The word epic is nowadays used so often and so indiscriminately as to suggest that perhaps the term has lost all value. For the ancients, however, its meaning was much more clearly established. This class will firstly provide an introduction to the epics of Homer and Virgil. We will look at the chief characteristics of these rich poems and ask how they came to define the genre. At the same time we will balance this canonical approach by looking at some less commonly studied practitioners of the genre, such as Hesiod and Apollonius of Rhodes, as we attempt to set the more famous epic exemplars within a wider context. Along the way we will bring in several modern Hollywood adaptations of these poems, including but not limited to the Coen Brothers’ O Brother Where Art Thou and Wolfgang Petersen’s Troy, in order to see what light these receptions can throw on the ancient works. By this method we will also gain insight into Hollywood’s own extensive and varied epic inheritance.

This course explores the consequences of a worldview in which sound and music are considered divine. In India, musicians learn the principle nada brahma, sound is God. In the Abrahamic traditions all of creation is a manifestation of God’s Word. In such a worldview music and art can become a spiritual discipline, a form of prayer, a yoga through which practitioners can reconnect with all creatures and the source of creation. The musical traditions of North India and Turkey, with their rich and long histories, provide valuable insights into living a life that makes no distinction between the sacred and the mundane, between art and life. Musical practice shows how one might hold multiplicity within unity, alienation within connection. We will study the foundational stories that inform this worldview, read the writings of master musicians from these traditions and, through singing, learn the fundamentals of the makam and raga systems of music. No prior musical training is required.

 

This course offers students the opportunity to develop their hand building or wheel throwing skills in ceramics (students will choose their focus at the beginning of the semester).  Working side-by-side, these two groups will develop ideas and explore projects designed to advance both technical skills and aesthetic concerns in the ceramic medium.  Demonstrations and presentations will provide examples of various approaches to solving problems in clay.


Additional Fee:$100

This course will introduce students to the foundational skills used for both sculptural and functional ceramics.  Demonstrations and presentations will expose students to historical and contemporary approaches to working with clay.  Basic technical information about the ceramic medium will be discussed, and students will complete a series works designed to provide a broad sampling of the medium.  This class will focus primarily on hand building, with a wheel-throwing section.


Additional Fee:$100

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.  


Additional Fee:$0

This class will look at the basic models that economists use to attempt to describe how supply and demand work in an economy.  Emphasis will be placed on the interpretation and validity of economic models.  The first half of the course will concentrate on micro-economic topics (supply and demand, market failures, etc.) and the second half of the course will center on the macro economy (GDP, economic growth, business cycles, unemployment, inflation, etc.).  Much of the course will be taught with the use of homeworks (one approximately every two weeks).  As discussing homeworks will be a large part of the class, attendance for all classes is be required.  The class will be using a basic macroeconomics textbook by McCONNELL, BRUE, and FLYNN.

This course examines the history of the modern Middle East through the lenses of conflict and its cessation. What has the "monopoly on legitimate force within territorial borders" looked like in this region during Empire, colonial domination, monarchy, nationalism, popular uprisings? The region has experienced terms of peace - treaties, colonial and Mandatory power-sharing agreements, population exchanges and cleansings, forced expulsions, identitarian violence, peace accords, arms and aid deals, foreign-orchestrated coups and regime changes - that have often proved as divisive as declared wars between internationally recognized parties. The Global War on Terror has ushered in an era of less visible, less accountable warfare: flourishing of asymmetrical conflicts, occupations, insurgency and counterinsurgency, political and religious terrorism, remote and air-based warfare, proxy warfare, military reliance on sub-contracted labor, aid, development and humanitarian infrastructure that can augment or compete with exercise of state authority.

This course is intended as part of a conversation about race (broadly defined) in America (also broadly defined) from earliest documentation to and through today. We begin with a discussion of our own historical moment through the lens of, for example, Beyonce's Lemonade, Colin Kaepernick's protests, the Black Lives Matter movement, or any other recent event we choose. From there we will identify specific issues for discussion and develop reading lists and projects to investigate them from structural, historical, philosophical, etc. perspectives. There will be a combination of individual and group work and a final project. Multi-disciplinary approach: we will spend time defining terms that are important to people, and exploring how understandings differ. The course also engages a body of crucial social science literature to be read and discussed alongside and in dialogue with specific case studies.  



This course will focus on three sets of Social Experiences:

  • Examine our own individual learning experiences, particularly in schools 

  • Participate in local K-12 classroom or afterschool activities to observe, learn and practice

  • Analyze the experiences in order understand and explain educational settings.

These steps will allow us to learn by experiencing/doing and thinking, i.e. through Praxis. Faculty for this course will help each student organize a placement in a school such as Marlboro Elementary or with an afterschool program such as the Boys & Girls Club. We expect each student to log approximately 6 hours per week in their placement. Participants will keep a field journal on their observation and participation. There will be written reflections on readings for the course.  A final presentation and paper will explore the current tendencies in the field of education and the underlying political-economic forces in order to explain and suggest changes of direction.

This course traces the theories, debates, and paradigms that have shaped the anthropological thought. What might we see and understand differently if we trace the intellectual history of a discipline critiqued for its entanglements with colonialism and androcentrism from a different angle, off center or from the fringes? What might come into focus in this exercise? How can this shift in perspective and focus allow us to rethink our own processes of knowledge production? The key figures through whose work we will weave the intellectual history of anthropological thought in this course will be indigenous scholars, scholars of color, or scholars who, despite the valuable quality of their contributions are associated with the “anthropological canon” in lower tiers. We will locate these shapers in relation not only to the conditions of disciplinary knowledge production of their time but also in relation to the larger political and cultural currents to which they have been responding at different scales. 

