Director of Jazz Studies Joel Griffin passionate about “America’s classical music”

Joel Griffin is the director of the jazz studies at Evangel University.

Joel Griffin’s turning point came in 1997, during his junior year at Webb City High School, when his band director took him to a music camp that featured Jim Widner’s Big Band.

“I had never been around great live jazz before,” Griffin says.

“They were performing a song called ‘Slim Jim,’ and saxophonist Kim Park took a solo. My mouth dropped open — I knew what I wanted to do for the rest of my life.”

As a promising young saxophonist, Griffin focused like a laser on the art of jazz. He earned his bachelor’s and master’s degrees while performing every chance he got.

The Evangel University Jazz Orchestra will perform in concert Tuesday, April 2, at 7:30 p.m. in the Barnett Fine Arts Center.

“I learned early that it’s not enough to be inspired, but you also have to have direction,” Griffin says. “I was fortunate to have great teachers like Randy Hamm, who taught me the technical side — how to create a great sound, how to solo.”

Soon, he was performing with jazz legends such as The Cab Calloway Orchestra, Maynard Ferguson and Paul Mckee.

Griffin has also been teaching at the college level for nine years, and is about to wrap up his first year as director of jazz studies at Evangel University.

On Tuesday, April 2, he will direct the Evangel University Jazz Orchestra’s spring concert, at 7:30 p.m., in the Barnett Fine Arts Center. There is no charge, and the public is invited to attend.

“Jazz is America’s classical music,” says Griffin. “Teaching at Evangel is a great opportunity to work with very talented musicians. Teaching them about an art that is so important to this country and culture is an incredible opportunity.”

EU’s Jazz Orchestra performs contemporary compositions as well as jazz classics and sacred jazz arrangements. The ensemble offers students of all majors the opportunity to experience a variety of jazz styles.

“Honestly, this is the job I wanted from the time I graduated high school,” he says. “Evangel has a great group of music students who are eager to learn, and I am challenged by how hard they are willing to work.”

Read more about the Jazz Orchestra and other music ensembles at Evangel.

— By  Paul K. Logsdon, director of public relations for Evangel, and Kim Jeyaraj, graduate assistant

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Director to screen award-winning film about nuns at Fairfield University

Fairfield University will host a free screening of the film "A Question of Habit," a lively look at contemporary depictions of nuns, followed by a Q&A with director Bren Ortega Murphy at 7:30 p.m. on Monday, April 8. The event, which is free and open to the public, will take place in the University's DiMenna-Nyselius Library multimedia room. Light refreshments will be provided.

The screening is sponsored by The Humanities Institute in the College of Arts and Sciences; the Program in Women, Gender, and Sexuality Studies; Reel Women; and the departments of Religious Studies and Film, Television and Media Arts. It is part of Fairfield's slate of events marking Women's History Month.

"A Question of Habit" is a full-length documentary narrated by actress Susan Sarandon, who won an Oscar for her role as Sister Helen Prejean in "Dead Man Walking." The film, which was a Remi Winner at the 44th annual WorldFest-Houston International Film Festival and won an award of excellence from the Broadcast Education Association, examines depictions of Catholic nuns in contemporary U.S. popular culture. It contrasts these images with the lives of actual women religious, both historical and current. For instance, although most Roman Catholic women religious in the U.S. have not worn the full habits of their orders for more than 40 years, images of nuns and sisters in such habits can be found across pop culture.

Murphy, a professor of communication studies and women's studies/gender studies at Loyola University Chicago, and fellow filmmaker Mike Whalen interviewed more than 30 women religious, cultural critics, historians and artists for the film, including Prejean, Tom Fontana ("Oz," "Homicide") and Robert Orsi ("Madonna of 115th Street").

"Loved the film!" raved the Rev. James Martin, S.J., author of "The Jesuit Guide to (Almost) Everything" and "Between Heaven and Mirth." "'A Question of Habit' is a provocative, funny, thoughtful, entertaining and inspiring new documentary that reveals the largely unheralded and often unknown contributions of sisters and nuns to our world. If your image of women religious is still 'The Flying Nun' or 'Sister Act,' be prepared for a surprise."

