‘Children of the World’ Sculpture at Weona Park in Pen Argyl, PA, has been completed by Ginger Blue Clay Art Studio artists, Bahereh Khodadoost, and Walter Heath. The design is composed of slate, concrete, and fired clay parts. The sculpture is designed by the clay artist Bahereh Khodadoost. The Dedication of this Cultural Event took place on Sat. June 27, 1998 at 1-3 P.M. The finished project & the Dedication were both very successful. This was an accomplishment of a monumental task, all things considered.
This multi-level, multi-cultural sculpture is an addition to the already existing children’s playground in Weona Park.
The sculpture is DEDICATED to ALL the CHILDREN of the WORLD, who have the power to change the world for the BETTER. Children who are the hope of the future, and hold the well-being of the world in their hands. This Sculpture Playground is intended to create a wonderful, inviting, quiet, and pleasing environment. The artist would like to encourage the Children to come up with as many as Friendship Conversations & Friendship Games as possible, to play on & to play around this Sculpture. Finding out how to make the World a Better Place.
At the ceremony, Bahereh played a Friendship Game while distributing 95 fired clay parts with textures taken from nature, like the ones that she has made for the sculpture. She explained that these fired clay parts, and the exchanging of them during the game, are representing the seeds planted in our life-long friendships.
“ In LIFE, We all
start at the same beginning, We go about our lives, We experience Life
in our own way, We meet people, we share and We exchange the GIFT of LIFE,
We go about our LIVES as this CYCLE Repeats again & again.
‘There is a rhythm in Building a Life!’” - Bahereh
There is an impression of Sienna Mae’s (the artists 8 years old daughter) hand-print, and Bahereh’s hand-print in the concrete part of the sculpture, representing all the children & all the parents of the world.
*Work in Progress - (full scale painted representation)
CONTACT: GINGER BLUE CLAY ART STUDIO BAHEREH KHODADOOST OR WALTER HEATH 610-863-3362 (STUDIO) PUBLIC ART PROJECTS IN PROGRESS: The “Children of the World” Playground Sculpture will be fabricated at Weona Park in Pen Argyl, Pa., by Ginger Blue Clay Art Studio artists, Bahereh Khodadoost, and Walter Heath. The design will be composed of slate, concrete, and fired clay parts. The project is scheduled for completion in the Spring of 1998. “ Children of the World” Playground ( 9ft x 22ft) and “LOTUS Multi-Cultural Clock” (9ft in diameter), are both designed by artist, Bahereh Khodadoost. Full-scale designs can be previewed at Ginger Blue Clay Art Studio, 318 W. Applegate in Pen Argyl, Pa. Both projects can be for either indoor or outdoor sites. The designs can be painted on almost any surface, or produced as a sculptural form using fired clay of various shapes in conjunction with other materials.
Lotus Multicultural Clock
Children of the World
Playground by Bahereh
“The purpose of both projects is to create a wonderful quiet, inviting, interesting, amusing, playful, yet cultural environment to any given location. To provide a pleasing atmosphere for all people, particularly children to spend their tranquil time as well as their playful time. To promote and encourage understanding on the concept of UNITY. To celebrate unity through diversity. To encourage harmony among all people. To add beauty to the site, which in return can bring joy to children and grown ups alike. To serve as a channel between the ART world and the GENERAL PUBLIC. To take the ART to the PUBLIC, and make it more accessible, less intimidating, and more exciting for all people,” remarks artist, Bahereh Khodadoost. “Children of the World” Playground at Weona Park will be made possible through the Pennsylvania Partners in the Arts(PPA), a local decision-making program of the Pennsylvania Council on the Arts (PCA). The PCA is a state agency in the Governor’s office, created by the Legislature in 1966 to encourage and promote the arts. Funding comes from the citizens of Pennsylvania through an annual state appropriation by the Legislature, and from a federal grant from the National Endowment for the Art. PPA is administered locally by the Monroe County Arts Council. Please visit our new WEB SITE at: www.wyndows.com/gb For further information: call 610-863-3362 or E-Mail to: baherehKh@wyndows.com
To Whom it may Concern: I (Bahereh Khodadoost) am the writer of more than 50 articles in the English language, and some in the Persian language. These articles deal with the Educational, Social, Art, and Language Issues from the philosophical as well as artistic standpoint. Are you , or do you know of any publisher who might be interested in publishing these articles in a book? If so, please contact me at the above address and phone numbers. Sincerely, Bahereh Khodadoost Nov. 1997 Pa. P.S. A listing of some of these articles are enclosed for your information and consideration. List of the Some Writings by Bahereh Khodadoost
Personal Artistic Statements:
- Personal Biography - "Who is an Artist?"
