Friday, October 26, 2018

New Artebella Gallery in Yakima and YVC Clay Sale in November

While I've been running ragged keeping up with big changes to my online classes, a 3D printer that stopped working, new educational technology and preparing curriculum for our upcoming accreditation visit, I've neglected pretty much everyone online that doesn't involved Canvas.


Artebella Gallery

I have small work like this on display in Artebella

Though I'm barely keeping up with any kind of studio work since my August show in Hood River, I do have some work in a new gallery in central Yakima, south of Astria (Regional) Hospital. The new-since-this-summer space, Artebella Gallery is nestled amongst the cozy little medical buildings and offices on West Spruce Street, right next to Taste and See Deli.


This gallery is owned and run by Pamela Searcy and she and Meghan Flynn both have studio spaces in the small gallery, which is open from 10-4 Thursday, Friday, and Saturday and by appointment. I have smaller sculpture on display at Artebella.

Another piece at Artebella Gallery

Oak Hollow Gallery

Though Oak Hollow Gallery, between Wrays and Inklings in the Chalet Place Mall, is now under new ownership, I still have work in their regular sales gallery section. Stop by to purchase some cat mugs before Christmas.

Cat mug, like the ones I have at Oak Hollow Gallery

YVC Clay Sale

Speaking of holiday pottery, the Fall Clay sale at YVC is coming up in November. This year the Thanksgiving holidays fall early, which means we've moved the clay sale time back a week to November 29. 

The only official clay sale photo I can find (from home, because I forgot to photograph the new poster at school)

Not only that, we've also extended the time of the sale. Stop by Palmer Martin (Building 20) on the Yakima Valley College campus anytime between 11am and 7pm on November 29 to stock up on pottery made by current and former YVC students and faculty. Proceeds from sales go to support studio operations. 
Palmer Martin hall (which we now are supposed to call 020)

We can take cash, checks, or credit card and while you're on campus, stop in and see our beautiful clay studio!

The clay studio, pre-students

Sunday, October 7, 2018

Badges? We Don't Need No Stinkin' Badges

This week I have a recommendation for all my fellow teachers, especially those who teach online: Don't try to make all the changes in one quarter.

Of course I don't like to take my own advice, so this quarter I have significantly reorganized two of my classes and I am trying to learn two brand new tools and one or two additional new-to-me features in Canvas as well. Unsurprisingly this is all taking me longer than I hoped.

The tool window for adding a badge in Badgr.


I've written before about SoftChalk, which I am continuing to use this quarter. I now have required students in all 7 of my Fall 2018 classes to complete at least one SoftChalk lesson. Two classes, my online Art History and my Intro to Clay, have had several lessons in SoftChalk, and between all the groups, I'm pleased to say, I've had relatively few accompanying tech problems in the first two weeks of the quarter. I'm happy with the SoftChalk lessons, and I think they improve the students' experience or learning in class, but they are an awful lot of work to set up. Luckily, many of them will be entirely reusable, and some will be adjusted to fit other classes.

My Unit 3 badge. Pay not attention to the crooked text.

Another new tool, Badgr, is really pretty quick for me to set up. This morning I timed myself as I made new badges and it took me just about half an hour to make and import two badges from "scratch" using Photoshop and some stock badge designs I purchased online. 


My Section 1 badge (for a test covering 2 units)



The Badgr tool is designed to add a competition feel to the class by awarding badges and allowing students to see how their progress/badges compare to their classmate's. The students names are not shared, but they can see a "leaderboard" of where they stand compared to other anonymous students in the class. 

I thought the badges/competition it would be a good fit for the online Art History class I am attempting to "gamify" this quarter. So far I haven't gotten any feedback from the students as to whether they like it, but my view of the Badgr tool shows me who has completed both the required and the optional modules so far. It actually serves as a quick visual reference for who is behind (and who is ahead) in their class progress.

