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Wednesday in the Park with Olivier

Yesterday our McDermott Interns enjoyed a lovely fall walk through Fair Park with Olivier Meslay, the Museum’s Associate Director of Curatorial Affairs. We took some time to appreciate the Art Deco architecture and art sans the busy fair crowds and learned more about the origins of the DMA.

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The preparations for the celebration of the Texas Centennial involved the work of artists from around the state and across the globe, using Six Flags over Texas as an overarching theme.

With the opening of the Texas Centennial Exposition just around the corner, the then Dallas Museum of Fine Arts moved into its new building in Fair Park on May 31, 1936. Although the Museum would be renamed and moved to its current location in the Dallas Arts District, the DMFA building remains in Fair Park, where its Art Deco details can still be appreciated.

In front of the Dallas Museum of Fine Arts Building

In front of the Dallas Museum of Fine Arts Building

Whitney Sirois
McDermott Graduate Intern for Gallery and Community Teaching

Sarah Coffey
Education Coordinator

Class of 2016

It’s time for us to welcome our 2015-2016 class of McDermott Interns to the DMA. Each year a new class joins the Museum for nine months in positions divided between the Museum’s curatorial and education departments. You will hear from each of the interns on Uncrated throughout their nine months at the DMA, but we thought we would share a few fun facts about this group before they delve into their internships.
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Devon Hersch, the McDermott Intern for Asian Art, plays the piano and has been recording music in Austin of songs he wrote during college.

Jenny Wang, the McDermott Graduate Intern for Adult Programming and Arts & Letters Live, has no luck with earrings—she’s had her ears pierced twice in the same spot but the holes always close up.

Nolan Jimbo, the McDermott Intern for Contemporary Art, has never had queso dip (a problem he hopes the other interns will help rectify). He also still has three baby teeth.

Erin Piñon, the McDermott Graduate Intern for American Art, uses coconut oil as a cure-all product (similar to Windex in My Big Fat Greek Wedding).

Paulina Lopez, the McDermott Graduate Intern for Visitor Engagement, was the only girl in her town’s regional baseball league during the 6th grade.

Emily Wiskera, the McDermott Graduate Intern for Family and Access Teaching, has had the same pen pal for eleven years. They only communicate through cryptograms and have never met face to face!

Franny Brock, the Dedo and Barron Kidd McDermott Graduate Intern for European Art, won a snow-sculpting competition in St. Paul, Minnesota.

Whitney Sirois, the McDermott Graduate Intern for Gallery and Community Teaching, made a time capsule with friends in college, but the gravel was too dry to bury it so they hid the capsule in ceiling tiles on campus . . . along with the shovel.

Amanda Kramp, the McDermott Graduate Intern for Ancient American Art, loves planning, hosting, and attending themed dinner parties. This includes themed decorations, music, and food and drink. She even requests that guests don fancy or period specific dress relevant to the theme.

Learn more about the McDermott Internships on the DMA’s website; you can apply for your chance to be a 2016-2017 McDermott Intern in January.

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Sarah Coffey is the Education Coordinator at the Dallas Museum of Art.

Summing Up

Today’s post is coming to you from the beyond…

… beyond the internship, that is, as my last day as the McDermott Education Intern for Family and Access Teaching was this past Friday. While cleaning out my desk, wrapping up remaining projects, and getting those last few classes in, I had the opportunity to take stock of everything that went into the 49.5 weeks I spent at the Museum. Of course, what began as idle curiosity (I wonder how many Arturo Letters I’ve actually answered…) became a challenge to see if I could do the math on the past year. Here’s what I have:

  • 200+ Arturo Letters received without an address to respond to
  • 150+ classes co-taught
  • 50+ art projects tested
  • 31 parent handouts designed
  • 20 gallery activity sheets created
  • 12 books checked out from (and returned to) the Mayer Library
  • 10 school tours given
  • 10 blog posts written (including this one and one on the DMA Uncrated blog)
  • 7 fellow McDermott Interns befriended
  • 1 fantastic replacement intern hired (watch out for Emily come September!) and
  • 1 FAST (Family, Access, Schools and Teachers) team that made all the difference

Though each statistic helped me grow (yes, even the 9,145 Family Guides), this list doesn’t come close to conveying the impact these 346 days spent as a McDermott Intern have had on me. At every turn, someone in the Museum was there with a smile or encouraging word. I got to know the museum of my childhood in an entirely new light. I learned as much from the audiences I worked with as they (hopefully) learned from me. I made true friends and recognized a career I have a real passion for. I also got very good at unjamming printers (yes, because of the 9,145 Family Guides).

