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DartArt: ‘A Round,’ by Jenny X. Qian ’10

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DartArt is a video series featuring interviews with students about their favorite works of art at the College.

Savannah Liu ’18 is fascinated by the way A Round, by Jenny X. Qian ’10, changes as a viewer’s perspective changes.

“I spend a lot of time in this common room studying, and this is one of the art pieces that I saw, and I thought it was really cool because when you look at it from both sides, it’s actually quite different, because the colors are different underneath the prisms,” she says. A Round is displayed in a study room in McLane Hall.

In this video, Liu talks about why Qian’s piece is her favorite work of art at Dartmouth and what art does for the entire campus.

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Celebrating Undergraduate Research and Creativity: Elena Zinski ’15

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Springtime on the Dartmouth campus marks the annual celebration of undergraduate research, scholarship, and creativity. Undergraduates work closely with faculty on projects relevant to the students’ chosen fields, challenge their abilities, and contribute to the scholarly enterprise. The projects are designed to encourage critical thinking, problem-solving abilities, self-confidence, and intellectual independence.

Dartmouth Now highlights the work of six undergraduate researchers in a weeklong series.

Elena Zinski ’15 chose Dartmouth because of its small class sizes and the chance to work closely with professors. “Dartmouth’s commitment to undergraduate teaching has certainly been a big part of my college experience,” says the Wheaton, Ill. native.

Side-by-side photo of Smolin and Zinski

“His expertise on Morocco has proven invaluable as I searched for sources and tried to understand the political and historical contexts of the text,” says Elena Zinski ’15 of her adviser, Jonathan Smolin, an associate professor of Asian and Middle Eastern Languages and Literatures. (Photo by Eli Burakian ’00)

Zinski also places a premium on faculty research. “This research propels their fields forward by challenging the boundaries of knowledge and what we assume to be true,” she says. “These advancements influence students in the classroom but also affect a range of arenas—from public policy to medicine to international affairs.”

Studying in the Department of Asian and Middle Eastern Languages and Literatures (DAMELL), Zinski is specifically interested in contemporary Arabic literature and the construction of national identity, particularly in the Middle East and North Africa. She is completing a senior honors thesis on Arabic literature.

A series of events highlight undergraduate research, scholarship, and creativity this week:

President's Undergraduate Research Symposium

  • Wednesday, May 27, 4-5:30 p.m. in Baker-Berry Library, Main Corridor
  • Presentations and posters highlighting honors theses from across the College

Karen E. Wetterhahn Science Symposium

  • Keynote address at 4:30 p.m. on Thursday, May 28, at Class of 1978 Life Sciences Center: “From Drought to Flood: Engineering for Climate Change” by Kathleen White of the U.S. Army Corps of Engineers
  • Undergraduate Poster Session, 5:30–7 p.m.

Arts at Dartmouth Awards Ceremony

  • Tuesday, June 2, 4:30 p.m., Moore Theater at the Hopkins Center for the Arts
  • A celebration of student achievement in the arts with live performances and short film screenings. With guest of honor Michael Rafter ‘82, Emmy award-winning television director and Broadway music director.

“For my thesis, I compared two Arabic Moroccan novels: Abd al-Karim Ghallab’s Dafanna al-Madi and Layla Abu Zayd’s Am al-Fil,” she says. “Morocco gained independence from France in 1956, and I studied how these novels use narratives of the independence movement to critique the social and political environment that emerged in the post-independence period. Dafanna al-Madi has not been translated into English, and so it was rewarding for me to apply four years of language study to understanding this complex text.

“My senior thesis has felt like a culmination of my academic experiences. Within my Arabic language project, I relied on the range of my past coursework, from engineering to photography to government, to enrich my analysis of the texts. This process of pulling on a variety of academic experiences embodies, to me, the value of my liberal arts education.”

Zinski pursued her fascination with Morocco in spending terms abroad in Tangier and Rabat. “I took a Moroccan dialect class my sophomore summer and completed a smaller research paper on the Amazigh (Berber) community in Morocco,” she says. “I wanted these academic experiences, along with my study of Arabic, to culminate in my thesis.”

Her adviser has been Jonathan Smolin, an associate professor of Asian and Middle Eastern Languages and Literatures. “His expertise on Morocco has proven invaluable as I searched for sources and tried to understand the political and historical contexts of the text,” Zinski says. “I appreciate the encouragement he has given me to take ownership of my project. He has improved not only the quality of my thesis but also my skills as a researcher and writer.”

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Zinski is looking forward to working this summer as the director’s assistant on Dartmouth’s new Arabic Advanced Language Study Abroad program in Rabat. “After teaching many of the students as a ‘drill instructor,’ I am thrilled to share in their abroad experience.”

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Virginia Beahan: Photos From Cuba

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Virginia Beahan, a senior lecturer in studio art, has been taking photos in Cuba since 2001. In 2009, she published Cuba: singing with bright tears.

“Cuba's history is visible everywhere, written on the land in words and images: on billboards and signs, on public buildings and homes, painted onto rocks and spelled out in whitewashed pebbles in the red earth. One is steeped in the events of the past, and the land and its people testify to their bearing on the present and the future,” says Beahan.

Below are a few photos from her book. Read more about Beahan and her fascination with Cuba in a story on Dartmouth Now.

Virginia Beahan: Bay of Pigs

Bahía de Cochinos (Bay of Pigs), 2004
Site of the failed CIA-sponsored invasion by Cuban exiles on April 17, 1961.

Virginia Beahan: La Terraza

La Terraza, Cojímar, 2005
Ernest Hemingway’s favorite bar in the fishing village that inspired The Old Man and the Sea.

Virginia Beahan: Club Nautica

View from the ruins of Club Nautica, Santiago de Cuba, 2004
La Socapa was a wealthy seaside community during the 1950s. After the Revolution, property was redistributed, and multiple families now occupy former mansions.

Virginia Beahan: Panaderia

Panaderia (Bakery) René Ávila Reyes, Martir de la Revolución, Holguín, 2004
The portraits on this façade are of Camilo Cienfuegos and Che Guevara. At last visit in 2007, they had completely faded away.

Virginia Beahan: Street in Gibara

Vestiges of American businesses, Cespedes Street, Gibara, 2007
Cuban exiles in the United States send more than a billion dollars a year to aid their families in Cuba.

Virginia Beahan: Cuban Flag

Cuban flag. Caibarién, 2006.

Virginia Beahan: Fishing Boats

Fishing boats. Playa Girón. 2004.
Manned lookout station guarding the aqua frontera.

Virginia Beahan: Education Is Freedom

"Education is freedom."—José Martí, Revolutionary Philosopher and Father of Cuban Independence.
Cuban citizens Gerardo Hernández, Ramón Labañino, Antonio Guerrero, Fernando González and René González, were convicted of espionage by a Miami jury in 2002. Known as The Cuban Five, the remaining three prisoners were recently released and returned to Havana as part of a rapprochement between the two governments. The slogan Volverán means “They will return.”

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William Cheng on the Difference Between Sound and Music

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By Kathryn Stearns

This Focus on Faculty Q&A is one in an ongoing series of interviews exploring what keeps Dartmouth professors busy inside—and outside—the classroom.

William Cheng sitting at a piano

“I’ve come across challenges in teaching students how to write about music with a mix of technical precision and personal flair,” says Assistant Professor of Music William Cheng. (Photo by Rob Strong ’04)

Assistant Professor of Music William Cheng is particularly interested in sound, media, technology, identity, and politics. His first book, Sound Play, Video Games and the Musical Imagination, was published in 2014 by Oxford University Press. Cheng, who joined the Dartmouth faculty this year, talks to Dartmouth Now about musicology, the cultural value of video games, the nature of sound, and the sound of nature.  

“The term musicologist,” you wrote, “often elicits courteous yet uncertain nods from new acquaintances.” Does musicology suffer from an inferiority complex?
Musicology—the study of music history, musical pieces, artifacts and cultures—has historically shown some envy of the sciences, in part because it wanted to be taken seriously. And so it looked for rigorous methods and for provable outcomes and arguments.

Well, our world is smitten with evidence and data.
Yes, “evidence” is that Holy Grail that sends you on the path to truth, right? One of the curious things about music is that it’s often deemed nonrepresentational. You can listen to a piece of music, but it doesn’t shout a specific word at you. So scholars have long struggled to find words to capture music, realizing that it escapes our semantic and even our physical grasp.

So you’re caught in a paradox, trying to interpret aspects of music that elude verbal expression.
Yes, absolutely. On the one hand, music is difficult to describe. On the other hand, music is popularly perceived as so leisurely, so pleasurable, that its beauty and its messages are a given. It’s so obvious that it defies interpretation. But that doesn’t stop people from trying.

Is teaching sometimes a struggle if interpretation is a struggle?
I’ve come across challenges in teaching students how to write about music with a mix of technical precision and personal flair.

What’s the difference between sound and music?
I’ve asked myself that a lot. You could say something as simple as: Music is a type of sound. But of course music has a valuative charge, usually in the positive sense. Music is pleasant sound, or sound that has meaning and cultural value ascribed to it.

Speaking of cultural value, you admire a lot of video games and their music. I confess that when my son played video games, I heard only sound, not music.
There’s a stigma attached to video games as merely recreational, warping our children’s brains, encouraging violent tendencies in members of society. But video games have immense social and cultural force—they gross more than movies.

