S'eiltin (4 Credits)
Materials Fee: $14.49
Prerequisites: required by all Fairhaven students. Taken in final quarter.
Overrides will be provided for students who have applied for Fall 2009 graduation.
Taking the time to look back, see what I've accomplished and where I've come from gives me a feeling of completeness; like I've "wrapped the bundle." Something I have really valued about Fairhaven is the process. . . .spending my last quarter reflecting with other seniors is the sweetest farewell!
I was delighted to find that Fairhaven was turning loose such educated, wise and creative critical thinkers into the world. The sincere and unique quality of other students' writing and presentations inspired me to speak in an authentic voice; to be honest with myself and others in constructing my summary and evaluation and my presentation.
This seminar provides an opportunity to reflect on your education, to explore in writing, conversations, and presentations what you have discovered and learned along the way, what challenges you faced, what surprised you, what changed your ways of thinking, and what you accomplished, produced, and created. At the heart of this seminar are two final opportunities to express what your education has meant to you: (1) the writing of the Summary and Evaluation (the infamous S&E), that is, your own story of what happened to you during your educational journey and your reflections on it all, and (2) a presentation, or the teaching, of something at the heart of your educational experience.
This seminar develops a different life of its own, depending on the faculty member teaching it and the students who participate in it. The seminar engages in conversations, listening, writing, and presentations. Class texts provide something common to read, explore, think about, and reflect on. The goal is to create a supportive learning community in which each of you can speak and write honestly about your education. The seminar also offers time to look forward, to consider the opportunities and challenges that lie ahead, and to discuss the questions, concerns, and responsibilities that each of you are bringing with you into the wide world beyond Fairhaven.
Expect to do lots of writing. Expect to lead discussions. Expect to work together with your classmates, reading each other's writing, listening to each other's experiences, viewpoints, and insights. Expect to engage fully in helping others construct and share meaning as you reflect critically on your education. Expect to discover something new about your classmates, about the world itself, and about what is possible when a group of people tries to genuinely share with each other what they have really learned.
Text: THE TOUGHEST INDIAN IN THE WORLD by Alexie
Credit/Evaluation: Reliable and regular attendance. Active participation in class discussions and activities. Completion of all writing assignments, including the Summary and Evaluation, and a presentation to the class.
*Note: During the course you will be giving copies of your S&E to your concentration committee members, in addition to your classmates and seminar teacher, seeking their feedback and responses, and ultimately their final approval. Students with Western majors need their advisor's signature on the S&E for final approval. Students doing Fairhaven concentrations need signatures from all of their concentration committee members.
Montoya-Lewis (3 Credits)
Prerequisites: FAIR 201A, 203A, 211B or permission of instructor.
Children have unique legal status in the United States court system. They have some of the same Constitutional rights as adults, but with significant differences. They are under the care and guardianship of their parents, but can be removed from their care if a judge believes that to be in their best interests. They can be assigned to live with one parent instead of another in a divorce situation, even against their own wishes. They can enter into contracts, but only with the advice and consent of a guardian.
In this course, we will consider the legal status of children in multiple contexts. We will examine the following questions: How do we know when it is "best" to remove a child from her parents? Should children who commit crimes be treated differently from adults? If so, how? When should children be allowed to speak for themselves in court? Should children have exactly the same Constitutional rights as adults? In order to answer these questions, we will look at key cases that have addressed these issues, consider alternatives to current methods of working with children and families involved in the legal system, and research evolving areas of the law.
Though the course will focus on the legal approach to children in the U.S., issues involving children's legal rights necessarily require consideration of other disciplines' approach to children's issues. We will read narratives written by people who have experienced the legal system as children (as foster children, children in the delinquency system etc.) as well as social work "best practices" research on working with children.
Texts: CHILDREN AND THE LAW: DOCTRINE, POLICY AND PRACTICE by Abrams, Douglas and Ramsey, I SPEAK FOR THIS CHILD: TRUE STORIES OF A CHILD ADVOCATE by Courter and additional readings on Blackboard.
Credit/Evaluation: Students will be required to brief several cases in the text, write at least 3 short response papers, write a final exam, attend family or juvenile court for three hours during the quarter, and write a book or article review. Evaluations will be based upon successful completion of all assignments. Attendance will be taken for class and only ONE absence during the quarter will be allowed.
Larner (4 Credits)
Materials Fee: $6.61
Prerequisites: Fair 354v, previous 300 level work in scriptwriting in any medium, or permission of instructor.
