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Barking
at the Moon
Fall/Coordinated Study
Faculty: Charles Pailthorp, Sara Rideout
Enrollment: 48
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
Music moves. Mountains have feet. Morality is straight.
Ideas are born. Love is a journey. Hearts sink, break,
and soar. Pictures speak. Words are containers. North
is up, south down. Lust is heat. Computers shake hands.
The fetus has legal rights. Metaphor informs and shapes
all of our articulate practices and seems to be at the
core of human meaning-making, from social policy to
aesthetic experience, from scientific inquiry to operatic
performance, from taking a walk to reading a book. "Metaphor
is pervasive in everyday life, not just in language
but in thought and action. Our ordinary conceptual system,
in terms of which we both think and act, is fundamentally
metaphorical in nature." (Metaphors we Live By,
Lakoff p. 3)
Barking at the Moon will explore metaphor
in the contexts of art, music, literature, and science.
We will observe and describe how metaphor works as expressive
device, as tool of inquiry, as explanatory framework.
Our work will extend beyond traditional studies of metaphor
in literary contexts to examine the ways in which music
is composed and enjoyed through specialized forms of
metaphor. Similarly, we will explore medical representation
practices where metaphor is often not admitted but,
nevertheless, abundantly present as metonymy and synecdoche.
We will balance theory with source materials:
music, literature, poetry, art, medical records, etc.
Working individually or in (very) small groups, students
will engage in an extended study of metaphor, using
discursive, visual, or musical modes of inquiry and
representation.
This program is intended for lost intellectuals
who are not only bookish but also irreverent in outlook.
We will admit students at all levels and from all disciplines
with the goal of creating a close-knit learning community.
Total: 16 credits.
Changing
Minds, Changing Course 
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill
Enrollment: 24
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, 8 to 16 credit internship
spring quarter.
Travel Component: None
Rhetoric and propaganda remain our close
companions as we rush from the world of unadorned print
into the dot com age. People's attempts to influence
one another are as old as language itself, yet the mass
media and the Internet extend a communicator's reach
more deeply into the lives of others, promising to magnify
that influence. This program examines a wide range of
planned influence attempts, from cults and brainwashing
to political campaigns and Internet advertising, asking
how communications media in concert with persuasive
messages re-form the social landscape. We will study
the psychology of persuasion, as well as the ways in
which various communications media encourage or inhibit
particular forms of discourse. We will also discuss
how telecommunications policy and media ownership might
affect the persuasion process. To better understand
the interplay of media and mind-changing, students will
learn production techniques in print, video and the
Internet, and they will design their own propaganda
campaigns. Students will also learn research skills
to evaluate and influence programs. In the spring, students
will take part in internships to get a first-hand look
at media as instruments of influence.
- Credit awarded in persuasion and propaganda, mass
communication and society, principles of marketing,
campaign design, media technology and public policy.
- Total: 16 credits each quarter; 8 to 16 credit internship
spring quarter.
- Program is preparatory for careers and future studies
in mass communications, marketing, political campaigns,
law and social science.
- This program is also listed in First-Year Programs.
Creative
Nonfiction: Reading and Writing the Literature
of Reality
Fall, Winter/Group Contract
Faculty: Tom Foote
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: Yes. Based on review of recent prose
work; students must submit prose work to faculty by
the Academic Fair, May 16, 2001. Send prose materials
to Tom Foote, The Evergreen State College, Olympia,
WA 98505.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Writers have come to realize that the
genre of nonfiction writing can be as colorful and gripping
as any piece of fiction. The difference is that nonfiction
writers are not burdened with inventing characters,
plot and description as everything they write about
actually happened. Creative nonfiction writers assemble
the facts and events and array them artistically and
stylistically using the descriptive techniques of the
fiction writer. They immerse themselves in a venue,
set about gathering their facts while demonstrating
scrupulous accuracy, and then write an account of what
happened in their own voice. Students will become practiced
with the form through intensive field work, research
and writing.
This program combines journalism,
field research and literary techniques. We will study
folklore and field research to learn to pay attention
to detail, and journalism to learn how to construct
a fact hierarchy and write a lead. Students will be
introduced to the focus structure format, where the
writer proceeds from the particular to the general.
This is an excellent feature writing tool and we will
spend part of the quarter writing feature stories. A
main emphasis in fall quarter will be the diligent pursuit
of venues for field observations in preparation for
writing the substantive final piece in winter quarter.
In the winter we will continue the
study of creative nonfiction, as well as hone our sensitivity
to literature techniques, and students will begin work
on the first draft of their final nonfiction piece.
The form allows the use of first person narration and
literary conventions ordinarily forbidden in the writing
of news copy. It requires the writer to be immersed
in a subject area over an extended period of time and
demands careful attention to detail to assure accuracy.
John McPhee says, "the piece
of writing has a structure inside it. It begins, goes
along and ends in a manner that is thought out beforehand."
That being the case, all the writer has to do is find
that architecture and the piece practically writes itself.
This helps to define and describe the form of creative
nonfiction. The story and structure are already there
and all the writer has to do is take the mallet and
chisel and chip away the unnecessary marble encasing
it to see the artistic form emerge.
We will continue to study the form
and discuss representative pieces written by noted authors
like Joseph Mitchell, Jane Kramer, Susan Orlean and
Tom Wolfe. Following a period of redrafting and corrections,
students will finish the polished piece and make a presentation
to the group in the last week of winter quarter.
- Credit awarded in feature writing, reading creative
nonfiction, folklore, field research and writing creative
nonfiction.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in the humanities: creative writing and feature writing.
Culture,
Context and Human Rights
Fall, Winter/Coordinated Study
Faculty: Greg Mullins, Steve Niva
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; college-level expository writing ability.
Faculty Signature: No
Special Expenses: Approximately $30-$50 for possible
field trip.
Internship Possibilities: No
Travel Component: None
In the post-Cold War era, the discourse
of human rights has risen to prominence in social justice
movements and in debates over foreign policy and globalization.
At the same time, many questions about the meaning and
practice of human rights remain unresolved. Who defines
human rights and to whom should they be applied? Which
humans and which rights? Are human rights universal
or do they reflect Western cultural norms? Should human
rights instruments apply to corporate behavior, sweatshops
and the institutions of the global economy such as the
World Trade Organization? What is the relation of "human"
and "humanitarian" to "the humanities"
we study as part of a liberal arts education? How can
literature, film, philosophy and history help us understand
humanity and human rights?
This program aims to provide students
with a broad working knowledge of the theory and practice
of human rights. We will explore theory and practice
through novels and testimonies, films and video, and
historical and analytical texts. The program will push
us to think more deeply about how different peoples'
experiences have been translated into human rights narratives,
how these have shaped struggles to end oppressive relations
and what forms of power operate under these conditions.
Our case studies will be drawn from the United States,
the Middle East, Africa and Asia. Among our concerns
will be immigration rights, sexual rights, women's rights
and labor rights. We will examine Islamic and Asian
perspectives on human rights to better understand questions
about the universality of human rights instruments.
The program will provide a stimulating political and
intellectual context and guidance on writing, research
methods, Internet research and activism and approaches
to challenging texts and ideas.
For more detailed information about
this program, visit Greg Mullins' Web site, linked to
Evergreen's home page through "Personal Home Pages"
http://academic.evergreen.edu/m/mullinsg/.
- Credit awarded in international studies, law and
government policy, literature and political economy.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in liberal arts professions such as politics, education,
law, human rights work, arts, management, humanities
and social services.
Decadence
and New Blood: The Outsiders
Fall, Winter/Coordinated Study
Faculty: Marianne Bailey, Hiro Kawasaki, Judith Gabriele
Enrollment: 50
Prerequisites: Junior or senior standing; transfer students
welcome with two quarters
of study in literature, art history and philosophy.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
In this program, we will study literature, art history
and aesthetic theory, music, drama and philosophy. We
will examine avant garde, outsider thinkers and artists
of 19th and early 20th-century Europe and their tenuous
but fruitful dialogues with the inside, the aesthetic
and intellectual mainstream of their times.
The study of French language will be an important component
of this program. Students will participate in beginning
or intermediate classes depending on their previous
training and ability.
We will begin our study with works of Romantic writers,
artists and thinkers during the late 18th and early
19th century, examining how they laid the foundation
for the development of modern movements. We will then
focus our attention on how the arts and writings of
the "fin de siècle" reflect the slow
and anemic decline of Western culture. But the cherry
blossom's beauty is most throat-catching at the moment
it falls. Decadent artists and writers were drifters
and pariahs, or recluses in gilded towers or closed
chambers. Baudelaire, Mallarmé, Wilde, Nietzsche,
Moreau, Redon, Gauguin, Hofmannsthal and Strauss were
some of the artists who announced and prepared the rites
of spring of the dawning 20th century, the arising vanguard
of modernist movements. We will look at aesthetics of
abstraction, atonality and anti-narration; at Jugendstil
or art nouveau, expressionism, primitivism, cubism and
dada. We will consider how non-European cultural traditions
infused new vigor into 20th-century Europe.
In addition to all program activities (reading, writing,
lectures, seminars and workshops), a collaborative group
project will constitute an important part of students'
work each quarter. The faculty will guide the formation
of the groups, and will offer suggestions on topics
and approaches to the projects.
Students are expected to commit themselves to both fall
and winter quarters. They should have a background and
strong interest in literature, philosophy, art history
and French language, and considerable discipline and
self-motivation.
Credit awarded in European literature, art history and
aesthetic theory, philosophy and beginning or intermediate
French.
Program is preparatory for careers and future studies
in the humanities and arts.
This program is also listed in Expressive Arts.
Destiny:
Welcoming the Unknown
Fall, Winter, Spring/Coordinated Study
Faculty: Kristina Ackley, Raul Nakasone(F), Corky Clairmont(W)
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: Kristina will require a signature
for spring quarter. The students must submit
independent project prosposal to Kristina. Faculty interview
required.
Special Expenses: Approximately $100 per quarter for
field trip expenses.
Internship Possibilities: Yes
Travel Component: None
This program is a part of the Native American
and World Indigenous Studies area. While the program
will not be a study specifically of Native Americans
we will explore Native American historical perspectives
and will look at issues that are particularly relevant
to Native Americans. We will concentrate our work in
cultural studies, human resource development and cross-cultural
communication. The program will examine what it means
to live in a pluralistic society at the beginning of
the 21st century. We will look at a variety of cultural
and historical perspectives and use them to help us
address the program theme. We will also pay special
attention to the value of human relationships to the
land, to work, to others and to the unknown.
We will ask students to take a very
personal stake in their educational development throughout
the year. Within the program's themes and subjects students
will pay special attention to how they plan to learn,
what individual and group work they want to do and how
they plan on doing it, and what difference the work
will make in their lives. Students will be encouraged
to assume responsibility for their choices. The faculty
and students will work to develop habits of healthy
community interaction in the context of the education
process.
- Credit awarded in Native American history, cultural
studies, philosophy, and content areas dependant on
student's individual project work.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in education, the arts, anthropology, multicultural
studies, tribal government and Native American studies.
- This program is also listed in First-Year Programs,
Social Science and Native American and World Indigenous
Peoples Studies.
International
Feminism
Fall, Winter, Spring/Coordinated Study
Faculty: Angela Gilliam, Ju-Pong Lin, Therese Saliba
Enrollment: 75
Prerequisites: Sophomore standing or above, transfer
students welcome.
Faculty Signature: No
Special Expenses: Approximately $100 each quarter for
field trips.
Internship Possibilities: Possibly during spring quarter.
Travel Component: None
This program offers a broad overview of
the contentious and problematic constructions of womanhood
and women's lived experiences all over the world. The
program also interrogates many approaches to feminism,
the contemporary methods for studying women's lives.
While much of bourgeois feminism has focused on sexual
liberation, women's struggles internationally are rooted
in the claim for economic, political and social, as
well as sexual equality.
Thus, this program will examine the
experiences of women, both in the United States and
abroad, through art, film, literature and cultural and
political analysis. The structural inequality between
men and women and the ways in which this inequality
has been eroticized across historical and geographical
contexts unites many women around the world. We will
explore how women's bodies function as signs and sites
of struggle and how women artists, filmmakers, writers
and activists produce resistant works that deconstruct
the historical coding of women's bodies.
Beginning with colonialist representations,
we will examine the uncomfortable intersection of ethnography,
pornography and Victorian medicine, and its effect on
women's lives and consciousness of self. These representations
of primarily African, Arab and Asian women laid the
foundations for the eroticization of inequality and
the medicalization of motherhood. Focusing on the politics
of mothering, we will explore the history of birthing
practices and neo-colonialist interventions in the mothering
process. We will also look at how the construction of
race and gender are interrelated; for example, how concepts
of "beautiful," "ugly," "exotic"
and "erotic" are used in relation to Black
women's hair, Asian women's eyes or veiled Arab women.
We will examine how performance artists and filmmakers
use their bodies as signifiers to deconstruct the power
of language as a tool of oppression.
Recent developments in the global
economy are reshaping the political and social terrain
of global feminism. Through case studies on the global
sex trade, women prisoners and female sweatshop workers,
we will examine the intersections of gender, class and
national and racial inequalities. In addition, we will
interrogate the tensions between women's search for
liberation as women and their often conflicted role
within cultural nationalist movements. From colonialism
to globalization, we will explore how migration and
transnational movements have shaped the identities of
women in the Diaspora, and how they represent their
identities in performance art, installation, film and
writing.
In workshops, students will develop
skills in video production, art installation, oral history
and creative nonfiction. During spring quarter, students
will work on individual or collaborative projects on
women's issues using these skills and/or intern with
a women's organization.
- Credit awarded in gender studies, international
studies, multicultural literature, media studies,
history and cultural anthropology.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in women's advocacy, media, education, international
relations, art and writing.
- This program is also listed in Expressive Arts and
Social Science.
Filming
Fictions
Spring/Coordinated Study
Faculty: Bill Ransom, Caryn Cline
Enrollment: 48
Prerequisites: None. This all-level program will accept
up to 25 percent or 12 first-year students.
Faculty Signature: No
Special Expenses: Up to $300/student may be required
for materials, equipment and theater admissions.
Internship Possibilities: No
Travel Component: None
This one quarter coordinated studies program examines
the choices writers and filmmakers face when telling
stories. We will study the work of a number of writers
and the filmmakers who've brought adaptations of their
work to the screen. Engaging in a close critical reading
of literary texts, and building our skills as print-text
readers, we will also learn to look at their film adaptations
and to read the filmic uses of space and time, images
and sounds.
What are the requirements of fiction? Of film? How do
the elements of plot, character, setting, mood, point
of view, narrative voice, tone and foreshadowing work
in fiction? In film? When to translate from the text
literally and when to diverge? What makes for a successful
adaptation? How does the screenwriter translate words
into images and sounds? What is gained and lost in the
translation?
This program emphasizes small group work in workshop
and seminar, supplemented with lectures by visitors
and faculty. Along with four program peers, students
will write weekly seminar papers, keep extensive lecture
and journal notes, participate in on-line and in-person
workshops. Each participant will write a short story
from scratch and will adapt this story to screenplay.
Faculty will present the basics of story writing and
adaptation, shooting and editing video, and students
will create a short video from their completed screenplay
(or a scene from that screenplay). The emphasis for
the production component of the program will be on process
rather than product. No video experience is necessary,
but students with intermediate and/or advanced production
experience may enroll in the program. For students with
media production skills, alternative assignments must
be arranged with the faculty. Guest speakers and an
extensive reading/viewing list will infuse this program
with effective methods for approaching the fiction-to-film
process.
Total: 16 credits.
.life
Fall/Group Contract
Faculty: York Wong
Enrollment: 24
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
February 15, 2000
"What did you do today, Justin?"
"I wrote my name."
"How exciting!" exclaims his young mother,
handing him a crayon. "Show me."
The two-and-a-half-year-old proudly scribbles out: J
U S T I N . C O M
"And you are my mommy dot com!"
Technology transforms culture. Cars
spew suburbs and change our notion of community. Television
alters how we see ourselves and others. Computers shift
control from workers to management.
.life probes our world now bonded
to new technology. What is meaningful when virtual is
real, time stretched and compressed, bodies programmable
and mind mapped?
So what?
In addition to weekly reading and
writing, lectures and seminars, students will also carry
out independent projects on emerging biological, chemical
and physical developments on social and psychological
techniques that will impact race and gender identification
and behavior, and missions to the unknown.
- Credit awarded in political economy, research,
and content areas dependant on students' project work.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in technology and the humanities.
- This program is also listed in First-Year Programs.
Looking
Backward: America in the Twentieth Century
Fall, Winter, Spring/Coordinated Study
Faculty: David Hitchens, Jerry Lassen
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The United States began the 20th century
as a second-rate military and naval power, and a debtor
nation. The nation ended the century as the last superpower
with an economy that sparked responses across the globe.
In between, we sent men to the moon and began to explore
our place in space. Many observers have characterized
the 20th century as "America's Century" because,
in addition to developing as the mightiest military
machine on the face of the earth, the United States
also spawned the central phenomenon of "the mass."
Mass culture, mass media, mass action, massive destruction,
massive fortunes-all are significant elements of life
in the United States, especially after the national
participation in World War I.
Looking Backward will be a retrospective,
close study of the origins, development, expansion,
and elaboration of "the mass" phenomena and
will place those aspects of national life against our
heritage to determine if the growth of the nation in
the last century was a new thing or the logical continuation
of long-standing, familiar impulses and forces in American
life. While exploring these issues, we will use history,
economics, sociology, literature, popular culture and
the tools of statistics to help us understand the nation
and its place in the century. At the same time, students
will be challenged to understand their place in the
scope of national affairs; read closely; write with
effective insight; and develop appropriate research
projects to refine their skills and contribute to the
collective enrichment of the program. There will be
program-wide public symposia at the end of fall and
winter quarters, and a presentation of creative projects
to wrap up the spring.
- Credit awarded in U.S. political and economic history,
U.S. social and intellectual history, American economics
and global connections, and American literature.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in the humanities and social science areas of inquiry,
law, journalism, history, economics, sociology, literature,
popular culture, cultural anthropology and teaching.
- This program is also listed in First-Year Programs
and Social Science.
Marking
Time: Rituals, Gestures and Languages of Movement
Fall, Winter, Spring/Coordinated Study
Faculty: Ruth Hayes, Doranne Crable, Lance Laird
Enrollment: 60
Prerequisites: Sophomore standing, transfer students
welcome; Core program and college-level reading and
writing.
Faculty Signature: No
Special Expenses: Approximately $150 for art materials.
Internship Possibilities: No
Travel Component: None
People hang a calendar on the wall and
place a sundial in the garden. A band marches in place
while the dancer leaps, spins, taps or slides across
the stage. Individual frames of film speed before our
eyes to create the illusion of continuous movement,
while commencement ceremonies and rites of passage cast
the spotlight on a single moment of transition. A yogi
counts breaths, while a college student counts credit
hours. All are marking time.