To sum up my sentiments at the end of this blog post–and the end of my internship–I figure it’s only appropriate to add one final figure to my list:

  • 1,000,000 thank you’s, best wishes, and see you soon’s –

Jennifer Sheppard
2014-2015 McDermott Intern for Family and Access Teaching

Friday Photos: Let’s Talk About It

This week, the McDermott Interns came one step closer to completing our time here at the Museum. As part of the program, each intern is required to give a Gallery Talk on any topic of their choosing, and this past Wednesday, Eliel’s discussion on radical Italian art marked the last of our talks! Here’s a look back at a few photos and the gamut of topics we discussed:

Samantha Robinson, McDermott Graduate Curatorial Intern for American and Decorative Art: Modern Opulence in Vienna: The Wittgenstein Vitrine

Laura Sevelis, McDermott Curatorial Intern for European Art: Bouquets: French Still-Life Painting from Chardin to Matisse

Laura Sevelis - Bouquets: French Still-Life Painting from Chardin to Matisse

Laura Sevelis – Bouquets: French Still-Life Painting from Chardin to Matisse

Fabian Leyva-Barragan, McDermott Curatorial Intern for Contemporary Art: Latin American Modernism

Fabian Leyva-Barragan - Latin American Modernism

Fabian Leyva-Barragan – Latin American Modernism

Elisabeth Seyerl, McDermott Graduate Curatorial Intern for African and Asian Art: Indonesian Textiles

Jennifer Sheppard, McDermott Education Intern for Family and Access Teaching: All That Glitters: Ancient Greek Gold Jewelry

Jennifer Sheppard - All That Glitters: Ancient Greek Gold Jewelry

Jennifer Sheppard – All That Glitters: Ancient Greek Gold Jewelry

Liz Bola, McDermott Graduate Education Intern for Gallery and Community Teaching: Race & Religion: Henry Ossawa Tanner

Liz Bola - Race & Religion: Henry Ossawa Tanner

Liz Bola – Race & Religion: Henry Ossawa Tanner

Taylor Jeromos, McDermott Education Intern for Adult Programming and Arts & Letters Live: Queering Art: Moving Beyond Identity

Taylor Jeromos - Queering Art: Moving Beyond Identity

Taylor Jeromos – Queering Art: Moving Beyond Identity

Eliel Jones, McDermott Education Intern for Visitor Engagement: Arte Povera: Mario Merz and Michelangelo Pistoletto

Eliel Jones - Arte Povera: Mario Merz and Michelangelo Pistoletto

Eliel Jones – Arte Povera: Mario Merz and Michelangelo Pistoletto

I hope that these few photos help you imagine what it would have been like to attend our talks if you missed them! And don’t forget that Gallery Talks happen every Wednesday at 12:15 p.m. and are always free and open to the public. Keep an eye out for upcoming talks – they might just cover your favorite topic next!

Jennifer Sheppard
McDermott Intern for Family and Access Teaching

Friday Photos: NAEA in NOLA

As part of our McDermott Internship, each intern is able to request funds to use for professional development–this can go towards a language class, visiting other museums to learn more about their practices, or events like conferences. This year, some of us decided to attend the National Art Education Association Conference in New Orleans.

Always on board for some intern bonding, we decided to drive the 8 hours from Dallas to New Orleans. This was a great start to our trip, which has only gotten better since our arrival in the Big Easy! We’ve had a great time attending sessions, visiting local museums (New Orleans Museum of Art, Ogden Museum of Southern Art, and the Contemporary Arts Center) and learning more about the field of museum education. Here are just a few pictures of our trip so far!

We’re looking forward to bringing the knowledge and new ideas we’ve heard at the conference back to the DMA!