For more information on the screening and other Women's History Month events, visit www.fairfield.edu/wgs.

Media Contact: Meredith Guinness, (203) 254-4000, ext. 2950, mguinness@fairfield.edu

Posted on March 14, 2013

Vol. 45, No. 217

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In My Words: Rethink what you know about 'the South'

A Winter Term course with International Fellows inspired Assistant Professor Jason Husser to explain why stereotypes can hurt a region.

Assistant Professor Jason Husser

*****

The following column appeared recently in the Charlotte Observer, the (Greensboro, N.C.) News & Record, the Fayetteville Observer, the (Burlington, N.C.) Times-News and the (Durham, N.C.) Herald-Sun via the Elon University Writers Syndicate.

*****

In My Words: Rethink what you know about “the South”
By Jason Husser – jhusser@elon.edu

“Why do so many people think the South is so bad?” one of my international students asked me this winter on the first day of a class I taught about Southern history and culture. “I think it’s pretty great here.”

Lacking a good reply, “me too” was all I could muster.

It was a weak answer to an important question. Like the boll weevil that once blighted cotton crops, stereotypes about the South rob the region of its greatness and hamper efforts to improve its shortcomings.

Most Southerners realize “y’all” is a contraction and not a single word bequeathed to us by Southern birthright. Very few of us plan our New Year’s Eve celebrations around dropping ‘possums down a pole. Car horns that play the “Dukes of Hazzard” theme song are quite rare. Mullets are seldom preferred over molars. And fried butter is hardly a delicacy in Dixie, despite what Honey Boo Boo’s mom might have told you.

Repeating falsehoods tends to reinforce them. I’ll refrain from alluding to more here but trust me: you’ve heard them before.

Stereotypes about the South, both good and bad, stigmatize many native Southerners in a competitive global economy that values cosmopolitanism. They confuse people who are deciding where to live. They can mislead businesses when deciding where to invest. And they coerce government leaders to focus on the wrong issues facing the region.

Many of these stereotypes arise from the way we’re programmed to think in broad brushstrokes. It’s not just shortsighted, but actually dangerous, when folks assume that an “average” anything about a place applies to everyone who lives there. Efforts to build on Southern “virtues” or to repair Southern “vices” have a cracked semantic foundation. Such efforts mistake the trees for the forest.

America is in the details. We can only address social or economic problems by understanding them in their full complexity. Differences within states are usually greater than differences between them. For example, and contrary to popular belief, America’s wealthiest state, Connecticut, has more in common with its poorest, Mississippi, than the rich have in common with the poor in any given state.

Then there’s the media. Hollywood and many national news organizations provide a skewed view of the South. Forest Gump, though lovable, wasn’t real. Neither was Scarlett O’Hara. George Wallace, Billy Graham, Martin Luther King, Jr., and Dolly Parton are realistic but atypical. In fact, there is no “typical.” That’s part of the problem we have when talking in generalities.

If that weren’t enough, the South suffers from what social scientists call “confirmation bias.” Humans selectively accept information that supports their views of the former Confederacy while rejecting information that challenges deeply held beliefs. It cuts both ways. Viewing “Southern hospitality” as universal is just as misleading as expecting a complex demographic group to be a monolith of “good ole’ boys.”

Many stereotypes come from natural tendencies that, in the short term, help people make sense of a complicated world. In the long term, however, these tendencies in thinking further complicate that world.

“Discovering Dixie,” as I called my winter class, ain’t so easy. Fertile farms, graceful charm and other sweet things sit juxtaposed with troubled legacies, economic hardships and lingering social problems. Mansions line remote swamps while homeless line urban mansions. Skyscrapers rise from old cotton fields while weeds grow from decaying factory yards. Myths fuel lies while piquing fascination.

I ended my winter class with a better answer to the student’s question. Simple observation alone will not lead to a true appreciation or understanding of a place. They need to seek a deeper, richer view of the South by looking at real evidence and seeking a diversity of experiences. Accept that grand statements about an area, however appealing, are almost always a mile wide and an inch deep.

Resisting our personal biases won’t end misunderstanding of the South, but it’s a worthwhile start. Stereotypes hamper the region’s progress and compromise the potential of a nation.

