DIY Gallery: A Deeper Look into the 365 Artists 365 Days Project

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1 DIY Gallery: A Deeper Look into the 365 Artists 365 Days Project A How To Guide to Organizing Your Very Own Art Exhibition Frank Juarez Elyse Lucas

2 Table of Contents Foreward 3 About the DIY Gallery: A Deeper Look 4 Into the 365 Artists 365 Days Project About the Curriculum 4 Curriculum Page Task 1: Research 5-6 Task 2: Models 7-8 Task 3: Exhibition Guide 9-10 Task 4: Artwork Contribution 11 Task 5: Presentation Faculty Reflection 14 Gallery 15 About Us 16 This How To Guide to Organizing Your Very Own Art Exhibition was designed to encourage art educators to incorporate more Contemporary Art into their curriculum. We also encourage you to download our Artist Databases (2014, 2015) for a comprehensive list of artists that were featured in the 365 Artists 365 Days Project. This How To Guide is complimentary. Courtesy of the 365 Artists 365 Days Project, Frank Juarez, and Elyse Lucas. Web: 2

Foreward The 365 Artists 365 Days Project started on January 1, 2014 between founder Frank Juarez (Frank Juarez Gallery) and Zina Mussman and Rachel Quirk (Greymatter Gallery).

3 Foreward The 365 Artists 365 Days Project started on January 1, 2014 between founder Frank Juarez (Frank Juarez Gallery) and Zina Mussman and Rachel Quirk (Greymatter Gallery). This project started as a collaboration to introduce its readership to a diverse collection of art that was being produced at the local, national and international level. The goal was to engage the public with content regarding a wide array of creative processes, studio practices, and the successes and challenges that artists face from day to day inside their studio. What started as a one-year project grew into 2-years of daily content featuring artists from across the country and around the globe. Many of which continue to push the envelope on what it means to be an artist today. The project officially ended on December 31, Since then Juarez has been presenting on this project at the state and national levels primarily at the Wisconsin Art Education Association Conference and the National Art Education Association Conventions. In one of his sessions, a high school art educator, Elyse Lucas, attended the presentation in It was then that sparked a new idea for incorporating the project within the art classroom focusing on education. Lucas created a very unique art lesson by implementing the 365 Artists 365 Days Project into her curriculum called The DIY Gallery: A Deeper Look into the 365 Artists 365 Days Project, which inspired her high school art students to research, collaborate, and to design their own mock up art galleries. A year later, their journey led them to organize and curate a real exhibition in North East Wisconsin featuring Wisconsin artists from this project. This led Juarez and Lucas to begin a new collaborative chapter by sharing this project to other art educators from across the state of Wisconsin and beyond. In October of 2016 and March of 2017 they presented at the Wisconsin Art Education Association Fall Conference in La Crosse, Wisconsin and the National Art Education Association Convention in New York, respectively. As a result of this experience, they developed an A How To Guide to Organizing Your Very Own Art Exhibition as a way to encourage art educators to embrace their local art community, Contemporary Art, and to continue to expose students to learn about artists that are making meaningful and significant works today. We hope you enjoy this guide. Frank Juarez & Elyse Lucas 3

About the DIY Gallery: A Deeper Look into the 365 Artists 365 Days Project Most recently, presentations led by Frank Juarez and Elyse Lucas discussed how the idea of creating a DIY Gallery started,

4 About the DIY Gallery: A Deeper Look into the 365 Artists 365 Days Project Most recently, presentations led by Frank Juarez and Elyse Lucas discussed how the idea of creating a DIY Gallery started, how it brought two arts professional into the conversation by communicating the importance of educating students on the logistics of putting together a successful exhibition, how to work with artists, and to network with local businesses/gallery owners to determine a possible venue for a student led art exhibition. The 365 Artists 365 Days Project highlights contemporary artists from across the country and around the globe through an online interview platform. Since its inception in 2014, it has introduced artist on a daily basis via online and social media. To date, it has featured over 700+ artists working in various media, processes, and studio practices. About the DIY Gallery: A deeper look into the curriculum This unit was designed to reflect the National Art Education Core Standards. This unit consists of five main tasks each touching on the four national artistic processes. The intent of this project is to provide students with a greater understanding and first hand experience with contemporary art, art appreciation, art criticism, and the value of art in the community. This project also provides students with a great career based learning experience in the role of a curator or in the form of museum studies. The problem-solving framework of each task leads to a diverse end product with each student team and natural differentiation. Each student is encouraged to think critically about their own tastes in art, interpretation of meaning, and aesthetics with no right or wrong answer, but have necessary justification with each task. The range of mediums they explore includes technology integration within the models and exhibition guides allowing students to encounter new mediums and to play to their diverse skills. Students work in a small group prompting excitement and thought provoking dialog in the classroom. Students have the opportunity to defend their selection of their works of art and theme more clearly because of the dialog that organically occurred in their respective group settings. Students naturally feel motivated and invested in their proposed mock up galleries because of the personal stake they take in selecting the works and the amount of time they invest on each of the subsequent tasks. Students finish the unit with a greater understanding of their own taste in art, how to interpret meaning in art, and what contemporary art look like in their own community and around the world. 4

