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WWU / Fairhaven College of Interdiscipinary Studies

Winter 2011 Courses: 100-200 Level

11986 | 101A Introduction to Interdisciplinary Study

McClure (1 credit)

 

Materials Fee: $13.73

 

Prerequisites: admission to Fairhaven college; required of all new students in the first quarter of enrollment at Fairhaven.

 

One credit, one credit is all it takes to teach you EVERYTHING you need to know to be a successful, interdisciplinary, revolutionary Fairhaven College student? As you've figured out already Fairhaven College is a different sort of place. That's why you're here. Most of you haven't experienced an educational system quite like Fairhaven. We get to show you the ropes. "We" are Fairhaven's Advising Coordinator, Jackie McClure and a cadre of savvy, skilled Peer Mentors.

 

We hope you will leave this class understanding more about why you are in college and what you can do with your time here. Fairhaven College students, faculty and staff congregate by virtue of a shared vision of education. We want to help you experience that vision to better understand it. This class is structured by providing several small group workshops targeted to help de-code the mysteries of the educational practices we use (Writing Portfolio; Transition Conference; ISPs; Evals...) and sharing essential information you need to participate as an informed member of your new community of Fairhaven College and Western Washington University.

 

Texts: Fairhaven College website.

 

Credit/Evaluation: This Fairhaven College Core Class is a graduation requirement. Award of credit will be based on completion of assignments, documented participation in the required class meetings and workshops outlined in the syllabus as well as submission of a narrative self-evaluation. We expect your curiosity, your playfulness, your active engagement, your collaboratory spirit.

 

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13153 | 201A Critical and Reflective Inquiry

Tag (5 credits)

 

Materials Fee: $14.49

 

Prerequisites: admission to Fairhaven college; required of all new students in the first quarter of enrollment at Fairhaven.

 

Animal


You will know

when you walk

in bear country.

By the silence

flowing swiftly between juniper trees

by the sundown colors of sandrock

all around you.

-Leslie Marmon Silko

 

This class is an invitation to walk in bear country. Or, as poet Denise Levertov put it, to "Come into animal presence." We will explore what it means, as humans, to be animals, and how we imagine, understand, use, encounter, and live with nonhuman animals. At the core of our explorations will be a series of questions that we develop, write down, talk about, examine, and share. Think about all the ways in which your life intersects with and depends upon other creatures: worms making compost, bees pollinating crops, salmon frying on your grill, ravens calling down through the trees as you walk below, a cat rubbing against your leg. What rights do such animals have? How do they think, communicate, survive? What are the limitations or possibilities for what we can know about animals beyond ourselves? To what extent are our own actions, beliefs, senses, and being shaped by our animalness?

 

To explore such questions we will read stories, articles, essays, and plays, write reflections, autobiographical narratives, and research essays, and spend lots of time talking, asking questions, and thinking critically. We will consider the ways in which scientists, writers, artists, playwrights, wildlife managers, veterinarians, ranchers, vegetarians, musicians, and storytellers speak about animals and their own animalness. Animals will be at the center of everything we do and say and explore, even the very modern and ancient idea that we, too, are animals, and what that means for our actual relationships to the wild and domestic creatures with whom we share this planet. This will be a reflective, thought-provoking, and creative class. Please bring stories of your own animal encounters and a willingness to collectively investigate, illuminate, and listen to the many and varied stories of animal presence.

 

 

Texts: SYLVIA, by Guthrie; EQUUS, by Shaffer; OWL, by Morris; INTIMATE NATURE: THE BOND BETWEEN WOMEN AND ANIMALS, by Hogan; NEVER CRY WOLF, by Mowat; A POCKET STYLE MANUAL (5th edition) by Hacker.

 

Credit/Evaluation: Faithful attendance. Active participation in class discussions, presentations, writing workshops, and other activities. Completion and quality of coursework: several short reflective and analytical essays, an Autobiographical Narrative, a Research Essay, a Writing Plan, and a Book of Questions.

