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| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Janelle Campoverde
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | W 12Winter | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
|
Janelle Campoverde
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | F 11 Fall | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
|
Janelle Campoverde
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | S 12Spring | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
Janelle Campoverde
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | W 12Winter | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
|
Janelle Campoverde
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | F 11 Fall | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
|
Janelle Campoverde
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | S 12Spring | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Kabby Mitchell and Joye Hardiman
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 12Spring | How did Black women, of many different cultures and ages, succeed against all odds? How did they move from victim to victors? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-base exploration of the efficacy, resiliency and longevity of the lives and legacies of selected Black women from Ancient Egypt to contemporary Seattle. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history and popular culture to investigate these womens' lives and cultural contexts.The class will have a variety of learning environments, including lectures and films, workshops, seminars and research groups. All students will demonstrate their acquired knowledge, skill and insight by: creating an annotated bibliography; giving a final performance based on the life of a chosen black woman; and an end-of-the-quarter "lessons learned presentation" demonstrating how our collective studies applied to each individual student's life and legacy. | Kabby Mitchell Joye Hardiman | Tue Tue Tue Wed Wed Wed Thu Thu Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Stephanie Kozick and Robert Esposito
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | This program is intended for students who are eager to pursue academic and personal explorations of human development. This program will feature inquiry into the richness, density, and complexity of human awareness, development, and relationship by integrating a theoretical and practical study of human development with movement and dance Students will gain a vocabulary for specific ways of talking about human development and movement, which will involve a study of key influences: Kegan’s ideas about the problems and process of human development, Piaget’s developmental expressions of physical knowledge, Laban analysis, and Alwin Nikolais’ formal analysis of space, shape, time, and motion. The concept of "motion" will be addressed as the refinement or qualification of “movement” into an infinity of potential aesthetic expressions. The ways in which we develop as human beings involves a set of areas that include cognitive development, social/emotional development, language development, and physical development. The latter, physical development is an especially fascinating topic. The movement study in this program will be situated historically in the 20th-century. Rudolph Laban, along with many European artists and intelligentsia were influenced by Eastern thought, as well as by advanced science and technology. Historical events such as the World Wars spurred an aesthetic and intellectual diaspora leading to postmodern concepts of integrative thinking and holism in environmental and human affairs. These historical movements mark a pivotal transformational period toward the development of viable, holistic networks of integrative theory and technologies designed to inform and create a human community that respects uniqueness and diversity in service of sustainable living. Studio work will offer a practical mode of human movement study that will develop students’ personal somatic understanding. It will also involve group work by engaging the practice of Laban’s “movement choirs,” an expressive way of exploring human development through motion. Studio work will be placed in the context of living in a world of others that requires free exploration and creative play: fun with intent. This program's curricular activities will take an interdisciplinary approach that includes reading and discussing scholarly material, critiquing films, group and individual movement explorations, writing, and academic workshops. | human development, movement, and dance related fields. | Stephanie Kozick Robert Esposito | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Ariel Goldberger
Signature Required:
Spring
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day and Evening | S 12Spring | This program will immerse students in studying the intense and lively cultural life of New York City, the most active arts production center in the United States, and perhaps the world. Sessions will meet weekly in different cultural institutions to participate in art events as active audience members, to develop an educated and critical appreciation of the richness, complexity and current trends of artistic production in New York.We will spend two weeks on campus doing preparatory research in areas of each student's interest in order to create the structure for an individual project or practicum. Students may choose to create a project by engaging in artistic work, research, or both. Students will be responsible for making all necessary arrangements for room and board, as well as budgeting for individual event tickets. All students will be expected to present a final report of their experience and project.After the initial two weeks of research and preparation, participants in the program will fly to New York City for six or seven weeks, where they will engage in group and individual activities, depending on each student practicum or