Issuu

ERNESTINE M. RACLIN SCHOOL OF THE ARTS // 2015

Aspire is published annually by the Ernestine M. Raclin School of the Arts, Indiana University South Bend, for our alumni, students, friends, faculty, and staff. Dedicated to Founding Editor Michele Morgan-Dufour DEAN Marvin V. Curtis, Ed.D. EDITOR Michele Morgan-Dufour

// MISSION STATEMENT

MANAGING EDITOR Neil King

The IUSB Arts Foundation supports the Ernestine M. Raclin School of the Arts at IU South Bend by sponsoring or providing funds for special events and community outreach programs, with particular emphasis on educating, entertaining, and involving young people.

// IUSB ARTS FOUNDATION, INC. David Kibbe, president Joe Mancini, treasurer Durleen Braasch, secretary Cynthia Antos Linda Bancroft Pam Beam Dallas Bergl Sandra Collins Marvin V. Curtis, ex-officio Robert W. Demaree Jr.* Kimberly Ferlic Judy Ferrara Robert Frank

Kitty Gunty Chris Kelly Joan Lyman Alice A. Martin* Paul McLeod Cyndi Miller Sara Miller Kendrick Allenson Morris Carmi Murphy* Ned North Ernestine M. Raclin* Randolph Rampola Janet Thompson*

*Emeritus Member

The Ernestine M. Raclin School of the Arts thanks the IUSB Arts Foundation for their long standing service and support to the school. Their efforts make it possible for us to present special programs including the Summer Student Travel Scholarship, Anniversary Celebrations, and Summer Arts Camp, among many other projects. If you are interested in working with the IUSB Arts Foundation on future projects, please contact the school of the arts office at 574.520.4134 for more information.

DESIGNER Katrina Smith ASSISTANT EDITOR Moira A. Dyczko COPY EDITOR Ryan Lohman PHOTOGRAPHY Michael Montana Peter Ringenberg Randy Roberts WRITERS Christine Aiken Amanda Barnett Jua Coates Moira A. Dyczko Neil King Leslie Lestinsky Ryan Lohman David Palmer Tamea P. Rector Cecelia Roeder Mellisa Seyboldt Kayla Smith Nick Wort

// PRODUCTION NOTES PAPER Cover pages printed on 80 lb. Ariva Value Gloss Cover. Body pages printed on 70 lb. Ariva Value Gloss Text. NOTE: Ariva has achieved Tri-Certifcation with the follwing: Forest Stewardship Council® (FSC), Sustainable Forestry Initiative® (SFI), and Programme for the Endorsement of Forest Certification Schemes (PEFC). PRINTING Four color process with spot Gloss UV Coating on cover.

letter

from the dean MARVIN V. CURTIS

“You can have or be whatever you want as soon as you stop thinking you can’t have it or be it. You are just stuck in Transition. Like between a caterpillar becoming a butterfly you haven’t started flying yet but you have to make [up] your mind [that] you’re never going to crawl again.” Transition is a beautiful, though sometimes difficult, event. Since 2009, Aspire has brought you the events of the Ernestine M. Raclin School of the Arts. We are always proud of our accomplishments, and this year we are most proud of our graduating class, which is the largest in the history of the Raclin School of the Arts. These students have made a transition  from where they were when they entered IU South Bend to obtaining the credentials to further their study or begin their careers. They decided to stop thinking about what was impossible and embrace the possibilities. Our job as educators, artists, and faculty is to create the environment in which transition is possible, where caterpillars can change into butterflies. Our school continues to grow, as you will read in the pages that follow. There are new concentrations in our degree programs, new faculty, updated facilities, and new exhibitions and performances every year. We are in transition as we continue to strive for additional accreditations for our degree programs and we are in motion as we tailor our programs to prepare our students for the job market. Transitions can be difficult because change is difficult. The caterpillar is vulnerable; it has to keep out of the way of birds that want to eat it; it then has to wrap itself

-unknown into a cocoon and survive the elements of the wind and weather. While in this wrapped state a wonderful change occurs and a beautiful butterfly emerges. Every year transitions happen with our graduates and alumni as they, like butterflies, spread their wings and soar to new heights. In the following pages we bring you the news of their accomplishments. We have had our share of transitions this year, and one of the most significant was the transition of Michele Morgan-Dufour. Michele took this magazine while it was a caterpillar and nursed it and protected it for six years. During that time, Michele also worked as director of community outreach, dedicating herself to helping students achieve their potential as a mentor and a friend. She battled this last year with cancer. Michele has left us, but her memory has not. It flutters nearby, never out of sight, like the butterflies she helped to create. We dedicate this issue of Aspire to her and thank her for helping us see the better parts of ourselves. Michele took an idea and grew it from 28 pages to 88; she took that idea and shaped it into something that won an international award; she helped everyone around her to be better; she enabled so many of us to never crawl again.

Because of her we fly.

ARTS

CONNECT COLLABORATE CREATE

Celebrate 25 Years with the Ernestine M. Raclin School of the Arts

TELL US YOUR STORY The Ernestine M. Raclin School of the Arts is preparing to celebrate 25 years of the joining of the arts programs on campus. We will present an exhibition about our journey at The History Museum, open September 2016 through May 2017. Help us tell our story by sharing yours. Take a moment to tell us about your favorite memory, what you appreciate most about your experiences here, and what we have done well. Share a tale about a production, concert, exhibition, or project you participated in. Tell us about a favorite instructor, an aha moment, or any experience you’d like to share. We’re not just interested in the shiny stories. Feel free to let us know when you were let down, or what needs attention and improvement. We’re reviewing our 25-year history and hope to learn, grow, and become even better for the next 25 years. We want to hear from anyone with a story to share about the arts at IU South Bend: students, faculty, alumni, community supporters, audience members, school teachers who’ve worked with us, or anyone who has a memory to share. Email your story to artsiusb@iusb.edu, or send a letter to Arts IU South Bend, PO Box 7111, South Bend, IN 46634. Share your story, tell us your connection to the school, and provide your contact information so we can follow up. Thank you. We look forward to hearing what you have to say.

INSIDE // COMMUNICATION STUDIES

// THEATRE & DANCE

A different shared experience

Introducing theatre to the next generation

Speech Night: A lot to talk about

Barrick sets the scene

Communication Studies Club gets real

A Christmas ghost story

The road less traveled

Golden: Burnley perseveres

Beyond the byline

Execution of Justice

The Last Five Years

// MUSIC

// SCHOOL OF THE ARTS

Garrett sharpens chops

Living the dream

Dean’s welcome

The Euclid Quartet: Music with a mission

Arts Foundation funds residency in Amazon

Road to Hope

Fall highlights

R&R Series: Music for a new generation

Why an internship is right for you

Marsalis and his big brass break stereotypes

The benefits of scholarships

An invitation to Carnegie Hall

Perley Academy

A gift worth the price of admission

Graduating class the largest to date

Friends of ours

An alumnus of note

Chasing a dream one string at a time

Rewards well earned

“Lift Every Voice”

Thank you, Edgar Midgett

IMEA conference

Louise Addicott-Joshi’s vision comes to life

Euterpe’s Gift

New talent

Michele Morgan-Dufour

// NEW MEDIA 10

New media adds concentrations

// FINE ARTS 12

A new home for sculpture

Honor roll

Visiting Artist Lecture Series

News

Paul McCormick: Productive unrest

Arts Foundation Funds Residency in Amazon Rainforest WRITTEN BY NEIL KING

Ginger “Sky” Santiago dreamed of visiting the Amazon jungle and exploring its mysterious, lush, and diverse habitat for years. This past summer Santiago went on a trip to the Peruvian Amazon for a month-long art residency because of a generous grant from the IUSB Arts Foundation. “As an experimental artist and as an integrated new media studies major, I have been exploring ways to bridge the new skills I am learning in web, video, and computer art to my personal life regarding Earth appreciation, native peoples, shamanism, ethnobotany, and indigenous arts,” Santiago says. Santiago says her studies at Sachaqa Centro de Arte allowed her to explore

her personal passions and move forward professionally.

and edited video, and made computer art that combined the experiences.”

“I have a lot of material I shot and new insights still to process and integrate,” says Santiago. “This trip has opened new doorways for me. I have made many good connections in Peru, and there are many opportunities for more work.”

She plans to return to Peru but also wants to visit other parts of the world.

“Being immersed in the jungle and village life, I was given so many opportunities. I met indigenous artisans and a shaman. I trekked mountain trails in the Amazon rainforest. At Sachaqa and in the company of other artists, I learned indigenous arts in classes. I also painted and created mandalas from materials collected from the environment. I photographed, shot,

“I am very grateful to the Raclin School of the Arts and the Arts Foundation for making my dream come true,” says Santiago. “This residency has filled me with new dreams and inspired me to refine my path as a professional new media artist and a more conscious citizen of the world.” Every year generous gifts from the IUSB Arts Foundation send IU South Bend students to locations all over the globe to help accent the continuing education of growing artists and to enrich the global community of the arts.

Top Left // Tierra Madre (Mother Earth) digital collage Left // Despacho (Dreaming Anaquiwi) still from video Top Right // God’s Holy Work (Petrona) digital collage 5

Top // The Morris, digital photography by Alyssa Neece // student

arts.iusb.edu

Bottom Left // Robinâ€™s Nest, copper etching by Roberta Hudson Strachan // student

Bottom Right // In to the Distance, TTV photograph by Katelyn Bail // student

fallHIGHLIGHTS ERNESTINE M. RACLIN SCHOOL OF THE ARTS

SCULPTURE EXHIBITION

ANDREW KLINE AND JOHN RUNNINGJOHNSON SEPT. 29–NOV. 7 ART GALLERY EDUCATION & ARTS 4:30-7 PM OCT 1 ARTISTS RECEPTION View the engaging steel artwork of sculptors Andrew Kline and John Running-Johnson as the former mentor and student reunite as peers with this exhibition. Kline, a graduate of Western Michigan University, studied under then sculpture technician John Running-Johnson. Greet the artists at the reception and hear about their work on Thursday, October 1.

THE UNDERSTUDY 8 PM OCT. 8-10 & 23-24 2 PM OCT. 11 & 25 UPSTAGE NORTHSIDE HALL A hilarious play following a disgruntled stage manager, a Hollywood action star, and an underrated understudy on their quest to bring Kafka to Broadway. Will they reach artistic perfection or will the farce unfolding behind the scenes thwart their efforts? The Understudy, Theresa Rebeck’s homage to theatre and love letter to author and luminary Franz Kafka, will have you laughing as you root for this unlikely trio.

OPERA SCENES FROM THE IU SOUTH BEND VOCAL INSTITUTE 7 PM NOV. 5 PERFORMANCE HALL NORTHSIDE HALL Following a week of masterclasses and vocal training with guest artist Robert Sims, students from IU South Bend, Saint Mary’s College, and the University of Notre Dame will perform a concert of scenes from classic operas and musicals. Sims is a nationally renowned lyric baritone and professor of voice at Northern Illinois University. He returns to campus for a week-long institute after working with our students for a weekend residency in 2014.

ARTS LECTURE SERIES WITH

BRIAN L. QUICK, PH.D. 7 PM OCT. 15 PERFORMANCE HALL NORTHSIDE HALL Discussing varying approaches of outreach to potential organ and tissue donors. Quick presents “Utilizing Multiple Message Strategies to Promote Organ Donation Registration.” Quick is associate professor of communication at the University of Illinois at Urbana-Champaign and holds an appointment in the College of Medicine at the University of Illinois.

TICKETS AVAILABLE FOR $3-$12 AND FREE TO STUDENTS/CHILDREN

For a complete schedule of events, visit arts.iusb.edu or call 574.520.4203 to request a season calendar. 7

Why an internship is right for you:

An interview with Yuri Obata by Neil King Yuri Obata has worked at IU South Bend since 2006 as a professor of communication studies and as the internship coordinator for the Department of Communication Studies since 2010. Why are internships important? An internship is important for many reasons. When you start an internship you are heading into the professional world. You are getting experience in what you think you want to do. This is good for you because it helps you decide if this is really what you want to pursue or not. It’s also helpful because many times these internships lead directly to a job with the business that supplied the internship. It’s a chance for you to show an employer what you can do. You mentioned internships leading to jobs where students have had an internship. How much of a benefit is an internship if you don’t get a job at the same place? It’s still a really great opportunity. Employers want to see that you’ve had some experience in what you want to do. It goes back to having a chance to prove your ability. If you have a graduate who hasn’t had an internship, then you can look at their grades, you can check their GPA, but you can’t be as sure that they’re ready to do the same work as someone who did an internship and proved themselves. You often receive recommendations from people at your internship that prove your abilities outside of the college experience and let employers know that you’re qualified for a job. That’s something that you just can’t get unless you have proved yourself to them and established a good relationship with them. You’ve had internships. What do you think? 8

arts.iusb.edu

I think that the contacts you make are important, but it’s the real world experience that has made me feel that I’m ready to be in the professional world. Professors here have contacts and are knowledgeable, but it’s so different being out in the field. Yes, to make yourself look qualified you need both sides of it, the schooling and the experience, to show how great you are and how prepared you are. What internships are available? We always have someone going into WNIT Public Television. The Humane Society has been very vocal about having more of our students going there. Ugly Dog Media is another. There’s also the South Bend Tribune, The Elkhart Truth is another. We have so many positions available that we haven’t been able to fill them all. Students can also come in with their own internship ideas and talk to me about them. To some an internship may be intimidating. A student might not think they’re ready to step out into the professional world before they graduate. Why is an internship right for them? Why are they ready? Some students might think that, but they’re wrong. An internship is more than just a chance for employers to see you. It’s a chance for you to learn about yourself. Students are more capable than they even know. You know, it’s different when you’re out there meeting deadlines and working under a little bit of pressure. You want to do that now when you’re still learning about your profession, not after you’ve graduated. Degrees cost money. You need to try what you

think you want to do. Employers are understanding to students too. They know that you’re a college student. They understand that you’re still learning. We’re all still learning. They’ll expect you to be professional, but they know that you don’t know everything. You’re out there to learn, and they want to help you do that, and every employer talks to the school. If there’s an issue or a concern, we can help students. We can’t do that if students do a program outside of our bounds. We want students to feel welcomed and so do the employers. Ultimately, when you’re done with your internship you’ll realize just how ready you are. How do students go about getting an internship? Stop by my office in Northside 033E, or call or email me to set up an appointment. But my door is always open for students. Interested in an internship? You can contact Yuri at: 574.520.4414 obatay@iusb.edu NS033E

The benefits of

scholarships WRITTEN BY KAYLA SMITH

A college education is a worthwhile but expensive venture. For some students a scholarship is the only way to afford an education; for others it is a well-earned reward for their dedication to their craft. Scholarships are given to those students who apply and who deserve aid based on a combination of academic and financial considerations. No matter on what basis the scholarship is awarded, college students greatly benefit from their aid. Michele Morgan-Dufour, director of community outreach, says several scholarships are specifically for freshmen. “The freshmen scholarships are for an arrangement of different disciplines, and there is a specific amount awarded to each discipline,” says Morgan-Dufour. The school offers scholarships specifically for theatre and dance, integrated new media studies, music, fine arts, and communication studies. Morgan-Dufour says the scholarships are out there, waiting for applicants. The benefits are easy to see. “Having scholarships available really helps our students directly through our school,” Morgan-Dufour says. “These scholarships give our students a better chance at success in college by creating the opportunity for them to dedicate themselves more fully to their work. But also, that translates into greater preparedness once they have left college and are entering the community as graduates and as workers.”

Tristan Connor, a junior theatre major, has aspirations to move to Chicago to pursue both film and theatre. “Monday to Friday, 15 to 20 hours a week, you are practicing. So it’s hard to work and pay for college,” Connor says. “Being in college and practicing 15 to 20 hours a week is your job. You are preparing yourself to face the real world.” Recipient of the Greg Petry Scholarship and mass communication student Leslie Lestinsky has been enrolled since 2001 and has taken classes on and off since then. “It always has been work and school, and since 2012 I have been a single mom with two boys and school,” says Lestinsky. “Because I got the scholarship, I was able to step away from multiple jobs. I have a decent paying job at school working as a staff writer for The Preface.”

Once students have filled out their Free Application for Federal Student Aid (FAFSA) form, they are able to apply for scholarships using the all-campus online application, with a deadline of March 1. Once this form is complete and turned in, it is automatically sorted and submitted to each scholarship that the applicants are eligible for. “We read through all of the applications,” Department of Communication Studies Chair Tami Martinez says. “We have the money to help students, but if students don’t fill out their FAFSA and the online scholarship form, we can’t award them.” The online scholarship application is a short process. For professors it is a great chance to see new students grow and develop. “Scholarships tangibly show our appreciation to students who are excelling,” Martinez says. “To receive a scholarship is an honor.”

SCHOLARSHIPS OFFERED THROUGH THE RACLIN SCHOOL Art Sale Scholarship Bradley Thornburg Memorial Scholarship Broadway Theatre League Scholarship Greg Petry Scholarship Harold Zisla Art Supply Award Harold Zisla Scholarship John C. and Georgia Ward-Bryant Scholarship Langland Fine Arts Scholarship Martin Fellowship in Piano Music Talent Scholarship

Rex and Alice A. Martin Fellowship in Piano Robert W. Demaree Jr. Scholarship Virginia Morrow Voice Scholarship William M. and Lucille E. Gering Scholarship Department Scholarships Communication Studies Fine Arts Integrated New Media Studies Music Theatre & Dance

New media adds concentrations WRITTEN BY NICK WORT Incoming freshmen have two additional concentrations at their fingertips this fall. Interactive media and video, and motion media join the expanding list of options for new media students.

be approved by a wide variety of officials both at IU South Bend and throughout the rest of the IU system. The system is set up to create the most beneficial degree possible to students.

Assistant Professors of New Media Eric Souther and Sean Hottois pushed forward the new concentrations, which will add options for students and new positions to the department. Though Souther and Hottois say they look forward to getting the programs started, the real work is behind them.

“A lot of thought and effort gets put into every class that gets offered here at IU South Bend,” Hottois says.

“It’s been four years in the process of trying to develop all the courses and getting them all approved,” Souther says. Creating a new concentration is a lengthy process. Courses must 10

arts.iusb.edu

Souther says the new concentrations are a product of popular demand on campus, and he is more than happy to oblige. “I think it’s going to create a lot of new opportunities for us,” Souther says. “I don’t know how many students have come into my office asking for courses in either animation or game design. Now we should be able to at least offer animation, which can tie into game design as well.”

The video and motion media concentration focuses on video art, motion graphics, and interactivity between different multimedia aspects, while the concentration in interactive media will deal with web design and will also focus on the interaction between different types of multimedia. “The interactive media concentration will be a full web design and internet interactivity course,” Hottois says. “This focus of study isn’t widely available in our area. You have graphic design programs that have some web content, and you have some two year schools that do web design, but this will be a fullfledged program.”

born to

INNOVATE Integrated New Media Studies combines art, design, and communication with contemporary digital and computer technologies. The core curriculum is built on a solid grounding in video and motion media, interactive multimedia and web design, and music/ sound production. Todayâ€™s digital world offers exciting new career opportunities in communication, business, education, and the arts. New media skills prepare you for careers in website design, digital filmmaking and animation, interactive and distance education, and new media art, as well as business applications in product development and training, marketing, sales, and advertising.

For degree offerings and more info about IU South Bend new media and graphic design programs, visit us on the web at arts.iusb.edu/. 11

a new home

for sculpture WRITTEN BY RYAN LOHMAN

Going to sculpture class means something different to students this fall, something better, and certainly something closer. The old sculpture studio was about a mile and a half from the rest of campus. That changes this fall.

shop, an area for welding, a wax room, and a silica room.

Since 1966, the sculpture studio had been located on Wayne Street in South Bend. Now, with the renovation of a building across the river from Northside Hall, next to River Crossing Student Housing, the program comes closer to home.

“In the old building, everything was really happening in two rooms,” O’Donnell says. “All kinds of dust was mixing, and it wasn’t very well ventilated. It wasn’t good for our students or faculty. In the new building everything is separate and well ventilated. That’s going to make things a lot better, and that’s the goal. We wanted to make this a change that really improved life for our students.”

Before IU South Bend bought the building it was a tobacco shop, and once purchased, the school used the space for storage. That renovated tobacco shop now holds a diverse sculpting facility, including a classroom, a sculpting room, a wood

That’s a big improvement over the old studio, says Bill O’Donnell, vice chancellor for administrative and fiscal affairs.

The new studio is 22 percent bigger than the old one and also includes changing rooms for models, which is another area the old studio lacked.

Much of the renovation effort involved electrical work to accommodate the large kilns and welding stations necessary to work with sculpting materials. The school added new floors and erected new walls to create the rooms that will now offer separation to the students studying different sculpting methods. “We’ve lost a storage space, but we’ve gained what will be a better space for our students, and that’s what it’s all about,” says Michael Prater, director of facilities management. “We’re really excited to have these students on campus,” O’Donnell says. “Having them here means having them safer, and that’s a big thing as well. It’s a better situation all around.”

Perley Academy:

A two-way learning experience WRITTEN BY NEIL KING

Students of Perley Primary Fine Arts Academy honed their skills and learned whole new arts in an afterschool program last fall. IU South Bend students Taisiya Sokolova, violin; Marlon Burnley, movement and jazz dance; and Lucida Chiang, piano, taught children performance arts at Perley and learned a few lessons in the process. Sokolova says that teaching a group of third and fourth graders how to play violin was an experience that taught her about how to be a more complete instructor. She had previous experience teaching, she says, but usually in a one-on-one environment. Working with students at Perley taught her how to teach students in a group setting.

“Some of the students had really good experience playing,” Sokolova says. “Some did not. So as a teacher, you have to learn to help everyone in the class.” Burnley taught two different classes. He taught a movement class for kindergarteners and a jazz dance class for first and second graders. “The reason I like dance is that it’s expressive,” Burnley says. “That’s what I hoped to instill in the children in my classes. I think it was a really good experience for them and for me. It was so rewarding to see their imaginations bud.” It was Burnley’s first time teaching children this young. He says their excitement and joy helped him to remember what it was like to first learn dance.

“It’s great because you get to see children react to learning something,” he says. “They had such an energy for what we were doing. It was invigorating for me as well. I don’t know how it’s possible, but I really think that I learned more from them than they did from me.” The Perley students held two shows at the Perley Academy for friends and family. Students put their lessons on display in front of the large crowds and were relaxed and smiling as they did so. “I was really proud of my students,” Burnley says. “With young children it can be challenging to keep them focused, but they really tried to do their best. You could tell that they wanted to make their parents proud. It was a great experience.”

