ARO: Art Reaching Out

Check out the Art Reaching Out website for more information!

See participating Groups

ARO | Art Reaching Out is a multi-disciplinary program that seeks to involve students in the creation of an art piece for public display using a STEAM (Science, Technology, Engineering, Art, and Math) based production approach in conjunction with cultural studies and also sometimes involving a focus on a predetermined international/regional artist. The ARO program is aimed at female student groups and at-risk student groups and will feature various layers of community involvement.

ARO leads students and groups through STEAM hands-on learning exercises and applies these lessons in real life creative working environments to make public and large-scale art pieces. Mentors who have followed their passion lead the field trips and speak to the students. Students are exposed to the trades, learn and experience different job experiences and are apart of a large creative and collaborative process!

Trained professionals will pull together the different TEKS (knowledge the students are to learn per grade level) and apply different educational lesson points, expanding as the student gets older. Each point, example electrons, density, fractions, etc will then have various hands-on classroom activities which will make these lessons come to life.

In conjunction with these lessons, there will be various field trips which will incorporate active learning. During a field trip to a metal studio, students can cover heat, electricity, fractions, decimals, angles, geometry, engineering etc. Thus before coming to the “Welding” field trip, students and their teachers will cover specific points before the studio visit. Ideally, further lessons are continued and reflected upon after the field trip, to relate the shop experience back to the classroom.

Another point to cover with the students is being aware of these various careers. In having the student understand the best way each of them learn, attractive working environments, and what excites them; in each visit/ field trip, ideally each student is able to more closely see what type of work place would both be attractive and conducive to becoming a positive profession. These field trips also expose the arts of the trade, a different learning system through modeling and apprenticing, which are often not introduced in the regular educational system.

The thread between these lessons, field trips and classroom actives is a large collaborative piece, the pinnacle of the experiences. Towards the beginning, depending on budget, a set collaborative design or a custom design is created as a goal to work towards.

With a predetermined design, the amount of participants available will help determine the size of the piece which can range from a wall piece, free standing sculpture, or a chandelier. With a custom design, the students can play a role in understanding site specific installations and help design a piece together with various head artists. This can involve drawing, models, looking at the piece in scale, learning and seeing how weight, strength, metal, and engineering play a role in the design along with light and movement.

The collaborative piece will be touched upon in each of the field trips. Specifically in the glass field trip, the students will pull ribbons of glass, sculpt flowers, create paperweights, and/or blow hanging orbs which will be part of the main glass design of the piece.   Various pieces of glass can be further worked on and decorated in the classroom before being assembled on the metal armature to create the final shape of the wall piece, free standing sculpture, or chandelier.

During this process, the students will not only learn educational hands on lessons, applicable situations for putting that knowledge to action, but also are working along side role models. These fellow artists and participants demonstrate how they conquer adversity and create the road built around what they enjoy doing, ideally building around what brings them happiness. The various artists, speakers, and people involved in ARO are individuals providing positive influence and reinforcement that with hard work and harvesting one’s dream anything is possible.

This creative process is about connecting to something larger than ourselves, a collaborative piece.

  • Helping Disadvantaged Youth
  • Educating Local Youths About Fine Art
  • Contributing To Local Schools
  • Providing At-Risk and Female Student Groups With Community Activities

PARTICIPATING GROUPS

The Inspiration

The first ARO piece and How ARO started:

At the Episcopal School of Dallas, Carlyn introduced herself at morning chapel and began describing about how this idea started with a chapel talk from Father Swan. When Carlyn was in eighth grade, Father Swan was talking about choosing one’s path and Carlyn listened and was frustrated with the idea she did not quite know her path. She wrote about this in her journal, looking at her life and seeing her various gifts that make her different. She was a very good athlete, picking up any sport and feeling confident through her athletic prowess on the field/court. She loved art and was gifted, again confidence gained through each piece. However, at a young age she was tested to be learning different and very dyslexic, school was very hard and she rarely received the grades that reflected her effort in learning the subject. This was hard and with out her family’s love and support as a foundation and nest, her confidence gained from athletics and art, she knew she would be in a different place. Thus, she decided that she wanted to be able to give this gift to others, faith in one’s self and confidence through being in a positive environment and knowing people believe in you. It was then Carlyn came up with the idea ARO, although that time it was on a farm, with horses, a garden and creating art, involving glass.

When Carlyn was eight years old, she first saw glassblowing and loved it. She told her parents this is what she wanted to do. She met Dale Chihuly at a DMA show and while signing her book, she told him her desire to become a glassblower. He invited her to his school. This set the glass path in motion. Pursuing psychology at the College of William and Mary which she attended on a full volleyball scholarship, Carlyn worked with an at risk kids program in studying preventative psychology. She had taken a flame working glass class out of high school and had a torch set up in her dorm room to practice when time allowed.

Between this background of personal experiences and education in psychology (with a focus with working with at risk kids), she graduated and began working as a full time artist in learning the tools of the trade. After years of training, Carlyn worked full time on the Chihuly glass team both as a glass blower, scheduler for the glass studio- attending weekly meetings between lighting, engineering, fabricating heads to coordinate projects, and teaching Dale’s son Jackson how to blow glass, she saw first hand what it takes to run a large team and coordinate large site specific installations. After working for Chihuly, she joined the Corning Museum of Glass and traveled as an entertainer and educator with the “Hot Glass Show” on Celebrity Cruise lines. Working for the Corning Museum of Glass, first hand allowed Carlyn to see how interested the public was in learning about glass, both the history, science, and it being one of the most widely used materials in so many applications. The Museum works with all ages and educates the public through interesting demonstrations, collections, and displays about glass from fiber optics, optical lens, borosilicate or corning ware glass, to gorilla glass in cellphones and used in the medical field.

Carlyn created ARO by combining the insightful thinking about what gave her confidence as a child/ student, the collaborative experience in making a large site specific installation, and the educational lessons learned through working and understanding various materials.

Episcopal School of Dallas

aro+buttons+esdESD MISSION STATEMENT:

The Episcopal School of Dallas prepares young men and women for lives of intellectual discovery, integrity, and purpose. The School develops the unique talent and potential in each student and embraces sound learning, discipline, and faith as essential elements of an educated conscience.

As a traditional, college-preparatory school, the goal of the Episcopal School of Dallas is to enhance the spiritual, intellectual, physical, and social growth of each student in a co-educational environment. Students are encouraged to reach the best within themselves – not only in the classroom, but also in chapel, on the playing field, on wilderness excursions, and in community service.

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Carlyn discovered her path and passion during her time at ESD. Self discovery, community service, spiritual growth was encouraged and nourished during her time at ESD and she felt it a calling to do her first community project back at ESD as a gift to her alma mater and the head master Father Swann who founded and led the school.

Carlyn created more than 250 feathers at West Texas A&M University where she was doing a residency before transitioning to her studio in Dallas.

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Based off of her personal experience, she asked that each student in the school answer a question similar to the one she wrote in her journal: “What is Happiness,” “What is the greater good,” “What is success,” etc. They were worded specifically for the Pre-K to seniors students. Within in each advisory, each student wrote down their answer and all answers were compiled into a book gifted to Father Swann as he retired from Head Master.

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Then the Senior and 5th grade buddies gathered together and decorated each feather with their own answer to the question.

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They often added a particular quote that might resinate with them, like: “Follow your dreams and the universe will open doors where there were once walls”- Joseph Campbell.

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They etched a message or signed their name on the outside of the feather.

Then there were various crystals that the added inside, with flakes of gold and silver leaf, beads and sparkly objects, with the idea to fill the feather with what each person is ‘attracted’ to. This ‘Law of Attraction’ in filling each feather with positive prayers, attractive pieces, and meaningful objects created more than just a chandelier which emulated an eagles wing.

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It became an illuminated message of love which hopefully will illuminate the path of each student involved and each new student which enters into the school.

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A plaque was created with the steps of the process for each new student to understand.

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During the process of visiting the school, while Carlyn then lived out of town, she was able to go in a few different science classes and talk about the science of glass. It was at this time, Carlyn found the value in providing lessons, activities and experiment for the teachers to involve into their curriculum. She wanted to teach and involve the students in so much, but her time would not allow her to be and share a part of everything with the students. This is how and why the online ideas of creating various lessons for the teachers to integrate into their curriculum came into being. From the history of glass and understanding the trade routes of Europe to the periodic table in seeing how elements can color and change the properties of glass.

Ascension Prayer

 Lord God, whose Spirit brooded over the deep like a bird as you called forth your creation, we are grateful for the gifts that you have brought forth. We thank you for the vision and dedication of Father Swann who founded and developed the Episcopal School of Dallas. In this community, we acknowledge the students, faculty, and administration who have helped us to build our strengths, expand our knowledge, and open our hearts. Let us always be aware of our gifts and dedicate ourselves to their rightful use for the healing of the world. It is, therefore, with joy and gratitude that we make these offerings.

Leader: We offer our ability to communicate and listen.

Response: Let our words express kindness and truth.

Leader: We offer our proficiency with numbers and computers.

Response: Let our ability bring clarity, helpfulness, and delight.

Leader: We offer our knowledge of the world around us.

Response: Let our understanding heal and protect people and our environment.

Leader: We offer our understanding of human interaction and societies.

Response: Let our comprehension promote prosperity, justice, and peace.

Leader: We offer our talents and achievements in music, drama, and the visual arts.

Response: Let our accomplishments bring wonder and insight.

Leader: We offer our strength, agility, and teamwork.

Response: Let our health and power benefit others as well as ourselves.

Leader: We offer the goodness and sanctity enshrined within us.

Response: Let our integrity and devotion be poured out in service.

Lord God, the gifts we bring are the gifts we have been given.  Bless them and bless us that we may better serve your purpose and love our neighbors. Amen.

Carlyn was honored with a name plaque in the chapel for her work with the school and in the community. She was honored and humbled with this gift.

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AVA – Show with Big Thought and Medrano Middle School

ARO woked with Francisco Petro Medrano Middle School through Big Thought’s “Thriving Minds” after school program in an effort to create a piece for an elite Dallas show which raises money for non profits, Big Thought being the chosen one for this specific year.

Titled, “Horizons” this collaborative piece was created with the help and guidance of Carlyn Ray, Carlyn Ray Designs, Emily Teng Yan, participating artists and the Medrano “Thriving Minds” program.

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Carlyn Ray Designs and her team worked with Big Thought’s after-school program and lead the 6th, 7th, and 8th graders at the Francisco Medrano Middle School in making a large site specific project.

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Through the making of this project, the participating students used a multidisciplinary, collaborative, and hands-on approach allowing lessons in the classroom to come alive. The art piece “Horizons” was shown and displayed at One Arts Plaza during an event called Artist vs. Architect and auctioned off to raise money for the non-profit Big Thought.

Ashley Johnson, a teacher and a leader in the Dallas STEAM movement, worked with ARO and directly with the students. She and Carlyn came up with lesson plans, exercises, labs, and activities which directly correspond to the specific TEKS (Texas Essential Knowledge and Skills) per grade level with in the DISD standardized testing.

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The piece started as Carlyn was nominated as an artist for a juried show called Artist vs. Architect. She was randomly paired up with Emily Teng. Upon meeting, Carlyn mentioned her work with students and Emily loved the idea to include the creative process with the selected featured non-profit Big Thought.

Emily Teng and Carlyn Ray had their first meeting at Carlyn Ray Designs. Carlyn briefed Emily on the material of glass, the process, how it is made, and the endless possibilities. The second meeting was in the lobby of One Arts Plaza so they could design through understanding how it will be displayed. The window seemed the perfect choice. Their design ideas emerged, and they both leaned heavily to the plate idea with the ribbons creating the backdrop.

