Let me set the scene. The latest “snowpocalypse” bears down as you exit the CTA or navigate traffic on the I-90. When you arrive at the museum, there is a check in on Facebook and a text is sent to a friend about dinner. Receipt of an admission ticket grants entry to the galleries and the journey begins. After a few dizzying hours, looking at one amazing artwork after another, your eyes begin to glaze and your stomach begins to grumble. Do you stop? No, you press on because you must see American Gothic, but you haven’t even made it to the Modern Wing yet! * sigh * “Museum fatigue” has officially set in.
A visit to the Art Institute of Chicago can fill you with a sense of wonder about the world, provide a respite from your everyday life, or inspire and educate you all at the same time (at least we hope so)! But with 5,000 works of art spread over one million square feet, a visit can also prove exhausting.
With all of life’s pressures, slowing down to really look at art can be a challenging task. The average museum visitor looks at a work of art for 30 seconds or less. How much can really be seen in such a short amount of time? Is there a way to get our visitors to slow down and take their time? As a museum educator I think about this issue a lot.
So I developed a program called Mindfulness Mondays where instead of looking at a work of art for 30 seconds we look at it for…wait for it… 30 minutes!
(chirping of crickets and the woosh of a tumbleweed rolling past)
I know, I know. . . but hear me out on this one.
As a group we will begin with a 10-minute meditation to calm our minds and prepare for an extended look at an artwork. For 30 minutes we will consider a work of non-representational modern or contemporary art, like the Malevich painting you see above. This “looking exercise” will consist of questions that provoke all participants to look deeply, describe, wonder, and connect. To conclude, we will reflect on the experience and set a positive intention for the week ahead.
If you have ever found yourself rushing through the galleries, multi-tasking your way through life, or experiencing frustration when looking at abstract art, this program is for you.
Start your week off right. Upcoming events meet at 2:00p.m. in Griffin Court and are free with museum admission. Upcoming dates include March 30, April 13, May 4, May 18, June 8, and June 22.
See you soon!
—Emily Beaver, Woman’s Board Fellow, Department of Museum Education
Kazimir Malevich. Painterly Realism of a Football Player – Color Masses in the 4th Dimension, summer/fall 1915. Through prior gifts of Charles H. and Mary F. S. Worcester Collection; Mrs. Albert D. Lasker in memory of her husband, Albert D. Lasker; and Mr. and Mrs. Lewis Larned Coburn Memorial Collection.
Ever wake up with a pimple in the middle of your forehead and wish that you could just make it go away? In the eighteenth century, Lima’s citizens had a solution that would not only hide the pimple, but that was simultaneously stylish and sexy! Faux beauty marks made of black velvet or taffeta covered in gum arabic were the height of fashion. An ample example can be seen in the portrait of the wealthy, American-born Spaniard, Doña María Rosa de Ribera Mendoza y Ramos Galbán, which is currently on view in Galleries 212 and 212A in the Art Institute’s exhibition, A Voyage to South America: Andean Art in the Spanish Empire. And they covered more than just pimples. Large beauty marks could easily cover smallpox scars as well as unseemly sores caused by syphilis. Their beauty came not only from their ability to obscure defects, but also from the striking contrast of the dark taffeta on the porcelain-white skin that was the ideal for elite women at this time. They positively screamed to the viewer “the sun never touches this face!”
The passion for beauty marks came to South America, like so many high-fashion trends, from that center of extravagance and style, France, where they first appeared in the sixteenth century. French ladies, in fact, might wear many beauty marks, cut not only into modest circles like the one on Doña María’s temple, but also into stars, suns, moons, even trees, horses, cupids, and doves. Satirical eighteenth-century prints show women with faces spotted by numerous beauty marks. By the eighteenth century in Europe, beauty marks had acquired a symbolic language all their own. In a satirical essay published in 1764, Luis de Velasco, Marques of Valdeflores, described Spanish ladies expertly employing beauty marks as tools of flirtation. The patches not only acquired symbolic meaning depending on where they were worn, but a true flirt might carry a box of beauty marks with her so as to be able to adjust her message depending on her audience. If we were to interpret Doña María’s mark based on Valdeflores’s description, we would find that “placed on the right temple [a beauty mark] implies that she is prepared to break [with her current lover] and find a new one.” Alternately, contemporary French writers tell us that placement near the temple might convey passion, while near the lips was coquettish, in the middle of the forehead was majestic, at the center of the cheek indicated gallantry, and near the nose was risqué.
It is likely that at least some of this significance traveled across the ocean to South American along with the black beauty marks themselves, although it is hard to imagine that Doña María sat down to be painted by one of Lima’s most renowned portrait painters while wearing a beauty mark that told the world she was looking to drop her current lover and take up a new one! Beauty marks were popular in Mexico as well, where they were known as chiqueadores and function today as headache remedies. The Brooklyn Museum collection houses two portraits of a distinguished Mexican lady, as a toddler ca. 1735 and then again as a young woman in 1760. As a toddler she wears one modest beauty mark, but by the time she was an adult she was wearing 5!