Garrett Sharpens Chops at Druid City Workshop

Photos courtesy of University of Alabama School of Music

The Druid City Opera Workshop, an intensive opera-training program, was a life changing experience for Tamra Garrett. Garrett was one of the 21 singers chosen from 100 applicants to hone her craft at the opera workshop. The singers who were selected to participate worked with some of the top directors and pianists the opera world has to offer. The vocalists worked with directors and coaches to get ready for a series of upcoming shows. The intense program focused on more than just the performances that took place at the workshop. Garrett also received some career advice and direction. “I was able to have an extra coaching and a meeting with the director of the program to discuss my future,” Garrett says. “The director told me that I sounded like a young Kathleen Battle—a famous opera singer who happens to be one of my favorite opera singers. The director also told me that it was

arts.iusb.edu

time for me to step out and audition for bigger opera programs and more professional opportunities.” Garrett learned tricks of her trade such as how to utilize a resume, headshot, and website for an opera singer. However, things weren’t all business. She also had some fun when she took dance lessons. The Druid City Opera Workshop had classes in hip-hop, salsa, and musical theatre dance. Students were put on their mettle when they performed their new moves during the final concert, which included all three of the dance styles. “Stage combat and fencing techniques were interesting as well,” Garrett says. “The coachings were amazing. The music was challenging, and I enjoyed every bit of it. I learned how to be more than a talented singer, and I learned how to maximize my craft and embrace the business of music as well.”

Living the dream WRITTEN BY CHRISTINE AIKEN

Every artist dreams of having their work published. For James Bowyer, associate professor of music, that dream has recently become reality—twice. Bowyer, already the author of the textbook Creative Sightsinging and a contributing author to the Teaching Music through Performance in Choir series, published two compositions, “Bow Down Low,” and “In Lonely Mountain Ways.” Both pieces are American folk songs that have been arranged for choir. Bowyer says it is his love of traditional songs that inspires his work. He hopes that his passion for these songs is passed on to his students. “My philosophy as a music teacher and as a choir director,” he says, “is that our students need to be singing folk songs. It’s through folk songs that we teach our students the musical skills they need to do a more difficult repertoire.”

Bowyer regularly incorporates international folk songs into his choral performances, including songs from Africa, Asia, and South America. Bowyer recalls a performance he directed at the inauguration of Chancellor Terry L. Allison last year when he incorporated an international folk song.

community that have died out. They got their name because, as part of their religious services, they would shake in sort of an ecstatic way.”

“We sang a song from New Zealand in Maori,” he says. “It was something that he really loved and wanted to have sung and I was completely on board because I love folk music.”

With the publishing out of the way, one more step remains for the realization of Bowyer’s dream.

Bowyer’s love of folk music is apparent, especially when he speaks about his recently published work, the themes of which draw from American history. “The first one is called ‘Bow Down Low,’ and it’s based on a Shaker melody,” Bowyer says of his first published piece of music put out by the Lorenz Publishing Company. “The Shakers were a religious

Colla Voce Music Press published the second piece called “In Lonely Mountain Ways,” written for women’s chorus, oboe, and piano.

“It was really cool because I went to a convention and I saw ‘Bow Down Low,” he says. “I saw it for sale and it was pretty cool to see my piece on a shelf that someone could purchase, and hopefully that will happen. It’s published. Now I just hope people will select it to perform in their own concerts. It would be a great honor.”

Visiting Artist Lecture Series gives students fresh perspective WRITTEN BY LESLIE LESTINSKY The Department of Fine Arts has played host to a broad range of guest photographers. Kelli Connell, Jeff Rich, Stan Strembicki, and David Johnson each recently visited campus with unique perspectives on art to share with students. Kelli Connell earned her bachelor’s degree from the University of North Texas in photography and visual art studies and her master’s in photography from Texas Women’s University. In the fall of 2011, Connell’s work, titled Double Life, was arranged into a book and published. The book was described as “an autobiographical questioning of sexuality and gender roles that shape the identity of the self in intimate relationships.” “This work is an honest representation of the duality of multiplicity of the self in regards to decisions about intimate relationships, family, belief systems, and lifestyle options,” Connell says. Her lecture highlighted her art in the form of a series of photographs taken over several years’ time. Connell asked students to look at relationships from many perspectives and explore gender and sexuality in an original and artistic way. “Kelli Connell is a dynamic artist,” says Susan Moore, associate professor of fine arts. “She is a great speaker. It was great to have her here.” Jeff Rich’s Watershed Project has toured nationally since 2012.

Rich received his MFA in photography at the Savannah College of Art and Design in Georgia. Rich’s work explores the relationship between earth, water, and man. He presented on the growth of the Watershed Project over the last decade. Stan Strembicki, winner of the Honored Educator of the Midwest Region of the Society of Photographic Education in 2014, gave a lecture titled “Sex, Death, Religion and Guilt: My Life in Art.” Strembicki discussed the “pathways, dead ends, and often circuitous route” his work has taken over the years. More than a retrospective, the lecture was also a presentation about how one’s own work and experiences inform the way one makes an image. David Johnson’s lecture was titled “Offices, Museums, and Campsites: Where Architecture and Personality Meet.” Johnson lectured about photographic projects he has created concerning physical space, community, and individuality and the varying photographic methods he used to explore each. Johnson received his BFA in studio art with an emphasis in photography from Texas Christian University and his MFA in visual art from Washington University in St. Louis. All four lectures presented a unique perspective on photographic art and showed those in attendance a larger world of art.

He spoke about the Mississippi watershed, the largest in North America, and water issues ranging from recreation to sustainability.

Top Left // Blue Ridge Paper Mill, Pigeon River by Jeff Rich Top Right // untitled by David Johnson Bottom Left // detail of Carnival by Kelli Connell Bottom Right // untitled from series “Body Text” by Stan Strembicki 17

Introducing Theatre to the next generation WRITTEN BY RYAN LOHMAN

The mice came out to play in Northside Hall for Lilly’s Purple Plastic Purse for the 52nd annual Children’s Theatre Presentation. The play about Lilly, a rambunctious, young mouse who gets a seemingly magical new purse, delighted young and old with an upbeat soundtrack and prominent use of lighting and stage effects. An adaptation of the book series by Kevin Henkes, Lilly’s Purple Plastic Purse drew oohs and aahs from its young audience, many of whom were dazzled by the sights and sounds of live theatre for the first time.

but they added a few things in.” The girls waited in line after the show to get a chance to interact with the actors. “The actors were funny,” Emily says. “I especially liked the screaming parts. They did a good job.” Backstage, the actors gathered, getting ready to meet the children. “The kids love the noise,” says Cassandra Gaines. Gaines is a junior who played five roles in the play—most notably Lilly’s gruff grandmother. She says acting for children is quite different from acting for adult audiences.

At a Saturday matinee performance, Emily, a homeschooled 13-year-old, said she had been to a play before, but she wanted to see Lilly’s Purple Plastic Purse because she read the book series on which it was based.

“Anything you do, they’re so accommodating of,” she says, still dressed as an elderly, anthropomorphic mouse. “They take in the spectacle for what it’s worth.”

“We read the book,” she says, grinning at her little sister. “It was like the book,

Beside her, Lilly’s mom, junior Emily Chidalek, agrees. “Children give back energy when adults hold it in,” she says.

arts.iusb.edu

Children from all around the area come to see private performances every year. According to student director Daniel Blevins, it’s not just the actors who learn from the experience of putting on the play. “First of all, you just want to tell the children a good story. You just want to entertain them. That’s the number one priority,” he says. “But also, it would be great if it creates a lasting impression on them. That’s the hope. And if they get into theatre and acting in the future, that’s great too.” After the performance the actors rushed out to meet the children waiting in line. They stood by the doors to sign autographs, give hugs. The children gathered around, their parents encouraging the shy among them to give in to their enthusiasm. To the actors, the enthusiasm of the children was the best review.

The Euclid Quartet: Music with a Mission WRITTEN BY DAVID PALMER

A little music can go a long way, and IU South Bend’s resident string ensemble, the Euclid Quartet, has miles of music to share. The Euclid Quartet is composed of violinists Jameson Cooper and Jacob Murphy, violist Luis Enrique Vargas, and cellist Si-Yan Darren Li. They are one of the most highly regarded quartets in the country and have received critical acclaim from The Washington Post on the East Coast to the Los Angeles Times on the West. With members hailing from all reaches of the globe, including the United Kingdom, the United States, Venezuela, and China, it goes without saying that their eclectic backgrounds influence a varied yet refined sound which is all its own. Regardless of the quartet’s busy schedule of musical endeavors, the ensemble never finds itself too busy to help up-andcomers who foster a passion for string music. Over the span of its musical career, the Euclid Quartet has taken time out of a busy touring schedule to host workshops and work directly with young string musicians. This year the quartet went to Colorado to serve as faculty for the Young Artist Program at the Rocky Ridge Music Center at Rocky Mountain National Park. The Euclid Quartet hosted a string workshop on campus in October. They focused on the fundamentals of string playing with high school students who wanted to work on sounding their best. In January the quartet held a day-long chamber music workshop in the Louise E. Addicott and Yatish J. Joshi Performance Hall. This workshop was for high school students in existing ensembles, with a focus of blending sound and developing listening skills within the chamber ensemble setting. In addition, the foursome often hosts similar events for school children of all ages, believing that music and a passion for creativity are as important as any other part of a child’s education. While some may have been content to reach the highest peak in a performance career, the musicians of the Euclid Quartet have a greater desire—they aim to teach more and be sure that they not only leave an impression with their music, but do their part to inspire the music of generations to come. The Euclid Quartet’s music and drive to teach others is sure to be remembered miles down the road, and that’s a traveling song worth having stuck in your head.

Road to Hope

Photos courtesy of Collin Erker, Mike Wargo, and Timothy Wolfer

WRITTEN BY CHRISTINE AIKEN Dean Marvin Curtis has enjoyed many accomplishments in his career, but in 2015 he earns his first film credit. Curtis has partnered with Assistant Professor of Music Thom Limbert on a score for the documentary film Road to Hope. The film, directed by IU South Bend alumnus Mike Wargo, is based on his previous film, Okuyamba, which means, “to help.” Road to Hope, like Okuyamba, focuses on the mission shared by nurses in African nations to ease the pain and suffering of AIDS and cancer patients. The film includes moving footage and interviews, while exploring the various forms of treatment for these life-threatening illnesses. A critically acclaimed film, Okuyamba won multiple awards and was featured in several film festivals. “The stories in Road to Hope can be rather heartbreaking, but the overall message, as laid out in the title, is

one of hope,” Limbert says. “This emotional push and pull has driven my decisions on instrumentation as well as harmony. My goal is to come up with music that sounds somewhat somber but instead of descending into pure tragedy continually has little glimmers of brightness.” There are notable differences between traditional composition and film composition, Limbert says. When working in traditional composition, the meaning and emotional content of the piece is part of the composer’s creative process. With a film, the composer is tasked with highlighting the film’s message and emotional arc through the creative angle they choose to take. “The other somewhat unique thing about film composing is the idea of coming up with themes that reference particular storylines and characters in the narrative,” Limbert says. “One of the ways that Dean Curtis and I

are working together is that he might present me with a melody or a chord progression that he thinks will work well as a theme for a particular person in the story, and my goal is to embed the theme in overall textures that I am coming up with.” “We’ve seen the original cut, and it gave us some ideas,” Curtis says. “We hope to involve some students in the actual performance of the music. We’re both excited about it.” Wargo is currently chief operations officer of the Foundation for the Center for Hospice and Palliative Care. He hopes that Road to Hope will spread the message that terminally ill patients need proper care to a new audience. Road to Hope is scheduled to be screened on August 27 at the 6th Biennial National Palliative Care Conference in Uganda.

born to be

CREATIVE Take your place in a community of artists to explore the theory and practice of fine art. From the fundamentals of 2D and 3D art to in-depth study of a single medium, IU South Bend students develop their creative and critical skills. Enjoy personal attention from an inspired faculty of recognized painters, printmakers, photographers, and sculptors. Expand your experience by traveling with the faculty to study art in Florence, the birthplace of the Renaissance, while immersed in the history of art and architecture.

For degree offerings and more info about IU South Bend fine arts programs, visit us on the web at arts.iusb.edu/.

arts.iusb.edu

Wise, combined metal-smith processes by Ashley Lavon Hochstetler // student

Barrick Sets the Scene WRITTEN BY JUA COATES Jeffrey Barrick is building a reputation around the area for his outstanding work in scenic painting and design. As a master scenic artist for IU South Bend, the Goshen native has worked on several theatre productions including King Lear, A Christmas Carol, and Kiss Me, Kate.

“I was in the right place at the right time and learned a lot from Rocky,” Barrick says.

“You have to be in love with everything you are doing, but be able to step back and be objective as well,” says Barrick.

That experience led him to the Elkhart Civic Theatre as well as a number of other theatres in the Michiana area, including IU South Bend.

His scenic art on theatre stages reflects his passion and attention to detail.

Barrick not only paints sets for theatre, but many times he is fortunate enough to have input into the design of those sets as well.

A friend introduced Barrick to Dean Marvin Curtis, who encouraged him to return to school and pursue his degree.

“Many scenic artists don’t get the opportunity to design what they are going to paint for any given production, however, I’m pretty lucky as I usually get to design what I paint,” says Barrick. “I like to think outside the box artistically both in my theatre and personal work.” Barrick received hands-on scenic art training from artist LaMar “Rocky” Weaver, having met him while painting for Amish Acres Round Barn Theatre in 2001. Weaver wanted to retire from painting at Elkhart Civic Theatre and wanted Barrick to take over his position.

“I am appreciative of the fine arts faculty for their artistic guidance and have enjoyed working with the theatre department,” says Barrick. Since coming back to school, Barrick has accomplished a great deal, including receiving the Harold Zisla Scholarship, and the Harold Zisla Art Supply Award for 2015-16. Barrick is currently a junior working on his BFA. He is focusing on painting and drawing, while also pursuing printmaking and a life-long interest in art history. It’s his passion about art that has fueled his desire to be proficient in cross-disciplinary art.

“I feel that audiences deserve a heightened experience when they come to see a production,” Barrick says. That humble, audience-first approach has served Barrick well as a scenic artist and designer wherever he has had the opportunity to work. “Ego likes to stay comfortable, and you can’t stay comfortable and grow. You have to have an open mind,” he says. The theater is not the only place you can see Barrick’s artwork. He has sold pieces in a number of local galleries, and he is well regarded for his murals of which he has painted several locally. Barrick would enjoy the opportunity to paint or design for a Broadway production, or possibly do some design and art for an animated or art film. With a humble attitude and an open mind, Barrick will certainly build a strong reputation wherever his next step takes him. 25

A Different Shared Experience Theodore and Youngman share experiences from opposite ends of the spectrum. Somara Theodore is just beginning her career in the world of TV journalism at WJLC ABC-Fox. She’s been a weekend meteorologist for two years. Owen Youngman, we can imagine, saw almost everything in his 37 years at the Chicago Tribune as an editor and executive. The two couldn’t be more different in terms of experience, and yet they both showed students the complex world of journalism as part of the Arts Lecture Series, which was presented by the Department of Communication Studies at IU South Bend. Before the lecture Theodore warmly greeted students and faculty outside of the Louise E. Addicott and Yatish J. Joshi Performance Hall and tailored parts of her lecture to those she spoke with.

arts.iusb.edu

Once on stage her lecture, “The Anatomy of a Dream: So You Want to Work in the News!” was dominated by the bubbly weather reporter interacting with her audience. At one point she invited an audience member to join her on stage to report a faux house fire as if they were on television. “What Somara brings to the table is a diverse real world experience that will give our students an opportunity to have a better understanding of where the news industry is today,” Rachael Sylvester, senior lecturer of communication arts, says. “She can explain new research and how it’s applicable in our students’ lives and what’s happening in the field. She has the ability to get students thinking with inspiration and to spark them into thinking more creatively.” Youngman’s lecture, “Are You Happy with Your Relationship with Your Phone?” focused on how the digital age is changing journalism and

how journalists are adapting to the ever-growing struggle of gaining the attention of readers given the unfathomable amounts of media available on a smartphone. Smartphones, as Youngman explains, are a huge deal. “Statistics say 79 percent of Americans keep their phones with them all but two waking hours, 63 percent keep it with them all but one waking hour, and 25 percent of Americans are never without their phone,” Youngman says. “The world’s 7.25 billion people have about 6.9 billion mobile subscriptions.” Despite their different experience levels, both lecturers gave pragmatic advice to students on how to succeed in the field of journalism, and both approached the subject with enthusiasm and a unique angle on the professional world.

Speech Night: A lot to talk about WRITTEN BY CHRISTINE AIKEN Gun control. Climate change. Stemcell research. These are just a few of the polarizing topics discussed in speeches delivered as part of fall 2014 Speech Night. Speech Night takes place over four nights, with three preliminary rounds, followed by a final round featuring the top two speakers from each of the previous rounds. “We always have a great bunch of students because they are the best of the best by the time it gets to that point,” Senior Lecturer in Communication Arts Rachael Sylvester says. “What we are ultimately looking for are polished presentations that reach a broad audience, with a focused topic that can be tailored for the audience and be persuasive.” Sarah Kimes won fall Speech Night with her speech titled “How Much is that Doggy in the Window.” “I was pretty nervous during class nominations because each speech

was just as good or even better than the last,” Kimes says. “It felt pretty competitive.” As the stakes rose during Speech Night the eventual winner elevated herself to meet the challenge. “I constantly practiced the week before, reciting it over and over to really cement it in my mind. I chose to memorize my speech,” Kimes says. “It seemed pretty risky to me, but this method paid off in the end. It set me apart from my competitors in its own little way.” “She was very passionate about her speech, so it wasn’t surprising that she won,” Sylvester says. “She spoke with conviction and she had a PowerPoint that demonstrated what she was talking about. It was very straight forward and to the point. “The judges deliberated for a very long time,” Sylvester says, “so determining the winner was a difficult decision.”

The wait was worth it for her. “The feeling after being announced as a finalist and then the winner was a rush and an honor,” Kimes says. “I am extremely proud of this accomplishment. It was really awesome to meet all the new people from both rounds I participated in. We were all supportive of each other, and it was interesting to hear their work.” “My professor, Jolene BrimageProsper, was a constant source of support, and I really appreciated all the advice she gave me,” she says. The victor has a piece of advice for anyone who wants to follow in her footsteps. “It’s helpful for you to pick a topic that has relevance to you in some way,” she says. “The listeners will be able to hear the emotion you have for it, and that’s helpful if you want them to remember you and what you speak about.”

arts.iusb.edu

R&R Series:

Music for a new generation WRITTEN BY CHRISTINE AIKEN

IU South Bend’s best and brightest music students and faculty have been out in the community inspiring a new generation of musicians as part of the R&R Series, a collaborative effort with the Ruthmere, a historical museum home in Elkhart. Executive director of the Ruthmere Bill Firstenberger calls the series “the perfect blend of outstanding regional talent, performing arts education, and cultural entertainment.” These performances move beyond pure entertainment and are being showcased at various local high schools to educate and impassion students as well. In addition to watching the performance, the high school students also have the opportunity to learn more about the musicians. “This provides us a chance to showcase our students in a public school setting and also showcase them in a concert setting,” says Dean Marvin Curtis. “This allows the high school kids to ask questions of our students and get their perspective. We want children to know that we can help them expand their horizons, sharpen the focus of their talents, and stay close to home.” The series will continue with three dates in the 2015-16 season. “IU South Bend is not just in South Bend,” he explains. “It has tentacles out there in the wider community. I think for the high school kids it’s a chance to hear our students, and that is a good thing for the people in the music program.” The first R&R Series performance, a music faculty recital, featured Si-Yan Darren Li on cello, Ketevan Badridze on piano, Jacob Murphy on violin, Mariah

Mlynarek on piano, Deb Inglefield on French horn, and Jennifer Muñiz on piano, along with singers Jessica McCormack, Julie Reid, and James Bowyer. The second performance was in the spirit of the holiday season. It showcased both sacred holiday music and yuletide favorites performed by William Harrison, Patrick Sweeney, Tamra Garrett, Allen Roberts II, Marketo Michel, Julius C. Miller III, Katelyn Marie Andrysiak, and Lawrence Mitchell-Matthews, with Mariah Mlynarek providing piano accompaniment. Wrapping up the R&R Series was World Voice Day. This included performances at Ruthmere and Concord High School. Performers included Chris Hardy, Roberts II, Andrysiak, Michel, Miller III, Mitchell-Matthews, and Garrett.

2015-16 DATES 7 pm Thursday, September 17 “Beauties, Beasts, and Babes” a voice recital 7 pm Thursday, December 10 Euclid Quartet String Studio 7 pm Thursday, March 8 Student Spotlight Recital Tickets are $5-$10, seating is limited Call 888.287.7696

Marsalis and his big brass break stereotypes WRITTEN BY NEIL KING

The Rodney Marsalis Philadelphia Big Brass are musical ambassadors who share their talents and passion for music all over the world. Just don’t try to define their style. One of the best parts of the band, Marsalis says, is that they shatter the stereotype that a musician has to select one style of music to play in order to be successful. “We want to show people that anyone can play any kind of music,” Marsalis says. “People tend to think that you have to pick a genre of music and stick with it, that if you’re from New Orleans you have to be jazz, for instance. I formed this group to break those beliefs and we’ve seen a good deal of success in the last 10 years because we play such a wide variety of styles.” The jazz community is something that Marsalis knows more than a little about. He grew up in the “first family of jazz” as a cousin to Wynton and Branford Marsalis.

arts.iusb.edu

“It was normal to me having those guys around as teachers, as mentors,” Marsalis says. “Maybe that would seem odd to other people, but I grew up with a lot of very talented and very wise mentors. I never knew that other people didn’t have these kinds of people around them. It was just normal to me. Wynton was my first trumpet teacher. I was very lucky.” Marsalis and his band are coming to IU South Bend in March of 2016 as part of a multimedia production exploring the events from the Civil War to the Civil Rights Movement.

For the concert in March the band will play music from a variety of genres as images and video from the Civil War and the Civil Rights Movement are projected onto a screen while actress JaQuinley Kerr narrates the visuals. “The events of the Civil War and Civil Rights Movement are connected in obvious ways,” Marsalis says. “I think the messages that defined these times in our history are still very important today with events like Treyvon Martin. And the stereotypes are still prevalent in our culture. That’s what this band is all about—breaking stereotypes.”

Marsalis will also teach a masterclass. He teaches as an artist in residence at Temple University, as well. “Growing up with all of the great teachers that I did really makes me try and do the same for others,” he says.

“BROTHERS ON THE BATTLEFIELD” 7 pm Saturday, March 5, 2016 Campus Auditorium, Northside Hall Tickets $7-$12 and FREE to students/children Call 574.520.4203

born to be

IN TUNE Study music at IU South Bend for personal attention from a faculty of professional musicians, innovative educators, cutting-edge scholars, and active composers. Whether you hope to play in a major symphony orchestra, tour the world as a jazz musician, run a high school music program, or compose your own magnum opus, IU South Bend has a program for you. Four bachelorâ€™s and masterâ€™s degrees along with more than a dozen major ensembles provide the education you need for a career in music.

