Mellon Arts Residency Planning Grants •
Tuttle Fund for Development of Visual Culture Across the Curriculum •
Access / Enrichment Grants •
Course Innovation/Renovation Grants •
Course Enhancement Grants •
Summer Interdisciplinary Curricular Institute
New Opportunity: Mellon Arts Residency Planning Grants
Underwritten by a grant from the Mellon Foundation, the Hurford Humanities Center has begun to develop a program for faculty across the three divisions to design and implement arts residencies in conjunction with their curricular and scholarly agendas. The Center seeks particularly to stimulate creation and enhancement of courses and broader curricular missions by supporting extended, multi-dimensional arts residencies that combine pedagogy, public presentation, and informal exchange among artists, faculty, students, and the wider campus and area communities. This program thus augments the Center's ongoing aim of stimulating thinking about how art in all media inflects and illuminates the wide variety of subjects considered throughout our curriculum.
By "artist" we mean not only practitioners of traditional media—fine arts; music; creative writing; filmmaking—but also a spectrum of creators, including innovative practitioners of scientific narrative and imaging, creative non-fiction writers, performance artists, multimedia practitioners, illustrators, architects, philosophical fantasists, sonic fabulists, environmental bricoleurs, explorers of virtual media and spaces, "outsider" image-makers, adventurous curators, and others working at the frontiers of what we think of as "art."
Rather than working from a single model, the Center hopes to cultivate in the sciences, social sciences, and humanities a diverse assortment of approaches to these residencies, which we envision varying in duration, frequency, focus, and methodology. Recognizing that residencies which unfold along a number of trajectories require careful preparation, the Mellon grant provides particularly for a period of planning during which faculty can, in collaboration with the artist(s), develop a residency's structure, goals, and logistical strategies.
We also hope to encourage varying models of collaboration, which might take place across departments (note: such partnerships can involve Fine Arts and/or Music faculty, but cannot be limited to either department alone), divisions, and even campuses (e.g., linking HC and BMC faculty). Possible uses of the grant's resources for planning these extended residencies include:
- Invitations to artists for short campus visits, during which they'll engage faculty and students in discussing how the work they do can be integrated into courses, departmental curricula, and/or the wider intellectual and cultural landscape of the campus;
- Visits by faculty to speak with artists about their work and possibilities for its presentation in various HC venues;
- Visits by faculty to exhibitions, performances, studios, archives, etc. in order to see how an artist and his/her work actually functions in various public and institutional spaces.
How to Apply
Funding for summer, 2009 will be awarded on a rolling basis, though we advise faculty where possible to apply by June 1, 2009. The fall deadline for applications will be September 4, 2009, with acceptance of later applications on a rolling basis as resources permit. We welcome faculty to consult with HHC staff in advance of submitting their applications. Applications should be submitted electronically to Emily Cronin: ecronin@haverford.edu.
Mellon Arts Residency Planning Grants Application Form
Past Mellon Arts Residency Planning Grants
2009-10
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Oct. 20 & 21, 2009: "Politics, Africa, and Performance" brings together writers, scholars, performers, and activists in a two-day discussion focusing on the ways in which the visual and performing arts provide crucial links between lived experience and political power.
Learn More >
2008-09
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June 15-17: A three-day series of conversations, workshops, and performances exploring the intersection of music and quantum mechanics. Organized by Professors Joshua Schrier (Chemistry) and Stephon Alexander (Physics). Supported by a Mellon Arts Residency Planning Grant.
Tuttle Fund for Development of Visual Culture Across the Curriculum
Artist Pato Hebert offered a survey of his work to a packed crowd in Sharpless auditorium. Read more >
This fund encourages innovative and experimental approaches to visual culture across the curriculum. To advance the integration of visuality in disciplines ranging beyond Art History and Fine Arts, and to engage students in its various theoretical, generic, and material modes, these grants support development of new courses, the major renovation of existing courses, and/or the creation of interdisciplinary curricular offerings in various areas of visual culture. Proposed work will require resources not normally available through departments or the Provost's Office and will address specific curricular goals.
