Culture, Text and Language: 2000-2001 Programs
About Time
Fall/Coordinated Study
Faculty: York Wong
Enrollment: 24
Prerequisites: None. This all-level program accepts up to 25 percent or 12 first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Your idea about time forms meaning of self and others. It flies as an arrow
from cradle to grave, or on a circular, a seamless journey. Wordsmiths revel
in it (Woolf), schemers profit from it (Taylorism), world beaters bet in it
(Marx), visionaries overcome it (Buddha), technologists build with it (Internet),
postmodernists disdain it. Stephen Hawking would slice and dice it.
But what is time?
About Time investigates time’s impact on spiritual values, world views
and personal commitments, giving rise to notions of secularism and theism, tradition
and progress, nature and culture, love and violence. This study also looks at
how we communicate with each other molded by our view of time. Moreover, students
will do research about time in unique contexts, e.g., how a chosen novel, photograph,
hit song, mathematical theorem, ecological niche, martyrdom and other interesting
cases can only be deciphered through special interpretations of time.
- Credit awarded in social and cultural history, media studies, political
economy, expository writing and individual project work.
- Total: 16 credits.
- Program is preparatory for careers and future studies in liberal arts.
- This program is also listed in First-Year Programs.
America
Fall, Winter, Spring/Group Contract
Faculty: David Marr
Enrollment: 25
Prerequisites: Junior standing.
Faculty Signature: Yes
Special Expenses: No
Internship Possibilities: No
Travel Component: None
America is an advanced group contract in literature, history and philosophy.
For this inquiry into American experience, past and present, we will examine
sources of three kinds: (1) the works and lives of major poets, novelists and
philosophers from Ralph Waldo Emerson and William James to Emily Dickinson,
Eudora Welty and Ralph Waldo Ellison, (2) the historical record since colonial
times and (3) the lives of ordinary folk and achievements of ordinary and extraordinary
individuals. Topics to be treated in-depth include: writing as a vocation, the
varieties of religious experience, slavery and its legacy, pragmatism, trends
in literary and historical interpretation and the social history of intellectuals.
Fall and winter quarters in America the investigation will be aided by seminars,
recitations, examinations and expository essays. Spring quarter will involve
a larger share of independent work for each student on a well-defined topic
of his or her design.
- Credit awarded in American literature, American social-intellectual history,
American philosophy (pragmatism) and independent study.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in the humanities,
teaching, the law and other professions.
Awakening Ireland: From the Power of the Bards to the Call
of the Euro
Fall, Winter/Coordinated Study
Faculty: Sean Williams, Patrick Hill, Charles Teske
Enrollment: 75
Prerequisites: Junior or senior standing.
Faculty Signature: No. Faculty require new students to read two books Kevin
Collins' The Cultural Conquest of Ireland and Margaret Ward's Unmanageable
Revolutionaries and attend an orientation session with the faculty on Tuesday,
January 9, 2001.
Each new student will be assigned a program buddy so that they may catch up
with the rest of the program and become a part of the community. Contact
Sean Williams (360) 866-6000, ext. 6623.
Special Expenses: $50 per quarter for performance fees.
Internship Possibilities: No
Travel Component: None.
This two-quarter program (with a spring quarter option of travel to Ireland)
comprises a study of Ireland through its history and many modes of expression:
songs, poetry, Gaelic language, stories, film, drama, literature. In focusing
on pre-Christian and early Christian nature-based spirituality and expressive
culture during fall quarter, we will set the stage for understanding Irish reactions
to English colonialism, the Famine, and the social upheavals taking place at
the beginning of the 21st century. Our work is quite interdisciplinary; you
will be welcome in this program whether your personal passion is directed toward
the peace process in Northern Ireland, literary giants such as Joyce and Yeats,
or traditional music. By examining Ireland through the lenses of orality and
literacy, philosophies involving cycles and seasons, language and cultural identity,
and men and women, we will attempt to gain a holistic picture of the many facets
of experience in Ireland.
The faculty of this program expect a great deal from themselves and from the
students. We will participate in two seminars each week, lectures and workshops,
films, weekly writing assignments, essay-based exams each quarter, and focused
reading. In addition, we expect all students to participate, one way or another,
in performances of play readings, poetic recitation and song performance in
a supportive and safe environment. We expect you to learn enough basic Gaelic
to use it as small talk in seminars and outside of class. You should also expect
to develop your skills in research and critical analysis to explore theoretical
issues verbally and in writing. In requiring a faculty signature for this program,
we ask only that you carefully read the syllabus and program covenant (available
from Sean Williams by May of 2000), assess your own capabilities and be certain
that you see yourself as a good match for this important work.
Potential source material for this program includes Joyce’s Dubliners,
Condren’s The Serpent and the Goddess, McCourt’s Angela’s Ashes,
Kinsella’s The Táin, Collins’ The Cultural Conquest of Ireland, and
poetry by Yeats, Seamus Heaney, Eavan Boland and many others. We will also be
viewing such seminal films as “The Field,” “The Molly Maguires,”
“The Last Hurrah,” “The Dead” and “The Secret of Roan
Inish.” In the context of the European Union and the post-Riverdance world,
it is only appropriate that we focus in winter quarter on the tremendous upheavals
in Irish culture.
In spring quarter, selected participants from the Awakening Ireland program
will have the opportunity to study traditional language and culture in Ireland
at the Oideas Gael institute in Gleann Cholm Cille, Donegal. See the program
titled Irish Spring for further information.
- Credit awarded in Celtic studies*, literature*, traditional expressive arts*,
cultural studies*, history* and Irish language*.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in Celtic studies,
European studies, political economy, cultural studies, literature, Irish-American
studies and ethnomusicology.
- This program is also listed in Expressive Arts.
Blake’s Magic
Fall/Group Contract
Faculty: Craig Carlson
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
For poetry makes nothing happen; it survives
In the valley of its making where executives
Would never want to tamper . . .
If W.H. Auden is right in his famous lines, what about the curious case of
William Blake? Ignored by the public in his time, labeled “a genius with
a screw loose” by critics, he died an outsider and in poverty.
Yet, today Blake is regarded as one of the early prophets against the British
(later American) Empire and credited with influencing a variety of contemporary
thinkers and artists. Blake’s poetry is an imaginative mechanism designed
to fight the machine age. Others continue to use his work in the battle.
Blake is celebrated, too, for his astonishing and intricate counterpointing
of calligraphy, image, music, and word—his powerful illuminated “Images
of Wonder” meant to cleanse the “doors of perception.”
So, how did Blake survive the indifference of his day to emerge later as the
great poet of the Romantic Era and an important influence on our own times?
His work is uneven, fragmented, often unintelligible. Is there more to his later
ascendance than artistic merit? He describes himself with a “Bow of burning
gold” in a “Chariot of fire” fighting to save “England’s
green and pleasant land.” This is a story Sun Tzu would enjoy—Blake’s
isolated, quixotic crusade against the “dark Satanic Mills.” Somehow
Blake survives, even flourishes. How remarkable.
In our ten weeks together we will examine the tradition of the perennial philosophy
through the scholarship by Kathleen Raine. We will read historical accounts
of 19th- century England and biographies of Blake’s curious life and art.
We will read his writings: “Songs of Innocence and of Experience”
and “The Marriage of Heaven and Hell” in the Illuminated editions;
the letters; “Visions of the Daughters of Albion”; and other writings.
We will examine his engravings, drawings, paintings, and visual work. We will
read and enjoy writings, images, and music by his later followers, especially
R.D. Lange, Norman O. Brown, W.B. Yeats, Jim Morrison, Allen Ginsberg, Greg
Brown, and Charlotte Church.
Students will participate in weekly seminars, be asked to respond to Blake
though a variety of writing—critical essays, journal work, and creative,
as well as choosing expression in drawing, painting, calligraphy, dance, music
and performing arts. Each student will design and present a final project based
on Blake’s work and artistic heritage, as well as complete a research paper.
“Eternity is in love with the productions of time,” as Blake explains.
- Credit awarded in English literature*, English history*, writing and art*.
- Total: 16 credits.
- Program is preparatory for careers and future studies in the humanities,
cultural studies, arts and writing.
Crime
Fall/Coordinated Study
Faculty: Ernestine Kimbro, Justino Balderrama
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must submit a two-page statement of interest
to Ernestine Kimbro, The Evergreen State College, L 2300, Olympia, WA 98505
or e-mail: kimbroe@elwha.evergreen.edu, any time up to or during the Academic
Fair, May 10, 2000. Faculty will assess students’ writing skills and interest.
Students will be notified of acceptance into the program by Friday, May 12,
2000.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This one-quarter, upper-division coordinated study program will explore criminal
acts and criminal behavior in the United States. Our approach is cultural studies
framed, thus informed by interdisciplinary, multicultural knowledge. We use
culture as an explanatory/inquiring model to examine both theories of crime
and criminal behavior and the literature of crime. Our investigation extends
from “crimes of the century,” to corporate crime and street-level
crime.
Students should expect to complete either a substantive creative writing project
or an independent, scholarly, library project on a student-selected theme related
to crime activity.
Prospective students must submit a two-page typewritten/word-processed statement
of interest to faculty in order to be considered for enrollment. The statement
of interest should express clearly: (1) the degree of interest in the program;
(2) an assessment of reading and writing skills; and (3) evidence of the ability
to work independently. Continuing Evergreen students also should attach a copy
of a previous “Faculty Evaluation of Student Achievement” to the statement
of interest. If any questions exist please feel free to contact faculty who
are happy to respond.
- Credit awarded in criminology, sociology, social psychology, cultural studies,
social work, American literature and creative writing.
- Total: 16 credits.
- Program is prepatory for careers and future studies in the humanities and
the social sciences.
