November tours at the Arnot Art Museum

Janna Keser in the East Gallery at the Arnot Art Museum

In November, 2008, Chemung River School Project students (or CRSP) visited the Arnot Art Museum for tours and a hands-on activity with museum educators and visiting artist, Janna Keser. Janna provided the students with an intensive introduction to the Hudson River School of painting which included works by Thomas Cole, and Alfred Bierstadt. By studying the past and the effects of artists on society, and by studying contemporary artists and their aims, students can begin to see themselves as agents of change in their environment. Through the analysis and interpretation of artwork, students develop skills in expressing ideas, feelings, and attitudes - all evidence of a successfully developed human being. These skills are part of an ongoing process for students (and adults). The study of historical and contemporary artists will assist the students in their struggles with different media and with their own personal expression in their art work. Familiarity with visiting museums will create comfort in their adult lives with viewing artwork and formulating their own opinions about it.

During Janna's program, students learned that the Hudson River School artists were a group of American painters who lived in the mid-19th century. They painted romantic landscapes depicting the scenery of the Catskill Mountains, the Adirondack Mountains of New York State and the White Mountains of New Hampshire. In their own way, these painters were activists and presented the land in a way that moved people to want to preserve it. Thus, they were very instrumental in the formation of our first national parks.

Autumn in the Catskills, Thomas Cole, 1827, Oil on panel

Using maps and photographs, Janna also introduced students to famous rivers of the world including the Nile, Amazon, Yangtze, Ganges, Danube, Seine, Thames, Mississippi, Colorado, Hudson, Susquehanna and Chemung. In her discussion, she included the uses of rivers and environmental concerns. Students engaged in a group exercise with colored pencil drawings to show how the landscape of the river may have changed from the mid-19th Century to the present. Her objectives included:

•To explain how artists can effect societal and environmental change.
•To explore the importance of artists in society.
•To examine processes used by artists.
•To inspire spontaneity, creativity and confidence in students.
•To examine a wide variety of artistic expressions.
•To illustrate how artists can create awareness of the environment by studying artists of the past.
•To explain the importance of the Hudson River School artists in American history
•To explore reasons Hudson River School artists painted landscapes.
•To compare and contrast contemporary artists with Hudson River School artists.

While Janna did her presentation, a second class was busy in the Picture Gallery at the museum for a tour and introduction to the permanent collection. In the photograph below, Rick Pirozzolo greets the students and tells them true stories about the origins of the museum, giving students some valuable insights into their regional heritage. The picture gallery is special as it has been preserved from the days when the Arnot Art Museum was the residence of Matthias Arnot, founder of the museum. All the original furniture and sculptures remain and the landscapes, interiors, portraits and still lifes are still hung in salon style, just as Matthias Arnot preferred.

Students were given various activities, including a "scavenger hunt" which encouraged them to look closer at the paintings as they were introduced to works by European artists - some of whom lived several centuries ago. Below is just a sampling of the museum's permanent collection to which the students were introduced.

A Mountain Stream, Gustave Courbet, 1860, Oil on canvas.

Although this depicts a stream in France, it feels very close in spirit to the work of the Hudson River School artists who lived and worked across the Atlantic Ocean!

The Flemish Fair, Jan Brueghel, the Elder, 1613, Oil on copper

Painted 400 years ago, students can get an idea of the architecture, clothing, and customs of the period in Northern Europe. Jan Brueghel, the Elder, was the son of Pieter Breughel, a very famous painter. In this painting, he took a “bird’s-eye” view. A Flemish Fair is set on the banks of a canal. In it you can see the village church and another village off in deep space. How does Brueghel create this sense of space?

Apple Gatherers, Jean-Francois Millet, 1851-1853, Oil on canvas

Millet was a painter who was interested in the lives of common folk. In "Apple Gatherers," he depicts peasants picking fruit at night in this unusual scene. Do you remember what a peasant is?

The Marabou, Jean-Léon Gérôme, 1889, Oil on canvas

"The Marabou" was painted by a French artist, but the scene is thought to take place in the Middle East. The marabou is the bird to the right, a bird found in Africa and noted for its lack of ability to make sounds. Some students thought the marabou was a metaphor for the man in gold - a very sophisticated interpretation for fourth graders.