In this program we will explore the
variety of ways human beings mark time as we construct
our lives, tell our stories and move our bodies through
space. We will examine the boundaries and intersections
between religious ritual, dance and animation: from
a Catholic Office of the Hours to the Muslim's five
daily prayers, from drawn gestures to the key frames
of animation and from the core to the distal breath
in Laban movement.
We are called upon to play many roles
in our lives. Sometimes we think we choose the roles,
and sometimes they seem to choose us. We may feel guided
and comfortable in this process, or we may feel that
we are lost. As we write the score of our lives, we
define our identities among the infinite number of roles
available, frequently reshaping one identity into another.
The archetypes of metamorphosis and liminality (threshold
crossing) will be central to our work in this program.
Humans set boundaries in almost every
area of their lives in order to manage time and shape
space to a human scale. At many times of life and across
cultures, we mark the boundaries with rituals, celebrations
and narratives. They help us find security, nurturing
and sustenance for creative life. At the same time,
boundaries, canons, rules and traditions can bind or
limit our freedom. One of the questions we will consider
is what drives some individuals or groups to leave a
spiritual, artistic or political tradition, when it
is the very space that has nurtured and sustained them?
What is the benefit of going into the unknown, a "space"
without boundaries, community or tradition? The individuals
and groups we will study are those who have done this
and returned to their tradition, renewing it and reinitiating
a cycle.
Our explorations will lead us along
various disciplinary pathways. They include spiritual,
religious and mystical traditions, the arts and anthropology,
politics and poetry. We will have workshops in animation,
movement, spoken word and meditation, and take field
trips to places of worship and to performances. We will
seek answers to our questions through numerous texts
and works of creative art. Kafka's Metamorphosis, Eliade's
The Myth of the Eternal Return, Lawlor's Sacred Geometry,
Purce's The Mystic Spiral and Chatwin's Songlines, the
mystical writings of Meister Eckhart, Hildegard of Bingen
and Black Elk, the films of Buñuel, Svankmajer,
Deren and the Fleischer Brothers, and poetry by Mary
Oliver, Gerard Manley Hopkins, Rumi and Rainer Maria
Rilke, are examples of works with which we may engage.
- Credit awarded in drawing, animation composition
and techniques, animation studies, comparative religion,
ritual studies, comparative mysticism, religion and
art, fundamentals of movement, poetry and prose: analysis
and interpretation, cultural mythology and rituals
of performance.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in the arts (animation, dance and theater), education,
world literature, humanities, religion and religious
studies.
- This program is also listed in Expressive Arts.
The
Order of Things
Fall, Winter/Coordinated Study
Faculty: Bill Ransom, Joe Feddersen
Enrollment: 50
Prerequisites: Junior or senior standing, transfer students
welcome.
Faculty Signature: Yes. Admission to the program is
contingent upon review of student art portfolio and
writing samples, to be presented to the faculty before
the Academic Fair, May 16, 2001. Send art portfolio
and writing samples to Bill Ransom, The Evergreen State
College, Lab I, Olympia, WA 98505.
Special Expenses: Students can expect to pay up to $300
in art supplies per quarter, and up to $100 for field
trips.
Internship Possibilities: No
Travel Component: None
This is a two-quarter program of advanced
studies in the visual arts and in the written word.
We will draw expression from the contextualization of
objects, extracting from them and from their contexts
hidden or implied meanings. We will explore the texture,
form, shape and mood of found objects to create meaning.
An assortment of readings will deal with how others
have gleaned meaning from the found object. We will
spend time on the works of Marcel Duchamp, Joseph Beuys,
Joseph Cornell, Barbara Kruger, Jenny Holzer, Jimmie
Durham and Robert Rauschenberg. Readings, like Foucault's
The Order of Things, will deal with the cultural display
of objects and how text is used to convey ideas. Students
will be expected to bring with them an advanced level
of achievement in either the written word or visual
arts. We will offer workshops in the fall to fill in
some gaps-meaning that some of the workshops will address
the whole group, but we will make a special effort to
give the visual artists more skills in writing and the
writers a better understanding of visual arts. Students
will be required to participate fully in both writing
and visual arts assignments. In winter quarter, students
will have the opportunity to focus on a major project
culminating in a final exhibition and/or publication.
Readings will include selections from
contemporary authors who utilize found or everyday materials
to make poetry and fiction; these include, but are not
limited to, Tim O'Brien, Pattiann Rogers, Ken Brewer,
Rebecca Wells, Bill Ransom and Carolyn Forché.
A visiting-artist-and-writer series will be an integral
part of this program.
- Credit awarded in open- and closed-form poetry,
research writing, expository writing, fiction, art
history, philosophy, semiotics and studio arts.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in the arts and humanities.
- This program is also listed in Expressive Arts.
Pablo
Neruda: Love, Politics and Poetry
Fall/Group Contract
Faculty: Craig Carlson
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Neruda writes simply, directly, forcefully,
earthily of his love for-and his lover's quarrels with-Matilde
Urrutia and Chile. He is a fiery poet of love and of
politics. He violates the rules of behavior set up by
the wise. His is a poetry of high animal spirits and
enthusiasm:
Y cuando asomas
Suenan todos los ríos
En mi cuerpo, sacuden
El cielo las campanas,
Y un himno llena el mundo.
And when you appear
All the rivers sound
In my body, bells
Shake the sky,
And a hymn fills the world.
Students will immerse themselves in
Neruda's poetry and his politics. We will examine Chilean
culture through the scholarship of Howard Zinn, Karl
Marx, Eduardo Galeano and Jorge Gilbert, as well as
Neruda's poetry and prose.
Students will participate in weekly
seminars and be asked to respond to Neruda through a
variety of writing-critical essays, journal work and
creative-as well as choosing expression in drawing,
painting, calligraphy, dance, music and/or performing
arts. Each student will design and present a final project
based on Neruda's work and artistic heritage, as well
as complete a research paper. We will follow Neruda's
approach:
Estoy, mirando, oyendo,
Con la mitad del alma en el mar y la mitad del
alma en la tierra,
Y con las dos mitades del alma miro el mundo.
I am here, watching, listening,
With half of my soul at sea and half of my
soul on land,
And with both halves of my soul I watch the
world.
- Credit awarded in literature *, Latin American
culture*, writing* and art*.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in law, the humanities, cultural studies, art and
writing.
Politics
and Ideologies From the Americas
Fall, Winter/Group Contract
Faculty: Tom Rainey (W), Adriana Fernandez-Batlle (FW.25)
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: $15 for program materials.
Internship Possibilities: No
Travel Component: None
Rich and industrialized nations from
the North assert that capitalism brought progress and
welfare to many nations. On the other hand, people from
Africa, Asia, Latin America and the Caribbean argue
that capitalism was based upon primitive accumulation
rooted on the primitive violence, pillage, and genocide
of the inhabitants of the Third World. Accordingly,
they claim that rich nations exist today because their
ancestors plundered other nations for many centuries.
First Europe and then the USA, after they expropriated
the Third World of their right to life, have created
and imposed structures and laws, which allowed them
to decide the destiny of these continents. These conditions
have permitted the historical oppressors to behave like
creditors and judges who dictate sentences forcing Third
World countries to continue funneling their wealth toward
the developed economies, according to this interpretation.
Through these mechanisms, Africa, Asia, Latin America
and the Caribbean were converted into secondary chapters
of the European history; it is argued by the Third World.
Besides the rules of European capitalist market, their
culture, religion and identity were imposed upon them.
Peoples from these continents were forced to be ashamed
of them because they were Indians or Blacks, to renegade
their cultures and to accept to living under eternal
conditions of exile in their own lands.
This program is aimed to study the above processes in
the Americas from pre-Columbian times until today from
a multidisciplinary approach which includes history,
politics, economics, religion, culture, folklore, literature,
theater, media, art, etc. Within this context, the process
of underdevelopment, which characterizes the region
today, will be historically analyzed and evaluated in
light of the formation and expansion of the capitalist
system in Europe first and the United States later.
This program will utilize Latin American approaches
and interpretations, as opposed to Eurocentric studies
and models both from Europe and the USA. This program
will also include a social research methods component
to study the subjects described here. Projects including
video production, cultural journalism, folklore, theater,
alternative media and Spanish language will be developed
by students working in small groups. During the spring
quarter of 2002 the program will offer interested students
a chance to travel to Chile. Participation in research
projects and production of several short documentaries
about relevant topics studied in this program will be
the focus of this Field School to Chile.
- Credit awarded in social sciences, communications,
Spanish language, Latin American studies, political
economy, arts, television production and writing.
- Total: 16 credits each quarter.
Self,
Gender and Culture: Japanese and Anglo-American/Native
American Literature and Cinema
Fall, Winter/Coordinated Study
Faculty: Harumi Moruzzi, David Rutledge
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Self, Gender and Culture: Japanese and
Anglo-American/ Native American Literature and Cinema
is a coordinated study designed for the students who
are interested in cross-cultural exploration of the
concepts of self and gender.
It is often said that American and Japanese
cultures represent themirror images of human values.
For instance, while American culture emphasizes the
importance of individuals over groups, Japanese culture
dictates group cohesion; while Japanese women are valued
most as wives and mothers, American women feel more
valued as wage earners. Certainly, the reality is not
as simple as these stereotypes indicate; nevertheless,
this dichotomized comparative cultural frame presents
an interesting context in which we can explore many
human issues. Thus, in this program we explore the concepts
of self and gender represented in American and Japanese
literature, cinema as well as popular media. We also
incorporate the study of Native American culture through
literature and cinema in order to add another dimension
and further depth to our multi-cultural examination
of self and gender.
