Center for Renaissance& Baroque Studies

Annual Report 2001-2002

u n i v e r s i t y o f m a r y l a n d , c o l l e g e p a r k

www.inform.umd.edu/crbs

�Administration � CENTER STAFFFounding director: S. Schoenbaum (1927–1996)

Director: Adele Seeff

Associate director: Karen Nelson

Director of CAST: Nancy Traubitz

Computer/graphics specialist: Richard Chapman

Office manager: Pamala Deane

Business manager: Annie Carter

Graduate assistants: Jaime Osterman Alves,Allyson Fetterhoff, Meg Pearson, Jennifer Rust

Webmaster: Kate Munning (through December2001), Krista Park (January–August 2002)

EXTERNAL ADVISORYBOARDSusan D. Amussen, Union Institute Graduate School

John F. Andrews, The Everyman Shakespeare

Suzanne Cusick, University of Virginia

David C. Driskell, University of Maryland (Emeritus)

James D. Farquhar, University of Maryland

Jay L. Halio, University of Delaware

Jeanne Roberts, The American University (Emerita)

Ellen Rosand, Yale University

G. Thomas Tanselle, John Simon Guggenheim MemorialFoundation

Betty S. Travitsky, Graduate Center, City University ofNew York

FACULTY ADVISORY BOARDCarmen Benito-Vessels, Department of Spanish and

Portuguese

Marvin Breslow, Department of History (Emeritus)

Hervé Campangne, Department of French and Italian

Anthony Colantuono, Department of Art History andArchaeology

Hernán Sánchez M. de Pinillos, Department ofSpanish and Portuguese

Jane Donawerth, Department of English; Affiliate inWomen’s Studies and Comparative Literature

Giuseppe Falvo, Department of French and Italian

Judith P. Hallett, Department of Classics

Franklin Hildy, Department of Theatre

Jacqueline Letzter, Department of French and Italian

Yelena Luckert, Arts and Humanities Team Manager,McKeldin Library

David Norbrook, Department of English

Richard Wexler, School of Music

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www.inform.umd.edu/crbs

Mission 1

University of Maryland Campus Programs 2

Mini-Symposia 3

Shakespeare in Performance 3

The Duchess of Malfi: Production, Teaching, and Research Perspectives 3

Works-in-Progress Series 4

Renaissance Studies Citation 4

Maryland Day 5

Special Lectures 5

Outreach Programs 6

Center Alliance for School Teachers (CAST) 6

Scholar to Teacher Programs 6

Talk about Teaching 7

School-University Partnerships 8

Northwestern High School Partnership 8

Wheaton High School Partnership 9

From Page to Stage 10

Fine Arts Institute 10

Crossing Borders/Breaking Boundaries: The Arts of Ancient Greece 10

Publication Series 12

Cross-Campus Collaboration 13

Outside Funding 14

Future Programs 16

Contents �

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The Center for Renaissance & BaroqueStudies was established in the springof 1981 to consolidate existingstrengths in early modern studies at

the University of Maryland. It has built on thesestrengths to create interdisciplinary programs ofnational and international reputation. To pro-mote teaching and research in the Renaissanceand Baroque periods at the University ofMaryland, the Center offers public programs inall disciplines of the arts and humanities, as wellas in allied fields such as the history and philoso-phy of science.

The Center has built expertise in areasbeyond the Renaissance and Baroque time frameimplied by its title by offering professional devel-opment programs in the liberal arts to publicschool teachers. New state and national curricu-lar imperatives have led the Center to developprograms on topics ranging from ancient non-Western literatures to contemporary politics.Inspired by the rapid evolution of digital media,the Center has included a technology componentin many recent programs and has concentrated

increasingly on pedagogical issues raised by theuse of computers in the classroom. Althoughsuch programs may appear to be outside thescope of Renaissance and Baroque studies, theyfollow in the European Renaissance traditions ofexploration and inquiry, relating older traditionsof knowledge to new discoveries and research.

The Center aspires to fulfill the followinggoals: (1) to provide new research and teachingopportunities for faculty and graduate studentswithin the College of Arts and Humanities; (2)to foster cross-departmental collaboration in theCollege; (3) to be a national and internationalpresence in Renaissance and Baroque studiesthrough symposia and published proceedings vol-umes; (4) to encourage creative applications ofnew technologies for research, teaching, and pub-lishing projects in the humanities; (5) to promoteties with other area research and cultural institu-tions, increasing the visibility of the College andthe campus; and (6) to establish and maintainpartnerships with secondary and middle schoolfaculty in Maryland schools, as part of the cam-pus’ public service commitment to the state.

Mission �

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The Center for Renaissance & BaroqueStudies offers a wide variety of inter-disciplinary programs designed tomeet the needs of many different

constituencies, both on campus and in the sur-rounding community. Campus programs, such assymposia, colloquia, and interdisciplinary cours-es, serve the University’s faculty, graduate stu-dents, and undergraduates, as well as a nationaland international scholarly audience. All Centerprograms are subject to careful review by pro-gram participants and by Center staff and advi-sory boards.