5 Task One: Research Objective: to explore the artist database resource at www. 365artists365days.com/artist-database/. Research a selection of artwork you are drawn to and find common themes. Motivational Questions: What kind of art am I drawn to? What is contemporary art? Who are contemporary artists? Does art have meaning? National Visual Arts Standards: Responding - Anchor Standard 7: Perceive and analyze artistic work. Performance Standard- VA:Re.7.2.IIIa Analyze how responses to art develop over time based on knowledge of and experience with art and life. Presenting - Anchor Standard 4: Select, analyze, and interpret artistic work. Performance Standard- VA:Pr4.1.IIIa Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event. Directions: Visit the 2014 or 2015 Artist Database from Frank Juarez s 365artists365days.com. Research any of the artists listed in the two artist databases including visiting the artist s website, viewing images of their work, and reading about their intent/process. Note: artist, medium, location, etc organize the database. If you like an artist or find their work interesting, add their information to the chart below. Once the chart is full of about 8-12 pieces of artwork, reflect on commonalities amongst the artwork (consider colors, medium, artist intent, subject matter, etc.) Once you find a common thread amongst the selection of works, write a mission statement about your show on the back of this paper. Artist Name/Website Medium & Size Title of Artwork Theme/Message (what piece is about) 5

6 DIY Art Gallery: Mission Statement Describe the selection of pieces. What is similar amongst this selection (colors, materials, artist message, subject matter, etc.)? What do you hope the viewer takes away from seeing this selection of artwork? Why were you drawn to these artists and their pieces? 6

7 Task Two: Models Objective: to utilize digital and 3-D materials to create a cohesive exhibition model that reflects the gallery theme. Motivational Questions: How can I arrange artwork to best articulate a theme? What narratives can artwork tell when placed next to each other? What considerations go into hanging artwork? National Visual Arts Standards: Connecting - Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Performance Standard- VA:Cn11.1.IIIa Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society. Responding - Anchor Standard 7: Perceive and analyze artistic work. Performance Standard- VA:Re.7.1.IIIa Analyze how responses to art develop over time based on knowledge of and experience with art and life. Directions: Design a model of your gallery space that help articulates the gallery s mission statement and showcases the selected artworks. One model should be completed digitally using homestyler.com (create a free account using your school ). Another model should be 3-D and made out of foam board. Students should paint model white and include printed to scale thumbnail images of selected work placed upon walls. Consider sizing of artwork when planning what pieces go where (an installation piece should have adequate space for viewer to walk around piece and a 6 foot painting will need larger wall). Complete model statement on the backside of this document explaining your thought process through this task, design and consideration. Requirements: Digital model using Homestyer.com (1) 3-D Model should be constructed o Made out of foam board and hot glue o Painted white walls o Thumbnail images of selected to-scale work placed within model Clear simple layout (complements the art and theme) Considerate arrangement of work (pieces thematically tell story) Artwork sizing considered Labels on model: o Title of the gallery, title of show, and logo o Thumbnail pictures of art pieces (8-12 pieces) and copy of model statement (below) 7

DIY Gallery: Model Statement Explain your thought process in designing the gallery space. Why did you choose this layout? Why did you put your pieces in this order (narrative)?

8 DIY Gallery: Model Statement Explain your thought process in designing the gallery space. Why did you choose this layout? Why did you put your pieces in this order (narrative)? How does the layout relate to your gallery s mission statement and theme of the art show? What pieces needed extra consideration for placement? (7 sentences minimum). Use additional sheets. 8

Task Three: Exhibition Guide Objective: to utilize technology to create a summarizing and professional exhibition guide that cohesively reflects the gallery theme.

