This program will examine issues of representation in creative works by American Indian writers, visual artists and filmmakers. We will study works by Leslie Marmon Silko, Joy Harjo, Sherman Alexie, Hulleah Tsinhnahjinnie, C. Maxx Stevens, Sandra Johnson Osawa, Victor Masayesva, James Luna, Shelley Niro, Duane Niatum, Jaune Quick-to-See Smith, Chrystos, Diane Million, Lorne Simon, N. Scott Momaday and James Welch. We will examine the way writers, artists and filmmakers use images to explore issues of identity, culture and inter-cultural relationships. We will focus on the way in which coming from different indigenous nations with distinct histories, languages and lifeways affects the images writers, artists and filmmakers create.

ASL III students will continue developing vocabulary and grammar. There will be an intense study of classifiers.

ASL IV students will study ASL literature, multiple meaning signs, ASL and English idioms and multiple meaning English and translations into ASL.

In this course we study the thought of Greek philosophers from the Presocratics to the Hellenistic period, with a special emphasis on Plato and Aristotle. These thinkers raised vital questions about knowledge, ethics, politics and the cosmos that still occupy modern philosophers. Their answers to these questions founded the Western intellectual tradition. In reading, writing and discussion we will both interpret the ancient texts and develop our own arguments about the problems they pose.

This course is designed for particularly inquisitive and adventurous students. We will backpack in Russia's southern Altai Mountains near the border of Mongolia, raft on one of its most pristine rivers, explore its rich cultural and natural heritage, and experience firsthand the vastness of Siberia. Russian college students will join us on our trek. Readings from Siberian history and natural sciences will supplement your own personal journal observations. Students must be in top physical condition and prepared to endure unexpected physical hardships (rain, mud, wind, bushwhacking, etc.). Rob Smurr has several years of experience leading commercial trips to this region.

Meditation can take us beyond the desires of the senses. Meditation also is not what we think. What then is the basis for contemplative education? We'll explore answers to this question through the reading and writing of spiritual autobiographies. The practice of meditation itself, within the context of classical yoga, will be the focus of Monday evening class, which will meet concurrently with Neurophysiology of Meditation.

This course focuses on multicultural literature and fantasy/science-fiction literature. We will read books by African American, Native American, Hispanic/Latino and Asian American writers for half of the class and then look at fantasy books about magic, time travel, animals, utopian or alternative worlds, myths and heroic tales for the other half. This class will draw from both picture and chapter books. This class is open to students new to the field of children's literature or may be taken as a sequence to Enjoying Children's Literature. It will be conducted primarily via the Internet using e-mail and other electronic group discussion venues. Attendance at the first class is mandatory for hands-on orientation. A final short class session to wrap up the class may be scheduled on the last Wednesday of second session.

This course is designed to provide students a broad foundation in Chinese language and culture. Students will use the web for accelerated language learning, including pronunciation, listening comprehension, grammar, and conversational vocabulary usage. We will also explore Chinese culture through different media, such as films, broadcasting programs, and speaker presentations.

In this course we will explore the resources for communication provided by the human body. We will examine the use of gesture, gaze, spatial positioning, manipulation of artifacts and rhythmic coordination in interaction, both within and across cultures. We will question the traditional distinction between verbal and nonverbal communication and reconsider language as an embodied practice. This involves investigating vocal aspects of speech as well as the integration of language with other modalities in interaction.

We live in a time of cross-cultural interdependence that requires a greater understanding of cultural complexity. This course will focus on communication skills, cultural knowledge, historical understanding, and self-awareness that aid intercultural communication within the U.S. and across national borders. The course satisfies communication credits for selected MIT endorsement areas.

