I was the first to arrive at Tansill Theater. This black box performing space on Conn’s campus is also home to many of the classes available in the theater department. On Mondays and Wednesdays from 1:15 to 3:15 p.m. it is home to me and the other 10 members of my Acting II class. Our first project this semester was a monologue from Jose Rivera’s “Sonnets from an Old Century.” We have been working on them for about a month now and the final showing was approaching.
It was an exceptionally busy day Wednesday: I had two classes, rehearsal for improv and a film screening. On top of all of that, I had a looming 5-6 page sociology essay that was due promptly at 1:15 p.m. Thursday afternoon. Luckily, I found time in a break in my schedule around noon to craft the bare bones of my introduction. Unfortunately, I was not able to continue my paper until 9:10 p.m. when I returned to the library after my film screening. This is when the bulk of my work began and I started to understand that the only way this paper would get done was with caffeine, motivation and a little help from my friends.
Never in a million years did I think I’d be taking another art class—especially not in college. I took my first one in third grade, and I remember two things about it: struggling with every assignment and learning that I never shook the inability to color (or paint, for that matter) inside any kind of line. After that experience, I pledged to my 8-year-old self that I would avoid every art class for as long as possible.
Because I am not the biggest fan of spending my winter break at the beach, I have always, for the most part, opted for a ski vacation. Recently, the weather in New York City, my hometown, has been bone chilling and I wondered before my flight to Salt Lake City, Utah, took off if I wasn’t better off visiting a beach.
Not many students at Conn are taught by the women’s rowing coach, but I was. Midway through last semester I started a class called Sports Leadership taught by coach Eva Kovach. This class was part of Conn’s Career Informed Learning courses, which bring alumni or community members to class to discuss how the concepts we learn about play out in the world. The dean of sophomores, Carmela Patton, recommended that I take the class because of my interest in sports. In high school, I competed year-round and ended my high school career as the captain of my cross country team and track and field team. I have always enjoyed spearheading groups that I have been a part of. That added with my ability to be loud and make friends has so far served as a good formula for molding me into a leader. During my first year of high school, I always respected my captains but I also thought that the biggest part of the job was simply being nice to everyone. After leading the teams myself and dealing with issues within my teams I understand that ‘leading’ is multifaceted. Being a part of this class gave me the opportunity to look retrospectively at my past roles as a leader and learn what I did well, but also learn what I can improve upon.
When I discuss writing essays with my friends in other majors, one of the things we talk about is the style and conventions expected from our professors and department. This can be something as basic as what sort of citation style we use, such as Turabian (my personal favorite), MLA, APA or ASA to specific grammatical and structural issues we encounter when writing our papers. For example, in music, there is a difference between a piece that is “for oboe and clarinet” and “for clarinet and oboe”; the first instrument plays higher than the second. One of the subjects I really enjoy writing for is my major: philosophy. Part of what I enjoy about writing papers for philosophy is that I’m allowed to write in the first person, which is unusual in academic writing.
I’ve written before about my plans to study away from Conn. Next semester I will be studying at the IES Abroad Vienna Music Program in Austria, but right now, as I enter into the final days of the fall semester, I’m focused on completing my obligations at Conn and making plans for the future. One major part of my pre-study away planning process has been the Office of Career and Professional Development’s Junior Year Action Plan. The plan helps me prepare for the College’s funded internship program next summer.
I’ve got a secret that I recently decided to come forward and divulge. I do not have a valid driver's license nor a permit. The closest thing to a car that I’ve ever driven was a go-kart! Recently, I picked up the “New York State Driver's Manual” at my home library in New York City and read it cover to cover, but doing that did not give me the confidence to take the wheel. As a 21-year-old college student, not knowing how to drive is not much of a nuisance as many expect it to be.
I’ve always loved acting. In fact, I’ve been strolling across the stage since third grade. However, acting is the only branch of theater I delved into, or at least it was until this semester. As a theater major, one of the requirements is to fulfill four credit hours of practicum courses across three mainstage productions, which means you have to be a crew member or technician for three shows. I’ve always wanted to work in the behind-the-scenes world of a production, mainly because I’m a strong believer that you’re never too experienced to learn. So, I figured I should start as soon as possible. I was offered not only the chance to be sound board operator, but to also serve as sound designer for the theater department’s first mainstage production of the academic year, “Uncommon Women and Others” by Wendy Wasserstein, a play set in the wake of second-wave feminism. To be honest, I was initially quite hesitant due to my lack of knowledge around my exact responsibility, but I accepted the role anyway.