AUDITION DATES Friday, November 13, 2015 Sunday, November 15, 2015 (The Steinway Piano Gallery, Carmel, Ind.) Friday, February 26, 2016

For degree offerings and more info about IU South Bend music programs, e-mail musicsb@iusb.edu or visit us on the web at arts.iusb.edu/. 31

An invitation to Carnegie Hall In every art there’s a venue that inspires feelings of awe and reverence, a place that has gained legendary status amongst artists and fans alike. For classical musicians that place is Carnegie Hall in New York, and for the first time, IU South Bend choirs are performing on that legendary stage. Jackie Hairston invited the IU South Bend Chorale, Chamber Choir, and South Bend Symphonic Choir to perform on April 10, 2016. The choirs are starring in their own 30-minute solo set. “Jackie Hairston is just amazing,” Lawrence Mitchell-Matthews, baritone, says. “She’s the cousin of Jester Hairston, and both of those artists have done a fantastic job of continuing the strong spirit of the African-American Spiritual for an extended duration. Jester lived to be almost 100 years old. Their family has had such an awesome impact.” Mitchell-Matthews, a senior, has performed once before at

Carnegie Hall and did so at the behest of Hairston.

have plenty to take away from the experience.

“Carnegie Hall is the most historic, famous hall in the United States. It is for the best of the best, in recitals and all sorts of performances. Carnegie Hall is a magical experience,” Mitchell-Matthews says. “You hear your footsteps fall and echo as you walk down the hallway and out onto the stage. The acoustics are fantastic. You don’t have to sing loud to be heard. It’s a singer’s dream.”

“I feel they will get a wonderful sense of the history and great importance when they stand on that stage. The space was magical to me,” Mitchell-Matthews says. “I got chills as I walked on the stage of musical splendor for the first time. I felt as if I was placed back in the early 1900s, and I felt an immediate sense of importance. This opportunity takes you to the next level as you begin your musical career, and it says that our school is on the right path to greatness if we stay on the course.”

A donation from symphonic choir member Jack Fuhrer and his wife Susan sponsored a portion of the four-day-long trip, but the choirs are funding the remaining expenses by hosting a special benefit concert November 18 in the Campus Auditorium, Northside Hall. All gifts made by November 1 will be acknowledged in the concert program. Mitchell-Matthews is returning with the choirs to Carnegie Hall and believes that his fellow students will

Pulitzer Prize winner Alice Walker, soprano Kathleen Battle, and jazz legend Wynton Marsalis will also perform at Carnegie Hall on April 10, 2016 with the IU South Bend choirs. Those interested in donating to the benefit concert should contact Dean Marvin Curtis at 574.520.4390 or mvcurtis@iusb.edu.

arts.iusb.edu

Paul McCormick: Productive unrest WRITTEN BY NEIL KING Paul McCormick graduated with a BFA in photography from IU South Bend in 2009. He has been anything but quiet since. Paul presented at the College Art Association (CAA) New Media Showcase. He received the Graduate Teaching Assistant Excellence in Teaching Award from the Department of Art and Design at Purdue University for 2014, where he completed his MFA in electronic and time-based art the same year.

Lindsay and Paul met at IU South Bend in 2009. He is also working on a show with Auburn student Cassidy Kullhanek at Fieldworks Projects in Auburn, Ala., opening in early September. “I think a key component to my motivation is the desire to create and share both my works, and ideas

and observations,” Paul says. “I have always enjoyed discussing ideas and critiquing work with other artist friends. Exhibiting work as much as I can not only serves as a way for me to share my work and ideas with others, but also serves as a way to make new connections with people.”

He is currently an adjunct instructor at Auburn University. However, Paul has been doing much more than just teaching. His artwork is an evolving exploration of the modern relationship between us and our technology. By using video, sculpture, photography, and social media, Paul’s work asks us to take a deeper look into what we experience with the recent surge of technological advances and also what we miss while we gaze at our glowing screens. One piece, Overshare, interprets posts from Twitter that, as the title implies, share a bit too much about the author. Paul does this by using an image of the post under a photograph in which a person is wearing a nametag that poses the social implications and honest reflections of the post’s text. Paul was featured in the “Voices X” exhibition at Warehouse Gallery in Iowa and had a collaborative show with his wife, Lindsay McCormick, titled “Personal Space.”

Communication Studies Club Gets Real WRITTEN BY KAYLA SMITH The Communication Studies Club made its first campus event a big one by way of the panel “What can you do with a communication studies degree?” The club hosted the panel featuring speakers who work in communication fields, such as journalism and public relations. It offered students a chance to mingle and network with local professionals, followed by a Q&A session, which gave students a unique insight into the professions. Panelist Samantha England recently graduated from IU South Bend with a degree in speech communication. England works in sales and development at Inovateus Solar, a company that specializes in developing solar projects for companies. England spoke of how the courses she took at IU South Bend helped her in the real world. “The communication courses helped me with the confidence in the interview process and how to sell myself,” England says.

arts.iusb.edu

She says persuasion techniques and management skills are just a couple of the many lessons she learned at IU South Bend. “Communication professors strive to make sure their students succeed, and smaller classrooms bring better discussion,” she says. “You are able to get that one-on-one interpersonal interaction that you need.” Students are taking their communication courses to help develop both their technical and soft skills for their futures. “Employees are looking for that fire, drive, and determination,” England says. “Present that in an interview. If you believe in yourself, then employers will believe in you.” The club organizes events such as the panel, but they are also planning fundraisers and workshops for building cover letters and resumes. Current, new, or even prospective students are welcome to join the club, which meets weekly to discuss ways to engage students and spark

interest in the communication studies program. Assistant Professor of Communication Arts Kari Wilson serves as the club’s faculty advisor. Neil King, who served as club president during the spring semester, graduated in May of 2015 with a BA in mass communication, a concentration in journalism, and a minor in creative writing. “In learning more about the communication program at IUSB and getting more involved with the club,” King says, “it can help us to focus on what we want to specialize in and help us later. It’s a good resume builder too.” The club president put skills learned in the classroom to use by leading club meetings and keeping the club on-task and organized. The role of president gave King the experience setting up times for professionals to assist in club events, reserving spots for them on campus, and serving as their main contact at the university. In doing so, King says, “I was able to find out what it feels like to be a professional.”

The road less traveled WRITTEN BY MOIRA A. DYCZKO TOP RIGHT // student ID photos top down 2006, 2010, 2011, and 2015

Neil King took the scenic route on his way to a Bachelor of Arts in mass communication, focusing on journalism, with a minor in creative writing. However, his three attempts over 13 years do not detract from his experience or devalue his degree in anyway. In fact, the opposite is true. King enrolled in IU South Bend straight out of high school to pursue a degree in secondary English education at the behest of family and friends, though his real interest was in writing. After two and a half semesters, he came to the conclusion that college was not for him. Instead, he worked in the RV industry. At 25, he returned as a business student, lasting only a few weeks. In the spring of 2011 King made his final return to college determined to see it through or acknowledge that academia wasn’t his path to tread. Believing a writing degree was frivolous, he reentered the School of Education. After hearing the off-hand comment that “those who can’t do, teach,” King reflected on his trek.

“You can write. It’s what you want to do. You get one shot at life. Do it,” he told himself. He cast aside the fears of frivolity, and pursued journalism. King held internships writing for the sports section of the South Bend Tribune and at Aspire magazine. He was a writer and web editor for The Preface, president of the Communication Studies Club, and outreach assistant for the Raclin School of the Arts. “Experience is the most honest teacher. Listen to your instructors who have been in the field. Those are the instructors that are going to offer you the real professional and life advice that will help you shift with whatever your degree is in,” King says. Internships have been Neil’s most valuable experiences. “You learn a lot about the job, and about yourself as well,” he says. “You know what you can do. There’s nothing more important than that in terms of being prepared to go out into the real world.”

In his final two semesters Neil worked three part time jobs and took a full load of coursework. He says the experience taught him about what kind of workload he could handle and improved his work ethic. Neil is no longer worried about putting his frivolous degree to work. “I think a writing degree is one of the most flexible degrees you can possibly have,” he says. While writing is his objective—he’s been published several times—he’s also willing to work in public relations or marketing. “It’s still communicating,” he says. “It’s still my passion. I’ve just learned how to view my passion differently.” Through his indirect route King earned his degree and developed a portfolio with a variety of quality work. He holds a positive outlook about his future. It may have been the scenic route, but he was able to get more out of college by experiencing it later in life.

A Christmas ghost story WRITTEN BY RYAN LOHMAN In the Upstage Theater of Northside Hall, eight student actors played 50 different roles to tell one of the greatest ghost stories ever told: A Christmas Carol. Marlon Burnley led the cast as Ebenezer Scrooge in Neil Bartlett’s “hauntingly spooky” adaptation of the novel by Charles Dickens. Burnley says, due to a few stylistic oddities, the new take on a holiday classic had audiences captivated. “We did it in a different style. We did it in a steam punk fashion, which is kind of Victorian but exaggerated,” Burnley says. “It involves a lot of screws and cogs. And we didn’t play age. People are used to an old, crotchety Scrooge; I played him as my own age.” Audiences also had the pleasure of seeing a new take on stage effects. A production with a cast of only eight can be quite taxing on each actor, but this crew went above and beyond. Burnley relied on the remaining cast to set the scenes and produce the sights and sounds the audience needs for the full effect of the production.

arts.iusb.edu

“The characters served as sound effects, visual effects. With eight actors playing 50 roles, we had to depend on each other to set the scene,” Burnley says. “Everybody is always involved. For me, I was on stage the entire time. In some productions, Scrooge is offstage in some scenes. I had to really keep my focus.” The production had its novelty, but in the end it was still A Christmas Carol. In fact, director and Assistant Professor of Theatre Justin Amellio says he chose Bartlett’s version for its fidelity to the original. “Mr. Bartlett’s rendition used only Mr. Dickens’s original text to tell the story in a new and interesting way,” Amellio says. “This version of A Christmas Carol was presented as a chilling ghost tale inside Scrooge’s mind. The journey is dark and twisty. The ghosts are haunting, but the heartwarming message of love and kindness still shines through.”

A gift worth the

price of admission

The trees were trimmed, shining strings of light adorned houses, children were teetering with anticipation of Christmas morning, and at the Center for the Homeless and AIDS Assist of North Central Indiana, around 500 people rejoiced in the comfort our patrons supplied in the form of warm and fuzzy teddy bears. It’s that feeling you get when you help someone less fortunate than yourself during the holidays that brings home the spirit of Christmas.

says. “The performances were done very well, and the number of people whose holiday season we were able to brighten in our community was really amazing. That’s thanks to our patrons and to our performers. They make this possible.” Curtis, also the director of the South Bend Symphonic Choir, organized the event his first year as dean of the School of the Arts.

As it has been every year, for the sixth annual “Teddy Bear Concert,” patrons paid the price of admission with their donation of a teddy bear, with cash, or with card, but the donations are at the center of the concert’s purpose.

The feature performance this year was “’Twas the Night Before Christmas” with dance and chorus. Students from Assistant Professor of Dance Carolynn Hine-Johnson’s D205 Choreography class choreographed and performed to the combined voices of the South Bend Symphonic Choir, IU South Bend Chorale, and Chamber Choir.

“It’s a wonderful production every year,” Marvin Curtis, dean of the Ernestine M. Raclin School of Arts,

Assistant Professor of Music James Bowyer directed the IU South Bend Chamber Choir in the invigorating

performance of “Java Jive,” along with “Homeward Bound” by the IU South Bend Chorale. Kelly Morgan, adjunct lecturer in theatre and dance, led the IU South Bend African Dancers in the “Little Drummer Boy” with guest percussionists, Pentatonics. Joining forces, the IUSB Jazz Ensemble, directed by Assistant Professor of Music Ken Douglas, and the IU South Bend Kick Line performed with dance routines choreographed by Karen Pajor, adjunct lecturer in dance. “This event is one of the most important things we do all year,” Curtis says. “This was the sixth year in a row that we’ve put the concert on and I hope that it’s something that is still happening at our school for many, many years to come.”

Graduating class the LARGEST to date WRITTEN BY AMANDA BARNETT

The Ernestine M. Raclin School of the Arts has set a record for itself. With 103 graduates, it produced its largest graduating class to date, and there are more students coming into the school this fall than left in the spring. The size of graduating classes has risen steadily since Dean Marvin Curtis took his position in 2008. When he arrived, the school was graduating 30 to 40 students per year. Last year the number of graduates had risen to 89. The upward trend, Curtis says, is due both to a focus on full time scholarship and to a commitment to offering students unique opportunities. “We put emphasis on ensuring that our students reach graduation and find success afterwards,” Curtis says. “The faculty is helping them to graduate and succeed. We are getting students to understand that you can’t work all day and go to school. You have to work hard in the summer to make enough money to pay the bills in the fall and spring.” The Raclin School of the Arts offers more classes and degree options than ever, making it easier for students to sign up for classes and get enrolled in their desired degree program. These changes have attracted an ever-growing number of students. Curtis undertook the process of acquiring national accreditation for the Department of Music with the goal in mind of achieving such accreditation for all departments within the school.

“It took us four years, but we are now a member of the National Association of Schools of Music. My goal is to get all of the departments nationally accredited,” he says. The school is also notably part of a select group of Steinway Schools. There are 168 Steinway Schools in the world. To qualify, 80 percent of a school’s pianos must be made by Steinway. The Raclin School of the Arts also has new degree programs attracting new students. The school will soon offer a master’s in communication studies, and Curtis is working on a musical theatre concentration. “In conjunction with the school of health sciences I’m working on a creative therapies degree which will be art, theatre, and music therapy,” Curtis says. “Creative therapies is working with kids, teenagers, adults, helping them to regain their sense of balance with art. Art will be used to cope with loss and aid in physical well-being,” he says of the new degree, which was designed to be the first stepping-stone to becoming a therapist. “The challenge now is to replace the students who have graduated,” Curtis says. This will be accomplished by recruiting throughout the region and sourcing additional scholarship money for prospective students. “I’m very proud of all of our students both past and present,” Curtis says. “It’s great to see our students graduating and going out and being successful.”

Golden:

Burnley perseveres WRITTEN BY MOIRA A. DYCZKO

Student, actor, director, employee, face of the school, class clown, friend; recent graduate Marlon Burnley holds many titles and wears many hats.

musicals HMS Pinafore (2012), Pippin (2013), and Kiss Me, Kate (2014). He now approaches a musical with full confidence.

In 2009, Burnley started to pursue a degree in theatre at IU South Bend and jumped right into the role Benvolio in After Juliet. Since that first role, he has been on stage for more than 20 productions in both theatre and dance, and has even directed.

Burnley auditioned for summer productions with Shakespeare at Notre Dame four times before getting a part. In summer 2014 he held the roles of Master Ford in The Merry Wives of Windsor with the Young Company, and both The Douglas and Warwick in Henry IV and Henry V with the Professional Company.

When reviewing photos of theatre productions and dance concerts during his tenure, it’s nearly impossible to pull an image that he isn’t in. He appears to be the golden boy of the school. Don’t let appearances fool you, Burnley has had his disappointments. He has used them as motivation and worked to improve his skills, and been persistent in the theatre program to add more tools to his repertoire. In spring 2010 he was initially given a singing role in West Side Story that was taken away because he couldn’t read music and didn’t learn the part fast enough. Over the years he’s developed his voice and music reading skills, and has since performed in the

arts.iusb.edu

Burnley has participated in the National Partners of American Theatre regional competition annually since 2013. In his first and second appearances he presented with fellow student actors Jerry Sailor and Taylor Sears. Each time they moved into the second round and were in the top 45 competing. In 2015 Burnley performed with Javon Barnes, moved up to the third round and was awarded top 16 in the competition. Additionally, he won the Irene Ryan Classical Actors Award for his monologue from Othello. “I never expected an award in classical acting,” Burnley says. “Now I know for sure this is what I’m meant to do.

This is the career I belong in.” Burnley credits the program and close connection with the faculty for creating an environment that provides opportunities to learn and grow. He noted that working with directors Randy Colborn and Justin Amellio are completely different experiences but both highly valuable. “In the time I have known Marlon, I have seen him grow as an actor, a professional, and a leader,” says Amellio, assistant professor of theatre. “As an actor, he is consistently able to create bold characters that are unique, energetic, and unforgettable.” In addition to working in the theater Burnley has worked in the arts office since 2010. Burnley graduated this spring, and as he leaves the school that he has been such a large part of, he has accepted an offer to the three-year MFA program at the University of Georgia in Athens, including a full tuition waiver and paid student teaching assistantship.

experience with The Preface helps Beyond the Byline: How students find employment after graduation WRITTEN BY CECELIA ROEDER The Preface, IU South Bend’s official newspaper, is run entirely by students. Student writers and photographers work weekly throughout the semester to bring campus and local news to the student body. Various staff members design the print edition, sell advertisements, and manage the website and social media pages.

“I believe more than two dozen IUSB graduates—or soon-to-be graduates—have found gainful employment in the field of their choice in these seven years,” says Klimek. “While credit should certainly go to the faculty members who helped educate them in related class work, The Preface has helped open doors for many of them.”

The Preface is more than just an extra-curricular activity; it’s a job. While some become involved with the newspaper through internships for school credit, the majority of staff members are employed by The Preface and are paid for their efforts.

Klimek says many area media companies contact him to ask if anyone at The Preface qualifies to fill a position.

Employment through the university is transitional. Eventually, all student employees will graduate and move on from college life. So what happens to staffers after graduation? They consistently find jobs. Staff advisor and adjunct lecturer Ken Klimek says it has been rewarding to see so many staff members from The Preface go on to find employment after graduation in his seven years with the paper.

arts.iusb.edu

“Many times, our former staffers are hired on the spot with one interview,” he says. Former staff members of The Preface have gone on to find employment at ABC, WSBT (TV), the South Bend Tribune, and The Elkhart Truth. Krystal Vivian is one such former staffer. A 2012 graduate, she worked at The Elkhart Truth for three years as a digital producer and recently became editor and digital producer at 95.3 Michiana’s News Channel.

Vivian credits The Preface for helping her make the leap into real-life journalism by learning professional skills while still in college. “I took the lessons that I learned in class—like how to write a lede or writing in the inverted pyramid style—and applied them to the real world without waiting until I had a diploma in hand. It made transitioning into a full-time journalism job much easier than if I had never worked at The Preface,” says Vivian. “Working at The Preface also gave me several bylines and showed prospective employers that I had a lot of experience, even though I had just graduated. That helped set me apart in landing my first job at The Elkhart Truth and helped me build the foundation of journalism knowledge I use daily at 95.3 MNC,” she says.

born to be

HEARD Immerse yourself in communication studies at IU South Bend. We keep up with the latest media trends and incorporate new ways of learning in our classes to better prepare you for an ever-changing, fast-paced work world. We are passionate about teaching and your success. Choose from concentrations in interpersonal and organizational communications, public relations, and mass media; then get the real world experience you need in our popular internship program.

For degree offerings and more info about communication studies at IU South Bend, visit us on the web at arts.iusb.edu/..

arts.iusb.edu

An alumnus of note WRITTEN BY NEIL KING

He is the first. Brandon Briggs, BFA ’07 in drawing and painting, has set a mark of excellence in what it means to be an alumnus. Dean Marvin Curtis honored Briggs with the first Alumni Award of Curtis’s tenure during Alumni Weekend this spring. Briggs received the award as a celebration of his prowess in his artistic field and for his strong dedication to his roots at the university. “This award is another way of us connecting with our alumni, and an opportunity to honor them,” Curtis says. “Brandon is a young man of promise who is finding success as an artist. His continued interest in the Raclin School of the Arts and his desire to help us connect better with our alumni is wonderful. I chose him for all of these reasons.”

Briggs’s work has been on view at venues such as First Street Gallery in New York, the University of North Carolina Asheville, Manifest Creative Research Gallery and Drawing Center in Cincinnati, the Fort Wayne Museum of Art, The Illinois Institute of Art, the University of Maryland, and the Evansville Museum of Art in Southern Indiana. He also has work included in the permanent collections of IU South Bend (forthcoming), the Midwest Museum of American Art in Elkhart, and the Evansville Museum of Art. In October of 2014 Briggs mounted a solo exhibition titled “On Being” at Franklin College in Indiana, where he also delivered a lecture outlining his studio practice and the theory that drives his work. Briggs also curated an exhibition entitled “The Suburb’s Eyes: Picturing the

Sprawl” for the Raclin School of the Arts during the sophomore season of the freshly renovated Art Gallery. The exhibition brought together Briggs and six other artists of noted recognition whose work deals with themes related to the ways in which suburban spaces are observed. After IU South Bend Briggs went on to study painting in the School of Art at Bowling Green State University in Ohio where he earned his MFA in two-dimensional studies in 2011. Currently Briggs is a fulltime instructor in drawing and painting at Bowling Green State University. He lives in Bowling Green with his wife and two sons.

Rewards well earned WRITTEN BY MOIRA A. DYCZKO

Annually the faculty comes together to formally recognize the talent and growth of their students with the Arts Excellence Awards. It is a celebration of the students’ hard work and a reminder of the joy and appreciation that faculty members have for their students. This year nearly 200 people attended, including students, family members, faculty, and staff, to applaud those who achieved the Dean’s List in previous semesters, who will receive scholarships in the 2015-16 academic year, and who are honored with Arts Excellence Awards. Executive Vice-Chancellor for Academic Affairs Jann Joseph welcomed guests and thanked the IUSB Jazz Ensemble’s prelude performance as the highlight of her day. She said how wonderful it is to witness the creative output of our students’ work as they develop their craft. The pinnacle of the evening was the faculty presenting the Arts Excellence Awards, the most prestigious awards available to students within the Ernestine M. Raclin School of the Arts. Recipients are arts majors

arts.iusb.edu

who have demonstrated excellence through scholarship, performance, or exhibition, and have maintained a minimum major GPA of 3.0. Each department of the school determines how many awards to issue and who should receive them. The Department of Communication Studies presents one award to a student in each of the following areas: leadership, mass communication, speech communication, and writing. “Since these awards are decided by a faculty vote within each department, they represent a collective vote of confidence for the student recipients,” Department Chair Tami Martinez says. The Department of Music uses a nomination process. This year Ian Bunker was one of the three students to win an Arts Excellence Award for music. Associate Professor of Music Jorge Muñiz nominated Bunker, a graduate student, for his “tremendous development as a composer,” and for, “creating a large and diverse portfolio of compositions and winning the IU South Bend Composition Competition last year.”

The Department of Integrated New Media Studies gave an award to one student in each of their concentrations who had completed their upper divisional review and had not been a previous recipient. This year the faculty unanimously voted to award Lillia Mirkhabutdinova-Martin in the graphic design concentration. “Lillia is always friendly in a professional manner, is hard working, and is always exploring new techniques and technology in her new media disciplines,” Assistant Professor of New Media Sean Hottois says. “Lillia is supportive of the larger community in philanthropic ways, as well as being supportive of her fellow students emotionally and academically.” “The Arts Excellence Awards represent our commitment as a school to the highest standards in our five disciplines,” Muñiz says. “Students who receive them are not only the best in their craft, but they are also the best academically. For the students, these awards are a culmination of all their hard work and artistry throughout their time at IU South Bend.”