Yet­—correct me if I’m wrong—one rarely hears of a video game soundtrack becoming a hit.
Actually, video game music is booming. There are video game orchestras. There are touring ensembles that use local orchestras and musicians to put on big multimedia productions—lasers and lights and everything—of video game music. I suppose, though, that if you walked up to someone and asked, “Can you name a famous video game composer?” they might not be able to give you a name.

Can you give me a name?
I can. He’s very popular in Japan: Nobuo Uematsu, who is well known for having composed many of the Final Fantasy soundtracks.

It’s worth noting that games and game music vary greatly across cultures, and in Japan there might be much greater recognition of certain composers. In South Korea, there is a huge e-sports market—electronic sports and competitive gaming—and tournaments fill up stadiums like a football game here would. The pro-gamers there are as much celebrities as Brad Pitt and Angelina Jolie are here.

Why do you think gaming is more respected in Asian cultures?
Maybe the American stigma arises in part from the excessive gun violence in this country. A lot of the action games are what we call “first-person shooters,” where you usually see the gun your character’s holding. When tragedies happen here, it’s easy to look at the visual as well as mechanical analogs to video games. Games are so pervasive that it’s very easy to blame them. I think the association between violence and video games seeps into many aspects of our social conversation.

Let’s talk about something more pleasant. There’s a famous BBC radio show called Desert Island Discs. Imagine you’re a castaway. What three recordings would you take to your desert island?
I’ll cheat a little. I’d like the complete works of Chopin; the complete recordings of Eva Cassidy; and the complete works of Nobuo Uematsu, the Japanese video game composer.

You’re also allowed one video game.
Smash Bros.

What’s the premise?
The genre is called a brawler. You and up to seven friends try to toss each other off the stage. It’s very entertaining and friendly.

I’ve known you for only 30 minutes, but you don’t seem like a brawler.
The aesthetics are very cartoony.

Is there something about gaming that brings out an alter ego?
That’s a great question. My friends will tell you that I might shout and laugh a lot while I play, but once the game ends, we’re back to having a civil conversation.

So, you’re writing a book about meritocracy. Connect the dots between musicology and meritocracy.
My book is a critique of the moral, social, and political sustainability of meritocracy, through the lens of art and music and beauty. I think there’s a myth in the broad assumption that people can be reduced to their merits. How often do we hear, “They succeeded on their own merits”?

Yet here you are at an institution that pretty much operates according to that myth.
Absolutely. One of my chapters has to do with blind auditions, blind reviews, need-blind college admissions. The metaphor of blindness, I think, is not coincidental. We adopt these blind processes because to some extent we don’t trust ourselves to be impartial, but that doesn’t mean we get to congratulate ourselves and say that social justice is done. That is: “We can’t see you, so the problem doesn’t exist.”

I actually thought you were making the case for partiality.
Yes, insofar as we need to acknowledge the whole human being rather than parts.

What have you found most surprising about Dartmouth?
How frequently I bump into familiar faces—always a pleasant surprise. It’s my first time living in a small town where, it seems, everyone knows your name.

Do you think we’re moving in a good direction acoustically?
There’s a new branch of musicology called ecomusicology. It’s wonderful. It engages in questions of sound and music and ecosystems and the progression of soundscapes through time. Certainly things are getting more crowded soundscape-wise, and if we don’t keep an ear out, various sounds of nature will soon be—not just metaphorically but literally—inaudible.

The night after I moved to Hanover, in January, as I lay in bed—it was the most intense silence I had experienced in over, I guess, eight years. It was just so eerie. I asked my partner, “Do you hear that? What is that sound?” Then there was this moment of recognition. That answer was: nothing.

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Upcoming Events: Film Biography of Gospel Choir’s Cunningham

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Dartmouth Now offers a weekly roundup of noteworthy events on campus.

Walter Cunningham Jr., director of the Dartmouth College Gospel Choir, is the subject of a film biography made by the students of Jeffrey Ruoff, associate professor of film and media studies, in “Film 39, Group Documentary.” The film, Introducing ... Walt Cunningham!, tells Cunningham’s story from his Iowa childhood to study at the U.S. Military Academy at West Point, through a career in corporates sales, and then to Dartmouth. A discussion with Cunningham and the student filmmakers follows both screenings, which begin at 6:30 p.m. and 8:30 p.m. on Friday, May 29.

film poster of Walt Cunningham

The film, Introducing ... Walt Cunningham!, screens at 6:30 p.m. and 8:30 p.m. in Loew Auditorium at the Black Family Visual Arts Center on May 29.

Thursday, May 28: The annual Karen E. Wetterhahn Science Symposium, named in honor of the late Karen E. Wetterhahn, a professor of chemistry and co-founder of the Women In Science Project (WISP) at Dartmouth, opens with a keynote address by Kathleen White at 4:30 p.m. in Oopik Auditorium in the Class of 1978 Life Sciences Center. White, who leads national initiatives for the U.S. Army Corps of Engineers, will speak on “From Drought to Flood: Engineering for Climate Change.” White’s speech will be followed by the annual poster session from 5:30 p.m. to 7 p.m., featuring scientific research by Dartmouth undergraduates.

Thursday, May 28: The DALI lab and DEN present The Pitch, where 20 teams will compete for funding and venture support from DEN (Dartmouth Entrepreneurial Network) and design and development help from the DALI lab. Audience votes will help select the winners. The Pitch starts at 7 p.m. in Loew Auditorium at the Black Family Visual Arts Center.

Friday, May 29: Michael Gazzaniga, professor of psychology and director of the SAGE Center for the Study of the Mind at the University of California, Santa Barbara, presents the Inaugural Wolford Lecture at a Department of Psychological and Brain Sciences colloquium. Gazzaniga’s talk, “Split-Brain Research: A Journey from Dartmouth to Caltech to Dartmouth,” begins at 4 p.m. in Filene Auditorium, Moore Hall.

Friday, May 29: Sessions of a two-day workshop on issues at the intersection of ethics and practical reason begin Friday at 2 p.m. in the Paganucci Lounge, Class of 1953 Commons, and continue Saturday, May 30, at 10 a.m., in the Class of 1930 Room at the Rockefeller Center.

Saturday, May 30: Dartmouth’s Department of Religion marks the retirement of two of its faculty members—Nancy Frankenberry, the John Phillips Professor of Religion, and Ronald M. Green, Professor for the Study of Ethics and Human Values—with a symposium in their honor. “Philosophy of Religion and Ethics at Dartmouth: Thinking with Nancy K. Frankenberry and Ronald M. Green” starts at 9 a.m. in Haldeman 41 at the Kreindler Conference Hall.

Sunday, May 31: The Dartmouth Symphony Orchestra presents Mahler’s Symphony No. 6 at 2 p.m. in the Hopkins Center’s Spaulding Auditorium.

Monday, June 1: Harvard’s Matthew Blackwell and Maya Sen speak on “Southern Slavery and Its Political Legacy: How America’s Peculiar Institution Continues to Affect American Politics Today,” at 4:30 p.m. in Room 003 at the Rockefeller Center.  The event is sponsored by the Rockefeller Center and Dartmouth’s quantitative social science program.

Tuesday, June 2: Actor Sharon Washington ’81 is the guest of honor at this year’s Arts at Dartmouth award ceremony.  The celebration of student achievement in the arts takes place at 4:30 p.m. in the Hopkins Center’s Moore Theater.

Tuesday, June 2: Scout Sinclair Brody, PhD ’13, executive director of Simply Secure, speaks on “Open-Sourcing Useable Security,” at 4:15 p.m. in Carson L02. Her talk is part of “The Human Factor in Security Technology” speaker series and is co-sponsored by Dartmouth’s Computer Science Colloquium.

Tuesday, June 2: Jeff Blackburn ’91, senior vice president of business development at Amazon, visits the Dartmouth Entrepreneurial Network (DEN) for a conversation at 4:30 p.m., at DEN’s Innovation Center at 4 Currier Place.

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A Complex, Changing Cuba Fascinates a Dartmouth Artist

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Senior Lecturer in Studio Art Virginia Beahan says when President Barack Obama and Cuban President Raul Castro sat down together at the Summit of the Americas in Panama in April, it represented both an abrupt and an incredibly slow diplomatic and cultural shift for the two nations.

Virginia Beahan on location in Cuba

Virginia Beahan, a senior lecturer in studio art, is interested in helping students learn how to depict political and social change through their art. (Photo courtesy of Virginia Beahan)

Beahan, whose large-format photographs are in the collections of New York's Metropolitan Museum of Art, the San Francisco Museum of Modern Art, and the Corcoran Gallery of Art in Washington, D.C., began photographing Cuba in 2001, the same year she began teaching in the studio art department at Dartmouth.

"As soon as I arrived in Cuba, we were greeted by billboards that, instead of advertising Marlboro cigarettes, were advertising revolution," Beahan says. "I just loved the way history and culture were visible everywhere in the land, and so I wanted to photograph that."

See more photos:

Virginia Beahan: Photos From Cuba

When Obama announced in December the move to restore full diplomatic relations with Cuba after more than 50 years of isolation, Beahan saw it as a culmination of many complicated, incremental changes in the attitudes and politics of both countries. She had seen the stirrings when she began her work in 2001.

"I had a growing sense that the story was always changing, it was evolving, there was pressure for things to change, and I was very interested in that possibility," she says.

