Posts Tagged 'Art'



Friday Photos: Youth and Beauty

This Sunday is the opening of Youth and Beauty: Art of the American Twenties. With over sixty-five artists represented, this dynamic exhibition expresses life as an American in the period between World War I and the Great Depression. The “Roaring Twenties“, as they are known, may bring to mind iconic flappers and lively jazz music. From the outside this may seem like a period of frivolous fun, but taking a closer look reveals a complex time of transition. With the rapid urbanization of America, modern ideals and industry created a lot of change and disorientation, which can be felt throughout the exhibition. With so much to see and discover, don’t miss your chance to peer into the psyche of this topsy-turvy decade.

Below is a little sneak peek of some of the artworks in the exhibition.

Don’t miss all the fun and engaging Youth and Beauty programs for you and your students!

Hannah Burney
McDermott Education Intern for Teaching Programs and Partnerships

Artworks shown:

Nickolas Muray, Gloria Swanson, circa 1925, gelatin silver print, George Eastman House, International Museum of Photography and Film, Rochester, New York, Gift of Mrs. Nickolas Muray

George Wesley Bellows, Two Women, 1924, oil on canvas, Portland Museum of Art, Maine, Lent by Karl Jaeger, Tamara Jaeger, and Karena Jaeger

John Steuart Curry, The Bathers, circa 1928, oil on canvas, The Nelson-Atkins Museum of Art, Kansas City, Missouri, Purchase: Acquired with a donation in memory of George K. Baum II by his family, G. Kenneth Baum, Jonathan Edward Baum, and Jessica Baum Pasmore, and through the bequest of Celestin H. Meugniot

Edward Hopper, Lighthouse Hill, 1927, oil on canvas, Dallas Museum of Art, Gift of Mr. and Mrs. Maurice Purnell

Bumpei Usui, 14th Street, 1924, oil on canvas, Virginia Museum of Fine Arts, Richmond, J. Harwood and Louise B. Cochrane Fund for American Art

Joseph Stella, American Landscape, 1929, oil on canvas, Collection Walker Art Center, Minneapolis, Gift of the T.B. Walker Foundation

Gerald Murphy, Razor, 1924, oil on canvas, Dallas Museum of Art, Foundation for the Arts Collection, gift of the artist

Lewis Wickes Hine, Power House Mechanic, 1920-1921, gelatin silver print, Brooklyn Museum, Gift of Walter and Naomi Rosenblum

Youth and Beauty: Art of the American Twenties is organized by the Brooklyn Museum. Major support for this exhibition and the accompanying catalogue was provided by the Henry Luce Foundation, the Martha A. and Robert S. Rubin Exhibition Fund, The Mr. and Mrs. Raymond J. Horowitz Foundation for the Arts, and the National Endowment for the Arts.

Intern Project: Artworks for Me & My World

Last month, Jessica and I introduced you to Me & My World, a program specifically designed for first grade students. There are two versions of the program, one created for tours in the museum and another developed for classroom visits. Although Jessica and I will be doing a lot of collaborating, she will be primarily focusing on the docent-led tour, while I will be working on the Go van Gogh classroom experience.
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Our first step in the Me & My World revision process was to select new works of art for each program. Go van Gogh is a sixty-minute program that is broken up into two equal parts of looking at works of art and then making works of art. With half an hour to look closely and discuss the art, there is just enough time to have quality experiences with four artworks. With thousands to choose from within the collection, picking just four is no easy task. When teaching in the classroom, we bring reproductions of artworks to be projected onto a screen; as a result, visibility can become an issue. For example, paintings that are really dark usually won’t project well, and sculptures with a lot of detail or incising can be washed out and difficult to see. Besides keeping all of these basic logistical challenges in mind, it was also really important to find works specifically ideal for engaging first-graders.

We started by seeking the advice of volunteers, docents, and education staff for their insights from past experiences. This resulted in a lot of great ideas, almost too many! To further narrow down our selections, we developed two main criteria to focus on: themes and teaching opportunities. In an effort to make the programs well-rounded with a variety of diverse topics, we categorized the artworks by themes, such as family or sports. These themes are meant to be easy for first-graders to relate to, so they can develop personal connections with the works. Then, by using the DISD curriculum for first grade, we created a general list of possible teaching opportunities that could be addressed through looking at art. Finally, we chose works that clearly matched some of those teaching goals and also fit into one of the themes.

