Center for Renaissance& Baroque Studies

Annual Report 2003-2004

universit y of maryl and, c ollege park

www.crbs.umd.edu

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Administration �CENTER STAFF

Founding 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: Patricia Buchanan

Graduate Assistants: Allyson Fetterhoff, MegPearson, Erin Sadlack

Webmaster: Chris Hale

EXTERNAL ADVISORY BOARD

Susan 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 (Emeritus)

Jay L. Halio, University of Delaware (Emeritus)

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 BOARD

Carmen Benito-Vessels, Department of Spanish andPortuguese

Marvin Breslow, Department of History (Emeritus)

Hervé Campangne, Department of French and Italian

Anthony Colantuono, Department of Art History andArchaeology

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

Giuseppe Falvo, Department of French and Italian

Judith P. Hallett, Department of Classics; Affiliate inTheatre

Franklin Hildy, Department of Theatre

Jacqueline Letzter, Department of French and Italian

Yelena Luckert, Arts & Humanities Team Manager,McKeldin Library

William Pressly, Department of Art History andArchaeology

Hernán Sánchez M. de Pinillos, Department ofSpanish and Portuguese

Richard Wexler, School of Music

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www.crbs.umd.edu

Mission 1University of Maryland Campus Programs 2

Symposia 3Attending to Early Modern Women: Structures and Subjectivities 3

Mini Symposium 6Shakespeare’s Comedies: Texts and Contexts 6

Works-in-Progress Series 7Table Readings Series 8Renaissance Revels 8Renaissance Studies Citation 9Maryland Day 9Special Lectures 9

Outreach Programs 10Center Alliance for School Teachers (CAST) 10Teaching East & West: Establishing Historical Context Through a Comparison of Tokugawa

Japan and Elizabethan England 11Shakespeare Monologue Contest 12Scholar to Teacher Programs 13Talk about Teaching 13School-University Partnerships 14

Northwestern High School Partnership 14Schools for a New Millennium 14

Fine Arts Institute 14Crossing Borders/Breaking Boundaries: The Impact of Islamic Culture on the Arts of the Renaissance 14

Shakespeare Camp 16Publication Series 16Cross-Campus Collaboration 17Outside Funding 18Future Programs 20

Contents �

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The Center for Renaissance & BaroqueStudies was established in the spring of1981 to consolidate existing strengths in

early modern studies at the University ofMaryland. Since then, the Center has built onthese strengths to create interdisciplinary pro-grams of international reputation and to pro-mote teaching and research in the Renaissanceand Baroque periods at the University by offer-ing programs for both an academic and a publicaudience in all disciplines of the arts andhumanities.

The Center has garnered expertise in areas out-side the Renaissance and Baroque time frameimplied by its title by offering professional devel-opment programs in the liberal arts for publicschool teachers. New state and national curricularimperatives have led the Center to develop pro-grams on topics ranging from ancient Western lit-eratures to contemporary politics. Inspired by therapid evolution of digital media, the Center hasincluded a technology component in many recentprograms and has concentrated increasingly onpedagogical issues raised by the incorporation ofcomputers into the classroom. Although such pro-grams may appear to be outside the scope ofRenaissance and Baroque studies, they follow inthe European Renaissance traditions of explo-ration and inquiry, relating older traditions ofknowledge 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 & Humanities; (2) tofoster cross-departmental collaboration in theCollege; (3) to be an international presence inRenaissance and Baroque studies through sym-posia and published proceedings volumes; (4) toencourage creative applications of new technolo-gies for research, teaching, and publishing projectsin the humanities; (5) to promote ties with otherarea research and cultural institutions, therebyincreasing the visibility of the College and thecampus; and (6) to establish and maintain part-nerships with secondary and middle school facultyin Maryland schools as part of the campus’s pub-lic service commitment to the state.

The Center for Renaissance & BaroqueStudies offers a wide variety of interdisciplinaryprograms designed to meet the needs of manydifferent constituencies, both on campus and inthe surrounding community. Campus programs,such as symposia, colloquia, and interdisciplinarycourses, serve the University’s faculty, graduatestudents, and undergraduates, as well as an inter-national scholarly audience. All Center programsare subject to careful review by program partici-pants, Center staff, and advisory boards.

Mission �

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In 2003–2004, the Center’s programs blos-somed after the careful cultivation given tothem in previous years. The Center’s signa-

ture symposium, Attending to Early Modern Women:Structures and Subjectivities served as the sweet bou-quet at the center of the academic year andbrought a national and international group ofover three hundred scholars to campus fromNovember 6 through 8. The fifth in a series, thisthree-day symposium allowed scholars at all lev-els to share both their research about the livesand works of sixteenth- and seventeenth-centurywomen and their methods for bringing thisresearch to their students and to the wider publicthrough performances, museum exhibitions, andelectronic resources. Other Center programsincluded a series of Table Readings, designed byMichael Olmert to bring seldom performed textsto the undergraduates in his classes and to thecampus community more generally; a successionof Renaissance Revels (organized by a group ofenergetic graduate students), which convened fac-ulty, graduates, and undergraduates to read aloudplays and poems of interest to the group; andthe Works-in-Progress sequence of monthly meet-ings during which faculty and advanced graduatestudents discussed their current research projects.In addition, the Center collaborated with theDepartments of French & Italian and ArtHistory and Archaeology to organize a special

lecture on Dante, helped to administer theRenaissance Studies Citation, and provided pro-grams at Maryland Day like the mini-drama fes-tival, “Shakespeare and Friends,” and an ArtsWorkshop for children.

The Center also sought to strengthen tiesbetween the campus and the community; theCenter Alliance for School Teachers (CAST)sponsored a number of programs designed toaddress the research and pedagogical needs ofhumanities high school teachers and their stu-dents in the state of Maryland. Three programsheld in the spring were especially central to thiseffort. A one-day conference, Shakespeare’s Comedies:Texts and Contexts, was developed in response to anarea theater season replete with Renaissancecomedies. Held February 28, 2004, and spon-sored by the Maryland Humanities Council withfunds from the National Endowment for theHumanities, this conference was the fourth in theShakespeare in Performance series. Over one hundredfaculty members and students from theUniversity and from area high schools and mid-dle schools gathered to listen to lectures, partici-pate in discussion sessions, perform in actingworkshops, and learn staging techniques fromtheater practitioners. Also in February, CAST,along with the English-Speaking Union and theWashington Episcopal Day School, organized

University ofMaryland CampusPrograms �

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the inaugural Shakespeare Monologue Contestfor area middle school students. Talk aboutTeaching, a monthly discussion series, offeredopportunities for university faculty, graduateteaching assistants, community college profes-sors, and teachers from area high schools toshare their approaches to a range of themes,texts, and classroom challenges such as censor-ship and abridged texts. The year concluded witha summer institute for fine arts and humanitiespublic school teachers entitled CrossingBorders/Breaking Boundaries: The Impact of IslamicCulture on the Arts of the Renaissance and aShakespeare Camp for students aged eleven tofourteen.

