Education
Technology in Schools, Empowering Students to Explore, Build & Create
Throughout Peachtree Corners and Gwinnett County, teachers and students are using some of the latest advances in technology to enhance the learning process.
“As you can imagine, there are numerous course offerings and classroom opportunities that include use of and learning about technology,” said Tricia Kennedy, executive director of Instructional Development and Support at Gwinnett County Public Schools (GCPS). “Just like it permeates society, it permeates education.”
However, teachers and administrators are quick to point out that technology is, after all, just one of the tools necessary for a well-rounded education.
“We want to use the tools, not have them using us,” said Dr. Paul Cable, Greater Atlanta Christian educator. “It’s so easy to get that backward. Technology is not an end in itself, but a means, and we try to use it that way.”
Balancing technological opportunities with classroom interaction is a challenge that area schools are successfully meeting with great results.
This article first appeared in print in our October / November 2019 edition
Gwinnett County Public Schools
In recent years, Gwinnett County Public Schools (GCPS) has seen a lot of increased interest in Science, Technology, Engineering and Mathematics (STEM) based courses.
“Many of our schools are now certified by the state of Georgia as STEM schools because of the quality and array of courses and extracurricular offerings in these areas,” said Tricia Kennedy, GCPS executive director of Instructional Development and Support. “All of our elementary schools now have Robotics programs. Middle and high school students have the opportunity to take courses leading to a career pathway in computer science.”
Kennedy said that online courses have become a part of the norm across the country. Teachers are able to provide effective instructional activities online, and there are opportunities for students to communicate and collaborate with teachers and classmates.
“We have a safe and secure environment for these interactions—our eCLASS C&I course pages,” she said. With online offerings, students can access learning resources from anywhere at any time.
“But we also believe face to face interaction with teachers is very important,” Kennedy explained. “Online learning does require a certain skill set for students, and their ability to work independently. Just like for adults, some students are not as comfortable with that model.”
GCPS is constantly adding resources and supports for students and teachers. “Some of our newer science materials give students the opportunity to participate in real problem-solving through simulations,” she continued.
There are 3-D printers in many of the schools, where students learn programming to solve problems and actually make physical objects. Science classes are equipped with probe-ware so students can collect and analyze data in real-time.
“Technology is used to enhance our students’ learning. It has not taken the place of teachers or the need for students to be actively engaged in class,” Kennedy said. “But technology in school can connect our students to information and opportunities that were not possible in the past . . .just as it does for all of us at work and home.” ■
Paul Duke STEM High School
As a newly opened technology school, Paul Duke STEM High School is equipped with the technology to support its courses in Engineering, Mechatronics, Graphic Arts, Digital Arts, Information Technology and Television and Film Production.
One of two 3-D Printers 
A day in the Mechatronics class at Paul Duke STEM High School, pictured is
Stephen Cochran, Chair of the Career and Technical
Education Department.
Principal Dr. Jonathon Wetherington explained that each student has their own passions and interests that drive them. “Some of the new classes that students are excited about our Principles and Concepts of Animation, Introduction to Cybersecurity, Game Design and AP Computer Science.” In addition, the Television and Film classes are always among the most requested, he noted.
“Courses that allow students to create, problem solve and apply their talents are why Paul Duke STEM was created, so it’s great to expand our offerings and engage our students with these technology-focused courses,” Dr. Wetherington said. “As a technology-focused school, we leverage digital instruction each and every day because our goal is to have students learning through and with technology.”
All classes are taught digitally on Fridays with the opportunity for face-to-face support. “Our only purely digital classes are offered through dual enrollment with our collegiate partners,” he said.
One of those classes is a new exclusive Cyber Security Program partnership with Mercer University and the FBI Atlanta Field Office that allows students to earn college credit in two foundational cybersecurity courses at Mercer while also engaging in case study learning with the FBI.
Another new option for students is Introduction to Mechatronics, which provides an introductory look at becoming an Electronics Technician or a Mechatronics Engineer.
“Digital learning is not a magic bullet,” Dr. Wetherington said. “It requires a great deal of effort to deliver effectively, and our teachers work diligently to design effective and engaging lessons.”
He added that as students get their academic content digitally, they need to learn time management, independence and self-discipline. “It’s exciting to be able to help students develop these valuable skills at such a young age.” ■
Norcross High School
Students at Norcross High School (NHS) are interested in a number of new opportunities available to them, according to NHS principal Will Bishop.
