The+Sweet+Embrace--Zhao+Bo

The Sweet Embrace //The Sweet Embrace,// Zhao Bo Chongquin Sichuan province, China 2008 Chinese Contemporary Oil on Canvas 200 x 160 cm/ 78.7 x 63 in Chinese Contemporary Art Museum http://www.chinesecontemporary.com/zhao_bo_cv.htm
 * Artwork Identification**

On a contemporary platform in modern urban China, Zhao Bo interprets traditional realism using vibrant colors, chaotic faces, consumerism, pop culture and communism. In doing so, he portrays the major cities of China as loud, dirty, and perplexing. The tension between these many layers of symbolism conveys the immense irony and chaos creating feelings of extreme pressure for urban dwellers of China's major cities. Bo's "The Sweet Embrace" illustrates contemporary Chinese conflicts including widespread commercialization and the invasion of western inspired consumer culture. Three lesson plans follow this entry that highlight some of the unique characteristics found in the art works of Zhao Bo.
 * Introduction**

//Sweet Embrace// depicts a young, modern Chinese couple embracing in front of a mountain of Chinese and Western symbols. The couple is rendered naturalistically, but their eyes are larger than real life, making them look hypnotized and ghoulish. The man and woman are dressed in Western-style clothing. The unnatural pink colored light that covers them and their choreographed poses recall imagery of model opera's of the Cultural Revolution. In the center between the couple is a yellow sign with red lettering written vertically. The character "中" (//zhong//), which is part of the Chinese word for China, is partially visible. The woman is being lifted by the man upwards towards the consumerism and away from the symbols of Chairman Mao’s Communist China.
 * Descriptive Analysis**

The lower left of the painting shows the [|Forbidden City] (see below for full image) with it's iconic portrait of Chairman Mao and the phrase, "May the People's Republic of China Endure for 10,000 years" hung on the wall. The building seems to be shoved in the corner of the painting, with the focus being on consumerist images towering over the traditional symbols of China. The Forbidden City is a very powerful political symbol in China, and Zhao Bo might be using it to show the contradictions between communism and capitalism. Among these Western-influenced images are signs from 7-Up, Pepsi, and McDonalds. The McDonalds sign seems to hang as a flag at the top of the pile-up of signs, leading the way for the invasion of the Western inspired consumer culture. At the bottom of the painting behind the man are three balloons with “2008” on them, which celebrate the 2008 Summer Olympic Games in Beijing.


 * [[image:http://eatwithpills.com/graphics/forbidden-city.jpg]] ||
 * //The Forbidden City,// http://eatwithpills.com/graphics/forbidden-city.jpg ||

Among the other images in the painting are included a smiley face with the word “taiyang” (Chinese for “sun”) below it – this image is placed near the top of the mountain of imagery, yet below the McDonalds sign. several advertising logos's and brand names, along with various Chinese words and images, including a sunflower, a yellow balloon-like character, panda picture, and hotel signs are scattered throughout the painting, crowding out the cult of Mao in the lower left. Bo uses bold and vibrant colors and large, busy canvases to show chaotic city life, and further emphasizes this by not including any ground that the couple is standing on, limiting their environment to the busy city skyline.

In this painting Zhao Bo makes a powerful statement on the invasion of consumerism and pop culture in modern day China. //The Sweet Embrace// is filled with traditional imagery of China and popular culture from the west. His painting comments on how these traditional symbols are overshadowed by popular culture and in some cases have turned into popular culture themselves. Has modern day China been captivated by consumerism? The figures in the painting appear to be. They are embracing each other in what would appear to be good times. The country is growing, the young new generation is making money, and everyone wants to buy into it as China moves forward. The couple is so wrapped up in the environment that their expressions are playful and joyous. But something else is happening with the figures in the painting. Their eyes are large with small pupils and appear lethargic. Their mesmerized quality recalls the propaganda images of the Cultural Revolution and how people mindlessly bought into the fervor of the moment. The couple have become modern day zombies dealing with the sensory overload brought on by the open doors of consumerism. Bo makes us feel as if the Sweet Embrace is a moment to celebrate an unknown outcome.
 * Formal and Contextual Analysis**

