TheDeltaArtistsAssociationGalleryGuideThisGalleryGuidewasdevelopedtohelpyouenjoyyourupcomingtriptoTheDeltaArtistsAssociationMembershipExhibitionondisplaythroughOctober29,afreefieldtripwithahands‐oncomponentforthird‐gradestudents,sponsoredbyTheGreenvilleArtsCouncil.

TableofContents

Introduction

InformationabouttheDeltaArtistsAssociation

BeforeandAfterPicturesScienceConnection

ThisLandisYourLand

ScienceConnection

Iwantthisone!LanguageArtsConnection

ArtNews:InterviewanArtistinYourCommunity

SocialStudiesConnections

ArtistBiographiesFormoreinformation,contactKathrynLewis,DirectorofEducationatklewis@greenville‐arts‐council.comToscheduleatour,calltheGreenvilleArtsCouncilofficesat662‐332‐2246

3rd

IntroductionThisGalleryGuidewasdesignedtohelpyouandyourstudentsnotonlyprepareforyourupcomingfieldtriptoseetheDeltaArtistsAssociationMembershipExhibition,buttoextendthisartsexperiencethroughoutyourcurriculum.Wehavetakenspecialcaretopointoutconnectionstospecificcompetencieswiththelessonsoutlinedinthispacket.BeforeandAfterPicturesScienceConnection:

Studentswillbegintolearnhowartistsandscientistsaresimilar.Theywillrealizethatobservationisanimportantskillforthesetwoverydifferentacademics.

ThisLandisYourLandScienceConnection: Studentswillconsiderourlandscape,amajorinfluencetomanyartists,andhowits featurescametobeandconsiderwhyitissuchanimportantpartofourarea’sidentity.Iwantthisone!LanguageArtsConnection:

Studentswilllearntheskillsnecessarytowritepersuasively.Thislessonwillhelpstudentsfocusonthebasicskillsneededtocreatestrongargumentsintheirwriting.

ArtNews:InterviewanArtistinYourCommunitySocialStudiesConnection/LanguageArtsConnection:

Studentswillpracticebasicresearch/interviewingskills.Inthislesson,studentswillwriteanarticlefortheirclassnewsletter,andtheywillgainanunderstandingoftheroleofartistsinourcommunityandwhatinfluencesthem.

UsethefollowinginformationontheDeltaArtistsAssociationtoreadyyourclassforthefieldtrip.Wehopethisguidewillhelpyouinintegratingthisexperienceintothevaluableworkyoudoeverydayintheclassroom.Thanksfortakingthetimetolookthroughit.

InformationabouttheDeltaArtistsAssociationWhatistheDeltaArtistsAssociation?OnWednesday,April17,2002,agroupoflocalvisualartistsmettoestablishanassociationforartistsintheDelta.ItwasthenthattheDeltaArtistsAssociationwascreated.TheAssociation’spurposeisto“supportandpromotevisualartistsintheGreenvilleArea.”Visittheirwebsiteathttp://deltaartists.com.Someofthefoundingmembers–JamieTate,JuanitaGray,andLibbaBurle–arestillinvolvedandyoucanlooktoseeiftheirworkisrepresentedinthisexhibitionwhenyoucomeforyourvisit.TheGreenvilleArtsCouncil(www.greenville‐arts‐council.com)isproudtobeaffiliatedwiththisorganizationthathelpsfulfilltheArtsCouncil’smission“topromotetherichculturalheritageoftheregionandstimulateandencourageculturalactivities,artsappreciation,artseducation,andthecreativeworksofartists.”

BeforeandAfterPicturesScienceConnections:1.Applyconceptsinvolvedinascientificinvestigation.(Inquiry)b.Describefamiliarobjectsandeventsusingthesensestocollectqualitative(e.g.,color,size,shape)information.(DOK1)3.Describethecharacteristics,structures,lifecycles,andenvironmentsoforganisms.(LifeScience)LanguageArtsConnection:3.Thestudentwillexpress,communicate,orevaluateideaseffectively.b.Thestudentwillcomposedescriptivetextusingspecificdetailsandvividlanguage.(DOK3)VisualArtsConnection:12.Begintounderstandwaysthatmajorconceptsandtechnologiesofthevisualartsrelatetothoseintheartsandotherdisciplines.(Connections)

