Food and social justice are connected. People who produce our food deserve fair wages for their work, and everyone needs access to affordable, healthy food. An organization called the Real Food Challenge advocates for a “healthy, fair and green food system.” Marlboro College participates in the Real Food Challenge (RFC), and the primary goal of this course is to help assess real food at Marlboro. For this project food is ‘real’ if it is nutritious, and produced locally in a fair and environmentally responsible manner. How much of Marlboro’s food satisfies these criteria? To answer this question we need to assess the college’s food purchases using the Real Food Calculator. In this course you will explore food justice and the various dimensions of real food and help make this assessment. You will also participate in the hands-on process of finding the percentage of real food at Marlboro. The college’s goal is 20% by 2020. How are we doing? Will we meet that goal? Can we surpass it?

An introductory physics class involving some laboratory work, suitable for students considering a Plan in physics, science students, or non-science students who want a physics foundation. Topics include vector algebra, kinematics, dynamics of single and many-particle systems, gravitation, energy, momentum, conservation laws, circular and rigid body motion.

This course is designed to look at the basic principles and practices of animation through hands on experimentation and screening of independent artists working in the medium, past and present. Students will learn techniques spanning from hand drawn frame by frame animation, rotoscoping, sand animation to object animation and pixelation. Classes will include demonstration and hands on experimentation with a variety of traditional methods along side digital, post-production applications. Students will further their explorations by developing their own animated assignments along with working on a collaborative project from story board to final export.

Course offered at BUHS for College Credit
This course focuses on the election process and the way in which local, state, and national government is organized.  A
key element of this course is the requirement that students become active participants in the events and activities of an
election campaign or by direct involvement in government services.  Special features of this class include presentations by
candidates, elected and appointed government officials, and the media.  Students are accountable for completion of
reading, research, and writing activities both in and out of class.  When feasible, field studies are conducted to provide
exposure to the activities of government.  Assessment of progress is based on the analysis of completed assignments, class 
participation, research, quizzes, and tests.
Prerequisite:  Social Studies 3 or concurrent enrollment in Social Studies 3

Students examine the interactions of body systems as they explore identity, communication, power, movement, protection and homeostasis.  Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration.  Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries. *This course is held on the Brattleboro Union High School campus.

Course offered at BUHS for BUHS Students


This course is a Dual Enrollment course held at Brattleboro Union High School.

This course is designed for the passionate photography student. This student will be self-guided but will work in the structure of the Photography 2 class with much higher expectations in the quality of produced work and more advanced challenges will be given to Photo 3 students with each assignment. A weekly journal is required along with review of missed photographic opportunities. Emphasis will be placed on student developed independent work. An extensive portfolio of work is required for the culmination of the course. 

This tutorial will offer a plan level discourse on video installation which will guide me to a successful plan exhibit, since a large portion of it will be video installation. The artist whom I'm writing a paper on for plan is David Hall, a video installation and television artist who will be a discussed in the tutorial as well as other video installation pioneers such as Nam June Paik, Gary Hill, Bill Viola, Gary Hill and Tony Oursler. Video installation involves sculptural elements, which will be covered in the tutorial.
In this class students will build fluency with financial statements and ratios in order to use financial data alongside considerations of mission to make important business or organizational decisions. Students will learn how to identify good metrics to measure the health and sustainability of an enterprise and will develop the ability to design good organizational dashboards. By the end of the class, students will be able to present a good or bad financial scenario to a board of directors and to staff with clarity and confidence.

Students will master the fundamental elements of running a nonprofit agency. Topics include: Leadership, Conflict Resolution, Marketing, Donor Fundraising, Grants and Earned Income, Financial Management for Nonprofits, Strategic Planning, Human Resources, and Boards and Governance. The class will meet at the Marlboro College Graduate School in downtown Brattleboro on 10 Fridays during the spring term, each time from 8:30 am to 3:30 pm. Students will be assessed on the basis of three elements: (1) participation in the face-to-face workshops, (2) active engagement in ten time-limited online discussion forums, and  (3) submission of a 3-5 page reflective essay synthesizing the knowledge gained in the workshop and other undergraduate coursework. Upon successful completion of the course, students will receive a professional development certificate in nonprofit management issued by the Marlboro College Graduate School, and will be prepared to take a leadership role in any mission-driven organization.

Undergraduate enrollment in Fundamentals of Nonprofit Management will be capped at 6 students. Priority will be given first to students who were enrolled in Jim Tober's Philanthropy, Advocacy and Public Policy seminar spring 2011; then to students who were enrolled in Meg Mott's Political Theory and the Ecological Crisis course fall 2011; and thereafter to students for whom this could be a Plan course; sophomores or juniors; and students with experience working in the nonprofit sector. 

Prerequisites: Attendance of Introduction to Nonprofit Leadership Workshop, 8:45-5:00 on MLK Day 2012 (Jan 16); Enrollment by permission of instructor: please email to apply.

Exploring the ways in which gender is represented, constructed, and questioned through dance and the body.
An introduction to the theory of groups, rings and fields. Advanced topics covered will depend on the interests of the participants and might include Sylow theory, combinatorial or number theoretic connections, error-correcting codes, modules or Galois theory.

This course aims to develop awareness and use of the conventions of academic English among students from other learning cultures who are studying at Marlboro. The goal is for students to become autonomous and reflective learners who are able to learn through the medium of English, developing language strategies to cope efficiently with their academic workload. Its focus is on listening, note-taking, writing, reading and speaking skills as well as communicating in everyday situations within the college context. Grammar will be given some attention, but will mainly be incorporated into the development and practice of skills. We will try to make the classroom activities and homework tasks as relevant as possible to the language of students’ own subject areas so that they become familiar with the discourse patterns. This course may be repeated once for additional credit.

Council is a dialogic process that stimulates compassionate understanding, deeper self-awareness, community building, collective decision-making, conflict transformation, and shared leadership. It is used worldwide in a variety of contexts including public schools, universities, prisons, social service agencies, faith-based communities, families, wilderness programs, non-profit organizations, and businesses.

Students will gain experience facilitating various forms of council both in and out of class and will look at ways they can integrate this “circle process” into the communities where they work and live. The two full-day workshops are spaced two weeks apart, enabling students to read supportive texts and write reflective papers on the councils they are facilitating

The course meets for two full days.  Participants must attend the full training.