2015 Arts Excellence Award Recipients COMMUNICATION STUDIES

INTEGRATED NEW MEDIA STUDIES

Grace Ball, Leadership

Amy Bartkowiak, Informatics

Samantha England, Speech Communication

Lilia Mirkhabutdinova-Martin, Graphic Design

Claire Guy, Mass Communication

Ginger “Sky” Santiago, Integrated New Media Studies

Neil King, Writing MUSIC FINE ARTS

Julia Beebe, Music

Maclovio Cantu, Printmaking

Ian Bunker, Music

Christa Corpe, Photography

Ilia Ulianitsky, Music

Rebekah Keiser, Drawing and Painting Ryan Kuder, Drawing and Painting

THEATRE AND DANCE

Susan Ward, Sculpture

Daniel Blevins, Theatre and Dance

Friends of ours WRITTEN BY RYAN LOHMAN

After a long day of instruction, demonstration, and encouragement, professional concert pianist Leon Bates sat down for dinner with Dean Marvin Curtis and some of the students he had just instructed. “You all know Mr. Bates, my good friend here,” Curtis says, introducing Bates to the students and faculty who gathered in Northside Hall to share a meal with their instructor for the day. Everyone did, as they should. Bates, a world renowned pianist and composer, has played with the Philadelphia Orchestra, the New York Philharmonic, and the Los Angeles Philharmonic just to name a few—but there are many more. He is a superstar of the classical music world. Curtis turned to Bates and asked how classes went that day.

arts.iusb.edu

“They went well, very well,” Bates replies, taking his seat next to the very same students with whom he had spent the afternoon. They were just warming up. Soon Curtis and Bates laughed and joked as the friends they are, and when the faculty has friends in high places, the level of access for students can be extraordinary. “Lots of these visiting artists are friends of ours,” Curtis says about friends of the school of the arts who teach masterclasses to students. “It’s an important part of what we give our students here—connections.” This amazing level of access to master artists comes as part of the cost of admission for art students at IU South Bend. According to Curtis, such access makes all the difference in an art student’s education.

“We want to expose our students to a variety of artists. A masterclass gives students different perspectives,” he says. “They hear from teachers all the time. The teachers might be saying the same things to them, but it’s different when it comes from Leon Bates, for instance.” Lawrence Mitchell-Matthews, a senior voice student, took part in more than one of these masterclasses on campus. Additionally he took instruction in a private, one-on-one session with Albert Lee, a vocal professor and director of the Nevada Chamber Opera at The University of Nevada, Reno. “He’s just a very easy person to work with. He makes you comfortable in your own skin before he starts to tear you apart,” Mitchell-Matthews says. “I was comfortable with myself before he challenged me to be more

Thank you, Edgar Midgett We said goodbye to our good friend Edgar Midgett last November. Dean Marvin Curtis’s partner, Edgar has been fondly referred to as the first man of the arts. He was a great supporter of both the students and the arts programs at IU South Bend. Edgar joined the IU South Bend Gospel Choir in 2009. In addition to performing with the choir he served as their business manager. In that role he organized fundraisers for the ensemble to purchase robes and cover expenses for travelling. In 2011, Edgar organized the IU South Bend Gospel Choir’s first tour to North Carolina to perform at the 90th Anniversary Celebration of Holy Trinity United Holy Church in Greenville. The following year the choir performed in Ohio in addition to North Carolina. Edgar was also very supportive of the students at the Raclin School of the Arts. He would take time to talk with the students, provide them a home cooked meal, and attend their performances.

vulnerable. That was the key thing about what he told me to do—to explore the area of vulnerability.” Mitchell-Mathews also worked with opera singer Denyse Graves, among others. He says, most of all, the experience helps a student hone in on an area of improvement their instructors might be unable to identify due to the fatigue of daily exposure.

Back in Northside, by the end of the dinner, students had asked Bates about getting an agent, the business end of music, and applying for graduate programs. He answered each question thoroughly, with examples, leaving no stone unturned. “I’ll see you tomorrow,” Bates says, rising from his seat. His masterclass resumed in the morning.

“I feel like it’s an opportunity for a performer to begin again on their technique and be reminded of the little things we often forget because we get them into muscle memory. I feel the masterclass is a really good tune up,” he says.

Chasing a dream one string at a time WRITTEN BY JUA COATES

Helen (Pappas) Cates, ’14 Bachelor of Music in violin performance, has finished her first year of graduate school at Bowling Green University in Ohio, and she enjoyed the experience for all it’s worth. “I am having a good time and the people are very friendly,” she says of her new university. Cates, a violinist since age five, came to IU South Bend from Germany. So her move from Indiana to Ohio is a relatively small leap. A bigger leap, she says, is the gap between undergrad work and the work she is doing as a graduate student. “The competition level was not as intense,” says Cates of her undergrad experience. Graduate school; however, is a different story. “The music department is much larger, with more violin students, which makes the competition tougher,” Cates says. “The orchestra is grand, which gives us the chance to play big symphonic music, which I love to play.” 54

arts.iusb.edu

Graduate school presents other challenges for Cates. There are music festivals to prepare for as well as guest composers who come to debut new music. “It gets stressful at times because we have to learn new contemporary music within a short deadline,” says Cates. There are also two concerts each semester and work with the school’s quartet. Cates has quite a full load, but she says she is up for the challenge. “The work is similar to undergrad, only it’s magnified.” That similarity helps to make the load seem lighter, as does a helping financial hand from her graduate school. Because of her virtuosic playing and strong academics, Cates received an assistantship from the university that covers her tuition and gives her a stipend. Although she looked into other graduate programs, Cates says Bowling Green University fit her needs the best.

Cates is also recently married. She says her husband, Dean Cates, keeps her grounded and supports her efforts in school. “He is super understanding and knows I have to practice a lot. It helps that he is in the arts as well,” says Cates. Dean graduated from IU South Bend in 2012, with a BFA in photography. Thus far, Cates has reached all the goals she set for herself regarding her career in music. She successfully completed her undergraduate degree and is on her way to finishing her master’s. The next step in her musical journey will be to prepare for orchestra auditions. “After grad school,” she says, “I will audition for many orchestras around the country in hopes of reaching my ultimate goal of becoming an orchestral musician.”

arts.iusb.edu

Lift EveryVoice:

Celebrating the African American Spirit Langston Hughes may be lauded as a famous poet, but he was no one trick pony. At the seventh annual “Lift Every Voice: Celebrating the African American Spirit” concert, Albert Lee, tenor, showed the audience the breadth of Hughes’s work and the enormous amount of influence that it still carries today. “What initially drew me to Hughes was a set of songs,” Lee says. “He was one of the premier African American poets and writers. It’s lesser known that he wrote songs and jingles for the war effort. Hughes wrote plays as well. He has a place not in just American writing but also theatre and music.” Lee says that he wanted to bring awareness to the wide reaching

scope of Hughes’s impact on American culture. Lee is a vocal professor and director of the Nevada Chamber Opera at The University of Nevada, Reno. His performances have been described as “vocally sumptuous,” “musically distinctive,” and “acrobatically agile.” “Lift Every Voice” featured guest artists Lee, Karl Van Richards on piano, and Ridge Davis on flute. The South Bend Symphonic Choir under the direction of Dean Marvin Curtis and the IU South Bend Gospel Choir under the direction of Tamra Garret also performed in this celebration of Black History Month. Davis is an artist diploma candidate at the Colburn Conservatory of Music in Los Angeles. He received his bachelor

of music degree from the New England Conservatory under the tutelage of Paula Robison. In 2011 Davis won top prize in the Atlanta Flute Club Young Artist Competition. Richards made his orchestral debut at age 17 playing the Grieg Piano Concerto in A minor, having won the Victoria M. Griffith Concerto Competition. Since then he has appeared as a soloist, collaborative, and orchestral performer in his native Jamaica, The Bahamas, Puerto Rico, Cayman Islands, Austria, Slovakia, and the Czech Republic. “Lift Every Voice” is supported in part by the Community Foundation of St. Joseph County’s African American Community Fund, Lexus of Mishawaka, and Dr. Paul McLeod.

Execution of Justice

still resonates with audiences

The theatre season at IU South Bend opened with the play Execution of Justice, which explores the 1978 assassinations of Harvey Milk, one of America’s first openly gay elected officials, and San Francisco Mayor George Moscone by Dan White. San Francisco was roiling in political turmoil. A grass roots political movement had drastically changed the landscape of the city. Milk had been voted into office the year before, and the city was searching for identity. “This play is still relevant today as we search for a cohesive identity on topics like gay marriage and gay rights,” says director Randy Colborn, professor of theatre. “It’s such a well written piece that, unfortunately, continues to connect in our society.” Execution of Justice recounts the events surrounding the aftermath

of those assassinations and the trial that held the rapt attention of a city searching for itself. Playwright Emily Mann wrote Execution of Justice using real transcripts from the courtroom, media sources, and contemporary reactions of the people of San Francisco. The play is as much a documentary of the events surrounding Milk’s murder and White’s trial as it is a theatre production. Tristan Conner played the role of White alongside a cast of student actors, including Kala Erickson, White’s wife; Jaime Bahena, the judge; Marlon Burnley, the defense lawyer; and Brad Pontius, the prosecuting attorney. Together, they executed Mann’s script with great ability and thoughtfulness.

“There were a lot of freshmen in the show. They really did a great job,” Colborn says. “This was a play that was important for them to do, even if they might not have been aware of it. The challenges of the play were very good for them.” In conjunction with the play, an art installation by Rita Kohler was projected on the north wall of Northside Hall. The GLBT Resource Center of Michiana also sponsored a panel of South Bend city government members and IU South Bend faculty to reflect on the lessons that the play teaches. “It is an important play to perform, as important as when it was written, as important as when it first happened,” Colborn says.

The Last Five Years:

A performance for scholarships When you think of musicals you probably think of large casts, bright lights, and dramatics. The Last Five Years has two of those three things. Only two cast members played in the show, but what a two they were. Justin Amellio, assistant professor of theatre, and Jessica McCormack, assistant professor of voice, came together on stage to tell the story of a relationship in peril. The duo performed the musical to raise money for student scholarships. The story, written by Jason Robert Brown, follows Cathy (McCormack) and Jamie (Amellio) through two timelines spanning five years. One timeline begins where the two lovers meet and moves forward, and the other begins at the demise of their relationship and moves backward.

arts.iusb.edu

The timelines meet at the crescendo of the play, on their wedding day. “This inventive chronological storytelling technique allows the audience to examine the relationship from every possible angle,” says Amellio, “while hearing and seeing it unfold through Jason Robert Brown’s soaring and inventive music.” Musical accompaniment for the production was provided by an orchestral ensemble under the direction of Assistant Professor of Music History Jeffrey Wright that included students Jason Pooler, violin; Joohee Jeong, piano; Kendrick Allenson Morris, cello; Isaiah Eby, guitar; and Andrew Sellers, bass. “This musical is a wonderful fit for a cross-departmental collaboration between the music department and the

theatre and dance department,” says Amellio. “We are very lucky to have found a piece so musically challenging and theatrically delightful to work together on. It is a true ensemble piece.” Proceeds from the performance were used to support music and theatre scholarships for IU South Bend students. “The event was attended by students and the wider South Bend community as well,” Amellio says. “As a first try at a fundraising performance of this nature, we were pleased with the outcome and are very much looking forward to planning one again in the future. I think it was a wonderful chance for the music department and theatre and dance department to collaborate on this project, and we look forward to future collaborations too.”

born to be

DRAMATIC Prepare for the performance of a lifetime with hands-on creative experience guided by a faculty of practicing theatre and dance professionals. The theatre and dance programs at IU South Bend combine academic learning with practical experience so you learn the art of theatre from every angle. Our theatre degrees serve as a pre-professional foundation for careers in acting, directing, playwriting, design, crafts, technology, theatre management, marketing, and audience development.

2015-16 SEASON

“STAGE BUSINESS: A LIFE IN THE THEATRE”

The Understudy October 8-11 & 23-25, 2015 A Grand Night for Singing December 1-6, 2015 The Legend of John Henry February 13, 2016 “A Celebration of Dance: Broadway Rhythm” February 25, 2016 The Musical of Musicals (The Musical!) April 14-17, 2016 For degree offerings and more info about theatre & dance at IU South Bend, visit us on the web at arts.iusb.edu/.

Students perform, faculty present at

IMEA Conference Sixteen choral students and three instrumentalists from IU South Bend were selected from colleges statewide to participate in the Indiana State Collegiate Festival Honor Choir and Orchestra at the Indiana Music Educators Association (IMEA) Professional Development Conference in January. Nominated by IU South Bend ensemble directors James Bowyer and Ken Douglas, the students performed “Dona nobis pacem” by Ralph Vaughan Williams at the Embassy Theatre in Fort Wayne after two days of intense rehearsal. Junior music major William Harrison says the effort was worth it. “The experience at the IMEA conference was inspiring,” he says. “It gave me the opportunity to meet

future colleagues, and it was a really great chance to get to know my peers at IU South Bend.” The conference is an annual event in January for professional music educators and undergraduate music education majors. Between rehearsals the students attended the conference, at which they participated in workshop sessions for music teachers. Bowyer, Douglas, Jameson Cooper, Si-Yan Darren Li, Luis Enrique Vargas, and Jacob Murphy all presented at the IMEA conference. Nate Baum, a junior studying music education, says that it was a beneficial experience that “opened doors and opportunities.”

concentration in guitar performance, found the experience of collaborating with the other musicians from around the state “artistically stimulating.” Perhaps the highest praise came from junior music education major Josiah South. “From the enrapturing music of Ralph Vaughn Williams, to the friends I found in my fellow Honor Choir members, this is an experience I will treasure for many years to come,” South says. “After such exposure to the immense expectations our directors had for us in only two days of rehearsal, I hope to continue my growth as a musician with all they taught me in mind.”

Baum’s fellow classmate, junior Isaiah Eby, a music education major with a

Louise Addicott-Joshi’s vision comes to life WRITTEN BY MELLISA SEYBOLDT

It was a night of joy, celebration, and beautiful music as the Louise E. Addicott and Yatish J. Joshi Performance Hall was dedicated at IU South Bend.

The space is now a state-of-theart venue. It allows for top quality performances and recording— advantages students and faculty did not have before.

A dedication concert on September 26 brought the venue to life with a wide variety of music, from handsome stylings of violin and piano to riveting operatic performances.

Yatish Joshi, his family and friends, representatives of Indiana University, architects who made the space a reality, and other supporters of the project attended the dedication concert.

The concert kicked off a weekend of festivities to acknowledge the renovation, including a masterclass led by Robert Sims the following day, which helped students prepare for vocal duet performances on Sunday. Internationally acclaimed talent George Zacharias, violin, performed alongside IU South Bend Piano Studio graduate Vakhtang Kodanashvili on the song “The Witches of Winter.” Renowned vocalist Simona Mihai, soprano, also performed with Kodanashvili as they treated the crowd with “O mio babbino caro” from Gianni Schicchi. Other performances included students and faculty. A generous gift from the Georgina Joshi Foundation made the renovation of the space formerly known as the Recital Hall possible. Louise Addicott-Joshi started the foundation and named it for her daughter, Georgina, an exceptional musician.

arts.iusb.edu

A reception before the performance gave those in attendance the opportunity to greet the Joshi family and thank them for their generosity. Champagne, refreshments, and good weather brought the celebration together flawlessly. It was clear throughout the evening that much of the focus was on Louise and her idea of what the performance hall should stand for. “The hall is really Louise’s vision,” Joshi says, “It is to provide musicians a place to do their recording, a place to perform and show their talent, to really explore their ability, to discover, to do their best. It all came true for Louise, and most importantly for the IU music students, faculty, and the community.” “This gift is just too big for words to capture, and it’s a gift that will keep on giving,” says Dean Marvin Curtis. “I’m just too excited. You dream up something, and you look at it and think it looks nice on paper. All of a sudden it’s real. Here it is.”

Chancellor Terry L. Allison made the opening remarks before the dedication concert. “This hall is a tribute that will shine brightly every time a note of music is sung or played here,” Allison said. “The vision of Louise Addicott will shine here. The bond between Louise and Yatish, the beauty of Georgina, and the love of the Addicott-Joshi family will shine here. And here our students and faculty will sparkle. I cannot express how much that means to all of us at IU South Bend.” Yatish Joshi was thrilled to have so many celebrating the dedication. “Louise believed, in this life, it is not what you can do for yourself but what you can do for others,” he says, “And it’s coming through tonight.” The concert opened with a piece composed by Beethoven that Louise loved to play on piano. “I remember so vividly sitting next to Louise and watching her fingers flow through the keys, playing ‘Moonlight Sonata,” Joshi says. Vakhtang Kodanashvili played the piece with all the grace and vigor it commands.

Euterpe’s Gift:

Sculpting a goddess

In February of 2014 Dora Natella embarked on the arduous process of creating a sculpture of the goddess and muse Euterpe. The journey to that unveiling took Natella down a long and winding road. Here are some of the highlights of that journey through the sculpting process:

February ’14: The general idea of the Euterpe sculpture is born. March (early March) ’14: A lyre is 3-D printed and added to Natella’s sculpture Aurora’s Gift as a model for Euterpe, and the basic design for Euterpe’s Gift is completed. March (spring break) ’14: Aurora’s Gift, now the model for the new sculpture, is taken to Sincerus Bronze Art Center in Indianapolis to be 3-D scanned. May ’14: The small model is then sent to Oklahoma to produce a large-scale 3-D printing. The new, large 3-D model, which is a kind of foam, is sent to Sincerus. Pictures are sent to Natella, who is in Italy. June ’14: Natella returns to Indiana and goes to Indianapolis to see the new model in person for the first time. The foam model is shipped to IU South Bend. Now the real work begins. July ’14–May ’15: Natella brings in Winique Hatcher as an art model to use as a reference and reworks the foam sculpture by placing clay over the foam and painstakingly adds in progressively finer details to bring the sculpture to life. March–April ’15: Natella and her son design a special crate using two-byfours so the sculpture can be moved by truck.

April–May ’15: Euterpe is sent back to Sincerus. Here impressions are taken of the clay for the purpose of reproduction and approximately 50 molds of different parts of the sculpture are made. The mold is injected with wax and the wax pieces are put back together. May–June ’15: The wax assembly is smoothed and taken apart again in order to make ceramic shells, made of silica, of the pieces. June–July ’15: The new molds, again about 50 different pieces, are then put into a sandpit and bronze that has been heated to the temperature of 2,000 degrees Fahrenheit, is poured into the ceramic and silica molds. July–August ’15: The ceramic and silica shells are then broken off of the bronze pieces. The pieces are once more reassembled by welds. The welds are filed and ground smooth. A chemical is added to aid in the coloring of the piece, and finally Euterpe’s Gift is sand-blasted and colored. August ’15: In the last week of August the statue is sealed with wax and delivered to campus to be put on its stand outside of Northside Hall. The time from Euterpe’s conception to her unveiling in September is one and a half years.

New Talent

YOUNG SUK LEE

JEFF HORWAT

Much like the curious cats Lee loves so much, she is an explorer in more than one context. She loves to trek through the outdoors for hiking and fishing. One of her biggest passions is traveling.

Horwat is a teacher for the ages â€Ś er all ages that is. Over the past 15 years he has taught students from kindergarteners to college seniors in four different states. He even wrote his doctoral dissertation about K-12 art teachers who also view themselves as artists.

Lee also discovers the world through her art. Her artwork employs a variety of themes focusing on nature, ecosystems, and the connection between life forms. As human beings, an inescapable part of life is our interaction with other creatures. The fundamental theme in her work concerns how ecosystems, societies, and life itself form an interconnected web where the disturbance of any part affects everything. Lee joins IU South Bend this fall as part of the new media faculty. Her work has been displayed in multiple international venues in Korea, Japan, Australia, Germany, Canada, and the United States.

He encourages novice and veteran teachers alike to pursue their own artistic endeavors. One of his goals in higher education is to help cultivate the space, time, and community for art teachers to keep making art. In his free time Horwat stays active by running, biking, or hiking and pursues his own artistic exploration. Horwat is a practicing artist who creates whimsical watercolor paintings inspired by his love of philosophy, surrealism, and Buddhism. His artwork has been shown in Boston, New York, Philadelphia, Chicago, and Louisville. Horwat is joining the fine arts faculty in support of the art education degree this fall.

arts.iusb.edu

THOM LIMBERT

JEN KAZMIERCZAK

Limbert is a natural world enthusiast. He carries a deep passion for nature and animals. He is the associate director of philanthropy for the Asia/ Pacific Region of The Nature Conservancy, a global nonprofit organization that carries the mission of conserving the world’s lands and waters.

If you want to make Kazmierczak happy tell her, “Winter is coming”—the Stark’s family motto from HBO’s Game of Thrones. She is an avid fan of the show and winter also happens to be her favorite season.

Limbert, assistant professor of music for a year already, has been creating music since his childhood and grew up playing in rock and jazz groups, mostly behind a drum kit. He continued by playing in clubs around his home turf in Baltimore, Md., and then in Chapel Hill, N.C. He started recording albums and found himself immersed in a new world. It was during these recording sessions when he became interested in audio engineering and music technology, a pursuit that continually informs both his research and creative work. Birdwatching is one of Limbert’s hobbies. He gets a great deal of joy in being able to identify bird species in the wild by their song or call. He also loves his two rescued greyhounds, Lena and Yvie.

Kazmierczak enjoys watching football and basketball, but also loves to be outside. She takes in the outdoors by biking, swimming, and traveling. Additionally she likes to take road trips and hang out with her family. Kazmierczak joins the faculty at the Raclin School of the Arts as an experienced set designer. Her favorite shows that she has designed for are Dancing at Lughnasa by Brian Friel and A Midsummer Night’s Dream by William Shakespeare. Her dream shows to design for are The Last Five Years by Jason Robert Brown, Who’s Afraid of Virginia Woolf? by Edward Albee, and Endgame by Samuel Beckett.

Michele Morgan-Dufour: Forever in our hearts

WRITTEN BY TAMEA P. RECTOR AND MOIRA A. DYCZKO

On May 21, 2015 we lost a key member of the staff when Director of Community Outreach Michele Morgan-Dufour passed away. Michele loved her job. She set highquality standards for her projects and had an exceptional work ethic. She was a writer, an editor, a photographer, an educator, an event planner, a webmaster, and a mentor to any student lucky enough to serve as her intern, to name just a few of her many skills and talents. She brought her own creativity and unique skill set to the outreach position and defined its responsibilities over her 12 years at the Raclin School of the Arts. Michele stood at the junction of university and community and brought people together. Her outreach efforts helped to shape the reputation of the school within our community and beyond. Though Michele expertly coordinated countless outreach projects each semester, her two most visible annual projects were the children’s theatre production and Aspire magazine. The children’s theatre production welcomes the largest audience to campus each year with nearly 10,000 children at its peak, many of whom have never before experienced live theatre. In her honor we have renamed the production Michele’s Little Hearts Theatre. With Michele at the helm, Aspire, now in its seventh year, has become more focused on student achievement, reflecting the type of experiences our school has to offer. Michele’s professionalism and desire to accomplish goals as a team was a phenomenal boon to our school. Her office door was always open to faculty, staff, and interns—ready to offer an idea for an outreach project, an answer to a tricky writing problem, or a sympathetic ear for anyone having a bad day.

arts.iusb.edu

Michele had a great impact over broad audiences in her position, but it was her personal approach that exemplified her caring, thoughtful nature. She took time to get to know the people she worked with on an individual level. When asking others for a favorite story about Michele, you will often hear that she went above and beyond to get to know, understand, and take care of the people she worked with. We commit to continuing Michele’s work by nurturing our students and supporting our faculty and staff as our hearts heal from this loss. Michele’s legacy lives on.

