College
More Slow
A class mate at Goddard understood what I was saying about the power of slow and shared with me SlowDance By David Michalek. I’m sorry I can’t post the videos but the links are incredible. “Sculpting Time.”
The Power of Slow
There is such power and expression in the slowness.
What is it about slow motion? As a sculptor of something that is stationary I wonder, “why am I intrigued with slow motion, especially of animals or the human form.” I think that it might be that while viewing slow motion we are privy to the different nuances of emotion and movement. Slowing things down makes me think, “Ah there, if I could capture it right there, then a few second later,” I say, “and that movement, oh isn’t that beautiful, if I could capture that right there.” Of course, to be specific, it would be better if I could see the slow motion from different angels, all at the same time. That is what a sculptor does. The movement of a piece needs to look good from all sides, all directions, though one angle is probably the strongest or the most seen depending on the placement of the sculpture.
VIDEO IS NO LONGER AVAILABLE
On another note, there is the anatomy. My heart skips a beat when I see the dog jump. Look at the power in the feet. I think, “Do I know this power because I have seen the frames before this action and the frames after the action? Would it be possible to have that same feeling if you saw that motion captured as a sculpture, and at which stage would I have to capture it to present that power?”
I think I should like to do a study. A study of slow motion as it pertains to art. How? My sculpting process is slow, meticulous. What if you combined slow and fast? What if I sculpted extremely fast, as sketches, which is a great practice, by the way, but interestingly enough, I never find I have the time to sculpt fast. What if I quickly sculpted different stills of movement as they are slowed and captured? Again I would need cameras from different angels to study the movement.
…interestingly enough, I never find I have the time to sculpt fast.
So look at this video not just as a commercial, but look at it for the emotion, the power, as a study of form and movement.
How Do You Pick A Graduate Adviser?
How on earth does one decide which adviser at Goddard College will be a good fit for the following semester? My present faculty adviser was assigned to me, because it was my first semester-Judy Hiramoto. I have enjoyed our interaction.I am pretty much a go-getter when it comes to education and learning.I probably do much more work than is necessary and I don’t need hand holding. In fact, this study is so deep with new research that I’m finding things each time I turn around.I had no semester break, the research continued.
I have floated through the program faculty and am at a loss.There are no “sculptors” in the faculty, that I can find. Is it really necessary for me to have a sculptor as an adviser. I don’t think so. (Plainfield, Vermont Residency).
I read Valerie Walker is coming onto the program. Though I am not a fiber artist I appreciate her interaction of her work with technology, plus she does a radio show, “exploring all aspects of digital culture & awareness from the perspective of women living it.” My present podcast is not actually a part of my study, however, I am planning on expanding it to include interviews with those working with this technology. O.k. I just faced book Valerie. Maybe some pre-conversations would help.
Peter Hocking is another choice I ask myself why? Hmmm. Some of the things in his bio? “digital performance”, “ I love comic books.” I just think it is cool that someone who is asked to include their pedagogical statement puts that in it. “I am committed to the dignity and intrinsic value of each of us as learners.” This is also a good statement. He is from Goddard College MA and I like the Rhode Island school of design, though I am not sure what the “Director of the office of public engagement” actually does.
Brian Harnetty. Again I ask myself why? I am not a musician. I like that he is interested in, “creative communication between musicians, writers, visual artists, scientists, and so on—and the value of expressing this communication through new media” I ponder our connection.
My choice for Erica Eaton would be for no other reason than she facilitated a G1 meeting that I attended and I had a good feel about her. “I have often said that what I really do is translate, remind people of what they already know and empower them to use it and develop it further. I facilitate. I see my role as a “teacher” in a similar fashion. I am not there to “deposit” knowledge, but to co-create it. “ I like this statement. Of course I like that she has studied at the University of Buffalo. It is my home-town. I feel the same about Rick Benjamin, but he is on leave for this residency.
I guess my choice should really reflect on my study. It is more of the same from last year. Though transcripts are narrative at Goddard College I have asked for course equivalents as well. For any college that I am going to teach at will require that I have a certain amount of course credits in that discipline. ( see previous post)
Here is an idea of my study.
