Asian Art Museum is reopening in May! Find out more about visiting »

The International Exhibition of Northwest Printmakers

A collection of checklists and other ephemera related to The International Exhibition of Northwest Printmakers is now available as a digital collection on the SAM Libraries Digital Collections site.

The physical print collection, housed at the Dorothy Stimson Bullitt Library, contains checklists, images, and other ephemera connected to these annual exhibitions that spanned 42 years, from 1929 to 1971. The recent digital transformation of the collection will bring accessibility to the public at large, allowing printmakers and other artists, historians, researchers, or simply the curious student to view its contents and read about the history of the annual exhibition, held primarily at the Seattle Art Museum throughout its tenure.

The International Exhibition of Northwest Printmakers began in 1929. However, planning for the exhibition started in 1928 by a society made up of Seattle artists hoping to highlight printmaking in the Northwest.[1]  Interestingly, information regarding the history of the annual exhibition is relatively scant. The University of Washington Special Collections houses the Northwest Printmakers Records, a small (two boxes) collection that includes correspondence, notices, flyers, and other documents of the Northwest Printmakers Society—the group of artists that started and maintained the international exhibition. Aside from the collection housed at the UW Libraries, there is very little historical documentation regarding the annual exhibition.

This new digital collection collates and provides access to the historical background of the annual exhibition alongside images, exhibition checklists, and other documents. Interestingly, some of the checklists include handwritten notes from various attendees that highlight the number of women artists present that year, prints of interest, or point out artists with local significance, among other interesting insights. All of those notes were maintained in the digital collection. The collection also includes a handful of entry forms, flyers, and notes.

More than 250 prints in the Seattle Art Museum’s collection came to the museum by way of the Northwest Printmakers Society—either as purchases, prizes from the annual exhibitions, or as gifts from the society. Learn more about those prints here.

Explore the interesting history of printmaking in the Pacific Northwest by clicking through the Seattle Art Museum Libraries’ digital collection, The International Exhibition of Northwest Printmakers, 1929-1971.

– Brynn Zalmanek, Intern, Dorothy Stimson Bullitt Library

Images: Checklist for the Thirtieth Annual Exhibition of the Northwest Printmakers, held at the Seattle Art Museum from February 11 – March 1, 1959. The exhibit featured a diverse array of international artists due to the Printmakers Society’s proactivity in seeking international artists that year. Checklist for the Fifteenth Annual Exhibition of the Northwest Printmakers, held at the Seattle Art Museum from April 7 – March 9, 1943 (Note: The Seattle Art Museum Annual Report 1943 lists the dates as April 7 – May 2, 1943.). Jury members (left to right) Ian M. White, Ed Merrill, and Gordon Gilkey examining prints for the 40th International Northwest Printmakers Exhibition, held in 1969. Courtesy of the Seattle Art Museum Photo Archives. Flyer advertising print submission for the Eighth Annual Northwest Printmakers Annual Exhibition held at the Checklist for the Eighth Annual Exhibition of the Northwest Printmakers, held at the Seattle Art Museum from March 11 – April 4, 1936 | Note: The 1936 Seattle Art Museum Annual Report Lists the Exhibition dates as March 11 – April 5, 1936.
[1] Notice of exhibition flyer, June 1928, Northwest Printmakers Records, 1929-1970 (Box 1, Folder 3), University of Washington Special Collections, University of Washington Libraries.

Object of the Week: Mandala: Zone of Zero

I witnessed 9/11, and was very much shocked and affected by the traumatizing and violent terrorism. This terrorism made me contemplate a lot on dogma of religion and its extreme violence against humanity, and at the same time, on peace for the world. I wish for a harmonized society: a Utopia.

– Kimsooja

In the inaugural exhibition Be/Longing: Contemporary Asian Art at the transformed Seattle Asian Art Museum, Mandala: Zone of Zero by globally acclaimed artist Kimsooja triggers memories of a recent past—9/11—but also sadly echoes what is happening in our even more divided world today. Displayed in its own dark room, the mixed media installation consists of three circular jukeboxes spinning in mesmerizing circles, each casting its own dimly-colored glow. Playing simultaneously from the jukeboxes’ speakers are Tibetan, Islamic, and Gregorian chants, all three hymns mixing and blurring until they are indistinguishable from one another.

Kimsooja was first inspired to create this work when she came across a gambling shop on New York City’s bustling Broadway. The circular jukebox, which she saw in the shop’s window, struck her as astonishingly similar to traditional Tibetan Mandalas—intricate designs meant to symbolize the universe and aid deep meditation. From its Obangsaek color scheme (the five traditional Korean colors of white, black, blue, yellow, and red), to its circular movement mimicking the cycle of life, to the speaker at the center symbolizing the completion of the self as an awakened being, for Kimsooja “all the elements of this kitsch jukebox speaker that matched with the sacred and religious Mandala system were ironical and intriguing to me, and that urged me to create a piece of art.” The subsequent combination of American pop culture and Buddhist symbolism is even expressed in the title: Mandala: Zone of Zero. However, what makes us ponder further is the meaning of “zone of zero.” Does it refer to the spiritual unification of mind and body, creating a perfect state of “zero”? Or does it simply express an emptiness—a sense of “zero”— that comes with the commercialization of religion?