Theatre Laboratorim:
Body/Sex, Space/Place, Voice/Text
Fall, Winter, Spring/Coordinated Study
Faculty: Ariel Goldberger, Mario Caro
Enrollment: 50
Prerequisites: Sophomore standing. One year
of coordinated studies and previous drawing experience. Portfolio review encouraged.
Faculty Signature: No
Special Expenses: Art supplies approximately $200 per quarter, theater tickets
approximately $30 per quarter, additional shop expenses depending on the student
projects. Approximately $120 per student for tickets, lodging and travel during
three-day field trip to
Oregon Shakespeare Festival spring quarter.
Internship Possibilities: No
Travel Component: An out-of-state, three-day field trip spring quarter.
This program will provide participants interested in design and theatre with
an environment to develop theoretical and practical approaches to designing
the visual aspects of a performance. Participants will study a variety of theatrical
texts and do research into different periods and other writings to generate
appropriate visual and design responses that address the scenic, costume and
lighting design needs of the stage.
In the fall and winter quarters, students will go through a structured sequence
of projects to develop a familiarity with the design process and develop skills.
A large component of the class will be dramaturgical research and studies into
the history of fine and decorative arts, architecture, culture and theatre.
Students will be expected to explore all three areas of study: scenic, costume
and lighting design as well as participate in performance laboratories and collaboration
workshops. In the spring, we will undertake longer, collaborative projects to
understand the design process in-depth and develop a portfolio for future use.
Students should expect to work very hard and participate in weekly critique
sessions to develop familiarity with critical language and collaborative dialogue.
Participants could develop skills in many of the following areas, depending
on the overall class interests and structure: art history, drawing, sketching,
model making, technical drafting and scenic painting, scenic and costume crafts,
theory of color, dramatic theory and dramatic literature. Students with interests
in theatre, stage design, applications of dramatic theory, performance, architecture
and design in general are encouraged to register.
NOTE: The scope of the program may change to reflect the strength of the new
faculty member in art history.
- Credit awarded in theatre, design, art history, history of architecture
and décor, history of costume, scenic design, lighting design, costume design,
scenic crafts and technical theatre depending on the focus of student work.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in the arts, design
professions, history of art, theatre, performance and cultural studies.
- This program is also listed in Expressive Arts.
Diaspora, A Journey Toward Destiny
Fall, Winter, Spring/Coordinated Study
Faculty: George Freeman Jr., Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program will accept up to 25 percent or
12 first-year students.
Faculty Signature: No
Special Expenses: Approximately $60 each quarter for a three-day field trip
to Cispus during fall and winter quarters.
Internship Possibilities: No
Travel Component: In-state retreat during fall and winter quarters. Some student
research projects may involve travel.
Diaspora, A journey toward destiny
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
A long ways from home. A long ways from home.
Diaspora, A journey toward destiny
Remember, O Lord,
what is come upon us:
consider, and behold our reproach.
Our inheritance is turned to strangers,
Our houses to aliens.
We are orphans and fatherless,
Our mothers are widows.
— The Book of Lamentations, Jeremiah 5:1-3
Diaspora, A journey toward destiny
My heart is in the East and I am at the edge of the West.
How then, can I taste what I eat,
How can I enjoy it?
How can I fulfill my vows and pledges while Zion is
In the domain of Edom
And I am in the bonds of Arabia?
It would be easy for me to leave behind
All the good things of Spain;
It would be glorious to see the dust
Of the ruined Shrine.
— Yehudah Halevi (1075-1141), Spain.
More often than not, many of us feel a yearning for something or someplace
we call home. This yearning is derived in part from a sense of dislocation and
“otherness” and speaks to a desire to be at rest. Our program, Diaspora,
A Journey Toward Destiny, addresses the patterns of longing and the yearning
for a homeland. Through an examination of the forced migrations of two peoples,
the Jews and people of African descent, we intend to examine the multiple influences
that shape our beliefs about culture, place and time as related to that which
we call home and the journey to home.
The first quarter and part of the second quarter of our program explores the
African and Jewish diaspora brought about through slave trade, through the exodus
of Jews from Europe, and through centuries of intolerance. Referring to specific
historical periods, we will examine the factors that shaped these forced migrations
and the continual redefining of the concept of home. We will examine the slave
trade to Europe and America and the trafficking of people as property. We will
explore the factors that led to the extermination of six million Jews during
the Holocaust. Along with this search, we will look at how culture both endures
and is transformed through its interaction with geographic place. We will examine
the dynamic tension of creating a home in hostile lands and of the influence
on our current American landscape of these two communities of people.
Using as our foundation a historical understanding of the creation of home
by Jews and people of African descent, we then turn our attention to ourselves.
The remaining academic year explores our yearning for “home” where
no home can be found and no other truly exists. We will develop our understanding
of place and identity and how identity formation is associated with place as
related to time. This identity, with multiple influences, is blended into the
broader American cultural landscape. How does this happen? How do we end up
calling any one place home? How do we place ourselves in the overall landscape
and make our communities our homes? What roles do education and the media play
in creating our cultural sense of home? Our program explores the psychological
and sociological structures that support our identity development as an American
phenomenon. Diaspora, A Journey Toward Destiny will frame our current challenge
to work together as disparate communities affected by this common experience
and as a journey toward a common destiny. We will figure out how we can make
our lives useful and productive through engagement with one another, community
involvement, and through thoughtful and purposeful living. As is true of any
journey, the final destination is far less important than the journey itself.
- Credit awarded in Judaic studies, African-American studies, history, social
science, psychology, and the humanities.
- Total: 12 or 16 credits each quarter. Students may enroll in language studies
components for four credits during fall, winter and spring quarters upon approval
of faculty.
- Program is preparatory for careers and future studies in education, international
studies, the social sciences, humanities and the travel industry.
- This program is also listed in First-Year Programs and Social Science.
Difference and Desire: Sex and Race
in Society, Medicine and Film
Winter, Spring/Group Contract
Faculty: Julianne Unsel, Mario Caro (S)
Enrollment: 48
Prerequisites: None. This all-level program will accept up to 25 percent or
12 first-year students and will offer appropriate support to all students ready
to do advanced work. Transfer students welcome.
Faculty Signature: No
Special Expenses: Approximately $50 in winter quarter for an academic conference
field trip.
Internship Possibilities: Yes
Travel Component: No
This program combines a study of the social history of sexuality in the US and
Western Europe with an intellectual history of Western medical and scientific
attitudes and beliefs about sexual difference. We will focus on the changing
interplay over time between popular social practices, medical and scientific
systems of knowledge and cultural articulations of sexual difference and desire
in a selection of 20th century Hollywood films.
We will rely on texts from several disciplines, including history of sexuality,
history of medicine, film theory, feminist theory and psychology. We will use
these various texts, in conjunction with an intensive writing component, to
pull together new understandings of sexual difference and desire in US and in
Western history that would lie outside the competency of the historical discipline
alone.
Our weekly schedule will consist of seminars and lectures in history of sexuality
and medicine, a book seminar, a film screening and student facilitated seminars
in feminist theory, the psychology of desire, narrative film criticism, and/or
intensive writing. Emphasis will be placed on student peer teaching, personal
responsibility or learning, and intensive skills development in writing. We
will welcome guest speakers in psychology, reproductive medicine and health.
Selected texts include: D'Emilio and Freedman, Intimate Matters: A History
of Sexuality in America; Thomas Laqueur, Making Sex: Body and Gender From the
Greeks to Freud; Carol Groneman, Nymphomania: A History; Nikki R. Keddie, ed.,
Debating Gender, Debating Sexuality; Leila Rupp, A Desired Past: A Short History
of Same-Sex Love in America; Robert Eberwein, Sex Ed: Film, Video and the Framework
of Desire; E. Stein, The Mismeasure of Desire: The Science, Theory and Ethics
of Sexual Orientation; Boston Women's Health Collective, Our Bodies, Ourselves
for the New Century.
Narrative films include: a selection of classic Hollywood feature films where
varieties of women's desire are displayed. Titles include: All That Heaven Allows,
Splendor in the Grass, Love With a Proper Stranger, Children's Hour, Baby Doll,
Cat on a Hot Tin Roof, Butterfield 8, Sandpiper.
Credit awarded in history of sexuality, history of medicine, communication
arts (narrative film criticism), women's studies, ethnic studies, feminist theory,
psychology. Upper division credit available.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies in the social sciences,
education, psychology and health professions.
An Education to Greece:
An Introduction to the Language and Literature of Ancient Athens
Spring Quarter 2001
Faculty: Helen Cullyer
Enrollment: 24
Prerequisite: Students in this program must demonstrate competence in English
and at least one other language. Students should submit a writing sample to
the faculty at the first class meeting,, and must have studied a foreign language
for at least two years.
This all-level program accepts up to 50 percent or 12 first year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
"I declare that our city is an education to Greece." Pericles' Funeral Oration,
Thucydides II.41 In the fifth century B.C.E. Athens, at the height of its economic
and political power, became the literary and intellectual center of Greece and
continued to fulfil this role in the fourth century after its political hegemony
had disintegrated. In this program we will approach the study of this remarkable
period in intellectual and cultural history not only by reading in translation
many works written in Athens from roughly 450-350 B.C.E., but also by studying
the original language, Attic Greek, in which these works were composed. The
goal of the language component of the program is that by the end of the quarter
students should be able to read in Greek short passages from the works which
we have read in translation. The program will include intensive language classes
and workshops, and each week we will read a work of Athenian literature and
discuss it in seminar. We will focus on three seminal aspects of Athenian intellectual
life: the figure of Socrates and his legacy, the interaction of myth and politics
in Greek drama, and the profound effects of the Peloponnesian War which dominated
the second half of the fifth century. Readings may include the following: Aeschylus
Agamemnon, Euripides Trojan Women, Sophocles Electra, Aristophanes Clouds, Frogs,
Plato Apology, Symposium, and selections from Thucydides History of the Peloponnesian
War and Aristotle Nicomachean Ethics. Students will be expected to write short
papers, complete written language assignments, and take grammar and vocabulary
quizzes and exams. For further information about this program please contact
Helen Cullyer at: cullyerh@evergreen.edu
- Total: 12 or 16 credits each quarter.