Many people tell me they would have difficulty finding anywhere worse. I would have difficulty living anywhere else.

Jason Husser is an assistant professor of political science at Elon University and a Louisiana native.

*****

Elon University faculty with an interest in sharing their expertise with wider audiences are encouraged to contact Eric Townsend (etownsend4@elon.edu) in the Office of University Communications should they like assistance with prospective newspaper op/ed submissions.

Viewpoints shared by this syndicate are those of the author and not of Elon University.

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by Eric Townsend, Staff Last Updated - 3/6/2013

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Film student from Sri Lanka learning about many new things at Evangel — even snow

Rajeev Colton Wickramaratne is a freshman Film major from Sri Lanka.

There are certain winter skills that most Midwesterners have learned by the time they can walk — things like how to throw a snowball or build a snowman.

For one Evangel University freshman, last week provided his first opportunity to experience those joys of winter. Rajeev Colton Wickramaratne had never before seen snow.

“I had seen snow on TV, but it surprised me when I walked outside and was surrounded by it — it was really white everywhere I turned,” he says with awe. “I took lots of photos to send home.”

Rajeev is all about capturing experiences — he came to Springfield from Sri Lanka nine months ago to study Film at Evangel.

“Back home, everyone thrives on films. It is the most influential industry in the world, and American films are very influential in Sri Lanka,” he says.

“Evangel has a very good Film program. I also like that here, there is a ministry side, and I can learn to use it for God.”

“Sometimes you have to put down your backpack and enjoy,” says Rajeev Wickramaratne, who had never seen snow before last week.

But last Tuesday, those classes took a back seat.

“I spent almost the entire day outside,” Rajeev says. After all, there was much to learn.

“I picked the snow up and felt the texture. A friend told me how to pack it into a snowball and throw it. I liked learning the sound of a snowball hitting the other person. I enjoyed running and sliding in it.”

What was the most fun?

“The first time I hit someone with a snowball,” he says with a laugh. “I wanted to do it again!”

“I love the idea that God is so creative,” Rajeev says. “I think that this snow showed His childlike side. We were stressed over mid-term exams, and it was like He said, ‘I made this for you so you can have fun. Put down your backpack and enjoy.’”

Nancy Pace-Miller, assistant professor of communication, says she appreciates that Rajeev brings that level of enthusiasm to everything he does at Evangel. “Rajeev has been a complete delight to have in class. He brings so much to the learning experience. Culturally and spiritually, we all can learn from this young man. I’m pleased to be one of his professors — as I tell him, ‘You make me smile.’”

— Story and photos by Paul K. Logsdon, director of public relations and publications

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When Catholics change their minds about the faith: Disaffiliation and 'Deconversion’ in the Church today

Wednesday, March 20, 2013, at 8 p.m.
Dolan School of Business Dining Room
Free

Recent studies by the Pew Forum on Religion and Public Life have found that a third of U.S. adults under the age of 30 claim no religious affiliation and that nearly a quarter of adults raised Catholic no longer identify themselves as such.

On Wednesday, March 20, 2013, at 8 p.m., two prominent theologians will speak at Fairfield University about the changes in heart and mind that many American Catholics are experiencing with regard to their relationship with Catholicism. Fordham University faculty members Tom Beaudoin and Patrick Hornbeck will deliver this free, public lecture: "When Catholics Change Their Minds about the Faith: Disaffiliation and 'Deconversion' in the Church Today." Presented by Fairfield University's Center for Catholic Studies, the event is part of Fairfield's Ignatian Heritage Week (See other event listings.)

It will take place in the Dolan School of Business Dining Room.  

Disaffiliation, once broadly stigmatized in terms of "lapsing" and "falling away", is now a regular feature of the U.S. Catholic landscape, according to the professors. At the same time, many Catholics decide to stay on in the Church, living with substantial disagreements, "deconverting" in place.

Dr. Beaudoin and Dr. Hornbeck will explore the contours of what they call "deconversion." They will also discuss the history of deconversion research, talk about the early findings to emerge from their current study of deconversion among local Roman Catholics, and address the implications of this work for the Catholic Church, Catholic theology, and society at large.

