Clark Addis ’20

Kaila Agurre ’20

Syeda Ahmed ’20

Mai Ao ’15

Jen Burkhart ’19

Imogen Cain ’12

Kymble Clark ’22

Henry Condon ’20

Eli Cooper ’20

Dilge Dilsiz ’19

Lia Embil ’17

Clayton Evans ’89

Kayani Facey ’12

Paige Fenn ’19

Bryan Fox ’10

Gwen Goldberg ’21

Frank Johnson ’03

Taylor Kowgios ’19

Megan Mauriello ’19

Nina Meredith ’12

Meredith Morse ’85

Caroline Russell ’17

Lola Wegman ’19

YiFan Xu ’19
Categorized in: Academic News, Alumni, Alumni Profiles, Art, Featured News, News and Features

1 Comment

  1. Fluney Hutchinson says:

    Why Art and Liberal Learning Matters in discourse on Black Life Matters. A note in Support and Praise of the ART IN RESPONSE TO INJUSTICE project

    In the fall of 2004 our College, realizing that America was deeply embroiled in conflicted discourse over the meaning of 9-11, embarked on a yearlong New Student Orientation Program that utilized art-based pedagogies to cultivate productive dialogue on related difficult societal issues, including the meaning of human security, critical patriotism and America’s identity in the post 9-11 period. Professors Ed Kerns, George Panichas, and Susan Westfall partnered with Drs. Annette Diorio, Julia Goldberg and Karen Forbes to provide overall leadership and guidance of the program.

    I believe the Art in Response to Injustice project recently uploaded holds the promise of meaningfully enriching our College Community on the issue of injustice, and Black Lives Matter in particular, if it becomes a point of focus for open, inclusive, broad-based, diverse and contestable dialogue.

    This was the goal of the 2004 Orientation program and I am excited that the Art Department has gifted our Community with this paradigm and opportunity to productively discourse the pressing issue of what does Black Life Matters mean to our academic community, and how do we demonstrate it.

    Below I provide a summary of the philosophy of the 2004 New Student Orientation that was titled Art-Based Dialogue as Experimental Pedagogy.

    The arts and art-based pedagogies have the ability to cultivate liberal learning and nurture productive dialogue on difficult issues. The arts does this with its ability to “take us outside of ourselves, […and] create an atmosphere and context so conversation can flow back and forth and we can be influenced by each other” (Dubois, as quoted inside cover page in Bacon et al 1999). The arts enable this process, according to Elliot Eisner, by “refining our sensory system and cultivating our imaginative abilities [and … providing us with] a kind of permission to pursue qualitative experience in a particularly focused way and engage in the constructive exploration of what the imaginative process may engender.” This is so, Ed Kerns maintains, because the arts encourage the cognitive conciliation and embrace of disciplinary and human differences, thus overcoming “foreignness” and facilitating intercultural, interdisciplinary, and inter-group dialogue.

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