With the thoughtful suggestions of our department, volunteers, and docents, as well as the criteria Jessica and I created, I was able to narrow down my search to seven final works of art to begin testing for Go van Gogh. I provided two examples below.

Apple Harvest, Camille Pissarro, 1888, oil on canvas, Dallas Museum of Art, Munger Fund

Theme: Family/Teamwork

Teaching Moments

  • Look at brushstrokes/dots of paint
  • Count the people
  • Name the colors
  • Discuss the weather/seasons

Personal Connections

  • Teamwork – helping family or working with other students at school
  • Fruit/food
  • Outdoor activities

Wild Cattle of South Texas: Ancestors of the Longhorns, Tom Lea, 1945-1946, oil on canvas covered masonite, Dallas Museum of Art, gift of Life Magazine

Theme: Natural World/Texas

Teaching Moments

  • Discuss and count longhorns – native to Texas
  • Look at landscape – cactus, stream, plush green trees and grass
  • Talk about weather/seasons

Personal Connections

  • Texas
  • Animals
  • Outdoors

In preparation for testing these artworks with first-graders, I will need to develop guidelines for conversation and activities that incorporate various learning styles. If you have had any memorable experiences with activities or conversation starters related to these themes, please share them in the comments section below!

Hannah Burney
McDermott Education Intern for Teaching Programs and Partnerships

Friday Photos: Face to Face

I am very excited to announce that this Sunday, February 12th is the opening of Face to Face: International Art at the DMA. This exhibition, comprised entirely of works of art from the DMA collection, honors and celebrates the contributions of our generous donors. As a result of their kind philanthropy, the DMA has grown into a diverse international collection. If you are a frequent visitor of the Museum, some or maybe even all of these artworks might be familiar to you, but their intriguing and unusual display design will have you looking at them in all new ways. The works of art will be presented in pairs of two, each coming from a different culture that share some kind of commonality. Through close looking and the guidance of thoughtful label text, the discovery of similarities between two seemingly dissimilar objects will provide a new perspective on the collection. An example of one of these provocative pairings is below.

What do you notice about these two pieces? What kind of connections can you make between them? Why might they be shown together?

Eccentric flint depicting a crocodile canoe with passengers, Mexico or Guatemala: Maya culture, Late Classic period, c. A.D. 600–900, The Eugene and Margaret McDermott Art Fund, Inc., in honor of Mrs. Alex Spence, 1983.45.McD

Eros lamp holder, Greek, perhaps from Asia Minor, Hellenistic period, early 1st century B.C., bronze, The Eugene and Margaret McDermott Art Fund, Inc., in honor of Anne Bromberg’s 30th anniversary with the Dallas Museum of Art, 2005.12.a–b.McD

Stumped? Come to the exhibition to find out more about these and many other works of art!

Hannah Burney
McDermott Education Intern for Teaching Programs and Partnerships

Community Connection: Oil and Cotton

Every six months or so, our department gets away for a day-long retreat.  It’s an opportunity for us to reflect, look ahead, and spend time together outside of our typical work spaces.  We’ve been fortunate to hold two of these retreats at Oil and Cotton, a creative space in Oak Cliff that offers a variety of multidisciplinary art classes, workshops, and camps.  Opened in September 2010, the space is managed by Shannon Driscoll and Kayli House Cusick.

How did you get started?

Shannon:  Kayli and I met during a volunteer project in our neighborhood called The Better Block. The project took an area of the neighborhood, where Oil and Cotton is now located, and made temporary changes to the block that we felt as a community would make it more pedestrian-friendly.  We met at one of the first meetings, where we both raised our hands and said we were interested in doing a pop-up art studio for the community.

