Abstract:
My primary goal in creating "Murray at the Metropolitan"� was to introduce various artistic concepts, processes, and specific works of art to a youthful audience in a fun, unique manner. By including both text and illustrations, I made this story accessible to children too young to read but engaged by picture books as well as elementary school-aged readers. “Murray … ” is a book children can either read themselves or have read to them.Throughout the course of this project I steadily reshaped and revised my original ideas, breaking down complex language into words and sentences fit for an audience of four- to nine-year olds. I was also challenged to create original illustrations using prints from the text The Metropolitan Museum of Art as models for my own free-hand images. Once the illustrations and text were completed, I utilized Adobe Photoshop to lay the wording around the illustrations.The storyline follows the adventures of one imaginative seven-year-old boy named Murray on his class field trip to the Metropolitan Museum of Art. Murray's teacher inspires him with the idea that art should be experienced imaginatively. As he encounters various works of art that interest him, Murray finds himself able to interact with the artwork in different ways. For example, several human sculptures come to life and explain their stories. Murray is also able to blink himself into several paintings and interact with their subjects.I chose a broad spectrum of artwork ranging from such ancient pieces as a medieval suit of armor to such iconic pieces as a Monet landscape. I wanted to include works that children could see at a young age and be able to remember and recognize when older. The task was to make these works of art interesting for an audience that has never heard of Impressionism or Realism. Murray became my vehicle to accomplish just that. He does not bother to investigate the names or backgrounds of the works of art. Like any kid, he simply explores the unknown through sensory interaction. Murray's faith makes possible the whole story, and through that I hope to encourage readers to trust in their imaginations as well, to let go of logic and doubt and simply enjoy following where their imaginations lead them. Through Murray's actions, I also hope to communicate to children that art is not just for grown-ups; it can be understood and appreciated in whatever ways they choose to experience it.