Head of a Man, Robert Henri, 1910
Oil on canvas, 24 x 20-1/4"Museum purchase, 1966

This painting was one of the few portraits students looked at during their tour. It was painted much more recently than many of the other paintings in the picture gallery. The painting technique is looser here and this is a portrait of another "common" man. Henri, along with eight other artists who painted in 1908, formed "The Ash Can School" of art because of their interest in everyday life and social issues.

Esther Nisenthal Krinitz, Janiszew Prison Camp, embroidery and fabric collage

Born in 1927, Esther survived World War II. Untrained as an artist, but trained as a dressmaker, Krinits embroidered these works for her two daughters at the age of 50. She had no idea they would ever be displayed for the public. At first, she wanted her daughter to draw the pictures for her, but her daughter said she would have no idea what the places and people looked like. They consist of Krinitz' memories as a young girl while she was growing up in a Polish village during World War II. When she was 12 years old, German soldiers invaded her town. JANISZEW PRISON CAMP illustrates her memory of that awful event. To learn more about Esther Krinitz and her work, go to http://www.artandremembrance.com/

Below are photographs of some of the many students, teachers, museum staff and parents and grandparents who participated in the activities at the museum.

Mothers pose with their sons in the photographs above.

Students scramble to find all the paintings during the scavenger hunt.

Students discover that looking requires time and close observation.


Bob Bartley, 4th grade teacher at Center Street School, discusses a painting with his students during the scavenger hunt in the Picture Gallery.

Chemung Elementary School 4th grade teacher, Jeanne Gridley, artist/educator, Janna Keser and Director of Tours, Wendy Taylor, look on.


Another mother and son.



Even grandmothers accompany their grandchildren on the tours.

http://www.artandremembrance.com/

In sum, many of the artists to whom the students were introduced had many similarities. Except for a few marble sculptures and the embroidered collages of Esther Nisenthal Krinitz, all the artists painted on canvas. They painted highlly representational landscapes, interiors and portraits. Additionally, many of the artists were also activists who had a variety of social concerns. In January, students will meet contemporary artists who, like their predecessors, care deeply about creating awareness of injustices and social concerns. The media they choose, however, is vastly different, impressing upon students the wide range of what it means to be an artist.

Vocabulary words and concepts:
•original
•reproduction
•artist
•collector
•landscape
•portrait
•sculpture
•bust
•embroidery
•textile
•Hudson River School
•John Arnot
•Matthias Arnot
•salon
•World War II

Native American culture at the Chemung Valley History Museum

This mastodon tusk is on display at the Chemung Valley History Museum. Students involved with the Chemung River School Project visited the museum this week for Native American presentations facilitated by Joan Neece and Lois Lovgren. The mastodon tusk is significant because the Chemung River got its name when such a horn was discovered there by the Woodland Indians. The Native American word for "Chemung" was pronounced "Shee-nung," meaning "River of Horns."

From the left, Chemung Valley History Museum Director of Education, Kerry Lippincott, poses with Lois Lovgren, "Star Power, " and Joan Neece, "Owl Woman," at the museum for presentations for 4th grade students at Center Street in Horseheads. Lois presented examples of rainmakers to the students during a workshop she led on Native American crafts. Students also made jewelry, dolls, dream pillows and many more things. Center Street teacher, Amy Karastury, is shown with her students who display the dream pillows they made under the tutelage of Lois Lovgren. Beth Sheahan accompanied her daughter, Marie, while a friend gets in on the picture!

Marie Collings poses with her grandson, Patrick Broman.

Elaine Benton, teacher, sits with her students in the big gallery at Chemung Valley History Museum for some Native American folklore, history, drumming and chanting. See the video below for a sample of the program.

Owl Woman gestures toward the sky as she relates a fable explaining how the the stars were formed with the help of some of the creatures of our planet. As Joan explained to her attentive audience, fables always involve animals with human characteristics and always contain a moral to the story. The concepts of good and evil are usually represented with no chance of confusing the two. In fables, good most always wins over evil. In this particular myth, the cast of characters includes a badger, an eagle, a buzzard, a sparrow and a woodpecker trying to solve a hunger crisis. There is not enough food for all the creatures of the forest to eat, so the animals form a committee to brainstorm solutions. It is decided that the reason for the food shortage is that it is too dark for the plants to grow. The badger decided they must enlist someone to poke holes in the sky to let more light in for the plants. The badger is a creature with lots of good ideas. The eagle, being a big strong and proud bird volunteers to try flying up to the top of the sky to perforate the membrane separating our world from the light. However, the eagle is just too big to endure the ascension. He returns, tired, defeated and humbled. Many more take up the challenge, but will any of them be able to accomplish this seemingly impossible task? Will they eat or starve?

