Grants

Funded Projects
Lecturers' Professional Development Fund (LPDF)
Project Title Overview of the Project
Electro-Acoustic Percussion Composition, Recording, and Performance Project
Jeremy Edwards
Music, Theatre & Dance

$2000.00

I am requesting funding in support of a 12 month electro-acoustic music composition, performance and recording project. The acquisition of the Sensory Percussions System, a new technology for integrating electronics and percussion instruments through the use of sensors, would allow me to develop new skills in the area of composition, sound design, interactive systems design and explore new aesthetic territory as a musician. I plan to use the funds to purchase a set of Sensory Percussion drum sensors, special silent drum heads for use with the sensors, and to fund the production of an electro-acoustic percussion CD of new original works. The project will be divided into five phases: technological and aesthetic research, composition and interactive system programming and design, practice/rehearsal and system iteration, recording and post-production work, and a public artist talk and live performance of the developed works. At the end of the project I intend to make the hardware purchased through the grant available to the Performing Arts Technology (PAT) department for use in relevant performance courses and for students to use in their own original work. Both of the 200 level courses that I teach in PAT contain projects in live performance with electronics and PAT 432, a course in studio production, focuses on advanced techniques in recording, mixing, and mastering. The experience and knowledge gained through this project will directly inform the teaching in my current courses and has the potential to open up new opportunities to expand my role within the department.
Learning From Adaptive Reuse Architecture in Detroit
De Peter Yi
Architecture and Urban Planning

$2000.00

I am applying for funding to support my research and teaching on adaptive reuse architecture. Specifically, the funding will go towards hiring and mentoring a student researcher, as well as producing an exhibition of the research output at the 555 Arts Gallery in Detroit in spring 2020. Adaptive reuse architecture touches on many key issues facing the built environment today, including urban identity, equitable development, and sustainable material use. These issues have a magnified presence in Detroit, where there is currently a large number of pre-existing building stock waiting to be renovated and repurposed. Over many trips to Detroit, I engaged with a diverse range of organizations working on adaptive reuse projects throughout the city, including a non-profit arts group that is currently renovating a former tobacco warehouse in Poletown. My research spans the site’s history of industrial use, neglect, and resurgence, tracing the private and public initiatives that have shaped Detroit’s urban fabric. My goal is to bridge between topics that are prevalent in architecture academia with community stakeholders working on adaptive reuse projects that could make use of this knowledge. The exhibition of my research in the form of drawings, maps, and models at 555 Arts Gallery will further communicate this shared knowledge to not only the university community but also a larger audience in Detroit. Ultimately, this work will continue to support my expertise and teaching in adaptive reuse architecture and provide my students with the opportunity to engage real world challenges in their own studies.
Safe Passage- Camino Seguro - Guatemala City Garbage Dump Community Education Program Volunteer

$2000.00

Safe Passage- Camino Seguro - Guatemala City Garbage Dump Community Education Program Volunteer.

Safe Passage/Camino Seguro is a non-profit in Guatemala which helps children and families, living in the community surrounding the Guatemala City garbage dump, break out of poverty in a dignified and permanent way through education. Safe Passage offers educational programming and psychosocial emotional support services to 550 students, ages 4-high school. (https://www.safepassage.org/)

My primary goal at Safe Passage is to prepare a future Global Intercultural Experience for Undergraduates in 2021. Given that I will be responsible for a group of UM students, I want to ensure students’ safety, establish what work students will be doing, figure out the cost of living, possible cultural events and excursions, etc. I will work directly with the Volunteer Coordinator to put together a proposal for this GIEU.

From June 1-19, 2020, I will serve as a volunteer. I will collaborate with teachers and assist in the classrooms, providing support and training for both students and teachers. I will:
- Serve as a teacher for students and adult literacy/Creamos students
- Assist and mentor our lead teachers in middle school and high school programs
- Create and implement creative classroom lessons, working to promote the development of critical thinking skills
- Carryout other classroom duties as assigned

As I am a non-native speaker Spanish Lecturer, immersion in the language and culture is essential to my professional development. I will bring both my linguistic and cultural advancements directly back to the classroom.
Marking Modern Movement: Dance and Gender in the Visual Imagery of the Weimar Republic
Susan Funkenstein
Art & Design

$2000.00

I am seeking funding to assist in the costs of the subvention and indexer for my book, which is under contract and scheduled for publication by the University of Michigan Press in Summer 2020.
This book project explores how the engagement across art, dance, and visual culture in Weimar Germany (1918-1933) resulted in depictions that often challenged long-held models of objectifying the female body. Artists, dancers, and magazine editors came to know each other’s work well, and in the process, strict binaries of self and other dissipated. Explorations of gender across numerous art movements, dance styles, and mass-distributed magazines illuminated complex relationships through parallel experiences of making, identification coupled with desire, and shared aesthetic, cultural, and social concerns. Together, art, dance, and mass culture addressed assumed gendered roles in ways that disrupted and questioned historical structures of power and meaning yet also acknowledged skepticism of true change.
This history of women’s accomplishments through dance provides insight into a visual reception history of women’s self-expressions at a moment of political and social visibility. The book also illuminates how the conditions of modernity and political liberalism in Germany’s Weimar Republic made interdisciplinarity possible. Furthermore, the project reveals how interdisciplinarity thrived a hundred years ago but that such intersections were written out of the record. Marking Modern Movement converses with scholarship that questions media, gendered, and racialized parameters of modernism; demonstrates dance history and visual culture’s relevance for art history; and models how our current collaborative ways paralleled those a century ago.
Team Wristband
Elizabeth Goodenough
LSA - Residential College

