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Solar Decathlon ’13 Team Kicks Off Spring Construction

Categories: Midd Blogosphere, video

Middlebury’s Solar Decathlon ’13 team gave students, faculty, staff, and the community a first look at their solar-powered home this week, and MiddMag was there for the fun.

Things That Happened, Things To Do: Week of April 1

Categories: Midd Blogosphere

dispatch_distressed-300x160Our regular recap of goings on at the College and a look ahead to events on the horizon. As always, we hope to call your attention to items that captured ours and alert you to events that you won’t want to miss. If you have a news item that you think we’d be interested in, drop us a line at middmag@middlebury.edu.

Drawing On the Wall

Categories: Midd Blogosphere

The American artist Sol LeWitt was widely known in the 1960s for the temporary wall drawings he devised for others to produce per his instructions as part of a growing Minimalism movement.

In what might be the epitome of hands-on learning, a group of art history students installed LeWitt’s Wall Drawing #394 last week as part of their class, “Minimalism: Art, Objects, and Experience,” with professor Eddie Vazquez.

The drawing came to Middlebury’s Museum of Art with a detailed set of instructions, including specifications for materials used and orientation of lines. Museum designer Ken Pohlman and preparator Chris Murray created the pencil grid guidelines, and each student could choose from a limited selection of lines to draw. The whole process took about 50 hours to complete, and the finished product will be on view in the Overbrook Gallery through April 21.

Drawing On the Wall

Categories: Midd Blogosphere, video

The American artist Sol LeWitt was widely known in the 1960s for the temporary wall drawings he devised for others to produce per his instructions as part of a growing Minimalism movement.

In what might be the epitome of hands-on learning, a group of art history students installed LeWitt’s Wall Drawing #394 last week as part of their class, “Minimalism: Art, Objects, and Experience,” with professor Eddie Vazquez.

The drawing came to Middlebury’s Museum of Art with a detailed set of instructions, including specifications for materials used and orientation of lines. Museum designer Ken Pohlman and preparator Chris Murray created the pencil grid guidelines, and each student could choose from a limited selection of lines to draw. The whole process took about 50 hours to complete, and the finished product will be on view in the Overbrook Gallery through April 21.

Make Some Noise

Categories: Midd Blogosphere
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Inside the Service Building practice room

Until not long ago, if you were in a student band at Middlebury and wanted to practice, there was a series of steps you had to take before you could plug in your amp. First you had to reserve the only practice room on campus, which is in the Service Building under the smokestack, and before you showed up at the appointed time, you had to swing by the Public Safety office on South Main Street, show your student ID, and grab the key that would unlock the door at the Service Building. Meanwhile, your bandmates were probably shivering in the cold, cursing the process, wondering why they even bothered to be in a band in the first place, and gosh wasn’t it cold, and where were you with that key? Needless to say, not a lot of folks would choose to put themselves in this scenario.

Which is why the students in the Middlebury Musicians Guild—now called Middlebury Music United, or MMU—lobbied College administrators this fall to have keypad entry locks installed on the doors to both the practice room and the recording studio (across campus in the Freeman International Center) so that members of MMU could easily gain access to either space.

And this was only the beginning of a concerted effort by MMU to revive a flagging social culture built around live music at Middlebury. Since September, the group has acquired a slew of new equipment for the practice, performance, and recording of live music. It is providing resources for shows, planning a singer-songwriter workshop for students, and sending out weekly e-mails about live music events. It is beta testing an iPhone app created by students, called MMU on Air,  that will map all the live music events on campus. It uses Twitter (@middmusic) to call attention to the live music scene. Its new website is a sort of Craigslist-meets-Match.com for student musicians. (For instance, if your band is looking for a female vocalist, you might find one on middmusic.com.) And MMU members are involved with this winter term’s MiddCORE course—students take on real challenges facing for-profit and social enterprises—by providing recorded music tracks that students in the class will endeavor to package and sell.

“When we got to Middlebury in the spring of 2010, there was no community of student musicians here,” says Parker Woodworth ’13.5, an MMU cofounder. “It was as if the music had just disappeared for us. So Mike [Gadomski] and I decided we needed to create a culture where student musicians will want to play music for its own sake, where playing music is not an obligation.”

“A complaint you hear all the time is that there’s no good way to meet new people here, and it’s because people don’t venture outside their close circle of friends,” adds Gadomski ’13.5.

