This tutorial was a workshop conducted by the Vermont node of the organization 350.org. The workshop topic was named Building Ground:Climate Justice, and took place over three days, covering topics and exercises concerning the intersection of climate activism with various social/civil justice movements.
This intensive experiential course will give students hands-on experience participating in and leading activities to develop youth leadership and peacebuilding capacities, including outdoor education, group challenge, teambuilding, trust building, and dialogue facilitation. Students will learn how to teach about global youth issues and civics, how to promote youth advocacy and activism, and how to manage social and conflict dynamics in inter-group youth programs. The course will build skills for youth leadership in such areas as training design, inter-group dialogue facilitation, and global issues curriculum development, e.g., how to engage youth about current issues, such as child labor, global warming, and drug abuse. This course is designed to prepare students to work in and to run major components of social issue–oriented youth programs.
This is an introductory study of sociology using the principles and methods of social sciences and the scientific method. Sociological principles, sociological perspectives, and the relationship of the individual to societal groups will be emphasized. Culture and the elements influencing society today are major themes of the course. Other topics that will be examined include socialization, social structure, stratifications, race, class, family, education, population, economics, religion, gender, age and social change. Sociological research and the role of sociologists in the modern world are discussed.
NOTE: This course is held at the Brattleboro Union HIgh School as part of the Dual Enrollment Program.
NOTE: This is a Dual Enrollment course and is held at the Brattleboro Union High School.
In this course students will continue to build proficiency and confidence while working at an accelerated pace. Discussions and writings are based on authentic readings and feature films in their historical and cultural contexts. Activities may include exploring current events and cultural trends, preparing presentations and short field trips.
NOTE: This course is a Dual Enrollment course and is held at Brattleboro Union High School.
This course covers aspects of black and white photography while introducing more advanced film-based and digital techniques. Students will have the opportunity to explore different film and alternative photographic procedures along with large format printing of film and digital images. Studio lighting will be introduced and used to gain a technical understanding of light and camera functions. Emphasis will be placed on independently developed challenges for each project, weekly journals, and monthly revisits of missed photographic opportunities. A cohesive portfolio of finished work will be expected at the end of the term, including a digital portfolio.
Students will engage in learning technological skills, art theory, art criticism, and art history, through extended design projects. At the same time, students will be exploring some of the biggest and most important questions in Arts and Aesthetics with weekly readings, discussions, and journal prompts.
NOTE: This course meets at Brattleboro Union High School.
Advanced ceramics offers students the opportunity to further their wheel throwing and hand vuilding skills. Students are largely independent and contract for their grade. With attention to proportion and sculptural form, students use historical and cultural examples to deepen their understanding of the medium. In addition, students study and practice glazing using historical and contemporary references.
Note: this course is held at Brattleboro Union High School
NOTE: This course is a Dual Enrollment course held at Brattleboro Union High School.
The student will be self-guided but will work in the structure of the Photography II class with higher expectations in the quality of produced work and more advanced challenges will be given to Photography III 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 is a two-credit course which meets twice a week and focuses on listening and speaking.
Social media has fundamentally changed the way that we communicate as a society, upending expectations about communication norms, behaviors and outcomes. The changing workforce is shifting communication norms as millennials become managers, and boomers exit the workforce. Mission-driven organizations are challenged to use social media in order to remain relevant to its existing stakeholders, Matter to new stakeholders, and move them to action. While some struggle to achieve this, others are succeeding wildly using social media. This course provides a framework for understanding the role that social media plays in societal communications, and how organizations can leverage social media to remain relevant, Matter deeply, and move stakeholders to action. Students will leave with a solid understanding of how to use social media to expand awareness, advocate, and raise funds for social change. This course will delve into the concepts and tools needed for social media success: being a networked nonprofit; changing demographics; network theory; a deep dive into using social media to successfully expand awareness, raise funds, advocate, and deepen loyalty; and a strategic approach to social communications that realizes organizational goals.
This course is the continuation of Intermediate French I. In this course, students will continue to increase their capacity to communicate in oral and written French in formal and informal situations while acquiring an important knowledge of the francophone world. In class, we will concentrate on using the language in creative ways rather than on studying grammar rules (literary texts, films and culture). Required textbook: Imaginez, 3rd loose-leaf text and access codes, by Séverine Champeny. Vista Higther Learning (2016).
Additional Fee:$ 0
Does metaphor stand in place of and point to an absence, a reality that is somewhere else, or is metaphor the presence, right here, of the reality it signifies? This course is an exploration of the ways in which a cross-cultural study of metaphor can illuminate the categories of “modernity” and “religion” and can suggest a solution to the seemingly intractable binaries of sacred-profane, religious-secular, divine-human, and body-spirit.
Additional Fee:$ 0
The TESOL certificate internship consists of practice teaching and intercultural training. This will take the form of an internship in at an ESOL school in Costa Rica during the Spring Break. It is required in order to qualify for the certificate. Working in teaching teams, students will: prepare a coherent 6-day course for their respective class level (Beginner 1 - young adults, Beginner 1 – children, Intermediate 1 - adults). Teach a minimum of 6 hours of classes individually, although planning is done collaboratively. Observe peers teaching. Give and receive feedback on each day’s lessons in teaching group with trainer. Attend daily workshops (determined according trainee teachers’ needs). These may include: Culture & Inter-cultural communication, Feedback, Teaching Pronunciation
Participants will continue to develop knowledge and skills as teachers of English to speakers of other languages. They will continue to build a foundation in English lexicon and grammar while focusing on teaching the 4 skills, lesson planning, course design, classroom management, intercultural communication and giving and receiving feedback. Students will design lessons for children and adults that use a communicative, interactive approach. They will implement these lessons in peer teaching sessions in class. In addition they will prepare for their teaching practice by compiling a portfolio of lesson plans and gathering information about their teaching context. After the internship they will critically explore the role of English in the world today, including the sociopolitical factors that affect English language learning in other countries. The certificate is designed for people who may wish to teach English abroad or to 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 & Spring), complete a teaching internship and compile a portfolio. Overall course goal: Participants will have knowledge of the English language and of pedagogy, awareness of the role of English in the world today and skills in intercultural communication and teaching.
An introductory seminar designed to help students begin to think historically, culturally, and geographically. We will cover a handful of theoretical approaches to contemporary history as well as trace the historical threads of a number of major events outwards in time and space. Student work will include presentations identifying the influence or resonance of the major events of the course. The theoretical approaches will allow us to consider major themes of the recent past including: colonialism, genocide, human rights, socialism, globalization, and environmental change. Required for WSP students; Open to non-WSP students. Prerequisite: None
While in this class, students will be asked to reflect on their personal and professional skills, values, interest and goals in order to prepare themselves to identify and pursue an internship or job that will be meaningful to them. Students will explore and identify themselves as an individual, as a member of a shared culture, and within the context of a foreign culture, as it relates to skills needed to succeed professionally and personally while crossing cultures. Expected outcomes of the course are a professional resume and cover letter, improved networking and interview skills and proposal writing preparation, as well as strategies for dealing with culture shock and professional differences in a multicultural workplace. The course consists of 8 classes, which each meet for 1.5 hours.
A ten-week seminar addressing cultural differences and adaptation, and the integration of international field experiences into senior Plan work. Open for all students returning from study or fieldwork abroad; Required of WSP seniors. Graded on a Pass/Fail basis. Prerequisite: Study/field experience abroad Course time will be determined based on the mutual agreement of those who wish to enroll.
Course day and time To Be Determined.
This course focuses on journalistic coverage of the “Arab Spring” and subsequent regional developments, including foreign intervention, the collapse or reshaping of government authority, and the rise of ISIS and violent extremism in the Middle East and abroad. We consider the roles of Saudi Arabia and Iran, Russia and the USA, whose proxies are deeply involved in various conflicts in the region. What factors gave rise to the protest movements? From a historical perspective, are they categorically “new” events, or a more robust manifestation of earlier trends? How have factors such as the war on terror and the US occupation of Iraq contributed to regional instability? Why did some devolve into war and chaos (Libya, Syria, Iraq, Yemen), others see a return to military rule (Egypt), and others fail to effect change entirely (Bahrain)? How is the current global refugee crisis, the worst since World War II, related to these uprisings? We will interrogate the notion that journalism is “the first draft of history” as we consider how English-language news coverage shapes our perception of these events. Since it is mostly written by outsiders, what perspectives does it allow, and what does it neglect? Readings are drawn from news reports and longform articles and will be supplemented by several documentary films.
To understand the potential for social change, we must understand the social forces that shape our experience and constrain our actions. Why do we form orderly lines? Why don’t we run red lights? Why do we not rebel at every moment? How does a society generate consensus? To answer these and similar questions, we will study socialization, law, bureaucracy, and everyday interaction to explore social control and structure. Students will leave the course with knowledge of the societal construction of order and stability, the ways in which we are complicit in power, as well as how obedience and consent varies across social position. This is a companion course to Protest and Social Movements, which will be taught in upcoming semesters.
Social issues in Community Context
The course will delve into key topics in social psychology such as attitudes and prejudice, conformity and individuation, group dynamics, social cognition, interpersonal attraction, and social influence. Through interacting with local community organizations in our surrounding environment, students will work to develop an understanding of their role as agents of change. Students will involve themselves directly by creating a multi-media exhibition and forum open to the community as a final project.
It's no secret that our society is facing huge challenges, from climate change and food insecurity to gun violence and mass incarceration. How can concerned citizens make a difference? The Advocating for Change course will introduce students to a variety of tactics including the core elements of an advocacy campaign: advocates, policy, politics, and strategy. Students will enhance their communication and collaboration skills as they craft messages designed to influence.
This class provides credit for attendance at all lectures/films/panel discussions during the Speech Matters semester; for the trips to Montpelier, New Haven, New York City, and The Netherlands; and for participating in public forums.
Additional Fee:$ 0
This core class for Speech Matters looks at how the current discourse about crime, criminality, and punishment restricts our ability to think creatively about criminal justice reform. We'll observe how neighborhoods protect themselves from "the criminal element," how politicians campaign on "law and order," and how superintendents of correctional facilities strategically advocate for reform. Using the methods of anthropology and the concepts of social and political theory, we'll consider explanations for why we treat people who have served time as if they have nothing to offer. We'll also consider other ways of framing crime and punishment that focus more on community health than on the actions of individuals. Only open to students enrolled in Speech Matters.
This course provides an introduction to research methods often employed in the social sciences, including but not limited to anthropology, sociology, economics, psychology, political science and gender studies. Studying research methods in the abstract is very dry and unlikely to help us understand the complex questions facing researchers. Instead, we will actually do methods in this course. Much of the work will be collaboratively designed and implemented projects, including surveys, interviews, observations and experiments. Leaving this course, you will be prepared to conduct your own research project, identify well and poorly crafted research and ask astute questions about our social world.
Aristotle observed that audiences were only persuaded through their interests, the first of which was “maintenance of the established order.” In the United States, we maintain order through the Constitution, a document that evolves through constant reinterpretation. This class considers the expansion of civil rights through creative constitutional reasoning. Using the principles of rhetoric established by Aristotle, we shall debate the merits of desegregation, campaign finance reform, access to abortion, and affirmative action. By the end of the semester, students will be able to make constitutional claims, rebut counter-arguments, and, most importantly, know how to argue for evolution.
This course seeks to convey a sense of the discipline of Economics as a whole--its history, methods, and substantive concerns. The course examines processes common to all systems (e.g., division of labor, production, exchange, growth) and it examines whole systems as modeled and as observed. Prerequisite: None
An analysis of the major approaches to abnormal psychology and the resulting theories of personality. Prerequisite: Child Development, Persistent Problems in Psychology
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 help with 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?
The amount of solar power generated in Vermont continues to grow at a rapid pace. Marlboro College has a modest solar array to power a ventilation system in the greenhouse. Power from the sun – how does that work? We will explore the composition and function of solar panels – photovoltaic cells - but our central question is, can we build a larger solar array at Marlboro? We will explore this topic with the goal of creating a proposal for an expanded photovoltaic (PV) system at Marlboro College. A good place to start is an evaluation of the greenhouse solar array, followed by discussion of increasing solar power production at Marlboro, including possible sites, technical challenges, and financing models.
Combinatorics is the study of discrete structures and has applications to and draws tools from many other subfields of mathematics. This is an informal seminar during which students have the chance to do one of more of: pick up some of the main techniques and results of combinatorics; pick up some of the more obscure techniques and results of combinatorics; get involved with ongoing research projects (both Matt's and Sr2 John McGill's); explore research papers and open questions. [Discrete Mathematics will probably be offered as a four-credit introductory-level class in the Fall. That is a better entry point to the subject for those with less of a math background.]
An exploration of 3D digital art using Blender, a free and open source tool for modeling and all that as a platform to gain experience with 3D ideas and techniques. We'll also use our 3D printer to make some cool plastic thingies. The course will run as a once per week one credit learn-by-doing seminar open to all levels of experience.
Game Studies is a fast-growing field that draws on approaches from many different disciplines. We will study games from a variety of perspectives including a good dose of math (no prior math required). We will also add puzzles, which can be thought of as one-player games, to the mix. We'll play a lot, we'll write a lot, we'll solve a lot of puzzles and we'll do some designing in one or more of the Heroscape, Pandemic or Summoner Wars game systems.
Additional Fee:$ 0
A laboratory course designed for students of various levels interested in an introduction to experimental methods in physics. Students will acquire familiarity with a variety of laboratory instruments, techniques and statistical tools. Students will also learn how to record and present your observations and results. Experiments on Mechanics and Thermodynamics will be proposed to students at the introductory level, experiments on Modern Physics will be proposed to more advanced students.
This is an introductory course to computational algebraic geometry and commutative algebra. In this one-semester course, we focus our study on basic properties of ideals and varieties, the relations between them, and algorithms that allow us to perform computation on these objects. Topics to be covered include polynomial rings and ideals, affine varieties, Groaner bases, singular points, radical and irreducible ideals, and Hilbert's Nullstellensatz. If time allows, we will also look at rational functions or projective varieties.
An introduction to what computer scientists mean by "information", including information entropy, randomness, error correcting codes, data compression, and cryptography. This is an intermediate course in computer science and as such requires some background in programming as well as math through at least pre-calculus.
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 10 units, listed on the course web page. One credit will be earned for each unit completed. Students select units depending on their interest and need. The course is especially designed for students who plan to study calculus or statistics, would like to prepare for the GRE exam or who just want to learn some math. Over the semester, 3-4 units will be offered in the timetabled sessions. Individual tutorial-style arrangements can be made with students who want to study the non-timetabled units, or who want to study units at their own pace. Prerequisite: None
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: Passed Clear Writing Requirement; concurrent course or tutorial that includes substantial mathematical content
The laboratory sessions for the second semester will continue to be an opportunity for students to hone their lab skills and to explore topics and ideas discussed in class. Students will work in teams to devise, conduct and analyze experiments on bio-remediation and electrochromic materials. We will use primary literature to provide some context for our experiments, and we will continue to focus on employing the principles of green chemistry in our lab experiments.
The central topic of general chemistry is the composition of matter and transformations of matter, and we will continue to focus on how these microscopic transformations underlie our macroscopic experiences. In the second half of this introductory chemistry course we will examine in detail models of chemical bonds, reaction kinetics, acid-base equilibria and electrochemistry. We will also explore some aspects of thermodynamics, and environmental chemistry will continue to be a secondary theme of the course as we relate all of these topics to the effects of human activity on our environment. We will start each chapter with a discussion of selected topics, followed by in-class projects, problem-solving sessions and homework review.
An introduction to the major topics in modern physics, including wave-particle duality, the Schrodinger equation and its application to the structure of atoms and molecules and other topics.
An exploration of some classic computer science recipes and the ideas behind them. Topics will include big O notation, data structures such as queues and heaps, as well as problems involving sorting, searching, analyzing graphs, and encoding data. This is an intermediate level foundation course, strongly recommended for folks considering further work in computer science which is typically offered every other year. The primary programming language this semester will by python.
