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"First Archival Visit",,"I hope I am not the only person who struggled to narrow their moment to a single episode. I am grateful for the prompt, though; in a summer full of dissertation writing and classroom prep, this prompt provided me an opportunity to appreciate how many times daily I interact with a humanities scholar or a piece of art, music, or literature.
Certainly a moment that stands out among the rest happened when I was twelve years old. It was the summer of 2002 and I was home with my Mom and my younger sister. We lived in a rural part of southern Ohio and we were between visits to Winters Public Library so naturally I was bored out of my mind—the kind of boredom I find myself longing for now. I am certain that I spent the morning begging my Mom to take me to the public library again—though I know that we had already been that week.
My Mom knew better, of course. As a consequence, I found myself re-reading a YA historical fiction book I had devoured the previous week. During this latest re-read, I must have focused on the latter half of the book because I remember reading the source page. And, that must have been when I saw it: the author had cited primary sources, a journal, from the Greene County Historical Society—that was in Xenia! That was within an hour’s drive!
I do not remember what I said to my mother to convince her to go. I would like to think I was persuasive but I imagine I was just loud and persistent. We took her 1992 Subaru Justy—already ten years old.
It would take me years to realize that her choice to take me to the archive that day was a risk and that it meant a sacrifice. We were, as I would learn later, one car repair away from “serious trouble” and this car was not in great shape. When she turned the key in the ignition, there was a sigh of relief: it had just enough gas to get us there and back. We only had one income at the time. I don’t remember the drive to the archive but I remember nearly every second of the visit once we stepped inside. I remember climbing the steps to the third floor and the warm smile on the librarian’s face who showed me how to fill out a call slip. She made me feel so welcome in that space, like I belonged there. And, like every good librarian wore a fantastic sweater, an orange cardigan to be exact.
I also remember how my heart raced as I watched her disappear behind the shelves. I also distinctly remember imaging what the diary would look like and being surprised when the contents arrived in a manila folder. I stayed until closing and my mother waited patiently on the first floor for at least three hours, looking up obituaries in the microfilm collection.
I think this moment stands out for two reasons: History seemed possible, it seemed comprehensible in that moment. It also stands out because over time and with coursework, I would come to understand how the book that brought me to the archive had flattened Ohio’s complex nineteenth century history—it had reduced this story to one of virtuous settlers and villainous Shawnee warriors. With coursework in history, English, and library and information science, I learned the vocabulary necessary to critique that book and how to find better books, better sources, and to tell more complete stories.",,"An Archival Trip",,"Summer 2002","Mary Wise, PhD Candidate in History at the University of Iowa",,,,,,first-archival-visit,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"National Humanities Center Graduate Student Summer Residency Program","Archives,Books & Reading,Greene County Public Library,Mothers & Daughters,Vocation,Xenia, Ohio,Young Adult Literature",https://humanitiesmoments.org/files/original/15/311/old-letters-436501_960_720.jpg,Text,"Graduate Student Summer Residents 2019",1,0
"Quo Vadis: Religious Experience and Critical Thinking",,"I was a high school english teacher in a suburban high school, and I am currently teaching philosophy at a community college in New Jersey. At various moments throughout my career I have encountered students who resist discussions about faith and religious experience. The reason for this, I have observed, is the role of religious indoctrination in their family life and the powerful influence of their religious institutions. While I have never discounted the importance of faith and religious experience as being important and relevant to help one with identity formation and the interpretation of suffering in the world, some students who are defensive about their faith were unable to see the value of discussing the nature of religious experience. In this respect, their faith often prevented them from understanding what religious devotion is and how to talk about it openly.
The role of the humanities involves asking difficult questions about religion, and it is unfortunate that religious fundamentalism across the spectrum of different faiths often undermines a students' ability to think deeply about the origins of their motivating influences. For this reason, it is even more critical that we support the humanities to encourage students to think beyond their narrow influences, and to understand that questioning religious belief does not mean abandoning it.",,,,,"John Cleary, 60, Associate Professor of Philosophy",,,,,,quo-vadis-religious-experience-critical-thinking,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,E-mail,"Faith,Family,Religion,Religious Studies,Self-Realization",https://humanitiesmoments.org/files/original/403/Quo_Vadis_HM.jpg,Text,,1,0
"What About the Jesus Movement?",,"My humanities moment came with my conversion from Islam to Christianity. It opened a wide world for me and enabled me to see that my new faith was distinct, but shared some of its humanistic values which we find in religious traditions around the world. I began to see areas of difference and convergence with my African roots, my former religious community, Islam and decided that I will do graduate work in the human sciences.
Ideas communicate the vision and often inspire people in ways that one did not expect. One of those ideas was the slogan of Rice University that talked about “unconventional wisdom,” which in the Department of Religion at Rice University invites a robust conversation about religions around the world. The quest for unconventional wisdom suit my goals, and the School of Humanities offers several opportunities for critical interdisciplinary research that will prepare me as a scholar of global Christianity in a multi-religion world. Christianity is rooted in Judaism and first developed as a Mediterranean religion which later spread to Africa, Europe, and rapidly became a world religion.
I find studying religion within a global context meaningful because the Christian tradition’s emphasis on the humanity of Jesus humanizes religion. What Jesus did was to work with the community around him. Indeed, scholars describe his followers and their humanistic message as the Jesus movement which started within the Jewish community, but by the time of Jesus death, it had grown to a multi-ethnic humanistic program centered beliefs about God. This movement later developed into what is known as Christianity around 40 AD when the so-called pagans or gentiles coined this name in Antioch, nowadays Turkey.
Christianity remains for me a humanistic journey and studying the humanities today will prepare me to research some of the issues people around the world face. For me, specifically, it means that I should strive to understand the relation between Christianity and economic development. The economy is not merely a dismal science because it is a necessary component of human development and well being. Studying in the school of humanities will strengthen my research as I examine what faith communities have done and what they can do for individuals and humanity as a whole, not only they are targets of conversion, but because the Christian tradition follows in the footsteps of Jesus who taught his followers to care about other human beings.