project. Students will attend some events as a group and some related to their own projects. We will attend events in a wide range of sites, from established world-renowned institutions to emergent art spaces.Depending on the season, performance events may include events in places such as PS 122, La MAMA, The Kitchen, HERE Art Center, off-off-Broadway small theaters, the Brooklyn Academy of Music, Broadway productions and Lincoln Center. Regular dance events may include modern dance performances, experimental works, festivals at the Joyce Theater, and more traditional ballet events in venues such as the New York City Ballet. Specific visual arts events may consist of trips to the gallery "scene" in Chelsea, PS1, MOMA, DIA Arts Center, The Met, under the radar spaces and other sites. We may attend poetry readings at places such as The Bowery Poetry Club, the Nuyorican Poets Cafe, The St. Marks Poetry Project, The Academy of American Poets and The New York Public Library. The class will also endeavor to attend other culturally relevant institutions such as the Japan Society, the Asia Society, The Jewish Museum, The Schomburg Center, The Dwyer Cultural Center and El Museo del Barrio to experience a wide range of cultural diversity. Most weekly group activities will be followed by a discussion or seminar.We will spend the final week of the quarter back on campus in Olympia, completing final report presentations for the whole class. | architecture, community studies, consciousness studies, cultural studies, dance, field studies, language studies, literature, media studies, moving image, music, queer studies, somatic studies, theater, visual arts, and writing. | Ariel Goldberger | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Jehrin Alexandria
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Evening | F 11 Fall | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class. | Jehrin Alexandria | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Jehrin Alexandria
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Day | S 12Spring | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class. | Jehrin Alexandria | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Jehrin Alexandria
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Day | W 12Winter | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class. | Jehrin Alexandria | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Jehrin Alexandria
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Day | S 12Spring | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class. | Jehrin Alexandria | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Jehrin Alexandria
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Day | W 12Winter | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class. | Jehrin Alexandria | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
|
Jehrin Alexandria
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Day | F 11 Fall | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class. | Jehrin Alexandria | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Jehrin Alexandria
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Evening | Su 12Summer Session I | This class is for people new to ballet and movement for adept dancers. We will strengthen and explore the core body muscular system with a one hour floor barre followed by a standing barre and center work. This class is excellent for those with injuries and low back issues as the exercises are very theraputic in nature. Great for people who want greater flexibilty, core strength and balance. Ballet slippers are required; dress prepared to move. | Jehrin Alexandria | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Robert Esposito
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 12Winter | The central focus of this program is modern dance as a medium to explore the creative process. Students learn methods of conceiving and shaping original choreography. Studio workshops explore sensory, emotive, cognitive, and movement experience as motivations for kinetic design. The syllabus includes daily technique class, improvisation, weekly solo and group composition assignments, rehearsals and, text and media seminars. This program involves rigorous physical practice, intellectual engagement, reading, writing, and oral seminar. The syllabus integrates modern dance and several epistemological fields, including human development, somatic therapy, sociology, art history, and poetry.Progressively designed classes in the Nikolais/Louis technique support an active exploration of the theories of choreography. Each weekly premise builds upon preceding lessons. Full participation and consistent attendance is essential. Rigorous practice and kinesiological analysis become the theoretical ground for creative articulations of performance space, time, shape, and motion. In composition classes, students are encouraged to find and develop their own central movement patterns while exploring new creative pathways. Seminars are supported by multimedia work, including movement, drawing, poetry, and music. In seminar we engage each other in multifaceted analysis, situating texts, objects, and performance works in their historical and sociocultural contexts. The syllabus includes units on injury prevention, diet, conditioning, and somatic therapy. | Robert Esposito | Mon Mon Tue Tue Wed Wed Thu Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Robert Esposito
Signature Required:
Spring
|