Further exploration of biological principles and biological diversity in a laboratory setting with independent student projects and a survey of campus vernal pool ecosystems. Co-requisite: Concurrent enrollment in General Biology II
General Biology serves as an introduction to the scientific study of life and basic biological principles. In this second semester we will explore biological concepts at the organismal and population level. Topics will include evolution, the diversity of life, plant structure and function, animal structure and function and ecology.
Second semester of the introductory physics class, suitable for students considering a plan in physics, science students or non-science students who want a physics foundation. Topics include fluids, thermodynamics, oscillations, waves and optics.
Preparation, purification and synthesis of organic compounds using microscale techniques. The laboratory sessions will continue to be an opportunity for students to hone their lab skills and to explore topics and ideas discussed in class. We will use primary literature to provide some context for our experiments, and students will work in teams to devise, conduct and analyze experiments. Also, this semester there will be a greater focus on self-designed laboratory investigations. Prerequisite: Organic Chemistry Lab I; Enrollment in or completion of Organic Chemistry II
"Nothing in biology makes sense except in the light of evolution" - T. Dobzhansky This course serves as an in-depth examination of the unifying principles of evolutionary biology. We will cover the genetic basis of evolutionary change with an emphasis on Mendelian, molecular, and population genetics and then develop an understanding of the mechanisms of evolution including natural selection. Our understanding will then allow us to explore such concepts as phylogenetic relationships, adaptation, and coevolution. Recommended for all students doing Plan work in the life sciences. Prerequisite: College-level biology course
Organic chemistry takes its name from the ancient idea that certain molecules - organic molecules - could only be made by living organisms. In second semester organic chemistry we will continue our study of different classes of organic compounds and their reactions. The first part of the semester will include material on important analytical techniques such as IR spectroscopy and Nuclear Magnetic Resonance. In the latter part of the semester we will turn to the original realm of organic chemistry - living systems. For example, we will examine properties and reactions of amines, carboxylic acids, carbohydrates, nucleic acids, amino acids, peptides and proteins, and lipids. This semester will also include a special focus on the process of olfaction in humans. Prerequisite: Organic Chemistry I (NSC12)
Additional Fee:$ 0
We build on the theory and techniques developed in Calculus (NSC515). Topics include techniques and applications of integration, epsilon/delta definitions, power series, parametric equations and differential equations.
Next to Calculus, Linear Algebra 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. Matrices, vector spaces and transformations are studied extensively (most work is done in the n-dimensional real case).
Statistics is the science--and art--of extracting data from the world around us and organizing, summarizing and analyzing it in order to draw conclusions or make predictions. This course provides a grounding in the principles and methods of statistics as commonly used in the natural and social sciences. Topics include: probability theory, data collection, description, visualization, probability, hypothesis testing, correlation and regression and analysis of variance. We will use the open source statistical computing package R (no prior computing experience is assumed).
An introduction to such poets as Galway Kinnell, Robert Creeley, Sylvia Plath, A.R. Ammons, Allen Ginsberg, Elizabeth Bishop, Alan Dugan, W.S. Merwin, John Berryman, Amy Clampitt, Gary Snyder, James Wright, and Adrienne Rich. Class will be devoted to discussion and analysis of poems. Three critical papers. Prerequisite: None
In this seminar we'll be reading, thinking, and writing about the contemporary Native American experience in North America. As we do, we'll ask ourselves two kinds of questions: First, what does it mean to be "native"? Second, how does the history of conflict between European settlers and indigenous peoples play itself out in contemporary Native American literature, in contemporary Native American life, and in our lives here, now, in America? Our primary reading will be contemporary, and will include the works by N. Scott Momaday, James Welch, Leslie Marmon Silko, Louise Ehrdrich and others. We will consider works representative of the diversity of Native American culture and art, and will also consider the work of non-Natives writing on Native themes. As time allows, we will also consider selections from Gloria Anzaldua, Jane Tompkins, and Richard Rodriguez, among others, and we'll try to get to some poetry, too. And, as in any writing seminar, we will write about all of it: expect at least three major papers, culminating in a research paper, and weekly shorter writing assignments. Discussions of the text will alternate with work on writing: conferences, writing workshops, and discussions of style and structure.
*NOTE: Students interested in Native American literature who would like to read more texts than those on the Writing Seminar syllabus should take this class and register for an extra-credit tutorial. Please contact John Sheehy for details.
- Marlboro College Faculty: Gloria Biamonte
Writing seminar for seniors completing a Plan in religious studies. This course can be taken for two to six credits.
Literary texts have been described as a site where the tensions of the age emerge. We will look at social tensions in the 19th century--prisons, attitudes toward women, education of children, the factory and its workers, legal systems, religious crises--through a selection of novels by Dickens, Hardy, Trollope and George Eliot.
This class will centre on the classics and not-so-classics of British Television over the last fifty years. There will be bi-weekly screenings and discussions organized by theme and genre. It will be your favourite class.
This course will explore the ways in which thinking difference in a sustained way has inspired new work in ethics, ontology, and aesthetics.
To speak Arabic more naturally in daily-life situations especially for those who are interested in traveling to Arab countries, Arabic-language learners won't find Standard Arabic a suitable tool to depend on an resort to. Although Arabic language has more than one dialect version, Egyptian dialect is understood in all Arab countries maybe because of the Egyptian movies that are widely seen in those countries. In this course, we will depend on Egyptian conversations compiled by a group of researchers from The University of Michigan in a study entitled "A Comprehensive Study of Egyptian Arabic." By the end of the course, students will be supposed to submit a conversational project in Egyptian Arabic.
Besides being seen as a means of communication, any language is also considered as a container for peoples' cultures. In Arabic culture, Koran holds a very fundamental place not just because of religious reasons but at least because of being the first Arabic text in a written form. Such a fundamental place always creates, for Arabic language learners, an urgent need to refer to this Holy text. In this course, we will be focusing on Standard Arabic Grammar in general with references from Koran in particular. Also, some hints will be given to the rhetorical language of Koran.
This course is the continuation of Elementary French I. This course builds on and expands language and cultural skills learned in the first semester. Students will continue to develop their 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 and cultural and historical knowledge. Required textbook: Chez Nous: Branché sur le monde francophone, 4/E, 2014.
Additional Fee:$ 0
This course explores the construction of Haiti through its history, languages, and literatures from the 18th century to the present. Throughout the semester, special attention will be paid to colonialism, slavery, race, identity, languages and exile. We will also examine the function of the creole language in the construction of Haiti’s identity and in relation to the dominant French culture and language.
Additional Fee:$ 0
Continuation of Greek 1A. Towards the end of the course, we will begin reading unadapted Greek, mainly extracts from Homer and Herodotus (and Biblical Greek, according to demand).
Digital analysis tools are becoming more and more common in the humanities in general and in history in particular. In this course we will familiarize ourselves with some of the more common tools in use today by historians including map making and GIS, digital text mining and analysis, network theory, and the use and display of increasingly large data sets. Along the way, we will both attempt to use some of these tools as well as read recent works that make effective use of these resources to ask new questions about history. Whether or not these tools fundamentally change what it means to do history remains an open question, one that we will read about and discuss at certain times over the semester. Work in the course will be frequently collaborative and directed towards creating our own digital history projects. Finally, we will also use blogging and discussion software to put some of our ideas and projects online. Although there is no specific requirement to take this course, it would be excellent for anyone with experience in or currently taking statistics or computer sciences courses as well as those with a deep interest in history.
This course looks at literary and religious disagreements and debate in antiquity. We will be exploring a smorgasbord of ancient texts to answer questions about how and why the Greeks and Romans imbued with such cultural importance and invested so much energy into picking fights with each other. The Classical World is famous for its dialectic, but how did it acquire this reputation? Are ancient argumentative tactics still impressive by modern standards? The course will commence with some of the headline texts of the classical canon (Homer's Iliad, Plato's Dialogues, 'Golden Age' Latin poetry) and end with an examination of Satire and Apologetics in the early Roman Empire. The course will comprise weekly tutorials interspersed with class meetings and will offer plenty of opportunities for writing practice. Students will get a chance to experience the rigors of ancient dialectical exercises for themselves as for a few sessions we adopt the format and customs of the classical academic arena.
This course is an introduction to competing meanings and uses of the idea of happiness in philosophy, religion, and science. We will begin with a study of the history of the idea of happiness, primarily—but not exclusively—focusing on Western thought. Then we will explore recent social psychology research on who is happy and what makes us happier, and how neuroscientists explore happiness. Finally, we will look at the way in which the idea of happiness functions in contemporary culture.
This is a continuation of Latin 1A. Alongside sharpening linguistic skills, we will devote a weekly class to reading some original Latin (probably Catullus and Cicero in the first instance), and learning the history of Western manuscripts, and how to read them.
Buddhist traditions have sometimes characterized the dharma—the teachings of the Buddha—as beyond the realm of language and thought. Nevertheless, Buddhists have long articulated their understanding and experience of the dharma through philosophy, poetry, and other genres. Some of the greatest Buddhist philosophers—such as Nagarjuna, Dogen, and Tsongkhapa—also wrote poetry that expressed their insight and devotion. This course will explore some of these varied approaches to articulating the dharma. Most of our attention will be devoted to classical Buddhist philosophy and poetry. In addition, we will read contemporary scholarship that will help students situate these works in the broader context of Buddhist history, doctrine, and experience. Finally, we will read two very recent novels that in different ways seek to articulate the dharma for a twenty-first century audience.
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 course, Practical Chinese IV, still aims to develop students’ communicative skills in listening, speaking, reading, and writing in Chinese. Besides language structure and usage, some aspect of Chinese culture is also covered where it is relevant.
This is the second semester course for Chinese language 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) is used as a tool to learn the spoken language. You will 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.
This course will survey the history of Southeast Asia (Vietnam, Laos, Cambodia, Thailand, Myanmar, Malaysia, Singapore, Indonesia, Brunei, and the Philippines) from the earliest written records to the present. During the first half of the semester, we will consider Indian and Chinese influences on the region; local forms of kingship, social organization, and religious expression; and the onset of European colonialism. In the second half, we will turn our attention to nationalist movements, the Japanese occupation during WWII, and political independence in the post-war period. Reading will include a comprehensive textbook, historical monographs, a memoir, and a novel. Students will conclude the semester with research papers on subjects of their own choosing. Prerequisite: None
Offers a dynamic and interactive introduction to Spanish and Spanish American cultures. The course covers the basic grammar structures of the Spanish language through extensive use of video, classroom practice, and weekly conversation sessions with a native-speaking language assistant. It is a continuation of Spanish I. Prerequisite: One semester of Spanish or some prior Spanish
Intermediate Spanish II builds on and expands the language skills acquired in Intermediate Spanish. It combines an extensive grammar review while focusing on all relevant language skills: listening, speaking, reading and writing. Culture is integrated in all aspects of the program; therefore, we will have critical discussions about the culture of different countries of the Spanish speaking world. Frequent compositions, selected literary readings, class discussions, and debates on films and current events. It meets three times a week as a class and an extra 50 minutes section with a language assistant, to be arranged. Intermediate Spanish II is a course for students who have completed Intermediate Spanish or have been deemed to be proficient enough for this class after taking an introductory Spanish placement test and talking to the professor about prior course work. If you are taking Spanish for the first time at Marlboro College, you need to talk to the professor. Prerequisite: Two semesters of college Spanish or equivalent.
