Showing posts with label Alumni Residency. Show all posts
Showing posts with label Alumni Residency. Show all posts

Emily Davis Adams - Dumfries Residency


Emily Davis Adams (MFA 2011, Fellow 2012) just completed the “Dumfries House Residency,” at Dumfries House, in Scotland. Dumfries House was built between 1754-1759 for the 5th Earl of Dumfries, and is set on 2,000 acres of land in East Ayrshire, Scotland (about an hour’s train ride South of Glasgow). The estate’s principal rooms and their contents have remained almost completely intact for 250 years, leading to a description of Dumfries House as “an 18th century time-capsule.”
The residency is awarded to a very select group of artists by the Royal Drawing School in London, and its international partners (including the New York Academy of Art). It provides a private studio and accommodation on the Dumfries House estate for up to four artists at a time. It is a unique opportunity for artists who use drawing in their practice, and emphasizes working from observation and the development of new work.

Below, Emily talks about her experience at Dumfries House, and the evolution of her work since the Academy.

Can you describe the setting?

The region is a combination of pastureland (lots of cows and sheep), forested areas and small towns. The estate had been abandoned for a long time, but Prince Charles recently took on its restoration and revival, and it has recently re-opened to the public. There is still quite a lot of work being done – for example, I watched a large maze being built in the earth near my studio building. The buildings are all relatively close together, but the rest of the estate spans several hundred acres of small paths, through gardens and forests and streams. It’s such a lush environment, I felt like I grew extra green receptors in my eyes!
A Path on the Estate

How did the setting influence your work during the residency?

The green was infectious, which caused a bit of confusion at first - I’ve basically been working in an expanded grey scale for coming on two years now. But it was a welcome change. I had made several rules for myself to abide by during my stay in order to both stay focused and use the time to experiment with my studio practice. One of them was to work from life. So for a while my studio was filled with pieces of moss and lichen covered branches and stones. I brought every green in my arsenal of paints, and my viridian and hooker’s green were no longer extant by the third week. I did a lot of painting outside, which was definitely a change from my norm. I fell in love with a stump, and made a lot of quick watercolors of it. It was uprooted, on its side, sawed off—really pathetic—but with life just springing from its every orifice. Ferns, moss in every shape and green, mushrooms, you name it.  I took a lot of photos in addition to my sketches and have plans for a big painting at some point in the future. I spent the final week returning to my grey scale, but with a new perspective.

Close-up of Emily's Palette
The residency is geared toward "drawing based" work - can you describe how you use drawing in your painting practice?

I guess I’m not always entirely sure where the line is, pardon the pun, between drawing and painting. Most of my work these days has been on paper, typically watercolor and/or gouache, and I use graphite pencil for sketches when I’m trying to work out a composition or idea.








How has your work progressed since your NYAA postgraduate fellowship?

"Buttonwillow" - from Emily's NYAA years

Moss Covered Specimens in Emily's Studio
During the fellowship my paintings were mostly boiled down interpretations of places I’d been or lived in, like views from the highways of California, or the brick wall and roof outside my window in Brooklyn. They were all in oil and using the conventions of landscape by showing both sky and ground, with an actual or implied horizon line.  Since the fellowship, I’ve started working a lot on paper, and started looking downward at my subject matter, getting rid of the horizon line and dealing with a more overwhelming space that doesn’t really let you out and doesn’t give you the relief of vast receding distance. I felt like the blue skies and atmospheric perspective were too easy, too pleasing, and I was trying to get at something more challenging. I’ve been working a lot with surfaces that have a human history in them (or on them), like sidewalks and studio floors. Most of the subjects have been flat, but I’ve also made paintings of objects from the ground—that also have a human story—like a piece of trinitite from the atomic bomb test site, and the boulder from the artist Michael Heizer’s work, ‘Levitated Mass’. My newest big project has to do with footprints left on a clay tennis court after my partner and I played a game. I’m terrible at tennis, by the way, but I thought the record of the game on the ground was good stuff for a painting.
View from the Studio Window

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Chasing Light - Painting and Teaching Within the Magical Landscape of Altos de Chavon

By Lily Olive (MFA 2015)

I spent this past August immersed in the magical environment of Altos de Chavon as one of the recipients of the New York Academy of Art ­ Altos de Chavon Artist and Teaching Residency, living and breathing what seemed to be some kind of mirage of an idealized ultimate painter's paradise. I along with three other NYAA alumni: Ivy Hickam (MFA ­ 2013), Ian Factor (MFA ­ 2014) and Alfonso Gosalbez Berenger (MFA ­ 2014), were given the fortunate opportunity to be selected to teach and work at La Escuela de Diseño Altos de Chavón, a design school in La Romana, Dominican Republic this Summer as part of an ongoing dialogue and exchange program NYAA and Altos de Chavon established last year. Chavon is an affiliate of Parson ́s School of Design in New York.

