scholarly journals Progressive Education and Modernist Literature: Black Mountain College, 1933–1940

2019 ◽  
Vol 14 (3) ◽  
pp. 291-315
Author(s):  
Rebecca Beasley
Keyword(s):  
Liberal Arts ◽  
Institutions Of Higher Education ◽  
Modernist Literature ◽  
Black Mountain College ◽  
Teaching Situation ◽  
Democratic Pedagogy ◽  
Arts Curriculum ◽  
Creative Experience ◽  
Creative Artists ◽  
Black Mountain

Black Mountain College (1933–57) is famous for the creative artists who taught and studied there. But behind its celebrated alumni was a modernist institution, whose liberal arts curriculum entwined modernist aesthetics with progressive principles developed from John Dewey. Under John Andrew Rice's pioneering leadership, Black Mountain College began to work out a democratic pedagogy of creative experience quite different from most other US institutions of Higher Education. Modernist principles of method informed the entire teaching situation and the relations between students and staff, rather than just being studied inside discrete textual objects.

Just Miles Away but Worlds Apart: Examining Jewish Participation in Integration Programs at Black Mountain College and Highlander Folk School, 1933–1964

AJS Review ◽  
2017 ◽  
Vol 41 (1) ◽  
pp. 203-233
Author(s):  
Wendy F. Soltz
Keyword(s):  
North Carolina ◽  
Civil Rights ◽  
Black Students ◽  
Liberal Arts ◽  
Colleges And Universities ◽  
Historically White ◽  
Black Mountain College ◽  
White Schools ◽  
Highlander Folk School ◽  
Black Mountain

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.

Playwriting in the Liberal-Arts Curriculum

1939 ◽  
Vol 1 (3) ◽  
pp. 244
Author(s):  
Kenneth Thorpe Rowe
Keyword(s):  
Liberal Arts ◽  
Arts Curriculum

To Unify the Liberal-Arts Curriculum

1932 ◽  
Vol 3 (7) ◽  
pp. 373
Author(s):  
Harvey A. Wooster
Keyword(s):  
Liberal Arts ◽  
Arts Curriculum

Machine learning in the liberal arts curriculum

2000 ◽  
Vol 32 (1) ◽  
pp. 100-104
Author(s):  
Clare Bates Congdon
Keyword(s):  
Machine Learning ◽  
Liberal Arts ◽  
Arts Curriculum

scholarly journals Thinking Through Improvisation: Do General Improvisation Studies Belong in a Liberal Arts Curriculum?

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Dominic Poccia
Keyword(s):  
Risk Taking ◽  
Liberal Arts ◽  
Creative Thinking ◽  
Reading Performance ◽  
First Year ◽  
Subjective Experiences ◽  
Arts Curriculum ◽  
Creative Problem ◽  
Liberal Arts Students ◽  
First Year Seminar

Thinking Through Improvisation implies two meanings: 1) carefully examining all that improvisation encompasses including how it is practiced, and 2) using improvisation to generate ideas or performances. Using a First Year Seminar course I taught for 20 years, I illustrate how a general course in improvisation can introduce students to improvisation as a way of thinking in diverse fields and can strengthen liberal arts skills in critical and creative thinking. Interdisciplinary and multicultural approaches are readily incorporated as are a range of activities including writing, critical reading, performance, and creative problem solving. Risk taking, trust, creativity, adaptability, teamwork, respect for knowledge, abstract and practical thinking and the joy of creative discovery are explored through discussion and practice of improvisation. Scientific explanations of improvisation are compared to subjective experiences of improvisational performance. These activities lay a groundwork for creative explorations of the discipline-oriented curriculum in the range of fields subsequently encountered by liberal arts students.  

Computer language: An innovation in the liberal arts curriculum

1973 ◽  
Vol 7 (6) ◽  
pp. 417-418
Author(s):  
Hazel Cramer ◽  
Irmgard Taylor
Keyword(s):  
Liberal Arts ◽  
Computer Language ◽  
Arts Curriculum
Sign in / Sign up

Export Citation Format

Share Document