Saturday, October 15th, 9:00am - 5:30pm

Saturday, October 29th, 9:00am - 5:30pm

Explores social, economic, and ecological conditions that lead to environmental degradation and that impact potential solutions. Students experience firsthand numerous concerns, from clearcutting and serious salmon decline to availability of fresh, healthy, food, local economic systems, and environmental justice issues occurring from urban centers to Native Americans communities. They examine ways in which regional environmental decline is impacted by interactions among regional ecology, global economic pressures, demographic trends, and local, state and national politics.

This course will focus on the art of the American Southwest, a crossroads of Native American,  Spanish American and Anglo American culture.  Southwestern Native American art has deep roots in the landscape and the spiritual power of the earth; this art touches on the earliest petroglyphs found on the walls of cave dwellings; it is a vehicle for ritual expression and community ceremonies; its utilitarian craft has become a unique art from, incorporating elaborate wood carving, Jewelry, textile designs and pottery. The Spanish, Catholic culture overlays the earlier migrations of Native American groups such as the Navajo and Pueblo people.  The Spanish brought sheep and horses as well as textile designs and weaving techniques into the Southwest. Spanish American Santero artists produce original and powerful religious paintings and wood carvings; their textiles have influenced Navajo rugs and blankets and been sold worldwide.  Anglo artists such as Georgia O’Keeffe have been inspired by the New Mexican landscape and its rich earth tones; abstract expressionist artists such as Jackson Pollock have made reference to the spiritual power of Navajo sand paintings in their work.  Art meccas such as Santa Fe reflect many of these crosscurrents of art and culture; tradition and modernity. Its many art schools and museums teach and conserve traditional art making while offering opportunities for artists to market their work in a variety of shops and galleries, as well as at fairs and special market days throughout the year.  The student will have the opportunity to understand art as a feature of its time and place, incorporating many trends and affected by historical circumstances.

This class is an introductory level study of art and architecture with a particular focus on the painting and sculpture produced in Europe, the United States and the Ottoman empire from the peak of the colonial period to the present day. We will be paying particular attention to the interconnections between artists and art movements throughout this time period as they both reflect and try to influence social and political practice.

This course will introduce participants to the field of TESOL (Teachers of English to Speakers of Other Languages). They begin with a language learning experience from which they can extract principles of learning. They identify the main factors that affect second language acquisition, and the practices that facilitate and support language learning and cross cultural communication. They will build a foundation in English pronunciation, lexicon and grammar so that they understand the particular challenges English language learners face. They will learn to design lessons that use a communicative, interactive approach. They will implement these lessons in peer teaching sessions in class. The certificate is designed for people who may wish to teach English abroad or tutor language learners in the US, or who may undertake an internship abroad and who could apply the knowledge and skills in the communities they will be living and studying in. In order to earn the certificate, participants must take both the TESOL Certificate courses (Fall, 3 credits & Spring, 3 credits), complete a teaching internship (1 credit) and compile a portfolio. 

Additional Fee:$1400

The World Studies Colloquium seeks to introduce students both to the World Studies Program and to other international opportunities and resources at Marlboro. Through discussions with Marlboro staff, faculty, and other students, Colloquium students will learn the intellectual and experiential objectives of the World Studies Program, what services the Office of International Services offers, and how best they might venture into the world to pursue their academic interests.  

Neoliberalism is a global political-economic system characterized by the unregulated accumulation of financial capital through a linear process of resource extraction, commodity production, over-consumption and thoughtless disposal. As a dominant paradigm, it continues to have devastating effects on our shared world, causing environmental catastrophe and stark human inequalities. This course will deconstruct our global materials economy bypositioning neoliberalism within a broader environmental discourse that includes Marxist, feminist, and political ecology approaches as well as perspectives situated in post-humanism and new materialist philosophies. Topics will include globalization and the liberal market reforms of the late 20th century, environmental justice and issues of race and gender, food systems and commodity chains, bioprospecting and free market environmentalism, all with the aim of questioning the well-established dichotomy between ‘nature’ and ‘society’. Most importantly, we will explore the points of resistance at which thinkers and activists are working to subvert the neoliberal agenda via alternative economies, ideas and cultures so that our ailing planet might continue to support human and other life.

How is social policy developed, implemented, and contested in the United States? Sociological research, oral histories, and policy briefs on welfare, housing, and education will be used to trace the historical trajectory of social policies. We will begin by understanding poverty, demographic trends and rising inequality in the United States and shift to analyzing how the United States provides (or doesn’t) for its citizens. What risks and responsibilities are borne by the individual vs. the state? What programs and benefits are universally provided vs. needs-based? Rich ethnographies that describe what it means to live at the lower and upper rungs of society contextualize the policies. By the end of the course, students will be able to explain how issues become social problems and get on the policy agenda, as well as the factors shaping policy (re)construction.

Goths, punks, teddy boys, lowriders, straightedge, otaku, noodlers, graffiti artists—Why do subcultures emerge when and where they do? From spectacular aesthetic displays to deviant behavior, we will investigate historical and current subcultures to better understand youth collective behavior and how it diverges from dominant cultures and communities. Style, identity expression, consumerism, deviance, class-based resistance, gender and race will be explored using research, movies, blogs, zines and music. While the primary topic is subcultures, this course is also an introduction to the approach, concepts, theories and methods of sociology. 

Hook-up culture suggests that sex is as casual as a business transaction. Title IX policies insist that unwanted sexual advances will not be tolerated. How does one negotiate this paradoxical situation? This classes uses Foucault and Beauvoir to reconsider the conundrum of sexual desire under neoliberalism We'll look at the rationale behind a feminist police state and some recent critiques of that approach. We'll also imagine more humane ways to address the real problem of sexual violence.

This is a course in political anthropology in which we will examine the emergence of neo-nationalisms and social movements in post-Soviet space. What are the forces informing post-Soviet sociopolitical transformations? How do the Russia-led Eurasian Union, European Union, and other regional and transregional actors figure into post-Soviet political processes? Do the various manifestations of neo-nationalism open up, foreclose upon, or, perhaps, transform spaces and opportunities for imagining and producing non-hegemonic behaviors? What are the connections among political affect, belonging, citizenship, and social movements? These are some of the questions we will engage in this course. Using a variety of theoretical lenses and ethnographic studies from Ukraine, the Caucasus and Central Asia, we will gain anthropological understanding of the ways in which various agents reconfigure, operationalize, oppose and resist different political, economic and ideological processes as they forge and (trans)form their “post-” marked political potentialities.

