Hopkins In Boston

Thank you to all who attended Hopkins in Boston!

Below we have shared further readings and book links from the panelists.

	Daniel H. Weiss, A&S ’82 (MA), ’92 (PhD) Homewood Professor of the Humanities, Krieger School of Arts and Sciences President Emeritus, Metropolitan Museum of Art
	Elizabeth Futral Marc C. von May Distinguished Chair of Vocal Studies Professor of Voice, Peabody Institute Additional Resources: Chair of Professional Studies and Chair of Launchpad, Zane Forshee Associate Dean for Innovation in the Arts and Health, Sarah Hoover New York Times: Arts and Health
	Jeanne-Marie Jackson, PhD Professor of English, Krieger School of Arts and Sciences Senior Editor, English Literary History, Hopkins Press Author, The African Novel of Ideas Additional Resources:  Elite Africa Project: Scholar Spotlight with Jeanne-Marie Jackson Part 1
	Susan Magsamen, Bus '87 (MAS) Executive Director, International Arts + Mind Lab Center for Applied Neuroaesthetics Assistant Professor of Neurology, School of Medicine Co-director, NeuroArts Blueprint Co-author, Your Brain on Art: How the Arts Transform Us Additional Resources:  Follow Arts and Mid Lab on Social: Instagram and LinkedIn NeuroArts Resource Center  Psychology Today

Discussion Questions for the Panel

1. What do you see as the “next big thing” in your field?

2. In reflecting on your own work and teaching, what do you hope your students take away from your courses?

3. Can you talk about the role of cultural institutions in connecting people to the arts — and to each other?

4. How do you tell your students to balance their craft with the demands of “their brand”? In a time where so much of the arts are so difficult to make a life work on, how do they have the energy to do both?

5. How do you think art and humanities will be affected with the usage of AI?

6. How do you, in your individual specialty, work with those who might not fit the normative standard? And how do each of you accommodate or affiliate the neurodiverse or more significantly challenged student?

7. What specific relationship do you, in your work and your classes, have with those that don’t fit the normative standard?

8. What specific connection do you have with the more challenged (cognitive, mental, physical, etc) of society’s participants?

9. In discussing the ways in which art affects the brain/our neurocognition - can you speak about the differences for one who is observing art vs creating it?

10. The connection between science/medicine and the arts is very important but not typically done intentionally. Is Hopkins encouraging science majors to embrace the arts and how it can enhance their learning or spark novel ideas?

11. What role can higher ed play in ensuring that younger students continue to develop the creativity, critical thinking, and cultural literacy that arts and sciences provide—especially in today’s climate of uncertainty.

12. How can engaging with the arts help one develop ethically and empathetically?

13. How would you recommend artists share their art and engage in meaningful ways with larger communities, making an impact outside of themselves and participating in the changes and revelations that arts and humanities can enact?