 

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13154 | 202A Humanities and Expressive Arts

Feodorov (5 credits)

 

Materials Fee: $14.36

 

What are artists? Are they misunderstood geniuses that passionately express themselves and the times they live in? Are they forward thinking visionaries, utopian idealists or con men? The term "Artist" has meant different things to different peoples, cultures and eras. The common myth of the artist as some tortured genius has been promoted and reinforced in popular culture through movies, television, literature and magazine ads. Why does this myth persist and what/who does it serve? In this class, we will investigate several ideas throughout history, from Plato to the art critic Clement Greenberg, regarding what an "artist" is. In addition, we will discuss topics such as authenticity, originality and celebrity. Students will write responses to assigned readings and participate in class discussions. Each student will create three art projects influenced by the assigned readings and maintain a 40-page journal or sketchbook to be periodically reviewed by the instructor. Students will develop their ability to think analytically, cultivate perceptive reading and writing skills, and formulate and articulate ideas based upon research and class discussion.

 

Texts: TBA

 

Credit/Evaluation: Credit is based upon regular punctual attendance, active informed participation in class discussions, understanding of the material covered in class and timely completion of three visual art projects as well as all reading and writing assignments.

 

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13155 | 203A Social Relationships/ Responsibilities

Estrada (5 credits)

 

Materials Fee: $13.73

 

Prerequisites: admission to Fairhaven College: required of all new students in the first or second quarter of enrollment at Fairhaven.

 

Social Identity
This section will explore the process of social identity formation in the United States through the lens of modern social theory.

 

The goal of the class is to explore multiple perspectives on the formation of the state, individual rights within society, equality as well as the roles and responsibilities of individuals within their respective communities. The class will concern itself with the roots and application of Western ideals of freedom and equity that arguably form the basis for the United States' liberal democracy.

 

The seminar will outline the origins of the Enlightenment and the basis for "natural" rights and freedoms in conjunction with the derived roles of society and government. We will then examine how the universalist ideals of the liberal Enlightenment have implicitly or explicitly excluded those without property, people of color, and women. We will also define what the "social compact" has meant in different periods of American history, and the relationship of various groups to this compact. Can liberal democracy really provide equal citizenship for workers, women, and people of color? How have the movements of socialism, reconstruction, decolonization, ethnic identity and feminism tried to reformulate and transform the social order?

 

Texts: Selected Readings and Handouts on John Locke and Adam Smith.C.Lemert, 4th ed., SOCIAL THEORY: THE MULTICULTURAL AND CLASSIC READINGS (Jackson, TN: Perseus Books, 2009) R. D'Angelo & H. Douglas, 8th ed., TAKING SIDES: CLASHING VIEWS ON CONTROVERSIAL ISSUES IN RACE & ETHNICITY (NY: Mc Graw Hill,2011), M.J. Sandel, JUSTICE: WHAT'S THE RIGHT THING TO DO (NY: Farrar Strauss and Giroux 2009). Recommended: Zinn, H. PEOPLE'S HISTORY OF THE UNITED STATES: 1492-PRESENT, (NY: Harper Collins, 2003)

 

Credit/Evaluation: Credit will be granted for regular attendance, evidence of preparation, satisfactory completion of 2-3 written perspective papers, in addition to a group term project and class group presentation. Criteria for evaluation include informed and active engagement in class discussions; informative, relevant group presentation and a term project paper that illustrates a sound grasp of social theory and critical paradigms.

 

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13156 | 203A Social Relationships/ Responsibilities

Jack (5 credits)

 

Materials Fee: $13.73

 

Prerequisites: admission to Fairhaven College: required of all new students in the first or second quarter of enrollment at Fairhaven.

 

This course is designed to link with John Tuxillís Science and Our Place on the Planet. You are not required to take both classes but are encouraged to.

 

Food for Thought

In this course, we will apply social theories to the issue of hunger and food production in the U.S. Food and hunger both shape and express relationships among people. How do social relationships and individual responsibility relate to the geography of hunger and inequalities in food production and consumption? What foundational practices and ideas have influenced how food is understood, produced, and commodified in the US? Drawing from perspectives of psychology, history, sociology and social theory, we will examine how our society constructs individual lives and social relationships, using a focus on food.† Among the questions we explore are: What does it mean to be a socially responsible citizen? How do a range of critical social theorists, including the dispossessed, oppressed and excluded, all writing from different standpoints of power and privilege, inform our understanding of social relationships, responsibility, and hunger? How do interdisciplinary and multicultural perspectives influence our understanding of social justice? Do these perspectives inform our understanding of the paradox of hunger in the midst of plenty that affects our society?