ArtistsandScientistshavetobegoodobservers.Anartisthastoobserveandexperiencetheircommunityandenvironment,whichisthenreflectedintheirart.Asthirdgradestudentsstudytheircommunity,payingattentiontohowartistsseethesameenvironmentcandeepentheirunderstandingoftheirsurroundingsbyexposingthemtoavarietyofperspectives.Scientistshavetocarefullyobservetheirenvironmentsandtheirworkisaffectedbytheirsurroundings.Whenwewatchclosely,learnandexperience,webecomebetterscientistsandartists.ObservingNatureBeforeyoubeginteachingaboutatopicsuchasaparticulartypeofplant,haveyourstudentsdrawa“before”picture.Givethem10‐20minutestodrawwhattheythinktheplantlookslike.Makesureyoutakeuptheirdrawings.Holdontothemuntilyoufinishtheunit.Oncethestudentsaredone,begintoexplaintothemthatifwehaveabetterunderstandingorknowledgeofsomethingitcanmakeourdrawingsbetter.Artistsspendlotsoftimelookingandlearningaboutobjectsinordertocreatebetterdepictionsofthemintheirartandtobeabletorepresentthedetails.Scientistshavetobecarefulobserversofnaturetounderstandhowvariouspartsoftheenvironmentimpactoneanotherandtobestprotectandpreserveit.AscientistfromyoulocalWildlifeandFisheriesofficeorarelatedorganizationwouldbeanexcellentguestspeakeronthistopic.Thenhaveyourstudentsbeginstudyingtheunitincludinglearningaboutthestructureandvariouspartsoftheplant.Havethemlabelthepartsandlookatavarietyofpicturesandtheactualplantoritemstudiedifatallpossible.Herearetwoactivitiesyoucandotohelpincreasetheirunderstanding:CompareandContrastHavethestudentsexamineartdepictingplantsandothersubjectmatterfromnature.Reviewtermslikestilllife(animageofagroupofnon‐movingobjects)andlandscape(animageof

sceneryfromnature).Havestudentssortpicturesaccordingtothosecategories.(Aselectionofpostcardsorimagescutfromoldcalendarsormagazinesworkwillforthis,buttheactivitycouldbedoneusingonlineimagesasaclassaswell).Youcanevenhavestudentslabelthedifferentpartsoftheplantondifferentimages.*AgoodartisttolookupisGeorgiaO’KeeffeVividDescriptionsAskstudentstowriteaparagraphdescribingindetailaspecificlivingthing–flowers,trees,animals,birds,etc.–foundintheircommunity.GototheCypressPreserveorotherareawheretheycanobservenatureupclose.Remindthemabouttheimportanceofcarefulobservation.Havethestudentsusenewvocabularytheyhavelearnedsuchasthenamesofdifferentplantsandthepartsoftheplants.Havethembespecificanddescriptive.Youcanalsoconnecttothestudyofadjectivesinthislesson.

ShowWhatYouKnowNow,thatyourstudentshavespentsometimereallylookingandlearningaboutplantsinourenvironmenttheyarereadytocreatetheir“after”pictures.Beforetheybegin,remindthemthatthebestartistsaretheoneswhotaketheirtimeandreallystudywhattheyaredrawing.Theirartisavisualrepresentationofwhattheyknowabouttheirsubject.Whentheyfinishyoucancompareandcontrasttheirfinaldrawingswiththeir“before”pictures.Askthemtoshareatleastonedetailintheir“after”picturesthatwasmissingintheir“before”pictures.Resources:PollinationandPartsoftheFlower‐IncludesWorksheets‐http://www.lessonsnips.com/lesson/pollinationVarietyofInformationaboutPlants‐http://www.theteachersguide.com/plantsflowers.htm

ThisLandisyourLandScienceConnection:4.DevelopanunderstandingofthepropertiesofEarthmaterials,objectsinthesky,andchangesinEarthandsky.b.CompareandcontrastchangesintheEarth’ssurfacethatareduetoslowprocesses(erosion,weathering,mountainbuilding)andrapidprocesses(landslides,volcaniceruptions,earthquakes,floods,asteroidcollisions).(DOK2)VisualArtsConnection:8.Understandthatartworkreflectsthetimeandcultureinwhichitwascreated.(History/Culture)a.Recognizethatlifeexperiencesinfluencethecreationofworksofart.b.Identifypersonalandculturalfactorsthatinfluenceanartist’swork.

