Hello and welcome students to the first of your Macaulay seminars-the Arts In NYC (wooh)! In this semester, we are going to explore a variety of art, hosted by our very own, New York City. But what is art, you might ask? Well, by the end of this class, I hope that you will all be educated and exposed to the various art genres, and you will be able to answer that question for yourself. I do trust that you will not all arrive at the same answer to the question because that’s the thing about art-it is so broad and interactive. There is always something for someone and that is the true beauty of it. Inspired by the people themselves, it is no doubt that art takes so many different forms of expression. One key lesson I wish to instill to you, is that mindset that while you might prefer a particular art form, it is vital that we respect the opinions and preferences of others. For the purposes of this seminar, the general approach is one that will allow you to construe what specifically is “NYC art.” We will do this by visiting a large range of typical art, and not-so-typical, or unconventional art. These include a Broadway musical, an Opera, several museum trips, a dance performance, a musical concert, a visit to landmark NYC neighborhoods and recreational sites. And you will come to see that like the city, its people and essentially everything it is, the art of this metropolis adheres to the analogy of the melting pot, overflowing with diversity. So stay tuned class, you’re going to be pleasantly surprised that this will actually be a “fun” and educating class.
Event 1:
What: “Historical Performance: L’Art de toucher le clavecin”
When: February 8 at 7:30 PM
Where: Paul Hall, The Juilliard School, 155 W. 65th St., New York, NY 10023
Cost per Student: $10
The first event that we will indulge in is a musical performance by the Juilliard School’s Historical Performance of graduate students, playing period instruments. This spectacle is based off of the original book by Couperin’s “L’Art de toucher le clavecin,” which outlines how to play the harpsichord. Such an exposure to “classical music” is a necessary component to this class and I want to emphasize the efficacy of such “old” art. Couperin is a founding father of classical instrumentations and his compositions and writings have survived since the 1700s1. There is a dual consequence of this and this is a crucial field of discussion to propel students into.While his work has been prized and passed down for centuries, it is very similar to the original and so, while we attend this event, we will grasp a solid understanding of what art was in that ancient period. At that time, such classical renditions were all that existed and it is from this, that a good deal of modern art is influenced. By witnessing such a performance, I hope that students will be able to look meticulously and use their outside knowledge to compare and contrast that style to modern art influences that they know of. How has this European art style influenced other regional art expressions and how does this reflect to the bigger picture of European dominance over local cultures around the world? Why were/are some forms of music deemed superior/”proper” when compared to others? Does New York’s music reflect a confirmation to this separation or a bridge?
Readings Before Event:
Synopsis of Juilliard’s Historical Performance and Upcoming Events
The Influence of Olden Music on All Modern Genres
Event 2:
What: “Diamond Mountains:Travel and Nostalgia in Korean Art” Exhibit
When: Independent visit before class on February 14
Where: Metropolitan Museum of Art
Cost Per Student: Free to CUNY students
The second event of this class is an independent visit to the MET Museum to see the “Diamond Mountains:Travel and Nostalgia in Korean Art” Exhibit. Students must go on their own time to The Met Fifth Avenue, Arts of Korea Gallery, Gallery 233, to look, take pictures and notes, if preferred. According to the exhibit’s webpage, one of the most important facts about this exhibit is that it features an exquisite, original 18th-century album, depicting native scenes of Korea2. An interesting fact to add to this is that such an artistic approach was not typical at the time, as most traditional artists employed conventional themes in their artwork. Such an exhibit should prompt students to think of why it is so important that such art be represented. Do you think that such approaches were welcomed by cultures that supposedly the “pioneers” of art? What are possible symbolisms of the Diamond Mountains, and how does this exhibit add to the “NYC art” spectrum?