Liz Bola
McDermott Graduate Intern for Gallery and Community Teaching

The Little Guys

It’s the middle of March, meaning I’m well into the seventh month of my McDermott internship, and I have to say that the charms of working in a museum still haven’t worn away. I don’t know that they ever will! Part of what I love so much about my position as part of the Family and Access Teaching team is that I have gallery time built into my schedule. I’m out in the galleries multiple times a day: teaching classes, leading occasional tours, doing research for lesson plans (and blog posts!), and taking walks as a break from my desk.

After each trip through the Museum, the thought creeps into my head that, “Okay, now I’ve seen everything we have on view,” and yet time and again I’m proven wrong. Without fail, there’s always something I haven’t noticed before – something I have to stop in front of and think, “Has that always been there?” before investigating. The piece is often small or–at first glance–plain. Frederic Edwin Church’s Icebergs certainly isn’t a piece you can miss, nor is everyone’s favorite rain god, Tlaloc. These are the pieces that can catch your eye from a mile away. Today, however, I’m here to encourage you to spend a little extra time in the corners you might normally overlook, by sharing a few pieces that I passed by on so many occasions and have now come to admire.

Incised bone depicting an accession ceremony, Maya, A.D. 600-900

Incised bone depicting an accession ceremony, Maya, A.D. 600-900, Dallas Museum of Art, The Otis and Velma Davis Dozier Fund

Incised bone depicting an accession ceremony, Maya, A.D. 600-900, Dallas Museum of Art, The Otis and Velma Davis Dozier Fund

This fragment of bone, only 3 1/4 inches tall, was meticulously incised over a millennium ago with the scene of a young man being crowned king. The about-to-be ruler sits in the lower right of the piece, and opposite him a man raises “the great headdress of Holy Lordship,”which, according to the Museum’s label, bears the image of a mythical bird called ‘Itzam-Yeh,’ ‘The Magic Giver.’ The significance of Itzam-Yeh’s presence in this scene is rooted in the story of the bird; in short, he claimed to be something much greater than he was and was found out and punished for it. The headdress, so decorated, would serve both as a reminder and a warning to the new king.

Chess piece, India: Punjab Hills, late 18th-early 19th century

Chess piece, India: Punjab Hills, late 18th-early 19th century, intended gift of David T. Owsley

Chess piece, India: Punjab Hills, late 18th-early 19th century, intended gift of David T. Owsley

This chess piece, made of gilt and polychrome ivory, is another incredible work of delicate craftsmanship. The details are what make the piece so impressive–for example, each of the three men riding the elephant have distinct features and carefully carved beards. Some of the fine black lines are so thin and precise that they would have required a very steady hand wielding a paintbrush with no more than a strand or two of hair. This particular piece would have been used as the king–can you imagine how grand the entire chess set must have looked?

Ring with engraved carnelian, Roman, first half of 3rd century A.D.

Ring with engraved carnelian, Roman, first half of 3rd century A.D., Dallas Museum of Art, 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

Ring with engraved carnelian, Roman, first half of 3rd century A.D., Dallas Museum of Art, 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

This silver ring was probably worn by a man. In the gallery, the ring is so small and the carving is so fine that the details can be hard to see without careful, close looking (the Museum’s online collection comes in handy during moments like this–there are many high-quality photographs that let you zoom in and examine a small piece like this ring with ease). To the left stands Oedipus, the king in Greek mythology who murdered his father and married his mother, unaware that they were his parents. Carved into the Museum’s carnelian is a scene from later in his story when Oedipus saves Thebes from the Sphinx by answering her riddle. The craftsman that made this exceptionally small carving was clearly remarkably skilled–I can’t imagine the patience and quiet attention that went into the creation of this ring.

These are just three of the small, wonderful pieces I’ve discovered in the galleries, and I can’t wait to see what I run across next. So remember: on your next trip to the Museum (or any museum) yes, you absolutely should pay attention to the standout pieces–the Icebergs, the Tlalocs–but don’t forget to give the little guys their due. You’re bound to be surprised by what you find.

Jennifer Sheppard
McDermott Intern for Family and Access Teaching

Experiments on Public Space

The word public is defined as an adjective: it is used to attribute a quality to someone or something, usually modifying and describing a noun. But what happens when public becomes a verb–an action, a state, the main part of a sentence? Public suddenly stops being passive and becomes active–an occurrence, a happening, an event…

But what makes a museum public? What are its responsibilities? How do we build democratic space/vision? Is it possible or necessary? And if it’s true that we’re losing publicness, how do we reclaim it back?