Fishing boats on the beach

Fishing boats. Playa Girón. 2004 is among the photos in Virginia Beahan’s 2009 book Cuba: singing with bright tears. (Photo by Virginia Beahan)

Beahan published Cuba: singing with bright tears in 2009, and has returned to the island nation twice in the years since. She says she has watched the gradual development of free enterprise as the Castro government relaxed restrictions on small businesses.

See more photos from Beahan’s book.

"I returned with the idea of following this emerging culture of capitalism. So I started to photograph small businesses, street vendors, people who were licensed now to offer goods and services," she says.

As a senior lecturer in photography, Beahan is interested in helping Dartmouth students learn how to depict political and social change through their art. In the winter term 2015, she taught a class called "The Photographer as Activist."

"It was an opportunity for students to work on issues they care about, and to explore them visually," Beahan says. "And I encouraged them to discover what kind of voice they might have, in terms of those issues, as artists."

The class drew a lot of interest and Beahan hopes to offer it again. "The thing that a lot of students say is they are not necessarily inclined to march around with placards or other more traditional ways of expressing views and opinions, but they would like to figure out how to do that through their artwork."

Beahan's latest project, "Elegy for an Ancient Sea," is a series of photographs of the landscape around California's Salton Sea, where the relics of resort communities stand abandoned on the desert shores of a receding, and increasingly more toxic, body of water. Beahan says that as the West struggles with a historic drought, the political and social forces at play around water rights and ecological degradation inform the work. The images will be on display this summer at the Museum of Contemporary Art San Diego in La Jolla, Calif.

And Beahan will be watching the new political and social influences that come into play in Cuba as the U.S. lifts restrictions on trade and tourism. She says the opening will most likely improve the lives of many Cubans, but she hopes change doesn't come too quickly.

“Cuba is such a fragile place,” Beahan says, “and a tsunami of tourism coupled with U.S. desire to open markets there will not necessarily solve the myriad problems of this beautiful island. Cuban people need time to adapt, to understand the meaning and the cost of these changes, and then to formulate their own ideas about what kind of society they wish to become."

Some of Beahan's Cuba work is part of a group show, "¡Viva Cuba!" at the BigTown Gallery in Rochester, Vt., through July 12.

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Evan Griffith ’15: Researching Liturgical and Musical Links

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Springtime on the Dartmouth campus marks the annual celebration of undergraduate research, scholarship, and creativity. Undergraduates work closely with faculty on projects relevant to the students’ chosen fields, challenge their abilities, and contribute to the scholarly enterprise. The projects are designed to encourage critical thinking, problem-solving abilities, self-confidence, and intellectual independence.

Dartmouth Now highlights the work of six undergraduate researchers in a weeklong series.

Evan Griffith ’15 came to Dartmouth from New York City to pursue a double major in music and psychology“and to learn from the amazing faculty,” he says. “Being able to pursue music in so many different ways here has been incredible for me. 

“Research has allowed me access to eye-opening bodies of work while at the undergraduate level,” says Evan Griffith ’15, right, photographed with his adviser, Assistant Professor of Music Spencer Topel. (Photo by Eli Burakian ’00)

“Being a Jewish organist, composer, and conductor, the intersection of music and my religion has always fascinated me,” says Griffith. This artistic and spiritual crossroad has played a crucial role in Griffith’s Dartmouth experience, from founding and directing the Dartmouth Hillel Choir to writing a sacred service of Jewish music. 

“Research is crucial to exploring your personal intellectual curiosity while also expanding the knowledge of those around you,” he says. As an undergraduate, he participated in the Sophomore Science Scholars and Presidential Scholars programs. “Research has allowed me access to eye-opening bodies of work while at the undergraduate level,” says Griffith.

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“For my thesis, I explored the history and current state of music in Reform Jewish worship. My project had two components. I first researched the history of Jewish music online, by examining music and prayer books, and then by visiting temples. I conducted firsthand interviews with cantors and music directors,” he says.

“I then produced my own Jewish music in our recording studio, in an effort to create music that is in line with historical trends while also being contemporary and accessible in style.”  

Griffith says that his adviser, Assistant Professor of Music Spencer Topel, guided him in carrying out research and constructing a thesis, as well as assisting in the selection of singers and repertoire to be recorded. “He gave me crucial advice on both the investigation itself and on musical considerations in my own writing,” says Griffith. 

“Focused mentorship in the honors thesis process really offers Dartmouth seniors a distinct advantage over other institutions,” says Topel. “In the case of Evan's work, the close supervision by both myself and my colleague and mastering engineer Sunny Nam resulted in a truly unique learning experience—one that simultaneously reinforced the scholarship and practice of music production in the specific context of Reform Judaism.”

As to his plans after graduation, Griffith says he has “no idea yet, but hopefully something musical!”

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Pop Icon Meets Experimental Film: Katy Perry and Jodie Mack

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When watched wearing prismatic rainbow diffraction grading glasses—more commonly used for teaching science—the simple line animations in Assistant Professor of Film and Media Studies Jodie Mack’s experimental 3D animation Let Your Light Shine become an extravagant barrage of multidimensional color. Earlier this month, as part of its series “3D in the 21st Century,” the Brooklyn Academy of Music (BAM) screened Let Your Light Shine alongside the feature film Katy Perry: Part of Me.

Jodie Mack headshot

“The BAM series paired shorter, experimental works in 3D with longer features, so there’s a nice attention to the varying possibilities of the medium,” says Jodie Mack, an assistant professor of film and media studies. (Photo by Eli Burakian ’00)

What’s it like to open for Katy Perry at BAM?

Actually Katy Perry has totally copied me. [Laughs.] Have you seen the video for “Firework”? It’s a pastiche of every movie that ever existed—Girl Interrupted, American Beauty, etc.—and a Disney castle with Katy Perry on the balcony and animated stars flying out of her chest. It’s this great farce. But Let Your Light Shine is the same premise—it’s a fireworks show. Even people who don’t like experimental film love this film. The BAM series paired shorter, experimental works in 3D with longer features, so there’s a nice attention to the varying possibilities of the medium.

Why should people care about experimental animation?

People should care because we’ve allowed media to perpetuate racism, sexism, class warfare—it’s impacted the world negatively, and we seem complacent. There’s so much more that media could do, as opposed to perpetuating unjust ideologies. There doesn’t need to be a narrative purpose for every film, there doesn’t need to be financial gain to make a work of art. That’s what I think you can learn through experimental film—the narrowness of mainstream media. And a lot of time it’s uncomfortable for people to watch. They say, “There’s no story.” But this is a visual medium. There are so many possibilities in this little camera. Everyone loves a good sunset, or to look out the window of a train and become mesmerized by natural phenomena.

You write that “with Let Your Light Shine, I aimed to create a . . . pre-lingual point of entryto possibilities of seeing and understanding through contemporary experimental cinema.”

A lot of cinema relies on language to propel the same story over and over again, and we can argue that the continuity system in editing is also its own language. But abstract animation doesn’t rely on these principles, or on anything lingual. It’s pre-lingual. Everyone loves a good fireworks show. You don’t need language to understand it—it’s just spectacular. So that’s what I’m going for with this film. It’s catering to the spectacular expectations of the viewer as opposed to the narrative expectations. You don’t need to rely on any other semiotic or syntactical combinations within your brain to understand it—which is why I don’t get it why people don’t watch this type of cinema all the time! This film is accessible because it’s magic—when you put the glasses on, suddenly these simple images are magnified and they’re coming out right in front of you. It transcends people’s narrative expectations.

How did you discover experimental film?

I was a film studies major in undergrad and my last semester I started working with different modes of camera-less filmmaking—actually using 16mm film itself as a canvas. You’re bypassing photography to make these images, which draws a closer analogy to the plastic arts than cinema, thinking about cinema like an extension of painting or dance or sculpture as opposed to an extension of literature, which is the premise of mainstream cinema.

What’s the best part of being a professor?

I’m sitting on my dream job, for sure! I can treat my films like visual research. The research process allows the medium to stretch, and that’s really the future—combining preexisting modes to find new possibilities. And what’s interesting about teaching here is all these students from different backgrounds. There’s a lot of crossover with experimental film and sciences. This term I have amazing linguistics students, and so we’re thinking a lot about the roots of communication and how systems have formed for representation. Dartmouth is a microcosm of the whole world. We want to study practical things, but we also want to consider what is impractical (and why) and how that can broaden our perspective. That’s infinitely inspiring.

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Library Honors Graduating Student Employees

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Library Honors Graduating Student Employees

Students being honored this year are, in the front row, from left, Karen Afre ’15, Haley Shaw ’15, Faizan Kanji ’15, Katie Williamson ’15, Ben Ferguson ’15, Hilary Purcell ’15, Gavin Huang ’14, Ziru Lu ’15, and Addison Himmelberger ’15. In the back row, from left, are Leandra Barrett ’15, Claire Pendergrast ’15, Kelsey Stimson ’15, Alison Falzetta ’15, Justin Lee ’15, John Golden ’15, Eva Petzinger ’15, Dean of the Libraries and Librarian of the College Jeffrey Horrell, Digital Humanities and English Librarian Laura Braunstein, Mitchell Jacobs ’14, Michael Zhu ’14, Sam Yoder ’15, Hanna Kim ’15, Caela Murphy ’15, and Diana Wise ’15. (Photo by Eli Burakian ’00)

For nearly 10 years, the Dartmouth College Library has honored its graduating student employees with the Student Library Service Bookplate Program. Students who have worked for the library are invited to choose books, DVDs, CDs, or other items for the library’s collections. Each item receives a bookplate that acknowledges the student’s selection and honors his or her service to the library. Students are eligible for the honor if they have worked at least two terms in any library department (including RWIT, the Student Center for Research, Writing, and Information Technology, which the library helps run).