During the fall quarter, our focus will
be on film medium. At the beginning of the quarter the
students will be introduced to the rudiments of film
technology and the basic concepts of film theory through
texts and lectures. With these analytical tools in hand,
students will then examine images of individuals and
genders produced in American and Japanese films through
seminars and critical writings. In addition to the critical
viewing of film, weekly readings concerning culture
and gender will also be incorporated. Students will
also acquire rudimentary experience in video production.
They will learn how to use a camcorder and how to edit
VHS videotapes. By the end of the quarter, groups of
four or five students will produce media works, which
deal with gender issues in specific cultural contexts.
Winter quarter, our focus will shift to
literature, but film viewing will continue throughout
the quarter. At the beginning of the quarter the students
will be introduced to the major critical theories in
order to familiarize themselves with varied approaches
to literature; then, students will examine representations
of individuals, genders and cultures in American and
Japanese literature through seminars and critical writings.
- Credit awarded in psychology, gender studies, Japanese
culture, Japanese literature, Native American culture,
American literature, sociology, film criticism, expository
writing and video production.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in psychology, gender studies, cultural studies, film
studies, and the humanities.
Social
Work Practice
Fall/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This one quarter, upper-division group
contract explores the field of social work as an evolving
helping profession. We will examine the historical and
philosophical foundations of social work, as well as
the contemporary political-cultural issues that form
its field of practice. Thus, our focus is on the diversity
of social work professional roles and functions.
Students will be expected to participate
in a volunteer service learning project, assess current
research studies that inform social work practice, write
several response-essays, facilitate a seminar discussion
and complete a major scholarly essay on a student-selected
social work topic.
- Credit awarded in history of social work*, social
work community practice*, volunteer service learning*
and human behavior in the social environment*.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in social work and human services.
- This program is also listed in Social Science.
Tragic
Relief: Comedy, Tragedy and Community, from Athens
to America
Fall, Winter, Spring/Coordinated Study
Faculty: Helen Cullyer, David Marr, Sam Schrager
Enrollment: 69
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Approximately $300 for week-long trip
to the Oregon Shakespeare Festival.
Internship Possibilities: No
Travel Component: Out-of-state field trip.
Jokes, humor and comedy are central to
human experience, but too often have been considered
unworthy of serious study. Tragedy, suffering and "the
slings and arrows of outrageous fortune," on the
other hand, have been thought to strike closer to the
truths of the human condition. We will investigate comedy
and tragedy as powerful rival visions of life. Our yearlong
study of great texts will include masterpieces of ancient
and modern drama and prose fiction, along with oral
humor, films and television sitcoms.
We will read comedies and tragedies
from ancient Greece and Rome, England and America. By
approaching these works in their social and political
contexts we will seek to understand how comedy and tragedy
shape human outlooks on life, make political statements,
reaffirm or challenge stereotypes, and work for or against
human community. Among the authors whose works we will
examine are Aristophanes, Aeschylus, Sopho-cles, Plautus,
Shakespeare, Herman Melville, Mark Twain and Arthur
Miller. To aid us in our investigations, we will also
read philosophical commentaries by Aristotle, Roland
Barthes, Mikhail Bakhtin and Ted Cohen.
Our studies will not be confined to
works in written and visual media which are traditionally
labeled comedy and tragedy. We will also consider the
role of jokes and humor in everyday life, questioning
the time-honored belief that ranks comedy beneath tragedy
in seriousness. To test this belief students will undertake
a fieldwork project to document occasions of humor and
responses to it. In the same spirit of skepticism we
will also question the view that tragedy is out of place
in a democratic society of equals.
In fall and winter, students will
perform scenes from famous comedies and tragedies. In
winter and spring students will collaborate in writing
and performing their own plays.
- Credit awarded in classical studies, humanities,
folklore, literature, history, philosophy, social
thought and foreign language.
- Total: 12 credits each quarter. All students will
take a four-credit course in a foreign language: Latin,
Spanish, French or Japanese.
- Program is preparatory for careers and future studies
in the humanities, theater, teaching, law and community
work.
- This program is also listed in First-Year Programs.
Women
and Wisdom
Fall, Winter, Spring/Coordinated Study
Faculty: Janet Ott, Sarah Williams
Enrollment: 37
Prerequisites: Sophomore standing or above, transfer
students welcome.
Faculty Signature: Yes. To apply, submit a writing sample
by May 1, 2001, to Sarah Williams, The Evergreen State
College, SE 3127, Olympia, WA 98505. For writing sample
details and interview process see http://192.211.16.13/users1/ottj/home.htm.
Students will be informed of acceptance by May 21, 2001.
Special Expenses: $50 for materials and $120 for yoga
class.
Internship Possibilities: Yes
Travel Component: None
"[T]o grow in wisdom and to learn
to love better" writes Rachel Naomi Remen, M.D.,
is life's basic lesson plan. We will focus on the paradoxically
radical idea that a goal of education should be to instruct
ourselves-particularly women-in our abilities to gain
wisdom and to love better.
Historically the rise of the university
system from the monastic system of education split the
development of spirit from that of mind and body. By
further separating mind and body, our Cartesian cosmology
solidified this process of compartmentalization. An
education that embraces body, mind and spirit is radical.
It is paradoxical because the cultivation of wholeness
and divinity was once the heart of the system. And as
women, those "not-men" creatures whom gender
stereotyping has rendered particularly susceptible to
matters of the heart, the paradox is even greater. Our
program reclaims the wholeness and divinity of the cultivation
of mind, body and spirit from which women have been
repeatedly and specifically excluded. Our goal is to
educate in ways that heal. Education means "to
lead forth the innate wholeness in a person." So,
concurs Remen, "in the deepest sense, that which
truly educates us also heals us."
We also expect each student: to engage
in an apprenticeship, a community service-learning project,
an internship, or participatory or collaborative research
project; to participate in a mid-winter retreat; and
to develop a daily discipline that enhances his or her
ability to grow in wisdom and learn to love better.
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.
- Credit awarded in feminist theory, history, anthropology,
science, women's studies, cultural studies.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in biology, counseling, cultural studies, health sciences,
healthcare services, history, religious studies, social
work and women's studies.
- This program is also listed in Scientific Inquiry.
OFFERINGS
BEGINNING WINTER QUARTER
A Study of Violence
Winter/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: Yes. In order to be considered for
enrollment, prospective students must submit a two-page
typewritten 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."
Send to Justino Balderrama, The Evergreen State College,
COM 301, Olympia, WA 98505, any time up to or during
the Academic Fair, November 28, 2001. Students will
be notified of acceptance into the program by November
29, 2001. If any questions exist, contact the faculty
who is happy to respond, (360) 867-6051.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
In this upper-division, one-quarter group
contract we will explore the socio-cultural meaning
of violence: we address the critical question, what
is the social reality of violence in the United States?
Thus, we examine how the institutions, symbols, beliefs,
attitudes and everyday social practices found within
the United States create and sustain violent behavior.
We critically investigate the cultural connections between
violent crime, media, literature, art and the United
States' "culture of violence." Our approach
is interdisciplinary using sources from both the social
sciences and the humanities that inform our study of
violence. Also, we will explore the social work and
human services intervention models that inform successful
violence prevention programs.
- Credit awarded in social psychology*, cultural
studies*, aesthetics of violence*, philosophy of violence*,
literature of violence, criminology*, social work*
and human services*.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in the humanities and social sciences.
- This program is also listed in Social Science.
Bones
and Stones: Children of the Ice Age; The Achievement
of Our Prehistoric Ancestors
Winter/Group Contract
Faculty: Gordon Beck
Enrollment: 25
Prerequisites: Junior or senior standing, transfer students
welcome.
Faculty Signature: Yes. Students must submit at least
one upper-level research paper to Gordon Beck, The Evergreen
State College, L 3220, Olympia, WA 98505. Faculty will
assess writing and potential research skills. Interviews
will be conducted November 26-30, 2001. Students will
be notified of acceptance by phone or mail.
Special Expenses: Local field trips to the Burke Museum
and Seattle Art Museum.
Internship Possibilities: No
Travel Component: None
Man's success is due to lack of
specializa- tion, to being able to change habit
and diet when occasion demands. - Colin
McEvedy
In this learning community we will be
reading the "prehistoric library" of bones,
stones, ancient artifacts and early written texts from
Gilgamesh to the Iliad. Our goal is to develop an understanding
of the world from the last ice age (c. 50,000 B.P.)
and to ponder the achievements of our ancestors through
reading texts of bone, stone, ash, ivory, paint, metals
and early cities. Our major activity is research.
Our program of exploration and discovery
will utilize the academic tools of history, archaeology,
anthropology, art history, literature and mythology.
In aid of our search we will read both primary and secondary
texts in order to survey current opinions; our investigations
will involve a great deal of research, careful interpretation
of evidence and speculative reasoning.
We will explore the recent past of
our human species, from the rise of agriculture, ceramics,
metal working, towns, trade and early texts. From the
Indus Valley to the Pillars of Herakles, from the Second
Cataract of the Nile Valley to the Scythian iron workers
north of the Black Sea, our research will seek to understand
the growth of agriculture, industry and the roots of
social order.
Our program uses books, writing, evaluation
of primary evidence and analytical speculation in search
of understanding. Our texts are often to be found in
the surviving artifacts of various cultures.
Books used will include W. Burkert's
The Orientalizing Revolution: Near Eastern Influence
on Greek Culture in the Early Archaic Age, Campbell's
The Masks of God: Primitive Mythology, C. McEvedy's
The Penguin Atlas of Ancient History, Stanley's
Children of the Ice Age: How a Global Catastrophe
Allowed Humans to Evolve, Trump's The Prehistory
of the Mediterranean, and Hoffman's Egypt Before
the Pharaohs: The Prehistoric Foundations of Egyptian
Civilization.
Our activities will include seminars,
research presentations, field trips, image workshops
and films. Reading, writing and discussion are central
to all of these.
- Credit awarded in anthropology, archaeology, arts
and crafts of prehistoric people, and research writing.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in the humanities, social sciences and the arts.
English
Poetry
Winter/Group Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome; Core program or equivalent.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Students intending further studies in
literature or those wanting simply to tap poetry's potential
for lifetime pleasure will gain familiarity with the
range of poetry in English and with ways of thinking
and writing about it. All will acquire confidence in
understanding and expressing appreciation of poems.
Seminars will meet for about five
hours on each of two days a week, participants having
read (for each day) about 50 pages of poetry. In addition
to normal seminar participation each student will make
one 10-minute presentation per week, explicating a poem
from the relevant readings.
Students opting for independent study
will choose, during the first week, a major poet to
read in and around during the quarter, with a view toward
a term paper on some aspect of the poet's work.
The final examination, an explication
of a "mystery poem," will prove to each student
his or her acquired confidence in taste and judgment.
- Credit awarded in American poetry, English poetry
and expository writing.
- Total: 16 credits. Students may take four credits
by prior arrangement in lieu of independent study.
- Program is preparatory for careers and future studies
in any field requiring competency in using words.
OFFERINGS
BEGINNING SPRING QUARTER
Alternatives
to Capitalist Globalization: Radical Theory and
Practice
Spring/Coordinated Study
Faculty: Peter Bohmer, Steve Niva
Enrollment: 50
Prerequisites: Junior or senior standing, transfer students
welcome; students should have some background in political
economy and social change.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
At the end of the 20th century, the dominant
ideology expressed by global and national elites and
institutions is that there are no alternatives to capitalist
globalization. The world must be restructured according
to "free market" principles that open up countries
to the products and investment of multinational corporations,
reduce social relations to commercial transactions and
impose Western development models on diverse cultures.
In this program, we will examine different social movements
and thinkers who are actively resisting neoliberalism
and are offering alternative visions and models for
social relations and meeting human needs.
We will examine the dominant ideology
of neoliberal economic development as well as alternative
approaches to development and challenges to the very
concept of development itself as a universal goal. We
will also explore different theories and strategies
of resistance to global capitalism that have arisen
in diverse locations around the world, including those
influenced by socialist, anarchist, ecological, feminist
and postcolonial perspectives. The program will devote
considerable time to researching case studies based
on the interests of the students and faculty. Possible
case studies may include worker cooperatives in Mondragon,
Spain; Zapatista resistance to neoliberalism in Mexico;
ecological and anarchist movements in Europe and North
America; and anti-corporate movements in the Third World.
Students will form research groups, write and present
their case studies to the class.
- Credit awarded in comparative social systems, political
theory and international political economy.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in political theory, Third World studies and international
solidarity work.
- This program is also listed in Social Science.
Antebellum
Spring/Group Contract
Faculty: Michael Pfeifer
Enrollment: 25
Prerequisites: Junior standing, transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The United States developed many of its
crucial characteristics in the period between the American
Revolution and the Civil War. From 1781-1861, social
arrangements that emerged around the enslavement of
Africans and the territorial expansion onto the lands
of First Peoples bequeathed America its troubled racial
legacy. Distinctive regional identities-northern, southern,
western-grew out of proximity to slavery, capitalist
transformation and the frontier. As the rural North
underwent the intensive agriculture of small farmers,
the first wave of industrialization produced large metropolises
in the Northeast, and eventually, the Midwest. Working
classes and middle classes created by early industrialization
and urbanization, the arrival of large numbers of migrants
from Germany and Ireland and ostracized populations
of First Peoples and African Americans, contested and
produced the distinctive synthesis that we know as American
culture. Although we can recognize the emergence of
much that we identify as American in the pre-Civil War
United States, there was also much that is less familiar.
These less recognizable qualities include a passionate,
democratic political culture (albeit one circumscribed
by race and gender), highly particularistic regional
and local cultures that eschewed assimilation into a
homogeneous national identity, and a strong ethos of
communalism and mutuality undergoing the initial challenges
posed by individualistic capitalism.
Concentrating on themes of race, gender,
class, ethnicity and religious experience, we will read
extensively in the social and cultural history of antebellum
America, listen to its music (such as that of William
Billings and Stephen Foster) and read its literature.
We will interpret and contextualize many primary documents
and read key secondary historical accounts. Students
will write short papers that will explore specific topics,
and long papers that will attempt to make sense of the
era in its entirety. We will be most concerned in our
seminars and expository essays with what was old and
what was new in this period, and its legacy.
- Credit awarded in American social and cultural
history, American studies and the history of music.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in the humanities, teaching, law and other professions.
Bodies
of Contention
Spring/Coordinated Study
Faculty: Alice Nelson, Greg Mullins
Enrollment: 48
Prerequisites: Two quarters of college. This all-level
program will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: No
Special Expenses: Approximately $35-$50 for possible
in-state overnight field trips.
Internship Possibilities: No
Travel Component: None
Bodies are not only biological. They are
also a medium of culture, a powerful symbolic space
where the central rules and values of a given cultural
context may be expressed. Our bodies are trained, shaped
and impressed with prevailing historical forms of selfhood
and desire, masculinity and femininity. As feminism
and queer studies have insisted, this regulation of
the body is political, and the prevailing norms shaping
bodies must be contested and questioned if exclusionary
social hierarchies are to change.
Focusing on literary and historical
texts, and drawing centrally from feminist and queer
theory, this program will explore the following questions:
Why and how has the body been used as a site for political
contention in the period 1950-2002? More specifically,
what battles have been waged over gender and sexuality,
as expressed through bodies, and what can literature
tell us about these struggles? How are bodies and desires
regulated and contested differently in different cultural
contexts? How do transgressions of bodily, gender and
sexual norms compare with other sorts of crossings:
of geographical borders, ethnic/racial categories, social
classes, pleasure/pain, aesthetic hybridity? Please
note that much of the reading is sexual in nature. Students
enrolled in the program must be prepared to approach
this material in scholarly ways.
This program will focus on texts,
both those we read and those we write. Students will
explore program questions through writing and extensive
revision, as well as through seminar discussion. In
addition, students will work on media literacy skills
through critical viewing and analysis of one film per
week. For more information about this program, visit
Greg Mullins' Web site, linked to Evergreen's home page
through "Personal Home Pages" http://academic.evergreen.edu/m/mullinsg/.
- Credit awarded in literature, history, critical
theory and gender/sexuality studies.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in liberal arts professions such as education, law,
arts, management, humanities and social services.
- This program is also listed in First-Year Programs.
Fiction
and Nonfiction
Spring/Coordinated Study
Faculty: Tom Foote, Evan Shopper
Enrollment: 50
Prerequisites: Sophomore standing and above, transfer
students welcome; the faculty will consider some third-quarter
freshmen with two quarters Core program or equivalent
background.
Faculty Signature: Yes. Based on review of recent prose
work; students must submit prose work to the faculty
by the Academic Fair, March 6, 2002. Send prose materials
to Tom Foote, The Evergreen State College, Lab II, Olympia,
WA 98505 or footet@evergreen.edu.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program is designed around the central
tenet that students cannot 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 nonfiction, 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
nonfiction 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 nonfiction.
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.
All students will be required to submit a piece of fiction
and nonfiction to one or more magazines.
- Credit awarded in reading creative nonfiction,
folklore, field research, writing fiction and writing
creative nonfiction.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in the humanities.
Field
School to Chile
Spring/Group Contract
Faculty: Jorge Gilbert
Enrollment: 15
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must apply by January
11, 2002
Special Expenses: $2,500 for airfare, room and board,
transportation and visits to different sites, conversational
Spanish classes, on-site orientation and program related
expenses. Participants must pay a deposit of $150 by
February 15, 2002
Internship Possibilities: No
Travel Component: Four weeks in Chile.
This Field School to Chile has three
general objectives. First it provides participants with
an interdisciplinary curriculum which will allow them
to study, research and experience firsthand a wide range
of issues and concerns affecting Chile and South America
at the beginning of the 20th century. Secondly, the
Field School to Chile provides practical opportunities
for intensive language study. Students will attend regular
classes geared to their skill level with the goal of
developing or deepening their knowledge of Spanish.
Third, the Field School to Chile immerses participants
in the cultural, socio-political and economic reality
of a country struggling to overcome its condition of
underdevelopment. Students will have the opportunity
to participate in workshops, conferences, and discussions
with political and community leaders and grassroots
organizations and to study the social, artistic, folkloric
and intellectual life of the country.
In spring 2002, the Field School to Chile will focus
on the study of different aspects of Chilean life. The
subjects of the studies will include poverty, popular
culture, the status of women, artistic expression, environmental
concerns of the people, and the particular struggles
and issues facing different sectors of the population
under Chile's current neoliberal model of economic development.
The studies will involve research, observation, and
close collaboration with communities and groups.
Students interested in the field school with a background
in video production, Latin American studies, political
economy, communication, art, media, folklore, environmental
or cultural studies can enroll in this program for spring.
However, you need to apply to this Field School to Chile
no later than the second week of the winter quarter.
LOGISTICS The first week of the quarter
will be used to introduce the students to the culture,
politics and geography of the country. Working groups
will be organized to join different research projects
according to the particular interests of the participants
of this field school. Once in Chile, the group will
visit governmental, non-governmental, private and church
projects for development in urban and rural areas of
the country. Trips to the Andes, rural, urban and mining
sectors, the National Congress in the port of Valparaíso,
and meetings with governmental authorities, political
leaders and grassroots organizations will be held. Students
will have the opportunity to interact with a wide range
of the Chilean population to learn and evaluate the
effects of the new economic and cultural changes. Classes,
conferences and workshops about this and other topics
will be available at the University of Chile and other
educational and research institutions.
