AUF 13th Annual Conference, Fall 2024

Stony Brook University and The American University of Florence

are pleased to announce the 13th Annual Conference,

which will take place in Florence on Friday, December 6, and Saturday, December 7, 2024

With the support of Florence University of the Arts

and of The Center for Italian Studies at Stony Brook University

The title of the international conference:

Puccini Forever! 

The Maestro’s Centennial Legacy in the Arts  

I am truly grateful to the great audiences of New York for the enthusiastic reception given to my works. I accept your wishes for a safe journey and conclude by exclaiming: “America forever!”

With this passionate salute, a quote from the first act of “Madama Butterfly,” Giacomo Puccini bid farewell to the American audience that had triumphantly welcomed him, as he set sail from New York in February, 1907. Puccini had traveled to America earlier that year, because the Metropolitan Opera was presenting “Manon Lescaut” and “Madama Butterfly,” both performed by an exceptional tenor, Enrico Caruso. During his stay, Puccini conceived the idea for an opera set in the California Gold Rush, “La Fanciulla del West,” inspired by David Belasco’s “The Girl of the Golden West,” who had written the drama Puccini used as the basis for “Madama Butterfly.” The opera premiered at the Metropolitan in 1910.

Puccini’s works reflected the influences of Italian opera composers, while incorporating new international narratives. His worldwide recognition grew following the success of “Manon Lescaut” (1893) and “La Bohème” (1896). Puccini was being praised for his unique ability to infuse emotion into his compositions, and this reached its peak with the political drama “Tosca” (1900) and the tragedy “Madama Butterfly” (1904). Later in his career, he explored exotic themes with “Turandot” (completed posthumously by Franco Alfano in 1926), demonstrating his interest in Persian influences. Puccini’s operas are renowned for their melodic richness, dramatic intensity, and innovative use of orchestration.

In the centenary of Giacomo Puccini’s death, the seventieth anniversary of the Puccini Festival in Torre del Lago, and the hundred and twentieth anniversary of the premiere of “Madama Butterfly,” we plan  to honor the Maestro by acknowledging his international legacy and reception by both American and Italian audiences.

Puccini’s masterpieces created a rich legacy in which various art forms blend seamlessly. This conference will explore different fields and disciplines including Visual and Performing Arts, Art History, Music Studies, Cinema, Communication, Geography, History, Literature, Sociology, Politics, and Digital Media.

 

Suggested topics include but are not limited to:

Abstract Submission

Submit a one-page abstract (not exceeding 300 words) and a brief curriculum vitae in English to conferences@auf-florence.org no later than Friday, August 30th 2024. All proposals will be reviewed by the Conference Committee, which will notify selected candidates by Monday, September 16th, 2024. Conference presentations must be conducted in English and should not exceed 20 minutes. Selected papers will be published in an online volume of the conference proceedings.

Conference Venue

The American University of Florence

Corso dei Tintori, 21

Florence, Italy 5012

CALL FOR PAPERS

Magazine Editing & Publishing I - The Student-Led Newsroom Experience

written by Lily Carroll for Special Project: Experiential Learning in Journalism

 

The Magazine Editing & Publishing course is provided through the School of Journalism, guiding students through the many phases of production involved in the creation of a magazine. This three credit course is the first of a two-part series, of which students are given an opportunity to work with Blending Newsletter and Magazine, produced through the University. Students are called to explore Florence beyond the obvious attractions, exploring topics like arts, gastronomy, travel and so much more.

 

This interactive project meets on a regular basis throughout the week, and requires additional hours to participate in the magazine production process. This course requires no prerequisites, so any and all students are encouraged to get involved. Through Community Engagement Member Institutions, students are able to experience a hands-on approach to learning the inner works of a magazine. 

 

Magazine Editing & Publishing I aims to provide students with basic knowledge and skills regarding editorial design, and traditional magazine elements. Students have the opportunity to familiarize themselves with team/masthead relations, along with text and visual accompaniment fit for publication. Through class lectures, discussions, and projects, the course prepares students for the magazine industry. 