This class will operate in a workshop format, meeting 3 hours a week, with little to no work expected outside of class. Workshops will provide students with the opportunity to explore their career interests, skills, values and personality preferences, and learn how to articulate their strengths in job search materials, publications and through an online presence. Students will prepare a professional resume, mission statement, LinkedIn profile and a Web based E-Portfolio with work samples during the workshops. Search engine results on one’s name will also be studied and attempted to be influenced if inaccurate. The goal is for students to have a professional online presence they can share with employers, graduate schools and internship locations.

Alcohol and other drug use. STIs. Eating disorders. Stress. Relationship violence. On their own, these issues of health and wellness can be difficult to discuss, but when placed within the context of a college campus, they take on an entirely different meaning. In WHIP, or Wellness and Health Informed Peers, participants will explore and reflect on the concepts of health and wellness through the lens of both their own experience as well as their peers around them. As we meet only once a week, attendance at all sessions is required.

Since the beginning of this country, African-American thinkers have pondered how a constitutionally-based democracy justifies race-based discrimination. We'll use the writings of Frederick Douglass, W. E. DuBois, James Baldwin, Audre Lorde, and Elaine Brown to think through the cognitive and emotional effects of white supremacy.

An examination of the family and the emerging adolescent in the family.

General Biology I serves as an introduction to the scientific study of life and basic biological principles. We begin the semester with an examination of the molecular, cellular, and metabolic nature of life and then explore the genetic basis for life. This course serves as the foundation course for further work in the life sciences. General Biology I is a Writing Seminar and will give you the opportunity to develop your writing skills with a literature review of  scientific articles and a research paper based on hypothesis testing and data collection and analysis.

Agroecology involves the application of ecological principles to growing food and seeks to make agricultural practices more sustainable. While contemporary use of this term originated in the 1970s, the science and practice of agroecology dates from the origins of agriculture. We will examine complex interactions between crop plants and their physical environments as the plants acquire water, nutrients, carbon dioxide and light and as they interact with other plants and animals (including humans). We will draw on historical and contemporary examples of agroecological systems worldwide. Stephen Gliessman’s text Agroecology: Ecological Processes in Sustainable Agriculture serves as a framework for the course, and we will also explore topics using articles from the scientific literature.You will have the opportunity to investigate an area of particular interest in a research project, and we will hear first-hand accounts from local experts and make field visits to local farms.

Food and social justice are connected. People who produce our food deserve fair wages for their work, and everyone needs access to affordable, healthy food. An organization called the Real Food Challenge advocates for a “healthy, fair and green food system.” Marlboro College participates in the Real Food Challenge (RFC), and the primary goal of this course is to help assess real food at Marlboro. For this project food is ‘real’ if it is nutritious, and produced locally in a fair and environmentally responsible manner. How much of Marlboro’s food satisfies these criteria? To answer this question we need to assess the college’s food purchases using the Real Food Calculator. In this course you will explore food justice and the various dimensions of real food and help make this assessment. You will also participate in the hands-on process of finding the percentage of real food at Marlboro. The college’s goal is 20% by 2020. How are we doing? Will we meet that goal? Can we surpass it?

Mathematical modeling is used extensively in natural and social sciences, such as the studies of material surface tension, population ecology, climate change, refugee policies, etc. In this course, we will learn basic optimization methods and survey a variety of standard models in discrete dynamics. We may also study continuous-time models and probability models, depending on the interest and background of the students. Since this is a course in applied mathematics, the major project of the semester will be an open problem in modeling, selected from the previous Mathematical/Interdisciplinary Contest in Modeling ( Calculus is not required for the course, as we will learn necessary calculus techniques as we go, but good algebra and numerical skills are very helpful.

An introduction to the physical principles behind energy, energy uses and their effect on the environment, suitable for science students and non-science students. Some of the included topics are: mechanical energy, conservation of energy, heat and work, production of energy (e.g solar, fossil fuels).

Calculus III continues the development of the techniques of Calculus into multi-variable and vector-valued functions.

A course for those interested in creating and interpreting maps.  The course will cover the history of map making, how people currently portray spacial information, and some of the mathematical choices involved in map design. We will work with primitive tools such as pencil and paper as well as GIS platforms for mapping and statistical information. Students will create a variety of actual maps over the course of the semester.

A hands-on exploration of interactive electronics with the Arduino programmable microcontroller and various sensors, motors, lights and switches which show the basics of circuits, coding, and the techniques behind the DIY (Do It Yourself) "Maker" culture. Logan Davis will be assisting. We will also do a bit of 3D modeling and printing. Required hardware : "SparkFun Inventor's Kit" ($100 at )

A follow-up to Statistics (NSC123) in which students acquire and hone the statistical skills needed for their work on Plan or simply pursue more advanced topics within the field. Course content is driven by the interests and requirements of those taking the class. Variable credit (1-4). May be repeated for credit.

A first class in computer programming, and as such a foundation class for further work in computer science. Much as a competency with English grammar is required for writing, an understanding of programming is required for nearly all 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, popular at Google among other places. In addition to learning about "object oriented programming", loops, input/output and all that, expect to also learn a variety of computer skills and basics.

A mathematical introduction to the theory of computation. Topics include automata such as Turing machines, formal languages such as context-free grammars, and computability questions as described by "NP-complete" problems and Godel's incompleteness theorem. This is an upper level course that presents the foundations of theoretical computer science. Expect practice with lots of mathematical proofs, with programming examples to build intuition.

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.

Science is a process, not a collection of facts. In this laboratory we will combine the study of chemistry with the process of science. Our explorations will focus on two local projects:  a cider-making business and the water-quality of the Whetstone Brook. We will begin by developing some basic quantitative skills and familiarity with laboratory techniques. The activities for these early parts of the lab will be fairly structured. As you develop your ability to approach a problem scientifically the activities will be less structured. You will have more responsibility for designing and conducting your own experiments on fermented cider and pollutants in stream water. Students will work on projects in groups but each student will keep their own laboratory notebook and write their own laboratory reports.