Dr. Beaudoin is associate professor of theology in the Graduate School of Religion at Fordham. He studies the relationship between "secular" and "spiritual" experience, and is the author of more than 75 articles, chapters, essays and reviews on religion and culture, as well as three books.

Dr. Hornbeck is assistant professor and associate chair for undergraduate studies in the theology department at Fordham. His work focuses on the history of medieval and early modern Christianity along with contemporary American Roman Catholicism. Hornbeck holds a doctorate in theology from Oxford University. He is the author of What Is a Lollard? Dissent and Belief in Late Medieval England (Oxford University Press 2010) and co-editor of Wycliffite Controversies (Brepols Publishers, 2011) and Wycliffite Spirituality (Paulist Press, 2013), in addition to other articles and essays on medieval, early modern, and contemporary Roman Catholicism.

For more information, visit the the Center for Catholic Studies.

Media Contact: Meg McCaffrey, (203) 254-4000, ext. 2726, mmccaffrey@fairfield.edu

Posted on March 06, 2013

Vol. 45, No. 211

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Flagler College History Honor Society to Hold Talk About Sept. 11

September 9, 2011

The Phil Alpha Theta History Honor Society at Flagler College will host a faculty forum on the Sept. 11 terrorist attacks on Monday, Sept. 12, at 7 p.m. in the Flagler Room.

The forum is entitled, "Sept. 11: Did it really change everything?" It will be chaired by Dr. Brenda Kauffman, and panelists will include Dr. Jim Pickett, Dr. Jim Rowell, Dr. Art Vanden Houten, Dr. Hugh Marlowe and Dr. Felix Livingston.

The discussion is free and open to the public.

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David Cooper talks to local students about attending college

School of Education Dean David Cooper visited Maureen Joy Charter School in Durham, N.C. to talk about Elon and the value of a college education.

School of Education Dean David Cooper visited Maureen Joy Charter School in Durham to talk about attending college.

*****

By Caitlin O’Donnell ‘13

Photo Credit: Barbara Tyroler

Somewhere in the depths of the Duke Forest, students in Caitlin Trapani’s second grade class let out a loud “Long Live Elon” cheer. It was a chant the class had perfected in the fall during a visit from Cooper, who came to the classroom bearing both Elon gifts and information about attending college.

“The whole incentive behind it is that we just want them to start thinking about college and how that should be their future goal as early as possible,” said Trapani ’07, who teaches at Maureen Joy Charter School in Durham.

Each classroom at Maureen Joy is named after the teacher’s alma mater and, in preparation for Cooper’s visit, Trapani introduced her students to the hallmarks of an Elon education, including convocation, study abroad and the symbolism of the oak tree.

Following Cooper’s visit, the students wrote thank you notes, complete with illustrations of Acorns and Phoenix, as well as a narrative of the day.

When he arrived in his full academic regalia, they were prepared with a barrage of questions and were eager to share their knowledge.

“It was just awesome because they had never seen an outfit like that,” Trapani said. “He seemed important just from being dressed up.”

Armed with Elon swag – including a beach chair now used as an author’s chair and a football used at recess – Cooper answered questions about the Elon experience and his daily responsibilities as dean and watched as the students acted out scenes from convocation.

In response to Cooper’s visit, the students wrote thank you notes, complete with illustrations of Acorns and Phoenix, as well as a narrative of the day.

“You were so kind. I love the gifts you brought us,” one student’s thank you reads. “They make me feel so speacial.”

Following Cooper’s visit, the students wrote thank you notes, complete with illustrations of Acorns and Phoenix, as well as a narrative of the day.

Another student expressed love for Elon.

“I am going ther when I grow up and I will become a better lerner,” the note reads. “I love Elon Universite.”

Cooper’s visit to Maureen Joy was not his first classroom trip intended to introduce students to the idea of attending college. In 2010, he visited the second grade classroom of Kim Mellor G’04 at McDougle Elementary in Carrboro.

“Now I’ve got two classes and I’d be eager to do more of them,” he said. “They’re very reinforcing for me to do.”

While students from families with a history of college attendance often take the opportunity for granted, other students aren’t as lucky or well-prepared for what Cooper calls the “intensely complicated process” of getting into college.

“Children who come from families with no history of college attendance often need to have the prospect of college introduced to them in a very explicit and careful way and the earlier you start with this, the better,” he said. “When a kid learns about college for the first time in high school or even middle school, it’s almost too late to really get on the right track.”

According to Trapani, the students still talk about Elon and Cooper’s visit and have expressed interest in attending the university one day. And they take every opportunity they can to talk about it.

Following Cooper’s visit, the students wrote thank you notes, complete with illustrations of Acorns and Phoenix, as well as a narrative of the day.

It was during a reading unit called “Let’s Explore” that the class took a hike through Duke Forest and passed a woman wearing an Elon sweatshirt. After sharing her affiliation with the university – both her son and daughter attend – the students shared their cheer and spoke about Cooper’s visit.

“Even if they go to a different college, I think that they’ll definitely remember the conversations about study abroad and traditions,” Trapani said. “They all said how cool it would be to study abroad and learn a new language and be in a different culture. They connected his visit to so many other components of college life.

“It had a lasting impression.”

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by Katie DeGraff, Staff Last Updated - 2/19/2013

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Professors answer questions about the Pope

Faculty say Pope Benedict XVI’s abdication this month is a major event in global history and may impact religion & politics in the U.S.

Photo courtesy of Flickr/Catholic Church (England and Wales). Image taken May 12, 2010.

*****

An unexpected abdication by Pope Benedict XVI on Monday surprised the world and sparked intense public interest in the Catholic Church as scholars, journalists and laypeople sought explanations to an unprecedented event in modern times.

Four Elon University faculty members - Jeffrey C. Pugh, Lynn Huber, Evan Gatti and Jason Husser - share their answers below to some of the most frequently asked questions related to Benedict’s decision and what it means for the Catholic Church - both spiritually and politically - in the United States.

Pugh and Huber are faculty members in the Department of Religious Studies; Gatti is in the Department of Art and Art History; Husser is in the Department of Political Science and Public Administration, and he serves as assistant director of the Elon University Poll.

Can a Pope resign?

According to the Code of Canon Law, which governs the Catholic Church, a Pope can resign. The exact procedures for what happens when the Pope resigns, however, are not quite as clear as there has not been a papal resignation since the creation of the modern papal state in 1929. The idea that a Pope could resign dates back to the 13th century, when a religious hermit named Peter was named as Pope, taking the name Celestine V, in order to resolve a deadlocked papal conclave. However, Pope Celestine V resigned after it was clear that he was not suited for the job. In a 2010 book-length interview with Peter Seewald, titled Light of the World, Pope Benedict responded to the question of whether a papal resignation was appropriate: “Yes. If a Pope clearly recognizes that he is no longer physically, psychologically, and spiritually capable of handling the duties of his office, then he has the right and, under some circumstances, also an obligation to resign.” In fact, many were surprised that Cardinal Ratzinger was selected as Pope in 2005 given his age.

If the Pope can resign, why would he and why are people so shocked by it?

It seems that one reason why people are shocked by this Pope’s resignation is the fact that his predecessor, Pope John Paul II, continued in the role into his death 2005 even though he was visibly aging and ill in his final years. This, perhaps, has contributed to a sense that the Pope is in the role for life. Further, since the Pope serves as a representative of Christ on earth and as an infallible source of doctrine, according to Catholic thought, for some it is hard to believe that the Pope might choose to resign.

Benedict’s exact motives for resigning at this point are known only to him, although he cites advanced age and his deteriorating health. Some speculate that the Pope might be responding to the memory of Pope John Paul II’s increasing frailty and that Benedict did not want to have the Church “drift” during any medical problems he may have. We are in uncharted territory here. The Pope indicated that he was responding to his personal concerns about his ability to maintain the necessary physical and spiritual vigor to lead the Church in difficult times.

What’s next for the Pope?