However, I am in no denial of the negative role that religion played and continues to play in human relations with destructive wars, all forms of violence, and its corollary of human subjugation. But it is worthy to notice that studying the human dimensions of the movement, demonstrates that Christianity is indeed a humanistic journey. For me, religion in general is part of our humanity, and Christianity gives those who follow its path an opportunity to prioritize the human so that people can build a humane world. This is what humanities as a scholarly pursuit means to me.",,"The Cross of Jesus Christ",,"August 2016","Azizou Atte-oudeyi, 50 years, PhD Student at Rice University, Department of Religion",,,,,,Jesus-movement,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Washington, DC","Christianity,Faith,Islam,Religious Conversion,Religious Studies",https://humanitiesmoments.org/files/original/15/316/Screen_Shot_2019-07-23_at_11.20.27_AM.png,Text,"Graduate Student Summer Residents 2019",1,0
"Without Words",,"Teacher Christina Lohry describes a moment in which she realized how language (and other forms of communication) can profoundly change how we view others, breaking down misconceptions and helping us connect.
While volunteering at a cerebral palsy center as a teenager, Lohry took the time to literally look into another person’s eyes. In doing so, her sense of the world was forever changed. Reality, she realized, is “never solid, it’s never what we think it is.” Human connections—with or without the assistance of language—are always possible; in turn, the world can always be bigger.",,,,,"Christina Lohry, Chantilly Montessori School, Charlotte, NC",,,,,,taking-time-look-into-someones-eyes,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,,"Long Island, New York,Nonverbal Communication",https://humanitiesmoments.org/files/original/4/46/flower-600.jpg,"Moving Image",Educators,1,0
"Sharing Language, Understanding Humanity",,"For Jeff Braden, the opportunity to join the first successful project to teach chimpanzees American Sign Language at the University of Nevada, Reno, in the 1970s shaped his philosophy on what it means to be human. By bringing together perspectives in the sciences and the humanities, Braden was able to investigate how we understand our identity and our connections to other beings and minds.",,,,1977,"Jeff Braden, Dean of the College of Humanities and Social Sciences, NC State University",,,,,,jeff-braden-sharing-language,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,"Robert Newman","American Sign Language (ASL),Animal Cognition,Language,Philosophy,Reno, Nevada,Scientific Research,University of Nevada, Reno",https://humanitiesmoments.org/files/original/289/AdobeStock_220437772.jpeg,"Moving Image",,1,0
"My Front Porch Looking In","Music helped transform my understanding of the world. There is a song for any emotion and the song can either exacerbate an existing emotion or help change the way you are feeling. It can cheer you up or allow you to wallow in whatever you are feeling but at the end of the day the fact that music can make you feel something is where its power comes from.","I was around seven years old. My dad and I were in the car when the song came on. ""My Front Porch Looking In"" by the band Lonestar was my favorite song and I knew every word. I loved singing the song at the top of my lungs every time it came on. Today though, I stayed quiet. I had just witnessed yet another argument between my parents and my dad had taken me for a drive around town to cool off. He looked over at me with a confused expression when he saw I wasn't singing. All of a sudden he started singing the song as loud as possible and started to sway back and forth. He smiled and nudged my arm and soon enough I was grinning and singing along. This was the first time that music helped me to cope with a difficult situation. Since that day, I have turned to music as a sort of therapy to help me get through any rough time and the power of music has never failed me.
Music helped transform my understanding of the world. There is a song for any emotion and the song can either exacerbate an existing emotion or help change the way you are feeling. It can cheer you up or allow you to wallow in whatever you are feeling but at the end of the day the fact that music can make you feel something is where its power comes from.",Lonestar,"""My Front Porch Looking In"" by Lonestar",,2005,"Zachary Fine, 19, Student",,,,,,my-front-porch-looking-in,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Emotional Experience,Families,Fathers & Sons,Lonestar,Music,My Front Porch Looking In,Singing,Students",https://humanitiesmoments.org/files/original/117/Lonestar.jpg,Text,,1,0
"Bedtime Stories",,"My humanities moment is actually a series of memories related to reading children's books. The memory of numerous bedtime stories, library visits, and experiences of making my own books about the children's book are still vivid in my mind. I enjoyed every single bit of the memory: My mother playing different characters in the books, pointing at pictures on each page, sunshine penetrating through the library windows, the smell of the books, the sound of flipping the pages, and the excitement while coming up with creative ideas what would happen next to the characters in the book.
This active engagement with children's books led me to keep exploring novels and literature later in my life. I finally ended up cultivating my tastes in classic literature. My favorite part of reading is to discuss literature with others. This collective informal literary critique has developed my collaborative ability which has deepened and widened my perspective about life in general.",,,,,"Deaun Shin, 26, Ph.D. student",,,,,,bedtime-stories,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"From NHC graduate student winter residency program","Books & Reading,Family,Literature Appreciation",https://humanitiesmoments.org/files/original/17/417/Children_s_Books_HM.jpg,Text,"Graduate Student Residents 2020",1,0
"What Happens When We Share Our Stories?",,"Teacher Theresa Pierce discusses how the accumulation and sharing of personal narratives help generate individual moments of realization among students as they also help build a sense of community.
Books, maps, and works of art consistently facilitate connection and shared experiences among Pierce’s diverse group of students. For example, Marjane Satrapi’s graphic autobiography Persepolis moved one young woman to reflect on her own family’s narrative. This communal sharing of stories helps Pierce’s students to realize that the world “isn’t a bubble” but a “huge interconnected thing.”",,"Persepolis by Marjane Satrapi",,,"Theresa Pierce, Rowan County Early College",,,,,,sharing-stories-fostering-understanding,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,,"Books & Reading,Graphic Novels,Persepolis,Professors,Satrapi, Marjane,Storytelling,Teachers & Teaching",https://humanitiesmoments.org/files/original/4/45/Persepolis.jpg,"Moving Image",Educators,1,0
"My Service in the Navy Sparked a Lifelong Interest in Other Cultures",,"Teacher Lou Nachman discusses how his experiences overseas in the Navy changed him from an indifferent student to embrace life as a teacher and enthusiastic traveler.
