Unfortunate Print Ads

There are three clothing companies that use, in my opinion, some of the worst print advertisement: Lucky Brand, IZOD and Sketchers. They look like something I could produce with my elementary level experience on Photoshop. In fact, I could’ve produced most of their ads just after my first day of Photoshop class last semester using three simple functions: hue/saturation, the “lasso” cut tool, and basic text boxes. The colors are almost iridescent in IZOD, and blaringly saturated in the other two. It’s virtually impossible to create blue denim dies in the colors they present. And although I know IZOD is well-known for its basic patterns and bold, rugby strips, I think I could use some of their glossy images as birthday party wrapping paper. I don’t want to wear it. Also, is it possible for Sketchers to place their models on a floor of some sort, not an invisible cloud with PowerPoint-produced stone backgrounds? And the models’ gestures in these ads – can these be performed anymore awkward and unnatural? Oh, and the copy, “easy fashion…easy livin’” is rather cheesy. Especially when placed beneath the three profile-angled shoes each confined to a one-eighth-inch white border against a more transparent background. Now that I’ve considered it, I think I could reproduce each of these ads in Word - and their updates on Vista would make it even easier.

tats and me don't need to be

I had a friend call me recently and ask if I could design a butterfly tattoo for her. My first question was, “where is this going??”… And my second question was, “why?” I guess I’m supposed to be flattered someone would consider my college-level drawing abilities appropriate for a tat on their tummy. I mean, isn’t this little piece of art going to live with her for the rest of her life? Even her husband will never be as physically capable to get as close to her as my tattoo will. But it won’t. I refuse. I don’t support the tattoo arts.

I just posted an entry which includes a short comment referencing my habits to a packrat. Now, many people naively understand the word “packrat” to be an imaginary rodent which humorously refers to someone who hoards a crap-load of meaningless shit. I mentioned in my post that I’m a packrat because, for example, I keep every book dustcover I take off because I don’t like the look of them. Do I need to dustcovers? No. Might I need them someday? Maybe. Maybe they’ll add to the value of the books when they’re antiques. Maybe they’ll accompany the books when, in six hundred years mine are the only ones left on the planet, they are exhibited at the Smithsonian. I don’t yet know, but just in case. And so, when people use this word “packrat” and follow with a snicker, I always make an attempt to explain that, in fact, these creatures are real. Actually, they inhabit the Arizona desert and my front yard, and furthermore, are protected by the state – a fine of $1800 is issued to anyone who is seen or proven tearing down their unsightly nests.

Donald Hoffmeister from the University of Arizona defines the “packrat” as the following:

Woodrats -- members of the Genus Neotoma -- are large-bodied and long-tailed rats with (in our Arizona forms) relatively well-haired tails. The White-throated Woodrat is found throughout Arizona, while the Mexican Woodrat (N. mexicana) may occur in our general area but is more of a montane species. White-throated Woodrats have a definite association with stands of Cholla and Prickly Pear cacti, which they use to build their nests, cutting the cacti into 3-4"-long pieces and carrying them to the nest site in their mouths. The cacti parts serve both as nest-protectors and as food. The nest consists of two parts -- the house (the collected material, which is mostly above ground) and the nest (which is usually dug partway below ground). There may also be some underground tunnels leading to the nest, which is built of fine grasses or shredded fibers and about 6" in diameter, with an interior cavity about half that size. This serves as a daytime retreat (well shaded from the intense summertime heat) and as a nursery. These woodrats feed mainly on Cholla cacti where these are available, or on Prickly Pear. They may therefore need to drink no free water. This one below has constructed its nest in a pile of fallen saguaro limbs, filling in the gaps with protective materials with a variety of cacti and other plant materials brought from locations nearby.

So there you have it. Packrat.

Visually and Spatially I solve my problems

My “preferred route for problem solving and understanding” can be classified visually/spatially according to the Multiple Intelligences chart designed by Howard Gardner. However, I can see myself positioned under any of his possible “intelligences.” I’m athletic, good with numbers, and interested in language, for example, and could find myself solving and understanding kinesthetically, logically, or linguistically. But it is my visual sense that provides most understanding to the world around me.

I know this because I relate best to anything visual/spatial. To begin, I’m an artist, and one who is growing in the field and hungry to eat up anything I can about the arts: history, current artists, technique, style, art meccas, museums, galleries, market, and so on. I’ve made it my priority. And from the arts I stem many of my other interests. I provide an example below:

My bedroom. Yes, for everyone this place must be comfortable and personal, but to me it reflects my visual and spatial qualities. I painted a mural on my walls of a world map – but I did it with a faux finish in browns, rusts, and golds to complement the furniture, lighting, and overall décor of the room. The warm colors translate to a warm room – a comfortable one. And the map has personal meaning – I’ve been fortunate to travel the world and have many unusual cultural pieces placed on my bookcases and walls. And on these bookcases I rearrange my collection of antique books and trinkets to achieve a level of aestheticism. Oh, and the books – I like to take off the dust covers because I really dislike the plastic and glossy look of them, many with overpowering colors that wouldn’t respond well with the mural and feel of the room. I like the tones and textures of the fabrics and embossed paper bound to my books. (But the packrat in me keeps these dustcovers in a Sterlight container). From my parents’ antique Persian carpet collection I bargained to keep a few in my room – the patterns and muted colors are perfect for the floor. I also remember back to seventh grade when I redecorated my room from bright primary colors painted for a Safari themed mural to the style it is now. I searched the Phoenix valley for the perfect chair – elements including size, color, material, wood stain, time-period relevance, and structure were carefully considered to find the right one. And my bedspread – this was never resolved. So my Mom, in her little spare time, made one for me after we chose just the right fabric. And now I have this room in which I love to spend time. But I continually look around it, considering different positions here or there for a painting on the wall or correct “askewness” for a book. In all, I had a vision for this ideal bedroom and the elements I wanted to include, using my “visual/spatial” qualities to resolve them.

