Heather worked on a project for HUMS 3000 called: “diversifying the curriculum.” She is researched and helped to create new modules on seventeenth-century North American indigenous culture and eighteenth-century slavery. Read her reflections here.
Carmen Gudino and Professor Alexis Luko will be working together as part of the Students as Partners Program 2020 Program to redesign HUMS 3102: Western Music 1000-1850, so that it is better geared to HUMS students, many of whom have no background in music.
Until now, HUMS 3102 has been structured as a lecture-style music survey course. In its new format, the course will be part lecture and part discussion and will build on other material students study in their first, second, and third years in the HUMS program, making explicit linkages between music and the Great Books curriculum.
Blog post Sept 2020: The Great Scores: A place for music history in the Great Books curriculum
by Carmen Gudino
When I found out that Professor Luko wanted me to help her redesign the third year music history course for Humanities students at Carleton, I knew that it was an opportunity for something special. I am just about to start my final year in the Humanities program and I am already in reflection mode, asking myself what my education for the last three years has meant to me and, more specifically, how each course I’ve taken has contributed something unique to my worldview. For each of the Humanities courses I’ve taken, I can answer this last question with confidence. And after a summer of working with Professor Luko on her music history course, I can answer it more confidently than ever. Read on for full blog post.
Linda Steele and Professor Morgan Currie will be working together as part of the Students as Partners Program 2020 Program.
For the purposes of this project Prof. Currie and I will be working to develop an online program for the art history split 3rd year and 4th year class that is studying the artist Bernini. Since this is a visual class and usually has imagery that is large and shared amongst class who want to come up with interesting and diverse ways to engage the class while still imparting the importance of this artist. Upper-level teaching presents different remote challenges because the nature of the interaction is different. Smaller class size, more research-intensive assignments, and deeper analytic engagement with a narrower range of material. This proposal has two components. The first is a recurring process of creatively transforming and sharing course material, in a way that provides clear guidance and maximum imaginative flexibility. This will require research into assignment design, pedagogical outcomes, and suitable internet platforms for delivery. The second component is to set up a research resource for the students to help them connect their Art Historical researches to the broader humanities. Together, this will help to bridge the gap in the sort of interactive guidance we can provide in the classroom and remotely.