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Carlyn and her team created a small mock up of the pieces, and they studied color. The next meeting was at Omniplan to create the digital drawing on Emily’s computer.

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From this drawing, the idea of the piece came into full view, and the exact number of parts became more apparent. Emily continued working on the digital ‘sketch up’ and Carlyn and her team started making the glass.

Through four different field trips and various activities during the after-school program at Medrano, the students worked with passionate professionals and role models, were introduced to the trades, and experienced different working environments.

AVA – GLASS at Carlyn Ray Designs

The students came to visit Carlyn Ray Designs and were exposed to the fire, light, science, and chemistry of glass.

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A few days before, Carlyn spoke in the classroom about glass, showed them photos of her work, and spoke to them about her journey and how she became a glass blower. She elaborated on how when she began and still now, there are not many women blowing glass, especially in Europe. Also, before and after each field trip we had a pre and post test.

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At the studio, various glass artists volunteered to allow each student to pull out a glass ribbon, which was used in the sculpture.

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Don Beck, who was a professor of neon at University of Texas at Arlington, set up a neon section in the back room and taught the kids about electricity, light, energy and colors of the glass.

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Ashley Johnson was in the front area doing a lab experiment about the density and chemistry while relating it to glass especially in terms of heat transfer through conduction and convection.

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The glass team did a few demos. They blew a piece for the students showing the process and then left a piece of glass out on the table without cooling it properly. As it broke into small pieces, we discussed the idea of the coefficient of thermal expansion.

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Then the students volunteered to help Carlyn make a large bowl!

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AVA – Welding at John Christian Designs

The students came over to listen to John Christian and his father talk about their path to becoming welders/fabricators and also how a project runs from start to finish. As JC said, “In this shop, you are only limited by your imagination.”

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JC and his father John introduced the students to the shop and told the students of their background in getting to that point. Then the students went across to the street to the corresponding shop which is a Lotus racecar shop.

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The students learned the science, engineering, art and technology that goes into creating a winning racecar.

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Then they came back over to the welding shop and split up into groups. They learned how important math is when fabricating the metal with John.

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Ashley Johnson demonstrated the molecular structure around excited atoms, the different currents (AC & DC) and how electricity creates heat which allow for activities such as welding.

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This lesson focused on a middle school science TEK, along with introducing students to the future concepts that they will encounter in school.

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We focused on measuring to be able to communicate to one another to create a project, like a car. Also we talked about different measuring tools like the pythagorean theorem to find different lengths and how often we use and need tools like these.

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The next station was to choose different parts and create a ‘metal person.’

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Pipes and scrap metal became legs and eyes! Each group learned how to weld and used their imagination.

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AVA – Sandblasting and Watercoloring with Polly Gessell

Polly Gessell a Dallas artist who Carlyn looked up to as a little girl. Polly sandblasted the plates for the students to watercolor on.

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She also came to the school to talk about how she became a sandblaster and artist. She spoke about the large architectural work she does, including several glass panels of trees and underwater scenes at places such as Wolfgang Puck Restaurants.

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Polly came up to the school to watercolor the plates with Carlyn and the students. Carlyn explained the theme of the piece “Lost and Found” and why she and Emily named the piece “Horizons.”

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Carlyn explained the idea was that each plate was a new day, dream, or beginning. The past is behind us, but ahead is the horizon and only we can paint and discover our own dreams. The students added different colors to each piece of glass, painting different images of the sky on top of the plates.

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AVA – Visiting Guest Artists at Medrano Middle School

Janis Hefley, a well-known Dallas art photographer, did a photography workshop for the students at Medrano.

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She pre-treated pieces of watercolor paper with photo-sensitive chemicals called cyanotype. She taught the students the history of this ancient process and about Anna Atkins, a botanist, who photographed plants using cyanotype chemicals and created the first photographic book in 1833.

