To many of us, modern art seems confusing and sometimes even frightening. As an AP Art History instructor at Hillcrest High School, however, Amourette Bradley looked forward to the opportunity to temporarily own a contemporary work. Her understanding and appreciation proves unique since many people have little or no background. In describing her experience prior to participating in the program, she stated that “I studied art history in college, and I experienced many modern works within my travels in Europe and the United States. I always found modern art intriguing.” After attending the artist seminar, she chose to foster Sophia’s Ghost by Bret Hanson.
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BRET HANSON. Sophia's Ghost, drypoint, collograph, and cyanotype mounted on birch panel, 2007. 25"x32"
Hanson trained as a master printmaker and earned his MFA at the University of New Mexico. Maps, diagrams, architecture, space, and religious symbolism heavily influence his prints and invite viewers to experience a visual journey through the artist’s perception. In Sophia’s Ghost, he utilized drypoint, collograph, and cyanotype techniques. In describing why she chose this particular work, Bradley indicated that”I found Bret Hanson’s use of symbolism and allusion within his work appealing. The idea of a master plan, of an architectural foundation within both art and life caught my attention. I also found the overall composition, color scheme, and detail pleasing. I really wanted to spend more time looking at the work and experiencing it not just for a few moments, but for an extended period of time.”
Instead of keeping the work at home, Bradley hung it in her classroom and incorporated it into her curriculum. ”I always enjoyed modern works, but as a teacher, I felt concerned that my students viewed art as something created only in the past and modern art as basically incomprehensible. I wanted to share my enjoyment of modern art with my students. I happily hung Bret Hanson’s Sophia’s Ghost in the front of my classroom for all of my classes to enjoy. Not only did we discuss the use of symbolism and allusion within the work during my AP Art History class, but we also discussed the work within my English and Humanities classes. My students felt curious about the work, and since we were discussing symbolism within literature, using the art to reinforce that concept proved an exceptional teaching opportunity.”
Using the work in the classroom provided an excellent opportunity to help raise awareness and understanding of contemporary art. ”All of my students appreciated the work. They felt excited to be able to experience modern art in person as opposed to slides or books. Some students, both within my art history and English classes, even brought friends to the classroom to show them the art. I felt delighted that the students not only enjoyed the work, but also that they felt a sense of pride having it displayed in the classroom.”
Bradley’s introduction of the print and her multifaceted teaching techniques sparked student curiosity. Guest lectures from local Utah artists and field trips to museums further engaged students and increased awareness. ”Introducing my students to modern art and using the work as a teaching tool proved a great success. The only disadvantage that I experienced with the work involved having to return it. I missed it, and my students complained when they came to class and discovered it missing.”
Bradley continued, “I have always enjoyed modern art; however, displaying Bret Hanson’s Sophia’s Ghost increased my appreciation of it. It especially reminded me that art exists in the present and not just in the past.”
Image may be NSFW.
Clik here to view.
Image may be NSFW.Clik here to view.