- "My Artistic Statement" -" Educational Artistic Statement"
- "Sample Art Residency for Schools"
- “LEARNING DISABILITY ‘OR’ TEACHING DISABILITY ?!”
Language Related Articles: - “Food for Thought/ English and Persian Words” - “Food for Thought / English Words” - “A New Perspective on LANGUAGE” - “Language Connections” - “Alphabets/ Numbers/ Language and Design” Art Related Articles: - “Clay, Life, and People” - “Rocks and Humanity” -”My Coil-Pots/ My Abode” - “Manifesto/ Numbers, Letters, and Words Derivatives” - “What is Art/ What is Craft?” - “Who Am I? Who Are You? Who is a CraftsMAN?” - "How Do I Miss My ARCH !?" Social Related Articles:
- "Cover Letter/Children" - “Children” - “Our Body” - “Prayer” - “Flight/Reincarnation" - “Celebration of Ideas” - “God/Love” - “People’s Rights/ Social Laws” #1 - “People’s Rights/ Social Laws” #2 - “Food for Thought/ Women’s Rights” - “Food for Thought/ Blood” - “ The Ugly Face of Discrimination” - “Reflection On My Life/ My Thoughts On the Eastern and the Western Attitudes” - “Food For Thought On the Persian Language/And Its Male Oriented, Sexist and Racist Words and Expressions“ - “Sacred” - “Note of Rejoice......” - “Rhythm Makers/ Symbolic Cymbals” and “Finding Your Own Rhythm” - “Freedom” - “Cave and Consistency” - “Wedding Band and Diamond Ring” - “The Rose, the Story of Life” - “HERANA“ - “Ode to Daisy/My CAT Daisy, Faithful & Sweet“ - “Reflection of “Heart”/ Genuine Love and Respect” - “Manifesto” or “Womanifesto!”/ Reflections“ - ”Names and Their Impacts”
* To read these articles: Go to the "Writing" Page: click> WritingsTo Whom it May Concern:
All over the world, there exists many forms of prejudice. Prejudice is the direct result of IGNORANCE & FEAR OF THE UNKNOWN. Although its manifestation, and its form may vary from one place to another, but nevertheless it does exist. Prejudice is destructive not only to the progression of one’s soul, but to the advancement of HUMANITY as a whole. It acts as a barrier, and obstacle to the formation of UNITY OF PEOPLE. Prejudicial attitude is caused by the lack of TRUE EDUCATION in the World’s Cultures. Unfortunately, many people get their information via mass media. The recipient’s perception of one group of people is sometimes swayed inappropriately due to the way that group of people is portrayed by the media. This may make one group of people think that they are above and better than another group of people, to the point of looking at the other group as ENEMY; to the point of DEHUMANIZING the other group of people; to the point that their lives have no value in the eyes of the group which thinks it is SUPERIOR. Even when PEOPLE are killed in this type of situation, there is very little or NO COMPASSION shown by the group that thinks it has the right to be in control. THIS produces a PATRIOTIC ATTITUDE WITHOUT ANY BASE, without true knowledge or understanding. Being PROUD of one’s heritage is admirable, but only when it is achieved through GAINED KNOWLEDGE processed with fair-mindedness, and not only by vain imagination.
LET US, AS PEOPLE, TAKE PRIDE, NOT ONLY FOR BEING A CITIZEN OF A COUNTRY, BUT RATHER FOR BEING A WORLD CITIZEN!
If WE as HUMANISTS, feel that it is important to change this type of behavior in any given society, WE need to take action. Maybe the following steps can be helpful:
1- RECOGNIZE that PREJUDICE exists in the world at large.
2- LET US ASK OURSELVES: WHAT ARE WE GOING TO DO ABOUT IT?
3- I, as a member of the WORLD SOCIETY, am convinced that EDUCATION (TRUE EDUCATION) is the KEY to solving this problem.
4- WE as PEOPLE (children and adults) can become educated about VARIOUS CULTURES. Every culture is MULTIFACETED. When one studies the history of any given society, whether its MUSIC, ART, LITERATURE, SCIENCE, and RELIGION, s/he realizes that each culture has played a major role in the WORLD’S CULTURE. Each culture has its own MERITS. Once we, as members of the society at large, open up to each other with open eyes, open minds, and open hearts; we can learn and benefit from each other. That is what needs to be taught to ourselves and to our youngsters. It is fine to recognize there are positive points and negative points in every culture, and in every part of the world, but the EMPHASIS SHOULD BE ON THE POSITIVES.
The HOPE is, by doing so, one becomes educated on the Culture of the World, and therefore s/he becomes less prejudice.