“We are trying to create a middle ground around the music, so it’s not so hard to meet people,” says Woodworth. “Let’s say I am at a show where one of my friends is performing, and you’re at the same show because one of your friends is performing, too. Now we have something in common, something to talk about. It is much more conducive to meet people in a coffeehouse atmosphere than at a DJ party with the music blaring and people dancing.”

“Our job in MMU is to create fertile conditions so the music scene will grow on its own,” Gadomski explains. “We don’t want to be the ones presenting the shows. That’s MCAB’s job. (MCAB is the Middlebury College Activities Board.) But we can help make it happen by providing the infrastructure”—like user-friendly keypads instead of locked doors—“to encourage student-musicians here.”

***

Middlebury is, after all, where the band Dispatch got its start and where solo acts like Courtney Brocks ’01 and Anais Mitchell ’04 cut their teeth. It’s where the rock group Throw Like a Girl was touted in The Campus in 1998 as “Middlebury’s first girl art-core band and one hell of a live show.” So what has happened to live music at Middlebury? Theories abound, but there’s general agreement about the primary cause of the decline: Middlebury students work so hard in and out of the classroom that they barely have time for more than one other major pursuit; and since there was no formal effort to support live music, students preferred activities with fewer obstacles.

Another reason for the decline of student-generated music is the shift toward live DJs and solo production (think: Apple’s GarageBand) and away from jam sessions and performing bands. That shift is something that musician Matt Bonner ’91 understands well. “The music scene when I was a student was like night and day from what it is now,” he says. “Twenty years ago, there were always three or four well-known bands on campus, meaning that on any given weekend at least one band was playing somewhere at Middlebury.”

An independent musician and producer of digital media (mattbonner.com), Bonner was a guitarist in Yukon Time, a rock-reggae hybrid band that played gigs on campus. “We were pretty good,” he says with a laugh, “at least in the context of being a party band.” And according to reports, they still are good. Bonner and his bandmates— Josh Sarkis ’91, Rodrigo Prudencio ’91, Barney Hodges ’91, and Andy Wiemeyer ’94—played last June during Reunion Weekend at 51 Main, the College’s off-campus performance space.

Bonner is collaborating with MMU to rekindle the live music scene at the College. “One thing that would be really cool would be a student-driven music label at Middlebury so people can write, record, produce, and mix their own stuff, and then get it out using digital distribution services. It would not be a ‘pretend’ label; it would be a real label with real people making high-quality music. Admittedly they’d have to be advised by, shall we say, certain alumni who happen to be in the music business. We just have to figure out how it will work and get the right equipment in the FIC recording studio, and then it could be really sustainable.”

The record label is a topic that gets the current leadership of MMU, Gadomski and Woodworth, very excited. “To have original music coming out of Middlebury would be good for musicians, good for our students, and good for outsiders looking at our college for the first time,” says Gadomski, whose rock band Thank God for Mississippi has attracted a following on campus.

“We have amazing students,” adds Woodworth, who, like Gadomski, plays electric guitar. “Look at the Solar Decathlon team and all that they accomplished: We don’t have programs in any of those things, and yet somehow we are competing with students who study engineering at the graduate level. We have kids capable of being part of the real-world playing field in any number of areas, and music could be one of those.”

Peter Hamlin ’73, the Christian A. Johnson Professor of Music, sees what MMU is doing in the context of a liberal arts education. He has been the adviser to the Musicians Guild/Music United since its founding in 2004. “Now it’s seven years later and we have Mike and Parker diving in,” he observes.  “It’s a thrill to watch them operate. One of President Liebowitz’s themes has been to allow students to use their own leadership and creativity and give them a measure of autonomy to follow through on the things they are passionate about. The MMU today is just a perfect example of that.”

Nordic Coach Andrew Gardner talks NCAAs

Categories: Midd Blogosphere

How Students Learn

Categories: Midd Blogosphere

DSC_5865Four faculty members offered varying perspectives on how students learn – from the ways that assessment tools can affect retention to the need for more “space” or improvisation in the classroom – as part of the yearlong conversation at Middlebury College on the future of the liberal arts.

In a panel discussion on Feb. 19 in McCardell Bicentennial Hall, Professor Barbara Hofer of the psychology department said that the method of assessing students, such as quizzes or short-answer tests vs. term papers or presentations, often drive how students go about their learning and what they’ll gain from it in the future.