This naturalists' and writers' "retreat" will develop a personal connection to place through nature-based learning. As we explore local habitats, we will refine and deepen our natural history skills through environmental education, methods of journaling, storytelling, poetry and natural history writing. As we deepen our awareness of flora and fauna, we will integrate Native American stories and teachings, contemporary thinkers in environmental education, eco-psychology and natural history literature. Our study will be the foundation for ongoing research and projects in which educators and emerging naturalists will develop a variety of tools for nature-based education, communication and advocacy. Independent study option available for additional credits. For details, visit our websites at: http://academic.evergreen.edu/c/chambreb/ or http://academic.evergreen.edu/m/macgjean/

Learn approaches to teaching English within the framework of language acquisition and sociolinguistics. You will present lesson plans to the class, observe an ESL class, and create your own portfolio of ideas for teaching speaking, listening, reading, writing and grammar appropriate for the age level and type of classroom of your choosing. For the 6 credit component you will tutor two hours per week in addition to the class. This class is appropriate for those interested in teaching foreign languages. Enrolling in the Introduction to Linguistics class as well is highly recommended.

This course provides an overview of children's literature using American and European writers since 1850 with an emphasis on reading classics and award-winning books as well as the use of picture books and chapter books. Issues of diversity will be highlighted. We will also use a text for the class: Children's Literature: An Invitation to the World by Diana Mitchell.

This program offers first-hand experience of Japanese life through a three-week home stay in a local town in central Japan. Students will have Japanese language classes, various cultural workshops and field trips. They can also explore their own interests in various aspects of Japanese culture and society through individual research projects. After the program ends students can travel throughout Japan under their own responsibility. More information will be available at http://academic.evergreen.edu/curricular/experiencejapan. Interested students must contact faculty by May 2, 2005.

During the first summer session, students and community members will travel with faculty to Jordan, Syria and Lebanon where we will meet with educators, journalists, musicians, politicians, non-governmental organizations, environmentalists and Bedouin leaders. Students will do reflective writing during the trip. Non-student community members are welcome on the trip and will pay the trip fee plus an extended education fee, but not tuition. During the second summer session there are two options: staying in the Middle East for language/culture study at a pre-arranged educational institution or studying the contemporary Middle East through film, literature and poetry at Evergreen. Students may enroll in the first or second session or both.

This course is appropriate for beginners and for low- and high-intermediate students who wish to improve oral proficiency. All instruction is in French. Be prepared to work hard both in class and outside class, and to learn more French than you might imagine possible in a short five weeks. Students can, if they wish, maximize learning by also enrolling in French II second session, but need not do so.

This course is a continuation, not a repeat, of French, Intensive I. It is appropriate for anyone with the equivalent of one quarter college French, that is, advanced beginners and low- or high-intermediate students. Students need not have taken French, Intensive I to join this class. All instruction will be in French, and all skills will be taught, with emphasis on speaking and listening comprehension.

This course is designed for beginning and intermediate students. We will focus on the practical use of German for travel and daily life. Emphasis will be placed on conversation and fluency. Beginners will study basic essential grammar, vocabulary and pronunciation. In addition, they will enjoy reading old children's stories. Intermediate students will review grammar, expand their vocabulary and read classic and modern German literature. We will also discuss films and cultural topics, and listen to German music. Classroom instruction will be held as much as possible in German. You will study hard and enjoy great progress in just five weeks of intensive German with a native speaker! Komm und lern deutsch!

This course will examine the life and times of the new female - the post-suffrage, 20th Century American woman who was born on the threshold of American modernity. This modern girl, eager to embrace her new freedoms, boldly stepped out of her foremother's shadow and into a rapidly changing society that was still clinging to old patriarchal principles. We will explore the lifestyles of bachelor girls and so called old maids, women of 1920s and 1930s bohemian Greenwich Village and Harlem, challenges and opportunities of the patriotic women during World War II as they stepped into the gap to fill jobs previously held only by men, the post-war housewives and good girls of the 1950s, and the explosion of feminism in the 1960s.

This course is for anyone interested in the English language and in effective ways to introduce students to processes of composing written English. The aim of this course is to enrich students' understanding of English grammar and usage, as well as become a more effective writer or teacher of writers. Expect frequent informal writing, some formal writing. This course will help meet content prerequisites (language skills/language structures) for those interested in becoming secondary school English teachers.