SOS | FR–SRFreshmen - Senior | 16 | 16 | Day and Evening | S 12Spring | This is a full-time, one-quarter program for students ready for intermediate to advanced work in the theory and practice of dance. Student cohorts investigate a variety of dance and theatre forms around themes of cultural empowerment, freedom, belonging, and wellness. Students research the practice, history, and sociocultural forms and functions of their chosen genre, including (but not limited to) modern dance, world dance, ballet, dance theatre, Middle Eastern, Butoh, etc., and create contemporary dance theatre rituals to be shared on a regular basis in studio forums. The content of scholarly research, scores, papers, readings, critiques, and seminars is determined in collaboration between faculty and students. Students design the syllabus for their research topics and choreographic projects in an open, but structured, learning community. Activities include classes in technique, improvisation, composition, learning new and extant modern choreography, field trips, lectures, and multimedia presentations.Expect to work on program assignments 20-30 hours per week outside of scheduled class meetings. | Robert Esposito | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
Walter Grodzik and Cynthia Kennedy
Signature Required:
Winter
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Students will begin with movement and theatre exercises that center and focus the mind and body in order to open oneself to creative possibilities and performance. Students will also study movement/dance and theatre as a means of physical and psychological focus and flexibility that enables them to more fully utilize their bodies and emotional selves in creating theatrical performance.Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity, and the interplay of mind and body, students will have the opportunity to explore creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectations. How does imagination respond to the emotional self, the physiology of the body, and the psychology of the mind? How can we become more expressive and responsive to our inner selves? Students will be invited to explore and enjoy the dance already going on inside their bodies, to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy.In seminar, students will read a broad variety of texts about creativity, movement and dance history, and performance, performance history, and Western theatre history and dramatic literature. In particular, students will read Greek tragedy and comedy, the playwrights of the Elizabethan theater, such as Marlowe and Shakespeare, and the feminist comedies of the Restoration. The realism of the Nineteenth century will be seen through the plays of Ibsen and Chekhov and other realists, and students will study, discuss and perform the multicultural theatre of the Twentieth and Twenty-First century, including theatre, drama and performance art as found in the work of Thornton Wilder, David Mamet, Tony Kushner, Caryl Churchill, Henry David Hwang and Anna Devere Smith. The discussion of dramatic literature will be framed from many viewpoints, including structuralist, feminist, Marxist, post colonial and queer.The program will include weekly seminars, workshops in movement/dance and theatre, and film screenings of various dance and theatre productions. This is an all-level program that welcomes students of all abilities that bring their excitement, commitment, discipline and creativity to the performing arts. Regular on-time attendance is fundamental to students' development and continuance in the program. | teaching, theatre, expressive arts, dance and movement theory. | Walter Grodzik Cynthia Kennedy | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Andrew Buchman
Signature Required:
Winter
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | Please send me a preliminary proposal via email and I'll help you shape it. I often recommend projects that combine some research (on an artist or style) with some creative work (a thematic portfolio or series of songs), with some technical practice (on an instrument or in a medium or style). Internships and travel/study projects are also welcome. I'm especially interested in students who work in more than one artistic discipline intensively; for instance, music and visual art. Drafting academic statements and investigating careers--vital parts of designing your own education--can also be credit-bearing activities. | Andrew Buchman | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Ratna Roy
Signature Required:
Winter
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences.Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review. | Ratna Roy | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Ratna Roy
Signature Required:
Spring
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 12Spring | I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences.Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review. | Ratna Roy | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
|
Walter Grodzik
Signature Required:
Winter
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | Individual study offers individual and groups of students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Individual and groups of students interested in a self-directed project, research or internships in Queer Studies or the Performing and Visual Arts should contact the faculty by email at | Walter Grodzik | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Kabby Mitchell
|
Course | FR–SRFreshmen - Senior | 2, 4 | 02 04 | Evening | Su 12Summer Full | In this course, students will learn jazz dance basics by exploring the historical aspects of the African Diaspora through movement and lectures. Students will gain greater physical flexibility and coordination. In addition, we will do fun yet challenging combinations, and students will write a synthesis paper at the end of the quarter. No previous experience needed. | Kabby Mitchell | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Jamie Colley
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | W 12Winter | Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues. | Jamie Colley | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
|
Jamie Colley
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 12Spring | Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues. | Jamie Colley | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
Jamie Colley
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 11 Fall | Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues. | Jamie Colley | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
