Author: Bonnie Ertelt
Vanderbilt Blair faculty and alumni collaborate on ‘Vanderbilt Virtuosi’ album
Mar. 5, 2021—"Vanderbilt Virtuosi," an album of works composed and performed by faculty and alumni of Vanderbilt Blair School of Music and spearheaded by Molly Barth, was released on the Blue Griffin label in February.
New book describes turning point in the racialization of classical music
Mar. 3, 2021—Associate Professor of Musicology Douglas Shadle's latest book explores how Antonín Dvořák’s New World Symphony raised new questions in classical music about the place of African American music within the broader musical culture of the United States.
Seth Soloway appointed to support performances and external relations at Vanderbilt Blair School of Music
Feb. 2, 2021—Seth Soloway, who was previously executive and artistic director of the Performing Arts Center at Purchase College, State University of New York, has been appointed associate dean of presenting and external relations and director of the Martha Rivers Ingram Center for the Performing Arts at Vanderbilt Blair School of Music.
Creative use of virtual learning platforms increases Blair Academy engagement
Dec. 2, 2020—Blair Academy at Vanderbilt, the music education program for children, youth and adults at Vanderbilt University Blair School of Music, has developed creative new approaches to build curriculum and share music, despite the challenges of music instruction during the COVID-19 pandemic. As a result, enrollment for the adult program in particular has increased.
Seven Vanderbilt faculty members elected as fellows in prominent psychological science associations
Nov. 23, 2020—Seven Vanderbilt faculty recently were elected as fellows in the Association for Psychological Science and the American Psychological Association.
Smrekar named editor of ‘Peabody Journal of Education’
Nov. 17, 2020—Claire Smrekar, associate professor of public policy and education, recently was named editor of the "Peabody Journal of Education," America's second longest-running publication devoted exclusively to educational research, practice and policy.
New research documents how COVID-19 multiplies stress and trauma for people with disabilities
Nov. 4, 2020—A November article published in Rehabilitation Psychology reviews research on disabilities and COVID-19 to help rehabilitation psychologists mitigate the effects of the added stress of the pandemic. In addition, the work addresses how systemic discrimination against people with disabilities intersects with other forms of inequity.
Found in Cuba: Handmade books illustrate Cuban poetry through repurposed materials
Nov. 3, 2020—Ediciones Vigía, a publishing house in the town of Matanzas, Cuba, began to create handbills and invitations in 1985 for local cultural events. Displayed through March of this year, these works now can be enjoyed again in the online exhibit Found in Cuba: The Ingenuity and Creativity of Ediciones Vigía.
Haywood, early director of Vanderbilt Kennedy Center and pioneer in research on developmental disabilities, has died
Oct. 30, 2020—H. Carl Haywood, professor of psychology, emeritus, and former Kennedy Center director, died Oct. 12 in Nashville. He was 89.
Grisham, former library director and co-founder of the Vanderbilt Television News Archive, has died
Oct. 26, 2020—Frank P. Grisham, who led the Vanderbilt library from the late 1960s to the early 1980s, a time that included the establishment of the Vanderbilt Television News Archive and the transition of the libraries after the merger with George Peabody College for Teachers, died Oct. 9. He was 92.
New faculty Felipe Barrera-Osorio: Beyond the balance sheet
Oct. 19, 2020—New Vanderbilt Peabody College Associate Professor Felipe Barrera-Osorio has dedicated his research to understanding how education policies can increase human capital—the knowledge, skills and other intangible assets that add value to an organization.
Study shows that repeated statements are more often judged to be true, regardless of a person’s age or prior knowledge
Oct. 6, 2020—Researchers from Vanderbilt Peabody College of education and human development ask two questions in a recent study related to the illusory-truth effect: Do adults learn during childhood to associate repetition as a cue for truth, and can their prior knowledge protect them from the effect?