For Nachman, works of literature such as Big Fish or To Kill a Mockingbird forge an appreciation of human connections in the midst of apparent differences. In doing so, he says, they urge us to reflect on our own place in the world: how do we think, and how do we want to think?",,"Novels such as Big Fish and To Kill a Mockingbird",,,"Lou Nachman, Charlotte Mecklenburg School District, NC",,,,,,navy-other-cultures,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,,"Big Fish: A Novel of Mythic Proportions,Books & Reading,Charlotte, North Carolina,Film Adaptations,Lee, Harper,Military Service,Teachers & Teaching,To Kill a Mockingbird,Travel,Wallace, Daniel",https://humanitiesmoments.org/files/original/4/33/US_Navy.jpg,"Moving Image",Educators,1,0
"Enjoy Your Life",,"Hong Kong is a prosperous and fast-paced city. Last month, i went to Peng Chau, which is an outlying island, to get away from the stress of the city. There are some residential districts on the island, but it is different from other outlying islands such as Lamma Island and Cheung Chau. Most tourists would choose to go to Lamma Island or Cheung Chau because there are more spots for tourists to visit. However, I think Peng Chau is a spot off the beaten path. Most people don't see the beauty of it. When I arrived at Peng Chau, it was already around 5 o'clock. There were some elderly people sitting in chairs and chatting with their friends or enjoying the scenery. This scene was really incredible because most of the citizens in Hong Kong are busy working and studying. I wandered around observing what people were doing. I discovered that they was enjoying their life and weren't doing things in a hurry. An hour later, I sat down to watch the spectacular sunset. The beauty of the sunset is indescribable. The trip to Peng Chau let me get a close-up of myself. Most of the time, I just stay at home and watch YouTube or concentrate on studying. I seldom slow down and enjoy my life, but after visiting Peng Chau, I've found that I spend more time with my thoughts.",,"Peng Chau, Hong Kong",,2021,"Anna Chan, 18, Student",,,,,,enjoy-your-life,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,school,"Self-Realization,Thought & Thinking,Travel",https://humanitiesmoments.org/files/original/533/BF2415CF-9F9C-4E50-9540-B056D1616325.jpeg,Text,,1,0
"Finding My Long-Lost Grandmother",,"In 2013, as a new college student, I started exploring genealogy. I learned to use the research skills that I developed from college history class to explore primary sources documents on my own. I reached out to extended family members, made new email contacts, and asked questions. I looked at courthouse records, newspaper clippings, and church records to not only determine where my ancestors are buried, but who their immediate family members are. I decided that I would make a genealogy book for my dad’s Christmas present, and I included him in the process. I loved when I could convince my Daddy to spend his Saturdays walking around cemeteries, locating relatives.
It is this process of researching and investigating that led me to the discovery of my 5 times great-grandmother, Hannah Parker. Hannah was born around 1735. During the late eighteenth century, she left Northern Ireland for America with her husband and children. They eventually settled in what is present-day Grayson County, Virginia. When my 5 times great-grandfather, John, passed away, Hannah moved with her son and her daughter-in-law to Deep Creek in Yadkin County, North Carolina. Hannah died in 1806 and is buried at Deep Creek Friends Meeting.
My father and I walked row by row, looking at heading stones dating back centuries. Then, just like that, we found her. The stone reads, “H.A. Parker.”
Obviously, Hannah Parker lived centuries before I was born, so I never knew her. Yet, suddenly I felt so connected to her because I realized that if she had not left her home and crossed the Atlantic Ocean on a ship, I would not be here today.
Finding my long-lost grandmother. That’s my humanities moment. Knowing who she was made me want to know more about the circumstances under which she lived, the time of the American Revolution, colonial-era beliefs about women in society and the church, the layout of the surrounding counties, and the people she may have encountered. I began asking hard questions and contextualizing the time in which she lived.
There are gaps in historical documentation, and I am aware that I will never learn everything about Hannah Parker. Even so, it is this desire to learn more about the time in which she lived that led me to my Master’s thesis work on women healers in colonial America. That project then led to the dissertation work on intercultural medical practice in the early American south that I do in my PhD program today.
A lot of people and different experiences influenced the path that led me to become a historian. Yet, this humanities moment of finding Hannah’s grave is different from the rest because for the first time, I realized the fruits of my labor. It took 7 months to finish that genealogy book for my father’s Christmas present. Because of this experience, when I now encounter names in census records, wills, and church records, I see them not as names and dates but as people. I have become invested in revealing the silences of their stories. Such instances make one very aware of one’s place in the world and the importance of uncovering the truth about what happened in the past, revealing people’s struggles, failures, and successes, and even understanding how people and events are influenced centuries later. We are all more connected to the past than we realize.
",,,,2013,"Jewel Parker, Age 27, Ph.D. candidate in History, University of North Carolina at Greensboro",,,,,,finding-long-lost-grandmother,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"National Humanities Center Graduate Student Summer Residency Program","Family Histories,Family Trees,Genealogy,Historical Markers,Immigration,Research",https://humanitiesmoments.org/files/original/18/462/HM_Cemetery_Image.jpg,Text,"Graduate Student Residents 2021",1,0
"Agency on the Margins",,"During the NEH Summer Institute on Contested Territory, a moment occurred in a lecture Christian Lentz gave on the Struggles at Dien Bien Phu that caused me to reconsider the agency of marginalized groups. When presenting the notion of conscripted labor during the war effort for the various ethnic groups living in the hills surrounding the battle site, he made the point that the many of these non-Vietnamese people contributed to the war effort out of a sense of duty tied into citizenship- to which I asked, “Why would a Hmong woman care about Vietnamese citizenship?”
My assumption was informed by the notion that state power is often exerted through force and marginal people are absorbed into the state and lose part of their identity through the process of forming the nation. Yet what the struggle at Dien Bien Phu illustrates is that marginal groups are not merely subject that are acted upon by state forces, but as people they often leverage what dominant groups offer to benefit their own lives and their communities. For some of the Tai and Hmong folks in Vietnam, this meant entering into a larger Vietnamese community through participation and sacrifice in the form of labor and military service, in exchange for promises of equality and opportunity in an independent Vietnam. Giap’s forces didn’t necessarily have coerce ethnic peoples into fighting against the French, decades of brutality under French imperialism was persuasive enough for people to carry tons of supplies through difficult terrain to the frontlines and supply troops and fight alongside them, despite their cultural differences.
