The Arts at Black Mountain College

1988 ◽  
Vol 20 (1) ◽  
pp. 54
Author(s):  
David Vaughan ◽  
Mary Emma Harris
Author(s):  
Jeffrey Saletnik

Between 1933 and 1957, Black Mountain College served as an unlikely crucible of modernism. Despite its isolated location near Asheville, North Carolina, at various times its permanent and summer faculty included the likes of Anni Albers, Josef Albers, Ilya Bolotowsky, Jean Charlot, Lyonel Feininger, Joseph Fiore, Buckminster Fuller, Walter Gropius, Karen Karnes, Franz Kline, Willem de Kooning, Jacob Lawrence, Robert Motherwell, Beaumont Newhall, Amédée Ozenfant, Xanati Schawinsky, Ben Shahn, and Jack Tworkov. These artists and architects were joined by composers John Cage, Lou Harrison, Ernst Krenek, David Tudor, and Stefan Wolpe; writers and poets Robert Creeley, Charles Olsen, and M.C. Richards; as well as critic Clement Greenberg, musicologist Heinrich Jalowetz, and choreographer Merce Cunningham. There are few evident commonalities among the practices of this mix of European émigrés and Americans, yet the educationally progressive ethos of the College appealed to each of them. Its founding program was predicated upon a belief that the arts were central to higher education and that the practice of democracy would benefit from their curricular integration. Participation was prioritized in all activities, particularly in learning.


1988 ◽  
Vol 75 (2) ◽  
pp. 656
Author(s):  
Clive Bush ◽  
Mary Emma Harris

1989 ◽  
Vol 60 (2) ◽  
pp. 227
Author(s):  
F. Whitney Jones ◽  
Mary Emma Harris

1989 ◽  
Vol 55 (3) ◽  
pp. 520
Author(s):  
Charles Alan Watkins ◽  
Mary Emma Harris

1988 ◽  
Vol 28 (1) ◽  
pp. 146
Author(s):  
Mary Ann Stankiewicz ◽  
Mary Emma Harris

Leonardo ◽  
1988 ◽  
Vol 21 (2) ◽  
pp. 215
Author(s):  
Harry Rand ◽  
Mary Emma Harris

AJS Review ◽  
2017 ◽  
Vol 41 (1) ◽  
pp. 203-233
Author(s):  
Wendy F. Soltz

Small liberal arts and folk schools attempted desegregation decades before other southern colleges and universities. Historians have long argued that Jews were active and influential in the fight for civil rights in the South in the 1950s and 1960s, but were Jews involved in these early attempts to enroll black students in historically white schools? If they were, were they successful and how did their Jewishness affect the efficacy of their attempts? In order to answer these questions, this article compares and contrasts two such schools, Black Mountain College in North Carolina and Highlander Folk School in Tennessee, which established “integration programs” in the 1940s. This research reveals that when Jews saturated a school, and were visibly involved in desegregation, their attempts to desegregate the institution were ultimately unsuccessful. When Jews supported a school through donations behind the scenes and occasional visits, however, the institution successfully desegregated.


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