This is just one of many tales Joan has to tell with lessons to be learned about working together, brainstorming, humility and appreciating the complexity and fragility of the planet.

TANGLEWOOD VISITS

TANGLEWOOD VISITS!

The past two weeks CRSP schools have visited the Tanglewood Nature Center or the TNC has visited the schools for a follow-up to the Riverwalks and to introduce the students to creatures - some of them rescued from disasters - who live at Tanglewood. I visited Hendy Avenue Elementary School today and observed Tanglewood naturalists, Ian McLaughlin and Monika Wood present a most informative and fascinating presentation to thoroughly engaged students and staff. The Hendy teachers who were present contributed much to the program in the form of observations, facts and very pertinent questions. The topics included the food web and habits and life cycle especially of the live creatures on the premises. Vocabulary words included herbivore, omnivore, carnivore, aquatic, terrestrial, nocturnal, reptile and amphibian.

In the photo above, Monika and Ian at the head of the class challenge the students to name some animals that are carnivores. When the students exhaust their memories, Ian provides some very demonstrative clues to assist the students in naming at least one more. The hands of many students shoot up as they were eager to answer "bear!" Some children could hardly remain in their seats!

The students were already enthused about the presentation, but it only got better as the mysterious boxes in the front of the class opened up to reveal a menagerie of creatures.

First, Monika presented a box turtle. She provided many facts about the creature and then she asked the students to venture a guess as to whether or not the turtle is terrestrial or aquatic. One of the students thought "terrestrial" meant "from outer space." After explaining that aliens are "extra" terrestrial, Monika explained that the box turtle is terrestrial because it stays mostly on the land. It's dome-shaped shell is too heavy and is the wrong shape for swimming. Moreover, its feet lack webs, an adaptation with which aquatic turtles (which spend most their time in the water) come equipped.

Of course, to impress upon the students the difference, Monika next presented a real live painted turtle. Students could readily see how both turtles have adapted to different habitats. The painted turtle is lighter in weight, its shell is flatter and its feet are webbed. Another neat adaptation of this particular creature is the coloring of the shell. The top of the shell is dark to blend in with the color of the water as if a predator were to look down on the water. The bottom of the shell is light, like the sun or reflected light, to fool a would-be predator looking up at the turtle from the water beneath. See if you identify the box turtle from the painted turtle in the photos below!

Monika also showed the students a frog and a salamander, but the star of the show made her grand entrance last. "Sophie" the great-horned owl needed to be handled with even greater care than the previous creatures. Ian protected himself with thick leather gloves and put a leash around Sophie's ankle (gently) because Sophie is a large predator. As a hunter, she comes equipped with a beak and mouth as large as her eyes. With her mouth fully opened, she can swallow rodents whole! Her talons are very large - the largest of any owl.

Sophie is covered with feathers from head to toes. Ian explained that animals who are completely covered with fur or feathers do not migrate. We also learned that owls have very good hearing. Their ears are so sensitive, they can hear noises up to two miles away.

When Sophie eats (small foxes, skunks, squirrels and chipmunks), about 8 hours later, she produces what is called an "owl pellet." It is a ball of bone and hair that cannot be digested; thus, it is coughed up and spit out her mouth. By studying these pellets, scientists are able to discover a lot about owls.

Although there were many students in the class, Sophie did not "freak out" while perched on Ian's arm. She is much more used to people than most owls and, too, the students at Hendy School were very considerate and made no loud noises or sudden movements to frighten Sophie or any of her fellow creatures.

Meeting Ian and Monika and all the animals today provided students with indelible impressions and educational experiences that are likely to stick with them forever. Hendy School is to be congratulated for realizing that learning need not only come from text books. Sometimes experience is the very best tool of the very best teachers.

During the Tanglewood visits, the teachers were as attentive and engaged as the students, frequently providing observations, facts and excellent questions of their own! It was easy to see the way this presentation tied in with the school curriculum and satisfied a multitude of NY State Education standards.

RIVERWALKS - SCIENCE AND LANGUAGE ARTS BY THE RIVER!