Dear Michele,

nths of your diagnosis hend that within eight mo pre com to ible oss imp is It e. we have had to say goodby

work, and your ionalism, your impeccable We will miss your profess and its students. We ent of the Raclin School dedication to the advancem r laugh—that marvelous, and wit. We will miss you will miss your intelligence hear it echo through ious laugh. We will forever raucous, ear-splitting, contag hysterically funny Hall. We will miss your the corridors of Northside and laughed your you found your way into, ns atio situ urd abs the of reports offers to help us, even your collegiality and your way out of. We will miss d. We will miss your ed with your own workloa when you were overwhelm love and friendship.

to detail, and find the work hard, pay attention You showed us all how to ce, and love as you Your courage, strength, gra humor in every situation. as possible (you hated continued working as long and cer can h wit ed ggl stru reciate each moment how important it is to app to miss a day!) taught us of work and friendship. and to enjoy the blessings Thank you for everything. always. We love you and miss you

School of the Arts of the Ernestine M. Raclin The Staff and Faculty

Thank you notes

eatre production

from children’s th

MMD: My friend and teacher WRITTEN BY NEIL KING On my first day at Aspire, Michele introduced me as her boss. I wasn’t. I was her intern, but she explained that I would be keeping things organized and her focused when the need arose. I didn’t know what she meant, and neither did she—not fully at least. That was more than a year ago. So much has happened in that year, most of it to the tune of her laughter. Michele’s laugh was the most raucous, piercing laugh I’ve ever heard. It, to a great extent, defined who she was, and that laugh always put people at ease. You couldn’t hear it and not smile. I’ve always enjoyed writing in a quiet way. It’s been something to contemplate and to see to fruition with the satisfaction of knowing that I wrote the best piece I could. That sentiment left with Michele. She changed how I think about writing because of her ability to laugh at herself and her ability to get me to laugh at myself. Michele celebrated my passion for writing and made me celebrate it as well.

Writing, I think she would agree, is a beautiful and loud chaos. Her advice was always spot on, but she didn’t teach me how to fix one story or how I should reword one particular line to make it clearer for readers. She taught me how to spot my own weaknesses and to change the bad habits that formed them. When she got sick, and then as that sickness worsened, she helped me take on more responsibility at Aspire. We worked together to prepare the magazine for a time when she would be out for an extended period for treatment. She didn’t do this by holding my hand and telling me what to do. She made me think it through. She made me make decisions. If I made a choice that she saw a better solution to, she helped me walk to that answer under my own power. If I found a better answer than the one she had in mind, she listened to me and thanked me. Michele made me believe in my abilities because she believed in them.

She was this way with each of her interns. Michele made you as good of a writer as you wanted to be. Her ability to make this job entirely about the students was as humbling as it was singular. My time as her intern has been invaluable to everything that I tackle in the world of professional writing. Every time I write a story, or even an email, I use something she taught me. But the greatest thing Michele taught me was how powerful it is to be human. Shortly before her passing, in the haze of pain medications and weary from cancer treatments, Michele met with me in her office. After going through a task she smiled and told me, “You know what you’re doing. You’re my boss now.” She laughed about it with that huge laugh of hers. That laugh could make anyone smile, but in the ugly face of cancer it was the most powerful sound I had ever heard.

HONOR ROLL The Ernestine M. Raclin School of the Artsâ€™ students, faculty, and staff offer our heartfelt thanks to the hundreds of donors who have supported our programs over the years. Under the leadership of Dean Marvin Curtis, we have been particularly fortunate to benefit from generous gifts, both large and small, which directly impact the quality of education our students receive. We are profoundly grateful for your generosity.

$2,500+

$1-$499

1st Source Foundation, Inc.

1st Source Corporation

Florence V. Carroll Charitable Trust

Terry L. Allison

Georgina Joshi Foundation, Inc.

Cynthia Antos

Yatish and Joan Joshi

Bruce and Linda Bancroft

Marjorie S. Deahl 1991 Revocable Trust

Seymour and Cheryl Barker

David and Debra Thornburg

$1,000-$2,499 David and Evie Barton Community Foundation of St. Joseph County

Bob and Pam Beam Joan M. Beesley Aaron and Amy Bobson Barbara A. Boss Pete and Durleen Braasch

Randolph and Mary Ann Rompola

Burkhart Advertising, Inc.

Dean and Janet Strycker

Ann and Thomas Burzycki

Doreen and Harold Zisla

Barbara J. Byrum

Cathy and Allen Buckman Marvin V. Curtis Roger and Carol Dooley Robert L. Frank Paula J. Jenkins Carolyn and Frederick Pfotenhauer Lester M. Wolfson Amy Young and Amish Shah

arts.iusb.edu

Dorothy B. Barton

Lucille E. Gering

$500-$999

David R. Barkmeier

Lorena J. Celis The Chamber of Commerce of St. Joseph County Susan and David Chlebek Karen and G.C. Clark Randy and Nancy Colborn Sandra D. Collins Jameson Cooper Chad M. Crabtree Elizabeth M. Cullity

Matthew J. Daniel

Vakhtang M. Kodanashvili

Catherine and William Reidy

Lynn and Michael Disbrow

Tuck and Janice Langland

Lynn and Claude Robertson

David and Michele Dufour

Norma J. Lanz

Dennis and Gail Rossow

Ryan K. Dunafin

Gregory and Mary Lawson

Dennis and Valerie Sabo

Diane Economakis

Timothy W. Ledford

Sara M. Sage

June H. Edwards

Joan A. Lyman

Ilene and Rick Sheffer

Alan and Michelle Engel

Marvin Lynn

Kathryn L. Shields

Philip and Ann Eskew

Ellen L. Maher

Anthony A. Smith

Judy Ferrara

Joe and Gail Mancini

Chantelle and Richard Snyder

Priscilla E. Filos

Deborah Marr and James McLister

South Bend Youth Symphony Orchestras, Inc.

Tami and Jose Martinez

R. Lee Streby

Kara J. McClure

Edna and Merl Swihart

MaryFrances and Michael McCourt

Jurgen and Kathleen Switalski

Anne D. McGraw

David H. Tobey

John and Char McIntosh

Gloria D. Topps

Margaret A. Hains

Pamela Mendenhall

Alexander D. Toradze

Harriet Hamer and Abram Bergen

Patricia H. Miller

Mary T. Treanor

Sandra and Robert Hanis

Gregg and Cynthia Minegar

Maureen and Edward Trubac

Dina Harris and William Murray

Jennifer and Jorge MuĂąiz

Lisandro Velazquez

Hartzell Propeller, Inc.

Jacob Murphy

Loretta K. Vinson

Sally L. Hendricks

Susan L. Moore

Perry and Ida Watson

Eugene and Alice Henry

Peggy A. Neer

Dolores Wilson

Helen L. Hibbs

Christopher and Susan Norborg

WNIT Public Television

Donille Hoevel

Northern Indiana Historical Society Museum

Jeffrey M. Wright

Jeanine and Donald Fisher Francis M. Flanagan Richard and Lise Glazier Molly Gordon Alfred Guillaume and Melanie Smith-Guillaume

Christopher and Brook Howard Robert N. Hunt Erica L. Janovsky Judith Ferrara Fine Art Gallery, LLC Karen S. Kazmierzak Chris and Jim Kelly Michael Kelly Bridget and David Kibbe Edward A. Kline

Thecla M. Nowicki William J. Oâ€™Donnell

Sau and Tsung Yeh Nanci G. Yokom

Kevin and Wendy Orthman Joseph and Theresa Parker Barth and Helen Pollak Kelly and Randy Ray Real Christian Business Associates Tamea P. Rector

This list acknowledges donations received from January 1, 2014 through April 30, 2015.

schoolNEWS THE FINAL PERFORMANCE OF THE 2015 DOLORIS C. COGAN IU SOUTH BEND SUMMER THEATRE SERIES demonstrated a wide variety of dance performances, highlighting the diverse dance instruction offered by the Ernestine M. Raclin School of the Arts. The IU South Bend Dance Company and the dance faculty of the Raclin School of the Arts were the featured performers at “A Celebration of Dance” at the Lerner Theatre in Elkhart. The concert included African, Middle-Eastern, modern, ballet, and jazz dance performances, choreographed by dance faculty Carolynn Hine-Johnson, Ruby Jazayre, Kelly Morgan, Karen Pajor, and Colin Raybin, as well as student-choreographed dances. Guest performer Bryan Edington played guitar to accompany the Spanish flamenco dance performances. In 2012 Doloris C. Cogan of Elkhart funded the summer theatre series in an effort to produce three to five IU South Bend Theatre and Dance Company productions each summer at the Lerner Theatre.

DEAN MARVIN CURTIS RECEIVED THE ROLAND CARTER LIVING LEGEND IN CHURCH MUSIC AWARD IN HAMPTON, VA. Curtis accepted the award in front of a cheering crowd at the 101st Hampton University Ministers’ Conference and 81st Choir Directors’ & Organists’ Guild Workshop June 11. “It has been 35 years since I first came to Hampton,” Curtis said, accepting the honor. “God has blessed me with numerous opportunities to write, conduct, and talk about music in Hampton and other places around the world.” A prolific musician and music publisher, Roland Carter was the chair of the department of music and choir director at Hampton University. He is currently the Ruth S. Holmberg Professor of American Music at the University of Tennessee Chattanooga.

THE LOOK! SCHOLARSHIP ART SALE MADE THE MOST MONEY FOR STUDENTS SINCE 2008 with $5,500. In the past students have sold their pieces in the scholarship art sale, but this is just the second year that the students led the project. Last year, Director of Community Outreach Michele Morgan-Dufour helped the class by showing the students what the faculty had done in previous years to bring the art sale together. She helped break the class into committees and assign responsibilities to each committee. One-third of the proceeds are directed to student scholarships, with the remainder being returned to the selling artists. 74

arts.iusb.edu

FINE ARTS STUDENTS AND FACULTY TRAVELED TO ITALY TO STUDY PHOTOGRAPHY OVER THE SUMMER. Based in Florence, the 21 students also visited Rome, Lucca, Sienna, Cinque Terre, and Venice during their four-week trip. Susan Moore, assistant professor of fine arts, taught a street photography course ending with a gallery showing at the Santa Reparata School of the Arts in Florence, where the students displayed their best photographs. Photographs from the trip will be displayed on the second floor of the Administration Building this fall.

IU SOUTH BEND HOSTED A HIGH SCHOOL EXHIBITION that showcased works from local students May 8-23 in the Art Gallery. Students viewed the other works in the Art Gallery and were able to speak with patrons and others about their works and about art. Michaela Palicki, a Penn student, contributed the work Loose Change. “It feels really great to have my work in a gallery, especially like one at IUSB,” Palicki says. “I’ve learned how enlightening it is to watch people compliment your work and they don’t know that you’re the artist. I also appreciate the constructive criticism I get at the same time, it helps build me as an artist. I was surprised at how many people really focused and comprehended the idea behind my work.”

THE IUSB JAZZ ENSEMBLE SHARED THE STAGE WITH THE TWIN CITIES JAZZ ORCHESTRA on Thursday, March 12, in the Louise E. Addicott and Yatish J. Joshi Performance Hall. Assistant Professor of Music Ken Douglas directed the IUSB Jazz Ensemble, while Darrel Tidaback directed the Twin Cities Jazz Orchestra. Composed of IU South Bend students, the jazz ensemble is formed in the long-standing tradition of legendary jazz bands created by bandleaders. This ensemble provides students an opportunity to develop and showcase their musical talents for the university and the Michiana community. The Twin Cities Jazz Orchestra, which is a community jazz band supported by IU South Bend, provides an opportunity for area jazz musicians to perform quality jazz music, develop fellowship in its members, and to contribute to Michiana area culture.

THE 25TH ANNUAL PUTNAM COUNTY SPELLING BEE featured adults acting as children competing in a spelling bee. Brad Pontius played the lead role of William Barfée, and Assistant Professor of Theatre Justin Amellio directed the play. The play was presented both on campus and at the Lerner Theatre in Elkhart.

THE IU SOUTH BEND KICKLINE TAP DANCED AT THE BENEFIT “KONCERT FOR KALEB” Sunday, February 22. They joined Steve Gerber, piano; Terry Austin, vocalist; and more in helping to raise money for a boy and his parents in need. Kaleb Cole was 14 months old and had been diagnosed with Leigh’s disease. Leigh’s disease is a fatal, inherited neurometabolic disorder that affects the central nervous system. The IU South Bend Kickline performed “New York, New York,” by Frank Sinatra and “Happy,” by Pharrell Williams. The dancers are led by Karen Pajor, adjunct lecturer in theatre and dance. Her dancers are Leeah Oxley, Jordan Miller, Shannon Porowski, Teresa Berger, Rebecca Kenna, Shannon Beck, Megan Florit, Jillian Rucker, Jessica Izak, Rachel Young, Andrew Berger, and Nicholas Sikorski. “This is such a great opportunity to help,” Pajor says. “You hear about situations like this one, and you want to reach out and be able do something, anything. We have that chance, and our entire group is really excited to be able to do something for Kaleb’s family.”

YURI CATALDO, visiting lecturer in theatre, had his company represented in gift baskets at this year’s Academy Awards. His IndigoH2O was also in Golden Globe gift bags in 2013. IndigoH2O is a mineral water product from Glacier Bottling Company that Cataldo started in 2012.

arts.iusb.edu

BRAD PONTIUS, theatre (performance) and JILLIAN WESTPLATE, theatre (design), along with assistant professor of costume design JASON RESLER, attended the Prague Quadrennial (PQ) in June of 2015. Taking place every four years, PQ brings together exhibitions from 56 countries presenting design work by leading theatre artists from each country. In addition, there are workshops, public performances called tribes, and lectures from leading artists in the theatre world.

schoolNEWS THE SOUTH BEND YOUTH SYMPHONY ORCHESTRAS (SBYSO) HELD ITS SEASON FINALE CONCERT IN THE CAMPUS AUDITORIUM of IU South Bend on May 3. The concert included performances by the South Bend Youth Symphony Concert Orchestra conducted by Emilie Grondin and the South Bend Youth Symphony Orchestra conducted by Robert Boardman. Highlighted pieces on the program included Beethoven’s “Choral Fantasy” featuring the South Bend Symphonic Choir and soloists from the Raclin School of the Arts directed by Marvin Curtis, as well as the world premiere of “Howler” by IU South Bend faculty composer Thom Limbert. Additionally the winners of the 2015 SBYSO Concerto Competition, Kathy Zhang and Abigail Pitts, presented two concerti movements as soloists with the symphony orchestra. At this performance, the South Bend Youth Symphony Orchestras publically recognized a generous gift made

BRANDON BRIGGS, BFA ’07, curated and presented alongside Neil Callander, Benjamin Duke, Amanda Joseph, Charles Kanwischer, Jeremy Plunkett, and Jessica Summers in the exhibition “The Suburb’s Eyes: Picturing the Sprawl.” The exhibit presented the everyday, suburban world as seen through the eyes of artists by exploring line, shading, shape, and color.

by a local family to establish a permanent endowment fund for the SBYSO at the Community Foundation of St. Joseph County. The gift provided the opportunity for the SBYSO to participate in the community-wide Give Local St. Joseph County day of giving campaign that was held just two days following the concert.

THE IUSB ARTS FOUNDATION makes it possible for students to broaden their horizons every summer by providing travel funds. Below is a list of those who have been the awarded travel funds in 2015: Jeffrey Barrick – Art Institute of Chicago Residency Programs 1 & 3 Nathaniel Baum – Aebershold Summer Workshop Julia Beebe – Rocky Ridge Young Artist’s Program Ashley Lavon Hochstetler – Oxbow Summer Residency Program Marketo Miche – Opera Scuola Vado, Italy Julius C. Miller III – Young Artist Program at Opera Maya Julius C. Miller III – American Bach Soloist Academy, San Francisco Lawrence Mitchell-Matthews – Chautauqua Music Festival Kendrick Allenson Morris – Miami Summer Music Festival Rachael Pittman – London & Edinburgh: Sites of Enlightenment Brad Pontius – Prague Quadrennial Theatrical Design/Sets Jason Pooler – Rocky Ridge Young Artist’s Program Taisiya Sokolova – MusicFest Perugia 2015 Melinda Strayer – Street Photography Program, Florence Ilia Ulitanitsky – PianoSummer festival in New Paltz

Deep Fried Pride, oil on canvas by Amanda Joseph 77

alumni, student, faculty

NEWS

E-mail your alumni, student, or faculty news to artsiusb@iusb.edu.

Tell us your story The Ernestine M. Raclin School of the Arts will be celebrating 25 years during the 2016-17 academic year. In celebration of this milestone the school will mount an exhibition at the The History Museum during the 2016-17 academic year. In preparation for the exhibit we are collecting stories, memories, and comments about the Raclin School of the Arts. If you are a current or former student, faculty member, guest, or community member with ties to the school, please take a moment to share your story with us.

Please email your story to artsiusb@iusb.edu. The exhibition will depict highlights of the school’s history from the creation of the Division of the Arts in 1990. In addition to the exhibit taking place in the Carroll Gallery, we are planning to hold a variety of events at The History Museum. The year-long celebration will demonstrate our commitment to the community and desire to grow as the needs of the community change through time.

ALUMNI MACLOVIO CANTU, BFA ’15 Fine Arts (printmaking), and KELLY STOMBAUGH, BFA ’14 Fine Arts (printmaking), exhibited their prints at the South Bend Museum of Art in a three person show in spring 2015, following their participation in the 2014 summer residency program. The program provided studio space and the instruction of an art mentor. LUCAS EGGERS, BFA ’07 Fine Arts (graphic design), is now the engagement marketing program director for alumni affairs at the University of Notre Dame. TIFFANY GOEHRING, BFA ’04 Fine Arts (graphic design), was promoted to the position of associate director of communications and marketing at IU South Bend. ALEXANDRIA LECHLITNER, BFA ’14 Integrated New Media Studies (graphic design), and Arts Excellence Award winner, is the graphic designer for Visit South Bend Mishawaka.

STUDENTS RANDAL SLISZ, BFA ’11 Integrated New Media Studies, has moved to San Diego, Calif. to work as technical director for a startup digital media consulting company. KATRINA SMITH, BFA ’07 Fine Arts (graphic design), has been promoted to the position of senior graphic designer in the office of communications and marketing at IU South Bend. KYLE TECHENTIN, BFA ’13 Theatre (lighting design), worked on design and light operation on the WNIT production, “Michiana’s Rising Star.” Techentin is pursuing his master’s in lighting design at Illinois State University. DANIELLE WILBORN, BFA ’11 Fine Arts (photography), is membership chair of Northern Indiana Artists, Inc. She is also an active board member at the Buchanan Art Center where she recently had her first solo exhibition “Landscapes Around The USA.”

JULIA BEEBE, music (viola), was selected to go to the finals for the 2015 Young Artist Concerto Competition at Rocky Ridge Music Center in Colorado from a field of 27 contestants from all over the country. KOURTNEY BERINGER, fine arts (photography), was selected as a finalist in Photographer’s Forum’s 2015 Best of College & High School Photography Contest. Her work will be published in the annual magazine. DANIEL BLEVINS, BA ’15 Theatre (acting), and MARLON BURNLEY, BFA ‘15 Theatre (performance), were nominated for their performances in Execution of Justice and traveled to Saginaw, Mich., to compete for the Irene Ryan Award sponsored by the Kennedy Center Collegiate Festival. IAN BUNKER, MM ’15 Composition, was selected as the first resident student composer with the IU South Bend Chorale. Bunker worked closely with James Bowyer, assistant professor of music, to compose a new work. 79

alumni, student, faculty

NEWS

E-mail your alumni, student, or faculty news to artsiusb@iusb.edu.

MARLON BURNLEY, BFA ’15 Theatre (performance), won the NAPAT Irene Ryan Classical Actors Award. Burnley performed a monologue from Othello. He was also featured in an article by the South Bend Tribune for his acting in Heartland: The Civil War, a local production written for the SB150 celebration. TAMRA GARRETT, music (voice), and JULIUS C. MILLER III, music (voice), both won first place in the regional National Association of Teachers of Singing Competition and received scholarships to attend the Opera Maya Young Artist Program in Mexico in summer 2015. TAMRA GARRETT, music (voice), participated in the Druid City Opera Workshop at the University of Alabama in Birmingham. The workshop is an intensive artist program that specializes in opera training for singers, pianists, and directors. Every year there are more than 100 applicants, and only 20 young artists are selected. NATHAN HENRY, fine arts (printmaking), was commissioned to fabricate a large piece of paper for the South Bend Museum of Art’s Window on the West. On the paper, a map of the United States was drawn for children to mark how far west they had been. ASHLEY LAVON HOCHSTETLER, fine arts (sculpture), won the Young Talent Award at the Michiana Annual Art Competition. She also participated in a two-week ceramic sculpture workshop through the

arts.iusb.edu

Oxbow Art Residency Program in Saugatuck, Mich. NEIL KING, BA ’15 Mass Communications (journalism), started his South Bend Tribune internship with the sports section’s lead story on September 4, 2014, covering the Marian Knights’ soccer win over the Penn Kingsmen. He completed the internship successfully. King was hired as a writer for the Ernestine M. Raclin School of the Arts post graduation. LAWRENCE MITCHELL-MATTHEWS, music (voice), participated in a program at the Up North Vocal Institute in Charlevoix, Mich. He was one of 20 selected to participate in this intensive program. The program promotes health and fitness in regard to performance art. Mitchell-Matthews also won a full scholarship for summer study at the Chautauqua Institute Summer Opera Program in 2014. KENDRICK ALLENSON MORRIS, BM ’13 Cello Performance, is currently pursuing a performance diploma. Morris won the 2014 Concerto Competition and was featured with the IUSB Philharmonic playing movements from Haydn’s Cello Concerto in D on April 28, 2015. He also participated in the 2014 Rocky Ridge Music Festival in Colorado, where he served as a counselor for younger students and then participated in the Young Artists Seminar where he taught, took private lessons, and performed in an orchestra.

