A Gift to Ourselves

written by Paula Simon Borja & Savvy Sleevar for SPEL: Journalism

 

Known for its abundance of Renaissance masterpieces, striking statuary, and colorfully graffitied buildings, Florence is a city synonymous with art. Creative energy runs wild here, and that energy is exactly what Livia Sturlese Tosi hopes students at Florence University of the Arts - The American University of Florence (FUA-AUF) can channel as they adjust to life abroad.

 

Sturlese Tosi, FUA’s school counselor, leads recurring art therapy seminars, a Student Life & Development extracurricular that’s open to all students in search of a creative outlet. With a background in education, psychology, and communication, Tosi runs these sessions with a vision of helping students connect with their emotions and each other through intuitive drawing.

 

After using art therapy in her work with adolescents years ago, Tosi learned firsthand how transformative it can be to communicate through art.  “When words fail, art speaks,” Tosi says, pointing out how visual expression can capture those complex emotions we sometimes struggle to put into words. And with that knowledge, Tosi’s goal now is to cultivate an inviting space for FUA-AUF students to express themselves — a place without any judgment, stress, or academic pressure.

 

For the students who stepped into the Excelsior Room in Via Ricasoli, 21 on Oct. 22 at 8:30 p.m., they were greeted by a warm, inviting atmosphere. Art supplies covered the far table, and serene music filled the space once everyone settled in.

 

Sturlese Tosi explains that she conducts art therapy with a focus on what she called “emotional literacy”, which involves a three-phase process. First, participants are encouraged to relax and concentrate. It is not an art class; the drawings should emerge naturally and automatically after a moment of emotional connection where you feel the urge to express your feelings through painting.

 

Art supplies cover the tables in the Excelsior Room at Via Ricasoli, 21 in Florence. With scores of markers and colored pencils within reach, FUA-AUF students attending an art therapy seminar that evening were encouraged to draw whatever came to mind. (Photo/Savvy Sleevar)

 

The second phase is all about expressing yourself with lines and colors. The third phase involves approaching those shapes and colors as if you were interpreting a dream. This is where you uncover the message, the hidden emotions, and the paths to answer your questions. This last phase, known as "communication with the product," is the most important part of the process. 

 

Right before students begin to fill their blank pages with color, she concludes by noting, "This is a moment that you deserve, that you dedicate to yourself; a gift to you,” she says. “Not to me, to you." In the beginning, the students might feel a bit unsure of how to express their feelings. Slowly but surely, though, their creative visions start to take shape. 

 

Sturlese Tosi reassures the group that during these seminars, what they choose to create is up to them. “This is a space where you can be yourself,” she says. With each movement, students begin to share their thoughts and fears through their art. Tosi then opens up the room for group discussion; she guides participants as they delve into the stories behind their creations, allowing them to explore and share their emotions in a supportive setting.

 

During the first seminar of the semester, students were unsure of how to share their art, Tosi notes. However, by the second meeting, the atmosphere transformed dramatically. Students arrived with more confidence, eager to show their work and engage with one another. “It’s incredible to see the shift,” Tosi says. “Art has a way of breaking down barriers and creating connections.”

 

The structure of each seminar varies, keeping the experience fresh. Tosi often incorporates elements of mindfulness, guiding students through brief meditation and breathing exercises to help them center themselves before creating art. This practice encourages a deeper connection to their emotions, allowing them to express feelings that may have been buried beneath the surface. 

 

In upcoming seminars, Tosi plans to introduce some new elements to the activity. To further inspire creativity among students, Tosi says she wants to show a selection of different images, hoping to spark specific emotions that participants can channel in their drawings.

 

Tosi describes art therapy as a “gift to ourselves,” a rare chance to relax in our hectic world. Despite the pressure to constantly be productive that often weighs heavily on students’ shoulders, the activity encourages them to slow down, embracing moments of stillness and creativity. It’s a reminder that it’s okay to simply be. For students in the midst of stressful moments, the act of creating art becomes a form of self-care. It offers them a chance to truly connect with themselves and, with the help of some markers and colored pencils, express themselves freely.

 

A variety of colored pencils rest in their roll-up case in the Excelsior Room, ready for students to use in their interpretive drawings. During the art therapy seminar, a recurring Student Life & Development event at FUA-AUF, students created plants, animals, and abstract patterns on their sheets of drawing paper. (Photo/Savvy Sleevar)

Specialty Breads: Flatbreads, Pizza, and Rolls

written by Jaye Conn for SPEL: Public Relations

 

In the Fall semester of 2024, I enrolled in the Specialty Breads: Flatbreads, Pizza, and Rolls class. I expected a course on how to bake bread, but what I did not expect was a deep dive into the history, culture, and significance behind baked goods in Italy. What I also did not expect was how practical the course would be, especially after just three weeks of classes.

