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Folk Studies Student Profiles and Projects


Zahra is from Iran. She got her BL in Law from Shiraz University, and also she got both her MA and a Ph.D. in Criminal Law and Criminology from Tarbiat Modares University in Tehran, Iran.

Why WKU? 

Zahra has always been intrigued by interdisciplinary studies and the knowledge that one can acquire in interdisciplinary research. She is interested in the intersection of such issues as women, cultures, and law, and that is why she finds the Folk Studies program at WKU a fascinating place to combine and synthesize these disciplines. She is a graduate assistant working with with Dr. Ferrell. Her most beneficial experience in the program so far is learning ethnographic skills in Dr. Ferrell’s Folklore Fieldwork class.

Fun Fact: Zahra has been inspired by the best-selling novel A Fraction of the Whole by Steve Toltz. She loves Kish Island in the Persian Gulf for its nightlife and the weather which sounds unique for her.

Delainey is from Indianapolis, Indiana. She got her B.A. in Creative Writing from Appalachian State University and her M.A. in Library Science from Indiana University.

Why WKU? 

Delainey chose WKU after seeing the impressive work being done by alumni of our program. She discovered folklore while pursuing her M.A. at Indiana University. She enjoys attending the American Folklore Society meeting with the rest of her classmates. Delainey’s most rewarding folklore experience was working with the Monroe County History Center on an oral history project that featured the work of a folklorist. She is working as a graduate assistant in the Folklife Archives.

Fun Fact: Delainey worked as public librarian for two years in South Carolina.

Hunter is from Franklin, Kentucky. He graduated from Western Kentucky University with a double major in Anthropology and History.

Why WKU?

Hunter chose the WKU Folk Studies program because of his wide range of interests; he has studied military history, weaponry, mythology, foodways, and many other areas. Hunter plans to use the skills and education he gets from WKU to move into the field of museum studies. Currently he is working at the Kentucky Museum assisting with items and curation.

Fun Fact:

Hunter plays the trumpet. 

Joel is from Fort Wayne, Indiana. He graduated from the Indiana University, where he double-majored in Folklore and Telecommunications.

Why WKU?

Joel chose WKU for its extensive program, with focuses on multiple topics like foodways, vernacular architecture, and public-sector work. Joel is most excited to learn the skills, such as grant writing, to apply folklore to social justice issues. His most rewarding folklore experience is the fieldwork he did concerning eco-tourism and machetes in Jamaica. During his two years, Joel is looking forward to working closely with faculty, including Dr. Frandy, for whom he serves as graduate assistant.

Fun Fact: Joel plays trumpet!

Terry is from Louisville, Kentucky. He received his BA in History from Bellerman College, his MAT in English from the University of Louisville and his MA in Divinity from Louisville Seminary. 

Why WKU?

Terry chose WKU because the Folk Studies program is where he could combine his interests, public work and their practical application. Terry's loves to facilitate narrative stages. His most rewarding folklore experience was working at the Corn Island Storytelling Festival. Terry is an editorial assistant for Soundings, a journal housed in WKU's Department of Philosophy and Religion. 

Fun Fact: Terry used to invent new children's games!

Sam is from Richards, Missouri. He graduated from Baker University, where he majored in History. 

Why WKU?

Sam chose WKU partly because of the music traditions that surround Bowling Green, and partly because of the faculty in  the Department of Folk Studies and Anthropology. He studied History in his undergraduate program and minored in music with an emphasis on violin performance. He is the current graduate assistant with the Kentucky Folklife Program, and is excited to learn skills such as great writing and event planning that will help him in his future career.

Fun Fact: Sam once considered a career as a ceramic artist before discovering the world of folklore.

Aaron is from Gallatin, Tennessee. He graduated from Western Kentucky University with majors in Anthropology and English and a minor in History. He also graduated with an MFA in Creative Writing from Goddard College in Vermont.

Why WKU?

Aaron chose WKU's Folk Studies Program because he has always been drawn to the discipline in one way or another. Folk Studies covers most of his interests. He took some undergraduate folklore classes and was hooked. He is the current graduate/teacher assistant to Dr. Tim Evans. Aaron is excited about all of the possibilities folk studies has to offer!

Fun Fact: Aaron used to jump from perfectly good aircraft for a living! 

