Yesterday, SAM rolled out an exciting new era for members! With new digital membership cards we are reducing plastic and paper waste, increasing convenience, and saving museum resources, allowing us to put more of your membership contribution towards connecting art to life. All while offering the same great benefits—now available through your smartphone wallet.
It may take several days for you to receive the email with your digital membership card. Dual members and higher, you may not receive your second card at the same time. If you do not receive your digital membership card by Monday, November 11, please contact us.
Remember, using a digital card is an option! You can continue to use your plastic membership card or we can always verify membership status at the Ticketing Desk when you present your photo ID.
What do you need to know now that SAM membership has caught up with the digital age? Check out our FAQ!
The Stranger’s Jasmyne
Robert William’s The Father of Exponential Imagination, now on view at
the Bellevue Arts Museum.
skilled draftsman, Williams’s works are often psychedelic, depicting an
alternate, surreal reality. Jaws unhinge so that the tongue can become a sort
of beast to ride, Tarzan-like men wrestle with aliens, and hungry spirits reach
toward burgers covered in demons.”
“As difficult as it
can be to trace the stories and power plays behind objects, presenting a
permanent collection involves the even more daunting task balancing what
curators want to say with what they can, given the strengths and weaknesses of
their museums’ holdings. One current trend is to structure displays
thematically. When the Seattle Asian Art Museum reopens in February 2020, for
example, its installation will use works from different times and places to
explore such common concerns as identity and worship.”
Chagall was a prolific artist, producing numerous pieces in a variety of media.
Renowned for his richly colored, idiosyncratic style of painting that weds
abstraction and Cubism, some of his lesser-known masterpieces revolved around
the theater. Chagall’s relationship with the stage began in 1911, when he
worked on set designs for the Ballets Russes. He continued to contribute to
Russian-based stage designs throughout the ‘20s, before moving to Paris in
this was an artistically productive period for Chagall, the Nazi occupation of
France made living in Paris unsafe for the artist, who was Jewish. With the
assistance of organizations working to extricate artists and intellectuals from
Europe, Chagall and his wife immigrated to New York for the duration of World
War II, arriving in the United States in 1941.
1942, Chagall was hired by the Ballet Theater of New York to design the ballet
costumes and sets for a new play. Based on the poem “The Gypsies,” by Alexander
Pushkin, the ballet Aleko featured music
The ballet follows the story of Aleko, the protagonist who falls in love with a
Romani girl named Zemfira. Their love is not everlasting, however, and by the
fourth act Aleko kills Zemfira and her new lover in a fit of jealous rage. While
Chagall had worked on set designs before, this was the first time he applied
his skills to a ballet. He ultimately designed four backdrops—one for each act—and
over 70 costumes. While the ballet’s production was to be completed in New
York, union rules forbade Chagall from painting his own sets. As a result,
production moved to Mexico City, an environment which greatly influenced
Chagall’s designs. Heavily inspired by both Russian folklore and Mexican art
and architecture, Chagall produced beautifully whimsical hand-painted ballet
costumes and backdrops, including numerous design studies.
Study for Aleko’s Horse is one such
study, merging images from both the second and fourth acts of the play. The
study’s rich, vibrant colors and whimsical subject matter capture the dynamic
and psychological aspects of the story. In the second act, which revolves
around a lively carnival, Aleko and Zemfira are still in love. By the fourth
act, Aleko dreams of strange and nightmarish fantasies, with images that twist
and swirl before his eyes. Aleko’s nightmares take him to the brink of insanity—and,
jealous and enraged, he kills Zemfira, in love with another man.
The juxtaposition of these two scenes represents the dramatic turn of events, synthesized
in Chagall’s study as a densely layered, colorful dreamscape.
Image: Study for Aleko’s Horse, 1953-56, Marc Chagall, Oil on canvas, 18 × 24 in. (45.7 × 61 cm), Gift of Gladys and Sam Rubinstein, 2014.26.9 Estate of Marc Chagall/Licensed by Artists Rights Society (ARS), NY
Very early on in my role as one of SAM’s Emerging Arts Leader Interns, our mentor, David Rue, asked us to write down three personal or professional goals we wished to achieve during our time here at SAM. To be completely honest, I was all over the place during the first few weeks, as I was struggling to find where I fit into the museum to be a successful intern. Despite feeling this way, the one thing that I was certain and hopeful for was to make SAM a place I happily call home: be a part of SAM and SAM be a part me.
As a student at the University of Washington Bothell, being my whole self and feeling at home is what truly made me happier than I ever imagined. In order to feel that same happiness at SAM, I tried to be fully present by having a positive mind and heart. I reminded myself to be my bubbly and kind self and to be comfortable with the people around me. This was way easier said than done.
On top of feeling like a lost intern, I was already struggling with adjusting to a lifestyle that was the exact opposite of what I was used to. I wanted to be a big fish in a little pond that everyone looked up to for guidance. However, being in a new, urban city where nobody really knew me meant this wasn’t the case anymore. I felt lost between the Cat that grew up in California and the adult Cat that lives in Washington. Where would I go? Who am I supposed to be? With all these new changes and heavy feelings, I thought to myself, “I don’t how I’m going to achieve my goal or if I’m even going to get there. Good luck.”
Priya Frank and Seohee Kim are the two mentors I give all my gratitude to for guiding me through my struggles. Talking to them made me realize that I was still a tiny fish in a huge pond that needed to be willing to grow and learn from others. This was a reminder to be humble and to remember that learning and growing never stops, even when you think you’re at the top. Growing only starts when you are uncomfortable, yet willing to feel and embrace that discomfort with an open mind and heart to learn something new. Their kind words of wisdom touched my heart.
After this realization, I started to feel like I could reach my goal. The big project we had the opportunity to do was the My Favorite Things Tour. For this project, I researched different art pieces, connected them to real-life experiences, centered everything around a specific theme, and proudly presented my work to the public. Wow! I will always remember our first practice of walking around and talking about the different artworks we had in mind for our tours. I knew I was on the right track in connecting the art to my personal journeys, but there was much more research and practice that needed to be completed.
After this practice I was motivated to reach out to the curators to learn more about the different art pieces, which was exactly what I did. It was so inspiring getting to hear from and learn from the curators and see how passionate they are. I also learned more on my own by reading books about the artwork and artist. Most importantly, completing all the work would not even be half of what it was without my fellow colleague and friend Lauren Farris, the other Emerging Arts Leader Intern. Working closely with her gave us the space to learn from each other’s personal and professional experiences, all while sharing this internship together. I remember practicing our tours in the galleries, just talking through them while sitting down, and always changing our art pieces and stories every time we practiced. Being by each other’s side allowed us to be vulnerable and really push through to make these tours happen.
When the day finally came, we were there for each other to see all our hard work come to life. That is just so amazing to me because there were so many people and experiences collaborating to create something great. Swimming with the big fish was not so scary after all. As I said during my tour when I was talking about Childe Hassam’s Spring on West 78th Street, “from this painting and my experience with my SAM family, I learned that home is not a place, but a feeling.” Saying these words with my whole heart, showed me that I was able to reach my one and only goal, despite being so lost in everything else. This internship was more than I hoped for and now that it has come to a close I can truly say that I was a part of SAM and SAM will always be a part of me. SAM is a place I happily call home.
A new school year often welcomes crisp air, spiral notebooks, and pumpkin deliciousness. This school year brings one other exciting change: Seattle Art Museum school tours will now be free for all public schools at all SAM locations! Bus subsidies are also available for Title 1 schools. Offering free tours for public schools grew out of SAM’s mission and strategic plan to champion access and equity for all. The museum firmly believes every student deserves access to high-quality arts education and creative learning.
Even though the arts remain a required school subject by Washington State law, arts education is often one of the first programs to be cut. According to ArtsEd Washington, “In Washington State, 75% of elementary students receive only two hours, or less, of arts education each week.” Not only that, but Create Advantage Seattle notes, “Race, family income, and home language are all predictors of a students’ access to arts education in Seattle Public Schools.”
Research reveals that consistent arts education improves high school graduation rates, empathy, motivation to stay in school, critical thinking, voter turnout, and even raises math scores. Arts Impact says, “Arts-infused learning in reading and math eliminates the achievement gap between children of color and poverty and their white upper/middle-class peers.” Also, SAM’s Kayla Skinner Deputy Director for Education and Public Engagement, Regan Pro, strongly believes in furthering arts education. “Everyone talks about how they value things like creativity and innovation. If we are saying that but aren’t supporting arts in schools, then how do we expect those muscles to grow?”
tours at SAM start with a warm welcome from a trained docent or tour guide and a
teaching artist. The docent or tour guide leads the group into SAM’s galleries
where students and teachers might stare into the eyes of a giant mouse
sculpture, learn the history behind Kwakwaka’wakw house posts, or discover a
treasure chest lock in the Porcelain Room. With three locations and art from
all over the world, tours can complement and enhance any curriculum.
After the tour, SAM’s
teaching artists facilitate an art-making experience based on the works that
students just saw in the galleries. Students walk away holding their own work
of art, such as a three-dimensional sculpture, a two-point perspective
painting, or a self-designed family crest. Plus, teaching artists provide
students with an opportunity to view potential career paths in the arts.
“Being in the art museum was a new experience for many of my students. They were intrigued and, to my surprise, were able to connect with some artists. I feared they would find the museum too “high-brow,” but the variety of art allowed most to connect in some way.”
In addition to free school tours, SAM has continued to develop school partnerships. One of those partnerships, called “Drawing from Nature,” is now in its fourth year. Through this partnership, SAM offers all second graders in Highline School District a chance to explore the Olympic Sculpture Park. Building off these field trips, SAM provides lesson plans and professional development sessions to teachers. Furthermore, SAM is partnering with Seattle Public Schools on a new program at the Seattle Asian Art Museum when it reopens in early 2020. This partnership supports third through fifth-grade teachers as they build connections between art and social studies.