This program combines academic inquiry into epistemology and publishing practices on the web with skills instruction in digital imaging, online research and web design. The goal is to develop a holistic understanding of the web as both technological tool and ever-shifting terrain of knowledge. We explore and assess how the web is impacting publishing practices, news and journalism, understandings of authorship and authenticity, and evidentiary standards. Students of all scholarly interests and computer proficiencies are respected and welcome.

The instructor will sponsor individual contracts in the humanities, arts and writing. Students will be encouraged to post their work on the Internet, using Web-Crossing. Conferences can be conducted by way of chat-room sessions, also part of Web-Crossing. Email also will serve as a channel for regular contact. Regular postings and online contact will be required. Students will be able to carry out their work anywhere Internet access is available. Projects should be developed with the faculty, however, while the student is available for on-campus meetings. Students who remain in Olympia and wish to carry out their work face-to-face will be accommodated.

This beginning class in Japanese is instructed using dynamic, stress-free, accelerated learning and proficiency-oriented teaching and Total Physical Response methods. Through group participation in games, music and role-playing, students will become familiar with vocabulary, basic sentence structures, verb and adjective conjugations and useful daily expressions. There will be strong emphasis on writing and reading of hiragana, the Japanese syllabary, and proper pronunciation.

This intensive, four-week class is for students who have a very basic knowledge of beginning Japanese and hiragana writing and reading. A dynamic, stress-free, accelerated learning methodology and proficiency-oriented teaching methods are used for instruction. Through group participation in games, music and role-playing, students become familiar with vocabulary, basic sentence structures, informal verb and adjective conjugations and useful daily expressions. Proper pronunciation and writing through a journal will be strongly emphasized. Japanese Immersion II may be taken by itself or in combination with Japanese Immersion I for a total-immersion program.

This course will undertake an exploration of human language as it is described and theorized about by linguists, psychologists, sociologists, anthropologists and educators. Our work will entail gaining a familiarity with the vocabulary particular to linguistics, allowing students to approach language in a rigorous manner, and ultimately equipping them to evaluate and perform research in this exciting field. The initial focus will be on the various levels of linguistic description (sound, word, sentence, meaning, use). We will also focus on the debate concerning the contribution of innateness to our knowledge of language, the status of human language among communication systems of the animal world, and the implications of linguistic research for theories of education.

The 1960s have been romanticized, squawked at, mulled over, laughed at and held up to the magnifying glass of human understanding. Antonioni's 1966 film, Blow-up, reveals a mystery by developing and redeveloping photos at closer and closer range-a metaphor for the examination of this decade. During this summer session program we will examine the social scene of the 1960s through literature and cinema. In this way we can act on inquiring and defining the time through our collective discussion, writing, and analyses. Students will enhance this work by choosing and researching change agents of the time: art, architecture, theater, television, books, education, music, or political events. Credits will be awarded in literature, media analysis, and writing.

This class will involve reading one large novel, Tolstoy's epic War and Peace, one non-fiction collection of essays on the novel, and one brief book on film studies. Using the novel as a springboard throughout the session, students will watch approximately twelve to fifteen films in class and write about them, write a few short essays about the materials, participate in small-and large-group discussions, possibly spend in the writing center with a program tutor, and attend all classes. We will attempt to understand the various ways in which Tolstoy relates the varied political, social, and personal concepts involved during wartime, and how modern directors have attempted to make sense (and nonsense) of war and its related outcomes. Attention will be paid to War and Peace as a vital work of literature, and to close reading of the texts, reader-response criticism, and to the writing of the short expository essay.

This off-campus poetry and philosophy workshop located at Ft. Flagler on the beach of Puget Sound is open to all-level students and will promote discussions, introspection, and writing of both poetry and prose. Students will choose to write poetry and/or prose in response to poets and philosophers of their own choice in addition to those introduced through program presentations and readings. Students will leave this program with a collection of poems and/or essays that explore personal and social meanings of love and war. Students can expect to experience new levels of understanding about love and war in a beautiful setting that is both supportive and collaborative.