SYMPOSIA

Attending to Early ModernWomen: Structures andSubjectivitiesUniversity of Maryland, College ParkNovember 6–8, 2003

Made possible by Ashgate Publishers; BarnardCollege; the College of Arts & Humanities atthe University of Maryland; College of StatenIsland, CUNY; Georgetown University,

Department of History; The Gladys KriebleDelmas Foundation; Pepsi-Cola, Inc., Fund forCampus Enhancement; University of Maryland,Office of Undergraduate Studies, MarylandInstitute for Technology in the Humanities,Departments of Art History and Archaeology,English, History, and Women’s Studies; theSociety for the Study of Early Modern Women;and the many Friends of Attending to EarlyModern Women.

Attending to Early Modern Women: Structures andSubjectivities was the fifth in a series of interdisci-plinary symposia that have made the Universityof Maryland a valued destination for an interna-tional community of distinguished Renaissancewomen’s scholars. Organized in collaborationwith a planning community from the Universityof Maryland and institutions in the East Coastarea, the conference attracted over 300 partici-pants for three days of plenary sessions, work-shops, demonstrations, and performances.Participants approached the conference’s centralthemes — “Geographies and Polities”; “Degree,Priority, and Place”; “The Built Environment”;and “Pedagogies” — from a variety of disci-plines such as Art History, Classics, ComparativeLiteratures, English, French, History, Italian,Music, Religious Studies, Spanish, Theater, andWomen’s Studies.

One of the highlights of this conference wasa strength of every Attending to date — theengaging, energizing conversations between somany scholars from different disciplines and lev-els. It was heartening to see undergraduates seat-ed along the edges of the plenary room, garbedin jeans and sweat shirts, clutching their note-books. It was equally inspirational to hear gradu-ate students, Maryland public school teachers,young professors, and pioneers in the field shar-ing, discussing, arguing, suggesting, correcting,and connecting. Two repeated strands of conver-sation encapsulate these exchanges. First: “Youmean X is here?” (Look of wonder.) “Her workis on my syllabus/exam list/book shelf !”(Followed by excited conversation with X.) And:scholar, seated with friend, both looking overattendance list. “I’ve been at every Attending. Lookat all of these new names and faces! How won-derful!” Shared enterprise, reunion, and discoveryreverberated throughout the proceedings andgave them their central energy.

The keynote presentation, DangerousEnchantments: Music, Magic, and the Perilous Allure ofConvent Singing, was indeed magical because itcombined the pleasure of listening to sacredmusic with a rich historical lecture. CraigMonson explored the relationship between con-vent walls and convent singers, and suggested

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that convent architecture kept the singers sepa-rate, invisible, and disembodied, and thus ren-dered their public act of singing more powerful.

Plenary Presentations

“Making”Geographies and Polities: Representation inHistorical Narrative

Joanne M. Ferraro, History, San Diego StateUniversity

In “Making” Geographies and Polities: Representation inHistorical Narrative, Joanne Ferraro called for a shiftin the scholarly analysis of women’s economicproductivity. Traditional economic historians(Fernand Braudel and others) emphasize globaland urban economic spheres and therefore givepreference to broad sociological patterns at theexpense of individuals. Ferraro advanced insteadthe model available from feminist geographers andMarxist social historians, who have developed abroader understanding of the term “economy” toinclude reproduction and domestic work. Ferrarronoted that such a paradigm shift alters scholarlyunderstanding of the separation of gender inEurope’s new colonial markets.

Renaissance Genderscapes

Adrian W. B. Randolph, Art History,Dartmouth College

In Renaissance Genderscapes, Adrian Randolph readseveral Renaissance paintings not simply as rep-resentative works of art but as texts that pro-duced space and spatial identities. Randolph’sattention to gender allowed him to conclude thatmany female sitters in portraits had agency asperformers and participated in their own display.

Locating Holiness in Early Modern Spain: Convents,Caves, and Houses

Alison Weber, Spanish, University of Virginia

Alison Weber scrutinized the fortunes of a nunand two non-cloistered devout women in earlymodern Spain. Weber proposed that by availingthemselves of such liminal spaces as the con-vent’s threshold, the aisle of a church, and themouth of a cave, women were able to transcendphysical and social barriers. For these womenboundaries between the public and the privatewere permeable. Weber suggested that scholarssubstitute metaphors from cell biology for thespatial public/private metaphor so oftenemployed.

Cosmologies of Female Desires in Early ModernChina: Of Bodies,Work, and Things

Dorothy Ko, History, Barnard College

Instead of seeing the practice of footbinding inearly modern China as an act of patriarchaloppression, Dorothy Ko suggested that the eroti-cization of the practice, the commodification ofshoes and shoe materials, and the descriptions offootbinding in print all combined to alter thecosmology of female desire.

Sapphic Subjects and the Economies of Desire

Susan S. Lanser, English, Women’s Studies, andComparative Literature, Brandeis University

In Sapphic Subjects and the Economies of Desire, SusanLanser posited that sapphic discourse in theearly modern period offered women writers away to articulate desire for both political andsexual agency and led to a change in depictionsof female desire around 1650.

Women before the Law Courts in Islamic andChristian Polities

Margaret R. Hunt, History, Women’s andGender Studies, Amherst College

Margaret Hunt dispelled the myth that womenliving in early modern western Europe had moreautonomy than their Muslim counterparts. She

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compared transcripts from Muslim and Christianwomen’s cases in Ottoman law courts with thosein European law courts and concluded thatMuslim women in the period had far greateraccess to courts of law than European women.

Inhabiting the Great Man’s House: Women and Spaceat Monticello

Elizabeth V. Chew, Art History, Monticello

Elizabeth Chew discussed the varying degrees ofaccess permitted to Thomas Jefferson’s daughterand granddaughters in the physical spaces, par-ticularly the libraries, of Monticello.

Crimson, Feathers, and Pearls: Performing theFeminine in the Early Modern City

Carole Collier Frick, History, Southern IllinoisUniversity at Edwardsville

Carole Frick surveyed representations of youngwomen in Renaissance Florence and concludedthat merchant fathers advertised their daughters’marriageability through their clothing in anattempt to strengthen their own elite positions.

