Posted by Nicole Callahan, GD Fiction Reader for 7.1
Ask any writer about their writing from high school and their general reactions are likely to be the same: embarrassment. As a general rule of thumb, working in any creative field is a never-ending, slow upward climb that can make the experience of looking back either gratifying or mortifying (and sometimes both). My different experiences working on literary magazines have taught me similar lessons about being an editor.
My high school was very small, but our literary magazine, The Mast, had been around for decades. The club was run by our English teacher, Mr. Seffick, a patient soul who suffered alongside us on our creative journey.
One of the most obvious distinction between The Mast and Gandy Dancer is the disparity in resources. The Mast was lucky to hold a meeting of 10 members and submissions largely came from the staff. The class that produces Gandy Dancer is lucky to have 20+ students and can still feel under-staffed sometimes. The Mast did not use Adobe InDesign. Instead, we would physically lay out the magazine and then entrust the physical copy it to the two students who knew how to work Photoshop. Our online presence was nil simply because we didn’t have the time or understanding to create a good blog, though our technical squad did occasionally post videos calling for submissions. Continue reading
Posted by Gabrielle Esposito, GD Fiction Editor for 7.1
I identify as a fiction writer because I’m too self-conscious to write nonfiction, and I can’t write poetry because I don’t know when to shut up. I’ve found in the writing community that writers have preferred genres, and once that preference is identified, all the other genres disappear. Most of a writer’s hesitation comes from the fact that the three genres are very different. Continue reading
Posted by Abby Barrett, GD Poetry Reader for 7.1
In Kai Carlson-Wee’s RAIL, desperate yet autonomous speakers view the beautiful landscapes of western America from the vantage point of moving trains, and their journeys illustrate how U.S. capitalistic values destroy this same landscape and the human dreams within. The speakers in Carlson-Wee’s poems observe pollution, watch animals die, and smoke crystal meth; they embrace a lover, listen mournfully to the loon’s cry, and self-medicate with orange juice and oatmeal. There is at once a drive for existence in these speakers; “Her breath made me shake. / It was full of so much life. For the next / few days I could hear it in every word I said” (67), and yet, a fear of what this life holds: “We are held in a light so perfect it grows inconsistent. / Becomes like the windwheel cries on the prairie” (46). Continue reading
Posted by Olivia Martel Cockerham, GD Art Editor and Poetry Reader for 7.1
In her first book of poems, sociologist Eve L. Ewing takes the reader traveling through time. Beneath its stunning cover by Trinidadian artist Brianna McCarthy, Electric Arches reveals magic powers and “moon men,” machines that let you speak back into history and receive voices of the past. It traces the legacies of historic African American figures to the routine and daily struggle of black people facing abuse from police and civilians alike; the past and present of black America bleeding together and reaching, stretching out to hopeful tomorrows. Continue reading
Posted by Jennifer Taylor Johnson, GD Fiction Reader for 6.2
Whether your passion is writing and editing or you’re just looking for a class to fit your schedule in the fall, being a member of the Gandy Dancer team is not a decision you will regret. Joining the Gandy Dancer team is more than a grade on your transcript, it dedicating hard work and time into assembling the school’s literary journal and learning important life lessons along the way. Don’t believe me? Here are four lessons you will learn by being a reader for The Gandy Dancer. Continue reading
Posted by Joohee Park, GD Poetry Reader for issue 6.1
College is often described as the time to take risks and step outside our comfort zones and usual circles, but it is also a time of burgeoning anxiety about the looming, unpredictable future.
Confronted with the question of what to do with our lives, we may wonder how to trust our own instincts. Often, this uncertainty can manifest itself in one’s writing as self-editing, self-censoring even before one has confronted the page. In this interview, I pose some questions or anxieties we may have as budding writers and participants in the literary world in the context of poetry. Continue reading
Posted by Grace Rowan, GD Creative Non-Fiction Reader for 6.2
During the month of February, love is in the air. At SUNY Geneseo, the love of books and the art of reviewing is celebrated through the English Department’s third annual National Book Review Month (NaRMo). Readers can submit reviews of their favorite books to the NaRMo website: www.narmo.milne-library.org. The website provides five easy steps to writing a book review and how to submit the review once completed. NaRMo is accepting reviews from a variety of genres including Children’s Books, Drama, Fiction, Non-Fiction, and Poetry.
To learn more about NaRMo and why book reviews are a great asset to not only the Geneseo literary community, but also the campus community, I interviewed the Coordinator and Student Chair of NaRMo here at SUNY Geneseo, Heather Molzon. Heather Molzon is a senior Creative Writing major with a Communication minor. Continue reading
Filed under Blog, Interviews
Posted by Arianna Miller, GD Co-Poetry Section Head for 6.2
Shara McCallum was this semester’s visiting poet at SUNY Geneseo. I had not only the pleasure of sitting down for lunch with McCallum, both also of reading her diverse collection, Madwoman. Madwoman spans across what it means to be a woman, to have the privilege of being a black woman who appears white, and to accept being the daughter of a schizophrenic, all with the underlying presence of her Jamaican heritage. Continue reading
Posted by Ariana Miller, GD Poetry Co-Section Head for 6.2
Last semester, fall 2018, I was student teaching in a 9th grade English classroom. Teaching responsibilities were immediately and entirely handed over to me. My cooperating teacher, or CT, said that if I taught the curriculum she usually did that time of year, I could do whatever I wanted with it. It just so happened that I would spend four out of the six weeks of my placement teaching George Orwell’s Animal Farm. My CT wanted me to focus on one major theme of the novel—leadership. Naturally, as a Creative Writing major, I decided I would have my students write a poem about a time when they acted as a leader. My project spanned the four weeks we were reading Animal Farm, and was interspersed with my teaching of literary techniques Orwell used in the novel.