9 Task Three: Exhibition Guide Objective: to utilize technology to create a summarizing and professional exhibition guide that cohesively reflects the gallery theme. Motivational Questions: How can I summarize my gallery in a single user-friendly document? How does artwork influence our views on the world? How can I use technology to create a publication? National Visual Arts Standards: Presenting- Anchor Standard 6: Convey meaning through the presentation of artistic work Performance Standard- VA:Pr6.1.IIIa Curate a collection of objects, artifacts, or artwork to impact the viewer s understanding of social, cultural, and/or political experiences. Responding- Anchor Standard 7: Perceive and analyze artistic work Performance Standard- VA:Re.7.2.IIIa Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture. Directions: Create an exhibition guide for your art show. Exhibition guide should walk your viewers through the art show and provide them with necessary information so they understand the theme/message of the show, information about the artists and layout of the gallery. You may use InDesign, Photoshop or Publisher to create your 2-3 pages exhibition guide. Requirements: Exhibition guide will likely be a trifold/booklet and must include the following: Title/Cover Page: o Title of the gallery o Title of the art show o Logo for the art show o Image (one significant piece that represents the show) Information about the show: o Location o Run time o Map of the gallery (Homestyler model) o Mission statement of show (backside of research doc) 9

Information about the art: o Artist, Title, Date, Medium of every art piece in show o Small paragraph/blurb about

gallery: o Who are the curators? (that s you!) o Why did you choose to design your gallery the way you did?

Note: Please use an attractive layout, font, colors and visuals that all work with the art show s theme and is

10 Information about the art: o Artist, Title, Date, Medium of every art piece in show o Small paragraph/blurb about each artist and their pieces o Selective photos of work (not for every piece, range of work) Information about your gallery: o Who are the curators? (that s you!) o Why did you choose to design your gallery the way you did? o Why were you attracted to the selected pieces? o What narrative does the artwork tell? Note: Please use an attractive layout, font, colors and visuals that all work with the art show s theme and is inviting to the public. Logo by Jack Rusch, class of 2018 Juarez, Frank & Lucas, Elyse. A How To Guide to Organizing Your Very Own Art Exhibition

11 Task Four: Artwork Contribution Objective: to create a work of art to contribute to your art show and fit within the show s theme. Motivational Questions: How can I take influence from contemporary artist? How can I incorporate meaning in my artwork? National Visual Arts Standards: Creating- Anchor Standard 1: Generate and conceptualize artistic ideas and work Performance Standard- VA:Cr1.2.IIIa Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept. Connecting- Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art Performance Standard- VA:Cn10.1.IIIa Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design. Directions: Create a piece of art that would work cohesively with your art show. Artwork can be any size and medium, but must convey a message similar to the artists in our exhibition. Consider an artist that your piece would look best next to or a section of the gallery that your piece would fit in best. Consider style of artwork consistent in your show such as color schemes, materials and sizing that would complement the exhibition layout. Requirements: o Artwork must be made with craftsmanship o Artwork must have meaning behind it o Artwork should visually fit in with show o Artwork should have artist statement (see below) o Artwork can be any size and medium o Create a name tag for your piece (artist, title, date, medium, price) Artist Statement: Explain your thought process in creating your work of art. How did you make the piece (medium, technique)? What was your inspiration for this piece? What narrative does your piece tell? What section of the gallery would your work fit into best? What artist would your piece look best next to? (7 sentences minimum). Use additional sheets. 11

12 Task Five: Presentation Objective: to create a formal presentation explaining your journey as a curator of your own gallery. Motivational Questions: What goes into producing an art gallery? What did you learn about your own taste in contemporary art? What was your greatest takeaway from this career based learning unit? National Visual Arts Standards: Creating- Anchor Standard 3: Refine and complete artistic work. Performance Standard- VA:Cr3.1.IIIa Reflect on, reengage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision. Presenting- Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Performance Standard- VA:Pr4.1.IIIa Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event. Directions: Host an art opening presentation! Presentation should be minutes in length and everyone should actively participate equally. Discuss all components to our gallery listed below. Provide any necessary visuals using a PowerPoint or other presentation tool. Information on Show: o Title of gallery and exhibition o Mission statement o Theme of the exhibition o Logo Design Research Process: o What was your process for researching artists? o Did you encounter any hardships with researching your artists? o Why were you drawn to these pieces? o What did you learn about your taste in art through this process? o Describe artists and pieces (artist, title, date, medium, meaning o Point out where in the gallery their pieces are located Layout of Gallery (models): o Why did you arrange your model/gallery layout this way? o What hardships did you overcome in planning the model? o What special considerations did your artwork require? o How does your gallery layout reflect your show s theme? 12

Exhibition Guide: o How did we create the guide? (InDesign or Publisher) o Why did we design the guide this way? o What hardships did we have when creating your guide?

o How does your piece fit in the show? o What artist/section of gallery would your piece look best next to? Takeaways: o What did you enjoy about this class?