A Womb of One’s Own: Constructing MaternalSpace in Early Modern England

Naomi Miller, English, University of Arizona

Naomi Miller studied depictions of Sycorax in

Shakespeare’s The Tempest to posit the womb as a tex-tual construction and the locus of male anxieties.

The Early Modern Woman and the Twenty-First-Century Museum

Julia Marciari Alexander, Art History, Center forBritish Art, Yale University

In The Early Modern Woman in the Twenty-First-Century Museum, Julia Marciari Alexander suggest-ed a new role for art museums and exploredways in which museum exhibition catalogues canfurther feminist pedagogy.

But Is It Any Good? The Value of Teaching EarlyWomen Writers

Susanne Woods, English, Wheaton College

Susanne Woods tracked shifts in the early mod-ern literary canon that have taken place over thepast twenty years, and, in doing so, plotted theprogress of the acceptance of female writers intothe canon.

Stress Management: Connecting Research andPedagog y in Women’s History

Allyson M. Poska, History, Mary WashingtonCollege

Allyson Poska assessed how women historiansshape pedagogy in the academy and how these

historians are themselves molded by the institu-tions with which they are affiliated.

As with past conferences, the participatoryworkshops were a locus of intellectual energy.These workshops ranged from discussions ofapplications of new technologies in the class-room and research to analyses of manuscriptcompilations of recipes and poetry. Abstracts forthe workshops and for the plenary sessions arearchived on the Center’s website,http://www.crbs.umd.edu/atw5

Four ancillary events enriched the conference.First, to commemorate the four hundredthanniversary of Elizabeth I’s death, organizerscommissioned a production of The Triumphs ofOriana, songs in honor of Elizabeth I. EdwardMaclary, School of Music, directed ChristopherKendall, Linda Mabb, and the University ofMaryland Chamber Singers in an evening ofmadrigal singing and solo voice accompanied bylute music. Carole Levin, History, University ofNebraska–Lincoln, provided an historical intro-duction and an overview of the place of musicat Elizabeth’s court. The performance was lovelyand beautifully framed. One enchanting aspectwas to watch the madrigal singers’ faces as theycued each other with their expressions andpassed musical phrases back and forth. Howpleasurable to listen to their music and imagine a

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group of sixteenth-century singers around atable, similarly enjoying each other as they con-centrated upon making their musical patternsinterlock with precision.

Second, to share recent research methods in arthistory and cultural materialism with a multi-dis-ciplinary audience, the Samuel H. KressFoundation sponsored two speakers, PatriciaAllerston, History, University of Edinburgh, andconsultant for the BBC’s Venice: A Second Hand City?(http://www.open2.net/renaissance2/doing/venice.html),and Evelyn Welch, Art History, University ofSussex, and Director of The Material Renaissance Project(http://www.sussex.ac.uk/Units/arthist/matren/).Allerston and Welch together offered a videopresentation entitled “Possessing Women:Investigating Italian Renaissance MaterialCulture.”

Third, a team of humanities librarians —Marian Burright, Louise Greene, PatriciaHerron, Eric Lindquist, Yelena Luckert, HelenaPedersoli, and Susanna Van Sant at theUniversity of Maryland at College Park andScott Burright at the University of Maryland atBaltimore County — highlighted recent develop-ments in electronic resources. The humanitiesteam developed an extensive database for theseresources in honor of the conference in 2000;they continue to update and maintain this valu-

able asset for scholars, housed at http://www.lib.umd.edu/ETC/LOCAL/emw/emw.php3.

Fourth, the Society for the Study of EarlyModern Women enriched the proceedings withits annual business meeting. Bernadette Andrea,their distinguished speaker, offered a lively paper,“‘Turning Apostata’: Theorizing the Exchange of Womenbetween East and West,” which was followed by theSociety’s meeting and a reception.

Joan Hartman, Adele Seeff (the volume’s co-editors), Erin Sadlack, and Andrew Nelson pre-pared the proceedings manuscript for review bythe University of Delaware Press. The planningcommittee also continued to meet regularly tomap the course for the next symposium in theseries, scheduled for fall 2006.

Attending to Early Modern Women is a collabora-tive venture and the dedication of many peoplemakes it possible. Without the planning commit-tee — Julia Marciari Alexander, Center forBritish Art, Yale University; Susan D. Amussen,Graduate Center, Union Institute; Susan Dinan,Long Island University; Jane Donawerth,Department of English, University of Maryland;Joan Hartman, College of Staten Island, CUNY;Wendy Heller, Princeton University; AmyLeonard, Georgetown University; MargaretMikesell, John Jay College, CUNY; Jacqueline

Marie Musacchio, Vassar College; Anne LakePrescott, Barnard College, Columbia University;and Betty Travitsky, Center for the Study ofWomen and Society, Graduate Center, CUNY— there would be no conference. Financial sup-port is also essential to limit costs to registrantsas much as possible. The Center extends specialthanks to the many Friends of Attending toEarly Modern Women, whose contributions ofmoney and time, small and large, ensured thatthe conference was a celebratory gathering ofcolleagues and who, as a collectivity, energizedthis endeavor beyond measure.

MINI SYMPOSIUM

Shakespeare’s Comedies: Texts andContextsFebruary 28, 2004

Made possible by a grant from the MarylandHumanities Council, through a grant from theNational Endowment for the Humanities, withadditional support from the College of Arts &Humanities, the School of Music, and theDepartment of Theatre at the University ofMaryland.

This day-long workshop, held at the ClariceSmith Performing Arts Center at Maryland, pro-vided historical and social contexts for selectedShakespearean comedies. Through lectures, dis-cussion sessions, acting workshops, and activeparticipation with theater practitioners, this sym-posium offered resources and teaching modelsfor teachers as well as a stimulating learningexperience for faculty, graduate students, stu-dents, and members of the general public.

As keynote, Peter Donaldson, Professor ofHumanities, head of the Literature faculty, andDirector of the Shakespeare Interactive Archiveat the Massachusetts Institute of Technology,presented recent research in, “Walking Shadows:Shakespeare’s Comedies on Film.” His multime-dia presentation centered on the 1999 film pro-duction of A Midsummer Night’s Dream directed byMichael Hoffman. He employed clips from thefilm to demonstrate strategies for reading thisproduction specifically and film more generally.Hoffman set his film in the 1890s, andDonaldson provided a reading of the intertextu-ality between the contemporary operatic musicHoffman used as a background for the film andthe Shakespearean characterizations Hoffmancreated, which often echoed situations and con-siderations of class in Donizetti’s “L’Elisird’Amore,” as well as in compositions by Bellini

and Verdi. Donaldson illustrated how productionchoices in cinematic representations of playsoffer their own gloss on texts.