“The Dartmouth College Library is fully able to offer its service programs because of the nearly 200 Dartmouth students working in our libraries throughout the year. We are fortunate to have their talents, energy, and insight as part of our work. We are indeed proud to acknowledge their wide-ranging contributions to the library and to Dartmouth in this enduring manner,” says Jeffrey Horrell, Dean of Libraries and Librarian of the College. 

For Hannah Jung ’15, who was an RWIT tutor, the Bookplate Program offered an opportunity to connect her experience at Dartmouth to her future interests.

“It is my happy honor to share through the Bookplate Program a book by my favorite leader, Gary Haugen, entitled The Locust Effect: Why the End of Poverty Requires the End of Violence,” Jung says.” I met Haugen at the Wheelock Conference last year at Dartmouth and his work resonates with my newfound passion for international human rights law. I am grateful for the opportunity to add an item to the library that contains a seminal argument for international justice, as RWIT has been such a home to me for deepening and discussing ideas.”

Alison Falzetta ’15, who worked at Baker-Berry Library’s information Desks, selected a DVD of the television comedy The Mindy Project (created by Mindy Kaling ’01), which she wrote about for her English honors thesis.

“I’ve had the opportunity to get to know our amazing librarians, as well as meet and help students from many different classes,” says Falzetta. “It’s been especially fun to be the face of the library for prospective students and their families on their first visit to the College. I was really excited to participate in the Bookplate Program when I learned about it from a fellow library worker. If Mindy Kaling returns to campus and visits the library, she’ll find my name on the DVD of her show! That makes it all worth it.”

The library will honor more than 50 students from the Class of 2015 with selections ranging from biographies, travel guides, and children’s fiction to world literature, inspirational works, and DVDs of favorite films. Commencement week displays will celebrate honorees at all of Dartmouth’s campus libraries.

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Celebrating Student Achievement in the Arts

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Who are those students who, all hours of the day and night, haunt the hallways, studios, rehearsal rooms, and performance venues of the Hopkins Center for the Arts and the Black Family Visual Arts Center? What are they doing? And what are they prepared to do once they graduate?

Ellsworth Kelly's 'Dartmouth Panels' and clouds

The annual Arts at Dartmouth awards ceremony takes place June 2 in the Moore Theater at the Hopkins Center for the Arts. (Photo by Martin Grant)

The annual Arts at Dartmouth awards ceremony—which this year takes place Tuesday, June 2, at 4:30 p.m. in the Moore Theater of the Hop—is a snapshot of some of the most dedicated and accomplished graduating members of the College’s arts community. While at Dartmouth, they have directed complex productions, launched recording and filmmaking careers, contributed significantly to the Upper Valley’s community arts scene, and employed cutting-edge technology and entrepreneurial ideas.

The Arts at Dartmouth Awards event is free and open to the public and includes—along with the presentation of dozens of awards in theater, music, visual arts, art history, and film and media studies—a fully staged performance of “Opening Doors,” a rousing song from the musical Merrily We Roll Along, starring current students and directed and accompanied by Max Gottschall ’15, plus remarks by Sharon Washington ’81, an accomplished theater, film (The Bourne Legacy, Michael Clayton), and television (Gotham, Blue Bloods, Law & Order) actor and a featured writer and performer in this summer’s New York Theatre Workshop three-week Dartmouth residency.

Below is a sampling of graduating seniors who are among approximately 70 undergraduates being recognized.

Quality Opens Doors

Michael Blum ’15 (Photo by Rob Strong ’04)

Raised in a musical household on Long Island, Michael Blum ’15 came to Dartmouth a committed jazz guitarist. Playing in a pit band for a theater department musical during his first year at the College led to a job in the pit band of a summer theater, his first professional gig. In his junior year, he recorded a CD that earned rave reviews in DownBeat Magazine, All About Jazz and Vintage Guitar Magazine.

A music department residency last fall with jazz musicians John and Jeff Clayton strengthened his ambition. “My teacher always used to tell me, ‘As my friend John Clayton always says, the doors of opportunity will open to you based on the quality of your work.’

“Then I got to meet John Clayton, and he said, ‘The doors of opportunity will open to you based on the quality of your work,’” Blum says. “It really gave me faith that what I spent so many hours on each day would show some benefits down the road, if I kept raising the level of my playing.” Blum will be awarded the music department’s Macdonald-Smith Prize, which recognizes high achievement in musical performances.

Carving Her Own Path

Amanda Young ’15 (Photo by Rob Strong ’04)

Entering Dartmouth with a strong interest in media, Amanda Young ’15 found her way into new media—the online, digital and interactive variety—and at the College has blazed a trail others with similar interests might follow. On campus, she was involved in game design at the Tiltfactor Lab; in filmmaking with the student film production club Stories Growing Films; and in entrepreneurship as part of the student leadership team of the Dartmouth Entrepreneurial Network (DEN). Off campus, she has interned in venture capital and in marketing and business development at a startup, and was also among 16 students who took part in the first film and media studies off-campus program in Los Angeles during the winter of 2014, which included an internship at Hulu.

After graduating, she hopes to pursue a career at the intersection of business and innovation. “Even though Dartmouth is a liberal arts school, I’ve been able to work with cutting-edge media,” Young says. “It’s been great to really experience carving my own path.” She will be awarded one of the five Maurice H. Rapf ’35 Awards for Outstanding Achievement in Film and Media Studies.

The Power of Extracurriculars

Evan Griffith ’15 (Photo by Rob Strong ’04)

A typical Sunday for Evan Griffith ’15 involves accompanying choir rehearsal at the West Lebanon Congregational Church, followed by the church’s morning service, then heading back to campus to lead a rehearsal of the Dartmouth Chamber Orchestra (DCO), then to Rollins Chapel to play organ at the evening service, and then to the Roth Center to lead a rehearsal of the UVJC-Hillel Choir, the Jewish liturgical ensemble he started as a first-year student.

It’s all extracurricular, as is his participation in the Handel Society of Dartmouth College; likewise his organization last fall of the DCO’s first-ever New York City community outreach tour, where the student-led ensemble played for firefighters, school kids, seniors, and more; and the hours he has been spending lately writing and recording his own compositions, which range from choral to orchestral, from Jewish to electronic dance pop, and have been premiered at Dartmouth events as well as New York’s Temple Emanu-El, his home congregation. A double major in music and psychology, Griffith will receive the Handel Society Chorus Award, given to an undergraduate who has helped the Handel Society most in a musical or managerial capacity; and, in the music category, the Marcus Heiman-Martin R. Rosenthal ’56 Achievement Award in the Creative Arts.

Swapping the Small Screen for the Large

W. Spencer Janes ’15 (Photo by Rob Strong ’04)

The small screen held W. Spencer Janes ’15 in thrall when he arrived at Dartmouth: shows in which the writer’s voice mattered, like Friday Night Lights, Buffy the Vampire Slayer and Six Feet Under. He soon immersed himself in film history courses, the Telluride at Dartmouth festivals, and the Dartmouth Film Society, of which he’s a member of the directorate. A screenwriting class with Visiting Associate Professor of Film and Media Studies Bill Phillips led him to write for film and also to his winning Dartmouth screenwriting awards three years in a row, including this year. The student film production club Stories Growing Films chose a screenplay of his to produce during his sophomore summer. He plans to move to Los Angeles after graduation and pursue a career as a screenwriter. He will be awarded one of the five Maurice H. Rapf ’35 Awards for Outstanding Achievement in Film and Media Studies.

Who Had the Most Fun?

Julia Kannam ’15 (Photo by Rob Strong ’04)

Flip through the Flickr albums for the Hop’s HopStop series of performances for young children and it’s hard to miss one member of Vandana, the student-led South Asian dance troupe, being hugged by a preschool child in the audience. Julia Kannam ’15 received many such embraces that day after Vandana’s performance for an audience peppered with Kannam’s professors’ children as well as children she knew from working at Dartmouth’s childcare center. She’ll receive the Erich Kunzel Class of 1957 Award.

This summer, she will be the director of a production of Stephen Sondheim’s Into the Woods. Then, she’ll return to campus in August for a placement in a local school, continuing the student-teaching she has done this year as part of Dartmouth’s elementary-teaching certification program. Her vocational path unfolded during her Dartmouth years, starting with a class in music theory as a first-year student. Although she had played piano all her life, theory was new to her, but she loved the challenge. Deciding to combine her interests in music and child development, she crafted a music major modified with education, and worked with the Hop’s Students Teaching in the Arts (START) program. Last year, she and two other START volunteers taught American history through music, together planning and carrying out the 45-to-60-minute lessons, which took place once a week over the term. “I think I had the most fun of all,” Kannam said.

