This course considers the theories and methods of contemporary neoclassical microeconomics. We will examine prices, markets, and market failures primarily from the perspectives of individual and organizational decision-makers and in consideration of efficiency and equity, among other performance criteria. Topics include determination of prices, individual and collective decision-making, the organization and regulation of production, and the distribution of income. The course offers solid grounding in the theory and methods of economics as required for further work in the field; it is required or recommended for many graduate and professional programs in business, law, and policy studies. Prerequisite: Introductory economics or permission of instructor
Next to Calculus, this is the most important math course offered. It is important for its remarkable demonstration of abstraction and idealization on the one hand, and for its applications to many branches of math and science on the other. Whereas Calculus introduces undergraduates to a large warehouse of constantly used mathematical items, Linear Algebra has the power to use and manipulate those items. Linear algebra in n-dimensional real space. Matrices, vector spaces and transformations are studied extensively. Prerequisite: Calculus (NSC515) or equivalent
We will study the writing and presentation of mathematics. All skills needed for writing Plan-level math will be discussed, from the overall structure of a math paper down to the use of the typesetting package LaTeX. Much of the time will be spent working on writing proofs. Short papers, based on material in your other math classes, will be read and discussed as a group. May be repeated for credit. Prerequisite: Concurrent course or tutorial that includes substantial mathematical content and permission of instructor
A follow-up to Statistics (NSC123) in which students will acquire and hone the statistical skills needed for their work on Plan. Course content will be driven by the interests and requirements of those taking the class. Variable credit (1-4). May be repeated for credit. Prerequisite: Statistics (NSC123) or permission of the instructor
This course is an introduction to the history of art beginning with pre-history and ending with Italy in the fourteenth century. The focus of the class is on tracing trends of stylistic, functional, aesthetic, material interaction in a series of world cultures including Egyptian, Ancient Near Eastern, Indian, Chinese, Japanese, Greek, Roman, Byzantine and Western Medieval. Students are expected to develop skills of visual analysis and a historical sense of changes in world culture. Prerequisite: None
This course is the first half of the year-long introductory physics sequence. It is designed to fit the needs both of students intending to go on Plan in physics or another natural science and also of non-science students who nevertheless desire some firsthand exposure to the scientific method of approaching and understanding the world. We'll cover Galileo's and Newton's discoveries about the motion of familiar terrestrial objects. But we'll also learn some things about the discovery process itself by doing real-life, hands-on experiments. Prerequisite: Mathematical proficiency up through, but not necessarily including, calculus
A sophomore-level introduction to the physics of electric and magnetic phenomena. Topics include electrostatic forces, electric and magnetic fields, induction, Maxwell's equations, and some DC circuits. Prerequisite: General Physics I and II, Calculus I and II
Intermediate-level lab course for students on (or heading toward) Plan in physics, astronomy, or a related field. Students will perform three or four experiments from a group of possibilities including: weighing the earth (by measuring Newton's gravitational constant "G"), measuring the speed of light "c", investigating the emission spectrum of a near-blackbody radiation source and using it to determine Planck's constant "h", exploring the chaotic dynamics of a driven pendulum, and investigating the diffraction and interference of light. Each lab will culminate with a lab report (written, preferably, using latex; see NSC 534, "Writing Math"). Prerequisite: Permission of instructor
Course time may change based on the mutual agreement of those who wish to enroll.
Training in debate, an important component of education in many traditions, develops skills in critical thinking, public speaking, and the careful construction and assessment of arguments. Debate cultivates the kind of flexibility of thought that enables the sympathetic understanding of opposing perspectives while also helping to clarify one's own moral and intellectual views. It is also fun. Students in this course will learn debate skills; the majority of the class time will be devoted to actual debates. Prerequisite: permission of the instructors
Great Britain's incarceration rate is quite high by world standards: 142 of every 100,000 Britons are currently in jail. That number in China is 118 per 100,00, in France 91, in Japan 58, and in Nigeria 31. The U.S. currently imprisons almost 800 of every 100,000 citizens. In other words, one out of every 135 Americans is currently serving time in jail or prison.