Health and Human
Development
Fall, Winter, Spring/Coordinated Study
Faculty: Rita Pougiales (Coord), Elizabeth Kutter (F),
Stuart Matz, Mukti Khanna, Susan Finkel (WS)
Enrollment: Fall - 100, Winter/Spring - 100
Prerequisites: Sophomore standing. One year of college-level work.
Faculty Signature: No
Special Expenses: $40 for fall quarter retreat.
Internship Possibilities: Spring quarter only.
Travel Component: None
Attitudes about health reflect the basic world view and values of a culture,
such as how we relate to nature, other people, time, being, society versus community,
children versus elders, and independence versus dependence.
— Joseph Hartog, M.D. and Elizabeth Ann Hartog, M.A.
We will investigate the biological, cultural, spiritual and social forces that
influence healthy human development so that we may develop strong foundations
for further work in the areas of health, human services, anthropology and education.
Program material will be presented on the basis of two important assumptions.
First, health and development are mutually influenced by biological and social
forces. Second, culture defines and influences our understanding and facilitation
of health.
Drawing particularly from human biology, anthropology, communication and human
development theories, the program will examine the interactions of culture,
mind, body and spirit in the facilitation of healthy human development. Emphasis
will be placed on physical and cognitive development, perception, interpersonal
and intercultural communication, mind-body interactions and the influences of
nutrition, environment, gender, culture and world view on human health.
An early fall quarter retreat will provide an opportunity to begin forming
a learning community. During fall and winter quarters, through workshops, lectures,
seminars, guest presentations, group and individual projects, students will
develop skills and knowledge to support their selection of a spring quarter
project or internship in an area of interest.
The program will encourage development in reading, writing, self-awareness,
social imagination, research and communication, as well as strategies to facilitate
students’ own good health.
- Credit awarded in human biology, human development, cultural anthropology,
theories of human learning, approaches to health, interpersonal and intercultural
communication, nutrition and composition.
- Total: 12 or 16 credits each quarter. Students with strong background in
science or those pursuing language study may substitute a four-credit course,
(i.e., chemistry, college algebra, statistics, language) with faculty signature.
- Program is preparatory for careers and future studies in the health professions,
human services and education.
- This program is also listed in Scientific Inquiry and Social Science.
Hispanic Forms
in Life and Art
Fall, Winter, Spring/Coordinated Study
Faculty: Alice Nelson, Nancy Allen
Enrollment: 50
Prerequisites: Sophomore standing. Core program or equivalent; some study of
history or literature.
Faculty Signature: No
Special Expenses: Approximately $3,500 for optional spring quarter trip to Spain
or Latin America.
Internship Possibilities: Yes, spring quarter only.
Travel Component: Optional spring quarter trip to Spain or Latin America.
Hispanic Forms explores the inextricable cultural, historical and linguistic
links between Spain and Latin America. During fall and winter quarters, students
will be involved in intensive Spanish language classes and seminars conducted
in English on the history and literature of Spain and Latin America. Spring
quarter, all program work will be done in Spanish, and students will have the
opportunity to study in Spain or Latin America or to do internships in Olympia-area
Latino communities.
The program is organized around points of contact between Spain and Latin America,
beginning with the Spanish Conquest. During the first half of fall quarter,
we will analyze the perspectives from which indigenous people and Spaniards
viewed their contact, and the ideas and cultural practices of both groups during
the Conquest and the colonial period. For the rest of the quarter, we will return
to the medieval period in Spain to gain an understanding of cultural interactions
among Christians, Muslims and Jews, and of the ideas and institutions growing
out of the Christian “Reconquest” of the peninsula. We will attempt
to relate the Reconquest world view and the rise of the Inquisition to the subsequent
conquest of the Americas.
Winter quarter, we will turn to more “modern” times, with particular
attention to Spaniards’ and Latin Americans’ struggles for indigenous
identity: collective and individual notions of “self” and “nation.”
As Spain’s empire had declined in the 17th century and Spanish American
viceroyalties moved beyond independence from Spain and into the 20th century,
questions arose. The novelists we will read ask: What does it mean to be Spanish
in a post-imperial age? How might Latin America, with national identities no
longer based on being a colony of Spain, understand its place in the world?
How might Latin America determine its own history while struggling with capitalism
and modernity, with dictatorships and revolution, and with remaining tensions
among indigenous, mestizo and mulatto communities? Readings may include Don
Quixote by Miguel de Cervantes and novels by Gabriel García Márquez, Luisa Valenzuela
and others.
Spring quarter, students may opt to study abroad. In Spain, students will attend
language school and explore various questions related to that country’s
present-day view of America and its own colonial/imperial past. In Latin America,
students will live with host families, attend language school and study contemporary
resistance movements.
Some students will choose to do internships in the Olympia area, thereby creating
an opportunity for practical interaction with local Latino communities. The
group on campus will hold all its seminars in Spanish. First, we will examine
the cultural and social impact of the Spanish Civil War. Then we will return
to the Americas and explore U.S. Latino and border identities as expressed in
literature.
- Credit will be awarded in Spanish language, history and literature of medieval
Spain, history and literature of colonial Spanish America, contemporary Latin
American literature and culture, research and writing, and additional equivalencies
depending on the country of travel and students’ projects or internships
completed during spring quarter.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in languages, history,
literature, writing and international studies.
“How Can You Tell an
American?”
Fall, Winter, Spring/Coordinated Study
Faculty: Charles Pailthorp, José Gómez, Arun Chandra (FW)
Enrollment: 75
Prerequisites: None - All level
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Are we all “Americans” in the same way? Who counts as an “American”
has changed rapidly in United States culture, particularly since the U.S. emerged
as a world power following the Great War of 1914–18. We have had different
varieties of Americans, including hyphenated Americans (Italian-American, African-American
. . .) and we have to wonder: What are the qualities that determine who is a
“real American” and what does that status ensure? Answers to this
complex question must include discussions of gender, ethnic identity, sexual
orientation and age. It also must include the real or mythical histories of
how one’s “people” came to be in this region of North America.
How have these processes of identifying and classifying “Americans”
developed? How are they proceeding today? Where are they headed? Most importantly,
what bearing do they have on our central values of liberty, freedom and equality?
Can we still share the ideal of all being “Americans” in a just society?
American identity has been expressed in law, literature, music and image. The
law and the arts have had a particular, powerful role in shaping our image of
who we are, and of who counts as “we.” In this program we will examine
instances and critical developments in the law and the arts, and we will examine
their important intersection in the tensions which surround the phrase “freedom
of expression.” Our scrutiny of the arts will include visual art and emphasize
music (particularly jazz and musical theater). This work will be a critical
analysis based on visual and aural study rather than on the actual creation
of music or art.
Students in the program will become members of a community of writers, each
writing to her or his peers as an intended audience. In addition to writing
essays on a regular basis, students will write critiques of one another’s
work.
Reading, writing, small group discussion and close study of music and images
will be the principal activities of these three quarters. There will be two
periods of evaluation: the first midway through winter quarter, the second at
the end of the program.
- Credit awarded in writing, jurisprudence, social psychology, sociology,
philosophy, history of art, American studies, history of music and social
and cultural history.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in the humanities,
American studies, history of the arts and social sciences.
- This program is also listed in Social Science.
Hype and Hucksters: Media Campaigns as Popular Culture
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill
Enrollment: 25
Prerequisites: Junior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, 12 credit internship spring quarter.
Travel Component: None
Public campaigns presented in the mass media are so common we scarcely notice
them, yet they have a profound effect on the way we think, on the way public
life is conducted, and on our national aspirations. They exhort us to believe
this person but not that one, to adopt one habit and break another, to give
one person our vote or to buy a company’s product. They tint one idea or
way of life with glamour and goodness, while they tar others as wicked or unsavory.
Public campaigns are exercises in managed communications. When done well, they
leave little room for capricious discourse or the emergence of new ideas. They
feature, instead, a highly refined focus and a single-minded effort to maintain
that focus in the face of opposition. They vie to be noticed in an environment
crowded with information, inflating their message and using clever devices to
attract our attention. Media campaign hype and those who create it will occupy
our attention in this program. Campaigns are a form of propaganda, something
we will study closely, using seminar books, case studies, research projects
and a media workshop. We will study how campaigns are created, how they are
managed and how they do their persuasive work—all in an effort to understand
how their messages have insinuated themselves into our consciousness, remaining
there long after the campaigns are over.
In fall, we will devote special attention to the upcoming fall political campaigns,
particularly the presidential race. In winter, focus will shift to commercial
campaigns, such as those used in advertising and public relations. During spring
quarter, students will take part in internships in media organizations to see
the principles and practices studied fall and winter in operation.
- Credit awarded in persuasion and propaganda, mass communications and society,
campaign management, introduction to advertising, principles of public relations,
principles of marketing, communication and public policy and video production.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in mass communications,
marketing, public relations and campaign management.
Imagining
the Middle East and South Asia
Fall, Winter, Spring/Coordinated
Study
Faculty: Lance Laird, Therese Saliba, Steven Niva
Enrollment:
Prerequisites: Students joining this program in spring will be required to take
a four credit historical review as part of their studies.
Faculty Signature: Yes. A signature is required so that students can talk with
faculty about their interest in the program. Come see us at the academic fair
of email us at lairdl@evergreen.edu;
salibat@evergreen.edu
Special Expenses: Approximately $30 per quarter for local field trips. Optional
spring quarter travel to Jerusalem and Cairo for five to six weeks; students
can expect to spend approximately $3,500 for travel expenses.