Maria is from Horse Cave, KY. She is a graduate of Western Kentucky University with an Interdisciplinary Studies degree.

Why WKU? 

Maria was introduced to folklore when she did the Kinky Curly or Straight program in the spring of 2014. Brent Bjorkman wanted to record the program - Maria was not sure why, but was flattered at the same time. He told her learning about black hair is a part of folklore. Since then, Maria has had many questions for Brent about folklore and WKU's Folk Studies program. She also worked in conjunction with the Kentucky Folklife Program's Virginia Siegel and then-graduate assistant Nicole Musgrave with narrative stage ideas for the Horse Cave Heritage Festival.

Fun Fact: Maria is a library assistant at WKU's Library Special Collections, a Community Scholar, an alumni/steering committee member of Kentucky Rural-Urban Exchange, and she led her first narrative stage in the summer of 2017 about Henrytown, an African American community in Horse Cave, KY.

Kate is from Bowling Green, KY. She graduated from WKU with her B.A. in Anthropology.

Why WKU? 

Kate was introduced to folklore when she took Dr. Ferrell’s Introduction to Folklore class. She realized she could apply her research interests—language revitalization and Gaelic culture—to folklore. Kate is most excited to develop her foundational understanding of the discipline of folklore. Her most rewarding folklore experience was participating in a weekend-long Living Archaeology program. Kate was a graduate assistant with the Center for Citizenship and Social Justice, and is currently working with Dr. Horigan.

Fun Fact: Kate recently moved back to Kentucky from Seattle, where she worked in the non-profit sector, and she is excited to apply her experience to her folklore studies.

Eleanor Miller is from Louisville, Kentucky. She graduated from the University of Louisville with her B.A. in Cultural Anthropology.

Why WKU?

Eleanor was introduced to our program by an alumnus. She was drawn to the program by its strong alumni network and historic preservation focus. Eleanor is a graduate assistant in the Education Department of the Kentucky Museum. She is looking forward to expanding her knowledge of the discipline. Eleanor’s most rewarding folklore experience was her Appalachian Studies class, and she can’t wait to learn more!

Fun Fact: Eleanor has lived in four Kentucky cities in the past four years: Maysville, Louisville, Owensboro, and now Bowling Green!

Josh currently lives in Bowling Green, KY. He received his BA in Broadcasting with an emphasis in production from WKU. He has spent the past eleven years as a producer/director at WKU PBS.

Why WKU?

Josh chose this program because of his interest in narrative and ethnographic fieldwork, and how it connects with his work as a producer and storyteller. He has already started putting his academic work to use in projects in his professional career.

Fun Fact: Josh has been nominated for six regional Emmy awards by the National Academy of Television Arts and Science - Ohio Valley Chapter!

Becca is a graduate of our program who has returned to work part time on certification in historic preservation while she continues in her TRIO position at WKU.

Julie Hauri-Foster, 1984, "Two Hairdressers: Artistry and Communication"

Kathleen Young, 1983, "Ethnobotany: A Methodology for Folklorists"

Deborah Hall, 1983, "Using Folklore to Teach English as a Second Language"

Denis Kiely, 1983, "The Loving of the Game: A Study of Basketry in the Mammoth Cave Area"

Theresa Jureka, 1983, "Women and Work at the Turn of the Century: The Mrs. A.H. Taylor Dressmaking Company"

Jan Laude, 1982, "A Contemporary Female Psychic: A Folkloristic Study of a Traditional Occupation"

Ervin Mason, 1982, "A Study of the Biblical Narrative of Saul, Including Investigation of the Folktale and Proverb as Genres of Folk Narrative"

Nana Farris, 1982, "Ink in My Blood: The Folklore of a Commercial Print Shop"

Timothy Cochrane, 1982, "The Folklife Expressions of Three Isle Royale Fishermen: A Sense of Place Examination"

Edward McCurley, 1982, "A History of the Bowling Green Fire Department: A Look at Two Traditional Methodologies"

Martin Ostrofsky, 1982, "O. Henry's Use of Stereotypes in His New York City Stories: An Example of the Utilization of Folklore in Literature"

Debbie J. Gibson, 1981, "Folklore, Folklife and Still Photography: A Synergetic Approach"

