Opening Reception for Spontaneous Symmetry & Sacred Scents, Sponsored by the SEAD Gallery and the Institute for Applied Creativity
March 16, 2017
6:30 - 8 pm
SEAD Gallery, 216 W 26th St, Bryan, Texas 77803
Deanna Ooley and Kate Colin are both lecturers in the College of Visual Arts and Design at the University of North Texas. Ooley’s exhibit, “Sacred Scents”, is based on science and color theory. The aromatic shrines will be based on plant imagery with some general and Texas plants as the themes. Kate Colin’s “Spontaneous Symmetry” is a group of paintings that suggest a twisted theory of everything. She combines the format of world maps and hyperbolic geometry to achieve complexity. This energetic work seeks the unification of structure and nature.
Fore more information about the artists, visit the SEAD Gallery blog.
reGEN & eMERGE @ LHI
Ten MFA students from Texas A&M-College Station’s Department of Visualization--the very folks who get nabbed by the likes of Pixar and Disney upon graduation--mounted a pop-up exhibition exploring the relationship between art and technology called eMERGE in the big barn at Land Heritage Institute on Saturday, November 5. There were also artist talks and presentations about climate change.
IAC Partners with Texas Target Communities to Engage Youth in Initiatives
Two teenage residents of Liberty County, Texas are posting ideas about improving their home county in a multimedia blog, “Trinity Time Hop,” one of a set of ongoing Texas Target Communities initiatives aimed at helping residents of the rural area northeast of Houston shape their futures.
Blog contributors Sam Addington, a home school student, and Emily Connelly, a freshman at Liberty High School, chosen for the project after winning an essay contest, are posting text, photos and videos to "Trinity Time Hop," which was launched in fall 2015. Continue Reading
SEAD network joins National Academies workshop to launch a formal study on integrating the arts and sciences
On December 2, the National Academies hosted a workshop entitled, “Integrating Education in the Arts and Humanities with Education in Science, Engineering, Technology, and Medicine.” Plans are now in progress to launch a formal study on this topic by the National Academies, a process with a two-year timeline. With state support, the NAS report can lead to significant changes in undergraduate and graduate education.
Workshop participants represented college and university faculty and administrators, scientists and engineers, health professionals, humanists, artists, federal agency officials, business leaders, Congressional staff, and other stakeholders interested in exploring the benefits of more integrated educational experiences at the undergraduate and graduate levels. Member of the Network for Sciences, Engineering, Arts, and Design contributed with enthusiasm.
Topics included assessing the value of incorporating curricula and experiences in the arts and humanities--including history, literature, language, philosophy, and the arts--into college and university STEM education and workforce training programs. A focus was understanding how these experiences prepare STEM students and workers to be more effective communicators, critical thinkers, problem-solvers and leaders; and prepare STEM graduates to be more creative and effective scientists, engineers, technologists and health care providers. Concurrently, the group discussed the value of integrating more STEM curricula and experiences into the academic programs of students who are majoring in the humanities, arts and related disciplines.
Relative to both approaches, intersections of arts and sciences in education were examined as to how this might better prepare students for success as both citizens and workers, and help prepare them to responsibly address the most compelling grand challenges facing our society, such as global stewardship, health care for our youngest and oldest citizens, and gene editing.
The workshop was hosted by the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine.
Visualization faculty awarded Microsoft HoloLens research grant
Professors Carol LaFayette and Frederic Parke are among 10 academic research teams awarded support for HoloLens development by Microsoft. They will explore how the Microsoft HoloLens might be augmented to extend human perception into the near ultraviolet light spectrum and into the ultrasound sonic spectrum. Inspiration comes from their work with immersive simulations of how one might experience movement through environments while perceiving augmented ranges of sight and sound. The goal is a wearable, free-ranging augmentation system that allows humans to explore and experience environments with extended senses comparable to those of a variety of birds, insects and animals.
A press release stated, “We were blown away to observe such creative, compelling and promising academic applications for HoloLens across art, medicine, visualization, education and more. From leveraging HoloLens to correct for visual impairment to mobilizing mixed reality in the classroom for trade-based education, the submissions truly capture the spirit of the program and point to the scope of what’s possible with Microsoft HoloLens.”