Internship Possibilities: Yes.
Travel Component: Optional five to six weeks based in Jerusalem and Cairo.
During spring quarter, this continuing,
all-level program will focus on contemporary remappings of the Middle East and
South Asia--India, Pakistan, Iran, the Arab world, and surrounding countries--by
studying diaspora communities. Through Internet Web sites, literature, film,
cultural and political analysis, we will look at immigration, displacement,
discrimination, and renegotiations of ethnic and religious identities in a Western
context, namely North America and Europe. By learning skills in oral history,
we will also explore our own ancestry and histories of immigration as we gain
a growing sense of our "politics of identity." We will take at least
one field trip to visit a local religious community, and hear from a variety
of guest speakers. Throughout the quarter, we will maintain correspondence with
the students from the program traveling in Egypt and Turkey, and we will continue
to discuss current events related to the regions. Program readings include Evelyn
Shakir's Bint Arab: Arab and Arab-American Women in the United States,
Veejay Prashad's The Karma of Brown Folk, Amitav Ghosh's Shadowlines,
Haddad & Esposito's Muslims on the Americanization Path, as well
as several selected articles. In addition, all students will engage in a 4-credit
research/creative project in an area of their interest that involves community
interaction and draws on research and writing skills developed in class, including
oral history.
Students joining this program in
Spring will also be required to take a 4-credit historical review as part of
their studies. The readings will include Edward Said's Covering Islam,
Bose and Jalal's History of Modern South Asia, and Leila Ahmed's Women
and Gender in Islam.
Continuing students will have the
opportunity to work with local or Seattle Area organizations concerned with
immigration, human rights, and political activism related to Middle Eastern
or South Asian ethnic/religious communities. Students may choose from a variety
of organizations for this 4-credit internship component.
Credits awarded in Middle East Studies,
South Asian Studies, American Ethnic Studies, comparative literature, comparative
religion, history, and gender studies.
Total: 12 or 16 credits.
Indigenous Peoples: Identities and Social Transformation
Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Angela Gilliam, Kristina Ackley
Enrollment: 75
Prerequisites: Sophomore standing. All students participating in community service
at a detention facility for juveniles must have a police clearance.
Special Expenses: Travel expenses to community service project sites and potential
overnight field trips.
Internship Possibilities: Yes, spring quarter with faculty signature.
Travel Component: Overnight field trips.
This program is designed for students interested in learning about the cultural,
social and political struggles of Native Americans and other indigenous people.
The curriculum will focus on identity: “How are these people identified,
by themselves and by others?” and “What does it mean to be identified
as indigenous to insiders and outsiders?” The program will address the
myriad of other social and political issues related to identity and social change
experienced by people who have been invaded and colonized. Contemporary issues
surrounding indigenous peoples will be addressed along with the economic/political
ramifications of colonialism. The linguistic and cultural genocide experienced
and the resulting cultural changes will be highlighted throughout the year.
Students will be given the opportunity to share what they are learning about
other cultures with incarcerated youth.
In addition to the academic program, some students will participate in community
service working with incarcerated youth. A major focus of this service will
be providing cultural classes, assisting in the “Gateways for Incarcerated
Youth” project. Students will take a leading role in identifying opportunities
to build on what the youth want to learn as well as strengthen individuals and
community through learning about culture and heritage and the stresses between
races. One of the project’s goals is to bridge the gap between incarceration
and college. Students must pass a police clearance to participate.
- Credit awarded in Native American studies, cultural anthropology, indigenous
studies, modern colonialism and practicum in juvenile justice.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in social work, community
organizing, juvenile justice, politics, anthropology and cultural studies.
- This program is also listed in Environmental Studies, Native American and
World Indigenous Peoples Studies and Social Science.
Japanese Language
and Culture
Fall, Winter, Spring/Group Contract
Faculty: Setsuko Tsutsumi
Enrollment: 25
Prerequisites: Sophomore standing. Core program or equivalent.
Faculty Signature: No
Special Expenses: Approximate travel cost to Japan during spring quarter is
$4,000, including airfare and personal costs. Home stay accommodations.
Internship Possibilities: No
Travel Component: Optional trip to Japan.
This program will explore various aspects of Japanese civilization, aesthetics
and philosophy, values and morals and the sense of community and individual,
which vary from period to period, reflecting the changing times and circumstances
in the stream of history. We will identify the elements of continuity in the
midst of significant changes in Japan’s long and distinguished history.
We will concentrate on pre-19th century in the fall, modern Japan in the winter
and conduct a field trip to Japan in the spring. Materials will be drawn from
literature, history, politics and films appropriate to the topics under consideration.
In the fall, we will explore the literary and aesthetic traditions that constitute
the backbone of modern Japan. We will read the major works in Japanese literature
and history that represent and illustrate the main views and concerns of the
time. Such examples include The Tale of Genji, court diaries, The Tale of Heike,
Zeami’s Theory of Noh and some works of Ogai, Soseki and Kafu to serve
as a bridge between the traditional and modern world of Japan.
In the winter, we will pay special attention to significant topics, especially
following World War II, such as changes in the structure of society and family,
loss of self-identity, search for traditional moorings and the changing status
of women.
In the spring, the program will consist of an optional field trip to Japan.
While living with a Japanese family, each student will develop individual research
along lines of his or her own interests. This trip is the culmination of the
program.
Students who choose not to go to Japan can continue their language study on
campus for eight credits. The Japanese language course will run throughout the
year and constitute half of the total program. Learning a language simultaneously
with other aspects of a culture enhances the learning of each subject as well
as drawing a whole picture of the culture.
- Credit awarded in Japanese history, Japanese literature, Japanese film,
Japanese language (beginning and intermediate).
- Total: 8 or 16 credits each quarter. Eight credit Japanese language component
each quarter.
- Program is preparatory for careers and future studies in Japanese studies,
Japanese literature, Japanese history and Japanese language.
Mushrooms,
Culture and History
Fall/Coordinated Study
Faculty: Paul Przybylowicz, Michael Beug, Stacey Davis
Enrollment: 60
Prerequisites: Junior or senior standing. College-level writing and research
skills. This program begins early - Start date 9/18/00
Faculty Signature: No
Special Expenses: Approximately $80 for weeklong field trip to the Olympic National
Park and approximately $120 for a weeklong field trip to the Oregon coast.
Internship Possibilities: No
Travel Component: Weeklong field trips to the Olympic National Park and to the
Oregon coast.
Mushrooms and other fungi play many important, fascinating roles in both ecology
and human history. The great potato famine in the British Isles was caused by
a fungus that killed potatoes. There were numerous social, political and economic
factors, however, that also contributed significantly to the impact of this
effect. We will explore the history of the Irish potato famine and the sociopolitical
climate of the British Isles during this period. We will also do intensive fieldwork
to learn the taxonomy and ecology of the wild mushrooms of the Pacific Northwest.
Students will do an intensive research project and presentation about mushrooms
in food, medicine, culture and/or religion. We will be reading about the fungus
kingdom and its impact on human affairs, about British and Irish history and
the sociopolitical climate of the British Isles during this period. There will
be two weeklong field trips, one to the Olympic rain forests and one to the
central Oregon Coast, along with numerous shorter field trips.
- Credit awarded in mycology*, British and Irish history and research.
- Total: 16 credits.
- Program is preparatory for careers and future studies in field natural history,
history and mycology.
- This program is also listed in Environmental Studies.
Natural Histories: Botany, Biography, Community
Fall, Winter, Spring/Coordinated Study
Faculty: Matt Smith, Sam Schrager, Frederica Bowcutt
Enrollment: 72
Prerequisites: None. This all-level program will accept up to 25 percent or
18 first-year students.
Faculty Signature: No
Special Expenses: $200 for weeklong field trips.
Internship Possibilities: Yes, six credits spring quarter only.
Travel Component: In-state field trips during fall and spring quarters.
This program develops a naturalist approach to the study of human life and
nature. We will ask: How do we, individually and collectively, enact our relationship
to the natural world? How do society and nature affect our sense of who we are?
How do we tell the stories and construct the knowledge that shape our experience
of place? How can persons, institutions and communities act morally to nourish
the well-being of humans and the surrounding world?
Our exploration entails a highly integrative blend of sociological, ecological
and humanities-based thought. We will be especially concerned with cultural
frameworks that guide people’s interpretations. These will involve such
topics as gender, religion, class, family and ethnicity as sources of identity;
Euro-American and Native American outlooks on place in the West; the role of
science, trained professionals and environmentalism in mediating views of nature;
and the power of mass media and corporate capitalism to channel our sense of
possibilities.
The focus in fall includes field study of Puget Sound oral history and natural
history, as well as grounding in the value of stories and the social theory
of community. In winter, students will undertake ethnographic field study of
a local institution and library-based research on Northwest forest ecology.
Spring will feature more advanced research (or, if appropriate, internships),
with topics chosen in light of faculty expertise. In each quarter there will
be some instruction in basic botany (including classification, evolution and
anatomy). Throughout the year, we will emphasize writing in journal, essay and
documentary forms.
Readings will span community studies, environmental studies, imaginative literature
and critical thought. The program work will be intellectually challenging and
demand much time. We welcome first-year students who are ready for intensive
engagement in their studies. We will also provide strong support to upper-division
students ready to specialize in cultural, political or ecological inquiry while
seeking integrated understanding of the whole.
- Credit awarded in social theory, community and cultural studies, literature,
ecology, botany, ethnography and natural history. Students who do upper-division
work and need upper-division credit may negotiate with faculty.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in natural resource
management, social work, planning, cultural documentation, environmental policy,
journalism and the humanities.