This is a fantastic poem! I'm not a fast reader, but do pick up the pace to Roald Dahl's energetic rhythm in his poetic work. The story is wonderful too. It should provide great material for my philosophy class - we're currently discussing animal rights.

The Pig

In England once there lived a big And wonderfully clever pig. To everybody it was plain That Piggy had a massive brain. He worked out sums inside his head, There was no book he hadn't read. He knew what made an airplane fly, He knew how engines worked and why. He knew all this, but in the end One question drove him round the bend: He simply couldn't puzzle out What LIFE was really all about. What was the reason for his birth? Why was he placed upon this earth? His giant brain went round and round. Alas, no answer could be found. Till suddenly one wondrous night. All in a flash he saw the light. He jumped up like a ballet dancer And yelled, "By gum, I've got the answer!" "They want my bacon slice by slice "To sell at a tremendous price! "They want my tender juicy chops "To put in all the butcher's shops! "They want my pork to make a roast "And that's the part'll cost the most! "They want my sausages in strings! "They even want my chitterlings! "The butcher's shop! The carving knife! "That is the reason for my life!" Such thoughts as these are not designed To give a pig great piece of mind. Next morning, in comes Farmer Bland, A pail of pigswill in his hand, And piggy with a mighty roar, Bashes the farmer to the floor… Now comes the rather grizzly bit So let's not make too much of it, Except that you must understand That Piggy did eat Farmer Bland, He ate him up from head to toe, Chewing the pieces nice and slow. It took an hour to reach the feet, Because there was so much to eat, And when he finished, Pig, of course, Felt absolutely no remorse. Slowly he scratched his brainy head And with a little smile he said, "I had a fairly powerful hunch "That he might have me for his lunch. "And so, because I feared the worst, "I thought I'd better eat him first." Roald Dahl

Home out West

So this is what home feels and looks like to me. It's a sketch I did of a classic and rusted, Chevy truck resting amidst a cluster of saguaros. It's western, vintage, warm, dusty, and full of character. And the name of the town is Carefree. Carefree, Arizona. When I place a mail-order over the phone, it's not unusual to hear, "Now that sounds like a nice place to live." And I live on Sunset Trail. You may say this sounds like a retirement community (and you wouldn't be the first), but I say it's one fit for people like John Wayne.

This entry is an "Of the Month" nomination I submitted for an awesome organization on campus - I'm thrilled to be involved with this group of people:

The average sixth grade classroom offers students restricting desks, dull blackboards, and a clock to count down the minutes until class is finished. The spelling tests are tedious and math assignments repetitive. Their eyes are on the clock, not on the years ahead to college. Wouldn’t that simply mean more class and more tests?

But with “Imagine U at SMU,” a newly established organization at Southern Methodist University’s Meadows Museum and School of the Arts, eyes are directed forward to college life. Their focus is also placed on the Picassos, Manets and Mirós hanging on walls instead of algebraic equations on dusty blackboards. This program welcomes sixth-graders from three Dallas schools to experience a museum, create art, and envision four years at college.

Funded by the Wachovia Foundation, buses transport more than seven-hundred students to and from SMU for three days out of each school’s year. This invitation is greatly appreciated for a financially tight school district. And the rewards are already showing after the first event last week.

“So many kids don’t understand the concept of college,” says Tamytha Smith, Education Coordinator at Meadows Museum. She claims many sixth-graders consider college a one-year experience and don’t realize students can choose their courses and a range of majors, not to mention that they even live at school! Part of the program tours these kids around the SMU campus with SMU students who share their experiences and explain the concept of college. The interaction between college and sixth-grade students is one of the most beneficial aspects. Each young student is also provided a sketchbook to draw in, write notes, and express themselves in ways unfamiliar to them before. Tamytha recalls one boy on the tour who complained about the heat. His classmate, looking up from his drawing of some university buildings and trees responded, “Can’t you just enjoy the beauty of the campus?”

In addition to capturing a piece of college life in their sketchbooks, students use them to complement the learning that takes place within the Meadows Museum and studio. The first day was structured on the portrait. Kids were allowed to explore the museum and discuss famous works of art depicting people and faces. Many have never before entered a museum. But in contrast to a typical art museum where fact after fact is dispensed at each painting, the program encourages rich discussion as students express their feelings and observations. The museum component is also intended to raise their comfort level in galleries and help them understand how relevant art is in their lives. The learning fostered in the museum transitions to studio time. Referencing the masters, students created self portraits at the first session. Everyone was encouraging and complementary, producing beautiful pieces of their own to be displayed at the organization’s final event. This event is scheduled for the end of the school year, as a culmination of the students’ learning and work together. Parents are invited to view the budding artists’ masterpieces and share in their children’s experience at SMU.

Back at their schools, sketchbooks are opened again as kids bring the knowledge and newly considered educational opportunities to class activities. “Imagine U at SMU” may last for only three days at the university, but is integrated into daily sixth-grade class time.

This unique and outstanding organization places the Meadows Museum as a link between college students and sixth-graders, forming friendships and ideas about art and school. These young students are introduced to the value of college education, art, art history, and the creation of art – fundamental aspects of life otherwise overlooked back in the classroom.