"In literature the 'sunflower' appeared in Chinese works as early as the eighth century. In ancient Chinese cultures, the sunflower was a symbol of longevity and its seeds were the food of immortality" (Ward 347). The placement of the sunflower in the bottom right hand corner seems a bit strange. The viewer wonders where the sunflower even came from since the couple is embracing in an urban area and it does not appear to be a flower the man brought for the woman. It is, in fact, one of the only symbols from the natural world shown in the painting. One can suppose that the sunflower hearkens its earlier symbolism of longevity, in this case of the relationship. It could also be the longevity of consumerism and commercialism. But, however, it could be a cynical and ironic comment on the lack of longevity in relationships and consumerism. In the consumerist world, relationships, products and services are disposable, however, products, especially those made of plastic and other synthetic materials, will actually last much longer than human life. The sunflower also occurs in propaganda posters of the Cultural Revolution as part of the solar symbolism of Chairman Mao. The first lines in a popular children's folk song of the period about Chairman Mao goes "Red Sun, Chairman Mao, Every Sunflower faces you.." (Leonard L. Chu, 1978, pp.30). In nature sunflowers turn toward the sun, which becomes Chairman Mao in these images. However, in Zhao Bo's painting the sunflower faces outward away from Chairman Mao's image, which could be intended to show the break from Mao's ideals and toward the pragmatic style of Socialism that he abhorred. The new sun is the neon lights of the commercial world.

Boundlessly loyal to the great leader Chairman Mao, boundlessly loyal to the great Mao Zedong Thought, boundlessly loyal to Chairman Mao's revolutionary line, 1966. http://chineseposters.net/themes/mao-slogans.php

The debate over the benefits and drawbacks of consumerism is quite nuanced. The recent years of rising consumerism have allowed urban households great autonomy in deciding how Chinese want to live in a consumer society. This is reflected in the overflowing mountain of commercial symbols surrounding the couple. This, however is not true for all Chinese because inequalities of income and social class (despite the tailing influence of Mao's socialist class equality) inevitably determine these choices (Bian, 2002, 102).

The relative placement of the couple within the picture plane also hints to issues of gender inequality. Although the status of women has been improving with gender equality reform and growing opportunities for off-farm employment, some argue that the status of women has actually eroded with the decreasing power of the state as an employer and advocate of women, which leads to workplace discrimination against women in hiring, layoffs, job placement, and wage determination. All of these characteristics lower the economic status of women making them more dependent on men and male-dominated institutions for support. Others, however, argue that the status of women has remained stable since the 1950s. In this painting, the woman is placed higher in the painting, but she is supported by the man. So, is her status higher because of her placement? Or is it lower because of her need of support from the man? Or are they on equal terms?

The link between Bo’s //The Sweet Embrace// and vintage Chinese Communist propaganda posters of the 1960s-1970s is undeniable. Formally, Bo’s artwork has a similar color palette and is filled with imagery symbolic to consumerism as opposed to the propagandistic posters, which were filled with images that symbolized Communism. The way the couple is posed has meaning; Communist art of the Cultural Revolution was filled with rhetorical gestures. The action of the man holding the woman up can be interpreted as a classic Hollywood pose, which represents Western influence in China. //The Sweet Embrace//, although an oil painting, looks as if it could be a mass-produced print. By making the painting formally similar to Social-Realist artwork of the Cultural Revolution, Bo makes the statement that contemporary Chinese society is hypnotized by consumerism, just like China had been under Communism. The zombie-like faces of the figures epitomize this concept of the idea that China is sickly entranced with commercialization, westernization and consumerism.

//1960's Communist propaganda poster//. This poster contains a triangular composition which ends with Mao's red book at the top. In "The Sweet Embrace" the book is replaced by the McDonald's sign. //Communist propaganda poster.// This poster is filled with imagery symbolic to Communism. Bo's art is filled with imagery symbolic to consumerism.


