Here is a list of the books for the Institute.
Please note that, as a result of the coronavirus, this Institute has been changed to a virtual platform for the summer of 2021. The curriculum from the 2018 listed below will be revised to match this new pedagogical platform. Though many of the experiential aspects of the Institute will no longer be offered, the Institute faculty aim to provide a dynamic learning experience that manifests its commitment the “the Digital Age” that is emblazoned in its title.
In 2021, in COVID times, we confront the “digital age” of our title with particular urgency. The first iteration of this Institute brought teachers in contact with manuscript, print, and digital texts, material and online participatory cultures, historical and imaginary worlds of whaling, to immerse participants in Melville’s thrilling “wonder-world” and to experience new inspiration, ideas, and methods to take back to their classrooms. We continue to offer a rich set of multimedia and multidisciplinary resources. Given that we meet now in virtual spaces, a central goal of our workshops will also be producing an online archive of digital tools and pedagogies for future use. Although no prior digital experience or expertise is required, we welcome curious and creative approaches to the diverse challenges instructors face in today’s classrooms.
The synchronous meetings of the Institute will generally take place in two daily sessions from 10:00am-12:00noon and from 1:30pm-3:30pm. Morning sessions will be dedicated to the study of a sequential cluster of chapters from Moby-Dick. Participants will be invited to enrich readings of selected chapters by sharing digital annotations and reflections in an online discussion forum. Resident faculty will introduce themes and patterns from these chapters. A portion of morning sessions will consist of teachers “lowering” into two to four smaller “crews,” each guided by lead faculty, to explore together specific issues from the novel.
Afternoon sessions will consist of discussions about expert workshops and panels presented by Institute faculty that provide important critical, historical, and pedagogical contexts that illuminate the book’s literary art. These seminars will also situate the book’s questions, themes, and issues in the lives of twenty-first-century readers. There will also be opportunities for engagements during which participants will encounter varied exhibitions, archives, and collections (historical, aesthetic, and Melville-focused) afforded by the Museum and New Bedford.
Our limited time gathering together on Zoom will be supplemented by a variety of asynchronous learning activities including recorded expert presentations, video resources, virtual field trips, and researching and creation of curricular approaches. Part of the collaborative endeavor of the virtual Institute will be the collection of digital resources that can assist teachers and students to dive deeper into Melville’s work. We will be involved in a collective research project to pull these treasures out of the ocean of the web to create a reference database that can benefit all who are engaged in learning from and about Moby-Dick. Our communal reading of Moby-Dick will take place between June 21 and July 1. We will convene again after a four-day break for the Independence Day weekend from July 5-9 to focus on pedagogical approaches and to share the lessons we have gathered and learned.
2018 Outline of Daily Engagement and Activities
Friday, June 18
The New Bedford Whaling Museum officers and Melville scholars will welcome the participants at a seafood dinner.
Saturday, June 19
After discussing the early “land” chapters (1-21) of Moby-Dick, the bulk of which are set in New Bedford, faculty will guide participants on the “Melville Trail” tour through the New Bedford Whaling National Historical Park. Participants will visit sites connected with the novel’s chapters “The Carpet-Bag,” “The Chapel,” and “The Sermon,” including the Seamen’s Bethel. An afternoon panel of lead faculty will present facets of Melville biography leading up to Moby-Dick followed by a tour of the Melville Society Archive.
Sunday, June 20
The first field trip is a visit to Mystic Seaport on the Connecticut coast where teachers will be able to tour the 1841 whaleship Charles W. Morgan, row whaleboats, pull on the halyards with that aid of lead faculty member Mary K. Bercaw Edwards and other Mystic Seaport staff.
Monday, June 21
The Institute sessions on Tuesday will explore chapters 22-32 and focus on the nature of shipboard life and Melville’s creation of his character Ahab. Lead faculty will analyze Melville’s complex figuration of gender on board the Pequod, and participants will engaged in archival workshop on 19th-century whaling logs led by the Museum librarian.
Tuesday, June 22
In Tuesday’s sessions, participants will focus on chapters 32-42 of Moby-Dick and examine Ishmael’s meditative style and the conflict between Ahab and Starbuck. Lead faculty will facilitate a seminar that explores how Melville’s shipboard regime serves as a commentary on American political life. Teachers will explore the ways in which the captain’s monomaniacal pursuit of a whale has provided material for contemporary political allegory and editorial cartoons. During the afternoon, participants will examine illustrations and cartoons from the Elizabeth Schulz visual art collection held by the Museum
Wednesday, June 23
Teachers will read chapters 43-53 of Moby-Dick and learn about about the technology of whale hunting by encountering a whale boat demonstration in the museum’s galleries and be guided through the “Pursuit to Preservation” exhibit. The New Bedford Fishing Heritage Center will arrange a visit to the unloading and process of the catch in one of the port’s commercial fisheries.