Ian and Ivy went down in June for the first residency round, and Alfonso and I followed in August for the second round. Ian instructed a class on anatomical drawing, Ivy gave a class on introduction to printmaking, Alfonso taught a landscape painting class, and I taught a class on art historical modalities and contemporary art, a brief survey of a variety of historical technical processes and painting exercises, lectures and several conceptual drawing exercises.



We all overlapped our time there by one week in the beginning of August. Ian and Ivy, along with the wonderful teachers and staff of Altos, helped welcome Alfonso and I to the school and showed us the lay of the land. It was very special to be able to spend that time together with each other painting outside, printmaking with Ivy and the students, taste­ testing delicious Dominican foods liketostones (fried green plantains!), and working on my Spanish language survival skills.

One night, we even ate fried parrot fish at Bayahibe, a beautiful nearby local beach, inside a gift shop surrounded by dresses, wind chimes, painted shells, and palm tee paintings, as torrential rain surprised us and had interrupted our dominos game and dinner on folding tables in the sand..the scramble to retreat inside away from the sheets of gusty rain, grabbing plates of steaming hot fish and cold Presidente beers wrapped in soggy napkins as we ending up moving our dinner from beach to open air gift shop was an experience I will not forget anytime soon.



I kept telling the other residents and teachers at the school that the stunning natural beauty was so overwhelmingly gorgeous, it was borderline saccharine. Certainly a nearly impossible feat to try to capture moments of fading suffused sunsets, jeweled sunbeams dancing and diving across frothy turquoise crests, mangos and coconuts weighing down above, hanging heavy amongst the medieval style architecture.

Bright yellow plums dotted the pathways, butterflies darted in and out of huge yellow, radiant magenta, pink and white tropical blossoms, and light flickered in and out of swaying palm trees.  Geckos and iguanas roamed in and out of our housing, and stray kittens mewed at us for scraps. “Cheese” the cat, a beautiful
mottled gray and white gregarious feline with emerald eyes befriended me quickly, and he spent days following me around, jumping into my lap and demanding attention and treats.




It was paradise realized as far as I was concerned. Perhaps we had landed in an episode of Lost or were living like Tom Hanks character in Castaway I mused, as I scrambled up trees to grab mangos and coconuts, victoriously smashing them open. Life existed everywhere I looked, cacti sprouting out of red rocks, orangey red flowers from the Flamboyant trees lining the roads, pathways, swimming pool, and lighting up the environment with their fiery chroma.
A brief background on Altos. Recreated as a 16 community, perched upon a cliff above the Chavon River. Construction of the village began in 1976 and the village was inaugurated in 1982 with the concert by NYC's one and only Frank Sinatra at the amphitheater. The village was designed by Dominican architect Jose Antonio Caro, and created by Italian master designer and cinematographer Roberto Coppa.
The village, in addition to being home to the Altos de Chavon School of Design, also house shops, boutiques, fine art galleries, restaurants and an archaeological museum atop the picturesque cliffs.  The residency consisted of having art studios in a great thatched hut to work out of, and one week of leading and teaching a painting workshop; mine was called History of Painting Techniques and Contemporary Art.

The schools administration and staff were beyond welcoming, Carmen Lorente, the schools academic director, helped us realize and make possible the lessons and ideas we had for our classes and material lists. It was fantastic!
We had lunches together almost daily, and debriefed each other on how our students were progressing, what ideas we had planned for our class lessons, and often lobbying for trips to the beach to plein air.

As a teacher, the experience of having such hardworking and dedicated students was extremely rewarding, and it was a pleasure to push them and see the results. A week is unfortunately not nearly enough time to impart as much knowledge as one would like, but it is long enough to experience very intense immersions into a variety of techniques and experiences together as a class. I gave lectures, painting demos, assisted during lessons, and encouraged the students to keep pushing through the lessons, which were very challenging for them, but they stood up to the demands and dove into their work, with impressive results. It was not uncommon to spend quite a bit of time after class, sometimes hours, assisting the students in continuing to work through their paintings and assignments for that days class. I was touched with how much genuine dedication and love they had for their crafts.



After the classed ended, I spent the rest of my trip outside, plein air painting from life. The time escaped quickly, and I spent entire days working frantically to try to put down color and light and capture as much of the environment as I could.


The landscape, the students, the staff and the entire experience was beautiful and rewarding. We are all so grateful to have been given these opportunities, and I am looking for ways to go back and visit my new Dominican friends as soon as possible.



Mucho Gracias!
Lily



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Ivy Hickam (MFA ­ 2013), Ian Factor (MFA ­ 2014) and Alfonso Gosalbez Berenger (MFA ­ 2014) and Lily Olive (MFA 2013) spent their summer on an Academy sponsored teaching residency in Dominican Republic.

When Plan Change You Go With Them

By IvY HickAM (MFA 2013)


When plans change you go with them.  Instead of teaching my planned for week long monotype course I would be teaching a three day intensive workshop.  Last minute, Carmen worked her magic and I ended up teaching the most wonderful group of students.  I was lucky enough to have a few current students of the design school, going into their second year, and a handful of alumni who lived locally and wanted to be at Altos learning art again. I had painters, drawers, and installation artists.  I had the most engaged and engaging students a non-Spanish speaking nervous teacher could ask for. I had assisted teachers all through the past year in various community collages around New York but it was my first class to teach all on my own.



I had to restructure my class the night before, but with the level of artists I had in my class I was able to teach them just as much information in the intense short time we had together. Painting, scraping, drawing with sticks and q-tips--a whirl of monochromatic prints, watercolor, Japanese paper handprints and experiments in viscosity.  My students ventured outside to paint from life, using the beauty of their surroundings. They used themselves and each other, still life, found images, and their imagination.  I drilled image after image by Degas (an avid maker of monotypes and a favorite of mine) into their heads. I spoke about the importance of contrast, wiping out the lights, and about negative vs. positive. I showed them current working artists as well, showing them how varied monotypes can be.  They showed me, that even with a language barrier, I can show a class what I know and in return they will show me their voices as artists.  The students worked very hard and the amount of prints they made revealed their excitement for the process, leaving time to joke, listen to music and experiment with accidental prints of course.


The smile on everyone’s face as they lifted the paper from their plate, the moths diving into the water baths where the paper was soaking outside, the tables covered with an increasing number of prints--then suddenly the students hugging me and running to catch a bus, it was Friday and the workshop was already at an end.  I left feeling the students were as excited about the monotype process as I am…success! Everyone had helped everyone else, sharing paper and translating and critiquing each other’s work.  By the end they were helping each other print on their own and they didn’t need me anymore. They were self-sufficient printmakers. A far cry from the first morning when at the very beginning of my lesson on how the monotype evolved throughout history, I was interrupted repeatedly in the middle of trying to say the inventor’s name, Giovanni Benedetto Castiglione, by the local cat Cheese’s loud meowing.


Artist and Teaching Residency for West Nottingham Academy - Part 2

By Jacob Hicks (MFA 2012) 


My experience at West Nottingham Academy has been one of learning in many regards.  Along side my time working in the studio, I teach two high school courses-an introduction to drawing and studio painting.  To teach is to become firm enough in your artistic practice to share it.  It calls for a re-examination of formal and conceptual principles and applicable history.  Art is such an ancient and expansive field that it is hard to imagine any other mode of thought not relevant to its understanding, i.e. science, literature, music, mathematics, religion, etc.  To say the task of infusing its vast wealth into young minds is daunting is to not dabble in hyperbole. 
         



West Nottingham Academy embeds its pupils in a program that teaches the values of creative art, exposing them early on to the richness of the practice. Students in my introduction to drawing-freshman and sophomores-mostly came in as clean slates, with little to no guided study. My task became setting a precedent of enjoyable learning.  I wanted to make it rigorous yet fun so that the children might become converts to its ways and not end up with future disjointed memories of art fused with disinterest.





The first lesson, and one of my favorites so far, was a practical study in analytic and synthetic cubism.  Cubism is a 20th century art movement, the visual equivalent of a parallel advancement in the sciences-relativity.  Advancements rarely populate single territories, but spread across all of the humanities; there are cubist poets as well as modern authors who used verbalization to express similar revelations of the period, just in different mediums.  To help my pupils grasp an abstract concept, I created a studio exercise.  Each chose a partner and cycled between posing for and drawing one another for ten minute sessions.  After one round the original pose was again taken, but each artist worked from a new viewpoint.  This second perspective was layered upon the previous, thus illustrating multiple vantages of a single object, effectively fragmenting its stability.  This is the nature of analytic cubism.

After several rounds of perspectival layering, the students then collaged words and images on top of their works.  Like the synthetic cubists, the students playfully mixed and matched the medium of text with that of drawing, collaging together various modes of thought and expression.



