Monday, January 31, 2011

The Art of Collecting

“Most of us go through the world, never seeing anything. Then you meet somebody like Herb and Dorothy, who have eyes that see.”
                                                   --Richard Tuttle, artist
He was a postal worker. She was a librarian. Together they amassed one of the most important contemporary art collections in the world.

HERB & DOROTHY tells the extraordinary tale of Herb and Dorothy Vogel, a seemingly ordinary couple who filled their humble one-bedroom New York apartment with more than 4,000 works of art over a 45-year period. Filmmaker Megumi Sasaki turns her lens on the Vogels during a critical period of transition for the couple and their cherished collection.

http://www.pbs.org/independentlens/herb-and-dorothy/film.html

Wednesday, January 26, 2011

Artist Trading Cards

Artist trading cards are small original works of art meant to be traded between other artists. They measure a mere, 2.5" X 3.5", which happens to be the same size as a baseball card. These small works of art may be constructed utilizing a variety of media and methods. Clear bags.com and dick blick.



http://www.teachertube.com/viewVideo.php?video_id=203704

Happy 172nd Birthday, Paul!


Paul CézanneStill Life with Apples and Peaches, c. 1905
Gift of Eugene and Agnes E. Meyer
National Gallery of Art, Washington D.C.
1959.15.1

"May I repeat what I told you here: treat nature by means of the cylinder, the sphere, the cone, everything brought into proper perspective so that each side of an object or a plane is directed towards a central point. Lines parallel to the horizon give breadth... lines perpendicular to this horizon give depth. But nature for us men is more depth than surface, whence the need to introduce into our light vibrations, represented by the reds and yellows, a sufficient amount of blueness to give the feel of air."

Paul Cézanne to Emile Bernard
April 15, 1904

Biography Link

Friday, January 14, 2011

Intergrating Art and Science

Lauren Redniss
Radioactive - By Lauren RednissI was drawn to the story of Marie and Pierre Curie first because it is a beautiful love story.

In 1891, 24 year old Marie, née Marya Sklodowska, moved from Warsaw to Paris, where she found work in the laboratory of Pierre Curie, a scientist engaged in research on heat and magnetism. They fell in love. They took their honeymoon on bicycles. They expanded the periodic table, discovering two new elements with startling properties, radium and polonium. They recognized radioactivity as an atomic property, heralding the dawn of a new scientific era. They won the Nobel Prize. Newspapers mythologized the couple’s romance, beginning articles on the Curies with “Once upon a time…” Then, in 1906, Pierre was killed in a freak accident. Marie continued their work alone. She won a second Nobel Prize in 1911, and fell in love again, this time with the married physicist Paul Langevin. Scandal ensued. Duels were fought.

But I was also interested in the way this story could illuminate questions that resonate far beyond the lives of its characters.

In the century since the Curies began their work, the world has struggled with nuclear weapons proliferation, debated the role of radiation in medical treatment, and pondered nuclear energy as a solution to climate change. These debates all have roots in a love story in 19th Century Paris.

To research the book, I traveled to Hiroshima to interview atomic bomb survivors, to the Nevada Test Site outside of Las Vegas to talk with weapons specialists, to Warsaw to see the house where Marie Curie was born, to the Curie Institut in Paris to interview the Curie’s granddaughter. I spoke with an oncologist exploring innovative radiation treatment in San Bernadino, California and the Idaho National Laboratory’s Director of the Center for Space Nuclear Research about how nuclear power and propulsion could enable space exploration and crystal cities built on the moon.

I made the artwork for the book using a process called “cyanotype.” Cyanotype is a camera‐less photographic technique in which paper is coated with light‐sensitive chemicals. When the chemically-treated paper is exposed to the sun’s ultraviolet rays, it turns a deep blue color. Photographic imaging was critical to both the discovery of X-rays and of radioactivity, so it made sense to me to use a process based on the idea of exposure to create the images in Radioactive.