The larger takeaway for me is that there is always local agency, no matter how marginal a group is, and that while the options may be limited, people can make choices that will benefit them. This should have been obvious to me given my experience working with marginalized folks, and yet I assumed that the instinct of Hmong women would be to “escape to the hills,” when many were eager to be a part of this new national experiment. The larger story of Vietnamese identity and the place of ethnic minorities within the nation is still being contested today, but the struggles at Dien Bien Phu told a much more complicated story than I had assumed. It’s inspiring to step out of the simple narrative of state-sponsored brutality and consider how marginal groups can benefit from participation in the state, the responsibility the state has to make good on its promises.
The implications for our own national narratives are encouraging as well. Personally, I tend to bemoan the state and the violence created through nation building, and those whose cultures and suppressed, erased, and demeaned at the whims of the dominant culture. While the ethnic dimensions of American identity are fraught with inequality, marginalized groups have always leveraged agency throughout that story. Our role as educators should be to unearth those narratives for students and to connect the stories from their communities to the ones happening in the hills of Southeast Asia and around the world.
",,"A lecture given on the struggles at Dien Bien Phu",,"NEH Summer Seminar: Contested Territory, July 2018","Becky Goncharoff, 28, Thailand Program Manager for Thrival World Academies and Rustic Pathways",,,,,,agency-on-the-margins,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"NEH Seminar",,https://humanitiesmoments.org/files/original/13/215/Hmong_Dan_Cong_Labor_DBP.png,Text,"Contested Territory: America’s Role in Southeast Asia, 1945–75",1,0
"La Fiesta de La Tirana: Integrating Spirituality, Corporality, and Tradition",,"In the middle of the Atacama desert there’s a small village called La Tirana, with a regular population of around 1,200 inhabitants. The village has a few streets, some modest houses made of sun-dried bricks and tin roofs, a cemetery, and a small church. What’s interesting about this place is that each 16th of July, its population increases up to over 500,000 people, who gather in the biggest religious festivity in Chile, called “Fiesta de la Tirana.”
Eight years ago, while still living in Chile (my home country), I was invited to join one of these organized groups, called bailes, who visit this village as their annual pilgrimage. The bailes are composed by people from many different places, encompassing not only the north of Chile but also some of Bolivia and Perú. Its members usually come from challenged socioeconomic segments of the population. Their colorful dances and upbeat music have different origins: some dance moves are inspired by Inca’s worship of the sun and the Aymara’s veneration of the Pachamama. Some of their outfits incorporate elements of the clothes of old servants, miners, and enslaved peoples. The music that the bailes dance is a fusion between indigenous rhythms, African beats, Spanish music, and even classical music. During one week, the village is flooded with music, dance, and color.
The main goal of the bailes is to dance in front of the sacred image of the Virgen del Carmen, patron saint of Chile. The dance represents the bailes’s unique way to connect to the divinity. Believers ask God for protection and health, express their gratitude and devotion, and promise to come back, thus continuing the tradition.
As an outsider, it’s easy to see this practice merely as another case of religious syncretism. Given that the dances do not follow the strict guidelines of the roman rituals of the Catholic church, the practice has not always been accepted, and some have even claimed that it dangerously borders with idolatry. None of this matters to the people of the bailes, of course, who manage to keep alive a tradition that connects their inner spirituality with the divinity, through their community and culture.
What impressed me in my visit was the way the people of the bailes connect their everyday life with the pilgrimage, the dance, and their faith. Everyone has a reason to dance: some to give thanks for their newborn, some to pray for their projects and plans, some to make sense of the grief of the loss of a family member, others to request a better future for their loved ones. This led me to wonder about my own reasons for being there. Was I there to study them? Was I there as a tourist, to take pictures and to post them on social media? Beyond the lights of the spectacle, I learned that authentic religious experience is inseparable from authentic human experience. The more we learn about divinity, the more we learn about our own transcendence and significance. The closer we get to our reality, the closer we get to unravel the mystery of divinity.
The bailes’s faith and devotion showed me a deep sense of identity and authenticity, hard to find in our globalized culture. Far from alienating, religious faith seems to be for them a way of life that preserves their identity and culture, allowing spirituality and corporality to express each other on every dance move. I can only hope to live with that deep sense of reverence and respect to my culture as they do.",,"A religious festivity in Chile",,"July 16, 2013","Fernando Alvear, 36, PhD Candidate in Philosophy and Graduate Instructor, University of Missouri",,,,,,la-fiesta-de-la-tirana,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"I will participate in the 2021 Summer Residency ","Chile,Cultural Identity,Dance,Faith,Pilgrimages,Religious Festivals",https://humanitiesmoments.org/files/original/18/489/965718_542340099135480_717981582_o.jpg,Text,"Graduate Student Residents 2021",1,0
"Scottish Highlands",,"I've always loved to travel, and one of my favorite parts is getting to have a connection to the place that in our classrooms we refer to in the abstract. It makes the history more tangible, real, and often provides perspective that we don't get from secondary sources. While travelling in Scotland last summer, I did one of those seemingly cheesy bus tours that carts you around to different scenic and historic locations.