DownintheDelta

WhatdoesitmeantoliveintheDelta?Whatisadelta?Whatissignificantaboutthelandscapeweseearoundusandwhatforcescreatedit?Whatforcesarenearus?BeginbyaskingstudentshowtheywoulddescribethelandscapeoftheDeltatosomeonefromanotherpartoftheworld.Haveyourstudentslookatamap(topographicalifpossible)anddiscusstheareaaroundGreenville.Whatforcesarenearbythatcouldhavehadsomethingtodowiththecreationofthelandformsorsurfaceofourarea?Askiftheyhaveeverheardofthisareaexperiencingflooding.

delta Adeltaisalow,waterylandformedatthemouthofariver.Itisformedfromthesilt, sandandsmallrocksthatflowdownstreamintheriverandaredepositedinthedelta.A deltaisoften(butnotalways)shapedlikeatriangle(henceitsname,delta,aGreek letterthatisshapedlikeatriangle). Source:http://www.enchantedlearning.com/geography/landforms/glossary.shtml

LandscapesLandscapesarequiteacommonsubjectofartinourarea.Theflatfieldsareinspiringtoalltypesofartists.Considerwhyartistsliketorecreatetheirsurroundingsinart.Lookoutthewindowsoftheclassroomorgooutontheschoolgroundsandtakenoteofthetypeoflandscapethatsurroundsusthatwemaynotnoticeonadailybasis.LookatavarietyoftypesoflandscapesinmagazinepicturesorontravelsitesontheInternetandcompareandcontrastotherlandscapestoours.WhenyouvisitthegalleryatE.E.Bass,noticehowmanyartistsrepresentedtypicalDeltascenesintheirwork.ComparethosetootherlandscapesintheexhibitionthatareclearlynotpicturesoftheDelta.Howcanyoutell?Whatisdifferent?WhydoyouthinkDeltaartistshavemadepicturesofsuchdifferentlandscapes?

Resources:SeethemapoftheentireDeltaareaathttp://www.nps.gov/history/delta/maps/map_area.htmReadaboutthevariousecoregions(particularlytheLowerMississippiRiverineForestProvincefoundjustabovethesectiononForestResources)includinginformationabouttheclimateandtypesofplantsandanimalscommonineachandabouttheLowerMississippiRiverFloodsathttp://www.nps.gov/history/delta/volume2/natural.htm#geologySeethemapanddescriptionofthemorerecentlandscreatedbytheriverinsouthernLouisianatodemonstratethattheprocesscontinuestodayathttp://www.nationalatlas.gov/articles/geology/features/delta.htmlAndreadmoreabouttheirformationathttp://www.lacoast.gov/landchange/basins/mr/

Iwantthisone!LanguageArtsConnection:3.Thestudentwillexpress,communicate,orevaluateideaseffectively.d.Thestudentswillcomposeinformationaltextandatleastthreesupportingdetails.(DOK3)e.Thestudentswillcomposeasimplepersuasivetext.(DOK3)VisualArtsConnections:12.Begintounderstandwaysthatmajorconceptsandtechnologiesofthevisualartsrelatetothoseintheartsandotherdisciplines.(Connections)b.Knowthatmath,languagearts,socialstudies,andscienceshareconceptswiththevisualarts(e.g.,patternsinvisualartsandmath)5.Describehowdifferentworksofartcanbeinterpreted.(CriticalAnalysis)a.Knowhowtousereading,writing,andspeakingskillstocommunicateinterpretationofart.b.Knowhowtosupportanopinionaboutartwithanexample.

Please,IBegYou

Introducepersuasivewriting.Haveyourstudentslookatdifferentexamplesofwritinganddiscusswhatmakessomethingpersuasive.Createsentencestarterstohelpthemunderstandwhatitmeanstopersuadesomeone.Writeanexampleontheboardfortheclassandexplainwhyitisanexampleofpersuasivewriting.Afteryouaredoneexplainingyourpieceofpersuasivewriting,havetheclasswriteonetogether.Havestudentsexplainwhyitisanexampleofpersuasivewriting.Onceyoufeelstudentsarecomfortablewiththisconcepthavethemwritetheirownexamples.

