Black Mountain College Project
 
John French's psychology class. Photo courtesy North Carolina Division of Archives and History, Black Mountain College Papers, 272.1

STUDENT EXPERIENCE IN EXPERIMENTAL EDUCATION IN THE EARLY YEARS
(1933-43)

Section 2: Teachers and Teaching: Formal Aspects of the Curriculum  

     

INTRODUCTION TO THE SUNLEY PROJECT AND DOCUMENTS

Description of the Study by Robert Sunley
*   Letter to the Students
*   Guidelines
*   Brief Biographies of
    Contributors

*   Brief Biographies of
    Faculty Mentioned in
    the Memoirs
*

SECTION 1. ROLE OF THE ARTS

    Statement by Robert
    Sunley


The artistic process as
    a major goal.


*   Individual, active
    anticipation was
    fostered but not
    required.

*   Focus on really “seeing”
    and “thinking” for
    oneself, not on the
    production of art.


Self-direction, self-
    discipline, initiative,
    development of the
    whole person....

The arts were diffused
    throughout the
    education ....    

 

Class Size

Harold Raymond: All my classes were small—four or five to ten, and about five of them were tutorials.

Marian Nacke Teeter: The main innovations were the tiny class size and the easy exchanges with teachers and students.

Ruth O'Neill Burnett: I loved the small size of the classes at BMC and their informality.

Robert Bliss: Class size ranged from one (tutorial) to about twelve in Werklehre. Classes were a mixture of younger and older students.

Marilyn Bauer Greenwald: ... all classes were small; inasmuch as I'd been in what was called the "New Curriculum" in high school, neither the class size nor lack of grades seemed unusual.

Gisela Kronenberg Herwitz: ... classes were generally small and permitted a great deal of discussion.... Classes met three times a week as a rule. They were composed of students, although some faculty members or their spouses would also attend. A class of fifteen, I think, was considered large. Tutorials of one to three students, especially in the upper division, were a standard part of the curriculum.

 

SECTION 2. TEACHERS AND TEACHING

Introduction

Formal Aspects of the
Curriculum 

   Class Size 
   Grades    
   Advisors 
   Junior Division  
   Senior Division  
   Graduation

Methods of Teaching
   General

   John Andrew Rice 
   Josef Albers 
   Erwin Straus 
   Robert Wunsch 
   Others


Personalities of Faculty
  
John Rice  
   Josef Albers 
   Robert
Wunsch 
   Heinrich
Jalowetz  
   Others 

Outside the Classroom
   In General  
   The Work Program 
   Visitors -
   Trips 
   Drama 
   Interlude  
   Lectures, Concerts 
   Informal Interchange