The legacy of English rule and colonization is still very present and visceral to the Scottish people. Hearing the stories being told about the breaking of the clans, the violence towards rebels, and seeing some of those monuments lent a viewpoint that I hadn't really been privy to. This was a topic that I had learned mostly from an English perspective, minus a movie or TV show here and there. Watching ""Braveheart"" is one thing, but hearing a descendant of a Scottish rebel speak of the events as though he were there is another. Standing in Glencoe valley and hearing of the skirmishes that occurred adds another layer of understanding. To this day, the experience makes me reconsider the phrase ""History is written by the victor."" What other perspectives are we missing by staying in one place?",,"A summer trip to Edinburgh, Scotland ",,"July, 2018","Sarah Murphy, Teacher in Virginia",,,,,,scottish-highlands,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,FCPS,"Colonialism,History,Scotland,Teachers & Teaching,Travel",https://humanitiesmoments.org/files/original/9/327/Scotland_HM_image.jpg,Text,"Teacher Advisory Council",1,0
"Visiting the Art Museum","On a school trip from suburban New Jersey when I was in second grade, I could take on the role of Claudia, admiring the works of art on display but also wondering: who made this? Why? How did it come to be here? These questions helped me realize from a young age the enormous potential of the experience of a work of art—to fascinate personally but also to open up a window onto the past. All of this activated by the curiosity to know more about what is staring you in the face. ","My family always visited art museums when I was a child. I’m not quite sure why, as we never talked about the art, and I wondered, in secret, what exactly we were supposed to be doing there. When I was about eight years old, I read a book that answered that question: From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg. It is the story of two children—a brother and a sister—who run away from home to solve the mystery of a sculpture: was it a long-lost work by Michelangelo? They hide in the Metropolitan Museum of Art in New York, borrowing coins from the fountain to buy food, sleeping in a magnificent bed in a period room, and blending in with school groups. More importantly, the sister Claudia is entranced by the Renaissance sculpture of an angel then on display at the museum, and she is determined to get to the bottom of the question of authorship: is it really a Michelangelo? And, if so, how did it end up in the museum?
On a school trip from suburban New Jersey when I was in second grade, I could take on the role of Claudia, admiring the works of art on display but also wondering: who made this? Why? How did it come to be here? These questions helped me realize from a young age the enormous potential of the experience of a work of art—to fascinate personally but also to open up a window onto the past. All of this activated by the curiosity to know more about what is staring you in the face.","E. L. Konigsburg","From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg",,1984,"Morna O’Neill, age 41, art history professor",,,,,,visiting-the-art-museum,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Art Museums,Books & Reading,Children's Literature,From the Mixed-Up Files of Mrs. Basil E. Frankweiler,Konigsburg, E.L.,Metropolitan Museum of Art,Museums,New York, New York,Professors,Sculpture",https://humanitiesmoments.org/files/original/8/93/From_the_Mixed-Up_Files_of_Mrs._Basil_E._Frankweiler.jpg,Text,"National Humanities Center Fellows",1,0
"Algorithms in Funk Music ",,"Late scholar James A. Snead wrote that repetition in Black American creative expression is most prevalent in performance such as rhythm in music, dance and language. He used James Brown's ""Cold Sweat"" to demonstrate this, revealing the algorithmic design of the song.
This helped me connect the cultural arts to technology, specifically through computation and machine learning, which is a type of artificial intelligence. It also influenced my work as a scholar and as an artist. I noticed that software generated patterns from ""Cold Sweat"" look like African and African American textiles, linking funk and even hip-hop to Kuba cloth and quilts.",,"James Brown's ""Cold Sweat""",,2017,"Nettrice Gaskins, artist, researcher, educator",,,,,,algorithms-funk-music,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,email,"African American History,African American Musicians,African American Studies,Art History",https://humanitiesmoments.org/files/original/361/kuba_sound_designs2.png,Text,,1,0
"Renting with Romans",,"During a summer seminar at the University of Illinois, I got the opportunity to attend an optional session on papyrology, the study of reading ancient materials written on papyrus. The sample we were examining that day was a small fragment no longer than about five inches long. It wasn't a significant text or piece of literature at all. It was a lease agreement for weaving looms, and in reading that, I stood back and it just clicked fully that this was a real person with their own hopes, fears, and dreams. They existed, they ran a business, they mattered to someone in a very tangible way.
In Classics, there's a very real sense of being caught up in the lives of great men who did extraordinary things, but it's a very different and all the more personal feeling to, essentially, have the ""What do you do for a living?"" small talk with someone whose name history doesn't remember.",,"Papyrus Fragment",,"June 2018","Jacob Brakebill, 27, Ph.D. Candidate",,,,,,renting-with-romans-papyrus,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"National Humanities Center Summer Student Residency","Ancient History,Ancient Rome,Classics,Material Culture,Papyrology",https://humanitiesmoments.org/files/original/18/484/616px-Papyri_from_Oxyrhynchus_A.D._113.png,Text,"Graduate Student Residents 2021",1,0
"Planet Earth Turns Slowly",,"I was in middle school back in 2010. I would spend most of my time avoiding school work and indulging in online comic books, video games, movies and listening to massive amounts of music. Consuming all this media, you develop a taste for archetypes (this isn't speaking towards the quality of the archetypes but more so that they become recognizable).
The one that always stuck was the idea of a band of friends being called to an epic quest. One that usually provides shared trauma yet triumph and leads to maturity and an everlasting friendship. I think most of us form relationships with a projection of what we may see one day being our epic quest in life. I would guess it's a reason why people join the military, groups with shared interests or desire to travel to unknown places. We are willing to undertake intensity if it makes the bonds between those around us tangible. I never found that intensity; that epic quest. For a moment though, bonds I shared with a group of people did become tangible.
I had three friends, not so much by choice as in many great quests but, by the circumstance of all of us living in the same condominium and having to walk seemingly miles down a cement road in the Florida heat. One of my friends came around seasonally, his stepfather was a pitching coach for the Philadelphia Phillies. One of the perks of moving around a lot is that he was able to take some singing lessons in Australia. We really bonded over our love of music (even started a middle school band together). Another friend, I fell in love with seeing her run; to or from places. I first noticed her when I saw her running. I was sitting in my house and noticed her through my screen door. From that day on we would always play outside. I never made a move because she always felt out of reach. Instead, I always tried to ""play it cool"" around her. Her response was always having a low opinion of me. My response was always diving deeper into my ""coolness"". A nasty cycle but, one that never got in the way of us wanting to play more with each other.
One of the biggest threats to my being ""cool"" was her older sister (though the way she acted, most didn't think of her as the oldest; definitely not the responsible one). She was another one of our friends. She spent a lot of time freaking out about things. What things? Everything! I believe why was a mystery to her just as much as it was for us. She was a big Rock music fan, which I wasn't at the time. I always imagined that was what made her so intense.