PATARUT PANOSOT, music (violin), participated in the 2014 Rocky Ridge Music Festival in Colorado. He received intensive training in chamber music, orchestra, recitals, and studio and performance classes, as well as private lessons with highly qualified faculty. BRAD PONTIUS, theatre (performance), was accepted by the American Academy of Dramatic Arts to study in Los Angeles for their 2014 Summer Theatre Intensive program. The summer program focuses on honing theatrical, cinematic, and television acting, and teaches several techniques to further actors’ comprehension of the dramatic arts both on-stage and off. GINGER “SKY” SANTIAGO, integrated new media studies (video/motion media), accepted a one-month art residency at Sachaqa Centro de Arte/Eco Arts Center in the Peruvian Amazon in 2014. Sachaqa Centro de Arte is the first artist residence in the Peruvian jungle San Martin. It is a center for the preservation of indigenous arts and the development of modern art forms, as well as an institution that promotes environmental awareness. CESAR DE SANTOS SILVA, music (viola), was runner-up at the 2014 Concerto Competition. SHAYNA SHELTON, integrated new media studies (graphic design), participated in the Council on International Educational Exchange Summer Korean Studies Program. She took courses in

language and art at the Yonsei University, one of the top universities in South Korea. MARK SNIADECKI, BFA ’15 Integrated New Media Studies (video/motion media), exhibited work at the Bring Your Own Beamer, i.e., projector, event at The Urban Institute of Contemporary Art in Grand Rapids, Mich. He also exhibited work at the [Dis]comfort Zones exhibition at the Grand Rapids Art Museum. Sniadecki is pursuing an MFA in digital imagery at IU Bloomington. TAISIYA SOKOLOVA, music (viola), travelled to Appleton, Wisc., in January 2015 to compete as a division finalist in the East Central Division of the MTNA Young Artist Performance Competition. NATASHA STOJANOVSKA, AD ’15 Piano Performance, participated in the Rebecca Penneys Piano Festival in Florida. The piano program focuses on the uniqueness of each pianists’ talents and career goals. Their program offers an exceptional, exciting mixture of traditional and innovative classes, lessons, and concerts with an international faculty and renowned guests. SUSAN WARD, fine arts (sculpture), won the South Bend Museum of Art 2015 Summer Arts Fellowship.

FACULTY & STAFF BOB BIEBER, adjunct lecturer in fine arts, helped raise money for Riley Hospital for Children with his pottery students at Concord High School.

JAMES BOWYER, assistant professor of music, served on the core faculty at the American Kodály Institute at Loyola University in their summer graduate music education program. Two of Bowyer’s choral arrangements have been accepted for publication. “Bow Down Low,” for mixed chorus, is an arrangement of the Shaker song of the same name and has been published by the Lorenz Publishing Company. “In Lonely Mountain Ways,” for treble chorus, is an arrangement of an American hymn and has been published by Colla Voce Music Press. MARVIN CURTIS, dean of the Raclin School of the Arts, was a presenter on a panel discussion, “The State of Education in the United States,” for the 66 Boule of the Alpha Kappa Alpha Sorority in Charlotte, N.C. KEVIN GILLEN, senior lecturer in communication arts, presented “100 Years in Hardin County,” in Elizabethtown, Ky. Sponsored by the Hardin County Public Library, this public lecture covered Gillen’s research of historical aspects of education in Hardin County from the 1830s to the 1930s. He also served on the Eileen Bender Joy of Teaching campus committee, a joint event between FACET and UCET. Committee members were invited due to their known record of “enthusiasm, creativity, and energy for teaching.” The goal of the committee is to create interactive training events for all IU South Bend faculty who wish to invigorate their teaching.

CAROLYN HINE-JOHNSON, assistant professor of dance, was commissioned by professional music group Bryan and Friends to perform flamenco dances for a concert at the Box Factory Theatre in St. Joseph, Mich. She also designed a dance exercise program book with plans to publish. Hine-Johnson was commissioned to design a children’s dance workshop that she presented at The Wheatland Music Festival in Mich. REBECCA HOVAN, adjunct music lecturer, was the guest artist for the Monday Musical Club in St. Joseph, Mich, as a tribute to a former member of the club. The club sponsors a monthly education program for their students, teachers, parents, and members of the community. Hovan performed selections from her most recent recital titled “Fantasy, Myth, and Legend,” a program of works with “fantasy” in the title or that have a connection with a myth or mythological creature or legend. She also performed in a benefit concert at the Old Rugged Cross Church in Pokagon, Mich. Funds raised at that concert were used to continue the restoration and upkeep of the historic church. Hovan attended the National Flute Association (NFA) Convention in Chicago. She is currently serving as masterclass performers competition coordinator for the NFA. She was responsible for organizing three masterclasses at the convention featuring the winners of the competition. During the 201415 academic year, Hovan performed with the national touring company of Beauty and the Beast.

alumni, student, faculty

NEWS

E-mail your alumni, student, or faculty news to artsiusb@iusb.edu.

DEBRA INGLEFIELD, adjunct lecturer in music, performed a solo with the Elkhart Municipal Band. “Variations on a Tyrolean Song” by Arban, was arranged by KENLEY INGLEFIELD, retired adjunct lecturer in music. SAMANTHA JOYCE, assistant professor of mass communication, organized a conference at The University of Latin-American Integration in Brazil. The Brazil-US Colloquium on Communication Research brought together researchers from Brazil and the United States who work in the field of communication in order to understand current topics and trends in theory, method, and community engagement. The central theme of the conference was “Communication: War & Peace.” MICHAEL LASATER, professor of mass communications, contributed three poems—“Documentary,” “Now,” and “Oracle”—for inclusion in the international exhibition OLE.01 at the Royal Palace and other venues in Naples, curated by Caterina Davinio. Lasater’s piece One, Two has been selected for the touring exhibition “Showing Face.” The exhibition curated by artvideoKÖLN will tour throughout Europe next year. JORGE MUÑIZ, associate professor of music, had “Behold the Lamb of God,” a piece he composed, appear on Kate Dillingham’s album CROSSINGS: New Music for Cello. Dillingham released the album February 10, 2015. It is available on iTunes, Amazon, Arkiv Music,

arts.iusb.edu

CD Universe, and Naxos Direct. Muñiz also had a student, Gabriel Ordás premier a piece by Oviedo Filarmonia in the Prince of Asturias Music Hall in Spain. Ordás studies with Muñiz during the summer. Muñiz gave a presentation, titled “Revisiting the Traditional Roles of Composer and Apprentice in the 21st Century,” at Indiana University’s Faculty Colloquium for Excellence in Teaching. On June 24, 2014, Duo Sonidos (Adam Levin, guitar and William Knuth, violin) performed Muniz’s “Funk” at Jordan Hall in Boston. Jordan Hall and Boston’s Symphony Hall are considered two of America’s most acoustically perfect performance spaces. Muñiz taught a summer composition course in Spain. He was invited to be the chair of the Composition Competition for Indiana in the Music Teachers National Association. He is a member of the board at the Indiana Music Teachers Association, a member of WNIT’s Community Advisory Council, and was a judge for WNIT’s “Michiana’s Rising Star” competition at the Lerner Theatre in Elkhart. JENNIFER MUÑIZ, assistant professor of music, performed on the faculty recital for the Donald A. Dake Summer Music Academy at Saint Mary’s College. Muñiz performed with principal players of the South Bend Symphony Orchestra. She gave a recital in Massachusetts with Hillary Herndon, associate professor of viola at the University of Tennessee. The viola and piano performance was at the historic Ventfort Hall in Lenox, Mass. She was awarded an

IU South Bend Distance Education Course Development Grant, which involved attending a summer seminar on creating and designing online courses. She performed at the First Presbyterian Church in Mishawaka with tenor Emanuel Caraman on a program featuring works for tenor and piano by Jorge Muñiz. Jennifer Muñiz performed with Jorge Muñiz at the opening allcampus meeting at IU South Bend. Jennifer Muñiz was invited to serve as program chair for the College Music Society Great Lakes Regional Conference in 2015. She led the committee that reviews submissions considered for presentation at the conference. She served on the board of directors as vice president of local associations for the Indiana Music Teachers Association. DORA NATELLA, associate professor of fine arts, presented a bronze sculpture in the exhibition, “Porta Mazzini Accoglie L’Arte Contemporanea.” Natella received an Indiana Art Commission (IAC) Individual Artist Grant. Her artwork is showcased at the Regional Biennial Juried Sculpture Exhibition at the Marshall M. Fredericks Sculpture Museum at Saginaw Valley State University, University Center, Mich; the Grunwald Gallery in the The Kinsey Institute Juried Art Show, IU Bloomington; the 81st Annual Exhibition of the National Sculpture Society, at Brookgreen Gardens, Pawleys Island, S.C. One of her bronze sculptures was accepted into the Fort Wayne Museum of Art 2014 Contemporary Realism Biennial,

the CRB exhibit. Natella also exhibited a sculpture in “Nude 6” at Manifest Gallery in Cleveland, Ohio. The jury for this very competitive exhibit resulted in the final selection including 18 works by 16 artists. They received a total of 425 entries from 167 artists. YURI OBATA, associate professor of communication studies, returned to campus after a yearlong sabbatical. She served as a visiting fellow in the Media and Communication Department at Goldsmiths College, University of London, from September 2013 to June 2014. While there she was a guest lecturer, taught a media law and ethics seminar, made a research presentation to faculty, and gave three conference presentations in Lisbon, Portugal, and in London. She also chaired a panel at the UK Journalist Union annual conference. Obata pursued research and produced four articles during her sabbatical. Three are currently under review for journals, and the fourth is in the final process of editing for submission. In July 2014, her research project proposal, “A Comparative Analysis of Film Rating Systems in the US, UK and Japan,” received an institutional recommendation from IU South Bend to apply for the National Endowment of Humanities Summer Stipend Competition. PHIL PATNAUDE, adjunct lecturer in theatre, designed and worked at the WNIT fundraiser “Michiana’s Rising Star” final contest held at the WNIT Studios. Patnaude’s

company Philmagic Designs and Productions along with Lampkin Magic Productions designed and built the set. JASON RESLER, assistant professor of costume design, was costume designer for Arsenic and Old Lace at the Commonwealth Theatre in Lanesboro, Minn.; assistant costume designer for The Medora Musical in Medora, N.D.; costume designer for The Matchmaker at Hope Summer Repertory Theatre in Holland, Mich.; costume designer for Making God Laugh at Cortland Repertory Theatre; and for Ring of Fire: The Music of Johnny Cash at Cortland Repertory Theatre in Cortland, N.Y. MARJORIE M. RUSCHE, adjunct assistant professor, served as a reader for the College Board’s Advanced Placement Program in Music Theory in Cincinnati. ERIC SOUTHER, assistant professor of new media, was included in the Ende Tymes IV: Festival of Noise and Experimental Liberation at the Silent Barn & Outpost in Ridgewood, N.Y. He showed his work at the FONLAND Digital Art Festival, 10th Edition, Curated by Sérgio Gomes, in Coimbra, Portugal, and participated in an international Bring Your Own Beamer event, i.e., projector, at the The Urban Institute of Contemporary Art in Grand Rapids. Souther exhibited work at Claire Oliver’s Gallery in Chelsea, N.Y., and New Media Arts Trail Exhibition, a part of Currents New Media Arts Trail at the Center for the Arts in Hobs,

N.M. Souther’s work was selected as a season three finalist of the Fresh Minds Festival of Audiovisual Art at Texas A&M University. He screened his work at Digital Muddy Expanded Media Festival at Southern Illinois University Carbondale. Souther won the Special Jury Award for video that better interprets the dialogue between sound and visual as a part of Noise Video Festival on filmessay.com. KAY WESTHUES, associate faculty in fine arts, traveled to Cuba with Cubamistad, a Bloomington, Ind. and Santa Clara, Cuba, sister city project. She exhibited photos and an artist book made during that trip at Fire Arts in downtown South Bend and gave a talk about the trip. KARI WILSON, associate professor of communication arts, revived the Communication Club under the new name Communication Studies Club and serves as the advisor. This is a group for communication students to learn more about the fields that are available to them with a communication degree.