 

This course operates in a two-part method, beginning with course content in a classroom lecture and discussion environment. Students are walked through the basics of InDesign, and the editorial process. Next, students collaborate on publishing duties for the Blending Newsletter and Magazine. Students get the opportunity to write, design, photograph, etc. as a professional magazine staff, and will finish with a complete magazine that they made as a class.

 

Students are divided into groups, each of which covers a different section of the magazine. For instance, one group is assigned to the Art and Design section, and are called to explore the art and design scene in Florence, looking past the typical stereotypes found in the city center. Students write stories, and gather visual accompaniments that they will then assemble for publication. 

 

“I want to gently push the students to look beyond the stereotypes of Florence.” The instructor of the course, Alessandro Calonego explains, “So, they are going to make efforts to go out of their comfort zones, and write articles based on an unusual perspective.” 

 

Using InDesign, students learn how to take their written and visual story elements, and design them as magazine layouts. Learning the principles of design, grid anatomy, and Gestalt theory prepares students to design their own written and visual elements. Students get to explore different variations of page layouts, and develop an editorial eye for content placement. 

 

AUF aims to enhance students’ educational experience by providing hands-on learning experiences. By creating an entire magazine together, this course prepares students for all aspects of the publication process. While not all students will go forward with careers in magazines, these skills are important for careers in all areas. Students will expand on their writing, interviewing, design, and team collaboration skills. All of which will be incredibly useful for careers in many fields.

FUA’s Social Work Class Broadens Student's Perceptions of Intersectionality and Systemic Inequality

FUA’s Social Work class challenges and expands student perceptions of intersectionality, systemic inequality, and different world outlooks. The course delves into some of the fundamentals of social work principles such as values and codes of ethics in the lens of how those affect minority groups. Many students reflect on how before taking this course they did not deeply reflect on how factors can contribute to systemic inequality.


 

FUA student, Lindsay Baker shared how her perspective has changed after taking this class.

 

“I now understand systemic inequality is a product of institutions like schools or governments, groups, and individual biases,” Baker said. “It is not just caused by one thing."

 

In the class, students learn and discuss real-life examples of how these structures affect people now. One of the examples that were talked about was ageism in the context of healthcare systems, which can lead to "undercare" of elders which snowballs into more problems such as isolation, which can lead to disease. Students expressed that, prior to taking the class, these were issues and topics they had not thought about, as they have yet to experience or be worried about them.

 

In addition to lectures and discussions, students had the opportunity to hear from guest speakers and visit Misericordia, an organization in Florence dedicated to providing aid to marginalized communities in the area. Reflecting on one of the most impactful parts of the course, FUA student Kailynd Burgess said, 
“Visiting the Misericordia was interesting to see everyone doing their own part to help out the community.”

 

Experiencing how Italy approaches aiding its marginalized communities allows students to be able to make the connection of how structure back in The United States functions. These comparisons encourage them to think critically about how their own structures help or put others at a disadvantage. For their final presentation, students integrate all of these concepts and apply them to an organization they would like to create to help a community in need. Groups focused on a myriad of different communities such as the elderly and para-athletes.

 

FUA’s Social Work class leaves students reevaluating their perceptions of what is normal and acceptable. One of the biggest takeaways of the class for Baker was, “That societies all over the world create challenges for certain individuals through their day-to-day practices which form systemic barriers leading to oppression of certain groups.”

A Taste of Experiential Learning

written by Alex Daggett & Lily Carroll for Special Project: Experiential Learning in Journalism

 

FUA had the chance to participate in the 2024 NAFSA annual conference in New Orleans. This event brought an opportunity for FUA to demonstrate its unique teaching methods to other universities, presenting the series, “FUA Brings Academics to NAFSA.” Through hosting representatives from the other universities in attendance, FUA provided engaging seminars that reflect its teachings in Food and Culture, Digital Media, and Liberal Arts departments.

 

The main event at Casa di FUA was heavily inspired by writer Truman Capote. Capote was a New Orleans local, who ventured to Italy with hopes to find inspiration for his upcoming novel. Italy remained a great source of inspiration for Capote, especially in the way of food. Food served as Capote’s main source of connection with Italy, and he explores how food acts as a stimuli for memories, ideas, and emotions. Capote explores the significance of the last meal, and the way our final dish of choice reflects who we are.