An 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.

An introductory physics class involving some laboratory work, suitable for students considering a Plan in physics, science students, or non-science students who want a physics foundation. Topics include vector algebra, kinematics, dynamics of single and many-particle systems, gravitation, energy, momentum, conservation laws, circular and rigid body motion.

The focus of this course is an exploration of biological principles and biological diversity in a laboratory setting. We will study such organisms as bacteria, yeast, molds, and mammalian cell cultures including cancer cells, plants, fish, and others. Skill in basic laboratory techniques in biology will be acquired throughout the semester. Recommended for prospective life science Plan students.

In the laboratory you will apply the concepts and analytical skills you develop in the classroom. You will continue to hone problem-solving skills and become familiar with organic chemistry laboratory equipment and procedures. Laboratory sessions will be designed to allow you to explore ideas discussed in class through structured protocols as well as through more open-ended inquiry. Initial laboratory sessions will guide you through the isolation and identification of various compounds of interest, preparing you for your own more in-depth research. By using these techniques you will become comfortable working in a laboratory and familiar with techniques commonly used by organic chemists.

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 topics and environmental issues. For example, discussions of pH include research on ocean acidification, and our exploration of thermochemistry includes calculations of the fuel value of traditional and alternative fuels.

 If it has a feather, it’s a bird. If it has a feather it probably has large wings. If it has large wings, it is highly mobile. If it’s highly mobile, it has a potent metabolism and has frequent and therefore complex interactions with other species. Because it also has frequent and complex interactions with humans, it is often at risk of extinction. And so we have a course entitled ornithology. This course is a study of the anatomy, physiology, behavior, and ecology of birds. Text readings will be supplemented with primary literature and we will schedule regular bird walks in order to identify and observe birds in their natural habitat.

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--a cyclic molecule called benzene--until Friedrich Kekulé solved the puzzle in a dream: he saw the carbon atoms “twisting in a snake-like motion. But look! What was this? 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--their structures, properties and reactions. Many of these concepts will be discussed in the context of biological systems, and class sessions will frequently be devoted to problem-solving sessions and small group projects. This is an intermediate chemistry course and provides essential background for biology, chemistry, pre-med, and pre-veterinary students. 

“What is remembered is what becomes reality” Patricia Hampl

On a daily basis, each of us engages in an act of creation—the composition of our lives. Many authors have explored the direction, detours and contours of their own lives in autobiographies and autobiographical novels—the two genres we will be exploring in this writing seminar. We will read 20th and 21st century texts, including works by such authors as: Nick Flynn, Leslie Marmon Silko, Tim O’Brien, Lan Cao, John Wideman, Georges Perec, Sally Mann and Sandra Cisneros. In our discussions, we will explore how authors and their literary characters compose their lives, construct an identity—and create a somewhat coherent self often against enormous personal, societal, and cultural obstacles. More specifically, we will attempt to understand how memory and imagination, history and fiction, fact and invention intersect in the act of creating a self and of engaging in a meaningful relationship with the past—a past that inevitably weaves itself into the present. We will be writing about all of this in several formats: in-class exercises and shorter assignments leading up to two 5-page papers and one 8-10 page research paper. Peer response workshops, writing conferences and in-class work on style, revision and editing will alternate with our class discussion of the texts.

Writing seminar for seniors completing a Plan in religious studies. This course can be taken for two to six credits.

This four credit introductory course is for beginning students who wish to develop the basic skills in French language competency including listening, speaking, reading and writing. The course is designed to facilitate active learning about the francophone world through study of its language and cultures. Emphasis is on vocabulary building, basic grammar structures, cultural and historical knowledge. 

A course dedicated to close reading of the major American figures of the Modernist period: William Carlos Williams, Robert Frost, Marianne Moore, Ezra Pound, T.S. Eliot, Wallace Stevens, and Gertrude Stein. There are three papers, making this suitable as a Designated Writing Course.

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 the latest edition of Wheelock's Latin, designed for moderate-to-intense language training at college level, which introduces students to the basic elements of grammar, syntax and vocabulary, and offers students original Latin thought and language as soon as possible.

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 can be challenging, and regular quizzes and consolidation will be integral to the course but hard work will yield rich rewards. We will be working from Athenaze, a textbook designed for students starting Greek at college, which focuses on exposing students to continuous Greek prose as early as possible.

A reading of selected comedies, problem plays, tragedies and romances with a focus on authority and freedom, kingship, and the portrayal of women.

We will begin with one of history’s more spectacular examples of the Law of Unintended Consequences in action; the moment when a lone Athenian politician’s desperate bid to hang on to power backfires, and he accidentally invents Democracy instead. We will read the plays produced in the decades following this lucky mishap for their commentary on the fortunes of fifth-century Athens’ new political system. The now-familiar genres of comedy and tragedy were forged in the white heat of political upheaval. Quite apart from being stonking good reads in their own right, they reveal and investigate some of the most important questions and concerns facing a democratic society.

The course will comprise weekly tutorials interspersed with class meetings and will offer plenty of opportunities for writing practice. We will approach the subject matter from both literary and historical perspectives, and students with an interest in political theory, cultural studies, or indeed the upcoming election will find much of relevance. A flair for performance is always welcome, to liven up class discussions, but not at all necessary; our focus in this course will be on the textual aspects of Greek plays.

Our world currently faces the worst refugee crisis since World War II, with approximately 60 million people made homeless by war, state violence, famine, climate change, flood and forced expulsions. This course examines the crisis within a historical and political framework. We will interrogate every stage of the processes that create and handle population displacements, and we will consider refugees themselves not as merely victims of circumstance but as historical actors who face crucial and gut-wrenching decisions at every turn in their journeys. Perspectives to consider are those of refugees, governments, aid agencies, and the host communities where (some) refugees are eventually resettled. Internally displaced persons (IDPs) often suffer even more than those who make it across an international border, as many remain beyond the reach of humanitarian aid and media visibility. Vermont itself is home to a refugee population of some 7,000, and our work in the classroom will be supplemented by fieldwork with them (interviews, volunteering). Students will produce a substantial research paper in stages over the course of the semester.