People conceptualize health, illness, and healing processes differently based on their cultural knowledge and experiences in the society in which they live. Given this, in this course we will examine social suffering, the multiplicity of systems of healing, and medical practices to gain a richer understanding of the different ways of conceptualizing and experiencing health, wellbeing, illness, and healing cross-culturally. After we examine the ways culture affects human health, we will look into the ways that different diseases and epidemics point to an uneven distribution of power and resources across time and space. We will also examine how different technologies change biocultural and social practices over time. We will enter into our cross-cultural examination of these issues from varied ethnographically-grounded anthropological perspectives that point to the complex ways in which biological, environmental, cultural, political, and economic processes intersect. Plan student Iain Haukka will be a co-teacher of this course. 

Consider the question: How did I get here?  I’m at a private college in rural Vermont, but how did I really get here?  What social forces shaped my trajectory?  What was transmitted—materially and culturally—to me from my family and social context?  And what does that mean for my potential mobility and agency in the future?  This introductory course will help you interrogate the intersection of your biography and history, a skill known as the sociological imagination. We will read a range of sociological texts and complete journal-writing exercises to help locate ourselves in society.

This class considers the delineation of government powers through creative constitutional reasoning. Besides reading case law, we will investigate and enact the political debates behind each decision. By the end of the semester, students should be able to make constitutional claims to advance their political interests.

"Most of the great statements of political philosophy," writes Sheldon Wolin, "have been put forward in times of crisis; that is, when political phenomena are less effectively integrated by institutional forms." This junior seminar looks at how five classic political theorists (Aristotle, Aquinas, Machiavelli, Hobbes & Locke) shape the conversations about power and control, democracy and justice and what is required to enhance a community's wellbeing. We'll investigate how old these old conversations take on new meanings during times of political and social upheaval.

Post-apocalyptic and dystopian literature have often been prime methods of exploring our fears as a culture. Our fears can manifest as an end-of-the-world scenario, or fears of technology, or a government abusing their power over our lives. In this class we will read novels, short stories, and comics that explore different facets of dystopian and post-apocalyptic anxieties. These narratives use different devices to reflect the fears and anxieties of the time they were written, but are also reflective of our current political and social world. As this is a designated writing course, students will produce a sufficient number of pages to submit to the Clear and Concise Writing Portfolio, though there will not be an extensive editing phase as there would be in a Writing Seminar. Writing is important to understanding the material and for demonstrating critical thought about the topic. There will be options for extra credit which will enrich our understanding of the material and make for a more fun final paper. This course will be co-taught by Robyn Manning-Samuels and Sophie Gorjance.

How have cities developed as a hub of social life and changed over time? How are cities structured and what does that mean for their inhabitants? We will use Boston as our social laboratory to ask questions about the urban experience.  Topics of analysis include: urban problems and innovations, organization and conflict between social groups in the city, employment, spatial inequality, crime and safety, neighborhood effects, relationship to the environment and to the larger region.  A core part of this class is exploration of a Boston city block and will involve at least one trip to Boston.

The goal is for students to document their work and be able to share it online with whom they choose (friends, teachers, potential employers, internships, graduate schools). This class will operate in a workshop format in a computer lab setting with light homework and no exams. Students will create a Web based E-portfolio of their design, first by evaluating and choosing a platform (Website, social network, LinedIn, etc.) and then by designing the content and delivery (personal, professional, private, public, etc.). Mini-classes in the lab will cover media skills for capturing one's best work, e-portfolio design, and optimization.

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. Prerequisite: None

Major theories of personality are discussed and compared. The emphasis is on the underlying assumptions regarding persons and the therapies and psychotherapies which have emerged.

An introduction to the history and theory of Psychology, offering a survey of psychology's major perspectives.

General Biology serves as an introduction to the scientific study of life and basic biological principles. We begin the semester with an examination of the molecular and cellular nature of life and then explore the genetic basis for life. General Biology serves as the foundation for further work in life sciences. Prerequisite: Some chemistry recommended

We will spend the first part of the semester introducing the physical quantities and methodologies most commonly used in Astronomy. In the second part of the semester we will explore the solar system, planet by planet, focusing on the discoveries of recent space missions. 

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

During this class we will analyze the mechanics of particles, systems of particles, and rigid bodies. We will focus on topics like oscillations, some methods in the calculus of variations, Lagrangian and Hamiltonian dynamics. We will introduce the mathematical formalism needed for the quantum theory of physics. 

In 1953 scientists James Watson and Francis Crick first deduced the structure of DNA, and since then the advances in molecular biology have been staggering. Scientists can make plants resistant to pesticides. Doctors can cure children born with no immune system. Genome sequencing and stem cell technology may someday lead to personalized medical advice and replacement organs grown from your own skin cells. But DNA science also raises serious ethical questions. For example, what risks do we take when we release genetically engineered organisms into the environment, and do pest-resistant GM crops really reduce the use of pesticides? In this course we will explore advances in human understanding of DNA, and the promises and perils associated with scientists' ability to manipulate genetic material. We will examine the personalities driving DNA research, as well as the politics and financial incentives involved. This course will provide a general introduction to the nature and function of DNA, RNA, and protein. Students with prior experience in these topics are welcome although the course is intended as a general introduction to non-specialists. This course is therefore not considered a foundation course that prepares students for advanced study in the field. Prerequisite: None

Animals have evolved a remarkable diversity of behavioral patterns used in wide ranging ecological and social contexts. In this course, we will examine the mechanisms that underlie the expression of behavior (neurological, hormonal, genetic, and developmental) as well as the evolutionary bases of behavior by utilizing a variety of real-world examples from a broad range of taxa. Prerequisite: Permission of instructor


Additional Fee:$ 0

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.

