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Long Beach Unified School District Wpa Artwork Collections Assessment Guidelines Survey

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Long Beach Unified School District Wpa Artwork Collections Assessment Guidelines Survey LONG BEACH UNIFIED SCHOOL DISTRICT WPA ARTWORK COLLECTIONS ASSESSMENT GUIDELINES SURVEY By: Sculpture Conservation Studio 1946 S. La Cienega Boulevard Los Angeles, CA 90034 April 20th, 2011 Prepared by: Andrea Morse Michelle A. Lee Michelle Rosenberg Table of Contents SECTION I: GENERAL FINDINGS 1. Objectives 2. Methodology 3. Summary 4. Recommendations 5. Estimated Costs SECTION II: CONDITION REPORTS WITH PHOTOGRAPHS 1. A Visit to the Jungle (Mural)- Addams Elementary p.7 2. Landscape Mural- Franklin Middle School p.10 3. Health & Beauty, Sports & Manship, Sower & Reaper (concrete relief panels)- Franklin Middle School p.12 4. Marble Bust- James Russell Lowell Elementary p.15 5. Industrial Activities in Long Beach- Poly High School p.17 6. History of Flight (Mural)- Lindberg Middle School p.19 7. Mural- Poly High School p.21 8. Speed is the Greatest Factor (tile mural)- Poly High School p.23 9. Film, Aviation, and Other Vocations, Great Men and Women (tile relief panels)- Poly High School p.25 10. Sculpture, Forger, and Eagle (concrete relief panels)- Washington Middle School p.28 11. Wood Filligree Ceiling- Washington Middle School p.30 12. Deep Sea Magic (mural)- Will Rogers Middle School p.33 13. Terrazzo Bench- Will Rogers Middle School p.36 14. Democracy and Youth (curtain)- Wilson High School p.38 SECTION III: APPENDIX – Glossary of Terms p.41 SECTION IV: PHOTOGRAPHS • CD of all digital images and artwork SCS • APRIL 2011 2 1. Objectives: The following report contains the results of a conservation survey conducted in October 2008 for the Long Beach Unified School District (“District”), California by Sculpture Conservation Studio (SCS). The survey was conducted in the following schools: Addams Elementary School, Lindbergh Elementary School, Poly High School, Franklin Middle School, Wilson High School, Rogers Middle School, Washington Middle School, and Lowell Elementary School. The survey focused on the work housed within the aforementioned District school sites of the Federal Art Projects (FAP), a branch of the Works Progress Administration (WPA) created under Franklin Delano Roosevelt’s New Deal in the 1930s and 40s. The purpose of this survey was to examine these works in order to develop a comprehensive program for the conservation, protection and/or removal of the works during the various phases of school renovation. In collaboration with the architects and construction firms, SCS would like to provide an expert approach to the proper care and consideration of these works during the renovations of the schools according to the Facility Master Plan. Our recommendations for the protection and/or removal of the artworks are based on the preservation of these historical and unique artworks. The principal conservator, Andrea Morse and Michelle Rosenberg (Senior Technician), of the Sculpture Conservation Studio (SCS) carried out the survey. 2. Methodology: Each work was individually examined on site to document observations in a general assessment form designed for the WPA artwork. Digital photographs were recorded and attached with the forms. The general assessment included some background and general information, location and condition of the items. The background and general information consisted of the Artist’s name, title/date, materials information, and dimensions of the artworks. The date of the examination was also noted. The location of each artwork and its environmental conditions along with the interaction of people with it were documented. The condition assessment consisted of examining each object’s structural integrity, extent of material deterioration, and aesthetics of the work. The object’s adherence to the surrounding architecture was another major factor in our examination. Conservation recommendations were based on the object’s integrity within and significance of the location it was commissioned for. In addition, conservation treatment proposal for each artwork was made in regards to the compatibility of original and repair materials as well as aesthetics of the artwork. Finally, a report was developed based on the assessment including recommendations for procedures relating to the preservation, storage and conservation treatment of the work. SCS • APRIL 2011 3 3. Summary: Eight schools across the District house 14 artworks whose media includes painted murals, cast concrete relief panels, a wood filigree ceiling, a terrazzo bench, and a marble bust sculpture. The works are located in interior and exterior locations in and around the schools. Although most works are permanent in their locations, some are portable. The majority of the works are dated with known artists and some of