The work is further enriched by the three chants, which surround the viewer in an almost dream-like fashion. Each recording was sourced at a different religious location. Most notably, the Buddhist Monks’ “Mandala” chant was recorded by Kimsooja’s brother in the same Tibetan temple that is home to the Dalai Lama.

Mandala: Zone of Zero’s call for religious tolerance was particularly topical at the time of its creation in the years following 9/11. Kimsooja herself was in New York on the day and bore witness to the tragedy, as well as to the years of violence and war that followed between the United States and the Islamic world. But the catastrophic event also made Kimsooja long for peace in the world, wishing for “a Utopia.” This duality between discord and harmony can be heard quite literally in the entrancing chants that Kimsooja sources in her piece. At times, the different hymns seem to clash against one another harshly and, in other moments, blend lullingly together, mingling and merging until they approach a sound of unity, a feeling of tranquility, a sweeping state of zero.

— Isabelle Qian, former SAM Curatorial Intern; Xiaojin Wu, Curator of Japanese and Korean Art

Image: Mandala: Zone of Zero, 2003, Kimsooja, Three-channel sound installation with three jukeboxes, 9 min., 50 sec., Gift of William and Ruth True in honor of Chiyo Ishikawa and the reopening of the Seattle Asian Art Museum, 2020.13 © Artist or Artist’s Estate.

Virtual Tour with Susan Kegel

SAM Docent, Susan Kegel is taking us downtown to the Seattle Art Museum to do some close looking at an abstract painting by Auguste Herbin on this virtual tour. Kegel has been a school tour docent at SAM since 2007. She loves touring with students because they have fresh and amazing insights about the art, and are not afraid to share them. 

Auguste Herbin’s painting  Fleur (Fruit) (translated to Flower and Fruit) is abstract. Rather than painting flowers and fruit exactly how they look, Herbin chose to think about the essence of them, focusing on color and shape. Mathematicians make things abstract, too. For example, the number three is an abstraction. We can’t see three! We can see three trees, three cats, or three triangles, but three-ness is a mathematical abstraction. Abstraction can sometimes  be confusing and unapproachable, but  we can explore abstraction by borrowing a simple approach from Dan Finkel and Katherine Cooke of Math for Love. Take a look at the artwork above and ask three questions: What repeats? How many? What if?

You can try this at home. What repeats?

I see lots of shapes that repeat: triangles, semi-circles, circles, and rectangles. Some stand out because Herbin used strongly contrasting colors—warm colors layered on top of cool and vice versa. Other shapes are more subtle. For example, did you see the orange rectangle in the lower left side?

Let’s look closely at the triangles. Triangles are shapes with three sides, but the lengths of the sides can vary. Some triangles appear to have two sides of the same length—these are isosceles triangles. Equilateral triangles have all three sides of the same length. Can you find any triangles with no matching sides? There are three: one is orange, one is blue, and one is yellow. These are scalene triangles. 

How many triangles are there? This is tricky because there are also implied triangles, where the artist has not quite finished the edges but your eye fills in the missing parts. Shall we count? I see 14.  

Besides shapes, what else repeats? What about the colors? Are there any colors that don’t repeat? Why do you suppose the artist chose to have only one sky blue shape?

Now, let’s imagine what if: what if the painting were hung upside down?  

When right-side up, the shapes seem to be balanced on top of each other or on top of imaginary horizontal lines. When upside down, the shapes are tumbling down towards the floor.  It feels quite different to me. What differences do you notice when imagine the painting upside-down?

We typically learn mathematics starting with physical things, such as counting apples or blocks. Only later do we learn how to manipulate the abstract numbers. Artists often progress in the same way, first learning how to draw realistically before experimenting with more abstract styles. Herbin’s early works were much more realistic.

– Susan Kegel, SAM Docent

Image: Fleur (Fruit), 1945, Auguste Herbin, oil on canvas, 38 × 28 3/4in., Gift of Gladys and Sam Rubinstein, 2014.26.14 © Estate of Auguste Herbin/Licensed by Artists Rights Society (ARS), NY

Object of the Week: Portrait Drawing of Gwendolyn Knight

In this delicate drawing Henry Bannarn depicts 21-year-old artist Gwendolyn Knight Lawrence using soft graphite markings and subtle blending and shading. The sketch, folded and preserved by the sitter throughout her life, was gifted to the museum in 2006 as part of her estate. Bannarn’s drawing remained in Knight’s collection until the end of her life, and was stored among many of her own drawings and sketches. Knight moved to Harlem at the age of 13, and attended Howard University and took classes at the Harlem Community Art Center and the Black Mountain College before settling in Seattle with her husband, painter Jacob Lawrence.