My Ancient Egypt (Unit 4) badge.
Though there is probably a correlation between how far students have progressed in the class and their overall grade, the badges really don't show or indicate grades themselves. Right now I am only able to award badges for module completion. As I am also using module completion as prerequisites for moving forward in the class, the badges only show that students have completed the required tasks.

For example, there is information in the first module that sets the tone for all the rest of the class. I need the students to understand the organization of the class and requirements before they proceed through the class. Therefore, the first module requires students to view to pages, contribute to a discussion and score at least 0 points on their first quiz. I keep the quiz scores at 0 because I don't want students who have done poorly to be blocked from continuing, especially since a computer problem is occasionally responsible for a low grade. I also don't want the students to proceed to chapter 2 until they have at least attempted to finish chapter 1. This means that the badges are awarded for going through the motions, not necessarily for mastery.


My Ancient Greece (Unit 5) badge

My original grand plan for badges and this competition between students included awarding special badges for students who submit early, catch typos or errors early enough so that I can fix them, or ask really great questions in the discussion forum. Since these sorts of things should be celebrated, but aren't directly tied to test scores, these would be both fun to reward with a badge and would celebrate the right sorts of things in a class, but I would not end up comparing scores directly and students who are struggling, but doing the right things, could feel good about their progress. Right now YVC has only a more basic package for Badgr, but it sounds like, later this year, I might have access to awarding badges for other these other sorts of things, too.

My Section 2 badge (for a test covering units 3 and 4)

Like I said, this morning I made up a batch of badges. Because they are meant to be fun, but they aren't central to the class and don't impact the students' learning process, I didn't fuss about the look of the badges too much. The ones I've made aren't as professional as they could be, but the Badgr leaderboard tool only allows them to be seen at a pretty small scale. I figure they are at least more interesting than the straight clip art badges that come standard, and students won't be able to see that I've trimmed the edges of the border crooked or that the curve of my text doesn't quite match the curve of the banner.


My list of badges in Canvas (so far).


Most of the badges I've made are simply a stock badge shape surrounding an image from our textbook chapter. This approach offers me a reasonable balance between my fairly rusty Photoshop skills, the fact that I need to not spend a ton of time on this task, and the fact that the students can barely see the badge detail anyway.

On the other hand, the badges might be a complete waste of my time if students don't find them useful. As I said, the original idea was to reward not just module progress, but actions and skills that are used by active learners. Before I learned about Badgr this summer, I was seriously exploring how to (automatically) reward students for excellence by unlocking or sending them Art gifs that would be a reward they could strive for (related to but separate from a test score). 



I even collected a bunch of art gifs like these dancing prehistoric female statues. I am still considering how I might use them this quarter (in, uh, my free time). Maybe I should just email the top scorers or something.

My thinking was that rewards of this sort are often used in silly little iPhone or video games and then tend to make these sorts of simple activities addictive. It would be nice to add enough competition and "addiction" to my class to make students want to keep coming back and interacting with their class.

Monday, September 10, 2018

So Much Soft Chalk

Interactive Tools In Soft Chalk

I've been making lots of interactive tools in SoftChalk for my online and hybrid classes during the last few weeks. It's both great fun and, apparently, never-ending. I'm both exhausted and excited by the project (um, yeah...projects). I was going to say I'm making lots of progress in getting the classes, ready, but that doesn't feel quite accurate right now.
a screenshot of the HotSpot Activity in the SoftChalk lesson

But I am enjoying what I am creating. One of the neatest features, in my opinion, in SoftChalk, is the "Hot Spot" Activity. This tool allows you to bring in an image, then identify areas in the image that are interactive in some way. In one version of the activity, one can roll over the areas of the picture and text explanations will pop-up. In a scored version of the activity, the text will show up below the image and the student needs to click on the location in the map that matches the text prompt.


a screenshot of my graphic syllabus activity being developed in SoftChalk

So far I've used this activity three times in the stuff I've made for Art History and for my clay classes. For Art History, I used the roll over activity to create an interactive graphic syllabus. In this activity, the students roll over the different sections of the graphic syllabus and a text bubble pops up with more information about what that unit entails and when, during the quarter, it will happen.


Clay Studio Safety Manual

I've also been developing a safety manual for the clay studio. I created a text document that is 14 pages long, but somehow I don't think students are likely to read the whole thing. Since I was already playing with SoftChalk, I thought I'd turn an slimmed down version of the manual into an interactive lesson that could be used in all of my clay classes and by the work study employees in the studio.

graphics in the interactive version of the safety manual

Unlike the Art History lessons I've been developing, the goal here is not just successful completion of the class, but physical safety for students and the studio. In most of the pages I've emphasized the major concerns: silica dust from clay, chemical and fire hazards, and general safety. I've also interspersed interactive "Knowledge Checks" throughout the lesson so that I can check that students are actually reading the lesson and to reinforce the most important issues. In the current draft form of the lesson, there are brief interactive "test" elements on five separate pages and information and pictures on the other 11 pages. 


highlighted areas indicate the clickable spots in the clay studio safety interactive map (this is the edit view)

Of course my favorite SoftChalk feature is the hot spot activity. In this clay safety lesson I've used a map of the clay studio (all 4 rooms) and turned it into a test. Students see an image without the color that shows up in the edit view. At the bottom of the image is a text prompt, skip button, score, and reset.

student view of the interactive map
Students have to click on the area of the map that matches the text prompt. They'll get a reward sound when they correctly identify areas like hot kilns and fire extinguishers. The tool also makes a disappointed "bonk" sound when they do it incorrectly. It can be set to offer retakes or not.


Class Character

I'm hopeful that all this fun stuff I'm developing will be fun for the students, too. The new tools really do offer some flexibility I'm happy to have. The other day I finished off a lesson with a feedback question. This is a multiple choice quiz question, but none of the answers are incorrect. All of the answer offer feedback and the students can explore the different options like a choose your own adventure test.

The spacing and image options in SoftChalk made it fairly easy to add this textbook next to a picture of a person, making the lesson page feel a bit like a comic book panel (I hope).
Today I went back into Canvas to edit some pages and assignments in there and felt a bit frustrated that I couldn't adjust the arrangement of elements or use "tooltips" in Canvas. SoftChalk is spoiling me. However, I absolutely can't move the whole class (or classes) over to SoftChalk before the quarter starts. I estimate I could make over the whole class if I worked on it for about 30 hours a week for 10 weeks.


Tooltips

I was wrong when I said that my favorite feature is the hot spot activity. My absolute favorite feature in SoftChalk is the tooltip. If I could import one feature into regular Canvas this would be it. (Also I really want the hot spot and sorting activities in Canvas quizzes, please.)

The picture of the kilns is not on this page--it's in the tooltip: when you hover over the word "electric"  the picture pops up


Tooltips are just hot text with a pop up feature. I love this! As regular readers may have noticed, I frequently use links in my blog writing to link to previous posts where I've discussed a topic, or to link to pictures, definitions of terms, or artist's websites. A simple link does less to interrupt the flow of the text while also offering the kind of parenthetical additions I enjoy. 

The little brown box is the tooltip pop up box for "preparatory work."

Tooltips are like these blog links but without having to open a new page. Students simply hover their cursors over the text and a little box pops up with more information, a definition, and even a picture. This allows me to define stuff for folks who need it, add images and information that might help them understand, but leave the main text relatively concise.

This is a screenshot of the same page with the cursor moved away from the tooltip text.


Thursday, August 30, 2018

Interactive Tools for Teaching Online

For the second half of this summer I haven't been building and glazing in my studio because I am working on some fairly big classroom projects

Last year I flipped my Functional Pottery and my Hand-building classes. The clay class is a fairly straightforward flip where the students watch demos for homework which frees me up to do other things during class, including watching them throw, demoing more advanced techniques, and even adding requirements.

My Hand-building class, on the other hand, is hybrid, which means I expect a little more accountability for their homework. I didn't just put the videos online, I also created scored assignments to check that they were doing the work.

For this fall I've been working on flipping my Intro To Clay class. This class is also hybrid, but I am complicating matters by adjusting the class to allow for more flexibility. The idea is that students can choose their own techniques, rather than everyone doing the same technique at the same time. This is only going to work because the demonstrations are already online and they can prepare separately, rather than having me demonstrate everything during class time.

I am further complicating things for myself, in a good way, by attempting to incorporate new software. Our school recently subscribed to or joined SoftChalk, which is a software to create lessons that are more interactive than a typical lesson in Canvas. I have been trying out the software for a few weeks now and have a few lessons nearly complete. 

Yesterday in an attempt to troubleshoot an issue on my end, I ended up publishing my almost complete lesson using the public instead of personal setting. This morning, much to my surprise, I got an email from SoftChalk telling me that my lesson was featured as lesson of the week. The quick turn-around and the fact that it is August both lead me to believe they chose to feature my lesson  because it was the only lesson submitted this week. Also, as you'll notice below, the second page includes a place holder for an as-yet-non-existant welcome video.

The lesson is fairly close to ready, however, so I thought I'd share it here. It also makes me feel like the hours I've spent staring at the computer screen with no new sculpture to show for it are actually producing something.

I believe you can try the lesson yourself. You can try to use it below, though the sizing may not be ideal for embedding in a blog. Here is the direct link to the lesson hosted on SoftChalk.
As I said, it is nearly complete and I expect to assign the lesson to my Intro to Clay students at the end of next month, but I'd be happy to hear what people think, particularly if you notice any areas that are particularly confusing...or inspiring, I suppose.

Thursday, August 9, 2018

Gamifying My Online Class

Last month I finished making some sculptural work for a show in Hood River. That may be the end of my studio work time this year, because I've taken on a significant new project. I am planning to turn my online Art History class into a kind of game, and that daunting process looks likely to take up the bulk of my time until classes begin in September.

planning a mind map for the Art History class/game

I've heard a little about "gamification" over the years, but haven't encountered any faculty who've actually done much with it. The idea is to make an online class more like a video game and less like a lecture class. A gamified class would be interactive, fun, and engaging. Of course, I hope my classes are already interactive, fun, and engaging, but the idea is to make some changes that reduce the fear and test anxiety and increase the students' motivation to do the work. 

Ideally my gamified Art History class will have a kind of story, in this case the story of journey, which students can follow and tasks, challenges, and activities throughout that provide opportunities to earn points, badges, rewards, and praise. The overarching idea is to keep their attention, not just on the class content itself, but on doing the work. To determine if they have learned the content, I need them to show me what they know. Showing me what they know, through quizzes, tests, and writing assignments isn't always inherently fun, but if they are rewarded immediately for their efforts, and if the quizzes, assignments, etc can be broken up into smaller pieces, the hope is that they will be easier and/or more rewarding to complete.

the "physical properties" tool bucket includes a form hammer, medium pencils, and a size ruler, the idea is to remind students to think about size, form, and materials when discussing physical properties

I am modeling my framework partially on things like Khan Academy and DuoLingo, both of which give credit (in the form of beeps and bings and electronic badges or points) for brief activities, quizzes, answers, and even just for watching videos. Because of the rewards, both Khan Academy and DuoLingo are fun to use, apart from what one learns. 

the first part of Art Student's journey, collecting tools, equipment and training in the first week/introduction section

I have some idea of what needs to happen and what makes games addictive and fun, but I don't have really any experience in making something like this myself. I don't know how to make the quizzes have beeps and bings (and it looks like Canvas isn't ready to enable this for me, but I'm not sure why not). I also don't know how or an unable to incorporate moving parts like a video game (I'm really thinking that Canvas' next update should include some kind of a health bar on the top and students can refill it by watching the required videos and participating in the discussion forum). 

Since my skill and the current course management system won't do all that I can imagine, it is my intention is to be somewhat reasonable with my time and simply take some steps towards gamification. The first step has been thinking through how this will work. What is the story of this game and how can the various tasks that need to be completed for the students to learn and demonstrate their knowledge, be integrated into that story? 

my first sketch of the student avatar and tools

Strangely enough, I am finding this process to be quite edifying. Generally, I am having fun envisioning what this could look like and how it might work. Next week, I am planning to attend a Webinar about how to use badges and I find that to be very exciting (because I am apparently a huge course design nerd?). This week I tried to figure out badges on my own and gave myself a pounding headache without making a great deal of progress. The next day I learned about the webinar.

"subject specs" are gear that Art Student can collect to help with quests on the journey

I hope that the webinar will be useful and will allow me to use badges as rewards without making a lot of work for me creating and activating them. On the day I developed a headache I was trying to figure out how I could make them visible, make them look like actual badges, and award them to students after certain tasks. I was hoping to use art related gifs or small images that illustrate concepts, but I was running into size issue with the gifs and permission issues with the images. 

I came up with two possible solutions, on is drawing the badges myself and scanning them, and other other is using artworks from our textbook as the badges. Both of these will probably work ok, but I'm hoping for more from the webinar. The good news is that the drawing part of the process is fun and restful in a way similar to working in my home studio, whereas looking for stuff online and trying to manipulate it is frustrating and headache inducing.



A sculpture related SpongeBob gif could be a fun reward badge, right?


There's one more tool that I've been starting to try to learn. SoftChalk is a new software/tool YVC is adopting. It has been pitched as a way to create more interactive activities than we can do within Canvas itself. Of course there is a learning curve and no one on campus who knows the tool yet. It has been suggested that the person on campus who will explain the tool to others is me. Uh oh. 

I tried watching the intro video and discovered it explained how to edit text, adjust heading size, and use folders. My mind melted from boredom after watching this 8 minute video (at 1.5 speed), I decided to just try to use the tool myself. Making the pages and importing content was basically fine (though importing from YouTube isn't as intuitive as it could be), but when I tried to create an interactive assessment, I apparently missed a very important step. The result looks like my nephew's etch-a-sketch drawing.

This first attempt does not look like an enjoyable assessment activity.
Now that my headache has abated, I do intend to go back and try again, but with so many parts of the project, I haven't done so yet. The next day, after taking care of some unrelated work at school, I sat down to sketch some plans on paper. I found the drawing to be relaxing and enjoyable, similar to working in the clay studio and unlike working on the computer. 

Sketching and drawing has been very helpful for visualizing how this class will work in this game or game-like iteration. At the start of the summer I bought a very large sketchbook and started brainstorming and categorizing ideas and plans for the first few weeks.  

The "visual structure" section of the mind map and a suitcase of tools student will collect in the class/game. 


The process is seriously challenging in both conception and execution. I enjoy the drawing part, but it has been more difficulty to come up with a relatively cohesive "story" for the game and useful symbols or images to help the students understand how these class concepts can be used to understand art and to navigate the gamified class. At this point I am envisioning a journey, but I am not completely confident in how I will translate taking a quiz into the world of the journey.  

So far, I have developed an avatar for the class, an ambiguously gendered (hopefully) person named "Art Student" (I figure Art can be short for Arthur or Artemesia) who can go on a journey. In the first week of the class, students will collect some supplies or tools and equipment for themselves and the avatar to aid them on their journey. 

Art Student

At the start of the class, students will see a barefoot Art Student inviting them on a journey. The first step will be to learn about the structure of the class and, in so doing, earn Art and themselves a pair of hiking boots and a back pack. 

I usually record a video or two about the structure of the class, and I figure I can use a backpack as a prop when I pull out the textbook and a planner to talk about timing for the class and successful study skills. As I describe this here, I feel I'm balanced precipitously between this being a fun way to start class and an absolutely cheesy way to do it. Either the students will go along with me and my cheese drawings and limited technology integration or they will groan and flee the class in droves.


boots and backpack, the first equipment students will collect for their class

The rest of the first week will be spent on learning some terminology and attempting to set up a structure for how we approach the class. I like to work with a framework of four different categories when looking at art: subject, visual structure, physical properties, and cultural context. I've illustrated each of these as different types of tools or containers that Art Student can wear or carry. I am hopeful that this visual will help students learn the concepts, but also keep them connected to the story of the game.

Art Student ready to begin the art history journey

I found that SoftChalk doesn't appear to let me draw directly in the tool, which I thought it would do. Instead, it seems that importing images is the way to go. The day I was working with SoftChalk, I just drew up a quick sketch of a mind map to use in the activity, but quickly realized that SoftChalk "grading" won't allow the different parts of the mind map to be put in a different order. 

The mind map is simply a visualization of the categories I use in this class, and as such it doesn't matter if "subject" is in the top right or bottom left of the map. However, SoftChalk thinks it does matter. I realized that I will need to include some other kind of clue if I want the students to put the mind map together "correctly" in the SoftChalk tool. 

the "subject" section of the mind map

So today I drew a new mind map, but in place of the word "subject" I drew the tools or equipment I intend to have the Art Student collect when learning about subject. In this case I have developed "subject specs" as well as a symbolism sunglasses, a magnifying glass that identifies iconography and a set of binoculars that discern conventions. As I write this I realize that I might be basing this class game more on Dora the Explorer than some mature video game that teenagers and young adults will appreciate. 

In this vein, I've also created a map (Dora again) and watch to suggest cultural context, a suitcase for visual structure, and a bucket of tools for physical properties (including materials, form, and size). In the mind map activity, if I can get it to work right, these visual clue should help students correctly identify the sections of the mind map, which they will later be able to use themselves to create mind maps for particular artwork. 

"I'm a map!"

I've also sketched a graphic syllabus in the form of a map of the conceptual journey that the real students will take with Art Student through the class. The idea is that they are moving through the course content as through a physical space (even though, uh, the different sections of the class happen in some of the same spaces at different times in history/prehistory). 

a lightly sketched version of the graphic syllabus or map of the course


The other element of the gamified class that I want to integrate is the idea of quizzes, activities, and assignments as "quests" the student/avatar/player goes on to earn points/energy/knowledge for the class/game/journey.  I am thinking of it all of these different tasks as ways of gaining energy points for the journey, and I can almost see how it will work, but I also want to distinguish between the types of practice, studying, cooperation, etc that students do when learning the content. Combining the two ideas, of the game and simply being students, is much more complicated and I don't want it to confusing things.

I have barely started on the actual integration of these new images, revisions, and changes to the class in the online course management system itself. It is a big project and less straight-forward than other revisions I have taken on in my classes in the past. I hope it will work. If you have any suggestions or if you've gamified a class or know someone who has, I'd love to hear from you. 

Friday, August 3, 2018

Mixed Media Additions to Political Bulbs


bound hands

Seven of my politics bulbs in this group have mixed media additions. I added these after the pieces had been glazed and fired, but I had planned for them from the beginning. The bound hands piece was one I started early in the summer. it was one of the first of the political bulbs from this batch. I always intended to use a zip tie to bind the hands and thus I built in space for the zip tie to go into the bulb. The hands attach to the bulb by the arms and the edge of both palms for stability.

separation of church and state

Another piece that I envisioned from the beginning was the rosary covering the capital building. I wanted to reference the power that Christianity has over so much that happens in politics in our country, despite the supposed separation of church and state. In execution I am pleased that that cross ends up in front of the capital.