After that, Kayli and I started planning, and we created Rock, Paper, Scissors.  We used a warehouse on Seventh Street, asked for donated materials from friends and family, and set up a base of volunteers for two days during the Oak Cliff Art Crawl.  We set up a long, long table full of art supplies and materials, and had volunteers lead people through creative projects, from collage to stenciling to drawing and painting.  All the volunteers were artists or had different creative backgrounds from Oak Cliff and beyond.  The space was packed with crowds for the entire weekend.  It was really wonderful to see people of all ages and backgrounds and from different parts of the neighborhood and of Dallas, sitting together and making things side by side.

After the festival, people in the community approached us and said they didn’t want us to stop what we were doing.  The gentleman who owned the warehouse had a building that came up for rent, and we talked to him and decided to go for it.  Kayli and I both come from art-related backgrounds, and we brought our experiences as artists and educators to what we’re doing.

Shannon Driscoll, co-owner and instructor at Oil and Cotton

What did you do before opening Oil and Cotton?

Shannon:  I had a private conservation practice – I’m an art conservator.  I had also been teaching classes on the side at my studio and at the Dallas County Jail with Resolana – I’m a board member for Resolana as well.

Kayli:  I wrote curriculum for my mother, who had a business for about twelve years off and on. It was something we did as a family growing up; she was an art teacher, and she made elementary art curriculum for Coppell ISD.  When she opened a business with my sister, I was a music composer at UNT, and it ended up being the perfect fit.  I also taught piano lessons privately out of my house forever and ever.  Then I had a child; when I met Shannon, my daughter was two, and that’s what I was doing.  I had always had the idea on my backburner, if I could ever figure out how to combine all the loves I had, and have a work environment my child could be in, I could do everything I love to do.  It all came together when I met Shannon and she said, of course we can do that.

What has the community response been to Oil and Cotton?

Shannon:  It has been wonderful.  A day hasn’t gone by when someone has not come in to ask how they could help us or how they could donate materials to us or asked us for another class that we’re not offering.  People feel involved in what we’re doing; they’ve seen us grow from something very small to something more permanent and a part of their neighborhood.  I think that’s exciting for people.  They feel invested in what we’re doing, and they want to help us.  We wouldn’t have been able to do what we’ve done in this amount of time without their help.  People have donated a box of white tiles, which we used to create backsplash for the sink; corks; fabric; paper… we always find a way to use what we’re given.  We’ve had people come to us and say, “I have this idea for a project, and I want to see it happen”.  For example, an architect led a two-week architecture workshop for teens, and they created a deck for us.  All the materials were donated, and architects came and talked to the teens everyday.  We’ve had the most amazing, talented interns that support our education outreach, and we’ve had teachers who help select children in the neighborhood who might not be able to afford classes here, and we give them scholarships.  We rely on these neighborhood teachers to send us people who need help, and who will benefit from coming to Oil and Cotton.

A community collage was part of a free open house and student exhibition

What has been your most successful or fun class?

Kayli:  For me, it’s songwriting camp.  I got to work with other musicians – I worked with David Daniels, who is a touring indie rock musician; Floramay Holliday, a touring country music singer; and Mikal Beth Hughey, a jack-of-all-trades who plays in some bands locally and teaches piano and voice in her studio at The Kessler Theater.  It was a weeklong summer camp.  The kids came in and formed bands; they collaborated to write a song together, rehearsed it like crazy, recorded it, made a CD, and had a performance at the end of the camp.  They had to come up with merchandise and think about the visual aspects of what they were doing, in the form of a band t-shirt, poster, and CD cover.  We had a photographer take pictures of them for their CD’s.  It was just awesome fun for me as a musician; I got to learn from other musicians how they approach writing.  We occupied the whole space, with kids rehearsing in every room as loud as they could be.  The kids could be themselves without a lot of adult interference.

We also got to work with the DMA on the Mark Bradford exhibition.  That was very special – I am a big fan of his work.  We were part of a meeting with people from Oak Cliff to bring some Oak Cliff blood into the situation.  We volunteered to work with Nicole and have our teen class to do this interactive project during a Late Night.  That was really fun.  What I liked about that was all the ages and different people; we had senior citizens to little kids, and it was a lot like Rock, Paper, Scissors.  Everyone brought something different to it.  By the end of the night, the teens were destroying the project and making little sculptures out of it.  It was originally a weaving, and it became sculptural.

Oil and Cotton Mark Bradford Late Night project

Has anything surprised you since the opening of Oil and Cotton?

Kayli:  The amount of generosity people have shown in our community, and the enthusiasm of the art community here to try and make Dallas good.  The amount of interns and volunteers we get because they want to see us succeed and want to be a part of it.  People understand this is art in social practice, that we’re making this happen for real.  It’s been a surprise to us that something that is natural for us to be doing makes people think “Oh hey, I can do my thing and survive.  If I don’t spend too much money and work my tail off, I can survive”.   It helps to have the support of our neighborhood, and we could never have made it without that support.  People offer to paint walls, dig the dirt in back of the building.  My mother also gave us a ton of furniture and art supplies.

What is one of your most treasured handmade possessions?

Shannon:  I am a collector of art, and art has always been a part of my life.  My dad is a junker; I grew up going to yard sales, estate sales, and junk shops with him in Baltimore, so I’ve collected things over the years.  I’ve got a collection of drawings that a little girl made from 1908. She must have done them in her classroom, because there is a drawing of the back of the head of the child sitting in front of her.  There is also a drawing of a doll she titled “Mr. Eat-a-Pie”.  They are beautiful pencil drawings, and she watercolored some of them as well.  She made a little portfolio for them that says 1908 along with her name.

Kayli:  A little woodblock that was my grandmother’s.  She was an Okie, and she had an amazing collection of all kinds of Native American things.  She had this little tiny wood block, around five by seven inches, with mustard yellow paint remnants on it.  I’ve always wanted to do something with it.  It has a sort of a tesellation or radial design with teepees and geometric shapes that come out from the center.  It looks like an old lino; you can see all the different colors used to print it, like red and green under the yellow.  You know it was used a lot, but you don’t know what for.  It says “20 cents” really big on the back.

Kayli House Cusick, co-owner and instructor at Oil and Cotton, and her grandmother's woodblock

Kayli:  We would love to see more teachers getting together here.  We’d love for people to know that if they have a group and want to do a special technique workshop, we’ll either teach it ourselves or find someone else to teach it.  This is great space for retreats.  (*Editor’s note: we agree!)

Melissa Nelson
Manager of Teaching in the Community

What to Expect on a Docent-Guided Tour

A few months ago, Loryn shared her tips for making the most of a self-guided visit to the DMA.  I thought I would weigh in today with a summary of what to expect when you schedule a docent-guided tour at the Museum.  We offer docent-guided tours Tuesday-Friday at 10:00 a.m., 11:00 a.m., 12:00 p.m., and 1:00 p.m., and all requests for docent-guided tours must be submitted at least three weeks in advance.

Let’s say you’ve submitted your request and received your confirmation letter from Loryn.  What happens once you actually arrive at the DMA?

An excited 4th grader hops off the bus

First, you’ll be greeted by one of our fabulous docents.  This docent will chat with you to make sure that you’re broken up into smaller groups (we assign one docent for every fifteen students), and s/he will match you up with the docents for your tour.  Once your tour is under way, you should expect to see five to six works of art in a one hour tour.  We emphasize quality  over quantity–we believe your students will gain more from in-depth experiences with a limited number of works than they would from trying to see twenty works of art in one hour.  If you would like your students to see more paintings and sculptures while they are here, consider scheduling a self-guided visit after your tour.  That’s a great way for your students to be able to go back and look at works of art that are most interesting to them.

Discussing Mark Rothko's Orange, Red, and Red

Three years ago, we created a program goal for K-12 docent-guided tours.  Our goal states:

  • On docent-guided tours, students will experience the Museum as a comfortable place to visit and return to, discover that works of art are relevant to their lives, and begin to see their world in a fresh way.

How does that happen in the galleries?  First off, your docents will welcome you to the Museum and learn a little bit about your group and what you have been studying.  They’ll discuss the guidelines for a Museum visit, and also present a theme for your tour.  At each stop, they will ask your students to look closely at the work of art.  They might use open-ended questions to ask the group what they see, and they’ll hopefully ask them to share visual evidence for their ideas.  We use questions and conversations to encourage closely looking, rather than a lecture-based teaching method.

A docent helps students look for clues that tell us about Tlaloc

We also know that everyone learns in different ways, and docents are encouraged to think about addressing multiple learning styles over the course of their tour.  Your students might be asked to write a short poem, act out a pose or gesture, or even sketch in the galleries.  Each of these activities focuses their attention and allows them to look closely to make sense of the works of art in the Museum.

Students move their bodies like the lines in a painting

We want students to begin to experience a sense of wonder while they are at the Museum, and that can happen in many ways on a docent-guided tour.  Some students experience wonder the minute they step through the door and see the Barrel Vault space for the first time.  Others ask questions about works of art, make connections between works of art, or say things like “I never knew that.”  One way that docents can help facilitate that sense of wonder is by giving students time to look and reflect on their own.  And of course, listening and responding positively to your students’ ideas is a great way to promote that sense of wonder, as well!

Students are asked to arrange colors in response to an abstract painting.

The final element of a docent-guided tour at the DMA is helping students see that works of art–whether they were made 2,000 years ago or two years ago–are relevant to their lives today.  How is a bed made in 1844 similar to the beds we sleep in?  What is different about it?  What type of bed would you love to have in your house?  These are just some of the questions docents might ask students when discussing this work of art in our galleries.  We want students to make a personal connection while they are at the Museum, and it is our hope that these connections will turn your students into lifelong Museum goers.

We end all of our tours by inviting students to come back to the DMA often.  I hope that this gives you a sense of what happens on a typical docent-guided tours, and that you’ll bring your students to visit us soon!

Shannon Karol
Manager of Docent Programs and Gallery Teaching

Friday Photos: Tatum Elementary and Mark Bradford

This past Wednesday, I visited fourth- and fifth-grade students in Tatum Elementary’s Afterschool Program.  We spent time thinking about our neighborhoods and making collages using assorted papers, twine, and glue.  We finished by looking at works of art by Mark Bradford and talking about the large-scale paintings that he created using similar materials, which often relate to his neighborhood in Los Angeles.

But, the program did not end there.  Last night, Tatum Elementary Afterschool students of all ages came to the Museum with their parents to see the Mark Bradford exhibition.  They also spent time adding to the collages they began the previous day, or making new collages.  Children and parents created their own work, or in many instances, collaborated on collages.  Check out their great work below:

Melissa Nelson
Manager of Teaching in the Community

Friday Photos: Little Treasures

Did you know that we have 24,000 works of art in our collection?  And, did you know that only about 25% is displayed at one time?  That’s still a lot of art to look at.  My point is, who knows how many objects we skip over when we visit the Museum?

It’s hard not to miss the big stuff–who could walk by the Head of the rain god Tlaloc and not see its dominating face staring back at you? 

Head of the rain god Tlaloc, Mixtec culture, 1300-1500 A.D., gift of Mr. and Mrs. Stanley Marcus in memory of Mary Freiberg

Well, that’s what I mean.  It’s really easy to get caught up with objects the size of Texas, figuratively that is.  Next time you’re at the Museum, I challenge you to look at the small stuff.  Think of it as an art and seek.  You’ll be surprised with all the little treasures we have nestled in cases, scattered all about the Museum.    

Here are a few of my favorites:

Images used:

  • Whistle with head, 19th-20th century, Holo culture, Africa, The Clark and Frances Stillman Collection of the Congo, gift of Eugene and Margaret McDermott
  • The Singer, Thomas Wilmer Dewing, c.1924, American, bequest of Joel T. Howard
  • Amulets of the Sons of Horus, 332 B.C.-395 A.D., Egypt, gift of Susette Khayat
  • Pair of frontal panels from ear ornaments, 900-1100 A.D., Peru, gift of Mr. and Mrs. Eugene McDermott
  • Two Piece Reclining Figure: Maquette No.1, Henry Moore, c.1960, England,Foundation for the Arts Collection, bequest of Margaret Ann Bolinger
  • A River in Normandy, Richard Parkes Bonington, 1824-1825, England, gift of Mr. and Mrs. Ward H. Reighley
  • Standing female figure, 14th-15th century, Indonesia, the Roberta Coke Camp Fund
  • 1933 Chicago World’s Fair Medal Commemorating the 25th Anniversary of General Motors, c. 1933, American, gift of David T. Owsley via the Alvin and Lucy Owsley Foundation
  • Model of Bodhgaya temple, 10th century, India, gift of David T. Owsley via The Alvin and Lucy Owsley Foundation
  • Standing woman, first half of 6th century B.C., Greece, Foundation for the Arts Collection, gift of Mr. and Mrs. James H. Clark

Happy hunting,

Loryn Leonard
Coordinator of Museum Visits

Winter Break: Taste of the Holidays

One of my very favorite holiday traditions is all the delicious treats. Between stuffing, turkey, candy canes, and cookies, what’s not to love about the holidays? To inspire this season’s holiday feasting, you’ll find the tastiest food of our collection below.

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Happy holidays!

Hannah Burney
McDermott Intern for Teaching Programs and Partnerships

Images used:

Still Life with Landscape, Abraham Hendricksz van Beyeren, 1650s, oil on canvas, Dallas Museum of Art, The Karl and Esther Hoblitzelle Collection, gift of the Hoblitzelle Foundation

Brioche with Pears, Edouard Manet, 1876, oil on canvas, Dallas Museum of Art, lent by the Wendy and Emery Reves Foundation

Still Life: Bouquet and Compotier (Nature morte: bouquet et compotier), Henri Matisse, 1924, oil on canvas, Dallas Museum of Art, The Eugene and Margaret McDermott Art Fund, Inc., in honor of Dr. Bryan Williams

Stirrup-spout vessel depicting a clustered pepino fruit, Moche culture, c. A.D. 1-300, ceramic, Dallas Museum of Art, The Nora and John Wise Collection, gift of Mr. and Mrs. Jake L. Hamon, the Eugene McDermott Family, Mr. and Mrs. Algur H. Meadows and the Meadows Foundation, and Mr. and Mrs. John

Still Life with Spanish Peppers, Camille Pissarro, 1899, oil on canvas, Lent by the Pauline Allen Gill Foundation

Flowers and Grapes, Henri Fantin-Latour, 1875, oil on canvas, Dallas Museum of Art, gift of the Meadows Foundation Incorporated

Still Life with Apples, Pear, and Pomegranates, Gustave Courbet, 1871 or 1872, oil on canvas, Dallas Museum of Art, The Wendy and Emery Reves Collection

Still Life with Vase of Hawthorn, Bowl of Cherries, Japanese Bowl, and Cup and Saucer, Henry Fantin-Latour, 1872, oil on canvas, Dallas Museum of Art, Foundation for the Arts Collection, Mrs. John B. O’Hara Fund and gift of Mrs. Bruno Graf by exchange

Munich Still Life, William Michael Harnett, 1882, oil on canvas, Dallas Museum of Art, Dallas Art Association Purchase

Nature or Abundance, Leon Frederic, 1897, oil on canvas, Dallas Museum of Art, Foundation for the Arts Collection, Mrs. John B. O’Hara Fund

Friday Photos: Jumping in Fort Worth Museums

Last Friday, our McDermott Interns took their annual trip to Fort Worth to get acquainted with our neighboring art institutions and explore all the wonderful exhibitions they currently have on view. We enjoyed John Marin at the Carter, Caravaggio at the Kimbell, and said hello to the DMA’s own Diebenkorn at The Modern. It was an exhausting artful day!

Inspired by our previous post and Jumping in Art Museums, we decided to do a little jumping of our own in Fort Worth. Enjoy!

In front of the Amon Carter Museum of American Art

In front of the Kimbell Art Museum

In front of the Modern Art Museum of Fort Worth

Sarah Coffey
Assistant to the Chair of Learning Initiatives

Community Connection: Accumulation Project

What’s 2,490 feet long, made of paper, and on view at the DMA?  Hint: visit the current Community Partner Response Installation titled Accumulation Project, by Annette Lawrence, Professor of Drawing and Painting at UNT.  Over eleven months, visitors of all ages contributed to Accumulation Project during workshops led by Annette during her time as a C3 Visiting Artist.  She also invited staff from various DMA departments to help with the installation in the days leading up to its unveiling.

Do you typically invite people to help you install your work?

In different contexts, I have students or volunteers or preparators or whoever works at the gallery, museum, etc. help with installation.  I work more often with staff than with the public. For the DMA, part of the project was with the public, during workshops for people of all ages.  Often, the adults were more interested in the idea of creating a long line of paper than the children were.  Some kids got into it, depending on their personality.  At the time of installation, we were in a time crunch and invited DMA staff to help, and I was really happy with the response.  It was a pleasure working with everyone, and it seemed like it gave folks a break from their regular work. There was a great energy about pitching in.  Once everyone was there, the installation was finished quickly.

The help of other people can cut the installation time in half.  At the MFA Houston Glassell School of Art, l had one guy working with me consistently, and people coming in and out through the day to install Theory.  That took us six days.  Usually when someone starts working with me, they start to own the piece: they’re committed and want to see it finished.  In this case, my helper wasn’t an artist; he was the maintenance guy, and he had time to help.

Theory, Annette Lawrence, 2003, installation at the Glassell School of Art, Houston, TX

What do you enjoy about teaching college students?

Mainly, I enjoy the process of discovering things with them.  It depends on the level of class.  In beginning classes, students are introduced to materials and are figuring out how to use them.  After that, students pursue things that interest them, and I point them towards resources.  I often find I am learning with them as they explore different processes.  Lately, there has mostly been more interest in paint than anything else, but at times it veers off in other directions like installation work or sound.  Photography has also been incorporated into work as well as lots of mixed media while students are finding their own way.

You spoke at the DMA earlier this year about your work at Cowboys Stadium.  What was your initial reaction to the request for a commissioned work of art at the Stadium?

Lisa Brown of Dunn and Brown Contemporary loaded the conversation with artists who had already said yes – Mel Bochner, Laurence Weiner, Matthew Ritchie and Olafur Eliasson – she was kind of setting me up.  I said “Oh well, OK I guess I’ll do it.”  I studied Mel Bochner and Lawrence Weiner as an undergraduate student, and I was pretty excited about being in a collection that they were in.  Meeting them in real life – in the context of a celebration for the Cowboys Stadium Art Program – I could not have imagined that.

It was an odd request; a contemporary art collection at a professional sports stadium had not been done before.  I wasn’t opposed.  I was excited and interested in seeing the work happen, but it is a little bit ironic considering my interest in sports (or lack thereof) that the one permanent installation of my work is in a football stadium.

I designed the piece based on the space I was given, one of the main entryways.  In the interest of relating the piece to football, I looked up a glossary of football terms on Google.  As soon as I saw the words “Coin Toss”, I knew it was the right title.  It just fit, beyond the shape of the piece – a circle moving in space – but it also goes with the start of game, and the artwork’s placement in the entryway.  The Jones’s response to the title was so positive, and it was part of the enthusiasm for the work.

Coin Toss, Annette Lawrence, 2009, Cowboys Stadium, Arlington TX

Apart from creating things, what do you do?

Look at other people’s creations, mostly.  Looking at art, films, theater, dance, music, and all the arts take up most of my time.  Visiting friends and family is high priority, where we often talk about art.  If it’s with friends, we generally have art conversations.  With family, it can be anything.

What is your favorite holiday tradition?

Just visiting and being with good friends and family. I’m not interested in Christmas hype, but I like how things slow down a little bit and everyone is observing that this is time to spend with people you care about.  I alternate between doing Christmas or not doing Christmas.  This is a not year – we’re just not really doing it.  We’ll probably send out greetings to friends and families around New Year’s – after Christmas.  Last year, we sent a fun video, so we’re thinking about what we will do this year.  Whatever we send will be homemade.

Installing at Cowboys Stadium

Accumulation Project is on view in the Center for Creative Connections through May 2012.

Melissa Nelson
Manager of Teaching in the Community


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