Like every school year, summer defines the end of it. There is a different atmosphere about those last couple days of school. I think we all feel it. A temporary finality to it. Though we all usually see each other over the summer. With the band and of just to occasionally play baseball or man hunt. This summer would be different. One friend had to move again so his step dad can coach. The other two were moving as well. Even my mom had possible buyers looking at our home. So on our last day together, the last day of the school year, magic happened. I can't really remember why but, walking down that road, we all broke out in song. Fireflies by Owl City. We harmonized and laughed and for a moment planet Earth did turn slowly. I had a band of epic friends and we would march down this road together knowing this would be our last. While I knew he went off to Canada, I never knew where the two girls moved to. I never moved but I could always walk down that cement road, and because of that song, it felt miles shorter.",,"Owl City - Fireflies",,,,,,,,,planet-earth-turns-slowly,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,2020,"Friendship,Music,Self-Realization",https://humanitiesmoments.org/files/original/368/Owl_City_HM.jpg,Text,,1,0
"The Pledge of Barbados",,"Standing on Chamberlain Bridge and looking at Independence Arch, I began reading the Barbadian Pledge. Instantly my brain goes to each school morning when students stand and say the U.S. Pledge of Allegiance. Both symbolize a promise of loyalty to a nation represented by a flag, but why do humans feel the need to align to a specific political entity and profess this allegiance to others? I have come to the conclusion that it is a mixture of pride, identity, and competition. Barbados and the United States achieved independence from Great Britain, and the pledge shows the pride in being a separate nation. It was a way for citizens to define themselves different from the previous identity connected to Europe. Even though neither pledge was written or established in the immediate time after independence, both wanted to create an identity that links the people of their nation within a very connected world.
Humans are also innately competitive, and whenever there is a competition one team/nation links themselves to symbols. Both the flag design and pledge of Barbados were even created as part of competitions. Pride and identity represented in the pledge and flag carry over to the numerous international competitions such as the Olympics and the World Cup. The emotion seen at sporting events of the 21st century are intense. Some may see this competition as divisive among people, but I feel the pride for a nation shown through say the pledge or waving a flag as a human trait carried throughout the world. There is disagreement over when to say a pledge or if a person should say the pledge at all, but this belief in choosing an identity to be proud of is one shared by humankind.
",,"The Pledge of Barbados",,"June 18, 2018","Elizabeth Mulcahy, Social Studies Teacher",,,,,,the-pledge-of-barbados,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Andy Mink","Barbados,Chamberlain Bridge,Citizenship,Colonialism,History,Nationalism,Teachers & Teaching",https://humanitiesmoments.org/files/original/12/190/barbados_flag.png,Text,"Virginia Geographic Alliance West Indies Teacher Institute",1,0
"Calming the Waters or Facing the Consequences",,"My Humanities Moment came earlier this year as I watched the news reporting on North Korea's recent test launch of a ballistic missile coming on the heels of Iran shooting down a drone and possibly attacking oil fields and facilities in Saudi Arabia. Having spent twenty years in the military and ten more working for the ballistic missile defense agency I saw firsthand the importance of leadership and having an understanding of current events. Such events can be impacted by decisions made in the heat of the moment without having time to think about the factors under consideration.
Studying history to understand previous events and thinking through alternative scenarios, as pointed out by Clausewitz in his book On War is the only way for military and top government personal to work through issues before the fact. The opportunities are limited, thankfully, but when they do come up, only by thinking ahead can the person be ready.
Looking at the current events taking place I can see there is a likely opportunity for senior government leaders, military or civilian, to be in a fast moving environment where the wrong decision could lead to a catasrophe and I am wondering about how much time they have spent preparing for the moment and if our high school history programs put enough emphasis on developing decision processes in our students. If not, what can I do in my classroom to encourage students to develop their decision making process and how they can practice it in the classroom while doing their assignments?",,,,,"Paul Haynes, history teacher, Navy veteran, and former government employee, 59",,,,,,calming-the-waters-or-facing-the-consequences,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"FCPS Social Studies (High School) lead","Clausewitz, Carl von,History Education,International Relations,Military Service,On War",https://humanitiesmoments.org/files/original/335/HM_Calming_the_Waters.jpg,Text,,1,0
"Eyes on the Prize",,"Kamille Bostick shares the moment when she first saw the PBS documentary Eyes on the Prize and discusses how the revelations of that film history have contributed to her career and her long interest in history, especially the lives and accomplishments of African Americans.
Seeing herself reflected in pictures and stories of African American history inspired Bostick to learn more about the lives and stories of those who came before her. In tandem, an Ebony magazine series and the film prompted two realizations for Bostick: first, the extent to which history matters; second, given how much African Americans have enriched U.S. culture, she “couldn’t not know more” about the history of those she saw depicted. In her own work, Bostick strives to honor and remember the songs, creations, and stories of African Americans throughout the nation’s history.",,,,,"Kamille Bostick, Vice President, Education Programs, Levine Museum of the New South",,,,,,eyes-on-the-prize,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,,"African American History,Civil Rights Movement (United States),Documentary Films,Ebony Magazine,Eyes on the Prize,Hampton, Henry,History,Journalism,Magazines,Museums,PBS (Public Broadcasting Service),Storytelling",https://humanitiesmoments.org/files/original/4/42/Civil_Rights_leaders_marching_in_Washington_D.C..jpeg,"Moving Image",Educators,1,0
"I Write Therefore I am",,"I have been writing in notebooks ever since I was young. In elementary school I wrote stories about the adventures of characters I'd imagined after watching and reading X-Men, dreaming of a world where the impossible was possible. By the time I was a teenager, reality became captivating so I wrote about my own life, using the pages as a way to process the world around me, and to understand my changing self. What I hoped for; things I didn't understand; people I wanted relationship with. Slowly but surely, I became known for my love of writing in notebooks and people began to give them to me as gifts. As I received more and more I slowly built a mental specification for what the perfect notebook was to me: its smell; the thickness of the paper; the way it was bound.
Then, in 2016, at the age of 23, I moved to the US, alone, to enroll in my Ph.D., and I was bombarded with newness. New school culture, new social culture, new religious culture, new people and ways of communicating. While the rush of being somewhere new was thrilling, it was also overwhelming. I needed to process my new life, my mind needed space to write about the world I was encountering, the stories I would tell, the stories that were making me a different version of myself every day.
