Posts Tagged ‘Pueblo’

Farmers’ Market at the Arts Center

Wednesday, May 19th, 2010

Come and check out the great lineup of vendors that we have for the 2nd Annual Loco for Local Evening Farmers’ Market at the Arts Center in Pueblo, Colorado.  We have delicious local food, music and entertainment, as well as local arts!

Check out the entire event-flier HERE—>>> L4L 2010_Event Information_5.9.10

Here are our vendors to-date:

Fresh Breads & Pastries
Hanagan Farms
A Wren’s Nest Farm
Country Roots Farm
Cattleman’s Choice Beef
Sunflower Valley Goat Dairy
Medina Farms
JC Tamales
Sassy Shack Salsa
Pueblo Recycling Park
Dirty Mountain Glassworks
Shiloh Ridge Glass
Sustainable Fort Carson
Pueblo Performing Arts Guild
That’s Natural! Featured Flavors
The Good American Post
Contact us if you would like to participate!
719-210-8273
thats.natural.info@gmail.com

Interview with Artist: Ron Barela

Wednesday, April 21st, 2010

What made me interested in making art?

I have always been creative.  My career as an Instruction Technologist allowed me to be creative, innovative and I’ve always had a passion for gardening.  I dabbled a little with making art, but most of my creative efforts went into creating gardens of different types.  In 2002, I purchased a two-acre property to expand my gardening efforts and have built a garden courtyard to display artwork.

In 2000 I’m back in Pueblo starting my new life and purchased a business (Pueblo Powder Coater).  I thought owning a business would provide the spark needed to be successful and happy.  Boy, was I wrong.  I quickly realized that I had put myself into a situation that was not headed in the direction as my heart.  Powder-coating is a metal finishing process that protects the metal from harsh elements (like weather) for a long time.  It can be used on a wide variety of metal products and it is available in over 4,500 colors.  Once I saw the possibilities for metal objects, artwork and the use of color I began to create my own art pieces.  I tried experiments just to see what could be created.  I finished my first major piece within the first four months of purchasing the business.  This fueled my desire to create more art.  After a while, I wanted to create more art than operate a business.  It was time to make a course adjustment.  On the last day of 2004 I gave up the business to focus on the artwork.

When did I start making art?

I started making art in 2000.  In 2001 somebody actually paid me to make some artwork.  My first works were metal cutouts of old historical buildings.  They were made out of steel plate, acrylic paints and powder-coatings.  This early art is the artwork that helped me to develop the methods I still use today.  It gave me a basis for moving beyond the other early works that I was exploring, such as southwest art.  That experience did provide me with the opportunity for learning to work with metals, wire products, acrylic paints and powder-coatings.  I have also made art out of concrete, fiberglass and clay.  The last ten years have been important in developing my knowledge, techniques and skills.  It has been more important to learn about my self as an artist, the direction to go with the art and developing artist skills.  It is now time to start putting my art out there so people can see it.

The direction that my artwork is headed now is more in line with what I had in mind.  It is always original and it will probably be different.  I do not know of another artist that utilizes the metal, acrylic paint and powder-coat process that I use to create art.

What are the different types of art that I create?

This is a hard question for me.  My art is created out of metal, primarily because I like working with metal and because there are many color options available.  My ‘tagline’ on my website states that I create metal, mixed-media art and sculpture.  I don’t want to be known as just a metal artist.  I want to create in a variety of different media.  When I get an idea and go through the percolation process, it is then that the decision is made as to which media to use.  My art does incorporate  a lot of found objects or recycled materials.  Sure I can paint a landscape, but it’s probably not going to be on a canvas.  Every time I start an art project the outcome will be different and maybe created out of a different kind of medium.  Everything created is handmade and unique.  When my artwork is handled it feels good to the touch; you can see the workmanship and quality in every piece.

I make art that can be a small or tall standalone sculpture.  The art can be hung on a wall, be displayed indoors or outdoors.  It can be made for a specific purpose such as home décor, a patio, garden setting, sculpture garden or getting attention for a business.  An advantage available to me is color, where the art can stand out and get attention.  My goal is to create art that gets attention, appeals to the emotions and is different from most of the art out there.

One aspect of my art is the safety concerns that go into every piece.  Some of my art is heavy or awkward.  I create special display hardware and hanging systems to ensure the safety of my artwork.  I don’t want my art to fall, get damaged or injure someone.

Where will you find my artwork?

