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• W130761785 abstract "Public folklorists often have repeated the refrain that school in no way prepared them for the formal and bureaucratic demands of their (Griffith [1992] 2007:236; cf. Baron 1999:185-186). While folklore programs in the US may have formally oriented students to the discipline's paradigms, subject matter, critical issues, research fundamentals, and scholarly writing, students who segued into public folklore work had to learn a host of additional new skills on the job, typically informally, or apply expertise learned outside the academy (see Griffith [1992] 2007; cf. Gabbert 2009). My experiences in public folklore work certainly confirm this pattern. But a recent return to a tenure track university position after a couple of decades of public folklore work also confirms that many skills of the folklorist's practice - those associated with our range of professional employment as folklorists in settings and non - are in fact learned informally, through on-thejob application.These skills are rarely taught explicitly through coursework, even in settings. While folklorists are increasingly writing about public folklore practice and folklore in K-1 2 education (e.g. Baron and Spitzer [1992] 2007; Bendix and Welz 1999; Belanus and Hansen 2000; Wells 2006; Hamer 2000; Bowman 2006), Steve Siporin reports that academic folklorists rarely write about teaching methods ([1992] 2007:354) even though experts note that knowledge transfer is central to folkloristic study (Bowman 2011: 20; Grider 1995:175; Baron [1992] 2007:335). In this domain, folklorists have implicitly expressed their confidence in traditional ways of learning. This move, as Baron (1999) and historian Warren Hofstra (2006: 1, 3) have intimated, essentially devalues teaching, fieldwork, the grey literature of field research, and, by extension, public folklore's modes of expertise and presentation.This article will first reflect on some of these less formally acknowledged skills that both public and practice require. Second, it will argue that effective informal teaching mechanisms for instilling this knowledge persist in most graduate folklore programs in the US. Third, it will consider existing formal instructional mechanisms, like fieldwork class sequences at the University of Wisconsin-Madison, that can accommodate principles of public folklore and teaching practice (cf. Baron 1999:185) . Fourth, it will show how precisely these classes that folklorists have employed for decades support contemporary theory for effective teaching and learning in today's university settings. I do not devalue the traditional learning techniques that folklorists perpetuate in these less-explicitly endorsed practices; instead, I argue that more explicit attention to them as skills that further the aims of our field elevates their value in professional discourse (cf. Baron 1999:186).To show how some course formats work well both for deep learning as well as teaching public folklore practice, I end with two case studies involving off-campus nonprofit cultural organizations in Wisconsin. One is an exhibit practicum, and the other involves exhibit theme development from fieldwork. Both emphasize a public folklore process of addressing a nonprofit organization's programming needs by generating or evaluating fieldwork documentation and providing a finished product. Both stress a direct working relationship between the students acting as a group of consultants and the off-campus nonprofit's staff. Both rely on histories of engagement in a state, which is often a public folklorist's chief beat. In these cases, both occur in culturally plural communities outside the easily accessible Madison area, which is often perceived statewide as an insular, downstate oasis out of touch with the rest of Wisconsin.The instructor's history of engagement in the state, and her welldeveloped relationships with specific individuals, communities, and nonprofit organizations in rural and urban Wisconsin, are important assets for these class formats. …" @default.
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• W130761785 date "2011-07-01" @default.
• W130761785 modified "2023-09-23" @default.
• W130761785 title "Teaching Practice through Fieldwork Course Design" @default.
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