In her actors’ workshop, “Understanding TextThrough Performance,” Leigh Smiley,Department of Theatre, masterfully directed agroup of eighty-five participants in an explo-ration of comic movement. Led by Smiley,teachers and students explored the connectionbetween thought, creative impulse, body, breath,voice, and language. Her exercises were designedto help actors, singers, teachers and professionalspeakers liberate their speaking voices whilecommunicating a full range of complex thoughtand emotion. She offered participants a varietyof theater classroom exercises that enhance lis-tening, expression, and scene preparation, andignite the imagination.

After a break for lunch, participants selectedtwo of four concurrent workshops. In the firstsession, participants chose between “Elements ofComedy in The Comedy of Errors,” a discussion ledby Kent Cartwright, Professor of English at theUniversity of Maryland, or a session on stagemovement entitled “Creating Comedy andComic Character through Movement,” led byIsabelle Anderson, founding member of theAcademy of Classical Acting. The second set ofworkshops allowed participants to attend either

a lecture entitled “Love at First Sight inShakespeare’s Comedies,” by TheodoreLeinwand, Professor of English at the Universityof Maryland, or a presentation on marriagepractices in patriarchal Padua of the early mod-ern period, entitled “To Wive and to Punish,”led by Sabrina Baron, Department of History,University of Maryland.

The day concluded with an hour-long a capellamusical performance by the University ofMaryland chamber singers, directed by EdwardMaclary, another magical tour de force. The choralgroup sang a sampling of madrigal songs fromthe Elizabethan period, and Maclary placed eachsong within its historical context.

WORKS-IN-PROGRESSSERIESThe Works-in-Progress series, inaugurated in 1999,allows 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. Generally, speakerscome from the faculty of the College of Arts &Humanities, but affiliate and visiting faculty anddoctoral candidates are also welcome. To facili-

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tate conversation, participating speakers oftencirculate abstracts or drafts of their work priorto the colloquia.

October 21, 2003

From Clemency to Amnesty

Andrea Frisch, Department of French andItalian

November 18, 2003

The Cost of Originality

Richard Spear, Department of Art History andArchaeology

February 17, 2004

Dissertations-in Progress

“Indigna usura en los dioses”: Cultura del crédito y eldinero en Sor Juana

[“A usury unworthy to the gods”: On Credit and Moneyin the works of Sor Juana Inés de la Cruz]

Álvaro Enrique, Department of Spanish &Portuguese

Mary the French Queen: Letters, Literature, and Politics inthe Court of Henry VIII

Erin Sadlack, Department of English

Nuns, Anchorites, and the “In Group”: MargaretCavendish and Marriage

Christina Wells, Department of English

March 16, 2004

Get With the Program: Advice, Control, Artistic Freedomand the Mechanics of Iconographic Control in EarlyModern Italy

Anthony Colantuono, Department of ArtHistory and Archaeology

April 26, 2004

Eroticism and Religion in Spanish Golden Age Poetry

Hernán Sánchez Maria de Pinillos, Departmentof Spanish and Portuguese

TABLE READINGS SERIESMichael Olmert, Department of English, direct-ed a dedicated group of undergraduates andrecent alumnae from various departments in theCollege of Arts & Humanities in rehearsed tablereadings. Actors included Ruth Akca (ENGL);Gillian Amrhein (ENGL); Leigh Caudill(THET); Hannah Baker (ENGL); Jason Baker(PHIL); Josh Bowman (ENGL); Valentin Katz(ENGL); Jennifer Rimmer (THET); GinnySampson (ENGL); Katharine Snow-Milon(ENGL, THET); Marion Stimson (ENGL).Olmert selected underperformed seventeenth-and eighteenth-century plays together with con-temporary plays that illuminate the earlier peri-

ods. The performances were always entertainingand the students’ voices cast new light on thesedramatic texts.

September 24, 2003

The Roman Actor, by Philip Massinger (1604)

October 22, 2003

A Laughing Matter, by April de Angelis (2002)

February 4, 2004

Eastward Ho!, by Ben Jonson (ca. 1605)

February 25, 2004

Invention of Love, by Tom Stoppard (1997)

RENAISSANCE REVELSAdele Seeff, Meg Pearson, and Brandi Adamseach organized sessions for this informal (andoften hilarious) series of readings around theCenter conference table.

September 25, 2003

The Devil’s Charter (ca. 1607), by Barnabe Barnes

Organized by Brandi Adams, Department ofEnglish

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March 11, 2004

The Spanish Tragedy (ca. 1587), by Thomas Kyd

Organized by Meg Pearson, Department ofEnglish

April 22, 2004

Troilus and Criseyde, by Geoffrey Chaucer

Organized by Adele Seeff

April 29, 2004

The Shoemaker’s Holiday (ca. 1600), by ThomasDekker

Organized by Meg Pearson, Department ofEnglish

May 13, 2004

Troilus and Criseyde, by Geoffrey Chaucer

Organized by Adele Seeff

RENAISSANCE STUDIESCITATIONDesigned to furnish undergraduate students witha solid foundation for continuing in Renaissancestudies in any humanities graduate program, thecitation offers students a cross-disciplinary con-centration of advanced-level humanities courses

centered around Renaissance ideas, subjects, andthemes. Jackson Barry, Department of English,serves as the citation advisor. For its part, theCenter enlists the support of both undergradu-ate advisors and arts and humanities faculty,publicizes the citation every semester, and main-tains the citation website. Furthermore, everysemester the Center’s website includes an updat-ed list of medieval, Renaissance, and Baroquecourses offered within the College. This year,four students earned the citation.

MARYLAND DAYApril 24, 2004

The Center viewed Maryland Day 2004 as anopportunity to offer a preview of its summerprograms to the community. To highlight thesummer institute for Fine Arts teachers, Centerstaff provided painting materials so that thoseparticipants who wished could turn the Arts &Humanities tent on McKeldin Mall into a mini-gallery. To publicize the upcoming summerShakespeare Camp, students from area middleschools and high schools delighted audiences asthey presented selections from performancesthey had perfected at their own schools. Thismini-drama festival on the steps of Francis ScottKey featured Rockville High School’s Reduced

Shakespeare Company, directed by NancyTaubman, performing The Complete History ofAmerica (Abridged); Takoma Park Middle School’sShakespeare Club, directed by Arlene Barte-Lowe, staging Romeo and Juliet–Punks vs. Preps;Thomas Pullen Creative and Performing ArtsMiddle School’s Theater Troupe, directed by JeffPeck, adapting The Winter’s Tale; and the HornetsTheater Troupe from Great Mills High School,directed by Pamela LeFave, with the CollegePark premiere of Margaret Cavendish’s TheConvent of Pleasure.