- This program is also listed in First-Year Programs and Environmental Studies.
Nonfiction Writing
Spring/Group contract
Faculty: Burt Guttman
Enrollment: 25
Prerequisite: Basic writing ability. Students interested in the program should
submit a few samples of their writing, which have not been edited and corrected
by someone else, to the sponsor's mailbox on the first floor of Lab I, including
a phone number and e-mail address if possible. They will be notified of their
status as soon as possible.
Faculty signature: yes
Special expenses: no
Internship possibilities: no
Travel component: none
This group contract presents an opportunity for serious writers to develop
their skills and to pursue a project intensively. It is not remedial; no one
is expected to be perfect, but students must have the basic ability to write
clear, grammatical English with proper punctuation and spelling. The program
is open to students who want to work intensively on one project or to those
who want to do a series of projects to generally improve their writing. If students
desire, we may put some emphasis on science writing.
Since "A writer is a reader moved to emulation" (Saul Bellow), we
will spend some time reading and studying examples of excellent nonfiction.
We will work on techniques of writing, on alternative formulations of ideas,
and on the importance of being dissatisfied with one's work and constantly looking
for ways to improve it. Students will spend some time working together to provide
honest criticism of one another's work; writers must learn to accept criticism,
and those who cannot do so should not enroll. But since "the real writer
is one who really writes" (Marge Piercy), students must commit to spending
lots and lots of time writing and writing and writing; and since writing is
largely editing, they must commit to spending lots and lots of time editing
their work. The word "nonfiction" is operative; the program cannot
support students who want to write fiction, poetry, and the like.
Credit awarded in expository writing.
Total: 12 or 16 credits.
Program is preparatory for careers or future study in writing or any work that
requires excellent writing.
On Interpretation: Stories as Effect and Cause
Fall, Winter/Coordinated Study
Faculty: Hazel Jo Reed, Helen Cullyer
Enrollment: 54
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
. . . literature belongs to the world man constructs, not the world he sees;
to his home, not to his environment. Literature’s world is a concrete human
world of immediate experience.
— Northrop Frye
This program is based on the premise that stories not only reflect our lives,
but shape them as well—reflect and shape our images of person, of godhead,
of community, of time, of hope, fear, and purpose. We will deal intensively
with classical works from Greece and Rome and with mythological and popular
works from ancient Mesopotamia through the present. Our goals are to develop
skills for interpreting such texts and to examine consequences implied by our
interpretations.
This program is specifically designed to prepare students for upper-division
work in the humanities and the social science programs that focus on interpretation
of texts. In order to reflect the particular strengths of the new faculty member
in the classics, the scope of the program may be subject to change.
- Credit awarded in various aspects of classical studies and literature, literary
criticism, and studies in mythology.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in literature, humanities
and social science.
The Physicist’s
World
Fall, Winter/Group Contract
Faculty: Tom Grissom
Enrollment: 24
Prerequisites: None. This all-level program will accept up to 25 percent or
6 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The 20th century has brought about a revolution in our understanding of the
physical universe. We have been forced to revise the way we think about even
such basic concepts as space and time and causality, and about the properties
of matter. An important part of this revolution has been the surprising discovery
of fundamental ways in which our knowledge of the material world is ultimately
limited. These limitations are not the result of surmountable shortcomings in
human understanding but are more deeply rooted in the nature of the universe
itself.
In this program we will examine the mental world created by the physicist to
make sense out of our experience of the material world around us, and to try
and understand the nature of physical reality. We will ask and explore answers
to the twin questions of epistemology: What can we know? and How can we know
it? We will start with the pre-Socratic philosophers and continue through each
of the major developments of 20th- century physics, including the theories of
relativity, the quantum theory, deterministic chaos, and modern cosmology. We
will trace the development of answers to these questions about the physical
world, and we will specifically examine the nature and the origins of the limits
that our answers impose on our ultimate knowledge of the world. No mathematical
prerequisites are assumed. Mathematical thinking will be developed within the
context of the other ideas as needed for our purposes. The only prerequisites
are curiosity about the natural world and a willingness to read and think and
write about challenging texts and ideas.
This program will cover everything you always wanted to know about physics
but were afraid you wouldn’t be able to comprehend. We will discover that
these ideas are not accessible only to physicists, but are within the grasp
of anyone curious about them and willing to work to satisfy that curiosity.
We will read primary texts, such as works by the pre-Socratics, Aristotle, Lucretius,
Galileo, Newton and Einstein, plus selected contemporary writings on physics.
In addition to the other texts, a book-length manuscript has been written for
this program that will serve as an extended outline and guide to the works and
ideas that we will read and discuss. Fall quarter will concentrate on the period
up to the beginning of the 20th century; winter quarter will cover developments
during the 20th century.
- Credit awarded in philosophy of science, history of science, introduction
to physical science, introduction to mathematics and quantitative reasoning
and expository writing.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in the humanities
and sciences.
- This program is also listed in First-Year Programs and Scientific Inquiry.
Reading and Writing Contemporary Prose
Fall, Winter/Coordinated Study
Faculty: Tom Foote, Bill Ransom
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must submit an example of their best writing
and participate in a faculty interview.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This two-quarter program is a directed exploration in the reading and writing
of contemporary prose. Seminars, lectures and readings will examine the theory
and practice behind the writing of recent works of creative nonfiction and fiction.
We will begin with creative nonfiction; here students will learn to use the
tools of fiction writers to document creatively on-going events and life experience.
We begin here because nonfiction obviates the necessity of inventing information
like dialogue and description, since everything in creative nonfiction happened
and is already an established part of the physical world. As students become
facile with this form, we will move into fiction and assume the seductive burden
of creating what happens. We will examine the interrelationship between creative
nonfiction and fiction, between what is and how it could be. This program will
strongly emphasize observation and writing in the field, and all students will
adopt a field research venue in which they will be required to conduct and document
on-site research.
Students will submit their own fiction and nonfiction prose for examination
and critique. This program is craft-oriented and demands a great deal of reading,
research and collaborative work. Students will keep extensive journals including
a story journal, where they will document the various stories they hear in daily
life. They will participate in idea and writing workshops, establish themselves
in a venue and write extensively in multiple fiction and non-fiction projects.
Some work in, and travel to, the off-campus community is required. An e-mail
account (free on campus) will be necessary for some assignments.
In the winter quarter we will form into writing units and each unit will publish
its final substantive piece in a spiral-bound book.
- Credit awarded in creative writing, reading the literature of reality, writing
the literature of reality, field research, reading contemporary prose and
writing contemporary prose.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in professional writing,
teaching and editing.
Reading South and North: Literature of the Americas
Fall, Winter/Coordinated Study
Faculty: Greg Mullins, Evelia Romano
Enrollment: 50
Prerequisites: Sophomore standing, college-level reading and expository writing
skills.
Faculty Signature: No
Special Expenses: Approximately $30 for special event fees.
Internship Possibilities: No
Travel Component: None
Literature has long been read, studied, and taught as a national phenomenon,
as if, for example, literature written in Mexico by Mexicans speaks about a
specifically national experience. At the turn of the century, however, we are
becoming increasingly aware of the extent to which culture and literature are
produced within global rather than national frameworks. What is the role of
literature in the global system? Does literature reflect developments in global
culture? Does it resist them? Does it remain an expression of national culture?
Have past efforts to read literature as a national experience been misguided?
In this program we will address these sorts of questions with reference to
the literature of the Americas, North and South. Along the way, we will examine
various attempts to write literary histories with reference to nations and regions.
For example, we will consider “modernism” as a category of literary
criticism, and study how that term is used in the United States, Spanish America
and Brazil. In the midst of our ongoing discussion of nations and regions, we
will also explore universalist approaches to literary study, for example looking
at genre conventions and aesthetics. A component of the program (equaling four
credits per quarter) will be an introduction to literary theory, particularly
as theory shapes our understanding of culture, nationalism and globalization.
The work in this program will be based on texts—both those we read and
those we write. Readings will include poetry, novels, short stories, literary
theory, and literary criticism. Students will write critical essays and exams.
The program will be conducted in English, but advanced students of Spanish and/or
Portuguese will be encouraged to read available texts in those languages. Students
who wish to complement this program with language study can register for 12
credits (dropping four credits in literary theory) and take an evening language
course.
- Credit awarded in Latin American literature, U.S. literature and literary
theory.
- Total: 12 or 16 credits each quarter.
- Program is preparatory for careers and future studies in liberal arts professions
such as education, law, management, social services, arts and humanities.
Russia
Fall, Winter, Spring/Coordinated Study
Faculty: Patricia Krafcik (coordinator)
Robert Smurr (WS 1/2 time), Thomas Rainey (WS 1/2 time)
Enrollment: 50
Prerequisites: Junior or senior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program explores Russia from the ninth century to the present. Fall quarter
covers Russian history, literature and culture from their beginnings to the
end of the 18th century; winter quarter focuses on the 19th century; and spring
quarter concentrates on the 20th century, including the Soviet and post-Soviet
eras. Readings may include chronicles, epics, saints’ lives, historical
texts, folklore, tales and the literature of Pushkin, Gogol, Turgenev, Dostoevsky,
Tolstoy, Chekhov, Herzen, Gorky, Blok, Zamiatin, Mayakovsky, Esenin, Ahkmatova,
Solzhenitsyn, Pasternak, Ginzberg, Yevtushenko, Petrushevskaya, Tolstaya and
Rasputin.
Intensive Beginning Russian may be offered during summer 2000. Less intensive
Beginning and Intermediate Russian will be offered as separate four-credit courses
during fall, winter and spring quarters outside of the Russia program, and students
are urged, but not required, to take advantage of these opportunities. If students
wish to take a Russian language course, they should register for 12 credits
per quarter in the Russia program and for four credits in a Russian course within
Evening and Weekend Studies corresponding to their level.
