Symphonic Literature | Academics performed

I signed my contract for 20 hours of work in the lab and in CORE. It came with a condition that I am enrolled 9 graduate hours. And so I thought I had only one class left to take–design of systematic studies. The rest could be direct research, and so I went on a hunt for a class that is both interesting and online or offered in AM (I promised Eddie this will be the last semester of him rushing across two counties home so I could be at school by 5).

First, I skimmed painting and drawing offerings–no luck. This would have been perfect! Then I considered a course from Adult Ed. This would have been a sensible choice, yes. But it just sounded like another class. Then I found Symphonic Literature course and sent an email to Jenni right away to see if my committee will approve. She said do it.

The next day I sent an email to the Music professor, Dr. Robison and we had a couple of back and forths about the content of the course and whether I have what it takes to get a good grade. There were a couple of thoughts of a philosophical nature tangled up with the logistics, and when we arrived at the conclusion that this class is a good fit for what I am trying to do, he agreed to issue me a permit.

Overjoyed, I sent an email to Jenni and Janet, and Janet replied the same evening (and copied Dr. Robison even though I sent my little report just to Jenni and her) with and encouragement and a little praise for me. Dr. Robison did not expect that because he felt the urge to reply and to acknowledge how well-supported I am.

The next morning Janet sent us another email. She addressed him “John” even though she never met him, and invited him (and me) to speak at her ABR class this fall. I felt like I was listening on a conversation between my dad and my teacher–when we moved when I was in first grade, my dad went to my new school with me to convince the teacher to let me join her class. Her class was full, and she gave my dad a hard time complaining how she already has so many students, but took me in in the end. I was standing there in the hallway, sweat dripping down my back (it was already late October, radiators were on), wondering what my fate will be. From my lower-to-the-ground perspective (I was short even for my age), the grown-ups were big and important and equals. I felt important too since my dad was advocating for me.

This memory reminded me of this conversation between Janet and Dr. Robison, and me. None of the negatives, but rather, the feeling of being important enough to be the topic of a conversation. The trust in Janet and her support. The moment of standing at a threshold, the feeling of potential–then it was almost a physical sensation, now it is thoughtful acknowledgement.

What really moved me to record this here, is the assumption in Janet’s invitation to her ABR class: Janet, an academic, reached out to Dr. Robison, another academic, ASSUMING he would be interested in joining his scholarship with ours. Unless, of course, Janet read up on him and knew exactly who she was inviting. It could be a little bit of both. Janet is very opportunistic in every best sense of the word–this is what makes her so amazing to watch at work! So it is possible she simply grabbed the bull by its horns. In this case her assumptions make a really interesting case study for analysis. If she did read Dr. Robison’s CV, then her email certainly takes on a different, not any less interesting angle of how interdisciplinary is performed, for example.

For now, I will stash this and add it to the many other notes of this sort on performing the academic.