|
|
![]() Image Credit & Copyright: RASC Archives ; Acknowledgement: Bradley E. Schaefer (LSU)
Did a relative see this?: Please tell us in APOD’s discussion forum We went to the forum above and saw a post in which the writer mentioned an earlier meteor procession in 1860. Following his link, we wound up at Sky & Telescope’s website. There we found this article posted by Roger Sinnott, from June 7, 2010: Walt Whitman’s “Meteor-Procession”The meteor procession of July 20, 1860, was widely covered in newspapers and magazines of the day.Donald W. Olson What did American poet Walt Whitman mean by “the strange huge meteor-procession” that went “shooting over our heads” with “its balls of unearthly light”? These phrases appear in a short poem from Whitman’s Leaves of Grass titled “Year of Meteors. (1859-60).” Walt Whitman (1819–1892). Leaves of Grass. 1900. 100. Year of Meteors, 1859 ’60 100. Year of Meteors, 1859 ’60 YEAR of meteors! brooding year! CONTENTS BIBLIOGRAPHIC RECORD ![]() Frederic Church’s home, Olana, offers a spectacular vista over the Hudson River. It’s 150 years later, and now we know. The July 2010 issue of Sky & Telescope gives full details of a new finding by Texas State University astronomer Donald W. Olson and colleagues. This press release summarizes their results, and the article is already making waves in the general media, such as New Scientist, the Los Angeles Times, or even the Tehran Times.The Texas team links Whitman’s words to a very rare celestial spectacle — a string of fireballs that marched, duckling style, across the evening sky for residents of the U.S. Northeast on July 20, 1860. The researchers clinch their case with a little-known but beautiful painting, The Meteor of 1860, by Frederic Church.This is the latest in a remarkable series of projects that Olson and his honors classes have tackled during the past two decades. And this time, I got to tag along and see them in action.For last summer’s research trip, Olson headed to the Hudson/Catskill area of New York with coauthor (and English professor) Marilynn Olson, colleague Russell Doescher, and honors student Ava Pope. The prime attraction was Church’s magnificent home, Olana, now a museum. The staff let us spend a whole day, poring through archives to look for clues about Church’s comings and goings in the summer of 1860.Church was on his honeymoon, and Olana was still but a gleam in his eyes. So the newlyweds might have stayed in Catskill with Theodore Cole, a close friend and the son of Thomas Cole, a fellow artist of the Hudson River Valley School. It’s tempting to imagine the couple enjoying the night air, perhaps on the Cole house’s wide porch, when the meteors soared by.
![]() The Texas researchers check out the home of Thomas and Theodore Cole, situated in Catskill, New York, directly across the Hudson River from Olana. In 1860, unlike today, there would have been a grand view from this porch to the south, where the meteor procession passed. Porches! Does anyone use them anymore? People certainly did in 1860, as we learned while going through an extensive paper by James H. Coffin in the Smithsonian Contributions to Knowledge (Vol. XVI). Coffin trudged across New England with a theodolite, interviewing all the eyewitnesses he could. He found 16 in his own hometown of Easton, Pennsylvania, crediting his good luck to “the prevalent custom of our people, to sit at the front doors of their houses in summer evenings.”Coffin’s exhaustive study helped the team get a clear idea how the meteor procession must have looked, not just to Frederic Church in Catskill, but also to Walt Whitman in New York City.This is not the first time an Olson-led team has identified a chance celestial event as the catalyst for a great poet or artist’s work. Six years ago they showed that Edvard Munch’s haunting painting, The Scream, was not entirely a fantasy of the Norwegian artist’s troubled mind. The Texas researchers learned that Munch was likely an eyewitness to a blood-red sky a few months after the 1883 eruption of Krakatoa, an event that vivified sunsets around the world and caused lurid twilights as far north as Oslo. The most famous versions of The Scream were painted several years after 1883.Hey — want to hear the actual voice of Walt Whitman? The foremost American poet of his age died in 1892, but not before reciting a few lines from another poem of his, “America,” into a wax-cylinder Edison phonograph. Check it out here.
