Letterheady –adjective 1. overcome by a strong emotion due to a letterhead design.
Much like its sibling, Letters of Note, Letterheady is an online homage to offline correspondence; specifically letters. However, here at Letterheady we don’t care about the letter’s content. Just its design. Click here to submit any letterheads you feel are worthy of exposure. Alternatively, email me the details.
This week we visit Lenka Clayton, another Pittsburgh based artist whose work finds meaning in ordinary, everyday objects. For her assignment, she asks you to partner with someone and recreate a lost childhood object, using their memory of the object and the materials you have around you. Here are your instructions:
In which we meet Brooklyn-based artist Nina Katchadourian in Lawrence, Kansas, at the former home of American writer William S. Burroughs (1914 – 1997). Nina takes us on her journey of sorting Burroughs’s book collection and challenges you to sort some books yourself!Episode 13 Instructions:
1. Choose a person you know or would like to know better
2. Take a look at/through their library
3. Make 3 stacks of books to develop a portrait of the person 4. Upload it to your social media platform of choice using #theartassignment 5. Fame and glory (your work might be featured in a future episode)
Arts.mic or Mic.com just published an interesting article on art’s effect on the human brain. Some of the highlights of the article were that “experiencing art decreases stress levels” and that “the brain is hardwired to process art.” The article also noted that the biggest benefits come from actually producing art.
“Along with the perks of enjoying and experiencing art, there are real-world benefits to making the art with your own two hands. According to a 2014 study, producing visual art improved psychological resilience and increased brain activity for the participants by the end of the experiment.
The study had two groups of recent retirees. One group was given lessons by an art educator and the participants actively created pieces of visual art that displayed their own personal form of artistic expression. The other group was treated more like a discussion class, where they talked about and interpreted selected paintings and sculptures. Both groups had their brains scanned before and after the period of courses.
The brain scans of the two groups before the classes (T0) and after 10 weeks (T1).Source: Anne Bolwerk/PLOSOne
Of the two groups, the one that produced art reaped the neural benefit of increased connectivity in the brain’s default mode network over the ten weeks of art class. This area deals with cognitive process like introspection, self-monitoring and memory.
As Hyperallergicpoints out, the researchers speculate that the first group got the gains because of the combination of motor and cognitive processing. They state in the study, “The visual art production intervention involved the development of personal expression and attentional focus on self-related experience during art creation.” Utilizing motor skills and thinking about art together becomes more beneficial instead of doing either separately. “
In a recent SPIN article REM frontman Michael Stripe is prompting students at NYU in a new collaborative project “NEW SIGHTS, NEW NOISE”.
“Each week, Stipe and a different special guest will give the class’ 18 students a prompt, and they’ll respond with ‘100 images and gifs, both found and made, all of which will be uploaded to a private class website,’ and projected on the walls, automatic for the people (sorry). At the end of the class, the space at 80 WSE Gallery will open up to the public so they can see what they accomplished.”
The Inspiration Station is a center in the CRES Studio that young artists can visit for:
– Art History Books
– Reference Books
– Science Specimens
– Still-life Supplies
– How-to-Draw Books
– Drawing Prompts
Each year the 3rd Grade students of Maine spend a large part of the year learning about our beloved home state. The video below illustrates a collaboration between the music educator at my school, Karen Littlefield, the artists and musicians of Coastal Ridge Elementary School, and myself.
The students perform Mike Nobel’s “Coast of Maine” for their spring concert “Maine Night”. Students in the CRES studio were asked to create thumbnail sketches and then a finished piece based on the lyrics.
Coast of Maine (On the Coast of Maine) Lyrics
By Mike Nobel
Welcome to a day along the coast of Maine
No place could ever be more beautiful to see
Stars are in the sky on the morning tide
The fishin’ boats are rockin’ the ocean birds are calling,
“Welcome to Maine” “Welcome to Maine”
Come see the sunrise high on Cadillac Mountain
Come see the sailboat reaching for the horizon
Come let the water carry you away
Along the rocky coast of Maine.
On a stormy day along the coast of Maine
The salty winds are singing, the buoy bells are ringing
On the rising tide, waves are breaking high
and when the storm is clearing, it’s Mother Nature saying:
“Welcome to Maine” “Welcome to Maine”
Come see the rainbow rising over the island
come see the children racing into the ocean
Come learn the song in the music of the waves
On the rocky coast of Maine.
“As part of a promotion for the Sydney International Food Festival, the advertising agency WHYBIN\TBWA designed 18 national flags using foods each country is commonly associated with and that would also match the colors of the flag.”
Our second graders have been studying what makes up a community in their classrooms. In art we have been talking about what it means to collaborate and be part of a community. The second graders in Mrs. Foster’s class did a fabulous job of brainstorming all of the amazing things that make up our community here in York, ME.
Second grade students at CRES have been studying Japan. To go along with their unit we have been exploring pinch pot tea cups and origami.
Here was our schedule for making these beautiful works of art.
Week 1: Build Pinch Pots.
When students were finished they had a choice of working with blocks or working in their sketchbooks.
Week 2: Decorating Their Greenware
The greenware pinch pots were able to dry slightly durning the week so students were able to decorate them with engobes. When students were finished they had a choice of working with blocks or working in their sketchbooks.
Week 3: Origami and Bisque Fire.
Once the pots were no longer cool to the touch they were bisque fired. During this week we took a little time to learn about origami. I started off the class by reading them a Japanese folktale about two frogs and then we worked together as a class to create this simple origami jumping frog. When students finished they were able to embellish their frogs, play with blocks, or work in their sketchbooks.
Mrs. Harrod’s Frogs
Best Frog Faces
Adding some finishing touches to the frogs.
Week 4 (A): Glazing
Students put three coats of clear glaze onto their tea cups. We did each layer as a group. When students had time in between layers they had a choice of working with blocks or working in their sketchbooks.
Glazing their pinch pot tea cups.
Audrey working on a pattern.
Cheyenne creating a gazebo.
Collaborating together on a sculpture.
Working in their sketchbooks.
After I complemented Lexi on her awesome design she decided she wanted to make one for me.
Week 4(B): Glaze Fire
All the pots made it!!!
Anticipating their tea cups!
Week 5: Tea Ceremony
To celebrate the end of their unit we had a mini tea ceremony. Students gathered in the second grade pod, where they were given their finished tea cups with a little lemonade. We then watched a 6 minute tea ceremony video and had a group “cheers” to their hard work.