5- Once this task of UNDOING THE EXISTING PREJUDICES is achieved, there would be very little or no fear, misconception, or misunderstanding among ALL people.
I happen to be one of those people who has the desire, the inclination, the knowledge, and the tools to be instrumental in the accomplishment of this vital task. Therefore, if you think that I can assist you in this task of undoing the prejudices and biases in the WORLD SOCIETY, please contact me at:
423 Mountain Ave. Pen Argyl, Pa. 18072
Web Site: www.wyndows.com/gb
P.S. I often think of The Native Americans
whose thought formation is around the CIRCLE, and the Modern Western Society
that forms everything around the SQUARE. After all, it is the CIRCLE that
symbolizes UNITY. These thoughts come to my mind even when I observe the
Circle Dance verses Square Dance.
My name is Bahereh Khodadoost. My first name is fairly unusual even in my country, Iran. Bahereh means shinny, clear. My last name is my father’s last name, given to me at birth. Khodadoost is a compound word, consisting of two words, Khoda meaning God, and Doost meaning Friend. The equivalent to this word in English (OLD) is Godfrey.
I was born and raised in Iran. I was raised in a loving, well educated, and open-minded family. My mother was an educated mystic, and very much involved in music, poetry, and literature. My father was a self-made man, and well educated. They both were true humanists who were one of the most honest, trustworthy, loving, compassionate, and well-respected individuals.
My way of thinking, and my style of writing is the direct result of my upbringing. The language of poetry is a very comfortable language for me, and it spreads itself in all aspects of my life. Perhaps this is a reason for some of my articles to be hard to understand for some readers. What I try to convey is usually the essence of an issue, which requires more sensitivity and true insight from the reader, in order for the point to get across. It is because of this realization that I offer many workshops in conjunction with these writings.
The last time I left my country, it was in April 1979. I had graduated from college with a degree in English Literature in early 70’s. I was back to University working on my Master’s degree in Library Science when the Revolution started. I ended up at University of Ga. pursuing a degree in Comparative Literature in Fall 1979. Later on, I studied mainly Art in Missouri, Kansas, and finally in Alfred, New York. I find Art and Poetry inseparable from each other, because they both touch the soul of a human being.
My work is greatly inspired by my life long exposures to diversity, from which I have applied my unified approach. I don’t consider myself purely a Persian artist, but a multi-cultural artist influenced by my background. My work is inspired by my whole life. You find an essence of Persian art & culture in my work, but my work does not present itself as Persian Art. It is a marriage between East and West.
Bahereh Khodadoost March 5, 1998
“MY ARTISTIC STATEMENT”
Please allow me to introduce myself, my name is Bahereh
Khodadoost-Heath. I am a full-time
professional artist with a studio in Pen Argyl, Pennsylvania. My approach to teaching is multi-cultural. I
teach Art to educate, and I Educate to teach art.
The State funded Pennsylvania Council on the Arts, Arts
in Education Program (AIE) provides funding,
publishes a directory of artists and folklorists, and offers professional development opportunities for
artists, folklorists and educators. The Directory of Pennsylvania Teaching Artists and Folklorists is the
PCA’s AIE roster of approved teaching artists and folklorists. It is an annual publication on the artists and
folklorists who have been accepted into the AIE Program, and it is distributed throughout the state. Artists
and folklorists are reviewed for artistic excellence and educational capability by panels of artists in each
discipline, folklorists and educators familiar with residency programs.
I am honored to be included in the 1996 Directory of Pennsylvania Artists and Folklorists.
I am classified as a clay artist. Through Art one can
become more open-minded and open-spirited. My
main interest in teaching “CLAY” is to help people by having hands-on experience, to appreciate LIFE
more fully, enabling them to create a more harmonious and unified world. Only when an individual
understands and values her or his culture, s/he can appreciate other’s. This teaches respect and bears true
Multi-cultural symbols dominate my clay surfaces. My approach
to teaching is also culturally diverse.
This would allow the students not only learn to work with clay, and express themselves, but to learn
about and respect other cultures. Out of this respect for others comes self-respect. I may encourage the
students to create their own personal symbols, and incorporate them into their clay work. This hopefully
will teach them that everything in the universe is interconnected.
If you are interested in my services, please feel free to contact me for scheduling and funding information.