How to Apply
Deadlines: Applications for Spring 2010 are due Friday, October 23rd. Applications for Fall 2010 are due by Friday, April 2nd, 2010.
Please email your application to Associate Director Emily Cronin at ecronin@haverford.edu by noon of the applicable semester's deadline.
Hurford Humanities Center Tuttle Grant Application Form
Faculty Application for a Tuttle Fund for Development of Visual Culture Across the Curriculum SRA (Use only in addition to general application when applying for an SRA.)
Possible areas and activities for support include:
The Library of Congress' Reading Room
- Curricular Consultations by faculty from other institutions who have developed successful methods of integrating visual materials and issues into their teaching in any variety of disciplines (up to $1,500)
- Travel to libraries, exhibitions, institutions, museums, and other sites to study relevant pedagogical techniques and/or primary works and materials with an eye to using them for course materials (up to $750)
- Travel and tuition to attend courses or workshops providing technical or other expertise pertinent to the course renovation/innovation (up to $750)
- Travel to educational venues for consultation with artists and faculty about content and/or pedagogy relevant to curricular offerings (up to $750)
- Production of visual databases for classroom or on-line use (up to $1,500)
- Short-term (50-100 hrs.) student research assistance to aid in any aspect of course development that will provide mutual intellectual benefits to faculty and students (Please use Tuttle SRA application form in additional to the general Tuttle application.)
- Procurement of relevant instructional materials where library holdings are inadequate: slides, videos, books, etc. that are clearly delineated within a course syllabus (up to $500)
- Organization of a visiting speaker series /artist series directly tied to the course's pedagogy and open to broad constituencies interested in the work of visual culture on campus (up to $5,000)
- Curating an exhibition-cum-panel presentation directly tied to the course's pedagogy and student participants ($2,500-5,000 for panel, with exhibition budget to be established as proposed via the Center's "College Gallery Exhibitions" fund)
- Self-designed workshops involving two or more faculty focusing on specific pedagogical strategies and/or collaborative course construction. Such joint work could result in a team-taught course if home departments support this initiative. This colloquy might take the form of a Summer Interdisciplinary Curricular Institute gathering (Scroll down to read about this initiative.) or an intensive retreat (up to $1,000 per participant, with an additional $1,000 to invite an expert consultant to the group).
Access / Enrichment Grants
Purchased with a grant from the HHC, this astrolabe is modeled on a design from 14th Century Iberia.
Read more >
Recognizing that the stimulus for innovative research and teaching, as well as for the organization of public events, often emerges from ideas and experiences encountered outside the faculty's usual scholarly societies and conferences, the Humanities Center supports several Access/Enrichment Grants each year. This program provides financial support to attend events that are not normally supported by the Faculty Travel Fund or Faculty Research Fund (those intended chiefly for those actively participating in a scholarly conference).
Grants of up to $600 are available to fund such activities as interdisciplinary study days or visits to temporary exhibitions or special engagement performances sponsored by museums, libraries, arts presenters, and universities - programs not funded by other college resources. Funds may be used for travel and admission or registration, but not for material items (books, etc.).
How to Apply
Proposals are reviewed on a rolling basis. Only one grant per faculty member per year. The Center favors proposals for trips that anticipate, sustain, or develop themes from one of its other initiatives. Please email your application to Associate Director Emily Cronin at ecronin@haverford.edu.
Access/Enrichment Grant Application
2007-08
An Access Grant enabled Israel Burshatin (Spanish and Comparative Literature) to visit an array of art museums and exhibitions in preparation for his work on the Clarissa Sligh: Photographs exhibit, including trips to the Venice Biennale; the Documenta museum in Kassel, Germany; and a sculpture show in Münster, Germany.