Henry Bannarn, c. 1937

Although Bannarn created drawings and paintings throughout his career and taught drawing at the Wheatley House, Minneapolis, his best-known works are his sculptures. Born in Oklahoma and trained at the Minneapolis School of Fine Arts, Bannarn moved to New York City to study sculpture at the Beaux Arts Institute of Design. Bannarn’s sculptures were praised by Howard University art history professor James Porter and included in Porter’s 1943 publication Modern Negro Art. Porter praises Bannarn’s sculptures as daringly original.

The Family, 1955, Charles Henry Alston
 

While living in New York, Bannarn rented a studio with fellow artist Charles Alston in Harlem at 306 West 14st street. By 1940 Bannarn and Alston had turned their studio into an exhibition and artists’ space which they named the 306 Group. The 306 Group became a hub of African American artistic production in the late 1930s and early 1940s. The group focused on admitting members who “reflect[ed] and represent[ed] the African American community’s standards for Black American art.”1 Prominent members of the group included Norman Lewis, Romare Bearden, and Jacob Lawrence.

The Studio, 1977, Jacob Lawrence

Bannarn met his subject Gwendolyn Knight when he was teaching at the Harlem Community Art Center, where Knight came to study sculpture with Augusta Savage in 1934. Savage was assigned as Project Supervisor for the Federal Art Project under the Works Project Administration (WPA) and taught a broad group of influential African American artists during that time. Many members of the 306 Group worked for the WPA in the 1930s including Bannarn, Knight, and Lawrence. Having grown up in a poor family in Florida as one of fourteen children, Savage went on to study in France, exhibit at the Salon d’Autumne, and Carnegie Foundation grant to travel through Europe. Savage’s longest lasting impact was in her role as director of the Harlem Community Art Center, where she shaped the careers of a whole generation of African American artists.

Gwendolyn Knight, 1934-35, Augusta Savage

SAM is lucky to have these two portraits of Gwendolyn Knight Lawrence by Bannarn and Savage as they illustrate not only the artist at the height of her youth, but also give a sampling of the broad artistic talent that came out of Harlem Community Art Center and the important role of the WPA as a support system for American artists in the 1930s. The discovery of Bannarn’s drawing illustrates the hidden depths of the rich collection at SAM.

Genevieve Hulley, SAM Curatorial Intern, American Art

Image: Portrait drawing of Gwendolyn Knight, 1934, Henry Wilmer Bannarn, pencil on paper, 16 x 10 1/2 in., Gift of Gwendolyn Knight Lawrence, 2006.58 © Artist or Artist’s Estate. Henry Bannarn, c. 1937, Archives of American Art, Smithsonian Institution, Washington. Federal Art Project, Photographic Division Collection. The Family, 1955, Charles Henry Alston (American, 1907-1977), Whitney Museum of American Art. The Studio, 1977, Jacob Lawrence, gouache on paper, 30 x 22 in., Partial gift of Gull Industries; John H. and Ann Hauberg; Links, Seattle; and gift by exchange from the Estate of Mark Tobey, 90.27 ©️ Jacob Lawrence. Gwendolyn Knight, 1934-35, Augusta Savage, painted plaster, 18 1/2 x 8 1/2 x 9 in., Gift of Gwendolyn Knight Lawrence, 2006.86.
1 Buick, Kirsten Pai. “Between a Rock and a Hard Place: Sculpture of the Harlem Renaissance.” In A Companion to the Harlem Renaissance. Ed. Cherene Sherrard-Johnson, 317–336. Hoboken, NJ: Wiley-Blackwell, 2015, 327.

SAM Performs: Trapsprung Dances

In Lynette Yiadom-Boakye’s Trapsprung, a dancer reaches to the tip of their outstretched leg while balancing perfectly on the toes of their other leg. In Interview Magazine, the artist describes being drawn to “the very kind of visceral physical power and grace of dancers, and their occasional closeness to losing control.”

A split second before or after the moment in this painting, and the dancer’s balance will shift into another movement. Here, though, the dancer’s strength and poise are captured in an instant, while Yiadom-Boakye’s brushwork evokes the energy of the movement. Painted from memory and imagination, Yiadom-Boakye features portraits of Black people exclusively, creating images that explore “the wider possibility of anything and everything.” In the current socio-political climate, David Rue, Public Engagement Associate at SAM, initiated a project that celebrates and elevates incredible Black artists living and working in the city of Seattle through connecting them with this work by a prominent Black artist in SAM’s collection. Local artists Amanda Morgan, Michele Dooley, and Nia-Amina Minor, responded to Trapsprung in brief, personal dance works, and offered reflections on the artwork and their lived experiences.

It’s easy to assume that each and every work made by Black artists living right now will only be about police brutality, slavery, or protest. Plot twist! While these are important conversations to be had, it’s also critical to remember that we’re a very dynamic group of people capable of exploring a multitude of artistic experiences. 