Nearly half of the resulting U.S. prison population - which now numbers almost 2.5 million -- is African American, while African Americans make up only 12% of the U.S. population. And according to a United Nations study, in all the prisons in the world outside the U.S., there are currently 12 minors serving life sentences. In U.S. Prisons today there are more than 2,000.
In this seminar we will examine the reality of crime and punishment in the United States. We will begin by studying cases, to build a sense of the principles and practices behind criminal law and criminal sentencing. Then we will move to the deeper level: we will examine the reasoning for and against the death penalty as decisions on death penalty cases. We will then examine the criminal justice system itself, asking a simple question: How did the U.S. find itself with the highest incarceration rate in the world? How are we to judge the costs and benefits of American crime and punishment?
As in any writing seminar, we will write about all of it: expect at least three major papers, culminating in a research paper of your own design, and weekly shorter writing assignments. Discussions of the text will alternate with work on writing: conferences, writing workshops and discussions of style and structure. Prerequisite: None
A workshop in manipulating images, music, animation, and video with a computer, including some background topics in optics, acoustics, and the internet. Where possible, we'll be primarily using open source software systems such as the Gimp (images), Audacity (sound), and Blender (animation). After an initial look at many technologies, each student will choose a single project to focus on for the last third of the term. Prerequisite: None
This is a first class in computer programming, and as such serves as a foundation any further work in computer science. Much as a competency with English grammar is required for writing, an understanding of programming is needed for most intermediate and advanced work in computer science. A similar course is offered every fall, though the language chosen varies from year to year. Python is a modern, elegant, high level scripting language, used for scientific programming, web servers, and all sorts of other things; it's been one of the most popular languages among students here at Marlboro lately. Topics will include program design, Boolean logic, debugging, input/output, object oriented programming, as well as a variety of basic computer skills. Prerequisite: None (Yes, it's at 8:30 this time around. If I can get up that early, so can you. Come join the breakfast club, eh?)
A look at what goes on "under the hood" of a computer, in the implementation in machine code of a C program running on a Linux computer. Sometimes called "Computer Organization", a course like this one is a required part of most computer science degree programs, typically taken by sophomores after a course or two in basic programming concepts. Topics include the C programming language, machine-level data representation and assembly language, processor organization, system performance, memory caching, code compilation and linking, and similar fun stuff. This course is likely to be offered every few years. Prerequisite: Previous programming experience
One of the major movements in twentieth century intellectual development has been the creation of, not just social consciousness, but social reality. From the concentration on the individual as having an interior life in such movements as modern art, to the construction of totalized politics such as the mid-century fascist movements, to the social construction implied early by postmodern theory and later by social construction itself. We have increasingly come to rely on each other to make the laws and values of our culture, just as we have come to place greater emphasis on our role as members of a society involved in projects that extend beyond ourselves. In the 21st century, collaboration has ceased to be the subject of theory and has become a practical consideration. On-line universities turn the world into a campus, MMORPGs like World of Warcraft provide fantasy social lives for their players, and Facebook creates social networks that can span great areas and award us opportunities for friendship in a way (and in numbers) never seen before.
In this class we will look at collaboration as a way of making meaning both theoretically and in practice. We will look at critiques of the collaborative spirit and even engage in some collaboration ourselves via on-line collaborative tools. In order to accomplish our goal, we will be reading and watching a number of works of both non-fiction and fiction. Most notably, we will be reading, as primary materials, Walther Benjamin's seminal essay, "The Work of Art in the Age of Mechanical Reproduction," Thomas Kuhn's now famous (or infamous depending on who you ask) work The Structure of Scientific Revolutions, the novels The Crying of Lot 49 and Pattern Recognition (by Thomas Pynchon and William Gibson respectively). We will also be watching and reading short works concerning the social networking revolution (Facebook, Wikipedia, the Blogosphere). However, this class is not entirely devoted to critiquing collaboration from afar. We will also be using internet based tools to allow us to create master documents on some of our readings-versions that will include all of our notes as a class, allowing us to experience the arguments collaboratively, and to engage in the analysis as a social experience.
