Summer Reading List

In the spirit of continuous improvement I am assigning myself some summer reading!

Clayson, Hollis, Tom Cummins, Natalie Boymel Kampen, Richard J. Powell, Martin J. Powers, O.K. Werckmeister, “Art History,” The Art Bulletin 77:3 (September 1995): 367-91.

Dietrich and Smith-Hurd, “Feminist Approaches to the Survey,” and Mathews, “What Matters in Art History,” Art Journal 54:3 (Fall 1995): 44-7 and 51-4.

Nelson, Robert. “The Map of Art History,” The Art Bulletin 79:1 (March 1997): 28-40.

Nelson, Robert. “The Slide Lecture, or the Work of Art History in the Age of Mechanical Reproduction,” Critical Inquiry 26:3 (Spring 2000): 414-34.

Phelan, Peggy et al., “Art History Survey: Round-Table Discussion,” Art Journal 64:2 (Summer 2005): 33-51.

Russo, Thomas. “A Collaborative Learning/Assessment Model,” Art Journal 54:3 (Fall 1995): 82-3.

Filene, Peter. “Discussing,” The Joy of Teaching, pp. 56-74.

The Digital Transition

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“The Digital Transition: Perspectives from Art Historians,” issue of the VRA Bulletin asks, “Does the use of digital tools change the way art historians teach and do research? Does it change the way students learn? Has our professional preoccupation with the creation of (funding of, development of, staffing for, training for) digital tools clouded our view of the ultimate use?” Art historians in a range of different fields address these pedagogical questions in six essays. Anne Leader and Jeffery Schrader address issues in teaching using digital media and technology. Mark Trowbridge, Sarah Johnson and Erik Gustafson describe the impact of changes in research methods on fields of study. Finally Elizabeth Williams pays homage to the all but abandoned use of slides.

As a scholar who’s study began after the 1990s the time when Johnson describes, digital technologies as taking hold, I found these professors perspectives to be quite interesting (p. 13). Johnson continues on to explain, “some [scholarly] tasks are greatly simplified and expanded by the digital environment; others require huge investments of time, resources, vision and new technical skills. Future design historians’ jobs will be radically different, and hopefully the field can be developed by harnessing new technologies, even if they are not all created equally” (16-17). These are all important considerations as I begin my teaching career.

Gift or Loot: Who Owns Cultural Property, A First Year Seminar at Wheaton College

My first thought was, “I want to take that class!”

My second thought was, “I want to teach that class!”

Then I realized, who would want to teach a class we wouldn’t be stoked to take ourselves?

In the fall of 2013 art historian Leah Niederstadt developed a first year seminar course designed to “identify useful elements and applications of blended learning in Wheaton’s liberal arts classrooms.” Entitled Gift or Loot: Who Owns Cultural Property? the course examined contested claims over cultural property. Asking student to consider both historical and contemporary attempts to exercise control over artwork, ethnographic objects, human remains, and structures and to explore the beliefs, economics, ethics, morals, and laws that underpin such attempts and their failure or success, the course had been inspired by a “Teaching Naked” workshop led by Jose Antonio Bowen.

According to Leah Niederstadt and her collaborator Pete Coco, digital strategist at Wheaton:

This case study demonstrates the many ways in which collaboration between faculty, technologists, and college administrators can overcome the upfront resource challenges—particularly those related to time and technical expertise—that can deter the exploration of blended learning in any classroom. At liberal arts colleges, these collaborations have the added benefit of embodying and creating the community that our students join, united around the common goal of enhancing student learning.

For more on Niederstadt and Coco’s findings from this experiment in utilizing blended learning in a liberal arts context, see their blog post on “Digital Projects and the First Year Seminar: Making Blended Learning Work at a Small Liberal Arts College.” 

Leah Niederstadt and students work with the Arab Filly statue

And for further reading:

Berrett, Dan. “The Many Faces of the Freshman Seminar.” The Chronicle of Higher Education, July 29, 2013.

Bowen, Jose Antonio. Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. San Francisco: Jossey-Bass/Wiley, 2012.

Bryn Mawr College. “Blended Learning in the Liberal Arts, Home.”  Accessed April 30, 2014.

Coleman, Sandra. “25 years and counting: Reflecting on First-Year Seminar.” Wheaton Quarterly, Spring 2012.

DeFrancisco, Vincent. “Four Digital Humanities Projects from Chronicle Readers.” The Chronicle of Higher Education, January 10, 2014.

Spohrer, Jennifer. “Blended Learning in a Liberal Arts Setting.” Online webinar for National Institute for Technology in Liberal Education, September 12, 2012. Accessed June 6, 2014.