How do we actively bear witness to and address the suffering of our world? This is the question at the heart of Engaged Buddhism. There have been diverse responses to answer this call to awaken with practicing in the midst of the world: addressing impoverished farming communities in Sri Lanka; confronting deforestation and consumption in Japan; teaching mindfulness in American prisons; marching in India for racial and ethnic equality; and protesting corrupt political orders in Thailand. Underlying these myriad expressions of Engaged Buddhism is the central notion that awakening is transformation which takes place both in oneself and society. Hence, Engaged Buddhism is unified by the intention of Buddhists — of whatever sect or tradition — to apply the value and teachings of Buddhism to the problems of society in a nonviolent way, motivated by concern for the welfare of others —both human and non-human. This course explores Engaged Buddhism in its historical origins, its theoretical formulations, and its expression in contemporary initiatives. The aim of this course is threefold: (1) to understand the historical origins, prominent theoretical themes, and practical concerns of Engaged Buddhism; (2) to explore through experiential education the resonance of Buddhist teachings in relation to social, political, economic, and ecological problems; and (3) to cultivate skills of reading and reflection that are applied to social service, both on and off the hill. In addition to our seminar-based discussion, this course will be exploring Engaged Buddhism in practice through field-trips and active community engagement. This will include: collaborations with the Vermont Insight Meditation Center and their involvement in the Brattleboro Food Pantry; volunteering at the Stone Soup Cafe, a Buddhist not-for-profit cafe in Greenfield, Massachusetts; participating in a climate rally with the Montpelier chapter of the Buddhist Peace Fellowship; and meeting organizers of the Prison Mindfulness Institute in Boston. The course will culminate in a class-designed service project at Marlboro. This is a student-taught course with Solomon Botwick-Reis. 

This course introduces students to the literatures (novel, short story, and poetry) and cultures of the Caribbean Francophone world (Haiti, Martinique and Guadeloupe). Throughout the semester we will focus on questions of race, cultural identity, migration and immigration. Special attention will be paid to key concepts such as "Négritude", "Antillanité", and  "Créollité".

Beginning with the book of Job and Kafka's The Trial, we will examine the relationship between contest and choice in selected works of literature. Each work will be paired with its subtext and we will focus on characters' self-identity and choice in terms of the ethical assumptions of their social context.

Ritual is a ubiquitous presence in human existence—from rites of passage such as marriage and graduation, to quests and journeys such as pilgrimage, to everyday actions like greetings and shaking hands, ritual permeates our personal and social lives. This course is an introduction to the field of ritual studies and an overview of the ways in which theorists have understood the origin, function, and significance of ritual. We will pay particular attention to the way in which ritual—like play—creates “as if/imaginal” worlds and thereby allows us to live in “a perennially imperfect world.”

 "Unlike the novel" says Jorge Luis Borges, "a short story may be, for all purposes, essential." What is essential about the short story, with its singular purity and magic, its focus on those seemingly fleeting moments in human life? To attempt to answer this question, we will be examining a range of 19th, 20th, and 21st century short stories. Stories will include classic tales by Anton Chekov and Franz Kafka, modern stories by Sherwood Anderson and James Joyce, and contemporary selections from the work of writers such as Nadine Gordimer, Haruki Murakami (whose words describing his short stories appear in the course title), Naguib Mahfouz, Jhumpa Lahiri, Jorge Luis Borges, Raymond Carver, and Flannery O’Connor. Though thematic topics will be important to our class discussions, our close textual readings will also help us to examine the subtleties of character development, the creation of plots and subplots, and the narrative device used to create the worlds in which we live. Prerequisite: None beyond a willingness to engage in the journey of imaginative reading.“When you read a short story, you come out a little more aware and a little more in love with the world around you.” – George Saunders

This course is a comprehensive introduction to linguistics, the scientific study of human language. It consists of two parts. The first introduces the structure of human language, covering areas of morphology, phonetics, phonology, syntax, semantics, language variation, and language change; the second is about communication and cognitive science, with topics ranging from pragmatics, psychology of language, language acquisition, and language and brain. In the course we focus on the most fundamental linguistics concepts in detail and present to students how different areas of linguistics is done.

This course will be primarily devoted to a close reading of Heidegger’s Being and Time. Being and Time is a notoriously challenging and often deeply rewarding text, and is widely regarded as the most important work in 20th century European philosophy. It is most famous for its inquiries into questioning; interpretation; being-with-others; being-in-the-world; facing death; authentic and inauthentic existence; freedom; meaning; conscience; resoluteness; truth; and care. At the end of the semester we will read several of Heidegger’s later essays to understand the ways in which his thinking developed, exploring questions of technology, art, poetic thinking and dwelling.

In this course we will read poetry written by women from different geographical regions of Latin America and the Hispanic World, including Brazil and Equatorial Guinea, Africa. The primary attention of our discussion will be on theme, style and a discussion of what can be called “poetic vision” and “poetic contents.” Many of the writers, such as Gabriela Mistral or Rosario Castellanos, were public intellectuals at a time when such position was defined as an exclusively male activity. In their poetry and writings we see the strategies they used to circumvent the trials and tribulations of women who dared to be themselves were forced to confront. Because through their writings they created beautiful poetry as well as an alternative vision for us, they are mothers of the word, but also of the world. Although the course is taught in English, knowledge of Spanish and Portuguese will be helpful though not necessary. Students will be allowed to write papers in any of the three languages covered in the course (Spanish, Portuguese and English). The course will not be taught strictly as a lecture, although lectures will be given, and it is expected that students come prepared and participate in lively discussions. I will provide some general background and historical context for the poems, but I do not want my voice to be the only voice interrupting the silence. To that end, I ask that you come to class having read each of these poets by the date the name first appears on the syllabus and that you have written about the poem. As we progress students will be asked to read some secondary scholarship on the poet as well prior to class.  Since some of you will be approaching these poems for reading pleasure, literary or cultural interest, and some as creative writers, I hope we can listen to one another and learn from this variety of perspectives. I hope that good and spirited debate can be our weekly classroom delight. Students are expected to read, write and participate in informed class discussions. The grade is calculated taking all of these factors into consideration.  

This course is for seniors on Plan in Philosophy who will be engaging with each other, and with selected texts, to develop their work.