This year, the Center’s goal was to expandcampus programs in response to extensive discus-sions with the Center’s faculty advisory boardand with other faculty and graduate students inthe College of Arts and Humanities. Initiativesincluded additional special lectures by visitingscholars in the departments of English and ArtHistory; Works-in-Progress sessions in a variety offormats; two panels—one on staging, one onresearch and teaching—occasioned by theShakespeare Theatre’s production of JohnWebster’s The Duchess of Malfi; and a reception forfaculty and graduate students concentrating inMedieval, Renaissance, and Baroque studies. In

addition, the Center supported campus activitiessuch as the English Department’s mini-sympo-sium “Reading Renaissance Ethics”; MITH’scelebration on the occasion of meeting itsChallenge grant; and the University’s annualMaryland Day.

Two programs in particular bridged theCenter’s efforts to bring together members of thecampus community across departments and toserve a wider public, especially humanities highschool teachers and students in the state ofMaryland. The first of these, Shakespeare inPerformance, in November, convened faculty andstudents from the University and from area highschools to experiment with stage combat, exploreways in which film can be used to teachShakespeare, understand the differences betweenEnglish and Spanish stages of the seventeenthcentury, watch a director and two actors developa scene, and hear from a Shakespeare text editor.The second of these programs, Talk about Teaching,a monthly discussion series, offered opportuni-ties for university faculty, graduate teaching assis-tants, community college professors, and teachersfrom area high schools to share the ways inwhich they approach a broad range of themes,common texts, and classroom challenges.

University ofMaryland CampusPrograms ��

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MINI-SYMPOSIA

Shakespeare in PerformanceNovember 3, 2001

This day-long symposium was designed to pro-vide faculty from the University and area collegesand high schools, graduate students, undergradu-ates, and high school students with an insider’sview of Shakespeare’s works as appropriated bytheater professionals and academics. AaronPosner, founder of the Arden Theatre Company,directed Kate Norris and Scott McKenzie in aread-through of a scene from The Tempest. In hisslide-illustrated lecture entitled “ReconstructingShakespeare’s Globe Theatre,” Franklin Hildy,Department of Theatre, traced the decisions andresearch underpinning the Globe Theatre project.Participants then chose between learning theprinciples of stage combat with Michael JeromeJohnson and Anne Gulledge, both from theDepartment of Theatre, and approaches to teach-ing Shakespeare on film with Hardy Cook, BowieState University. Barbara Hodgdon, DrakeUniversity, concluded the day by illustrating themany ways in which modern editors alter mean-ing as they introduce stage directions in her lec-ture, “Who Is Performing in these Text(s)? Or,Shrew-ing Around.” Interested participants then

enjoyed a guided tour of the performance spacesof the Clarice Smith Performing Arts Center atMaryland.

The Duchess of Malfi:Production, Teaching, and ResearchPerspectivesThe Center organized these two events on cam-pus in honor of Michael Kahn’s production ofJohn Webster’s infrequently produced play.

Meet the Director: MichaelKahn’s The Duchess of MalfiMarch 6, 2002

Panel:

Michael Kahn, The Shakespeare TheatreFranklin Hildy, Department of TheatreTheodore Leinwand, Department of English

Michael Kahn articulated the reasoning behindhis conceptualization of John Webster’s TheDuchess of Malfi at the Shakespeare Theatre, whichran from January 22 through March 10, 2002.With his trademark charm and urbanity, Kahnanswered questions from the panelists and theaudience that ranged from the issue of blind

casting to the problems raised by a play that isby turns medieval, early modern, and baroque, toaudience reaction to Kelly McGillis’ baring herbreasts. Audience members were intrigued by thechallenges facing a stage director as he or sheadapts a play text for the stage.

Research and TeachingPerspectives on The Duchess of MalfiMarch 13, 2002

“Like Some Reverend Monument / Whose Ruins are EvenPitied”: John Webster’s The Duchess of Malfi and theDeath of Prince HenryJane Donawerth, Department of English

Marriage in MalfiTheodore Leinwand, Department of English

“What is that Bosola?”: Deciphering Webster’s IntelligencerWilliam Sherman, Department of English

During this lively afternoon, panelists presentedthree very different responses to Webster’s play.Jane Donawerth placed the play within one ofits historical contexts, its initial production in1613, and examined the play’s relationship tothe death of Prince Henry. Ted Leinwand arguedthat the sensuality of the play reflects a yearning,represented from time to time on early modernLondon stages, for refuge in the intimacy and

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privacy of marriage. Prompted by the differentmeanings of “intelligence,” Bill Sherman linkedthe play to the larger context of espionage andinformation networks during the period.Perhaps because of the format—three shortpapers presented to approximately forty facultyand graduate students seated in a square aroundseminar tables—the hierarchy of the speakerswas dramatically diminished. The result was ananimated question-and-answer period followedby an extended conversation about ways ofreading and representing this play and its oftenopaque protagonists.