Ever since feminists called attention to women's lives, the question of what it means to be a woman has been the subject of much academic debate. However, despite improvement in women's lives and shared similarities, the experience of being a woman differs markedly. Issues such as gender,race, ethnicity, class, nationality, and sexual orientation seem to account for these differences. We will examine issues of gender, race, identity, nationality, and sexual orientation in the work of selected writers of the Americas. We will also consider the ways in which gender, race, and historical and cultural specificity shape and complicate these categories of inquiry. Prerequisite: Prior exposure to Latin America. The course is offered in English but students may write in English, Spanish or Portuguese.
Additional Fee:$ 0
Virginia Woolf describes the essay as a form that "must lap us about and draw its curtain across the world." But what, she questions, "can the essayist use in these short lengths of prose to sting us awake and fix us in a trance which is not sleep but rather an intensification of life--a basking, with every faculty alert, in the sun of pleasure?" Her answer is a simple one: "He must know--that is the first essential--how to write." From David Quamman's "The Face of the Spider" to Scott Russell Sanders' "Under the Influence" to Wallace Stegner's "The Town Dump" to Annie Dillard's "Sight and Insight" to George Saunders' "The Braindead Megaphone," we will explore how contemporary essayists--in personal essays, nature writing, literary journalism, and science writing--look closely at everyday objects, practices and experiences. We will analyze what makes these essayists effective, entertaining and enlightening. And, of course, we will be writing about all of this in several formats: in-class exercises and shorter assignments leading up to two 4-6 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 essays. Prerequisite: None
A writing seminar for seniors studying political theory. Variable credits: 2-6. Permission of the instructor. May be repeated once for credit.
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. Prerequisite: Beginning Arabic or the equivalent
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. Prerequisite: None
An examination of available sources and current methodologies in the study of religion. Required for juniors on Plan in religion.
A continuation of “Ancient Chinese History and Culture,” this course will examine the major trends in Chinese history from the 17th century to the present. Along the way we will consider phenomenal expansion of China's territory, population, and economy under the Manchu Qing dynasty. We will then explore the onslaught of rebellion, reform, and revolution that put an end to the imperial system. We will consider the environmental consequences of economic development and political turmoil. Finally, we will study the radical communism of Mao Zedong and conclude by looking at the challenges facing China today. Throughout the semester we will focus on the changing forms of political power and their implications for empowerment and accountability.
This joint Marlboro College and Windham World Affairs Council (WWAC) "Engaging the World" series will include five seminars (February 8th, March 1st & 8th, April 5th & 12th) led by President Kevin in advance of five evening lectures which will be open to the public and take place from 6:30-8:30 p.m. either on the evenings of the seminar dates or on the Friday following the seminar. Lectures will be held on Feb 10th, March 1st and 10th, April 5th, and either April 12th OR 14th. Some lectures will be held in Brattleboro, in which case transportation will be provided for class participants. Students will be required to write a final paper in response to the lectures. Kevin will kick-off the series as the first lecturer, followed by four guest speakers with a breadth of experiences and diverse perspectives on how the U.S. engages in the world in the early days of a new presidency, as well as how that engagement is viewed. The four guest lecturers include: Rodney Bent, former interim President, Millenium Challenge Corporation; Pisan Manawapat, Ambassador, Royal Thai Government; W. Patrick Murphy, Deputy Assistant Secretary, U.S. State Department (tentative); and Joan Rohlfing, President, Nuclear Threat Initiative.
This introductory class will focus on the design features, principles, and use of Japanese hand tools. Following Toshio Odate’s text as our guide, we will consider the role of the shokunin or craftsman in society. We will study the physical properties of steel, stone, and wood. We will examine the aesthetics and function of traditional temple joinery. Dull tools will become sharp in our hands. We will look out to the wider world through fieldtrips to New York City and New Hope PA, home to George Nakashima’s workshop. We will also look in to the fine expressions of grain in pieces of pine and oak, which will tell us how to approach the wood with our tools. By the end of the term students will be able to recognize a halved rabbeted oblique scarf joint, and maybe even be able to cut one!
This survey course will explore the history of drag performance across a variety of sociocultural and political settings. We will examine the uses of drag through reading ethnographic research and multiple mediums: from Kabuki theater to RuPaul's Drag Race. This course will interweave feminist anthropological theory, queer theory, and trans theory to examine and interrogate gender, gender roles, and gender performance. The course participants will develop their own drag persona as a form of embodied ethnographic research/inquiry into these various theories.
