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The College Years

Commercial and Internet Sellouts

Graduate School three years in the Church

Korean and Japanese Influence

Kernsvision Studio in the Barn

Art for Tomo and Tama

This is a story about the Brothers' Kerns, they started an art movement with Todd Lampman in basement of a run down house in Marrietta Ohio. That spring in 1996 Ryan, Shawn and Todd found themselves in the middle of an art making process called the Might Quinn.

After graduating from the Ohio State University Ryan landed a job painitng and designing for a commercial art studio called X-design, In order to continue developing as a young artist, I convinced my brother Shawn and friend Todd to move to Columbus Ohio. As three young artists do wel started working together at the commercial art studio, where they focused two years on the Mighty Quinn Manifesto and simple idea of the fomation of an artist, some basic principles arrived.

• a personal connection to art from diverse cultures, times and places
• confidence in ones ability to construct meaning from art.
• active discussions of art and culture with group problem solving (Art Show Ideas).
• development of thinking and communication skills.
• development of artistic writing skills.
• transfer of these skills to other artists..

I then focused on studying the effects of specific treatments (such as VTS) on aesthetic development, and the relation of aesthetic thinking to cognition in general, using Housen’s method and theory as the basis of further experimentation. Also influential in the development of VTS is the work of psychologists and educational theorists Rudolf Arnheim (in whose honor the curriculum is named), Jerome Bruner and Lev Vygotsky. Vygotsky’s research concerning the relationship of language to thought, and his findings concerning growth that occurs from interaction with others are particularly influential.

• A long-range plan and written lessons ensure that curricular activities are specific, well understood, and coordinated with other grades.
• Sequential organization allows skills and concepts to build on one another through regular, systematic, ongoing instruction.
• Engagement with works of art by mature artists from many cultures is central to the organization of curricula.
• Content is balanced among the four art disciplines (production, history, criticism and aesthetics) to promote engagement from multiple perspectives.
• Developmentally suitable and age-appropriate learning activities maximize student learning.
• Aesthetic development is not a primary goal, but rather, a secondary byproduct, acquired while seeking to increase higher order critical thinking skills, reasoning and creativity.

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The Brothers Kerns from Screen Printing to Networking