The changes this semester would be technical and journalism writing instead of memoir, as I am trying to document my research into 3D sculpting, scanning, printing and milling as it pertains to the traditional sculptor. I also plan on interviewing different artists and individuals working in these fields- A 3D fireside podcast so to speak. I’m also pitching another book to the publisher, must get the Mudbox book out first. Our deadline is February. The second book is an interview with artists that are using technology to create incredible and interesting art. I’m thrilled about the idea. Of course I’ll have to write about the technology as well.
And I’m thrilled about he lecture that I am giving at Goddard while I am at residency. I would like to present this through the semester to other art organizations and colleges here. This past semester has been heavy in research and documentation. It is difficult to stop as everything is changing so quickly. It has been amazing that no sooner do I find a missing like, something that is needed to “Bridge the gap between technology and the traditional studio” then the technology is created and posted. It is a fascinating journey.
First Semester Graduate Courses Studies at Goddard College
Studio Art and Technology
Variable topics course designed to explore concepts and processes in art-making that go beyond the normal curricular parameters of traditional studio disciplines.
History of Digital Technology in the Traditional Studio
In this course there is an Evaluation of the History of Digital art in the Traditional Studio and philosophical discussions comparing new technology with the “old” way. Evaluating the “Value” set upon the work and also the acceptance of technology and the process in fine art. An exploration of contemporary artists who have paved the way for the acceptances of this technology is also explored.
Traditional Sculpting/Digital Sculpting
Comparing the process of sculpting digitally and traditionally. A study and experiment with creating digital sculpture in the traditional sculpting style. Searching the psychological aspects and barriers of traditional artists who are beginning to use digital technology in the traditional studio.
Memoir Writing
Study of memoirs by contemporary authors to become more familiar with the many possibilities available to writers working in this form. Focus is on issues relevant to the writing of memoir, including craft and techniques, memory and truth-telling, and interior and exterior significance.
Deceased, Alive or Animated- The Facial Action Coding System- So Cool!
FACS is the Facial Action Coding System developed by Paul Eckman. I studied this in my undergraduate work when I was writing about Sculpting the Deceased. I wanted to know how I capture emotion in my art, or why I “feel” some things from my deceased subjects. FACS is some of the science behind what I do and feel with sculpting the deceased. It is used in animation and is mentioned here in this video about how they did the face of Benjamin Button. I think this is fascinating.
What? Why Are You Doing That?
Lately I have not posted much of my own creative work on this blog. Some may wonder why. I have but two answers, graduate work and writing a book. Either, by themselves would be a daunting but with this MFAIA Master of Fine Arts in Interdisciplinary Art I can work my research and the book writing into my degree plan.
Many have asked me, “Why would a master sculptor need a Masters Degree?” It is very simple, believe it or not I have been turned down to teach sculpting at the college level because of this lack of paperwork. Do I plan to teach? I’m not sure, but as I enter this stage of my life I thought it would be good to have this document. (Though, I often think that in the future I will probably be paying off my graduate school loans with my social security income.)
My focus in my graduate studies is two fold. Sculpting of course, but here is the clincher, because I was already considered a master sculptor they frowned on me entering the program to study sculpture. That is good because frankly doing that for 3 years might make me puke. (This is a terminal degree that is why it is 3 years.) However, to teach at a college level I must have 15 hours of study, minimum in the area I want to teach. There is a catch 22.
So I put a twist of interest to my degree study in sculpture. The basic premise of one half of my study is “Bridging the gab between new technology and the traditional studio.” That is why I am focusing on digital sculpting, scanning, printing, milling as it pertains to my craft. It began with this article (pdf) that I wrote for Sculpture Review a few years back. The study is fascinating and I believe it will affect my future artwork, though I am still doing traditional portrait and life-size commissions and love doing so. I’ll just utilize these processes to incorporate them in my study and workflow!
