RESOURCES
AUDIO:
Audio Podcasts from "The Mosaic of Art" radio show featuring reknown mosaic artists.
VIDEO:
Video - Making a mosaic mural using the Byzantine indirect method.
MOSAIC METHODS & HISTORY:
Mosaics in History Slideshow - Slideshow that explores the art of Roman mosaics.
Mosaic Art Now blog - This site has some of the most unusual and interesting information for those interested in the art of mosaics.
The Joy of Shards- Hundreds of pages of information about mosaics and mosaic making, with step-by-step illustrated instructions, over 1000 pictures and galleries.
Mosaic Matters - The online magazine for all things mosaic.
Mosaic Workshop - Website that offers materials, tools, commisions, workshops, as well as info about designing and making mosaics.
Make a Mosaic - Offers webpages that allows you to design a mosaic online.
PUBLIC ART INFO:
Community Art Workbook: A workbook of pictures, projects, instructions and resources to educate others in their efforts to bring community art into their neighborhoods, created by the Keep Cincinnati Beautiful organization.
Community Public Art Guide: Website composed by the Chicago Public Art Group that offers a comprehensive manual for making public artworks through collaboration with the community.
Community Mosaics Techniques: This is a guide by Olivia Gude, which describes the techniques and process used to develop a community mosaic.
ARTISTS' INFO:
Society of American Mosaic Artists (SAMA) - A great source of information with links to mosaic galleries, artists, suppliers and other resources.
Mosaic Artist Links - Website containing links to mosaic artists and mosaic organizations.
Sonia King's completed Aurora, the mosaic art installation for the new Pleasant Grove Branch of the Dallas Public Library.
Sonia King's guest commentary in Mosaic Art Now: The State of the Art: Fine Art Mosaic
Carole Choucair Oueijan's The Emigrant Trail- 7x10 foot mural to commemorate the history of Temecula, California as the gateway to the west.
SUPPLIES:
Delphi's teacher site offers a 10% discount, www.delphiglass.com/teach.
Mosaic Art Supply offers a wide variety, http://www.mosaicartsupply.com/ceramicmosaictile.htm
Wit's End Mosaics - This website offeres supplies, classes, books and other information for all your mosaic art needs.
ANNOTATED BIBLIOGRAPHIES:
Stutman, N. (2001). Art changes lives (Urban Art Trail). Letter Arts Review, 16, 24-33.
In this article, author and artist, Nancy Stutman tells the story of Candice Lopez’s successful attempt to use art as a means to change the dynamics of her neighborhood, which was being terrorized by drug dealers, as well as changing the lives of all who live, work, and visit there. Ms. Stutman describes how the community banded together with the arts in order to create an ‘urban art trail’ comprised of graphics, poetry, calligraphy, and a mosaic mural which seems to represent a path to a peaceful future. It also provided incentive and inspiration for students to become, not only involved in the arts, but involved in their communities in the capacities of organizers, planners, or leaders. This article contains useful information concerning the use of the arts as a means of revitalization for both communities and individuals through the energy, security, teamwork, confidence, and renewed aspirations that develop as a result of a project of this caliber.
Ulbricht, J. (2005). What is community-based art education? Art Education, 58(2), 6-12.
This article, written by seasoned author Dr. J. Ulbricht, explores the different forms of community-based art education as well as ideas for future curriculum initiatives. These ideas include both informal and organized community programs, outreach programs, ethnography programs, and public art programs. He believes that by incorporating the more informal education received through community art with the traditional education provided in the classroom; students will be provided opportunities for enhanced skill development, collaboration, communication, and empowerment. This article would be beneficial to both educators and those interested in supporting school arts programs, increasing enrollment in these programs, broadening student’s experiences, and confronting important social issues.
Smith, P. (2003). Primary pavers, Ceramic Technical, 17(1), 10-13.
Primary Pavers, written by Australian master ceramic artist and former educator, Penny Smith, describes how art can be used to build civic pride through a creative pedagogical approach. Mrs. Smith chronicles a community public art project utilized in Tasmania in which elementary students created images for 26 mosaic stepping stones that would be utilized in a beach promenade in Kingborough, Tasmania. Each of these pavers would depict a sea-theme which would be dedicated to a letter of the alphabet. She explains how a major community art project with collaboration between educational classrooms and art can help secure the next generation of artists as well as build civic pride and ownership on the part of the community. The information contained within this article would be valuable to educators interested in providing a methodology that will result in planning and executing a successful public artwork project which partners their students with the community.