Ultimately, as a writing seminar, we will use our concerns to generate writing for the class in the form of three major papers. Discussion of the class materials (texts, films, internet material) will alternate with conferences and writing workshops. Prerequisite: None
This course provides a broad overview of cultural anthropology. We start by considering two concepts that are central to the discipline: the idea of "culture" and the research method called "fieldwork." From there, we take up a range of topics (e.g. language, social relations, economic exchange, power and control, belief systems, socialization, and the nature of the person) and consider the issues and approaches important to anthropologists. Class readings will include a number of ethnographic studies based on research in communities around the world. Prerequisite: None
This course is an introduction to prominent questions and themes in environmental philosophy. We will begin with a study of moral and metaphysical approaches to philosophical questions of animals, nature, and the place of human beings in the environment. Then we will consider a number of related issues in environmental philosophy, including questions of place, education, technology, ecojustice, wilderness, environmental aesthetics, climate change, and the role of philosophy in the context of environmental crisis. This course will include leading discussions with small groups of students at the Marlboro Elementary School and doing a collaborative work of environmental art. Prerequisite: Permission of instructor
In the laboratory we will apply the same concepts, information and analytical approach we use in the classroom. You will continue to hone problem-solving skills and become familiar with laboratory equipment and procedures. Laboratory sessions will be designed to allow you to explore ideas discussed in class through field and lab work in environmental chemistry. Also, we will try to apply concepts from the field of 'green chemistry' to make our investigations more environmentally sustainable.
Chemistry has a rich history, including ancient theories on the nature of matter and recipes for converting lead into gold. Modern research and applications are equally exciting, and include topics such as creating more efficient solar collectors and the reactions of natural and human-made chemicals in the environment. We will explore these topics as we learn about atomic structure and the periodic table, reaction stoichiometry, chemical bonds, molecular structure, and other concepts central to modern chemistry. Many of these topics are related to current health and environmental issues. For example, discussions of pH and reduction-oxidation reactions include research on the natural chemistry of surface waters and the effects of acid rain on natural systems. Co-requisite: General Chemistry I Laboratory
This is a chemistry course Ã¢â‚¬â€œ with the kitchen as our laboratory. The course will meet twice a week: once in the classroom, and once in the kitchen. Each week we will discuss a new topic in chemistry and then use our laboratory time in the kitchen to address our questions.
Carbon can form bonds with itself and almost all of the other elements, giving rise to an enormous variety of carbon-containing molecules. Early organic chemists struggled with the structure of one particular molecule, benzene, until Friedrich Kekule solved the puzzle in a dream - he saw the carbon atoms "twisting in a snake-like motion.... One of the snakes had seized hold of its own tail, and the form whirled mockingly before my eyes." In this course we study the chemistry of these carbon-based compounds. Organic chemistry's connection to biology is emphasized through descriptions of molecules and reactions central to living organisms. This is an intermediate chemistry course and is strongly recommended for all biologists, chemists, pre-med and pre-vet students. Prerequisite: General Chemistry I & II
This laboratory will introduce students to key laboratory techniques in organic chemistry. We will explore reactions and procedures that will illustrate important concepts in organic chemistry, while also employing an approach called "green chemistry": for example, minimizing the use and production of hazardous materials, using more efficient reactions, and using benign and recyclable reagents. We will also employ an inquiry-based approach to laboratory investigations, in which the students will take increasing responsibility for the design, conduct, and analysis of experiments over the course of the semester. Prerequisite: General Chemistry Laboratory I or II
A seminar course covering ten to twenty modalities of alternative healing. This course is specifically designed to teach all students how to understand and gain valuable information from scientific literature; we will be reading, exclusively, primary research papers and elucidating the scientific methods used. The course will seek to clarify the difference between belief systems and scientific evidence in alternative medicine. Students will give presentations based on scientific literature from their chosen healing modality. The course will include a short lab component. Prerequisite: None
In this class, students will explore both the art and the craft of making dances. Responding to specific assignments, students will create a number of dances throughout the semester, bringing a new draft to class each week. Class sessions will focus on viewing and discussing students' work, and when appropriate, on exploring tools for the creative process and ideas about composition. Attention will be given to learning how to give and receive choreographic feedback, and to editing and developing existing choreography. In addition, students will study the choreographic methods of other artists through viewing videos and reading texts. This course will require students to work independently and commit a substantial amount of time outside of class to the completion of choreographic studies. Students will present their final projects in an end of the semester showing. This course may be repeated for credit; assignments, readings, and special topics will differ each semester. Prerequisite: Permission of instructor