Students who choose not to study Russian language, but who wish to participate
in a special workshop within the Russia program led by one of the program’s
faculty should register for the full 16 credits. In fall term, the special workshop
will explore the emergence of the Russian intelligentsia; in winter, Chekhov’s
short stories; and in spring Chekhov’s plays (in a readers’ theater
production). Students may enroll in other outside four-credit courses if they
wish.
Given sufficient interest, the faculty will arrange, or direct students to,
study programs in Russia during summer 2001.
- Credit awarded in Russian history*, Russian literature* and Russian culture*.
- Total: 12 or 16 credits each quarter. Students may enroll in a separate
four-credit Russian language course.
- Program is preparatory for careers and future studies in the diplomatic
service, international business and trading corporations, graduate studies
in international affairs and in Russian and Slavic studies.
SOCIAL COMMUNICATION IN
THE AMERICAS
Time: Spring 2001
Faculty: Jorge Gilbert
Location: Library Building Library 1608 Ext. 6740
Enrolment: 24 students
Prerequisites: All-Level program accepts 25% Freshmen. In order to be considered
for enrollment perspective students must submit a two-page typewritten/word-processed
statement of interest. This statement should express clearly: 1) the degree
of interest in the program, 20 an assessment of reading and writing skills,
30 evidence of the ability to work in groups. Continuing Evergreen also should
attach a copy of a previous "Faculty Evaluation of Student Achievement"
to statement of interest.
Faculty Signature: Yes
Program Expenses: $15 for program materials
Credits: 16
This one-quarter program is for students interested in becoming familiarized
with most relevant aspects of social communication in society. In this program
we will examine the structure and process of mass communication in the Americas
emphasizing television, radio and the press, and explore the role of mass communication
in socialization, public opinion formulation and social change.
We will concentrate on sociological methodology for the study of society, with
emphasis on examining the role of social communication in the contexts of culture,
social organizations, social classes, and ideologies. We will also study the
nature of social communications, its meaning and the scientific study of the
message behind information. Finally, this program will study the role of national
advertising in contemporary society.
This program will pursue various approaches to the study to these subjects.
Lectures, workshops, video, and film documentaries have been organized thematically.
Selections will provide a broad introduction to, and interpretation of, mass
communication in the Us and Latin America.
Another important purpose of this program is to provide students with an understanding
of social research methods, including documentary research. We will examine
various and related theoretical approaches. Students will be required to work
in small research groups and apply the techniques they learn to topics of their
own interests. Research groups should submit written proposals of their project
selections by the fifth week of the quarter.
Students working in media production will be trained and certified in the use
of camcorders, video editors, character generators and television production.
Also, students can work on their projects using computer applications, such
as web page design, writing CD, and others.
Requirements: In order to be considered for enrollment perspective students
must submit a two-page typewritten/word-processed statement of interest. This
statement should express clearly: 1) the degree of interest in the program,
20 an assessment of reading and writing skills, 30 evidence of the ability to
work in groups. Continuing Evergreen also should attach a copy of a previous
"Faculty Evaluation of Student Achievement" to statement of interest.
The material requested can place in the faculty mailbox located at the Library
Building, 3 floor or during the academic fair to Mr. Hal Jackson. Faculty will
assess student's writing skills and interest and will be notified of acceptance
into the program by pone or e-mail no later than March 9. If you have any question,
please contact the faculty via e-mail gilbertj@evergreen.edu
as soon as possible.
- Credit awarded in social sciences, sociology, social communication, research
methods, television production and political economy.
- Total: 16 credits.
- Program is preparatory for careers and future studies in social sciences,
communication, international studies, television production and media studies.
Stoics and Epicureans: Classical and Contemporary
Fall, Winter/Group Contract
Faculty: Mark Levensky
Enrollment: 25
Prerequisites: Sophomore standing. Core program and college-level literacy.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Stoics and Epicureans is a two-quarter, full-time, academic study of classical
Stoic and Epicurean philosophy from 350 B.C. to 200 A.D. and contemporary manifestations
of Stoic and Epicurean thought.
During fall quarter, students will read, write about and discuss philosophical
works by and about Epicurus, Lucretius, Epictetus and Marcus Aurelius. Students
also will do independent research, write weekly essays, make program presentations,
and, each week, participate in one writing workshop, two book seminars with
the faculty, one student-directed, small group book seminar and one presentation
workshop. During the winter quarter, students will read, write about and discuss
additional readings in classical Stoic and Epicurean philosophy and contemporary
manifestations of Stoic and Epicurean philosophy. By the end of the quarter,
each student will complete an independent, self-directed research project on
a program topic of his or her choice. Students will meet together with the faculty
one morning a week for a project workshop, and one afternoon and one morning
a week for book seminars. Students also will meet individually with the program
faculty to discuss project work. Program topics will include: human birth, emotion,
thought, passion, pain, desire, pleasure, want, virtue, vice, need, perception,
opinion, knowledge, wisdom, intuition, spirit, friendship, community, free will,
fate, happiness and death; hedonism, pantheism, atomism and materialism; logos,
god, void, nature and a good life.
- Credit awarded in essay writing, Stoic and Epicurean philosophy and research
project.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in humanities: philosophy,
literature and history.
Whole and Holy: Alternative Herstories of Healing
Fall, Winter, Spring/Coordinated Study
Faculty: Janet Ott, Sarah Williams
Enrollment: 25
Prerequisites: Sophomore standing or above.
Faculty Signature: Yes. Faculty will assess students’ writing skills and
degree of interest in the program. To apply, students must submit a writing
sample to Janet Ott, The Evergreen State College, Lab I, Olympia, WA 98505,
(360) 866-6000, ext. 6019, or Sarah Williams, The Evergreen State College, SE
3127, Olympia, WA 98505, (360) 866-6000, ext. 6561, prior to or at the Academic
Fair, May 10, 2000. (See Janet Ott’s Web site or call her for writing sample
details.) Faculty will conduct phone or in-person interviews. Students will
be notified of acceptance prior to fall registration beginning May 15, 2000.
Special Expenses: $50 for materials.
Internship Possibilities: Yes
Travel Component: None
To heal: deriving from the same roots as the words whole and holy. We intend
to explore healing as that which is whole and holy by examining alternative
herstories-forms of healing involving body, mind, spirit and the environment
from so-called feminine perspectives. We will learn about the historical roots
of the healing practices we use today, our division of mainstream and alternative
medicine and the patriarchal and reductionist effects of this division on physiology,
emotional literacy and the evolution of the soul. In addition to books, films,
lectures and seminars, we will expect each student: (1) to engage in an apprenticeship,
community service-learning project, an internship, participatory or collaborative
research, (2) to go on a mid-winter retreat, and (3) to develop the discipline
of a healing practice (e.g., a martial art, nutritional plan, exercise routine,
herbalism, goddess worship, healing touch, yoga, music, gardening or apprenticeship
with an indigenous healer).
From witches, midwives and alchemists to their takeover by corporate medicine
men, we will examine the historical contexts of healing versus curing. Our studies
will be concerned with the contemporary resurrection of traditional healing
practices. We will ask ourselves, what does the resurrection of traditional
healing practices such as acupuncture, herbalism, body work and other alternative
forms of medicine have to do with the energetics of healing and the rise of
personal power out of tribal authority?
We want highly motivated, self-directed students who are interested in, and
capable of, integrating intellectual work with personal process. We want to
develop a student-directed learning community where experiential knowledge is
put into conversation with academic scholarship.
Books might include: Woman as Healer, Emotional Literacy, Why People Don’t
Heal and How They Can, For Her Own Good, An Illustrated History of the Healing
Arts, A Touch of Healing, Molecules of Emotion, The Healing Circle, Mother Mysteries,
Man and His Symbols, Ecotherapy, The Healing of America, Anatomy of the Spirit,
Gaia and Gaia: An Eco Feminist Theology of Earth and Healing and All Sickness
is Homesickness.
- Credit awarded in history, comparative religion, ecofeminism, political
theory, physiology, nutrition, anthropology, women’s studies and environmental
policy.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies in the creative arts,
biology, counseling, cultural studies, environmental studies, health sciences,
healthcare services, history, religious studies, social work and women’s
studies.
- This program is also listed in Scientific Inquiry.
Crime and Punishment
Winter/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must submit a two-page statement of interest
to Justino Balderrama, The Evergreen State College, COM 301, Olympia, WA 98505,
any time up to or during the Academic Fair, November 29, 2000. Faculty will
assess students’ writing skills and interest. Students will be notified
of acceptance into the program by November 30, 2000.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This is a one-quarter, upper-division, group contract to explore the criminal
justice system and the penal system in the United States. Our approach is cultural
studies framed, thus informed by interdisciplinary, multicultural readings.
Our investigation attempts to locate crime and punishment within the broader
context of American culture, thus we examine the criminal justice process and
the correctional apparatus as institutions of control and prevention, as well
as institutions of fairness and justice.
In order to be considered for enrollment, prospective students must submit
a two-page, typewritten/word-processed statement of interest to faculty. The
statement of interest should express clearly: (1) the degree of interest in
the program, (2) an assessment of reading and writing skills, and (3) evidence
of the ability to work independently. Continuing Evergreen students should also
attach a copy of a previous “Faculty Evaluation of Student Achievement”
to the statement of interest. If any questions exist feel free to contact faculty
who is happy to respond.
- Credit awarded in legal studies, criminal law, sociology, social psychology,
law and society studies, cultural studies and social work.
- Total: 16 credits.
- Program is preparatory for careers and future studies in the humanities
and the social sciences.
Doing History
Winter/Coordinated Study
Faculty: Stacey Davis, Liza Rognas
Enrollment: 42
Prerequisites: Junior or senior standing; previous history classes or programs.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, four credits in local historical societies or
archives.
