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"POCKETS REX" Exhibition Image
No full textReceived from Joel Parsons, Clough Hanson Gallery Director, in Spring of 2023.Exhibtion installation image photographed by Chip Pankey shows artwork by Clare Torina in Clough Hanson Gallery during Fall 2022. The exhibition, "POCKETS REX," is a collection of new works by Clare Torina presented in the gallery's windows and gaps. Each painting, object, and curtain was made and/or placed by the artist to relinquish wall space so that the challenging design of the gallery may be embraced and attended to. Over the windows, arrangements with raw canvas. At floor level, miniature paintings. A monumental structure ' an arch in repose ' rests in the center. Taking varied approaches to painting and sculpture, imagery is drawn from Torina's personal set of fascinations ' objects of worship, animal behavior, superstition, physical comedy and exhibition history. The pictorial and performative meeting of these interests is at the core of POCKETS REX.
Clare Torina is a multi-disciplinary artist living and working in New York. She received her BFA from the University of Memphis in 2009 and an MFA from the School of the Art Institute of Chicago in 2012. She has been a resident at the Skowhegan School School of Painting and Sculpture and an education fellow at the Wassaic Project. In addition to her own practice, Clare is the co-runner of Flyweight, a 1:12 scale mobile exhibition space for solo projects
"Learn Sing Plants Counting Monsters Colors Alphabets" exhibition image
No full textThis digital image was taken by Chip Pankey and uploaded to DLynx by the Visual Resources Center in July 2022.This is an image documenting the "Learn Sing Plants Counting Monsters Colors Alphabets" exhibition, which was held in the Clough-Hanson Gallery from February 11 through March 11. This exhibition was created by the Art Department Professor Karl Erickson. In this exhibition Erickson creates a space filled with large scale letters and televisons scattered throughout; viewers engaged with various educational programming through the televisions. The whimsy of this work was achieved through the experimental video and audio, combined with human scaled letters and numbers as well a dynamic arrangement of techincal aspects
"POCKETS REX" Exhibition Image
No full textReceived from Joel Parsons, Clough Hanson Gallery Director, in Spring of 2023.Exhibtion installation image photographed by Chip Pankey shows artwork by Clare Torina in Clough Hanson Gallery during Fall 2022. The exhibition, "POCKETS REX," is a collection of new works by Clare Torina presented in the gallery's windows and gaps. Each painting, object, and curtain was made and/or placed by the artist to relinquish wall space so that the challenging design of the gallery may be embraced and attended to. Over the windows, arrangements with raw canvas. At floor level, miniature paintings. A monumental structure ' an arch in repose ' rests in the center. Taking varied approaches to painting and sculpture, imagery is drawn from Torina's personal set of fascinations ' objects of worship, animal behavior, superstition, physical comedy and exhibition history. The pictorial and performative meeting of these interests is at the core of POCKETS REX.
Clare Torina is a multi-disciplinary artist living and working in New York. She received her BFA from the University of Memphis in 2009 and an MFA from the School of the Art Institute of Chicago in 2012. She has been a resident at the Skowhegan School School of Painting and Sculpture and an education fellow at the Wassaic Project. In addition to her own practice, Clare is the co-runner of Flyweight, a 1:12 scale mobile exhibition space for solo projects
The Rat's Ass, December 2022, Vol. 7, No. 4
No full textThis image was digitized and uploaded to DLynx in the Visual Resources Center in November2025, by Wyatt Bigner '27. This issue of the Rat's Ass is from the Rhodes College Archives.This issue of the Rat's Ass dates from December 2022. It is inscribed as the "SPECIAL Inagural Austin Harris Issue" and features a trading card of the Urban Studies Professor. Also featured are an unnamed poem on the front cover, a comic called "Katzentisch's Top Hairstyles for Winter," a poem named "Yes SIR ! 07," a fiction piece entitled "Mel & Alice are Malice: Double Feature - Half Cocked," another transmissions of "The Many Plains Broadcast," and "Places in the Contiguous United States that I'd like to Piss on Before I Die: An Incomplete List.
Dredge, 2022, "Culture of Consent"
No full textThis image was digitized and uploaded to DLynx in the Visual Resources Center in November 2024, by Wyatt Bigner '27. This issue of Dredge is from the Wyatt Bigner collection.This special volume of Dredge was likely released sometime between 2022 and spring of 2023 at an event hosted by the Culture of Consent group at Rhodes, possibly in collaboration with the Lawrence F. Kenney Program. The Members of Culture of Consent thanked in the volume are Cameron George, Caroline Hasty, Elizabeth Wood, Gray Griffen, Isabelle Freireich, Justin Thompson, Maggie Clark, Mairead Kearns, Noah Dickerson, Sani Patel, Jay Chaterjee, Ainsley Hay, Anna Lebrun, Annie Cronin, Anthony Bruce, Brooke Taylor, Sarah Jackson Trotman, Trudy Rhomberg, Anna Sherwood, Callie Hollis, and Vanessa Rogers. The volume contains art and poetry related to an in conversation with topics such as sex gender, as well as various information about sexual and reproductive health
Master's Thesis: Art Curriculum on Past and Present Memphis Artists
No full textThis thesis is an art curriculum for elementary students that centers Memphis past and present artists. The goals of this curriculum are to; 1) Grow student’s self-efficacy when it comes to art through providing opportunities for goal setting and role models, 2) Introduce students to past and present Memphis artist of color including their chosen medium, context in which they create, and examples of their work, 3) Guide students by teaching technical skills to create a work of art in response to the artist they learn about, and 4) Develop students’ communication through art. This curriculum was developed to actively and intentionally counter the white-washed art history curriculums available for students currently
Master's Thesis: Middle School Money An Integrated Financial Literacy Curriculum
No full textThis thesis argues the necessity of a critical financial education for middle school students with the rationale rooted in financial critical consciousness and interdisciplinary learning, and it proposed a curriculum based on these theoretical principles. Too often, micro and macro-finance is overlooked in the classroom, particularly in urban classrooms. Further, the curriculum that is typically provided, if any, lacks context for urban classrooms and a critical, socio-historic lens which allow students to critique the current systems at play. Further, current financial is not grounded in Common Core standards which often prohibits curriculum from even being presented to students. The curriculum proposed in this thesis, Middle School Money, utilizes implicit learning, and explicit interdisciplinary lessons to develop student financial schema and design deliberate space for critical discourse on race, income, wealth, and homeownership
Master's Thesis: Joy: A Power Problem
No full textThe content of this study aims to analyze the ways in which neoliberalism
manifests in education policy and pedagogy. I use a poststructural approach (Brown,
2015; Foucault, 1978; K. Kumashiro, 2002) to analyze neoliberalism as it shows up in the
discourse on non-cognitive abilities and skills particularly as they relate to joy. This work
first examines neoliberalism as it shows up in current education policies and then on the
teaching practices that reinforce them, with particular attention to the ways in which joy
is instrumentalized on behalf of student achievement. I illustrate neoliberal
manifestations in organizations like the National Center for Education Studies and exams
like the PISA test, as well as in teacher training manuals such as Teach Like a Champion.
I aim to encourage other students, teachers, policy makers and researchers to challenge
“traditional ways of thinking and acting” (Kumashiro, 2002, p. 9). Finally, I hope to
articulate that the intent to define, measure and manage emotional states or character
traits for the purpose of academic achievement greatly limits the possibilities of antioppressive
education