This Writing Seminar will examine many aspects of colonialism: power, misunderstanding, sex, religion, and violence. Throughout the semester, we will write about the fraught relationships between colonizer and colonized in South and Southeast Asia as depicted in the works of Joseph Conrad, Graham Greene, Marguerite Duras, E.M. Forster and Rudyard Kipling. In addition to reading novels, we will examine the phenomenon of colonialism through essays, poetry, and–with the help of Jay Craven-film. Classes will alternate between discussions of the readings and exercises devoted to research, organization, writing, and revision of essays.

It has been said that culture functions, at least in part, as a kind of social conscience: it allows us to frame, and then to reframe, our moral responsibilites to our community, to each other, to ourselves. The stories we tell, and the stories we see and hear, help us to understand and reimagine who we are and how we are to act in the world. And, arguably, the dominant mode of culture in the last century, and thus the most visible form that social conscience has taken, has been film and television. In this class we will explore the way that film has framed the ethical and moral dilemmas that have shaped the century. We will consider a range of genres--war films, films noirs, westerns, gangster films, romantic comedies--that shape or challenge our attitudes about the social and existential questions that define us: questions about race, gender, poverty, crime, charity, kindness, violence and faith. Along the way we'll consider work by Martin Scorsese, Clint Eastwood, Kathryn Bigelow and others. And, as this will be a Writing Seminar, we will write about it a lot. Expect to write every day, wtih major papers and revisions due every couple of weeks. Discussions of films will alternate with discussions on revision strategies, style and structure.

Intermediate French I is designed as a second-year French course for students have completed first-year French or its equivalent. Students will strengthen their language skills and cultural competency through vocabulary, grammar and readings. You will contribute to the classroom community by using French in and out of class, collaborating with classmates, and taking responsibility for timely completion of all assignments, quizzes, compositions, projects and tests. 

This course is the continuation of Practical 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.

This is a Chinese language course for beginners. It aims to help you develop communicative competence in Chinese, focusing on the four basic skills of listening, speaking, reading, and writing. You will learn basic vocabulary and sentence structures for use 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. You 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.

In this course we will examine 20th Century Southern literature--that produced by Southerners, and literature about the South written by others. We will consider a range of works by William Faulkner, Robert Penn Warren, Anne Pancake, Flannery O'Connor, Richard Wright, Toni Morrison and others. 

This course examines the history of voting, campaigns and elections in America from the colonial era to the present, with an emphasis on the evolution of the presidential campaign. We’ll investigate the struggle for voting rights that has characterized the American experience in representative democracy, explore the changing nature of parties, campaigns and elections and the evolving role of the media in electoral politics, and monitor the 2016 Presidential election with an eye to historical context.

This intermediate course strives for mastery of complex grammatical structures and continues work on writing and reading skills. Frequent compositions, selected literary readings, class discussions, and debates on films and current events. This course meets three times a week plus an additional 50 minutes for conversation. It also requires workbook online.

This course provides students a broad introduction to the European world from the late Roman empire to the end of the fifteenth century. There are three major goals of the course. First, students should become acquainted with the broad changes and narratives of medieval history as well as its significance to modern European history. Secondly, as an introduction to the historical discipline, this course offers students the opportunity to learn the methods of historical research: how to use primary sources, historiography, and to formulate historical narratives and arguments. Finally, this course is a Writing Seminar; we will write something every week. Some class time will be dedicated to discussing the art of writing a clear essay, peer reviewing other students' papers, and preparing material for the Clear Wrting portfolio. The weekly readings for the course will be primary sources drawn from the diverse different forms of sources on which medieval history is based: letters, sermons, contracts, philosophical works, devotional texts and chronicles. The writing assignments of the course will involve the reading of secondary sources, allowing students to compare the primary sources of the weekly readings with modern scholarly literature on the same topics and to assess how the documents have been interpreted.

This is a language course for first-year students of Spanish and is designed to aid development of listening, speaking, reading and writing skills. It is part of a year-long course that covers basic grammar along with a variety of vocabulary and cultural topics, and it prepares students for the second-semester Spanish course sequence. In addition to written work and exercises, students are expected to complete home-work assignments in the Vistas website. The course meets three times a week for an hour and twenty minutes plus one hour extra for conversation.

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 justice, environmental racism, gender, place, wilderness, nature climate change, practice and the role of philosophy in the context of environmental crisis.

This course is an introduction to the fundamental teachings presented in the foundational texts of Islam and elaborated in Islamic ritual, arts and literature. Our aim, through studying the Qur'an and the life and teachings of the prophet Muhammad, is to grasp the internal logic of the Islamic worldview and the vocabulary used to articulate the vision of Islam. This work will provide the basis for examining the divergence within later (classical and modern) Muslim interpretations concerning questions of theology, human development and perfection, leadership and the organization of communities.

A writing seminar for seniors studying political theory. Variable credits: 2-6. Permission of the instructor.

A continuation of elementary Arabic with equal emphasis on aural and oral skills, reading and writing. Selections from contemporary Arabic media are introduced and serve as a basis for reading and conversation.

Introduces students to the phonology and script of classical/modern standard Arabic and covers the basic morphology and syntax of the written language. Emphasis on the development of the four skills (listening, speaking, reading, and writing) at the earliest stages. Samples of modern (contemporary) and classical styles of writing introduced, and audio-visual material from the contemporary Arabic media.

An examination of available sources and current methodologies in the study of religion. Required for juniors on Plan in religion.

This course will examine the development of Chinese culture from the earliest divination rites to the court intrigues of the Ming dynasty. Along the way we will study the creation and growth of the imperial institution and meritocratic civil service that made it work; we will discuss China’s complex relations with its central Asian neighbors; we will consider some of the fabulous economic and technological developments that made Chinese products the envy of the world in the 17th century; and we will read a selection of poetry and prose by Tang hermits, Song officials, and Ming aesthetes.

Each of us is a part of many communities and will continue to be throughout our lives. All communities are ever-changing, complex and dynamic. In this course we will deeply investigate community both through theory and practice. We will begin by examining ourselves. What are our strengths? Where do we need to grow? What perspectives do we bring to the table? We will then explore our relationships to others. How do we communicate? How do we unpack our biases? What are the power dynamics present and can we work within a shared power system? From here we will explore the concepts of reciprocity and responsibility in communities. What would make our community stronger? Is everyone included in our community? How are decisions made and can they be more horizontal? Are we thriving as a community and if not, how do we get there? Students will learn best practices for community building and then work in groups to co-create community-based projects based on research and collaborative decision making. Along the way we will engage in frequent short reading and writing assignments to provide context and analysis.

The Environmental Studies Colloquium serves as an introduction to Environmental Studies at Marlboro. Through readings, discussions and experiential learning, the Colloquium will introduce students to the rich and varied ES approaches to understanding the cultural, scientific and political dimensions of our environmental challenges. Faculty at Marlboro embody this variety, as we will learn through conversations with professors who will visit the class. Students will gain an understanding of environmental issues in the Central Connecticut River Valley bioregion and its connections to the larger world through field trips and meeting people who envision more just and sustainable ways of living. Throughout the course we will deepen our connections to place and to each other through discussions, hands on learning and a weekend outdoor adventure.

The course will begin with a broad introduction to the implications of our current global food system before exploring the benefits of locally produced goods. This is an experiential course that combines social permaculture and community building exercises with an imersive weekend of hands-on learning. Specifically we will visit local farms and producers in our regional food systems. We will also work toward developing basic tools to become enactors of change in our own food communities. The course will meet on Fridays during September with a full weekend field trip September 16th-18th; attendance at all class meetings and the trip are required. This is a student-taught course led by Krystal Graybeal.

In this course we examine natural systems using both a traditional scientific approach and a deep ecological perspective to illuminate the inter-relationship of all life. Living within and studying a variety of ecosystems from the northeast to the Appalachian mountains to the Gulf Coast, students learn about biological diversity and the forces that shape the complex interdependence of the living and non-living world. Students also work to develop a personal, emotional, and ethical relationship with the natural world.

Cheap fossil energy has fueled the rise of our modern consumer society. Its extraction, production, and burning has led to environmental destruction locally, regionally, and now with climate change, globally. To understand the role of energy in our society, we examine where it comes from, the way it is used in the economy, the environmental impacts it has, and alternative energy sources and economic systems that can help us transition away from our fossil fuel dependence.

Cultures shape the ways humans interact with the land, and historically, they have been closely adapted to their local environment. Students investigate the ways that culture can support a sustainable society by exploring dominant US culture, regional subcultures and past and present local indigenous cultures. We look especially at the implied environmental ethics of cultural practices and beliefs. Students consider approaches to changing our culture to promote sustainability and whether their own unexamined beliefs and actions are in line with their environmental values.

Explores the learning community model and its influence on one’s personal well-being, community, and culture. Students learn group development theory and practice facilitation, decision-making, cooperative communication, and conflict resolution skills. They become skilled in outdoor community living and learning. Trust, including the honoring of our commitments to one another, emerges as a foundation of our efforts. Students develop experiential and intellectual foundations necessary to establish learning communities in other settings.

This course surveys models of education and leadership and their roles in the sustainability movement. It also introduces the holistic, experiential, and progressive education model used by the Expedition Education Institute. The living and learning community provides an excellent opportunity for individuals to develop their skills and practices as leaders, learners, and advocates. Through experience, action, and reflection, students collaboratively explore transformative approaches to education and being the change.

This course offers a practical examination of the theatrical process through the performance of a full-length play. Casting will occur as soon as the fall semester begins and rehearsals will take place both in the allotted class periods and in designated evening time slots. There are opportunities for acting, stage-managing, participation as running crew for lights and sound, costumes and set building. Course credit will range from 2-4 according to the required duties and necessary time obligation. A firm commitment to the rehearsal process and the production is mandatory.

Ensemble singing for more experienced choristers. Ability to read music and sight-sing. An exploration of repertoire from Renaissance to contemporary music for small choral ensemble. May be repeated for credit.

A study of the development of both sacred and secular forms and styles in music and its relation to social and cultural conditions of the time.

Offered every fall, this class is devoted to student writing of original work in various literary genres. Most commonly, students are writing short stories or literary non-fiction, but occasionally someone may be working on a novel, week to week. Members of the class read each other's submissions extremely closely and offer critiques and suggestions during our weekly classes. The class may include exercises geared towards improving your attention to such things as character, plot, rising and falling action, voice, tone, angle of vision, and point of view. Students are expected to produce new work for class steadily and to participate in class discussions. Admission to the class is on the basis of manuscripts. May be repeated for credit. Variable credits, 2-5.

"The object at the exactest point at which it is itself." Thus poet Wallace Stevens describes how objects might be seen. This is a course in the identification of and action on sculptural ideas. Projects in conceptual development, figure modeling, and the interaction of drawing and sculpture will be given. Technical areas such as waste-mold making will be introduced.

Additional Fee:$80

This is a practical theatre course that explores various skills and techniques to assist in developing an understanding of the processes of acting. Analysis, interpretation, collaboration, improvisation, relaxation, and critique all contribute to the composite demands required in performance. The course will consist of various exercises, monologue work, and attendance at performance events.

An introduction to poetic form, both for those who wish to develop their own skills in formal verse, and for those who want to cultivate an analytical sensitivity to formal elements in poetry. Those in the first category will attempt poems in a variety of forms; those in the second will write short papers about poems in each form. We will explore various principles of rhythm in organizing lines-meter, syllable count, rhyme, free verse, refrains, prose--and a broad range of traditional and not-so-traditional stanza structures--sonnets, sestinas, villanelles, haiku, double-dactyls, nonce forms, and so on. The aim is not to complete polished poems and papers, but to engage technical matters in poetry seriously through exercises and analysis. May be taken in conjunction with Poetry workshop or independently.

An opportunity for students to meet on a weekly basis to read and rehearse music from the standard chamber music repertoire. Woodwind, string and brass instruments welcome. Course may be repeated for credit.

Group critique of students on Plan in the Visual Arts. Methodology and goals will be discussed as well as short readings on art and current issues. May be repeated. Students are required to attend 6 public lectures by visiting artists on some Tuesdays followed by critique session from 6:30 to 8:30 pm.