Did a relative see this?: Please tell us in APOD’s discussion forum We went to the forum above and saw a post in which the writer mentioned an earlier meteor procession in 1860. Following his link, we wound up at Sky & Telescope’s website. There we found this article posted by Roger Sinnott, from June 7, 2010: Walt Whitman’s “Meteor-Procession”The meteor procession of July 20, 1860, was widely covered in newspapers and magazines of the day.Donald W. Olson What did American poet Walt Whitman mean by “the strange huge meteor-procession” that went “shooting over our heads” with “its balls of unearthly light”? These phrases appear in a short poem from Whitman’s Leaves of Grass titled “Year of Meteors. (1859-60).” Walt Whitman (1819–1892). Leaves of Grass. 1900. 100. Year of Meteors, 1859 ’60 100. Year of Meteors, 1859 ’60 YEAR of meteors! brooding year! CONTENTS BIBLIOGRAPHIC RECORD ![]() Frederic Church’s home, Olana, offers a spectacular vista over the Hudson River. It’s 150 years later, and now we know. The July 2010 issue of Sky & Telescope gives full details of a new finding by Texas State University astronomer Donald W. Olson and colleagues. This press release summarizes their results, and the article is already making waves in the general media, such as New Scientist, the Los Angeles Times, or even the Tehran Times.The Texas team links Whitman’s words to a very rare celestial spectacle — a string of fireballs that marched, duckling style, across the evening sky for residents of the U.S. Northeast on July 20, 1860. The researchers clinch their case with a little-known but beautiful painting, The Meteor of 1860, by Frederic Church.This is the latest in a remarkable series of projects that Olson and his honors classes have tackled during the past two decades. And this time, I got to tag along and see them in action.For last summer’s research trip, Olson headed to the Hudson/Catskill area of New York with coauthor (and English professor) Marilynn Olson, colleague Russell Doescher, and honors student Ava Pope. The prime attraction was Church’s magnificent home, Olana, now a museum. The staff let us spend a whole day, poring through archives to look for clues about Church’s comings and goings in the summer of 1860.Church was on his honeymoon, and Olana was still but a gleam in his eyes. So the newlyweds might have stayed in Catskill with Theodore Cole, a close friend and the son of Thomas Cole, a fellow artist of the Hudson River Valley School. It’s tempting to imagine the couple enjoying the night air, perhaps on the Cole house’s wide porch, when the meteors soared by.
![]() The Texas researchers check out the home of Thomas and Theodore Cole, situated in Catskill, New York, directly across the Hudson River from Olana. In 1860, unlike today, there would have been a grand view from this porch to the south, where the meteor procession passed. Porches! Does anyone use them anymore? People certainly did in 1860, as we learned while going through an extensive paper by James H. Coffin in the Smithsonian Contributions to Knowledge (Vol. XVI). Coffin trudged across New England with a theodolite, interviewing all the eyewitnesses he could. He found 16 in his own hometown of Easton, Pennsylvania, crediting his good luck to “the prevalent custom of our people, to sit at the front doors of their houses in summer evenings.”Coffin’s exhaustive study helped the team get a clear idea how the meteor procession must have looked, not just to Frederic Church in Catskill, but also to Walt Whitman in New York City.This is not the first time an Olson-led team has identified a chance celestial event as the catalyst for a great poet or artist’s work. Six years ago they showed that Edvard Munch’s haunting painting, The Scream, was not entirely a fantasy of the Norwegian artist’s troubled mind. The Texas researchers learned that Munch was likely an eyewitness to a blood-red sky a few months after the 1883 eruption of Krakatoa, an event that vivified sunsets around the world and caused lurid twilights as far north as Oslo. The most famous versions of The Scream were painted several years after 1883.Hey — want to hear the actual voice of Walt Whitman? The foremost