Hinode
- 1987
- Offset Lithograph;Silk Screen
- Image/sheet: 30 x 44"
- 72 prints in this edition
About the Print
Hiroshi Murata’s Hinode, 1987, is a abstract piece contrived of geometric lines. A red textured color with hints of yellow and blue make up the background.
—From Brandywine Workshop and Archives and records
Hiroshi Murata
Japanese
Born January 18, 1941 in Tokyo, Japan
About the Artist
Based in Santa Fe, NM, Hiroshi Murata earned his BFA from Rhode Island School of Design, Providence, and an MFA from Yale University School of Art and Architecture, New Haven, CT. Murata was an associate professor of art at Western Michigan University, Kalamazoo, and professor of art at the College of New Jersey, Ewing Township.
Since retiring from the College of New Jersey in 1991, Murata has worked on paintings and completed numerous public commissions. His work has been featured in solo exhibitions in Japan and the United States, including Gallery Tokyo Eizo, Tokyo; Gumps Gallery, San Francisco, CA; and New Jersey State Museum, Trenton.
Murata is the recipient of grants and fellowships including a Fabric Workshop and Museum, Philadelphia, residency from the Mid Atlantic Arts Foundation; distinguished research award and faculty research grant from the College of New Jersey; visiting-artist fellowship at Brandywine Workshop and Archives, Philadelphia; and National Endowment for the Arts visual arts fellowship.
His work is in public collections including deCordova Museum and Sculpture Garden, Lincoln, MA; Art and Culture Center of Hollywood, FL; Miami-Dade Community College, Miami, FL; Museum of Fine Arts, Boston; National Museum of Modern Art, Kyoto, Japan; National Museum of Modern Art, Tokyo; Whitney Museum of American Art, New York Public Library, and Pratt Graphics Center, New York City; Tokyo University of the Arts; and Zimmerli Art Museum at Rutgers University, New Brunswick, NJ.
—From Brandywine Workshop and Archives and records
Curriculum Connections
Suggested Topics for Algebra I and Geometry
Algebra I:
The resources provided can be used early on in an Algebra class to help students think in multiple dimen- sions. The artworks can be used to demonstrate illusions intended as a design element or to help students imagine space constructed or deconstructed from forms or shapes within a space. The ability to visualize concepts through art can make advanced math more accessible to students early on.
Geometry:
Some may want to use images in the Artura.org library to explore more complex uses of advanced math to create the illusions of space and solve spatial dynamic issues for three-dimensional works such as stand-alone sculpture and site-specific, public artworks. The laying of bricks or ceramic tiles is a skilled craft that can involve creativity and innovation in bricks or tiles are set and many available options in color, design, and texture are used. Sculptors such as Melvin Edwards, Richard Hunt, and John T. Scott have consistently used higher math concepts in the creation of large scale, space-defining public art.
Questions to Consider
- What are the different considerations between symmetry and asymmetry in relation to designing a structure or composing a work of art?
- What roles can rhythm, repetition, pattern, proportion, and scale play in an architect’s design and construction process? What roles can they plan in making a work of art?
- Other than the design of buildings, where else does one observe the use of the right angle in a creative way and for what purposes?