Travel Component: None
Have you ever imagined piecing together historical events by reading original
documents from 1940, 1860 or even the 18th century? Do you have a little bit
of the sleuth in you?
Doing History will introduce students to historical research. We will discuss
how concepts of “history” have changed over time, flush out the differences
between political, social, cultural, labor, intellectual and gender histories,
and learn about historiography and historical methodology. Specific moments
in American, European and North African history will be our case studies.
We will travel to local archives to get our hands on “the very stuff of
history,” and will learn how to research global topics right here at Evergreen.
Students will have the option to intern at regional historical societies, museums
and archives.
Students will design their own research projects and complete the historiography
needed to solidify their proposals.
- Credit awarded in history*, historical methodology* and research*.
- Total: 12 or 16 credits.
- Program is preparatory for careers and future studies in history and research.
The English Romantics: Poetry and Fiction
Winter/Group Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. Charles will conduct interviews at the Academic Fair,
November 29, 2000, or by phone, (360) 867-0227, to assess students’ writing
skills, background knowledge and degree of interest.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
In two seminars each week we will discuss extensive readings in the works of
five major romantic poets: Coleridge, Wordsworth, Keats, Shelly and Byron. Discussions
will be sparked by students’ weekly 10- to 15-minute oral presentations.
Each week seminars will discuss novels by Edgeworth, three novels by Austen,
two novels by Scott and Mary Shelley. In addition, each seminar member will
carry out independent reading in some aspect of the period’s history, resulting
in a paper at quarter’s end.
Evaluations will cover seminar participation demonstrating familiarity with
the primary texts; organization, clarity, breadth of reading in presentations
and papers; and a final examination on the novels.
- Credit awarded in English poetry, fiction and history of the period 1790–1850.
- Total: 16 credits.
- Program is preparatory for careers and future studies in the humanities.
Observations: Perceiving the World Around Us
Winter/Coordinated Study
Faculty: Joe Feddersen, Joe Tougas
Enrollment: 50
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. Faculty will assess student writing and art abilities.
Student must submit a sample of both writing and artwork. Students should send
samples of their work to Joe Feddersen, The Evergreen State College, Lab I,
Olympia, WA 98505. Students will be notified of acceptance by December 8, 2000.
Special Expenses: Approximately $200 for art supplies and photocopying costs.
Internship Possibilities: No
Travel Component: None
Students! Here is a way to combine the unique forms of expression of creative
writing and visual art into a whole. In this class, we will be creating forms
drawn from our own observations of nature, multiple cultures and the cosmos
around us. Activities will include creative writing workshops focusing on fiction
and poetry, and printmaking, bookmaking and paper-making studio sessions in
the art component of the class. We will also have weekly seminars on reading
designed to inspire us and complement the foci of our study and creation. Reading
will be drawn from texts such as Terry Tempest Williams’ Refuge and Annie
Dillard’s Pilgrim at Tinker Creek.
An additional emphasis in the program will be the methodology and ideology
of exhibiting works from different cultures. To this end, we are planning field
trips to investigate the implementation of such concepts. Program activities
include lectures, seminars, writing and art workshops and critique sessions.
- Credit awarded in studio arts, creative writing and literature.
- Total: 16 credits.
- Program is preparatory for careers and future studies in art, literature,
writing and education.
- This program is also listed in Expressive Arts.
Civilization as a Transient Sickness: The Life and Poetry
of Robinson Jeffers
Spring/Group Contract
Faculty: Tom Grissom
Enrollment: 24
Prerequisites: Third quarter freshmen, two quarters of college or sophomore
standing.
Faculty Signature: No
Special Expenses: Possible field trip to Carmel, California (optional).
Internship Possibilities: No
Travel Component: Depending upon student interest the program may conclude with
an optional field trip to Tor House, Jeffers’ home in Carmel, California,
and the surrounding countryside.
From the publication of his first major work in 1924 until his death in 1962,
Robinson Jeffers had a controversial career as a major American poet. He went
from being hailed as the most promising new voice in American poetry by critics
such as Archibald MacLeish, and being featured on the cover of Time, to being
condemned as a misguided misanthrope for his uncompromising philosophical stance
and for his unpopular political views during and after World War II. In between,
he wrote long, book-length, narrative poems dealing with classical themes from
Western mythology and tragedy, and shorter but powerful lyric poems of deep
insight and measured wisdom. In both, he advanced a harsh and unrelenting view
of the relative unimportance of humans in the natural order, a view that he
himself labeled inhumanism. In his work he constantly takes civilization to
task for what he sees as its overriding record of human folly and arrogance,
and advocates in its place the beauty and the primacy of the natural world.
Although he drew upon contemporary life in the Big Sur region of California
for his poems, Jeffers believed that poetry “is bound to concern itself
chiefly with permanent things and the permanent aspects of life . . . that a
reader two thousand years away could understand and be moved by.”
In this program we will read the major narrative poems written by Jeffers,
from “Tamar” to “The Double Axe,” along with all of the
short poems. In addition, we will read criticisms of Jeffers’ work and
a biography about the life and times of the poet. Students will write responses
each week to the readings and will produce a longer expository paper on some
chosen aspect of Jeffers’ poetry. In our work we will pay attention to
both the aesthetic qualities of the poems and to their meaning and relevance,
responding to the question: What is the poet doing, and how does he do it? Depending
upon student interest the program may conclude with a field trip to Tor House,
Jeffers’ home in Carmel, California, and the surrounding countryside, the
setting for his poems.
- Credit awarded in narrative and lyric poetry, topics in 20th century American
Literature, contemporary intellectual history and expository writing.
- Total: 16 credits.
- Program is preparatory for careers and future studies in literature and
the humanities.
- This program is also listed in First-Year Programs.
Fiction and Non-fiction (NEW!
Not in printed catalog)
Spring/Coordinated Study
Faculty: Tom Foote, Bill Ransom
Enrollment: 48 - Freshmen 12; Sophomore-Seniors 36. This is a 3rd quarter Freshmen
and above offering. There is no writing requirement for entrance into this program.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program is designed around the central tenet that students can not write
effectively about something that they are unable to see clearly. To that end,
we begin by studying field research methodology in preparation for observational
studies in the field designed to teach students to learn to see beyond looking.
Along with the field observations, students will read and discuss selected works
of Creative Non-fiction, an exciting genre that allows and encourages the use
of the tools of the fiction writer to report on factual events. This five-week
introductory unit concludes with students writing a non-fiction piece based
on their fieldwork.
The second five-week unit in the quarter is based on the writing of fiction,
which builds from the previous work and discussion in creative non-fiction.
Exercises in writing and in observation will continue, and the final product
will be one or more pieces of fiction suitable for submission to literary magazines.
Submission of a piece of fiction and non-fiction to one or more magazines will
be one of the final requirements of this program.
Credit awarded in reading creative non-fiction, folklore field research, writing
fiction and writing creative non-fiction.
Total: 16 credits.
Program is preparatory for careers and future studies in the humanities.
Homicide
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must submit a two-page statement of interest
to Justino Balderrama, The Evergreen State College, COM 301, Olympia, WA 98505,
any time up to or during the Academic Fair, March 7, 2001. Faculty will assess
students’ writing skills and interest. Students will be notified of acceptance
into the program by March 8, 2001.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This is a one-quarter upper-division group contract to explore the query: “Why
do human beings kill one another?” We explore this cultural phenomenon
framed through the interdisciplinary field of cultural studies, thus we review
the scholarly texts, the journalistic accounts and the fictional literature
that informs our investigation, as an intellectual meditation on murder in America.
We will examine both sensational American murder cases, as well as America’s
preoccupation with this act of violence.
In order to be considered for enrollment, prospective students must submit
a two-page typewritten/word-processed statement of interest. The statement of
interest should express clearly: (1) the degree of interest in the program,
(2) an assessment of reading and writing skills, and (3) evidence of the ability
to work independently. Continuing Evergreen students also should attach a copy
of a previous “Faculty Evaluation of Student Achievement” to the statement
of interest. If any questions exist, contact faculty who is happy to respond.
- Credit awarded in criminology, sociology, social psychology, cultural studies,
social work and contemporary literature.
- Total: 16 credits.
- Program is preparatory for careers and future studies in the humanities
and the social sciences.
I Want Burning: Ecstatic Poetry and Images
Spring/Group Contract
Faculty: Craig Carlson, Susan Aurand
Enrollment: 50
Prerequisites: Junior or senior standing; Foundations of Visual Art or equivalent
studio art experience; some prior experience in poetry or creative writing advised.
Faculty Signature: No
Special Expenses: Students can expect to spend approximately $250–$300
for art supplies.
Internship Possibilities: No
Travel Component: None
Rumi’s poems are the whisperings of two lovers in a crowd—the union
of lover and beloved, body and soul. He is more interested in celebration and
ecstasy than in explanation or linear meaning. He hears camel bells in the distance,
he waits for the beloved to arrive and the first word spoken will coincide exactly
with the last word of his last poem. “For Rumi, poetry is what he does
in the meantime, a song-and-dance until the greater reality he loves arrives:
A melting tear-gift eye-piece to look through, while it and the scene and the
eye dissolve,” as Coleman Barks explains.
Ecstatic poems such as Rumi’s, and images inspired by such poetry, are
created not as books or manuscripts or fine art, but as a part of a constant,
practical and mysterious dialogue with the spirit. The focus changes from memorializing
moments or embodying ideas, to a fluid, constantly self-revising, self-interrupting
process. “They are not so much about anything as spoken from within something,”
as Coleman Barks writes. “Call it enlightenment, ecstatic love, spirit,
soul, truth, the ocean of ilm [divine luminous wisdom], or the covenant of alst
[the original agreement with God]. Names do not matter. Some resonance of ocean
resides in everyone. [It] can be felt as a salt breeze from that, traveling
inland.”