Prior to my departure from Edinburgh, Scotland, a friend of mine gave me a notepad at my leaving party, a beautiful gift that I knew would be so very useful during that moment in my life. A hard-backed notebook with playful illustrations of kids toys parading across a dining table. It was whimsical and special, and nothing like any I would typically choose, but for some reason it was the perfect notebook for me.
Months after receiving it, I finally opened it and began writing. I wrote and I wrote, everyday, about the things I saw, heard, and learned about this new world that no one from my prior 23 years of life was privy to. As Charlotte Brontë famously said: ""I'm just going to write, because I cannot help it."" Where I felt lost in translation with people from home and my new home, this notebook became a gift of belonging within myself. The art on the cover made me smile and remember how loved I was, as well as reminding me of the courageous creativity that can be unlocked when we put pen to paper.
This notebook became the place I learned what I loved about my new life; it reminded me that I contain multitudes and am allowed to evolve and grow. I learned that writing, art, whimsy and play, could be pathways to understanding, embracing, and even falling in love with the unfamiliar. ",,,,2016,"Abena Boakyewa-Ansah, 28, History Ph.D. Candidate",,,,,,therefore-i-am,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"NHC Summer Residency ","Acclimation,Cultural Diversity,Writing",https://humanitiesmoments.org/files/original/18/482/450px-Paper_notebooks.jpeg,Text,"Graduate Student Residents 2021",1,0
"Not Too Far Off",,"While I was a teenager about to go off to college, I watched Death of a Salesman at the theater. At the time I was struggling with the transition I was about to embark on, but I found a deep connection to Biff's character. I felt like I was always running a never ending marathon for the amusement of those around me. After seeing Biff finally stand up to Willy and tell him that he was tired of trying to be something that he could not achieve, I felt a sense of clarity. I had to pursue what I wanted in life not just seek the approval of others. I started to implement this attitude in my daily life and saw that I began to enjoy life much more. You never know what will be your changing point until it blindsides you.","Arthur Miller","Death of a Salesman by Arthur Miller",,"Spring 2014","Brian Finke, 21, Student at Texas A&M",,,,,,not-too-far-off,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Alley Theater,Death of a Salesman,Houston, Texas,Literature,Miller, Arthur,Performing Arts,Self-Realization,Students,Texas A&M University,Theater",https://humanitiesmoments.org/files/original/134/Death_of_a_Salesman.jpeg,Text,,1,0
"Classical Music Saved My Life",,"My Humanities Moment happened when I realized that Art and Music actually saved my life when I needed it. I remember walking in New York City at night. I didn't know what I wanted to do with my life. I was so depressed about how New York City is changing. I didn't see the Old New York anymore. All I see is glass building and ads everywhere.
I reached Central Park at Sunset. I saw a man playing the violin. The sound of the violin reached my soul and spirit. I had my camera at the time and used it to record the music. I stood there for hours listening to music. When the music stopped, I thanked him for everything. I was glad to hear something different and at the same time classic. I learned to cherish everything because things are changing. ",,,,,"Tara Murray",,,,,,classical-music-saved-my-life,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Classical Music,New York, New York",https://humanitiesmoments.org/files/original/364/Violin_Image_HM.jpg,Text,,1,0
"Making the World Bearable",,"
Author and publisher Malcolm Margolin shares how the telling of stories helps shape and give meaning to the world. He also reflects on his time documenting American Indian life in the Bay Area and becoming captivated by the stories and histories from this experience.
To celebrate its 40th year anniversary of grant making, programming, and partnerships that connect Californians to each other, California Humanities invited a group of 40 prominent Californians to explore what the humanities mean to them. For more information visit California Humanities: We Are the Humanities.
",,,"California Humanities",,"Malcolm Margolin, author, publisher, and founder of Heyday Books","Standard YouTube License",,,,,malcolm-margolin-making-the-world-bearable,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,,"Books & Reading,Cultural History,Love,Native American History,Oral History,Publishers,Publishers & Publishing,San Francisco, California,Storytelling,Violence,Writers,Writing",https://humanitiesmoments.org/files/original/5/53/Ohlone_Indians_in_a_Tule_Boat_in_the_San_Francisco_Bay_1822.jpg,"Moving Image","California Humanities: “We Are the Humanities”",1,0 "Turning Historical Events into Modern Reflective Inquiries ",,"For years, every time we covered World War II and the Holocaust in school it was just a fact memorization activity. ""Hitler was bad and did bad things."" When I was afforded the opportunity to travel to Germany, Poland and the Czech Republic in college, I got to look at the Holocaust in a new light. It was not just a fact dump but instead a philosophical inquiry. We used the Holocaust and the work of the Third Reich as a jumping off point to debate and consider questions like: How are values and ethics established in individuals, groups and organizations? What are the responsibilities of leaders to establish ethical climates in their organizations and communities? What are the responsibilities of followers and bystanders? How does this all relate to the world today? This experience put the power into my hands to guide my educational experience and allowed me to truly reflect on not just events that happened in history but how and why they happen. Now as a World History teacher who covers both World Wars I and II, I attempt to provide this same energy and power to my students by bringing historical dilemmas and events into modern terms that promote inquiry and self reflection.",,,,"Summer after my Sophomore Year of College","Josh Britton, 23, High School History Teacher",,,,,,turning-historical-events-into-modern-inquiries,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Through Professional Development","Critical Thinking,Genocide Prevention,Teachers & Teaching,World History,World War I (1914-1918),World War II (1939-1945)",https://humanitiesmoments.org/files/original/339/HM_Auschwitz.jpg,Text,,1,0 "For the First Time It Felt Like Someone Was Writing About Me",,"English teacher Justin Parmenter describes how his encounters with essays by Thoreau and Emerson, and later with the poem “Lines Composed a Few Miles Above Tintern Abbey,” helped him to understand how literature can provide both an escape from the troubles of life and a connection to others who’ve seen and felt the same things though they may have lived centuries before. By seeing himself in the