According to reports, the Pope, who likely will be known as Cardinal Ratzinger, plans to adopt a life of prayer and reflection and eventually reside in a monastery within Vatican City. This seems consistent with his life as a scholar prior to being named Pope. Since there has not been a papal resignation since the 15th century, no one is entirely sure what the former Pope’s relationship will be to his successor.

As for Pope Benedict’s legacy, that is difficult to determine. Today he is widely understood as being a traditionalist, holding to the doctrines of the Church even during the tide of societal change.

Will the Pope have a role in “picking” his successor?

Popes are selected by the College of Cardinals, which is currently comprised of 120 men, although only those who are active, which is interpreted as being under the age of 80, are allowed to vote. The Cardinals will be sequestered in the Vatican while they make the decision and the official meetings and ballots will take place in the Sistine Chapel. Votes are taken twice a day during this process with a two-thirds majority needed to select a Pope. After each vote, the ballots are burned, black smoke signalling the majority has not been reached and white smoke famously signalling that the majority has been achieved. While Pope Benedict will not likely have a direct role in picking his successor, he has been appointing Cardinals who will select a successor in line with his perspectives. Any baptized Roman Catholic male is eligible to be named Pope, although traditionally they are selected from the College of Cardinals.

What will this do to membership rolls in the U.S. Catholic Church?

This resignation could cause lowered attendance for Catholics who aren’t deeply invested into the Church. For some Catholics who were already suspicious of the organization, this kind of unprecedented change will raise further doubts and confirm existing fears. As a result, expect a possible decline in Catholic attendance, at least in the short term.

In the unlikely event an American Cardinal is elected, interest in the Catholic Church will likely rise in the United States.

How will the resignation influence Catholic voting behavior?

The resignation will probably help the Republican Party, though only slightly. If the resignation influences adherence rates in the United States, it will probably be among those who attend only occasionally. Those infrequent attenders are asymmetrically Democratic voters. As a result, the Catholic Church could become more homogeneously Republican, making Catholic voters an easier target for GOP politicians.

Furthermore, if the Pope’s successor continues a theologically conservative movement, Catholic voters may become increasingly likely to vote for Republicans for social policy reasons.

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by Eric Townsend, Staff Last Updated - 2/11/2013

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Resource for journalists writing about climate change, Geneva negotiations

2012 marked the hottest year in the contiguous United States since temperature record keeping began in 1895. According to the National Climatic Data Center, the average temperature in the continental U.S. was 55.3 degrees, with the year marked by a crippling drought and the devastating storm Sandy, among other weather events. For perspectives on this issue and climate change, nationally and globally, please consider as a resource, Fairfield University faculty member Dr. David L. Downie, director of the Program on the Environment and associate professor of politics:

Dr. David L. Downie, director of the Program on the Environment and associate professor of politics, conducts research on national and global environmental policy, particularly stratospheric ozone depletion, toxic chemicals, climate change and sustainable development. He has attended dozens of global environmental negotiations, and will attend the upcoming world negotiations on mercury emissions in Geneva.

Prior to joining Fairfield University, Dr. Downie taught courses in environmental politics at Columbia University, where he also served in multiple director roles relating to Columbia's programs in climate change and environmental policy.

For more info, visit http://www.fairfield.edu/academic/profile.html?id=58

Media Contact: Meg McCaffrey, (203) 254-4000, ext. 2726, mmccaffrey@fairfield.edu

Posted on January 14, 2013

Vol. 45, No. 150

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Flagler College History Honor Society to Hold Talk About Sept. 11

September 9, 2011

The Phil Alpha Theta History Honor Society at Flagler College will host a faculty forum on the Sept. 11 terrorist attacks on Monday, Sept. 12, at 7 p.m. in the Flagler Room.

The forum is entitled, "Sept. 11: Did it really change everything?" It will be chaired by Dr. Brenda Kauffman, and panelists will include Dr. Jim Pickett, Dr. Jim Rowell, Dr. Art Vanden Houten, Dr. Hugh Marlowe and Dr. Felix Livingston.

The discussion is free and open to the public.

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Parade demonstrates lessons learned about Carnaval

Students taking part in a Winter Term course explore world traditions through art.

 ****
Students taking the Carnaval in the Black Atlantic course paraded across campus Thursday afternoon dressed in colorful garb fashioned from shredded T-shirts and other recycled materials.

They braved the wind and cold—temperatures dipped into the lower 30s—tossing strands of beads to passersby and stopping in several different locations along the parade route to perform a dance they choreographed themselves.

The Winter Term course, taught by Assistant Professor of Art History Courtnay Micots, explored the origins of festivals along the trans-Atlantic trade route and their evolution into a contemporary art form.

Students in the class discussed the political and social significance of these festivals in places such as the Caribbean, Africa, Brazil, Argentina, Bolivia and New Orleans. Many appeared to be pure entertainment but were really developed out of a type of resistance.

“For those in the know who are part of it, it provides a sense of community. It provides a voice to air grievances,” Micots said. “Whether it’s grievances with local authorities, politics or religion, it’s a chance to express their ideas and their heritage. It’s an opportunity to free oneself of the everyday with this aversion to the rules.”

Micots didn’t just want her students to learn about the festivals, complete with parades, masquerade, lavish costumes, music and dance—she wanted them to experience them.

First, she asked them to write about the character they would perform in what she called the “Fancy Dress” parade and then they were charged with creating costumes, choreographing dances and arranging for musicians to accompany them.

“The papers give them the background but from a scholarly point of view,” Micots said. “The parade gives them a chance to be within it.”

They showed up with their makeshift costumes and handmade masks and even brought along fire dancer Jenny Milligan who twirled a flaming hoop, an addition that definitely surprised Micots.

“It’s kind of unexpected, but you never know how these things are going to turn out, which is part of the fun,” Micots said.

Taylor McLean ’14, a religious studies major, took on the role of Pierrot Grenade, a character who was born in France and moved to Trinidad.

“He yells at people and spells thing to prove his intelligence,” McLean said.

Writing about the character and then playing him during the parade, made Grenade come alive for McLean.

“It’s definitely more of a real-life approach to classroom studies,” she said. “I never would have expected to be parading through Elon. This is truly, to me, the Elon hands-on experience.”

Pitchy Patchy, Pierrot Grenade’s counterpart in Jamaica, was performed by Brittany Washington ’13. Pitchy Patchy is part of the Christmas festival called Jonkonnu.

Washington, a journalism major, cut colorful T-shirts and bandanas into strips and pinned them all over her clothes in an attempt to duplicate the character she wrote about. It helped her understand the time and effort spent to bring a festival to life.

“They used their own money to make their costumes, and they took a lot of time,” she said. “I can really appreciate their more elaborate costumes. They take some real time to make.”

Dressed in a bright blue dress with a pillow stuck under the back to accentuate her bottom, Emily Turner ’13, an art major, embraced her role as Dame Lorraine, a mockery of a French plantation owner’s wife. She wore a white straw hat and twirled a matching blue umbrella above her head.

“It’s a retaliation after the Trinidadian slaves were freed,” Turner said.

Hearing about the traditions and then researching and writing about the characters kept the information fresh in her mind.

“It’s helpful to act out what we’ve been learning,” she said.

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by Roselee Papandrea Taylor, Staff Last Updated - 1/25/2013

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Reminder about campus weather notifications

There are many ways to find out about weather delays and closings at Elon. Read this note for details, including how to get text messages.

Currently the university sends an email and posts notices on E-net, and the 278-SNOW (278-7669) telephone line, by 6 am on days the university is to open on a delayed schedule, or closed due to extreme weather conditions. The university will now also send a text message via the E-alert program. Please note that E-net continues to be the primary and most up-to-date source for this information.

With the forecast of possible snow and sleet tomorrow afternoon and night, today is a good time to sign-up for E-alert, or to verify your registration is current, so you will receive text alerts to your cell phone for weather related notifications and emergency situations. Instructions are given below.

Administrators will be monitoring the weather tonight and if there is a change in the normal class and operating schedule of the university for tomorrow, the campus will be notified. Otherwise, the university will operate on its regular schedule on Jan. 25.

Instructions for signing up for or verifying your E-alert registration

Elon’s alert system delivers timely notifications through multiple ways, which direct you to E-Net for more information. E-net is the best source for information during emergencies and weather warnings and is updated regularly. Always check the website at http://www.elon.edu/e-net/for announcements and information.

