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The
artist: Jane Steele-Meagher had the good fortune to be selected as a
Washington State Artist in Residence in 2003. She teaches clay classes for the
Jane
has a BFA in Fine Arts with a concentration in Ceramic Art from the
Jane
studied art history extensively and is particularly interested in the art of
other cultures. Her graduate classes included the art of the First People and
Asian art. She is knowledgeable in the sciences and the natural history of the
Pacific Northwest and
AFTERSCHOOL CLAY AND ART CLASSES – Email for information.
RESIDENCIES OFFERED: Textiles:
The Rainbow Quilt: Part I: Students study color theory, the history of textile dyes and the use of resist methods of dyeing in other cultures. They receive a square of cotton fabric. Students can also dye a T-shirt or other cotton item. Students learn different styles of twisting and binding their garment. New ideas and combinations of the basic styles are encouraged. Students then dye their garment item and fabric with bright, permanent dyes.
Part
II: The students learn about the history of quilting in the Suitable grades and populations:
Grades 3 – 12, (Note: K-2 and special
populations can succeed at fabric dyeing with modifications) Curriculum integration:
Dyeing fabric has applications in world
history; patchwork quilting in American history. Quilt blocks have a strong
geometrical learning component, including pattern and tessellation. The
Salmon Return: Students
learn about salmon and Salish art and culture. Students help make a plaster
cast of an actual salmon. The children create Salish style replicas of the
salmon by pressing clay into their mold. The completed clay salmon are either
assembled as a mural or mounted as 3-dimension sculpture. Students incorporate
facts and short poems in their art. The clay salmon are fired in an electric
kiln or raku fired. Children then complete their own art piece with a watershed
or Salish theme. Materials needed: Frozen salmon, clay, kiln, ceramic tools, glue and mortar for
installation, workspace. Suitable grades and populations:
Grades 5-12, (K-4 and special populations can
accomplish a congruent project focusing on clay and/or natural history) Curriculum integration: The lesson plan can stress Geographic Area: Statewide Availability: School year Teacher workshops:
Teachers, staff and volunteers learn about techniques involved and
background information about the project. Since projects depend on parent and
community volunteers, these helpers are encouraged to complete their own projects
in workshops and lessons. Some examples include quilting instruction and help
with volunteers own quilting projects, or a staff and volunteer raku workshop.
Community outreach: An installation or school wide project is unveiled and dedicated. Individual projects are displayed at a community art event or school open house. Families are invited to a workshop or activity, and after school classes can be offered to students and the community.
RESIDENCIES COMPLETED
2007-2008 Color Spectrum Hallway Tile Mural Cedar Valley Community School, Edmonds School District Mural of glazed ceramic tiles with color wheel theme
2007-2008 Peoples and Culture Clay Mural Lake Forest Park Elementary School, Shoreline School District Mural of tiles depicting the human landscape, basic drawing, and social studies and history integration.
2006-2007 Entryway Tiles with Natural History Theme Cedar Valley Community School, Edmonds School District Clay tiles for entryway, basic drawing, and natural history integration.
2006-2007 Clay Mural with Character Theme Lynnwood Elementary School, Edmonds School District. Clay tiles with personal reflection theme.
2006 Japanese Raku Tea Bowls (WSAC residency) Loyal Heights Elementary School, Seattle School District Clay tea bowls integrated with Japanese culture and music.
2006 Colonial Quilt Project Thoreau Elementary School, Lake Washington School District Fabric wallhanging, basic drawing skills.
2006 “ A Salmon Stream in Winter” North City Elementary School, Shoreline School District Clay mural with Salish culture, drawing and salmon ecology lessons.
2005 – 2007 Salish Spindle Whorl and Northwest Coast Art Kids Create! Art Day, Monroe School District Drawing, First Nations Art and spinning yarn in the Salish style.
2004
– 2005 “Salmon Stream”
Students in Grades Kindergarten through 2nd
grade learned about the importance of
riparian native trees and made a tile with the imprint of a leaf . Grade
3 students learned about the life cycle of the salmon and made a tile that
reflected their learning. Grades 4 and 5 toured a salmon hatchery and then made
plaster casts of several salmon which were then replicated in clay. The salmon
will be fired using the raku technique. All ceramic pieces will be installed as
a mural in the entryway to the school. All children also completed individual
ceramic projects.
2004 “Salish Roots Create!” Loyal
Heights Elementary, All students at Loyal Heights Elementary participated in a clay tile
project. The students learned about the art and culture of the Salish people
with emphasis on the spindle whorl. Students learned about native plants and
animals and then reflected this learning by creating a ceramic tile. Some of
the tiles adopted the round shape of the spindle whorl. The finished tiles are
installed in the playground area.
2003 “Several Salmon Swimming” 250 students in Grades 4 through 6 participated in this ceramic project.
4th grade students learned about native riparian trees and made a ceramic print
of their leaves. 5th grade students learned about Salish art and salmon and
made a Salish-style ceramic salmon. 6th graders made a ceramic salmon and fired
it using the Japanese Raku technique. The salmon and leaves will be displayed
together in common areas of the school.
This project involves 500 children in grades Kindergarten through 6th
plus a transition class. The students made ceramic tiles and ceramic salmon
replicas; the tiles will be cast into concrete mosaics, the salmon replicas
mounted above. Grades 5 and 6 learned about salmon lifecycles and Salish art.
2001 - 2002 Mosaic Stepping
Stones
275 students in grades Kindergarten through 4th made mosaic
stepping-stones with found objects. The stepping-stones were installed in the school
playground.
100 5th and 6th grade students tie-dyed T-shirts
brought from home. The students learned about the color wheel and the use of
color.
2000 Tie-dye T-shirts and quilt
Children in grades 1 through 6 tie-dyed T-shirts
brought from home. All students learned about the color wheel and use of color.
Children in grades 3 through 6 learned about the history of fabric dying and
resist techniques, as well as how culture affects color choice in fashion.
Children dyed fabric that was made into a quilt by the artist.
2000 Patchwork
Quilt
Children from grades 1 to 6 participating in a
special learning program made a geometric patchwork quilt. 2000 to 2007
2002 to present All images © Jane Steele- Meagher 2003. Reproduction of images explicitly denied without permission of Jane Steele-Meagher. |
