Student Scholarship Week – D-Eco-Self 2019

AR 218 Sculpture 2 Students participated in the 2019 Service Learning Scholarship Week Poster Session sharing their work about their D-Eco-Self collaboration project and artworks that they made with Aslan Youth Ministry and MU Science. Denice Michalchuk, our D-Eco-Self 2019 Research Assistant, created the poster, and Daniella Russo, our D-Eco-Self 2019 Project Assistant, presented to a packed crowd during the event.

To view pictures of images and artwork check out the gallery or read the blog posts!

Tree Rings=Lifespan 2019

The science students taught us about the life cycle of a tree, as well as dendrochronology, the study of tree rings. Each year a mature tree develops another tree ring, so when a tree is chopped down, we can count approximately how many years it has been alive.

 

We then learned about the symbolism of different colors in art, and how those colors are used in art throughout the ages. For example, in some paintings and artwork yellow symbolizes happiness, so we looked at Sunflowers by Vincent Van Gogh, or pink represents femininity, as in Dancers in Pink by Degas, as well as other pieces. We then brought these two concepts together in order to create our own colorful tree rings. Each tree ring is assigned to an important person in the student’s life, from childhood to the present. Assigning a color based on its symbolic meaning to each person, each tree ring is unique to each individual.

 

For a full gallery of images and artwork from the entire 2019 D-Eco-Self Trees, click here. 

Seeds=Potential 2019

We took a trip to the greenhouse on Monmouth University campus, once there, the science students exchanged thoughts regarding the importance of roots, and how they provide a tree with the water it needs to grow. They also discussed how water travels like pathways through the tree to evenly distribute water. Trees also bare leaves and fruit from their branches.

 

When we returned to the classroom, we looked at botanical drawings which were once a way of documenting herbs and their medicinal purposes. By taking inspiration from these drawings in how the roots, seed and plant are shown, we made our own botanical drawings on scrolls. Using gouache paint, we painted a seed to represent our hopes and dreams. From the seeds grow an imagined plant that represents the accomplishment of that hope or dream. The roots that extend below each plant creates a foundation for the seed to grow.

 

For a full gallery of images and artwork from the entire 2019 D-Eco-Self Trees, click here. 

The Seasons 2019

There are many characteristics of a tree that we as humans can draw meaning from, as well as relate to our lives. Through studies regarding the science and symbolism in art, we have learned more about our relationship with nature.

 

We related the seasons to our own life cycles by looking at how a tree reacts to each season. The beginning of life is represented through spring, which is a time when trees begin to bloom with flowers and all living creatures are born and begin to grow. The summer is when trees begin to produce fruit and receive the most amount of sun. This is when trees do the most of their growing, so we related it to our youthful years of childhood to early adulthood. In autumn, the leaves on a tree begin to change color because they produce less chlorophyll, thereby turning the leaves yellow, orange and red. Eventually, the leaves fall off its branches which relates to adulthood and growing older. The last season, winter, is when the trees have no leaves. Since there’s little sun in the winter, it takes too much energy to grow and maintain leaves, so, instead, the trees stay dormant until spring. Together we read the poem, Winter Trees by William Carlos Williams, and related this season to the end of life, but a hope for new life again.

 

Our art project was a collage using color aid paper. The students made one tree that showed both spring and summer, then another collage of a tree that showed fall and winter. They were then able to use different colors from each of the seasons for their tree collages.

For a full gallery of images and artwork from the entire 2019 D-Eco-Self Trees, click here. 

Discovering the Ecological Self Goes to Nebraska

When we think of nature, what comes to mind? Trees that provide oxygen, oceans that quite literally move mountains, storms that can destroy skyscrapers… all elements that are both essential and highly influential to our well-being as a species. But when we think of relating ourselves to nature, we are often immediately drawn to our impact on it. Pollution from our activities floods the oceans and the very air we breathe; animals all over the globe are going extinct as we threaten their homes with our development… suddenly the power has shifted and we realize that there is a delicate balance to uphold.

Discovering the Ecological Self makes emotional connections to environmental issues. Somewhere within this balance of beauty and human impact, we are helping people to find their place in the ecological world, their impact on it, and everything in between, whilst using the medium of art to portray this ecological persona. We work with various audiences from middle school students to professional artists, from day-long activities to one-time projects. This past weekend, three of our project helms – Professor Kimberly Callas, Denice Michalchuk, and Julianna Masco – flew out to the Mid American College Art Association’s conference Techne Expanding: Tensions, Terrains and Tools at the University of Nebraska in Lincoln. At this event, we presented a morning workshop, Discovering the Ecological Self Through 3D Printing. Our participants were invited to draw inspiration from their youth, mystical experiences, dreams, and symbols from nature that reoccur in their lives. We asked them to find patterns and images from their nature topics to use in their mask. To get their ideas flowing, we asked them to fill out a survey about symbols in nature that may be occurring in their lives. We also led them through guided meditation to deepen their ideas or allow new ideas to emerge. This provided topics to work with, and our new collaborators took to it enthusiastically.

After our general presentation of the project, we took the participants through a condensed version of a process to create their own 3D printed eco masks. First, we scanned their faces to create a 3D digital file so that their mask was personalized for their face. Using the 3D scans, we showed the participants how to use Meshmixer, a software for designing three-dimensional object files that can be printed. In Meshmixer, participants learned how to import their files, sculpt, and edit their masks. By the end of the workshop, everyone had a file that was ready to be printed for them to take home. We put the files in the 3D printers and the next morning delivered their eco-masks.

It was delightful to see how interested our participants were in the project. We received multiple questions on how the scanner worked and on the capabilities of Meshmixer. Many participants were inspired to use Meshmixer again for other projects or even to continue developing the masks we created during the workshop. Since technology was the theme of the conference, our workshop definitely showed the possibilities that come with new technology to create new and exciting works of art. Although technology is becoming increasingly present in our daily lives, our workshop connects it to nature so that we can discover the relationship between nature and ourselves.

Thank you to the Dean of the Wayne D. Murray School of Humanities and Social Sciences for the student travel grant and to the Urban Coast Institute for the student travel grant, enabling us to visit this conference and share our love for the planet.

Student Scholarship Week – D-Eco-Self 2018

Student Scholarship Week

Ocean/Discovering the Ecological Self 2018

AR 218 Sculpture 2 Students participated in the 2018 Service Learning Scholarship Week Poster Session sharing their work about their D-Eco-Self collaboration project and artworks that they made with Aslan Youth Ministry. Denice Michalchuk created the poster, and Victoria Garbutt and Diana Rickard help Denice present to a packed crowd during the event.

To view pictures of their student exhibit, check out the gallery or read the blog post!

D-Eco-Self Ocean Exhibit 2018

D-Eco-Self Ocean Exhibit 2018

2018 D-Eco Self theme was Ocean. Monmouth University, AR 218 Sculpture 2 class collaborated with Aslan Youth Ministry for Discovering the Ecological Self, as well as on their own individual artworks. Marine and Environmental Biology and Policy senior Rebecca Klee and junior Taylor Donovan volunteered their time to guide the science teachings, with support from Assistant Biology Professor Dr. Pedram Daneshgar. Students from Callas’ AR 218 Sculpture II course have helped mentor the Aslan youths on their artwork. The students designed wearable structures and individual wearable pieces of clothing, meant to be expressive of a symbolic idea drawn from nature. The students worked in teams with the Aslan Youth Ministry to create their artwork in conjunction with the eco-masks that the middle schoolers were making.

The sculpture students then created an installation, inspired by the Aslan Youth mask work to be displayed in a Monmouth University art gallery, titled “Layers of the Ocean.” Their individually designed wearables were based off of each layer of the ocean, such as the twilight and midnight zone, just as the Aslan Youth Ministry eco-masks were. To read more about the students’ inspiration, you can read the blog post about the ocean levels and bioluminescence.

Below, you can read their artist statement for a more detailed description of their exhibit:

The students followed a specific timeline to have their project completed by and displayed them for all to see at the end of the semester. To see photos from the exhibit, check out the gallery!

UCI Boat Trip – Ocean/D-Eco-Self 2018

UCI Boat Trip – Ocean/D-Eco-Self 2018

Ocean/Discovery of the Ecological Self 2018

One of the best ways to learn about the world around you is going out to observe it. The best way to feel connected with nature is to learn about and see it, first hand. That is what the students of the Aslan Youth Ministry and Monmouth University’s Sculpture 2 class did as a highlight of their D-Eco-Self workshops. Hosted by the Urban Coast Institute, the group was invited to take an ocean boat ride with Captain Jim Nickels. Tours were led by Marine and Environmental Biology and Policy senior Rebecca Klee and junior Taylor Donovan with support from their faculty mentor Assistant Biology Professor Dr. Pedram Daneshgar. The Aslan Youth students also were accompanied by family members.