 * [[image:Windy_Day.jpg width="214" height="255" caption="Windy Day, 2008 http://www.chinesecontemporary.com/zhao_bo_cv.htm" link="Windy Day, 2008"]] || [[image:http://www.chinesecontemporary.com/images/zhao_bo/zhao_bo_9.jpg width="223" height="255" caption="Erectors, 2004 http://www.chinesecontemporary.com/zhao_bo_cv.htm" link="Erectors, 2004"]] ||
 * Zhao Bo, //Windy Day// || Zhao Bo, //Erectors// ||
 * [[image:http://www.chinesecontemporary.com/images/zhao_bo/zhao_bo_10.jpg width="224" height="256" caption="Let's go to China, 2005 http://www.chinesecontemporary.com/zhao_bo_cv.htm" link="Let's go to China, 2005"]] || [[image:http://www.chinesecontemporary.com/images/zhao_bo/zhao_bo_5.jpg width="238" height="258" caption="Year of the Rat, 2008 http://www.chinesecontemporary.com/zhao_bo_cv.htm" link="Year of the Rat, 2008"]] ||
 * Zhao Bo, //Let's Go to China// || Zhao Bo, //Year of the Rat// ||


 * Bibliography**

Bo, Zhao. "Artnet.com" http://www.artnet.com/Galleries/Exhibitions.asp?gid=159554&cid=143674 -An Artnet entry that briefly describes the biography of Zhao Bo.

Bo, Zhao. "Contemporary Chinese Artists." http://www.artrealization.com/contemporary_chinese_art/artists/zhao_bo/zhao_bo.htm -A website dedicated to showcasing different pieces in Zhao Bo's portfolio.

Bo, Zhao. "Chinese Contemporary" http://www.chinesecontemporary.com/zhao_bo.htm -The Beijing Gallery website which features Bo's work and includes a short synopsis of his art.

Chu, Leonard L. "Sbers and Swords for the Chinese children: Revolutionary Children's Folk Songs," in Godwin C. Chu ed., //Popular Media in Chin//a (Honolulu: University of Hawaii press, 1978), pp. 16-50.

Farthing, Stephen. //1001 Paintings You Must See Before You Die//. Universe Publishing, 2007. [|http://www.blogonbooks.com] -A blog that reviewed a book by Stephen Farthing which included Zhao Bo's work.

Ward, Bobby. //A Contemplation Upon Flowers: Garden Plants in Myth and Literature.// Timber Press, 1999. http://books.google.com/books?id=n3MgSchHBjYC -Book details botanical and historical notions of flowers and plants as seen in myth and literature.

Bian, Yanjie. 2002. "Chinese Social Stratification and Social Mobility". //Annual Reviews of Sociology//. 28:91-116. -Article reviewing post-1980 research on class stratification, socio-economic inequalities, and social mobility in the People's Republic of China.

Websites for Propaganda Posters [] [] [] [] [] []


 * Art Lesson 1**
 * Title:** Culture and Consumerism
 * Grade level:** 11-12th grade
 * Time:** Three class periods (50 minutes each)

This lesson meets the following National Standards for Arts Education: VA 9-12.1 Understanding and applying media, techniques, and processes (Proficient: 2) VA.9-12.2: Using knowledge of structures and functions (Proficient: 1) VA.9-12.4: Understanding the visual arts in relation to history and cultures (Proficient: 1,2)
 * Standards:**

This lesson meets the following National Educational Technology Standards for students: 2. Communication and Collaboration (a & b) 4. Critical Thinking, Problem Solving, and Decision Making (b)
 * 1.****Creativity and Innovation (b)**

Why do people embrace excessive consumerism? Is this consumerism and preoccupation with Western products going to overtake the unified Chinese traditional culture? Why? Why not? How does consumerism affect our culture? Are these effects positive or negative? Please explain.
 * Key concepts:**

Students will be able to choose images or places that represent a culture's interaction with consumerism and video record or photograph these images. Students will be able to incorporate cultural images and/or video clips into a cohesive movie that depicts their chosen culture’s relationship with consumerism. Students will be able to use [|iMovie] to create and edit a short movie.
 * Objectives:**

**Teaching and Learning Activities:**
List the advertisements you see or hear every day ( on billboards, bus stop and bench ads, signs for stores or restaurants, clothing, magazines, TV, the radio...). Think about all of the fast food restaurants you see every day. What would replace them if they weren’t there?
 * 1. Journaling: **(one half to one full page, written in sketchbook)

In small groups students discuss the answers they wrote and make a list of all of the advertisements they see on a daily basis combined. After short group discussion the class makes a class list on a black/white board.
 * 2. After journal discussion:**