 

Texts: Our readings consider multiple perspectives on fundamental issues: human survival on a finite planet, equality, freedom, and the power relationships that affect the production and distribution of food. Reading selections will include Patricia Hill Collins, W.E.B. DuBois, Karl Marx, Adam Smith, Carole Pateman, and others. Students should expect to gain key concepts for the study of the social world, to reflect critically on ideas of social justice and the Fairhaven Missionís commitments to Social Justice and Diversity, and to understand the social construction of food and hunger as forms of power and cultural expression.

Texts: Readings are on blackboard; one text to be announced.

 

Credit/Evaluation: Regular, informed participation in class discussion. Students will be asked to lead one class discussion and prepare a synopsis and handout of the reading they discuss. †Two short reflection papers and a final project/paper will be required. Evaluation will be based on grasp of understanding of multiple theoretical perspectives presented in the readings and on development of analytical skills.

 

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13157 | 203A Social Relationships/ Responsibilities

Takagi (5 credits)

 

Materials Fee: $13.73

 

Prerequisites: admission to Fairhaven College: required of all new students in the first or second quarter of enrollment at Fairhaven.

 

Power

This course is an introduction to modern social theory focusing on the theme of POWER. By exploring the concept/resource of power, we will learn the various definitions of power, the theories concerning the sources of power, its application and the people who benefit and suffer because of power. We will also explore how the so-called ìpowerlessî survive and even challenge the powerful. Unwittingly, you will become more familiar with and competent in critically reading texts, ideas, and competing theories. You will also learn to evaluate and interpret the experiences and writings of Maria Stewart, Hannah Arendt, Malcolm X, Audre Lorde and others within the context of economic materialism, military force, biological determinism and Foucaldian theory.

 

Texts: There are no texts to purchase. Everything is either on-line through Blackboard, or through established websites.

 

Credit/Evaluation: 2 papers (4 pages each) with 1 rewrite of each paper. Student led classes. Each student will help lead the discussion of the readings due for that day.

Preparedness for class by doing the reading and any written assignments and participation in class discussions.

Timely and regular attendance. More than two absences without a doctor's note or some explanation will result in "no credit."

 

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13158 | 206A Core: Science and Our Place on the Planet

Tuxill (5 credits)

 

Materials Fee: $15.15

 

This course is designed to link with Dana Jack's Fair 203a Social Relationships and Responsibilities. You are not required to take both classes but are encouraged to.

 

Do you know where your food comes from and how it got to your plate? The production of food is the single most important human activity affecting our nation's and our planet's ecosystems, with enormous environmental, economic, and social consequences. How we manage the ecological relationships inherent in growing, tending, and harvesting food is crucial for determining the health of our environment and the sustainability of our society.

 

This course places the ecology of food in a historical context, by exploring how humans have used and managed ecosystems for food production over time. We also will examine the importance of the biological diversity of our food supply, for both plants and animals. We will analyze the ecological impacts of farming, aquaculture, and other intensive ways of producing food, and identify challenges and opportunities for sustainable food supplies, including organic agriculture, genetically modified organisms (GMOs), and eating locally. We also consider how ecological dimensions of food intersect with social relationships, individual responsibilities, the geography of hunger, and inequalities in food production and consumption. The course emphasizes field learning and multimedia investigation of the ecology of eating along with readings.

 

Texts: THE OMNIVORE'S DILEMMA by Michael Pollan. Additional materials will be made available electronically.

 

Credit/Evaluation: Students are required to keep a food log, participate in all class and field activities (including short writing assignments), and complete a group research project and term paper.

 

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13235 | 211B The American Legal System

Helling (5 credits)

 

Materials Fee: $11.06

 

An in-depth look at the American legal system and how it affects individuals and society, with coverage of legal vocabulary, sources of law, the structure of the government, the Supreme Court and the judicial system. We will focus on the structure and evolving nature of the legal system, legal reasoning and the role of courts in government. Case analysis skills will be stressed, including identifying the issue, procedural history, facts, reasoning and holding of each case. We will particularly examine issues of affirmative action in school admissions to explore lines of precedent. Students will also engage in a mock criminal trial.

 

Texts: Class Manual of case readings prepared by Instructor, Additional text to be determined. Recommended: any legal dictionary

 

Credit and Evaluation: No more than THREE absences will be allowed. Active and informed class participation will be expected. Assignments will include oral presentations on Supreme Court Justices, weekly case briefs, three papers, and participation in the mock trial.