What I believe is on the other side of this socio-political monstrosity is the beauty, power, and grace that exists within Black artists. These are qualities that I see within Lynette Yiadom-Boakye’s work as well as within the dancers commissioned to respond to Trapsprung. Now is the time to celebrate and elevate their artistic excellence. 

David Rue

On my first visit to the Seattle Art Museum I immediately took notice of Trapsprung.  A Black ballerina dancing in a piece of art is not a common subject that you find in much of the art that is created, so I instantly saw myself in the work, being a Black ballerina myself. The aspect about the piece that I probably enjoy the most though is the perspective and action taking place within it. We are placed behind her and given her perspective as she moves; she moves with intent and direction as opposed to being static and placed in the space only to be seen. I think this demonstrates what women, and particularly Black women are capable of. We are not there to just be viewed or seen, we are a statement in just our being and use this as our power to go forth in all we do rather than let this inhibit us. I like to think the woman in that portrait would take on the world as such. 

Amanda Morgan

Amanda Morgan is originally from Tacoma, WA and is currently a corps member at Pacific Northwest Ballet. She joined the company in 2016 as an apprentice and was promoted to corps in 2017. In addition to dancing, Morgan is a choreographer and founder of her own project titled “The Seattle Project”, which aims to collaborate with multiple artists in Seattle and create new work that is accessible to the community. She has choreographed for PNB’s Next Step at McCaw Hall (2018, 2019), Seattle International Dance Festival (2019), and curated her own show at Northwest Film Forum this past February of 2020. She is currently continuing to still create and connect with artists during this time, and has a dance film coming out in collaboration with Nia-Amina Minor for Seattle Dance Collective this July.

Unstoppable.

Power and dynamic combined with softness and beauty.

Remembering all it is and what it feels like to be a Black woman.

Always acknowledging how much strength and resilience it requires to become the Black dancer in this artwork and the Black artist that painted it.

Michele Dooley 

Michele Dooley is a native of Philadelphia and began her dance training at The Institute of the Arts under the direction of Cheryl Gaines Jenkins. She graduated from the High School for Creative and Performing Arts under the direction of LaDeva Davis and earned a BFA in dance at The University of the Arts, under the direction of Donna Faye Burchfield. While earning her degree, she spent three seasons with Eleone Dance Theatre. Michele trained at Bates Summer Intensive, BalletX summer program, and DCNS Summer Dance Intensive, worked with choreographers such as Gary Jeter, Tommie Waheed-Evans, Dara Meredith, Milton Myers, Nora Gibson, and Ronen Koresh, among others. 

I see her and she’s flying.

Purposefully turned away from a world that is often drawn to her image partly because she makes it look so easy. But I see the effort, the commitment, and I can stand to learn something from the subtlety.  I remember reading that a bird’s wings have evolved to provide lift and reduce drag.  They use their strongest muscles to lift while their wing anatomy minimizes turbulence, friction, and all that would drag them down to the ground. 

I see her and she’s flying.

Nia-Amina Minor

Nia-Amina Minor is a movement based artist and dance educator from South Central Los Angeles. She holds a MFA from the University of California, Irvine and a BA from Stanford University. Nia-Amina is a co-founder of Los Angeles based collective, No)one Art House, as well as a Company Dancer and Community Engagement Artist Liaison with Spectrum Dance Theater.

Virtual Tour with Nana

Next in our series of virtual tours from Suzanne Ragen, aka Nana, we’ll be looking at an ancient Hindu sculpture and a Chinese sculpture from the 14th century. A SAM docent since 1965, Ragen began writing what she calls Nana’s Art History 101 for her grandchildren when the Asian Art Museum had to close for the safety of the public in March 2020. She recently started to share these virtual tours of SAM’s original home with us and we hope you enjoy them!

Ganesh, Remover of Obstacles and Lord of Auspicious Beginnings

Do you remember our first object, the Indian Story Scroll Cloth that featured the Hindu god Ganesh? He starts the story on that scroll because he is the God of Auspicious Beginnings, which means the story gets off to a good start. 

This stone sculpture of Ganesh was located in a niche of a Hindu temple wall. In Hinduism, there are three main gods: Brahma has four heads and is the creator of pretty much everything; Vishnu often wears a top hat and is blue and comes to earth to help when needed in the form of nine different avatars; and Shiva who is the destroyer and can end the world and then you start all over again.     

This Ganesh is connected to Shiva, we know that because the snake across his round belly is Shiva’s snake. When you look at Ganesh, what’s the first thing you notice? For me, his most striking feature is his elephant head. He also has four arms, a big belly, wears jewelry, and a crown. You might notice his candy dish in his left hand (he loves candy). What do you see near his right foot? That’s Mooshika, his rat sidekick who helps Ganesh trample down or wiggle through obstacles.

