(no subject)
David Kelly just wrote me the greatest evaluation ever. I did so well this past semester. I'll post my evaluations at the bottom of this entry (if anyone's actually interested in how Hampshire works...)
so, i went to san diego. it was my first trip i ever took anywhere (further than amherst) by myself. and i felt all grown up and mature and responsible. everything (as far as traveling goes) went absolutely perfectly and smoothly.
i touched the pacific ocean for the first time! which was really cool. the night i got there, we decided we should go swimming in the ocean. so we took off all our clothes (except underwear) and just went swimming on this public beach. i also went to a hookah bar three times, went to pacific beach (kind of like hampton beach), la jolla (this cute harvard square type place, except with a beach), downtown san diego, and some other places. the best part of the trip was simply being with two of my really good friends from hampshire: kendell and nelly. most of our nights were just spent at someone's house, hanging out and talking and missing hampshire together. oh! and we baked macaroons. they were delicious.
on the plane ride back, i sat next to this six-year-old who asked me for my number. he was really cute. he drew me two pictures, so i made him a bracelet. after the layover, we flew past rhode island and there was this thunder/lightning storm going on. it was SO cool. we flew right next to it and i could watch the entire storm. there was even one point when the clouds cleared and i could see way over the horizon where the sun was setting. it was amazing.
after that trip, i feel like i can travel anywhere. well, not anywhere...but it definately got me thinking about places i want to go to.
now that i'm back, camp prospect has started up. i'm with a group of 5 seven-year-old boys. they can be quite frustrating (have a hard time listening). but i'm kind of glad to be working and on a schedule again. not to mention getting a paycheck.
alright, evaluations...
The English Bible
Alan Hodder
Kristin made a good personal investment in this course, participated actively in all of its activities, and turned in three solid essays. She also attended class regularly and turned in all of her written work on time. From the start of the semester, Kristin also contributed effectively to our twice-weekly class discussions, in spite of the large size and volubility of this particular class. Her comments often reflected her own religious background but situated themselves constructively within the larger discussion. The most memorable instance of this was her substantive presentation towards the end of the semester on Luke's gospel. Collaborating with two of her classmates, she focused her attention on chapters 17-24, which she summarized in some detail. She then concluded her part of this presentation with two over-arching questions about the portrayal of Jesus in this gospel, which effectively opened up the discussion more widely.
Kristin's written work for the class was similarly effective. She is a good clear writer, even at this relatively early point in her education, and her essays are admirably free of expository flaws. For the first of her two short essays, she juxtaposed the creation accounts of Genesis 1 and 2, detailing contrasts she discovered there with respect to issues of style, theology, gender, and human action. Her assertions were invariably clear, and she grounded them effectively in well chosen biblical citations. Her second essay provided a critical appraisal of the significance and cogency of the "Book of Job" as a theodicy, or justification of human suffering. Although Kristin did not always adhere as closely as she might have to the text in drawing the lessons she did, her analysis overall reflected a thoughtful reading of the text. For her final project, Kristin returned to "Job, " this time in order to compare the view of suffering presented there with that presented by the apostle Paul in his letter to the Romans. Although this essay at times inclined to excessive or inaccurate generalization, as for example when she conflated the concepts of sin and suffering in her discussion of Paul, it was nevertheless carefully researched, soundly conceived, well developed, and clearly formulated overall. It supplied abundant evidence of Kristin's insight as a student of religion and her considerable commitment to this course.
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Jazz Ensemble Seminar I
Thomas Randall
Kristen worked very hard to develop her ensemble skills in this class. As a pianist, the study of chord theory and harmonic progressions were especially important for her development and she focused very intently on improving her understanding of (and ability to use) these areas. Her written work (three compositions) clearly demonstrate her growing confidence with jazz idioms, and their overall musicality (along with her excellent penmanship) made these compositions among the strongest I received from this class. Kristin's participation in class was always focused and positive; I never hesitated to put Kristen on the spot, as she always made her best effort and was able to clearly demonstrate whatever concept was being explored. She kept up with the pace of the class very well, and was always eager to get past the limitations of her previous musical training.
-----------
Matters of Form/Poetry and the Body
Thomas Jones
Kristin was a terrific student: always present, always involved in class discussions on a wide range of subjects, her work always well-done/on-time. Prior to this course, her writing experience included a lit class on poetry and song lyrics. Unlike many students who come to poetry from songwriting, Kristin did not perceive poems as songs written down; she exhibited from the first a sense of the poem as a page-bound thing-pursuing experimentation with the various poem-forms this course focused on. And, content wise, pursuing them in the body-context this course is built around. She commented that by relating poems to everyday movement and bodily characteristics, she's come to understand both the flow and the backbone of poetry. How form helps to heighten a poem's content or meaning, this is probably the most important advance Kristin made with her poetry this semester. And really, I think she hit her stride toward the end of the semester, leaving me to hope she continues to develop her skills. Try more radical experimentation ("re-seeing" the poem) in revisions-even if they only end up confirming your original instincts.
------------
Puzzles and Paradoxes
David Kelly
Kristin Iodice did a very nice job with this course. Her puzzle-of-the-week submissions were varied, nicely observed, and well written. She became more aware of how she and others tackled puzzles, she noted an increase in her problem-solving skills, and she developed an interest in and appreciation for the creation and construction of puzzles.
Though she claims not to be a math person, Kristin tackled the more mathematical assignments and the worksheets she submitted amply demonstrated her ability to learn and to use mathematics.
Kristin's final project combines the seemingly impossible braiding of a single strip of leather (with a pair of slits) with a disengagement puzzles. It is a thoroughly convincing piece of work. In an accompanying short paper, Kristin provides a bit of an historical context for knot puzzles and clear diagrams for the construction of the braid.
Kristin has every right to be pleased with her work in this course.
so, i went to san diego. it was my first trip i ever took anywhere (further than amherst) by myself. and i felt all grown up and mature and responsible. everything (as far as traveling goes) went absolutely perfectly and smoothly.
i touched the pacific ocean for the first time! which was really cool. the night i got there, we decided we should go swimming in the ocean. so we took off all our clothes (except underwear) and just went swimming on this public beach. i also went to a hookah bar three times, went to pacific beach (kind of like hampton beach), la jolla (this cute harvard square type place, except with a beach), downtown san diego, and some other places. the best part of the trip was simply being with two of my really good friends from hampshire: kendell and nelly. most of our nights were just spent at someone's house, hanging out and talking and missing hampshire together. oh! and we baked macaroons. they were delicious.
on the plane ride back, i sat next to this six-year-old who asked me for my number. he was really cute. he drew me two pictures, so i made him a bracelet. after the layover, we flew past rhode island and there was this thunder/lightning storm going on. it was SO cool. we flew right next to it and i could watch the entire storm. there was even one point when the clouds cleared and i could see way over the horizon where the sun was setting. it was amazing.
after that trip, i feel like i can travel anywhere. well, not anywhere...but it definately got me thinking about places i want to go to.
now that i'm back, camp prospect has started up. i'm with a group of 5 seven-year-old boys. they can be quite frustrating (have a hard time listening). but i'm kind of glad to be working and on a schedule again. not to mention getting a paycheck.
alright, evaluations...
The English Bible
Alan Hodder
Kristin made a good personal investment in this course, participated actively in all of its activities, and turned in three solid essays. She also attended class regularly and turned in all of her written work on time. From the start of the semester, Kristin also contributed effectively to our twice-weekly class discussions, in spite of the large size and volubility of this particular class. Her comments often reflected her own religious background but situated themselves constructively within the larger discussion. The most memorable instance of this was her substantive presentation towards the end of the semester on Luke's gospel. Collaborating with two of her classmates, she focused her attention on chapters 17-24, which she summarized in some detail. She then concluded her part of this presentation with two over-arching questions about the portrayal of Jesus in this gospel, which effectively opened up the discussion more widely.
Kristin's written work for the class was similarly effective. She is a good clear writer, even at this relatively early point in her education, and her essays are admirably free of expository flaws. For the first of her two short essays, she juxtaposed the creation accounts of Genesis 1 and 2, detailing contrasts she discovered there with respect to issues of style, theology, gender, and human action. Her assertions were invariably clear, and she grounded them effectively in well chosen biblical citations. Her second essay provided a critical appraisal of the significance and cogency of the "Book of Job" as a theodicy, or justification of human suffering. Although Kristin did not always adhere as closely as she might have to the text in drawing the lessons she did, her analysis overall reflected a thoughtful reading of the text. For her final project, Kristin returned to "Job, " this time in order to compare the view of suffering presented there with that presented by the apostle Paul in his letter to the Romans. Although this essay at times inclined to excessive or inaccurate generalization, as for example when she conflated the concepts of sin and suffering in her discussion of Paul, it was nevertheless carefully researched, soundly conceived, well developed, and clearly formulated overall. It supplied abundant evidence of Kristin's insight as a student of religion and her considerable commitment to this course.
----------
Jazz Ensemble Seminar I
Thomas Randall
Kristen worked very hard to develop her ensemble skills in this class. As a pianist, the study of chord theory and harmonic progressions were especially important for her development and she focused very intently on improving her understanding of (and ability to use) these areas. Her written work (three compositions) clearly demonstrate her growing confidence with jazz idioms, and their overall musicality (along with her excellent penmanship) made these compositions among the strongest I received from this class. Kristin's participation in class was always focused and positive; I never hesitated to put Kristen on the spot, as she always made her best effort and was able to clearly demonstrate whatever concept was being explored. She kept up with the pace of the class very well, and was always eager to get past the limitations of her previous musical training.
-----------
Matters of Form/Poetry and the Body
Thomas Jones
Kristin was a terrific student: always present, always involved in class discussions on a wide range of subjects, her work always well-done/on-time. Prior to this course, her writing experience included a lit class on poetry and song lyrics. Unlike many students who come to poetry from songwriting, Kristin did not perceive poems as songs written down; she exhibited from the first a sense of the poem as a page-bound thing-pursuing experimentation with the various poem-forms this course focused on. And, content wise, pursuing them in the body-context this course is built around. She commented that by relating poems to everyday movement and bodily characteristics, she's come to understand both the flow and the backbone of poetry. How form helps to heighten a poem's content or meaning, this is probably the most important advance Kristin made with her poetry this semester. And really, I think she hit her stride toward the end of the semester, leaving me to hope she continues to develop her skills. Try more radical experimentation ("re-seeing" the poem) in revisions-even if they only end up confirming your original instincts.
------------
Puzzles and Paradoxes
David Kelly
Kristin Iodice did a very nice job with this course. Her puzzle-of-the-week submissions were varied, nicely observed, and well written. She became more aware of how she and others tackled puzzles, she noted an increase in her problem-solving skills, and she developed an interest in and appreciation for the creation and construction of puzzles.
Though she claims not to be a math person, Kristin tackled the more mathematical assignments and the worksheets she submitted amply demonstrated her ability to learn and to use mathematics.
Kristin's final project combines the seemingly impossible braiding of a single strip of leather (with a pair of slits) with a disengagement puzzles. It is a thoroughly convincing piece of work. In an accompanying short paper, Kristin provides a bit of an historical context for knot puzzles and clear diagrams for the construction of the braid.
Kristin has every right to be pleased with her work in this course.