Keith Ludden, 1981, "'No Bob Yet': A Collection of Narratives from Nobob, Kentucky"

John Marshall, 1981, "Barbecue in Western Kentucky: An Ethnographic Study"

Jan Alm, 1981, "A Sourcebook for the Interpretation of Traditional Dance by Outdoor Museums and Historic Sites"

Elizabeth Harzoff, 1981, "'They'd Have the Biggest Time You Ever Saw': Square Dances as Settings for Community Social Interaction in Trigg County, Kentucky Ca. 1920-1979"

R. Raymond Allen, 1981, "Old-Time Music and the Urban Folk Revival"

Gilbert Howard, 1981, "Fiddle Songs and Banjo Songs: A Description and Index"

Mary Weldy, 1980, "A Study of the Usefulness of Folkloric Topics in a Remotivation Technique Program with Institutionalized Elderly Persons"

George Reynolds, 1980, "Home, Loved Ones, and Heaven: Folk Expression in the Songs of Katherine O'Neill Peters Sturgil"

Our students hold wide-ranging internships that build skills and provide networking opportunities. Past placements include the American Folklore Society, the National Park Service, the Kentucky Rural-Urban Exchange, the Smithsonian Center for Folklife and Cultural Heritage, and the Middle Tennessee State University Center for Popular Music. Some students have sought internships more regionally, through the Kentucky Folklife Program, WKU Library Special Collections, and various regional and state organizations, museums, and historical societies in Kentucky and Tennessee. Others have held internships out-of-state, including placements at the Vermont Folklife Center, Pennsylvania Folklife Archives, the Museum of the Shenandoah Valley, the Folk School of St. Louis, and even the National Trust for Ireland. Accounts of some recent examples are included below. 

In the spring of 2019, I completed a 50-hour internship at the Kentucky Museum under the supervision of Sandy Staebell. The objective was to compile a document for use in selecting items for the “Political Bandwagon” exhibit (coming in 2020). To do this, I searched through the thousands of entries in the Rather-Westerman political collection. This document was intended to serve as a searchable list of both physical objects and paper ephemera that would be suitable for an exhibit tailored to Kentucky-specific political memorabilia. When finished, this document contained around 150 items from both the Kentucky Museum and Library Special Collections, and featured several tabs so that items could be grouped in helpful, thematic ways. This document was paired with a cover sheet explaining my process, how to use the final product, and other relevant notes. Overall, my internship experience was excellent! I have a personal interest in political memorabilia, so the content I was working with was exciting to me. I also appreciated being able to develop tangible, marketable skills like proficiency in PastPerfect - and being able to become more familiar with the inner workings of a museum.

During the summer of 2017, I worked as an intern at the New York State Council on the Arts (NYSCA) in New York, New York. While interning, I worked primarily with the Folk Arts program, but also with the Museum program as well as the Director of Public Information. Working with the Folk Arts program, I reviewed and organized grant applications and accompanied the Folk Arts program director on site visits to applicant organizations. One of the highlights of the internship was the opportunity to meet all the folklorists doing great work in my home state. I was able to attend grant panel meetings and take notes for applicants to view upon request. I built on and applied my experience as the WKU Folk Studies program's graduate assistant in charge of social media by working on tasks assigned by the Director of Public Information. Over the course of the summer I attended multiple NYSCA funded events and wrote blog posts that were featured on the organization's blog, "The NYSCA Network." While interning, I honed my administration and organizational skills. Additionally, I learned, in detail, the structure of not just the folk arts field, but also the arts and museums fields in New York State. 