 

My professor, Chef Grammatico, began each class by presenting a lecture, in which we would be introduced to a type of traditional Italian bread. We were taught three elements essential to each type of bread: its development, the ingredients, and how to make it.

 

We would first learn about the fascinating historical context in which the bread was developed. For example, Grissini, or classic Italian breadsticks, were made for Duke Vittorio Amedeo II of Savoy when he fell ill. His bakers were instructed to produce a food that he could eat in spite of his lost appetite. The bakers produced Grissini, a thin, crunchy, and dry breadstick that could be eaten by Duke Vittorio. These breadsticks became a staple in Tuin, and quickly gained popularity around Europe and eventually around the world.

 

We would next discuss the importance of specific ingredients in Italian culinary arts. Italy is known for its quality products, and we learned why in this course. Pane Gran Prato, for example, uses a specific type of wheat flour grown only in the cereal areas in the province of Prato. The farmers in the area who produce GranPrato flour cannot exceed the amount of nitrogen fertilizers they use to ensure the quality of this wheat. The wheat is ground into flour using a stone mill at a certain time since its harvesting to create the perfect Prato Flour. The original Prato bread recipe has been passed down through generations. The saltless flavour perfectly accompanies Tuscan foods, and it’s square shape is widely recognized as Prato bread.

 

Many students may lose interest in the lecture portion of a class, but we were all fascinated by these lessons, especially because we knew we would be making and sampling these products. The final step in class was to bake the products we had learned about. Wearing our chef’s uniforms, we would use the high-quality ingredients provided to us to bake in the kitchen. While unfamiliar at first, all the students quickly became familiar with a professional kitchen. We learned the different methods of measuring ingredients, kneading and shaping dough, and finally baking out bread. Tasting our bread at the end of class was rewarding and filling.

 

My Breads of Italy class was more than informative. I left the class with a new skill each day. Even after over a month since the class has ended, I still make bread using my new skills multiple times a week. I also have a new appreciation for high-quality Italian ingredients. We learned about farming, harvesting, and processing techniques that have taught me to appreciate every step of making food. Although I have now become more selective with the ingredients I use and the food I eat, I would highly recommend this class to anyone. The practical baking skills are well worth the commitment, and the additional appreciation for the culinary arts is the icing on top of the… bread!

A Look Inside FUA’s Classrooms: Social Media and SPEL Public Relations

written by Ava Lees for SPEL: Public Relations

 

As an FUA student, there are an abundance of courses offered to suit a student's interest and needs. In my semester abroad, I’ve taken a few courses and will highlight two of those in this article to give an idea of what FUA classes are like!

 

I am a strategic communications major, so when I chose my courses for this semester, I tried to find ones that would fit my interest and provide credit for my graduation. In this search I found two classes that I was especially drawn to. The first of which was a course on Social Media. This course, taught by Alex Klein, who is the social media coordinator at FUA, covers social media. From the history of how social media began to how using social media can grow a brand, the class gives students a tool to better understand how social media can be used to market to many different demographics.

 

Like many courses at FUA, this class gives students the opportunity to learn by doing. As part of the class, we as students attend Palazzi Community Center events, which are events run and organized by FUA that allow for students to work on events that cater towards a more local demographic through events like book readings, film presentations, and art exhibitions.

 

As social media students, we are divided into groups and attend these events to gather content. We all take photos and videos and after the event, group members who were not at the event create captions, edit photos, and use video content to make reels that are then submitted and potentially posted to the real Palazzi Community Center account.

 

This allows for us students to have our work posted on real social media accounts and gain experience in creating this content. On weeks without community center events, we have alternative assignments such as creating a day in the life reel or blog, taking a walk through Florence and gathering content for interesting posts, and visiting famous Florence locations like the Santa Croce Christmas Market to create interesting and engaging content.

 

This class is a great way for students to learn more about how to use social media as a tool. My class is made up of all different majors and all of us will be able to walk away knowing that we have experience in creating content on social media and with reels and photos that we can use in a portfolio.

 

For me, a perfect pairing for this class is my other course for the semester, which is a SPEL Public Relations course. SPEL stands for special project experiential learning and in this course, I work alongside FUA staff to help with tasks relating to public relations. This has included giving tours to visiting university and program delegates, attending events and welcoming guests, writing press releases and blogs, and more.

 

Alongside the social media class, this SPEL course has given me as a student real life experience that will contribute to my portfolio and resume while also teaching me things outside of a traditional classroom. It is similar to an internship in the States but provides the credits that a typical class would, making it an interesting option for students who prefer to learn by doing.

 

Both of these FUA courses are great options for students studying abroad who want to make the most of their experiences. FUA offers many amazing and unique courses but for students interested in social media, marketing, or public relations, these are two amazing options!

