Instructor: Kevin Reinhart, Religion
Overview: With the advent of technology, both the process and the products of undergraduate scholarship are changing.
Students have vivid images Middle East and Islamdom, most derived from television, some from movies. Many of the most significant moments in Islamic history have happened in the full glare of the newsreel and the television camera – the Iranian revolution, the 1967 war, rise of Gamal Abdul Nasser, the Turkish War of Independence, the Nation of Islam and Malcolm X.
To balance students’ limited recollections, we have begun collecting video clips that illustrate Modern Islam’s recent past. The idea is to give Modern Islam a history, so that it is not just Bin Ladin, but also Ataturk, and Hasan al-Banna who is vivid in students’ minds, not just the World Trade Center attacks, but also the First World War in the Middle East and the end of the Ottoman Empire. The archives of British Pathé, and the Lumiere Brothers have recently become available and images from these will be selected first for in-class presentations, and then later on a web site so that students may refer to them after lecture.
Instructor: Lewis Glinert, Asian and Middle Eastern Languages and Literatures
Overview: As Jewish and Hebrew studies and the study of music develop at Dartmouth, Jewish musical and spoken voice recordings must figure prominently in the curriculum. For example, the Hasidic melody was at the heart of Hasidism and its profound influence as a modern Jewish revivalist movement. In addition, Israeli folk music has played a central role in the creation of the new Israeli identity, and Yiddish and English Jewish humor are a core element in American Jewish identity.
The goal of the Dartmouth Jewish Sound Archive is to provide students and scholars, both within the College and outside, with (1) Web-based access to recordings that are not commercially available; (2) related information that can aid in the study of Jewish music and culture, Jewish society, and the history of Jewish recording. The archive will span some 70 years of recording, with the oldest records dating from around 1910-1920 and the most recent material coming from LP’s issued in the 1970′s.
The Sound Archive will be a major element numerous courses and in the regular Hebrew language program: (a) HEBREW 10 ‘Intro to Hebrew Culture’; (b) AMEL 7 ‘Jerusalem: Vision and Reality’; (c) HEBREW 61/JEWISH STUDIES 40: ‘Intro to Israeli Culture: Literature, Music, Film’; (d) HEBREW 1, 2, 3, 21, 31.
In addition, the Sound Archive will make it possible to include Jewish music/spoken voice as a major element in the Jewish Studies and music curriculum, and possibly in history and anthropology courses: (a) JEWISH STUDIES 11 ‘History and Culture of the Jews’; (b) HISTORY 58/JEWISH STUDIES 37 ‘Representing the Holocaust’; (c) MUSIC 4 ‘Music of non-Western peoples’; (d) MUSIC 41 ‘Music, ceremony, ritual and sacred chant’; (e) JEWISH STUDIES 15 ‘Jews and Hollywood’.
Instructor: Doug Moody, Latin American, Latino and Caribbean Studies
Overview: The design of this project consists of an interdisciplinary approach to a social science program (LALACS), and presents collaborative opportunities between the humanities and social science divisions at the college. LATS 41, “Representations of Latinos in the Media and the Arts,” focuses on three electronic media — radio, film/video and the internet — and several art forms associated with the Orozco Project and exhibition, which will occur in the spring term of 2002 — mural art, performance art and museum installations. Another objective of the project is to investigate the viability of synchronous internet-mediated communication for courses (MOOs), wherein students communicate with experts and professionals, who are involved in these art forms and media, and yet who are located at remote sites. Ultimately, the students will co-produce digital video archives and ethnographic webpages, which showcase their final projects for LATS 41.
Instructor: Allen Hockley, Art History; Mayumi Ishida, Asian and Middle Eastern Languages and Literatures
Overview: The Hood Museum of Art possesses a collection of Japanese prints, which Hockley uses on a regular basis in courses he teaches every academic year. The Hood makes every effort to accommodate classes for viewing and study sessions, but access is limited in several ways. Hockley and Ishida would like to produce a website that would circumvent the limitations of the study-storage facility and thereby increase student access to the Hood Museum’s print collection. The website will be designed to meet specific pedagogical needs. In particular, its interactive and self-study components will offer students learning experiences that are impossible to replicate in the classroom.
The website will have four components, each of which will feature material and activities that will enhance users understanding of various aspects of the Japanese print tradition. The components include: (1) Print production, to acquaint the students with the process of Japanese woodblock print; (2) The Tokaido Highway, offering students a way to ‘navigate’ the highway and examine the ways print artists conceptualized its famous places and spectacular views; (3) materials to assist the study of the Kabuki version of Chushingura: The Tale of The Forty-Seven Ronin; (4) annotated versions of illustrations of the interior of a kabuki theater.
Courses in which this material will be used include: Art History 16: Special Topics in Art History or the senior seminar Art History 83; Art History 60: The Arts of Japan; Art History 3: Monuments of Asian Art; intermediate Japanese language courses (31-32-33 sequence or the 41-42-43 sequence).
Instructional Designer: Barbara Knauff
Instructor: Professor Martha D. McDaniel, M.D., Department of Anatomy, Dartmouth Medical School
Project: Medical education is in a period of dynamic change worldwide. Students of medicine in the 21st century need both to learn and to integrate more factual information than their predecessors, and to acquire skills that will facilitate their continuing learning after they leave medical school. Historically, medical students have attempted to learn human anatomy by cadaver dissection, supplemented by utilizing a variety of atlases and textbooks and faculty guidance in the form of lectures and small group sessions. We at Dartmouth feel that this is still a fundamentally sound approach. However, we also feel that the time spent procuring atlases and other learning materials (e.g. radiographs), assembling them in a location that is conducive to thoughtful assimilation, and searching for the appropriate pages is not time well spent. We believe that posting of well cross-indexed (linked) materials (including the use of rollover-images, pop-up text windows, and image links to enlargements) on a web site would greatly improve learning efficiency for our students.
Resources will include photographs of prosections, anatomical models, bones, radiological images, appropriately credited atlas drawings, and short videos outlining the steps to be taken in the assigned dissections and covering selected topics in a more advanced or detailed manner than can be done in class. Still images will be made interactive by using mouse-over scripting to create various textual messages that will explain and identify structures and allow linking among relevant images. The site will be searchable by category. We also plan to incorporate on-line image-based quizzes. Required material will be clearly delineated from optional, supplemental material.
Project Site: http://www.dartmouth.edu/~anatomy/