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The students placed a variety of leaves, flowers, shells and natural objects on the chemically treated paper and exposed it to light, which created a permanent photograph with a beautiful blue background!

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They were able to take their finished pieces home.

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AVA – Architecture at Omniplan

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Emily came the Tuesday before the trip and spoke to the students about her chosen path to be an architect. She also focused on the math, perspective and geometry involved in the daily building of projects.

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At Omniplan, Emily brought together several different speakers to talk about the different roles people have within the firm. They each talked to the students about how they were initially attracted to the profession and the hard work which brought them there. We had a female speaker talking about her job working on the interior layout and materials chosen for the buildings.

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Also a man, originally from Mexico, who take about his individual role in the team for drafting and computer drawing the projects as they are being built. We split up into groups and took a tour of the firm.

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We saw the models, technology, and details that go into creating a full project from hand built wooden models to those using the 3-d printer.

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Then we walked across Klyde Warren Park. We examined the buildings from the ground level, talking about geometry of the buildings with the different perspective from ground level, the small models and how different it was than from the windows up inside Omniplan. We ended the field trip at the DMA where they crafted layered pieces in the arts center.

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AVA – Graphic Design with Marilyn Franklin, Kaivan Askari, and Ani Edohoukwa

Marilyn Franklin, Kaivan Askari, and Ani Edohoukwa came to the school to talk about graphic design, how they got into it, and the various careers in agencies and corporations.

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After seeing their work from designing multi-language calendars to working on movie and Nascar posters, the students were intrigued. Then we told the students we were going to work on a real life project—to create the three posters for the AvA event.

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As they worked on design mock-ups, Marilyn emphasized the templating system we would use that incorporated math and planning grids so that all three teams could create a cohesive set of posters.

The Nasher, Crow Museum, and One Arts Plaza Field trip: The Final Showing!

The final field trip was at the Nasher, which had a show corresponding to the AvA show, “Thomas Heatherwick and his studio.” The students were able to learn about the models and studies behind each piece and idea.

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Then the students ventured through the Crow Exhibit and saw ancient antiquities and how religion, symbolism, and history can be learned through art and architecture. On exhibition was a modern fashion exhibit which was influenced by the history of fabrics and clothing in Japan, a fun exhibit for the students to understand influences and inspiration. From there, the group walked to One Arts Plaza and were met by several of the volunteers to greet the students under our collaborative piece!

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The pinnacle of this project really was in the process of making it and sharing the creative process with the students. Their eyes are now open to the abundance of glass around them. They now see and better understand the making of metal structures and buildings. And hopefully they are connecting the lessons they are learning in school to the world around them.

 

Quote in the making:

“It is our hope that your eyes are wider and you now see the world as a collaborative place. Every day is a new plate. Color your dreams, and you color our sky.”

Thank you:

This educational outreach is made possible through the Duda Family Foundation. Their support allowed for the purchase of materials, time, buses, and educational resources to make this program a success. They are a Catholic based family foundation which support several community initiatives. One specific focus for their foundation is bettering the education and opportunities for at-risk children.

Carlyn Ray is a personal friend of the family. They have seen her program Art Reaching Out (ARO) work with the students of the Episcopal School of Dallas and The Hockaday School. They are encouraged to see her positive impact with DISD and at-risk students in the greater Dallas area.

Specific Educational Information:

Every field trip, visiting artist, and exercise involved study areas which the students are currently working on, or that they will be learning in the future.