$2000.00

I seek funding to support graduate student and/or work study assistance to develop and promote Team Wristband. This adaptation of a Michigan Quarterly Review novelette dramatizes power, politics, dehumanization, and abuse. Directly after four March 2020 performances at Keene Theater, a panel of experts across the fields of Public Health, Theater, Social Work, Psychiatry, and Creative Writing will open a conversation with audience members to encourage dialogue and to survey campus and community resources. Post-production research offers an interdisciplinary opportunity to move mental health out of the shadows and into the light of accessibility.
Students (undergraduate and graduate) will play a vital role in launching this adaptation- -from pre and post-production research, design, and theatrical participation, to videography and reflection on shared experiences. This project’s synthesis of fiction, theater, and public health--informed by medical research, mental health professionals, and individuals impacted by the devastation of mental illness and its treatments--could generate new ways to frame and interpret critical issues.
Funding would contribute to the costs of creating a community-building event with the larger goal of enabling it to reach a wider audience beyond University of Michigan, such as the Big Ten Theatre Exchange. Producing this event enables me to build important relationships with researchers, advocates, and writers whose lives and work inform my teaching and scholarship: RCHUMS Children Under Fire 337-001, Narratives of Sustainability ENVIRON 337 (Fall 2019), Growing Up Near the Great Lakes RCIDIV 351 (Winter 2019) each focus on representing trauma in children and young adults.
Theatre Improvisation for Teaching

$2000.00

From July 29th to August 2nd 2020 the school Academia Iria Flavia, specialized in pedagogical courses for teachers of Spanish as a foreign language, is offering a Theatre Improvisation. I am particularly interested in this course because the objectives of the class will help support my role as coordinator of Spanish 280 -Conversation through Spanish/ Latin American Film-. These objectives, as per Iria Flavia’s website, include improving oral expression, listening comprehension and fluency. Spanish 280 aims to help students achieve those same goals.

In the last couple of years, I have been working on standardizing language instruction with the support of a Gilbert Whitaker Grant for the Improvement of Teaching. In this project I have been unable to address the need for clear oral delivery (clear pronunciation and appropriate intonation) in a hands-on dynamic way. My main goal in taking this course is to learn about theatrical technique to explore the possibility of adapting their method to our conversation course and potentially create materials for all sections to use.
Advanced Course in Professional Practice in Architecture
Irene Hwang
Architecture and Urban Planning

$2000.00

With the rise of the internet, social media, and streaming content, the presence of architectural thinking and making is now far more accessible and available than ever, in history. The overall level of visual, design literacy has risen with the interest in—and consumption of—architectural ideas and concepts at massive levels. Yet, as the prevalence of tv shows (HGTV), print media (Dwell), and digital media (Design Home game app) dedicated to the design and construction of built space have exploded in popularity, the population of new students coming to architectural education has not exhibited a similar boom. What this means to me, is that even as greater and greater numbers of people are able to participate in architectural design, it’s unclear if the general public is able to benefit from a more robust understanding of architectural concepts and techniques; they seem to be only enjoying a small sliver of what architecture is.

To better understand and counteract this truncated understanding of the discipline, as well as provide updated and advanced content for the existing professional practice curriculum, I hope to use LPDF funding to develop some insights into how we might counteract the continued status of architecture and architectural education as elite and outside of daily life.

Following the advancement of research, the principal activity supported by LPDF funding will be to develop the syllabus and content for an advanced course in professional practice that would ask students to devise new models of architectural practice and theorize new professional pathways in winter 2021. For this majority phase, I will apply LPDF funding to support the hire of two graduate students, one per semester, who will work to consolidate research and assist with the development of course topics, structure, and format.
Visualizing Women's Work
Melanie Manos
Art & Design

$1768.00

Visualizing Women’s Work is a research based multi-media public art project highlighting the radical gender-bias of historic visual markers in public settings. Funding will support the training in and development of augmented reality content, code and in-the-field AR trials. The goal of Visualizing Women’s Work is to make evident the legions of women whose labor (paid and unpaid) is most often invisible and absent from historical record. Further, Visualizing Women’s Work questions the representation of heroism as defined by pedestal-style monuments, which perpetuate authoritarian/patriarchal/hierarchical value structures and preference select individuals - most often white men. Training in AR would greatly increase my skill set in digital media toward a goal of teaching AR at Stamps, as well as integrating into my existing course pedagogy. I teach Studio 4D (time-based media), Making Images with Photoshop and Illustrator, and the engagement course Detroit Connections: In the Classroom. I see great opportunities for student-developed projects utilizing AR, including community-based projects with 4th graders at Bennett Elementary School, Detroit, with whom my Detroit Connections class partners.
Attendance at the 2019 International Literacy Association (ILA) Conference

$2000.00

I am seeking $2000 in financial support for attending the 2019 International Literacy Association (ILA) conference. The funds would cover the costs of admission to the conference, roundtrip airfare, and four nights in a hotel room. Being able to attend this conference will support my work with students and colleagues in the School of Education because there have been many changes in the field of literacy instruction in the last half-decade that are impacting what we consider "best practices." Participating in this conference could help me in numerous ways. I could better speak to interns about what they are seeing and hearing in schools, support them as we co-plan and debrief after their lessons, and alert them to changes we can anticipate them encountering as they move into the profession and cutting edge research begins connecting with school practice; I could ensure I am teaching the most current theory and practice, both at the elementary school level and at the teacher education level; I could better work with colleagues because I will be “on the same page” with tenured faculty who get to regularly attend this conference. I am confident that my proposal fits the grant’s spirit—“to acknowledge the many contributions of Lecturers and to provide them with access to funds beyond those ordinarily available”—because I am notably active in the Teacher Education program, but the school does not have funding for the professional development of lecturers.