REQUIREMENTS Students are expected to
keep a personal journal documenting their experiences
in the country, and to work in a group research project.
To carry out their research projects, students can travel
around the country, consult people, and visit libraries
and universities. The coordinator of the field school
will facilitate this component of the program. Students
will stay in Chile for four weeks (or more). Upon return,
the students will complete their video-projects and
research at TESC with the material gathered in Chile.
Participants in this field school are required to pay
a deposit of $150 (non-refundable) by February 15, 2002.
If students decide to travel to Chile, $100 will be
used to cover airfare. Although knowledge of Spanish
is not a requirement, it is highly recommended that
the students take some provisions to gain familiarity
with this language. However, this field school includes
conversational Spanish classes at no extra cost to the
students during the four weeks in Chile. Most of the
activities described above will be enhanced by knowledge
of Spanish. Lectures and workshops by the faculty will
be in English.
FIELD SCHOOL COST The base price of this
field school is approximately $2500 for four weeks.
The cost of the airfare tickets need advance payment
to secure group discounts. For this reason it is advisable
to assemble your financing as soon as possible in order
to avoid organizational problems and delays.
THE FIELD SCHOOL INCLUDES:
- Air fare (around trip Seattle-Santiago-Seattle)
- Room and board (breakfasts & dinner) in Santiago
- Transportation and visits to different sites (and
from the airport to the residence: Estadio de la Contraloría
de la República de Chile)
- Conversational Spanish classes
- On site orientation (guides, local tours, etc)
- Program related expenses (class & studio rooms,
guest lectures, etc).
THE FIELD SCHOOL DOES NOT INCLUDE:
FINANCIAL AID Students are entitled to
apply for financial aid and loans from the college.
If you need financial aid for the program, you must
start this process no later than February 1, 2002. After
this date, you will need to use personal funds to pay
for your expenses. Financial Aid will reimburse you
upon your return. For more information, contact the
campus Financial Aid Office as soon as possible regarding
application for support for this field school.
Total: 8, 12 or 16 credits.
Founders
of American Consciousness
Spring/Group Contract
Faculty: David Powell
Enrollment: 25
Prerequisites: Junior or senior standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: Approximately $200 for required texts.
Internship Possibilities: No
Travel Component: None
With canals and railroads under construction
in America; with the coming shock of a total civil war
fought on our own soil against ourselves; with power
already firmly in the hands of the American materialistic
mercantile owner class; with slavery as an economic
basis and slave ownership guaranteed in our Constitution;
with the requirement for speed in life and rapid production
of goods on the job bred into us; with cruelty, disrespect
and genocide as our national response to the Native
peoples; with a slightly raw, but incredibly rich and
varied bounty of literary masterpieces appearing, almost,
out of nowhere; with the subject of these literary masterpieces
frequently being alienation and isolation; with both
the herd response mentality and individuated artists'
dissent as core coexistent elements in our burgeoning
culture; with our national propensity for grabbing and
digesting vast tracts of land with total disregard for
Native or Hispanic rights, or even recognition of their
presence; with a capacity to build, cross, conquer and
control both "nature" and natural obstacles
already recognized and truly admired by the rest of
the industrialized world; with natural resources so
vast in quantity and quality that they were, obviously,
inexhaustible, and probably greater than all of the
natural resources of Europe; with the frontier moving,
moving, ever westward, blessed by our almost religious
conviction concerning our "manifest destiny"
as subduers of an entire continent; with technology
and industrialization as the handmaidens and pages of
our physical success and our infrastructure (canals,
bridges, dams, cities, railroads, boats, barges and
roads) one of the amazing wonders of the modern world;
with our fascination with and attraction to male and
female cultural icons (from mythic Paul Bunyan to the
superstars of today) already part of our "reality";
with our absolute convictions about the basic right
of all Americans to freedom, wealth, independence and
happiness, despite the actual availability of those
to only a small number of the most privileged white
citizens of the republic; the keystones of American
consciousness are: growth, expansion, creativity, change,
moralism, violence, materialism, thoughtfulness, political
action, conflict, greed, imagination, productivity,
personal courage, vast hopes and even greater dreams
of individual/cultural achievement and success.
Readings will include these authors:
James Fenimore Cooper, Francis Parkman, Emily Dickinson,
Nathaniel Hawthorne, Walt Whitman, Catherine Sedgwick,
Herman Melville, Harriet Beecher Stowe and Henry David
Thoreau.
- Credit awarded in American literature and American
culture history.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in literature, social science and the humanities.
Hemingway:
The Writing Life
Spring/Group Contract
Faculty: Tom Grissom
Enrollment: 24
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Ernest Hemingway, more than any other
American writer, lived a life that became inextricably
identified with his writings. From his beginnings as
a writer in Paris in the 1920s to his death in Idaho
by suicide in 1961, his own life and experiences became
the source of his material and the spark of his imagination.
He developed a style of storytelling that was uniquely
his own. He aimed at uncompromising honesty in his writing,
and strived always to create a depiction of the actual
in his spare, unadorned and precise prose. He ranks
as one of the most distinctive prose stylists in American
literature in his novels, short stories and nonfiction
works.
This program will be an intensive
examination of major works of fiction and nonfiction
by this important writer, including such works as The
Sun Also Rises, A Farewell To Arms, To Have and Have
Not, For Whom the Bell Tolls, Across the River and Into
the Trees, The Old Man and the Sea, Death in the Afternoon,
Green Hills of Africa and A Moveable Feast, plus the
collected short stories. In addition, we will read literary
criticisms and commentary of Hemingway's work and a
biography of the life and times of the writer. Students
will write responses each week to the readings and will
produce a longer expository paper on some chosen aspect
of Hemingway's writing. In our work we will pay attention
to the structure and aesthetic qualities of the writings
and to their meaning and relevance, responding to the
question: What is the writer doing, and how does he
do it? We will read and discuss with the aim of understanding
and assessing Hemingway's contribution to and place
in American literature. Classes will all be seminars
and recitations in which students will be responsible
for presenting their own writing and work.
- Credit awarded in topics of 20th-century American
literature, contemporary intellectual history, research
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.
Japanese
Film: The Characteristics and Aesthetics of Tradition
and Change
Spring/Group Contract
Faculty: Setsuko Tsutsumi
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: Approximately $40 for cultural events
from Japan.
Internship Possibilities: No
Travel Component: None
This program will explore various aspects
of Japanese film through an examination of the works
of several major directors since the late 1930s. The
course will focus primarily on three directors, Kenji
Mizoguchi (1898-1956), Yasujiro Ozu (1903-63), and Akira
Kurosawa (1910-99) who, though diverse in style and
choice of material, have each contributed to establishing
Japan's current place in world cinema. Mizoguchi, through
his romantic adaptations of literary works, Ozu, through
his depiction of family life, and Kurosawa, through
his powerfully direct and dynamic work, have all explored
themes which are universally relevant to the human condition,
yet have done so from a uniquely Japanese perspective.
We will make a close examination of their subject matter,
artistic presentations and cinematographic techniques
in order to define what makes each director different
and uniquely Japanese.
We will also analyze some contemporary
films by younger directors. We will see how the traditions
of those directors mentioned above are carried out or
changed in the new films and whether these new films
still convey a strong sense of "Japaneseness"
in the rapidly growing global culture. Through our study
of film, we will examine the social transformations
that have taken place during the past 50 years in Japan,
particularly in the areas of family structure, women's
roles, sense of morality, aesthetic sensibility and
the Japanese sense of self.
Students will attend film-viewing
sessions twice a week and discussion seminars immediately
following them. In addition, students will read some
literary and historical works to develop a better understanding
of Japanese culture and society.
- Credit awarded in Japanese film, Japanese culture
and society and modern Japanese literature.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in Japanese studies, film, literature and cultural
studies.
The
Mexican Nation State: History, Political Economy
and Community
Spring, Group Contract
Faculty: Dan Leahy
Enrollment: 15
Prerequisites: Intermediate Spanish fluency.
Faculty Signature: Yes. Students must demonstrate facility
in Intermediate Spanish, agree to participate in a weekend
orientation February 23 and 24, 2002, agree and sign
the program covenant.
Special Expenses: Students must pay a $150 non-refundable
program fee by February 4, 2001, and payment of another
$150 before we leave. Approximate cost above tuition
and $300 fee is $1,950 for round-trip airfare, hotels,
bus, food and books.
Internship Possibilities: No
Travel Component: Mexico: four week travel to sites
of the Mexican Independence and the Mexican Revolution;
four weeks residency in San Patricio, Jalisco.
Students will learn about the creation of the Mexican
nation state, its revolutionary history and current
political economy through travel, reading, lectures
and community residence. This program will travel together
by bus for the first month, visiting the important sites
of Mexican Independence and the Mexican Revolution.
We will meet in Chihuahua in early April, retrace the
southward movement of Villa's army through Zacatecas,
visit Aquascalientes where the revolutionary forces
met in 1914, stop in Queretaro where the 1917 Revolutionary
Constitution was signed, spend a week in Mexico city
and then visit Emiliano Zapata's home state of Morelos.
In late April, we take up a four week residence in the
small, seaside village of San Patricio, Jalisco, where
we live in Mexican homes, participate in Mexican family
life and possibly work on community projects depending
on the student's language fluency.
