|Celebrate the 100-year anniversary of the founding of the Bauhaus in Dessau, Germany.
The famous art school influenced a broad range of disciplines including art, architecture, graphic design, interior design, industrial design, and typography. Events will explore the idea of Bauhaus as an institutional form as it traveled from Germany to institutions in the United States and around the globe, focusing on what today’s university can learn from the Bauhaus’ legacy of interdisciplinary education, embodied learning, and institutional collaboration. All events are free and open to the public.
Amy Kroesche received her MA in TESOL from Michigan State University. She has more than twenty years of teaching experience both internationally and in several places around the U.S. In this workshop, she will talk about job applications and share some tips for interviewing. Former MA TESOL students will also talk about different jobs in the field and their application process. CVs and resumes will be peer-reviewed, so don’t forget to bring your own!
In 1926, Bauhaus master László Moholy-Nagy proclaimed, “give me or the Bauhaus an experimental film laboratory, then we can begin our work.” He sought to put into practice in Dessau the visionary ideals of his own groundbreaking multi-media treatise, Painting, Photography, Film, published the previous year in the school’s Bauhausbücher (Bauhaus books) series. While Moholy’s plan for a film school at the Bauhaus failed to materialize in Germany, the school’s faculty and students experimented widely in film and moving images, ranging from abstract student films and “coloured light plays” to various workshop-based encounters with the materiality of film, evident in “celluloid collages” and the widespread use of the form of the filmstrip in posters, “typophoto” scripts, exhibition design, and architectural publications. The Bauhaus also hosted a range of film screenings and lectures in the 1920s featuring the European avant-garde, as well as scientific, instructional, and animated films. If there was no formal “laboratory” for filmmaking at the Bauhaus, film, and an expansive idea of the cinematic, were omnipresent at the school.
This program gestures to this range of Bauhaus enthusiasm about film by recreating a program of “Absolute Film” first screened at the sold-out, 900-seat Ufa Palast in Berlin in 1925 and later repeated at the Bauhaus the following year. Featuring major works of the European avant-garde that intersected with Bauhaus aesthetic strategies and utopian aspirations, our selections expand on the Absolute Film program to also include a few examples of Moholy’s own filmmaking and film theory, from his early experiments in Germany to a few of the films produced during his rebooting of the Bauhaus in Chicago, beginning in 1937. There and through World War II, Moholy finally realized his ambitions for an “institute of light.”
Rhythmus 21 (Hans Richter, Germany, 1921, 3m)
Symphonie Diagonale (Viking Eggeling, France, 1924, 9m)
Ballet mécanique (Fernand Léger and Dudley Murphy, France, 1923–24, 14m)
Lichtspiel Opus 2, 3, & 4 (Walter Ruttmann, Germany, 1921, 1924, 1925, 10m)
Der Sieger (Walter Ruttman, Germany, 1922, 3 min)
Entr’Acte (René Clair and Francis Picabia, France, 22m)
Lightplay: Black, White, Grey (Moholy-Nagy, Germany, 1926–1930, 6m)
Design Workshops, (selections) (Moholy-Nagy, USA, 1940-1944, 10m)
In collaboration with 100 Years of Bauhaus: http://linglang.msu.edu/degree-programs/german/bauhaus
WRITING YOUR DATA MANAGEMENT PLAN
Thursday, November 14, 3:00–4:30 PM • Digital Scholarship Lab
Most grant applications
now require a data management plan (DMP) that describes measures
that investigators will take to manage and protect research data during a project, and how they will proactively share data at the end of a project. But DMP requirements are not always easy to understand and apply to a project. This workshop will help make sense of DMPs, survey the data management plan requirements of major funders, show how to use DMPTool, and give participants a jumpstart on writing their next data management plan. This workshop builds on Crash Course in Research Data Management, but is not required for attendance.
Save The Date!
Second Language Studies Symposium
Friday, February 21, 2020
Multi-Competence, Translanguaging, and Multimodal Learning
Li Wei, UCL Institute of Education, University College London
This is a conceptual paper that aims to extend the concept of Linguistic Multi-Competence and advance Translanguaging as a research perspective (in addition to pedagogical approach). It focuses on the theoretical foundations of Translanguaging and explores the implications for language teaching and learning in particular and for bilingualism and multilingualism research generally. Core issues such as the role of L1, transfer, learner autonomy, will be revisited from the Translanguaging perspective. Empirical examples from self-directed mobile language learning will be used to demonstrate the added value of the Translanguaging approach.
Instructional approaches to multiword items in a second language: A critical review
Frank Boers, Western University, London, Ontario
The past two decades have witnessed a proliferation of studies on multiword items (phraseological units such as collocations, idioms and phrasal verbs), including research on the effectiveness of diverse interventions intended to help learners acquire such items. Studies on the effectiveness of these interventions are typically of a comparative nature, where the learning gains resulting from a given procedure are found to be significantly greater than the gains observed under a comparison or control condition. In this talk I will review a collection of such studies adopting a practitioner’s perspective in doing so. It will be argued, for example, that some of the approaches put to the test in empirical research are unlikely to be tried by teachers owing to the substantial investment of time and effort they require. A recurring theme in the talk will be the distinction between statistical significance and pedagogical significance of the research findings. While it is of course useful to detect whether one treatment condition leads to more learning than another according to inferential statistics, it is also worth taking a closer look at descriptive statistics to evaluate how encouraging the learning gains really are under the more successful treatment. The talk will conclude with suggestions for further, pedagogy-oriented, research in this area.