Camp Cartoon, Camp Tomorrow, Camp Noise and Camp Kinetics each ran for a week in Eskenazi Hall. Students explored, discovered and made things—often with digital technology in the school’s newly established Think It Make It Lab.
“These new camps are what the students are looking for,” said instructor Lauren Saunders (B.A.E., 2015). “Bringing together traditional studio art practices and digital technologies opens up a whole new set of skills for the students. It also takes them out of their comfort zone and results in great brainstorming and exploration.”
Hannah, a 13-year-old camper, tried all of the creativity camps. “I came to camp to learn how to do animation and broaden my experiences,” she said. She described the unfamiliar hand-to-computer processes in Camp Cartoon as really tough at first, but “the more I did it, the easier it got. I feel like I really pushed myself.”
A scholarship made it possible for Hannah to attend. “Scholarships are good,” she said, “because there are a lot of kids who want to come to camp but can’t. That’s too bad because they may not be able to become what they want to be. I feel lucky.”
Thanks to donors including the Summer Youth Program Fund—a collaborative coordinated by the Central Indiana Community Foundation and Lilly Endowment, Inc.—many Marion County youths had something fun to do this summer.
Sisters Nyela, 12, and Mesgana, 13, said their mother was looking for educational camps online when she found Herron. The pair said she was happy to learn that scholarships were available. The girls attended camp for two weeks. They both wanted to thank whoever made the scholarships possible. “It’s neat that two people from the same family got to come to camp,” Nyela said.
This year’s Summer Youth Program Fund partners included Lilly Endowment, Inc., Allen Whitehill Clowes Charitable Foundation and the Christel DeHaan Family Foundation.
The Lacy Foundation also supported Herron Creativity Camps through its support to Herron’s Community Learning Programs.
Herron’s Community Learning Programs have undoubtedly made a positive mark on the lives of aspiring artists. To learn more about these programs, visit www.HerronCommunity.org
There are a lot of meet-cute stories at Herron School of Art and Design. One belongs to the departing duo of Linda Adele Goodine, former Chancellor’s Professor of Photography and Intermedia and Mark Richardson, former associate professor of Ceramics. A school secretary introduced them to each other a quarter of a century ago. “She said to Mark, ‘Look at that skinny photo instructor. She looks like she needs to be fed,’” recalled Goodine. They went to Some Guys, a popular place for pizza.
Their apartments were within walking distance of the school. Later, said Richardson, “We could have bought a small house, but we bought this crazy, empty church,” just a few degrees north on the same street in the historic neighborhood. The vast space, fronted by a lush garden today, became a hub for creative activity and socializing.
Richardson earned his M.F.A. degree from IU Bloomington in 1980. He started at Herron the same year as a visiting lecturer and stayed for 34 years. He retired in December 2014.
Goodine, who holds master’s degrees from Ithaca College (1981) and Florida State University (1983), was recruited in 1989 as a visiting artist. “I came with an established career and had 20 museum shows under my belt,” she said. Her 26-year career at Herron ended on May 31.
Both Richardson and Goodine have family on the east coast. His family is in Massachusetts. Although she was born in New York, Goodine said, “I came of age in the South as an artist and I go back down to the Gulf or the Everglades to do my work.” With their daughter, Ella Richardson Goodine, out of the nest and studying French theory and gendered sound art at Smith College, it was natural for the couple to look beyond the Midwest.
“I am well into my 50s, and I wanted to start spending more time in my studio,” said Goodine. “I probably would have stayed at Herron just a year or so longer.” However, a position in Greenville, North Carolina, caught her eye.
“It was as if the job description had been written for her,” Richardson said. So she has accepted the appointment as Carol Grotnes Belk Distinguished Professor in the School of Art and Design at Eastern Carolina University, beginning this August.
Goodine said she will be teaching three classes per year and have more time for research, including several book projects she has had in mind. “There’s a real connection fit-wise between there and Herron,” she said. “It has a very familiar feel.”
Richardson and Goodine said what they loved most about their time at Herron was their students.
“When you have a big group of curious people—for example, last semester’s junior class—I was so lucky to have them. They were ready to think differently at any moment,” said Goodine.
“You look at the art you make and the kids you teach as your children,” Richardson said.
Both professors empathize with parents’ varied reactions when students announce their plans to go to art school.
Richardson said his own parents were a little nervous but supportive.
“My dad wanted me to go to law school with my sister and start a family business,” said Goodine. “‘Why would you take a vow of poverty?’ he said. That worry for parents never changes—that connectedness to security and what that means for livelihood.”
“I try to teach my students to be full-brained, to reign in their intuition through technique and go past their craft,” she said. “If they never make another piece of art after they leave here is doesn’t matter. They have adaptability tenacity, and the ability to think critically.”
Richardson and Goodine still remember their early artistic influencers reverently. For Richardson, they were the international ceramicist Gregor Giesmann and folk potter Shoji Hamada. For Goodine, they were her grandfather, Arthur H. Richards, a photojournalist for Reuters and Gannett, and Roger Mertin, “a photographer’s photographer,” she said.
From Adele, I learned that good art starts from a place of questioning rather than knowing. Her great gift as an educator was to create a space where I could challenge what I thought I knew, about the world and myself, and use that inquiry as a basis for making better images.
She inspired this quest to really examine where the images come from inside yourself, and also to think more about how your art lives outside the classroom. A regular part of Adele’s curriculum was a public-service component; I loved finding out that art-making can go out of the studio and be a part of the community. It’s a wonderful way to keep your practice alive and fresh. In Adele’s classroom, we got this sense that what we do as artists is powerful and important. I’ve kept that feeling throughout my career.
“We will miss our colleagues. We’ve said goodbye to many people and been happy because they are going on to more adventures,” said Richardson.
A title from one of the airport commissions sums it up best for Richardson and Goodine: Bon Voyage, Fly, Perfect.
Donald Prell, 91, met Herron alumnus Rinaldo Paluzzi during an exhibition in Los Angeles. “I purchased one of his paintings in September 1960 for $360,” said Prell, “which in today’s dollars would be $2,875.”
Prell observed that Paluzzi’s body of work is impressive. He called on Herron via email to inquire as to why there was no official school entry for this notable alumnus on Wikipedia, or the school’s website.
Explanations about Wikipedia’s status (does not count as publishing in the eyes of some scholars) and referral to Herron’s website for an obituary—Paluzzi died in 2013 at the age of 85—even a copy of Herron’s history book, The Herron Chronicle; well, Prell was having none of it.
“He deserved to have his own page in Wikipedia,” Prell said. “He is a notable graduate of Herron, and the school should be proud to list him as a notable member of its alumni.”
The continuing conversation stimulated Prell and the school. Since Prell lives in California, the likelihood of a trip to Indiana to answer his questions in person is doubtful. He was so committed to his idea that he did more than create a Wikipedia page himself for Rinaldo Paluzzi, asking the school to vet the information. With a philanthropic gift to Herron, he created the Donald Prell Fellowship in Art History, to support budding art historians in telling a fuller story of Herron’s notable alumni. Paluzzi’s will be first story told.
Taylor Townsell, a senior majoring in art history, is the first Prell Fellow. She transferred to Herron from the Fashion Institute of Technology in New York. The art history faculty nominated her for the Prell Fellowship based on her demonstrated abilities in research, analysis and writing. She will have a year to complete her assignment. She has shrewdly negotiated a deal with an English professor to submit her paper on Paluzzi in fulfillment of an ethnographic research assignment as well.
“Waking up one day and having this email from Jennifer Lee [associate professor of art history] saying ‘You are the perfect person for this,’ made me feel very grateful,” said Townsell. “I got a research fellowship as an undergraduate!”
“I am excited to research Paluzzi’s body of work in detail. I will be interviewing some people in the area that knew him. I am really excited that I’ll be able to use local resources.”
Townsell noted what a wonderful thing Donald Prell has done. “I feel that not much is given to Art History,” she said. “I was surprised by this proposition. This will add a lot of interest about art history to Herron.”
In subsequent years, the subject may be any notable Herron alumna or alumnus, to add to the body of knowledge about Herron alumni. The Prell Fellow will produce an analytical research paper or an equivalent product in another medium, perhaps for conference presentation or submission to a peer-reviewed publication.
In the meantime, Prell has become fascinated by the life of John Herron. In addition to the school, he has contacted the Indiana State Library, the Indianapolis Museum of Art and University Library at IUPUI to satisfy his thirst for knowledge. May all Herron students be as diligent.
The Webby is bestowed by the International Academy of Digital Arts and Sciences, founded, according to its website, “in 1998 to help drive the creative, technical, and professional progress of the Internet and evolving forms of interactive media.”
Honoring “the best of the Internet,” the 2015 Webby went to 344 entries out nearly 13,000 from every state in the U.S. and more than 60 countries. Radcliffe won in the Personal Blog/Website category.
This accolade is only the latest in a steady progression of attention for Radcliffe. Herronline has followed Radcliffe’s creation since 2012. Things Organized Neatly has taken him from his student days in Indianapolis to the Tate Modern in London, where he was a guest lecturer in 2014.
Perhaps the most remarkable aspect of this beautiful blog is the sheer discipline Radcliffe has demonstrated in building himself into a phenom through it; “I have featured approximately one photo every day for the last five years,” he said, noting that he could not have done it by himself. People from all over the globe submit their images to his curatorial charm.
“The site has become a documentation of the trend and style of organizing things neatly,” Radcliffe observed.
Why? Why do viewers—closing in on half a million of them—seek out this visual representation of order? “I can say that people find it calming—respite from the chaos of the Internet and 21st century living,” he said.
After the Webby win in May, He was hired by Fitz & Co. to shoot Instagram photos at ArtBasel in Switzerland.
Next up for Radcliffe, who currently resides in Cincinnati, is a book about Things Organized Neatly, a best-of collection from the blog, which will be published in 2016 by Universe, an imprint of Rizzoli.
Radcliffe also is contributing to the next issue of Pattern magazine and has a number of shows under development in the Midwest, which he’s sensibly remaining tight-lipped about until details are cemented.
The School of Informatics and Computing at IUPUI hosts Summer Workshops each year as a way to introduce informatics and computing to area high school students and provide them the opportunity to discover their interests in technology in a variety of ways.
This year’s workshops were held June 8 through July 24 and included new sessions to engage junior high students as well, with exciting results. The workshops, taught by faculty and students in the school, covered topics in Media Arts and Science, Informatics, and Bioinformatics.
“Informatics and computing is prevalent in so many different fields including health and life sciences. So we wanted to include workshops for junior high students to introduce them to informatics and computing and allow them to explore, and also include something for high school students that have an interest in science as well as technology,” said Angela Madden, high school specialist for the School. “With the new changes, registration doubled from last year and more registered for multiple workshops, which shows how the interest in informatics is growing.”
The workshops offered hands-on experience on everything ranging from game design, 3D animation and app development for smartphones to exploring a human genome.
Students were able to work and become familiar with the latest technology, production equipment, and software during class sessions.
At the end of each workshop, students gave a project presentation. Those in the bioinformatics workshop did a team presentation that detailed their research and provided data visualization of their findings, giving students real world experience. “Presentation skills are important to have not only when preparing for college, but for a career too,” said Brian Benedict, Director of Career Services for the School of Informatics and Computing at IUPUI.
Each workshop was Monday through Friday, with class sessions going from 8: 30 a.m. to 4:30 p.m. daily. Classes were open to any student entering, currently enrolled in, or graduating from grades 7-12.
The workshop series is scheduled annually mid-June through the end of July.
Students at Arsenal Technical High School, part of Indianapolis Public Schools (IPS), are receiving an investment from Fortune 160 company, Cummins Inc (NYSE: CMI). To improve learning opportunities for students from low-income and minority families and provide more pathways to good jobs, the company is investing its resources as well as the skills of its employees.
The IU School of Informatics and Computing at Indiana University-Purdue University Indianapolis (IUPUI) announced today Cummins Inc. is donating funding and encouraging its employees to contribute their time and talents to the Informatics: Diversity-Enhanced Workforce initiative, or iDEW.
Launching this fall, iDEW will help students from Arsenal Technical, IPS’ Pike High School and the private Providence Cristo Rey learn information technology (IT) skills necessary for two or four-year college degrees and careers in the IT industry.
The iDEW program has broad support from area Cummins invests in iDEW initiative
businesses, with the global power leader Cummins being the most recent investor. As part of the partnership, Cummins employees can use four or more hours of their work time to mentor and tutor iDEW students.
“Cummins employees are excited to support iDEW and help students in Indianapolis’ Near Eastside reach their full potential in education and beyond,” said Mary Chandler, Cummins’ Executive Director of Corporate Responsibility. “Cummins is grateful for the opportunity to partner with IUPUI and other industry partners committed to helping students in our community gain skills that lead to good jobs.”
iDEW is a year-round program that introduces students to computing, informatics, and other IT concepts, the real-world application of those concepts, and career opportunities in the IT industry, which according to one IU executive is lacking in both diversity and quantity of qualified applicants.
“There are over 1.4 million unfilled jobs in the IT industry, and the number continues to grow,” said Mathew Palakal, executive associate dean of the IU School of Informatics and Computing at IUPUI. “These jobs are high-paying and available all over the United States. We feel a sense of responsibility in assisting with the preparation of the workforce of the future by providing them with the necessary skills to secure these jobs.”
To prepare graduates for those future careers, iDEW will focus on students’ reading, writing, and interpersonal communication skills in addition to building their self-esteem, confidence, and ability to work on teams.
Leading those sessions, which range from basic programming to creating websites and mobile applications to understanding the data behind DNA, will be Informatics and Computing faculty working with high school teachers. Lending a hand will be volunteers from industry experts like Cummins.
Headquartered in Columbus, Ind., with a growing presence in Indianapolis, Cummins designs, manufactures, and distributes engines, filtration, and power generation products. In 2016, Cummins’ Distribution Business will open a downtown Indianapolis office, increasing the number of employees in the city to approximately 250. Corporate Responsibility is a core value at Cummins, and employees are encouraged to serve and improve the communities in which they live, with partners and programs like the iDEW initiative through the School of Informatics and Computing at IUPUI.
Twenty-seven months ago, they were members of the first class of students to begin the Master of Physician Assistant Studies program in the IU School of Health and Rehabilitation Sciences.
They will record another first on Friday when they complete the program, created to help fill the need for health care practitioners, particularly for medically undeserved populations and Hoosiers living in rural areas.
“Most of the students already have jobs lined up in various areas of medicine, including surgery, primary care and emergency departments,” said Rebecca Rebman, a physician assistant and director of the physician assistant program. “Some have applied for physician assistant residencies to gain additional education needed to practice in a specialized area.
“Physician assistants are advanced practice providers whose training is modeled after medical students,” she said. They study primary care as well as specialties.
“They are dependent practitioners who work in a collaborative arrangement with a supervising physician, but physician assistants also have a lot of autonomy,” Rebman said. They can see patients on their own, consulting with a physician as needed.
“They are able to assess patients, order diagnostic tests and then develop a treatment plan and write prescriptions,” Rebman said.
During the 27-month program, students take 111 credit hours, compared to the 128 credit hours taken by a typical undergraduate student over four years.
“It’s a demanding program,” Rebman said. “It’s like sprinting through a marathon.”
Rebman said the students have done well in their classes and clinical rotations. More importantly, she said, the program’s health partners — which are among the health organizations hiring the students — feel the same way.
Now a lecturer and academic coordinator in the physician assistant program, Sarah Eli had her first encounter with the students while working as a physician assistant in the Indiana University Health West Hospital emergency department.
She said the emergency department staff was a little nervous when the first student arrived for a clinical rotation. “We hadn’t had a physician assistant student before, and we had no idea of what their preparation might be.”
“The first (IU) student just blew our socks off,” Eli said. “He was great. He knew his content, he was enthusiastic, and he was willing to do everything.
INDIANAPOLIS — One team of scientists is searching for an innovative repair strategy for human spinal cord and brain injuries. Another is looking for cures for the “wasting away,” experienced by patients with cancer, congestive heart failure, AIDS and other underlying diseases.
Both are the recipients of a grant from the Office of the Vice Chancellor for Research at Indiana University-Purdue University Indianapolis to establish their research centers as viable units whose work will translate into better understanding of disease and the development of better cures and treatments.
The two groups are among five research center teams awarded development funding in Round 8 of the IUPUI Signature Centers initiative Program.
“This is the eighth year that we have been running this internal grant program, and I congratulate the new centers that have been selected for funding,” Kody Varahramyan, IUPUI vice chancellor for research, said.
“The Signature Centers Initiative has become a key cornerstone of the IUPUI research enterprise, playing an important role in enhancing research and scholarly activity, while fostering the development of research centers that are addressing important national and global needs, and contributing to economic and social well-being,” Varahramyan said.
Two of the five centers selected in the latest round have received Category A (three-year) funding:
Center for Spinal Cord and Brain Injury Research, Xiao-Ming Xu, director, IU School of Medicine. Focus: To understand molecular mechanisms underlying traumatic spinal cord and brain injuries and to develop innovative repair strategies that can be translated to clinical treatments of these diseases in a timely and responsive fashion.
Indiana Center for AIDS Research, Samir Gupta, director, IU School of Medicine. Focus: To develop internal infrastructure to facilitate novel collaborations among researchers that will lead to improving access to care for all HIV/AIDS patients; and improving retention in care and adherence to antiretroviral therapy especially for racial and sexual minorities.
The other three centers have received Category B (one-year) funding for planning purposes:
Center for Aerial Unmanned Systems Imaging, Dan Johnson, director, IU School of Liberal Arts at IUPUI. Focus: non-military applications of unmanned aerial systems (drone) technology such as remote imaging for water quality, mosquito habitat mapping, disaster preparation and precision agriculture; and the utilization and analysis of data collected with unmanned aerial systems.
Institute for Product Lifecycle Innovation, Hazim El-Mounayri, director, Purdue School of Engineering and Technology. Focus: the promotion and management of product lifecycle practice in advanced manufacturing and life science applications in order for American industries to remain competitive in the global market; to serve as a test bed and vehicle for the rapid implementation of advanced product liability tests, digital manufacturing and designing.
Center for Cachexia Research Innovation and Therapy, Teresa Zimmers, director, IU School of Medicine. Focus: U.S. multi-investigator cachexia (involuntary weight loss) research center will support development of interdisciplinary, multi-investigator collaborations through meetings, a research retreat and the development of a regional consortium with Ohio State University; and center will invest in a thematic research program on cardiopulmonary effects in tobacco-associated cancer cachexias.
The IUPUI Signature Centers Initiative fosters the development of centers that are unique to IUPUI and that can lead the way in world-class research and creative activities, and make a difference in the lives of people. The initiative provides each selected center with initial funding for a period of one to three years. The centers are re-evaluated at the end of three years and if approved, receive a five-year designation as an IUPUI Signature Center.
INDIANAPOLIS — Art lovers still have time to catch the 15th annual exhibit of artist’s books made by students in the book arts program at Herron School of Art and Design, part of the Indiana University-Purdue University-Indianapolis campus.
The free exhibit has been extended through Aug. 14 in the foyer of the Fine Arts Library at IU-Bloomington, 1133 East Seventh St., Bloomington. Gallery hours are 8 a.m. to 6 p.m. daily.
Herron offers a minor in book arts within its printmaking department. Herron’s book arts curriculum emphasizes combining solid craftsmanship skills such as drawing, printmaking, letterpress and sculpture with an understanding of the expressive potential of the book as a medium. Students are encouraged to push the definition of the book and engage with the melding of narrative and structure, or narrative and functionality. The end result is that many of the works on display are “unbooks” bearing little resemblance to books as we know them.
The Fine Arts Library exhibit includes a bracelet-like structure that opens into two halves out of which comes an accordion-style tiny book that can be read only when the accordion is pulled out. The display also includes books created by sculptor Shana Reis, who uses the books to explore her combat experiences as a gunner on the front lines in Iraq and Afghanistan. The books include paper pages created by running military uniforms through a paper pulp beater.
In an interview with WFIU Public Radio, Herron book arts adjunct instructor Karen Baldner talks about the excitement of being on the leading edge of the “re-appropriation” of the physical book as a “medium of enormous potential” in our digital age. “Students who are engaging in this know that they are re-inventing the wheel,” Baldner said.
Listen to Baldner’s interview here.
The Kresge Foundation seeks to test new approaches to integrating arts and culture into multiple sectors, disciplines and systems concerned with community revitalization.
Focus Area Overview
Many elements of creative placemaking are not well understood, and that lack of clarity inhibits more widespread adoption of the practice among other sectors, fields and systems. By testing and documenting new approaches to creative placemaking, we expect to gain a deeper understanding of the contributions arts and culture can make within other systems and of integrative processes that can be widely deployed.
We are interested in supporting cross-sector/cross-disciplinary projects that embed arts and culture into local systems such as, but not limited to, municipal departments, community financial networks such as community development financial institutions, community banks, credit unions, comprehensive planning efforts, human services networks and regional food hubs.
Some of the Activities We Support
Pillsbury United Communities drives change for vulnerable populations in four Minneapolis neighborhoods through the disciplined integration of creative practice into organizational systems, practices and multiservice program delivery. This holistic approach engages residents and leverages embedded, cross-sector partnerships to increase social capital and entrepreneurial activity, create safer public spaces and strengthen neighborhood identity.
St Clair Superior Development Corp. in Cleveland employs an asset-based strategy that braids creative placemaking with economic development and the launch of a local food economy strategy. Creative placemaking activities generate new connections and access to fresh, local food, educate residents on how to work with whole ingredients and encourage them to share meals among neighbors. The effort connects to creative and culinary entrepreneurial endeavors through business training that honors place and the community’s cultural heritage.
The District of Columbia Office of Planning is dedicated to creating an inclusive city that has successful, green and connected neighborhoods that feature education and employment opportunities. Its approach includes arts and culture as a core element of comprehensive planning processes that are resident driven, cross-disciplinary and focused on human capital and infrastructure challenges and opportunities.
Intermedia Arts, along with the city of Minneapolis’ Office of the City Coordinator, continues to expand the successful Creative CityMaking initiative across five city departments. This initiative fosters collaboration between local artists and city employees to develop fresh and innovative approaches to a broad range of local issues including transportation, land use, economic activity, environmental quality and civic engagement.
Who may apply?
U.S. 501(c)(3) organizations with audited financial statements that are not classified as private foundations. Audits must be independently prepared following Generally Accepted Accounting Principles or Government Auditing Standards. Financial statements prepared on a cash, modified cash, compilation or review basis do not qualify.
Examples of applicants include:
Anchor institutions in any sector that have a stake in and are located in a low-income disinvested community. Such organizations often have a longstanding presence, are large or small employers and operate or are located in a facility through either a long-term lease or direct ownership. These might include arts and cultural institutions of all disciplines and sizes, colleges and universities (four-year, community and minority-serving institutions), libraries, health clinics and human services agencies.
Nonprofit artist collaboratives.
Nonprofit community partners that serve as catalysts, intermediaries and/or funders of community-based revitalization, such as community development corporations, community foundations, financing agents such as credit unions and community development financial institutions and neighborhood associations.
Who may not apply?
Organizations that discriminate on the basis of race, color, religion, gender, national origin, citizenship status, age, disability, sexual orientation or veteran status.
Organizations that require membership in certain religions or advance a particular religious faith. (Faith-based organizations may be eligible if they welcome and serve all members of the community regardless of religious belief.)
Programs operated to benefit for-profit organizations.
Who will be competitive?
Projects and organizations that:
Embed arts and culture in larger community revitalization initiatives.
Engage in cross-disciplinary, cross-sector activities.
Exhibit strong leadership.
Include artists and arts organizations.
Extend benefits to all stakeholders, especially low-income community members.
Demonstrate commitment to sustained engagement and empowerment of low-income residents.
Work to ensure current residents can remain in their community even where revitalization changes neighborhood economics.
Honor community distinctiveness.
We do not fund
Planning projects or stand-alone arts and cultural projects that benefit one organization, are on the periphery of a broader community revitalization project or have limited regard for place. Examples include:
Arts education and outreach activities.
One-time, community arts, public art or beautification projects not connected to a comprehensive community revitalization project.
Capital campaigns for cultural facilities or outdoor venues not connected to a comprehensive community revitalization project.
Economic and community development projects without consideration to history, character of the place and integration of the arts.
Neighborhood branding projects.
Projects where resident input is consultative or participation is limited to attendance.
Arts and social justice and engagement projects not connected to a larger revitalization strategy.
Our online-application system is off line until July 29, 2015.
We will accept and review inquiries on an ongoing basis through 2015. There are no deadlines.
We have a two-step application process that begins with an inquiry, submitted via an online application system.
Part 1, the preliminary application, contains a data-entry component and several attachments, including a narrative.
If the activity you describe fits one or more of our strategic priorities and our budget, we then request additional information. This will constitute Part 2 of the application process