Contact Improvisation (CI) is an exploration of the movement that is possible when two bodies are in physical contact, using each other's support to balance and communicating through weight and momentum. CI was invented in the United States in the early 1970s and it has since spread all around the world, where it is practiced both as a social dance and as a component of post-modern dance performance. In this class, we will learn basic skills and concepts to enter the practice of contact improvisation. We will work to develop comfort with our bodies, to trust one another, to take risks, to make choices in the moment, and to understand the forces of physics as they apply to the body in motion. We will listen to sensation, communicate through skin and muscles, develop reflexes for falling and flying, and find access to our own strength and sensitivity. Prerequisite: No prior dance experience is necessary
This course provides an introduction to black and white 35mm photography. Students will learn basic camera operation, film exposure and development, and printing. Student work will be discussed regularly in critique where visual communication will be emphasized alongside technique. The course will also introduce some of the fundamental issues and movements within the history of photography. Prerequisite: None (manual 35mm camera)
This is a seminar for all students on Plan in photography. In addition to ongoing critiques, students will be asked to present on their work and influences. Prerequisite: Students on Plan in photography
Beginning with diverse assignments and concluding with self-directed projects, this course will develop material understanding and aesthetic choices. Ceramics history and contemporary issues will be discussed. There will be a presentation and written component.
This course will introduce students to the primary forming methods in ceramics as well as to creating the building blocks for a technical understanding. Students will be encouraged in a variety of making and finishing techniques working both sculpturally and functionally.
As Europe's largest economy and the world's largest exporter, Germany is bound to play an important role in international affairs for the foreseeable future. The German-speaking nations have fascinating, tumultuous histories. German contributions to the world's cultural heritage - n literature, music, art, architecture, philosophy, psychology, and physics - can hardly be understated. This course provides a foundation for students interested in gaining a deeper understanding of the German-speaking peoples and their language and culture. All four foreign language skills (speaking, listening, reading, and writing) will be practiced to help students acquire communicative competence. In addition, through a wide variety of video, audio, and interactive online materials, students will gain insight into the inextricable relationship of language and culture, providing a basis for critical awareness of both "things foreign" and their own native culture(s). The course is intended for students with no prior knowledge of German. Prerequisite: None
As the children's saying goes, "Sticks and stones may break my bones but words can never hurt me." But is that really so? What is the relationship of words to world in a culture where actions are supposed to "speak louder than words?" Language is more than just a means of communicating information. As one of our most characteristic forms of behavior, it constitutes us as individuals and shapes our social reality to an extent that most of us typically remain unaware of. People do things with words and words do things to people. How is it that language can have such power? And how might we obtain a degree of the power of language for ourselves? This course explores the workings of language as social symbolic power in everyday life from a cross-disciplinary perspective, drawing on work in philosophy, history, linguistics, sociology, anthropology, and social and cultural theory. Topics will include the origins and nature of language; the relation between language, knowledge, and ideology; language as symbolic capital; language and identity; institutional discourse and linguistic imperialism; and the possibilities of resignification. Prerequisite: None
The emergence of a new generation of African women leaders in recent politics has been hailed as a shift in course for the continent. Yet, it stands in stark contrast with women's well-being in Africa, which by several demographic trends, is decreasing. In this course, we will consider the political life of African women across the continent, the challenges they face, and the sources of political power and sites of political movements from which new leadership springs. A brief historical frame, the complications of global politics and a look at gender's impact across a lifetime will inform us as we ask: Who are Africa's female leaders? What do their personal and national trajectories share and where do they diverge? What strengths do they bring to their positions that are more difficult for men to bring? What myths, stereotypes, and larger narratives may hold them back? Whom do they represent? How does the presence of female leadership signal a break with tradition and how does it continue a matriarchal trajectory? What challenges do African women leaders face in realizing meaningful change?