WORKS-IN-PROGRESSSERIESThe Works-in-Progress series, inaugurated in 1999,enables humanities scholars at the University ofMaryland to share their latest research on theearly modern period and to benefit from aninformal, interdisciplinary roundtable discussionof their current projects. In the past, speakershave come solely from the campus community;for the 2001–2002 year, however, affiliate andvisiting faculty contributed as well. To facilitateconversation, participating faculty circulate draftsof their work prior to the colloquia.

October 16, 2001

The Oldest Theatre in Spain, the Corral de Comedias atAlmagroFranklin Hildy, Department of Theatre

November 13, 2001

The Political Implications of Early American Humor inthe English ColoniesAlison Olson, Department of History

December 4, 2001

Sex and Repentance in Renaissance VeniceLaura McGough, College of Charleston;Affiliate of the Department of History

February 19, 2002

Foundations for Music in Fifteenth-Century GhentBarbara Haggh-Huglo, School of Music

February 21, 2002

Revising the Past in Eighteenth-Century Britain: JohnHamilton Mortimer and Francis Williams as Case StudiesWilliam Pressly, Department of Art History andArchaeologyVincent Carretta, Department of English

February 26, 2002

Worldly Goods, Envy, and the Rise of CompetitionDennis Romano, Department of History,Syracuse University

March 5, 2002

“The detestable,” “the clumsy,” and “the superlatively odious”:Victorian Writers and the Declining Taste for the BaroqueLeoneé Ormond, King’s College, University ofLondon; Affiliate of the Department of ArtHistory and Archaeology

March 19, 2002

Perceptions and Depictions of Women on the FrenchRenaissance and English Restoration StagesHeidi Castle-Smith, Carrie Cole, and Ben Fisler,Department of Theatre

April 16, 2002

“Diverse Bookes of Diverse Sortes”: A Gentry Family andIts Reading in Early Seventeenth-Century EnglandEric Lindquist, Libraries

RENAISSANCE STUDIESCITATIONThe citation is designed to furnish undergradu-ate students with a solid grounding for contin-uing in Renaissance studies in any humanitiesgraduate program. It offers students a cross-disciplinary concentration of advanced-levelcourses in a number of humanities departments,centered around Renaissance ideas, subjects, and

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themes. Because the Center is a non-instructionalunit within the College, the citation is housed inthe Department of English with Jackson Barryserving as the advisor. The Center enlists thesupport of undergraduate advisors and arts andhumanities faculty, publicizes the citation everysemester, and maintains the citation website. Inaddition, every semester the Center posts a list-ing of medieval, Renaissance, and Baroquecourses offered within the College on theCenter’s website.

MARYLAND DAYApril 27, 2002

The Center viewed Maryland Day 2002 as anopportunity to offer a sampling of its programsto the community. In collaboration with teachersfrom Northwestern High School, Center staffcelebrated the achievements of participants inthe Schools for a New Millennium program atNorthwestern High School, funded by theNational Endowment for the Humanities(NEH). Teachers shared electronic curriculumunits they had developed over the past two yearswith interested members of the community.Center staff also gave children the chance toexperience the arts by making paintings. Overthree hundred children and their parents visited

this booth. Their paintings turned the Arts andHumanities tent on McKeldin Mall into agallery celebrating the Terrapins and the vitalityof the American spirit.

SPECIAL LECTURESThroughout each academic year, the Centerinvites scholars and artists in theBaltimore/Washington, DC, area to lecture anddiscuss their work or to perform at theUniversity of Maryland. Lectures and work-shops are informal events and are open to facultyand students from all University departments. Inorganizing its diverse series of lectures, collo-quia, and other special events, the Center enjoysthe support and co-sponsorship of departmentswithin the College of Arts and Humanities.

September 20, 2001

Opportunities for Interdisciplinary Research with the Indexof Elizabethan VerseSteven W. May, Folger FellowCo-sponsored with the Department of English

October 15, 2001

“Suche newes as on the Quenes hye wayes we have Mett”:The News and Intelligence Networks of Elizabeth Talbot,Countess of Shrewsbury (c. 1527–1608)James Daybell, Research Fellow in History,University of Reading, UKCo-sponsored with the Department of English

February 12, 2002

Atrocity and History: Grey, Spenser, and the Massacre atSmerwickVincent Carey, Folger FellowSponsored by the Department of English

April 11, 2002

Images of Renaissance Art in Victorian Fiction and PoetryLeoneé Ormond, King’s College, University of LondonCo-sponsored with the Department of ArtHistory and Archaeology

CENTER ALLIANCE FORSCHOOL TEACHERS (CAST)

In addition to serving its academic con-stituency on campus, the Center maintainsan ongoing commitment to making educa-tional and cultural resources available to

teachers across the state of Maryland throughthe Center Alliance for School Teachers (CAST).The NEH was an extremely generous patron toCAST for an eight-year period, enabling theprogram to establish a reputation amongMaryland’s secondary school English teachers fordesigning outstanding text-based professionaldevelopment programs offered free of charge.