What do you notice right away? What is the location depicted in the artwork? How do you know? Is this how you imagine China? Why/why not? After looking at it longer, what do you see that you didn’t notice at first? What do you think the people are doing? What are they thinking? Why do you think the artist chose to put all of the advertisements in the background? What do you think would replace the advertisements if they weren’t there? Fields? Architecture? What would the people’s facial expression be? What questions do you think Zhao Bo is asking through his artworks (see the Key Concepts section for sample questions)?
 * Looking at Zhao Bo’s work:**
 * Guiding questions:**

In this project students will make videos that they think represent their culture’s relationship with consumerism. (The culture could be ethnic or age related among other things). They will use visual images and sounds in their videos that would be recognizable to the culture they identify with and how the culture interacts with consumerism. The videos are to be at least one minute long and will be edited in iM-movie and will be posted on YouTube by the students. Students will post comments on at least four other student’s videos as part of the assignment.
 * Project: Video Response to Zhao Bo’s Questions (raised through his artworks)**

Students will be evaluated on their works and their day-to-day progress (see Rubric). The videos will have the most weight based on their concepts and quality of editing and the YouTube postings will be given the second highest value because students are expected to spend some time thinking about their comments and preparing to post them. Students will be reminded that the posts should be critical but also polite.
 * Assessment:**

Rubric: (given to students)


 * **Journal (written)** || **½-1 page in length, thoughtful, quality of ideas.** || **5pts.** ||
 * **Journal (discussions)** || **Participation, quality of ideas.** || **5pts.** ||
 * **Zhao Bo discussion** || **Participation, quality of ideas.** || **5pts.** ||
 * **Project: Video Response** || **Well-crafted response to Zhao Bo’s questions, effective use of imagery and sound, identifiable to the culture chosen.** || **20pts.** ||
 * **You Tube** || **Video posted on time, four well thought out posts on classmate’s videos.** || **15pts.** ||
 * **Total** ||  || **50pts** ||


 * Art Lesson 2**
 * Title:** Clues in Context: Zhao Bo
 * Grade Level**: High School (9-12 grades)
 * Time**: 1-2 days

This lesson meets the following National Standards for Arts Education: VA.9-12.2. Using knowledge of structures and functions (a & b) VA.9-12.4. Understanding the visual arts in relation to history and cultures (a & b) VA.9-12.5. Reflecting upon and assessing the characteristics and merits of their work and the work of others (a, b & c)
 * Standards**:

This lesson meets the following [|National Education Technology Standards] : 1. Creativity and Innovation (a & b) 2. Communication and Collaboration (a & b) 3. Research and Information Fluency (b & d) 4. Critical Thinking, Problem Solving, and Decision Making (b, c & d) 5. Digital Citizenship (a, b, c & d) 6. Technology Operations and Concepts (a & b)


 * Significant Concepts**:
 * Zhao Bo uses popular imagery as a commentary on the presence of consumerism in Chinese culture.
 * The people depicted in Zhao Bo’s paintings have bizarre facial expressions, and unusual eyes that look away.
 * Zhao Bo renders the objects and figures in his painted environment realistically, while creating tension by combining natural and commercial objects and inserting people who appear plastic.

1. Students are divided into groups of 3. Each group will research the work of artist Zhao Bo using the following websites: [|Contemporary Artists Online] [|Chinese Contemporary] [|Robischon Gallery]
 * Teaching and Learning Activities**:

Students will be provided with the following questions to guide their group research:
 * What was your initial response to these paintings?
 * What artists that you know of could you compare Zhao Bo with?
 * Why do you think Zhao Bo paints environments and figures like he does?
 * Why do you think he paints people the way that he does?
 * What do you think this artist is communicating through his work?
 * What meaning do you gather from his titles when they are given?
 * What connections can you draw from Zhao Bo’s artwork to his history, environment and culture?
 * What do you like and dislike about these artworks, and why?

2. Students are informed of their upcoming blog post assignment. To inform their personal statements, all students should take notes during research on their responses to these questions. They should also take note of ideas shared by group members during discussions. 3. Following the group research, learning can be shared through a class discussion while artworks by Zhao Bo are projected for all to see and discuss.

ZHAO BO* //CHINESE PORTRAIT #8//

4. Each student will then compose a 1/2 page blog posting, communicating realizations after viewing, discussing, and drawing conclusions about Zhao Bo and his work on social networking site: http://non-westernart.ning.com/. Students need to blend their aesthetic responses, personal interpretations, formal analysis, and judgements into clear statements. 5. The students could collaborate with another class, in another school district or state, studying Zhao Bo, with both classes sharing thoughts on the social networking site, extending the reach of ideas beyond the borders of the students’ communities. 6. Students will also comment on at least two blogs written by other students to question for clarification, expand on a thought, or to argue a position. This criteria and directions for blogging are included on the blog site.