Discrete math is the study of mathematical objects on which there is no natural notion of continuity. Examples include the integers, networks, permutations and search trees. After an introduction to the tools needed to study the subject, the emphasis will be on you *doing* mathematics. Series of problems will lead gradually to proofs of major theorems in various areas of the discipline. 

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.

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. 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 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.

This laboratory will be an introduction to techniques commonly used by biochemists, and must be taken in conjunction with Biochemistry of the Cell. Your work in the laboratory will focus on a semester-long investigation of an enzyme. This project will allow you to perform your own biochemistry research project in which you will employ the principles of chemistry and biochemistry that we study in the classroom. The protein you will investigate is already well-characterized. That is, previous research has described in detail the properties of the enzyme. Your goal is to determine if the enzyme you isolate is the same as that described in the primary literature. To answer this question we will begin with basic laboratory procedures such as preparing reagents, chromatography and performing a protein assay. We will then explore techniques for studying the activity of enzymes, and methods for separating proteins, such as one- and two-dimensional electrophoresis. Finally we will employ immunochemical methods for the identification of proteins. Throughout this semester-long project you will also learn about the procedures for data acquisition and analysis that will allow you to draw meaningful conclusions from your results. Prerequisite: Organic Chemistry I & II; Co-requisite: NSC13 Biochemistry of the Cell


Additional Fee:$ 0

In this lab we will take a hands-on approach to learning important concepts discussed in the General Ecology class. You will be introduced to the methods that ecologists use to design, carry out and analyze research. This class will be combined with The Ecological Reserve course taught by Allison Turner.

Real Analysis is the study of the real number system and functions of a real variable. In this course we look at how the real numbers are built and put the results developed in the Calculus sequence on a more rigorous footing. More importantly, we'll probe the limits of what the tools of Calculus can do, meeting lots of exotic examples that test and stretch our intuition (and hence provide motivation for the aforementioned rigor). Prerequisite: Calculus II

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.


Additional Fee:$0

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.

A study of the taxonomic, ecological, and evolutionary relationships of the dominant vascular plant families of Vermont. How do we identify flowering plants and how do they interact with other plants and animals such as pollinators and seed dispersers?  Fieldwork, including several fieldtrips to local areas of botanical interest, will take place during a Friday 1:30-4:50 lab in the first half of the semester. Limited to 12 students. Prerequisite: None

An examination of several major factors which contribute to the distribution and abundance of organisms and, hence, to the structure of biotic communities. An emphasis will be placed on the original literature. This course should be taken by all students with a life-science orientation in the environmental sciences. Prerequisite: College-level biology


Additional Fee:$ 0

Biochemists used to debate the nature of proteins: their composition, structure and function. Now we know many extraordinary details of the shapes of proteins and how they function. For example, how they help our bodies acquire nutrients from food, use those nutrients for fuel and carry oxygen to our tissues. In particular, researchers have revealed the intricacies of how a protein’s structure is related to its function. In this course we will employ an evolutionary perspective as we discuss major topics such as amino acids, proteins and protein structure, bioenergetics, enzymes and enzyme function. We will also study major metabolic pathways and their key control points. Our goals are for you to develop a thorough understanding of how enzymes work and to be familiar with key metabolic pathways and how they are controlled. Prerequisite: General Chemistry I & II; Co-requisite: Laboratory in Biochemistry of the Cell

This course explores some of the programming technologies essential to the operations of well-built websites. Students will work with elements of HTML/CSS, Javascript, SQL and some back-end software systems. We will also examine the history of the Internet and discuss the current technology, security and public policy issues affecting Internet users and web programmers today and in the near future — essential knowledge to becoming both an informed user of the Internet and a creator of future-tolerant systems that employ Internet and web technologies. Students will research and discuss the consequences of policy issues and choices confronting the web engineer, businessperson, public policy-maker and general public today. Policy topics will include infrastructure economics, net neutrality, privacy, surveillance and cryptography.  Prerequisite: Some programming and internet experience.

 

This intensive four-month series offers nonprofit leaders and staff the opportunity to gain and refine the essential skills needed to strengthen their organizations and achieve their missions. The Certificate course provides immediately-applicable training in all the core competencies of nonprofit management. It is intended for people who want to make a serious investment in their not-for-profit careers.  Undergrads interested in this course should also fill out this pre-registration surveyThis course meets in Brattleboro on the following Fridays from 8:30 a.m. to 4:00 p.m.: Sept. 8, 15, 22, 29, Oct. 6, 13, 20, 27, Nov. 3, 10, 17


 

This course will explore, challenge, and acknowledge the role organizations play in participating in and being catalysts for addressing systemic inequality, equity and inclusion at both the organizational and societal levels. The work we will engage in provides an overview of key concepts, historical perspectives, practices, and systems level strategies for leading organizations which embody a commitment to diversity and social justice in their internal systems as well as their external practices, policies, and engagement with their communities. This introductory management course is predicated on the assumption that the performance of all organizations must be judged, not only in terms of their financial performance, but also by their accountability and commitment to equity and justice in how they engage in and embody their missions. Credit must be taken for the listed amount.

