Communication Objectives Story Outline Means of Expression Sites/ Objects Area. Intro to layout of gallery and subject location.

Transcription

1 Preliminary Label Outline - Bridging History: Paul Sargent's 0.0 Introductory Exhibit and Orientation Areas 0.1 Intro/ Orientation Kiosk Communication Objectives Story Outline Means of Expression Sites/ Objects Area Orient visitor to exhibit topic and layout of thematic groupings. 1.0 Introduction Paul Sargent as a painter of Coles as well as a resident of CC. Communicate the value of place by the locations he painted and how the community has preserved or not preserved them. 1.1 Paul Sargent Introduce Paul Sargent as a painter and his heritage Intro to layout of gallery and subject location. Sargent, as well as his community, valued certain places; examining those places in a contemporary setting as compared to the scene in Sargent's paintings tells the story of how value of those places changed over time. Research will aid in explaining the forces behind those changes. Sargent chose his settings for aesthetics, but he also chose places he valued and were valued by his community. Map and/or arrows with guiding questions, directing visitor towards section of gallery space. The narrator is a member of this community and connects with the visitor in a welcoming and knowledgeable voice. The narrator acts as a guide and encourages the visitor to contemplate their own personal feelings and sense of value about those places special to them Define this grouping/exhibit of Sargent's paintings as representative of plein-air, a movement where artists captured nature in the open air. Explain what nature meant to this artist. floor plan map layout. brief one-liners to encourage explanation, featuring major themes. Perhaps a 1930s aerial view of and a recent aerial view. Photo of Sargent outdoors painting. Construct a plein-air scene with Sargent's easel, stool, brushes, and photo mural. Panel text. entire exh area = 741 sq ft (19 x 39f

2 Components Communication Objectives Story Outline Means of Expression Sites/Objects Area 2.0 Paul Sargent Homestead Family connection and transition 2.1 Introduction To Introduce the place of the Sargent family in Paul Sargent and the transitional nature of the Sargent Homestead 2.2 Ownership and Family Connection 2.3 Functions of the Sargent Homestead Brick Building as School house Brick Building as Creamery 2.4 Agricultural Development Demonstrate ownership patterns of the farmhouse Usage of the property (other than agriculture) and its broader context To portray the brick building functioning as a private school on the Sargent property To portray the brick building functioning as the farm's creamery To present the Sargent farm as a microcosm of agricultural traditions in Identification of the property (who owned and when), elements of the farmhouse that signified personal use and ownership The function and necessity of the brick building (school house and creamery) to its devalued use of today Identify the characteristics of the school house (why was it necessary, etc), and why it ceased to be necessary Comparing the need for a creamery with the privilege of an education The Sargents and the changing value of land usage. Photographs label panels s Photograph label panels artifacts- tpd Photographs label panels Photograph label panel Photograph text panels artifacts- tpd John Sargent House (Shepherd) Photograph of Paul Sargent's Studio (University Archives) of house and studio Untitled (Brick school, Sargent farm) Untitled (Cabin in Winter) Untitled (Brick school, Sargent farm) Untitled (Cabin in Winter) Untitled (Brick school, Sargent farm) Untitled (Cabin in Winter) Threshing (aka Binding Grain or the Binder)

3 Components Communication Objectives Story Outline Means of Expression Sites/ Objects Area 3.0 Introduction Riverviews Infrastructure Bridge Introduce the Embarras river and basic overview of development in 20 th century Show older technology superseded by new road infrastructure projects. Course of the river. Uses of the river. Inspirations from the river? The use at the time and the use now. Comparison with recent building/how its been replaced by newer bridge Timeline Map, Aerial Photos juxtaposed with modern picture Map/Aerial Photo Songbook The Old Bridge (Bridge on the Embarras) Current photograph of Blakeman Bridge entire exh area = 741 sq ft (19 x 39f Include information on the project that the new bridge was a part of Infrastructure Spillway The alteration and replacement of more natural environs. Show the natural setting Creation of spillway. With the functions of artificial lake and man made structure. juxtaposed with modern picture Spillway Current photography of Spillway Effect on the environment Community Development Rock s Park Explain how modern development removes people from the natural environment Popularity of Rock s Park Drop off when the community pool, built by the CCC. Current use of Embarras juxtaposed with modern picture Rocks Park Boat Landing on the Embarras River,, Illinois Current photography of Rock s Park Old Photo of Pool

4 Components Communication Objectives Story Outline Means of Expression Sites/ Objects Area 4.0 Landmarks entire ex area = 741 sq f (19 x Introduction Explain connection of Paul Sargent to landmarks in Coles Show Paul Sargent and Sargent family connection to Coles s of Paul Sargent contrasted with photographs of the same sites at the present time, photograph, text 4.2 Economic Change in To show the economic change from the time of Paul Sargent to the present Commerce has changed drastically since the time of Paul Sargent Contrasting evidence from Sargent's time to today s, photographs, text Salisbury Odd Fellows Lodge and General Store with Snow Sled Compare past commerce with that of today in Hutton township/coles Commerce was less centralized during the time of Sargent with small family owned general stores making up the majority of business Sargent painting of Sailsbury Store contrasted with photos of the site today, as well as photographs of current consumer habits s, photographs, text 4.3 Community Support Compare two levels of community support in preservation of two homes Explaining why the Steven Sargent home became preserved while attempts to preserve the Rennels cabin failed s and photographs with text contrasting the Sargent home preservation at LLC with the Rennels home and Chimney at Morton Park s, photographs, text, documentation from preservation attempts Rennels Cabin Explain why the Rennels Cabin was not successfully preserved, and the loss of community support/interest The community started with a vision of preserving the Rennels Cabin for a specific purpose that was not carried out of Rennels Cabin by Paul Sargent compared with photographs of the Rennels Chimney without the home in Morton Park, photograph, text, documentation of the group wanting to preserve the cabin Stephen Sargent Home Explain why Stephen Sargent home became a successful preservation project Explain why the community followed through with the preservation of the Stephen Sargent home at LLC Paul Sargent painting of Stephen Sargent home compared with photographs of the home as a living history site painting, photographs, text, documentation of the preservation process at LLC

5 4.4 Continuity of Physical Space Some spaces of value to the community have remained largely unchanged since the time of Paul Sargent Uses of the park are still the same unlike other areas around Coles Paul Sargent painting of Morton park with photographs of the park through the entire span of time from Sargent to the present, photographs, text Morton Park Show the continuity in the physical space and the use of the space Explain how Morton Park became the space it was during the time of Sargent and how it is still used in similar ways of Morton park with photographs showing the use of the park through several decades Morton Park painting, photographs, text

6 Components Communication Objectives Story Outline Means of Expression Sites/Objects 5.0 Eastern Illinois University 5.1 Introduction To introduce central themes of Paul Sargent and his paintings of Eastern Illinois University Paul Sargent's involvement on the campus, and progression and growth of campus Paul Sargent at EIU Importance of EIU to To illustrate why Sargent was involved at EIU and his role as an artist To explain to visitors how EIU contributes to the area then and now 5.2 Campus Landscape To communicate what the landscape of the school looked like before the growth of the area Sargent as a EIU student versus Sargent as an EIU professor Overview of campus landscape in the 1940s Class notes, photograph of Sargent a football player, photograph with Sargent and his students President Buzzard's Iris To illustrate the development of the Garden campus over time 5.3 Building Usage To communicate the change in how EIU buildings were used Identification of where the garden was, when did that area change, what is there now, and showing the effects of this change Overview of campus buildings in the late 1930s President Buzzard's Iris Garden, Eastern Illinois State Teacher's College, Charleston, Illinois; Contemporary photograph; News article McAfee Gym To illustrate change in the function of the building The change from gym and meeting space to offices and classrooms Gymnasium (McAfee Gym, Eastern Illinois University); Contemporary photograph; historical photograph