For the text, I designed a font based on the title pages of 18th and 19th Century manuscripts in the New York Public Library’s collections. It is named Eusapia LR for the croquet-playing, sexually ravenous Italian Spiritualist medium whose séances the Curies attended. Yup.

The cover of Radioactive is printed with luminescent ink; it glows in the dark. You can see pages from the book here.

Read HarperCollins’s press release here.


Making a Cyanotype Print from Lauren Redniss on Vimeo.

Additional links:
http://laurenredniss.com/
http://www.sciencefriday.com/arts/2011/01/a-visual-history-of-radioactivity/

Thursday, January 13, 2011

Why Arts Education Is Crucial, and Who's Doing It Best

Art and music are key to student development.

by Fran Smith


Credit: Getty Images

"Art does not solve problems, but makes us aware of their existence," sculptor Magdalena Abakanowicz has said. Arts education, on the other hand, does solve problems. Years of research show that it's closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity.

Read more...
http://www.edutopia.org/arts-music-curriculum-child-development

Wednesday, January 12, 2011

Prominent Chinese Artist’s Studio Torn Down

Agence France-Presse - Getty Images

Ai Weiwei standing in the rubble of his studio in Shanghai on tuesday.
Born in 1957 in Beijing, Ai Weiwei has played a key role in contemporary Chinese art over the last two decades.

The artist, who helped create the Olympic "Bird's Nest" stadium in his home city, has been highly vocal about human rights issues in his country.

Sources:
http://www.bbc.co.uk/news/world-asia-pacific-12174873
http://www.nytimes.com/2011/01/13/world/asia/13china.html

"Where Good Ideas Come From"

Where Good Ideas Come From: The Natural History of Innovation
(kwgs) - On this installment of our show, we speak with bestselling author and new-media guru Steven Johnson about his latest book, "Where Good Ideas Come From: The Natural History of Innovation." As one critic, writing for Publishers Weekly, has noted of this fascinating volume: "Johnson . . . delivers a sweeping look at innovation spanning nearly the whole of human history. What sparks our great ideas? Johnson breaks down the cultural, biological, and environmental fuel into seven broad 'patterns,' each packed with diverse . . . anecdotes that [he] synthesizes into a recipe for success. A section on 'slow hunches' captivates, taking readers from the FBI's work on 9/11 to Google's development of Google News. A section on error takes us through a litany of accidental innovations, including the one that eventually led to the invention of the computer. 'Being right keeps you in place,' Johnson reminds us. 'Being wrong forces us to explore.' It's eye-opening stuff. . . . Another mind-opening work from the author of 'Mind Wide Open.'" © Copyright 2011, kwgs

http://www.publicbroadcasting.net/kwgs/news.newsmain/article/0/1/1745907/StudioTulsa/’Where.Good.Ideas.Come.From’

Thursday, January 6, 2011

10 Lessons the Arts Teach

1. The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.

2. The arts teach children that problems can have more than one solutionand that questions can have more than one answer.

3. The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.

4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity.
Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.


5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.

6. The arts teach students that small differences can have large effects.The arts traffic in subtleties.

7. The arts teach students to think through and within a material.All art forms employ some means through which images become real.

8. The arts help children learn to say what cannot be said.When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.


SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications.

Wednesday, January 5, 2011

Creative Beginings


Artifacts was founded by Brian Arneecher and an amazing group of his students from Jenks High School in the summer of 2005.  What began as a "main street movement" to assist local artists exhibit their creations has now continued to evolve into a creative consulting firm of highly talented individuals dedicated to protecting the interests of local artists, fine arts educators and their committed students.

Artifacts strives to assists schools and non-profit organizations in the following endeavors:
  • Grant writing and management
  • Artistic program development
  • Creative blogging
  • Artistic networking
  • Fundraising for innovation
  • Private art instruction 
  • Portfolio development
  • Scholarship searches
Please contact Brian Arneecher at artifactsok@gmail.com if you have any questions.