“This was an amazing experience and many of the themes were continued to talk about and apply in other subject areas.”
SAM’s Senior Manager of School & Educator Programs, Anna Allegro, says school partnerships provide students with a sense of ownership of SAM. “We’ll work with a school for five years, the kids will come every year, and they just have this sense of ownership and comfort. It’s so different from when they first walked in where SAM might have felt like an intimidating kind of space. Our goal is that students know they can be seen and heard here.”
With SAM’s partnerships and free school tours, the
museum is honored to support arts education and creative
learning for all young people whilst continuing the goal to promote equity and
access for all. As much as art museums play a role in advancing arts education,
this mission extends beyond our four walls to everyone in the community.
“Everyone can be an advocate for arts education. If you’re a parent, talk to your principal. Talk to your PSA. Ask them how they are supporting the arts. How is that a part of their classroom? If you’re a grandparent or if you live in a neighborhood, understand what the public school is in your neighborhood and how you can help support it.”
What is it about Silk Roads history and art that interests so many people? In the late 19th century, German geographer Ferdinand von Richthofen coined the term ‘Silk Road’ or ‘Silk Routes’ as part of his map-making efforts. After all, better maps of travel routes had commercial value for access to coal or building railroads, for instance. In the early 20th century, several spectacular “discoveries” (ie, new to the West) of magnificent troves of art and manuscripts in Central Asia and western China fueled the fascination.
Now the plural ‘Silk Roads’ is used to better describe the many
complex historic trade routes through the Eurasian continent. The idea of
commercial exchange across a continent that involved interactions of many cultures,
languages, religions, and arts can be such an appealing picture of cosmopolitan
societies—in contrast to present-day tensions at home and abroad. “Silk Road
nostalgia” refers to interpreting this history in the imagination as a time of
tolerance and international understanding as well as prosperity, rooted in hope
for peaceful and respectful global exchange in future.
The fall Saturday University Lecture Series, Silk Roads Past and Present: From Ancient Afghan Treasure to China’s Belt and Road Initiative, presents current understandings in seven lectures. Beginning with a talk on the Begram Hoard excavated in Afghanistan, we consider how these storerooms from the first century CE could contain Roman glass, Chinese lacquer, and extraordinarily carved ivories from India. A talk on Maritime Silk Roads explores the shipping that actually transported more goods than overland routes, despite the persistent image of camel caravans.
The Silk Roads also saw the spread of Buddhism, and two speakers explore Buddhist art in China. Two lesser-known religions are introduced in a talk on Zoroastrian and Manichaean arts. And what about silk? Find out about silk and fashion in Tang Dynasty China, as trade made new textile technologies, colors, and patterns available. The series concludes with a talk on China’s current international initiative also referred to as the New Silk Road. Please join us!
– Sarah Loudon,Director, Gardner Center for Asian Art and Ideas
Image: Mogao Cave 237. Image courtesy of the Dunhuang Academy, photo: Zhang Weiwen.
In addition to their
booth-to-booth coverage of this past weekend’s Seattle Art Fair, Crosscut has
pieces by Emily Pothast and Margo Vansynghel examining the various outcomes of the Fair on
the local art scene.
“The festival will
highlight ‘artist-driven portraits of identity,’ which will take many forms
including visual art and performance, according to co-curator and dance artist
David Rue. ‘We’re using this approach so that artists can provide a
counterpoint to the dominant narrative told about people that look like them
while celebrating the power of culturally responsive rigor.’”
“What Does Radical Love Look Like?” Hyperallergic’s Seph Rodney explores that
question at the Ford Foundation Gallery’s latest show, featuring work by
Athi-Patra Ruga, Lina Puerta, and Ebony G. Patterson.
‘”This is someone
becoming — finding themselves, finding their voice, finding their practice,’
Ms. LaBouvier said. ‘I didn’t want to make him into a myth, or make him into a
sort of trauma-porn story either. And I thought the best way to do that was to
take a step back and let him speak for himself.’”
to Marvin Oliver, artist and professor emeritus at the University of
Washington, who died this week at the age of 73.
“’We have lost an amazing mentor and elder in our community and his
legacy will live on,’ Olsen said. ‘And those of us who understand his vision
and mission to support the Native students and enhance the visibility of Native
art and culture will make him and keep him proud and forge on with his
creates a stunning dialogue between the historical ‘porcelain room’ and our
modern attempt to reckon with the colonialism and institutional racism that
necessitated the creation of these beautiful objects.”
“Obviously, Transforest can’t capture certain things about trees—their smell, the
sound of leaves rustling in the wind, their sense of knowing. But as I stood
underneath it, sweating under all that sun, trying to figure out this
sculpture, I realized I was missing something simple, easily capture-able about