13 Exhibition Guide: o How did we create the guide? (InDesign or Publisher) o Why did we design the guide this way? o What hardships did we have when creating your guide? o How does your guide reflect your show s theme? Artwork Contribution: o Describe your art piece (artist title medium) o How did you make it? o What was your inspiration? o How does your piece fit in the show? o What artist/section of gallery would your piece look best next to? Takeaways: o What did you enjoy about this class? o What part did you enjoy doing the most in this class? o What was hard about this class? o What did you learn about the art world because of this class? o What did you learn about your own taste in art? o What did you learn about contemporary art? Note: This is a formal presentation. Please introduce yourself and conduct yourself professionally in front of our community members. Please rehearse your presentation with your partner in advanced so you meet time and response expectations. 13

Faculty Reflection Juarez and Lucas ran the DIY Art Gallery class two years at the Appleton Career Academy. Each time, the format of the unit and implementation of each task remained the same.

14 Faculty Reflection Juarez and Lucas ran the DIY Art Gallery class two years at the Appleton Career Academy. Each time, the format of the unit and implementation of each task remained the same. However, the first time running the class with twenty-six freshmen through seniors, they ultimately designed thirteen different proposed galleries. The second time we ran the class, the class of twenty-two freshmen through seniors, they were ultimately all working towards one gallery design. All students were given the same number of artists to choose from the 365 artists 365 days website, www. 365artists365days.com. From this selection of artists, students had to find inspiration and meaning much more succinctly to design a gallery with a common theme or message. Along the way through every task, they had to present their ideas to the class and the class had to vote which design best articulated their shared vision. This proved to be a challenge for Lucas s students and it was hard for them to not have their designs chosen every time. As a teacher, she made sure every person contributed to the end result; the exhibition. In addition to each task design, they played an active role in installing and handling the artwork on the installation day. They also had the opportunity to present at the actual art opening about the class and the show they produced. As we moved from Year One to Year Two, it was exciting to see the students become more involved with their gallery design, actually handling the artwork and hosting an art opening. They also had direct communication with the artists involved in the show. The students interacted with the featured artists during the installation, at the art opening, and on Skype sessions. The Skype sessions also helped us add a greater level of technology integration into the classroom as well as to help us learn more about the artists and their work on a more personal level. Assessments were made based on students summative end products for each task as well as the accompanying presentations or statements they had to produce and present. 14

15 Juarez, Frank & Lucas, Elyse. A How To Guide to Organizing Your Very Own Art Exhibition

16 About Us Frank Juarez art educator & founder of the 365 Artists 365 Days Project Stay connected: #frankjuarezgallery, #snhsartdept Frank Juarez is a gallery director, art educator, artist, published author, presenter, and arts advocate living and working in Sheboygan, Wisconsin. Organizing local and regional art exhibitions, community art events, facilitating presentations, and supporting artists through professional development workshops, use of social media and networking has placed him in the forefront of advancing and promoting local artists and attracting regional and national artists to interact, collaborate, network and exhibit in the Wisconsin. Juarez is the art department chair at Sheboygan North High School. He is actively involved in local, regional, state, and national arts organization such as the Wisconsin Art Education Association, and the National Art Education Association. He has served as a board member in the following organizations: Milwaukee Artist Resource Network, Arts Wisconsin, and the Cedarburg Cultural Center. He is the founder/former director of the Sheboygan Visual Artists. In 2011, he has opened his first art gallery, the Frank Juarez Gallery in Sheboygan and has relocated to Milwaukee, Wisconsin. He has been presenting at local universities, colleges, galleries, and artist groups on the Business of Art Art of Business. He is the founder of two projects focused on contemporary art and art education called The Midwest Artist Studios and the 365 Artists 365 Days Project. In 2015, he was recognized as the 2015 Wisconsin Art Education Association Teacher of the Year and in 2016, he was recognized at the 2016 National Art Education Association Wisconsin Art Educator of the Year. Recently, he has joined the faculty of the Vermont College of Fine Arts and SchoolArts Magazine as a contributing editor. Elyse Lucas art educator lucaselyse@aasd.k12.wi.us Elyse Lucas is an Art Educator at Appleton North High School and the Appleton Career Academy located in Appleton, Wisconsin. Lucas is an active artist, art advocate, and community leader in the Fox Valley. She received the 2016 Future 15 award for arts advocacy and promotion of local art events. Lucas has served on the Wisconsin Art Education Association board for one year. She teaches the Art Education Methods course at her alma mater Lawrence University. Lucas has presented at the 2017 National Art Education Association conference in New York City and the 2016 Wisconsin Art Education Association conference in La Cross. Go Art! Feel free to contact Elyse Lucas for additional information or questions about this project. Thank you for checking out our How To Guide to Organizing Your Very Own Art Exhibition. 16

Enduring Understandings: Students will understand that

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