Please sign-up for E-alert at www.elon.edu/e-alert to enable the university to send urgent text messages to your cell phone. Everyone who signs up is automatically enrolled in Emergency Notification group. There are also two weather categories, one for main campus and one for the Law School. Make sure you add the weather category for your campus.

If you are not a first-time user of E-alert, please note that you must re-enroll with E-alert every two years. It is important to verify that your registration is current, up-to-date and active. You can verify your information by logging into your account at www.elon.edu/e-alert.

Learn more about Elon’s comprehensive emergency response system at http://emergency.elon.edu/. You can also find this information on the “Tools” tab located in the upper right-hand corner of all Elon website locations.

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by Dan Anderson, Staff Last Updated - 1/24/2013

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Parade demonstrates lessons learned about Carnaval

Students taking part in a Winter Term course explore world traditions through art.

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Students taking the Carnaval in the Black Atlantic course paraded across campus Thursday afternoon dressed in colorful garb fashioned from shredded T-shirts and other recycled materials.

They braved the wind and cold—temperatures dipped into the lower 30s—tossing strands of beads to passersby and stopping in several different locations along the parade route to perform a dance they choreographed themselves.

The Winter Term course, taught by Assistant Professor of Art History Courtnay Micots, explored the origins of festivals along the trans-Atlantic trade route and their evolution into a contemporary art form.

Students in the class discussed the political and social significance of these festivals in places such as the Caribbean, Africa, Brazil, Argentina, Bolivia and New Orleans. Many appeared to be pure entertainment but were really developed out of a type of resistance.

“For those in the know who are part of it, it provides a sense of community. It provides a voice to air grievances,” Micots said. “Whether it’s grievances with local authorities, politics or religion, it’s a chance to express their ideas and their heritage. It’s an opportunity to free oneself of the everyday with this aversion to the rules.”

Micots didn’t just want her students to learn about the festivals, complete with parades, masquerade, lavish costumes, music and dance—she wanted them to experience them.

First, she asked them to write about the character they would perform in what she called the “Fancy Dress” parade and then they were charged with creating costumes, choreographing dances and arranging for musicians to accompany them.

“The papers give them the background but from a scholarly point of view,” Micots said. “The parade gives them a chance to be within it.”

They showed up with their makeshift costumes and handmade masks and even brought along fire dancer Jenny Milligan who twirled a flaming hoop, an addition that definitely surprised Micots.

“It’s kind of unexpected, but you never know how these things are going to turn out, which is part of the fun,” Micots said.

Taylor McLean ’14, a religious studies major, took on the role of Pierrot Grenade, a character who was born in France and moved to Trinidad.

“He yells at people and spells thing to prove his intelligence,” McLean said.

Writing about the character and then playing him during the parade, made Grenade come alive for McLean.

“It’s definitely more of a real-life approach to classroom studies,” she said. “I never would have expected to be parading through Elon. This is truly, to me, the Elon hands-on experience.”

Pitchy Patchy, Pierrot Grenade’s counterpart in Jamaica, was performed by Brittany Washington ’13. Pitchy Patchy is part of the Christmas festival called Jonkonnu.

Washington, a journalism major, cut colorful T-shirts and bandanas into strips and pinned them all over her clothes in an attempt to duplicate the character she wrote about. It helped her understand the time and effort spent to bring a festival to life.

“They used their own money to make their costumes, and they took a lot of time,” she said. “I can really appreciate their more elaborate costumes. They take some real time to make.”

Dressed in a bright blue dress with a pillow stuck under the back to accentuate her bottom, Emily Turner ’13, an art major, embraced her role as Dame Lorraine, a mockery of a French plantation owner’s wife. She wore a white straw hat and twirled a matching blue umbrella above her head.

“It’s a retaliation after the Trinidadian slaves were freed,” Turner said.

Hearing about the traditions and then researching and writing about the characters kept the information fresh in her mind.

“It’s helpful to act out what we’ve been learning,” she said.

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by Roselee Papandrea Taylor, Staff Last Updated - 1/25/2013

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