These are some of the questions I hope to explore with my new work, Experiments on Public Space (EPS). EPS came about thanks to the opportunity to carry out an independent project as part of my McDermott Internship at the Dallas Museum of Art. My background in both research and artistic practice is focused in an interest to understand, explore and expand the ways audiences interact/participate with contemporary art. This project is an extension of that line of inquiry specifically looking at institutional contexts.

Experiments on Public Space / Dallas Museum of Art, February - May 2015

Experiments on Public Space / Dallas Museum of Art, February – May 2015

I’m fascinated by the language used in museums when referring to issues around publicness, because what do we actually mean when we refer ourselves as a “public museum”? What does it entail? How does a public museum feel or look? What do our visitors understand by “public”? Are they not the public themselves? And why probe publicness? Why now? Why here?

Coming from England, I was very curious about the differences between public cultural institutions here in America and those back in Europe. I think the dialogue is particularly of relevance to the DMA because of its historical founding as a public museum and it’s recently reestablished free general admission, something that is rare in this country. I’m also intrigued by the context of the Museum in a city as diverse as Dallas. Considering the city’s large latino population, I want to explore the standings of the institution in serving a wide range of communities.

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The project itself is built on a series of practice-based evaluation methods that take place in the Museum. The public will provide the data with their participation in performances, interventions, seminars and workshops, aiming to collaboratively measure the publicness of the environment in which the institution acts. With this approach I hope to implement active research into the life of the Museum, collecting both inside and outside voices as a way of opening up dialogue. In this sense, the project uses unconventional evaluation methodologies to promote opportunities for reflection, thought, participation and active discussion. The goal is that through these programs, we might collectively exemplify and animate publicness and what it means in the context of museums in the 21st century.

Alternative Signage

Members of the DMA/Perot Teen Council during a production session for “Alternative Signage”, one of the EPS programs happening during March Late Night.

Confused? Challenged? Excited? – This is a very brief introduction to a project that has almost taken a life of its own. Publicness is a complex issue that touches upon many different fields and it is easy for it to be overlooked or even forgotten. With EPS I hope to bring it back to the fore in an attempt to reclaim its importance. I believe there is a big difference between possessing a quality and being one, and it is crucial that we understand the difference. To claim ‘publicness’ requires more than a certain kind of perception or view; it demands responsibility and action.

Program scheduling will be published on the DMA website, under Center for Creative Connections –  Community Projects. I hope you’ll join me in this experiment!

Eliel Jones
McDermott Intern for Visitor Engagement

Recipe for Art: The DMA’s Delicious New Tour

With a new year beginning, we are delighted to announce a new school tour at the DMA! Starting this month, schools can book “Recipe for Art,” a tour developed for Kindergarten and First Grade visitors by our Manager of Early Learning Programs, Leah Hanson, and our Manager of Docent and Teacher Programs, Josh Rose.

One of the main goals of “Recipe for Art” is to help children make connections between art and their own personal experience. This is done by connecting a familiar idea (that of using a recipe to make a delicious treat) to the way that an artist makes a work of art. Instead of ingredients like flour and sugar, the ingredients for art are the elements of design: shape, line, color and texture.

On the tour, groups will visit four or five different works of art in the collection, in order to talk about the basic elements of design. Groups first explore what the terms mean before then looking closely at the work of art in front of them. This leads to discussion, after which the children engage in a variety of kinetic and multi-sensory activities. These activities were specially designed to address various learning styles and to focus on the attention span and needs of this particular age group.

One important characteristic of these young visitors is their need to move! The tour was specifically designed to give children opportunities for purposeful movement–movement that helps them connect what they see to the motion that they are asked to make. One example of this is an activity based on Jackson Pollock’s Cathedral. The children are each given “paint” (a piece of string) and they throw it onto a “canvas” (a piece of felt), in order to simulate the movement of Pollock’s action painting. This allows the children to burn off some of their energy, while also connecting them with the art!

The “Recipe for Art” tour was developed by members of the DMA staff, but it will be implemented by our wonderful docents, who lead most of our school tours. Yesterday, the docents gathered for a training dedicated to this new tour. Leah gave them an overview of the tour and its origins, before sharing tips and strategies on how to deal with this particular age group. After that, the docents were given an opportunity to look over the supplies for the wide variety of activities that they may use on the tour. I even took some of my fellow McDermott Interns into the galleries to try out some of the activities!

