Julia Gaines wanted to play drums in her junior high school band. She sat in the classroom on the first day of band, listening to the director call roll; when he read a student’s name, the student would call back the instrument he or she wanted to play. By the time he called for Julia, not one girl had called back “percussion!” So, lackluster, she responded “clarinet.” Julia resigned herself — her dad had suggested clarinet, and it was a more “girly” instrument, she thought. But then roll call reached the T’s, and a girl named Karen Thompson proudly told the class she wanted to play drums. Hearing that another girl was interested, Julia shot up her hand: “Oh, oh, oh, I want to play percussion, too!”
Alex Barker wears several different hats in MU’s Department of Anthropology and the Museum of Art and Archaeology. One of these hats involves his research and fieldwork on the European Bronze Age and the ancient American southeast. The other involves the directorship of MU’s Museum of Art and Archaeology. Standing at the crossroads of several disciplinary fields, most of Barker’s field research has in recent years dealt with a single broad question: how social complexity grows out of egalitarian societies. His fieldwork in North America and the Old World follows this transition over different periods and regions.
Barker refers to a certain tension between curators, who have all this ‘stuff’ they want to communicate, and exhibit designers, who want to keep the exhibit as clean and simple as possible. “Ultimately, we want people looking at the art, not at the labels,” he indicates; but the Museum still wants to educate. In that spirit, the museum is experimenting with technology to showcase the art and the significance of art to everyone by creating MP3-based audio tours of the museum that can then be played on any personal audio device, including iPods, notebook computers, and even cell phones. Barker hopes this will allow greater flexibility for visitors, whom he imagines selecting a tour and walking through the galleries at their leisure while looking at the art and listening to the audio information, “instead of looking back and forth between the label and the art.”
Huelsbergen discusses how she encourages students to take risks with their designs.
Huelsbergen talks about fostering trust in the classroom.
How does activism fit in with pedagogy on campus? What is a just war?