Gallery of Art | University of Northern Iowa

Structure, Invention and Surprise / Explorations of Pattern by Secondary Students: The Elena Diane Curris Biennial Design Exhibition

February 27 – March 29, 2021

 

Curated by Assistant Professor of Art Education Samantha Goss and conceptualized with Emeritus Professor of Graphic Design Phil Fass.

Based on an idea first proposed by Constantine (Deno) Curris and Jo Hern Curris, this exhibition as developed by Assistant Professor Goss and Emeritus Professor Fass also takes into account the current pandemic response during which it is not possible to mount an on-site exhibition for public viewing. From these challenges "Structure, Invention and Surprise" emerged as both a student competition and an online exhibition.

This design series itself, which began in the fall of 2018, is named in memory of Elena Diane Curris (1977-2015), the daughter of Constantine (Deno) Curris and Jo Hern Curris. Elena lived in Cedar Falls and attended the UNI Price Laboratory School during the years that her father was president of the university. Throughout her life, she was deeply interested in design. The long-term support for this series is made possible by a generous endowment from Elena’s family to promote the excellence of graphic design education at UNI.

In the fall of 2020, curator Goss organized the above-mentioned competition for sixth through twelfth grade students in Iowa. Art teachers were given a standard entry form and some supporting materials to introduce students to patterns, how they can be used, and how they are inspired. The resulting artwork, statements, and context presented in the exhibition share insight into how form and concept find unique balance in each piece.

 

Curator’s Statement:

This online exhibition is composed of accepted work from secondary students (sixth through twelfth grade) in Iowa. Art teachers were given a standard artists’ “call for entry” and some supporting materials to think about patterns, how they can be used, and how they are inspired. When considering possible themes for this call it became apparent that pattern could be very interesting but posed unique challenges for this age group and current context. The first challenge for students was identifying, defining, and creating patterns in art and design. Pattern is something we all recognize and know, but there are significant varieties and depths of pattern that are not often in the forefront of our mind in secondary level art education. Additionally, abstraction is challenging at this level and beyond. The artwork, statements, and context presented here share insight into how form and concept find unique balance in each piece.

The students included in this exhibition present their own unique perspective on pattern, producing work that highlights the small nuances in our understandings of pattern. Students were asked to provide information about where they found their inspiration with their submissions through their statements or visual references. I have included some of their statements related to inspiration and creation under their individual work. This was based on supplementary material provided to teachers to show how objects, type, and forms had been transformed into patterns by designers and artists. We have a wide range of work from individuals, groups, and classes to consider in conversations about the role of inspiration and function of pattern.

Beneath each work you will find the name(s) of the artist(s), as well as city and grade if available. The name of their art teacher is also listed. Statements about inspiration where it was relevant. I have included some of my own interpretation related to the larger class submissions before their work.

Elise Tromblay, Ogden, Art Teacher: Kara Kruse, 12th grade.
Elise Tromblay, Ogden, Art Teacher: Kara Kruse, 12th grade.

Elise Tromblay, Ogden, Art Teacher: Kara Kruse, 12th grade. “For this piece, I was inspired by the beauty and movement of a coral reef. I wanted to create a painting that represented the colorful life that is found there. It is very vibrant and chaotic. I wanted the piece to draw people's attention, not to one specific point, but to the entire painting. I used paints with both glossy and matte finishes to create depth. Before painting, I textured the background to emphasize the movement of the shapes.”

Sophia Johnson, Ogden, Art Teacher: Kara Kruse, 12th grade.
Sophia Johnson, Ogden, Art Teacher: Kara Kruse, 12th grade.

Sophia Johnson, Ogden, Art Teacher: Kara Kruse, 12th grade. “I am really inspired by organic and real-life things. I wanted my piece to have a nice flow and look like an illusion. When I usually think of "pattern" I think of the same design over and over again. With my piece, I wanted to go against what I thought a pattern was and make it different. So when I created my piece, I wanted a bunch of different shapes and values. I also wanted the viewer to feel like they were transported into a plant cell and just to get lost in the pattern.”