Besides looking at the technology and the different aspects of it. I seem to be drawn to individuals who are using data to create artwork. The data depicts what the art will look like. This can be seen in weaving of Nathalie Miebach. Or as simple as David Beck using a GPS system and digital printing to print out a sort of portrait of his friends. I really enjoyed listening to the videos of (MOMA )Museum of Modern Art’s exhibit Design and the Elastic Mind. It was validating when I heard Curator Paola Antonelli discusses the importance of 3Drapid prototype printing. She states, “The most interesting and most important technological innovations in the field of design and the field of manufacturing is 3Dprinting.” I know my study is going in the right direction. I will try to bring these videos to my blog.
This new direction was so not me. To turn my head from figurative realism even for a moment to consider other things is not something I am used to or have ever been drawn to. But there is something about the seeing information visually. Even those in science are saying now that they can print out molecular items they can now see how they relate to each other in ways that were never apparent. Perhaps it is that somehow I feel there is something hidden, a secret that is under the data that can only be known when it is a visual, when it is made as art.
Another artist that I really like is Robert Lazzarini. Remember when you look at these they are not skewed photographs but are actual sculptures created, and often digitally printed in this skewed manner. They must be something to see in person. All of this work is different than the figurative work that I have studied in the past, but that is what school is supposed to do, stretch you, challenge you, cause you to think past what you would normally consider.
Oh yes, there is a second area of my graduate study. It is writing. As you can tell from past articles, columns and books— I like to write. I enjoy writing about art, creativity and other subjects and am presently working on a Mudbox book. I’m thrilled to see my name at Amazon, even though we are not quite done with the book. I stumbled upon the Amazon information when I was trying to do my research, to be honest this area of study is so new that there is little out there about it. But the book that seemed to have everything that I was trying to study- lead me to my own book on Amazon. Mudbox is a program that allows you to sculpt in the computer. I have enjoyed my research and studies and will continue to do so. I feel it is opening up new doors of opportunities as well as enlightenment and inspiration and I enjoy sharing some of my research on this blog.
Trying To Catch Up!
It has been a tremendous amount of time since I last posted on this blog. Mostly because I had several other blogs and journals going at the same time, and returning to school I have been a full time student. The perpetual learner blog is my blog on going back to school. I documents my process through undergraduate and this study and on to graduate school.
I also have another project that I am working on. The blog for that project can be found at http://www.dickhathaway.blogspot.com
Travel To Vermont
I traveled up to Vermont College for several reasons. The Dick Hathaway sculpture that I am creating was a part of my study at Vermont College. I graduated on November 1st. I presented two lectures one at Vermont College and one for the T.W. Wood Gallery. Both were about sculpting the deceased, the process and the research for my book “Bringing to Life the Spirit of the Deceased—A Sculptor’s Journey”. I especially liked the TW Wood lecture as many friends of Dick Hathaway were there. It was good to have their inspiration. To be fed stories about Dick Hathaway refreshed me. I’m looking forward to getting back to the sculpture. It should be done in about a month or so.
One was for school and the other for the gallery.
The photograph that I created of the progress on Dick Hathaway now resides at the TW Woods. The sculpture needs a bit of work and there is going to be a pile of books near his foot. The question is, “What are the names of the books?”
The other rose was for my sweet instructor Charlotte Hastings.
Turning The Corner Into October
Here I am turning the corner into October. There is still a lot to do before graduation on November 1st and I leave for school on the 24th. I wish that Dick were coming with me, but I still need to raise money to cast this donation. As I prepare for my lecture for the school, actually two one for the TW Woods Gallery and another for my culmination, I am reminded of all of the absolutely incredible and unusual things that have happened in the posthumous sculpting of Patsy, Lucas, Jeanine and Dick Hathaway. And through the death and remembrance of Charlotte Hastings.
I am convinced, that the energy of a living person stays with us long after their death. I have proven that through some of my study and my research for school. I am amazed at my study, and am thankful for the opportunity to have done such a study through Vermont College Union Institute!