Maxed Out

Max Gottschall ’15 (Photo by Rob Strong ’04)

Since the arrival on campus four years ago of Max Gottschall ’15 and Max Samuels ’15, there has hardly been a Dartmouth theater production that has not been “maxed” in some way. They’ve played leads in such MainStage productions as Hairspray, Romeo and Juliet,Angels in America, and Spring Awakening. In student-led productions, Gottschall directed Glengarry Glen Ross and music-directed Cabaret, both of which starred Samuels. This spring they worked together on their biggest collaboration yet: the Stephen Sondheim musical Merrily We Roll Along, which starred Samuels as a successful but jaded composer looking back on the decisions he’d made since college, and was directed and produced by Gottschall. The production was funded by a grant from the theater department’s Lazarus Family Musical Theater Program Fund, one of two awards Gottschall will receive at the Arts at Dartmouth awards ceremony.

Max Samuels ’15 (Photo by Rob Strong ’04)

Gottschall, who is pursuing a double major in theater and government, intends—after a gap year funded in part by his other award, the David Birney Award for Excellence in the Theatre Arts—to go to law school and eventually work in theater. Samuels is pursuing a double major in theater modified with business and economics and Chinese.

“I want to pursue an acting career, and a big part of that these days is being entrepreneurial and controlling your brand,” Samuels says. The combination of theater, business, and economics courses he concocted might be a useful template for other students with similar goals, he added. Samuels will receive The Warner Bentley Fellowship Endowment & Henry B. Williams Fellowship Endowment, which is intended to be a bridge between the undergraduate experience and that of the professional theater world.

 

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When Community Is Part of the Poetry Experience

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Dartmouth students and area high school students read poetry together in Professor Ivy Schweitzer’s “English 27” class.

At Rauner Special Collections Library, undergraduate and high school students examine first editions of Emily Dickinson and Walt Whitman. (Eli Burakian ’00)

The thunderstorm that knocked out electricity on campus May 27 did nothing to deter a crowd from assembling in Collis Center’s One Wheelock, where backup power kept the lights on for an unusual performance of original and found spoken word poetry.

Bringing the chatty if somewhat damp group of students, friends, faculty, and community members to order was Wendy Tucker, an English teacher at Ledyard Charter School, an alternative high school in Lebanon, N.H., for students who have struggled with mainstream public education.

Tucker got right to business. “I’m super proud of all my students who came out today—so let’s get started.”

Students as Ambassadors for the Humanities

For most of the term, Ledyard Charter students have collaborated with 13 Dartmouth undergraduate members of Ivy Schweitzer’s“English 27: American Poetry” course to learn about—and create—expressive verse.

“English 27” is an experiment in community-based learning, says Schweitzer, a professor of English and of women’s and gender studies. It’s a model she was introduced to by colleague Pati Hernandez, a lecturer in women’s and gender studies with whom Schweitzer has collaborated for several years on a project that brings Dartmouth students—as part of a for-credit course—into prisons, drug-rehabilitation centers, and homeless shelters for art and storytelling workshops.

Thanks to funding from the William Jewett Tucker Foundation and the English department, the “English 27” students have made a weekly Advance Transit bus trip to the Lebanon-based school to write poetry with the Ledyard Charter students.

The high school students have, in turn, traveled to Hanover to participate in class discussions of Edgar Allen Poe, Emily Dickinson, and Walt Whitman, among other major American poets.

“I’ve tried to take the Dartmouth students out of their comfort zone,” says Schweitzer. “They have to sit in the classroom with the high school students and enter into that world. And when the high school students come to us, they get the experience of sitting in a college classroom at Dartmouth, which most of them never thought they would ever do.”

Tucker says, “It’s a great opportunity for my kids to experience college. A lot of them are now considering going to college, which was not the case before.”

“I really enjoy coming to Dartmouth,” says Charter student Jenna Lambert. “It’s cool getting to meet college students and see what college is all about.”

In addition to joining regular class sessions, the Charter students and their Dartmouth counterparts visited Rauner Special Collections Library to examine first editions of Dickinson and Whitman.

“I like being able to hold a real piece of history in your hand,” says Gage Desilets, a Charter senior who is planning a career in the Marine Corps.

Timothy Swensen ’16, an environmental studies major and economics minor, says having the high school students participate in the class has shifted how he thinks about community service. “I’ve always been into community service as an extracurricular, but it’s amazing to see how meaningful this is as part of a class,” he says. “These high school students have the ability to be on par with us Dartmouth kids. That’s something you couldn’t know by just going and working outside of Dartmouth.”

“The students in my class are all poetry geeks—they just want to sit around and talk about poetry,” says Schweitzer. “So they’re good ambassadors for public humanities. Poetry is not elitist, it’s not heady and intellectual—it’s down-to-earth. It’s about authentic issues, passions, who we are, identity, problems, love, existence, death, eternity, all those great questions. Can we open up poetry so that it becomes a medium that everybody can use to express their essential human condition?”

Of the community-based learning model, she says, “It’s more work, but especially for humanities courses, it’s a way of showing how the humanities are relevant and can absolutely transform and enrich the lives of younger students. That’s my passion these days.”

United by Poetry

The performances at One Wheelock included original poems and songs as well as recitations of the work of well-known poets, from Poe to Mary Oliver. Themes ranged from baseball to gender identity to coming to terms with the challenges of growing up.

Some of the Charter students brought prerecorded videos of their entries, which were warmly received by the audience, despite some technical difficulties. Others explored the perhaps unlikely common ground they had discovered with their Dartmouth student partners. In “New Beginnings,” for example, Desilets and Kendall Calcano ’18 traded verses comparing the experience of Marine Corps training with first-year orientation at Dartmouth.

“Poetry really unites people,” Swensen says. “I’m happy that I found this kind of class, because it adds an emotional aspect to education that sometimes can be lacking.”

Swensen (who served as a self-effacing emcee for the event) and John Gilmore ’17 collaborated with Ben Seamans and Nick Acker from Charter to perform “Call of the Wild,” a sound-poem in the style of avant-garde poetry group The Four Horsemen—no words, but a few chest thumps and plenty of dynamic drama.

“You might not be able to tell when it ends,” Swensen warned the audience, “but you can applaud when you hear ‘meow.’” The crowd cheerfully obliged.

 

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Students’ Civil War Research on Display in Rauner Library

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“Walt Whitman has that famous quote about the Civil War: ‘The real war will never get in the books,’” says Colleen Boggs, a professor of English and of women’s and gender studies.

“Our first class session in Rauner we spent time reading the inscriptions commemorating Dartmouth’s Civil War fallen,” says Professor Colleen Boggs of her “Civil War Literatures” seminar this term. At Rauner Special Collections Library are, from left, Elissa Watters ’15, Amanda Geduld ’15, Colleen Scannell ’15, and Boggs. (Photo by Eli Burakian ’00)

That’s why students in her “Civil War Literatures” senior seminar this spring have opened their study of literature to include not only the poetry and prose of authors of the era, but also what Boggs characterizes as “a vast array of cultural materials,” published and unpublished, from letters and speeches to sheet music, illustrations, and more.

Much of this study has required students to make extensive use of the archives in Rauner Special Collections Library—itself housed in Webster Hall, where two plaques honor Dartmouth students and alumni, Union and Confederate, who fought in the war. “Our first class session in Rauner we spent time reading the inscriptions commemorating Dartmouth’s Civil War fallen,” says Boggs.

Read More

First session, but not last. “Roaming Rauner” assignments required students to use the collections to propose exhibitions that will be on view Rauner’s display cases beginning June 13. Each member of the course presented a proposal and then voted to select the three projects that would be realized.

The chosen projects include visual depictions of women during the war, curated by Elissa Watters ’15; a soundscape of a Confederate prison, curated by Amanda Geduld ’15; and a showcase of speeches and letters showing the depth of the war’s impact on New Hampshire, curated by Colleen Scannell ’15.

“They are imagining the Civil War away from the battlefield,” says Boggs, who also serves as director of the Leslie Center for the Humanities. “Each one is emphasizing how the battlefield and other spaces become interconnected, even at geographical distances. They’re thinking through the cultural impact of the Civil War beyond the military action itself.”

Learning by Doing

Scannell, an English major and psychology and French minor, says she wants her exhibit to “show off Rauner’s collections.” Her display case includes a letter from Abraham Lincoln to Amos Tuck, Class of 1835. “We’re so lucky to be in a place where in five minutes we can be holding documents that Abraham Lincoln wrote,” she says.

Watters, an English major minoring in art history, became fascinated with the library’s collection of patriotic envelopes, whose iconography is not as simple to interpret today as perhaps it was intended to be in the 1860s.

“They’re really bizarre,” Watters says. For example: “A woman wearing red, white, and blue lighting a cannon that says ‘secession’—but she’s standing where the cannonball would hit her. I’ve tried to open a dialogue about how women functioned in visual images of the war, and leave it to viewers to try to figure out what they mean.” 

Geduld is creating a sound recording, which visitors can access on their phones, to accompany a display of prison letters. The recording will feature Dartmouth students reading the letters, as well as sounds—such as church bells—that were significant to their authors.

“One thing I loved about this class was how much we were immersed in the material,” says Geduld, who has modified her English major with women’s and gender studies. “I want to convey that same experience. I’m hoping that people put headphones on and become completely enveloped by the letters of the Civil War.”

“We love to tie our exhibit spaces to student projects,” says Special Collections Librarian Jay Satterfield. “It offers students a whole new way to present their research. Student-curated exhibits offer a real-world challenge by demanding that students communicate their ideas to the general public in a meaningful way. This is something that many people in the academic world find very difficult but is so essential to what we do.”

