Chad+Erpelding

[|Erpelding's Webpage] .- You may Contact

 __Chad Erpelding (lacey walker)__ Education History: Southern Illinois University Carbondale, Carbondale IL 1996 BA Studio Art Central University of Iowa, Pella IA 1994 Trinity University, Carmarthan Wales UK Central University of Iowa study abroad program ** Professional Experience School of Art, Stephen F. Austin State University, Nacogdoches TX  ** Selected Exhibitions __Solo Exhibitions__ ** 2010 //title pending,// Darke Gallery, Houston TX 2008 **//Merge//**, Cactus Bra Space, San Antonio TX 2007** //Urban/Suburban//**, North Harris College, Houston TX ** //Chad Erpelding: Corporate Worlds//**, The Art Center, SFASU, Nacogdoches TX 2006** //WorldView//**, Surplus Gallery, Carbondale IL 2005** //Pound for Pound//**//,// Surplus Gallery, Carbondale IL 1996** //Thesis//**//,// Mills Gallery, Carbondale IL ** __Two or Three Person Exhibitions__ ** 2010 //title pending//, The 621 Gallery, Tallahassee FL ** //Forest for the Trees//**//,// 1708 Gallery, Richmond VA 2009** //Topologically Speaking//**, College of the Mainland Gallery, Texas City TX 2006 **//Mise en Scene//**, Mad Art Gallery, St Louis MO 2003** //Longing for Height//**, Mark Gallery, Cambridge MA 1999** //Landscape//**, Cassidy's, Portland OR ** __Group Exhibitions__ ** 2009 **//ArtHouston Introductions//**, Darke Gallery, Houston TX ** //2009 International Flag Art Festival//**, Dangjin Public Stadium, Dangjin, South Korea ** //Southern Open 2009//**, Acadiana Center for the Arts, Lafayette LA Juror: Eleanor Heartney, contributing editor to Art in America and Artpress, NYC ** //Postcards From the Edge – benefiting Visual AIDS//**, Metro Pictures, New York NY ** //Amateras Annual Paper Art Exhibition//**, Art Studio Amateras, Sofia, Bulgaria Jurors: Jane Allan Ingram, Lilsa Malkamo, Stefan Popov, and Todor Todorov ** //Hunting Art Prize//**, finalist, Decorative Center, Houston TX ** //New American Talent: 23//**, Landmark Arts Gallery, Texas Tech, Lubbock TX Art Department Gallery, Texas A&M University, Commerce TX ** //Message from Texas: Breaking the Stereotype//**, The State Museum of Novosibirsk, Novosibirsk, Russia; The State Museum of Nizhny Tagil, Nizhny Tagil, Russia ** //12x12//**, Cole Art Center, Nacogdoches TX ** //Paper Works//**, Gallery RFD, Swainsboro GA 2008** //Snap to Grid//**, Los Angeles Center for Digital Art, Los Angeles CA ** //Illuminators//**, Koltsovo Airport, Yekaterinburg Russia ** //SFASU Faculty Show,// **The Art Center, Nacogdoches TX ** //White/Box/Group/Show2//**, [5]art Collective, Tampa FL ** //New American Talent: 23// **Arthouse at the Jones Center, Austin TX, Juror: Nato Thompson, curator/producer Creative Time, NYC ** //Message from Texas: Breaking the Stereotype//**, White Gallery, Pedagogical University of Ufa, Ufa, Russia ** //Paint Snob Invitational//**, McLennan Community College CSC Art Gallery, Waco TX ** //Mailed and Mounted//**, Anton Art Center, Mount Clemens MI ** //Transparent//**, (SCENE) Metrospace, East Lansing MI 2007** //Spatial Poetry,// **Commerce Street Artist Warehouse, Houston TX ** //SFASU Faculty Show,// **The Art Center, Nacogdoches TX ** //Group 62901 Invitational,// **Well Street Art Co., Fairbanks AK 2006** //SFASU Faculty Show,// **Griffith Gallery, Nacogdoches TX 2005** //What are we Doing Here?// **Surplus Gallery, Carbondale IL ** //Around the Coyote//**, Wicker Park, Chicago IL ** //Process, Performance, Projection III//**//,// Surplus Gallery, Carbondale IL, Jurors: Chris Wildrick and Carole Loeffler ** //MFA Preview Show//**, The University Museum, SIUC, Carbondale IL ** //The International Pony Show//**, HQ Gallery, Makanda IL ** //Miniprint 11//**, Vergette Gallery, Carbondale IL 2004** //The Gift//**, Mark Gallery, Cambridge MA ** //Skopeoholic//**//,// Surplus Gallery, Carbondale IL ** //The Second Annual Winter Solstice Celebration and Holiday Art Sale//**, Cooperative Image Group, The Empty Bottle, Chicago IL ** //Ninth Biennial Arts Competition & Exhibition//**//,// The University Museum, SIUC, Carbondale IL, Juror: Mel Watkin ** //The View From Here//**, Surplus Gallery, Carbondale IL ** //Miniprint 10//**, Vergette Gallery, Carbondale IL 2003** //New Talent//**, Hay Gallery, Portland ME ** //The Gift//**//,// Mark Gallery, Cambridge MA ** //The Human Rights Campaign Silent Auction//**, Boston MA ** //Cosmopolitan//**//,// Surplus Gallery, Carbondale IL ** //Gallery 3//**//,// Hay Gallery, Portland ME ** //Miniprint 9//**//,// Vergette Gallery, Carbondale IL ** //One Night Only//**, Surplus Gallery, Carbondale IL ** //First Friday 4/03//**, The Artist Studio, Portland ME ** //cs202//**//,// MECA Clapp House, Portland ME 2002** //First Friday 12/02//**, The Artist Studio, Portland ME ** //Four Painters//**, Ocean Street Arts, South Portland ME ** //First Friday 8/02//**//,// The Artist Studio, Portland ME 2000** //The Alphabet Show//**, Q Hut Gallery, Portland OR 1997** //Works from Small Colleges in Iowa//**, traveling exhibit, 9/96-5/97
 * 2006 MFA 2D Studio Art – Painting
 * 2006-Present Assistant Professor of Art, Area Head of 2D Design/Foundations

** Related Information __Publications__ ** 2009 “Southern Open 2009” Exhibition Catalog “Introductions” Olivia Flores Alvarez //Houston Press// July 2009 “Nacogdoches artists selected as finalists in juried contest” Michele Marcotte //The Daily Sentinel// May 11, 2009 2008 “This year’s ‘New American Talent’ takes a very topical turn” Jeanne Claire van Ryzin //Austin American-Statesman// & //Art Austin// July 06 2008 //“//New American Talent: 23//”// Exhibition Catalog “SFA art professor Erpelding’s work on display in Russia” //Daily Sentinel// May 11, 2008 “Vesti Ural” //Russia Channel 2// Exhibition Review April 2008 __Paint Snob Directory__ book “Illuminators” Exhibition Catalog “SFA art teacher creates artwork inspired by Forbes Magazine’s top corporations” Ryan C. Perry //Pine// //Log// April 17 2008 //San Antonio Current,// First Friday Review for //Merge//, March 2008 2007 Featured on www.paintsnob.com “A Map of the World” Scott Shattuck, //the scottdirect blog//, web.mac.com/scottdirect Exhibition Review for //Chad Erpelding: Corporate Worlds// August 2007 2004 “Jane Deutsch and Chad Erpelding” //Art New England,// Exhibition Review for //Longing for// //Height//, Feb/Mar 2004 2003 //artsMEDIA,// Exhibition Review for //Longing for Height,// September 2003 ** __Collections__ ** Art Studio Amateras, Sofia, Bulgaria Los Angeles Center for Digital Art, Los Angeles CA  Museum of Novosibirsk, Central Siberia, Russia Southern Illinois University Carbondale, Moore Auditorium, Carbondale IL Southern Illinois University Carbondale, Graduate Association of Painters and Printmakers, Mini-print 9, 10, & 11, Carbondale IL ** Other Information ** Chad Erpelding likes to hike. In 1996-2001 he hitchhiked over 1,000 miles, 1996 hiked 1,000 miles of the Appalachian Trail Harper’s Free WV to Springer Mountain GA. In 1997 he bicycled 3,500 miles from Oceanside OR to Acadia National Park ME. In 2001 he hiked 1,100 miles of the Appalachian Trail. **

Chad Erpelding’s Work





Time: Two 45 min sessions After the lesson is over the student will be able to: Make a globe out of individual dots, know about the different continents on the globe and their locations. Enough maps for the entire class of the globe Hundreds of small different colored dots to provide to the children Picture of the globe Small different colored dots
 * Lesson 1: Global Dots ( Christina Havelka )**
 * LESSON OBJECTIVES: **
 * Teacher Supplies: **
 * Student Supplies: **

.
 * ART CONTENT: Photo of the globe and individual group work using placement of dots. **


 * INSTRUCTIONAL CONTENT: ** The teacher will have a discussion about the different continents on the globe and the teacher will present hundreds of green dots and ask the students what kind of art can be done with these dots. After a few minutes of discussion, the students will begin working on their artwork.

The teacher will document the process of student engagement.
 * ASSESSMENT: **

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice. ||


 * ART TEKS: **

(1.2)Creative expression/performance. The student code expresses ideas through original artworks, using a       variety of media with appropriate skill. The student is expected to:

(A) invent images that combine a variety of             colors, forms, and lines;

(B) place forms in orderly arrangement to create designs; and

(C) increase manipulative skills, using a variety of materials to produce drawings, paintings, code prints, and constructions.


 * When implementing this lesson it is highly reccomended (from experience with the materials I chose to use in my animation project) that you begin punching the small holes out FAR in advance. It takes a lot of time to get that many hole punches & believe it or not your hands will be killing you after! Maybe you could even have the children help because it would be like them creating the "tools" in advance to create their pieces in relation to Erpelding's style. ~ Suggestion made by Anna Parker

=Lesson 2: Bodily Joints by Meredith Timme=

Skeleton Science books Works of Chad Erpelding

Student Supplies:
Paper Coloring materials

=ART CONTENT: Bodily Joints= = = =METHOD OF INSTRUCTION: DISCUSSION/INDIVIDUAL WORK/GROUP WORK:= = = Pre-lesson Instruction: Discuss the different things we do with our body and how we can extend joints.

=INSTRUCTIONAL CONTENT: The students will create a map of the human body and the joints in it. They will use dots for the joints. Before they are able to do this the teacher will discuss the joints and the human body. It will be a science lesson that is individual. = = . = =ASSESSMENT:= = = The teacher will document the process of student engagement and understanding of the human body and the joints. . Criteria
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||

[|Example Short Story Rubric]

[|Self Portrait Ideas]

=ART TEKS:= code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code The student develops and organizes ideas from the environment. || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. ||
 * ** (5.1) Perception. **
 * ** (5.2) Creative expression/performance. **
 * ** (5.4) Response/evaluation. **
 * ** (5.4) Response/evaluation. **


 * Science TEKS:**

(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and

(E) construct simple graphs, tables, maps, and charts to organize, examine and evaluate information. (3) Scientific processes. The student knows that information, critical thinking, and scientific problem solving are used in making decisions. The student is expected to: (C) represent the natural world using models and identify their limitations;


 * To me, this lesson would be a great teachable moment in the health field. While the children are learning about the joints in our bodies & how important they are it would be a great time to work in how we can help take care of our bodies...nutritionally & safety wise when exercising. People that often participate in a lot of strenuous exercise that involves running &/or jumping often come into problems with their knees. ~ Suggestion made by Anna Parker

=LESSON 3: How to Throw and Catch by Kelsey Shelton=

Objectives: To teach a Physical Education class how to properly throw and catch a football and baseball/softball.

Supplies:
 * Gym or football/soccer field.
 * football
 * baseball
 * softball
 * cones

Art Content:
 * Show students the dot artwork by Chad Erpelding.
 * Make a piece of artwork as a class by putting dots where the people in the stands are at the cowboys stadium and leave the stadium out.

Method of Instruction:
 * Take the class outside or stay in the gym (depending on the weather conditions)
 * Demonstrate how to properly throw a baseball and softball
 * Allow the students to work in partners to throw back and forth
 * Allow the students to ask questions if they are having trouble
 * Demonstrate how to properly throw a football
 * Allow the students to throw back and forth with a partner
 * Allow the students to again ask questions if they are having trouble

Instructional Content:

Assessment:

TEKS: (2) Creative expressions and performance. Students expresses ideas thourgh original artworks, using a varitey of media with approperiate skill. The students is expected to: (A) invent images that combine a variety a colors, forms, and lines (B) place forms in an orderly arrangement to create designs; and (C) increase manipulative skills, using a variety of material to produce drawings, paintings, print, and constructions.

First grade art students will be able to apply their learned knowledge of the artworks & techniques of Chad Erpelding to create a constellation, often seen in the night sky, from Gumdrops and toothpicks. 1) Floor graph – created from a flat bedsheet or shower curtain 2)  Works of Chad Erpelding – specifically his works of U.S. Military Bases because those are the works that most closely resemble and connect to the constellations. Have other examples of artwork to share as well, so students will be able to see different types of art pieces by Erpelding. 3) Expo markers – to denote the # of candy pieces of each constellation. 4)  Master graph – have a graph already completed so you can know how many Gumdrops it takes to recreate each image. 5) Pictures of common constellations 6)  Camera – to document student work & process/product. 1) Round toothpicks – place a handful on each table because some constellations require fewer toothpicks than others. 2)  Gumdrops – again place a few boxes on each table to allow students both choice in color & access for more candy pieces to create the bigger constellations. ~ Constellations that are individual points used to represent an image, but that are simply an outline of the entire image; similar to Erpeldings works and the unity of individual points to produce an image. ~ Facilitated discussion of the observations of students about things they have seen in the night sky. Exploration & cooperative student work time to replicate individual constellations. ~ Constellations – Big & Little Dipper, Cassiopeia, Hercules, etc. How we can observe & correctly spot these in the sky (tools v. naked eye). ~ Graphing – Bar graph of how many Gumdrops it took to create each constellation. Oservations of collaborative student thinking and products – questions to be asked during construction… 1) Describe how you know how many toothpicks to use in relation to Gumdrops. 2)  Looking at the pictures of the constellations which do you think are larger/smaller than yours? 3) How did you know that?  (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (B) place forms in orderly arrangement to create designs; and (C) increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.  (1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations (4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: (B) record and compare collected information  (9) Probability and statistics. The student displays data in an organized form. The student is expected to: (A) collect and sort data; and (B) use organized data to construct real-object graphs, picture graphs, and bar-type graphs. (10) Probability and statistics. The student uses information from organized data. The student is expected to: (A) draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs
 * Lesson #4 – //A Thousand Points of Light// by Anna Parker **
 * __ Lesson Objectives: __**
 * __ Teacher Materials: __**
 * __ Student Materials: __**
 * __ Art Content: __**
 * __ Method of Instruction: __**
 * __ Instructional Content: __**
 * __ Assessment: __**
 * __ Rubric: __**
 * || ** Above and Beyond ** || ** Right on Target ** || ** Below Level ** ||
 * ** Discussion ** || N/A || Student participated and contributed to the classroom discussion about Erpending’s works and constellations. || Student had minimal and/or no participation in the discussion. ||
 * ** Constellation Model ** || Demonstrates creativity and accuracy in the scaled model of the constellation || Accurate in the scaled model. || Student exerts none/little effort to replicate a model. ||
 * ** Graph ** || Draws the conclusion that all formations are not the same and connects that the model is on scale to the actual image. || Makes sufficient connections to models & constellations. Participates in helping graph their model. || Student makes no connections to the model constellations and comparison to smaller/larger. Does not participate in graphing process. ||
 * __ Art TEKS: __**
 * __ Science TEKS: __**
 * __ Math TEKS: __**


 * Lesson 5: Color Wheel by Taryn Flowers**

After the lesson is over the student will be able to: Synthesize and create a vision of Chad Erpleding using the color wheel. Depict color connections using the terms associated with the color wheel. Demonstrate cultural information to produce a self portrait that addresses the concepts of cliche or stereotype.
 * LESSON OBJECTIVES:**

Color Wheel Review Works of Chad Erpelding
 * Teacher Supplies:**

Paper Plastic or transparencies Coloring materials Scissors/ String
 * Student Supplies:**

Pre-lesson Instruction: Discuss and show the types of colors (primary, complimentary, and etc,) in which will enhance their understanding on Chad Erpelding work dealing with 'Global Dots'.
 * ART CONTENT**: Color Wheel Transparency
 * METHOD OF INSTRUCTION: DISCUSSION/INDIVIDUAL WORK/GROUP WORK:**


 * INSTRUCTIONAL CONTENT:**The students will create a color scheme useing the abstrat views of Erpleding (putting/ making serveral objects together to make one new symbolic image), such as the Global Dot technique. Students should see the artistic transformation of colors creating a new color.

The teacher will document the process of student engagement and understanding of the concepts of color transitions.
 * ASSESSMENT:**

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||

[|__Example Short Story Rubric__]

[|__Self Portrait Ideas__]

PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION**
 * ART TEKS:
 * **(5.1) Perception.**

The student develops and organizes ideas from the environment. || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. ||
 * **(5.2) Creative expression/performance.**

The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. ||
 * **(5.4) Response/evaluation.**
 * **(5.4) Response/evaluation.**

The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. ||