Classes start online on September 8 and will meet on the following residency weekends:

Sept. 15-17

Oct. 13-15

Nov. 17-19

Dec. 8-10

The trimester ends on Dec. 16


In this introductory course, students learn the application of standard project management processes. Based on the Project Management Body of Knowledge (PMBOK®), key topics include project selection and scoping, risk analysis, schedule and budget management, development of work breakdown structures, project communication and team building. Students are asked to plan a real-world project and to initiate project control processes as part of the class homework. Credit must be taken for the listed amount.

Classes start online on September 8 and will meet on the following residency weekends:

Sept. 15-17

Oct. 13-15

Nov. 17-19

Dec. 8-10

The trimester ends on Dec. 16

 

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. Credit must be taken for the listed amount.

Classes start online on September 8 and will meet on the following residency weekends:

Sept. 15-17

Oct. 13-15

Nov. 17-19

Dec. 8-10

The trimester ends on Dec. 16


This course assumes a basic level of understanding of fundraising methods and history, and covers the mechanics of various fundraising sources and techniques as well as the psychological and philosophical underpinnings of both fundraising and philanthropy. It assumes that giving, as well as encouraging others to give, will be an ongoing basis for sustaining the nonprofit sector, but will explore the implications of impending political, technological, generational and taxation changes. There will be practical instruction and discussion on foundation, corporate, major donor, direct mail, grassroots, social media, event, and planned gift fundraising, with serious investigation of the human factors that make these successful. Credit must be taken for the listed amount.

Classes start online on September 8 and will meet on the following residency weekends:

Sept. 15-17

Oct. 13-15

Nov. 17-19

Dec. 8-10

The trimester ends on Dec. 16

 

Students will study the theory and history of educational technology and instructional design. This will include topics such as instructional systems design (ISD), cognitive psychology, past and present learning theories, curriculum design, assessment, evaluation, and who the key people and organizations are in the industry. Students will develop their own style of instructional design and their own amalgam of learning theories and use it to design a basic instructional unit of their choosing. Credit must be taken for the listed amount.

Classes start online on September 8 and will meet on the following residency weekends:

Sept. 15-17

Oct. 13-15

Nov. 17-19

Dec. 8-10

The trimester ends on Dec. 16

 

A foundation course in the delivery of educationally oriented multimedia via the Web. Students will use a best-of-breed content management system (WordPress) to develop their own highly usable electronic portfolio (e-portfolio). This e-portfolio will be used throughout the course as a sandbox to apply what they learn. Students will practice the basic production of educationally oriented text, photos, video, audio and files for download by publishing them to their e-portfolio. Students will study and discuss the history of the Web, blogs, wikis, RSS, trends, usability, design and the analysis and effective use of Web sites for educational purposes. E-portfolios may be used in subsequent classes to showcase finished projects. After graduation e-portfolios may be used to show examples of work and resumes. Credit must be taken for the listed amount.

Classes start online on September 8 and will meet on the following residency weekends:

Sept. 15-17

Oct. 13-15

Nov. 17-19

Dec. 8-10

The trimester ends on Dec. 16


This course will center on the "American Renaissance"--that period between, roughly, 1830 and 1870 that witnessed the burst of intense intellectual and artistic energy that produced some of the most memorable and enduring American literature. We will examine as much of that literature as we can, in a range of genres: slave narratives from Frederick Douglass and Harriet Jacobs, essays from Emerson and Thoreau, novels from Harriet Beecher Stowe, Herman Melville, Nathaniel Hawthorne and others, poetry from Walt Whitman and Emily Dickinson. Our goal in examining these works will always be double: on the simplest level, we will be interested in how these writers interpreted and responded to the places and times in which they lived; on a deeper level, though, we will consider how each of these works--and all of them together--attempts to create something we might call now an "American consciousness," attempts to invent, or re-invent, America. The point of the course is to read as much as we can, more than anything else--to develop a firm understanding of both canonical and non-canonical 19th century American literature, and to consider how that literature has helped to shape not just the literature that followed it, but the way we think about ourselves as Americans. This will NOT be a writing seminar: it will involve far too much reading for that. Students, though, will be expected to write about what they read on a regular basis, to lead discussions on a rotating basis, and to write a seminar paper at the end. Prerequisite: Permission of instructor, and must have passed the writing requirement.  Otherwise, a love for the written word and at least a liking for American literature.

Writing seminar for seniors. Students not completing a plan in religion can take this course as well but need permission of the instructor. This course can be taken for two to six credits.


Additional Fee:$ 0

This course traces the history of family life in the U.S. from the time of European settlement to the end of the nineteenth century. Drawing on an interdisciplinary array of sources from popular literature to material culture, we will explore how the family both affected and was affected by the major historical developments of these centuries. Our study will include Anglo-American nuclear families as well as families and groups that challenge dominant assumptions and practices-- slave families, immigrant families and utopian communities. A central focus of the course will be the importance of the family in structuring gender roles and relationships. The course is recommended for students interested in Gender Studies. Prerequisite: None

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 the Cambridge Reading Greek course which focuses on exposing students to continuous Greek prose as early as possible.