American poet of his age died in 1892, but not before reciting a few lines from another poem of his, “America,” into a wax-cylinder Edison phonograph. Check it out here. ![]() Lynne Munson Henry Matisse in Kindergarten? Leonardo da Vinci in fifth grade? These names don’t often come to mind while thinking about instruction in English Language Arts (ELA). But they should. In an age when literacy dominates public discourse on education, we must begin to think more broadly about what students read. Sure—the new Common Core State Standards (CCSS) emphasize close reading of high-quality, rigorous informational and literary texts, but they also support the “reading” and scrutiny of other forms of high-quality text. Works of art can, indeed should, be “read” in a very similar way to a poem by Shakespeare or a speech by Winston Churchill. The CCSS present an exciting opportunity for elementary school teachers (who teach all subjects), grades 6-12 ELA teachers, and arts teachers to utilize the arts to teach the literacy skills outlined by the new standards. This should be done in addition to (not instead of) teaching the arts for their own sake. David Coleman, a lead writer of the CCSS in ELA has argued: “There is no such thing as doing the nuts and bolts of reading in Kindergarten through 5th grade without coherently developing knowledge in science, and history, and the arts…it is the deep foundation in rich knowledge and vocabulary depth that allows you to access more complex text.” Because it is not always obvious how to use a painting, film, play, or dance to meet the speaking, listening, and writing standards, Common Core has illustrated this in our Common Core Curriculum Maps in ELA. Below are examples of how a teacher might design two arts-centered ELA activities using works by Louis Comfort Tiffany, Vincent van Gogh, George Seurat, and an unknown Chinese artist. These activities are written for second graders: ![]() “Mulberry Tree” by Vincet van Gogh Art, Speaking and Listening Artists often convey a sense of season in their depictions of flowers or trees. Ask students to study the Tiffany image, van Gogh’s Mulberry Tree, and the work titled Snow-Laden Plum Branches. Note that these works were created on three different continents at around the same time period. Ask students to discuss similarities and differences in these artists’ techniques for depicting the seasons. (SL.2.2) Art, Informative Writing Select a work to study—for instance, you might choose the Georges Seurat for a clear depiction of a season. Ask the students to name the season that the artist has painted. Then have students write a two-or-three-sentence explanation identifying elements in the work that led them to their observation. (W.2.2) The first activity engages students in close “reading” of three art pieces. Their settings and compositions convey a distinct message about a season. By engaging students in a discussion about their similarities and differences, students are practicing the skill outlined in the second speaking and listening standard (pg. 23) for second grade in the CCSS (SL.2.2): “Recount or describe key ideas or details for a text read aloud or information presented orally or through other media.” ![]() “Une Baignade, Asnieres” by Georges Seurat In a similar fashion, the second activity enables students to practice the skill described in standard W.2.2 (pg. 19): “Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section,” by considering a painting by Seurat. Just imagine how wonderful it would be to hear a second grader liken a summer outing in the park to Seurat’s Une Baignade, Asnieres. While both activities address specific standards, they also build two other critically vital elements: students’ vocabulary and knowledge of important works of art. These assets contribute directly to students’ growth towards becoming skilled readers, writers, speakers, and thinkers. These second grade activities are just two examples of the 179 arts activities included in Common Core’s ELA Maps that connect directly to the CCSS’ ELA standards. In fact, each of the 76 units that comprise our K-12 curriculum maps contain guidance for utilizing works of art, music, or