 

Capote’s teaching bridges the gap between American and Italian cultures, a testament to the cultural integration provided at FUA. To reflect these teachings, participants at NAFSA engaged in exchanging recipes from representatives of FUA, and Capote himself. The group tasted meals together, each carrying a different set of emotions and memories for the one who chose it. 

 

The idea of this experiment is to unify cultures through the sharing of a meal. Bread acts as a symbol for the ways cultures can bridge together and collectively grow. The themes discussed in this engaging seminar focused on the fact that food is one of best methods for bridging cultures, and bringing people together. Food acts as an instrument to which we are able to evoke a more in depth understanding of a certain topic. The food in question is not the focal point of these teachings, but merely a vehicle to reach them.

 

One of the benefits of using food as a tool for teaching, is that it is a multi-sensory experience to persuade with. Since cooking involves more senses than normal teaching, as it includes heightened scents as well as tastes, making it a much more engaging experience for the student. This in combination with including dishes that are based on personal experiences for those attending the seminars, makes a much more engaging experience. 

 

FUA explores the concept of the “last meal” in its true experimental fashion. Using food as a tool to foster connections and bridge the gaps between cultures, these practices help demonstrate the participatory learning process provided at FUA. Through eating together, participants were able to not only learn about Florence and the writers who inspired these methods, but also to connect as humans with a common goal of physical and intellectual nourishment.

The History of Western Medicine: An Intersection of Science and Storytelling

written by Kyla Pehr for Special Project: Experiential Learning in Journalism

 

Miasma theory, an ancient Greecian concept advanced by Hippocrates, proposed that airborne vapors or “miasmata” was the root of most diseases. In Italian, mala means bad and aria means air, and the theory was built on the association between disease and poor sanitation, thus resulting in the assumption that sanitary improvements would reduce disease. 

 

Widely accepted among academics, this concept remained largely unchallenged until the late 1800s, when, through experimentation, Robert Koch proved that bacteria caused anthrax. It was then that the germ theory, where specific living microorganisms cause specific diseases, overtook miasma theory, emphasizing a need for an intersection of research by observation and experimentation — a notion that is explored in FUA’s History of Western Medicine.

 

In this course, students learn about the important ideas, instruments, and individuals shaping the progression of Western medicine over the centuries while simultaneously diving into the stories surrounding the science. According to Professor Claudio Zabatta, this three-credit course is divided into four historical subsections: the period of ancient Greece and Rome, medieval medicine, the period of scientific revolution, and the 19th century's most important discoveries. 

 

“Science was made by humans and humans made history,” Zabatta said. “We should understand the reason why people felt this necessity — a strong necessity — to prove what was true.” 

 

In order to gain a greater understanding of said history, the class discovers the spaces in which the scientific art was practiced, some of which might include pharmacies like the Officina Santa Maria Novella, ancient hospitals like Santa Maria Nuova, and Galileo landmarks like Palazzo dei Cartelloni.

 

This course is important for students today, specifically, because the fields of medicine, law, religion, art, and culture all “have key links between them,” said the Professor.

 

“I think in schools, one of the most important things is to create intersections and connections between the subjects because that's how the human history worked,” Zabatta said. “So, for example, Leonardo Da Vinci: he was an artist, but also he was an engineer who was also a dissectionist because he dissected human bodies. And, thanks to these practices, he was able to create his works. So, we should understand that everything is connected,” he added.

 

FUA’s History of Western Medicine offers students an immersive course allowing them to explore facets of the medical world that they may not have previously known about. By delving into the stories of some of the greatest medicinal advancements, the course provides both a human aspect and a critical perspective on health and healing.

 

“The miasma theory was accepted for 1,400 years,” Zabatta said. “So, the most important thing is that we don't just accept theories or concepts that people used to say; we have to have the passion to go [deeper].”

A Taste of Florence in New Orleans

written by Valerie Tiscareno & Amber Roldan for Special Project: Experiential Learning in Journalism

 

FUA select staff and administration traveled from Florence to New Orleans for the 2024 NAFSA Annual Conference & Expo. According to the NAFSA website, this yearly conference highlights diverse learning and celebrates “international education and global leadership.”