Teaching-Informed Scholarship

The study of literature from the Civil War era, Boggs says, fills a kind of gap in the traditional American literature curriculum.

“When we think about teaching American literature, we tend to think in terms of ‘beginnings’ to 1865, and then 1865 to World War I or the contemporary moment. So the Civil War becomes this dividing line, but the war years themselves often get left out of the narrative.”

After teaching the seminar for the first time in 2009, Boggs says she was “inspired to think about the different contexts in which people teach this literature and the methods they use.” So she proposed an edited volume on the subject for the Modern Language Association. The resulting book, Options for Teaching the Literature of the American Civil War, will be published in 2016.

 “The book will showcase Dartmouth’s teacher-scholar model—but in communication with models from other institutions around this shared topic,” says Boggs.

“American literary studies used to be a field that had a pretty set canon, but we’re in a moment where, for one thing, prose doesn’t necessarily hold the dominance that it once did. And in part because of the digital age, we just have access to so much more material. Part of the innovation comes from the fact that this literature has become accessible to us in a different way.”

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Friendship Formed at Dartmouth Leads to Grammy for Alumnus

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Read the full story by Rachel Hastings, published by Dartmouth Alumni News

For Kabir Sehgal ’05, a connection made at Dartmouth didn’t just lead to a job—it led to a Grammy.

Sehgal was honored earlier this year for his work as executive and artistic producer on Arturo O’Farrill and the Afro Latin Jazz Orchestra’s album The Offense of the Drum, which won the award for Best Latin Jazz Album. Sehgal, an accomplished musician, was a member of Dartmouth’s Barbary Coast Jazz Ensemble and as a student toured with Wynton Marsalis. It was during those undergraduate years that he first met O’Farrill, who performed with the ensemble four times.

Kabir Sehgal ’05“The Grammy was the icing on the cake, but what really matters was that we created an album of what I think is really important music,” says Kabir Sehgal ’05. (Photo courtesy of Kabir Sehgal ’05.)

Don Glasgo, director of the Barbary Coast Jazz Ensemble, calls Sehgal “one of the most remarkable, well connected, and brightest students I’ve ever had,” and “a master at networking.”

O’Farrill remembers that while he was teaching a master class at Dartmouth in 2005, Sehgal asked him to lunch and described a book he was writing.

That lunch meeting at Dartmouth more than a decade ago was the beginning of what Sehgal calls “a life-long friendship.”

After college, Sehgal went to work in investment banking for JP Morgan, but never forgot that his true passion lay in music. “I’ve tried to help artists in the ways that I know best, both financial and artistic,” he explains.

He stayed in touch with O’Farrill, and years later the two decided to collaborate on what Sehgal calls “forward-looking Latin music that would really expand the definition of the genre.” The Offense of the Drum, which O’Farrill and Sehgal worked on for two years, features sounds ranging from reggaeton to rap, hip hop, and turntables. O’Farrill described the album as “based on pan-American rhythms, but not your grandfather’s Latin jazz.”

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Art in Progress: Victor Ekpuk at Dartmouth

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In April, Nigerian-born artist Victor Ekpuk spent several days at Dartmouth creating a mural on the wall of the Hood Museum of Art’s Lathrop Gallery. He invited museum visitors to watch his progress on the project, which was part of a larger exhibition of his work, called "Auto-Graphics," on view at the Hood through Aug. 2. In this video, watch as Ekpuk’s mural comes to life.

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Jeremy Whitaker ’15: Performer and Poet

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Dartmouth Now launches a series of student profiles with thoughts from Jeremy Whitaker ’15 on being a performer and a poet.

Jeremy Whitaker

Jeremy Whitaker '15 performs during the 2014 Dartmouth Idol contest. (Photo by Eli Burakian '00)

I’ve been performing since kindergarten.

But there have been moments in my performance history that have caused me to reconsider what it means to truly perform and express my own artistic vision, and from that reflection, I realize that each performance is a new beginning.

Jeremy Whitaker

“I like to bring a musical sensibility to the poem and a poetic sensibility to music,” says Jeremy Whitaker ’15. (Photo by Eli Burakian ’00)

I’m grateful for the academic opportunities at Dartmouth that allowed me to experiment with and pursue my artistic interests.

I started to take writing more seriously in my “Senior Workshop in Poetry” class this past fall. There are aspects to both writing and singing that are textured, tonal, and rhythmic; yet both art forms have their own points of distinction, and when I get to locate and play with these points of distinction, it allows me to stumble upon and experiment with art forms that use words and the voice in interesting ways.

I like to bring a musical sensibility to the poem and a poetic sensibility to music. So while singing and writing are distinct categories, one can play with the similarities between those categories in various ways.

I’ve sung in the Dartmouth College Gospel Choir, and I grew up as an active member in my church, so aspects of my creative writing interpolate episodes from the Bible. Since taking an English literature course on Ovid’s Metamorphoses, I’ve been incorporating more mythology into my work. For my final project in that class, I sang and supplied program notes for a song from Christoph Gluck’s opera Orfeo ed Euridice.

I performed that song in my senior voice recital, which included readings of my own poems and a performance of the Songs of Travel, a song cycle of poems written by R.L. Stevenson and set to music by Ralph Vaughan Williams.

Whitaker's senior thesis, “God’s Horns,” a manuscript of original poems, won both the Sidney Cox Memorial Prize and the William Cook-Louise Cook Jacobs Award in African American Arts and Letters.

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Theater Alumni, Students Collaborate on Works in Progress

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Read the full story, published by Dartmouth Alumni News

This week, Dartmouth performance spaces from the Hood Museum of Art to the Hopkins Center for the Arts will host VoxFest, a collaboration between theater alumni and current students. In its third year, the festival provides an opportunity for theater professionals to workshop pieces in progress and gives students insight into the process of developing a production from start to finish.

VoxFest is an opportunity for students to work together with theater professionals.
Ryan Heywood and Karisa Bruin ’05 perform in In Deserto, part of last year’s VoxFest. (Photo by Rob Strong ’04)

VoxFest is the creation of Vox Theater, a company founded by three Dartmouth alumni working in professional theater. Co-founder Kate Mulley ’05 explains that the company, which provides opportunities for alumni in the theater world to collaborate, was born from discussion at a College holiday party in New York City. Along with Thom Pasculli ’05 and Matthew Cohn ’08, Mulley collaborated with Dartmouth’s Department of Theater to secure space and workshop a play for a week. That experiment was a success, and after several other productions were staged on campus, the group switched in 2013 to a summer festival format.

The pieces performed during VoxFest are in various stages of development and will be presented in formats ranging from bench readings to stagings with music. One piece, The Calamity by Christopher Wall ’92, was partially written at Dartmouth during a writer’s retreat two years ago and will be presented as a staged reading on July 12.

“We’re very excited to have him come back and dig deeper into the piece,” says Mulley. “It’s really important for playwrights to be able to hear their work out loud after spending so much time at a computer, and also to see how it can be staged and how it looks. This is a very theatrical piece and seeing how it actually works on stage will be [Wall’s] primary interest.”

VoxFest performances run July 8-12 and are free and open to the public. See the full schedule of events.

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Professor Leads Design of a Hybrid Classics Course

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From antiquity through the early 19th century, anyone studying the works of Plato began with a fourth-century text known as Alcibiades, says Hakan Tell, an associate professor of classics.

Professor Hakan Tell Leads Design of a Hybrid Classics Course

Associate Professor of Classics Hakan Tell brings his dog, Selma, to the office with him every day. (Photo by Lars Blackmore)

In the dialogue, Socrates, much like a modern first-year faculty adviser, tries to persuade the young Alcibiades (who would grow up to be a powerful, if traitorous, general and politician in Athens) of the value of what today might be called a liberal arts education.

But like Alcibiades the man, Alcibiades the text fell out of favor, and until recently scholars have questioned whether Plato even wrote it.

So when Sunoikisis—a national consortium of classics programs sponsored by Harvard’s Center for Hellenic Studies in Washington, D.C.—invited Tell to be the faculty consultant at a fourth-century Greek literature curriculum development seminar for liberal arts college faculty from around the country, he thought Alcibiades would be the perfect primary text to get the discussion started.

“There’s emerging scholarship trying to rehabilitate this dialogue, so I thought it would be a fantastic thing to read,” says Tell. “I wanted to provoke them into thinking about the canon, about the kind of texts we were teaching.”

Sunoikisis allows classics faculty and students from smaller liberal arts schools to have access to resources and opportunities more typical of larger research universities.

Tell is the first scholar from Dartmouth to serve as a faculty consultant for a Sunoikisis seminar. The weeklong session brought together professors from nine colleges and universities—from Carthage College in Wisconsin to Southwestern University in Texas—to collaborate on developing an undergraduate course that they will teach on their own campuses this coming fall.

“Sunoikisis means a coming together. Specifically, the word refers to the alliance formed by Greek city-states in their revolt against the Athenian empire in 428 BCE, and it goes back to the Greek historian Thucydides,” Tell says.

The undergraduate course will have a traditional format, with a twist: Once a week throughout the term, students from all the schools will join a “common session,” hosted online and led by a rotating roster of participating faculty, including Tell.

“This is a hybrid format of teaching humanities courses on a collaborative, inter-college platform,” he says. Students and faculty will be able to tap into a larger network of peers interested in studying the classical world.

“Locally, each professor has complete control of the course content. But the hybrid format lets professors teach material that they couldn’t otherwise teach, because they don’t have the enrollment,” says Tell.

In Washington, D.C., faculty read and discussed primary and secondary texts and brainstormed writing prompts for their students that will encourage them to use the dialogue between Socrates and Alcibiades to examine their own educational choices.

For Tell, much of the value of leading the curriculum development seminar was the coming together of faculty from many perspectives. “It was like a graduate seminar times 30,” he says. “There’s just the sheer joy of collaborating with colleagues from different institutions.”

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Engineering Students Work With 3-D Renderings of Hood Objects

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This story originally appeared in the Summer 2015 issue of the Hood Museum of Art’s Quarterly.

Sometimes a moment of experiential learning represents such a profound confluence of art, technology, and critical inquiry that it deserves a retelling outside of the classroom (or, in this case, the Hood Museum of Art’s Bernstein Study-Storage Center), and this is exactly what happened for the winter term engineering class, “Integrated Design: Engineering, Architecture, and Building Technology,” one of the 62 classes that studied at the museum between January and March.

Students from the course, “Integrated Design: Engineering, Architecture, and Building Technology,” in the Bernstein Study-Storage Center. (Photo by Amelia Kahl)

The class met multiple times at the Hood to engage in a “Learning to Look” exercise that related the museum’s collection to the academic engineering experience, under the auspices of Associate Professor of Engineering Vicki May and Jack Wilson, a senior lecturer of studio art and a lecturer of engineering, as well as Hood Foundation Curator of Education Lesley Wellman and Senior Curator of Collections and Barbara C. and Harvey P. Hood 1918 Curator of Academic Programming Kathy Hart.

Part of their museum exercise involved examining “mystery objects” from the Inuit collection, including snow goggles and a hide scraper, from the perspective of form and function, design and material. “I don’t like to listen to me talk for 50 minutes, so I’m sure they don’t like it either,” May said, in a 2013 story for Thayer School of Engineering that announced her naming as New Hampshire Professor of the Year, about her approach to teaching and her practice of connecting students with real projects. “There’s lots of theory, and that’s important, but being able to tie everything together by actually building something gets students excited and helps them learn, because they see a real context to all the math and science they’ve been doing.”

At the museum, students broke into small groups to answer a set of questions about these “mystery objects” in the museum’s study-storage center, including the following: What materials have been used to make them? Do the objects appear to be functional, ornamental, or both? How do these objects relate to the human body? What sorts of technology appear to have played a role in the design or construction of these objects? What do the objects tell you about the society in which they were made? The class then got together to report their findings, and left with an assignment to create their own utilitarian object based on those observed at the Hood.

Along the way, Wilson noticed “that the students could not handle the objects”—this responsibility is reserved for the museum’s art handlers and curators—and “had the idea that we could use the portable 3-D scanner at Thayer to scan some of the objects and make 3-D prints.” He successfully reproduced two objects—Iñupiaq snow goggles and an Iñupiaq hide scraper—as 3-D prints made of a white composite material. He offered the prints to the museum to store and use in tandem with the actual objects whenever they are used for teaching.

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DCAL’s Gateway Initiative: Big Courses That Feel Small

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Small class size: It’s one of Dartmouth’s strengths, of which students and faculty are proud. Small classes allow for individualized attention and feedback and let students develop close relationships with intellectual mentors who are top scholars in their fields.

But even at Dartmouth, not all classes can be small. Larger undergraduate classes are what Lisa Baldez, director of the Dartmouth Center for the Advancement of Learning (DCAL), and Josh Kim, director of digital learning initiatives, call gateway courses—introductory survey classes that fulfill major and distribution requirements and open doors to deeper study.

Rebecca Biron, professor of Spanish and comparative literature and dean of the College, works with instructional designer Ashley Kehoe on a new Gateway course that Biron will teach next year. (Photo by Eli Burakian ’00)

Last year, in collaboration with the Office of the Provost and Academic Computing and with funding from an anonymous donor, DCAL launched the Gateway Initiative—an effort to redesign large, introductory courses to allow more interaction between faculty and students.

The first Gateway Initiative courses were an introductory genetics course; a survey of ancient Greek and Roman culture; introduction to calculus; and a Russian class that explored Slavic folklore traditions.

“It’s not that these classes were somehow broken,” Kim says. On the contrary, he says, judging from student evaluations, “Some were among the most highly reviewed courses we had. But faculty see the Gateway Initiative as a way that they can meet their own teaching goals. The question was: Are there ways we can have these larger classes feel like smaller classes?”

Collaboration Across Campus

The Gateway redesigns are collaborations among the faculty teaching the courses, instructional designers in computing, librarians, and other staff throughout campus.

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“Faculty are used to being responsible for every aspect of their courses,” says Baldez. “Teaching is usually something we do pretty much alone. One of the most valuable parts of the Gateway Initiative is the opportunity to work together with a team that includes instructional designers, media production folks, librarians, and teaching assistants. As one of the Gateway professors said, ‘It’s hard to exaggerate how helpful it is to work with a team.’ ”

Professor of Mathematics Scott Pauls, who taught the redesigned calculus course, says working with instructional designer Adrienne Gauthier “pushed me hard to think about what skills and knowledge we wanted a student who took this course to walk out with—sort of reverse-engineering the course. At first, I said, ‘Look, calculus is calculus, we do these subjects in this order.’ And that’s still true—but if you don’t think about what you want the students to walk out with, you’re only going to get that by accident. I think that made a big difference in the success of the redesign.”

Flipping the Lecture Model

“Traditionally, biology at the introductory level is lecture dominated, but a lot of educational literature says the more active the approach in the classroom, the more students learn,” says Tom Jack, a professor of biological sciences who taught one of two sections of the redesigned genetics course. In the class, students viewed videos of short lectures before class and practiced problems in groups during class sessions.

Professor of Classics Paul Christesen ’88 also made use of the “flipped classroom” model, recording some lectures for students to watch before class. But the key shift the Gateway Initiative allowed him to make was to hire undergraduate TAs—classics majors who had already been through the course—to lead discussion sections and read students’ journals.

“Classicists always say the same thing—that a classroom is a student and a teacher sitting on the steps talking to each other,” says Christesen. “We need students to think and talk in small groups. The smaller the groups we have, the better job we do.”

The Russian class redesign will involve multiple members of the Russian department and take several years to implement. Associate Professor of Russian Mikhail Gronas, who taught the course this spring, says it is one of Dartmouth’s most popular humanities classes. Students both learn about Slavic folk traditions, from riddles to fairy tales, and act as practicing folklorists, collecting folk traditions from communities within Dartmouth and the Upper Valley.

“This is a big course, and we wanted to make it to feel a more interactive and playful,” Gronas says. “You don’t want to lecture all the time, because while lectures are important, knowledge is a two-way street.”

Tailoring Technologies

With Gateway, Gronas and his colleagues are introducing technologies to help shrink the experience of the classroom, including a virtual whiteboard that facilitates collaboration. And they are developing a permanent, searchable archive for students’ folklore projects.

Jack and his colleagues used lecture-capture tools, which allow professors to record class sessions and then make them available digitally. They also used polling applications that allowed students to respond to questions posed in class. “Students could answer on their laptops, and we could see the results immediately. They had to participate.”

Having immediate information about what students understood, or didn’t, “was valuable, because I could address it right away,” Jack says.

For the math course, Pauls collaborated with Khan Academy, the educational nonprofit that offers online instructional videos and practice exercises. “For me, the great part of working with Khan is that you get this very refined set of analytics that would let me design classes around what students were having trouble with,” says Pauls. “So class time was much more customized.”

Pauls is working on a statistical analysis of how students in the redesigned class performed compared to students who took the math class before the redesign. “I’m trying to identify student profiles that can serve as templates for success. I can use that to raise red flags for students who aren’t on the path I want them to be on, so I can intervene much earlier than the first major test.”

Though redesigning the course was labor intensive, “it will be easier next time” he teaches it, he says. And compared to the lecture model he used to teach the class before Gateway, “I have more close interaction with students now, and that’s way more fun.”

The Next Generation of Gateway Courses

DCAL has announced the next round of courses to participate in the Gateway redesign process in the coming year. The courses—from across the social sciences, humanities, and sciences divisions:

  • “Anthropology 3: Introduction to Cultural Anthropology”
    Sienna Craig, associate professor and chair of anthropology
    Laura Ogden, associate professor of anthropology
    Fall 2015 or winter 2016
  • “Comparative Literature 1: Read the World”
    Rebecca Biron, professor of Spanish and comparative literature and dean of the College
    Winter 2016
  • “Computer Science 1: Introduction to Computer Science”
    Devin Balkcom, associate professor of computer science
    Thomas Cormen, professor and chair of computer science
    Hany Farid, professor of computer science
    Spring 2016
  • “Physics 13: Studio Physics”
    Robyn Millan, associate professor of physics and astronomy
    Winter 2017
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In the Tradition of the Poet: Dartmouth and The Frost Place

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“You always meet the devil at the crossroads, right?” says Todd Hearon. “So is there a devil in my career right now? Yeah, in fact, and its name is history.”