Provides overview of the history, philosophy, structures, interpretive methods and goals of museums. Many types of museums will be studied, and each area of concentration includes a review of current practices in the museum field, interaction with professional museum staff and hands-on practical experience. Topics covered: origins, types and definitions of museums and their significance, forms of museum administrative structure and staffing, review of contemporary museums, basic principles of museum research and interpretation, challenges facing museums, how to establish goals and effectively measure success, process of program development, concepts of mission and related policies.

The course will teach the theory and practice of effective political speech making. Students will learn how to apply good vocal technique and write effective content. There will be extensive in-class workshops for students to rehearse their speeches as well as reading and discussion of classic and modern writings on how to write and deliver persuasive speeches. Students will also study great speeches of the past, focusing on Abraham Lincoln's greatest speeches.

Place-based education grounds learning in a sense of place through investigation and interaction of surrounding natural and human communities. Students will read and seminar on theories of place-based education from Dewey's School in Society, to Theobold's Teaching the Commons. Through field trips, students will examine place-based educational models and then engage in a natural-building place-making project with a local youth group. This course is designed for students interested in teaching or community development.

We will read and write poetry on Serendipity Farm, which is nestled at the foot of the Olympics within walking distance to the beach. This is a working sustainable farm where students can participate and observe real farm life in action as they find words to describe their adventures. We will work with Haiku, free verse, nature poems and other forms from literature we explore. Students can expect their writing and understanding of poetry and farm life to be enhanced significantly.

One of our most important tasks as writers is to discover the topics and themes that hold the deepest meanings for us. Each week we will pursue intensive "writing marathons" that allow us to write fearlessly and share freely. Then we will develop discrete pieces that draw out the full significance of our most promising topics, focusing particularly on form, structure, voice, and tone. Our overall goal is to become more centered and self-directed writers.

In this field-based program, students will read and discuss classics of maritime fiction. We'll also spend two of our three weeks together exploring Puget Sound and the San Juan Islands while learning sailing, piloting and seamanship aboard a sailing vessel.

Drawing from the findings of scholars of anthropology, film, cultural studies, women's studies and literature, this program will explore the history and conditions of women, homosexuals, and transgender people in Africa and compare them with those of their counterparts in the United States. We will read ethnographic works, autobiographies, and literary excerpts expressing the voices of African women, homosexuals, and transgender individuals and compare them with those of their American counterparts.

Welcome writers and hikers of all levels of ability. We will deeply examine our connection to place and its relationship to our own creativity. We will day-hike at Glacier View near Mount Rainier and in the Hoh rain forest on the Olympic Peninsula. As a group, we will also choose local places to explore. Students will write in the genre of their choice (essay, poetry, fiction, non-fiction), as well as create art and photographs.

We study the poetry, history and influence of Homer's Iliad, the first - and arguably greatest - masterpiece of European literature. Our reading of the poem will be informed by our study of the history and material culture of early Greece. We will learn theories about the composition and transmission of the Homeric epics. Finally, we will join in a dialogue with some philosophers, poets and scholars who have been inspired by Homer.

A community of writers ages 16 to 60 will learn/teach skills in straight-forward effective communication: description, definition, observation, vision, revision, analogy, cause and contrast. Students will craft and share six two-to-three page papers.

This advanced seminar will focus on how writing works-on rhetoric and style. We will read a variety of texts, each of which exemplifies the conventions, practices, values and problems in a particular discourse, from fiction to science. Students will write regularly and learn to edit substantively. Whether students are planning to apply to law school or to write novels, this class will hone their writing craft.

We all know what it's like to have a teacher or editor write "please clarify" in the margins of our papers. This class will demystify this frustrating request by focusing on clarity and the concrete practices that constitute well-written prose. To this end, students will master agent/action analysis, cohesion and coherence, concision, coordination, force and elegance. Intended for students from all disciplinary backgrounds. No prerequisites except a commitment to improve writing craft.