SPECIAL LECTURESThroughout each academic year, the Center joinswith departments to host scholars and artists inthe Baltimore/Washington, D.C. area at theUniversity. These lectures and workshops areopen to faculty and students from all Universitydepartments.

Art, Music, and Poetry in Dante’s Paradiso

Giuseppe Mazzotta, Italian Language andLiterature, Yale University

Co-Sponsored with the School of Languages,Literatures, and Cultures and the Department ofArt History and Archaeology

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OutreachPrograms �

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Center Alliance for School Teachers(CAST)

In addition to serving its academic con-stituency on campus, the Center is commit-ted to making a variety of educational and

cultural resources available to teachers across thestate of Maryland. Until April 2004, the Centerhonored this commitment through the in-houseCenter Alliance for School Teachers (CAST).Originally established by a grant from theNational Endowment for the Humanities, andre-funded twice by the Endowment, CASTquickly established a reputation amongMaryland’s secondary school teachers for offer-ing outstanding text-based professional develop-ment programs free of charge.

With the termination of the Endowment’ssupport in 1996, CAST modified its missionand forged economic and academic allianceswith the Maryland State Department ofEducation and with individual counties andschools in Maryland. This strategy permittedCAST to deliver professional development pro-grams in the liberal arts for teachers of English,social studies, and the fine arts on a cost-sharingbasis with school districts. Participating countiescovered at least half of the program costs forboth planning and implementation. Direct

administrative costs were funded by the Dean ofthe College of Arts & Humanities. One happyresult of this arrangement was the expansion ofCAST programs, not only in terms of their con-tent (originally limited to the study of canonicalliterature), but also in the range of academic dis-ciplines which they cover.

For a number of years, CAST continued toprovide a broad selection of professional devel-opment programs which attended primarily toupdating scholarship for teachers, providingmuch needed assistance in teaching writing, andoffering materials for an expanded non-Westerncurriculum.

However, in April 2004 the University ofMaryland was faced with a severe recession, andthe campus, together with all state agencies, hadto return funds to the Governor. Each Collegeon campus instituted budget cuts and CAST, asa unit supervised by the Center for Renaissance& Baroque Studies, was one of the casualties theCenter suffered. The Dean withdrew his substan-tial support. The Center’s commitment to theteachers of the state remains firm and will behonored through relationships with fundingagencies, most notably the Maryland StateDepartment of Education and other funderssuch as the Japan Foundation.

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Teaching East & West: EstablishingHistorical Context Through aComparison of Tokugawa Japanand Elizabethan EnglandApril 1–3, 2004

Made possible by a grant from the JapanFoundation Center for Global Partnerships.

Co-sponsored by the US National Arboretum,The Textile Museum, and the Freer and SacklerGalleries of the Smithsonian Institution.

A generous grant from the Japan Foundationsupported a three-day conference for AmericanK-12 teachers eager to explore a comparison ofTokugawa Japan and Elizabethan Englandthrough the material culture — textiles, gardens,texts, food, theater, and artworks — of two verydifferent worlds. The Washington area is richlyendowed with museums which can serve asresources for a program of this kind.

Thirty-five area teachers visited the USNational Arboretum, The Textile Museum, andthe Freer and Sackler Galleries of theSmithsonian, where they heard lectures on thebonsai, on textiles, and on gardens.

Scholarly lectures served to frame the confer-ence as a whole. Thomas Rimer, University of

Pittsburgh specialist on Japanese language andliterature, presented the keynote address, whichcompared the cultures of Japan and Englandduring the period 1500–1800. Jane Donawerth,a specialist on early modern women’s writing andrhetoric in the Department of English at theUniversity of Maryland, lectured on “ExploringCulture through Comparative Literary Arts:Poetry and Women’s Roles in Heian and laterJapan and Elizabethan England.”

The teachers also attended workshops. OnThursday evening, under the direction of BenFisler, Department of Theatre, and the Blue SkyPuppet Theatre, participants created their ownintercultural puppet shows at the Clarice SmithPerforming Arts Center. Lary MacDonald,Associate Director of the Mid-Atlantic RegionJapan-in-the-Schools (MARJiS) program at theUniversity of Maryland, offered an explanationof traditional Japanese objects in the classroomand what these objects revealed of Japanese cul-ture. On the final day of the conference, threeconcurrent workshops with an emphasis onclassroom application allowed teachers to workin small groups. Phoebe Avery, Department ofArt History and Archaeology, led a workshopentitled “Exploring Culture through the VisualArts: Landscape Representation in RenaissanceArt.” Debra Kim Sivigny, Department ofTheatre, presented a workshop on clothing

showing teachers not only the differences inclothing, but also how to use Internet resourcesto facilitate such comparisons in the classroom.Lee Viccellio considered textual passages andfilm clips in a cross-cultural comparison betweenShakespearean and Japanese plays. Hamlet wasjuxtaposed with Chushingura, Romeo and Juliet wascompared to Love Suicides at Amijima, and Macbethwas viewed in light of its film adaptation, Throneof Blood.

In addition to these absorbing campus lecturesand workshops, the participants explored some ofthe Washington area’s richest resources — thecity’s museums. During a tour of the Bonsai andPenjing Museums at the US National Arboretum,teachers ventured outside the museum and intothe gardens that were so treasured by the earlymodern English and Japanese peoples, touring theEnglish knot garden’s intricate design and carefullyconstructed collections of vital herbs with JimAdams, National Herb Gardens Curator.Participants learned the aesthetics of bonsai andits cultural influences, and sculpted their ownbonsai tree under the guidance of Jack Sustic,Bonsai Museum Curator. They received classroomresources on creating bonsai and lesson plansrelating to the herb and knot gardens. At TheTextile Museum, on a tour of the exhibits and themuseum’s Learning Center, teachers learned aboutthe cultural implications and impact of textiles.

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They then studied kimonos as both clothing andworks of art. At the Smithsonian Institution’sFreer and Sackler Galleries, participants looked atart from the Tokugawa period and attended a kotoconcert. As an added delight, the teachers werethen taken into a curatorial workshop not usuallyopen to the public to study in depth a screenpainting of a puppet performance based on a leg-end about bonsai trees.