2. https://www.metmuseum.org/exhibitions/listings/2018/diamond-mountains
Readings Before Event:
Event 3:
What: “Come From Away” on Broadway
When: February 20 at 7 PM
Where: Gerald Schoenfeld Theater
Cost per Student: $45
“Come From Away” is a Best Musical winner all across North America and our third stop on this journey. According to the show’s website, it tells the true tale of some 7000 passengers who were stranded on Newfoundland, on 9/11, a day of great sadness and chaos. These strangers encountered the residents of the island and as the musical’s website wonderfully summed it up, “cultures clashed and nerves ran high, but uneasiness turned into trust, music soared into the night, and gratitude grew into enduring friendships.” This is an event that I want everyone to witness because it encompasses some crucial themes. It addresses the humanity that is within and among us all, and shows the despite our differences, we must live in harmony. Such a point is especially relevant in today’s increasingly tense conflicts among Americans and and without a doubt, this is a guideline for students to take away. How can art have such a profound effect on evoking such a core lesson? With such a reminder, students should begin to think about how we, as a society, can better achieve this state of unity. Why or has NYC excelled in this acceptance and tolerance, thus far?
Readings Before Event:
Supplemental Information About the Musical
Read any one of the reviews of the musical, found on this hyperlink
Event 4:
What: “Flamenco Festival”
When: March 2 at 8PM
Where: New York City Center
Cost per Student: $17.50
“Flamenco Festival” is a vibrant, jovial performance that presents the titled dance-the flamenco. At this fourth event, students will see Spain’s finest flamenco dancers and musicians bring a flare and exuberant thrill to the stage, as they defy traditional dance positions and take a wholly immersive approach. This experience will also include a backstage pass, as well as a meet-and-greet with the actors/singers of the piece. Students must each prepare a short question for the dancers and musicians and will have to opportunity to ask their questions. The performers will also speak about their professional journeys and most importantly, give more insight about the Spanish culture, especially in relation to dance. I thought this would be a great event because it will be a delight to experience (not just see, because there is a bigger spirit and atmosphere that this performance affords). “Flamenco Festival” will also serve as an educating medium. Before class, students will have read about a classical dance, ballet, and its music, in addition to viewing a classical ballet performance. But as we will see, flamenco is much, much different from traditional, European dance. This will be a point for discussion of comparing and contrasting and assuming why these dances divert in style, but still share some characteristics. How has this Spanish flare and richness effused its way into NYC culture?
Readings/Video Before Performance:
Event 5:
What: General Exploration of Studio Museum
When: March 14, during class
Where: Studio Museum
Cost per Student: Free to CUNY students
Studio Museum is a culturally essential art museum because unlike other NYC artistic museums, this one embraces and glorifies the art creations from African American artists.3 It is our fifth event, adding onto the theme of different cultures and peoples all coming together in our home, NYC. In itself, this museum features an array of exceptional artwork from local and international black artists, whose artworks were most likely refused to be featured by a big name museum. Such a museum is extremely unique, even in a city as varied as New York. Its mission is both necessary and applaudable. This visit will be valuable to students and a good source of discussions. I hope for the class to take away the most important fact-that New York City art is so remarkably distinct and so acclaimed and admired, for the fact that there is something for everyone, with its plethora of diversity. Though many of the elite museums might not feature much minority artworks, smaller institutions exist for combatting this very trend. As a class, students begin to critically scrutinize why elites institutions even neglect diversity, in the first place. Power and race are the obvious factors, but students should be able to use supporting evidence to support their claims. Furthermore, is NYC is doing enough to manifest inclusivity?
3. https://www.studiomuseum.org/about
Readings Before Visit:
Read Chapter 1 of Richard Dyer’s “White Privilege”
Event 6:
What: “Popular Traditions” Collection
When: April 4, during class
Where: El Museo Del Barrio
Cost per Student: Free to CUNY students
The sixth event of our Arts In NYC seminar takes us to El Museo Del Barrio, located in Harlem, New York. We will be observing the “Popular Traditions” exhibit and it should do just that-inform us about new cultural customs and conventions. El Museo also has a crucial artistic mission, which is to preserve and present the artwork of Latin American and Caribbean artists.4 As a natural result, the permanent exhibition focuses on illuminating elements of Caribbean and Latin American folk art. This will be an interesting experience because most of us, for the first time, will be learning more devotedly about these two cultures. We will learn about people through art-perhaps through simple carved or stone objects that they used, or masterful paintings that depict an event. Caribbean and Latin American are two substantial building blocks to New York’s demographic makeup, and students will hopefully begin to recognize the value that exists in learning more, not only about these cultures, but about all cultures in general. Education breeds tolerance, and this is necessary to a harmonious, progressive society.
