A Quote by Matthea Harvey
When I get interested in a new topic I teach a class on it. There's a graduate seminar I teach in which the students and I try to expand the terminology we use to talk about poetry as well as expand our notion of what makes a poem - we read source texts on architecture, dance, photography, film and the graphic novel.
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Creativity is about taking what is the norm and expanding it and continuing to expand it and expand it and expand it and expand it.
I teach a graduate seminar called "Theorizing Improvisation" that is pretty interdisciplinary, but really makes students deal with black studies seriously. A lot of authors of color, a lot of women of color - those become central to the intellectual trajectory. It considers music, but it also considers areas of thought that might seem unrelated to music. That's partly because we're expanding the notion of what music is beyond objects, beyond scores, beyond things.
When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.
I teach a lot - I teach at the UCLA and USC graduate film programs - and a lot of those projects are my students' projects that I act in or I do a cameo.
I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.
I've been very interested in dance from my childhood and I used to teach dance to some students.
Every program attempts to expand until it can read mail. Those programs which cannot so expand are replaced by ones which can.
When you teach, you need to give the students incentives by grades or by other factors. I went to the Bible to find that topic in Scripture. I was shocked that after college and graduate school I had no idea that Jesus Christ had talked so much about rewards.
People cannot stand the saddest truth I know about the very nature of reading and writing imaginative literature, which is that poetry does not teach us how to talk to other people: it teaches us how to talk to ourselves. What I'm desperately trying to do is to get students to talk to themselves as though they are indeed themselves, and not someone else.
And when they encounter works of art which show that using new media can lead to new experiences and to new consciousness, and expand our senses, our perception, our intelligence, our sensibility, then they will become interested in this music.
We must continually remind students in the classroom that expression of different opinions and dissenting ideas affirms the intellectual process. We should forcefully explain that our role is not to teach them to think as we do but rather to teach them, by example, the importance of taking a stance that is rooted in rigorous engagement with the full range of ideas about a topic.
I thought it was irrelevant to talk about what a wonderful thing poetry was if you didn't teach people to read.
I'm starting to teach now: I teach in the graduate film program at NYU and next year I'm going to be teaching at Los Angeles at the film program and English program at UCLA.
I teach a 14-week semester, and one of the things I do when I have to teach literature is, for the first half hour of the class, I have the students write the beginning of a new story every week. At the end of the semester, even if they have learned nothing about literature, at least they'll have 14 beginnings that they can take with them.
Our roads, bridges, airports, railways, and river ports are our outlets to expand Missouri business, generate future growth, and expand to new emerging markets across the globe.
We could teach photography as a way to make a living, and best of all, somehow to get students to experience for themselves photography as a way of life.
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