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- 2. Each year, The Art Connection (TAC) students spend a great deal of time, 18 Saturdays to be exact, in the museum’s galleries exploring the permanent collection and temporary exhibitions to get inspiration for their own works of art. Students who returned to TAC in October were surprised to discover the newly reinstalled Scaife Galleries. Their reactions were unanimously favorable and appreciative of the new, lively wall colors and arrange- ment of their favorite artworks (“friends”) in the galleries. The influence of each student’s “friend” in the gallery is apparent in the works of art displayed in this year’s annual student exhibition, which presents a selection of artworks created by TAC students in grades five through nine during the 2012–13 school year. The Scaife Galleries reinstallation prompted some students to think about the galleries and ask questions about the museum itself, such as, “Who makes decisions about what museums should look like?” and “If I could redesign the museum, what changes would I make?” These questions especially resonated with this year’s seventh- and ninth-grade students, who present works of art that are reflective of the museum’s spaces and their own experiences as frequent museum visitors. Students also gained inspiration from exhibitions such as White Cube, Green Maze: New Art Landscapes; Inventing the Modern World: Decorative Arts at the World’s Fairs, 1851– 1939; and Cory Arcangel: Masters. Eighth- and ninth-graders had a special opportunity to meet artist Cory Arcangel, whose advice to them was to “make lots of stuff” because “the more stuff you make, the more good stuff you make.” This was great advice for our students who, with the help and guidance of teaching artists, produced an impressive quantity of artworks this year, which is why we have so much great stuff to share with you in the 2012–2013 student exhibition! I would like to extend special recognition to this year’s exceptional group of ninth- grade students, many of whom have attended The Art Connection for five years. I wish you continued success and creativity in all of your endeavors! Ashley Andrykovitch Assistant Curator of Education Children’s and Family Programs Carnegie Museum of Art We wish to thank the Hear Me project of Carnegie Mellon University’s CREATE Lab, for making it pos- sible to hear the comments of Art Connection students in the exhibition. We also thank the Hulme Charitable Trust, the Scaife Family Foundation Fund, and the Anna Foner Cohen Fund for their generous support of The Art Connection. In addition, we thank Pittsburgh Public Schools and Propel Charter Schools art teachers for recommending students for scholarships. THE ART CONNECTION The Art Connection exhibition, 2012
- 3. Students Alexandra Benton Johnaila Cole Sonya Coltin Damien Davila Rees Edwards Zeana El-Hajomar Kurt Engelhardt Angi Fulton Sarene Goetz Brianna Haenel Michal Hajlasz Kyra Honeygosky Arianna Isbell Paige Jubeck Hunter Kiedis Gwen Kottler Leona Lipowcan Skylar McCormack Shria Moturi Rania Namoro Daniela Naumov Oluwatofunmi Olaore Abbey Parker-Blier Julie Piasecki Jeanille Polozoff Trent Ramsey Chenoa Morgan Scotti-Eirene Sanjita Sigdel Emma Steckline Ameila Sterling-Angus Nathaniel Stuckey Frankie Tomasic Kelsey Waite Chip Ward Keara Yasko First year Art Connection students developed drawing, painting, and sculpting techniques as a foundation for the following four years. Each project centered on the theme of art and nature, par- ticularly observation of the natural world and its creative transfor- mation. Inspired by portrait paintings in the museum’s collec- tion, students created multi-layered self-portraits in oil pastels conveying an emotion of their choice They then set their portaits in an environment that- reinforced the emotion. Fifth-graders also created mixed-media wearable artworks after studying the influence of nature in the work of American Indians, ceremonial clothing related to gods and goddesses of ancient Egypt, and a ceremonial mask worn in Cameroon. In a project titled Explor- ing Our Neighborhoods through Landscape, the students viewed landscape paintings from the museum’s collection, and then created multi-layer landscapes with acrylic paint depicting what is important to them in their own neighborhood. grade 5 ART & NATURE
- 4. grade 6 HISTORICAL ART Students in the sixth grade explored artistic techniques from a range of historic periods—from ancient Greece to the Italian Re- naissance to contemporary art. They viewed images of cave paint- ings and other works by early cultures, and made observational sketches of animal specimens from the natural history museum’s collection. They also created their own pigments from natural materials, and made drawings in pastel and charcoal on sandpa- per surfaces. The sixth-graders created human figure sculptures with naturalistic proportions and volume after viewing the ways in which ancient cultures portrayed the human form. They also made gesture drawings of artworks in the collection and their fellow classmates to practice capturing expressive motions. Sixth-grade students also learned the Renaissance technique of chiaroscu- ro—dramatic shifts of light and dark—to convey volume. They cre- ated chiaroscuro self-portraits in pencil and charcoal, considering