the works have an official WPA/FAP notation. The artists include local members of the Long Beach community, which was a common practice of the FAP. All the works are recognizable as part of the WPA/FAP because of their similar WPA era style consisting of flat/one-dimensional drawing and brushwork with dark outlines and figures dressed in similar era style attire. Addams Elementary contains a painted mural located in the wall of the library by Suzanne Miller from 1938. Lindbergh Middle School houses a painted wall mural in the library by Serena Swanson, Dorr Boethwell, Elizabeth Mills, and May Standfield. Washington Middle School houses three cast concrete relief panels on the front exterior and a wood filigree ceiling in the main foyer, principal’s office and library. Poly High School contains a painted mural in an isolated stairwell by Jean Swiggett and Ivan Bartlet, a painted tile mural on an exterior wall, and cast concrete tiles on the exterior walls of buildings of 100 and 200. Franklin Middle School houses a painted mural on canvas on the walls of the interior main entrance and three concrete relief panels on the exterior walls of the boys and girls locker rooms and building 400. A painted curtain by Carlos Dyer is located in Wilson High School’s auditorium. Rogers Middle School contains a painted mural on canvas on the walls of the main entrance hall by Orlinka Hardy and a terrazzo bench in the schoolyard. Finally Lowell Elementary houses a marble bust in the main hall by Louis Zack. After the examination of all the works SCS concluded that most of the works are in good to excellent condition with only a few in fair to poor condition. Although all of the works could benefit from a thorough cleaning, they appear structurally stable with the exception of the mural at Franklin Middle School. This mural was the only work observed in immediate need of conservation and stabilization. 4. Recommendations: The easiest and safest method to protect the artworks is for them to stay in-situ and to be protected with thick plastic or other packing materials. Even though removing any artwork is feasible, such an action would place artwork in jeopardy of potential damage. SCS also recommends that all the objects receive a maintenance treatment while some receive additional conservation treatments. If the building housing the artwork is being retrofitted, then consideration should be given to conserving and/or restoring the artwork at the same time. Unless otherwise stated, a conservator or conservation technician with the appropriate background and experience must perform the recommended treatments described in the assessment guidelines survey. Conservation can be SCS • APRIL 2011 4 defined as “the preservation of cultural property for the future. Conservation activities include examination, documentation, treatment, and preventative, supported by research and education.”1 All the procedures described in this report are individually modified and tailored to the condition, location and material of each individual artwork and includes cleaning treatments and restoration approaches. An example of said experience and expertise might include but is not limited to apprenticeship training with a trained conservator or formal studies in art conservation at an accredited university, combined with hands on experience in a conservation studio or museum conservation department. Following the completion of any work performed by SCS, conservators will provide school maintenance staff with instructions (and demonstration if necessary) for basic care of work between conservation maintenance visits. In cases where an anti-graffiti coating is applied, SCS will provide instructions for maintenance staff on how to remove graffiti should the need arise. 5. Estimated Costs The costs in this report are for planning purposes only, showing the potential costs associated with preservation relocation and conservation. All estimated costs associated with the following reports are based on the following rates: Personnel: Conservator Amount Duties Conservator $120/hr Conservator is responsible for all detail- oriented work for which conservation training is required, including testing, facing, filling, inpainting, etc. This person will lead and direct the team. Technician $80/hr Technicians will prep artwork and surrounding area, assist conservator with preparation and removal of artwork, and pack artwork for storage. Intern $65/hr Intern will assist Conservator and Technician with all non-technical work, including prepping materials, protection, documentation etc. Intern will write up all documentation and be in charge of all before and after treatment photographic documentation. 1 American Institute for Conservation of Historic and Artistic Works official website. Web. Last accessed: February 28, 2011. SCS • APRIL 2011 5 Misc Expenses: Item Amount Notes Documentation
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