Why do you think he has an elephant head? The reason starts with Shiva and his wife Parvati, who live in a big, fancy house. Shiva is gone a lot, destroying things and Parvati misses him. One day when Shiva is gone Parvati makes a child out of clay to keep her company and breathes life into him. Once she goes to take a bath and tells her child, “Don’t let anyone in the house!” But Shiva comes home unexpectedly. Ganesh stops him and says “You can’t come in!” This makes Shiva so angry that he takes his sword and cuts off Ganesh’s head.

Parvati comes out and says, “How terrible! You have cut off the head of our child!” Shiva realizes the situation and tells his servant to go to the market and bring back the first head he sees. It is an elephant. Shiva places the elephant head on his child’s body. Ganesh comes back to life and in Hindu mythology, stays as a helper to his father and a good son to his mother.

 Many Hindus pray to Ganesh for good luck when they set a new goal. After hearing this story, what do you think is lucky about Ganesh?

Dragon Tamer Luohan

This Chinese wood sculpture from the 14th century came to the Seattle Art Museum soon after it opened its doors in 1933. How do I know this information? I looked at the label! If you look at the last numbers on any label (no matter what museum you go to), you’ll see there are a series of numbers. The numbers before the first period tell you what year the museum acquired the work, after the period is the number in which the object came into the collection that year. This is called the accession number. The accession number for this object is 36.13. This means that the object was acquired in 1936 and it was the 13th object acquired that year.

For the past 84 years this object was titled Monk at the Moment of Enlightenment. While the museum was closed for a recent renovation and expansion, our Chinese curator was able to examine it very carefully, using medical equipment like x-rays and CT scans, as well as looking closely. We can do that, too.

What we discovered from the scans is that the figure is hollow, made up of five different pieces of wood, held together with long iron pins, and was painted in reds and greens with a topcoat of gold, most of which has worn off. The curator was able to remove a panel in his back and found a single Chinese character inscribed inside that the museum had never seen before! It is part of the name for the Dragon Tamer Luohan. Luohans are Buddhist monks and this one’s particular job was to control the Dragon King. The Chinese believed that rainfall was controlled from the clouds by the Dragon King, so farmers would pray to this Luohan for the right amount of rain for their crops. Because of his size  (more than three feet) and quality, it is thought that he was originally in a temple in Beijing.

The other big surprise that was found inside him was a mud wasp nest in his head! It must have been there for 800 years. A fragment of a wasp was sent to a UW entomologist, who was able to determine its species. 

He is sitting on a tree stump, his body is twisted, legs with one foot touching the ground and the other crossed over that knee. He is grasping his robe in one hand and probably held a pail or a pearl in his other hand.  He is looking upward at the sky, communicating with the Dragon King for more or less rain to fall. He seems totally animated with his swirling robes and vigorous body language. Notice his elongated pierced ear lobes, a symbol of the Buddha, who began life so wealthy that he wore heavy gold earring which stretched his ears.

Many years ago I was leading a high school group on a tour and we were talking about enlightenment and what it is? (This was when he had his first title). I suggested that it might be what happens when you are puzzling over a math problem and the symbols and numbers are just making no sense. You keep looking at them and suddenly they fall into place. Eureka! Enlightenment! When I said that, I snapped my fingers, and at that moment there was a minor Seattle earthquake. The guards came and rushed us into a doorway. I did feel a certain odd sense of power.

– Suzanne Regan, SAM Docent

Image: Dragon Tamer Luohan, ca. 14th century, Chinese, wood with polychrome decoration, 41 x 30 x 22 in., Eugene Fuller Memorial Collection, 36.13. Ganesh, Remover of Obstacles and Lord of Auspicious Beginnings, ca. late 10th to early 11th century, Indian , Odisha, possibly Bhubanesvara, sandstone, 18 1/4 x 9 1/2 x 5 1/2 in., Eugene Fuller Memorial Collection, 39.33.

16 Books on Race, Racism & Resistance for Grade Pre-K–8

We’ve curated a list of grade-level books with free online read-alouds on the topics of race, racism, and resistance for you to spend some time with over the summer. Many of these books will be available at Seattle Art Museum’s Ann P. Wyckoff Education Resource Center (ERC) when the museum can reopen. Others are available through the Seattle Public Library or the King County Library System. This book list caters to grades Pre-K through 8 but can spark conversation between people of all ages.

Family Fun Workshop, Dec 2018

PRE-SCHOOL – GRADE

Skin Again, by hooks, bell.  (Pre-K – K) New York: Jump at the Sun, 2004. 

This award-winning book introduces a strong message of loving yourself and others and offers new ways to talk about race and identity. Watch the read aloud above, find the e-book at the Seattle Public Library, or find this book at the ERC.

The Colors of Us, by Katz, Karen. (Pre-K – K) New York: Henry Holt & Co, 1999.  

Seven-year-old Lena and her mother observe the variations in the color of their friends’ skin, viewed in terms of foods and things found in nature. Find this book at the ERC!

The Skin You Live In, by Tyler, Michael and Csicsko, David Lee.  (Pre-K +) Chicago: Chicago Children’s Museum, 2005.

Rhyming text and illustrations celebrate being happy with the skin in which one lives, whatever that skin might be. ERC available and the e-book is at SPL & King County Library System.

All are Welcome, by Penfield, Alexandra. ( Pre-K – Grade 3) New York: Knopf Books for Young Readers, 2018.

Follow a group of children through a day in their school, where everyone is welcomed with open arms, where students grow and learn from each other’s traditions. You can find the e-book at Seattle and King County Library System.

I Am Enough, by Byers, Grace. (PK – Grade 3) New York: Balzer + Bray, 2018.

A story of loving who you are, respecting others and being kind to one another. The ERC has this book and Seattle Public Library has the e-book.

Let’s Talk About Race, by Lester, Julius and Barbour, Karen. (Pre-K – Grade 3) New York: HarperCollins, 2005. 

This children’s book introduces the concept of race as only one component in an individual’s or nation’s “story.” Find this book at the ERC.

Something Happened in Our Town, by Celano, Marianne.  (Grades K – 3) Washington, DC: Magination Press, 2018.

This story follows two families—one White, one Black—as they discuss a police shooting of a Black man in their community. The story aims to answer children’s questions about such traumatic events, and to help children identify and counter racial injustice in their own lives. Check out the e-book through SPL.

 Enough! 20 Protesters That Changed America, by Easton, Emily.  (Grades K – 3) New York: Crown Books for Young Readers, 2018. 

America has been molded and shaped by those who have taken a stand and said they have had enough. In this dynamic picture book, stand alongside the nation’s most iconic civil and human rights leaders, whose brave actions rewrote history. The e-book can be found at the Seattle Public Library & King County Library System.

GRADES 3 – 8

Not My Idea: A book about Whiteness, by Higginbotham, Anastasia. (Grades 3 +) New York: Dottir Press, 2018.

A children’s picture book that invites white children and parents to become curious about racism, accept that it’s real, and cultivate justice. For a limited time, you can download a free pdf version from the publisher’s website.

We Rise, We Resist, We Raise Our Voices, edited by Hudson, Wade and Hudson, Cheryl Willis. (Grades 3 – 7) New York: Crown Books for Young Readers, 2018.  

What do we tell our children when the world seems bleak and prejudice and racism run rampant? With 96 lavishly designed pages of original art and prose, 50 diverse creators lend voice to young activists. E-book is at Seattle Public Library and a digital audiobook is available through King County Library System.

Little Dreamers: Bold Women in Black History, by Harrison, Vashti. (Grades 3 – 6) New York: Little, Brown and Company, 2017.  

Based on her popular Instagram posts, debut author/illustra​tor Vashti Harrison shares the stories of 40 bold African American women who shaped history.

Find the e-book available through Seattle Public Library & King County Library System or find the book at the ERC when SAM reopens.

Little Legends: Exceptional Men in Black History, by Harrison, Vashti. (Grades 3 – 6) New York: Little, Brown and Company, 2019. 

Vashti’s follow-up to Little Leaders documents the lives and accomplishments of Black men throughout history, spanning centuries and continents. This e-book is available through the Seattle Public Library & King County Library Systems.

Rise Up! The Art of Protest, by Rippon, Jo. (Grades 3 – 7) New York: Charlesbridge, 2020. 

Celebrate the right to resist! Human rights belong to every single one of us, but they are often under threat. Developed in collaboration with Amnesty International, Rise Up! encourages young people to engage in peaceful protest and stand up for freedom. Get the e-book on the Seattle Public Library website.

A Good Kind of Trouble, by Ramée, Lisa Moore. (Grades 4 – 8) New York, NY: Balzer + Bray, 2019. 

After attending a powerful protest, Shayla starts wearing an armband to school to support the Black Lives Matter movement, but when the school gives her an ultimatum, she is forced to choose between her education and her identity. E-book & digital audiobook available at Seattle Public Library & King County Library System.

 Ghost Boys, by Rhodes, Jewell Parker. (Grades 5+) New York: Little, Brown and Company, 2018. 

After seventh-grader Jerome is shot by a white police officer, he observes the aftermath of his death and meets the ghosts of other fallen Black boys including historical figure Emmett Till. E-book & digital audiobook available through Seattle Public Library & King County Library Systems. 

 Raise your Voice: 12 Protests That Shaped America, by Kluger, Jeffrey. (Grades 5 – 8) New York: Philomel, 2020. 

Starting with the Boston Tea Party, moving to the Women’s March, and ending with the Standing Rock/Dakota Pipeline Uprising, this book covers 12 protests that shaped our nation. The e-book is available through the Seattle Public Library.

– Kim Christensen, Education Resource Center Education Assistant

Photos: Robert Wade & Jen Au.