Each week we work on a new project, and included are pictures of some of the most successful works.  (I have also included a photo of the painting I am making while my students work.)


My painting students have had more experience, being juniors and seniors who have taken several semesters of art.  Most of them, however, have not had much experience with oil painting.  I designed the course to teach the students the principles and craft of oil painting from start to finish, through canvas construction and surface preparation to indirect and direct painting application, all based on various modes of historical practice.  The students work on a single composition throughout the course; so far they have created the surface-gessoed canvas on stretchers, composed the drawing, painted the drawing achromatically, applied generalized dead palate color, and are now working to finalize the image with multiple glazes and layers of full chroma.  I asked that each composition include a subject and environment and elements of the imagination.  This course is far-reaching in that it introduces and explains painting material and its history, the principles of design and composition, tonal structure and drawing,  intensive color-theory, and the use of oil medium directly vs. indirectly.  


Each student is asked to meet painting progression deadlines, contribute during critique of one another’s work, and present analysis on old master compositions of their choosing based on all of the formal, material, and historical information we cover. 




We have a way to go before the class concludes with a student organized show in the school gallery, where we can celebrate everyone’s achievements.  I must say, all the work is definitely paying off; I have included some shots of the paintings in their current states.


I am having a wonderful time not just teaching, but learning daily from my students.  Each subject they choose to represent sets me on an experimental hunt alongside of them to find the clearest, most luminous way to embody it.






##Jacob Hicks (MFA 2012) will be blogging here throughout his artist residency at West Nottingham Academy, Colora, Maryland about his experience.  If you have any questions for Jacob, please leave them in the comments section of the blog. 
All photographs taken by Jacob Hicks.


Artist and Teaching Residency for West Nottingham Academy - Thus Far





My excitement could not be tempered as my father helped me load up a U-haul rental with my current body of work in the early morning hours of an overcast Brooklyn morning.  I had received my Joseph Campbell-esque call to new adventure in the form of an artist/teacher-in-residence acceptance phone call from West Nottingham Academy a few weeks prior, but now the moment of action was upon me. 

Durga (in progress)
West Nottingham Academy has a special relationship to New York Academy of Art in that our highly respected senior critic Eric Fischl was an alumni of the boarding high school (which just so happens to be the oldest institution of its kind in the nation).  Mr. Fischl decided to construct a bridge between the Academy and WNA to provide an enriched artistic program for the high school and a funded opportunity for selected Academy alumni to gain a trimester’s worth of teaching experience and a sheltered, quiet space for art production.
As my father and I pulled onto and off of busy city-scenic highways (I myself having forgotten the burden of traipsing giant automobiles through urban asphalt labyrinthian webbings; I am strictly publicly transported these days), painting and drawing projects that could finalize the syllabi for my two classes popped in and out, on and off in my mind, like interstate entrance and exit signage or traffic lights. The program to which I was headed was to provide room and board, three wonderfully well-cooked meals a day, a beautiful three-windowed studio space, a solo-exhibition, a generous stipend, and two studio courses to teach five days a week for the duration.  I want to make clear the immense benefits of this for current and future alumni, because the program is available for you to apply to every session, and three alumni total are awarded the residency every year. 

Upon arrival in a lush rural landscape, overgrown with the stunning type of nature I didn’t yet realize I yearned for,  I met Trish Kuhlman, head of WNA’s art department.  Trish, an immensely talented painter and teacher, whose care for and responsibility to her students goes above and beyond the call, introduced me to faculty, staff, and students.  Everyone showed (and continues to show) me such hospitality and welcome that I immediately became convinced I serendipitously turned up in some type of cinematic vision of paradise, where community is close and caring, where nature exhales a majesty that I then breath, where education unites and illuminates. 














My father and I, elated and hopeful, unloaded the truck.  Within the next two days we hung my show, the gallery being a beautifully open space in the main school building, and the proud owner of an authentic Foucault Pendulum, an early mechanical device that legitimized the theory that our Earth was in orbit (I could have believed the theory without the device, seeing as how my world never sits still for too long).  

 

I have now settled in and have moved through several wonderfully fun projects with my classes, all the while contentedly working along on my current composition.  Still, only two weeks have passed!






I fear the difficulty will now be for WNA to pry me loose at the end of my trimester, for I have fallen in love with this intimate, beautiful rural oasis.






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Jacob Hicks (MFA 2012) will be blogging here throughout his artist residency at West Nottingham Academy, Colora, Maryland about his experience.  If you have any questions for Jacob, please leave them in the comments section of the blog. 

All photographs taken by Jacob Hicks.