As an intern at the Hartman Rock Garden in Springfield, Ohio, I spent seven weeks working on interpretation and conservation under the supervision of Kevin Rose at the Turner Foundation. The Hartman Rock Garden was started in 1932 by H.G. “Ben” Hartman after he lost his job as a molder during the Great Depression. I spent the first several weeks writing object studies for the docent manual. In future, each volunteer will be given a manual that will provide basic rules about giving a tour, as well as the object studies, family history, archival photographs, and local Springfield history for individuals to read on their own time. In addition to training future docents, the manual will be the foundation of a written body of work about the art environment and guide future research. I researched two pieces: “God’s Gift to the World” and “Noah’s Ark.” I provided a short narrative of the piece in its current state and compared it to family photographs, noting the changes over time. The final weeks of my internship focused on hands-on conservation on “Noah’s Ark.” After passing my conservation plan to the board, I began my work. I weeded around the object, cleaned the concrete form, helped create two polyurethane turkeys after creating a silicone mold from the original metal turkey, and painted the remaining animal figurines. Unfortunately, the weather was not cooperative and I did not get to finish our full plan. My internship experience allowed me to work in the realities of a non-profit position. Because the garden is owned by two separate foundations, I saw how projects balanced the desire for tourism with the need to preserve objects so they can be further interpreted and remain part of the future of the garden.

I worked this summer as a historic preservation intern at South Union Shaker Village in Auburn, Kentucky. I worked on five different tasks over the course of the internship. Two were completing projects begun over the school year that utilized skills I had learned at previous internships and student jobs. I finished entering the museum’s collections card catalogue into a basic database, and I cleaned, sorted, and packaged for storage archaeological materials recovered in a brief salvage archaeology attempt in April. The other three tasks focused more on developing skill areas with which I had not had previous experience, but that I may need moving forward into a career in historic preservation. One was researching the Wash House, scouring the South Union record books and other primary sources for mentions of the building’s construction and history of use. Another was documenting the building pre-restoration, since extensive renovations completed in the 1970s reflect the Wash House’s later history as a worship, education, and living space for two orders of Catholic priests. Finally, over the last three weeks of the internship I helped with the restoration work itself, tearing out the modern wall paneling and ceilings to expose the 1850s Shaker plastering, woodwork, and elements such as fireplaces. Overall, my internship experience at South Union has been extremely valuable, not to mention fun. In combination with attending the Museum of Early Southern Decorative Arts’ Summer Institute in the middle of the summer, I have further developed my research skills, getting to work on projects that both relate to my personal interest in religious history and demonstrate how to do research using museum materials and that will be useful in a museum setting. 

I began my work at the Museum of International Folk Art in Santa Fe, New Mexico in May of 2017. This internship required my assistance in the curatorial and education sectors of the facility. In the first few weeks, I partnered with the curator of textiles and dress to prepare an exhibit book for “Beadwork Adorns the World.” My work on the book caused me to reflect on how the recontextualization of an object can be implemented through the organization of the overall book. I had to ask myself similar questions when an exhibit of Syrian folk art was erected in Lloyd’s Treasure Chest. My supervisor, Felica Katz-Harris, worked hands-on with myself and the head preparator to ensure that each object was displayed in such a way that its placement would lend proper assistance to visitor interpretation. Working with the education sector also helped me refine and reflect on my own methodology as I work towards becoming a public folklorist. As part of the education sector of my internship, I helped to clean out excess objects from the hands-on education collection. At the time, the museum was moving forward with the construction of a new auditorium, and me and three other education staff members were tasked with deaccessioning and donating education items to the annual folk art flea market or passing them on to other New Mexico state education associations. After combing through objects of all sorts, from religious items and shadow puppets to dress up trunks, we were asked to debrief with the education director and conceive new methods of deciding how the collection would expand and operate moving forward. I now understand how integral my ethnographic training as a folklorist has been in building rapport with the people I collaborate with, including students and artists. I feel that my responsibility lies with these groups first and, as a curator, I would be educating visitors by extension as I work to adequately recontextualize objects and information.


During the summer of 2017, I interned with the Kentucky Rural-Urban Exchange (RUX).  RUX describes themselves as “a statewide program that brings rural and urban people together in unique community settings over three, weekend-long intensives each summer,” as a way to “explore commonalities, deepen connections to people and places, and collaborate towards place-based innovation.”  The primary component of my internship was planning the Bowling Green Community Intensive.  Through this, I was able to put my folklore skills to work by curating an experience for RUX participants that reflected the culture, history, landscape, and identity of South Central Kentucky from multiple perspectives.  I organized a variety of experiences that allowed community members to share their stories in environments that allowed for interaction and dialogue between community members and RUX participants.  I also gained experience handling the logistical considerations of the Community Intensive, such as securing lodging, serving as the liaison for sites and partners, and attracting local sponsorship.  Furthermore, I was tasked with organizing a host committee.  Serving as the leader for the host committee gave me experience in coordinating a group, running meetings, and delegating tasks.  The second part of my internship involved documenting the three Community Intensives and creating media pieces (photo essays and short films) for RUX, which share stories from the people, communities, and places we interacted with during the weekends.  Through this, I’ve been able to further develop my skills in storytelling and fieldwork, as well as photography, filmmaking, and writing.