Like minds…

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I recently stumbled across a professional group I am intrested in joining. Art Historians Interested in Pedagogy and Technology (AHPT) is a College Art Association and Southeastern College Art Conference affiliated society with the purpose of promoting “knowledge of all aspects of technological applications for the teaching of visual culture. It further proposes to encourage graduate training in this aspect of the teaching of visual culture.” The group’s recent publications include:

Blog Post about Lectures and New Technologies: http://www.bestcollegesonline.com/blog/2013/04/23/heard-it-all-before-a-new-age-of-lectures/

Teaching Art History with New Technologies: Reflections and Case Studies, edited by Kelly Donahue-Wallace, Laetitia LaFollett, and Andrea Pappas. Cambridge Scholars Publishing, 2008. Available at amazon.com.

Sarah Jarmer Scott, “Wiki-based learning in the Art History survey,” Academic Exchange Quarterly14:1(Spring 2010).

Kelly Donahue-Wallace, “Assessment in Art History,” CAA News 32:5 (2007): pp. 8-12.

Making Data Promiscuous

“Making data promiscuous” that is exactly what the Walters Art Museum is trying to do. Or as curator William Noel explained, the important thing is to put the “data in places where people can find it — making the data, as it were, promiscuous. That means putting it on Flickr, Pinterest, that sort of thing; these are forums people are used to using and commenting on, which they already use to build datasets of their own.” For more on the Walters Art Museum and Noel’s perspectives on the digital future of art museums check out his interview with the TED Blog and his TEDxSummit talk on the lost codex of Archimedes.

Growing the 8% starts with me

i heart books

After reading Jose Antonio Bowen’s Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning, I did the obvious thing, and started following him on Facebook. As would be expected, Bowen posts some really great resources. Yesterday he posted an infographic that really caught my attention. Turns out it came from a blog called Teaching & Learning in Higher Ed, but that is another story.

Titled “Grow the 8%,” the infographic provided several shocking stats, such as only half of student make “any improvement in writing and critical thinking in the first two years of college” and “Years after a lecture course, students in another study only knew a little more than those who never took the course.” However, the most statement was that only 8% of professors reported taking “any account of research on teaching and learning in preparing their classes.”

Yikes.

The good news is that the infographic provided a list of resources that would help professors improve their teaching. These include:

  • John Tagg, The Learning Paradigm College (2003)
  • Dee Fink, Creating Significant Learning Experiences (2003)
  • Maryellen Weimer, Learner-Centered Teaching(2013)
  • John C. Bean, Engaging Ideas (2011)
  • Rebekah Nathan, My Freshman Year (2005)

And books by Parker Palmer, Ken Bain, Susan A. Ambrose et al., John D. Bransford et al., Barbara G. Davis, Donald L. Finkel, and Wilbert J. Mckeachie.

Looks like I have some reading to do!

On and off my mat

Last week I took the leap; I started yoga teacher training. A 200 hour yoga teacher training course had been on my bucket list for a while, but a recent trip to India inspired me to take the plunge.

Then as if meant to be, I found a yoga school close to home with a schedule I could easily manage while still working full time. Unfortunately the next session was full (I took that as a good sign!) and I was put on the waiting list. I figured if it was meant to be it would happen and if not, I could wait. Turns out it was meant to be and I got the email! Someone had been unable to attend, and I was in.

I was nervous, like really nervous to begin and I couldn’t figure out why. The more I thought about it, the more I realized I was hesitant to share my yoga with others. I have been practicing for years, and it has always been in a way selfish. I have used asana, pranayama, and more recently meditation to ground me, to find calm in turbulent years, to help me feel balanced in the chaos of my busy life. I realized I was concerned about bringing all my expectations about what it means to be a teacher to my mat. So in order to find some balance, I started thinking about how I have applied the lessons I have learned on my mat, into my teaching practice.

Being Present For me, being present manifests in two ways. Primarily it is being in the moment, giving my undivided attention to the students during class time, not thinking about previous courses, or upcoming material. However the idea of being present has also inspired me to think more about why we teach art history, and why is it important for students current lived experience. What connections can be made between images from the past and the present moment? Although being present in a history class seems to be a contradiction, maybe it really speaks to the need to be mindful (another good yoga word) of contemporary biases, and perspectives that colour how we see the past and the future.

