Strategies
As an introduction to the course students will be shown a short Power Point presentation on the history of bridges, accompanied by a narration which describes three basic bridge types; beam, arch, and suspension. Through a variety of bridge images students will be introduced to the vast numbers of bridges that have existed in the past. They will also be given a glimpse of the incredible number of bridges that exist in the world today. Following the presentation students will take a walking tour to four bridges near the school grounds. Two of the bridges are steel pedestrian bridges which are part of a paved walking path through the community. Both of these walkways have been placed within view of the school grounds. The other two are less than a quarter mile away. These two bridges are box culverts which allow the neighborhood traffic to cross through two separate channels of one larger arroyo. Both culverts carry sidewalks on either side of the paved roadway. Ornamental steel hand rails have been placed on either side of these roadway bridges. The sheet metal designs seen on the handrail are representations of indigenous animals. The railings and art work have a brown patina, similar in color to the earth tones found in the immediate area.
Students will be encouraged to carry out a set of simple pencil drawings of the roadway bridges. These sketches will be the spring line from which several other projects will rise. The bridge sketches will initially be the focus of a watercolor painting which will be carried out in the classroom, using the finished drawings as reference. In these drawings color theory and the use contrasting values will be emphasized. Additionally they will be directed to write a short story about the bridge they have just sketched.
Sketches will also be used to complete a series of drawings in a variety of mediums. The students will craft a series of prints using three printmaking techniques. These techniques will include the carving of linoleum blocks with a focus on safety and craftsmanship. The use of sheet rock squares allows students a chance to explore a printing process which will give a great deal of texture and variety to their prints. Assembling card stock collograph plates will allow students to focus on form and design layout. The hands on activities are meant to help students improve motor skills and increase manual dexterity, but more importantly it allows them flexibility in the creation of new works. Encouraging students to work in multiple styles of printmaking will help them look at the bridge designing project from a variety of perspectives.
An important component to the unit will be the discussion of the metal ornamentation installed on the hand railing of the roadway bridges. Students will be asked to consider why the bridges were placed in their particular settings. Who did the artwork that was placed there? What process did the artist go through to reach the final design? Who actually built the structures once all designs were finalized and approved? Did the community members have any input in the planning process? Did people respond positively to the completed work? Was there any adverse reaction to the work after it was installed? Looking carefully at existing works will help students explore ideas of their own for the upcoming bridge project.
In an effort to find some answers to these questions it was necessary to contact the City of Santa Fe. After a few calls to the Public Works branch of the City of Santa Fe contact was established with the Arts Commission. It was here that a meeting was set up with the departments' consultant. The consultant gave a brief history of the arroyo crossings history. The culverts were placed in the arroyos as a result of years of spring and summer time flooding. The roadway, an unpaved dirt road, passed through the normally dry arroyo bed. Seasonal flooding would leave deep deposits of sand and mud across the road way. Often sharp cut banks occurred leaving the road bed two or three feet higher than the bottom of the newly formed wash. Damaged or stuck cars were not uncommon during those rainy or muddy times of year. The cities' Road Works department sent inspectors to make the initial determination that the road was indeed in need of paving and a set of box culverts should be put in place. This was a traditional way of dealing with the crossing, one that has proved successful in other areas with similar situations. The process helped determine which projects were eligible to use funding for public art work. The two crossing sites and a roundabout traffic circle nearby all qualified for the same funding.
At this point a design team was brought together. This team included the Arts Commission consultant, a Road Works engineer, an architect, and a pre qualified artist. The team researched the project, developed a plan, sought approval for the project, and implemented the plan. It was this group that brought the developed plans to the city council for approval. As a group they meet with representatives from the communities directly affected by the construction and placement of the culverts. It was through this forum that the artist established criteria for a workable plan for the handrails, one acceptable to the public. Through their continued efforts the project was completed successfully, on time, and under budget. All projects have recently been completed. As the public art here has not been formally dedicated it is possible that students and their bridge projects could become a part of a larger community dedication with all appropriate parties present, including representatives from the mayor's office.
Forming a design team was a crucial part of this bridge building project. The design team made it possible for the creation of new public art in the community. Santa Fe is a city which puts great value on art work in all its many forms. Students will learn much from the team concept as they form a design team of their own in the classroom. They will be asked to form a team that closely approximates the Public Works model. Prior to the completion of their own bridge project students will be able to meet with members of the city team. During this classroom visit students will be able to talk directly with the members of the city team and ask them questions about the challenges encountered as the project moved forward. There are numerous examples of public art located around the city. The consultant to the Arts Commission will be able to explain her role making those pieces appear and the importance of art in the community. The architect and the engineer will speak to the issues of material use on the projects and decisions about location form, and structural requirements. The artist will be able to explain the design process and answer questions about the conversation between the team and the public as designs were developed.
Bridge projects completed by each student design team will be presented in display cases located in the school lobby. Parents, visitors, and the entire student body will all be able to share in the achievements of the bridge builders.
An additional artist, whose work is somewhat more controversial, will be asked to come into the classroom. This artist works with spray paint and markers to create graffiti. Sometimes called urban art, often called vandalism, the form is ever present in our culture and it continues to gain popularity among today's youth. The art form shows up in the big city and small towns all across the nation. It is fixed deeply in hip hop culture. It shows up on the bridges near the school. Many make the argument that graffiti is made to represent artistic ideas, other forms are made to represent gang affiliation. Fashion designers and advertisers have raised the form to new heights of acceptance. Video game makers have come out with heroes tagging buildings. Museums around the country display exhibits of graffiti murals. Filmmakers produce movies and documentaries on the subject. Artists like Keith Herring have moved their work from illegal locations to more legitimate venues, often into retail spaces.
Students are quite familiar with the form and it mysteriously appears nightly throughout the city. It shows up on the bridges near the school. Students often comment on graffiti art, many express the desire to create work in graffiti style. The bridge project will become an important vehicle to open a dialogue about the issues surrounding the creation of graffiti art as its presence remains prevalent in our lives.
A visit by the artist will help students become more aware of the implications of creating art on other peoples' property. The artist is familiar with the fines and jail time given to taggers who get caught in the middle of creating their most recent piece of illegal art. Additionally the students will see how some graffiti artists channel their desire to create new art forms on less controversial surfaces.
Creating a Power Point presentation of their experiences with visiting artists and city employees is a wonderful way for students to become involved in their community. They will see how important it is for members of a community to work together towards a common goal. There are many possibilities for screening the finished production piece. Community dinners or open houses at the school, collaborative work with other classes, or end of year presentations and portfolio reviews. All these venues are an excellent way for students show off an interest and pride in themselves and their community.
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