Creativity, dialogue, and place: Vitebsk, the early Bakhtin and the origins of the Russian avant-garde

This paper attempts to avoid both the ‘Bakhtinology’ that has become the basis of the ‘Bakhtin industry’ in Russia and the Americanization of his work as a “a sort of New Left celebrator of popular culture” (McLemee, 1997) to argue for a radical contextual understanding a set of relationships among Bakhtin, Malevich, Chagall and others. The appreciation of a Bakhtinian notion of the inherently creative use of language is used as a basis for the idea of the creative university as the ‘dialogical university’. The paper begins by exploring the connections between Bakhtin, Malevich and Chagall to explore the ontological sociality of artistic phenomena. A small town called Vitebsk in Belorussia experienced a flowering of creativity and artistic energy that led to significant modernist experimentation in the years 1917-1922 contribution to the birth of the Russian avant-garde. Marc Chagall, returning from the October Revolution took up the position of art commissioner and developed an academy of art that became the laboratory for Russian modernism. Chagall’s Academy, Bahktin’s Circle, Malevich’s experiments, artistic group UNOVIS, all in fierce dialogue with one another made the town of Vitebsk into an artistic crucible in the early twentieth century transforming creative energies of Russian drama, music, theatre, art, and philosophy in a distinctive contribution to modernism and also to a social understanding of creativity itself

Women and education in the long Eighteenth Century Glasgow Women's Library, 8 September 2016

No abstract available

Spartan Daily, December 6, 2017

Volume 149, Issue 43https://scholarworks.sjsu.edu/spartan_daily_2017/1084/thumbnail.jp

The Faculty Notebook, September 2019

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Intercultural Music Education: The Moral Ethics of Cultural Educational Exchange

It is important when considering a position as a music educator within a non-Western society to examine the political, social and religious influences that are present in music in order to assist in alleviating the tensions and dangers that such an introduction may create within a culture. Once these issues are understood, it is clear to see that a system of intercultural exchange instead of Western globalization would benefit both teacher and student while still maintaining cultural integrity. The advantage of such an approach would break down cultural barriers, preserve the existing culture, and provide a Christian educator with a non-invasive tool that introduces their students to the character of God