4. http://www.elmuseo.org/about/
Readings Before Visit:
Overview of Caribbean and Latin American Art
Event 7:
What: “Così fan tutte” Opera
When: April 10, at 7:30 PM
Where: The Metropolitan Opera House
Cost per Student: Covered by Macaulay
Compliments of Macaulay, our seventh event is viewing an opera, at the famed Metropolitan Opera House. According to the MetOpera’s synopsis, “Così fan tutte” was based off of a piece from Mozart (a prolific composer of the Classical era). Unlike most operas, while it is performed in Italian, the opera itself is actually inspired by 1950s NYC, with the setting being the iconic NYC hallmark location, Coney Island. I thought that this specific one would be an excellent addition to our line up because it too, portrays the sea of cultures. “American” in itself, is its own culture. And more specifically, the New York culture has a solid presence. The way New Yorkers talk and act, the places they go, the things they do, the food they eat; it all constructs the NYC culture. This artistic approach highlights this idea and is complimented by vividly realistic stage props and costumes. While realizing this, I also hope that out of this experience, students will also gain a greater appreciation for all forms of arts. The most important quality I would hope to achieve is for students to enter the performance with open-minds, and in the end, respect not only their opinions about the piece, but also the opinions of the other attendees of the event.
Readings Before Event:
A Theatergoer’s Guide to Attending the Metropolitan Opera
Event 8:
What: Exploration of Little Italy or Manhattan’s Chinatown
When: Independent visit, before class on April 18
Where: Little Italy or Manhattan’s Chinatown
Cost per Student: Free
For your eighth event, I thought it would be quite interesting to give you a choice. Students are to choose whether they would like to explore either New York’s Little Italy or Manhattan’s Chinatown, visit the chosen location, and spend at least two hours walking around and taking pictures. First and foremost, I chose this approach because I know that NYC neighborhoods can tell us and show us so much about the people that live there. The restaurants around, the local stores and boutiques, the delis and laundromats, apartment buildings/tenements and the businesses, etc, are so rich in information about who the people are that use and live in them, and what they are like. Especially with little (yet by no means, insufficient) replica neighborhoods such as Little Italy and Chinatown, it is, in many ways, like taking a trip to the native country and experiencing its culture, due to how remarkably accurate so many aspects of life have translated so similarly into a new place. I went with these two because the Italian and Chinese people and their culture are immensely present forces in the NYC aura. When the class assembles, students should share their experiences and pictures, with the aim to compare and contrast the two cultures. The photography aspect of this assignment is very important because often times, we find that pictures actually do tell a thousand words. Not to mention, photography is also a form of art, in essence.
Readings Before Visit:
Place and Space of Little Italy
NYCgo’s Review to Manhattan’s Chinatown
History of Manhattan’s Chinatown
Event 9: 
What: Cherry Blossoms
When: Independent visit, before class on May 2
Where: Brooklyn Botanical Gardens
Cost per Student: Free
By May 2nd, we will begin wrapping up the semester. By this time, students should have visited our final event of the semester. It is to the Brooklyn Botanical Gardens during the period where the cherry trees blossom. Two pictures are required for this activity. The blossoming typically occurs during April, so students should be conscious of this timing, so as to not miss it. I chose to incorporate this into our seminar because again, this spectacle is more than just a beautiful experience. The cherry blossoms are given massive attention in America, with a whole festival devoted to it in Washington, D.C..5Not only are the beautiful, bright and gentle pink Japanese flowers embraced, but so is the Japanese culture, as a whole. There is a lengthy number of events and festivities that both Americans and Japanese come together to celebrate. The purpose of this is to show students that this is exactly what NYC art is about. It is so big and so different, yet it is the same. It is traditional, yet unconventional too. The plethora of art forms in the city teaches its audience to love and uplift each other and the culture and traditions that they bring, even when division exists.
5. http://www.nationalcherryblossomfestival.org/2018-signature-event-dates/
Readings Before Visiting:
Brooklyn Botanical Gardens-Cherry Blossoms Website
Read any two of the blogs found on this hyperlink
Total Cost Per Student: $72.50
Nice focus on inclusivity in this sequence of events, Shaline. I appreciate how you focused both on local and global artistic traditions and how these interact or are on display in New York City. The questions you pose for the class to consider are really vital ones as well–great job with those.