One of my favorite things is Shawn Graham’s Epoiesen journal. As its tag line suggests, Epoiesen is a journal for “creative engagement in history and archaeology,” and I’ve been looking for an opportunity to contribute something more substantial than a response to its digital pages.
A couple of years ago, I worked with an amazing team of students and friends on the Wesley College Documentation Project. As part of that project, my colleague Mike Wittgraf produced a mixed media piece called “Hearing Corwin Hall.” He has both performed this piece nationally and recorded a video version. Our plan is to submit the video version with an accompanying essay to Epoiesen sometime “soon.” The video is done and my essay is… well, it’s coming together. The hardest part so far is balance my need to explain everything with the desire to allow the work to stand on its own. My current solution is a short “lede” followed by the video. I think will develop more of the academic component of our piece in a “discussion” after the video. None of this is cast in stone, obviously, but I present it here as a start.
Hearing Corwin Hall
Hearing Corwin Hall is a multimedia work composed and performed by Michael Wittgraf. The piece is based on two month archaeological, architectural, and archival documentation project of two, adjoining, double buildings on the University of North Dakota’s Grand Forks campus: Robertson-Sayre Halls, built in 1929 and 1908 and Corwin-Larimore Halls, built in 1909/1910. The buildings were originally part of Wesley College, an independent, Methodist Institution established in Grand Forks in 1905 and closely affiliated with UND. Sayre and Larimore were men’s and women’s dorms respectively and Robertson and Corwin hall were offices and classroom space. Corwin Hall also housed music rehearsal rooms and the college’s recital hall, a fine room with a capacity of 100.
In 1965, UND acquired the buildings and until 2016, they housed various departments, programs, labs, classrooms, and offices. In 2018, UND demolished the buildings as part of an effort to reduce the campus footprint by eliminating buildings encumbered with significant deferred maintenance costs from the university budget and campus. A team of students in collaboration with William and Susan Caraher formed the Wesley College Documentation Project to study the buildings and the objects left behind. They had virtually unfettered access to the buildings in the time between their abandonment and their demolition. This project produced not only a small archive of descriptive data, photographs, and analysis, but also coordinated two public events and published a photo essay that commemorated and critiqued the buildings, Wesley College as an institution, and the contemporary financial and cultural situation on UND’s campus.
Hearing Corwin Hall draws upon the work of the Wesley College Documentation Project. It integrates images from the building’s final months, audio drawn from the project’s public events, and the acoustic signature of the Corwin Hall’s recital room which although compromised over the 100 year history of structure preserved traces of its past function. Michael Wittgraf’s Hearing Corwin Hall is also set against the backdrop of significant institutional, administrative, and cultural changes at UND and in higher education more generally. A more thorough consideration of the work and the Wesley College Documentation Project appears in the discussion below.
College campuses are anxious places.
The looming demographic downturn, changing funding priorities among donors and legislators, and a whelming tide of anti-intellectualism in American life have contributed to a growing sense of uncertainty surrounding the future of higher education. Many college campuses, at least in the United States, have initiated strategic planning, prioritization, and reimagining programs designed to help institutions navigate an uncertain future. Each year, another crop of books appear promising to diagnose, mitigate, or manage current or anticipated crises in funding, enrollment, teaching, research, and student expectations. There is an expectation that higher education is an industry in transition and that the college campus of the future will look very different from the campus of today.
The contemporary situation in higher education in many ways follows a familiar path. State universities, in particular, have long situated themselves at the intersection of progress and tradition. They celebrated both cutting edge research and conservative practices both in the rituals of college life, the architecture of campus, and the academic and research programs undertaken by students and faculty. College Gothic buildings rub shoulders with the latest in post-modern architecture, the century-old rituals of commencement and graduation accommodate spectacles of more radical inclusivity and reconciliation, online teaching introduces students to Classics and calculus, and researchers on Shakespeare share library budgets with new programs in nanotechnology and unmanned, autonomous vehicles.
Many contemporary college students remain liminal creatures as well. They live communally in dormitories or rental housing, and their lives pivot as much around the rhythm of the semester as off-campus employment, family life, and socializing. As a result, many college students neither bear the full economic and social responsibilities of adulthood nor the living arrangements and dependence of childhood. As any number of commentators have observed, college is a time of social transition for students. In college students learn to navigate the responsibilities of adult life without fully giving up the structures of student life or parental protections which are often transferred to institutions who provide food, housing, and social opportunities. The distinctive space of the college campus, for example, often locates the liminal experience of college students in areas not entirely public and integrated into the fabric of their community or entirely private and set apart.
Thus, college campuses embody a kind of liminality that not only emphasizes the current sense of institutions in transition but also longstanding tensions between progressive values and traditional practices and between adulthood and student life. As mid-century anthropologists have taught us these liminal situations often contribute to a sense of anxiety which underscores the vulnerability and strangeness of institutions and individuals that resist clear definition and stand “betwixt and between” various social statuses. Societies often seeks to resolve and contain liminal individuals and groups through formally structured ritual practices, confinement, and other forms of social limiting designed as much to protect society from the destabilizing entities as to confer a temporary status on those outside of traditional categories. Rites of passage, for example, frequently mark the successful navigation from one status to another and resolve the tension of liminal transitions with celebration. At the same time, we continue to treat individuals and groups who are unable to escape from the liminal status with deep suspicion.
The Wesley College Documentation Project involved a group of students interested in studying the Wesley College buildings on the University of North Dakota campus. The class began as a 1-credit Honors “pop up course” that ran in the spring of 2018 and paralleled an honors class dedicated to studying the UND budget which had undergone significant changes over the preceding years. The goal of the project was to document in as many ways as possible, the architecture and material culture of the Wesley College buildings, their history, and the process of abandonment. We worked in collaboration with UND Facilities, who provided access to the buildings and offered their considerable expertise concerning the physical fabric of the buildings.