|
Andrea Gullickson
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | Martha Graham What role do performances play for the performer? For the audience?Performances are often structured as culminating events to an intensive period of study with a primary purpose of offering an opportunity for individuals or groups to publicly demonstrate skills developed and knowledge attained. This program is designed to provide students an opportunity to challenge the notion of performance being solely a public display of skill and knowledge. We will explore the role of performance as part of the learning process. We will consider the many opportunities for personal growth as well as the possibilities for significant social impact that performance opportunities provide.Performances types to be explored will include speeches, presentations and stage productions of all kinds but our main focus will be on music recitals and concerts. We will examine the process of performance from its preparatory stages to its aftermath, and will address the psychological and physiological components that are present. We will consider the paradoxical role of ego throughout the process, the importance of mastery of craft, the physical and mental stamina demands, and the critical role of intentionality. We will also examine performance as a powerful tool for social change as well as personal growth. As a central component to our work, students will be asked to regularly consider and deconstruct the social pressures and human tendencies to seek qualities and find measures for the purpose of identifying ourselves or our group as superior to others. We will contrast this perspective with an examination of powerful performances that emphasize connections across perceived boundaries. We will explore how these performances communicated ideas that significantly impacted the direction of social and political movements throughout the 20 and into the 21 century. Our work throughout the quarter will include exploration of a variety of learning theories, skill building workshops, academic/reflective/reflexive writing activities, examination of approaches to physical and mental conditioning, ensemble coaching and performance workshops. Regular performance opportunities throughout the program will give students the opportunity to experience all of this from the inside as we continue to emphasize the value of considering each performance as an important step in the learning process rather than as the end game. Through each of the course activities as well as course readings, students will be offered the opportunity to (further) develop their awareness of the possibilities for personal growth through regular and thoughtful consideration of what connects us as humans. | Andrea Gullickson | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
|
Kabby Mitchell
|
SOS | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | This is an opportunity for well-prepared students to do authentic, significant, independent work in dance, theatre, music or film production. Students enrolling in this program should have one or more potential project ideas before the start of fall quarter. Please contact the faculty with any questions regarding your specific ideas. Participants will meet weekly to discuss their projects and to collaboratively work in small groups. Students will be expected to give progress updates, outline challenges, and share ideas for increasing the quality of the work that they are doing throughout the quarter. Specific descriptions of learning goals and activities will be developed individually between the student and faculty to insure quality work. At the end of the quarter students will present their projects to their peers in the most suitable manner for their particular project. | performance art, dance, theater, music, and cultural studies. | Kabby Mitchell | Wed Wed | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
|
Cynthia Kennedy
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | The body, a vital component in teaching and learning, has often been neglected in higher education. A possible reason for this neglect lies in the enduring influence of the writings of Rene Descartes who, in the 17th century, wrote "I think therefore I am." He stated that each of us has a mental realm within us that is separate from the sensual nature of the body. This separate realm of the mind was seen as "higher" than the faculties of the body. This way of thinking influences much of education today, as the intellect is seen as the location of rational thought, and therefore, more reliable than the body and its emotions. There is much evidence, however, that Descartes was wrong. This program is devoted to exploring the marriage between the mind and body with an emphasis on the body. We will investigate the central role of the body in many aspects of our lives including decision-making and leadership, creativity, emotional intelligence, health and self-image. Our guiding question will be, "What is the role the body plays in our development as whole human beings?" The approach to answering this question is enjoyable! Students will have an opportunity to learn in many ways using many modalities and multiple intelligences. We will integrate somatic (body-based) learning practices into our study including weekly yoga and dance workshops (no prior experience necessary). Our inquiry will ask us all to attune ourselves to the wisdom that is available and present in our own body awareness. We will participate in community readings, rigorous writing assignments, and critical study of important texts. In addition to the core work for everyone in the program, students will also design their own learning experiences. These can include field studies, research papers, or exploration of body-based practices. | leadership positions, education, movement and expressive arts. | Cynthia Kennedy | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring |
