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I was the 2018 artist-in-residence at Cottonwood School of Civics and Science in Portland. The fourth and fifth grade students spent the school year studying Columbus’s arrival and the devastating impact subsequent years of colonialism had on Native communities. Students were asked to write poems that considered displacement, imagining sensory experiences related to home and the loss of home. What resulted were poems that juxtaposed tender memories with the arresting experience of loss. A line from each students' poem was selected and written onto canvas banners in black ink. The stark monochromatic nature of the banners produces a cohesive visual thread, while the individual banners convey each student's personal contribution, allowing the viewer to either understand the installation as a collective poem or as isolated poetic sentiments. The installation of banners prompts the viewer to consider the gravity of displacement in American history.
I was the 2018 artist-in-residence at Cottonwood School of Civics and Science in Portland. The fourth and fifth grade students spent the school year studying Columbus’s arrival and the devastating impact subsequent years of colonialism had on Native communities. Students were asked to write poems that considered displacement, imagining sensory experiences related to home and the loss of home. What resulted were poems that juxtaposed tender memories with the arresting experience of loss. A line from each students' poem was selected and written onto canvas banners in black ink. The stark monochromatic nature of the banners produces a cohesive visual thread, while the individual banners convey each student's personal contribution, allowing the viewer to either understand the installation as a collective poem or as isolated poetic sentiments. The installation of banners prompts the viewer to consider the gravity of displacement in American history.
I was the 2018 artist-in-residence at Cottonwood School of Civics and Science in Portland. The fourth and fifth grade students spent the school year studying Columbus’s arrival and the devastating impact subsequent years of colonialism had on Native communities. Students were asked to write poems that considered displacement, imagining sensory experiences related to home and the loss of home. What resulted were poems that juxtaposed tender memories with the arresting experience of loss. A line from each students' poem was selected and written onto canvas banners in black ink. The stark monochromatic nature of the banners produces a cohesive visual thread, while the individual banners convey each student's personal contribution, allowing the viewer to either understand the installation as a collective poem or as isolated poetic sentiments. The installation of banners prompts the viewer to consider the gravity of displacement in American history.
I was the 2018 artist-in-residence at Cottonwood School of Civics and Science in Portland. The fourth and fifth grade students spent the school year studying Columbus’s arrival and the devastating impact subsequent years of colonialism had on Native communities. Students were asked to write poems that considered displacement, imagining sensory experiences related to home and the loss of home. What resulted were poems that juxtaposed tender memories with the arresting experience of loss. A line from each students' poem was selected and written onto canvas banners in black ink. The stark monochromatic nature of the banners produces a cohesive visual thread, while the individual banners convey each student's personal contribution, allowing the viewer to either understand the installation as a collective poem or as isolated poetic sentiments. The installation of banners prompts the viewer to consider the gravity of displacement in American history.
I was the 2018 artist-in-residence at Cottonwood School of Civics and Science in Portland. The fourth and fifth grade students spent the school year studying Columbus’s arrival and the devastating impact subsequent years of colonialism had on Native communities. Students were asked to write poems that considered displacement, imagining sensory experiences related to home and the loss of home. What resulted were poems that juxtaposed tender memories with the arresting experience of loss. A line from each students' poem was selected and written onto canvas banners in black ink. The stark monochromatic nature of the banners produces a cohesive visual thread, while the individual banners convey each student's personal contribution, allowing the viewer to either understand the installation as a collective poem or as isolated poetic sentiments. The installation of banners prompts the viewer to consider the gravity of displacement in American history.