#And I thought the sketch was purdy!

[searchingforthedreamscape]

Holy shit! It looks even better in color! Bravo!

What happens when I see a reference pose that just screams "Knockout."

Micron pens and Prismacolor pencils.

[sleepyconfusedpotato]

Behind The OC Name

Thank you @kaitaiga @alypink @welldonekhushi @revnah1406 for the tag! Let's do this!

OKAY. I'm gonna turn into a bachelor of yappology here so bear with me ☝️🤓

🌹 Charlotte 'Jade' Le Jardin 🌹

Initially, I wanted to name her 'Roxanne'. Some of you might know this, but Jade used to be my original story's main character called Louisa. BUT, Louisa's initial name was Roxanne. I didn't know why, but elementary school me liked Roxanne so much (I didn't even know that it's also a song title by The Police back then HAHAH). I wanted a very recognizable name, but I think it was a bit much, so I switched to Charlotte because of Charlotte Bronte, the writer. Also, it turns out that 'Charlotte' means 'free man', it's pretty cool since Jade's story is mainly about breaking free from MI6's influence and shackles along with her parents. Meanwhile, Le Jardin was the result of Jade's family's occupation as a florist. I mean, it's a fake last name anyway as they were making an entirely new identity after escaping from MI6.

Jade was literally just because she had a green eyes, but I felt it's too cliche so I made an entirely new black division of MI6 where each agent is named of a type of ore/jewel. Plus, Jade is just easy to pronounce and recognizable, perfect for communication purpose!

🐞 Eleanor 'Ladybug' Graham 🐞

Eleanor's name came up just out of the blue from my mind. I drew Lady's design first, and then decided to make a name for her, and it's either Eleanor or Claudia, and I thought Claudia doesn't suit her at all, so I stayed with Eleanor. Eleanor means 'Light-hearted' or 'shining light', kind of goes along with her 'take-it-easy' attitude and how she's a medic and becomes the light of hope for the wounded. The surname Graham is literally just my obsession with Will Graham from Hannibal. My 14-16 year old ahh was obsessed with NBC Hannibal, and Will held a special place in my heart LOL.

When I created Ladybug, I knew I wanted a special and a cheeky callsign for her to pair with Gaz. I never really liked bugs, but I thought back then that a ladybug's shape and pattern is so damn cute and endearingly silly. So I just went with Ladybug. AND THEN, The NFC Championship 2023 game happened between 49ers vs Lions. Brandon Aiyuk caught a pass from Brock Purdy after the ball straight up bounced from Kindle Vildor's helmet, which resulted in a touchdown in the next play. At the interview post game, Aiyuk said "a ladybug landed on my shoe." JUST THEN I KNEW THAT LADYBUG MEANS 'GOOD LUCK'. And then the gears on my brain turned, and I can connect with how Gaz is always unfortunately hanging/falling from an aircraft, be it an airplane or a helicopter. The fact that he's always came out ALIVE after those events just tell me, there's gotta be a ladybug that's always with him 24/7!

🔥 Barandos 'Bara' Tarigan 🔥

For Bara, I just KNOW that his name's gotta be Bara because there's a celebrity chef from Indonesia called Bara Patirajawane, and it's such a sick name that I just had to make it into a name of my OC HAHAH. Bara also means 'fire embers' and it's pretty cool ngl. Tarigan is a Batak tribe surname (I'm half Batak from my name), so I just wanna have that element on my OC.

⏳ Silja Freyrsdottir ⏳

For Silja, I actually had quite a hardtime to name my OC. I didn't know what her appeareance yet, her story yet, and like what her role was in the God of War Ragnarok storyline. So I started to think of what goddess she was, and I wanted it to be close to Heimdall, so the Goddess of Memory and Remembrance it was. I then searched for that kind of god in the Norse mythology, and I didn't really find anyone that came close to what I imagined, so I just started from sratch. I sketched her character, and as I draw her I make up a story in my mind. Oh, she's an adventurer, a rogue princess, hmmm from what realm, Alfheim? Let's do that cuz I love Freyr. I wanted her name to be either 'Silja' which ironically means 'blind', or Ragnhild, which means 'battlecounsel'. QUICKLY I feel that Ragnhild sounded to professional for her adventurous character. Silja sounded so right, and her name could be like a contradiction to what her ability is, which is seeing people's pasts, but blind to the present (a flaw much like Heimdall's).

Tagging YOU 🫵 Reblog this with your OC's name lore!

[descentintobandom]

You’re Worth It

Title: You’re Worth It Chapter: One-Shot Pairing: Slytherin!Ashley/OC Rating: T Fic Summary: Ashley has a crush on a Hufflepuff: Melina. Author’s Notes: Requested by anon. It’s been a while since I’ve written anything like this. I actually just saw Harry Potter in concert this weekend, so this feels like coming home. I couldn’t see Ashley being anything other than a Slytherin.

Ashley admired her from afar again.

She was sitting in the corner of the courtyard, chewing on her fingernails as her hand flew across the paper in her lap.

“Stalking the Hufflepuff again?”

Ashley jumped and turned around, smacking Andy with his potions textbook. “I’m not stalking her!” Ashley snapped.

“Okay, jeeze. Do you even know her name?”

“Her name is Melina Worton. She’s in my Charms class”.

“I hope you know what you’re getting yourself into”, Andy said and walked off.

Ashley gathered his courage and entered the courtyard. He started walking towards Melina, but was stopped by Nellie.

“Hey Ashley, where are you headed to?” she asked him, putting her hand on his chest.

“I was just going to talk to Melina”, Ashley said.

Melina’s head snapped up at the sound of her name. It was Ashley Purdy from her Charms class. Her eyes fell on Nellie and her eyes dropped to her drawing of the Whomping Willow. She tried not to tear up as Nellie flirted with Ashley. She liked Ashley, but he’d never go for a girl like her. She couldn’t do anything right. She was basically a waste of space at Hogwarts.

“Listen, I’ll see you later Nellie”, Ashley said and walked up to Melina.

“Hi, can I sit with you?” he asked her.

Melina nodded.

Ashley sat next to her on the stone bench. “That’s really good”, he told her.

Was he complimenting her? No, he wasn’t. He probably thought it looked like crap and he was lying so he could make fun of her later with his friends.

Melina shook her head and shoved it into Ashley’s hands. She quickly got up and fled the courtyard.

Ashley sighed and got up, making his way to the Great Hall.

Andy was there already with the rest of the guys.

Their friend group consisted of two Gryffindors: Jake and CC, two Slytherins: himself and Andy, and one Ravenclaw: Jinxx. They were pretty much outcasts of their own houses with their long dyed hair and tattoos, so no one really bothered them.

“So how did the ‘Talk to the Hufflepuff’ plan go?” Andy asked him.

Ashley was close to slamming his head into the table when CC asked, “What Hufflepuff?”

“Ashley’s got a crush on Melina Worton”, Andy teased.

“You mean Lina?” Jinxx asked. Four heads turned to him.

“You know her?” Ashley asked him.

“Yeah. She was in my Transfiguration class last year. She always came to class covered with bruises on her arms and wrists”, Jinxx told them, “She was dating a seventh year, but I can’t remember his name. I don’t think I ever met him”.

“She was abused?” Jake asked.

“Yeah, but I don’t know how long it went on, because I only ever met her last year. She spent the last month of school in the hospital wing. She really is a sweet girl, so I don’t know why anyone would want to hurt her”.

Ashley looked at the sketch in his hand. No wonder she was so skittish near him.

The next day, Ashley sat down next to her in class.

“How’s your day going Melina?” he asked her.

“I’m fine, Ashley”, she said.

“Would you like to go to Hogsmeade with me this weekend?”

She shook her head.

“Okay, well then could we have lunch together?” he asked.

She looked over at him. “Why?” she asked him.

“Why what?”

“Why are you being so nice to me?”

“Just because I’m a Slytherin doesn’t mean I have to be an asshole. Not like your ex-boyfriend”, Ashley said, before he could think.

Melina’s eyes went wide. “Who told you?” she whispered.

“My friend Jinxx”.

Melina smiled and her eyes softened. “Jinxx. I like Jinxx. Jinxx is nice”, she said, playing with her long blonde hair, “He wasn’t always like that. David, I mean. He was nice in the beginning, but I suppose all abusers are”.

“So, does that mean you’ll have lunch with us?” he asked her. He could see the hesitance in her eyes, so he leaned over and placed his hand on hers. “I’m not like him. I promise. I don’t care what he told you, he was a liar. I can see you haven’t completely recovered from what happened to you and that’s okay, because my friends and I are going to help you get through this”.

She offered him a small smile and said, “Yes. I will have lunch with you and your friends”.

[stepsandstaircases]

Welcome to Poetry Friday, the visual edition!  Do you recognize the photographed pieces above? 

My exploration of grief began with the words that became the title of this poem, which led me to the familiar monopoly game piece.  I thought about incorporating one of the tokens in my poem (wheelbarrow), but decided to cut the stanza out.   

Grief is a house on a cul-de-sac

“Close your eyes and be still, now.  I’m going to give you a memory of a rainbow.” Lois Lowry, The Giver

*****

There is no monopoly

on sorrow.

Its properties are diverse.

 *

A double bind,

misfortune

casts a bittersweet shadow.

 *

There is no “pass go”—

no $200 salary to collect

as you round a corner.

 *

No trade

replaces

the loss.

 *

It is always

there

 *

a memory with many tokens.

Copyright   2017 Lisa Coughlin

The stanza I ended up cutting was:

Grief is carried in the heart:

(a heavy load

                in a wheelbarrow).

I left the wheelbarrow token in my photographs, though, as it brings to mind the stanza I cut and symbolizes how grief can feel.

Thank you for sharing your unique takes on the prompts I shared.  If you didn’t see it mentioned in Mary Lee’s poetry post last week, I encourage you to check out Amy Krouse Rosenthal’s Project 1,2,3.  Amy’s creative work has long inspired me and lifted my spirits.  After her passing, Amy’s daughter, Paris, continued Project 1,2,3.  Amy’s visual poem When Life Gives You Lemon Drops can be found here.

***** You can find more poems elsewhere (nod to The Giver -- I just read this book for the first time, and felt it connected to the subject of grief).

*Mary Lee Hahn shares a Pomegranate haiku 

*Brenda Davis Harsham’s poem celebrates the Super Moon and an art print her daughter loves, Moonlit Kitty 

*Tabatha Yeatts shares poems from The White Cliffs by Alice Duer Miller

*Kathryn Apel shares the gifts she received from Linda in the Poetry Swap exchange

*Sally Murphy shares an Aussie Christmas song

*Michelle Kogan offers her take on the lemons into lemonade prompt, as well as a lovely lemon illustration and a lemon poem by Pablo Neruda   

*Linda Kulp Trout joins Mary Lee in writing a haiku for healing on Christmas cards

*Laura Purdie Salas creates a lai and poemsketch for Jellyfish Dance 

*Laura Shovan turns to George Harrison for comfort and asks you to share who your favorite Beatle is, and what music helps you when you’re feeling down

*Renée LaTulippe debuts a new blog look and features poems by Matt Goodfellow, from his debut collection Carry Me Away

*Diane Mayr celebrates Christina Georgina Rossetti by sharing a seasonal sonnet  

*On Random Noodling (another blog of Diane’s), for extra credit, Mayr responds to the lemon prompt, inspired by the image of a label for Progressive brand lemons--from scratch, her Lemon Pie poem

*Linda Baie responds to the prompt with an original poem and visual, inviting you to look at a bouncing ball in a new way

*Catherine Flynn writes about Milkweed 

*Alan J. Wright discusses line breaks before sharing a poem, The Life of Leon, based on a childhood memory

*Linda Mitchell responds to the prompt “When Life Gives You Lemons” and hopes for energy from her fellow poetry friends

* Heidi Mordhorst’s Yellows poem was inspired by a painting through a SPARK collaboration

*Ruth shares a sonnet by Shakespeare 

*Jama Rattigan offers up a book review and giveaway of An Artist’s Night Before Christmas by Joan C. Waites

*Matt Forrest Esenwine shares a poem he wrote about something small and another one about an unlikely hero by Michelle Heidenrich Barnes--both from her poetry anthology, The Best of Today’s Little Ditty, 2016   

*April Halprin Wayland recommends a book in which poetry plays a role: Train I Ride by Paul Mosier--stop on over for a review, author interview and autographed copy giveaway

*Penny Parker Klostermann collaborates with her great nephew, Liam, who shares his sense of humor in his interpretation...you have to see what Liam draws in response to Penny’s poem, Santa’s Claus-it

*Donna JT Smith has a lemon haiku and talks about her gift from Michelle that her cat discovered, too

*Irene Latham woke up to snow this morning and is filled with glee!  She shares two new snow books, some pictures of today’s freshly fallen snow, and some lines she wrote about snow in the past

*Liz Garton Scanlon talks with her poetry sister, Sara Lewis Holmes, about the musical aspects of her new book The Wolf Hour, and offers you a chance to win a copy

*Kay McGriff participates in #haikuforhealing with Known 

*Little Willow shares lyrics from the song Unwind by Guy Garvey ��

*Amy Ludwig VanDerwater whips up a recipe poem for joy and shares a snapshot from a running list she keeps of things that make her happy

*Jone Rush MacCulloch has an interview with Michelle H. Barnes 

*And another #haikuforhealing using lemons by Jone Rosh MacCulloch

*Bookseedstudio looks at coincidences and thinks of childhood star poems via the lens of recently reading a new novel

*Margaret Simon made swirls of pink and created 1, 2, 3 poems and a collective poem

*Ymatruz shares her take on when life gives you lemons

*Julie Larios shares the poem Mrs. Moon by Roger McGough

*Joy answers the question “What happens when a dog goes to Hogwarts?” with a poem and a sketch

*Tara shares A Picture of the House at Beit Jala by Ghassan Zaqtan

*Molly Hogan writes about ladybugs/ladybirds

*Carol Varsalona created a digital offering inspired by autumn

Friday is nearly over--I think that’s everyone!  Thank you for your patience with a different platform this week.

[paintingarta]

5 Coffee Filter Painting Tips You Need To Learn Now | Coffee Filter Painting

5 Coffee Filter Painting Tips You Need To Learn Now | Coffee Filter Painting – My partner and i first learned about coffee painting when I went to an artist close friend in Texas. I used to be impressed with her displayed coffee creations u thought “This will be something I want to try out! ”

It was almost one year later before I actually put my watercolor cleans into liquid coffee beans for the first time trying this new medium. The liquid coffee mixture is manufactured using instant coffee and a little drinking water mixed together in a bowl forming the smooth painting medium sized.

A sketch upon watercolor paper is completely you need to get started. It can be similar to watercolor oil-soaked rags only easier. Special canvas sheets can also be used. I actually started with a couple of small bowls regarding liquid coffee, just one a watery uniformity like a wash, and the other a much wider consistency. Liquid coffee beans produces many shades of sepia. On one art work that I created of the wolf I launched black watercolor fresh paint for the wolfs overcoat. There was no problem with mixing my watercolour, water-color, water-colour paint and the water coffee mixture. If your water evaporates from your liquid coffee starightaway, all you have to do is definitely add a little normal water and stir to bring back your medium.

Should you do not like the results you obtain you can rinse your own personal brush and then elevate the coffee off your paper with your remember to brush and a little thoroughly clean water – that lifts off simply. Highlights are treated the same way, by using a clean up brush and a minor water to remove often the coffee. You can get actually dark colors simply by using a coffee paste regularity. It may leave some sort of shiny area where it is really dark, however that’s okay.

After you have finished your painting, you have to spray your concluded painting with a few thin coats regarding “Damar Varnish”. Allow it to dry thoroughly before matting and framing your own personal painting under goblet.

Animals are a great subject for this unique medium.

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[96thdayofrage]

As a scholar in African American education and intellectual history, I’m often asked what one has to do with the other. In some ways, this question baffles me, because I see both ideas and history as the foundation of the educational enterprise, particularly as they relate to curricula, pedagogy, and educational reform. Nevertheless, I understand the basis for the question. Ideas seem abstract, whereas education and schooling seem real and concrete. Yet, this is an artificial divide, failing to recognize how ideas of the past influence the problems of today—and highlighting a frequent misperception of a discipline where historians forthrightly study ideas. Over the past two decades, I have sought a definitive answer to this question, focusing my research on the ideas and thought of African American educatorsand the education of Black people, influenced on this journey by old and new generations of historians in this area.1 And as a result of my intellectual travails, I have honed in on three areas of African American intellectual and educational history that can help bridge the gap between abstract ideas and concrete education policies. 

African American Women and Education

When studying African American intellectual and educational history, we often resort to the central debates between Booker T. Washington and W.E.B Du Bois on the uplift of Black people during the early 20th century. Yet, I often come back to Linda Perkins’s 1982 essay “Heed Life’s Demands: The Educational Philosophy of Fanny Jackson Coppin” and her 1987 monograph on Fanny Jackson Coppin, a revolutionary educator and thinker whose ideas promoted the uplift of African American women and girls as early as the mid-19th century.

Karen Johnson’s 2000 text, Uplifting the Women and the Race: The Educational Philosophies and Social Activism of Anna Julia Cooper and Nannie Helen Burroughs, represents another step forward in African American intellectual history. Drawing on both archival sources and speeches given by Cooper and Burroughs, Johnson weaves together a powerful narrative of Black women’s efforts to broaden access to education. Instead of relegating Cooper and Burroughs to the status of subordinates amid Washington and Du Bois’s educational debates, Johnson recognizes both women as educational thinkers in their own right and advocates of Black women as leaders of the race. The views of these women were extraordinary given the patriarchal beliefs that dominated the early 20th century—and the framing of Booker T. Washington and W.E.B. Du Bois as the two principal leaders in shaping African American thought.

For example, Traki Taylor’s 2002 article, “‘Womanhood Glorified’: Nannie Helen Burroughs and the National Training School for Women and Girls, Inc., 1909-1961,” framed Burroughs both as a teacher and a thinker, promulgating ideas that served the cause of Black women’s uplift. Stephanie Evans’s 2007 book, Black Women in the Ivory Tower, 1850-1954: An Intellectual History, situates the education of African American women within the larger discourse of African American women’s intellectual history via biographical narratives of women’s engagement in college. These are just a few of these studies that not only seek to decenter the Washington vs. Du Bois narrative in African American educational history, but also illuminate Black women’s use of ideas and ideology as a means of combating concrete notions of racism and patriarchy.

African American Educational Biography

In addition to the burgeoning work on African American women and education, several historians have used African American educational biography to surface ideas that can inform concrete policy. V. P. Franklin’s 1990 article, “‘They Rose and Fell Together’: African American Educators and Community Leadership, 1795-1954,” offers a sweeping historical narrative of Black educational thought through the biographies of both well-known and lesser-known Black educators. And he goes one step further in his 1995 work, Living Our Stories, Telling Our Truths: Autobiography and the Making of the African-American Intellectual Tradition, assessing the utility of African American biography in intellectual history.

In 2003, Jacqueline Moore returns to Washington and Du Bois’s prominent role in Black thought, using Booker T. Washington, W.E.B. Du Bois, and the Struggle for Racial Uplift to offer a comparative biographical analysis of Washington’s and Du Bois’s ideas in education. Moore argues for a more complex understanding of Washington and Du Bois, situating their educational thought within the milieu of other Black educators. A decade later, Ronald Chennault builds on this notion in his 2013 essay “Pragmatism and Progressivism in the Educational Thought and Practices of Booker T. Washington,” placing Washington in the context of broader social and educational movements, such as the Black freedom struggle and progressive education. In doing so, Chennault demonstrated that while Black educators were undoubtedly influenced by the prevailing thought of their times, they were also instrumental in influencing broader ideas in American education.

Consider Michael West’s 2006 work, The Education of Booker T. Washington: American Democracy and the Idea of Race Relations, which provides a novel interpretation of how Washington—and his philosophy—serves as a framework for maintaining segregation. Although West does not center Washington’s views on schooling, he discusses Washington’s educational ideas as integral to a social thought on the racial subjugation of Blacks. Works such as these, and Audrey McCluskey’s A Forgotten Sisterhood: Pioneering Black Women Educators and Activists in the Jim Crow South, demonstrate how biographical sketches can help historians convey ideas across space and time.

For example, in Schoolhouse Activists: African American Educators and the Long Civil Rights Movement, Tondra Loder-Jackson illustrates how biographies of teachers can bolster our understanding of how “intellectual activism” informed their work in the classroom—and paints a powerful picture of educators as intellectuals. Likewise, Vanessa Siddle Walker’s The Lost Education of Horace Tate: Uncovering the Hidden Heroes Who Fought for Justice in Schools places local educators like Tate in the broader intellectual discourse with figures such as W.E.B. Du Bois. Collectively, this scholarship has helped lay the groundwork for oral history projects such as the Teachers in the Movementinitiative, which further explores the roles of teachers as intellectuals and activists during the civil rights era.

African Americans and Educational Reform

In addition to analyzing ideas in the context of biography and the voices of Black women, historians have written extensively about how ideas shaped educational policies for African Americans. James Anderson’s The Education of Blacks in the South, 1860-1935, published in the midst of the culture wars amid questions about Black academic achievement, reveals how white planters and other members of the elite instituted educational policies designed to benefit themselves. At the same time, Anderson poignantly recounts the long history of African Americans’ demand for a high quality and culturally relevant curriculum, placing the contemporary struggles of Black education into historical context.

At the same time, Ronald Butchart published the most comprehensive historiography of African American education to date, “‘Outthinking and Outflanking the Owners of the World’: A Historiography of the African American Struggle for Education,”which spans a variety of 20th-century movements and reforms for Black education. For example, we learn that during the first three decades of the 20th century, William Dunning and his acolytes’ attempts to present Reconstruction as a northern conspiracy to meddle in the educational affairs of the South codified racist views of Blacks. We also learn how historians like Du Bois, Carter G. Woodson, and Horace Mann Bond countered such views and offered deeply contextualized understandings of Black education. In this way, Butchart’s historiography provides an exemplary intellectual history of both Black and white historians’ thinking on Black education. Joy Williamson-Lott and Stefan Bradleyhave also published important studies that underscore the power of ideas in shaping higher education, forthrightly addressing Black students’ ideas and strategies for expressing Black agency and resisting white supremacy in education and society.2

Other recent books that demonstrate how ideas influence African American education and schooling include Dionne Danns’s Desegregating Chicago’s Public Schools: Policy Implementation, Politics, and Protest, 1965-1985; Crystal Sanders’s A Chance for Change: Head Start and Mississippi’s Black Freedom Struggle; Russell Rickford’s We Are an African People: Independent Education, Black Power, and the Radical Imagination; Elizabeth Todd-Breland’s A Political Education: Black Politics and Education Reform in Chicago Since the 1960s; and Michelle Purdy’s Transforming the Elite: Black Students and the Desegregation of Private Schools. These meticulously researched books collectively illuminate how ideas of racial uplift, self-determination, and freedom through education have shaped—and continue to shape—concrete policy.

Conclusion

Over the past three years, Black Perspectives has played a critical role in illuminating the value of African American intellectual history as a lens into the education of Black people, soliciting the perspectives of Lindsey Jones, Jon Hale, Jarvis Givens, Lavelle Porter, and Richard Benson. In these challenging times, the education of Black people will surely continue to be a contentious subject. And so, amid contemporary ideological battles, African American intellectual historians’ perspectives are essential in demonstrating how ideas can support the education, empowerment, and advancement of Black people.