Waterloo East collaborative piece, Art Teacher: Donavan Oberheu.
Waterloo East collaborative piece, Art Teacher: Donavan Oberheu.

Waterloo East collaborative piece by Kaitlyn Alstat, Jersie Benson, Peyton Borseth, Aliyah Buls, Braydan Kirchmann, Deghulle Koko Kumengoy, Thu Meh, Rainey Ott, Gavin Peters, Lilyann Porter, Kaelyn Raney, Shakiyra Scott, Leilah Stigler, and Kaylin White, Art Teacher: Donavan Oberheu. “This piece is the culmination of a collaborative effort from 9th-12th grade East High Drawing and Painting students. In their exploration of the art and design principle of pattern they were inspired by the butterfly paintings of Damien Hirst, mandalas, and the regional prevalence and significance of barn quilts to create their own geometric designs that feature examples of radial pattern, organic shapes, and the juxtaposition of materials.”

Gabby Dettbarn, Elkader, 9th grade, Art Teacher: Amanda Knox.
Gabby Dettbarn, Elkader, 9th grade, Art Teacher: Amanda Knox.

Gabby Dettbarn, Elkader, 9th grade, Art Teacher: Amanda Knox. “I made my artwork out of old sheet music. When I was creating this art piece, the idea I had in mind didn’t exactly come out in the way I wanted, but ideas for me are like a guide...No idea I have in mind will ever come out exactly how I planned it... Art is a huge thing for me in my life. It’s been a part of me since childhood. My grandma and my aunt have substantially helped develop my mind with creative works of art. Their art is very inspiring to me. The weird and wacky creations they make are brilliant in a way to me.”

Emerson Motl, Ames, 8th grade, Art Teacher: Cappie Dobyns.
Emerson Motl, Ames, 8th grade, Art Teacher: Cappie Dobyns.

Emersen Motl, Ames, 8th grade, Art Teacher: Cappie Dobyns. “While making this piece, Wonderland, I learned a lot about how patterns affect the way we see art.  I noticed the work of Nicole and Petra Kapitza at their studio and how bright and bold their art is. I was inspired by the fact that creating a pattern can occur when a basic idea is modified or elaborated on. Subtle changes can make a world of difference in the overall feel of a piece. My artwork has many versions. I experimented with the arrangement, color, size, and rotation of objects until it felt right. I wanted the patterns in my art to be unique while also being repetitive and recognizable.”

Abigail Holschlag, New Hampton, 11th grade, Art Teacher: Melissa Nelson.
Abigail Holschlag, New Hampton, 11th grade, Art Teacher: Melissa Nelson.

Abigail Holschlag, New Hampton, 11th grade, Art Teacher: Melissa Nelson. “I created this piece to show the pattern of a snake even though every snake is unique. I chose a blue and black snake because the blue scales contrasted well with the black scales. I used pencil, colored pencils, and pen.”

Holly Rosemarie Larson, Cedar Rapids, 7th grade, Art Teacher: Emily Magnuson.
Holly Rosemarie Larson, Cedar Rapids, 7th grade, Art Teacher: Emily Magnuson.

Holly Rosemarie Larson, Cedar Rapids, 7th grade, Art Teacher: Emily Magnuson. “When someone speaks of patterns, I immediately think of the typical stacked cube design. I originally was going to leave the finished paper blank, but as I studied and took inspiration from the colorful works of Kapitza, my art took on a frenetic life of its own. All of the colours included except for white (red, orange, yellow, green, blue, purple, pink, brown, black) are connected in a group. The mini squares are just for fun and not a part of this pattern, and the small cube in the corner has a different design, referencing my next submission.”

Holly Rosemarie Larson, Cedar Rapids, 7th grade, Art Teacher: Emily Magnuson.
Holly Rosemarie Larson, Cedar Rapids, 7th grade, Art Teacher: Emily Magnuson.