YouDecide

Whilevisitingthegalleryorbycreatinga“gallery”inyourclassroombydisplayingseveraldifferenttypesofartwork,havethestudentspretendthattheyaretheprincipaloftheschoolandalocaldonorhasagreedtopurchaseapieceofartfortheentryway.Theyareinchargeofpickingitout!Thechallengeisthattheyallhavetoagreeononeworkofart.Haveyourstudentslookattheartworkinthespaceandchoosetheirfavorites.Haveyourstudentswritedowntheimportantinformationabouttheartwork(Artist,Medium,Date,Title.)Then,askthemtowritethreepersuasivereasonswhytheworktheyselectedshouldbechosen.Remindthemwhatyoudiscussedintheclassroomaboutpersuasivewriting.Allowthemtotrytotalkoneanotherintotheirchoicesbycreatingstrongargumentstosupporttheirselections.Remindthemthatbeingassertivedoesnotrequirebeingrudebutisagoodlifeskilltodevelop!Resources:PersuasiveWritingIdeas‐http://www.proteacher.org/c/650_Persuasive_Writing.html;http://www.proteacher.net/discussions/showthread.php?t=132564TwoWorksheetPersuasivewritingprompts‐http://www.skymountaincs.org/handbook/writing/persuasiveprompt3rd.pdf

ACLASSNEWLETTER:InterviewanArtistinYourCommunitySocialStudiesConnection:4.Identifytheinterdependenceofeconomics(self/family,school/neighborhood,andlocal).(C,H,E)d.Describethedivisionoflaborwithincommunities(e.g.,awarenessofjobsandcareers).(DOK1)LanguageArtsConnections:2.Thestudentwillapplystrategiesandskillstocomprehend,respondto,interpret,orevaluateavarietyoftextsofincreasinglength,difficulty,andcomplexity.c.Thestudentwillrecognizeorgenerateanappropriatesummaryorparaphraseoftheeventsorideasintext,citingtext‐basedevidence.(DOK2)c.2Writesummariesthatcontainthemainideasofthereadingselectionandthemostsignificantdetails.3.Thestudentwillexpress,communicate,orevaluateideaseffectively.d.Thestudentwillcomposeinformationaltextandatleastthreesupportingdetails.(DOK3)f.Thestudentwillgeneratequestionsandusemultiplesourcestolocateanswers.(DOK3) VisualArtsConnections:6.Understandtheimportanceofartistsindifferentcultures,times,andplaces.(History/Culture)a.Identifytherolesofartistfromvariouscultures,timesandplaces.b.Identifythewaysthatartistscontributetotheschoolenvironment.c.Recognizetheeffectofartinthehomeandthecommunityd.Knowhowartistsaffectthecommunityinwhichtheylive(e.g.,architects,commercialartists,muralists,industrialdesigners,landscapearchitects).11.Recognizethatvisualartsconceptsandskillsareintegratedinothersubjectareasforuseineverydaylife.a.Identifywaysthatart,music,dance,anddramaareusedtogetherinthecommunity.b.Knowexamplesofvariouscareersthatrequirearttraining.12.Begintounderstandwaysthatmajorconceptsandtechnologiesofthevisualartsrelatetothoseintheartsandotherdisciplines.(Connections)b.Knowthatmath,languagearts,socialstudents,andscienceshareconceptswiththevisualarts(e.g.,patternsinvisualartsandmusic).

SearchandRe‐searchTakethisopportunitytoteachyourstudentsabouttheresearchprocessandhowitrelatestothewritingprocessandtheart‐makingprocess.Thiscouldbeaunitthatinvolvesmanyofyourstandards.Discusstheroleofanartistandthendiscusswhatmakessomeoneanartist(thereisnorightanswersoallowstudentstoconsidermultiplepossibilities.)Thenexplaintoyourstudentsthedifferenttypesofsources(Primarysources,etc.).Explainthatsometimeswereadtolearninformation,butsometimeswecantalktosomeonetogetinformation.Thenbegindiscussingdifferenttypesofquestionstheycanasktheirintervieweetolearnmoreaboutbeinganartist.ContacttheArtsCounciltoscheduleatouroftheexhibitionwhenyoucanmeetaDAAartistorscheduleonetovisityourclassroom.Havethestudentspreparetointerviewtheartistbyreadinganddiscussingabiographyand/orartiststatementbythatartist.(Someareincludedinthisguide,butmanymoreareavailableontheDAAwebsiteathttp://deltaartists.com/bios/index.shtml.)Trytolearnabouttheircareersandhowtheycontributetothecommunity.

IntheGalleryHaveyourstudentscontinuetoresearchinthegallery.Letthemchooseanartworkbytheartisttheyareresearchingorhavethemchooseacoupleoftheirfavorites.Havethemdescribewhattheyseeindetail.Remindthemthattheywillhavetoincludetheirdescriptionsintheirarticle.Explaintothemthatagooddescriptionwillcreateapictureinaperson’smindwhentheyreadit.Whileinthegalleryhaveyourstudentssharetheirwritingandcritiquethemtomakesuretheyhavegivenenoughdetail.PublishHaveyourstudentstaketheirresearchandwriteanarticlefortheclass“ArtNews.”Besuretohavethemincludetheirdescriptionsoftheartworktheysawinthegalleryandquotesfromtheirinterviews.Assignroleslikephotographer,editor,graphicartist,etc.togetthejobdone.Resources:InterviewLessonPlans‐http://www.readwritethink.org/lessons/lesson_view.asp?id=17;http://www.lessonplanspage.com/SSLACommunitiesUnit‐CommunityInterviews3.htmCreatingaClassroomNewsletter‐http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Newsletter%20Resources.htm;http://www.colorincolorado.org/article/13285

ArtistBiographiesKathyDavisDayKathyhasbeenan“artsandcrafter”formanyyearsusuallypaintingorrevitalizingbirdhousesthatherDaddymadeorcastofffurniturethatneededanewstartinlife.Itwasn’tuntil2007when she signed up for an art class at the encouragement of a friend that her passion forpaintingwasignited.ShestartedherworkusingacryliconcanvasandpaintingscenesfromtheMississippiDeltaoritemsthathadlotsofcharacterandpersonality.Makinganattempttotrysomethinga littledifferentwithacrylicpaint inthefallof2007,Kathyarrivedatatechniquethat she refers to as “striated painting”. Using acrylic paint, she spreads and blends variouscolors on strips of wax paper. Texture is added and the colors are swirled and blendedproducingsomeveryinterestingcombinations.Thesheetsarehunguptodry.Oncecompletelydryandwithanideainhermind,Kathybeginscuttingthecoloredsheetsintoirregularstrips.Usingadecoupagemedium,shefixesthemtoacanvasboard.Thestripsdryforseveralhoursandthenareevaluatedforthenextstage.Usingthisstriatedcanvasasthebackground,Kathybegins to paint in objects to embellish or enhance the painting. Trees, barns, fences, evensunflowersmaybeaddedtoenhancea“landscape”.Koifishmaybeaddedtothemottledbluebackgroundstogivethefeelingofmovementandtheflowofwater.Thistechniquehasbeenunique to the artist and one that appeals to her original arts and crafter background. Eachpaintingistrulyanindividualworkofart.Kathy’sbackgroundisfarfromartisticinnature.ShegraduatedfromDeltaStateUniversitywithadegree inChemistryandBiology.Shegraduatedfrom Baptist Medical Center in Memphis, TN, with her certification in Laboratory MedicalTechnology. She currently works for Siemens Medical Solutions Diagnostics as a technicalapplications specialist. She and her husband, Kenny, enjoy living on Lake Chicot with theirmenagerieofrescueddogsandcats.JamieTateJamieTateisanabstractartistresidinginMississippi.Jamie’sseedsofcreativeinspirationarealmostalwaysplantedbyherobservationsofthefields,theforests,thepeople,andtheculturesthatmakeupthe“CrazyQuilt”oftheMississippiDelta.LandscapesareattheheartofJamie’swork—herpersonalinterpretationoftheMississippiDelta—evolvingovertheyearsfromrepresentationalworktothecontemporaryandabstractstyleoftoday.Jamiehasearnednumerousawardsforherartandcontinuallypresentsherworksatsoloexhibitsandgroupexhibits.SheisafoundingmemberoftheDeltaArtistAssociation,andhasheldBoardofDirectorseatsontheGreenvilleArtsCouncilandtheMississippiArtColony.ShehaspreviouslyheldBoardofDirectorseatsforartassociationsinTexasandArkansas.Herearesomeofherthoughtsaboutherart,“Iliketothinkofmyworksas‘sophisticatedabstract.’Mypaintingsareexplorationsofcolor,lines,andtextures—experimentationwiththematerialsandmediumsathand—layeringofpaints,mediumsandglazes,whileusingtoolstoachievetexture,richnessanddepth.Theprocessisasenjoyableasachievingthefinalresult.Iliketheuseofthemeanderinglinetodissectthecanvasanddividethespace,givingthepiecebothanaerialviewpointandalinearone,atthesametime.Techniquesvaryfrompaintingtopainting.Someareheavilytextured,whileothershaveasmoothersurface.Allpaintingsaredoneinacrylics,