Thursday, June 24
The Institute is committed to emphasizing how teachers can relate Moby-Dick to 21st- century concerns. The Pequod’s motley crew representing an assortment of nationalities can be a starting point for thinking about the globalization of American industries, and the book also depicts a pursuit of carbon-based energy sources that should ring familiar for present-day readers. (The development of petroleum extraction in 1859 made whale oil obsolete as the quest for energy trapped in fossilized life-forms replaced the hunt for energy contained in living ones). We will study chapters 55-72 of Moby-Dick during our morning investigations.Aboard the Pequod, Ishmael looks forward to modern ecological consciousness when he sympathizes with the whale’s suffering and wonders whether the pursuit of profit will threaten whale populations. Senior scientist Michael Moore from the Woods Hole Oceanographical Institution will share problems and research with present-day whaling and ecological concern.
Friday, June 25
Nowhere is the continuing relevance of Moby-Dick more evident than in the rich array of visual, musical, and performance art inspired by the book. The Institute will introduce these resources to teachers and explore how the book has served as a muse for artists. Teachers are introduced to art works in the collection that respond to specific chapters from the novel.
After engaging chapters 73-92 of the novel in the morning, participants will explore a number of artists that influenced Melville’s writing (including artwork he owned), and how Moby-Dick has inspired many artists to respond to it with their own creations, including students. Artist Matt Kish will be a visiting faculty member and share his adventure creating a piece of art for every page of Moby-Dick — for 552 consecutive days—which resulted in Moby-Dick in Pictures: One Drawing for Every Page (2011). Participants will gather at the end of the day to celebrate at New Bedford’s Moby Dick Brewing Company.
Saturday, June 26
Teachers will travel to Plymouth and travel with Captain John Boats across Massachusetts Bay to Stellwagen Bank, a marine sanctuary and one of the primary feeding grounds for Humpback Whales, Finback Whales, Pilot Whales, Minke Whales and the endangered Right Whales.
Sunday, June 27
Unstructured morning to explore the coast and/or engage in research. The afternoon workshop will focus on the popular cultural resonances in the novel and how both Moby-Dick the text and Moby Dick the White Whale have circulated through such genres as film, comics, commercial culture, science fiction, music, and body art. There will be an evening screening of the John Huston film “Moby Dick,” starring Gregory Peck, with an account of its world premiere in New Bedford in 1956
Monday, June 28
Morning Discussions will explore chapters 93 to the Epilogue as well as on the letters that Melville wrote to Nathaniel Hawthorne during and immediately after penning his Whale. Lead faculty member Chris Sten will guide participants through his illuminating reading of the novel in Sounding the Whale: Moby-Dick as Epic Novel.
Tuesday, June 29
We will journey by bus to the Berkshires of Massachusetts and visit Arrowhead, the home where Melville wrote Moby-Dick, that faces Mt. Greylock, described by Melville as a white whale on the landscape as he looked out the window from his writing desk in winter. We will visit the Melville Room at the Berkshire Athenaeum, and participants will have the chance to hike Monument Mountain, site of a famous picnic gathering where Melville met Nathaniel Hawthorne on August 5, 1850, during the time Melville was composing Moby-Dick.
Wednesday, June 30
Participating teachers will encounter an assortment of other innovative teaching tools during the second week, including the connections between digital resources and reading practices. Participants will learn about strategies from media studies, community theater, traditional literacies, and public humanities (museum and civic spaces) designed to make Melville’s whaling novel accessible to all readers in diverse cultures outside the classroom. The afternoon session will feature lead faculty member Wyn Kelley presenting the digital edition of Moby-Dick, part of the Melville Electronic Library. This critical archive offers extensive notes, maps, art images, and pedagogical materials for exploring and editing the text in interactive ways. Through exploration of this and other databases, lead faculty will make digital resources a source of pleasure and inspiration, a vivid aid to learning, and a springboard for critical reading, thinking, and writing.
There will be a Institute banquet in the evening the celebrate our learnings together.
Thursday, July 1
Teacher Presentations and Farewells