Students must complete all readings, maintain a journal
and portfolio of class materials, complete and present
an analytical project to the class, and write and present,
in Mexico, an extensive evaluation of your learning.
Possible readings include Bonfil's Mexico Profundo,
Shorris' Under the Fifth Sun: A Novel of Pancho Villa,
Reed's Insurgent Mexico, Womack's Zapata and the Mexican
Revolution, Castellanos' The Book of Lamentations, Poniatowska's
Tinisima, Fuentes' Death of Artemio Cruz, and Collier's
Basta! Land and the Zapatista Rebellion in Chiapas.
Credit awarded in Mexican nation-state history, revolutionary
social movements, cross cultural analysis and Mexican
literature.
Total: 16 credits.
Nietzsche-Borges:
Artist-Philosopher
Spring/Group Contract
Faculty: Evelia Romano, Marianne Bailey
Enrollment: 50
Prerequisites: Junior or senior standing, transfer students
welcome; previous college-level course work in literature
and philosophy.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Nietzsche and Borges were the master stylists
and the deepest, most enigmatic thinkers of their generations.
Both conceived and communicated complex philosophical
ideas as artists through a symbolic, even hieroglyphic,
language. A key to approaching both is Paul Ricouer's
statement "the symbol gives rise to thought."
Both, finally, in their lifetimes stood at the margins
of cultural life as "nomadic thinkers," in
Deleuze's words.
The program will explore the connections
between Nietzsche's thought and Borges' fictions, combining
philosophical, linguistic and literary approaches. By
reading some of Nietzsche's major works (Thus Spoke
Zarathustra, The Gay Science and "The Case of Wagner"),
students will discover the relationship between thought
and language, which serve as the root of the recent
literary postmodern movement. Likewise, the study of
Borges' themes and style of thinking will unveil the
philosophical nature of his writings, defined in many
instances as ontological enigmas. Literary criticism
and the work of other relevant philosophers will complement
the exploration of the intersections between the Nietzschean
and Borgesian universes.
Activities will include lectures,
seminars, student presentations and workshops devoted
to the in-depth analysis of the readings. Assignments
will include formal essays and a group project on a
selected topic related to program content.
- Credit awarded in philosophy, literature, literary
theory and semiotics.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in literature, philosophy, arts and writing.
Performative
Shakespeare
Spring/Coordinated Study
Faculty: Rose Jang, Hilary Binda
Enrollment: 48
Prerequisites: This all-level program accepts up to
25 percent or 12 first-year students.
Faculty Signature: No
Special Expenses: Admission fees for theater tickets
Internship Possibilities: No
Travel Component: None
In the program, we will study Shakespearean dramas as
both masterpieces of literature, as well as theatrical,
performative texts. We will concentrate on a select
group of plays from the Shakespearean canon and apply
the most up-to-date, cutting-edge theories of literary
criticism to them. We will also complement literary,
theoretical explorations with practical applications
and performances, by experimenting with and acting out
different interpretations of scenes and characters from
the plays, using both literary criticism and performance
theory as interpretative and cognitive foundation. Besides
general group meetings and film-viewing sessions, there
will be smaller workshops focused on literary analysis
and performance training. Students are required to engage
in both activities in the process, but they have the
choices of responsibilities and concentration for the
final production. The program will culminate in a public
performance of Shakespearean scenes, with suggestive
costumes, makeup and scenic components, in the Recital
Hall at the end of the quarter.
Credit awarded in Shakespearean study, literary and
dramatic criticism, dramaturgy, theater acting, movement
and technical theater.
Total: 16 credits
Program is preparatory for careers and future studies
in literature and performing arts.
Postmodern
Fiction: John Barth, Haruki Murakami and World
Cinema
Spring/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Postmodernism is frequently mentioned
in academia as well as in popular culture today. Nobody
seems to be able to define it unequivocally, however.
Postmodernism means different things to different people.
For instance, it may mean an eclectic mixture of many
traditions to some people, or it may mean the negation
of canonical values to others, depending on their intellectual
premises or their academic fields. What we get from
these multi-faceted definitions of postmodernism is
a realization that we are amidst a sometimes confusing,
sometimes exhausting, sometimes exhilarating point in
history when everything is up for grabs. In 1921, Yeats
wrote in the "The Second Coming":
Turning and turning in the widening
gyre
The falcon cannot hear the falconer;
Things fall apart; the center cannot hold,
Mere anarchy is loosed upon the world,
The blood-dimmed tide is loosed, and everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.
In this group contract, we will read
fiction written by John Barth, an American writer, and
Haruki Murakami, a Japanese writer, in order to understand
the complexity of our contemporary reality, while reading
texts pertaining directly to the concept of postmodernity/postmodernism
written by thinkers such as Baudrillard and Lyotard.
We will also examine selected international
films that demonstrate postmodernism. At the beginning
of the quarter the students will be introduced to the
basic terms of film analysis. With these analytical
tools in hand, students will then examine, in weekly
sessions of viewing and discussion, cinematic manifestations
of postmodernism in selected international films.
- Credit awarded in Japanese culture, Japanese literature,
American literature, film studies and contemporary
philosophy.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in cultural studies and the humanities.
Power
and Limitations of Dialogue
Spring/Group Contract
Faculty: Patrick Hill
Enrollment: 25
Prerequisites: Junior or senior standing, transfer students
welcome; at least two years of college-level study of
the humanities and social sciences.
Faculty Signature: Yes. Contact Patrick Hill, The Evergreen
State College, L 3220, Olympia, WA 98505, for signature
information.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The United States is an extremely diverse
society. In some areas, like music or food, we seem
to revel in that diversity. In other areas, like organized
religions, we merely tolerate the diversity as a civic
obligation. And in still other areas, we downright avoid
our differences, polarizing and segregating them, unless
forced to do otherwise. This program explores the power
and limitations of dialogue through a study of a variety
of dialogues, including our most difficult and most
avoided ones. Prospective students need to understand
that the program is an empirical (or fact-gathering)
inquiry about the powers and limitations of dialogue.
There exists in the program no prior feel-good precommitment
to the power of dialogue; and no cynical precommitment
to its limitations.
The program will focus on theoretical
models of human differences, on the ideal and less than
ideal conditions for dialogue, on the various forms
of dialogue (beyond the overemphasized face to face
conversation), and on dialogical skills, strategies
and expectations. Particularly instructive dialogues,
such as those that occur between men and women, environmentalists
and loggers, prisoners and society, gays and straights,
and/or blacks and whites, will be introduced. Students
will be expected to work in groups around one of these
dialogues.
Throughout the program, close attention
will be paid to the development of the wisdom and personal
skills that will maximize our own contributions to the
limited power of dialogue. Each student will sense over
the course of the program that she/he can internalize
the dialogical skills as add-ons to one's already existing
strategies of survival; and/or as the adoption of fundamentally
depolarizing habits of mind and heart now, sometimes,
seen as vital to a pluralistic age in need of a more
functional understanding of our differences.
This program might well be described
as a 10-week experiment in understanding, in unprecedented,
radical or respectful listening. Such an experiment
is one of a few crucial prerequisites to both assessing
the power and limitations of dialogue and to improving
our own dialogical skills and wisdom. As a consequence,
the program will require an unusually strong Covenant.
The full Covenant, addressing all student and faculty
expectations, will be available at the Academic Fair
and must be read and agreed to before admission to the
program.
In a normal week, there will be one
to two lectures, one to two films or videos, one book
seminar and one integrative seminar. Students will be
required to write response papers for the assigned books,
take a comprehensive mid-term exam, maintain a journal
and program portfolio, report on an in-depth involvement
with one of our society's most avoided dialogues, and
compose an end-of-quarter paper on her/his personal
assessment of the powers and limitations of dialogue,
Sample texts: Tannen's You Just Don't Understand, Hacker's
Two Nations, Senge's The Fifth Discipline and Rittner's
Living With Our Differences.
- Credit awarded in philosophy, sociology (contemporary
American society), political economy and the theory
and practice of interpersonal communication.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in mediation, education, business and government administration,
teaching, philosophy and ethnic, cultural and gender
studies.
Shakespeare's
Craft (cancelled)
Spring/Group Contract
Faculty: Craig Carlson
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Is it not curious that Shakespeare is
both the standard against which all writers and thinkers
are measured and yet largely unread by the public? He
is celebrated, nevertheless the vast majority of us
have been denied the pleasures Shakespeare offers-betrayed
by well-meaning teachers who so took apart his every
line and metaphor that they often managed to obscure
the dramatic tension, excitement and humor that makes
his work so remarkable. Some of us enjoy his plays in
production, but rarely read him. Yet Shakespeare is
fun to read and to experience, and he himself gives
us a key to understanding his work.
Hamlet, as playwright, tells his actors:
"Suit the action to the word, the word to the action
. . ." It is here that we too should begin our
involvement. What conventions of dramatic action and
speech does Shakespeare use to construct his plays and
poetry? How does Shakespeare use words to convey action?
How does Shakespeare use action to enrich the verbal
dexterity of the plays? An early question to Shakespeare
might be one to a master watchmaker-how did you get
your plays to tick?
Students will participate in weekly
seminars, be asked to respond to Shakespeare through
a variety of writing-critical essays, journal work and
creative-as well as choosing expression in drawing,
painting, calligraphy, dance, music and/or performing
arts. Each student will design and present a final project
based on Shakespeare's craft, as well as complete a
research paper of his/her own design.
In all this-and with some laughter,
catharsis and amazement-we will try to follow Leontes's
hope:
If this be magic, let it be an art
Lawful as eating.
- Credit awarded in Shakespeare*, writing* and art*.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in law, humanities, arts and writing.