Over the course of the conference, teacherssampled the culinary treats of both cultures. Thefirst evening featured an Elizabethan style ban-quet, with Margaret Anne Coyle, Department ofTheatre, University of Maryland, as dinnerspeaker. She tackled the evening’s menu as aspringboard for a comparison of dining andculinary practices from the Elizabethan andTokugawa periods. Between museum stops onFriday, teachers enjoyed Japanese “fast food,” abento box lunch, prepared by Washington’s TakoGrill. The second evening’s meal, a traditionalJapanese banquet, took place at Japan Inn, arecreation of a Tokugawa inn. The conferenceended with one of the most beautiful examplesof Japanese material culture-the Japanese TeaCeremony. Masako Soyu Miyahara and three ofher colleagues from the Urasenke Foundationguided teachers through the delicate choreogra-phy and rich traditions of the tea ceremony — aspellbinding performance.

This three-day conference served K–12 edu-cators from Prince George’s, Montgomery,Baltimore City, Calvert, Charles, and Frederickcounties in Maryland and the District ofColumbia, as well as two teachers involved inadult education programs in Maryland andDelaware. Participants were drawn from suchfields as world studies, English, art, drama, socialstudies, Japanese language, geography, and ESOLstudies. The program modeled ways for teachersto enrich their instruction by incorporatingresources from other disciplines, and using awider variety of methods to illustrate key con-cepts in their own disciplines. Many area teach-ers had never visited Washington’s museums andthey promised to take their students toWashington’s internationally recognized one-of-a-kind cultural institutions.

Shakespeare Monologue ContestFebruary 12, 2004

Co-sponsored by the Center for Renaissance &Baroque Studies at the University of Maryland,the English-Speaking Union, the WashingtonEpiscopal School, and the Shakespeare Theatre.

On February 12, 2004, the Center inauguratedthe first ever Shakespeare Monologue Contestfor middle school students. The English-Speaking Union has a well-established regional

and national contest for high school students butthere has been nothing analagous for middleschool students. The response was overwhelming;thirty-three public and private schools across theregion participated. Students, their parents, andteachers gathered at the Washington EpiscopalSchool, the host institution. Contestants recitedtwenty lines from a Shakespeare comedy beforean audience of two hundred teachers, familymembers, and cheering friends. Kelly Newman,theater teacher and director at Montgomery BlairHigh School, Lee Viccellio, retired MontgomeryCounty Public School theater and Englishteacher, and John Andrews, Executive Director ofthe English-Speaking Union of the UnitedStates, served as judges. Prizes included two tick-ets for a matinee performance of I Henry IV, pro-vided by The Shakespeare Theater, as well asbooks donated by the English-Speaking Union,Washington Episcopal School, and Politics &Prose. Winners were Christina Day, Rocky RunMiddle School, sponsored by Valerie Karasek;Corinne Ducey, Silver Spring InternationalSchool, sponsored by Keri Phillips and JoannaWolf; Katherine Turner, Thomas Pullen Creativeand Performing Arts School, sponsored by CarolJordan; Anna Weber, Earle B. Wood MiddleSchool, sponsored by Michelle Meyer; and AlekBarkarts, St. Albans School, sponsored by JaneBlemaste. Every student, however, acquitted him-

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self or herself well and the entire event had awonderfully energetic spirit.

Scholar to Teacher Programs,2003–2004

Baltimore City Public Schools

November 14, 2003

Writing for Math Teachers

Leigh Ryan, Department of English

Writing for Science Teachers

Lisa Zimmerelli, Department of English

Howard County Public Schools

August 25, 2004

Promoting Writing Growth: Contemporary Language Issues

Timothy Helwig, Department of English

Talk about TeachingTalk about Teaching engages a broad spectrumof colleagues from educational institutions —schools, community colleges, and the Universityof Maryland — who meet for informal discus-sions about teaching practices and strategies forteaching texts at all levels. The theme for2003–2004 was the challenge of teaching shorttexts. Maryland public school teachers whoattended all six sessions and complied a portfo-lio of instructional materials and reflectionsearned one Maryland State Department ofEducation professional development credit.

September 11, 2003

Non-Fiction

Leigh Ryan, Department of English

October 23, 2003

Censorship

Linda Coleman, Department of English

Hosted by Eleanor Roosevelt High School,Greenbelt, MD

November 20, 2003

Colonial Latin America

Ralph Bauer, Department of English

Sandra Cypess, Department of Spanish &Portuguese

February 19, 2004

Autobiography

Facilitator: Susan Leonardi, Department ofEnglish

March 18, 2004

Contemporary Latin American Literature

Joseph McCaleb, College of Education

April Shemak, Department of English

Hosted by Northwestern High School,Hyattsville, MD

April 15, 2004

Poetry

Elizabeth Loizeaux, Department of English

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SCHOOL-UNIVERSITYPARTNERSHIPS

Northwestern High SchoolPartnershipThe legacy of the Center’s partnership withNorthwestern High School, initiated in 1996, isa number of jointly designed programs forteachers and students that have fostered strongerties between the University and this neighbor-hood school. The award of a NationalEndowment for the Humanities Planning Grantin 1998, followed by an NEH Schools for a NewMillennium grant in 2000 to support a three-yearschool-wide professional enrichment program ofsummer institutes and academic-year seminars(Cyber Cafés), can without doubt be credited tothe vitality of this partnership.

Schools for a New MillenniumMade possible by a grant from the NationalEndowment for the Humanities.

Since 2000, the Schools for a New Millennium projecthas introduced teachers to the latest scholarshipon Native American culture, the history of immi-gration to the United States, and African-American culture. Most importantly, this ambi-tious program had as a goal the revitalization ofhumanities instruction through two foci: updatingscholarship and helping teachers to integrate web-based research and other digital materials intotheir teaching. The project has sought to changethe intellectual culture at the school. This year,participants completed the seminar portion of theproject with two final after-school Cyber Café ses-sions. The material the teachers have gleaned fromthe project over the years continues to make itsway into their teaching, and the relationshipsestablished as long ago as 1998 still flourish.

October 2, 2003A Latina-American Discusses her Art

Karla Rodas, Artist

December 2, 2003Early Cinema and its Framing of Race and Ethnicity

Saverio Giovacchini, Department of History

FINE ARTS INSTITUTE

Crossing Borders/BreakingBoundaries: The Impact of IslamicCulture on the Arts of theRenaissanceMade possible by a grant from the MarylandState Department of Education.

Framing the topic in terms of cultural and artis-tic heritage and influence between RenaissanceEurope and the Islamic empire is new. Only twotexts are in print at the moment: Lisa Jardine andJerry Brotton’s Global Interests: Renaissance Art betweenEast and West and Rosamond Mack’s Bazaar toPiazza: Islamic Trade & Italian Art, 1300–1600. Thesearch for faculty working in this area was there-fore frustrating but the final result was exhilarat-ing, and the Institute had the good fortune tohave Rosamond Mack herself give a presenta-tion. In the words of one excited participant:

From day one it was one memorable session afteranother. Bravo for framing it all within the arts!Mary Pixley is a delightful presenter, as wasLourdes Alvarez. Kay Broadwater’s hands-on ses-sion helped to relate, for teachers of other con-tent areas, much of the pattern and design theyhad been seeing at the museum and on screen.Looking back, every session was special.

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Two beautifully timed exhibitions at down-town galleries added immeasurably to the intel-lectual substance of the institute. Palace andMosque: Islamic Art from the Victoria and Albert Museumopened the day before the summer institute atthe National Gallery of Art in Washington, DC.The second exhibition, Caliphs and Kings: The Artand Influence of Islamic Spain, at the Arthur M.Sackler Gallery, highlighted an earlier period inIslamic Spain. Faculty- and curator-led tours atboth galleries, in addition to the lectures byRosamond Mack and Esin Etil, gave the teachersboth the historical context and a vocabulary forreading a wide variety of spectacularly beautifulimages extending from Arabic inscriptions andcalligraphy to maps of the period to carpets andarticles of clothing to ceramics and glassware.

The Institute featured faculty from many dif-ferent disciplines who shared a passion for theperiod and for the arts. Their sessions over-lapped beautifully — Al-Farabi, one of historianCharles Butterworth’s major figures in his philos-ophy discussion, was also important for musichistorian Victor Vicente, since Al-Farabi had alsowritten a treatise on the oud, a Middle Easternlute. Mary Pixley’s opening artistic overviewmentioned numerous dynasties that came upagain throughout the Institute. Most striking wasthe manner in which art and architecture histori-

ans Esin Atil, Rosamond Mack, and Philip Jacksoverlapped. There were never redundancies, butpatterns and terms resurfaced enough that par-ticipants felt that they were getting a grasp onthe material, that they were learning. The teach-ers were able to comment on the slides in PhilipJacks’ last lecture, and ask questions based onwhat they had learned earlier, which was wonder-fully exciting for them and for the faculty.

Several sessions stood out, both for the facul-ty’s scope and depth of experience and for sheerenjoyment. Renaissance drama specialist BrindaCharry drew the teachers out at the end of anexhausting first day with her invigorating ques-tions about Othello, which blended film, theaterand history together effortlessly. Lourdes Alvarezhad a similar impact on the group; her informa-tion about storytelling frequently had everyonelaughing and absorbed with the material she waspresenting. The tales of the Brethren of Purity,which highlighted the Brethren’s religious toler-ance at such an early period of time (10th centu-ry), were particularly fascinating. A group favoritewas “The Case of the Animals versus Man,”which recounted a utopian existence for the ani-mals until man arrived and enslaved them all. Theanimals’ appeals to the king of the jinn were mar-velous arguments for the interdependence of allcreation. Kay Broadwater’s session on printmaking

and paper cutting was hailed by all as wonderfulfun. The participants made excellent use of thepatterns they had seen throughout the week asthey created their own designs. In the flamencosession, teachers enjoyed laughing at themselves asthey tried to keep up with the deceptively simplesteps Natalia Monteleon taught everyone.Mohamed Zakariya showed lovely examples ofcalligraphy.

Susan Douglass, the facilitator, was helpfulno matter the request. Participants appreciatedher professionalism and the quality of theresources she provided, lauding her patience,generosity, accessibility, and knowledge.According to one participant, she was a “never-ending fountain of resources.”The number ofhandouts she had prepared for them was stagger-ing, and the breadth of her knowledge about thesubject made her the perfect facilitator, as theteachers struggled to incorporate all of thediverse information into their lesson planning.

What had seemed disparate and fragmentarywas by the end of eight crowded days rich,coherent, and evocative. Douglass wonderedaloud if the Center realized what it had accom-plished in bringing together these scholars. Shesaid that she had been to major conferences thatlacked the intellectual reach of the Institute; but,even more importantly, the program brought

together a forum of new scholars who had been“working in corners” for a long time. It was awonderful experience for visiting faculty as wellas for the participants. Teachers left euphoricand inspired.

SHAKESPEARE CAMPIn collaboration with the Maryland-NationalCapital Park and Planning Commission, PrinceGeorge’s County.

With support from the Office of AcademicAffairs at the University of Maryland.

This was the Center’s second foray into a pro-gram designed for a younger age group, anexperiment first encouraged by longtime FacultyAdvisory Board member Jane Donawerth. Thecamp, which ran from July 6 through July 16,was every bit as successful as the 2003 camp.Carol Jordan, selected because of her coaching ofa successful middle school contestant in theShakespeare Monologue Content, directed thecamp, assisted by Julianne Homokay.

Because the final performance was an adapta-tion of Macbeth in an African setting, Jordanintroduced the students to African drummingand African dance. The session on Africandrumming, led by Femi and Jelani Manners, was

extraordinary. Gathered in a circle, each equippedwith a different kind of drum, students wereinvited to follow Femi’s lead by memorizing arhythmic pattern. Among the students, oneyoung girl showed unusual skill and in the finalproduction she led the group.

On any given day, small groups of studentscould be observed in rehearsal, using physicalexercise to find the emotion demanded by thetext. Other student activities during the two-week period included the elements of fight cho-reography led by the Noble Blades, a lightingworkshop with a member of the Clarice SmithPerforming Arts Center staff, movement workwith Beverly Anderson, and a clowning workshipwith Noelle Wilson. Huddled in a corner with asewing machine, Carol Jordan herself presidedover a costume sessions while around her stu-dents worked with yards of fabric to constructtheir own costumes.

Parents and friends helped close the camp asthey watched a standing-room only performance ofscenes from Macbeth in the Kogod Theatre of theClarice Smith Performing Arts Center at Maryland.The stylized performance of Macbeth was mesmeriz-ing as students demonstrated their mastery ofShakespeare’s language and their ease with Africandance and drumming. Thanks to all, most particu-larly to Carol Jordan and to the Maryland-National

Capital Park and Planning Commission, forencouragement and generous support.

Structures and Subjectivities: Attending to Early ModernWomen

Proceedings volume of the 2003 symposium (inpreparation)

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, 2003.

Crossing Boundaries: Attending to Early Modern Women

Proceedings volume of the 1997 symposium,edited by Jane Donawerth and Adele Seeff.Newark: University of Delaware Press; Londonand Toronto: Associated University Presses, 2000.

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PublicationSeries �

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.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 participatedin one or more Center programs duringthe 2003–2004 academic year.