The youth artists brought their ocean themed eco-masks out on the water, and wearing their masks in the ocean environment that inspired them. While a group was on the boat, the other half stayed on the shore to observe the plants and the environment at the Monmouth Marine and Environmental Field Station site in Rumson, New Jersey. The students also took a lot of pictures to show off all of their hard work with their eco-masks. Karl Vilacoba, Urban Coast Institute’s Communications Director, wrote a April 16th, 2018 blog post about the event.

To view pictures from the boat trip, check out the gallery!

Ocean Levels – Ocean/D-Eco-Self 2018

Ocean Levels – Ocean/D-Eco-Self 2018

Ocean/Discovery of the Ecological Self 2018

The ocean is a vast body of water that is sometimes incomprehensible. It is home to countless lifeforms, some of which are still being discovered, to this day. Not only is the ocean wide, but it is also miles deep. Scientists have classified it into different levels. There are several different levels and hundreds of species and creatures that inhabit each level. The most basic breakdown of levels is based off of how far light travels underwater. These levels are: the sunlight zone, the twilight zone, and the midnight zone. The sunlight zone, which is the first ~650 feet below the surface, is home to most common fish and sea creatures, such as various marine mammals and sea turtles. For the next ~2,600 feet, it is the twilight zone; in this zone, light dissipates quickly. Some larger fish and mammals reside in this zone of the ocean, like sperm whales and octopi, and many tend to be bioluminescent – or, they create their own light. Other crabs and crustaceans, along with algae, also can be found in this ocean zone. Lastly, there is the midnight zone, which is the part of the ocean where no sunlight penetrates. All of the creatures who call this zone home know how to use this darkness to their advantage, and many of them are able to create their own light. The food options are very limited due to the complete lack of sunlight, so the sea creatures that live in the midnight zone feed on plants and other creatures that fall from higher zones.

Knowing about the separate zones and how they function is an essential part of understanding the ocean. As a part of Discovering the Ecological Self, science volunteers from the Department of Science from Monmouth University gave a lecture to students from the Aslan Youth Ministry, describing the different parts of the ocean and the sea creatures that reside in each level. After learning about jellyfish, anglerfish, and Ctenophora, the students then set to work creating art. They used colorful chalk on black paper (pictured above) and played with creating light installations. Through this, volunteers and students alike began to understand how much life is contained in such an extremely large body of water, and why it is so important to preserve it. There are so many things left undiscovered about the ocean, but there is a high chance that our pollution is killing it before we even get the chance to explore. Connecting with the ocean is vital to is preservation, which is why the theme for Discovering the Ecological Self this year was the Ocean.

Plant Pressing – Ocean/D-Eco-Self 2018

Plant Pressing – Ocean/D-Eco-Self 2018

Ocean/Discovery of the Ecological Self 2018

Plant pressing is a critical part of preserving and understanding the environment. To press plants, there is a tool that is aptly named, “plant press,” used by botanists and other ecologists. It has been developed over hundreds of years and is made of two boards, adjustable straps, and layers of paper to dehydrate the plants. Pressing plants is important for their preservation and to study, which is why it’s a method used so often by ecologists, botanists, and even artists.

On the same day that the students of the Aslan Youth Ministry learned about seaweed, they were also taught about plant pressing byDr. Pedram Daneshgar and Marine and Environmental Biology and Policy senior Rebecca Klee and junior Taylor Donovan from the Science Department at Monmouth University. They were given a brief lesson about plant pressing and then went off to the Monmouth University greenhouse. At the greenhouse, they explored all the different flowers and plant life. The students were able to learn about each plant, and looked for patterns and textures to use in their art. By gaining this new knowledge about plants, plant pressing, and through identifying art in the plants and flowers, the students were able to connect to nature and the environment in a new way. This new perspective of nature allows the students to immerse themselves in the environment. Creating a deeper aesthetic understanding for these plants helps to create a deeper appreciation and love for nature, further inspiring environmental protection and nurturing.

To see more photos from the greenhouse trip and plant pressing, check out their respective galleries: greenhouse trip & plant pressing.