As research for a new book project, Richard Freedman (Music) traveled to New York to view an exhibition at the Morgan Library focusing on the library of Federico da Montefeltro, the Duke of Urbino—one of the great Renaissance patrons.
While on sabbatical in France, David Sedley (French) travelled to Bordeaux to visit the château of Michel de Montaigne, the Renaissance author at the center of his teaching and research. Lisa Jane Graham (History), likewise working in France, attended the concert and lecture Le Salon de Diderot at the Cité de la Musique, also taking in a production of Moliere's Dom Juan at the Théâtre Marigny.
2005-06
Hank Glassman (East Asian Studies) to attend an exhibit at the Asia Society, New York;
Lisa Jane Graham (History) to attend the Globe Theatre's U.S. tour production of "Measure for Measure" during its run at the University of Pennsylvania;
Laura McGrane to attend a production of Royall Tyler's "The Contrast" (1786) at the Mirror Repertory Theatre in New York.
Course Innovation/Renovation Grants
Political satirists Charlie King and Karen Brandow perform with support from a Course Innovation / Renovation Grant.
Funding is available to help fashion a new course or renovate an existing one to augment its intellectual scope and appeal to students broadly interested in humanistic inquiry. HHC offers two categories of funding for such course innovation/renovation:
- Organization of a sequence or cluster of class visits and public presentations by one or several outside scholars, experts, or artists whose contributions are integral, not merely supplementary, to the course design and its innovative or renovative features. Up to $5,000.
- Procurement of relevant materials (slides, videos, books); trips to libraries, collections, or other sites by the instructor; or to lend other aid to innovation. Up to $2,000.
Additional information is included in the information sheet (the sheet also provides a sample of innovations under the second category).
The Steering Committee is particularly interested in courses that link experience in Faculty Seminars to course development, but welcomes applications addressing other interests and themes.
How to Apply
Deadlines: Applications are due on Friday October 23rd, 2009, and Friday, April 2nd, 2010.
Course Innovation Application
2006-07
Darin Hayton (History) received funds for the purchase of texts and DVDs for his new courses "The History of Medieval Science and Medicine" and "The Scientific Revolution," incorporating an extra-curricular reading group and work with a Student Research Assistant into his plans for seeking out and implementing the materials.
The Center funded Israel Burshatin (Spanish/Comparative Literature/Gender & Sexuality studies) to purchase primary texts for "Inquiring Minds: Inquisition, Writing, and the Early Modern Subject" course.
Professor of Classics Bret Mulligan cooked a traditional Roman dinner for his "Introduction to Latin Literature: Catullus and Cicero" course in conjunction with the class's reading a selection of poems by Catullus on dining and symposia.
Professor of Anthropology Laurie Kain Hart received funds to purchase books for her new course "Psychoanalysis and Anthropology" and for her research which has grown from discussions in the 2001-02 Hurford Humanities Center Faculty Seminar "Black Paris." She is tracing the development of 20th French theory in the related fields of psychoanalysis, anthropology, art and philosophy.
Professor Hank Glassman of the East Asian Studies Department hosted a workshop for the Japanese Traditional Music Troupe Tokyo Chigakukai for students in the Japanese Language Program, East Asian Studies Department, and Music Department at Haverford.
The Center funded Deborah Roberts of the Classics Department to bring classicist Betsy Wing to speak on campus.
Asima F. X. Saad Maura of the Spanish Department hosted a visit from renowned Peruvian/Philadelphia poet Sandro Chiri, editor of the literary journal 'La Casa de Carton' and publisher of several anthologies, critical editions as well as books of his own poetry: El libro del mal amor (1989), Y después de tantas palabras' (1992), Viñetas (2004), Philadelphia Poems (2006).