ART HISTORY AND ARCHAEOLOGY:Phoebe Avery, Teaching East & West; AnthonyColantuono, Works-in-Progress; Margaret Morse,student representative to the Faculty AdvisoryBoard; Richard Spear, Works-in-Progress

COLLEGE OF EDUCATION: LaryMacDonald, Teaching East & West; JosephMcCaleb, Talk about Teaching

ENGLISH: Brandi Adams, Renaissance Revels;Jackson Barry, Renaissance Studies Citation;Ralph Bauer, Talk about Teaching; Kent Cartwright,Shakespeare’s Comedies; Linda Coleman, Talk aboutTeaching; Jane Donawerth, Attending to Early ModernWomen Planning Committee, Teaching East & West;Catherine Field, student representative to theFaculty Advisory Board; Timothy Helwig,CAST; Theodore Leinwand, Shakespeare’s Comedies;

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Cross-CampusCollaboration �

Susan Leonardi, Talk about Teaching; ElizabethLoizeaux, CAST; Michael Olmert, Table Readings;Meg Pearson, Renaissance Revels; Leigh Ryan,CAST, Talk about Teaching; Erin Sadlack,Dissertations in Progress; April Shemak, Talk aboutTeaching; Christina Wells, Dissertations in Progress;Lisa Zimmerelli, CAST

FRENCH AND ITALIAN: Hervé Campangne,Attending to Early Modern Women; Virginie Cassidy,student representative to the Faculty AdvisoryBoard; Andrea Frisch, Works-in-Progress

GOVERNMENT & POLITICS: CharlesButterworth, Crossing Borders/Breaking Boundaries

HISTORY: Sabrina Baron, Shakespeare’s Comedies;Saverio Giovacchini, Schools for a New Millennium;Madeline Zilfi, Attending to Early Modern Women

MUSIC: Christopher Kendall, Edward Maclary,Attending to Early Modern Women; Shakespeare’sComedies; Linda Mabb, Attending to Early ModernWomen; Victor Vicente, Crossing Borders/BreakingBoundaries

LIBRARIES: Marian Burright, Scott Burright,Louise Green, Patricia Herron, Eric Lindquist,Yelena Luckert, Helena Pedersoli, Susanna vanSant, Attending to Early Modern Women

SPANISH AND PORTUGUESE: SandraCypess, Talk about Teaching; Álvaro Enrique,Hernán Sánchez M. de Pinillos, Works-in-Progress

THEATRE: Margaret Anne Coyle, Ben Fisler,Debra Kim Sivigny, Teaching East & West; LeighSmiley, Shakespeare’s Comedies

The Center has always been a hybrid unitexisting on a mix of state funds andexternal funding for its public programs

— whether for scholarly academic audiences orfor the school community of teachers and stu-dents. In recent years, such funding has becomeeven more imperative but increasingly difficult toobtain because of fierce competition amongnonprofit arts and humanities organizationsseeking financial support. In the spring of 2004,the Center’s state budget was severely reducedbecause of funding cuts statewide. As noted ear-lier, one of the victims of this cut was theCAST program. The Center will maintain itscommitment to serving the teachers in the stateby continuing to seek external funding for theseprograms. The Center has turned to a directmail solicitation campaign to help fund oneimportant program — the Attending to EarlyModern Women conference and its companion vol-ume. The Center will continue its strategy ofseeking coalitions of donors for other programs.

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OutsideFunding �

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Thanks in large part to the generosity of thefollowing contributors, the Center is gratified tohave provided vital programs for hundreds ofparticipants this year. Grateful thanks are due tothe generous community of the Friends ofAttending to Early Modern Women, committed tosecuring the future of Attending to EarlyModern Women conferences and their compan-ion volumes, to the National Endowment forthe Humanities, The Gladys Krieble DelmasFoundation, the Maryland-National CapitalPark and Planning Commission, University ofMaryland Office of Academic Affairs, and toJay Tucker at the Maryland State Department ofEducation.

The Center for Renaissance & Baroque Studies received support from the following external donors:

Ashgate Publishing CompanyBarnard CollegeBedford/St. Martin’s PressCollege of Staten Island, CUNYThe Gladys Krieble Delmas FoundationThe Friends of Attending to Early Modern WomenGeorgetown University, Department of HistoryHoughton MifflinThe Samuel H. Kress FoundationThe Maryland Humanities CouncilMaryland-National Capital Park and Planning CommissionThe Maryland State Department of EducationThe National Endowment for the HumanitiesThe Pepsi-Cola, Inc., Fund for Campus EnhancementSociety for the Study of Early Modern Women

The Center also gratefully acknowledges support from units on campus:The College of Arts & HumanitiesThe Department of Art History and ArchaeologyThe Department of EnglishThe Department of French and ItalianThe Department of HistoryThe Department of TheatreThe Department of Women’s StudiesThe Maryland Institute for Technology in the Humanities

The Office for Undergraduate StudiesThe School of Languages, Literatures, and CulturesThe School of Music

The Center gratefully acknowledges support

from its many patrons

During the 2004–2005 academic year,the Center will continue both theWorks-in-Progress series and, with support

from graduate students and faculty in theDepartment of English, the Renaissance Revelsreading group. With the assistance of MichaelOlmert and undergraduates in the Departmentof English, the Center will continue to host theTable Readings series.

Special programs contingent on outside fund-ing include Shakespeare and Popular Culture: Then andNow on February 26, 2004, and the fifth sum-mer institute for Maryland high school fine artsteachers, this one entitled Crossing Borders/BreakingBoundaries V: Looking East, Looking West: Europe andArabia, 1450–1750, from July 18 through 25,2005. In addition, the Center is delighted tomaintain its partnership with the MarylandNational-Capital Park and PlanningCommission by offering a third ShakespeareSummer Camp for middle school students in2005. The Shakespeare Monologue Contest formiddle school students is scheduled for February17, 2005.

To cap the year, the Center was one of a for-tunate handful to secure funding from theNational Endowment for the Humanities for asummer institute for college and universityteachers. Ralph Bauer, Department of English,along with Vincent Carey, Department ofHistory, SUNY Plattsburg, and Adele Seeff willco-direct the five-week institute, entitledInquisition and Persecutions in Early Modern Europe andthe Americas (June 13 through July 15, 2005).Vincent Carey and Ralph Bauer are the leadscholars. Additional information with the list of

distinguished visiting scholars can be found athttp://www.crbs.umd.edu/inquisitions/.

The Center’s work is collaborative. Facultyand graduate students in the College of Arts &Humanities contribute ideas and time to Centerprograms. 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 Center wel-comes further scholarly collaborations.

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FuturePrograms �