Emily Hofelich-Jack and Ian McLaughlin, educators from Tanglewood Nature Center, pose on site at the Chemung River for the September Riverwalk.


Emily is a Volunteer Coordinator/Educator with a B.A. in Environmental Policy and Analysis from Bowling Green State University and joined Tanglewood in April, 2006. Ian McLaughlin is a Naturalist/Educator with a B.A. University of Vermont in Environmental Studies. He loves working at Tanglewood because it’s a job that constantly stretches your boundaries. Ian joined Tanglewood in January, 2006.

Sue Smith-Heavenrich joined the Chemung River School Project this year as a poet and writer on nature and science. She replaces poet Michael Czarnecki, who worked with CRSP since its inception. Michael was a tough act to follow as he is not only an accomplished poet, but has worked extensively with the region's children. However, Sue has proven to be up to the task!

She is a multi-talented woman and has authored over 500 articles, essays and reviews for local, regional and national adult and children’s publications. Her poetry has been published in Runoff (an anthology), the 2004 and 2005 Women Artist’s Datebook, as well 13th Moon, The Moonlighter, Berkshire Magazine, Sing Out!, Once Upon a Time and the Maine Organic Farmer & Gardener. Her short stories have been aired on our local NPR station, WSKG. Additionally, she writes the science column for Ithaca Child and, as an independent journalist contributes features to Broader View Weekly. She is a member of the Society of Environmental Journalists, the Society of Children’s Book Writers and Illustrators, Susquehanna Storytellers, and local writing groups. In 2007 she received the Cap Creal Journalism Award, and this fall she is a Knight Fellow for a 3-day environmental journalism "boot camp." She is currently researching the environmental aspects of gas drilling in the Marcellus and working on a young adult novel.

As a teacher, she has been working with young writers as well as adults in the classroom and in workshops outside the classroom for many years. She directed the "Teen Writing Workshop" in Candor, and for many years taught writing courses for mid-grade and teen homeschooling groups. Her workshops in schools range from fairy tales to nature and science writing to mystery writing workshops that include hands-on forensic labs.

On this bright September day, Gardner Road Elementary School students in the Horseheads Central School District were enjoying their first experience through the Chemung River School Project. According to Melanie Stetzer, fourth grade teacher at Gardner Road, The Chemung River School Project offers the "best" field trips in the region! Melanie is shown above taking photographs of her class as they explore the beautiful Chemung River.

With Emily and Ian, students learned about the flora and fauna of the river and surrounding meadows. Students captured amphibians, fish and insects for close examination and learned about the water cycle through Tanglewood educators. Through Sue, they learned how to use all their senses to perceive and write about their experiences. Descriptive writing requires careful concentration, but Sue was able, through colorful example, give them many tips for journal writing. In December, Sue will visit their classrooms to lead an introduction to writing poetry. Students will consult their journals and reflect on seasonal changes, among other things.

Between Sue and Tanglewood educators, many NY State Standards for Education in science, the arts and literary arts were addressed through their presentations, providing a fun and substantial educational experience for the students - one they will never forget. The Arnot Art Museum and participating schools are most fortunate to have school administrators, teachers and museum educators who bring such a rich range of experience, talent and education to the program!


CHEMUNG ELEMENTARY SCHOOL

Chemung Elementary School kids meet at the Wyncoop Creek behind their school rather than trekking up to Elmira to meet at the Chemung River.

One of the great things about CRSP is the involvement of parents who can accompany the students as chaperones. A father and son join forces below as they search for critters in the field.

4th grade teacher, Jeanne Gridley (below) always goes the extra mile for her students and has participated in the Chemung School River Project for several years.
An unexpected and most rare sighting on this expedition was the legendary "Wyncoop Chicken," previously thought to be extinct! Of course, this is a joke, but the chicken stole the show for a while as he was very friendly and curious.
Finally, our avian friend had to be rather unceremoniously escorted away from the crowd of students. I was standing by ready to put my camera on video should somebody have felt the need to carry the chicken off the premises. Fortunately, force was never needed as the chicken peacefully kept his distance for the remainder of the program.
Below, Sue Smith Heavenrich resumes her presentation and presents many of the same ideas she did for students by the river.
Whether they meet by the river or the Wyncoop Creek, Chemung River School students enjoy a richly educational and fun experience.