Professor Theresa Tensuan of the Department of English and the Gender & Sexuality Studies Program brought musical storytellers and political satirists Charlie King and Karen Brandow to campus to give an afternoon performance and an evening coffee house show of songs, stories, and images from the civil rights movement in conjunction with her course "Arts of the Possible: Literature and Social Justice Movements." Nominated by Pete Seeger for the Sacco-Vanzetti Social Justice Award which he received in 1999, Charlie has been at the heart of American folk music for over 40 years, and his songs have been recorded and sung by performers ranging from Seeger to Arlo Guthrie to Holly Near. Karen Brandow studied voice, performance, and classical guitar while doing human rights work in Guatemala from 1986-1994, and was a founding member of the a cappella singing group, the Non-Traditional Imports. The program was co-sponsored in partnership with the Office of Multicultural Affairs.
The Center funded Jim Krippner of the History Department to bring internationally renowned print journalist Alma Guillermoprieto to campus for a special lecture "How to be Mexican: How People and Culture Shape Themselves and Each Other Through Song." A frequent contributor both to the New Yorker and to the New York Review of Books, Guillermoprieto has authored four books, including Samba, several anthologies of her journalistic work, and her most recent publication "Dancing with Cuba: A Memoir of the Revolution"; in which she recounts a year spent teaching dance in Cuba in the early days of the revolution. She has received the MacArthur and Neiman Fellowships, and is currently a Radcliffe Institute fellow at Harvard University. Among her numerous accolades, Guillermoprieto received the 1992 Latin American Studies Association Media Award and was elected in 2001 to the American Academy of Arts and Sciences.
Professor Laurie Kain Hart (Anthropology) received funds from the Center to bring Mark Auslander, to speak to her "Anthropology of Art" class. Auslander is Director of the Interdisciplinary M.A. Program in Cultural Production and Academic Director of Community Engaged Learning at Brandeis University. He was also 2003-05 Mellon Postdoctoral Fellow in African Arts and Aesthetics & Lecturer in the Departments of Anthropology, Fine Arts, and African & Afro-American Studies at Brandeis. His lecture focused on art and trauma in the context of his research on Sudanese refugees in Kenya.
2005-06
William Williams, Fine Arts, Photography, received a grant to fund the scanning of some of Haverford's photography collections using the visual resource tool MDIM for his course "History of Photography from 1839-the Present." First use of this technology at Haverford.
2004-05
Alexander Kitroeff (History), for the History Major Seminar, the identification and preliminary assessment of materials relating to immigration history held by the Historical Society of Philadelphia.
Kenneth Koltun-Fromm (Religion), for the development of a new course, "Material Religion in America"
William Williams (Fine Arts), building a digital library of photographs from Haverford's collection for a new course, "History of Photography"
Course Enhancement Grants
Funding of up to $500 is available to support class visits to libraries, collections, or other sites. The grants are for one-time exploratory class trips. The Center does not support ventures beyond the initial grant.
How to Apply
Deadlines: Applications for Spring 2010 courses are due on Friday, October 23rd. Applications for Fall 2010 courses are due on Friday, April 2nd, 2010.
Course Enhancement Application
2007-08
The recipient of a Course Enhancement Grant, Josh Dubler (Religion) took his "Religion in Philadelphia" class to visit Christ Church, the Masonic Lodge, and Eastern State Penitentiary.
Terrence Johnson (Religion) added supplemental books, field trips, and a speaker visit to his course "Black Religion and Liberation Thought".
Naomi Koltun-Fromm (Religion) received funding to take her course to the University of Pennsylvania's Museum of Anthropology and Archaeology to see an exhibit on biblical and Near Eastern archaeology.
Graciela Michelotti (Spanish) and students from her "Evita and her Sisters" course attended the Frida Kahlo exhibit at the Philadelphia Museum of Art
2006-07
Yukino Goda (East Asian Studies) took Japanese language students to a tour and tea tasting at the Japanese House & Garden in Fairmount Park.
The Center funded Professor Graciela Michelotti of the Spanish Department to take her Spanish American Theater class to see the famous Latin American play "The Kiss of the Spider Woman" performed by InterAct Theater Company.