birth control is basic healthcare

In some cases the mixed media additions aren't going to make the work more clear, but they do serve to make the work more interesting visually and textually. The IUD bulb has a braided string (like the real thing), which isn't strictly necessary to communicate that I'm talking about birth control and family planning, but it adds color and size to the bulb without fragility.

kids in cages

The jail cell or cage bars, made from painted toothpicks, are integral to the structure of the piece. It would be possible to fill the cell with ceramic objects and make the bars from clay attached to the walls of the bulb, but it would be difficult to paint the interior pieces. Plus, I simply hadn't finished the inside pieces when I made the rest of the bulb. Attaching bars later seems to work fairly well.

inside the cage are a bottle, teddy bear, and pacifier

The pieces I am least confident in are the gun themed bulbs. Part of my hesitation to talk about them, especially online, is that I have a gut feeling that some guns rights nuts are likely to invade my online world and tell me I'm a terrible person who doesn't understand guns and because I don't love the second amendment I should be shot.

guns are patriotic

I intended both of my mixed media gun bulbs to reference how integral guns and gun violence are to US society. The gun nuts, and I here I am referring to the unquestionable nuts who make other people's lives unpleasant both online and in person, equate total personal armament with patriotism and any types of restrictions on gun types, access to guns, quality or size of guns, guns in public, guns in schools, guns carried openly in a blatant attempt to confront and cause controversy are automatically suspect and met with loud, violent, and unceasing hostility.

guns are inescapable
In part because of the baggage that comes along with guns, gun restrictions, and questions about the second amendment, I am less confident in these pieces. I also wish my rope was darker.



Tuesday, July 31, 2018

Rude Bulbs

The coat Melania Trump wore to meet immigrants who had been detained and separated from their children said "I really don't care do u?"

This summer I ended up making more rude bulbs than I initially intended to for this summer's political bulbs project now up at Columbia Center for the Arts in Hood River, Oregon. Some of these are rude because the news was rude. Some are rude because I just felt like being rude.

What fills a MAGA (Make America Great Again) hat? Ice cream or poo?

I was happy to discover that even what I considered to be the rudest, most childish bulb that I have ever made, flew just over the heads of the young people who were visiting my studio. I was relieved when one young guest identified what I meant to be the poo emoji 💩 in the hat as soft serve ice cream.

Grab them by the feline

Another of my rude pieces is similarly subtle. I sculpted what I wanted to be a tiny hand (hence the large sleeve) holding a pussy cat. I thought this was a clear reference to 45’s infamous “grab them by the pussy,” but I have since learned that this needs to be explained. I hope that in the context of 29 other bulbs addressing politics and the current administration, the reference will be more clear.

Scream 1 and Scream 2

The first screaming face was initially done as a direct representation of an angry white woman in a MAGA hat screaming at a protestor. I both enjoyed doing the faces and thought they so captured the current political discourse so well that I decided to make more.

nasty language bulb

I had been thinking of word as snakes, flames, and things that take on a life of their own once out in the world. I hadn't specifically thought to do this as a bulb, but I had been thinking of something similar for some time. The mouth with rude, hateful word flames coming out of it, for that reason, is one of my favorites of this series. I didn't include eyes because I didn't want them to distract from the topic and because the bulb shape makes their placement a bit awkward with the mouth and nose in this position.


Mansplaining bulb

I apparently forgot to take a picture of one of my last two rude bulbs from this series. I've discussed the "Well, actually..." bulb before, but in a similar vein I wrote on another bulb. This one, without a photo, says "Hey baby, can you give me a smile?" I was looking for the a generic phrase that captured the misogyny, patronizing tone, and entitlement that we all know in street harassment. It makes me cranky just writing and discussing it. I realized after I delivered the work that I should have covered the bulb in something utterly disgusting, like vaseline, so that the bulb, like the street harassment comments themselves, leaves a lingering film of unpleasantness for those who get too close.