Sequence Spotlights
Dr. Tripp and Dr. Metz
How did the two of you come together for this sequence, and how do you see your academic backgrounds complementing one another for this sequence topic?
After an introduction from a colleague, we soon realized we share a robust curiosity for American popular culture in all its various manifestations, especially in theater, music, and film. We’re both intrigued by how artists, writers, and other cultural creators have used their work to comment on the world around them and spark change. We’re also interested in audience: how do audiences determine what’s popular and viable at any particular time? What were the expectations of the times and how were those expectations influenced by cultural critics? How did they help shape culture?
How would you describe the main approach you’ll take in the sequence? What kinds of readings and assignments are there? Will there be any out-of-class activities?
We strive to be student-centered. While we may need to lecture from time to time, the vast majority of class time will be spent in vigorous discussions, interactive experiences, and low-risk performance opportunities. During Professor Tripp’s portion of the course, we will spend about three to four weeks each semester in a role-playing game in which each student will take on the identity of a historical figure. As their character, students will debate, create, and immerse themselves in the time period. It may sound funky, but students almost universally love the experience.
Professor Metz will be using dramatic literature (theatre scripts) that represent how theatre productions function as the mirror of the American experience of the times. Students in the class will use the “tools of the actor” (mind, body, voice) to activate deeper understandings of themes and cultural through-lines through low-risk dramatic activities and creative writing exercises in class. Outside of class, students will gather res
Reading for both sections will focus on primary sources – great and obscure works from the era. We’ll also view and interpret art, film, advertisements, music…whatever we can get our hands on.
What do you expect students, regardless of major, to take away from the sequence?
Steve: I like the statement by Maxine Hong Kingston in her memoir Woman Warrior: “I learned to make my mind large, as the universe is large, so that there is room for paradoxes.” I think that pretty much sums up what I try to do in all my classes – help students recognize and appreciate the complexities of historical change and the human condition. Beyond that, I hope students come away with a greater appreciation for the diverse ways in which people have expressed themselves through cultural forms – film, art, music, design, and such. I also try very hard to help students become more effective and confident writers – an essential skill that will help them regardless of their career path.
Alli: I expect my students to take away a memorable learning experience which was brought to life through drama and theatre.
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