Holly Rosemarie Larson, Cedar Rapids, 7th grade, Art Teacher: Emily Magnuson. “When someone speaks of patterns, I immediately think of the typical stacked cube design. I originally was going to leave the finished paper blank, but as I studied and took inspiration from the colorful works of Kapitza, my art took on a frenetic life of its own. All of the colours included except for white (red, orange, yellow, green, blue, purple, pink, brown, black) are connected in a group. The mini squares are just for fun and not a part of this pattern, and the small cube in the corner has a different design, referencing my next submission.”

Conner DeForest, Maquoketa, 7th grade, Art Teacher: Zeena Zumwalt.
Conner DeForest, Maquoketa, 7th grade, Art Teacher: Zeena Zumwalt.

Conner DeForest, Maquoketa, 7th grade, Art Teacher: Zeena Zumwalt. “I thought of the colors of UNI and that it would be cool to make 3D letters out of pixel art.”

Miracle Rosener, Maquoketa, 10th grade, Art Teacher: Zeena Zumwalt.
Miracle Rosener, Maquoketa, 10th grade, Art Teacher: Zeena Zumwalt.

Miracle Rosener, Maquoketa, 10th grade, Art Teacher: Zeena Zumwalt. “My artwork is based off of my friend’s cat, Lenny. He’s always sitting and staring off into space and I wondered what he might be seeing or looking at. I based my patterns on what cats see when they stare off. I attempted to use patterns of cats in the background while trying to make it look as goofy as possible.”

Dominic A. Lopez, Osceola, 11th grade, Art Teacher: Morgan Singleton.
Dominic A. Lopez, Osceola, 11th grade, Art Teacher: Morgan Singleton.

Dominic A. Lopez, Osceola, 11th grade, Art Teacher: Morgan Singleton. “The main inspiration for this artwork is a book I read titled A Brave New World. I based it on the vivid pictures the book provided me. A world so very different, and yet systematic. But at the same time, something is wrong, something is missing. It is so obvious, and yet not.”

Jeremiah Miller, Des Moines, 12th grade, Art Teacher: Lindsay Dew.
Jeremiah Miller, Des Moines, 12th grade, Art Teacher: Lindsay Dew.

Jeremiah Miller, Des Moines, 12th grade, Art Teacher: Lindsay Dew. “I got my inspiration from my kitten as he is extremely aggressive and reminds me of a lion from the African plains, home to the Acacia tree.  I then based my design off of these fascinating organic shapes creating the Acacia trees.”

Nathan Jaeger, Des Moines, 12th grade, Art Teacher: Lindsay Dew.
Nathan Jaeger, Des Moines, 12th grade, Art Teacher: Lindsay Dew.

Nathan Jaeger, Des Moines, 12th grade, Art Teacher: Lindsay Dew. “A feather is a part of a wing and wings are what we use to be free.”

Vanessa Garton, Des Moines, 12th grade, Art Teacher: Lindsay Dew.
Vanessa Garton, Des Moines, 12th grade, Art Teacher: Lindsay Dew.

Vanessa Garton, Des Moines, 12th grade, Art Teacher: Lindsay Dew. “The thing that inspired me was simply a blanket.  I have this blanket at my house and it is one of my favorite patterns by Vera Bradley.  I created a floral pattern from combining different shapes.”

Jamie Fleming, Ankeny, 11th grade, Art Teacher: Lindsay Dew.
Jamie Fleming, Ankeny, 11th grade, Art Teacher: Lindsay Dew.

Jamie Fleming, Ankeny, 11th grade, Art Teacher: Lindsay Dew. “This is a yellow flower I shot and then edited to look like it has a glitch.”

Anahi Ramos Beltran, Des Moines, 11th grade, Art Teacher: Lindsay Dew.
Anahi Ramos Beltran, Des Moines, 11th grade, Art Teacher: Lindsay Dew.

Anahi Ramos Beltran, Des Moines, 11th grade, Art Teacher: Lindsay Dew. “Since 7th grade when I moved to the United States, I started to get more into art. When I changed grades, my art started to get better each year because of the time that I used to draw and do my own projects. My favorite materials to work on is acrylic paint on canvas because of the different things that you can do with them. For this project, I decided to draw and paint my dog "bambi" who is a chihuahua. I decided to draw her because chihuahuas originated from where I was born. I grew up as an 11-year-old in Chihuahua. A beautiful place in Mexico. Dogs are one of my favorite things to draw.”

Marie Yoder, Kalona, Casey Leonard’s 6th grade artists.
Marie Yoder, Kalona, Casey Leonard’s 6th grade artists.

Marie Yoder, Kalona, Casey Leonard’s 6th grade artists. Leonard’s students’ work demonstrates a strong connection to their inspirations, but there is variety and individual vision that comes through in their choice of materials and level of abstraction.” I was inspired by a picture of honeycomb because that is a pattern that I think is really pretty. I drew a bee but there was lots of orange and yellow so I added some flowers. I also used different shapes of tin foil to add different textures and then I continued the pattern onto the tin foil.”

Samantha Wunderlich, Kalona, Casey Leonard’s 6th grade artists.
Samantha Wunderlich, Kalona, Casey Leonard’s 6th grade artists.

Samantha Wunderlich, Kalona, Casey Leonard’s 6th grade artists. Leonard’s students’ work demonstrates a strong connection to their inspirations, but there is variety and individual vision that comes through in their choice of materials and level of abstraction. “I was inspired by the sea turtle print that they have on their shell. I really love sea turtles and how their shell protects them. But I also felt brown was a "boring" color so I changed the color to blue. I used a technique of watercolor paint where I painted different shades of blue and then dabbed it with a paper towel to get the fade effect. For the outline, I lined it with white acrylic paint to get a good border.”

Benjamin Lothamer, Kalona, Casey Leonard’s 6th grade artists.
Benjamin Lothamer, Kalona, Casey Leonard’s 6th grade artists.

Benjamin Lothamer, Kalona, Casey Leonard’s 6th grade artists. Leonard’s students’ work demonstrates a strong connection to their inspirations, but there is variety and individual vision that comes through in their choice of materials and level of abstraction. “My art is based on a desert and an Egyptian scarab beetle. I used a pattern in the sand with lines for the lighter spots and solid for the dark. Another spot I had patterns was in the beetle. The reason I chose this theme was because it reflected something I was interested in, and the Egyptians often used patterns in their art and architecture.”

Olivia Swartzendruber, Kalona, Casey Leonard’s 6th grade artists.
Olivia Swartzendruber, Kalona, Casey Leonard’s 6th grade artists.

Olivia Swartzendruber, Kalona, Casey Leonard’s 6th grade artists. Leonard’s students’ work demonstrates a strong connection to their inspirations, but there is variety and individual vision that comes through in their choice of materials and level of abstraction. “My artwork was inspired by Marcus Oakley. I really liked his style of art. The patterns in my artwork are the repeating rainbow shape and the white lines.”

Jonathan Pickard, Kalona, Casey Leonard’s 6th grade artists.
Jonathan Pickard, Kalona, Casey Leonard’s 6th grade artists.

Jonathan Pickard, Kalona, Casey Leonard’s 6th grade artists. Leonard’s students’ work demonstrates a strong connection to their inspirations, but there is variety and individual vision that comes through in their choice of materials and level of abstraction. “This black hole inspired me to make a black hole.”

Lillian Young, Ainsworth.
Lillian Young, Ainsworth.

Lillian Young, Ainsworth. “I was inspired by a space galaxy theme with multiple colors.”

Mychael Plank, Wellman.
Mychael Plank, Wellman.

Mychael Plank, Wellman. “I made this art work with the thought of diversity and how nobody is the same and there could be one person who is almost nowhere near the same. I picked the colors to make it look like LED lights.”

Will Snider, Kalona.
Will Snider, Kalona.

Will Snider, Kalona. “I liked how the lines intersected with each other in the image I found inspiration from. I also like that the lines kept the painting spread out and it looked kind of like multiple sharp shapes.”

Harlee West, Wellman.
Harlee West, Wellman.

Harlee West, Wellman. “I put the pattern in with the lines of the branches. The flowers and the lines created a pattern across the surface of the vase. I repeated using the colors red, yellow, and blue.”

Matt Mohling, Kalona; Ruth Witthoft, Wellman; Isabelle Frederick, Kalona.
Matt Mohling, Kalona; Ruth Witthoft, Wellman; Isabelle Frederick, Kalona.

Matt Mohling, Kalona; Ruth Witthoft, Wellman; Isabelle Frederick, Kalona. “Our piece of art is inspired by dots and a sakura tree. The point of the drawing is different colored dots into a picture.”

Fiona Brady, Kalona; Lily Hendricks, Keota.
Fiona Brady, Kalona; Lily Hendricks, Keota.

Fiona Brady, Kalona; Lily Hendricks, Keota. “We chose these photos and then created our own version of them put together.  The right side is Lily's side and the left is Fiona’s. We did a day/night theme, and I think we did a good job overall.” Lily's Side (night): “I decided to do night because I have always wanted to do a night theme. I always thought it would be cool to do one and it was really fun.” Fiona's Side (day): “I like the idea of day, because it’s bright and it's fun! I have always thought of the day like, beach and ocean, so I incorporated it in my drawing.”

Lily Flynn, Keota; Audrey Miller, Kalona.
Lily Flynn, Keota; Audrey Miller, Kalona.

Lily Flynn, Keota; Audrey Miller, Kalona. “We were inspired by the sunset, and we like to do abstract art. The pattern in our design is the dots and colors. We also like adding things to other types of art so that is why we put the giraffe on it. We picked the colors because we like bright colors. We like the way the giraffe turned into a cartoon giraffe, too. It didn’t end out the exact way we planned, but that is how it is in art.”

Averi Janecek, Keota; Sophia Pewitt, Kalona.
Averi Janecek, Keota; Sophia Pewitt, Kalona.

Averi Janecek, Keota; Sophia Pewitt, Kalona. “We made this because we love giraffes and we got this inspiration from these pictures. And we like these designs because again we love giraffes and bubbles so we thought of this inspiration.”

Delaney Gingerich, Kalona; Alexia Miller, Kalona.
Delaney Gingerich, Kalona; Alexia Miller, Kalona.

Delaney Gingerich, Kalona; Alexia Miller, Kalona. “My friend and I made this artwork because we think it is unique. This is what inspired us to do this rainbow Among Us character: Among Us is one of our favorite games to play in our free time. Then we drew a rainbow flower because flowers are beautiful and they are very pretty and we thought we should make a rainbow flower to show all the colors and how beautiful they are. And last but not least, the tin foil art work. We made this because we thought it was really cool to make something out of tin foil.”

Emma Smith, Kalona; Wren Harris, Wellman.
Emma Smith, Kalona; Wren Harris, Wellman.

Emma Smith, Kalona; Wren Harris, Wellman. “Our inspiration was patterns in nature and what a great way to show it by having the shape be from nature itself.”

Kale Bailey, Riverside; Quincy Duvall, West Chester; Caedyn Huston, Wellman.
Kale Bailey, Riverside; Quincy Duvall, West Chester; Caedyn Huston, Wellman.

Kale Bailey, Riverside; Quincy Duvall, West Chester; Caedyn Huston, Wellman. “We used colors and shapes that went well together and used each of our personalities and made one singular art piece. Each one is unique and was made different from the others. Each one of us made two pieces.”

Alivia Wiley, Elkader, Cathy Recker’s 7th grader artists.
Alivia Wiley, Elkader, Cathy Recker’s 7th grader artists.

Alivia Wiley, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Ayden Schutte, Elkader, Cathy Recker’s 7th grader artists.
Ayden Schutte, Elkader, Cathy Recker’s 7th grader artists.

Ayden Schutte, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Shelton Keene, Elkader, Cathy Recker’s 7th grader artists.
Shelton Keene, Elkader, Cathy Recker’s 7th grader artists.

Shelton Keene, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Braxton Bormann, Elkader, Cathy Recker’s 7th grader artists.
Braxton Bormann, Elkader, Cathy Recker’s 7th grader artists.

Braxton Bormann, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Braden Taylor, Elkader, Cathy Recker’s 7th grader artists.
Braden Taylor, Elkader, Cathy Recker’s 7th grader artists.

Braden Taylor, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Maxwell Schantz, Elkader, Cathy Recker’s 7th grader artists.
Maxwell Schantz, Elkader, Cathy Recker’s 7th grader artists.

Maxwell Schantz, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Bryce Heller, Elkader, Cathy Recker’s 7th grader artists.
Bryce Heller, Elkader, Cathy Recker’s 7th grader artists.

Bryce Heller, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Payton Erickson, Elkader, Cathy Recker’s 7th grader artists.
Payton Erickson, Elkader, Cathy Recker’s 7th grader artists.

Payton Erickson, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Henry Reimer, Elkader, Cathy Recker’s 7th grader artists.
Henry Reimer, Elkader, Cathy Recker’s 7th grader artists.

Henry Reimer, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Jake Hertrampf, Elkader, Cathy Recker’s 7th grader artists.
Jake Hertrampf, Elkader, Cathy Recker’s 7th grader artists.

Jake Hertrampf, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Katherine Royer, Elkader, Cathy Recker’s 7th grader artists.
Katherine Royer, Elkader, Cathy Recker’s 7th grader artists.

Katherine Royer, Elkader, Cathy Recker’s 7th grader artists. Recker’s students present known patterns and optical illusions with a new material changing the essence of the pattern. In black and white, there are sharp transitions from contrast. Using relief in metal allows light to influence whether a transition between surface levels feels smooth or sudden. This also leads to variety throughout the piece compared to their inspirations.

Leticia Dahl, Postville, Emma Treloar’s 6th grade artists.
Leticia Dahl, Postville, Emma Treloar’s 6th grade artists.

Leticia Dahl, Postville, Emma Treloar’s 6th grade artists. A selection of Treloar’s students present their own takes on patterns inspired by their favorite formal qualities and subject matter. Their consideration for the role of shapes and colors in creating patterns shows as well as an awareness of illusions exists in their work.

Toryn Timp, Postville, Emma Treloar’s 6th grade artists.
Toryn Timp, Postville, Emma Treloar’s 6th grade artists.

Toryn Timp, Postville, Emma Treloar’s 6th grade artists. A selection of Treloar’s students present their own takes on patterns inspired by their favorite formal qualities and subject matter. Their consideration for the role of shapes and colors in creating patterns shows as well as an awareness of illusions exists in their work.

Griffin Day, Postville, Emma Treloar’s 6th grade artists.
Griffin Day, Postville, Emma Treloar’s 6th grade artists.

Griffin Day, Postville, Emma Treloar’s 6th grade artists. A selection of Treloar’s students present their own takes on patterns inspired by their favorite formal qualities and subject matter. Their consideration for the role of shapes and colors in creating patterns shows as well as an awareness of illusions exists in their work.

Emmanuel Hernandez, Postville, Emma Treloar’s 6th grade artists.
Emmanuel Hernandez, Postville, Emma Treloar’s 6th grade artists.

Emmanuel Hernandez, Postville, Emma Treloar’s 6th grade artists. A selection of Treloar’s students present their own takes on patterns inspired by their favorite formal qualities and subject matter. Their consideration for the role of shapes and colors in creating patterns shows as well as an awareness of illusions exists in their work

Olivia Enyart, Postville, Emma Treloar’s 6th grade artists.
Olivia Enyart, Postville, Emma Treloar’s 6th grade artists.

Olivia Enyart, Postville, Emma Treloar’s 6th grade artists. A selection of Treloar’s students present their own takes on patterns inspired by their favorite formal qualities and subject matter. Their consideration for the role of shapes and colors in creating patterns shows as well as an awareness of illusions exists in their work.