 

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13362 | 212C Introduction to Political Economy

van der Veen (5 credits)

 

Material fee: $13.23

 

This course will explore the topic of political economy at an introductory level. It will provide a survey of the history of political economy, examining Adam Smith's praise of free markets and David Ricardo's promotion of free trade, Karl Marx's critiques of capitalism, Veblen's focus on conspicuous consumption and the leisure class, Keynes's ideas to bring capitalist economies out of the Great Depression, and Galbraith's insights on the affluent society. The course will also help students acquire a basic literacy in economics, by examining the relevant concepts from microeconomics, macroeconomics, and international trade. In the latter part of the class, the concepts from the first part will be applied to understanding the financial and economic crisis of 2007 - 2010. We will analyze the crisis from the perspectives of contemporary neoclassical, Keynesian, and Marxian theorists, and examine its global dimensions. We will use both readings and film to learn about the various elements of the crisis.

 

Texts: Charles Sackrey, et al, Introduction to Political Economy, Frederick Weaver's Economic Literacy: Basic Economics with an Attitude, and Magdoff & Yates, The ABCs of the Economic Crisis.

 

Credit/Evaluation: Attendance at all group sessions, weekly homework assignments, two short papers, and a class presentation.

 

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13159 | 215F The Asian American Experience

Takagi (3 credits)

 

Materials Fee: $13.23

Also offered as AMST 205

 

This is an introduction to the history and experience of Asians in America. This class will explore the factors for immigration, working and living conditions of Asian laborers in this country, and the social relations between the minority and majority, as well as those between the various Asian ethnic groups. Lectures, the readings, creative projects and documentary films will help illuminate the trials, tribulations, and the resilience of Asians on these shores.

 

Texts: Ronald Takaki, Strangers from a Different Shore (on sale at University bookstore); Yen Le Espiritu, Asian American Women and Men; Articles on Blackboard and on-line through Wilson Library database.

 

Credit/Evaluation: Completion of all quizzes, midterm and final paper on time. For AMST students your total grade will be added together based on a 100 point scale. For Fairhaven students your work will be evaluated. Regular, timely, attendance (No more than 2 absences). Requirements: There will be a weekly quiz on Blackboard based on reading. There will be a midterm paper (10 pages), which is a joint project with someone else in class. There will be a final take home exam. For Fairhaven students, papers and exams will be evaluated.

 

 

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13160 | 221J College Writing

Cornish (4 credits)

 

Materials Fee: $14.37

 

There are days when you go

out into the bright spring fields

with the blue halter, the thick length

of rope with its sky-and-cloud braiding,

even the bucket of grain--

all corn-and-molasses sweetness,

the maraca sound of shaken seduction--

and the one you have gone for simply will not be caught.

 

Jane Hirshfield

 

The poet Jane Hirshfield reminds us that writing is like trying to slip the halter on a horse that shies away. We've all known the frustration of trying to capture in words —get down on paper— what it is we want to say. If it's difficult to please ourselves when we write, what happens when we try to meet the expectations of others as well? In this class, we make a community of writers willing to share both the excitement and fear of writing —an excitement and fear that are present in any act of discovery. And all good writing is discovery. In this class, you'll throw yourself into the writing life. You'll find your own ideas as you write informally in an ongoing journal; you'll read carefully the ideas of others and explore how to express your responses in papers that interpret or persuade or analyze. With your peers, you'll critique and revise —helping each other get ever nearer to the clear-minded, clear-worded beauty of good prose (that tricky horse!).

 

Texts: A Pocket Style Manual (Hacker); others as announced

 

Credit/Evaluation: Students are expected to make a commitment to our writing community, bringing with them an absolute respect for the potential of each voice —their own as well as that of others. They'll participate in the growth of those voices by: completing all writing assignments and rewrites; studying all assigned readings; taking an active part in class discussions and peer critiques. The nature of workshop is collaborative and supportive —dare I say loving? Attendance is required: more than three absences and you will not receive credit for the class. Writing will include personal essay; interpretive essay; precis; analytical essay; papers of argument and research.

 

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13161 | 223G Elements of Style

Tag (1 credits)

 

Materials Fee: $7.20


"What is a comma but a claw rending the sheet, the asthmatic's grasp? What is a question mark but what's needed to complete this thought? Punctuation: what is it, after all, but another way of cutting up time, creating or negating relationships, telling words when to take a rest, when to get on with their relentless stories, when to catch their breath?" —Karen Elizabeth Gordon

 

If you care even the least whit about how you write, this is a class for you. We will certainly examine the rules and principles of English composition, including grammar, punctuation, word usage, sentence construction, and strategies for proofreading and revision. But such examinations are sometimes dull, stuffy, self-righteous, and boring. Ours will attempt a more stylish exploration of written style, like trying on hats in a haberdashery, or hounding the hobgoblins from our foolish consistencies, or swinging outward on a swaggering buccaneer's highest rope. Will it be dangerous? Of course! An education should be.

 

So come all ye word-sick, word-loving, word-puzzled pilgrims. Bring your grammatical contusions and confusions. Your punctuated paralysis. Your fears of saying what you have to say, clearly, directly. Together we will try to unlock the mysteries of writing with style (or at least help decide when to use a dash—when parentheses). We will un-dangle our modifiers, un-awk our words. All are welcome to take this course. This will be a fun and challenging one-credit course, hopefully helping each of us get out of our one-horse towns, tilt at a few windmills, and learn what there is to learn in the wide, wide world of writing well.


Texts: A DASH OF STYLE, by Lukeman

 

Credit/Evaluation: Faithful attendance. Active participation in all in-class writing exercises. Quality and completion of weekly writing assignments. Presentation of a special project.

 

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11987 | 231N Introduction to Applied Human Ecology: Sustainable Systems

Bornzin (3 credits)

 

Materials Fee: $15.15

 

Note: This class will be coordinated by Fairhaven College and/or Huxley students under the supervision of Dr. Bornzin. For guidelines for such courses, see the "Student Guide to Fairhaven College."


The field of human ecology explores relationships between human systems and the environment. Such systems may be considered sustainable if they are maintained and renewed through internal processes and external interactions which are non-exploitative and do not rely on non-renewable resources. This class explores the concept and physical reality of sustainability through shared reading, group interaction, and the development of new skills. The class is intended to further students' awareness of their own ecological relationships, and to enable students to live more simply, in greater harmony with the environment. The most basic human activities of growing and gathering food and herbs, creating shelter, restoring and maintaining the natural environment, and developing cooperative communities are examined in light of the principle of sustainability. Consumerism, technology, food, agriculture, and the many faces of change will be addressed and discussed in a comfortable yet challenging group environment. Academic studies, including models of sustainable development and appropriate technology, complement the learning and practice of practical skills such as making compost and growing vegetables using the five-acre Outback Outdoor Experiential Learning Site.

 

Texts: Discussions will be based on readings available on-line, and on individual student research. Readings vary each quarter according to the interests of the class, but typically include articles such as Wendell Berry, "Waste"; Gary Snyder, "Four Changes" Gary Paul Nabhan, Food, "Health, and Native American Agriculture"; David McCloskey, "Cascadia"; Dana Jackson, "The Sustainable Garden"; Susan Griffin, "Split Culture"; Peter Berg," A Green City Program"; and selections from STAYING ALIVE by Shiva, ONE STRAW REVOLUTION by Fukuoka, IN THE ABSENCE OF THE SACRED: THE FAILURE OF TECHNOLOGY AND THE SURVIVAL OF THE INDIAN NATIONS by Mander, and ECO-JUSTICE: LINKING HUMAN RIGHTS AND THE ENVIRONMENT by Sachs.

 

Credit/Evaluation: Students are expected to attend regularly and to participate actively in the class discussions, exercises, and outdoor projects. For experiential learning to be successful, students must be present and engaged. Students will also be required to write one five-page research paper on a related topic, or a reflection paper on a service learning experience of their choice, and make a brief presentation of their topic or experience to the class.

 

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13162 | 232P User-Friendly Statistics

Bornzin (4 credits)

 

Several years ago, in a large dietary study undertaken in the State of Minnesota, researchers were shocked to find a statistically significant correlation between the eating of oatmeal and stomach cancer. Imagine the headlines: OATMEAL CAUSES STOMACH CANCER! On further investigation, however, they discovered that many people with stomach cancer liked to eat oatmeal because it was easy on their stomachs. So eating oatmeal didn't cause cancer; cancer caused eating oatmeal! Correlation does not imply cause.