But perhaps the trend will return? Guests of both genders at the opening of the Voyage to South America exhibition enjoyed wearing their own chiqueadores, as instructed by a costumed 18th-century guide.
The Art Institute also offers temporary tattoos inspired by James Ensor’s Temptation of Saint Anthony to visitors who come to see our current exhibition, Temptation: The Demons of James Ensor, proving that the museum may just be at the forefront of a new fashion in body art!
—Emily Floyd, recent Prints and Drawings intern and Tulane University Ph.D student
Pedro José Díaz (Active in Peru 1770–1810), Doña María Rosa de Rivera, Countess of the Vega del Ren, 1780s, oil on canvas. Carl and Marilynn Thoma Collection.
Miguel Cabrera (Mexican, 1695–1768), Doña María de la Luz Padilla y Gómez de Cervantes, about 1760, oil on canvas, Brooklyn Museum of Art.
Attributed to Nicolás Enríquez (Mexican, active 1730–1768), Doña María de la Luz Padilla y Gómez de Cervantes, about 1735, oil on canvas, Brooklyn Museum of Art.
POSTED BY Guest Blogger, ON December 17, 2014, Comments Off
In the current issue of the Art Institute’s Member Magazine, the “Insider’s Look” section spotlights Sarah Alvarez and Robin Schnur, two directors from our Department of Museum Education. Sarah and Robin specialize in outreach to students, teachers, and teens. Here is a continuation of our discussion in the January/February issue:
What was the first museum you visited and when did you know that you wanted to work in museums?
SA: I visited museums from a very early age and I knew I wanted to work in museum education as soon as I visited the JFK Memorial Library in Boston while I was in college. It was such a formative experience for me. The objects on display engaged my curiosity for culture and history in a way that textbooks had never been able to do. I began to realize that working in a museum could be a way to marry my love of art and my love of learning.
RS: Museums have been a part of my experience for as long as I can remember. My family often visited The Metropolitan Museum of Art and the Museum of Modern Art, and all the thrilling exhibitions and collections we visited when I was a child have merged together into one wonderfully rich memory. I didn’t know I could actually work in a museum until my senior year in high school when I took an internship at the Mystic Seaport Museum, just down the road from our house. For whatever reason, the head curator allowed me to write the labels for an exhibition about 19th-century whaling ship keels, to curate an exhibition of photographs of America’s Cup race winners, and to plan a show of needlepoint seascapes. It was all weird stuff, but what an empowering experience! I was 18 and the things I created were actually up and on view for the general public. Partly as a result of my own experiences, I feel strongly about creating opportunities for teens to engage in the life of the Art Institute. This is how aspirations are sparked and careers begin.
What is the most challenging aspect of engaging teachers and students through art?
SA: I can speak best to the experience of engaging teachers. The greatest challenge is that no one teacher is exactly the same as the next. It’s very common in our culture to make sweeping generalizations about teachers, but they are all individuals coming from different school contexts and with different motivations. As for engaging them through art, it can be particularly challenging for teachers who don’t really have a sense of the role that art can have across the curriculum—in science, math, or other subjects outside of art itself. A powerful and well-facilitated experience in our galleries is often the best way to break through that challenge.
RS: It’s challenging to figure out what is most interesting and relevant to a group of students who may come from vastly different places and experiences. When school groups arrive at the museum on the morning of their tour, we have only received limited information ahead of time about who the students are, what they’re studying, and what interests them. We have to ask ourselves how we can best use the one or two hours they’re here, making the experience relevant to their classroom studies and meaningful on a personal level. Our ongoing education program for docents, the volunteer educators who facilitate experiences for students in grades 1-12, prepares them not only to know about and be able to interpret the encyclopedic collection of the museum, but also to structure experiences in which students are encouraged to bring their own ideas, knowledge, and opinions into the conversation. Creating a space for an open dialogue about art with students you’ve just met, while at the same time taking into account the curricular needs of their teacher, and also sharing gallery space with other docents and their groups is a challenge, but it is a challenge that we enthusiastically undertake and satisfyingly meet daily here at the Art Institute.
Look for more in-depth interviews in upcoming issues of the Member Magazine. For a mobile-friendly reading experience, download the Member Magazine to your iPad today!
POSTED BY Guest Blogger, ON December 08, 2014, Comments Off
When you enter into the exhibition Ethel Stein: Master Weaver you are faced with a sea of blue—indigo blue to be precise. The midnight hue has been used for centuries in textiles across the world from Japan to West Africa to Central and South America. In these complex weavings, Stein dyed threads of varying intensities so that when woven she could build subtle abstractions out of different hues of blue. One of the lovely additions to the exhibition is a video highlighting her working process of both dying and weaving. And dying with indigo is a magical thing—it actually transforms before your eyes. So, inspired by Stein’s use of indigo and in what may be one of the last opportunities before it gets too cold to work outside, I mixed up a vat of indigo dye.