This course will study the aesthetics and fundamental techniques of video editing using the Adobe Creative Cloud Suite. Based primarily in basic editing using Adobe Premiere, this class will also foray into Speedgrade for an introduction to color correction, Audition for sound mixing and finishing, and After Effects to experiment with visual effects. Coursework will include editing labs, some content creation, viewing films and analyzing and discussing common editing techniques used in cinema. This class is open to all levels, including first time filmmakers.

Described as “the most significant documentary scholar in the world,” Bill Nichols identified six modes of representation that function something like sub-genres of documentary film: poetic, expository, participatory, observational, reflexive and performative. By viewing and discussing films such as Sans Soleil, Chuck Norris vs. Communism, The Gleaners and I, Salesman, Waltz With Bashir, Stories We Tell,Tongues Untied, and The Act of Killing this course will investigate all six modes and through the study of each explore the history, social impact and ethics of documentary filmmaking. Coursework will include weekly screenings, written responses to and analyses of the films and in class discussion.

This course will explore the use of narrative in photography, with and without inclusion of text. We will research and create narrative works in several forms using various instillation techniques, specific project parameters, and through an exploration of bookmaking. We will also examine important critical and historical frameworks relating to the photographic medium. Through the course of the semester students will complete regular photographic assignments, give artist presentations, and produce a final book project of their own design.

Dance is a performing art. This course offers dedicated dancers an intensive dance experience, combining technique class and rehearsal each day, culminating in a performance at the end of the semester. The technique class will draw vocabulary from Dunham Technique and from eclectic modern and jazz styles. (Dunham Technique is a vibrant fusion of Haitian and African dance, modern and ballet, created by modern dance pioneer, Katherine Dunham.) Each class will begin with a warm up that includes yoga and core strengthening, followed by center floor, barre work, isolations and progressions. The performance choreography may or may not reflect that which is practiced in the technique class. At the outset of the semester, as we coalesce, we will together choose the trajectory toward the final performance. Students will participate in the creation and performance of a new work by the instructor, Patricia Wilson.

This is a multi-level painting class open to beginners as well as more advanced painters. Our medium will primarily be oil but there will be opportunity to investigate acrylic and water colors. Each member of the class will address the same projects, which will include close observation work, landscape and elements of non representational abstraction. Projects will be presented as both skill building exercises as well as opportunity to work more experimentally, intuitive nuance and personal narrative. Note: During Intro Courses we will work towards organizing our schedule to meet on Tuesdays from 9 - 11:20 am followed by an evening class on Wednesday 6:30 -  8:30 pm.

Additional Fee:$50

Drawing together the disciplines of music, theater and dance, we will delve into the practice of improvisation, looking into commonalities in the practice of each art form to explore improvisation holistically. We will investigate some of the following questions, in order to inform creating spontaneously: what tools can help us to connect with each other and the space around us? How do we navigate the balance of freedom and structure? To what purpose, do we improvise: to create art? to connect with others? to practice making decisions? People of any and all backgrounds are welcome to join us for this experiment! No previous background in dance or theatre necessary, though some experience singing or facility with a musical instrument would be helpful for music.

Students in this course will learn to create plaster molds for the use of Slip-Casting ceramic objects from the molds. Through the semester students will learn how to create prototypes using found objects, the potter's wheel and digital software that can be used to create molds from. Students taking this course will be asked to contribute a substantial amount of time cleaning during and post class hours. The works casted will be glazed and fired and could potentially be used to eat and drink from. Students will also develop a design line of pottery that we will use to approach local business in order to see if we can serve food in these objects in a culminating class event. 

Additional Fee:$100.00

In this course students will study text, and evaluate ceramic materials and processes used to create and process ceramic art objects. Topics discussed will cover glaze calculation, mixing, Clay-body development, Kiln-building. Students who participate in this class will leave with important and necessary skills required for studio management of ceramic and art facilities. 

Additional Fee:$100

An evening experiential class in recorded music listening taught by a sculptor - Ha! - Jazz - Rock - Folk- R&B (the old kind) and Latin, some Hip-Hop - Afro-pop - Visiting experts - Response writing - Each week a new DJ from the class will choose a playlist.

Writers and visual artists have a long and deep history of being inspired by each other. This course will explore that relationship by closely reading, looking, and making. In a series of projects, students will take three roles - artist, writer, and responder/critic as we learn the some of the history of this interchange and create art the responds to writing and writing that responds to art.

Additional Fee:$60

The course is offered in two sections: the first, which may be taken for 2 credits, constitutes an examination of music in film, encompassing both technical and cognitive aspects of this synthesis, and a historical survey of some significant film music. The second is meant primarily for advanced music students and will be a workshop in film scoring, both scenes from preexisting films and possibly fellow students film projects.

This course offers a practical examination of the theatrical process through the production of a full-length play. There are opportunities for stage-managing, assistant stage managing, costume and set design and participation as running crew for lights and sound. Course credit will range from 1-4 according to the required duties and necessary time obligation.

This course brings together weight training, anatomy and choreography to help you strengthen and understand your body…while participating in the creation of a work of art. We will work with kettle bells and hand-weights to learn a simple sequence of strengthening movements. This movement will form the foundation of a performance piece created by the instructor, Kristin Horrigan, in collaboration with the students. Along the way, we will study musculoskeletal anatomy and meet periodically with a weight trainer to inform our physical practice and look at occasional readings or videos about the work of other artists who create dance with “found” movement to inform our art-making. Students will be expected to attend a 1-hour practicum outside of class at least once per week to build their strength. The choreography we create will be presented in the fall dance concert, Dances in the Rough, in December. Students, faculty and staff are all welcome to participate.

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 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.

Jazz Workshop is a two tiered course. The first, taken for 2 credits, is a weekly meeting dedicated to learning of common jazz practices: improvising on chord changes, transcribing solos from recording, etc. The second, for an additional credit, will be a group meeting and additional weekly session rehearsing (and eventually performing) jazz standards and original compositions.

This course provides an introductory foundation to black and white photography. Students will learn basic camera operation, film exposure, black and white film development and enlargement printing. Through the course of the semester students will complete photographic assignments, give an artist presentation and produce a final project of their own design. Student work will be discussed regularly in critique where visual communication will be emphasized alongside technique. Materials fee required. Having use of a camera with full manual operation capabilities is required, although the school has some to loan out.

A study of musical practice and theory from basic notation to species counterpoint. Work concentrates on intense practice of singing, rhythm and music reading.