The specific TEKS that were covered in the field trips-

Glass Field Trip:

This lesson focused on several middle school science TEKS, including:

  • [endif]6.3(a) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student
  • [endif]6.5(a) know that an element is a pure substance represented by chemical symbols
  • [endif]6.9(a) investigate methods of thermal energy transfer, including conduction, convection, and radiation
  • [endif]6.9(b) verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting

Welding Field Trip:

This lesson focused on a middle school science TEK, along with introducing students to the concepts that they will encounter at the end of middle school or the beginning of high school:

  • 6.9(c) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy
  • ICP 5.F Evaluate the transfer of electrical energy in series and parallel circuits and conductive materials
  • PHY 5.F Design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations

More TEKS were covered and will be added soon. This part is still being worked on!

aro+buttons+hockadayThe Hockaday School

PERSONAL POINT OF VIEW DOCUMENT:

It is my utmost joy to share my personal journey with students, children and the public in general. Being a woman who has chosen a career in a very male dominated profession, I see these young women having equal opportunity and optimism in any path they choose. Upon receiving the invitation to work with Hockaday by my former AP Studio Art teacher at ESD, Susan Sanders, I immediately saw the learning potential for all involved. This great opportunity for learning is why I accepted this large project with the school while I would also be opening my own studio and starting my own business during the same time-frame.

In designing a building around the idea of combining Science and Art, Hockaday shares my passion in this multi-disciplinary approach and understands it as a way of the future. The Centennial Project that I proposed to do with Hockaday was a creative process involving all disciplines.  I was eager to do a project with these students which allowed them to design, create, participate, and watch their collaborative effort come to fruition. From start to finish, formulas of science, cutting edge technology, mechanics of engineering, designs in art, and proportions through math all play necessary roles in the success of the final product.

STEAM: Science, Art, Engineering, Art and Math.

The art of creation is beautiful. Creation starts with what? Dust? Sparks? An Idea? This process presented a really interesting time to watch the girls step forward and collaborate. The beginning point is so raw and potential-laden. It seemed that the Hockaday Visual Art students were very used to the blank space, white canvas, and open-ended project. They generated ideas and concepts. While the math and science classes required more information, diagrams, measurements, and a starting point. These disciplines employed methods and generated ideas that complemented each other. This is why I feel that offering and pushing these students as Hockaday does, in all the classes, especially art, is so important.

It has been beautiful watching, getting to know, and working with these talented, bright, and individual ladies at Hockaday. From the moment I began working with the school on the Centennial Project, I marveled at each student’s grasp of their individuality. These girls came across immediately as thinking outside the box, being aware of so much more than what was right in front of them. Stepping into various classrooms and observing, I saw the teachers at all levels, like Ms. Stimpson, teaching the girls positive ways to question, debate, and broaden their awareness of what is around them.

Their questions are insightful, poignant, and courteous. And although I recognize that Hockaday students are burdened with a very rigorous schedule, full day, and heavy academic work load; I see them growing into women who think creatively and technically. Balanced. And I also see teamwork; they work amazingly well together and really feed off each other’s ideas.

The creation of Art can be the same journey as choosing one’s own path. As each Hockaday student expresses her individuality, opinions, and uniqueness; in the collaborative process they rise together, build upon each other. They strive on the differences that make them unique; yet, they have learned at a young age the value in working with one another to accomplish something bigger than one’s self.

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Each participant made a glass tile. The unique tile is a part of the whole; this piece is about the process, the journey and the paths that are chosen. Hopefully, each Hockaday girl will take this collaborative learning experience, process, and teamwork and remember what it was like to start with a blank slate. How the students reached inside themselves and expressed ideas and grew together. No single student was more important than another, and every student involved made a difference.   While the product of this creation will be installed in the Centennial Center for aesthetic enjoyment and hopefully inspiration, the learning process of this piece is what makes it so special.

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The idea that this piece is only possible through a group effort, by the generation of a lot of different ideas, a collaboration of efforts from different students, faculty and staff and by the hands of these participants, makes this sculpture especially unique to Hockaday!

Through the Centennial Project, the great gift offered by the Hockaday Graduating Senior Class of 2014 is the journey created by the experiences it took to make this sculpture. Through the youngest student at Hockaday to the oldest faculty member present at Hockaday, everyone played a role in creating and without their part, the piece would not be as it is and will be for the next 100 years.

PROCESS DOCUMENT

The project began after I showed talked to all the students in the school about my passion, the work I make, and how we all are going to work together.