 

To kick off the first day of festivities, FUA hosted affiliate university partners for an early morning discussion and cooking class. This event titled, History, Inclusion, and Equity Walks: Words and Images, invited participants to make bread from scratch while examining the words and wisdom of Florentine poet Emanuel Carnevali. The writer moved to America at age 16 prior to World War I. Here, he spent the remainder of his adolescence working tedious, lower-income jobs. Emerging into the literary realm amid the Chicago Renaissance, Carnevali’s poetry juxtaposed his immigrant identity with the feeling of displacement.

 

Carnevali often linked bread with the concepts of home, belonging, and nourishment. To highlight these ideas, Tuesday’s participants baked Tuscan bread after a brief lecture contextualizing Carnevali’s impact in both Italy and the United States. This hands-on experience incorporated the central theme of Carnevali while epitomizing the experiential learning and cultural immersion that FUA students receive. 

 

“The themes he explores are that of the condition of the migrants and the hunger that the migrant feels upon moving to a different place,” FUA Academic Adviser, Sofia Galli said.

 

Nowadays, students exploring a new host city can often struggle with feelings of isolation when navigating culture shock. FUA understands that this can hinder self growth and exploration when abroad and takes proactive measures to mitigate potential ramifications. Carnevali expressed similar feelings through his poetry.

 

I am an emigrant and I have left my home, I am homeless and I want a home, wrote Carnevali. Discussing Carnevali while learning to bake Tuscan bread highlighted FUA’s excellence and commitment to experiential learning. The juxtaposition of poetry and baking further illustrated the University’s ability to bridge different areas of knowledge to provide students with a well rounded educational experience.

 

On this note, to support students with these struggles, FUA offers a variety of mental health resources and counseling services. These resources support FUA’s overarching mission to provide students with experiential learning, cultural immersion, and community engagement. With the campus spread across the city center, students have the opportunity to interact with locals on a daily basis. Additionally, FUA offers mentorship programs and organizes weekly activities to promote building friendships and stepping out of one’s comfort zone.

 

“The bottom line is that we want students to go back home and feel like they've lived an authentic experience rather than a Disneyland, ‘Disney-fied’ one, where everything is created just for the sake of romanticizing,” Galli said.

 

Ensuring students receive an authentic study abroad experience remains a top priority for FUA. Sharing this sentiment over cooking and conversation created the perfect way to begin this year’s NAFSA conference. Attending this conference and hosting events allowed FUA to not only share their philosophy, but also to learn from other leaders in international education. 

Tiny Florence: A Student Exhibit

written by Alexander Daggett & Lily Carrol for Special Project: Experiential Learning in Journalism

Hosted at Via Ricasoli, 21’s Palazzi Community Center on May 30, “Tiny Florence” showcases the work of summer semester FUA study abroad students enrolled in both the courses of Introduction to Digital Photography and Intermediate Landscape and Architectural Photography. For three weeks leading up to the exhibit, students were given the opportunity to explore and capture the essence of Florence through their photographic lens, all culminating in a selected portion of 6 cm x 6 cm black-and-white digital snapshots, framed by white borders. 

On this rainy day, it’s a packed house. Students, teachers and passersby are welcomed with prosecco and a place to dry off, but got much more than that. The exhibit lines the two walls of Corridoio Fiorentino, proceeding towards Palazzi Community Center's terrace garden. The images lining the walls, while small, encourage the viewers to take a closer look. A powerful testament to the ample character the city has to offer, beyond the conspicuous beauties Florence is known for. 

“Through Tiny Florence, you're supposed to get an essence, a microcosm of the city of Florence itself, whether that be architecture, people, or just the general way of life,” says Michael Moses, one of the students featured in the exhibit. Each participant took over 100 photos, and narrowed it down to the 12 that best fit the themes and goals of the exhibit.

Students from both classes were able to venture out and take photos independently, and come together in the classroom for editing and selection. Implementing the unique experiential learning opportunities FUA has to offer, students were given free reign of the city, to honor the city these students get to call home for a short period of time. This exhibit brings light to the little things that get lost in the whirlwind of excitement Florence has to offer.  

“What we really wanted to influence was the students going out on their own time outside of the classroom,” Robert Thompson, Teaching Assistant for the Introduction to Digital Photography course said. “And photographing things that intrigued them about the city personally. Whether it was their first time traveling and seeing something new, or seeing Italy from a different angle.”