This course explores the philosophical development of existentialism from the 19th century to the middle of the 20th century, and how this "philosophical movement" helped frame contemporary discussions and debates about the meaning of life.  As we navigate through the existentialist philosophies of Nietzsche, Sartre and Camus, as well as an array of analytic perspectives on the meaning of life (e.g., Bertrand Russell, Thomas Nagel, Richard Taylor and Susan Wolf etc...), students will examine a variety of questions and matters that confront all human beings, including: a) What does it mean to be oneself and to live authentically?  b) How do our understandings of "absurdity" influence how we think about meaningful pursuits? c) How does our suffering and death shape the human condition? d) Does life have meaning, and how does religion and morality factor into such a life?  By applying the methods of critical thinking to these and other related questions and themes, this course aims to deepen students’ understanding about matters of personal existential significance. 

This course introduces students to the phonology and script of classical/modern standard Arabic and covers the basic morphology and syntax of the written language. There will be an 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. The relationship between language and culture are inseparably intertwined. One can better understand Arab culture, and hence current Arabic, when you have an inside view of common slang and colloquial sayings. Additionally, we will cover this integral part of Modern Arabic and this will facilitate a deeper appreciation of Arabic as understood by those whose native tongue is Arabic.

 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 . The relationship between language and culture are inseparably intertwined. One can better understand Arab culture, and hence current Arabic, when you have an inside view of common slang and colloquial sayings. Additionally, we will cover this integral part of Modern Arabic and this will facilitate a deeper appreciation of Arabic as understood by those whose native tongue is Arabic

Are there situations in life—paradoxes, contradictions, ambiguities—in which the guidance and clarity of law is not enough? This question will lead us in an exploration of the Bible and the Qur’an as we try and understand the nature, purpose, and limitations of law and the relationship between law and morality in these scriptures. We will examine the nature of self, subjectivity, and rational choice assumed in Biblical and Qur’anic legal discourse in comparison with the complex picture of subjectivity and choice that emerges from the morally ambiguous choices made by many of the prophets. We will also engage the work of contemporary scholars from a variety of fields—sociology, anthropology, psychology, ritual studies etc.—on the nature and function of law. This course can serve as a strong foundation for students interested in critiques of contemporary economic and legal systems.  


Additional Fee:$ 0

This course will examine the idea of “otherness” in Early Modern France (1560-1760) through travel narratives, “science fiction”, religious and philosophical works. We will examine throughout the semester how these works sought to describe the New World but in reality become a vehicle by which people expressed their own hopes, aspirations, and concerns about their own culture. In creating an “other", such authors as Jean de Lery, Michel de Montaigne, Louis Richeome, Cyrano de Bergerac, Fontenelle, Voltaire, Bougainville and Diderot constructed not only French identity but also an image of distant peoples and cultures that have remained without us today and constitute a colonizing force.

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 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. 

This course will explore the many threads bound up in the everyday practice of eating. We will write across a variety of genres addressing different audiences as we consider how food intersects with family, identity, gender, art, health, labor, policy, and ecology. Students will write food-centered memoirs inspired by MFK Fisher, analyze the rhetoric of food-related media, create a class cookbook, go deep on specific food words with Oxford English Dictionary and historical corpus research, conduct interviews with local food producers, and research and write feature-length articles on specific foods and food-related issues. 

What makes a story compelling? Does a novel need an arc? How do writers transform the events and individuals of lived experience into the plots and characters of fiction? In this workshop course, students will investigate narrative time, point of view, character-development, conflict, world-building, and other story elements. We will consider the roots of storytelling in oral folklore, explore the diversity of approaches to composition and revision among contemporary working writers, and discuss genre expectations and subversions. Students will focus on specific story elements in concrete targeted exercises, guided by observations and insights from course materials and beyond as they learn to read as writers. Texts will include short stories by Tobias Wolf, Flannery O’Connor, Junot Diaz, Nora Neale Hurston, and others, as well as longer works such as Herman Melville’s novella Benito Cereno and Shirley Jackson’s We Have Always Lived in the Castle. 

“To be born is to come to the world weighed down with strange gifts of the soul and an inextinguishable sense of exile."  Ben Okri

In this seminar, we will think about paradise – about creation, about freedom, about love, about exile.  Our semester-long discussion will be framed by the revolutionary visions of two writers: John Milton’s “to justify the ways of God to men” in his 1667 epic poem, Paradise Lost, and Toni Morrison’s to explore “why paradise necessitates exclusion” in her 1998 novel, Paradise. Our consideration of Milton’s logic of liberation and Morrison’s creation of “the one all-black town worth the pain” and the all-female community that challenges it will open up questions about the meaning of paradise and the shape of spiritual heroism.  Other authors may include:  William Blake, Percy Shelley, Mary Shelley, Virginia Woolf, Iris Murdoch, Ben Okri, Tom Stoppard, Ursula LeGuin, and Philip Pullman. Prerequisite:  Must have passed the Clear Writing Requirement.  

Travel in the late-medieval period took many forms.  Kings held itinerant courts that moved constantly around their kingdom; merchants purchased goods all around the Mediterranean and across the North Sea; religious pilgrims set out to shrines all around Europe and into Southwest Asia.  Hundreds of Europeans traveled outside of Europe, not just to the Holy Land on pilgrimage or crusade, but as far afield as India, China, or Mongolia.  In this course, we will focus on these travelers and explorers who experienced the world in quite different ways than the later explorers of the Early Modern period.  Over the semester, we will look at both local and long distance travel, methods and practices of communication, and the act of pilgrimage. We will also read several famous travel narratives ranging from Marco Polo to Ibn Battuta to Christopher Columbus himself.