transformative literature of Wordsworth, Thoreau, and Emerson, Parmenter felt like he had “the power to make changes” in his own life. Wordsworth’s Romantic vision and Thoreau’s and Emerson’s Transcendentalist philosophy jointly endowed Parmenter’s worldview with a greater meaning. As a teacher, he strives to cultivate a sense of personal connection between his individual students and works of literature.",,"The works of William Wordsworth, Henry David Thoreau, and Ralph Waldo Emerson",,,"Justin Parmenter, Charlotte Mecklenburg School District, NC",,,,,,thoreau-emerson-wordsworth,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,,"American Renaissance,Books & Reading,Emerson, Ralph Waldo,Essay (Literary Form),Inspiration,Lines Written a Few Miles Above Tintern Abbey,Literature,Nature & Civilization,Poetry,Teachers & Teaching,Thoreau, Henry David,Tintern, Wales,Transcendentalism,Walden, Or, Life in the Woods,Wordsworth, William",https://humanitiesmoments.org/files/original/4/144/Tintern_Abbey.jpg,"Moving Image",Educators,1,0 "God in Music Form: Beethoven’s 9th Symphony",,"My mother received her undergraduate degree in Art History after her three children had graduated. As siblings with the label first generation college students, we like to think we inspired her to get her BA. But in reality she was the inspiration by making sure we were prepared and supported for our post-high school graduation. One aspect of that support was sharing the courses she was taking at Mt. Holyoke College. One of those was a music course. It was 1990. I was in high school and I heard for, for the first time, Beethoven’s symphonies. It was remarkable. When I got to college, I would play the final minutes of “Ode to Joy” as my papers were printing on the dot matrix device we used. Later, as a teacher, I would play it for my students… just because. Leonard Bernstein’s performance after the fall of the Berlin Wall was the preferred version. More recently, the flash mob versions on YouTube are moving experiences that breathe life into the mundane, inspiring creativity and generating energy. So, my humanities moment, hearing Beethoven’s ninth for the first time, has become a sustained experience with connections to people, events, emotion, and worldviews. It is both a bond and an inspiring reminder about what makes us human. It’s perfect. ",,"Ludwig van Beethoven's symphonies",,1990,"Craig Perrier, 46, Curriculum Specialist for Social Studies and Adjunct Professor",,,,,,god-in-music-form,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Advisory Board orienation","Beethoven, Ludwig van,College,Education,Mothers & Sons,Music,Music Appreciation",https://humanitiesmoments.org/files/original/9/354/beethoven_HM_image.jpg,Text,"Teacher Advisory Council",1,0 "Making Magic Through Film",,"Seemingly small moments, unexpected and beautiful, make this world interesting. Noticing the beauty all around is a pastime that comes with many benefits, especially in the field of the humanities. Art, music, and film—they are areas I will always enjoy, but one specific night heightened my love for all three, and it happened in the most humble of places.
First of all, some background would help show the context. In 2017, I was 15, and had not seen an R-rated movie in my life (knowingly, at least—I don’t count the movie I saw with my friends that we all thought was PG-13 and was, in reality, R-rated), and my parents were pretty strict on that rating. Furthermore, I was understandably surprised when they insisted on me watching an R-rated film with them. The fateful movie was called Pan’s Labyrinth, directed by Guillermo del Toro in 2006. I was skeptical due to several factors, including the rating and language, which was Spanish, so we needed English subtitles. Even so, I gave it a chance, thinking that a movie with the rating it had would have to be amazing for my parents to let me watch it. That reasoning turned out to be true.
In the cozy bedroom of my parents, I didn’t simply watch a movie; I experienced an epiphany, or at least my Humanities Moment. I don’t want to spoil the movie for anyone, because they need to see it for themselves, so I’ll give a general premise. Pan’s Labyrinth is a fantasy drama film following the adventures of 10-year-old Ofelia, who finds a labyrinth near her new home in 1944 Spain. A faun-like creature meets her there, who gives her tasks to complete. Meanwhile, her pregnant mother marries a new husband, Captain Vidal, who is a cruel Falangist hunting down rebels after the Spanish Civil War. The film blends fantasy and reality together so that it’s sometimes difficult to distinguish between them. The film hit me hard with its brutal representation of war and violence, and the fantastical beauty found within those moments of cruel reality. I’ll be totally honest: I was sobbing uncontrollably by the end, and could hardly go to sleep that night because of the thought of this movie. Two main factors, other than its artistic choices, acting, etc, have influenced me and changed my perspective: music and history.
Much of the music made for this film was hauntingly beautiful. Whole stories can be kept within a single song, which was shown in Pan’s Labyrinth’s music. Emotions and unspoken thoughts were woven into the hummed tune of Mercedes’ lullaby, which was the song that inspired me the most. Simply through the music, it gave me so many ideas for characters in the story I was writing, which led me to animate to the lullaby. It also led me to learn the music on the piano. Pan’s Labyrinth gave me a wonderful example of what music can do.
Second, the realness from the movie staggered my perspective of the world. It showed me how many violent battles and wars have happened all over the earth and are happening right now. The aftermath of the Spanish Civil War left people divided into political parties, and the violence caused by Captain Vidal, a fascist sort of monster, harmed and killed the rebels of different ideals (“Pan’s Labyrinth”). It left me wanting to learn more about the present conflicts in our world, just to have the knowledge so as not to fall into the trap of ignorance.
To say the least, Pan’s Labyrinth created a Humanities Moment for me, forever to change my perspective on war, and inspire me to create works of art.
",,"Guillermo del Toro, “Pan’s Labyrinth”",,2017,"Evalin Musser, a 2020 senior at Mountain Heights Academy",,,,,,making-magic-through-film,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,"My school, Mountain Heights Academy, had an assignment to make one. ",,https://humanitiesmoments.org/files/original/375/883002856.jpg,"Moving Image",,1,0 "Poetry in Silence",,"Grace Momberger describes how the story of one woman’s ability to make poetry without sound altered the way she perceived the very meaning of communication. ",,,,,"Grace Momberger, speech-language pathologist",,,,,,poetry-in-silence,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"",,"Heidi Camp","Communication,Creativity,Poetry,Speech Pathologists,Vocation",https://humanitiesmoments.org/files/original/275/flower-3876195_960_720.jpg,"Moving Image",,1,0