For most visitors of this age group, it will be their first visit to a museum. With this new and unique tour, we’re hoping to make their first experience not only a positive one, but one that they will remember. By teaching these curious and imaginative children the basic elements of design, they will then be equipped with all of the ingredients to make their own art!

We’ve already begun to schedule the “Recipe for Art” through the month of January. If you’re interested in booking a tour for your school or classroom, complete our tour request form online and our Audience Relations Coordinator Madeleine Fitzgerald will get you scheduled!

Liz Bola
McDermott Graduate Intern for Gallery and Community Teaching

Thankful for the DMA

Any other year at this time, I would be heading home to enjoy Thanksgiving with my family in Maine. This year, however, marks my first Thanksgiving away from home – the journey from Texas to New England is a bit too far to make for the holiday! I recently moved to Dallas to take part in the DMA’s McDermott Internship Program, which runs from September to May. Being away from my family is difficult this year, but I am grateful for all of the experiences that have been offered to me as the McDermott Graduate Intern for Gallery and Community Teaching.

While my intern duties cover a wide variety of roles here at the Museum, one of my main focuses is Go van Gogh, our community outreach program that brings a piece of the DMA to local elementary and middle schools. This past week, I spent time at Martha Turner Reilly Elementary School with a class of 4th graders. Our program was called Art of the Lone Star State, and it offered the students (and myself) the chance to learn more about the history of this state through art. We looked at works of art that depict Texas landscapes and cityscapes before making our own landscapes with watercolor pencils.

The opportunity to work with children is one of the reasons I applied for this internship, so I am extremely happy that I get to work with our Go van Gogh program.

All of the amazing Go van Gogh programs would not be possible without our volunteers! Go van Gogh has over 30 volunteers, both in Dallas and the surrounding Metroplex. These individuals volunteer their time with the programs in schools, but also spend time here at the DMA for volunteer training. During training, the volunteers become the students as we simulate the programs that they teach. We also spend time in the galleries, looking at the works of art that the students will see. Being a Go van Gogh volunteer shows a commitment to the DMA and to education, and we are extremely grateful to have such wonderful volunteers!

Go van Gogh is just one of the many programs I have been involved with during my time at the Museum. Three months into my nine month internship, I have worked closely with the docents, given school tours, and been involved in programs with Booker T. Washington High School, just to name a few! While I miss my family, I am thankful that I have this position and I can’t wait to see what the rest of the internship brings! And of course, I’m thankful for the opportunity to drive our amazing van around town!

Happy Thanksgiving!

Liz Bola
McDermott Graduate Intern for Gallery and Community Teaching

Most Likely to Succeed

Left to right: Fabian Leyva-Barragan, Jennifer Sheppard, Taylor Jeromos, Laura Sevelis, Liz Bola, Elisabeth Seyerl, Samantha Robinson, Eliel Jones

September doesn’t usually mean cooler weather in Texas, but here at the Museum it does mean we get to welcome some cool new faces—our McDermott Interns!

This year’s class is full of enthusiasm, which you can surely see as they posed in our American  Galleries. They each bring their own distinct backgrounds, which include:

Fabian has Protanopia, which means that he is color blind—a fact he did not learn until college.
Jennifer is working on learning French, her fourth language in addition to English, Spanish, and Hebrew.
Taylor was the lead in a production of Annie while in the 5th grade in Ohio.
Laura taxidermied animals while working at the University of Wisconsin Zoological Museum.
Liz fell out of a window when she was 7 years old, but walked away unscathed.
Elisabeth studied Royal Javanese Dance at a royal palace in Java, Indonesia.
Samantha studied Nahuatl, a language spoken in central Mexico by those of Aztec descent.
Eliel spent the past summer working at a salmon fishery on a remote arctic fjord in northern Norway.

We look forward to working with this exciting bunch in the months ahead!

P.S. If you’re interested in becoming a McDermott Intern next year, check the DMA website in late January 2015 for details on how to apply!

Sarah Coffey is the Education Coordinator and former McDermott Education Intern for Adult Programming at the DMA.

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