With the termination of the Endowment’ssupport in 1996, CAST modified its missionand began forging economic and academicalliances with the Maryland State Department ofEducation and with individual counties andschools in Maryland. This new strategy nowallows CAST to deliver enrichment programs forteachers of English, social studies, and the finearts on a cost-sharing basis. Participating coun-ties cover at least half of the program costs forboth planning and implementation. One happyresult of this arrangement has been the expan-sion of CAST programs, not only in terms oftheir content (originally limited to the study of

canonical literature), but also in the range ofacademic disciplines which they cover.

CAST currently provides a broad range ofprofessional development workshops whereteachers can explore texts or discuss academicwriting with University of Maryland scholarsand then develop teaching and assessment mate-rials. Updating scholarship for teachers is amajor focus of these programs, as is the develop-ment of multicultural and interdisciplinary artsand humanities courses, and hands-on trainingto integrate electronic resources into classroomteaching. This year, the emphasis of many CASTworkshops was on broad pedagogical issues suchas rubric-based assessment and classroom per-formance, as well as the specific challenges posedby controversial or difficult texts in a time ofnational crisis.

Scholar to Teacher ProgramsAnne Arundel County PublicSchools

March 12, 2002

Romeo and Juliet from the Inside OutErin E. Kelly, Department of English

OutreachPrograms �

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Baltimore City Public Schools

November 10, 2001

Reading Strategies for Nonfiction and FictionLeigh Ryan, Department of English

November 17, 2001

Confronting Sensitive Issues in Contemporary LiteratureErin E. Kelly, Department of English

January 28, 2002

Demystifying ShakespeareErin E. Kelly, Department of English

January 28, 2002

Getting the Most “Out of” FictionSusan Leonardi, Department of English

Harford County PublicSchools

November 5, 2001

Confronting Sensitive Issues in Contemporary LiteratureErin E. Kelly, Department of English

November 5, 2001

Contemporary Language and the Teaching of EnglishGeorge Oliver, Department of English

November 5, 2001

Using Drama in the English ClassroomBen Fisler, Department of Theatre

Talk about TeachingThis academic year, with the support of aScholarship of Teaching and Learning grant fromthe Center for Teaching Excellence and booksdonated by Bedford/St. Martin’s Press, PerfectionLearning Corporation, and Houghton Mifflin,CAST sponsored an informal discussion groupfor teachers at all academic levels. During thesesessions, held at the Center on the last Thursdayof each month, university and high school faculty,graduate and undergraduate students met to dis-cuss topics taught across several disciplines andteaching levels, and to exchange lesson plans.Most popular were sessions devoted to teachingspecific works, particularly controversial texts, andto the management of challenging classroom situ-ations. Following these meetings, Nancy Traubitz,CAST director, met with participating teachingassistants (Karen Ackerman, Sherri Cook-Woosley, Ben Fisler, Mark Levengood, KoreyRothman, Erin Sadlack, Anita Gilman Sherman,Stacey Stewart) to discuss the ways the sessionsfortified their teaching. CAST maintained a list-serv of colleagues who teach courses in the arts

and humanities at the University, in local commu-nity colleges, and in public and private schools, tohelp facilitate these discussions beyond the regu-larly scheduled meetings.

September 13, 2001

The GreeksLillian E. Doherty, Department of Classics

October 25, 2001

CensorshipPatricia Gafford, Montgomery County PublicSchools

November 29, 2001

ShakespeareJackson Barry, Department of English

February 28, 2002

The Harlem RenaissanceScot Reese, Department of Theatre

March 21, 2002

The Wife of Bath and Her SistersCharles Rutherford, Department of English

April 25, 2002

WritingJeanne Fahnestock, Department of English

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SCHOOL-UNIVERSITYPARTNERSHIPS

Northwestern High SchoolPartnershipThe Center for Renaissance & Baroque Studiesmaintains a partnership with NorthwesternHigh School, initiated in 1996, that continuesto develop programs to meet the specific needsof Northwestern teachers and students. The pri-mary focus of this partnership for 2001–2002was the final phase of the Schools for a NewMillennium collaboration.

Schools for a New Millennium

Made possible by a grant from the NationalEndowment for the Humanities.

The Schools for a New Millennium project, funded bya grant from the NEH, grew out of the partner-ship noted above. The grant supports a school-wide professional enrichment program of sum-mer institutes and academic-year seminars whichintroduces teachers to current scholarship onNative American culture, African-American cul-ture, and the history of immigration to theUnited States. Most importantly, this ambitious

program seeks to revitalize humanities instruc-tion by involving teachers, students, parents,administrators, area businesses, and area culturalinstitutions in this school-wide reform effort,thereby transforming the way the school and itsteachers function.

