ABSTRACT

Story time: I have an older white male student in my survey of “American” Art, ­1670–1875. He is about my age. He initially wanted to take my methods class because all he cares about is “semiotics and meaning.” I told him that he could not take that class—that it was for incoming art history grads (and my beloved studio students) and that it was in part to create a cooperative cohort to which he did not belong. He settled for the survey. After class yesterday, he approached me and said that he is no longer “angry” or “disappointed” because all I do is “talk about race.” He said that he took the class because he wanted to hear about “art rather than race.” But that now he understands. Actually, we both understand.