“When I was a little kid,” writes Scott McCloud, “I knew exactly what comics were. Comics were those bright colorful magazines filled with bad art, stupid stories and guys in tights.”  With these words, McCloud launches into his exploration of the art-form of comics—a form whose potential and “hidden power” we will explore in this writing seminar.   Using McCloud’s Understanding Comics as our starting point, we will examine two nonfiction genres: memoirs narrating very specific moments in history – Art Spiegelman and Marjane Satrapi; and comics journalism including traditional on-the-scene reporting, investigative “slow”journalism, and a hybrid genre that borders between documentary and personal travelogue – Joe Sacco, Sarah McGlidden, Darryl Holliday, and Patrick Chappatte. And we will be writing about all of this in several formats: in-class exercises and shorter assignments leading up to one 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.

The course is designed as an overview of Contemporary Latin American Cinema. We will be discussing in detail 11-12 significant films as well as the cultural and historical context in which they have been produced. Every film constitutes a landmark in Latin American Cinema and will be discussed in relation to the issues they bring forth. We will deconstruct the techniques used to create each film and discuss how the cinematic approach serves the narrative and purpose. The sample of works provide an insight in the ways in which Latin American directors engage with and represent issues and problems such as poverty, justice, memory, violence, the family, the public and the private. Although the films chosen cover a multiplicity of perspectives we will devote some time speaking about films made by Latin American women film makers and the insights they provide. Among the issues addressed by these film makers are poverty, films as political weapon, race and ethnicity, and the boundary between documentary and fiction. Among the countries covered in this survey are Argentina, Mexico, Brazil, Ecuador, and Colombia.

Este curso presenta una introduccion al estilo de escritura mejor conocido como Realismo Magico. La clase se centra principalmente en la lectura de cuentos y quizas dos novelas cortas. Se espera que los estudiantes participen activamente en la discussion, hagan presentaciones y escriban trabajos cortos.

An increasingly large percentage of the global population find themselves living in what some would describe as temporary shelter. This class is a discussion-based course examining both the history and the design (or lack thereof) of itinerant structures and their built and un-built environments. We will examine the ways in which design can be used to create as well as to unmake community in a variety of contexts from the US fad in Tiny houses, to the Greek camps that sprung up in 2015 to house thousands of refugees from Syria, Iraq and Afghanistan.

The aim of this class is to introduce students to the history of art and its objects from the period of the cities and empires in the Ancient Near East up to the beginning of the European Renaissance in the 15th century. We will study works of painting, sculpture and architecture from a vast array of different cultures with an aim to developing students’ analytical capacities in looking at and understanding a work of art formally, culturally and contextually within both the History of Art and the History of the History of Art. The primary skills that this class is designed to develop in students are global competence (defined as a capacity to recognize and analyze different and diverse cultural productions), verbal and written fluency and sophistication, and visual analysis. 

This course offers a multi-disciplinary investigation of aging as a social, historical and personal process. What does it mean to grow old in a culture that celebrates youth and independence? How have the values and practices associated with aging changed over time? How do social policies and social institutions define and shape old age? How can the experiences of different elderly populations bring to light inequalities of race, ethnicity, class and gender and how does ageism intersect with other forms of oppression?  How have particular individuals navigated the complexities and challenges of aging? In exploring these questions, the course opens up central issues and methods in the Social Sciences and Humanities, and offers an opportunity to integrate theory and practice.  All students will spend 2 to 3 hours per week working with a local organization that provides care for older adults. Students will also learn and apply methods of oral history.  The class will meet on Wednesdays, with only an occasional Friday meeting.  The schedule is designed to create time and space for community engagement. In a society that will age rapidly over the next three decades, critically informed engagement with aging is vital for students anticipating work in the social service and health fields, family members who will care for aging parents and grandparents, and citizens who will be called on to consider the needs of an aging population. Wherever we are in the life course, the topic of aging invites us to consider fundamental questions of what we value and how we care for one another.

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.

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.

This course will provide an introduction of the study of history focused on Europe from Columbus to the beginning of the 20th century. Prior to mid-terms, we will cover major elements in the development of European nations and peoples including religious changes, imperial expansion, economic systems, and cultural identity. After this basic timeline, students in the course will choose and present on several areas that will be covered in greater depth. Options might include but are not limited to: Early Navigation, the Reformation, Enlightenment Philosophy, the 17th Century Crisis, Sex and Gender, the French Revolution, the Industrial Revolution or others.  These topics will include a presentation of a historiographic debate and will frequently be student led.

In this course we will read and do journalism, both as it is traditionally considered -- e.g., the essay as it has been defined in magazines like The New Yorker, or the expository report as practiced in The New York Times or The Wall Street Journal -- and in the many variations on traditional journalism that have emerged since the 1960s: gonzo print journalism, various forms of online writing, radio essays, etc. Our goal will be to read (and listen to, in the case of radio essays) as much interesting and provocative journalistic writing as possible, by writers like H.L. Mencken, Jonathan Raban, Hunter S. Thompson, Seymour Hersch, Annie Proulx, Jon Krakauer, Terry Tempest Williams and others. Our goal, in the end, will not be so much to arrive at a narrow definition of journalism as to expand our own writing practice to include a range of styles, voices and angles of presentation. And, as this will be a writing seminar, we will also write a lot, about the journalism we have read, and in journalistic pieces of our own. Discussion of the course texts will alternate with writing conferences, workshops, and work on grammar, style and structure.  Prerequisite:  None  Corequisite:  Can be paired with Gloria Biamonte's Graphic Journalism 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. Prerequisite: At least two consecutive semesters of college Spanish

This is a language course for first-year students of Spanish and is designed to aid development of listening, speaking, reading and writing skills. 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 to be offered in Spring 2014. 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. Prerequisite: None

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.