For example, a newly added Graphic Design class is taught by Mr. Miller who worked in the graphic design field and brings a wealth of experience and knowledge to his classroom. In Music Technology, students can utilize a state-of-the-art music lab to create original pieces in a variety of music genres.
“Walking into the lab you may find a student laying down tracks on a Mac or hammering out a drumbeat on a drum pad,” Bishop said.
NHS has begun a partnership with Gwinnett Online Campus to open a Gwinnett Online Center on its campus. “This will be most helpful to students who want to accelerate their learning, need to catch up on coursework or want to take a class that’s not currently offered at NHS,” Bishop explained.
In addition, several students are taking a Georgia Tech class in Advanced Calculus while sitting in an NHS Media Center conference room. Through a Polycom system, the students can hear, see and speak with the professor leading the classroom as if they were on the Georgia Tech campus.
Bishop said that NHS is excited about some new technology the school has received to support its Career Technical Education classes. Students in Engineering classes are now designing and producing prototypes of their own designs using a 3D printer and laser engraver.
“Of course, the most exciting opportunities for our teachers and students is always about the next big advances in technology,” he said, adding that the introduction of virtual reality (VR) or augmented reality will dramatically alter the learning experience for teachers and students.
“Some of our teachers are utilizing VR sets to visit far off historical settings without ever leaving the classroom,” Bishop said. “A student can put on a VR set and experience holding a heart in their hand or a visit to the Louvre.” ■
Wesleyan School
Wesleyan School is a one-to-one school, meaning one device to one child. In Kindergarten through 4th grade, one iPad is provided for each student. Each 5th through 12th-grade student is provided a touchscreen enabled Windows-based laptop.
Middle School students in robotics. (Courtesy of Wesleyan School)
“Wesleyan has always seen the value of and invested in technology as an important tool for learning,” said Brian Morgan, Wesleyan’s Chief Operating Officer. “In recent years, and thanks to the generosity of a donor, the school has expanded and improved its data center and network capabilities.”
“With technology infrastructure in place, our next goal is for technology to support students transitioning from consumers of content to creators of content,” said Jewel Anderson, Instructional Technologist and STEM teacher.
When technology in the classroom is to create, it can become cross-curricular. For example, fine arts students can draw creations on paper and use the school’s Epilog Legend Laser Machine to transform their creations into 3D art. In other classes, students use technology to apply art to the business world.
“By incorporating interactive technology resources, we’re able to take students’ ideas from concept to creation to completion. Every student has the potential to be a maker,” said Heather Niemann, Middle School Art teacher.
There are more ways technology is used efficiently at Wesleyan, too. Modern and classical language students complete performance-based assessments using their tablets to record themselves, then submit the recordings for assessment and feedback on their language speaking skills.
Sixth-grade robotics students recently worked on a group project; they created their own superheroes, designed scenarios using a coordinate plane map and programmed their EV3 robot to perform tasks and solve a real-world problem.
Wesleyan science teachers use student tablets, modeling programs and 3D printers to lead students through creation of new creatures and organisms. “The beauty of students using the 3D printers is that it reinforces the value of planning ahead and trial and error,” Anderson said. “When a student designs a structure and it isn’t structurally sound, the replica from the printer allows them to find that out.” ■
Greater Atlanta Christian
At Greater Atlanta Christian (GAC), every 4th to 12th-grade student has a school issued MacBook, while younger students have access to IPads and MacBooks for targeted learning projects.
GAC educator Mandy Richey explained that it’s important for students to practice 21st-century skills. “All school levels of GAC teach students how to use technology in a responsible way. Students are using technology to reinforce, research, record and create.”
Technology is infused in the curriculum at age-appropriate levels. Students learn to program as early as Elementary School, continuing in Middle School with MakerSpace, a fully equipped workshop, and ending with AP Computer Science and Robotics in High School.
Middle and High School students create new products using one of five 3D printers. The technology-focused courses include Computer Science, App Development, Web Design and Robotics. There are also robotics teams from Elementary to High School.
However, Rhonda Helms, Lower School Principal, said, “We emphasize that technology is just a tool…a resource. It is not our curriculum.”
