched around the eyes to represent the Thunderbird, a patron of war who protected the horses and warriors during battle. Mirrors were attached to the mask to reflect sunlight in order to distract their enemies.

Shield

 Shield, ca. 1860
Crow, (Apsaalooke), Montana
Buffalo rawhide, antelope skin, trade cloth, eagle and hawk feathers, porcupine quills
Fenimore Art Museum, Cooperstown, N.Y

The Shield was also an important element of protection for Plains warriors riding into battle. However, it wasn’t just the buffalo hide that protected them from arrows and clubs, but also the spiritual power of the image painted on the shield. This image would have been revealed to the warrior in a vision or dream and was believed to have given him protection while in battle. The image on this shield reveals a White Mountain Lion painted beneath a green curved lined line which signifies a magnificent hunter. The Horse Mask and Shield are no longer used in battle; however, they can be seen in many parades and ceremonies held by Plains Indians today.

These American Indian works of art and others can be found in the Dallas Museum of Art collection and the Art of the American Indians: The Thaw Collection, which is currently on view until September 4th

Thanks,
Karen A. Colbert
Teaching Programs Intern

Friday Photo Post: Mother's Day

Mother’s Day is an annual holiday that recognizes motherhood, mothers,  and their contributions to our lives. In 1868, “Mother’s Friendship Day” was established to bring together families that had been divided during the Civil War. By 1910, Mother’s Day as we now know it was established and continues to be a popular day to celebrate mothers.  Since this Sunday is Mother’s Day, I highlighted works of art with mothers in various roles. If you are a mother, I hope you enjoy this photo post and your special day! 

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Amy Wolf
Coordinator of Gallery Teaching

Staff Spotlight: Tom Jungerberg

Over the past two years, we’ve shared with you our exciting work with teachers related to Connect: Teachers, Technology and Art, a project supported by an IMLS grant.  This funding made possible a grant coordinator position that assists with various tasks related to the grant.   Tom Jungerberg quickly fit in with our department, and helped tilt the very uneven ratio of male to female staff ever-so-slightly in the opposite direction.

Could you trace the path that has brought you to the DMA?

I have Bachelor’s degrees from Florida State University in art history and English, and a Master’s degree from Boston University in English.  I’m originally from Florida and I lived there for two years prior to moving to Dallas. I worked at University of South Florida as a visiting assistant professor teaching composition, mostly, and expository writing.

My girlfriend began teaching at UNT Dallas last August, and that’s what brought me here. When I got here, I was excited to see an opening for the IMLS grant coordinator position since it seemed so suitable to my skill set. 

What is your role with the IMLS grant?

I serve as the liaison between Nicole and Jenny and the teachers – I correspond with teachers and coordinate meetings with them.  I write and edit some of the new online teaching resources.  I also participate in meetings, during which we discuss how we’ll approach the artwork as we develop materials and the steps we’ll need to follow to complete the project.

What has been the most interesting aspect of your work here?

I’ve really enjoyed everything, but it’s been especially interesting to observe teachers in the classroom. It’s great to see how people take the materials we’re preparing and apply them to their own curricula and lesson plans.  I appreciate being able to see the final outcome of these things that we’re making, and to see the different ways they’ll be used when they go public.

How do you spend your free time?

I just bought a house, so that takes a lot of my free time.  It was built in 1895, and legend has that it was built by one of the founders of TCU.  I also raise chickens, and I have a garden which I’m pretty excited about since it’s the growing season.  Yellow and green squash are coming in right now; I have also planted tomatoes, tomatillos, peppers, spinach, some lettuce, bok choy, peas, and green beans.

Where do you see yourself in five years?

That’s hard, as this job is ending in September.  I enjoyed my time at University of South Florida, so I’d like to teach.  I think teaching, but if you ask me tomorrow, I don’t know.

We’ve invited Tom to be a guest blogger; look for posts written by him in the coming months.

Melissa Nelson
Manager of Teaching in the Community


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