film to teach to the new standards. As students progress through the middle and high school grades, these arts activities demand increasingly complex analysis, thereby keeping pace with the standards while continuing to expand students’ knowledge of art history, and enriching their vocabulary. In an 8th grade unit titled “Urban Settings in America: It Happened in the City,” an arts activity engages students in the study of various depictions of New York City: Art, Speaking and Listening ![]() “Nighthawks” by Edward Hopper Edward Hopper’s Nighthawks and Piet Mondrian’s Broadway Boogie Woogie, which both depict New York City, were painted in the same year. Notice the dramatic difference in these artists’ styles. The difference goes beyond realism versus abstraction. Discuss the painters’ color palettes, the distance at which they placed the viewer, and the type of space in the work. Dwell on the extent to which each artist was focused on the people versus the place. Were they depicting the same time of day? (SL.8.1, SL.8.2, SL.8.4, SL.8.5) The activity addresses four of the six speaking and learning standards in eighth grade, by having students compare the works’ composition, style, and subject. One of the standards addressed, SL.8.2 (pg.49), enables students to “analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation.” Common Core’s ELA Maps demonstrate that the CCSS are an ideal vehicle for providing students with ample opportunities to “read” art. Gearing up and tuning students’ skills of visual observation will help to develop them into insightful and analytical readers, dexterous writers, and adept speakers, while also turning them into avid art lovers. Found at HuffPostArts: Happy Birthday, M.C. Escher! (PHOTOS). Posted: 06/17/2012 10:14 am Updated: 06/17/2012 10:34 am Today we would like to wish a very happy birthday to the master of paradox himself, M.C. Escher. The Dutch artist behind never-ending staircases and gravity-defying landscapes would turn 114 years old if he were magically still alive this June 17th.
![]() Maurits Cornelis Escher was born in Leeuwarden in the northern part of the Netherlands in 1898, and spent most of childhood in perpetual uncomfort due to a reoccurring skin rash. His grades in primary school were lackluster, yet he found solace in drawing and carpentry. After surviving secondary school, he went on to study architecture and decorative arts, and decided to travel throughout Europe before settling down.
It was during this period that he became enchanted with the intricate architectural legacy of the Moors and with the Italian countryside; this was a time when he fell in love with his future-wife. The two of them settled in Rome in the 1930s, unfortunately just in time to experience the early development of Italian fascism. So he, his wife, and their sons moved first to Switzerland, then to Belgium, and finally back to the Netherlands, the cold and wet location where most of his greatest works were produced.
Photo: Image from M.C. Escher by Taschen Books.
His love for math was also a major inspiration behind his master tessellations, two-dimensional designs that showed repeated, geometric shapes with no gaps or spaces in between. He often incorporated aspects of nature into these tessellations, using birds, fish and lizards to create perfectly-balanced compositions.
![]() Throughout his career, Escher created an outstanding amount of work while lecturing and furthering his understanding of mathematical concepts like topology and the Mobius Strip. In his later life, Escher moved to a retirement home for artists in the Netherlands, where he died in 1972 at the age of 73.
The legacy of M.C. Escher’s “impossible” designs certainly lives on, as he remains a constant influence for members of the math and science community, as well as graphic designers and artists today — not to mention LEGO enthusiasts. We have a particular soft spot for this Star Wars themed LEGO set that let’s us imagine light saber fights in Escher’s iconic “House of Stairs.” [slidepress gallery=”escher”]