the effects of light, shadow, and mood. Works such as Albright’s Among those Left and Sargent’s Portrait of a Boy informed their investigations. Inspired by photographic portraits in the collection and the Yours Truly exhibition, the students used digital cameras and portrait studio backdrops and lighting to capture self-portraits depicting a range of moods, poses, and personal stories. Sixth- graders also stretched their own canvases and created still-life paintings inspired by Impressionist works by Manet and Fantin- Latour. In a final project, students learned to create the illusion of depth and three-dimensionality by using one-point perspective. They observed and sketched the visual effects of perspective in artworks and in person, looking out of windows in the museum and the Cathedral of Learning. Students Adam Ament Ashley Cerminara Noor El-Hajomar Louise Finnstrom Kassidy Garofalo Molly Goss Anaeja Halliburton Laila Hayes Brayon Higgins Sean Ignasky Colleen Malecki Mya Marzan Brianna Mathews Lani Owens Maelyn Reed Robyn Russell Rachel Sadeh Zachary Smolar Halle Sokol Mia Stanton Lyndsey Thompson Ruby Tidrick Lily Tolchin Mackenzie Trosky Mara Jane Van Thiel Emily Wesesky Andrew Winston Rachael Kate Yanalitis
- 5. Students Charysma Adams Matthew Bakalarski Melina Bushmen Abegail Calub Teddy Caplan Briana Carder Clayton Colwell Margaret Donley Isabelle Fisher Olivia Green Aisia Johnson Sophia Kachur Angelena Lowman Miranda Marinch Noor Metwalli Gabriel Newman Allyson Piasecki Ashley Rayzer Ashante Stephens-Hoye Alaina Stewart Ellie Urich Jesse Weyand Serena Zets grade 7 ART & EVERYDAY LIFE Seventh-graders explored the role of art in our daily lives. They began by studying positive and negative space. Students gained inspiration from works of art by Rachel Whiteread and Robert Indiana before conducting space experiments of their own. They also examined text in art by viewing works in the collection by artists such as Lawrence Weiner and Christopher Wool and fo- cusing on the artists’ use of positive and negative space, color, composition, and shapes. The students then created typograph- ical self-portraits using ink and watercolor paint. After visiting the exhibition White Cube, Green Maze: New Art Landscapes, stu- dents were inspired to try their hand at architectural photogra- phy. Their photos became the basis for a second project, which challenged them to rethink museum spaces and to design new architectural installations. They created an artist proposal using their original photography, ink, and paint. Seventh-graders con- sidered the relationships between form, function, and concept, through a Conceptual Book project. They discussed the prolif- eration of printed material in our lives from books to advertise- ments to digital text and imagery. They first practiced extensive observational drawing, focusing on lines, shapes, and patterns that they saw in art and in nature. Collections in Hillman Hall of Minerals and Gems and Dinosaurs in their Time inspired their silk-screen print designs. Furniture in the Ailsa Mellon Bruce Galleries strengthened the students’ understanding of design for everyday life. Their culminating project—transforming cast-off chairs into expressive works of art—built on all of the lessons and techniques investigated throughout the year.
- 6. Eighth-graders explored the relationships between an artwork, its place of origin, and the moment in time when it was cre- ated. Artworks in the collection served as the point of depar- ture for conversations about the social, cultural, and historical contexts of art. In an Artifact Embroidery project, students investigated the historic role of samplers, and then made embroidered drawings depicting their own time and place. They referenced Mary Sampson’s Sampler from the collection, and the natural history museum’s Empowering Women exhibit. They viewed the museum’s Portable Altar and Reliquary from the European Middle Ages, and Jeff Wall’s staged scene in Tran Duc Van. Then, considering their own culture, they created three-dimensional dioramas that represented personal places where they could reflect and find peace. Eighth-graders forged a personal relationship with an artwork—their “friend in the gallery” —in the collection. Studying portraiture, they created self-portraits based on their collection “friend”. The stu- dents created clay-reliefs that told detailed personal stories, informed by memory and inspired by works in the collection. They explored the Oh Snap! project to observe people’s routine and extraordinary activities through the eyes of different photographers. They then represented their own everyday lives in symbolic linoleum block prints; after investigating color rela- tionships in artworks, they printed their linocuts in black-and- white, color on color, and over a collaged image. grade 8 Students Aubrey Adkins Maria Albert Adam Assad Noah Bakalarski Mikal J. Burns-Terney Ian Bush Sasha Coltin Kristina Garand Luke Gerben Kaspar Patrick Grundy Joseph Hrubetz Madyline Jagielski Destiny Johnson Gracie Kon Kelly McCulloch-Beatty Sara Nill Justin Novakowski Clare O’Neill Megan Paez Nick Reichert Kimberly Szemanski Brianna Zink ART REFLECTS TIME & PLACE