TOP LEFT // Clown, self drying clay by Marguerite Micucci // student

arts.iusb.edu

TOP RIGHT // Escape, photograph by John Von Perez Garrido // student

BOTTOM // Oil Spill, digital art by Austin Reinke // student

Nayib, digital art by Cecelia Roeder // student

beyond the sun before it was all the gold that me inside my for you to me in/I almost had world my love/Bright beyond the sun before it time/Burning was time/Burning time/Burning all thethat gold that held memy inside my shell/Waiting shell/Waiting for youback to pull pull me back backhad in/I almost had the world in in my sight/Lost sight/Lost love/Bright eyes eyes yond yondbeyond the the sun sun before before ititwas was time/Burning all allthe the gold gold that held held me meheld inside inside my shell/Waiting shell/Waiting for foryou youto topull pullme me back in/I in/Ialmost almost had the the world worldin in my mythe sight/Lost sight/Lost love/Bright love/Bright eyes eyesfading/Faster fading/Faster than than ew w the sun before it was time/Burning all the gold that held me inside my she alling/How alling/How can can II tell tell you you that that I've I've failed?/Tell failed?/Tell you you II failed/Falling failed/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion oblivion that that I've I've failed?/Tell failed?/Tell you you I I failed/Falling failed/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/I oblivion/I tried tried to to burrow burrow a a hole hole into into the the ground/B ground/B for you to pull me back in/I almost had the world in my sight/Lost love/Bright eyes fad fa to to the the ground/Breaking ground/Breaking all all the the fingers fingers and and the the nails nails from from my my hands/The hands/The eyes eyes of of aa child child see see no no wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than star star and and the thethan nails nailsfrom frommy my hands/The hands/The eyes eyes of ofaachild childsee see no nowrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than stars starsfalling/How can can IItell tellyou youthat thatI've I'vefrom failed?/Tell failed?/Tell you you ter stars falling/How can II've tell you that I've failed?/Tell you Ifalling/How failed/Falling from gr g u been grace u that that I've I've failed?/Tell failed?/Tell you you II failed/Falling failed/Falling from from grace grace cause cause I've been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from grace caus caus use I've been away long/Leaving you behind with me lonesome song/Now I'm los ause use I've I've been been away away too toolong/Leaving long/Leaving you youtoo behind behind with with me mein lonesome lonesome song/Now song/Nowfrom I'm I'm lost lost in inoblivion/Falling oblivion/Falling from from grace grace cause I've I'vebeen been away away too toolong/Leaving long/Leaving you youbehind behind with withI'm me melonesome lonesome song song aving you behind with me lonesome I'm lost oblivion/Falling grace cause away too long/Leaving you behind with song/Now lost aving you behind with me lonesome song/Now song/Now I'm lost in oblivion/Falling from grace cause I've I've been been away too cause long/Leaving you behind with me me lonesome lonesome song/Now I'm lost in in oblivi oblivi /I I/Falling tried to burrow atoo hole into the ground/Breaking all thefrom fingers and the nails from m /Falling from grace cause causeI've I'vebeen been away away too long/Leaving long/Leaving you youbehind behind with with me melost lonesome lonesome song/Now song/Now I'm lost lostin inoblivion/Falling oblivion/Falling grace grace cause cause I've been away away too long/Leaving you you behind behind wi wi 've been away too you behind with song/Now I'm in in oblivion, in flew beyond the sun before it was time/Burning all the 've beenfrom awaygrace too long/Leaving long/Leaving you behind with me me lonesome lonesome song/Now I'm lost in oblivion, oblivion, in I'm oblivion, in oblivion. oblivion. IIfrom flew beyond theI've sunbeen before ittoo waslong/Leaving time/Burning all the gol gol nds/The eyes of aoblivion. child see no wrong/Ignorant bliss, doom/Lost love/Brigh l/Waiting for you me in/I the world my love/Bright eyes fading/Faster than stars falling/How II tell you that I've failed?/Tell II ffi l/Waiting for you to toin pull me back back in/I almost almost had the the world in my sight/Lost sight/Lost love/Bright eyes fading/Faster than stars falling/How can can tell you that I've failed?/Tell you ow w I'm I'mlost lostin in oblivion, oblivion, inpull oblivion, oblivion, in in oblivion. IIflew flewhad beyond beyond the sun sunin before before ititwas wastime/Burning time/Burning all allthe the gold gold that thatheld heldme meimpending inside inside my myshell/Waiting shell/Waiting for for you you to topull pull me me back back in/I in/Ialmost almost had hadthe theyou world world ing/Faster than stars falling/How can Ilost tell you that I've failed?/Tell you I failed/Falling ause I've been long/Leaving you with me lonesome song/Now I'm tried to aa hole into the all the fingers and nails ause I'vefading/Faster been away away too too long/Leaving you behind behind with me lonesome song/Nowyou I'mIIfailed/Falling lost in in oblivion/I oblivion/I tried to burrow burrow hole into the ground/Breaking ground/Breaking allwith theme fingers and the the nails ff ght ghteyes eyes fading/Faster than than stars stars falling/How falling/How can canIItell tell you you that that I've I've failed?/Tell failed?/Tell you failed/Falling from fromgrace grace cause cause I've I'vebeen been away away too too long/Leaving long/Leaving you youbehind behind with me lonesome lonesome song/Now song/Now III ace ce cause I've been away too long/Leaving you behind me lonesome song/Now ild see no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than stars falling/How can II with tell you that I've failed?/Tell you II failed/Falling from grace ild see no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than stars falling/How can tell you that I've failed?/Tell you failed/Falling from than grace burrow burrowaahole holeinto intothe theground/Breaking ground/Breaking all all the thefingers fingersand and the thenails nailsfrom from my myhands/The hands/The eyes eyesaway of ofaachild childsee see no nowrong/Ignorant wrong/Ignorant bliss, bliss,impending impendingdoom/Lost doom/Lost love/Bright love/Bright eyes eyesfading/Faster fading/Faster thanss ivion/Falling from grace cause I've been too long/Leaving you behind with me g/Leaving me g/Leaving you you behind behind with me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in ob ob that hat hatI've I've failed?/Tell failed?/Tell you youwith IIfailed/Falling failed/Falling from from grace grace cause I've I'velonesome been been away awaytoo toolong/Leaving long/Leaving you youoblivion/Falling behind behind with with me me lonesome lonesome song/Now song/Now I'm I'mlost lost in in oblivion/Falling oblivion/Falling from fromgrace grace cause cause I've I've been been away away tt me song/Now I'm lost incause oblivion/Falling from grace cause I've been away too long/Le ause ause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lones lones uwith behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I' with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause vion, in oblivion, in oblivion I flew beyond the sun before it was time/Burning all the gold that held me inside my shell/Waiting for you to pull me back in/I almost had the wo vion, in oblivion, in oblivion I flew beyond the sun before it was time/Burning all the gold that held me inside my shell/Waiting for you to pull me back in/I almost had the wo ay too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in o aving aving you youbehind behind with withme melonesome lonesome song/Now I'm I'mlost lost in oblivion, inthat oblivion, oblivion, in oblivion. oblivion. IIflew flew beyond beyond the thesun sunbefore before ititwas was time/Burning time/Burning all the thegold gold that held me meinside inside my myshell/Waiting shell/Waiting for forlo yo y ight fading/Faster than falling/How can II oblivion, tell I've failed?/Tell you II failed/Falling from grace cause been away too long/Leaving you behind ight eyes eyes fading/Faster than stars starssong/Now falling/How can in tell you youin that I'vein failed?/Tell you failed/Falling from grace cause I've I'veall been awaythat too held long/Leaving you behind with with me me lo oblivion. blivion. Isight/Lost flew the sun before it was time/Burning all the gold that held me in had ad the theworld worldtried in inmy my sight/Lost love/Bright eyes fading/Faster than thanall stars stars falling/How falling/How can can IItell tell you youthat that I've failed?/Tell you youIIfailed/Falling failed/Falling from from grace cause causeI've I've been been away away too toolong/Leaving long/Leaving you oblivion/I to burrow aabeyond hole the ground/Breaking the fingers the nails from my hands/The of no wrong/Ignorant bliss, impending doom/Lost lov oblivion/I tried to burrow love/Bright hole into intoeyes the fading/Faster ground/Breaking all the fingers and and the nails fromI've myfailed?/Tell hands/The eyes eyes of aa child child see see no grace wrong/Ignorant bliss, impending doom/Lostyou lov ell/Waiting ll/Waiting you to pull me back in/I had the world in my love/Brig Faster than falling/How can II to tell you you from grace I've been too behind lonesome song/Now II Faster than stars stars falling/How can tell you that I've failed?/Tell you II failed/Falling failed/Falling from grace cause I've been away away tooof long/Leaving you behind with with me me lonesome song/Now me me song/Now song/Now I'm I'mlost lost in infor oblivion/I oblivion/I tried tried to burrow burrow athat ahole holeI've into intofailed?/Tell the theground/Breaking ground/Breaking all allalmost the thefingers fingersand and the the nails nailscause from from my my hands/The hands/The eyes eyes oflong/Leaving aachild child see seesight/Lost no noyou wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/ doom/ ing/Faster than stars falling/How can I tell you that I've failed?/Tell you I failed/Falling n/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Leaving yo n/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Leaving yo Faster aster aster than than stars stars falling/How falling/How can can I I tell tell you you that that I've I've failed?/Tell failed?/Tell you you I I failed/Falling failed/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion oblivion ace ce cause I've been away tooI've long/Leaving you behind with me lonesome song/Now ee I'm lost in from grace cause been away too long/Leaving you behind with me lonesome song/Now I'm oblivion, in oblivion, in II I song/Now I'm lost in oblivion/Falling oblivion/Falling fromme grace cause song/Now I've been I'm away too long/Leaving you behind with me I've lonesome song/Now I'm lost lost in in you oblivion, in oblivion, in oblivion. oblivion. ve esong/Now been beenaway away too too long/Leaving long/Leaving you you behind behindwith with me lonesome lonesome song/Now I'm lost lost in inoblivion/Falling oblivion/Falling from from grace grace cause cause I've been beenall away away too toolong/Leaving long/Leaving you behind behind with with me me lonesome lonesome song/Now song/Now I ivion/I tried to burrow a hole into the ground/Breaking the fingers and the nails fr it it was was time/Burning time/Burning all all the the gold gold that that held held me me inside inside my my shell/Waiting shell/Waiting for for you you to to pull pull me me back back in/I in/I almost almost had had the the world world in in my my sight/Lost sight/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than sta sta /Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in oblivion, in oblivion. I flew beyond the sun before it was time/Burning /Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in oblivion, in oblivion. I flew beyond the sun before it was time/Burning a nds/The eyes of a child see no wrong/Ignorant bliss, impending doom/Lost love/Brigh uu that long/Leaving that I've I've failed?/Tell failed?/Tell you you II failed/Falling failed/Falling from from grace grace cause cause I've I've been been away away too long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/I oblivion/I tried tried to to burrow burrow aa hol hol ing/Faster stars falling/How can Itoo tell you that I've failed?/Tell you Ifailed?/Tell failed/Falling de e my myshell/Waiting shell/Waiting for forthan you youand to topull pull me me back backfrom in/I in/Ialmost almost had hadthe theeyes world world in inmy my sight/Lost sight/Lost love/Bright love/Bright eyes eyesfading/Faster fading/Faster than thanstars stars falling/How falling/How can canIItell tell you you that thatI've I've failed?/Tell you youIIfailed/Falling failed/Falling Breaking the my of Breaking all all the the fingers fingers and the nails nails from my hands/The hands/The eyes of aa child child see see no no wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than stars stars falling/How falling/How ace ce I've been away too long/Leaving you behind with me lonesome song/Now I way toocause long/Leaving you behind with megrace lonesome song/Now I'm losttoo inoblivion/I oblivion/I triedto to burrow hole into the ground/Breaking alllost the fingers andthe thenails nailsfrom from my hands/The eyes of chil ay too long/Leaving you behind with me lonesome song/Now I'm lost in tried burrow aahole ground/Breaking all the fingers and my hands/The aachild iled?/Tell you from cause I've away long/Leaving you behind with me lonesome song/Now in from grace cause I've been aw iled?/Tell you II failed/Falling failed/Falling from grace cause I've been been away too long/Leaving you behind withinto me the lonesome song/Now I'm I'm lost in oblivion/Falling oblivion/Falling from grace cause eyes I've of been aw ivion/Falling from cause I've been too long/Leaving you behind with me s,s,impending impending doom/Lost doom/Lost love/Bright love/Bright eyesgrace fading/Faster fading/Faster than thanstars stars falling/How falling/How can canI've IItell tellyou youaway that that I've I've failed?/Tell failed?/Tell you you IIyou failed/Falling failed/Falling from from grace cause cause I've I'vebeen been away away too tooin long/Leaving long/Leaving you you behin behin ind with song/Now I'm lost in from grace been away too long/Leaving behind me lonesome song/Now I'm lost oblivion/Falling fr ind with me me lonesome lonesome song/Now I'm eyes lost in oblivion/Falling oblivion/Falling from grace cause cause I've been away too long/Leaving you behind with with megrace lonesome song/Now I'm lost in oblivion/Falling fr me song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Le ay too long/Leaving you with me lonesome song/Now lost in in II flew beyond the sun was time/Burning all the gold that held I'm lost inoblivion/Falling oblivion/Falling from grace cause I'vebeen been awayI'm toolong/Leaving long/Leaving youbehind behind withme melonesome lonesome song/Now I'm lostin in oblivion/Falling from grace causeI've I've been away too long/Le long/L ay toolost long/Leaving you behind behind with me lonesome song/Now I'm lost in in oblivion, oblivion, in oblivion, oblivion, in oblivion. oblivion. flew I'm beyond the sun before before it itfrom was grace time/Burning all theaway goldtoo that held w I'm in from grace cause I've away too you with song/Now lost oblivion/Falling cause been long/Le uow behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I' aiting for you me back in/I the world in sight/Lost love/Bright eyes fading/Faster than stars can I tell you I've failed?/Tell you II fail aiting forsong/Now you to to pull pull me back in/I almost almost had had the world in my my sight/Lost love/Bright eyes you fading/Faster than stars falling/How falling/How can Ilost tell you that thatin I've failed?/Tell you fail lonesome lonesome song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost in in oblivion, oblivion, in oblivion, oblivion, in in oblivion oblivion I I flew flew beyo beyo ay too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in o 've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/I tried to burrow a hole into the ground/Breaking all the fingers and the nails from my 've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/I tried to burrow a hole into the ground/Breaking all the fingers and the nails from my e/Burning all the gold that held me inside my shell/Waiting for you to pull me back in/I almost had the world in my sight/Lost love/Bright eyes fading/Faster than stars falling/How can I tell you e/Burning all the gold that heldbeyond me inside my shell/Waiting for you to pull me back in/I almost hadtime/Burning the world in my sight/Lost love/Bright eyes fading/Faster than stars falling/How can I tellin you oblivion. blivion. I flew the sun before itthan was all the gold that held me ee stars ee no no wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than stars falling/How falling/How can can II tell tell you you that that I've I've failed?/Tell failed?/Tell you you II failed/Falling failed/Falling from from grace grace caus caus ed/Falling ed/Fallingbehind from fromgrace gracecause cause I've I've been beenaway away too long/Leaving long/Leaving you you behind behindwith with me melonesome lonesome song/Now song/Now I'm I'mlost lostin in oblivion/I oblivion/I tried triedto toburrow burrow aamy hole holeinto into the theground/Breaking ground/Breakingall allthe thefingers fingersoblivi and andth th ell/Waiting ll/Waiting for you totoo pull me back in/I almost had the world in sight/Lost love/Brig aving aving you you behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivi The ca ing/Faster than stars falling/How can I tell you that I've failed?/Tell you Iyoufailed/Falling he heeyes eyes of ofaway aachild child see see no no wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than stars starsgrace falling/How falling/How can canIIbeen tell tellyou you that that I've I'velong/Leaving failed?/Tell failed?/Tell you you IIfailed/Falling failed/Falling from from grace gracecau cau 've too from cause too behind d/Breaking the 've been been away too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from grace cause I've I've all been away away too fingers long/Leaving you behind with with me me lonesome lonesome so so ace ce cause I've been away too long/Leaving you behind with me lonesome song/Now I aving aving you behind behindwith with me melonesome lonesome song/Now song/Now I'm I'mlost lost in oblivion/Falling oblivion/Falling from fromgrace graceall cause cause I've I've been been away away too toome long/Leaving long/Leaving you youbehind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in inoblivion/Falling oblivion/Falling n, oblivion, in oblivion. flew beyond sun before it the gold that held inside for you to me almost had and the nails from my n, in inyou oblivion, in oblivion. flew beyond the the sun in before it was was time/Burning time/Burning all the gold that held me inside my my shell/Waiting shell/Waiting for you to pull pull me back back in/I in/I almost had the the worl worl ivion/I tried toIIstars burrow hole into the ground/Breaking the fingers and the nails fr way ay too too long/Leaving long/Leaving you youbehind behind with withme me lonesome lonesomea song/Now song/Now I'm lost lost in inoblivion/Falling oblivion/Falling from fromyou grace grace cause cause I've I'vebeen beenfrom away awaygrace too tooall long/Leaving long/Leaving you you behind behind with withlong/Leaving me me lonesome lonesome song/Now song/Now I'm I'mlost lost in oo ight eyes fading/Faster than falling/How can II tell you that I've II failed/Falling cause I've been away too you behind me lo hands/The eyes a child ight eyes fading/Faster than stars falling/How can tellI'm you that I've failed?/Tell failed?/Tell you failed/Falling from grace cause I've of been away too long/Leaving you behind with with mein lo nds/The of atime/Burning child see no wrong/Ignorant bliss, doom/Lost love/Brigh tried to burrow hole into the and the nails from my hands/The eyes of child see no wrong/Ignorant bliss, impending doom/Lost lov see no wrong/Ignorant oblivion/I tried to before burrowit hole into the the ground/Breaking ground/Breaking all the fingers and the nails from my to hands/The eyes of a aalmost childhad seethe noworld wrong/Ignorant bliss, impendingeyes doom/Lost lov .Ioblivion/I Iflew flewbeyond beyond the theeyes sun sun before itaawas was time/Burning all allthe thed/Breaking gold gold that thatall held held me mefingers inside insidemy my shell/Waiting shell/Waiting for forfingers you you topull pull me meimpending back back in/I in/I almost had the world in inmy mysight/Lost sight/Lost love/Bright love/Bright eyes fading/Fas fading/Fa d/Breaking all all the the fingers ing/Faster than stars falling/How can I tell you that I've failed?/Tell you I failed/Falling Faster than stars falling/How can tell you failed?/Tell you II failed/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now bliss, impending Faster than stars falling/How can IIyou tell you that that I've I've failed?/Tell you failed/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now and and the the nails nails from from my my How ow can can I I tell tell you you that that I've I've failed?/Tell failed?/Tell you I I failed/Falling failed/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/I oblivion/I tried tried to toburrow burrow aahole holeIIiI i d/Breaking all the fingers ace ce cause I've been away too long/Leaving you behind with me lonesome song/Now n/Falling from cause I've been away long/Leaving behind me lonesome song/Now I'm lost in oblivion/Falling from cause I've too yo doom/Lost love/Bright n/Falling from grace cause I've been away too long/Leaving you behind with me and lonesome song/Now I'm lostdoom/Lost in oblivion/Falling from grace cause eyes I've been away too long/Leaving long/Leaving yo hands/The hands/The eyes eyes of of a child a child the nails from my Breaking Breakingall all the thegrace fingers fingers and andthe the nails nails from from my mytoo hands/The hands/The eyes eyes of ofyou aachild child see seewith no nobeen wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost love/Bright love/Bright eyes eyesgrace fading/Faster fading/Faster than thanbeen stars starsaway falling/How falling/How can canIIme tell tellyou you ivion/Falling from grace cause I've away too long/Leaving you behind with fading/Faster than ee song/Now oblivion/Falling grace I've been away too you with me song/Now I'm in in song/Now I'm I'm lost lost in oblivion/Falling from grace cause cause I've been away too long/Leaving long/Leaving you behind behind with me lonesome lonesome song/Now I'm lost loststars in oblivion, oblivion, in in oblivion, oblivion, in oblivion oblivion II ff see see no no wrong/Ignorant wrong/Ignorant Breaking all hands/The eyes ofworld a child ed/Falling ed/Falling from from grace gracein cause cause I've I've been beenlost away awayfrom too tooin long/Leaving long/Leaving you you behind behind with with me melonesome lonesome song/Now song/Now I'm I'mlost lost in inoblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind me song/Now I'm oblivion/Falling from grace cause I've been away too long/Le falling/How can I tell you it my shell/Waiting for to me in/I almost had the in my love/Bright eyes than Breaking all it was was time/Burning time/Burning all all the the gold gold that that held held me me inside insidebliss, mybliss, shell/Waiting for you you see to pull pullno me back back in/I almost hadbefore the world in Breaking my sight/Lost sight/Lost love/Bright eyes fading/Faster fading/Faster than sta sta impending impending the fingers all wrong/Ignorant I flew beyond the sun it long/L uow behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I' w I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Le long/Le that I've failed?/Tell you I uu that cause too long/Leaving you with me lonesome song/Now I'm lost in oblivion/I tried the that I've I've failed?/Tell failed?/Tell you you II failed/Falling failed/Falling from from grace grace cause I've I've been been away away too long/Leaving you Ibehind behind with me lonesome song/Now I'm lost infingers oblivion/I tried to to burrow burrow aa hol hol Breaking all doom/Lost doom/Lost love/Bright love/Bright eyes eyes and the nai flew beyond the sun before it the fingers bliss, impending I flew beyond the sun before it d/Breaking all the fingers time/Burning all the gold ay too long/Leaving you behind me lonesome song/Now I'm lost in oblivion, o lonesome lonesome song/Now song/Now I'm I'mlost lost in inthe oblivion, oblivion, infrom oblivion, oblivion, in inoblivion. oblivion. IIflew flew beyond the the sun sun before before it itwas waswas time/Burning time/Burning all allthe the gold gold that that held heldlove/Bright me meeyes inside inside my my shell/Waiting shell/Waiting for for you you to topull pull me mefalling/How back backin in/I in/Ialm alm Breaking all Breaking all the and nails my eyes of aa with child see no wrong/Ignorant bliss, impending doom/Lost eyes fading/Faster than stars and the nai Breaking all the fingers fingers and the nailsin from my hands/The hands/The eyes ofbeyond child see no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than stars falling/How the fingers fading/Faster fading/Faster than than stars stars and the nai doom/Lost love/Bright was time/Burning all the gold and the nails from my was time/Burning all the gold that heldme melonesome inside my oblivion. blivion. Ieyes flew beyond the sun before it was time/Burning all the gold that held me in the fingers t/Lost /Lost love/Bright love/Bright fading/Faster fading/Faster than than stars stars falling/How falling/How can can I I tell tell you you that I've I've failed?/Tell failed?/Tell you you I I failed/Falling failed/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesom lonesom iled?/Tell you failed/Falling from grace cause I've been away too long/Leaving you behind with song/Now I'm lost in oblivion/Falling from grace cause I've been aw iled?/Tell you II eyes failed/Falling from grace cause I've been away too that long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been aw and the nai falling/How falling/How can can I tell I tell you you fading/Faster than stars hands/The of aback child thatfor held metoworld inside my thatthe held menai inside myimpending ell/Waiting ll/Waiting for you toineyes pull in/I almost had the in my sight/Lost love/Brig shell/Waiting and ind with me lonesome song/Now I'm lost oblivion/Falling from grace cause I've away too long/Leaving you behind with me song/Now I'm in fr ind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Leaving you behind with me lonesome lonesome song/Now I'm lost lost love/Bright in oblivion/Falling oblivion/Falling fr on/I on/I tried triedto toburrow burrow aahole hole into into the the ground/Breaking ground/Breaking all allme the the fingers fingers and and the thenails nails from from my mybeen hands/The hands/The eyes eyes of ofaachild child see see no nopull wrong/Ignorant wrong/Ignorant bliss, bliss, impending doom/Lost doom/Lost love/Bright eyes eyesfading/ fading/ that that I've I've failed?/Tell failed?/Tell you you Ialmost IIyou falling/How can Ifor tell you d/Breaking all see no wrong/Ignorant shell/Waiting you to pull d/Breaking all the fingers ing/Faster than stars falling/How can I tell you that I've failed?/Tell you I failed/Falling shell/Waiting for you to pull me back in/I had the ay too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in oblivion, in oblivion. flew beyond the sun before it was time/Burning all the gold that held ay too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in oblivion, in oblivion. I flew beyond the sun before it was time/Burning all thefrom goldgrace that caus held How ow can can I I tell tell you you that that I've I've failed?/Tell failed?/Tell you you I I failed/Falling failed/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from grace caus that I've failed?/Tell you I the fingers and bliss, impending and the nails from my ace ceyou cause I've been away too long/Leaving you with me lonesome song/Now I Breaking all the fingers me back in/Istars almost hadin/I the me back almost the aiting for you pull back in/I almost the world in sight/Lost love/Bright eyes fading/Faster than falling/How can IIsun tell you that failed?/Tell you world inbehind my sight/Lost aiting for you to to pull me back in/I almost had had the in world in my my sight/Lost love/Bright eyes fading/Faster than stars falling/How can tell you that I've I'veI'm failed?/Tell you II fail fail I flew beyond the sun before itbeen Inails flew beyond the before it aving aving you behind behind with with me meme lonesome lonesome song/Now song/Now I'm I'ma lost lost in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been away away too too long/Leaving long/Leaving you you behind behind with with me mehad lonesome lonesome song/Now song/Now I'm lost lostin inoblivion/Falling oblivion/Falling the from my doom/Lost love/Bright eyes hands/The eyes of a child ivion/I tried to burrow hole into the ground/Breaking all the fingers and the nails fr nd the from my in my sight/Lost Breaking all 've away too you with tried burrow aa hole into the ground/Breaking all 've been been awaynails too long/Leaving long/Leaving you behind behind with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/I oblivion/I tried to toworld burrow hole into in the ground/Breaking all the the fingers fingers and and the the nails nails from from my my world my sight/Lost love/Bright eyes hands/The eyes was time/Burning all the gold was time/Burning all the gold fading/Faster than stars way ay too toowrong/Ignorant long/Leaving long/Leaving you you behind behind with with me lonesome lonesome song/Now song/Now I'm I'mlost lost in inoblivion, oblivion,in inoblivion, oblivion, in inoblivion. oblivion. IIbliss, flew flew beyond beyond the thesun sun before before itI've itwas wasfailed?/Tell time/Burning time/Burning all allthe thegold goldthat thatheld held me meinside insidemy myshel she see no wrong/Ignorant nds/The eyes of ame child see no wrong/Ignorant doom/Lost love/Brigh ands/The eyes of a child the fingers ee bliss, doom/Lost than can II impending tell you that you love/Bright eyes ee no wrong/Ignorant bliss, impending impending doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than stars stars falling/How falling/How can tell you that I've failed?/Tell you II failed/Falling failed/Falling from from grace grace caus caus eyes Breaking all Breaking all of a child see no falling/How can Iintell you all that held me inside mytell that held me inside myme bliss, impending ing/Faster than stars falling/How can I you that I've failed?/Tell you failed/Falling back back in/I in/I almost almost had had the the world world in inmy my sight/Lost sight/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than thanstars stars falling/How falling/How can can IIBreaking tell tell you you that that I've I'velove/Bright failed?/Tell failed?