art department displays offer a celebration of life

By: Karlie Harris​

One of Adeline Ecker’s favorite quotes that has guided her as an art teacher comes from Vincent Van Gogh: “To be an artist is to believe in life.” 

If Van Gogh’s words are true, then Glenelg’s hallways typify the adjectives used to describe the popular painter’s works – bold, expressive, distinctive, and energetic – and certainly speak to the school’s culture of believing in life.

​​Artistic representation and celebration have been a staple of the school’s identity for decades. On average, 16 students’ work is put on display, with displays rotating every project every month or two months (each project includes about 15-20 pieces total).

​Each class has at least 10 display pieces each year, mainly coming from Art II. The goal is to have every student’s work on display at least once, according to Ecker, and to increase the visibility of, and appreciation for, artistic and creative expression.

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“The displays showcase what we’re doing in our classes,” said Greg English, art department Instructional Team Leader. “We don’t have performances like the other arts. Hanging student work helps to celebrate the talents of our students and their creative ideas. It increases students' confidence, which, in turn, promotes the arts and comes back full circle to us teachers, and makes others interested in our program.”

​Art teachers are also hopeful that displayed artwork fosters conversations between students, either over a piece’s artistry or its ability to connect to personal experiences.

“I’ve heard a few students outside my room relating to or showing a clear understanding of the art pieces on display,” Ecker said. “I think it helps others feel something with a deeper connection through another kind of outlet. I think it makes outside students feel less alone, or feel a common connection in what could be an isolated high school experience.”

And for artists like junior Izzi Cawley, whose art portfolio topic explores the struggles of transitioning from girlhood to womanhood, sometimes their creations give them the opportunity to better connect to outside audiences.

“Almost all of my pieces have been linked to that portfolio,” Cawley said. “I believe the power behind this subject could potentially evoke conversations aimed towards women struggling with aging and the discomfort of being a woman in general.”

Although recognizing art and the creators behind the canvas is important, Cawley said she appreciates the subtlety of the displays and likes the fact that other young artists, like herself, are celebrated and seen without drawing attention to themselves, even if the subject matter is personal.

“I’ve derived inspiration for my projects from struggles I’ve faced growing into a woman,” Cawley said. “Their purpose is to inspire conversation but also express what I’ve experienced in my life. I am grateful that our art teachers have given me the necessary tools and freedom to create meaningful pieces.”

English and Ecker said it is the art department’s aim for students to pursue or express their interests, their life, through art, especially as they proceed from foundational classes to advanced coursework. They urge more students to take art classes with this sentiment in mind. 

“Art is a universal language,” English said. “We all use visual language to communicate. The skills you learn in our art courses can be used in any career.” 

Ecker added: “Current and future students should know that confidence, effort, limitless ideas, and creativity all are encouraged, and students should never be scared to try something new. I admire the drive and urge to improve. As art teachers, we are here to have fun and inspire students, and to believe in life.” 

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