- 7. Students Harry Amplas Saul Bezner Julia Biertempfel LaReese Crawford Ian Helbling Jordan Jubeck Jamar Kerney Natalya Marinch Daria Och Mary Clare O’Connor LaShawn Parks Codie Piotrowski Aaron Smolar Nathan Wallace Rachel Woodhall Ninth-grade emerging artists learned to ask personally meaningful questions that served as catalysts for creative self-expression. They began by making collaborative gesture drawings., Taking inspira- tion from the exhibition Whistler and Rebellion in the Art World and Raymond Simboli’s Pinkerton Riot from the collection, they sketched their classmates in charcoal and pastels, swapping drawings at three-minute intervals. They created gestural paintings after explor- ing color theory and expressive mark-making in works such as Franz Kline’s Siegfried and Georg Baselitz’s The Mocking. Students were visited by contemporary artist Cory Arcangel, who led them through the exhibition Cory Arcangel: Masters, speaking about his artistic practice. Arcangel applies a hacker’s sensibility to a wide range of work, incorporating everything from video games and YouTube clips to Hollywood films and underground music. The ninth-graders also explored communication through popular imagery, language, and appropriation, creating performance pieces and collages. For their video projects, they captured various elements from their physical environment to cultural imagery, reflecting on everyday experiences and fantasies. For a Life Casting and Found Object Sculptures proj- ect, students used materials such as plaster and alginate to create realistic representations of their hands. They displayed found and/ or sculpted objects with their hands to communicate aspects of their individual identities. EMERGING ARTISTS grade 9
- 8. FACULTY Grade 5 Jenna Gallant graduated from the University of Pittsburgh with a BA in art history. She has been a practicing mixed-media artist in Pittsburgh since 2006. As an art educator in both the Philadelphia area and Pittsburgh for five years, Jenna has had the opportunity to teach many young artists. She feels privileged to be a part of The Art Connection legacy. Grade 6 Katelynd Gibbons has worked in children’s and family programs at Carnegie Museum of Art since 2007 and has been a teaching artist at the museum since 2010. In addition to teach- ing, she spends her time doing research, writing, and painting. Katelynd graduated from Penn State University with a BA in art history and a minor in anthropology, and is currently pursuing her MA in social sciences with a focus in history at Edinboro University. Grade 7 Kara Skylling received her BFA in fiber art from Temple University in 2007. Working in draw- ing, painting, and fiber art, her work explores pattern and process found in our natural and built environments. Since 2011, she has been the director of the Brew House Association’s Distillery Residency program, a studio residency program that builds an educational bridge between obtaining a fine arts education and establishing a career as an independent artist. Kara is also part of a team of organizers who coordinate Handmade Arcade, Pittsburgh’s first and largest independent craft fair. Grade 8 Katie Koffler holds a BFA in fiber and material studies and minor in ceramics from Cleveland Institute of Art. Her interest in teaching began by serving two terms of AmeriCorps in Cleve- land. Since 2007, Katie has worked collaboratively with fellow artist Emily Acita Croft to cre- ate and exhibit handmade jewelry as Birds of a Feather. She also draws, paints on wood, and embroiders, often focusing on the subject of “home.” Grade 9 Laurie Barnes is an MFA candidate at Indiana University of Pennsylvania. She earned her BFA from California University of Pennsylvania in 2010, and has exhibited locally and internation- ally in recent years. Her artistic practice reflects on contemporary women’s identities and the social/political conditions which contribute to gender inequality. She recently received a Graduate Professional Development grant from Indiana University of Pennsylvania, and will be participating in Alloy Pittsburgh’s 2013 Artist Residency program at the Carrie Furnaces National Historic Landmark in Swissvale, Pennsylvania. The Art Connection is a program of the Education Department, overseen by: Ashley Andrykovitch, Assistant curator of education, Children’s and Family Programs Juliet Pusateri, program coordinator and lead educator, Children’s and Family Programs Marilyn M. Russell, curator of education
- 9. www.hear-me.net General support for the museum’s exhibition program is provided by The Heinz Endowments and Allegheny Regional Asset District. Carnegie Museum of Art receives state arts funding support through a grant from the Pennsylvania Council on the Arts, a state agency funded by the Commonwealth of Pennsylvania. Turning up the volume on kids’ voices in Southwestern PA Hear Me, a project of the CREATE Lab at Carnegie Mellon University, brings together children, creative expression, technology, and youth-serving organiza- tions to empower kids of all ages and backgrounds to document and share their experiences with adults and with one another, helping inform our region’s education, youth policy, and programs. Hear Me and the Children’s Studio at Carnegie Museum of Art created an educational partnership to record and amplify the voices of young artists and art lovers, finding out what they think and feel about making and experiencing art in the museum.