The photos on display are arranged in different patterns and shapes on the walls, with some in frames, and some adorned simply in just their white outlines, with each different position reflecting a different theme. The scenes in the photographs range from a variety of subjects, with some featuring classic street photography tropes such as interesting angles of alleyways, harsh contrasting shadows on roads, and simple portraiture of pedestrians. The exhibit will be up for observation for three weeks, with a new one taking its place at the conclusion, featuring more photo students' works with a different theme. 

“I would definitely come back to future exhibits,” student Riley Guerette said. “I think that this is a great opportunity for the people of the community and students alike to gather and share a common interest and it creates a very welcoming and relaxing environment.”

"Tiny Florence" is still available to be seen in Corridoio Fiorentino. Another exhibit, "Alchemy of Love”, will be showing at Via Ricasoli 21’s Palazzi Community Center in the place of "Tiny Florence" on June 20, 2024 at 6:30 p.m.

A Class Without a Classroom

written by Amber Roldan for Special Project: Experiential Learning in Journalism

The city of Florence replaces the traditional classroom setting for students enrolled in FUA’s Painting En Plein Air class. This unique class structure allows students of all levels and expertise to gain hands-on experience and practice during their time in Florence. Students explore the city and familiarize themselves with the pleasures and challenges of painting outdoors.

The course’s combination of art and sightseeing creates an unparalleled way for students to paint the town during their time abroad. Traveling to new locations each day allows students to explore locations that they may not have seen otherwise, while simultaneously refining their skills and building a portfolio.

“I would like to encourage students to join because it's an inclusive course and art is inclusive,” said Professor Nicoletta Salomon. “We sometimes think that art is just for artists. That's not true, art is for everyone and everyone can learn. And it's very thrilling to teach beginner students,” she added.

“[There is] a larger selection of locations, because when you paint you have to take into account the light and the light changes based on the seasons and based on the day... and that makes it very interesting," Salomon said.

With a unique class structure comes unique considerations, and one of the main challenges that comes with teaching this class is rain. Rain is inconvenient to walk in, to learn in, and is dangerous to expose to sketch books. Therefore, there is always a backup plan in case of rain. Additionally, since the course is not classroom-based, students must carry all materials with them while traveling between locations. When deciding what tools students would use to paint in the class, colored pencils and a water pen were chosen for their practicality — “they really are handy to carry... They are malleable because you can use it dry or wet,” Salomon said. 

This course presents students with the foundations of outdoor painting, enhancing their capacity to engage with different styles and techniques. For example, the day of class I was able to observe tackled painting with a limited palette, color wheels, and color mixing. Visiting two locations, students had the opportunity to paint a variety of scenery, while applying the techniques that they learned. The first stop was Giardino Martin Lutero, followed by a visit to Palazzo Pitti. At Giardino Martin Lutero, specifically, students produced a small painting of something they saw in front of them; from flowers and a water fountain to the cityscape featuring the Duomo.

Palazzo Pitti was the second location. Upon arrival, Salomon spent a few minutes going over the Piazza’s history and significance. She then transitioned into lecturing about primary colors, and prompted students to share prior knowledge and locate primary colors in their kits. Palazzo Pitti’s location epitomized the adaptability that Salomon considers when planning her classes. Palazzo Pitti’s larger canopy protected students and their sketchbooks on Friday as a light rain passed through Florence during class time.

Open to all study abroad students and majors, this course allows students to discover their new city in a creative way, capturing its beauty through painting. At the end of the course, students have an entire sketchbook full of sights of the city that serves as tangible proof of their progress that they can take home as a souvenir.

“I love being able to document the places that I'm going to in a physical journal,” Audrey Nawa, a study abroad student from Penn State said. “I like learning new techniques like mono chromatics and depth; it's been so fun and relaxing,” she added.

Walking around Florence with watercolor materials may not resemble a typical class structure, but the juxtaposition of walking and painting presents a colorful addition to any student’s schedule.