What do we do when we write, and how do we learn to do it? This is the question that will drive our inquiry into both the theory and the practice of teaching writing, and we will conduct that inquiry with an eye toward learning something not only about the teaching of writing, but also about our own writing processes. During the first third of the course, we'll read and discuss various writing "bibles," beginning (of course) with Strunk and White, and moving to some more radical statements about writing. In the second third of the course you will teach each other how to write: as a class we will design an assignment, and teach that assignment to each other. In the final third of the course, we will apply what we've learned to a different kind of writing teaching: peer tutoring. The course will involve tutoring on several levels; we'll spend a good deal of time in the latter half of the course working with each other's papers, and with those of other Marlboro students. This is not a writing seminar, so if you haven't yet passed the writing requirement, this shouldn't be the only writing course you take this semester. All participants in this course should be enrolled in at least one other course that requires frequent writing, since we will use your own writing as a basis for many of our in-class exercises. This course is a prerequisite for tutoring at Marlboro. Prerequisite: Must have passed the Clear Writing Requirement
The course introduces students to methods and materials used by historians and ecologists in the study of the U.S. West. This semester our focus will be on wilderness. We will explore changing conceptions of wilderness from the Pre-Colonial era to the present, analyze the role of human activities in influencing the quantity, quality and character of wilderness, and examine how wilderness contributes to the ecological health of systems. Prerequisite: None
This course examines the intersection of dance and social/political activism, focusing primarily on American dance performance, but taking detours into works from theater, visual art and other places and cultures. How can dance participate in addressing social issues? How has it done so in the past? Can dance actually spark social change? We will examine dances that bring social and political themes to the concert stage, dances that protest in the street, dances that challenge the politics of who gets to dance, and more. Class work will be based in discussion of readings and dance films, but the course will also include guest speakers, creative projects, field trips/service learning, and a research paper.
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.Prerequisite: None; ability to read music helpful
This semester the workshop will emphasize compositions for small choir or vocal ensemble. Students will write compositions weekly which will be performed by fellow students in workshop. Prerequisite: Theory fundamentals, ability to read music
Join us in an introduction to Argentine Tango - a popular social dance of improvisation in a close partnership. We will be dancing to both traditional and contemporary music. We (Jim & Sara) are part of the Brattleboro and Western Mass tango communities and so there also will be opportunities to dance off campus. Check out http://youtu.be/qqL911qU3VE for a taste. May be repeated for credit.
Long weekly classes devoted to an analysis and discussion of poems written for the class. Admission to the class is limited and is on the basis of manuscripts. Variable credit, 2-5, depending on the amount of work submitted.
This course explores the language of objects. We are surrounded by things and take them for granted, but each item was made by a process of design. In a series of problems, students will be asked to design and build a chair, a package, and a game. Problems will focus on structure, presentation, and invention. The development of design styles will be studied as well. While Sculpture I explores the language of three dimension from a representational and expressive point of view, this course approaches the same language from the point of view of a problem solver. The inventive artistic result of this problem solving is often remarkable. Prerequisite: None Additional Fee:$80.
Contact Improvisation (CI) is an exploration of the movement that is possible when two bodies are in physical contact, using each other's support to balance and communicating through weight and momentum. CI was invented in the United States in the early 1970s and it has since spread all around the world, where it is practiced both as a social dance and as a component of post-modern dance performance. In this class, we will learn basic skills and concepts to enter the practice of contact improvisation. We will work to develop comfort with our bodies, to trust one another, to take risks, to make choices in the moment, and to understand the forces of physics as they apply to the body in motion. We will listen to sensation, communicate through skin and muscles, develop reflexes for falling and flying and find access to our own strength and sensitivity. Prerequisite: None
An introduction to poetic form, for those who wish to develop their own skills in formal verse. Those in the class will attempt poems in a variety of forms. We will explore various principles of rhythm in organizing lines -- meter, syllable count, rhyme, free verse, refrains, prose -- and a broad range of traditional and not-so-traditional stanza structures -- sonnets, sestinas, villanelles, haiku, double-dactyls, nonce forms, and so on. The aim is not to complete polished poems, but to engage technical matters in poetry seriously through exercises and analysis. May be taken in conjunction with Poetry Workshop or independently. Prerequisite: None
An opportunity for students to meet on a weekly basis to read and rehearse music from the standard chamber music repertoire. Woodwind, string and brass instruments welcome. Course may be repeated for credit.
Additional Fee:$ 0
This course provides a forum for students to share their Plan work with each other and to engage in critical dialogue. Student will share work and writing as well as present on artists of influence. An overview of professional practices will also be included. This is a required course for seniors on Plan in the Visual Arts. The class meets Tuesdays from 3:30 - 5:20 except the five days there will be visiting artists when the meeting time is 4:00 - 8:00 p.m.
A study of the development of musical forms during the period 1600-1800 and its importance in the society of this period. Ability to read music recommended. Prerequisite: None
Additional Fee:$ 0
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.
This course is an interdisciplinary survey of the history of photography from 1839 to present. Readings, lectures, and demonstrations will address photography’s multiple histories: as artistic medium, as social/cultural practice, as a technological revolution, and as capitalistic enterprise. We will view images made by important contributors to photography’s histories and explore the importance of vernacular photography in shaping our image culture. Students will also learn about various technical processes, execute various creative assignments that relate to historic movements in the medium, and write a final research paper.
This course offers a practical examination of the theatrical process through the performance of short plays. Casting will occur near the beginning of the semester and rehearsals will take place based on the student director's schedule. This is an opportunity to act in the short play festival. A firm commitment to the rehearsal process and the production is mandatory.
This course is designed as a continuation of the Fall 2016 semester Painting class but will be open to all interested students. We will focus on skill building exercises as well as projects which are designed to encourage conceptual thinking and the balance between form and content. Prerequisite Drawing 1 or permission of the instructor.
