Friday, January 31, 2014

add texture to your textiles

Above is one of many teacher “samples” I have created to instruct students in the textile arts.

Textile pieces don’t need to be assembled like traditional quilts. Students can add
 pockets, pleats, layers, beads and blanket stitching wherever they prefer
 in order to create unusual designs.

I have sewn a clipped and ruffled center to this fabric flower from felt. In the flower above,
I have used several embroidery stitches to accentuate the design in a alternative way.
A variety of applications and methods may be used to incorporate texture
 into textile artworks.

Some of my fabrics are purchased from a store and others are hand-dyed or painted
 during my classes. I teach students a wide variety of methods so that they may
choose those techniques that appeal to their own creative interests.

In this photo, you can see that I am starting to add even more visual and tactile information
to my small banner with the introduction of bright yarns and threads. It is important to
teach students that they do not need to rely on machines to produce elaborate work.
Very few young people have the income or materials to produce artworks apart
from what they can manipulate by hand on their laps. They must be taught independence
and ingenuity apart from their financial means in order to survive as artists.

I chose to back my textile piece with this lavender leaf patterned fabric. Finishing artworks
 on both sides is professional. Art teachers instruct students to be professional in order
for them to achieve excellent results.
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upcycling pre-teen trash

Every spring my daughters and I collect from their closets clothing and other items that they have either
outgrown or no longer need

These items are then donated to charity.

However, given the fact that I am very sentimental about my children, it often makes me sad to see them
throw away those things that I have associated fond childhood memories with. Of course, you can
not keep everything.

This sample banner, I think, helps me to demonstrate just how my students may use some of the old
garments and novelty toys they might label as “toss offs.”

This image of a young teen is from a marvelous book. I will find it in my bookcase
sometime today and link to the author/artist here.

Students may even include text in their samplers; here I have used a permanent ink
marker to write a story directly onto the fabric.

Here I have demonstrated that students don’t need to follow stricter rules used by quilters when they are thinking
 about their designs. I’ve used both the reverse and the front of this fabric within the same design.

The batting here is used as though it were fabric and some of the edges of fabric are
left raw and frayed. Small plastic toys from my children’s old toy bins are also
 sandwiched between layers of material.

Even a silk flower from one of my younger child’s old costumes finds it’s way into the mix!

Finally, I have backed my textile sample with fabric from a skirt once worn by my youngest.
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textured, blue textile banner

My first textured, textile banner completed for a college credit course. Missouri art teachers are now expected to take some textile credits for a k-12 art education certification. I dyed the blue fabrics in a class for an assignment. We were then asked to integrate our fabrics into some sort of a banner.

I added pulled threads and one other machine knotted, metallic fabric to this project.

The butterfly was made by hand as well; I used embroidery threads, copper wire and beads to create this blue butterfly. The banner is backed with a wool felt that was once used as packing material for one of my family’s many cross country moves.

About half way through the project, I decided the banner needed a few additional colors; I chose yellow and pale pink.

I finished many of the edges off with a decorative blanket stitch.
More Related Links:

Thursday, January 30, 2014

more links to the arts in missouri

Arts Organizations In The State of Missouri:
Allied Arts Council of St. Joseph www.stjoearts.org 
African Musical Arts, Inc. www.africarts.org
Art St. Louis www.artstlouis.org
Arts Council of Metropolitan Kansas City www.ArtsLinks.org
The Ashby-Hodge Gallery of American Art www.centralmethodist.edu/cmashbyhodge
Bach Society www.bachsociety.org  
Bootheel Youth Museum www.bootheelyouthmuseum.org
Boulevard Magazine www.boulevardmagazine.org
Boys and Girls Club of Greater KC www.bgc-gkc.org
Branson Arts Council www.bransonartscouncil.org
Chesterfield Arts www.chesterfieldarts.org 
Circus Harmony www.circusharmony.org
City of Columbia Office of Cultural Affairs www.GoColumbiaMo.com/Arts/
Craft Alliance www.craftalliance.org 
Harriman Arts Program of William Jewell College www.harrimanarts.org
Juanita K. Hammons Hall for the Performing Arts www.hammonshall.com 
Kansas City Artists Coalition www.kansascityartistscoalition.org
Kansas City Art Institute www.kcai.edu
Kansas City Art Institute Northland Campus for Special Programs www.kcai.edu/northland
Kansas City Symphony www.kcsymphony.org
Lyric Opera of Kansas City www.kc-opera.org 
Mid-America Arts Alliance www.maaa.org
Missouri Association of Community Arts Agencies www.MACAA.net
Missouri Association of Community Theatres - New website coming soon  Missouri Citizens for the Arts http://www.mo4arts.org/  
New Letters www.newletters.org
NewEar Music www.newear.org 
Osage Arts Community www.osageac.org
Paul Mesner Puppets Inc. www.paulmesnerpuppets.org
Performing Arts Association of St. Joseph www.paastjo.org
Pro Musica www.promusicajoplin.org
Rockhurst University Center for Arts & Letters www.rockhurst.edu/artsandletters 
St. Louis Artists' Guild www.stlouisartistsguild.org
St. Louis Chamber Chorus www.chamberchorus.org
St. Louis Children's Choirs www.slccsing.org  
St. Louis International Film Festival www.sliff.org
St. Louis Volunteer Lawyers and Accountants for the Arts www.vlaa.org 
St. Louis Wind Symphony www.stlwindsym.org
George A. Spiva Center for the Arts www.spivaarts.org   
Springfield Regional Arts Council www.SpringfieldArts.org
Stages St. Louis www.stagesstlouis.com
State Fair Community College Goddard Gallery www.daummuseum.org 
VSA Arts of MO www.vsarts.org/x317.xml 
Washington University Gallery of Art www.wustl.edu/galleryofart
We Always Swing Jazz Series http://www.wealwaysswing.org/season/2010-2011/  

Government Sites
Missouri General Assembly www.moga.mo.gov
Missouri Humanities Council www.mohumanities.org 
Missouri House of Representatives www.house.state.mo.us/
Missouri State Senate www.senate.state.mo.us/
State of Missouri www.state.mo.us
National Endowment for the Arts www.endow.org
National Endowment for the Humanities www.neh.gov
Congress www.congress.org
Contacting the Congress www.visi.com/juan/congress/ziptoit.html
US Senate www.senate.gov
US House of Representatives www.house.gov
US Senate Appropriations Committee www.senate.gov/~appropriations
The White House www.whitehouse.gov

Other Arts Funding Web Sites
Council on Foundations www.cof.org
The Donors Forum www.donorsforum.org
Foundation Center www.fdncenter.org
NonProfit Gateway www.nonprofit.gov
Grantsmanship Center www.tgci.com 

Arts Education Sites Arts Edge www.artsedge.kennedy-center.org  
Missouri Fine Arts Academy www.smsu.edu/coal/mfaa/mfaa.html
US Department of Education www.ed.gov
Open Studio www.openstudio.org
Missouri Alliance for Arts Education http://www.moaae.org/

kilroy the cop in the attic!

There is no telling just “who” you may find hidden away in your attic!
The Inside of the Box top reads: An Invitation to Hours and Years of Enchantment! In this one little package is a whole new life-like world of fun.
      A TalenToy Puppet is a marionette that really seems to come to life, because of the careful assembly of parts manufactured from materials selected for their quality. The head, body, and limbs are made of hardwoods, with joints solidly pinned, stapled, or joined with eyelets. The clothing is made well, of sturdy, bright materials. The strings which support the puppet to life are strong and abrasion-resistant.
      A TalenToon phonograph record, with two sides of original TalenToon stories and tunes written specially for TalenToy Puppets.
      A complete and simple booklet of instructions for handling working TalenToy Puppets, with stories and lyrics of the shows on the TalenToon record made for each puppet.
EFFANBEE DOLL CO.
42 WOOSTER ST.
N.Y.C.
This puppet belonged to my husband when he was a small boy.
The outside of the box top reads:
Hours of Enchantment. We little people bring to children from 6 to 60 a hobby with limitless possibilities for home entertainment and WE DEVELOP TALENT
We stimulate imagination. We create interest in rhythm in music and self expression. We develop finger dexterity and powers of coordination. Our phonograph record and a script that goes with it, make it easy to put on your first puppet show. After that, imagination and ingenuity take over! Any child over 6 can easily work us.
We puppets are wonderful little people.
Signed: Pim-Bo the Clown, Toonga from the Congo, Mac Awful the Scot, Kilroy the Cop and Jambo the Jiver.
An Effanbee Play Product – Talentoon – Talentoy
“In 2002 Tonner Doll purchased the Effanbee Doll Company,
Inc. to obtain the rights to several classic characters from the company’s
century-old history. They gained exclusive rights to Bernard Lipfert’s
1928 Patsy doll, Patsyette. Effanbee also had the rights to reproduce fashion
dolls licensed by Tribune Media like the Brenda Starr, Girl
Reporter series, and the comic strip, Little Orphan Annie.” Wikipedia
“For the first few years after the buyout the Effanbee remained an independent
subsidiary of Tonner Doll, however today the two have become a conglomerate
run under a singular management. The Effanbee doll lines, while are designed,
produced, marketed, and distributed by Tonner Doll, retain the Effanbee name.” Wikipedia
 

"hand shadow puppets" by henry bursill

The Book by Henry Bursill at Project Gutenberg
      I need not explain how these Shadows were suggested, to any one who has seen WILKIE’S picture, “The Rabbit on the Wall.” But by what pains they were invented can never be revealed; for it is known to my tortured digits alone, and they, luckily for me, are dumb. I calculate that I put my ten fingers through hundreds of various exercises before my “Bird” took wing; my left little finger thrills at the memory of “Grandpapa”; and my thumbs gave in no less than twenty times before “Boy” was accomplished. Yet now how easy it is to make the “Duck” to quack, the “Donkey” to bray, “Toby” to wag his tail, and the “Rabbit” to munch his unsubstantial meal.
      Of course the Shadows are not to be reproduced perfectly, on “one trial only”; but I believe that in each case I have drawn the due position of the fingers with such care, that the most difficult subject may be accomplished after a few minutes; nor need ingenious youth or parental fondness confine their endeavors to the sketches contained in this book. With a little ingenuity and some patience, new shadows may be produced; and not unfrequently figures appear that one never dreamed of attempting.
      Other Books of Shadows have been published; but it will be seen at a glance that mine bears affinity to none. Some of my sketches were made years ago, others when a student at the Academy. Indeed, the Shadows have often been displayed on the walls of my studio, much to the amusement of fellow-students, who would, I am sure, at any time bear witness to their originality. HENRY BURSILL, December, 1858.

72 Illustrated Shadowgraphs and Manual 
Alphabet unloaded by Beverly here.

 “This 5 1/2 by 7 inch pamphlet was published c. 1900. I posted a scan of one page of hand shadows in 2008 and it has proved very popular. I have been asked to post additional pages. I recently found it and have scanned all the pages including the manual alphabet.”

Wednesday, January 29, 2014

Resources for Weaving

From a carpet-weaving in Hamadan. Tabriz and Isfahan,
as well as in many villages, even in the dark nomad tents
and mud huts, are headed by women and girls, the cheapest
 labor, the famous Persian rugs made. For desert dwellers,
 and nomads are the ornaments of their colorful carpet a
 symbol of paradise, and a replacement for the garden
with real flowers.
      Weaving is a textile craft in which two distinct sets of yarns or threads are interlaced to form a fabric or cloth. The threads which run lengthways are called the warp and the threads which run across from side to side are the weft or filling.
      Cloth is usually woven on a loom, a device that holds the warp threads in place while filling threads are woven through them. Weft is an old English word meaning "that which is woven". A fabric band which meets this definition of cloth (warp threads with a weft thread winding between) can also be made using other methods, including tablet weaving, back-strap, or other techniques without looms.
      The way the warp and filling threads interlace with each other is called the weave. The majority of woven products are created with one of three basic weaves: plain weave, satin weave, or twill. Woven cloth can be plain (in one color or a simple pattern), or can be woven in decorative or artistic designs, including tapestries. Fabric in which the warp and/or weft is tie-dyed before weaving is called ikat.
      Though traditional handweaving and spinning remain popular crafts, nowadays the majority of commercial fabrics in the West are woven on computer-controlled Jacquard looms. In the past, simpler fabrics were woven on dobby looms, while the Jacquard harness adaptation was reserved for more complex patterns. Some believe the efficiency of the Jacquard loom, with its Jacquard weaving process, makes it more economical for mills to use them to weave all of their fabrics, regardless of the complexity of the design.
      In general, weaving involves the interlacing of two sets of threads at right angles to each other: the warp and the weft (older woof). The warp threads are held taut and in parallel order, typically by means of a loom, though some forms of weaving may use other methods. The loom is warped (or dressed) with the warp threads passing through heddles on two or more harnesses. The warp threads are moved up or down by the harnesses creating a space called the shed. The weft thread is wound onto spools called bobbins. The bobbins are placed in a shuttle that carries the weft thread through the shed.
      The raising and lowering sequence of warp threads in various sequences gives rise to many possible weave structures:
  • plain weave,
  • twill weave,
  • satin weave, and
  • complex computer-generated interlacings
      Both warp and weft can be visible in the final product. By spacing the warp more closely, it can completely cover the weft that binds it, giving a warp faced textile such as rep weave. Conversely, if the warp is spread out, the weft can slide down and completely cover the warp, giving a weft faced textile, such as a tapestry or a Kilim rug. There are a variety of loom styles for hand weaving and tapestry. In tapestry, the image is created by placing various colors of weft only in certain warp areas, rather than across the entire warp width. (Wikipedia)
Weaving Lesson Plans:
  1. Paper Weaving Lesson Plan  
  2. Weaving With Foil Tooled Accents
  3. Magazine Weaving
  4. Weaving in Circles
  5. Weave Drawing
  6. Paper Plate Weaving

the history of photography in american classrooms

       The following two groups of photographers in the United States are most frequently included in lesson plans and discussions in American art studies, art appreciation and integrated studies in history. American children should be familiar with the Depression Era photography promoted by the Farm Security Administration and the pictorialist, photographic style that dominated much of American  photography during the 20th century.

Photographers Who Worked For The Farm Security Administration U.S.A: Initially created as the Resettlement Administration (RA) in 1935 as part of the New Deal in the United States, the Farm Security Administration (FSA) was an effort during the Depression to combat American rural poverty.
      The FSA stressed "rural rehabilitation" efforts to improve the lifestyle of sharecroppers, tenants, very poor landowning farmers, and a program to purchase submarginal land owned by poor farmers and resettle them in group farms on land more suitable for efficient farming. Critics, including the Farm Bureau strongly opposed the FSA as an experiment in collectivizing agriculture — that is, in bringing farmers together to work on large government-owned farms using modern techniques under the supervision of experts. The program failed because the farmers wanted ownership; after the Conservative coalition took control of Congress it transformed the FSA into a program to help poor farmers buy land, and continues in operation in the 21st century as the Farmers Home Administration.
History lesson plans that integrate the photos taken for the national project: Wessels, Learner Resources - 1930s * The plight of white tenant farmers and sharecroppers * Teaching American History in South Carolina *
Art studies lesson plans that focus primarily on the actual photographs: The Great Depression, The New Deal and The Media * Art and Media in the Great Depression *
Lesson plans/resources about The Great Depression that may be used in the development of lessons including those photographers connected to the project: American Experience, 1930 *

Group F.64: Group f/64 was a group of seven 20th century San Francisco photographers who shared a common photographic style characterized by sharp-focused and carefully framed images seen through a particularly Western (U.S.) viewpoint. In part, they formed in opposition to the Pictorialist photographic style that had dominated much of the early 1900s, but moreover they wanted to promote a new Modernist aesthetic that was based on precisely exposed images of natural forms and found objects. Ansel Adams * Imogen Cunningham * John Paul Edwards * Sonya Noskowiak * Henry Swift * Willard Van Dyke and Edward Weston 
Artists invited to exhibit their work with Group f.64: Preston Holder * Conseuella Kanaga * Alma Lavenson * Brett Weston
Lesson plans/methods including studies in the pictorialist movement: "Frozen Lake and Cliffs" *

“true vision, authentic art journaling” by l. k. ludwig

cover of "True Vision, Authentic Art Journaling"
      I purchased “True Vision, Authentic Art Journaling,” by L. K. Ludwig to use in my art classrooms. It is full of project ideas, journal prompts and  techniques that high school art teachers will find very useful. She writes about many inspirational artists. I will link to a few of their studios below for those of you who would like to expand their research in the development of lesson plans. Ludwig’s book does most of the work for art educators who need lesson plans about art journaling. She explains the hows and whys of art journaling in a very informative and entertaining way. I have many books about the “book arts” in my personal library but this is the one that I would recommend to my fellow art teachers.

Artists Known for Art Journaling:
  1. L. K. Ludwig’s “The Poetic Eye.
  2. Joe Ludwig
  3. Katie Kendrick “Joyously Becoming
  4. Brenda Beene Shakleford “between assignments
  5. Bridgette Guerzon Mills “bridgette g mills
  6. Liz Lamoreux “be present, be here
  7. Carol Parks “CarolParks.com
  8. Corey Moortgat’s blog “Corey Moortgat – Collage Artist
  9. Juliana Coles “Me and Pete
  10. Karen Michel “Mixed Media Art & Musings
  11. Tricia Scott “Tricia Scott
  12. Amy Hanna “Amy Hanna
  13. Melanie Sage at Pinterest
  14. Sarah Fishburn “Sarah Fishburn
  15. Melanie Komisarski
  16. Elizabeth Bunsen “Be…Dream…Play…
  17. Nikki Blackwood “Moon Pie Daze
  18. Loretta Marvel “pomegranatesandpaper
  19. Kelly Rae Robert’s “Kelly Rae Roberts
  20. Sandra Hardee
  21. Carla Sonheim “Snowball Journals
  22. Leighanna Light “LeiGHaNNa LiGhT ThingG MaKEr
  23. Traci Bunker “Welcome to My World
  24. Tina Abbott
  25. Syd McCutcheon “Sheep floozy
  26. Lyn Huskamp “The Red Door Studio
  27. Bee Shay “Heart 2 Hand
  28. Ruth Fiege “Sk3tchbook!
  29. Mary Anne Moss “two dresses studio
  30. Shirley Ende-Saxe “In the Name of Art
  31. Michelle Remy “Lost Coast Post
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Tuesday, January 28, 2014

my professional development portfolio

"He has honor if he holds himself to an ideal of conduct though it is inconvenient, unprofitable, or dangerous to do so." Walter Lippmann

      I maintain this web journal in order to communicate with administrators, art educators, colleagues, students and parents on a daily basis. I've listed below a detailed description of it's contents. For Administrators: The following papers describe my certification experience. My completed journal for certification may also be viewed electronically at LiveText by private invitation only. I have also uploaded my personal education philosophy here for administrators to review. The following list links to 11 MoSTEP articles describing my qualifications in the field of art education. In time all artifacts included in my private portfolio will be accessible through these same links as well.
  1. Knowledge of Subject Matter
  2. Human Development and Learning
  3. Individualization and Diversity
  4. Curriculum and Planning
  5. Instructional Strategies
  6. Classroom Motivation and Management
  7. Communication Skills
  8. Assessment of Student Learning
  9. Professional Development and Reflective Practice
  10. Ethics, Relationships and Communication
  11. Instructional Technologies
For Parents:  This blog contains a wide variety of articles about art education parents may find entertaining. Parents may also view photographs of their work and participation in the classroom or from exhibits at "The Student Gallery" that will be posted in the near future.

For Web Searches: In time I will expand upon the "Questions and Answers" page in order to direct traffic to those topics posted under this category.

DEDICATIONS
I would like to personally thank all of the faculty and administration at the University for the professional care and industry they have invested in both the art education department and also the education department.  I would also like to express my love and affection for both my family and friends who have invested time, energy, and enthusiasm in my art education and my teaching career. Their belief in my education has made possible the experiences I bring to the classroom, to my community, and to this little internet resource. I would like to thank God for His guidance and perseverance in the development of my character and artistic abilities. 

kathy grimm copyright 2011 
 

"Campbell's Soup I" by Andy Warhol


Campbell's Soup I (1968)

      Andrew Warhola, Jr. (August 6, 1928 – February 22, 1987), known as Andy Warhol, was an American painter, printmaker, and filmmaker who was a leading figure in the visual art movement known as pop art. After a successful career as a commercial illustrator, Warhol became famous worldwide for his work as a painter, avant-garde filmmaker, record producer, author, and member of highly diverse social circles that included Bohemian street people, distinguished intellectuals, Hollywood celebrities and wealthy patrons.

    "Bottle of Anis de Mono" by Pablo Picasso

    1916, L'anis del mono (Bottle of Anis del Mono)
     oil on canvas, 46 x 54.6 cm, Detroit Institute of Arts.

          Pablo Diego José Francisco de Paula Juan Nepomuceno María de los Remedios Cipriano de la Santísima Trinidad Ruiz y Picasso known as Pablo Ruiz Picasso ; (25 October 1881 – 8 April 1973) was a Spanish painter, draughtsman, and sculptor who lived most of his life in France. He is widely known for co-founding the Cubist movement and for the wide variety of styles that he helped develop and explore. 
           Picasso demonstrated extraordinary artistic talent in his early years, painting in a realistic manner through his childhood and adolescence; during the first decade of the 20th century his style changed as he experimented with different theories, techniques, and ideas. His revolutionary artistic accomplishments brought him universal renown and immense fortune, making him one of the best-known figures in 20th century art.