If Rumi is the Ocean of Sufi poetry, then other Sufi poets such as Rabi’a,
Hafiz and Lalla are the Great Rivers. Rumi’s spiritual intensity, multidimensional
resonance and musical richness balance well with Rubi’s asceticism, Hafiz’s
slyness and Lalla’s eroticism. Living as we do in an age when the Greco-Christian
denial of Earthly reality has so terribly come to realization, these poets,
and their contemporary counterpart poets and artists, offer deep spiritual and
cultural lessons. They are antidotes to the times. Mystics tend to seek the
universal—the Holy, the Healthy and the Holistic. Seeing the one root of
all, they can see the transcendent unity of all living things beyond greed or
shallow eclecticism.
Like Rumi, there is in our culture a strain of American poets and artists who
celebrate the ecstasy of poetry and art and the hope for spiritual transcendence.
Some spark up from the natural world, such as the artist Emily Carr. “This
is what life is all about: salamanders, fiddle tunes, you and things, the split
and burr of it all, the fizz into particulars,” as Annie Dillard writes.
Others begin with the physical body; the longing for union—whether physical,
natural, spiritual—is a central concern in the work of Mary Oliver:
—everything else
can wait but not
this thrust
from the root
of the body. What
we know: we are more
than blood—we are more
than our hunger and yet
we belong
to the moon and when the ponds
open, when the burning
begins the most
In this program we will study, write and perform poetry and see and make images.
We will emphasize the skills involved in perceptive reading, listening, seeing
and working with two-dimensional media, in particular, painting and drawing.
We will try to understand interpretations of cultural influences and change,
through cross-cultural comparison of Sufi and American poetry and images. We
will make many poems and images of our own. “Let the beauty that you love
be the work that you do,” as Rumi suggests.
- Credit awarded in creative writing*, poetry*, literature*, art history*,
drawing*, painting* and cultural studies*.
- Total: 16 credits.
- Program is preparatory for careers and future studies in the humanities,
arts, writing and cultural studies.
- This program is also listed in Expressive Arts.
Irish Spring: Living in Rural Ireland
Spring/Coordinated Study
Faculty: Sean Williams, Patrick Hill
Enrollment: 35
Prerequisites: Junior or senior standing; two successful quarters in Awakening
Ireland, page 59.
Faculty Signature: Yes. Participation will be determined by the student’s
work in Awakening Ireland and the submission of a preparatory essay based on
two books about Gleann Cholm Cille.
Special Expenses: Students will spend at least five weeks in Ireland. Students
can expect to spend approximately $2,000 for airfare, related instructional
costs, room and board. A non-refundable deposit of $500 is due by February 15,
2001.
Internship Possibilities: No
Travel Component: Five to six weeks in Ireland.
This one-quarter program is intended for selected participants from the Awakening
Ireland program. We have the opportunity to study traditional language and culture
in Ireland at the Oideas Gael institute in Gleann Cholm Cille, Donegal, one
of the few regions where Gaelic is still spoken in Ireland.
We will begin our studies in Ireland during the second week of the program,
starting with a single week of focused study in Gaelic language, song, poetry,
dance and drama. For several more weeks we will be back in the Gleann, studying
language and aspects of traditional culture, including options of archaeology,
tapestry weaving, singing, dancing, playing music and performing theatrical
works on stage. Students will also have the opportunity to work closely with
local poets, artists and musicians, and to witness first-hand the dramatic impact
of the European Union on traditional culture.
All students must return to Evergreen by the end of the ninth week of spring
quarter. A summative essay will be due by the end of the tenth week. The two
faculty for this program expect dedicated participation in all activities, appropriate
behavior for small-town Ireland, cooperation with hosts and host families and
strict adherence to the travel dates and essay deadlines.
- Credit awarded in Celtic studies*, European studies*, cultural studies*,
fieldwork,* history* and Irish language*.
- Total: 16 credits.
- Program is preparatory for careers and future studies in Celtic studies,
European studies, political economy and cultural studies.
- This program is also listed in Expressive Arts.
Museums, Monuments and Backpacks: The Prehistoric and Ancient
World Museums and Monuments XXII; A Traveling Seminar in Europe
Spring/Group Contract
Faculty: Gordon Beck
Enrollment: 24
Prerequisites: Third quarter freshmen who have successfully completed Myth and
Sensibility: A Study of Eastern and Western Cultures, page 51, or sophomore
standing.
Faculty Signature: Yes. Gordon Beck will assess student interest and background
in art, archaeology, anthropology and ancient history in person at the fall
Academic Fair, September 18, 2000. Students will be notified of acceptance by
phone or mail by the end of fall quarter, December 15, 2000.
Special Expenses: Students can expect to spend approximately $3,250 for travel
and living expenses.
Internship Possibilities: No
Travel Component: Ten weeks of travel and study in France, Italy, Greece, Crete
and the Greek Islands.
Traveling to the caves of the Dordogne and the Pyrenees, to the petroglyphs
in Italy and France, to the excavations of ancient Minoan villages on Crete,
to the citadels of the Homeric in Mycenaean Greece we will study the paintings,
sculptures, tools, habitat, monuments and milieu of the prehistoric and ancient
humans.
This will be an intensive on-site study of archaeological sites of the prehistoric
world in France, Italy and Greece, including Crete. Our activities include seminars,
research reports, informal on-site discussions, image writing, and individual
site research. The goal of the program is to develop an enhanced understanding
of the life and culture of prehistoric peoples and to discover both commonalities
with and differences from modern humans.
This study will be primarily focused on selected sites from the Upper Paleolithic,
Neolithic, Bronze Age, Minoan, Mycenaean and Early Greek eras.
Activities include image response writing, lectures, research presentations,
seminars and site discussions. You will learn to use your eyes and sensibilities
to make discoveries of your own and share your conclusions. Our sites will include
caves, petroglyphs, museums and ancient remains.
To keep expenses low, we will stay in campgrounds and prepare our own food.
Detailed information will be available beginning September 15, 2000, from Academic
Advising.
- Credit awarded in art history, anthropology, archaeology and writing.
- Total: 16 credits.
- Program is preparatory for careers and future studies in the arts, humanities
and the social sciences.
- This program is also listed in First-Year Programs.
Text and Culture in America 1965–1995
Spring/Group Contract
Faculty: David Powell
Enrollment: 25
Prerequisites: Junior standing; two years of college work in literature and
culture history.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
During these years, continuous and rapid change propelled America as the most
powerful and most economically successful of nations onto center stage as a
model, supposedly, for the world. On the not so public stage of consciousness,
awareness, and insight, translated into finished works of literature, there
was a vast outpouring of what our world was really like behind, and even beneath,
our image of success. We can touch only a few mountain peaks of this vast output
of exceptional literature, of us speaking to ourselves about our often secret
lives. In looking at these texts, we will focus on ideas, themes, issues, modes
of thought, and insights as they impinge on and affect people, not as political
issues. The question we will ask often is: What is life like for these Americans?
And how can I learn from and understand their concerns, needs, wishes, way of
living? For to know ourselves, it is necessary to know many parts of our culture
that we cannot have lived in real life. Our goal is cultural and experiential
transcendence through immersion in and understanding of artistically created
worlds which have received wide public recognition. Be prepared for complexity,
value conflicts, and intellectual turmoil, for this material is hot; moreover,
no matter what you’ve heard, the Human Condition is not a question on the
GRE, it is a fact of varied lives.
The reading list (400–600 pages per week) will include the following exceptional,
serious books: William Styron, Sophie’s Choice, Ken Kesey, Sometimes a
Great Notion, Toni Morrison, Song of Solomon and Beloved, Tom Robbins, Even
Cowgirls Get the Blues, John Nichols, The Milagro Beanfield War, Louise Erdrich,
Tracks, Tom Spanbauer, The Man Who Fell In Love With The Moon, Annie Dillard,
Pilgrim At Tinker Creek and Barry Lopez, Crossing Open Ground. Background reading
will include: Ralph Ellison, Shadow and Act and William Carlos Williams, In
the American Grain.
- Credit awarded in American literature, minority literature and culture history.
- Total: 16 credits.
- Program is preparatory for careers and future studies in literature and
in the humanities.
Writers’ Workshop
This program has been cancelled
Spring/Group Contract
Faculty: Argentina Daley
Enrollment: 25
Prerequisites: Sophomore standing. Preference will be given to juniors and seniors.
Faculty Signature: Yes. Faculty will assess student’s level of writing
ability and seriousness. Students must submit a portfolio consisting of three
faculty evaluations, one to three letters of recommendation and two to three
pieces of significant writing. Students can mail application materials by Friday,
February 23, 2001, to Argentina Daley, The Evergreen State College, SEM 3127,
Olympia, WA 98505. Students will be notified of acceptance by Friday, March
16, 2001.
Special Expenses: Students must provide multiple copies of work and tutorials
for workshop discussions; approximately $50 for duplication costs.
Internship Possibilities: No
Travel Component: None
Writers! Here’s your chance to hone your creative writing skills within
a workshop setting for credit. The primary emphasis of this course will be on
the practical side: writing, critiquing and more writing. Students will share
their work in round-robin fashion during scheduled workshops, rewriting and
revising manuscripts per criticism received in the workshop and from the instructor.
We will also explore hallmark works of contemporary fiction and poetry, as well
as essays by writers on writing during book seminars. We will study the formal
properties of fiction and poetry in workshops, seminars and lectures. Each student
will also be responsible for the tutorial presentation of an author of his or
her choice.
- Credit awarded in creative writing, contemporary American literature and
multicultural literature.
- Total: 16 credits.
- Program is preparatory for careers and future studies in teaching, writing
professions, education, humanities and literature.
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