Observing without Judgement This is another multifaceted lesson taken from my yoga practice. For me it is a reminder to be aware and be sensitive to students and their unique needs. It is less about me categorizing them and their work as good or bad, and more about me helping guide them. Not only do I wish to cultivate my own powers of observation, but perhaps more importantly it is about encouraging students themselves to observe with out judgement. A thoughtful, engaged art historian does not discuss art as good or bad, but has a developed visual literacy. Observing means being mindful (again!), and able to use curiosity to make connections.

Being Reflective This is one that I have currently listed on my statement of teaching philosophy, but now I am really reconsidering what it means to be reflective. For the first time, this fall I will be teaching the same course again. This gives me the opportunity to really evaluate what went well, and what can be improved.

Finding edges And finally one of the most important lessons I have gleaned from my yoga practice is an ability to find my own personal edge. How do you push yourself while honouring your present moment? How do I find edges for my students and me? How do I foster that intellectual sweet spot where students feel safe but can also push the boundaries of their thinking? This is one that I will always have to constantly be mindful of.

Like yoga, teaching is a journey.

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What would Wölfflin do?

slides_scattered Wölfflin, the master of extemporaneous speaking, places himself in the dark and together with his students at their side. His eyes like theirs are directed at the picture. He thus unites all concerned and becomes the ideal beholder, his words distilling the experiences common to everyone. Wölfflin considers the work in silence, draws near to it, following Schopenhauer’s advice, as one draws near to a prince, waiting for the art to speak to him. His sentences come slowly, almost hesitatingly. When many of his students imitate these pauses in his speech, they imitate not just an external mannerism, because they feel that these solemn effects convey something positive. Wölfflin’s speech never gives the impression of being prepared, something completed that is projected onto the art work. Rather it seems to be produced on the spot by the picture itself. The art work thus retains its preeminent status throughout. His words do not overwhelm the art but embellish it like pearls.[1]

When Robert S. Nelson wrote “The Slide Lecture, or The Work of Art History in the Age of Mechanical Reproduction,” in 2000 he noted, “dialogue and deictics today are yielding to hypertext, HotSpot, and Powerpoint”.[2] He however could only speculate, “Where will the art historian stand in cyberspace, and what codes, disciplinary, performative, or otherwise, will control the content and guarantee the reliability of art presentations?” Fifteen years later applications like Wölff speak to the “proliferation of internet resources” that Nelson saw, providing “greater equality of opportunity for teachers and students throughout the world”.[3]

Named after the famed Swiss art historian credited for popularizing the use of side-by-side slide comparisons to facilitate the formal analysis of two images, Wölff “modernizes his timeless method of analyzing style and form”. The website continues on to claim, “As Wölfflin popularized the use of projectors, Wölff introduces mobile technology to the study of art.”[4] I have used other digital databases (FADIS and artstor) in the past and I am curious to see if Wölff will live up to its claim to help you “Discover, organize, and present works of art in high resolution with the stroke of a finger.”[5] I am going to check it out and will report back. If as Nelson suggests, “For art history the ability to produce objective representations of works of art, especially in great abundance in the slide lecture, permitted new types of arguments.”[6] What will an app like Wölff do?

[1] Franz Landsberger, Heinrich Wölfflin (Berlin: Elena Gottschalk, 1924): 93-94. [2] Robert S. Nelson, “The Slide Lecture, or the Work of Art ‘History’ in the Age of Mechanical Reproduction,” Critical Inquiry 23 no. 3 (Spring 2000): 434. [3] Nelson, 434. [4] https://www.wolffapp.com (accessed 21 March 2015). [5] https://www.wolffapp.com (accessed 21 March 2015). [6] Nelson 432.

All About the Booty: Meagan Trainor, Nicki Minaj, Agency and Image

While on a run today I listened to Nicki Manaj’s “Anaconda” and Meagan Trainor’s “All About the Booty” on repeat. Over the last few weeks I have been obsessed with these two songs and their accompanying music videos. Sure they are catchy but more importantly I can’t decide if they are the ultimate expression of agency or the worst things to happen to feminism since the Spice Girls introduced “Girl Power”. Maybe it is not that simple?

In light of the numerous critiques of these two songs, I am going to play devil’s advocate and explore both “Anaconda” and “All About the Booty” as giving voice to a particular female cultural consciousness in our particular historical moment. Please note this is just my initial thoughts by no means an exhaustive, researched piece (I could go on and on about “skinny shaming” and even what these songs say about the able female body and reproductive rights).