Outstanding Graduate Student

Eleanor Miller, 2019 

Eleanor completed her MA in Folk Studies with a concentration in Historic Preservation. She completed three internships while in our program: with Local Learning, which works nationally to promote folklore and education initiatives; with the Historic Preservation Coordinator of Bardstown on the creation of a city archive; and with Pine Mountain Settlement School, working on K-12 Environmental Education curriculum. She served as a graduate assistant in the Education Department at the Kentucky Museum and served as the PCAL student representative on the Graduate Council, among her many accomplishments.

Nicole Nusgrave, 2018

Nicole was awarded the 2018 Outstanding Graduate Student in Folk Studies Award, the Potter College of Arts and Letters Outstanding Graduate Student Award, and the John D. Minton Graduate Student Award (the highest honor for a WKU graduate student). During her time as a student Nicole worked as a graduate assistant with the Kentucky Folklife Program where she learned invaluable hands-on experience in public folklore work which she will utilize after graduation as an AmeriCorps VISTA Member with Hindman Settlement School, where she will help expand their Folk Arts Education Program. Her interests include foodways, health, and Appalachian culture.

Rachel Haberman, 2017
Rachel Haberman is perhaps best known in our department as the Folklore Trivia Queen, a coveted title among students taking Dr. Ann Ferrell’s Folklore Theory course. She has been outstanding as a student, assistant, intern, and member of our community. In classes she’s shown herself to be very bright, very conscientious, and creative. She is a leader in class discussions and writes excellent research papers. One of her professors especially remembers her paper for a Folk Art class about her father's carpentry. He recalls, “she did a wonderful job looking not only at his artistry, but at the way it serves as a kind of communication in the family.” In her graduate assistantship, she has worked on everything from processing fieldwork data and compiling reference works, to guest lecturing on graffiti in Haiti and witchcraft in Kentucky, to creating a tombstone craft project for the PCAL Fall Festival. She has a wide range of skills and a willingness to help as needed. After her work cataloging, organizing, and inventorying Kentucky Museum collections, her supervisor wrote “Rachel is a real keeper and will do well anywhere she lands”—we certainly agree and wish her well as she decides where that might be.

 

Cam Collins Outstanding Undergraduate Student

Hannah Banks, 2019

Hannah Banks is a Folk Studies minor and an Anthropology major with concentrations in cultural resource management and biological anthropology. She will be graduating in December 2019, and is currently in process of submitting an application to the Masters program in Folk Studies at WKU. She is interested in working with the intersection of folklore and medicine, and working to develop culturally responsive health programs within multicultural communities. She will spend the summer of 2019 studying in Mongolia with Dr. Houle. 

Hunter J. Bowles, 2018

Hunter was a double History and Anthropology major with a minor in Folk Studies. Hunter took his first Folk Studies class with Dr. Tim Evans. We are looking forward to having Hunter as a graduate student in the Folk Studies M.A. program next year!

Jennifer Walworth, 2018

Jennifer was a Biology major with minors in Folk Studies and Outdoor Leadership. During her time in the program Jennifer has taken many classes with our department and looks forward to using her folk studies skills while pursuing a career with the National Park Service.

Ariel Moore, 2017
Although only a junior this year, Ariel has already earned distinction with a perfect GPA in her six folklore courses. She is consistently outstanding in her contributions to class, whether through original ethnographic research, thoughtful engagement with assigned texts, or insightful participation in discussion with classmates. We look forward to seeing what Ariel will do next!


 

 

237 Ivan Wilson Fine Arts Center  |  Potter College of Arts and Letters  |  Western Kentucky University  |   1906 College Heights Blvd. #61029  |  Bowling Green, KY 42101-1029  |  Email: fsa@wku.edu | Phone: (270) 745-6549  |  Fax: (270) 745-6889   


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 Last Modified 5/20/19