Ginger Blue Clay Art Studio
423 Mountain Ave.
Pen Argyl, Pa. 18072
Web Site: www.wyndows.com/gb
" Educational Artistic Statement"
* PROFESSIONAL CLAY ARTIST SINCE 1985
* ROSTERED ARTIST APPROVED BY THE PENNSYLVANIA COUNCIL ON THE ARTS
* MEMBER OF MONROE COUNTY ARTS COUNCIL
* JURIED MEMBER OF PENNSYLVANIA GUILD OF CRAFTSMEN(CRAFTSPERSONS)
* WRITER OF SEVERAL
ARTICLES ON MULTI-CULTURAL, SOCIAL ISSUES AS WELL AS
EDUCATIONAL AND LANGUAGE RELATED ARTICLES
* CONDUCTS ART & WORLD CULTURE CLASSES
* WORKS WITH ALL AGE GROUPS
* HAS MULTI-CULTURAL
ATTITUDE WITH A UNIFIED APPROACH.
FINDS COMMON DENOMINATOR IN VARIOUS SUBJECTS (FROM POTTERY TO POETRY,
TO MATH, TO LANGUAGE, TO DANCE, TO EXERCISE AND SPORTS, TO MUSIC, TO
PAINTING, TO DESIGNING, TO CALLIGRAPHY, TO HAIRSTYLING, TO COOKING, TO
KNITTING, TO SEWING, TO SCIENCE, TO GEOGRAPHY, TO ANATOMY, TO NATURE,
ETC...). AND HELPS STUDENTS LEARN AND UNDERSTAND THE INTERCONNECTEDNESS
OF ALL ASPECTS OF LIFE, WHILE PRESERVING THEIR OWN INDIVIDUALITY AND
IF INTERESTED IN MY
SERVICES, PLEASE FEEL FREE TO CONTACT ME FOR
SCHEDULING AND FUNDING INFORMATION.
GINGER BLUE CLAY
423 MOUNTAIN AVE.
PEN ARGYL, PA. 18072
WEB SITE: WWW.WYNDOWS.COM/GB
On the first and second day, I would try to meet with as many as the teachers as possible, and I would introduce myself and what my qualifications are. I would define my multi-cultural and universal approach to teaching, which will hopefully bring about more harmony in our world society. I would make it clear that my teaching CLAY, and comparing it to LIFE, can help the students learn about “RESPECT” and self-esteem. This can be accomplished while each student’s creativity is encouraged and her or his individuality appreciated and preserved. I teach CLAY with an universal attitude: I integrate teaching clay with other disciplines- clay to math, math to music, music to nature, nature to art, art to science, ...etc. Once this dialogue was established with the faculty, I would try to combine different areas of study into joint projects, for instance, an art class and a math class studying form and form relationships based on numbers and measurements. I would try to stay sensitive and open to what the teacher(s) would like to see being accomplished within the frame-work available. Once we come to an agreement on the time frame and specifications, I would be ready to start meeting with students. My on-site personal art work can be done in an open and accessible area which would allow and encourage students to stop whenever possible for questions and discussions. I would demonstrate mainly handbuilding such as making of a coil-pot, a platter, a basket form, or a carving of a design on a piece of clay or plaster.
On the third through seventh days, my preference would be to work with small core groups of students, not more than 10 at a time. I would talk to the students in order to find out what interests them. I may start by having some materials available to them as conversational materials. Then I would encourage having open discussions with everybodys’ participation. Once we arrive to a conclusion(s), it is time to start having some hands-on experiences. This does not necessarily mean working only with clay. It can start by writing some ideas on the paper, doing some sketches based on numbers or letters or anything else, making some models, making stamps of some of these ideas, etc....I will try to present the opportunity for a much fuller experience, rather than only making an object out of clay. I think this process is far more important than the destination. I would incorporate appropriate materials to help the students to understand form and form relationships, and that there is a correlation between these and other aspects of life. Once the awareness is raised, for example when a student is in the process of making a coil-pot, s/he can compare the process to the knitting of a sweater, the growth of a tree, or even to the making of a financial report. All clay objects would be formed and finished by the end of the seventh day.
On the eight and ninth days, general lecture and discussion sessions with viewing of videos and/or slides could be scheduled for all interested students, parents, and community members. Some of these sessions can be with combined classes of different subjects if the teacher(s) find it beneficial. All clay objects would be bisque fired by the end of the eighth day.
On the tenth and final day a demonstration of the Raku firing process can be scheduled at the school site. This would require an additional experienced person to assist. The students could glaze their clay pots and experience them being fired and cooled quickly in a very exciting fast moving environment. Other students, faculty, and members of the community would be welcome to watch.
I remind myself more
than ever, that children and grown ups alike, once they open up to each
other they may recognize the fact that in this life nobody is a student
at all times, and by the same token, nobody is a teacher at all times.
Rather we are all teachers and students of life at all times, and we can
benefit from each other simultaneously.