Virtual Tour with Nana

Suzanne Ragen has been a SAM docent since 1965 and remembers when the Asian Art Museum was SAM’s only location. Since the museum has had to close for the health and safety of the public during the global pandemic, Ragen has been creating tours for her grandkids called, Nana’s Art History 101 and now she is sharing them with us. Learn more about objects in the newly renovated and expanded Asian Art Museum while you stay home with SAM.

Haniwa warrior figure

Take a moment to look at this sculpture. Who do you think he is? Why do you think he’s wearing armor? What is he standing on?

Members of the ruling royal class in Japan were buried in massive mounds in Japan 1500 years ago. These mounds were surrounded by brown terracotta figures (same clay material as our ordinary flower pots). Figures like this one were placed in these tombs to guard and honor the deceased. 

Take a closer look at the figure of the warrior.  What weapons does he carry? There’s his sword and sheath, his bow upright in his left hand and the quiver for his arrows held in his right hand. How does he protect himself? There’s his close-fitting helmet and his upper armor was originally made of laced and riveted metal strips. His sturdy leggings and his skirt may have been made of very thick leather. 

How would you describe his expression? I think he’s stoic and ready for battle. I have been asked on tours why his arms are so short.  My only guess is that made him less liable for breakage as they can be kept close to his body. What do you think? 

These warriors also had another purpose beside protecting the ruler who was buried in the mounds. The term haniwa literally means clay cylinder, which is what the warrior stands on. Do you notice the hole that’s in the middle of the haniwa? This would have been sunk into the ground to permit drainage and inhibit erosion. Haniwa were made by a special guild of potters and come in all sorts of shapes. SAM has in its collection a Haniwa Woman and a Haniwa horse. Think of the drama these figures gave to the tombs of people of rank—a tribute to their power. Imagine the awesomeness of walking toward a huge mound sheathed in smooth river rocks, sometimes encircled by a moat, surrounded by these brown haniwa figures. Wondering about the life of the person buried there.

My favorite part of this sculpture are the little carefully tied bows at his neckline and belt and on his leggings. Who would have added such a delicate personal touch? Think back for a moment to Some/One in the first installment of Nana’s Art History—the armored kimono made of steel dog tags by contemporary Korean artist Do Ho Suh. What do you notice when comparing these two warrior’s armors? Which one would you rather wear? 

Ankush (elephant goad)

In India, only kings and high royals owned elephants.  They were important for grand parades and festivals, for hunting and for battle. Imagine an elephant going into battle; it would be as effective as a tank. Elephants are very intelligent but can be volatile and dangerous; they need to be strictly controlled.

So who managed these enormous animals? They were controlled and cared for by a mahout, a man who descended from generations of elephant professionals. A  boy of mahout lineage is assigned an elephant when both are young. The boy and the elephant grow up together; they bond and work together all their lives.

The mahout’s primary tool is an ankush, or prod. It has a sharp point and a curving hook, which on this one is in the shape of a mythical dragon-like creature. This ankush is made of metals covered with gold and chunks of very precious rock crystal. It was surely ceremonial as it is quite impractical, too heavy and too valuable.

The mahout has taught the elephant a very complicated language of jabs and pokes which he administers either from sitting high up behind the enormous head with its huge flaps of ears or leading him from the ground. One source said that there are over 100 spots on an elephant, each when poked, being a particular command. Elephants have a very tough hide.

This ornate ankush was probably taken from a royal armory in India around 1850 by the director of the Victoria and Albert Museum in London. It was exhibited in 1948 to honor the establishment of independent nations such as India after centuries of British rule.

If you go to India today, you can still see elephants elaborately draped in gorgeous fabrics, bejeweled and bearing ornate chair or even sofa-like saddles in royal parades, weddings or important celebrations. Look for the mahout and his ankush. Have you ever read Babar? Quite a different story.

Reduction

OK, kids. We have looked at a lot of old things. Now we are going to see a statue made in 2015.

This statue of a man in meditation pose sits in the huge main entrance hall of the Asian Art Museum, one of only two artworks in that space. (The other is on the ceiling.)  It was made by Takahiro Kondo in 2015 in Japan. Kondo uses his own body as his model, so the seated statue is about life size, 34” high. His legs are folded in the lotus position, his hands arranged in meditation mudra, eyes downcast. Try to arrange yourself in that pose. He sits above a tiled water fountain, original to the 1933 building—a perfect location as Kondo says he works with water and fire.

Kondo makes his figures from porcelain (a very fine white clay) and fires them several times with different shades of blue underglaze. Then comes his ground- breaking overglaze that is made of metals- silver, gold, and platinum that he calls “silver mist” or gintekisai. He was granted a patent for this technique in 2004. It produces the bubbled texture that you see. Look at the way the metal glaze drips and bubbles and makes beads—like water or jewels. 

Kondo made a series of these Reduction sculptures following the nuclear disaster in 2011 in Fukushima, Japan. He says that this figure is “meditating on the essence of the world,” calling attention to the causes and consequences of nuclear disasters in Japan and all the world. His work and message is in major museums all over the world.

