Right now we have our next generation of industrial artists heading back to school. We recently had a chance to catch up with one of our students Beatriz Cuevas and talk to her about how her industrial arts experience helped her get into Stanford University.

Crucible: Hi Beatriz, can you tell folks a bit about how you got started at The Crucible?
Beatriz: Yeah, sure. I’ve been at The Crucible since I was 13, when I was in the 8th grade. I got involved with The Crucible because my art and jewelry teacher Ms. Wasserman, suggested that I take a class at The Crucible, so I applied, and I was accepted into the summer program.

The first class I took at The Crucible was blacksmithing. Honestly, I didn’t even know what blacksmithing was; I’d never been exposed to industrial art before. I remember I was really afraid in the beginning of the class because the small pieces of metal from hammering the hot metal rod were hitting my skin and it burned a little. I was so afraid, but after the first day, I got more comfortable with the hammer, the metal and the fire. I’ve also taken glass flameworking, jewelry, TIG welding, and the Art Bike class. Each class has been really fun. I especially loved welding and working with glass.

Crucible: What are some of the different projects besides classes that you have participated in?
Beatriz: One of the projects I was involved in was making a pedal-powered bike organ. The Crucible was going to be featured on Design Squad Nation, a show that would air nationwide on PBS. They gave me the opportunity to be the student that would represent The Crucible. During the show, I helped build a bike with two engineers and worked on the welding of the frame that would hold the organ. In the end, I got to present the bike at the Block Party at my school where my friends, family, and teachers saw my work. Everyone was very proud and excited for me.

I also participated in the Fuego! Internship program. Last year, I interned in the glass flameworking class. It was really fun because I got to help other students become better artisans while bettering my art skills in the glass medium. I made sure the class materials were set in the mornings, took students to break, and monitored the students during lunch activities. I learned how to better communicate with young people, and this skill really helped me this year, since I am an intern again. This year I’m an intern, but with a spin. I’m helping the current interns be interns. I lead some of the icebreaker and bonding activities everyday during our meetings. I’m working on improving my speaking skills in front of a group of people, which will help

by Jennifer Zahrt

During a class fieldtrip to Greenfield Village & Henry Ford Museum in Detroit, the ten-year-old Chris Niemer spied a blacksmith smacking on metal with a hammer, and he knew right then that he wanted to become a blacksmith. He didn’t get to start working with metal until his early 20s when he came to California and got involved with the California Blacksmith Association. Now, Chris teaches courses in blacksmithing in The Crucible’s smithy.

A good part of Chris’s art is functional, but he often implements organic shapes. He’s done railings, gates, and fences that all have an artistic foundation. He created this particular railing early on in his career, and it’s still one of his favorite pieces.

These days, Chris spends most of his creative time making machines, structures for machines, and tools for the smithy. The major project Chris has resolved to create this year is an induction heater, which is an electrical heat source for heating metal. It works by passing magnetic waves through the metal and exciting the atoms to get it hot.

In class he’s known for telling his students to “Swing the hammer!” This mantra sums up his approach to teaching in the smithy. After he’s presented a thorough demo and communicated his organized layout for what he expects students to achieve, he gives them the freedom to make mistakes. He’ll then step in and help students solve the mistakes. This teaches them through direct experience one of the fundamental aspects of being a blacksmith: problem solving. Blacksmiths, who often have a limited amount of tools and resources, have to figure out how to accomplish their goals with the tools, resources, and skills at hand.

The most prominent thing that Chris sees students getting out of the smithy is a tactile understanding of physical properties and geometry and an appreciation for how things are made. The results of a wrong hammer blow are very graphic. Learning how to work with metal teaches students how to understand angles, positioning, and force and how that is applied to material. Students also gain a new perspective on metalwork and walk away with being able to see the difference between machine-made and handmade. As Chris put it, “when things are exactly alike, you know a machine made it. When things have variance, you know that a human hand was involved.”

Chris credits The Crucible with giving him the greatest source of unrestrained creativity in his artistic work. He’s constantly amazed by all the creative people and projects happening at The Crucible, and he’s excited that he’s been given the chance to build up the smithy into one of the Bay Area’s best places to swing hammers!