/Tell you you IIfailed/Falling failed/Falling from fromI grace grace cause causeI'm I've I'vebeen been away away too tooll Breaking all enono wrong/Ignorant Breaking all the nai aving you oblivion/Falling from cause too long/Leaving you behind with lonesome song/Now lost in oblivi aving you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in oblivion/Falling from grace grace cause I've I've been been away away and too long/Leaving you behind with me lonesome song/Now I'm lost in oblivi the fingers the fingers wrong/Ignorant that failed?/Tell you II'm the fingers doom/Lost love/Bright eyes ace cebeen cause I'veI've been away too long/Leaving you behind with me lonesome I the fingers iss, impending for you to pull shell/Waiting for you tothe pull with with me lonesome lonesome song/Now I'm I'm lost lost in oblivion/I oblivion/I tried to to burrow burrow aashell/Waiting hole holeinto into the the ground/Breaking ground/Breaking all allthe thefingers fingers and and the the nails nails from from my mynai hands/The hands/The eyes eyes of of aasun child child see seebehind no no wrong/Ignorant wrong/Ignorant bliss, bliss,so im im the fingers I flewtoo beyond before it song/Now 've away long/Leaving you behind with me song/Now lost in oblivion/Falling from cause I've been away long/Leaving you with 've me been away too toosong/Now long/Leaving youin behind withtried me lonesome lonesome song/Now I'm lost in the oblivion/Falling from grace grace cause I've been away too long/Leaving you behind with me me lonesome lonesome so and nai and the bliss, impending and the nai fading/Faster than stars ivion/Falling from grace cause I've been away too long/Leaving you behind with me and the nai oom/Lost love/Bright eyes me back in/I almost had the me back in/I almost had the and the nai ght ghtin eyes eyes fading/Faster fading/Faster than thanstars stars falling/How falling/How can can IItell tellbefore you you that that I've failed?/Tell failed?/Tell you youIall Iall failed/Falling failed/Falling from fromheld grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I I n, oblivion, in II flew beyond sun it was time/Burning the gold me inside my shell/Waiting for you to pull me back in/I almost had the world n, in oblivion, in oblivion oblivion flew beyond the the sun before itI've was time/Burning the gold that that held me inside my shell/Waiting for you to pull me back in/I almost had the world was time/Burning all the gold doom/Lost Breaking all falling/How can I tell you me song/Now lost incan oblivion/Falling from grace cause I've been away too long/Le ding/Faster than stars Breaking Breaking all Breaking all world inI've my sight/Lost world in my sight/Lost ight eyes fading/Faster stars falling/How that failed?/Tell you from grace cause I've been too long/Leaving you me lo /Falling from gracecause causethan I'veI'm been away toolong/Leaving long/Leaving youyou behind with me lonesome song/Now I'm lostin inoblivion/Falling oblivion/Falling from grace cause I've been away toolong/Leaving long/Leaving youwith behind wi ight eyes fading/Faster than stars falling/How can II tell tell you that I've failed?/Tell you II failed/Falling failed/Falling from grace cause I've been away tooall long/Leaving you behind behind with me wi lo /Falling from grace I've been away too you behind with me lonesome song/Now I'm lost from grace cause I've been away too you behind Breaking all that heldaway me inside myall love/Bright eyes Breaking the fingers that I've failed?/Tell you I uow behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I' lling/How can I tell you the the fingers fingers the fingers oblivion/I tried aa hole into the ground/Breaking all the and the from my eyes of aalove/Bright child see no wrong/Ignorant bliss, impending doom/Lost lov oblivion/I tried to to burrow burrowfrom hole into the I've ground/Breaking all the fingers fingers and the nails nails from my hands/The hands/The eyesI'm of child see no wrong/Ignorant bliss, impending doom/Lost lovi the fingers love/Bright eyes eyes w I'm I'm lost lost in in oblivion/Falling oblivion/Falling from grace grace cause cause I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm lost lost in in oblivion, oblivion, in in oblivion, oblivion, in in oblivion oblivion I I flew flew beyond beyond the the sun sun before before shell/Waiting for you to pull Breaking all the fingers and the nai Breaking all ay too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in o at I've failed?/Tell you Ipull and the the nai nai and the nai Faster stars can you that failed?/Tell you II the failed/Falling from cause I've been away too long/Leaving you with me lonesome II Faster than stars falling/How can II tell tell you to that I've failed?/Tell you failed/Falling from grace grace causeand I've been awayand too long/Leaving you behind behind with meyou lonesome song/Now the nai Breaking all old thatthan heldme meinside inside myshell/Waiting shell/Waiting foryou you to pullI've me back in/I almost had world inmy mysight/Lost sight/Lost love/Bright eyes fading/Faster than stars falling/How can tell you thatme I'vesong/Now failed?/Te old that held my for me back in/I almost had the world in love/Bright eyes fading/Faster than stars falling/How IItell that I've failed?/Te the fingers and the nai me back in/I almost hadcan the the fingers Breaking all oblivion blivion Ifalling/How flew beyond the sun before it was time/Burning all the gold that held ins Breaking all n/Falling you behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Leaving yo n/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Leaving yo d/Breaking Breaking all the fingers and the nai Breaking all ace ce cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/I oblivion/I tried tried to to burrow burrow a a hole hole into into the the ground/Breaking ground/Breaking all all the the fingers fingers and and the the nails nails from from my my han ha and the nai the fingers world in my sight/Lost ell/Waiting ll/Waiting for you to pull me back in/I almost had the world in my sight/Lost love/Brig the fingers ee song/Now I've been away too long/Leaving you behind with I'm in Breaking all song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've been away too long/Leaving you behind with me me lonesome lonesome song/Now song/Now Breaking I'm lost lost in in oblivion, oblivion,all in oblivion, oblivion, in in oblivion. oblivion. II all the fingers the fingers Breaking all and the nai the and the nai eno no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than stars falling/How can Itell tellyou you that I've failed?/Tell youIIBreaking failed/Falling from grace causeI've I'vebeen beenthan away to ing/Faster than stars falling/How can Itotostars tell you that I've failed?/Tell you I failed/Falling eit wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than falling/How can Ifingers that I've failed?/Tell you failed/Falling from grace cause away to all eyes and the nai Breaking all Breaking all it was shell/Waiting for you pull me in/I almost had the in my sight/Lost love/Bright fading/Faster sta the fingers was time/Burning time/Burning all all the the gold gold that that held held me me inside inside my myand shell/Waiting for you pull me back back the in/I almost had the world world inbefore mylove/Bright sight/Lost love/Bright eyes eyes fading/Faster than sta and nails the nai the fingers I flew beyond the sun it the fingers and the nai Breaking all ace ce cause I've been away too long/Leaving you behind with me lonesome song/Now I the fingers with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause the fingers the fingers uu that I've failed?/Tell you I failed/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/I tried to burrow a hol and the nai that I've failed?/Tell you I failed/Falling from grace cause I've the been away too long/Leaving you behind with me lonesomeall song/Now I'm lost innai oblivion/I tried to burrow a hol from my Breaking Breaking Breaking all all Breaking all and nai and the was time/Burning allthe the gold the fingers ivion/I tried to burrow a hole into the ground/Breaking all fingers and the nails fr Breaking all and the nai and the nai aving youall behind with melonesome lonesome song/Now I'm lost inoblivion/Falling oblivion/Falling from grace cause I'vebeen been away toothe long/Leaving you behind with me lonesome song/Now I'm lost inoblivion, oblivion, inobliv obliv and the nai aving you behind me song/Now in from grace cause I've away too long/Leaving you behind with me lonesome song/Now I'm lost in in Breaking the fingers and from my hands/The eyes see no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes than stars falling/How Breaking all thewith fingers and the the nails nails from I'm my lost hands/The eyes of of aa child child see no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster fading/Faster than stars falling/How hands/The the fingers fingers the fingers d/Breaking all the fingers Breaking Breaking all all the fingers Breaking all that held me inside my and the nai nds/The eyes of a no wrong/Ignorant bliss, impending doom/Lost love/Brigh the fingers iled?/Tell you failed/Falling grace I've away long/Leaving you behind with me lonesome song/Now I'm lost oblivion/Falling from grace cause been aw Breaking all iled?/Tell youit failed/Falling from grace cause I've been away too long/Leaving youeyes behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've I've been aw of a the he sun sunbefore before itIIwas was time/Burning time/Burning all allchild the the gold goldcause that thatsee held held me mebeen inside inside my mytoo shell/Waiting shell/Waiting for foryou you to to pull pull me me back back in/I in/I almost almost had had the the world world in inmy myin sight/Lost sight/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than stars stars and and the and the nai nai the nai and the nails from my the the fingers fingers and the nai Breaking all Breaking all the fingers Breaking all ing/Faster thanI'mfrom stars falling/How can I tell you that I've failed?/Tell you I failed/Falling shell/Waiting for you toof pulllonesome the ind with me song/Now lost in from grace cause I've been away too long/Leaving you behind with me song/Now I'm in oblivion/Falling fr the fingers ind with me lonesome lonesome song/Now I'm lostgrace in oblivion/Falling oblivion/Falling fromtoo grace cause I've been awaywith tooand long/Leaving younai behind with me lonesome song/Now I'm lost lost in fr child see no hands/The eyes a child ground/Brea and and the the nai nai I've I've failed?/Tell failed?/Tell you you I I failed/Falling failed/Falling from from grace cause cause I've I've been been away away too long/Leaving long/Leaving you you behind behind with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/I oblivion/I tried tried to to burrow burrow a a hole hole into the ground/Break hosong/Now e into noblivion/Falling othe heground/Break the fingers the fingers and the nai the fingers ace ce cause I've been away too long/Leaving you behind with me lonesome I me back almost had the ay too long/Leaving you behind with me lonesome song/Now lost in in in IIwrong/Ignorant flew beyond the sun before was time/Burning all the that held and the nai ay too long/Leaving you eyes behind with me lonesome song/Now I'm I'm lost in oblivion, oblivion, in oblivion, oblivion, in oblivion oblivion flew in/I beyond the sun before it itcan wasIItell time/Burning all the gold gold you that held wrong/Ignosee no nails nails from from my my hands/The hands/The eyes of of a a child child see see no no wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than stars stars falling/How falling/How can tell you you that that I've I've failed?/Tell failed?/Tell you I I failed/ failed/ and the nai and the nai na s rom o ch d wrong/ gnoran b ss mpend ng doom/Los ove/Br gh ad ng/Fas er han s ars a ng/How e ha ve a ed?/Te a ed/ and the nai ivion/Falling from grace cause I've been away too long/Leaving you behind with me Breaking all world in my sight/Lost aiting eyes fading/Faster than stars falling/How can I tell you that I've failed?/Tell you I fail aiting for for you you to to pull pull me me back back in/I in/I almost almost had had the the world world in in my my sight/Lost sight/Lost love/Bright love/Bright eyes fading/Faster than stars falling/How can I tell you that I've failed?/Tell you I fail rant bliss, impending ve e been been away awaytoo too long/Leaving long/Leaving you youbehind behind with me meme lonesome lonesome song/Now song/NowI'm I'm lost lost in in oblivion/Falling from from grace grace cause causeathe I've I've been been away away too too long/Leaving long/Leaving you behind behind with with meand lonesome lonesome song/Now song/Now I oo ong/Leav ngI'm beh ndwith w with hin onesome m oslost noblivion/Falling ob voblivion/I on/Fa ngbliss, rom ve oo ong/Leav ngyou beh ndfingers w hme onesome me song/Now lost oblivion/Falling from grace cause I've been away too long/Le fingers in tried into the all 've been been away away too too long/Leaving long/Leaving you you behind behind with me lonesome lonesome song/Now song/Now I'm I'm lost in oblivion/I tried to to burrow burrow a hole holeeyes into the ground/Breaking ground/Breakingeyes all the the fingers and the the nails nails from from my my impending love/Bright doom/Lost love/Bright u've behind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I' /Falling /Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind wi wi and the nai /Fa ng rom ve oo ong/Leav ng beh nd w h onesome m os n ob v on/Fa ng rom ve oo ong/Leav ng beh nd w ee I've you ee no no wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than stars stars falling/How falling/How can can II tell tell you you that that I've failed?/Tell failed?/Tell you II failed/Falling failed/Falling from from grace grace caus caus doom/Lost fading/Faster than stars ay long/Leaving behind me lonesome song/Now I'm in oblivion, ow w I'm I'm lost lost in oblivion, in oblivion, oblivion, in oblivion. flew flew beyond the the sun sunbefore before ititwas wasfrom time/Burning time/Burning all all the gold gold that held held me me inside inside my shell/Waiting shell/Waiting for for you youlost to toopull pull me back back in/I in/I almost had hadthe the world world mtoo os in noblivion, ob v with on in nme oblonesome v on in noblivion. ob v on IIyou ewbeyond he be orewith me/Burn ng a the he gobeen dthat ha he dtoo ns demy she /Wa ng or pu me n/ almost a I'm mos hein wor o di Breaking all aving you behind song/Now I'm lost oblivion/Falling grace I've away long/Leaving you behind with me lonesome song/Now in oblivi aving you behind with me lonesome song/Now I'm lost in in oblivion/Falling from grace cause cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost lost in oblivi falling/How can I tell you oblivion. blivion. I flew beyond the sun before it was time/Burning all the gold that held me in the fingers ght ght eyes fading/Faster than stars falling/How falling/How can canIIme tell tell you youthat that I've failed?/Tell you youIin Iin failed/Falling failed/Falling from from grace cause cause I've I've been away away too too long/Leaving long/Leaving youIbehind behind with with melonesome lonesome song/Now song/Now II 've been away too song/Now I'm from grace cause I've been too long/Leaving you with so 've been fading/Faster away too long/Leaving long/Leaving you behind with with me lonesome song/Now I'm lost lost oblivion/Falling from grace cause I've been away too long/Leaving you behind with me me lonesome lonesome so gh eyes ad ng/Fas erthan hanstars s arsyou a behind ng/How e lonesome ha I've vefailed?/Tell a ed?/Te aoblivion/Falling ed/Fa ngthat romgrace vebeen ooaway ong/Leav ngyou beh nd wbehind hme onesome I've failed?/Tell you ell/Waiting ll/Waiting for you to pull me back in/I almost had the world infor my sight/Lost love/Brig and the nai n, in oblivion. II flew beyond the sun before it time/Burning all the gold that held me my you me in/I had worl n, in in oblivion, oblivion, in oblivion. flew beyond the sunand before it was was time/Burning alleyes the of gold that held me inside inside my shell/Waiting shell/Waiting for you to to pull pull me back back in/I almost had the the worlss burrow burrow aahole hole into into the the ground/Breaking ground/Breaking all all the the fingers fingers and the the nails nails from from my myhands/The hands/The eyes of aachild child see see no nowrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyesalmost fading/Faster fading/Faster than than ho e n o he ground/Break ng a he ngers he na s rom o ch d wrong/ gnoran b ss mpend ng doom/Los ove/Br gh ad ng/Fas er han ing/Faster than stars falling/How can I tell you that I've failed?/Tell you Iromfailed/Falling ight eyes than stars falling/How can tell you that I've failed?/Tell you II nd failed/Falling from grace been away too you behind with me ight eyes fading/Faster than starsng falling/How can II I've tell you away that too I've failed?/Tell you failed/Falling from song/Now grace cause cause I've been away too long/Leaving long/Leaving you behind withaway me lo lott that hat hat I've failed?/Tell failed?/Tell you IIfailed/Falling failed/Falling from from grace gracecause cause I've been away too long/Leaving you behind behind with with melonesome lonesome song/Now I'm I'm lost lost in oblivion/Falling from grace grace cause cause I've I've been away ha I've ve a fading/Faster ed?/Te you a ed/Fa rom vebeen oolong/Leaving ong/Leav ngyou beh w behind hme onesome mI've os in noblivion/Falling ob v on/Fa ngfrom vebeen Breaking all ace ce cause I've been away too long/Leaving you with me lonesome song/Now I oblivion/I tried to aa hole into the all the fingers and the nails from hands/The eyes of aa child no bliss, doom/Lost lov oblivion/I triedsong/Now to burrow burrowI'm hole into the ground/Breaking ground/Breaking all the I've fingers and the nails from my my you hands/The eyes of child see see no wrong/Ignorant wrong/Ignorant bliss, impending impending doom/Lost lov Breaking all with with me me lonesome lonesome song/Now I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause I've been been away away too too long/Leaving long/Leaving you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling from from grace grace cause cause fingers w h onesome os n ob v on/Faang rom ve oo ong/Leav ng beh nd w the h all onesome m os nand ob v on/Fa ng rom ivion/I tried tomburrow hole intoyouthe ground/Breaking the fingers the nails fr Faster II failed/Falling long/Leaving you Faster than than stars stars falling/How falling/How can can II tell tell you you that that I've I've failed?/Tell failed?/Tell you failed/Falling from from grace grace cause cause I've I've been been away away too too the long/Leaving you behind behind with with me me lonesome lonesome song/Now song/Now II fingers and the aving aving youbehind behind with with me lonesome lonesome song/Now song/Now I'm I'm lost lost in oblivion, in in oblivion, in in oblivion. flew beyondthe the sun sunbefore before ititwas was time/Burning time/Burning all all the the gold gold that that held meinside inside my shell/Waiting shell/Waiting for yo y av ngyou beh ndgrace w hme onesome mlong/Leaving os in noblivion, obno v on noblivion, ob v onwith noblivion. obme vlonesome on IIflew ewbeyond he be ore me/Burn ng a nai hedoom/Lost go cause dcause ha held he dme nsaway demy she /Wa ngfor oryo nds/The eyes of a child see wrong/Ignorant bliss, impending love/Brigh n/Falling cause you song/Now from I've too n/Falling from from grace cause I've I've been been away away too too long/Leaving you behind behind with me lonesome song/Now I'm I'm lost lost in in oblivion/Falling oblivion/Falling and from grace grace I've been been away too long/Leaving long/Leaving yo the nai ing/Faster than stars falling/How can I tell you I've failed?/Tell you failed/Falling had the the world in my sight/Lost sight/Lost love/Bright love/Bright eyes fading/Faster fading/Faster than stars falling/How can can IItell tell you that that I've I've failed?/Tell failed?/Tell you youIIfailed/Falling failed/Falling from grace graceincause cause I've I've been been away awaytoo too long/Leaving you heworld wor I'm din nmy s gh /Los ove/Br gh eyes ng/Fas erthan hanstars sbeen arsfalling/How aaway ng/How e you ha behind vethat a with ed?/Te a ed/Fa ngfrom romlost veI oolong/Leaving ong/Leav ngyou eead song/Now lost in from grace cause I've away too you me song/Now I'm oblivion, in in II song/Now I'm lost in oblivion/Falling oblivion/Falling from ad grace cause I've been too long/Leaving long/Leaving you behind with me lonesome lonesome song/Now I'm lost in oblivion, in oblivion, oblivion, in oblivion. oblivion. ace ce cause I've been away too long/Leaving you behind with me song/Now I me me song/Now I'm I'm lost in oblivion/I tried tried tooburrow burrow ainside hole hole into the ground/Breaking ground/Breaking all all the fingers fingers and the the nails nails from my hands/The eyes of of achild child seeno no wrong/Ignorant wrong/Ignorant bliss, bliss, impending doom/ doom/ mlost os in noblivion/I obthe v on/ r that edto ho einto nmy othe he ground/Break a the hepull ngers he na sfrom rommy o asight/Lost ch lonesome dsee wrong/ gnoran b ss impending mpend ng it was all gold held me shell/Waiting for you to me back in/I almost had the in love/Bright eyes than sta it song/Now was time/Burning time/Burning all the gold that held mea inside my shell/Waiting forng you to pull meand back in/I almost hadhands/The the world worldeyes in my my sight/Lost love/Bright eyes fading/Faster fading/Faster than sta ivion/Falling from cause I've been away too behind with Faster aster than stars stars falling/How can can tell tell yougrace that that I've failed?/Tell failed?/Tell you youIIfailed/Falling failed/Falling from from grace grace cause causeI've I've been been away awaylong/Leaving too too long/Leaving you behind behind with with me melonesome lonesome song/Now song/Now I'm lost in in oblivion oblivion uuaster that I've you II IIfailed/Falling grace I've been away too long/Leaving behind with me song/Now in tried to burrow that I've failed?/Tell you failed/Falling from grace cause cause been ng away too long/Leaving you behind with me lonesome lonesome song/Now I'm lost in oblivion/I oblivion/I triedI'm tolost burrow hol Fas erthan han s failed?/Tell arsfalling/How a ng/How e you ha I've vefrom a ed?/Te aI've ed/Fa rom veyou oolong/Leaving ong/Leav ngyou beh ndI'm wyou hlost onesome m os nme obaa vhol on me song/Now I'm lost in oblivion/Falling from grace cause been away too long/Le all the fingers the nails my eyes of child no wrong/Ignorant impending doom/Lost love/Bright fading/Faster than stars Breaking all too the fingers and and the behind nails from my hands/The hands/The eyes of aa I'm child see no v wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than stars falling/How falling/How ve e been been away away too long/Leaving you you behind with with me lonesome lonesome song/Now I'm lost in in oblivion/Falling from grace gracecause cause I've I've been away awayI've too too long/Leaving you you behind behind with with me lonesome lonesome song/Now song/NowI oolong/Leaving ong/Leav ngme beh ndfrom w hme onesomesong/Now mlost ossee noblivion/Falling ob on/Fa lost ngfrom rombliss, vebeen oolong/Leaving ong/Leaveyes ng beh nd w hme onesome uBreaking behind with lonesome song/Now I'm in oblivion/Falling from grace cause I' iled?/Tell you II failed/Falling from grace cause been away too long/Leaving you behind me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've aw iled?/Tell you failed/Falling from grace cause I've I've been awaynd too long/Leaving you behind with with me in lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been beenng aw /Falling /Falling from from grace grace cause cause I've I've been been away away too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in oblivion, oblivion, in in oblivion, oblivion, in in oblivion oblivion I I flew flew beyond beyond the the sun sun before before it it was was time/Burning time/Burning aa /Fa ng rom ve oo ong/Leav ng beh w h onesome m os n ob v on n ob v on n ob v on ew he be ore me/Burn ay too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion, in o ind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/Falling fr ind with me lonesome song/Now I'm lost in oblivion/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/Falling fr de e my myshell/Waiting shell/Waiting for for youto toopull pull me meback backin/I in/I almost had hadsun the the world in in mysight/Lost sight/Lost love/Bright love/Bright eyes fading/Faster fading/Faster than stars falling/How can canIItell tell youthat that I've failed?/Tell you youIIfailed/Falling failed/Falling she /Wa ng oryou pu n/ almost a mos heworld wor dbefore nmy s gh /Losit ove/Br gh eyes ad ng/Fas erthan hanstars s arsfalling/How a all ng/How e you ha I've vefailed?/Tell a ed?/Te a ed/Fain ng oblivion. blivion. I flew beyond the was time/Burning the gold that held me ay in ay too too long/Leaving long/Leaving you you behind behind with with me me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion, oblivion, in in oblivion, in oblivion. oblivion. II flew flew beyond beyond the the sun sun before before it it was was time/Burning time/Burning all all the the gold gold that that held held way ay too too long/Leaving you you behind behind with with me lonesome lonesome song/Now song/Now I'm I'm lost lost in in oblivion/I tried tried toooblivion, burrow burrowaafading/Faster hole hole into the ground/Breaking ground/Breaking all the fingers fingers and and the the nails nails from my myhands/The hands/The eyes eyes of of chil oolong/Leaving ong/Leav ngpull beh nd win/I hme onesome m ossight/Lost noblivion/I ob in/I v on/love/Bright ralmost edto hohad einto n othe hethe ground/Break ngall a the he ngers heyou nathat sfrom rom o aachild ch ell/Waiting ll/Waiting for you to pull me back world in my sight/Lost love/Brig aiting me almost aiting for for you you to to pull me back back in/I almost had had the the world world in in my my sight/Lost love/Bright eyes eyes fading/Faster than than stars stars falling/How falling/How can can II tell tell you that I've I've failed?/Tell failed?/Tell you you II fail fail s, impending doom/Lost love/Bright eyes fading/Faster than stars falling/How can I tell you that I've failed?/Tell you I failed/Falling from grace cause I've been away too long/Leaving you behin ing/Faster than stars falling/How can Ieoblivion/I tell that I've failed?/Tell Iaway failed/Falling s,s impending love/Bright eyes fading/Faster than falling/How can Iin tell you that I've failed?/Tell you I failed/Falling from grace causeyou I've been too behin mpend ngdoom/Lost doom/Los ove/Br gh adwith ng/Fas hanstars s ars a ng/How hayou ve a ed?/Te ahole ed/Fa ve oolong/Leaving ong/Leav ngyou beh 've been too you me lonesome song/Now I'm tried to into the ground/Breaking and the from my 've been away away too long/Leaving long/Leaving you behind behind with me er lonesome song/Now I'm lost lost in oblivion/I tried to burrow burrow aa hole into ng therom ground/Breaking all all the the fingers fingers and the nails nails from myn ace ce cause I've been away too long/Leaving behind with me lonesome song/Now I long/L ow w I'm I'm lost in oblivion/Falling from grace gracecause cause I've I've been away awaytoo too long/Leaving long/Leaving youbehind behind with with me me lonesome lonesome song/Now song/Now I'm lost lost in in oblivion/Falling from grace grace cause causeI've I've beenfrom away awaygrace too too long/Le mlost os in noblivion/Falling ob v on/Fa ngfrom rom vebeen oo ong/Leav ngyou beh ndstars w hyou onesome m osthat noblivion/Falling ob v on/Fa ngfrom romyou vebeen oolong/Le ong/L ee no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than falling/How can you I've failed?/Tell II failed/Falling caus ee no wrong/Ignorant bliss, impending doom/Lost love/Bright eyes fading/Faster than stars falling/How can II tell tellI'm you that I've failed?/Tell you failed/Falling from grace caus ivion/I tried toininnburrow agrace hole ground/Breaking allsong/Now the fingers and the fr lonesome song/Now I'm lost oblivion/Falling from grace causeinto I've beenthe awaytoo too long/Leaving youbehind behind with melonesome lonesome song/Now I'm lost in oblivion, in oblivion, in oblivion. flew bey lonesome I'm oblivion/Falling cause I've away long/Leaving I'm in in onesomesong/Now mlost os ob v on/Fa ngfrom rom vebeen oo ong/Leav ngyou beh ndwith w hme onesome mlost os in noblivion, ob v on noblivion, ob v on noblivion. ob nails v on IIflew ewbeyo nds/The eyes ofmeainside child see no bliss, impending doom/Lost love/Brigh e/Burning e/Burning all the gold that held held inside myshell/Waiting shell/Waiting for youwrong/Ignorant to toopull pull meback backin/I in/I almost almost hadthe the world in mysight/Lost sight/Lost love/Bright love/Bright eyesfading/Faster fading/Faster than stars stars falling/How canIItell tell you e/Burn ngall a the hegold go dthat ha he dme ns demy she /Wa ngfor oryou pu me n/ a mos had heworld wor din nmy sI've gh /Losfailed?/Tell ove/Br gh eyes ad ng/Fas erthan han s arsfalling/How a ng/Howcan e you ing/Faster than stars falling/How can I tell you that you I failed/Falling ed/Falling from grace cause I've been away too long/Leaving you behind with me lonesome song/Now I'm lost in oblivion/I tried to burrow a hole into the ground/Breaking all the fingers andth th ed/Falling cause I've too behind I'm lost tried a hole ed/Facause ngfrom romgraceI've vebeen away oolong/Leaving ong/Leav ngyou beh ndwith w hme lonesome onesomesong/Now m os innoblivion/I ob v on/with r edtooburrow holonesome einto n othe heground/Breaking ground/Breaksong/Now ngall a the hefingers ngersand h ace ce been away too long/Leaving you behind me I The ca he he eyes eyes of of a a child child see see no no wrong/Ignorant wrong/Ignorant bliss, bliss, impending impending doom/Lost doom/Lost love/Bright love/Bright eyes eyes fading/Faster fading/Faster than than stars stars falling/How falling/How can can I I tell tell you you that that I've I've failed?/Tell failed?/Tell you you I I failed/Falling failed/Falling from from grace grace cau cau o ch d wrong/ gnoran b ss mpend ng doom/Los ove/Br gh ad ng/Fas er han s ars a ng/How e ha ve a ed?/Te a ed/Fa ng rom ivion/Falling from grace cause I've been away too long/Leaving you behind with me aving youbehind behind with melonesome lonesome song/Now I'm lost in oblivion/Falling from gracecause cause I've beenaway away too long/Leaving youbehind behind with melonesome lonesome song/NowI'm I'm lost in oblivion/Falling aving in I've too me song/Now oblivion/Falling av ngyou beh ndwith w hme onesome mlost os noblivion/Falling ob v on/Fa ngfrom romgrace vebeen oolong/Leaving ong/Leav ngyou behI've ndwith w hbeen onesome mlost os in nlong/Le ob v on/Fa ng me song/Now I'msong/Now lostI'm in oblivion/Falling from grace cause away too

Non-Profit Organization U.S. Postage PAID South Bend, IN Permit No. 540

P.O. Box 7111 // South Bend, IN 46634-7111 SCHOOL: 574.520.4134 BOX OFFICE: 574.520.4203 E-MAIL: artsiusb@iusb.edu WEBSITE: arts.iusb.edu

born to be

AMONG THE BEST

Communication Studies // Fine Arts // Music // New Media // Theatre & Dance

Visit ARTS.IUSB.EDU to sign up for our e-newsletter.