A Heights Estate Sale will be bringing to the public the 3 day Studio Sale of artist Tom Hardy. One of the region’s most accomplished artists will be opening the doors of his massive warehouse studio and selling the ENTIRE contents. Hundreds of paintings, drawings, prints, sculptures, a massive book collection, furniture, a huge selection of tools and supplies, staging and lighting, oddities as well as the vast collection of art and antiques Tom has acquired throughout his life and career. Selected artists from Tom Hardy’s private collection include: Bruce Taggart, Robert Bosworth, Jim Brittany, Pat Zucaro, R. Guthrie, R. Seabass, George Lafayette, Keith Keiffer, Bill Colby, Sherrie Wolf, Stewart, Garner Lunk, W. Curtis Mel Schuler, Robert Hanson, Sheehan, Mel Katz, Harry Widman, Laverne Crause, Jim Hillman. Carson, Dan England, Laurie Ness, Foraine, Gordon Wilson, Ron Jansen, John Rork,Boe Stevenson, J Backstand, Katherine O’Connor, Rackham Tom Hardy has spent more than 50 years as an artist and teacher. His creations have been exhibited in museums, galleries, and private collections throughout the United States and his art is followed at a National level. Mr. Hardy also has public commissions that can be found in Federal, State, and City institutions throughout the United States. From the Cal Berkley “Golden” bear to the FDR Memorial in Washington, D.C., Tom Hardy has been prolific and diverse throughout his illustrious career. For additional information and photos of the sale, visit tomhardystudio.com. BIOGRAPHYBorn:November 30, 1921 in Redmond, Oregon Education:Medford and Corvallis High Schools Oregon State University U of Oregon BS General Arts, 1942 MFA in Sculpture, 1952 Military: 1st Lt. US Infantry and Air Force, Hawaii and Guam 1942—1945 ![]() The Golden Bear was installed in the Student Union of UC Berkeley in 1980. Designed by sculptor Tom Hardy, the 500-pound bronze bear is gilded with a thin layer of gold leaf and mounted atop a 18-foot high concrete pillar. The Golden Bear, the school’s mascot, was a gift of the Class of 1929 Teaching:UC Berkeley 1956—58 Tulane University 1958-59 Artist in Residence, Reed College, 1959-61 University of Wyoming 1975-76 Major Solo Exhibitions:Seattle Art Mus. 1953 Stanford U. Gallery, 1954 UCLA Gallery 1954 U of British Columbia, 1955 College of Architecture, UC Berkeley, 1957 Oakland, CA. Art Mus. 1957 Pensacola Art Center, 1958 Columbia U. School of Architecture Gallery,New York, 1961 Tacoma Art League, 1962 Spokane Art Center, 1963 Boise Art Center, 1963 Port Townsend, WA, Art Center, 1964 Coos Art Mus., 1967 U of Idaho Art Mus., Moscow, 1971 Sun River Lodge, Bend, OR, 1973 Chas. Campbell Gallery, San Francisco, 1974 Wash. State Mus., Olympia, WA, 1974 Salem Art Assoc., Salem, OR, 1974 Willamette U. Gallery, Salem, OR, 1975 Contemporary Crafts Gallery, Portland, Or Retrospective, 1976 Maude Kerns Art Center, Eugene, OR Lawrence Gallery, Gleneden Beach, OR, 1981 Timberline Lodge 1985 Tacoma Art Center, Retrospective, 1986 Salishan Lodge, Gleneden Beach, OR, 1988 Mt. Hood Community College, Gresham OR, 1990 UmpquaCommunity College, Roseburg, OR, 1990. Major Group Exhibitions:San Francisco Mus. of Modern Art Denver Art Mus. Metropolitan Mus. of Art, New York Mus. of Modern Art Whitney Mus. of American Art Ogunquit, Maine, Art Mus. Detroit Art Institute Pennsylvania Academy of Art National Institute of Arts and Letters, New York. In Collections Of:Seattle Art Mus. Portland Art Mus. San Francisco Mus. Of Modern Art Santa Barbara Mus. of Art Whitney Mus. of American Art U of New York, at Purchase Coos Art Mus., Coos Bay OR University of Maine Art Mus. Art Mus., Ogunquit, Ma University of Wyoming Art Mus. Important Commissions:Lloyd Center, Portland, OR Portland State University Hilton Hotel, Portland, OR US Federal Bldg., Juneau, Alaska Kah-nee-ta Lodge, Warm Springs, OR Western Forestry Center, Portland, OR Salem Civic Center, Salem, OR Timberline Lodge; Pioneer Square, Portland, OR Tuality Hospital, Hillsboro, OR Mark O. Hatfield Fountain, Willamette U., Salem, OR Umpqua Community College, Roseburg OR Oregon Historical Society, Portland, OR TOM HARDY’S FINAL STUDIO SALE | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Copyright © 2023 Art Matters! - All Rights Reserved Powered by WordPress & Atahualpa |