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With the older students, I showed them several examples of installation art with multiple materials, in nature, with light, and multi-media. The students made and brainstormed on a lot of different ideas, designs, and concepts.


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Then fine art students generated 60 different, to-scale models, of designs.

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Video presentations were made by each team of model-makers and their designs were voted on by the Hockaday Graduating Senior Class of 2014.

Next, I visited the math department and worked with several different classes. We worked on the shape of the units within the design. From a model where one inch equaled one foot, the students did equations to see how big an individual unit should be and how many units could be in the space.

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I brought these designs and configurations back to the team at Carlyn Ray Designs. My metal fabricators, John Christian and his father, created two different models generated from the math students’ adjustments to the initial design.

Meanwhile, Ms. Sanders made sample glass tiles and panels for the units. The metal fabricators, Ms. Sanders and I worked together to create a prototype of a single unit. From this, we as a group, were able to understand the weight load for the mechanical engineer. This would allow a clear understanding the weight bearing specifications that the architects would need to prepare the installation space properly.   Connection points for hanging the structure from the ceiling and placement of an LED lighting system rounded out this first phase of the project.

Then the creation of the glass began! Within the design, students, faculty and staff made individual tiles out of clay. They cast plaster around the clay to make a mold. The void left in the plaster upon removing the clay tile was then filled by each Hockaday artist with recycled glass from Carlyn Ray Designs’ studio.

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Next, in the kiln, the glass melts to conform to the mold and once cooled, the plaster is chipped away. This leaves the impression on the glass from the original clay model. The glass tiles will be placed in a continuous thread throughout the overall structure within the Centennial Project design. We had to figure out the hole size, how they were going to be spaced, and also the material which would hold up the strands of these tiles based off the weight.

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140 Hockaday Fine Arts students visited Carlyn Ray Designs on a field trip. John Christian was there teaching the girls how to weld and talking about the electric current, grounding and connection necessary to join metal. In the glass area, each girl was able to pull out different pieces of colored strands of glass called ‘stringers’ that were later put into the tile molds. I demonstrated glass blowing focusing on the different science concepts involved with glass. These concepts ranged from demonstrating thermal expansion to understanding the different metals needed to make color, ie: gold makes red, cobalt makes blue.

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During the hands-on demonstrations, a Tibitian Gong professional spoke about the ancient art form of using the metal to create sound and vibration. We related the ancient art form of glass blowing, over 2000 years old to the rituals and vibrations of the gong. It was an enriching experience for all.

From the 3-d design, the calculations in the math room and using the structural and architectural plans from GFF, we created a prototype of the actual piece.

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Then we replicated this prototype into several wooden units which we used to replicate the design in space.

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I am elevated when I accomplish a goal with a team, a group, or a community. There is a time when an individual strives beyond one’s self, while working with others, to accomplish a shared goal which would not be possible on one’s own. Working together as a team while valuing each other’s strengths, ideas, and participation creates an end result which far exceeds the product. For in this collaborative process, our strengths are elevated, our minds are opened, our patience tested, failures are a step towards success, and the ups and downs are experience. To me, this is an amazing life lesson gained through a mesmerizing and educational material with a beautiful piece as the momento.

 

Non Profits

Educational Outreach
Dallas Glass Art and Arts Reaching Out enjoy working with other non-profits, organizations and groups to offer various employees, associates, students, etc the magical experience in learning and experiencing glass.

Philanthropic Endeavors
Dallas Glass Art’s purpose and passion is to contribute to the arts culture of communities through purposeful collaboration to design and fabricate memorial, celebratory, or special event pieces with our outreach partners.

Community Outreach
Dallas Glass Art is thrilled to engage with the public while increasing awareness of the trade of glassblowing and the positive impact art on both individuals and corporations.

Please contact us to see how we can work together!

  • School Groups
  • Teams
  • Youth organizations
  • Afterschool Programs
  • Church groups
  • Board retreats