2014–15 Academic Catalog

2014-15 Undergraduate Index A-Z

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Native American Studies [clear]

Title		Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Being Mixed Tom Womeldorff African American studies Native American studies sociology		Course	SO–SRSophomore–Senior	2	02	Day and Evening	F 14 Fall				We will focus on complexities facing mixed-raced individuals as they strive for clear identity in a culture characterized by binaries which push individuals towards identifying with only one race. We will explore racial identity development models, documents such as the , and anthologies of personal stories such as and . The class will be seminar-based. There will be short reflection papers associated with readings and class discussion.		Tom Womeldorff	Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Branching Out: An Ethnobotanical Garden in Community Marja Eloheimo Native American studies botany community studies consciousness studies environmental studies health natural history sustainability studies writing		Program	FR–SRFreshmen–Senior	12	12	Weekend	F 14 Fall	W 15Winter	S 15Spring		Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation.		Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Even When Erased, We Exist: Native American Women Standing Strong for Justice Frances V. Rains Native American studies gender and women's studies leadership studies		Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall				Native American women have been erased from history. It is not that they did not exist; it is that they were , omitted from history. At the same time, stereotypes such as "squaw" and "princess" have plagued Native women since 1492. Ironically, the history of Native women has reflected a different reality with a long tradition of standing strong for justice. Native women have stood to protect the lands and the natural world, their cultures, languages, the health of their families, and Tribal Sovereignty. But few learn about these Native women, who consistently defied the stereotypes in order to work for the betterment of their peoples and nations. Drawing upon the experiences and writings of such women, we will explore the ways in which leadership is articulated in many Native American communities. We will critique how feminist theory has both served and ignored Native women. Through case studies, autobiography, literature and films, we will analyze how Native women have argued for sovereignty and developed agendas that privilege community over individuality. We will explore the activism of 20th century Native women leaders, particularly in the areas of the environment, the family system and the law.This program will implement decolonizing methodologies to give voice to some of these women, while deconstructing the stereotypes, in order to honor and provide a different way of knowing about these courageous Native American women, past and present. Students will develop skills as writers, researchers and potential advocates by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, art, films and possible guest speakers, we will investigate important aspects of the life and times of some of these Native American women across the centuries.		Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Native Decolonization in the Pacific Rim: From the Northwest to New Zealand revised Kristina Ackley and Zoltan Grossman Native American studies cultural studies geography law and public policy literature study abroad Signature Required: Spring		Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring		Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices—all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). A comparative study of the role of treaties in Washington state and New Zealand—in natural resources, governance, the arts, education, etc.—will provide a key framework for the program.By concentrating on a larger region, students will have an opportunity to broaden Indigenous studies beyond the Lower 48 states and explore common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, and literature.In fall our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations and preparing to travel to Aotearoa or elsewhere. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from state-building in the U.S. and Canada to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of Western Washington and British Columbia.We will later expand the focus to appreciate the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, such as Native Alaskans, Aboriginal peoples in Australia and South Pacific island peoples. We will emphasize common Pacific Rim concerns such as climate change, tourism and cultural domination.For up to seven weeks spanning the last half of winter quarter and the beginning of spring quarter, many of us will travel to Aotearoa, where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land and politics, and their still unfolding, changing relationships with the Pakeha (non-Maori) people and society. Students will learn about the ongoing effects of colonization as well as gain a foundation in theories and practices of decolonization. We will take as our basic premise in this program that those wishing to know about the history of a particular Native group should write it with a purpose to be in solidarity with these people today.Students will develop skills as writers and researchers by studying scholarly and imaginative works, by conducting policy research and fieldwork with Native and non-Native communities, and by comparing community and government relationships in the U.S., Canada and New Zealand. Students will be expected to integrate extensive readings, lecture notes, films, interviews and other sources in writing assignments.		