Students will be evaluated individually, taking into account their group performance. The following rubric should be shared with students from the beginning of the lesson.
 * Assessment**:


 * **Rubric** || **Possible Points** || **<Points Earned** ||
 * **Group Work:** Works well with others, not dominating or allowing others to dominate. Shows respect and provides feedback on the ideas of others. || **5** ||  ||
 * **Personal Blog:** 1/2 page in length. Blends their aesthetic response, interpretations, formal analysis and judgments into a clear statements. Shows attention was paid to the provided guidance questions. || **10** ||  ||
 * **Comments:** At least two comments on other students’ blogs that are insightful, and encourage deeper inquiry. || **5** ||  ||
 * **Totals** || **20** ||  ||


 * Art Lesson** **3**
 * Title:** Taking a Closer Look: Zoah Bo
 * Grade Level:** High school (9-12th grades)
 * Time:** 1-4 days

This lesson meets the following [|National Standards for Arts Education] VA. 9-12.1 Understanding and applying media, techniques, and processes (//Proficient 1 and 2)// VA.9-12.3 Choosing and evaluating a range of subject matter, symbols, and ideas (//Proficient 1 and 2)// VA.9-12.4 Understanding the visual arts in relation to history and cultures (//Proficient 1 and 2)//
 * Standards**:

This lesson meets the following [|National Educational Technology Standards] for students: 1. Creativity and Innovation- **a, b** 2. Communication and Collaboration- **a, b** 3. Research and Information Fluency- **b, d** 5. Digital Citizenship- **a, b** 6. Technology Operations and Concepts- **b, d**


 * Essential Questions:**
 * What is identity?
 * What things should we consider when we talk about identity?
 * What are the different ways that identity can be represented?
 * Can they be represented through Signs? Symbols? or Brands?

message, image, identity, information, impact, culture, view, attitudes, voice, actions, concepts
 * Key Concepts**:

**Activity 1:** Class will be divided into groups of four. Each group will do research on the Zhao Bo. Each group will be required lookup information about the artist. Where he was born, school he attended and three other pieces of art created by Bo. **Activity 2**: All students will examine the subject matter of Bo’s work and write a one page description about the use of symbols, brands and concepts that are depicted within his work. Each student is required to turn in a one page description. **Activity 3**: Now that more information has been gathered about the artist and his works, groups will explore the idea of identity and the different concepts that is represented in //Sweet Embrace//. The groups will choose the //voice// that they will want to represent from the painting. Groups will then create a work of art that explains who the class will hear from. Any materials may be used. **Activity 4:** Lastly, groups will present their creations to the class along with a blog entry on the class webpage that is accompanied by a photo of the group project. The entry is to be one paragraph in length and should entail posting a well thought out question for other members in the class to answer about their project. Responses are required from all members in the class and will count as part of your grade.
 * Teaching and Learning Activities:**


 * Assessment:**
 * **RUBRIC** || **Level 1 (50-60)** || **Level 2 (60-70)** || **Level 3 (70-80)** || **Level 4 (80-90)** ||
 * **Knowledge/Understanding** || states ideas or information about the creative process with few details and traditional points of viewas to how the group arrived at choosing their concept || communicates and expresses ideas and information about the creative process with some details and some new ideasas to how the group arrived at choosing their concept || communicates and expresses ideas and information about the creative process with many details and some new ideas as to how the group arrived at choosing their concept || communicates and expresses ideas and information about the creative process with original and insightful perspectivesas to how the group arrived at choosing their concept ||
 * **Research & Technology** || states few details about researching the artist and technology in visual arts surrounding Zhao Bo and his artwork || communicates some ideas or information about research and technology in visual arts with few details surrounding Zhao Bo and his artwork || conveys and details many ideas and information about research and technology in visual arts surrounding Zhao Bo and his artwork || expresses with examples and details several ideas and information about research and technology in visual arts surrounding Zhao Bo and his artwork ||
 * **Thinking/ Inquiry** || group communicates ideas or concepts with representational artworks only || groups conveys ideas with representational and some abstract work || groups expresses ideas or concepts with representational, abstract and non-objective artwork || groups articulates ideas or concepts with a full range of representational, abstract, and non-objective artwork ||
 * **Application: Artwork** || gives a little information about the organization and visual content in the creation of the artwork || describes a few aspects of organization and visual content in the creation of the artwork || describes and explains the organization and visual content in the creation of the artwork || fully describes and explains the organization and visual content in the creation of the artwork ||
 * **Communication: Questions and Discussion** || asks few, if any questions, and states few if any relevant observations about group projects || asks some questions and makes relevant observations about group projects || raises relevant questions and contributes meaningful observations about group projects || poses pertinent questions and adds meaningful observations with insight pretaining to group projects ||