When dying with indigo, the color oxidizes, meaning that it reaches its final color as it is exposed to air. From the dye bath, it emerges a yellow-green. But within minutes it turns a rich blue (the photo shows the same skein of wool yarn over a five-minute period). Rinse and repeat and you get a more intense blue each time, which is what makes Stein’s Indigo 23 and other weavings so lyrical. The repeated introduction to the dye and rate at which the natural cotton fiber “took” the dye makes for slight undulations of color in the individual threads that make up the complex weaving. Stein, however, isn’t just dipping yarn in a vat but using a resist-technique developed in Indonesia called ikat wherein parts of the threads are prevented from being dyed. We see a similar process in Japan called shibori or in Nigeria where the Yoruba use grassy raffia to tie, stitch, and bind fabric before it is dipped in the dye vat to create intricate patterns, as seen here in this detail from a woman’s wrapper in the Art Institute’s textile collection.
Indigo is a plant that for centuries was primarily grown in India—the name indigo means “from India” in Greek—and can be used as a pigment, dye, and was even long-held as having medicinal qualities. One of the earliest recipes is from a Babylonian tablet dated 2,700 years old. In Renaissance Europe, indigo was a sought-after commodity that was associated with the coffee and spices imported from the East. Most people would know the characteristic navy hue from the blue of their denim jeans.
The beauty of Stein’s works unfolds as your eyes follow her threads, the gradual coming and going of color and pattern, and the blended textures resulting from her refined weaving processes. You don’t have to be a weaver to appreciate that which can only be made by hand. And since the exhibition has been extended to January 4, 2015, you’ll have plenty of time to look closer.
—Terah Walkup, Research Associate, Department of Ancient and Byzantine Art
Ethel Stein. Indigo 23, 1988. Gift of Ethel Stein.
Woman’s Wrapper (Adire Eleso), Yoruba Nigeria, mid-20th century. Gift of Dr. and Mrs. Jeffrey Hammer.
Looking to interact with art? Like to play with puppets? Do we have a show for you! Opening December 6 in the Ryan Education Center, Puppets! is an experimental collaboration between the Departments of Education and Prints and Drawings. There is no entry fee, and no limits to your creativity. Puppets! lets visitors of all ages get their hands on whimsical renditions of art from across the museum collection, which we’ve transformed into shadow and hand puppets. They can use them to tell their own stories. The deeply weird creatures that populate the Belgian symbolist James Ensor’s Temptation of Saint Anthony take pride of place (tapeworms, anyone?) during a major exhibition on the artist and his enormous Art Institute drawing appearing concurrently in Regenstein Hall.
In fact, when we held a Creator Party in August to make the puppets for our show, we gave our willing volunteers (staff members, artists, actual puppeteers, and several children) details from Ensor’s amazingly dark and detailed drawing as inspiration. Here’s this tapeworm puppet in process. Simply composed of a papier mâché head, acrylic paint, and a cardboard tube, all that remains to add is the soft, movable body for maximum maneuverability and storytelling prowess. Others started with knee socks, or were cut out of posterboard with x-acto knives, and accented with glue guns. Some of the puppets that were made that day can already be seen in cases in Classroom 5, but visitors won’t be able to perform with them until the show opens.
Another of our tapeworm puppets recently appeared in action, dancing madly away inside the famous Chicago Puppet Bike while we were filming part of the video for the exhibition space. Ensor’s crazy creatures didn’t seem all that out of place in this context, surprisingly enough. You’ll have to come see Puppets! for the video, but be sure to expect the unexpected.
In addition to the hand puppets we’ve developed several shadow puppets by lasercutting designs taken from other works in the collection. Look for a separate blog post about that process next month. The shadow stage will be large enough that puppeteers can use their own bodies as part of the shadow play as well. Start practicing your shadow rabbits coming out of hats now!
Visitors will even be able to make their own puppets in the library and maker space across the hallway from the exhibition. The experimental gallery, where Puppets! will be seen recently housed a do-it-yourself installation exploring the idea of still-life painting. The dextrous can use their drawing skills to copy the still lives they construct out of plastic fruit, vases, and other items, while the camera-savvy can upload photographs of their ephemeral creations to a hashtag which populates an ever-changing monitor display in the space. Puppets! will do something similar, by collecting short Instagram videos, a selection of which will appear on a screen nearby.
If all this low- and high-tech puppetry sounds intriguing, come for the puppets, and stay for the movies. We’ll be hosting a screening of Jim Henson’s The Dark Crystal in Fullerton on the evening on January 15, and a slate of related contemporary short films appropriate for teens and adults on select Friday afternoons from January to April in the Ryan Education Center. And you never know when the Puppet Bike might be putting in a live appearance!
—Suzanne Karr Schmidt, Assistant Curator, Department of Prints and Drawings