During the 2001–2002 academic year, follow-ing the second summer institute entitled “TheImmigrant Experience,” and in preparation for thefinal summer’s work on “African-AmericanCultures,” teachers continued their scholarly activ-ities. Gary Gerstle, Department of History, pre-sented information concerning “HispanicPatterns of Immigration” in October, and JoPaoletti, Department of American Studies, led asession entitled “In Small Things Forgotten:Material Culture and the Study of Immigration”in December. In the spring, teachers turned toAfrican-American culture. David C. Driskell,Professor Emeritus, Department of Art, made thetransition between the two content areas inFebruary with a masterful presentation of slidesillustrating links between African culture andAmerican art and architecture. In March, HerbertBrewer, Department of History, gave an overviewof the trends in the historiography of slavery andfeatured some of the audio recordings from theWorks Progress Administration’s archive of oralhistories made with survivors of slavery during

the 1930s. In April and May, teachers met to dis-cuss the texts assigned for the summer institute.

Teachers used these meetings during theschool year to build their technology skills andto refine their materials for the project’s ever-expanding website, “In Pursuit of the AmericanDream” (http://www.inform.umd.edu/nehnw).“Jubilee,” the first component of this web site,developed during the planning phase of thegrant in 1998 and honed in 1999, focuses onAfrican-American life during the Reconstructionperiod. The second segment, “Many NationsUnder the Sun,” drafted during the first summerinstitute in 2000, explores issues related toNative American culture. “Kaleidoscope,” theportion designed during “The ImmigrantExperience” institute, includes immigrant storiesand histories for use in the high school class-room as well as an archive of students’ ownimmigrant stories. The project as a wholeencourages the school community to develop itsown kaleidoscope of narratives of the bordercrossings people make during their lives.

Teachers have, at the same time, continued therelated projects of evaluating these teachingresources and sharing them. They used the elec-tronic materials developed for “In Pursuit of theAmerican Dream” in their classrooms anddescribed their projects to parents, students, col-

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leagues, and community members on their schoolbulletin boards, at their school’s “GrandOpening” ceremonies in October, at the NationalCouncil of Teachers of English national confer-ence in November, at Maryland Day in April,and to Trinity College humanities faculty in May.The Steering Committee (Elzora Bellamy, LindaCunningham, Pat Eckel, Flo Hendershot, JackKlein, Ann Snowling, and Mamie Stewart),Center staff, and Annie Moyer, the liaison in theschool, met throughout the year to assessprogress and set goals for the project.

The group capped this three-year collabora-tion with a summer institute. From June 24through June 28, 2002, thirty-one humanitiesteachers and several University of Marylandhumanities faculty and staff met daily to studyAfrican-American history and culture. Leadscholar, Ira Berlin, Department of History, pre-sented a comprehensive review of the history ofthe first two hundred years of slavery in NorthAmerica, framed within the wider context of thehistory of the sugar trade and European colonialexpansion. His lecture was based upon his studyMany Thousands Gone: The First Two Centuries ofSlavery in North America. Berlin also led a discus-sion about the pedagogy of slavery. He ground-ed this conversation on narratives recorded astext and audio tapes in Remembering Slavery: African

Americans Talk about Their Personal Experiences ofSlavery and Freedom and considered the many chal-lenges of using memory-based narratives in thestudy of history.

Other University of Maryland faculty mem-bers contributed to the conversation as well.Carla Peterson, Department of English, pairedCharles Chesnutt’s The Marrow of Tradition (1901)and Frederick Douglass’ The Heroic Slave (1853),allowing each text to illuminate the other as sheconsidered their larger generic, literary, and his-torical contexts. Adrienne Childs, Department ofArt History, provided an introduction toAfrican-American art and surveyed representa-tions of slavery in art from the early sixteenthcentury to the present. The themes, artists, andmusical conventions of blues music were pre-sented by Barry Pearson, Department of English,and, at the end of a very full week, Scot Reese,Department of Theatre, energized the group byasking the teachers to share their particular con-cerns for their classrooms. Reese then connectedtheir questions to an extensive survey of African-American film, actors, playwrights, comedians,and theater traditions.

Teachers spent their afternoons synthesizingthe information they gleaned from these discus-sions with projects they were creating for boththe traditional and electronic classroom. They

were assisted in these endeavors by JanelBrennan-Tillmann, Lenita Williamson, andCatherine Hays Zabriskie, who led workshops indigital audio, video, and image editing to helpteachers sharpen specific technological skills.

In a closing session at the end of the one-week institute, teachers presented their electronicmodules to one another and commented uponeach other’s work. They will continue to polishand test these projects with the help ofNorthwestern students over the course of thecoming school year. The teachers’ goal is to havethe modules ready for publication on the projectwebsite in time for a presentation and celebra-tion at Maryland Day in April 2003, which willmark the official end of the project.

Wheaton High School PartnershipCarmen Roman, Department of Spanish andPortuguese, introduced Principal George Arlottoand Vice Principal Chris Garran to the Centerstaff, thereby beginning a partnership withadministrators and teachers at Wheaton HighSchool. During the week of July 15 through 19,faculty and staff used the facilities of St. Mary’sHall to hold professional development sessionsand a staff retreat. The Center is currentlyexploring a number of possible programs that

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would be mutually beneficial to both the Centerand Wheaton High School.

From Page to StageMade possible with support from the Henry &Ruth Blaustein Rosenberg Foundation, Inc., andthe Travelers Foundation (now CitigroupFoundation).

From Page to Stage, a popular after-school programthat allows academically unmotivated highschool students to explore theater arts with aTheatre professor, has been offered numeroustimes in many of the Center’s partnershipschools over the last decade. The most recentversion of the program took place at Forest ParkHigh School in Baltimore’s inner city duringFebruary and March 2002. Twenty students,grades nine through twelve, from the school’sFutures program, participated in a series of fiveafter-school workshops. Students in the Futuresprogram enter high school already identified asunlikely to graduate, and many read well belowgrade level. However, in a first-time introductionto and immersion in the world of drama, theydevoured the plot, characterization, and vocabu-lary of Shakespeare’s A Midsummer Night’s Dream.Led by Drew Kahl, a faculty member in theDepartment of Theatre at the Community

College of Baltimore County, students readaloud scenes from the play, and learned themeanings of difficult words while untangling thesense of the poetry. Students shared the directo-rial role, blocking scenes according to the play’sdialogue and the relationships they perceivedbetween their characters. Theater games, aimed athoning listening and speaking skills, were occa-sions for contagious excitement as each studentclamored for a turn to take center stage. ForestPark teacher Helen DeVinney encouraged stu-dents to appreciate the unique relationship thatexists between performer and audience. The stu-dents exhibited a newfound understanding andrespect for theater as well as a curiosity aboutcollege life when they spent a day on campusattending a performance at the Clarice SmithPerforming Arts Center. For most of the group,this was a first experience with live theater, aswell as a first visit to a university campus. Thestudents concluded the program with their ownversion of A Midsummer Night’s Dream, anddemonstrated improved reading skills and pleas-ure in poetry and performance.

FINE ARTS INSTITUTE

Crossing Borders/BreakingBoundaries: The Arts of AncientGreeceMade possible by a grant from the MarylandState Department of Education.

As part of the University’s overall commitmentto educational outreach, the Center forRenaissance & Baroque Studies, in collaborationwith the Maryland State Department ofEducation, developed the second in a series ofarts-based summer institutes for secondary-school educators. Crossing Borders/BreakingBoundaries: The Arts of Ancient Greece (July 8–15,2002) was a program that fused performanceand scholarship with content-based education inseveral arts disciplines.

This year, the institute planning committee,comprised of Center staff, previous institute par-ticipants, and institute faculty, elected to enrollteachers of non-arts disciplines who were never-theless interested in using the arts in their class-rooms to enhance student learning and toincrease the connections that students makebetween their academic subjects of study. The

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Arts of Ancient Greece program attracted 24 teach-ers in 12 disciplines, including biology, dance,English, Greek, Latin, music, physics, socialstudies, technology, theater, visual arts, andworld studies.

The program included lectures from universi-ty scholars, performance classes with area artists,and opportunities to create interdisciplinary les-son plans. Arts advocate and keynote speaker,Carol Benson of the Maryland HumanitiesCouncil, celebrated the rich material legacy ofancient Greece—a legacy participants witnessedfirst-hand when they visited the newly renovatedWalters Art Gallery in Baltimore for a guidedtour of their Greek art collection. Lectures byLillian E. Doherty on classical Greek theater andwomen in Greek art, and by Greg Staley onOvid’s myths of the artist, inspired intense dis-cussion throughout the week. The teachers werealso energized by performance master classes inwhich they studied and resurrected ancientGreek dance, learned techniques for constructingand using theatrical masks, and practiced epicstorytelling skills. They were assisted by suchdistinguished artists as Isabelle Anderson of TheShakespeare Theatre, Jayme Klinger Host ofLock Haven University and the Carver Centerfor the Arts, Priscilla Mooradian of the KennedyCenter, and Peter Wylie of Olney Theatre

Center. Teachers were also introduced to a wealthof freeware teaching resources when JanelBrennan-Tillmann and Maria Saldaña providedtwo methodology classes on teaching the artswith technology.

Participants created interdisciplinary lessonplans based on the information from these ses-sions, assisted by facilitator Nan Collins, a visualart teacher and resource teacher in the humani-ties at Centennial High School in HowardCounty. Study of a single topic area helped cre-ate a sense of unity for a diverse group of edu-cators as they worked across the boundaries andmethodologies that typically divide academic dis-ciplines.

Follow-up to the eight-day summer programincludes two return visits to the University ofMaryland for a lecture on Greek architecture andcontinued work on an electronic archive ofteachers’ interdisciplinary lesson plans that willultimately be housed with the lessons created byalumnae of the 2000 arts institute(http://www.inform.umd.edu/finearts). Thesecampus visits give participants a forum for shar-ing their adventures in interdisciplinary curricu-lum development and implementation.