Inside the Mind of Leonardo

written by Kyla Pehr for Special Project: Experiential Learning is Journalism

FUA’s new class titled Leonardo da Vinci: Art, Botany, Alchemy, and Recipes began with students being prompted to write the first seven words and expressions that came to mind when hearing: “Leonardo da Vinci.” The instructor read out some of the most popular answers:

Art. Genius. History. Italy. Creative. Renaissance. Talented.

Satisfied with the results of the icebreaker activity, Professor Lapo Morgantini continued on, explaining the relevance of each word to his course, and providing context on da Vinci, a “strange man from his own time.” 

The class, which counts for three semester credits, serves as an overview of da Vinci’s life, art, and his experiential and interdisciplinary approach to the exploration of nature, according to the class syllabus. The class also has a particular focus on da Vinci’s contributions to gastronomy. These contributions include the study of table manners, the creation of kitchen utensils as well as early cooking devices. In addition to traditional lectures and discussions, students learn about da Vinci and his range of accomplishments through field learning activities, guided visits to locations relevant to his life and art, and workshops with culinary professionals on recipes written and inspired by the renowned polymath.

This new class has no prerequisites, though Morgantini recommends prospective students have the flexibility to empathize with historical thinking. Morgantini himself has been teaching art history at FUA for eight years and has a strong appreciation for da Vinci, who he considers to be "a brilliant man." Morgantini hopes that students will take inspiration from da Vinci during the course, exploring alternative approaches to life and opening their minds to perspectives from the past.

“We are working inside the mind of Leonardo,” Morgantini said. “This mind is a jump from today [and] how we approach science, [so] we have to learn to think more elastically.”

During the class prior, students went upstairs to the kitchen to participate in a cooking lab with Grammatico, baking a “torta rinascimentale con crema al limone e mandorle,” otherwise known as a Renaissance tart with lemon custard and almonds. Students were led through a series of interactive lectures, describing da Vinci’s background — making many references to American pop culture to bolster the understanding of concepts for the students.

The class then went on a brief walking tour through the San Marco neighborhood of Florence. During this experiential learning activity, the group paused at multiple historical locations to explain their significance to da Vinci as well as to Renaissance culture, art, and society in Italy.

“The students are here to learn about Italian culture, [and] we are in Italy’s cultural capital,”  Morgantini said. “I can see the relevance of the cultural experience; the art, the history, the food, it speaks for itself.”

Leonardo Da Vinci: Art, Botany, Alchemy, and Recipes offers students with an interest in art history a unique way to better acquaint themselves with Florentine culture. Morgantini serves as a passionate course protagonist and is well-versed in the topic, jumping at the opportunity to share his admiration of da Vinci with others. Overall, this class would be a welcome addition to any summer schedule.

Cultural Introduction to Italy

written by Alice Hamilton for Special Project: Experiential Learning in Public Relations

Arriving in Florence for my semester abroad, I felt a mix of excitement and uncertainty. Having never left the United States before, I was eager to explore this new chapter of my life. Enrolling in a Cultural Introduction to Italy Course seemed like the perfect way to dive into the experience. For three weeks, our daily classes covered a wide range of topics related to Italian history and culture. From Italy's journey to unification to the impacts of World War II, we touched on the key moments that shaped the country. We also explored Italian cuisine, the Mafia, the economy and the influence of Italian cinema.

The course was structured for students to not only learn and retain information but also be able to utilize it during our time in Florence. Our classes were interactive, with small groups allowing for lively discussions and engagement with our professors. Italian language was integrated into our curriculum, as we would learn new phrases every class. We covered basic Italian from greetings and verb tense to grocery items and professions. Doing this helped us develop practical communication skills for daily life in Italy.

This course pushed us to practice our language skills outside of the classroom and throughout the city. Some of our assignments consisted of using our Italian in real-life settings like cafés and
restaurants. This not only improved our language skills but also deepened our connection to
Italian culture. Assessments were varied and valuable, ranging from regular homework assignments to a final project and exam. Whether it was crafting journal entries, conducting research on different regions of Italy, or delivering presentations, each task widened our knowledge about Italy.

Looking back, the course provided a solid foundation for my time in Florence. Beyond developing a deeper understanding of Italian culture and history, it provided me with a sense of connection to the city that would become my temporary home. For any student looking to immerse themselves in Italian culture and language, this course offers a rewarding and enriching experience.