This class will introduce students to the interdisciplinary field of conflict resolution. Students will read the formative texts in the field and study the basics of negotiation, mediation, dialogue, track II diplomacy, and interpersonal conflict resolution methods. Conflict resolution is a field that has exploded in recent years and extended its influence throughout a number of practical fields, including business, law, and public administration. Through class discussion and in-class simulations students will learn useful skills both for their personal lives and for their future careers. This will be an introductory course and no prior experience or knowledge of conflict resolution is necessary. However, students will be expected to be prepared to read both theoretical and practical literature on the dynamics of social conflict, and to investigate conflicts of all levels of significance and intensity, from latent personal disagreements to violence international confrontations. Prerequisite: None
This class will introduce students to the theoretical, methodological, and practical differences between five social science disciplines. We will investigate the different approaches taken by anthropology, sociology, political science, psychology, and economics to two complex social problems, urban youth violence and international development. Students will learn to critique scholarly articles, policy recommendations, and the practical application of theory in the modern world. They will also learn to integrate diverse perspectives in the pursuit of realistic and holistic solutions to complex social problems. Students are expected to engage each week with scholarly articles from a particular discipline pertaining to one of two complex social problems. They will learn to compare and contrast between approaches and outcomes, and to evaluate both the quality of particular analyses and proposed solutions, and the disciplined nature of modern policy formation and application. Prior exposure to two or more introductory social science courses and an interest in scholarly critique will be very important for success in this course. Prerequisite: Two introductory social science classes
The core of this course will be working outside directly from observation, investigating our perception of the landscape through experimentation with various approaches and materials. Initially we will use drawing materials moving into water-based materials and color. Emphasis will be placed on individual response supported by directed assignments. Periodically we will frame our work towards environmental issues. Prerequisite: None
This course offers a dynamic and interactive introduction to Spanish. This is a language course for first-year students of Spanish and is designed to aid development of listening, speaking, reading, and writing skills. The course covers the basic grammar structures of the Spanish language along with a variety of vocabulary and cultural topics through extensive use of video, classroom practice, and weekly conversation sessions with a student assistant. It prepares students for the second-semester Spanish course to be offered in Spring 2011. Meets three times a week as a class plus 50 minutes of weekly conversation with an Assistant to be arranged at a later date. Prerequisite: None
This course is a continuation of Greek IA and Greek IB. We will move to translating original Greek in order to build up vocabulary and grammatical knowledge; prose composition will also be a regular feature of our study. The choice of texts studied will very much depend on the interests and enthusiasms of students: we could sample Socrates' thoughts on the good life, or Homer's epic poetry, or try our hand at the New Testament in the original. Prerequisite: Greek IA and IB
This is a beginner's course in Latin. Students come to Latin for many reasons: to understand better their own and other languages; to access one of the richest bodies of literature and history in the world; or simply as an intellectual test. Latin is a demanding language, and students should be prepared for regular short quizzes to reinforce material as we go along, but consistent effort will pay rich dividends. We'll be working from Wheelock's Latin (6th edition), which introduces students to the basic elements of grammar, syntax, and vocabulary, and offers students original Latin thought and language as soon as possible. Prerequisite: None
This course is a continuation of Latin IA and Latin IB. We will move to translating original Latin in order to build up vocabulary and grammatical knowledge; prose composition will also be a regular feature of our study. We will aim to finish Wheelock's Latin. The choice of texts studied will very much depend on the interests and enthusiasms of students: we could try Catullus' lewd love poems, or Vergil's Dido and Aeneas, or Tacitus' thoughts on living under a dictatorship. Prerequisite: Latin IA and IB
This is a beginner's course in Ancient Greek. Greek is a truly special language, with an incredible variety of expression, beauty of sound, and richness of thought, literature, and history. It is also a challenging language, and students should be prepared for regular short quizzes to reinforce material as we go along, but consistent effort will pay rich dividends. We'll be working from John Taylor's 'Greek to GCSE', which introduces students to the basic elements of grammar, syntax, and vocabulary through stories set in authentic Ancient Greek contexts. Prerequiste: None
In his own time the Greek tragedian Euripides was accused of making the young idle and corrupting women, and ever since the fifth century BC Greek tragedy has not lost this power to provoke. ‘Feminist' tragedies were read aloud at suffragette meetings at the beginning of the 20th century, while the tragedian Sophocles was reworked during the second world war in occupied to France to encode resistance to the Nazis. In this course we shall consider some of the greatest and most well known Greek tragedies, and explore not only radically different conceptions of justice, fate, theodicy, feminism, and political authority, to name just a few key themes, but also the workings of the unfamiliar and formal literary ‘grammar' of Greek tragedy. It is hoped that the course will culminate in a short performance of extracts from Euripides Medea. Prerequisite: None
This course is a survey of comedy in theory and in manifestations of performance. Readings and projects will support seminar discussion of comic plays, films, TV series, and live performance. Assignments will include creative, interpretive, and analytical exercises as well as consideration of essays written from perspectives of theatre practice/craft, literary theory, psychology, and philosophy. Midterm and final reviews will require informal writing/analysis. Prerequisite: None
The ripples of Japanese culture have reached all sides of the Pacific. This seminar will examine selected topics in the origins and development of Japanese culture from the late 8th century to the present. We will begin with a general overview of Japanese language, history and geography. We will then consider the fundamental themes of Japanese history while reading key works on Japanese literature, politics, religion, and contemporary society. Each student will take responsibility for leading discussion, will write weekly commentaries, and will produce two short papers. Knowledge of Japanese language is not necessary, but some prior exposure to Japanese culture will be helpful. Prerequisite: Permission of instructor
This class will meet with the instructor for 1 hour 20 minutes per week; it will also rehearse once a week without supervision. The Marlboro College Jazz Ensemble will stage at least one performance at the end of the semester. Prerequisite: Basic musical proficiency on your instrument.
An exploration of biological principles and biological diversity in a laboratory setting. We will spend some of the Fall semester studying South Pond, a remarkable local natural resource, as well as working in the lab with bacteria and mammalian cells. Students will be given opportunities to design their own research projects. Spring semester will include a detailed study of local vernal pools. Recommended for prospective life science Plan students. Prerequisite: Concurrent enrollment in General Biology I or permission of instructor
A one semester course covering differential and integral calculus and their applications. This course provides a general background for more advanced study in mathematics and science. Prerequisite: Topics in Algebra, Trigonometry & Pre-Calculus (NSC556) or equivalent
This course covers a wide range of math topics prerequisite for further study in mathematics and science and of interest in their own right. The course is divided into over 50 units (listed on the course web page). One credit will be earned for each group of 6 units completed, and students may register for one to four credits. Students select units to improve their weak areas. There are also tailored streams for students who wish to go on to study calculus or statistics and for those who wish to prepare for the GRE exam. Over this semester and next, 42 units will be offered in the timetabled sessions. Individual tutorial-style arrangements can be made to study the non-timetabled units or to study units earlier than their scheduled session. Prerequisite: None
Beginning with a series of drawings, writings, readings and discussions, this workshop will ask students to examine the architecture of our daily lives as forms in space, archeological artifacts, and events in time and place. These preliminary explorations will culminate in two sculptural pieces. The first will be a site-specific installation that will engage and respond to an actual architectural space. The second will take the opposite approach and begin with a salvaged building element and incorporate it into a new and invented context. The language and materials of domestic structures will inform both projects. Students will be introduced to basic woodworking principles and processes. Pre-requisite: Sculpture I or other college-level sculpture course. Note: Course will conclude November 22, 2010. Students may link a 1 credit tutorial to this course for additional credit.
A forum for discussion of cross-cultural experience and international work, with participation by faculty, visiting professionals, alumni and current students. The sessions include an introduction to international resources at Marlboro and SIT, with discussion of area studies, internships, and Plans in international studies. All students are welcome; required for new WSP students.
Course time may change based on the mutual agreement of those who wish to enroll.
An "old fashioned" course where we will study the climate and landscape of Vermont and the kinds of things that live here. While studying all groups, each student will be asked to specialize on one taxon. There will be a lot of work outside. Prerequisite: Permission of instructor
Corequisite: Enrollment in HUM1332: Environmental Philosophy, William Edelglass
In this course we will explore the ways in which contemporary playwrights portray a vision of the secular apocalyptic. Although the topic has long been a staple of the science fiction genre, the apocalyptic has historically, and increasingly, occupied the theatrical stage as a warning against isolationism and complacency. The plays that make up the content of this class ask us, through their creative constructions of an apocalyptic landscape, to consider Christopher Woodward's deceptively simple statement, "When we contemplate ruins, we contemplate our own future." in addition to analyzing dramatic texts, we will also read Cormac McCarthy's The Road, several science fiction short stories, and view films and film clips as a way of establishing a context for theatrical interpretations.
This course is for beginners. It is designed to help students develop communicative competence in the basic skills of listening, speaking, reading, and writing. Students will learn basic vocabulary and sentence structures used in everyday situations through various forms of oral practice. Pinyin (the most widely used Chinese phonetic system) will be taught as a tool to learn the spoken language. Students will also learn Chinese characters in order to be able to communicate effectively in real Chinese situations. While linguistic aspects of the Chinese language are the primary focus, introduction to the social and cultural background of the language will also form an important part of the course. Prerequisite: None
An additional 50 minutes a week is to be added. The specific time is based on the mutual agreement of those who wish to enroll and the instructor
Students will work to produce a series of ten-minute episodes for a web-based TV comedy series, Marble Hill. Actors, directors, cinematographers, sound recordists, music composers, and others are encouraged to enroll so that students can work in groups where they collaborate and draw on each other’s interests and abilities. The goal of this class is to advance production skills development and facilitate the students’ acquisition of the means to achieve more disciplined expression in narrative film. This will involve focused work in film acting, directing, script development, camera coverage, lighting, sound recording, design, and editing. Student production teams will participate in pre-productions planning, location scouting, shot listing, casting, rehearsal, production and post-production. The class will include screenings of outside material and exercises intended to sharpen students’ imaginative capacities and intuitive instincts. Completed episodes that meet rigorous technical and creative standards will be posted online through YouTube and other outlets.
Pre-requisite: Previous film and/or acting study or experience, or by permission of the instructor.
This class will continue work started last spring, for any interested writing students, whether or not they participated in that class. Our plan will be to develop characters and dramatic/comedic incidents set on the campus of the small fictional New England liberal arts college, Marble Hill. Completed material that meets rigorous standards for shaping and revision will be considered for production through the on-campus productions class running concurrently – and for possible TV, cable, and radio production. Classroom sessions will include brainstorming, critique, and study of effective screenwriting technique – aimed at the development of scripted scenes and sequences that shape character, theme, tone, and incident to dramatic and comedic effect. Outside scripts and produced episodes will also be studied and discussed. Students may enroll in this workshop for 2 or 4 credits, depending on the amount of work they are prepared to undertake and complete. Pre-requisite: Submission of a writing sample. Pre-requisite: Submission of a writing sample.
A course for juniors and seniors on Plan. We will critique the writing of Plans in progress, read selections of articles on the authors, and read relevant essays on literary theory. May be taken for variable credits (1 to 4). Permission of professor.
This group tutorial will focus on the theory and practice of cinematography for narrative, documentary, or experimental applications—using the motion picture camera to capture imaginative, expressive, and affecting images. Weekly activities will include shooting assignments; in-class critiques; readings; screenings; and discussion. Students who plan to work as cinematographers for the Marble Hill web TV series are strongly encouraged to enroll. Assigned text: Blain Brown’s Cinematography: Theory and Practice. Image Making for Cinematographers, Directors, and Videographers.
A ten-week seminar addressing cultural differences and adaptation, and the integration of international field experiences into senior Plan work. Required of WSP seniors; for students returning from study or fieldwork abroad. Graded on a Pass/Fail basis. Prerequisite: Study/field experience abroad
This course is the continuation of Elementary Chinese II. Students will continue to learn more skills of listening, speaking, reading, and writing for daily communication. A broad variety of expressions and complicated sentence structures will be taught so that students can participate in conversations on various topics related to modern Chinese society. While equal emphasis will still be given to both characters and structures, students will be guided to write more Chinese essays. Activities related to the broad spectrum of Chinese culture will be organized to facilitate language learning with knowledge and analysis of the cultural background of the language.
An additional 50 minutes a week is to be added. The specific time is based on the mutual agreement of those who wish to enroll and the instructor.