    art education at the nelson-atkins art museum


    Kansas City's Nelson-Atkins Art Museum
    The Nelson-Atkins Museum of Art is an art museum in Kansas City, Missouri, known for its neo-classical architecture and extensive collection of Asian art. The museum was built on the grounds of Oak Hall, the home of Kansas City Star publisher William Rockhill Nelson. When he died in 1915, his will provided that upon the deaths of his wife and daughter, the proceeds of his entire estate would go to purchasing artwork for public enjoyment. This bequest was augmented by additional funds from the estates of Nelson's daughter, son-in-law and attorney.
       In 1911, former schoolteacher Mary Atkins (widow of real estate speculator James Burris Atkins) bequeathed $300,000 to establish an art museum. Through the management of the estate, this amount grew to $700,000 by 1927. Original plans called for two art museums based on the separate bequests (with the Atkins Museum to be located in Penn Valley Park). However, trustees of the two estates decided to combine the two bequests along with smaller bequests from others to make a single major art institution.
       The building was designed by prominent Kansas City architects Wight and Wight, who also designed the approaches to the Liberty Memorial and the Kansas governor's mansion, Cedar Crest. Ground was broken in July 1930, and the museum opened December 11, 1933. The building's classical Beaux-Arts architecture style was modeled on the Cleveland Museum of Art Thomas Wight, the brother who did most of the design work for the building said:
    "We are building the museum on classic principles because they have been proved by the centuries. A distinctly American principle appropriate for such a building may be developed, but, so far, everything of that kind is experimental. One doesn’t experiment with two-and-a-half million dollars."
       When the original building opened its final cost was $2.75 million. The dimensions of the six-story structure were 390 feet (120 m) long by 175 feet (53 m) wide making it larger than the Cleveland Museum of Art.
       The museum, which was locally referred to as the Nelson Art Gallery or simply the Nelson Gallery, was actually two museums until 1983 when it was formally named the Nelson-Atkins Museum of Art. Previously the east wing was called the Atkins Museum of Fine Arts, while the west wing and lobby was called the William Rockhill Nelson Gallery of Art.
       On the exterior of the building Charles Keck created 23 limestone panels depicting the march of civilization from east to west including wagon trains heading west from Westport Landing. Grill work in the doors depict oak leaf motifs in memory of Oak Hall. A recreation of the Oak Hall library containing the original wood paneling, floors, rugs, furniture, pictures and books, is on an upper floor. The south facade of the museum is an iconic structure in Kansas City that looms over a series of terraces onto Brush Creek.
       About the same time as the construction of the museum, Howard Vanderslice donated 8 acres to the west of the museum, across Oak Street, for the Kansas City Art Institute, which moved from the Deardorf Building at 11th and Main streets in downtown Kansas City.
       As William Nelson, the major contributor, donated money rather than a personal art collection, the curators were able to assemble a collection from scratch. At the height of the Great Depression, the worldwide art market was flooded with pieces for sale, but there were very few buyers. As such, the museum's buyers found a vast market open to them. The acquisitions grew quickly and within a short time, the Nelson-Atkins had one of the largest art collections in the country.
       One-third of the building on the first and second floors of the west wing were left unfinished when the building opened to allow for future expansion. Part was completed in 1941 to house Chinese painting and the remainder of the building was completed after World War II.
       Annually, from 1954 through 2000, the Jewel Ball, Kansas City's debutante ball, took place every June in the main hall to benefit both the museum and the Kansas City Symphony. The ball was moved temporarily to accommodate the expansion project at the museum and returned in 2008.
       In 1993, the museum began to consider the first expansion plans since the completion of the unfinished areas in the 1940s. Plans called for a 55 percent increase in space and were finalized in 1999.
       Architect Steven Holl won an international competition in 1999 for the design of the addition. Holl's concept was to build five glass towers to the east of the original building which he calls lenses. The lenses they top a 165,000-square-foot underground building known as the Bloch Building. It is named for H&R Block co-founder Henry W. Bloch. The Bloch building houses the museum's contemporary, African, photography, and special exhibitions galleries as well a new cafe, the museum's reference library, and the Isamu Noguchi Sculpture Court (visit his museum). The addition cost approximately $95 million and opened June 9, 2007. It was part of $200 million in renovations to the museum that included the Ford Learning Center which is home to classes, workshops, and resources for students and educators and opened in fall of 2005.
          In the competition to design the addition, all the entrants except Holl proposed creating a modern addition on the north side of the museum which would have drastically altered or obscured the north facade which served as the main entrance to the museum. However Holl proposed placing the addition on the east side perpendicular to the main building. Holl's lenses now march down the east perimeter of the grounds.
       Admission to the Museum is free every day and visitors may use any of seven entrances to access building. The main visitor's desk is in the Bloch Building. On the north side of the museum, A reflecting pool now occupies part of the J.C. Nichols Plaza on the north facade and contains 34 occuli to provide natural light into the parking garage below. The casting of The Thinker which occupied this space prior to the renovations has been relocated south of the museum.

    Modern new additions to the museum
        The collections consist of artworks from Africa, America, China, Europe, Japan, and South Asia. Art educators may sign up for the museum's free newsletter and visit the research library located at Ford Learning Center. Current exhibitions are posted online and articles exploring the collection in depth may be accessed through the Nelson-Atkins blog.
       The museum's grounds are home to the Kansas City Sculpture Park. The park consists of 22 acres designed by Dan Kiley and Jaquelin Robertson. Among the thirty sculptures on display in the park are important works created by the late Henry Spencer Moore.
        I will include lesson plans below that I have specifically written for those teachers who wish to utilize both the collections at the Nelson-Atkins Art Museum and the web database generated by the museum's staff.