Historic Green Heart of the City
Introduction
The South Park Blocks in Portland, Oregon, are a beautiful stretch of green space that runs through downtown. This multi-block park is more than just a place to relax—it’s a part of Portland’s history and culture. With tall trees, public art, and nearby museums and schools, the South Park Blocks are a special place for both locals and visitors.
A Walk Through History
The South Park Blocks, originally called The Boulevard, were first planned in 1852 by Daniel H. Lownsdale, who wanted to create a public space for people to enjoy. He donated nineteen original blocks to the city, which later became part of Portland’s first official parkland. Over time, the area grew into a fancy neighborhood with big houses, churches, and schools. Teenage boys used to race their horses along these blocks. In the 1870s, the city began planting trees and flowers to make the park more beautiful. By 1908, the park was filled with colorful plants and statues. Today, the park is home to over 300 trees, including elm, oak, and maple, and many pieces of public art.
Culture and Community
The South Park Blocks are part of Portland’s Cultural District, which includes the Portland Art Museum, Portland State University, and many theaters. The park is used for community events, a farmers’ market every Saturday, peaceful walks, and even streetcar rides. It’s also listed on the National Register of Historic Places, showing how important it is to the city’s history.
Public Art
The South Park Blocks are full of surprises, and two pieces of public art there—Transcendence and Star Catcher—show how creativity can make a city feel magical. These artworks are not just decorations; they tell stories and make people think. Let’s explore what makes them special.
Transcendence: A Flying Fish?
Transcendence is a bronze sculpture by artist Keith Jellum. It shows a giant salmon swimming through the corner of a brick building above Southpark Seafood Restaurant on SW Salmon Street which is named after the salmonberry. The fish is 11 feet long, and it looks like it’s leaping right through the wall! This sculpture is whimsical, which means it’s playful and a little strange—in a fun way. It reflects Portland’s love for quirky and unexpected art.
Salmon is important in Oregon’s culture and environment. By placing it above a seafood restaurant on Salmon Street, the artist adds humor and meaning. The sculpture makes people stop, look up, and smile. It’s a reminder that art can be surprising and joyful.
Star Catcher: Reaching for Dreams
Star Catcher is a colorful mural painted on a building in the South Park Blocks. It shows a young girl reaching out to catch stars in the sky. The stars represent hopes, dreams, and imagination. The mural uses bright colors and bold shapes to grab attention and inspire viewers. It celebrates childhood wonder and the idea that anyone can reach for something greater. Located in a busy area, it can be seen by many people every day. It helps make the city feel more alive and hopeful.
These two artworks show how public art can make a city more interesting and meaningful. Whether it’s a fish flying through a wall or a girl catching stars, Portland’s South Park Blocks remind us that imagination is everywhere.
The South Park Blocks are a great example of how nature, history, and community can come together in one place. Whether you’re walking under the trees, admiring the statues, or attending a local event, this park is a living part of Portland’s story.
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Discussion Questions:
Parks:
Why do you think Daniel Lownsdale wanted to create park blocks in Portland?
How do parks like the South Park Blocks help bring communities together?
What kinds of events or activities would you enjoy in a park like this?
Art:
Why do you think the artist chose a salmon for Transcendence?
How does Star Catcher make you feel when you look at it?
What are some other examples of public art you’ve seen in your city?
Do you think art should be fun and surprising, or serious and thoughtful? Why?
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State Education Standards:
Social Studies 3.11. Describe how individuals, groups, events, and developments have shaped the communities and regions. Historical Knowledge
Social Studies 3.12. Compare and contrast the history of the local community to other communities in the region. Historical Knowledge
Social Studies 3.17. Use a variety of historical sources (artifacts, pictures, documents) to identify factual evidence. Historical Thinking
VA:Re8.1.3a. Interpret art by referring to contextual information and analyzing subject matter, form, and materials. Visual Arts Responding