Past Meets Present for FUA’s Movie Night

written by Paula Simon Borja & Jack Wardynski for SPEL: Journalism

 

Florence University of the Arts students gathered at Corso Tintori 21 for a screening of the popular 2023 Italian film C’è Ancora Domani. Popcorn and soda were served in the notorious Sala Rosa as students settled in for a night of good cinema.

 

C’è Ancora Domani, directed by Paola Cortellesi, is one of the biggest Italian-language films in recent years. The story is set in post-World War southern Italy and follows a mother named Delia as she struggles to keep her life and family in order while suffering serious domestic abuse at the hands of her husband, Ivano. As Italian women first gain the right to vote, and with a crucial election coming up that will determine the future of the nation, Delia envisions a better life for herself, if she only has the courage to attain it.

 

“I think it's important to uncover this part of, sometimes, what it means to be a woman,” said Allyson Cousino, Assistant Dean of Students and one of the organizers of the student life event. “Or how gender is understood and the power dynamics in a culture and how that impacts women in particular. And I think to have a space where these conversations can be something that's discussed openly is important.”

 

Alongside that, the film gives students living in Italy the opportunity to enrich their knowledge of its profile, both cultural and historical. Exposure to a piece of contemporary Italian culture like C’è Ancora Domani gives students a sense for what current-day Italians look for in their art and popular culture. The historical setting and subject matter of the film provides them context for how Italy became the country they see today. Even beyond that, Sala Rosa, with its beautiful Renaissance paintings and classical architecture, takes students even further back in time, and subconsciously creates the links in their minds of centuries of historical legacy that led up to the modern day.

 

“I love movies, and I'm always interested in foreign cinema. Obviously Italian. And it deals with a very, very interesting subject,” said Alex Clark, a Finance & English Literature student who attended the screening. “Students should come out to more things like this, you never know what you're going to find. You can never get a bad experience from trying something new like this.”

 

Promoting cinema-going has been a major point of emphasis in Italy in recent years. With the rise of streaming services like Netflix, combined with the closing of theaters during the pandemic in 2020, attendance at movie theaters has dipped considerably. While the numbers are rebounding gradually, they are still far from the peaks seen over a decade ago. This trend is not exclusive to Italy; across the globe, going to the movies has become much less prevalent in culture. Events like this film screening put on by the Student Life Department at FUA can be useful for reigniting people’s passion for seeing films in a theater again.

 

This semester, FUA has prioritized discussions of diversity and inclusion in the student events that it hosts. In October, an IREOS discussion group seeked to empower LGBTQ+ students both in Florence and beyond, and a film like C’è Ancora Domani promotes awareness of issues like misogyny and domestic violence that are still prevalent in Italy today. Even though the movie is a historical fiction drama filmed in black-and-white, it proves its relevance to those living in the modern day.

 

“I think, in general the hope is with these events that we get student feedback and input. That we want to be able to create events that are of interest to students or topics that students are interested in. So I think for students to know also that there's a two-way conversation in event creation. That we want to involve you all. And that's really why the diversity and inclusion series is going on this semester. Because of student input from the spring. So this has kind of been a result,” said Cousino.

 

FUA students are encouraged to keep up-to-date with the latest news on events held by the Student Life Department. The gatherings provide not only an opportunity to connect more with fellow students studying abroad, but also the chance to connect with the country of Italy on a more significant level.

Family Matters: Students Look Back on Italian Family Club Experiences

written by Savvy Sleevar for SPEL: Journalism

 

Back in the United States, Endicott College student Lilliana Kyle is an only child, but here in Italy, she has a sister.

 

Through Italian Family Club, a community-focused activity open to students at Florence University of the Arts (FUA), Kyle spent some of her fall semester abroad with a Florentine mother and daughter. With this family, she gained a firsthand look at everyday life and local culture in her host city.

 

Kyle, a junior at Endicott, came to FUA to study hospitality and music, with her sights set on Italian Family Club before ever setting foot in Florence. “I had a friend of a friend who came back (to Endicott) in the spring from this exact program, and she told me about it and recommended it, knowing I was coming to Florence,” she says. “So I was really excited to learn about it since basically around the beginning of [last] spring semester.”

 

Alongside other interested students, Kyle attended an informational session back in September, and she submitted her Italian Family Club application shortly after. As the university’s Student Life & Development (SLD) team worked to match students with interested local families, Kyle and other applicants were interviewed ahead of their placement.

 

Kyle was optimistic heading into her interview, despite some nerves. “I knew that I had a good, decent chance… I have a welcoming presence, is what I’ve been told,” she said. “However, I can be introverted sometimes, so I was very nervous about that.”