Coutts, G., & Rusling, L. (2002). Design, environment and community arts. Art Education, 55(6), 41-47.
This article, written by Scotland educator, Coutts and education student, Rusling, involves the “What’s Your Problem” project which involves collaboration between community groups and students in order to come up with a plant to revitalize a local play area. After community groups defined the problem area in their community, a group of children, ages 7-12 years, along with two artists were given the task of designing a scale model of this area that would resolve the problems that had been identified. By using an informal context such as community-based art instruction, students are provided educational opportunities unavailable in a formal school setting, and community participation is encouraged. This article would be beneficial to educators, artists, and community leaders in order to utilize community-based art projects that results in empowerment of both the individual and the community.
Marche, T. (1998). Looking outward, looking in: Community in art education. Art Education, 51(3), 6-13.
Theresa Marche discusses both internal and external communities, and how utilizing these through different approaches in community art education results in the community becoming an integral part of a child’s educational experience. Using a declining rural town in Indiana as an example, this project placed students in three roles, hunters/gatherers, detectives, and participants. These approaches allow students to develop a sense of community pride, empowers teachers to collaborate, and encourages the community to develop a dialogue with the school. This article may prove helpful to educators and local leaders seeking to build civic pride through community-based art education.
Zander, M. (2004). Murals as documents of social history. Art Education, 57(5), 25-31.
Zander’s article provides a unit of study for junior high and high school students that explores the narrative aspect of public art in the form of a mural. After reviewing the historical beginnings of public art in America, students identify features of narrative murals, explore government’s role in public art, appropriate styles/themes for public murals, and design a mural that represents their community. This article is relevant for junior high and high school teachers as well as community service groups interested in creating public art.
Alexenberg, M., & Benjamin, M. (2004). Creating public art through intergenerational collaboration. Art Education, 57(5), 13-18.
In this article the authors, an art professor and an artist in Israel, describe a postmodern public art installation that was created through the collaboration of intergenerational elders and art students. Three public art sculptures were created based on the visual interpretations of both personal and shared pasts as seen through the eyes of Jewish, Hispanic, and African-American elders. The resulting concrete and steel throne installations were embellished with ceramic reliefs that expressed these valued traditions. This article would be beneficial to educators and community organizers interested in producing collaborative public art that reflects personal and shared experiences.
Taylor, P. G., & Ballengee-Morris, C. (2004). Service-learning: A language of “we.” Art Education, 57(5), 6-12.
The essential qualities and guiding principles of service learning are discussed in this article by two associate art education professors. They reveal, through several examples, how meaningful service-learning projects are the result of planning, learning, reflection, trust, and hope. By focusing these principles on a recognized community need, the service-learning experience benefits the provider as well as the recipient through connecting real world issues with art education. This article would be of interest to art education students, community-service workers, and high school teachers interested in interdisciplinary arts integration.
Lawton, P. (2010). Hand-in-hand, building community on common ground. Art Education, 63(6), 6-12.
Pamela Lawton, Director of Education Studies at the Corcoran College of Art and Design, discusses a service-learning community quilt project, which employed a collaborate-and-create method. This project was used to establish a narrative with the homeless population of the area in order to build a community on common ground. Through this study she concludes that by participating in meaningful community service projects we can instill in students a respect for a variety of lifestyles, concern for human rights, and empowerment of all those participating. This study would be invaluable to those interested in community outreach.
Krensky, B., & Steffen, S. (2008). Arts-based service learning: A state of the field. Art Education, 61(4), 13-18.
As a response to the decline in participation of young people in the areas of civic and social engagement, Assistant Professor Krensky and Executive Director Steffen, focus this study on the quantity of arts-based service-learning opportunities available within the 435 institutions studied that offered degrees in art education. This study revealed a significant knowledge gap in the area of integrating arts with service-learning while recognizing the need to utilize pedagogies such as this, which use the power of art to transform and the power of service-learning to engage, as a response to the community crisis in civic engagement.