Additional Fee:$ 0

The ripples of Japanese culture have reached all sides of the Pacific. This seminar will examine selected topics in the origins and development of Japanese history and culture from the earliest records to the present. We will begin with a general overview of Japanese language, history and geography. We will then consider the fundamental themes of Japanese history while reading key works on Japanese literature, politics, religion, and contemporary society.  We will pay particular attention to issues of art and the environment. Each student will complete a number of short assignments in the first half of the term and an independent research project and linked presentation in the second half of the term.   Knowledge of Japanese language is not necessary, but some prior exposure to Japanese culture will be helpful.

This is a two-credit course which meets twice a week and focuses on listening and speaking.

This colloquium has two aims.  First, it serves as an introduction to the world of mission-driven organizations.  How do nonprofits, community alliances and progressive businesses thrive while making ethical choices in their internal practices and having a positive impact on the world around them? Second, it introduces students to the wealth of local resources available, from Marlboro's own Career Development Office and graduate programs in management to local enterprises living these ideals.  It is strongly recommended that students interested in the Accelerated Master's Track to a Master of Science in Management (MSM) or Master of Business Administration (MBA) take this colloquium.

Are you a Political Science student interested in collaborating on a short documentary of Black Lives Matter VT? A Dance student who would like to document and share the process behind choreographing a performance? Or an Environmental Studies major who wants to demystify solar energy and explore the possibility of expanding Marlboro’s solar grid? These are just a few imagined examples of projects students could make to help document, share, and further their studies. This course will be offered in two tiers, pairing Film/Video students with students from other disciplines. A two credit version of the course is offered for students focused in disciplines other than Film/Video who would like assistance in producing a documentary to supplement their studies. A four credit version of the course is offered for Film/Video students interested in learning the methods behind Documentary Production. The first semester will guide students through the process of researching and developing ideas into a story, creating a treatment and a proposal and beginning production. In-class workshops will orient students to the skills and techniques of filmmaking specific to documentary production: Producing, Directing, Conducting an Interview, Camera, Lighting, Sound Recording, and Editing. Film screenings and discussions will explore the issues of representation, ethics, and documentary form. Non-film students do not need to be available during the listed class times. Please contact me and/or come to the intro class even if you have conflicts. Production and post-production for the documentaries will continue into the Spring of 2018 and it is strongly recommended that students commit to both semesters. This course will be a prerequisite for the Spring 2018, Documentary Production & Post-Production course. 


Additional Fee:$75

Each of us is a part of many communities and will continue to be throughout our lives. In this course we will deeply investigate community both through theory and practice. We will begin by examining ourselves. We will then explore our relationships to others as well as the concepts of reciprocity and responsibility in communities. The course will develop community in three ways.  First we will cultivate the skills necessary to thrive in any community: inclusion, empathy, collaborative decision making, and shared leadership.  Second, students will learn how Marlboro’s system of self-governance works and will improve that system through their own participation.  Finally, we will work to advance some of the on-going initiatives at the College to make it more sustainable: ·         Solar power at Marlboro. Where does our power come from? Learn about solar power, and develop proposals for small and medium sized solar installations at Marlboro.   ·         Real Food Challenge. Where does our food come from, how "real" is it? We will increase the amount of local, fair, and environmentally-responsible food served in the dining hall. ·         Greens from the greenhouse. Solar and food! Learn how to make the farm's greenhouse more productive.  How many pounds of salad greens we can grow and deliver to the kitchen over the course of the fall semester? We will add additional projects to this list at initiative of participating students. Short reading and reflective writing assignments throughout the semester will help us tie theory to practice.

The Environmental Studies Colloquium serves to foster community among Environmental Studies students and faculty at Marlboro as well to introduce new students to ES opportunities at the college. This year, the Colloquium will employ the broad theme of ‘water’ to explore the rich and varied ES approaches to understanding the cultural, scientific and political dimensions of our environmental challenges. Faculty at Marlboro embody this variety of perspectives, 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 encounters with organizations and individuals who envision more just and sustainable ways of living. Throughout the course we will deepen our connections to place and to each other through readings, discussions, experiential learning and a weekend outdoor adventure.

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


Additional Fee:$0

Sculptors and architects share a language of three dimensions that leads to diverse points of contact between their art forms. This course will be an artist's look at buildings and sculpture from various cultures and periods of history. Responses will be in three forms: written research projects, sculpture and building designs.  Prerequisite: Three Dimensional Design or permission Additional Fee: $75.00


Additional Fee:$80.

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 is open to students of all levels. It is a revision of a traditional, optical color theory course. In addition to western color theories, students will consider the affective, associative, and symbolic nature of color and other seemingly “neutral” design elements such as pattern cross-culturally. Projects will include writing, collage, digital projection, and a self-directed final project that complements students’ current creative and scholarly interests. Students will be expected to complete readings, exercises, and artwork weekly outside of class, approximately 6 hours per week, while in class time will be devoted to material demonstrations, artist presentations, critiques, and collaborative projects.  The semester culminates with self-directed research projects on color.

This course is a rigorous, immersive investigation into the many facets and possibilities of drawing. We will be completing different drawing experiments weekly including drawing from visual observation, drawing from touch and sound, drawing as meditation, drawing as taxonomy, rule-based drawings, and map-making. Materials may include graphite, charcoal, ink, string, sound, and mobile devices. Our semester culminates in a self-directed final project. In addition to weekly homework assignments, students should expect to keep a sketchbook and complete readings, approximately 6-8 hours outside of class weekly. This course is designed for beginners but artists and draftswomen of all levels will be challenged. Students should bring a stick to the first class. 

