What is a site-specific installation?

How do artists plan and prepare for an installation?

In what ways might the place of display impact the meaning and reception of a work of art?

How does an artist’s choice of materials affect the experience of an installation?

What happens to a site-specific installation when it is not on view?

Grades Pre-K–1

Gabriel Dawe was born in Mexico City. Have students explore colors in both English and Spanish by singing this bilingual song. Students are welcome to share colors in different languages that they may know.

English/Spanish Color Song (Jan Barry)
(Tune: “Frere Jacques” Children repeat each line.)
Red is rojo. Red is rojo.
Blue, azul. Blue, azul.
Yellow, amarillo. Yellow, amarillo.
Verde, green. Verde, Green.
Purple is morado. Purple is morado.
Orange, anaranjado. Orange, anaranjado.
These are all the colors. These are all the colors.
In Español. In Español.

Grades 4–8

Show the video of the installation of Plexus no. 34. Speaking of his installations, Dawe said, “Each of my structures comes to life when you move around it. It’s almost kinetic art, even though it’s static.” As you move around this work of art, the colors seem to be more vivid or more dull depending on where you are standing. Like artists, poets can bring objects to life, but they use words. Read Langston Hughes’ poem, “April Rain Song.” Discuss the actions that are attributed to the rain and the writing technique of personification. Mimicking Hughes’ poem, have students write a “Rainbow Song” personifying the rainbow.

 

All Levels

Show the digital sketch of this installation created by Gabriel Dawe. Using colored pencils, rulers, and dotted paper, have students sketch Dawe’s Plexus no. 34 and create their own sketch for a similar installation. They can consider color choice, patterning of colors, and placement of lines. More advanced students can be more detailed in their sketch by first creating a three-dimensional drawing of a room or space using one- or two-point perspective, and then filling the space with a sketch of their installation.

Grades 2–4

Full S.T.E.A.M. Ahead in Art Exploration (Interactive)

Let the Carter’s collection be a source for discovering artists’ use of math, science, and engineering concepts as creative fuel for their work. Make connections between S.T.E.M. processes and art.

Learn more and register by visiting Connect2Texas and filter for “Amon Carter Museum of American Art.” If you have questions, contact us by email or call 817.989.5011.

Grades 5–8

Engineering Art (Recorded)

Examine artworks in the Carter’s collection and explore how artists take inspiration from engineered structures and apply those concepts in their own creations.

Learn more and register by visiting Connect2Texas and filter for “Amon Carter Museum of American Art.” If you have questions, contact us by email or call 817.989.5011.