Professor Richard Ball (Economics) took a group of Mathematical Economics students, as well as a multi-disciplinary group of faculty members to see the play "QED" at the Lantern Theater in Philadelphia. The play tells store of Richard Feynman, a physicist who won the Nobel Prize in 1965.
The Center provided transportation for a group of students organized by Yukino Goda and Yoko Koike in the Japanese Department to attend a special lecture at Swarthmore by Professor Seiichi Makino.
Professors Kathleen Wright (Philosophy), Ying Li (Fine Arts), and Shizhe Huang (East Asian Studies) took their three courses—"The Logos and the Tao," "Experimental Studio Painting and Drawing," and "Second-year Chinese"—to see the "Mapping the Earth and Mind in Chinese Art" exhibit at the Metropolitan Museum of Art and a "Music of China" performance at the Rubin Museum of Art.
Professors Suzanne Amador Kane (Physics & Astronomy), Bill DiCanzio (Writing Program), and David Wonnacott brought thirty students from across the academic disciplines to see "Nerds," the musical play about Bill Gates and Steve Jobs.
Anne McGuire of the Religion Department took her "Images of Jesus" course on a field trip to the Philadelphia Museum of Art; the Center also funded class visits from Ph.D. Candidate in Art History Larry Saporta and Professor Martha Easton (History of Art at Bryn Mawr).
The Center funded a course innovation grant for Anthropology Professor Maris Gillette's course "Material Culture of China: Chinese Porcelain and Jingdezhen," underwriting a visit to the Philadelphia Museum of Art to look at Chinese domestic and export porcelain, a visit to a potter's studio guided by a professional potter, a visit to the Moravian Pottery and Tile Works established by Henry Mercer in Doylestown, and a visit to Chinatown to look for contemporary Chinese art porcelain and daily ware. The grant also funded class visits from Brian Salzberg, collector of Chinese porcelain and member of the Board of the East Asian Art Department, Philadelphia Museum of Art; and Morgan Perkins, Associate Professor of Anthropology and Art, and Director of the Weaver Museum, SUNY-Potsdam.
2005-06
Jennifer Patico (Anthropology) and Anne Dalke (English) took their class "Playing with Categories: Redoing the Politics of Sex and Gender" to see the Wilma Theater's production of Doug Wright's "I Am My Own Wife".
Yukono Goda (East Asian Studies) took Japanese language students to a tour and tea tasting at the Japanese House & Garden in Fairmount Park.
David Kasunic's Introduction to Opera class attended Rossini's "The Barber of Seville" at the Academy of Music.
Bret Mulligan (Classics) took students to see a production of Sophocles' "Elektra" at Arcadia University.
Craig Boroviak (History) sponsored Iron Age Theater's production of Howard Zinn's one-man show "Marx in Soho" at Haverford College.
Kathleen Wright (Philosophy) took a Philosophy class to view Gunter von Hagens' "Body Worlds" exhibit at the Franklin Institute Science Museum.
Israel Burshatin (Spanish and Comparative Literature) took his Spanish class to see a Pig Iron's "Poet in New York," a Spanish language performance about poet and dramatist Federico Garcia Lorca. Dito van Reigersberg, who played Lorca, joined the class for dinner after the show.
David Kasunic (Music) took his Music in the Literary Imagination class to the Philadelphia Museum of Art.
Richard Freedman (Music) took his Music 223 class to the Philadelphia Chamber Orchestra Concert "Ultimate Mozart 1" at the Kimmel Center.
For her course "Material Culture of China: Chinese Porcelain and Jingdezhen," Maris Gillette (Anthropology) organized fields trips––to the Philadelphia Museum of Art, a potter's studio, the Moravian Pottery and Tile Works established by Henry Mercer in Doylestown, Chinatown, and the Freer Gallery of Art. Louise Cort from the Smithsonian Institute and other guests also spoke to the class.