The workshop is a collaborative, supportive group experience. Students are expected to comment on, support, and participate in the work of their fellow students in the workshop. Initial exercises and rewriting work with each other's material will be followed by intensive work on each student's individual project. Students are expected to complete at least the equivalent of a longer one-act play (30-60 minutes in length), and are strongly encouraged to tackle part or the whole of a full-length work. The particular goal for each 454y student will be individually negotiated with the instructor early in the quarter. We may also read a published play or screenplay and discuss it together, as well as attend at least one production or film showing during the term.
Emphasis will be placed on acquiring a sharp, critical sense of dramatic action, on developing strong technique for the stage, screen, or radio, and on completing the script and bringing it through a complete revision. If time remains, students will be urged to get their scripts ready for production--screenplays for video production and showcasing here on campus, through the Projections Film Festival in Bellingham, and through film and video festivals in Seattle; stage plays for production here at Fairhaven, at the New Playwrights Theatre or Plays for Students in the Theatre Arts Department, at iDiOM Theatre in Bellingham, at the Bellingham One Act Theatre (BOAT) Festival at the Bellingham Theatre Guild, and at new play festivals in Seattle, and other venues; and radio plays for production at KUGS. There will also be discussion and resources available for marketing scripts to theatres and film producers.
454y students are expected to make substantial critical contributions to the work the class, to offer leadership in discussion, and to reflect an advanced understanding of our texts, and our dramatic material and its workings.
Texts: PLAYWRITING: THE STRUCTURE OF ACTION by Smiley with Bert; SCREENPLAY: THE FOUNDATIONS OF SCREENWRITING by Field; STORY by McKee. A play and/or a screenplay, TBA, may be required, as may attendance at selected film screenings and/or theatre productions.
Credit/Evaluation: In addition to providing leadership in class discussion, and in doing and staging the exercises, 454x students will be responsible for finishing the project individually negotiated with the instructor. Minimum requirement: one act play or its equivalent in another medium, 30-60 minutes in length. Work must be brought to class regularly and shared with the group. A portfolio of selected writings done during the term will be due at the end of the course. Unfailing, dependable attendance; completion of assigned readings; progressively better informed, responsive and constructive participation in the workshop; and steady effort in rewriting and revising are required for credit. Writing will be evaluated for its aptness for the stage (or appropriate medium) and the development of the writer during the term.
Feodorov (4 Credits)
Prerequisites: FAIR 358w or equivalent or instructor permission.
This course will expand upon acquired painting techniques, allowing students to continue to develop and challenge their skills and ideas within a contemporary context. Students will explore their own themes while pushing their art into more conceptual areas. Each student will propose a body of work to be agreed upon with the instructor in advance. They will then present their art projects to the class and participate in class discussions throughout the quarter. Each student will be responsible for giving one oral presentation of two contemporary artists that they have researched throughout the quarter. Documentation of artwork, looking for exhibition opportunities as well as developing an Artist Statement will also be discussed.
Please note: Intro to Acrylic Painting and Studio Painting: Theory and Practice will be taught concurrently. You cannot sign up for the advanced level unless you have already taken both 258w Intro to Acrylic Painting and 358w Advanced Acrylic Painting.
Text: no text, but occasional handouts will be given.
Credit/Evaluation: Credit will be based upon attendance, promptness, quality of coursework and active class participation. Students will also be required to maintain and complete a 40-page sketchbook for both sessions.
Rowe (4 Credits)
Materials Fee: $2.23
The major focus of this seminar will be a comprehensive study of the repatriation issue. We will examine the historical desecration of Indian burial sites and the repatriation of human remains and items of cultural patrimony under terms of the Native American Graves Protection and Repatriation Act. Throughout, we will remain conscious of the often-strained relationship between academics, especially anthropologists and archaeologists, and Indian peoples. Additional emphases will be on questions surrounding control of Indian sacred places, infringements on Indian religious freedom, and instances of cultural appropriation.
Participation in the seminar will be limited to self-motivated students willing to complete copious reading during the quarter, participate meaningfully in serious discussions, and prepare a research and teaching project for presentation to the seminar at the end of the quarter. Students will write several short response essays and a 10-342-page formal research paper. Note: Participants in three previous seminars have had their paper session proposals accepted and have presented their work at national professional conferences in Chicago, San Francisco, and San Diego.
Texts: SKULL WARS: KENNEWICK MAN, ARCHAEOLOGY, AND THE BATTLE FOR NATIVE AMERICAN IDENTITY by Thomas; SPIRIT WARS: NATIVE NORTH AMERICAN RELIGIONS IN THE AGE OF NATION BULDING by Niezen.
Credit/Evaluation: Evaluation for granting credit will be based on prompt and regular attendance; prepared and meaningful participation in discussions; the effectiveness of the research and teaching project; and completion of the research paper.