startingwithdrippingwashesanddivisionofspace.Layersofcolorandtexturearebuiltwithhelpfromtools,pencilmarkings,andotherobjects.”(visitwww.jamietate.com/about.htmtoseesomeofJamie’sart)JaniceNeillDeanJaniceNeillDeanisaDeltanativewhonowresidesinBrandon,Mississippi.Sheisaretirededucator(formerprincipalofSternelementary)whonowspendshertimepaintingandentertaininghergrandchildren.Sheworksprimarilyasabotanicalartist,producingscientificallyaccuratepaintingsofflowersandfoliage,andofteninsects.KayShrospshireHellerKayShropshireHellerisadeltanativewhonowresidesinMadisonCounty.ShebeganherfirstartclassesatDeltaStateUniversity,andlaterontransferredtotheMemphisArtAcademy.Thereshestudiedwatercolor,oilpainting,lifedrawing,design,potteryandsculpture.Arttookabackseatforawhile,asshefocusedonraisingherfamily.In2004Kaypickedupherpaletteagainandbeganthere‐learningprocess.Oilsremainhermediumandsheenjoyspaintingdeltalandscapes.Shestrivestopainteveryday,andalthoughthatgoalisnotalwaysachieved.Thereisalwaysacanvasinherhomestudioandpaintingisalwaysinprogress.LyndaTrammellLyndaTrammellwasborninNewYorkCityandmovedtotheDeltaover30yearsago.ShebeganpaintingwatercolorssevenyearsagowhenshewasinvitedtojoinanartgroupinGlenAllan.Sincethenshehasenjoyedattendingclassesandworkshopsandlearningtoexpressherselfthroughherpaintings.Sheisanelementaryschoolteacher.RichardDattelRichardDattelwasraisedinRuleville,Mississippi.Hiseducationearlyontookhimtoplacesfarfromhome,althoughhecamebacktothedeltatolive.In2001,RichardwastaughtpotterybyAnnLairdJones,theassociateministeratFirstPresbyterianChurchatthattime.Thechurchsetupanoutreachprogramwithitspotterystudio,andeventuallyRichardbecamethepotterinresidenceatthechurch.SincethenhehastaughtstudentsfromtheSunflowerCountyFreedomProject,theC.A.D.E.Tprogramforkidsinvolvedinthejuvenilejusticesystem,andmanyotherorganizations.Richardfocusesontwomainobjectiveswhenworkingwithhispottery,thefirsttoimprovehisskills,makinghisworkaspleasanttotheeyeandfunctionalasausefulitemfortheowner.Thesecondobjectiveistoprovideinstructiontostudentsandadultswhodonothavetheopportunitytoworkwithclayasart.Richard’sgoalistotrytofindsomethingthateverybodycandoandenjoy,andbuildself‐esteemwhiledoingit.NoelHarrisNoelHarris,alocalattorney,isessentiallyself‐taughtandhasbeenpaintingasahobbysinceJanuary2007.Hepaintsprimarilywithoilpaintsinthearealisticstyle.Hisfavoritesubjectsarewildlifeandlandscapes.However,hedoesenjoypaintingallsubjectsincludingstill‐life,waterfowl,birds,flowersandseascapes.