 

Statistics are all around us every day--in the newspapers, on TV, in textbooks in practically every field, in medical research, in environmental studies, in political decisions, in public debate. Statistics are used and abused in nearly every argument, court case, and cause. At times we may be deceived by an improper use of statistics or by our own uncritical acceptance, and find ourselves believing or acting on a false claim. At other times, we may be so saturated with statistics or so cynical about their reliability that we just dismiss them with the cliche', "you can prove anything with statistics." Some people are downright stats-phobic, disempowered by immediately shutting down in every encounter with statistics.

 

The objective of this class is to help develop a stronger critical understanding of statistics and statistical arguments, their strengths and weaknesses, uses and abuses, to diminish the chance of being deceived by them and to increase confidence in dealing with them. Through examples, exercises, case studies, and projects linked to real-world realms of interest such as social, environmental, and health issues, we will gain familiarity with terms, concepts, and techniques ranging from graphing to hypothesis testing.

 

Texts: To be selected.

Recommended (available on reserve): STATISTICAL ANALYSIS WITH EXCEL FOR DUMMIES (2nd Ed), by Schmuller; STATISTICS: CliffsQuickReview, by Volker, et al.; 100 WAYS OF SEEING AN UNEQUAL WORLD, by Sutcliffe; DAMNED LIES AND STATISTICS: UNTANGLING NUMBERS FROM THE MEDIA, POLITICIANS, AND ACTIVISTS, by Best; HOW TO LIE WITH STATISTICS, by Huff, 1954 (a real classic!).

 

Credit/Evaluation: Students are expected to attend regularly, participate actively in class discussions and exercises, complete reading assignments and homework exercises, bring several examples to class of the uses of statistics in their particular fields of interest, and complete and present to the class a project (preferably with a small group) which involves forming and testing a hypothesis, the gathering of data, the creative use of graphical techniques, and the use of statistical techniques.

 

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13163 | 255Y Folk Music Experience

Eaton/Bower (1 credits)

 

Materials Fee: $7.52

 

This course combines playing traditional folk music with the study of the contexts in which folk music has evolved. For this quarter, the course will take a bit of a tangent from traditional folk music and focus on the music and life of John Lennon. Students will be expected to participate in discussions on readings assigned during the first five weeks of the course. The class will choose several tunes to practice together over the course of the quarter. In addition, each student will also be asked to introduce one song to the class that enriches our knowledge of folk music or the context within which folk music has been written and performed. We will encourage, but will not require, that these songs come from music related to John Lennon. Students will write a short research paper that forms the basis for their presentation on the song and its context. Students will also be responsible for learning and practicing the songs that are presented to the class, including practice in small groups. Students are encouraged to gain practice at playing one or more folk music instruments during the course, and are invited to join the course even if they are beginners at playing an instrument or if they prefer to just sing.

 

Texts: There will be no one text for this course - readings will be assigned from a variety of sources.

 

Credit/Evaluation: Regular attendance and participation in our weekly sing, informed participation in class discussions, one short research paper and song presentation, and practicing music in a small group.

 

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13189 | 263B American Indian Experience

Rowe (3 credit)

 

Materials Fee: $3.33

This course is also offered as AMST 202.


An introduction to the indigenous people of what is now the United States through an examination of American Indians' cultures, histories, and governments. Focuses on sovereignty (self-government, legal jurisdiction, land claims), treaty rights (fishing, hunting, gathering), Indian/White relations (stereotypes, sports mascots, discrimination), education (ethnic fraud, under-representation), and economic development (casinos, tourism, mineral extraction). Employs lectures, readings, films, discussions, and activities. Students will write short response papers midterm and final examinations, and an essay on the assigned novel.

 

Texts: Required: Johansen, Bruce. The Native Peoples of North America; Welch, James. Fools Crow.

 

Credit/Evaluation: Evaluation for purposes of granting credit will be based on regular attendance, meaningful participation in discussions, completion of assignments, performance on midterm and final exams, and quality of writing.