An active sponsor of interdisciplinarysymposia in the arts and humanities,the Center extends its support of out-standing scholarly achievement by

publishing its symposia proceedings as thematicvolumes of collected essays. The success of thepublication series stems from the Center’s ongo-ing collaboration with the University ofDelaware Press in conjunction with AssociatedUniversity Presses.

VOLUMES IN PRINT

Culture and Change: Attending to Early Modern Women

Proceedings volume of the 2000 symposium,edited by Margaret Mikesell and Adele Seeff.Newark: University of Delaware Press; Londonand Toronto: Associated University Presses,forthcoming.

Crossing Boundaries: Attending to Early Modern Women

Proceedings volume of the 1997 symposium, edit-ed by Jane Donawerth and Adele Seeff. Newark:University of Delaware Press; London andToronto: Associated University Presses, 2000.

The Public and Private in Dutch Culture of the Golden Age

Edited by Arthur K. Wheelock, Jr. and AdeleSeeff. Newark: University of Delaware Press;

London and Toronto: Associated UniversityPresses, 2000.

Attending to Early Modern Women

Proceedings volume of the 1994 symposium,edited by Susan D. Amussen and Adele Seeff.Newark: University of Delaware Press; Londonand Toronto: Associated University Presses, 1998.

In Iberia and Beyond: Hispanic Jews between Cultures

Edited by Bernard Dov Cooperman. Newark:University of Delaware Press; London andToronto: Associated University Presses, 1998.

Attending to Women in Early Modern England

Proceedings volume of the 1990 symposium,edited by Betty S. Travitsky and Adele Seeff.Newark: University of Delaware Press; Londonand Toronto: Associated University Presses,1994.

The Picaresque: A Symposium on the Rogue’s Tale

Edited by Carmen Benito-Vessels and MichaelZappala. Newark: University of Delaware Press;London and Toronto: Associated UniversityPresses, 1994.

Action and Reaction: Proceedings of a Symposium toCommemorate the Tercentenary of Newton’s Principia

Edited by Paul Theerman and Adele Seeff.

�PublicationSeries �

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Newark: University of Delaware Press; Londonand Toronto: Associated University Presses,1993.

Settlements in the Americas: Cross-Cultural Perspectives

Edited by Ralph Bennett. Newark: University ofDelaware Press; London and Toronto: AssociatedUniversity Presses, 1993.

The French Academy: Classicism and Its Antagonists

Edited by June Hargrove. Newark: University ofDelaware Press; London and Toronto: AssociatedUniversity Presses, 1990.

Urban Life in the Renaissance

Edited by Susan Zimmerman and Ronald F. E.Weissman. Newark: University of DelawarePress; London and Toronto: AssociatedUniversity Presses, 1989.

Print and Culture in the Renaissance: Essays on theAdvent of Printing in Europe

Edited by Gerald P. Tyson and Sylvia S.Wagonheim. Newark: University of DelawarePress; London and Toronto: AssociatedUniversity Presses, 1986.

The individuals listed below participat-ed in one or more Center programsduring the 2001–2002 academic year.

AMERICAN STUDIES: Jo Paoletti, Schools for aNew Millennium

ART: David C. Driskell (Professor Emeritus),Schools for a New Millennium

ART HISTORY AND ARCHAEOLOGY:Adrienne Childs, Schools for a New Millennium;Margaret Morse, student representative to theFaculty Advisory Board; William Pressly, Works-in-Progress

CLASSICS: Lillian E. Doherty, Talk about Teaching,Crossing Borders/Breaking Boundaries; Greg Staley,Crossing Borders/Breaking Boundaries

COLLEGE OF ARTS AND HUMANITIES:Janel Brennan-Tillmann, Crossing Borders/BreakingBoundaries, Schools for a New Millennium; LenitaWilliamson, Schools for a New Millenium; CatherineHays Zabriskie, Schools for a New Millennium

ENGLISH: Jackson Barry, Renaissance StudiesCitation, Talk about Teaching; Vincent Carretta,Works-in-Progress; Sherri Cook-Woosley, Talk aboutTeaching; Jane Donawerth, Attending to Early ModernWomen planning committee, The Duchess of Malfi;

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Cross-CampusCollaboration �

Jeanne Fahnestock, Talk about Teaching; CatherineField, student representative to the FacultyAdvisory Board; Erin E. Kelly, CAST; TheodoreLeinwand, The Duchess of Malfi; Susan Leonardi,CAST; George Oliver, CAST; Barry Pearson,Schools for a New Millennium; Carla Peterson, Schoolsfor a New Millennium; Charles Rutherford, Talkabout Teaching; Leigh Ryan, CAST; Erin Sadlack,Talk about Teaching; Anita Gilman Sherman, Talkabout Teaching; William Sherman, The Duchess ofMalfi

FRENCH AND ITALIAN: Virginie Cassidy,student representative to the Faculty AdvisoryBoard

HISTORY: Karen Ackerman, Talk about Teaching;Ira Berlin, Schools for a New Millennium; HerbertBrewer, Schools for a New Millennium; Gary Gerstle,Schools for a New Millennium; Mark Levengood, Talkabout Teaching; Alison Olson, Works-in-Progress

LIBRARIES: Otis Chadley, Schools for a NewMillennium; Eric Lindquist, Works-in-Progress

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OutsideFunding �

MUSIC: Barbara Haggh-Huglo, Works-in-Progress

SPANISH AND PORTUGUESE: CarmenRoman, Wheaton High School Partnership

THEATRE: Heidi Castle-Smith, Works-in-Progress; Carrie Cole, Works-in-Progress; Ben Fisler,CAST, Works-in-Progress, Talk about Teaching; AnneGulledge, Shakespeare in Performance; Franklin HildyThe Duchess of Malfi, Shakespeare in Performance, Works-in-Progress; Michael Jerome Johnson, Shakespeare inPerformance; Scot Reese, Schools for a New Millennium,Talk about Teaching; Korey Rothman, Talk aboutTeaching; Stacey Stewart, Talk about Teaching

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The Center has always relied on exter-nal funding for its public programs—whether for scholarly academic audi-ences or for the school community

of teachers and students. In recent years, suchfunding has become even more imperative butincreasingly difficult to obtain because of fiercecompetition among non-profit arts and human-ities organizations seeking financial backing.Nevertheless, the Center has maintained itsmomentum by shaping exciting programsaround available funds and creating coalitions offunders. Thanks in large part to the generoussupport of the following donors, the Center isgratified to have provided vital programs forhundreds of participants this year.

The Center for Renaissance & Baroque Studies received supportfrom the following donors:

Bedford/St. Martin’s Press

The Clarice Smith Performing Arts Center at Maryland

The College of Arts and Humanities

The Friends of Attending to Early Modern Women

The Henry & Ruth Blaustein Rosenberg Foundation, Inc.

The Gladys Krieble Delmas Foundation

Houghton Mifflin

The Maryland State Department of Education

The National Endowment for the Humanities

Perfection Learning Corporation

Pizza Hut

Travelers Foundation (now Citigroup Foundation)

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The Center gratefully acknowledges support

from its many patrons �

FuturePrograms �D

uring the coming year, the Centerwill continue the Works-in-Progressseries and the Talk about Teaching dis-cussion group. Special programs

include two Shakespeare in Performance workshops,one on October 26, 2002, with Maynard Mack,Jr. as the keynote speaker, and the second onFebruary 8, 2003, centered on Carey Upton’sproduction of Romeo and Juliet at the ClariceSmith Performing Arts Center at Maryland. TheShakespeare Theatre’s production of Ben Jonson’sThe Silent Woman will provide the occasion inFebruary for a panel on teaching and editingJonson’s works. The Crossing Borders/BreakingBoundaries summer institute series will enjoy itsthird incarnation with a program on The Arts ofthe Renaissance (July 14–21). Co-sponsored by theCenter and the Maryland State Department ofEducation, the institute will help Maryland’s sec-ondary school educators to blend into their cur-ricula Renaissance dance, music, theater, andvisual arts.

The Center is also expanding its programs toserve a wider constituency. One such program is asummer Shakespeare Camp for middle school stu-dents, tentatively scheduled for July 21 throughAugust 1, 2003, in cooperation with theDepartment of Theatre and the Maryland-National Capital Park and Planning Commission.

The fifth Attending to Early Modern Women sym-posium is scheduled for November 6 through 8,2003. The conference planning committee hasselected the plenary speakers and workshops andwill continue the work of program planning thisyear; details will be posted at the conference web-site, www.inform.umd.edu/atw5/. The plenary top-ics foreground the political and social frame-works within which early modern women con-structed their sense of identity, an emphasis thatis reflected in the conference title, Structures andSubjectivities. For 2003, plenary topics are:Geographies and Polities; Degree, Priority, andPlace; The Built Environment; and Pedagogies.The Center anticipates that the upcoming con-ference will, as it has in years past, draw an inter-national audience of early modern scholars to theUniversity of Maryland to share their rich andpioneering research with one another. One indi-cation of the importance of this symposiumseries to the scholarly community is the generoussupport provided during the Friends of Attending

to Early Modern Women campaign, begun this yearunder the direction of Adele Seeff, with assis-tance from the planning committee.

The Center’s work is collaborative. Facultyand graduate students in the College of Artsand Humanities contribute ideas and time toCenter programs. A number of agencies—theNational Endowment for the Humanities, theMaryland State Department of Education,school districts across the state, and otherresearch and cultural institutions in theBaltimore-Washington area—enrich and sup-port the Center’s work. These partnerships andexchanges are always fruitful, and the Centerwelcomes further scholarly collaborations.