Art has been part of Lucy Kerr’s life as far back as she can remember.
One of nine students (along with a 10th collaborative piece by a Grade 6/7 class) whose piece has been tagged for a set of greeting cards produced by the district, the Grade 11 student at McMath says art is a way for her to unwind.
“Art is really relaxing for me, and just a creative outlet that is really a big part of my life,” she says. “My family has always been really appreciative of art—I’ve been going to art galleries and and talking about that for my whole life as well.”
Kerr’s piece “Sunny Day” was inspired by the work of acclaimed Canadian artist Ted Harrison, whose style Kerr says she has “always loved.” She adds that the process of looking at different artists’ styles has helped her to create her own: she prefers to paint portraits, which recently she has been doing by commission.
“I want to make something that moves people, and I like getting the emotional reaction when someone sees the art I created for them,” she says. “It’s different than a photograph—there’s so much more meaning that you can draw from (a painting), and it gives a lot more dimension.”
Emi Fairchild, a Grade 4 student at Homma elementary, echoes Kerr’s love of art.
“Art is a great way to express yourself, and it takes your mind off things that you don’t want,” she says.
Her piece “Trumpet of the Swan” was part of a school project inspired by the book of the same name. The artwork mostly uses oil pastels, but Fairchild also chose to add Sharpie to her piece at the end “to make it stand out from all the details.”
She also creates art in her spare time, mostly using pencil and paper. Recently, she’s started weaving, which she says is “easy and fun.”
Kerr and Fairchild are two of the student artists chosen for the Richmond School District’s art card project. Spearheaded by district fine arts administrator (and Blair elementary principal) Catherine Ludwig, the project aims to highlight the work done by students and art teachers across the city, as well as circulating student art broadly.
Ten selections—which reflect a balance of different schools, ages, and genres of art—were printed on greeting cards. Packages of cards were initially given to district administrators for their correspondence, but they will also be available in the near future to members of the school community who want to place an order.
Ludwig says the arts educators in the district started making plans for the project in February, along with trustees and other stakeholder groups.
“One of the goals that came forward, as we imagined a vibrant place for arts education in the district, was creating opportunities for our learners beyond the four walls of our school,” she explains. “(Art) speaks loudly and it amplifies who you are, and ultimately it helps with that uncharted territory of who you are as the self.”
With a desire to make Richmond learners feel supported and part of a larger community, Ludwig and her team asked teachers to submit students’ works for the project. The selections were professionally scanned and a graphic designer in the district ensured they were uniform with things like backdrops, while staying true to the original works. And each student submitted an artist statement, reflecting on their piece, that appears on the back of the card.
By chance, two of the selected works were self-portraits: one by a Kindergarten student from Blair and one from a Grade 12 student at MacNeill. Ludwig has copies of those two pieces displayed in her office.
“It gave the direction of why we’re doing this—look at what happens when we dedicate arts education with passionate arts educators teaching our young ones,” she says.
Ludwig adds that she hopes to repeat the project every two years to represent the changing students within the Richmond school system. And next time, she wants to make a call out for other mediums, too—including sculpture, photography and textiles.
“Connecting with others, having your masterpiece or your image experienced by another is so powerful,” says Ludwig. “It propels you and inspires you to grow and learn and it also encourages you. You get that feedback from others and get a sense of your legacy as an artist.”
She says the kids have recently been picking up their sets of cards from Blair, and their excitement is visible.
“This project had a hand in helping them feel something beyond themselves—that their art had a bigger impact beyond the page,” says Ludwig. “You can just sense how powerful this is for them. I’m so proud of them.”
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The students whose art is featured on the cards are equally as enthused. When she found out her piece would be featured on one of the school district’s art cards, Fairchild was “really excited.”
And while Kerr doesn’t see art as a future career, she expects to never give it up completely regardless of where she ends up in the future.
“I know that art will always be a part of my life, and it will always be a very strong hobby of mine,” she says.
LONDON (AP) — With a few daubs of a paintbrush, the Brontë sisters have got their dots back.
More than eight decades after it was installed, a memorial to the three 19th-century sibling novelists in London’s Westminster Abbey was amended Thursday to restore the diaereses – the two dots over the e in their surname.
The dots — which indicate that the name is pronounced “brontay” rather than “bront” — were omitted when the stone tablet commemorating Charlotte, Emily and Anne was erected in the abbey’s Poets’ Corner in October 1939, just after the outbreak of World War II.
They were restored after Brontë historian Sharon Wright, editor of the Brontë Society Gazette, raised the issue with Dean of Westminster David Hoyle. The abbey asked its stonemason to tap in the dots and its conservator to paint them.
“There’s no paper record for anyone complaining about this or mentioning this, so I just wanted to put it right, really,” Wright said. “These three Yorkshire women deserve their place here, but they also deserve to have their name spelled correctly.”
It’s believed the writers’ Irish father Patrick changed the spelling of his surname from Brunty or Prunty when he went to university in England.
Raised on the wild Yorkshire moors, all three sisters died before they were 40, leaving enduring novels including Charlotte’s “Jane Eyre,” Emily’s “Wuthering Heights” and Anne’s “The Tenant of Wildfell Hall.”
Rebecca Yorke, director of the Brontë Society, welcomed the restoration.
“As the Brontës and their work are loved and respected all over the world, it’s entirely appropriate that their name is spelled correctly on their memorial,” she said.