On Feministing.com Chloe Angyal makes a convincing argument that although Trainor decries the fashion industries impossible standards of beauty (We see the magazines workin that Photoshop/We know that shit ain’t real/C’mon now, make it stop) her own self-worth is problematically tied to what others think of her (Yeah, my momma told me don’t worry about your size/She says boys like a little more booty to hold at night). While this is true, I can’t help but notice that we don’t see much of Trainor’s body in the video. Through out the pastel hued romp, the twenty-one year old from Massachusetts is clothed from her neck to toes, in a rather modest button up, cardigan, knee socks, skirt and tights (and hideous chunky shoes). Despite being all about the booty, we don’t get to see her booty. We see a plastic rapped “silicon barbie doll” prance around, a gangster girl twerk and a heavy-set black guy, with a prominent muffin top busting a move. Moreover, the background is either an ambiguous pink setting or a stereotypical nineteen fifties middle class home. In contrast, Minaj’s booty jam is set for the most part in a jungle. Let me repeat, a jungle.

I can’t help but agree with Derrick Clifton that “Nicki Minaj’s ‘Anaconda’ Is the Fiercest Take on Female Sexuality of the Year.” He notes that she is just one in a long line of musicians to engage in “booty politics”. Others include Sir Mix-a-Lot (whom she samples), Sisquo (“The Thong Song”) and Bubba Sparxxx (“Ms. New Booty”). However, in Minaj’s case there is one key difference; it is her own booty that is being showcased. Even though her boy toys are buying her Alexander McQueen and she appears to be trading sex for Balmain, she is clearly bold, brave and in charge of her own sexuality.

Regardless of if the listener agrees with Minaj’s values it is hard to ague with her way with words. In “Anaconda,” Minaj taps into a history within hiphop of describing sexual conquests. Here I am thinking of some of the ways Biz Markie or even Dr. Dre created a narrative around their encounters with women. And this isn’t the only song, Minaj has carefully crafted her own image (and according to the rumors even her own body) to project a highly sexualized image of herself. But as I mentioned before, she has arguably been the one controlling much of this personae. However despite this agency she remains a complicated figure. In a very smart post entitled “Nicki Minaj’s Feminism Isn’t About Your Comfort Zone: “Anaconda” and Respectability Politics,” Carmen the Feminism Editor at Autostraddle, notes:

Feminists refuse to take Minaj’s statements seriously, continuously torn between embracing her sexually raw and eccentric persona with her own self-declared girl-power focus. It’s clear that when Minaj is making feminist statements in a language that resembles mainstream feminist discourse, folks are giddy to jump on the bandwagon — but her oversexualized state of being, her sexual aggression and occasional sexual dominance, often worry them. This is hugely problematic. It’s the impossibility of ultimately marrying the image of a sexually empowered woman to her state of existence which allows for the distorted view of women’s sexuality to prosper. When feminists honor Minaj’s feminist lyrics, as they did with “Anaconda,” and then admonish her for expressing herself with sexually charged images and videos, they are playing into the same dominant narratives about women’s sexualities that perpetuate victim-blaming, slut-shaming, and the subordination of women.

Maybe instead of arguing whether they are helping or hindering, it is more productive to think about the ways in which Minaj and Trainor are following in the well-trodden paths of women who used socially acceptable gendered avenues to express subversive views. Here I am thinking of the ways in which a woman like Elisabeth Vigee Le Brun was able to forge a successful artistic career by couching her ambition within Rococo expressions of mothers and children, or how suffragettes embroidered banners that demanded the right for women to vote. Trainor dodges any controversy or feminist labeling by masking her lyrics in a catchy doo-wop track. And Minaj grounds her radical approach by sampling Sir-Mix-A-Lot’s hip hop classic.

In a smart discussion of Beyonce’s feminist credentials one blogger notes that Queen Bey’s “feminism is not everyone’s feminism”. And maybe that awareness of the diversity of what the F word (feminism) can be, should be the take away for us. If one of the main critiques of feminism has been that it has privileged the voices of upper middle class white women, then perhaps we should be cautious of hailing Trainor for writing the anthem for body acceptance and self-esteem while censoring Minaj’s own take, albeit in a much more explicit manner, on the same subjects.

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Media

Greg Bryda’s article on Art History Teaching Resources is about more than just than Wolff, the app he created for sharing slide presentations on a tablet. In it he thoughtfully interrogates the relationships between art history and technology, including the use of slide projectors in lectures, the adaptation of aids by MOOCs, and the tangibility of digital resources. While I am interested in this article’s implications for the materiality of objects, I also find it an excellent resource for thinking about how I use new media technologies when planning lessons. Bryda’s contribution to the discussion of how we teach art history is just one of the many important viewpoints shared on the Art History Teaching Research blog.