Clark Art Announces New Series of Installations

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WILLIAMSTOWN, Mass. — The Clark Art Institute presents a new series of year-round public installations, Paginations, featuring works drawn from the Clark library's extensive holdings and curated by members of the library staff. 
 
The installations are featured in a newly designed space located in the Manton Research Center's reading room, just outside the entrance to the Clark's library and are on view for free during all visiting hours.
 
The inaugural display in the program, A–Z: Alphabetic Highlights from the Library's Special Collections, opens Jan. 21. The first installation in this new program celebrates the building blocks of type and text, the letters of the alphabet, and showcases examples from 1488–2024 in which the letters themselves take center stage.
 
"While people automatically think of our permanent collection and our special exhibitions when they consider what you can see on a visit to the Clark, our library is a true treasure trove of remarkable visual images and exceptional artistic achievements that deserves greater recognition," said Olivier Meslay, Hardymon Director of the Clark. "With the launch of our new library installations we hope to open the doors on a collection that is every bit as vast and varied as our art collection as a means of inspiring our visitors to explore the library and all that it offers."
 
According to a press release:
 
A to Z: Alphabetic Highlights from the Library's Special Collections focuses on the long history of alphabet books.
 
"Long before printing presses shared texts with the masses, artists and artisans celebrated the beauty of the characters in the alphabet as they documented the world around them," says Andrea Puccio, director of the Clark's library. "This rich tradition has continued over the centuries, ranging from extraordinary hand-illustrated manuscripts to the simple primers that have taught generations of children the alphabetic characters that are the foundation of their language. In this installation, we are thrilled to take a journey that literally explores the symbols that form our languages and the ways in which illustrators, typographers, and writers have presented them." 
 
Adding an artistic focus on letters or alphabets to literary works has a long history. Medieval monks celebrated letters as they painstakingly copied texts by hand. Creativity flourished around the first letter in each chapter, with the initial letter drawn larger, more ornate, and sometimes more colorfully than those that follow. The tradition of glorified initials continued as book creation evolved from script to the printed page in the fifteenth century and beyond.
 
Alphabet books with eye-catching images help readers associate a letter with a familiar word, an educational tool used for centuries. Over time, artists have elevated the familiar format creating alphabetic works of art. The audience for these volumes has likewise expanded from children learning to read to art-appreciating adults.
 
Not all books featuring letters are designed to be artistic or inspire literacy, yet they are often beautiful in themselves. These utilitarian books often provide samples of lettering that can be used on signs, in advertising, or for handicrafts. Books of ownership or makers' marks likewise illustrate monograms or other letter-based symbols. This installation offers visitors an opportunity to explore a glorious selection of alphabets in a wide variety of formats and presentations.
 

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Letter: Incomplete Picture from Greylock School Committee

Letter to the Editor

To the Editor:

At the October Mount Greylock School Committee meeting, there was much celebration over the student growth percentiles (SGP) from last year's MCAS test data (Spring 2026). Growth is worth celebrating. But I worry the meeting, and the coverage of it, left families and our community with an incomplete picture of how our students are doing in math.

"Growth" sounds like it means scores went up, but that isn’t quite what SGP measures. SGP compares each student to students in the state who scored about the same the year before, then ranks how they did this year against that group. If a whole group of similar students decreases, the student who decreases the least can still earn a high growth percentile. A strong SGP tells us our students did better than their peers who scored similarly the year before. It doesn't tell us whether they are at grade level.

For example, the current 6th grade class at Williamstown Elementary School (WES) has decreased in their grade-level math proficiency every year since their 3rd grade MCAS. In 2024, 64 percent of the class was meeting expectations; in 2025 48 percent were at grade level, and in 2026 only 33 percent of their class met grade-level expectations. Our current WES 5th grade class follows a similar trend, with 48 percent meeting grade-level math expectations last year vs 56 percent meeting expectations in 2025 when they were in 3rd grade.

Not every class follows this pattern; our current 7th graders gained to 62 percent last year. But seeing entire classes decrease is something that deserves our attention.

Growth comparisons across the state provide useful information, but they do not tell the complete story. We also need to look at where our students are in terms of grade-level proficiency and how those numbers are changing from year to year within the Mt. Greylock school district. This will be our first year with the math interventionist role filled at WES and our second year with the new i-Ready curriculum.

As we watch whether these changes are working, I hope the School Committee will discuss proficiency alongside growth in its public meetings, so our community can see the full picture. Growth matters, but it isn’t enough if fewer of our kids are reaching grade level each year.

Sincerely,

Jenna Hasenkampf
Williamstown, Mass.

Hasenkampf is a parent of WES students in Grades 2 and 4.

 

 

 

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