DAILY LESSON PLAN (NIU Format)
 * Lesson Title: ** Consumerism of Art
 * Grade Level: ** 11th-12th
 * Lesson Link: ** History and culture

VA.9-12.4: Understanding the visual arts in relation to history and cultures VA 9-12.1 Understanding and applying media, techniques, and processes
 * State Goals: **

Given a range of images created by Zhao Bo, students will successfully articulate and comment on the works of artists by using the "note" function of Delicious.
 * Objectives ** :

// Notes: 1) Link criteria to objectives, 2) Rubrics, etc. should be included as attachments. //
 * Assessment Criteria: **

Students are able to critique the work of Zhao Bo by using the note function of Delicious. The website used is Delicious.com

Rubric

=
|| Completion of the lesson || /5 || || Successfully uses and understands the note tool is Delicious || /5 || || Answers the questions in a comment about the artist's work || /5 || || Adds there own bookmark with their chosen artist || /5 || || Made comments on other students bookmarks || /5 || =====

// Note: All background information, theory content, and handouts should be listed below and included as attachments. //
 * Teaching Resources Needed to Support the Lesson **

Background information of Delicious, website found at Delicious.com Handouts: Questions for comments listed below and the rubric.

Internet Connection, Computer
 * Art Materials Necessary for the Lesson: **

**Student/Teacher Activities** [ Use Table, see the lesson plan template][indicate the time needed for each task]
 * Introduction: **

1. Give a brief introduction of the Web 2.0 tool “Delicious”. 2. Demonstrate how to create an account and search and add bookmarks. 3. Show how to add notes to bookmarks and post their reflections. 4. Introduce artist Zhao Bo and his work. 5. Give students the bookmark page where they can find links and information about the artist. 6. Ask students to research and understand the artist based on the following questions: - What is your first response to the artwork? - What aesthetic qualities does the artwork present that suggest the content of consumerism? - What connections can you make between the paintings and the culture and history of China? - What are Zhao Bo’s thoughts and concerns about consumerism?


 * Development: **

1. Explain this assignment that students that they will be using this tool to learn about different artists, and will be making connections between the artwork and concepts about culture. 2. Instruct students to research an artist of their choice with a similar concept of imagery where the culture has been captivated by consumerism, or a different concept with a strong cultural statement about the particular society. 3. Instruct students to comment on the artist's work by responding to the following questions: -What is your first response to the artwork? -What aesthetic qualities do the artwork present that relate to the concept or ideas the artist is trying to portray? -What is the artist’s point of view on the matter and what is he or she trying to say?Students: 4. Instruct students to upload their artist’s links to their own bookmarks on Delicious.com. 5. Have students look at the other students’ artists of choice and make comments on their bookmarks.

1. Review what has been learned about consumerism in societies and how artists show these ideas in their artwork. 2. Comment how technology used in the classroom is helpful and beneficial to learning.
 * Conclusion: **

// (Problems, successes, and what to think about for next lesson) //
 * Critical Comments and Reflections: **

// I enjoyed using the web 2.0 tool Delicious.com in a lesson plan. I think it is a good educational tool that can be used in any classroom environment. This lesson heavily focused on history and culture in the art, but was mainly about understand, manipulating and using the web 2.0 tool, while connecting it to an artist. For the next lesson, I might have the students add friends on delicious, and browse the website before going straight to the lesson. //

Rubric: This is graded on participation, completion and critical thinking. Teacher will assess work by reading comments and viewing bookmarks the students post.

Sources: [|Contemporary Artist Online] [|Chinese Contemporary] [|Robischon Gallery] [|Association of Colleges & Research Libraries]