Hearon is speaking from the porch of Robert Frost’s former home in Franconia, N.H., where he is the 2015 Dartmouth Poet in Residence. The modest hill farm with outsized views of the White Mountains where Frost lived a century ago is now a museum in addition to a summer home for the resident poet. Its barn serves as a venue for poetry conferences and public readings, run throughout the summer by The Frost Place, a nonprofit educational center for poetry and the arts.

Todd Hearon
Todd Hearon, the 2015 Dartmouth Poet in Residence, will give a reading at 4 p.m., Tuesday, July 28, in the Wren Room at Sanborn Library. (Photo courtesy of Todd Hearon )

According to The Frost Place’s website, the poet-in-residence program, begun in 1976, supports poets “at an artistic and personal crossroads, comparable to that faced by Robert Frost when he moved to Franconia in 1915, when he was not yet known to a broad public.” Dartmouth has helped fund the residency since 2012.

Residency alumni include prominent contemporary poets, among them Katha Pollitt, Robert Hass, William Matthews, Mark Halliday, Laura Kasischke, and Dartmouth’s own David Graham ’75 and Cleopatra Mathis, the Frederick Sessions Beebe ’35 Professor in the Art of Writing and a professor of English.

“There is a kind of atmospheric pressure that could be stifling, but I’m accepting it as a gift of the time to get back to the work at hand,” Hearon says. He points to a chain in front of the Frost Place museum with a sign that says “closed.”

“There’s a line in Frost’s poem ‘Directive’ that says, ‘put a sign up CLOSED to all but me.’ Every time I walk past that sign, I think, wow, it kind of is closed to all but me. The place is inspiring. The view, the house, the road. I imagine if the old man were here, he would say, ‘All right—get to it, keep at it, do your best.’”

The devil history that Hearon is confronting in his work is the legacy of “sundown towns”—communities where African Americans and other minorities were purged, and that brutal history buried beneath idyllic-sounding town names: Eden, Hallelujah, Sacrifice. Many of these town are in the South, but there are many, too, in the Midwest, West, and even northern New England, Hearon says.

“I was born in a sundown town in Texas called Paradise,” Hearon says. “I didn’t know this until I started my research—it was a revelation. I called my dad and said, ‘Do you have any recollection of any people of color ever in that town?’ And he said, ‘Come to think of it, no.’ I never really wondered why.”

His forthcoming book, Crows in Eden, depicts a fictional town in eastern Tennessee, “just over the mountains from where I was raised in North Carolina. After the lynching of three men in 1919, the entire African American community was driven out, overnight. The book looks into the aftermath—the consequences of violent displacement not only to the victims but to the perpetuators. What is it to live in a place where, because these histories were denied and suppressed, there simply is no color? In this fictional town the sun is perennially at noon. There’s no historical memory; there are no shadows; there is no depth.”

Most of the year, Hearon—an award-winning poet, dramatist, and novelist—teaches English at Phillips Exeter Academy.

“I do find time to write the occasional lyric—a manageable project with a teaching load. But a big, extended, narrative, dramatic arc; I can’t do that at school,” he says. “That needs sustained time and attention. A lot of my writing is just walking for miles, not writing but thinking, waiting for phrases to come up. It’s stomping out psychic space so when you get back to the porch, it’s clear.”

Building a Community Around ‘Dartmouth’s Poet’

Dartmouth’s connection to Robert Frost and The Frost Place runs deep, says Cleopatra Mathis, whose photograph hangs in the Franconia barn along with those of all the previous poets in residence.

Frost, Class of 1892, dropped out of Dartmouth but returned beginning in the 1940s to give talks and readings and participate in the Great Issues program. The College awarded him an honorary degree in 1951.

Students at The Frost Place
Upon their return to Dartmouth from The Frost Place, Maeve Lentricchia ’17, Bradley Geismar ’17, and Daniela Childers ’16 visit the statue of the poet that stands near Bartlett Tower.  (Photo by Eli Burakian ’00 )

“He had close friendships with several professors on the faculty, as well as the College Librarian, Edward Lathem ’51,” who edited his collected works, Mathis says.

“In many ways, Frost is ‘our’ poet. It has been a source of pride for Dartmouth to have this connection with a major American poet, and it allows our students to continue in the tradition,” she says.

Last week three Dartmouth undergraduates—Maeve Lentricchia ’17, Bradley Geismar ’17, and Daniela Childers ’16—got to experience that tradition as participants in the annual Frost Place Conference on Poetry. The three attended the conference thanks to funding from the Dartmouth English department.

The conference brings together a community of about 50 poets of all ages and backgrounds. Staying at the White Mountain School in Bethlehem, N.H., up the road from Frost’s house, participants attend intensive workshops each morning, followed by in-depth discussions of craft and evening readings by faculty and guests at the barn in Franconia. On Friday night, the participants read their own works from the barn podium.

“Almost every year since the establishment of The Frost Place, Dartmouth students have served as summer interns and received scholarships to attend the many conferences in Robert Frost’s house and barn,” Mathis says. “It is an experience that matters greatly both to aspiring writers and to those who love what the work of Robert Frost means to our study of literature. We are incredibly lucky to have this bond.”

Role Model for an Artistic Life

Lentricchia, a double major in classical languages and literatures and philosophy, discovered poetry through Mathis’ introductory poetry course. “I had never thought about writing poetry before, and learning about craft and working on poetry has changed my life. So coming to the conference was a must.”

“Wanting to write poetry is not necessarily what you talk about with your friends at Dartmouth,” says Geismar. “Talking about what people have written is a way to connect, because if you’re showing your work, you’re inherently letting your guard down. At the conference, we’re getting to have that type of conversation with people who are at very different points in their lives than we are.”

Geismar is a double major in earth sciences and English. “I wasn’t an English major before I took Professor Mathis’ class last winter,” he says.

Like Geismar, Childers, an anthropology major and music minor, decided to add a minor in English to her academic load after taking Mathis’ course. “At Dartmouth we’re taught to write in a very expository way that is wonderful for clarity,” she says. “But a lot of things aren’t experienced in an expository way. Writing poetry has opened me up to talking about things that I couldn’t articulate before, and that’s been just transformative.”

The students agree that the chance to attend the conference, to which Mathis encouraged them to apply, was “too good to pass up,” despite the pressures of missing a full week of Sophomore Summer classes and work on research back in Hanover.

“The conference is really lovely, and it’s unique because it’s a true opportunity to explore. There’s not a lot at stake. It’s like, try this out and we’re going to help you discover,” Childers says.

That doesn’t mean it’s easy. “I’ve been working harder here than I have in a long time,” says Lentricchia.

All three said it was important for them to see “real people with real jobs” (as Childers put it) make a place for poetry in their lives.

“It’s nice to see people doing something that you’re interested in, and still having some kind of a balance,” says Geismar. “They’re living proof that this can be pursued outside of the classroom.”

Lentricchia agrees. “To come to a place like this where you can be in a community of people who are happy and successful and thoughtful has been seriously inspirational. It’s made me realize, okay, living an artistic or an intellectual life isn’t just a pipe dream.”

Her favorite part of the conference? “The readings at the barn have been truly magical. That sounds trite, but the feeling of sitting in that barn and hearing people read from their books—their manuscripts—is humbling and astounding and wonderful. It’s just incredible to be ending your day with poetry as your dessert.”

She adds, “I want to make a plea to the English department to never stop sending students to the Frost Place.”

A Poet’s Work

Hearon’s first book of poems, Strange Land, won the Crab Orchard Poetry Series Open Competition, and his full-length play, Wives of the Dead, was winner of the Paul Green Playwrights Prize. He received a PEN/New England “Discovery” Award and the Friends of Literature Prize from Poetry magazine and the Poetry Foundation. Poems from his second collection, No Other Gods, have received the Rumi Prize in Poetry (Arts & Letters) and the Campbell Corner Poetry Prize (Sarah Lawrence College). He received a Dobie Paisano Creative Writing Fellowship from the University of Texas in Austin to complete his first novel, A Little Space.

Of his poem “No Other Gods” (below), Hearon says, “I’m trying to find a nexus where the sacred intersects with the profane and is held together in a kind of crystalline reality. Which to me is divine. Many times when we say ‘divine’ we’re thinking about something way up there, but I think that the divine has to hold the profane and the sacred together.”

"No Other Gods"

By Todd Hearon

Little left anymore out of which to fashion even a B-grade myth. My life,
how it looks to me as a mongrel to its master in anticipation of the snap

or slap. I have desired belief and lack it—belief comes from terror and is not to be desired
have mauled the hand that made me and have punished myself punished myself again and again

for a pettiness that may be aboriginal. And probably is. Pasiphae: recall
her desire for the Cretan bull, inflamed by the angered god, how she had fashioned

the magnificent and terrible apparatus, into which she climbed. Belief
is like that: it comes in the dark, in the anticipation where we crouch, exposed,

reduced to a purity of heart which is desire for one thing only—not the white
bull of Poseidon, not its beauty, not its grace, not even the mythic cock but to be

mastered, humiliated, inhumanly undone by a bruter force than our desire could dream of.
To be filled. God, I have asked for that, not knowing what I ask, have watched

them draw Pasiphae’s body out, gleaming and satiated, limp, uncomprehending
the dark seed that now swells in her, this daughter of the sun. See how she lies

so lovely on the meadowgrass? There is no peace, no content, no pain anymore like hers.
How you almost envy her. She has passed over. How you almost said desire.

(From No Other Gods, Salmon Poetry, 2015. Permission granted by the author.)

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