Guided by the premise that without knowing where we’ve been, we can not know where we are this class in global theatre will explore how theatre has historically contributed to, reflected, and been mediated by social, political, cultural, and institutional ideologies. We will address the theatrical conventions, significant trends, and practitioners that have informed and constructed the social practice of global theatre. Assignments will consist of readings and essays.

Expand your video skills while attending Marlboro lectures and performances. One of the most common entry-level jobs in the film/video and photography industries is recording live events, and this course will help to provide you with the experience and knowledge necessary to walk onto the job. We will explore methods of single and multi-camera shoots, editing, and distribution. This class will meet semi-regularly at the listed class time as well as occasional afternoons and evenings throughout the semester.


Additional Fee:$45

The psychological thriller explores social relationships under pressure. Often they explore aspects of uncovering the unknown in other people—between a character and his/her intimate others, family and friends, or mysterious strangers.  This class will screen and discuss films that explore these dynamic and often dark relationships, which can reveal universal truths. Films planned for screening include: Henri Cluzot’s "Diabolique," Alfred Hitchcock’s "Rebecca," Martin Scorcese’s "Taxi Driver," Atom Egoyan’s "Exotica," David Cronenberg’s "Dead Ringers," Roman Polanski’s "Death and the Maiden," Georges Sluizer’s "The Vanishing," David Lynch’s "Mullholland Drive," Claude Chabrol’s "La Ceremonie," Alex Garland’s "Ex Machina," Paul Schrader’s "Affliction," Anthony Minghella’s "Talented Mr. Ripley," and David Fincher’s "Gone Girl."  Students will be expected to attend all classes and complete assignments including a mid-term and final.  


Additional Fee:$25

Effective screenwriting requires an understanding of story structure and an ability to shape character, theme, tone, and incident to dramatic effect.  For the director, screenwriting provides an opportunity to start anticipating the specific needs and dynamics of production, especially for casting, locations, design, cinematography, scene blocking, and more.   A film director takes the screenplay as a starting point for understanding complex characters and relationship dynamics.  Story is about character.  And character is action.  A director who was written the script is deeply immersed in the world of the film.  They can draw on this intimate knowledge to inform every discussion with actors and other collaborators throughout the process of preparation, production, and post-production.  This class will focus on the practice of screenwriting from a director’s unique point of view. Students who do not wish to direct are also welcomed to participate, since they can surely find value, just as a director who never intends to act can benefit from taking acting classes. Students will be encouraged to dig deep into their stories – conducting ancillary research and keeping notebooks to which they can turn for new ideas during the revision process.   Special consideration will be given to questions of character psychology and narrative perspective.  

Students can work on whatever interests them, whether it’s short or feature-length film screenplays, TV pilots, web series, or something unique.  Class activities will include writing exercises, discussions of exemplary scripts circulated for study, and critiques of each other’s work.  Out of class work will focus on reading and screening assignments and regular revision of your scripts to maximum impact.


Additional Fee:$25

A movement class for people curious to understand their bodies more deeply.  We will learn about the structure and mechanics of the human body and explore this information through movement.  Movement practices will be drawn from somatics, improvisation and contact improvisation, and contemporary dance. 

This course provides an introductory foundation to black and white photography and a select introduction to digital photographic processes. Students will learn basic camera operation, film exposure, black and white film development and enlargement printing, along with some digital skills such as negative scanning and inkjet 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.Additional Fee:$100


Additional Fee:$100

THE CONSTRUCTED REALITYThe histories of photography and, more recently, sculpture/installation art, are rife with examples of artists who are not content to simply observe reality as it exists but who find it necessary to construct their own. This course will focus on the conjunction of the disciplines of sculpture and photography and provide a venue for students to make work that reflects their own constructed reality. The end product of the work of this class will sometimes be photographs and, in other projects, sculpture. Both skills will be employed in each. Objects and spaces will be transformed and become the subject of new work. Students will be encouraged to work collaboratively. Materials fee: $100. Prerequisite: Photography I or permission of instructors


Additional Fee:$100

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
Additional Fee:$100


Additional Fee:$100

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.

In this class we will utilize our collective body knowledge as a starting place for creativity. We will connect with our senses and imagination as we explore multiple physical theater forms including commedia, clown, melodrama and mask. This course is about discovery and tapping into our body intelligence to create characters, connect with emotions and generate stories.

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.

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

This course immerses students in a physical training and collaborative process that will support the development of a performance. The technique portion of class includes phrase-work as well as somatic, improvisational, and mindful training of our moving bodies. We will work with gravity, find dynamic relationships between periphery and center, play with points of initiation, activate our focus, and use imagery to clarify tone and quality. Inside a steady flow of movement, we will meet tasks and phrases that develop our endurance, concentration, and rhythmic and spatial precision. Consensual partnering and touch exercises will expand options for finding support and moving through space.


Following technique, we enter a creative laboratory where students work as performers and researchers in collaboration with one another and the director. Our choreographic process will examine how movement creates “worlds” and manipulates, stretches, and shrinks scales of space and time. Throughout the semester we will build material—scores, choreography, language, and sound—that emerge from our shared research. Short in-class readings and writings on world-making and queer space and time will infuse our dance making with potent ideas. And, our performance will launch its own theories, however tiny or huge they may be.