Art of Animation - ART2463
In this Intermediate course students will participate in the creation of functional pottery. Through a series of demonstrations and presentations, students will see historic and contemporary approaches to the creation of functional wares and develop ideas and practices that will help them to achieve a body of work that will be used in a service to be put on by enrolled students. Additional Fee: $100
This course will provide the foundational skills and techniques for visual storytelling in digital video production. Students will work in groups to write, direct, act, shoot and edit short videos. In-class workshops and demonstrations will instruct students on the fundamentals of camera, sound and lighting. We will explore how the technical aspects of filmmaking - such as lens selection and camera movement - affect the subtext of a film and empower filmmakers to create fresh and original stories. Screenings and critiques of students’ work throughout semester will provide feedback and support.
This production based course will investigate the theory behind and techniques integral to experimental film. Readings and class discussions will help place the avant-garde movement within the context of cinema history. We will screen work by experimental artists (e.g., Su Friedrich, Nathaniel Dorsky, James Benning, Ken Jacobs, Sally Potter, Luis Bunuel, Maya Deren, Chantal Akerman) and investigate the language and application of the medium. Regular production assignments will invite students to experiment with these learned techniques while addressing aspects of their own lives. In-class critique will give the students a chance to share their work with the group and receive feedback from their peers.
Visionary Film: The American Avant-Garde, 1943-2000, 3rd Edition | Author: P. Adams Sitney | ISBN: 978-0195148862
History of Experimental Film and Video 2nd Edition | Author: A.L. Rees | ISBN: 978-1844574360
Women and Experimental Filmmaking| Authors: Jean Petrolle, Virginia Wexman | ISBN: 978-0252072512
Direct Theory: Experimental Film/Video as Major Genre | Edward S. Small | ISBN: 978-0809319206
Additional Fee:$ 0
Student Directors will continue to deepen their knowledge of theories and practices in directing. Each student will choose a twenty to thirty minute play that they will direct. The process will include script analysis, casting, artistic vision, conducting production meetings and rehearsals. The course will culminate in a performance of each student director’s play.
Prerequisite: Directing I/ Credits: 3
This course is designed for advanced level students in the visual arts either on Plan or intending to soon be so, incorporating photography into their visual plan work. We will spend the vast majority of our meeting times critiquing student works in progress. It is not required that all the work being critiqued be solely photographic or even photographic at all. If a student is doing a portion of plan work, which is not at all photographic, but is intended to relate to their photographic work they should feel comfortable bringing it in for critique. We will also discuss all issues concerning the preparation of the Plan Exhibition. Prerequisite: Plan application on file or by permission of instructor
In this Advanced course students will participate in the creation of a portfolio of artwork in the ceramic medium Through a series of demonstrations and presentations, students will see historic and contemporary approaches to the creation of ceramic objects and develop ideas and practices that will help them to achieve a body of work.. Additional Fee: $100
This is a music making course for everyone - people who have never played an instrument or sung in public and those with a lot of experience alike. We will explore the four aspects of music making – practice, interpretation, improvisation and composition – through a variety of means, including using our bodies for sound, constructing instruments and using found ones, looking at experimental graphic music scores and more. By the end of semester, we'll be composing pieces for tuned percussion and performing them.
Additional Fee:$ 0
This class will focus on learning the basic drum techniques and rhythms of Senegal, West Africa. With an emphasis on Sabar and Saouruba, students will explore rhythms from Dakar, the capital of Senegal, to Casamance, a rural village in south Senegal. Students will learn to play on authentic drums and will accompany dancers, learning the give and take between drummer and dancer that is inherent to the musical culture of West Africa. The course will culminate with a live performannce, including both drummers and dancers.
This class will focus on learning both the popular and traditional dances of Senegal, West Africa. With an emphasis on Sabar and Saouruba, students will explore dances from Dakar, the capital of Senegal, to Casamance, a rural village in south Senegal. Students will be taught steps in the form of short, choreographed pieces and will be accompanied by live drumming whenever possible.
This course is a continuation of study of skills presented in Music Fundamentals I and includes the study of rhythm, meter, basic harmony and beyond. Prerequisite: Music Fundamentals I or permission of instructor
The course will survey jazz music from a historical and cultural context. We will track the evolution, master practitioners, and cultural reception and arguments surrounding jazz throughout the previous century and into this one.
The class will involve close listening to recording, readings of scholarly articles and other, less scholarly sources, 3 research projects, and editing / producing one 60 minute episode of a podcast as a research project.
Additional Fee:$ 0
Acting II is an intermediate course designed to continue the training and development of actors with previous class/performance experience. The goal of the class is to expand knowledge and skills gained in Acting I. Exercises and scene study work will culminate in a final scene project with partners. There is significant rehearsal time outside of class. Prerequisite: Acting I
This course is designed to build on basic drawing skills by implementing a variety of tools and materials. Fundamental issues of line, shape, tonal value, composition, color and design elements will be our first basis of investigation, coupled with identification of personal directions in drawing, including working with the figure, narrative and conceptual strategies. Experiments in mono-printing will be included. Prerequisite: Drawing I or permission of instructor
This course will offer intermediate and experienced dancers the opportunity to explore the intersection of contemporary modern dance technique and contemporary partnering. Solo work will be based in contemporary release-based technique and partnering work will stem from principles of contact improvisation. Students will learn how to use weight, momentum, breath, muscle tone, and a clear understanding of the structure of the body to move dynamically through space, in and out of the floor, up into the air, and on and off balance. Through our practice, we will develop strength, range of motion, balance, flexibility, stamina, self-awareness, and coordination. If participants are interested, we will create a short performance piece in this class, to be shared with the community at the end of the semester. Prerequisite: Some previous dance experience OR permission of the instructor