A Perpetual Learner
As if my life is not full enough, I am also back into school. At my age, who would have thought? It feels strange but very natural, and I would not have been able to do it were it not for the residency program at Vermont College Union Institute. (As of 2020, Vermont College does not exist as it did in 2005. Goddard College however has the same program.) It also feels good to be stimulating my brain. The college utilizes what I am doing in my art as a part of my curriculum. So other than reading and documenting my progress, which I do already, I don’t really have a tremendous amount of work. I don’t necessarily need the degree; I just want to add it to my list of accomplishments. I have; however, entertained the idea of teaching art or writing at a college level, and as one college said, “I can see you are a master artist, but do you have a masters degree?” And like anything else, I’m blogging about my adventures of returning back to school, at my age. If you are interested check out the Perpetual Learner blog.
I have written two articles about going back to school. The first, “Returning to College” was in the March 2005 issue of the Houston Tribune. And, “Past and Future in the Green Mountain State” was in the May 2005 issue of the Houston Tribune.
Returning To College
Houston Tribune March 2005
Bridgette Mongeon © 2005
When entering the movie theater these days, I receive two dollars off of my ticket. Often the attendant examines me with a little disbelief, demanding some proof of identification. Its not because I am a senior citizen, instead I show my student ID.
In the past a stereotypical image that most hold of a college student is a young person 18-20 years of age, with a non declared major, who is more excited about the social aspects of college than the educational aspects. However this image is quickly changing. Students are entering college in their 30’s, 40’s, 50’s, and even later in life.
Categorized as “non-traditional student,” older students face their own set of circumstances that are different from the stereotypical college student. Sure, we may have to learn how to focus and take notes, all while looking through our progressive lenses, but there are other circumstances that younger students do not have to deal with. Older students have the emotional and financial responsibility of ailing parents and they may also have their own children in college. Most have established careers and full time jobs. They have many years of experience in the field of their choice, but many are concerned about losing their jobs because of a younger, degreed person coming up in the ranks. Many people are finding that as the job market becomes more selective and age becomes a factor in the decision of placement, a degree and sometimes advanced degrees are essential.
DISTANCE DEGREES
There has been a rise in adult learners in higher educational learning of 41% since 1998 according to the National Center for Education statistics. Many nontraditional students are getting these degrees and never taking a step into a physical building. With online education and the help of a computer you can study from the comfort of your own home at your convenience.
By logging into a virtual classroom with other students, distance education makes learning convenient. For mothers with children, they can put the children down for a nap, put a load of clothes in the dryer, and log into English class.
DON’T GET SCAMMED
Many people are worried about getting duped by diploma mills, spending hours of work for a bogus degree. Mark Wilson, author of Distance Degrees, has made the college search much easier. The book is filled with 400 accredited colleges that offer distance learning for many different degree programs, and the resources are growing every year.
When searching for a college the question you want to ask is “are you regionally accredited?” The United States Department of Education has divided the country up into 6 regions. There is an accrediting agency for each area. The Secretary of Education has procedures and criteria that are followed by each of the accrediting agencies. For example The University of Houston has received its accreditation from Southern Association of Colleges and Schools, Vermont College by the North Central Association of Colleges and Schools and Thomas Edison by the Middle States Association of Colleges and Schools. Some college diploma mills will state they are accredited, but you must find who does the accreditation. If it is not one of the 6 regions then the college may not be worth your time. If you are unsure if the college you are interested in is accredited, you can check out the department of Education Website www.ed.gov . Mark Wilson in Distance Degrees has also listed each college’s accreditation and listed a link to the associations that do the accrediting in the 6 regions as well.
CREDITS FOR EXPERIENCE
Colleges offering class for non-traditional students realize that life experience is an important element of education for older students. Many colleges offer credits for the experience that an individual has attained through their life times. This doesn’t have to be experience in things as elaborate as business or science, in fact many times homemakers can find experience that can apply to college credits. Thomas Edison State College http://www.tesc.edu/ has a resource section to help determine if your past experiences can apply as credit. Each college handles Prior Learning Assessment (P LA) differently, some accepting portfolios, others requiring essays or individual interviews. Many colleges offer up to 30 credits for PLA.