GAC resources include Ethos School, the virtual school created by GAC that offers over 50 courses to more than 200 students across the U.S. and around the world. Ethos courses ensure rich, inquisitive dialogue among students, who can choose from over 50 courses.
“With online teaching, I learned how important human contact is,” said Dr. Paul Cable, a member of the GAC Ethos School faculty. “People are formed by example and love; they aren’t formed by forum posts. That’s what I love about what GAC’s Ethos School is doing through all of the points of contact with kids. It’s about forming people, not just dumping information on them and testing them on it.”
Chancellor Dr. David Fincher said that the GAC community thrives on relationships above all. “Students respond and achieve greater heights out of their deep personal links with caring and superb teachers. Designed well, technology learning can make those ties between students and teachers even deeper and more life-changing, not less.” ■
Cornerstone Christian Academy
“Technology has transformed the way Cornerstone teaches young students,” said Melissa Dill, Lower School Principal at Cornerstone Christian Academy. The school recently purchased Lego WeDo engineering sets for grades 2 through 4. “The hands-on STEM activities combine engineering, computer programming and collaboration and are a nice segue way to programming in the middle school robotics and technology classes.”
Students work in Snap, a block programming software, to create motion, light and sound for their robots. Robots are assembled with recyclable materials and components from a Hummingbird Robot kit. (Photography by: Josh Whitlock)
Dill said that students as young as kindergarteners begin coding robots with an innovative, screen-free product called Ozobot. “These bots encourage critical thinking as students use different colors to direct a small bot on a page. Their faces come alive when they realize that they can control a robot by simply drawing lines of different colors,” she said.
Middle School Math/Technology teacher Terri Childers said that 6th-grade students have a Technology elective. “The focus is on learning ways to effectively navigate the internet when researching a topic.” Students also work in two web-based programming apps, Snap and Scratch. Both are block programming apps that can be used to program robots.
“Our 7th and 8th grade students take a technology course that focuses on programming. Programming languages and apps like Robot C, Python and Construct 3 are all part of the curriculum,” Childers said. Construct 3 is a web-based video game creation application and has been a big hit with students. “Having access to free software that allows students to make video games from scratch that track scores, play background music and have animated characters is a valuable tool for learning,” she said.
The entire middle school is a Google Education school, and most middle school classes have digital textbooks that a student can access with a username and password. “Our students keep classwork organized through Google Drive,” Childers said.
The system allows students to easily share work with teachers and collaborate with peers. Since their accounts aren’t tied to any single device, students can access their accounts from anywhere on any device with internet access. ■
On what would have been graduation morning at Wesleyan School, the entire school community celebrated the class of 2020 with a socially distanced parade through campus. Seniors lined both sides of Zach Young Parkway as family members, faculty, and friends streamed through campus bumper to bumper. Cars adorned with signs, pictures, bubble machines, balloons, streamers, and even a few water guns cheered on each graduate as they passed.
Wesleyan’s graduating class includes 115 students. The class of 2020 was accepted to 108 different colleges and universities and will attend 52 of those schools where they hope to realize not only an academic fit but also a place where they may grow emotionally, socially, and spiritually. A sampling of the schools 2020 graduates will be attending includes Auburn University, Clemson University, Emory University, George Washington University, Georgia College, Georgia Institute of Technology, University of Georgia, Harvard University, Johns Hopkins University, University of Michigan, University of Notre Dame, Southern Methodist University, Texas A&M University, Tulane University, Villanova University, Virginia Tech, Washington and Lee University, College of William and Mary, and Yale University.
Editor’s Note: Even though the Wesleyan Artist Market was canceled in April due to the coronavirus Pandemic you can still view their work online. The show plans to return next year on April 22-24, 2021.
This article appeared in the April/May 2020 issue.
Mother Nature in all of her springtime glory inevitably awakens our artistic side. Most of us don’t create art, but we certainly enjoy visiting artist markets where one can take in professional expressions of creativity and talent across a broad variety of artwork.
My imagination was sparked while meeting the artists behind three inspiring bodies of work. They’re among 80 artists scheduled to exhibit at the ever-popular Wesleyan Artist Market (WAM) planned for this past April.
For 22 years, artists have been submitting portfolios, hoping for a coveted spot in the show. The panel gets more selective every year, guaranteeing an exhibition that exceeds all expectations.
Caryn Crawford
Mixed Media and Oils
On the Wesleyan Artist Market
This would have been Caryn Crawford’s fourth year exhibiting at the market she describes fondly: “It’s a real privilege and honor to be a part of such a great experience in the community. You’re bridging student artists with the regional artists they bring in. It’s great to speak with students, encourage them and see what’s going on there. That’s been really fun.”
Crawford loves to see so many gifted artists come together using different media. Since proceeds go to the Wesleyan Arts Alliance, supporting student programs, facilities and art education at the school, she loves being a part of “giving back to something wonderful.”
Artist, Caryn Crawford in one of her home studios. 
Crawford shares a fun piece still in progress 
a Bible verse will eventually be added to this piece 
Crawford at work painting a landscape with oils. She prefers to kneel when she paints (Photos by Patrizia Winsper)
The Making of an Artist
Crawford grew up in the culturally rich city of New Orleans. As a young girl she recalls always having a paintbrush in hand and enrolling in every art class available. She loved visiting art galleries with her mother. “It was a neat place to grow up and to see art everywhere,” she recalled, evoking the colorful vibrancy of the street artists’ works.
Crawford has been a decorative painter for 20 years, working on wall textures, murals and ceilings. Today, she and a partner work on projects more likely to involve “Frenching-up furniture pieces.”
In a natural extension, Crawford progressed into abstract art paintings using acrylics and mixed media about 10 years ago. “Mixed media involves using different materials on the canvas like oil pastels or even objects from outside; pieces of glass or cut-up tissue paper, for example,” she explained. Primarily, she creates paintings using acrylics and oil pastel crayons.
Crawford enjoys the thrill of challenging herself beyond her comfort zone. Recently, she’s been painting with oils, working on landscapes and impressionist style paintings.
“It’s been beneficial later in my career to train under some regional painters as mentors. Teresa Gerard is an abstract painter I love to work with. I see her about twice a year. Weekly, I meet with James Richards in his studio in Tucker, doing oils,” Crawford said.
She loves the ability to blend oils, finding the vibrancy and tone of the colors fun to work with. Since starting to do more landscape work, Crawford finds that oils allow her more time.
“It’s been great to expand a little bit. Oils are a whole different world,” she said. “They allow me to have more time to play on the canvas, to accomplish what I want. You want your eyes to be drawn to it from a distance. Oils help to accomplish it.”
Inspiration
Having been so abstract, Crawford suspects she’s drawn inspiration from the outdoors, from different colors and the environment.
“You don’t know what you’re looking at in an abstract painting, but you are looking at something. You usually can’t see that in a painting. You have to ask each artist about it. Those shapes and colors do represent something,” she clarified.
The low country and the east coast of northern Florida inspire her landscapes. “I paint on Amelia Island a lot. It’s fun,” she smiled.
A former Wesleyan parent and artist, Crawford said, “I’m so thankful that I’m asked to do this every year. It’s neat to see everybody’s gifts. They come from above. I feel like any gift I have is from above, and I’m very thankful for this opportunity to share it with others in the community.”
Commissions
The best way to contact Caryn Crawford is through Instagram, @caryncrawford, or on her website, caryncrawford.com. Depending on the time of year and how many shows she’s doing, one can usually expect a commission to be completed within a month or two.
Every commission is a source of inspiration, as well as a challenge, Crawford noted. When someone says, “Can you paint this?”, a lot of times, it’s the first time you’ve painted it. It involves a little research. “It’s great to work alongside mentors to help me through some of that process,” she shared.
Leslie Rae Cannon
Acrylic
On The Wesleyan Artist Market
A former Wesleyan parent, Leslie Rae Cannon volunteered at the show before participating in it as an artist. After nine years, she is still thrilled to receive the congratulatory email about being selected as one of its vendors.
She shared her enthusiasm for the show, “You’ll be inspired. Wesleyan goes outside of our little community, pulling in brand new artists and giving them their start. They really raise the bar on quality art. They’re constantly reevaluating, trying to make it even better.”
Artist, Leslie Rae Cannon with her coveted nest painting. (Photos by Patrizia Winsper) 
An acrylic painting of Cannon’s daughter playing soccer 
Fresh flowers being painted 
Mini acrylic painting – gymnastics 
Self Portrait by Artist 
Fun holiday or special occasion American Flag mini painting 
Fun holiday or special occasion butterfly mini paintings
Besides it being her first real art show, it’s her favorite because Wesleyan spoils vendors. “When you arrive, a hoard of volunteers (parents, teachers, students) come out and take your art to the booth,” Cannon said. “The hospitality is sweet. It’s the most comfortable, warm feeling being in that show.”
As a mom and former art teacher, Cannon shared another thing she loves about the show: being interviewed by students. The Fine Arts classes tour the exhibits and students get to choose an artist. “I love being picked for an interview,” she exclaimed.
“My kids were educated there, so I enjoy giving back. I love the fact that these kids have access to art as part of their everyday life. They won’t ever be afraid to try something. The art they’re exposed to and the different classes they have access to are wonderful. It’s endless what they can do, and they have great teachers,” she added.
Cannon enjoys the student artists, “They’re phenomenal! So many of them eventually become professional vendors in the show. I’ve been able to follow one girl in particular; I’ve even purchased some of her prints. She’s very creative and paints on anything that will stay still long enough. I can’t wait to see what becomes of her. I’ll be able to say, “I knew her when.””
The Making of an Artist
“I’ve been drawing since as long as I can remember. My parents set up a desk in the living room when I was little. My dad worked for an office supply company. My biggest treat would be when he brought home new glue, paperclips or Scotch tape; I would go to town. I remember drawing very young,” she recounted.
A native of DeKalb, Cannon took the limited elementary and high school art classes available to her at the time. She knew she wanted to use her creativity in some way and studied oils, acrylics and watercolors at Presbyterian College.
“I majored in art, but my dad was adamant that I also have a job. When I graduated in the 80s, social media didn’t exist. To be a prominent artist, you needed to be in a gallery and know people. The starving artist was a real thing,” Cannon explained.
So, she majored in education and taught in Gwinnett County for 10 years. Cannon shared proudly, “Kids would leave 5th grade with no fear of painting or sculpting; they’d been exposed to it as a regular class since kindergarten.”
After her second child, she stayed home and began to dabble in her own art. With young children in the house, the fumes from oil paints didn’t seem like a good idea — nor did their drying time. Depending on the environment and number of layers, it could take days or weeks to dry. This clashed with her preference to work fast, so she started painting with acrylics and never looked back.
Well known for her nests, Cannon loves thick paint, vibrant colors and large, loose brushstrokes. She includes texture and drips in her paintings, ranging in size from small to extra-large.
Cannon hopes to share the joy of art with adults who are afraid to paint. She plans to assemble groups to get over their reservations. She revealed what she’d convey, “Get your hands dirty, make a mess, play, enjoy it! Just have a relaxing, fun, non-threatening time.”
Inspiration
Having always been drawn to birds and nests, Cannon remembers a comment her mother-in-law made decades earlier. It powerfully echoed back to her the first time her eldest son came home for a visit from college, “All my chicks are in the nest.” She recalled those words and the sentiment resounded with her more than ever before.
Cannon created her first huge painting of three eggs in a nest, representing her children. Upon seeing it, her husband left a note which read: “The drawing over the mantle is beautiful. DO NOT SELL.”
aturally, she took it to her next show and ended up selling it for more than her original asking price.
Since then, she recreates that painting for the mantle every year, and every year, she inevitably sells it.
“Nature inspires me, and I also like the human figure,” she said. While she is fond of painting nudes, she likes them to be a little abstract. “They’re not very detailed, you can hang them up without having to put a box over certain parts.”
Commissions
Contact Leslie Rae Cannon on Instagram or Facebook, @leslieraecannon_art. Commissions are fully customizable. The number of eggs in the nest can reflect your family size; colors and backgrounds can be customized. Cannon enjoys working with interior designers, and will match paint chips, swatches of wallpaper and upholstery to match your room.
Depending on the canvas size and her commission schedule, she can usually turn pieces around in two to three weeks if nothing else is going on. “I ask a lot of questions to get a feel for what you like,” Cannon said. “I adore incorporating individual touches that would be unique to your piece.”
Michael Tablada
Ceramics
On The Wesleyan Artist Market
For Michael Tablada, The Artist Market represents his busiest time of year. It’s also the only time he makes “normal pieces,” like mugs, vases and bowls.
He described the show, the only one he participates in yearly, as a great community event and an exciting time. “It’s an invitation to come see a gathering of artists — from the community and from several states away — who participate. Over the years, there’s been a great mix of beautifully executed, high-end art and crafts made by self-taught individuals. Though they exhibit a wide range of work, the content is family-friendly.”
Michael Tablada creating a vessel with student onlookers 
Christ the Living Water 
Criminal on Cross 
John The Baptist 
Judas 
Mary Magdalene, 
Pilate 
Redeemed Criminal on Cross 
The Pharisee
The show also provides an opportunity for students to exhibit and sell their art. It’s fascinating to see what middle and high schoolers can accomplish, Tablada added.
“We have top notch facilities and a plethora of media we work through,” he said. “Middle school classes are doing advanced painting techniques. High school classes are able to get on the wheel and create large-scale pottery exploring a variety of techniques.”
Proceeds from the show are used to grow the amazing facilities at Wesleyan. Whether it’s upgrades for studios, an opportunity for a student trip or a guest speaker. “We try to bring in outside influences. The Wesleyan Arts Alliance advocates for the arts, helping us strive for the best student programs,” Tablada explained.
Several students have unbelievable talent. Some are selling artwork made in class; then they go home and make more to sell. Others make baked goods or jewelry on their own. One student, who graduated last year, had a soap business she had started in middle school. She created her own self-sustaining business and has an online store.
The Making of an Artist
Tablada grew up in Alpharetta, Ga. He discovered his love for clay at Auburn University and started creating art in 2003. “I love how the slightest touch can change the look of the clay; it’s easily manipulatable,” he explained. “It can be anything you want it to be. I enjoy working with such a versatile medium because of all the possibilities.”
While telling Bible stories at school or before a congregation in church, Tablada creates pottery. Fusing music, visual art and the spoken word, he aims to elicit emotion using the gospel. “I enjoy combining elements to make as big an impact with the artwork as I can,” he said.
Tablada loves presenting. “Students go to chapel and many attend church, too,” he said. “To break up that rhythm by including pottery and music, they get mesmerized by the art. Before they know it, they’re captivated by the message as well. I love to draw emotions out of people as they connect with the experience. It’s pretty unique to be able to do that in a live setting.”
The process used to create his pieces is emblematic. Distressing the vessels represents sin, for example. Conversely, waves and blue glaze represent baptism. The story behind his creation dictates the methodology used. For example, throwing stones at the vessel “Criminal on Cross” while it’s being made represents the crowds who threw rocks at Jesus.
Conversely, the “John the Baptist” pitcher is laying down on a bed of waves. The figure is undisturbed while being dunked under the water. This represents how John the Baptist fully accepted the will of God and laid down his life for Him.
Inspiration
Tablada’s art is spiritual. A strong Christian faith is the backbone of his work, he said, and it wasn’t until after college that his faith really blossomed at Wesleyan. Until then, he had always considered himself a Christian but never truly explored what that meant.
“I started reading the Bible and the words came to life as I asked to know God personally. Being surrounded by a community of believers at Wesleyan played a big part in my faith journey,” Tablada said.
For the last 10 years, his artwork has centered around illustrating Bible stories in a novel way. “I give my pottery human characteristics represented in Bible stories. Each piece is derived from stories in scripture,” he shared.
His vessels start off whole and utilitarian. One could actually use them as a bowl, a vase or a pitcher. But when he distresses them, they become worn, representing sin.
“Just as our sins eat away at us, removing the original function God had intended for us, the same is true for the vessels. After distressing them to varying degrees, they are no longer able to hold liquid or to be used. Or maybe the piece becomes so fragile it’s about to break,” he said.
Tablada described his creative process. “I get new ideas about how I can turn a piece of pottery into a representation of something from the Bible. Whether it’s to teach a lesson for a presentation or to create a finished work of art.” He added that he likes to work on some pieces in the classroom, opening the door for faith-based conversations.
Commissions
Visit Tablada’s website — michaeljtablada.weebly.com — to learn more. Popular designs on his website are recreated upon demand — all handmade, of course.
Biblically themed pieces that are duplicated often include elements to make each one unique; forms, sizes, textures or colors may vary.
“I take commissions for unique pieces often ordered for Christmas, birthdays or one-of-a-kind wedding gifts. These have included coffee sets, sculptures and biblically-themed book ends.” A consultation with the artist ensures pieces are created to inspire the recipient.
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