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"Irritating, arrogant, nuts--and a genius." That's what Charles Laughton said of Paul Baker. He also said, "Paul Baker is one of the most important minds in the world theater today. He seems to have invented new ways of doing things, and I think something big will come out of it." Something big did come out of it. Stage productions such as Othello, Hamlet, and A Cloud of Witnesses brought critics including Henry Hewes of Saturday Review and photographers such as Eliot Eliosofon of Life magazine to Baylor Theater in Waco. Baker's production of Eugene McKinney's A Different Drummer received an invitation from CBS TV's cultural program, Omnibus, to present the play live from their New York studio. Baker's production of As I Lay Dying, Robert Flynn's adaptation of William Faulkner's novel, brought an invitation to present the play at the Theater of Nations in Paris, the first non-Broadway production to compete there, where it won a Special Jury Award. That was Paul Baker the theater director. Equally important was Baker's role as teacher and mentor in the arts. Architect Arthur Rogers stated, "No single person has contributed more to (theater architecture) development than Paul Baker." Baker's architectural visions at Baylor Theater, the Dallas Theater Center, and Trinity University's Ruth Taylor Theater have inspired similar constructions not only in the United States but in places such as Manila and Seoul. Baker's teaching philosophy, based on his famous class "The Integration of Abilities," has been inspirational. In education Baker has been founder, mentor, or director of children's theaters where children are the creators of the drama; of the Booker T. Washington School of the Arts; of the Learning About Learning Foundation, a retail line of interactive kits that included books and toys; and dozens of creative programs for children, parents, and educators. In Paul Baker and the Integration of Abilities, Baker tells how a summer in Paris gave him a new way of looking at theater. Eugene McKinney describes Baker's development of writers, and Glenn Allen Smith demonstrates the use of the elements in creating a play. In other chapters on acting, directing, speech, and design, Baker's ideas gave roots and wings to his students and colleagues. Despite invitations from theaters in other places, including Austria, Germany, Yugoslavia, and New Zealand, and offers of positions at other universities, Baker chose to remain in Texas where he was born and where he lives today.
Since its founding in 1869 by the Cumberland Presbyterian Church, Trinity University has been engaged in realizing the dreams of its founders to become “a University of the highest order.” In Trinity University: A Tale of Three Cities, R. Douglas Brackenridge, professor emeritus of religion at Trinity, brings a wealth of scholarship and knowledge to this institutional history. Brackenridge traces Trinity’s unique heritage from its founding in Tehuacana and growth in Waxahachie to its emergence in San Antonio as a top private university for the study of liberal arts and sciences. He draws on historical records and reports, oral histories, newspaper accounts, books, correspondence, and archives to document the university’s challenges and successes. He describes Trinity’s development within the broader context of private, church-related universities in America, while profiling the administrators, faculty, staff, and students who have contributed to Trinity’s rich heritage. The result is a well-researched story of the founding and the progression of one of the nation’s exceptional institutions for higher learning. Illustrations picture Trinity’s campuses in three cities and include black and white photographs.
To what extent do creativity and imagination decline in childhood? What factors might influence a decline? Theories of cognitive development show only uni-directional progress (although theorists may disagree whether such progress occurs steadily in small continuous improvements or comes in stages separated by plateaus during which developmental gains are consolidated). Declines in levels of skill are quite uncommon, yet many have observed just such an unusual pattern with regard to the development of creativity and of the imagination. Is there something about the development of one kind of thinking that undermines imaginative and creative thinking? Is it perhaps the process of schooling itself, with its focus on the acquisition of knowledge and the production of correct (rather than imaginative) answers, which promotes this decline? This book explores these questions from a variety of perspectives. Essays from psychologists and educators from diverse backgrounds discuss the relationships among creativity, reason, and knowledge.
This practical, engaging book offers design educators a comprehensive, hands-on introduction to design education and pedagogy in higher education. Featuring instructional strategies and case studies from diverse design disciplines, including fashion design, architecture, and industrial design, from both the US and abroad, award-winning author Steven Faerm contextualizes design pedagogy with student development—a critical component to fostering successful teaching, optimal learning, and student success in this ever-evolving industry. Features include the following: · Advanced pedagogical methods and strategies to improve design students’ learning, holistic development, and design school experience. · Insights into the changing nature of the design industries and future challenges faced by design educators within higher education, and how design programs can be strengthened to better respond to these challenges. · A range of practical, flexible teaching methods and pedagogical techniques that design educators can easily adapt to their own settings. · Diverse international case studies and interviews with thought leaders in design, design education, and higher education. Written by a leading educator in fashion design, Faerm offers educators, school leaders, and administrators the context and skills to understand the evolving nature of the design industry and design education, and to improve design students’ learning and design school experience.
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