Reflect: Students take a look back with Reacting to the Past

Reacting to the Past is an event that allows students to stay engaged while learning material relevant to their class. Last semester, three Reacting to the Past games were conducted: the Henry VII and Reformation of Parliament, French Revolution and Crisis in Athenian Democracy. This semester, Art History Professor Elissa Auerbach and her Reacting to the Past students brought to life the debate of modernism versus traditionalism that was present at the 1889 Exposition.

The event lasted for five days and began with each student receiving a role sheet that consisted of their character, the character’s background and secret objectives that the student had to accomplish. The students were divided into four groups: The Big Salon, solo shows, groups shows and those working with gallery dealers. The first part of the event involved student debates about what the future of art in France should be. Sophomore art major Cynthia Stone enjoyed the debating aspect of the event.

“Reacting to the Past is an extraordinary way of learning,” Stone said. “It is interactive, competitive, and you really have to know what you are arguing for and against. It is like when you are a little kid and you wished that going to school would be fun, this is what it is. It is fun but super educational. I think that more classes should be like this because it will interest people and hold their attention.”

 

According to Auerbach, the debates were a great way to allow the students to really utilize the skills that are required inside and outside of school. Joseph Cornelison, a junior art history major, embraced the opportunity to practice these skills.

“This game involved researching primary sources and critical thinking as well as being able to communicate,” Cornelison said. “The debating forced students to interact. When our professor tries to engage interactivity, I think that’s very important for our generation.”

The game came to a close last April 7 at the Museum of Fine Arts. The final part of the game required the students to take everything they had learned during the debating and use that knowledge to achieve their secret objectives as well as “sell” the most art. Cornelison was surprised by how successful the event turned out to be.

“The final event surpassed what I was thinking,” Cornelison said. “There was so much excitement in the room because everyone was so into it; things just seemed to click. I was surprised by how much some people got into it. People were dressing up, wearing fake beards and mustaches and even making cakes for the event.”

The people who came to “buy” the art were professors and, unbeknownst to the students, Provost Sandra Jordan and Dean of Arts & Sciences Ken Procter. Procter said he was glad that he got to interact with the students and ask them questions.

Picture it: Paris, 1889.

Artists, critics and gallery  dealers gather at the Exposition Universelle, eager to sell
their work.

Fast forward 122 years, and the same scene is being played out here on campus at the Museum of Fine Arts.

“It was a chance to meet students and get to see the result of their learning in action,” Procter said. “One thing that was really unexpected was after asking a question, one student presented content that I wouldn’t expect from an undergrad. They gave something beyond what I had asked.”

With the amount of research that the students had to do, it comes as no surprise that they had a lot to say once the final event rolled around. Stone is thankful for the knowledge that she gained by participating in Reacting to the Past.

“I learned a lot about the artists that we praise today,” Stone explained. “I learned the hardships that Van Gogh, Cezanne and other impressionistic artists went through and how they were hated within their time period. I learned more about the transitions that occurred in France not only in the visual arts but also in music and architecture. I learned more about the Academy and the its function and role in society. I truly learned a lot, a lot more I think then what I have learned within a semester. This game doesn’t allow you to sit and be a bystander, you have to do work and know what you are talking about.”

Students and faculty would like to see more high-impact learning here at Georgia College. It proved successful in helping the Reacting to the Past students better understand the material.

“I would really like to be involved in more classes like this,” Cornelison said. “All it takes is for a professor like Elissa Auerbach to take that initial step and say ‘This is new, but I believe in it.’”