 

Ultimately, her interview was a success. “The people at FUA are very nice, so I felt very comfortable already, being interviewed,” Kyle notes. “And it felt like a conversation as opposed to being talked at.”

 

In October, Kyle met her Italian family, then-16-year-old Irene and her mother, Daniela, for the very first time. This initial meeting was, admittedly, a little awkward. “I was extremely nervous, didn’t know what to say or do; I just kind of came up with the most random small talk I could,” Kyle recalls. As Kyle broke the ice with her new Italian mother and sister, though, their cross-cultural bond began to grow.

 

Throughout the semester, Kyle and her Italian family spent time together around the city, but some of the FUA student’s favorite moments with them were at their house. “We’ve had some good movie nights and some nice dinners that I’ve really enjoyed,” Kyle says. “They’ve been nice enough to make dinner to show me about the food that they really love … I really wanted to learn about them, and that was a perfect way to do it.”

 

Among other foods, Kyle got to taste panettone, a traditional sweet bread, with her Italian family. “I know 100% that I would not have been exposed to the foods that they’ve taught me about, especially the traditional foods for holidays.” She joked that it must have been funny for Irene and Daniela to show her panettone in November, even though the traditional treat is usually enjoyed during Christmas.

 

In addition to Italian cuisine, Kyle’s Italian Family Club experience gave her insights into Italian culture and daily life.

 

“My specialty is observing, so this is my goal for Italian culture, like, I want to observe everything,” Kyle notes. With an Italian family around, her observation of local culture is enhanced even further.

 

“Seeing the interaction between a local and other locals is really interesting,” she says. “Because yes, I see them on the street sometimes, but they [my Italian family] inform me what they are talking about, and so I’m like Oh, okay, so that’s what that kind of interaction looks like.”

 

On top of local interactions, Kyle also got to see how her American family members interacted with the Florentine community. When her mother and uncle came to Florence to visit midway through the semester, Kyle introduced her American family to her Italian one.

 

“The interaction was really fun,” Kyle says. “My side and their side were very nice to each other, and although there wasn’t a lot of talking … it was still very nice because we got to learn about each other, and we did learn more about each other’s cultures.”

 

At the end of her semester in Italy, Kyle reflected on her unique second family and how it helped mold her Florentine experience. “It’s a little awkward sometimes still, but it’s still a good way to get out of our comfort zones and get a better sense of other people's lives,” Kyle says. “I think it’s important to take the step to learn about the culture through a local perspective.”

 

To learn more about Italian Family Club, send an email to the SLD office at sld-studentservives@florencecampus.org for information on how to get involved in one of FUA’s most immersive cultural activities.

Blending Magazine Celebrates Giacomo Puccini

Blending Magazine’s Fall 2024 edition is now online! We are thrilled to present the latest issue of Blending Magazine, dedicated to the centennial of Giacomo Puccini's death and honoring the enduring legacy of one of Italy's greatest opera composers. Each article in this issue has been thoughtfully curated to celebrate the life and timeless works of the Tuscan maestro.

 

In these pages, students have captured the essence of Puccini’s extraordinary life and work. From the innovative operatic techniques that redefined the genre, to the universal themes of love, loss, and redemption that continue to captivate audiences, this issue delves deep into the enduring magic of his compositions. You’ll explore how Puccini’s operas have influenced cinema, fashion, and even modern interpretations of storytelling. There’s even a nod to his legacy in contemporary food and wine, proving once again that Puccini’s artistry extends far beyond the opera stage.

 

It has been an honor to work with students to curate this tribute to one of Italy’s most celebrated composers. Each article and visual element was thoughtfully crafted to reflect Puccini’s lasting impact on global culture, as seen through the lens of our student’s creative minds.

 

So, sit back and let the music of Puccini’s life and legacy sweep you away. Step into the grandeur of La Bohème, the passion of Tosca, and the heartbreak of Madama Butterfly as we celebrate a true icon of timeless art. Click here to read the latest issue!

 

Happy Reading,

 

The Blending Staff

AUF 13th Annual Conference, Fall 2024

Stony Brook University and The American University of Florence

are pleased to announce the 13th Annual Conference,

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

With the support of Florence University of the Arts - The American University of Florence

and of The Center for Italian Studies at Stony Brook University

The title of the international conference:

Puccini Forever! 

The Maestro’s Centennial Legacy in the Arts  

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

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

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

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

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

 

Suggested topics include but are not limited to:

Abstract Submission

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

Conference Venue

The American University of Florence

Corso dei Tintori, 21

Florence, Italy 5012

CALL FOR PAPERS

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

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

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


 

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

 

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

 

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

 

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

 

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

 

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

A Taste of Experiential Learning

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

 

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

 

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

 

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

 

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

 

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

 

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