My 2,000 sq. ft. studio is located at 833 Baxter Rd.

The studio is open by appointment only.

Website:            www.ronbarelaart.com

Email:                        www.ron@ronbarelaart.com

I am developing a Facebook account under the name Ron Barela.

Phonics Phantasy Tree House

Wednesday, April 21st, 2010

This musical theatrical program is a fun interactive program that presents the unique combination of reading awareness with music application through specific songs written for the primary purpose of targeting a letter or sounds of letters.

This high energy program will include; songs, dances, and interactive role play with the audience, including fun characters such as “Iggy the Iguana”, “Mr. Ape”, and the “Rockin’ Octopus” and “Mr. Owl”.  These characters are identifying with certain letters and sounds such as short I, long A, and short O. They also identify each other’s differences and abilities.  Ex: The Octopus has many long legs that are capable of searching for food, and moving swiftly through water, but he can’t walk on land. The Ape is very proficient at swinging from tree to tree but he’s not the best swimmer like the Rockin’ Octopus.  This will encourage students to understand that we all have strengths and weaknesses in our reading abilities as well.  Each of us has differences in learning abilities but everyone can learn at his or her own level and pace.

The program will be include auditioned student performers ages 4th grade- high school with approximately 8 performers per show.  The premise of this 30 min. program is to identify with all levels of readers and to encourage children that not all students comprehend reading the same way.

For more information, contact:  Debby Shannon at: 719-369-4345

Pueblo Health Expo

Tuesday, January 27th, 2009

That’s Natural donated marketing services to the Junior League (JL) this year, and Tisha Casida created special invitation postcards that the members gave to their communities to encourage a strong showing of families at the event.

That’s Natural’s famous Pea and Carrot actors – portrayed this time by willing JL members and families – also made an appearance!

Kimberly Schaub hosted a Nutrition Jeopardy game for the Junior League, and she was assisted by Arwen Christian and several other JL members.  Tisha Casida came out early in the morning to help the ladies put the final touches together.

SARE Grant

Monday, November 24th, 2008

Issue Statement

At the past Western SARE Conference in Albuquerque, there were several issue areas discussed – one of those was getting the youth involved in agriculture – teaching them from where their food comes, how it is raised and produced, and understanding the supply chain, including their purchasing selection as consumers.

There is a tragic lack of education within the school system when it comes to educating our youth about agriculture, the above-mentioned components of agriculture, and the deeply interrelated nature of our communities with the agricultural communities that surround and support them. Sometimes this relationship is can be followed in a concept termed “Farm-to-Fork.” Unfortunately, students and teachers do not always have the luxury of time and funds in order to fully develop the understanding of the this deep relationship, and we are suffering the consequences of poorly educated urbanization and fast-food entrenched decisions that negatively impact our dwindling farming communities as well as the overall health of our nation. Because agriculture is not a large part of the classroom, the crucial need for an educational component that shows the students the supply-chain of our food system is growing rapidly.

The effects to both the youth and the producers to have a program that allows these two groups of people to connect on the farm, learn about the processes, and be an active part of the Farm-to-Fork process are essential for the survival of the local farms that must continue in our communities. The students will someday become the purchasers and voters that will shape the community direction, and proper education is mandatory to ensure that successful community development can walk alongside the agricultural communities that helped found this nation. Relationships and deeper understanding of the producers will enable the consumers to support their neighbor producers before seeking sources from farther way areas. Additionally, these purchasers will decide to support the needs of the local producer when they understand the particular challenges that may arise. This relationship will continue to benefit both the producer and the student throughout their purchasing and producing years.

We are proposing to develop a curriculum for used in multiple elementary and middle schools in South-Eastern Colorado. This curriculum would be developed by our five producers and the other mentioned cooperators and through the coordination and relationship among community members and educators. This curriculum would be implemented in two classrooms per school and allow for the students to take various trips out to the producers’ land as well as be able to participate by growing their own produce, and being an active part of the agriculture operations. Funding for the curriculum must be sourced outside the school systems to allow for the fullest development of the programs unhampered by annual academic budgets already stretched thin. The development of the curriculum, and its expected success, will help herald in the opportunity for other schools to look again at reaching out to the local agriculture community and reignite the supportive and interdependent relationship that all communities – regardless of how urban or rural – are with their surrounding agriculture businesses. Everyone benefits from a curriculum that seeks to educate our youth in order to guarantee our legacy and endurance into the years to come.


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