CREDITS FOR WORKSHOPS
If you have attended workshops in your field, even if it was learning that was acquired through a non-accredited institution, it may apply to credits toward your degree. You may; however, need signed documentation from the instructor. Contact the university that you are interested in to discuss the possibility of accepting these credits. And if becoming a returning student is in your near future, be sure to ask for documentation from any non- accredited workshops that you are presently taking.
CLEP (College Level Examination Program)
There is a variety of CLEP test that you can take for a nominal fee. Often one CLEP test can constitute the credits of two classes. The credits will then apply to your degree program. CLEP study books can be purchased from any bookstore. Each book is filled with sample tests and information on what to study for a CLEP. Up to thirty additional credits can be obtained through CLEP examination.
TRANSFER CREDITS
Even if you went to college 20 years ago and did not finish your degree, many colleges will accept these credits toward your degree program. You may need official transcripts sent to the college of your choice; however having unofficial transcripts on hand will help you to obtain and remember, the number of credits you have. To receive your old transcripts, contact the college that you attended. There may be a small fee involved in receiving transcripts.
ACCELERATED LEARNING
Colleges understand that non-traditional students are professional, experienced, and disciplined individuals and many offer accelerated programs offering degrees at both bachelors, masters, and some even offer PhD’s in a shorter amount of time and less “in class time.” For example, a bachelors degree may take you 4 years at a traditional college as a traditional student but can be obtained at some universities in half the a mount of time.
A DIFFERENT WAY TO LEARN
When you think of going back to school you may be visualizing yourself in a class with many young students, some who are one-third your age. Or if you have a sense for computers, you may be able to comprehend an online course and distance education. Some colleges such as Vermont College Union Institute offer an even better way to obtain your degree. If you are a highly motivated individual you might think about working for your degree doing what you already do and love. Instead of trying to fit student’s into developed classes and degree programs, Vermont College designs a program around what the students passion is or the direction they want to go. This enables “learners” to be able to receive their degrees without having to change their focus.
After taking several online courses myself, through Houston Community College, I am presently transferring my credits to Vermont College. Through their program, they will be able to take the articles I write for the Houston Tribune, the books that I am working on, as well as the sculpting that I am presently doing, and with the help of a mentor, develop and use my work as the main portion of my degree program. I will have to travel to Vermont twice a year for a week each semester. This type of learning has been dubbed “click and brick”. A portion of time spent at the college and the rest on the computer. I can think of worse things than traveling to Vermont during maple syrup time and again in the fall to watch the leaves change. I’ll be staying in the dorms like a traditional student would. (Which my own college student daughter says is “really weird.”) In my week visit, I’ll meet with my mentor to discuss my degree plan (work load), visit with other students, and attend workshops, all the while meeting other highly motivated individuals in an academic setting.
NEVER TOO OLD
It is normal for non-traditional students to think they are too old to go back to college. However, Hazel Thompson was Houston Community College’s oldest person, graduating at 82. Her credits were 50 years old and transferred into the program. Vermont College Union Institute tells me that the demographics of the students attending their bachelors program is 35-38 and for the masters degree programs 48-50. However they had a woman receive her bachelor’s degree at 77 and another who received her PhD at 92.
And, remember going back to college just may be good for your health and mind. Current advances in brain research by AARP states, “ Exercising your mind may forestall mental decline by strengthening connections between brain cells. Intellectual challenge seems to be crucial.”
You are never too old and it is never too late. Non-traditional students not only have much to gain from attending college and receiving their degrees, they have much to offer the institutions that teach them and the work force that utilizes their education.
Though we non-traditional students may not be having dorm parties like traditional students do, perhaps one day all of us older students can get together for a college night a the movies and use our student ID’s. For the record, if you are a senior and a student there is no additional amount taken off of your movie ticket. I have already asked!
Distance Degrees– Mark Wilson http://www.collegeathome.com/
Thomas Edison State College http://www.tesc.edu/ (888) 442-8372
Vermont College Union Institute http://www.tui.edu/VC/ 800.336.6794
Houston Community College http://www.hccs.edu distance education 713-718-5275 de.counseling@hccs.edu
Bridgette Mongeon is a writer, sculptor and soon to be student of Vermont College Union Institute.
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without the written consent of the author.