Shakespeare
in China: A Search for Holistic Theater (cancelled)
Spring/Group Contract
Faculty: Rose Jang, TBA
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; one year of coordinated studies or equivalent
in either literature or performing arts.
Faculty Signature: No
Special Expenses: Admission fees for theater tickets.
Internship Possibilities: No
Travel Component: None
Shakespeare and classical Chinese theater
share many traits and elements clearly aimed to embody
something close to a total, or holistic, theater experience.
Textually, both Shakespearean and Chinese theater resort
to poetic rhythm and highly structured literary schemes.
Aesthetically, both of them explore purity and simplicity
through multiplicity and exuberance. Thematically, both
traditions depend on the constant cross between the
real and the fantastic, the joining of the physical
and the emotional worlds, and the desire to transcend
human senses to a lyrical, musical and hence mythical
state of existence.
This program will search for ways
and mechanics to bring these two together, and to create
a theater of the joint adventure-the third, the harmony-for
public presentation at the end of the quarter. A full-length
Shakespearean play, or selections from a host of them,
will be set in the context of ancient China. The classical
form of Chinese performing arts, best exemplified by
elaborate Chinese costumes, makeup and performance style-including
Chinese music, movements, martial arts, individual as
well as group fighting choreography-will underline the
stage presentation. All these flamboyant theatrical
elements will come to serve the dramatic discourse and
emotional core of the performance-the original Shakespearean
drama.
Our study in the program will embrace
a continuous line of explorations, from literary criticism
and dramatic interpretation to performance and production
work. While we are exploring all elements and stages
of the process together each student will be required
to focus on one aspect of the program, and stay with
either the literature or performance aspect of the production.
Under this design, close literary and dramaturgical
analyses, conducted by a smaller group of student dramaturgs,
will take place simultaneously with movement workshops,
technical theater workshops and rehearsals, participated
in by theater students. Each activity will inform and
complement with the others throughout the process. A
series of Chinese movement/stage combat workshops, taught
by a visiting artist, will be offered to prepare student
actors for the special performance demands of the stage.
The final production will be directed by faculty and
acted and designed by students, under the thematic and
aesthetic guidance of the faculty. Students who are
interested in Shakespearean study, dramaturgy, acting,
dance, movement study, Chinese martial arts, various
Chinese fighting techniques and technical theater (lighting,
sets, costumes, props, theater management, promotion
and publicity) are strongly encouraged to join the program.
- Credit awarded in Shakespearean study, literary
and dramatic criticism, dramaturgy, theater acting,
movement, stage combat and technical theater.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in theater, literature, cultural studies and performing
arts.
- This program is also listed in Expressive Arts.
Silence
Spring/Group Contract
Faculty: Mark Levensky
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome; Core program or equivalent.
Faculty Signature: No
Special Expenses: Approximately $300 for a six-day retreat
and $50 for a meditation workshop.
Internship Possibilities: No
Travel Component: Six-day retreat.
Silence is an introductory investigation
into origins, kinds, qualities and good and bad consequences
of silence. Each member of the program will be encouraged
to experience, describe and make commentary about his
or her own silences and the silences of others. Dreams,
poetry, essays, photographs, films, landscapes and philosophy
will be studied and a variety of forms of response-visual,
written, gestured-will be encouraged in workshops, seminars,
one-day field trips and a six-day, silent retreat during
the fifth week. A dream workshop, book seminar, special
event, meditation workshop and project workshop will
occur during most weeks. Readings for the book seminar
might include Robert Bly's Silence in the Snowy Fields,
John Cage's Silence, first person accounts from Jews
who survived the Holocaust (Sho'ah), or reproductions
of photographs by Minor White and Paul Caponigro. Films
might include Kinugasa's A Page of Madness (Japan),
Chaplin's The Gold Rush (USA), Dreyer's The Passion
of Joan of Arc (France) or Bergman's The Silence (Sweden).
Field trip destinations might include Mt. Rainier National
Park, an ocean beach or the Seattle Asian Art Museum.
Self-directed individual or small-group project work
will be required. Each student or student group will
determine the form and content of the project and each
student or group will present results of the project
work to the program during the 10th week. Students who
are interested in silence, who can quiet themselves,
who enjoy doing difficult work with other people, and
who have knowledge and skill in visual or performing
arts, sciences, humanities or social sciences are invited
to join.
- Credit awarded in dream workshop, readings on silence,
writing and research project.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in the humanities, social sciences and arts.
Social
Gerontology
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: Yes. In order to be considered for
enrollment, prospective students must submit a two-page
typewritten statement of interest. The statement of
interest should express clearly: (1) the degree of interest
in the program, (2) as assessment of reading and writing
skills and (3) evidence of the ability to work independently.
Continuing Evergreen students should attach a copy of
a previous "Faculty Evaluation of Student Achievement"
to the statement of interest. Send to Justino Balderrama,
The Evergreen State College, COM 301, Olympia, WA 98505,
any time up to or during the Academic Fair, March 6,
2002. Students will be notified of acceptance into the
program by March 7, 2001. If any questions exist, contact
the faculty who is happy to respond, (360) 867-6051.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This upper-division, group contract introduces
the field of social gerontology. We address the fundamental
question: what is aging? We will study the socio-cultural
processes that define and describe the social phenomena
of aging. We will explore and critically examine the
leading theoretical perspectives, research studies and
socio-political issues that inform the social construction
of aging in the United States. We will examine the social
work and human services intervention models that have
informed improvements in the quality of life for the
aging population.
- Credit awarded in social gerontology*, social psychology*,
volunteer service learning*, social work* and human
services*.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in the humanities and social sciences.
- This program is also listed in Social Science.
Transatlantic
Revolutions
Spring/Coordinated Study
Faculty: Jeanne Hahn, Thomas Rainey
Enrollment: 50
Prerequisites: Junior or senior standing only, transfer
students welcome; college-level European or early American
(to 1820) history or political economy.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Today's globalism is only the latest phase
of the 500-year process of the political, economic and
social development and expansion of capitalism. This
program will focus on globalism's foundations as they
were laid in the late 18th and early 19th centuries.
In an effort to comprehend globalism's current phase
we will investigate both critical turning points in
and resistance to this historical process.
This program will probe capitalist
expansion throughout the transatlantic world through
its primary engine, English imperialism. We will study
the relationships among colonialism, slavery and British
free-trade imperialism that together knit the transatlantic
region into a global trading system, fueling Britain's
industrial revolution as well as stimulating resistance
and revolution. We will also investigate the role and
consequences of other colonial powers active in the
Caribbean trade, both in humans and cheap commodities.
Imperialism and economic expansion
precipitated political and social revolutions and the
foundations of new governments that experimented with
liberal democracy. These revolutionary changes fueled
conflict, resistance and further political revolution.
In studying these changes we will look specifically
at the political, economic and social consequences of
three of these revolutions: the revolution of the North
American settler-colonists, the slave revolution in
the sugar colony of Haiti, and the French revolution
and its emancipatory spirit. Throughout, we will endeavor
to understand the articulation of these many impulses
as they join to undergird an emerging capitalism that
forms the first major phase of the globalization process.
Students will be expected to draw on their previous
work in history and political economy and to engage
in serious written and oral investigation.
- Credit awarded in North American founding, political
economy, early capitalism, mid-18th- to mid-19th-century
European history: France and Great Britain.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in history and political economy.
- This program is also listed in Social Science.
Uniquely
Dutch: The Netherlands in History and Art
Spring/Group Contract
Faculty: Stacey Davis
Enrollment: 24
Prerequisites: Sophomore standing and above; freshmen
with a faculty signature.
Faculty Signature: No
Special Expenses: Approximately $50 for field trips
and museum tickets.
Internship Possibilities: No
Today Amsterdam is famous as a melting-pot city of social
and cultural tolerance. But few travelers realize the
uniquely Dutch mixture of multicultural open-mindedness
and straight-laced bourgeois industry is over four hundred
years old.
During the 16th and 17th centuries, the little Dutch
Republic, a rare democracy in a Europe filled with increasingly-autocratic
monarchies, became a powerhouse in both global trade
and a fore-runner of modern capitalistic societies.
In our attempt to pinpoint the Dutch difference, we
will take an in-depth look at Dutch history, from the
building of the first dikes holding back the sea to
the violence of the Protestant Reformation; from the
war of independence to the growth and final decline
of a Dutch colonial empire that stretched from New York
to Indonesia and included a booming slave-trade.
Simultaneously, we will study the art of Dutch master
painters from Bruegal in the 16th century to Rembrandt,
Vermeer and de Hooch in the 17th in an attempt to determine
how the uniquely Dutch culture both sparked and reflected
an artistic flourishing rivaled only by the Italian
Renaissance. As a counterpoint, we will study Dutch
poetry and autobiography and ask why no great literary
tradition emerged to rival the Netherlands' painters.
Finally, we will end with a look at the late 19th century
Van Gogh, to see whether Dutch identity influenced this
tortured artist who worked most of his life in France.
Students will complete substantial individual research
projects in Dutch history or art history; as part of
this work they will present their research to their
classmates. Students will also play primary roles in
leading seminars.
Readings will include: Simon Schama, The Embarrassment
of Riches: An Interpretation of Dutch Culture in the
Golden Age and Rembrandt's Eyes; Edward Snow, A Study
of Vermeer; Rudolf Dekker, Childhood, Memory and Autobiography
in Holland; and Tracy Chevalier, Girl with a Pearl Earring.
Credit awarded in European history and art history.
Upper-division credit may be awarded for upper-division
work.
Total: 16 credits.
Program is preparatory for careers and future studies
in history, art history, cultural studies and research. |