 

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13164 | 270B Intro to Digital Video Production

Miller (2 credits)

 

Materials Fee: $52.00

 

This class will introduce basic camera use and video editing in the digital medium. Students will script, shoot, and edit 5 assignments using Final Cut Pro. Projects range from a 30-second commercial to a 3-5 minute final video on the student's choice of topic. The assignments are set up to encourage individual creativity & personal editing styles.

 

Texts: Optional, but recommended, FINAL CUT PRO 5 FOR MACINTOSH by Brennies. Students will need to purchase 5 mini DV tapes at a cost of about $25.

 

Credit/Evaluation: Completion of assignments, participation in class, attendance, and understanding gained from the class assignments.

 

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13165 | 270H Audio Recording I

Fish (4 credits)

 

Materials Fee: $74.00

 

NOTE: This course was formally 275h. Students who received credit for 275h may not take 270h for credit.

 

Audio Recording Techniques I explores the techniques, tools, and technology used in multi-track recording. From a beginner's perspective, this course follows the recording process starting with the tracking session, then the overdub session, and through the mix-down session. By examining the various pieces of the recording process students will learn the concepts and skills necessary to use studio equipment such as microphones (their characteristics and placement), mixing consoles (explained in detail), multi-track recorders (analog and digital), patchbays, signal and effect processors, headphone systems, and multi-track punching and bouncing.

 

Each student is also expected to attend a weekly two-hour small group lab, held in the studio, giving the student a chance to experience multi-track recording in a "hands-on" manner. A detailed manual will be provided to each student so that each concept will be encountered first in independent reading, then in lab, and finally in the class meetings.† All time spent in the studio will be documented in the lab manual in a journal entry fashion.

 

Texts: THE RECORDING ENGINEER'S HANDBOOK by Owsinski

 

Credit/Evaluation: Students will be evaluated through a combination of participation, attendance (lab and lecture), and understanding gained from the material evaluated from a written and "hands-on" assessment.

 

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tbd | 297E "On Our Toes!" Improvisational Theater and Viewpoints

Robinson (4 credits)

 

"Story, Story, Die!" "Two Views of a Relationship." "Just a Minute." These are three of a bazillion games we will learn to play, as we discover our voices, shed our shyness, and venture into the unknown (and perhaps absurd) regions of our imaginations. This class is for non-actors, wanna-be actors, and those who like to act without a script. Energized, fun, and wacky (as well as deeply profound and moving at times), playing these games will loosen our tongues, build confidence in our ability to spontaneously respond without censorship, and allow us to take a break from the textbooks to learn through physical creative engagement.

 

In addition to improv games, we will learn the basics of Viewpoints, laying the foundation for us to retrain our bodies to "think" in new ways, and to respond kinesthetically to our first impulses individually, and as an ensemble.†According to Anne Bogart, director of SITI Company in New York City, Viewpoints is "a system belonging to the natural principles of movement, time and space... a philosophy which is translated into a technique for training performers, building ensemble, and creating movement for the stage.î We will focus on integrating the nine physical Viewpoints (repetition, duration, kinesthetic response, spatial relations, architecture, gesture, topography, and tempo) into our games, as well as into our lives outside of class.

 

By the end of the quarter, everyone will have the opportunity to play to an "open-house" of invited guests. And, perhaps, like what resulted in the spontaneous "50 Random Acts" class, students may even go on to form their own troupe. Who knows?!

 

What students learn in ON OUR TOES! will serve them Spring quarter when WORDS IN MOTION — a collaborative venture using texts created by Cornish's poetry class and Tag's stories class — sets students' stories and poems fully "on their feet" in performance.

 

*Note: Students taking this class are encouraged to co-enroll in Stan Tag's Imaginative Writing II: Stories course and/or Mary Cornish's Imaginative Writing II: American Women's Poetry course. The writing produced in Tag and Cornish's class will also be used as the texts for Robinson's spring course "Words in Motion."

 

Texts: Keith Johnstone's IMPRO, and DON'T BE PREPARED; Viola Spolin's IMPROVISATION FOR THE THEATRE and selected hand-outs from various sources. —

 

Credit/Evaluation: Attendance and participation is key — as this is ensemble-based work (besides, one wouldn't want to miss out on all the fun!). Reading and incorporating the exercises mentioned in the texts. Participation in the final open-house performance for invited guests. A willingness to risk embarrassment, go down in a blaze of glory, and engage with others in ways that foster a sense of playfulness and community.

 

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