Kondo was born in 1958 and is a 3rd generation ceramicist. His grandfather was named a Living National Treasure in Japan for his underglaze cobalt blue wares. Takahiro is carrying on his grandfather’s tradition in a very modern way, and even lives in his grandfather’s original studio in Kyoto. He graduated from university in Tokyo and got a Masters in Design from Edinburgh College of Arts. 

– Suzanne Ragen, SAM Docent

Images: Haniwa warrior figure, 6th century, Japanese, earthenware, 53 1/4 x 16 1/2 x 10 3/4 in., Eugene Fuller Memorial Collection, 62.44. Ankush (elephant goad), ca. 1600 -1700, Indian , Thanjavur, Tamilnadu, steel with gilding, copper with gilding, rock crystal, 32 x 8 in., Gift of Mrs. John C. Atwood, Jr., 54.38. Reduction, 2015, Takahiro Kondo, porcelain with blue underglaze and “silver mist” overglaze, 33 7/16 x 25 9/16 x 17 11/16 in., Robert M. Shields Fund for Asian Ceramics, 2019.5, © Artist or Artist’s Estate.

SAM Creates: Poetry Inspired by Calligraphy

This art activity is part of SAM’s Look & Make Activities designed as grade-specific lesson plans for remote learning. Find more information and artworks to inspire creative learning through these activities available for download on our website in English, Spanish, and Chinese.

A Branch of the Cold Season includes both calligraphy and an image of a plum tree painted in ink. For hundreds of years, artists have practiced calligraphy, a type of decorative handwriting made with a brush or pen. Calligraphy can be a work of art on its own or it can go along with painted images. Even if someone cannot read what is written, they can enjoy calligraphy by thinking about its movement or style. The lines of calligraphy above the branches in this artwork were written by a monk, a member of a religious community. The monk’s name was Zhen. The painted plum tree was later added by the artist Yang Hui. Yang Hui gave this artwork as a gift to his friend, who was preparing to travel to a city far away. The Chinese characters, or written symbols, read: “When the plum blossoms begin to bloom. Imagine some of these nights you will be thinking of each other in the bright moonlight.” The image of a moon represents friendship and this work of art connected these two friends wherever they went. How do you stay connected to your family and friends who are far away? 

LOOKING QUESTIONS

  • What is going on in this painting? What do you see that makes you say that?
  • In this artwork, one artist wrote the words and one artist painted the image. Why do you think they were put together? How would it be different if it was just words or just the image?
  • This is a painting of a plum blossom, which often blooms in February and March. In Chinese art, plum blossoms can be related to winter or the coming of spring. What season is it right now where you are? What plants, flowers, or other parts of nature do you see often? Which plants have meaning to you and your family?

MOVEMENT ACTIVITY

Go for a walk outside! As you are walking, look closely and notice the nature around you. What trees, flowers, plants, and animals do you see? As you observe them, notice how they move. Do they sway in the wind? Do they jump around? Move closer to what you see (at a safe and respectful distance, if it is an animal). What new details do you notice when you are close up to the plants and animals? Can you move like the branches of a tree? 

ART ACTIVITY: Make Nature-Inspired Artwork & Poetry with A Friend!

What You’ll Need

  • Paper
  • Pencil
  1. Choose one of the plants or animals that you saw on your walk, or often see this season. Ask your family member or friend to do the same. 
  2. On a blank piece of paper, make a drawing of your plant or animal. You can look out your window or find a picture to draw from. You could also close your eyes, remember what it looks like, and draw from your imagination. Think about how it moves. Can you draw your plant or animal in motion?
  1. When you are finished, share your drawing with your partner. Then, switch drawings with them. 
  2. Look at your partner’s drawing and, on a separate piece of paper, create an acrostic poem with the name of the season you are in. To write an acrostic poem, you write one word up and down, then start with those letters for the beginning of the poem’s lines. Here’s an example using the “spring” as the first word: 

Sun is peeking out
Park bench
Rabbits and singing birds
I see it all
Now I move to the
Grass

  1. When you are happy with your poem, draw it into your partner’s drawing. You can put the lines wherever you want, they don’t all need to be together. Notice the style of your partner’s drawing. Is it cartoonish? Is it long and looping? Is it sharp and detailed? Try to write letters to go along with your partner’s drawing, as if the words are little drawings themselves. 
  2. Show your artwork and read your poems out loud to each other when you are done. 

KEEP LEARNING WITH A STORY

Learn about the seasons through haikus paired with clear scientific explanations in an animated read aloud of Our Seasons by Grace Lin using a free trial or join three friends as they go hiking in part one and part two of a video read aloud of The Hike by Allison Farrell.

Images: A Branch of the Cold Season, ca. 1440, Ming Dynasty (1368-1644), Yang Hui with Monk Zhen of Huan’an Temple, ink on paper, 30 5/16 x 56 1/16 in. (77 x 142.4cm), Eugene Fuller Memorial Collection, 51.132. Photo: Paul Macapia