year of the arts
IN THE CLASSROOM
Click the below images to learn how the arts have been integrated into Utah State Classes
Students will also develop their own abilities to envision and propose creative ways of shaping the world. During each class, a new mindful meditation or creative thinking technique is taught and practiced through out the week. These techniques strengthen the ability to encounter challenges and to find innovative ways of approaching them.
Each student also has the opportunity to research and present their findings on an artist or group of artists. These presentations are unique to each student, depending on how they have been inspired by the artist and their own research. The students work collaboratively with a small group of peers to envision and propose an artwork, performance, or event that addresses an issue of social importance.
Most of the course is spent pursuing big questions that could be answered many different ways. For example, is it counterproductive to write down music from an oral tradition? Is it ok to use Western terminology to understand African music? What is “flow” in rap, and what makes it good or bad? Students form research teams to investigate these questions, and there will be no single right answer.
Via exploration and improvisation led exercises specific to Hatha Yoga, the Michael Chekhov Technique and Releasing techniques, it explores the concepts of Presence and Awareness and the importance of community building skills via shared work.
This is a class that involves collaborations both among faculty in their teaching, and among students in their learning: to share a learning process, to put collaboration at the forefront of human inter action by promoting the ‘internalization of tools’ in regards to identity and role in society.
The class is Led by Camille Litalien and Peter Francyk, both faculty in the Yoga Studies program at USU. They share a common interest in Somatic inquiry and have both extensive performing experience as professional dancers. The diversity of their experiences deeply inform their interest in developing a collaborative teaching pedagogy.