“When students think what they are going to be tested on is discrete facts, then they make flash cards, right? They use rote memorization strategies. [But] if we are asking them to do higher-order tasks in our assessments, they are far more likely to use the strategies that lead to deeper understanding and knowledge,” she said.

It comes down to whether we want our students to remember disconnected bits of information or whether we want them to develop an entire web of knowledge, Hofer explained. Students don’t always see that the goal of learning is acquiring “rich, flexible, generative knowledge”; all too often they are concerned simply with the intake of information without any depth of analysis.

Cognitive psychologist Jason Arndt, an associate professor who specializes in human memory, supported Hofer’s views on knowledge acquisition.

In terms of a human being’s “working memory,” i.e., a person’s ability to think about things in the moment, people have an “exceedingly limited” capacity to hold onto data in the short term, said Arndt.  Teachers should be aware that working memory serves as a gateway to longer term retention, and if information “doesn’t get past working memory, it’s just not going to be there over the long term.” One of the techniques that Arndt uses when teaching highly complex material is limiting the number of words and ideas on each of the slides he shows his students.

He also pointed out that doing things in the classroom that demand deep, active thinking is much better for long-term retention as opposed to cursory activities that don’t demand active engagement.

“When left to our own devices,” Arndt said, “we don’t do a ton of things on our own that require a lot of effort to process it or to think about it, and that has consequences for later retention. If we do things in a relatively shallow way, that information is not likely to be there for us five minutes down the line, 10 minutes down the line, or three days down the line.”

Room for space and improvisation

The other two faculty members on the panel looked at the question of how students learn from vastly different points of view than that of their faculty colleagues from the psychology department.

Jonathan Miller-Lane, an associate professor of education studies, said that students’ curiosity should be at the center of teaching-learning process. “Before we talk about learning, we need to talk about which questions matter to students and what students are curious about,” he said.

Professors should be willing to give up their own preconceptions in honor of emphasizing the student’s place in the exchange of knowledge because, he explained, the student’s experience is more important than the teacher’s. To illustrate his point, Miller-Lane pointed to a quote from author and educator Parker Palmer: “To teach is to create a space, not to fill it.”

Said Miller-Lane, “We often assume as professors that the syllabus must pre-exist the arrival of the student and that the essential content pre-exists the arrival of the student. That’s a really interesting assumption to unpack, and this statement – to teach is to create a space – suggests that maybe there is something in the interaction between us that is at the heart of what learning means.

“Space for what then? If teaching is to create a space, where do we go but to John Dewey with this beautiful sentence: ‘Intelligently directed development of the possibilities inherent in ordinary experience.’ That’s what we are creating a space for. Where learning [is] acquiring abilities to engage that.”

Penny Campbell, senior lecturer in dance, said, “I am an improviser. That’s the bottom line in my life, [and] what I have been doing the whole time I have been here is bringing the body into the classroom, bringing the body to the center of our inquiry and our study.”

To foster improvisation, Campbell puts her dance students into situations without actually telling them what the expectations are. (She demonstrated her point by asking the audience of faculty, students, staff, and Middlebury parents to put their arms in the air and move them around. Some people moved their arms about wildly while others were more passive. Still others declined her request. But the point of the exercise soon dawned on everyone: our bodies were front and center, and none of us knew beforehand what the outcome of the exercise would be.)

“Living on the edge of chaos is something we can learn to do. We can learn the skills of operating that way. And also, we can have faith that if we are developing this amazing system of perception that the body-mind is – a continuous, active, self-organizing system in a way – if we can learn how to use that and open it and learn how to be comfortable with it, because I think we live in a culture that’s very, very suspicious of bodies.”

Every one of us has an “enormous amount of potential as a living being to perceive and pay attention to ourselves, to our environments, to the people around us, to what is going on” in life, and Campbell probes that potential in her students through improvisation.

The panel was moderated by Professor James Calvin Davis, the associate vice president of academic affairs, and was organized by his office to further the campus-wide conversation on the future of the liberal arts.

The next program in the series called Core and Change in the Liberal Arts will be held on Thursday, Feb. 28, at 4:30 p.m. in room 220 of Bicentennial Hall. Speakers from three academic disciplines and from Library and Information Services will broach the question: How can we use emerging technologies to support Middlebury’s mission “to cultivate the intellectual, creative, physical, ethical, and social qualities essential for leadership in a rapidly changing global community?”