Kristina Ackley Zoltan Grossman	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Reality Check: Indian Images and [Mis]Representations Frances V. Rains Native American studies gender and women's studies political science		Program	FR–SRFreshmen–Senior	16	16	Day		W 15Winter			This program will address historic and contemporary images and misrepresentations of Indians in a variety of media. Indian images from films, photographs, language, mascots, popular culture and commercial interests will be deconstructed and analyzed for meaning, significance, power, representation and issues of authenticity. Colonialism, U.S./Indian history, geo-politics, and economics will be decolonized through the lenses of Native resistance, Native sovereignty and Native political and economic issues. Essential to this exploration will be an investigation of the dynamics of "self" and "other."Learning will take place through readings, seminars, lectures, films and workshops. Students will improve their research skills through document review, observations and critical analysis. Students will also have opportunities to improve their writing skills through weekly written assignments. Verbal skills will be improved through small group and whole class seminar discussions, and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class.	art, cultural studies, education, geography, history, media studies, Native studies and political science.	Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Reflecting on Activism: Custer Died for Your Sins Yvonne Peterson and Gary Peterson Native American studies community studies cultural studies education field studies history law and government policy law and public policy philosophy sociology		Program	FR–SRFreshmen–Senior	16	16	Day and Weekend	F 14 Fall	W 15Winter	S 15Spring		This program is intended for students committed to activism and praxis. We’ll study the scholarship of American Indian author Vine Deloria, Jr., who drew attention to Native American issues since the 1960’s. We will focus on some of Deloria's essential questions to guide research, seminars, independent projects, and community service. Students will explore ways in which American Indians have been deprived of land, economic opportunities, treaty rights, natural resources, religious freedom, repatriation, and access to and protection for sacred places. We will conduct ethnographic interviews, historical research, and write a series of plays for tribal schools. During fall quarter we will examine how knowledge becomes a tool of social change. We will pay special attention to the differences between the knowledge bases of indigenous peoples and the dominant European-American model. How do these differences influence the political and economic realities faced by Native communities? How does one “word smith” activism and praxis for young indigenous learners? During fall and winter quarters, we will study U.S. history, critically considering the “doctrine of discovery”, colonization, and court and government decisions regarding indigenous peoples. Indian activists, tribal leaders, and scholars from the Vine Deloria, Jr. symposium will enrich the work of this program through live appearances and media presentations.Lectures, films, readings, and student-led text-based seminars will compose the primary structures used by this learning community. Quarterly, students will complete an academic project related to the theme of the program and will work in groups to explore shadow liberation theatre for Indigenous youth. Students will have the option to engage in service learning volunteer projects and internships during winter and spring quarters. Participation in this program means practicing accountability to the learning community, other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with co-learners.		Yvonne Peterson Gary Peterson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Chehalis) new Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science		Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.		Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science		Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.		Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Nisqually) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science		Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.		Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Peninsula) TBA and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science		Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.		TBA Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Port Gamble) TBA and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science		Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.		TBA Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Quinault) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science		Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.		Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Tulalip) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science		Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.		Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Sculptural Ceramics and the Art of Mexico Ann Storey and Aisha Harrison Native American studies aesthetics anthropology cultural studies gender and women's studies history international studies literature visual arts		Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter			This will be an interdisciplinary ceramic sculpture and art history program that will explore the dynamic artistic traditions of Mexico from ancient times to the present. We will take a thematic approach to our historical studies, exploring Mesoamerican art and spirituality, colonial artistic traditions, Day of the Dead belief and rituals, the Virgin of Guadalupe and the on-going contribution of women to the culture, the post-revolutionary mural and printmaking traditions, and Chicano culture. Moving from theory to practice we will work to deepen our understanding of the ideas we have discussed in seminar through an intense ceramic studio practice. Fall quarter, we will focus on drawing and sculpting the human figure/skeleton; developing our sense of the human form, working on abstraction, and creating a Day of the Dead sculpture/altar. Winter quarter we will continue to use the handbuilding skills learned in fall to create a Tree of Life sculpture and a ceramic tile mural.		Ann Storey Aisha Harrison	Tue Thu Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter