2013-14 Undergraduate Index A-Z
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| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Janelle Campoverde
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Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | F 13 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 | ||||
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Janelle Campoverde
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Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | W 14Winter | 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 | ||||
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Janelle Campoverde
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Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | F 13 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 | ||||
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Janelle Campoverde
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Course | FR–SRFreshmen - Senior | 2 | 02 | Weekend | W 14Winter | 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 | ||||
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Kabby Mitchell and Joye Hardiman
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 14Spring | 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 | ||||
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Jehrin Alexandria
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Course | FR–SRFreshmen - Senior | 2 | 02 | Evening | F 13 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 | ||||
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Jehrin Alexandria
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Course | FR–SRFreshmen - Senior | 2 | 02 | Evening | W 14Winter | 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 | Winter | ||||
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Jehrin Alexandria
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Course | FR–SRFreshmen - Senior | 2 | 02 | Day | F 13 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 | ||||
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Jehrin Alexandria
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Course | FR–SRFreshmen - Senior | 2 | 02 | Day | W 14Winter | 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 | ||||
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Andrea Gullickson and Robert Esposito
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 13 Fall | W 14Winter | How do our experiences in the performing arts impact our understanding of and relationship to our environment? How can music and dance be used to transform lives? This two-quarter, core program will focus on the study of music and dance as powerful methods for both exploring and expressing our experiences in the world. Throughout the program we will examine fundamental concepts of music and dance and consider cultural and historical environments that influence the development of and give meaning to the arts. Our work with progressive skill development will require physical immersion into the practices of listening, moving, dancing and making music. Theory and literature studies will require the development of a common working vocabulary, writing skills, quantitative reasoning, and critical thinking skills.Weekly activities will include readings, lectures, seminars and interactive workshops, which will provide the basis for focused consideration of the ways in which our relationship with sound and motion impact our daily lives. Weekly in-program performance workshops will provide opportunities to gain first-hand understanding of fundamental skills and concepts as well as the transformative possibilities that exist through honest confrontation of challenging experiences. Weekly writing workshops and assignments will encourage thoughtful consideration of a broad range of program topics with a particular emphasis on developing an understanding of the power and importance of bringing one’s own voice into the conversation.This balanced approach to the development of physical craft, artistry and intellectual engagement is expected to culminate in a significant written and performance work each quarter. | Andrea Gullickson Robert Esposito | Mon Tue Wed Thu | Freshmen FR | Fall | |||
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Robert Esposito
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Program | FR–SRFreshmen - Senior | 8, 16 | 08 16 | Day | S 14Spring | How can dance serve as a central metaphor for the holistic organization and transformation of personal life experience into aesthetic objects expressing the dynamic connectivity of self, world, and others? Using an expressive arts therapy model, movement study will be integrated with work in writing, drawing, and music in this multidimensional modern dance program to explore an integrative approach to choreography. It will involve disciplined physical and intellectual study, including weekly dance composition homework assignments.Studio activities will include progressive study in Nikolais/Louis dance technique, theory/improvisation, composition, and performance. Readings, self-inventories, and seminars in the philosophy and psychology of the creative process, designed to broaden and enhance the student’s palette of creative choice, will explore factors such as self-image, cultural and educational conditioning, and multiple learning styles. In solo and group collaboration, students will workshop formal craft principles of composition, such as shape, space, time, and motion. Workshops will cover various art media to draw and integrate content from students’ life experiences and/or past interdisciplinary study in order to create original multimedia work. Compositions will be shared weekly in performance forums that include faculty and student-centered critique and analysis.Texts will be used to explore the development of dance and movement therapy, draw distinctions between art and psychology, and explore the creative and therapeutic effects of the expressive arts. Seminar discussions will emphasize critical analysis in order to situate texts, art, film, and student work in historical and sociocultural contexts. Writing assignments will balance creative, analytical, journal, and research styles, with a comparative overview of APA, MLA, and Chicago writing manuals. The program culminates with a Week 10 showing of selected student work. | Robert Esposito | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Walter Grodzik and Cynthia Kennedy
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | S 14Spring | 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? This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. 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 the creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectationsStudents 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 enable them to more fully utilize their bodies and emotional selves in creating theatrical performance. 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, dance, theatre and dramatic literature.The program will include weekly seminars, workshops in movement/dance and theatre and film screenings of various dance and theatre productions. We welcome students of all abilities who bring their excitement, commitment and creativity to the performing arts. | teaching, theatre, expressive arts, dance and movement theory. | Walter Grodzik Cynthia Kennedy | Freshmen FR | Spring | ||||
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Mukti Khanna and Cynthia Kennedy
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 13 Fall | W 14Winter | This two-quarter program explores the creation of health through mind-body perspectives. How can we engage in transformational conversations about the connections between personal, community and planetary health? Knowing that in every moment choices we make can move us toward health, or away from it, this program will explore the myriad ways we can embody choices that keep us and our communities vital and alive. Throughout the program, we will recognize that our individual choices can help us create both personal health and a sustainable environment, a conscious life and a positive presence in society.Fall quarter we will explore systems of health and healing from multicultural, neurobiological and ecopsychological lenses. There is a synergistic relationship between planetary and personal well-being; the health of one is related to the health of the other. We will explore the relationship between the body and the natural world. We'll also explore somatic (body-based) literacy as it relates to leadership, communication and engagement with social issues. Somatic literacy includes listening and acting on information from the body. Winter quarter will allow students to design their own health-based project studies while continuing to explore self-leadership, creativity, emotional intelligence, health and self-image.Students will have an opportunity to learn in many ways using diverse modalities and multiple intelligences. We will integrate somatic learning into our studies, including movement workshops (no prior experience necessary). Our inquiry will ask us to attune ourselves to the wisdom that is available and present in our mind-body awareness. We will participate in community readings, community service, rigorous writing assignments and critical study of important texts. Learning through multiple intelligences can be enjoyable.Come join us! | Mukti Khanna Cynthia Kennedy | Freshmen FR Sophomore SO | Fall | ||||
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Ratna Roy and Joseph Tougas
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 13 Fall | W 14Winter | Have you ever felt that your mind and your body were just “out of sync”? How about the other experience—when your mind and body were working together flawlessly, when you felt “in the flow”? These kinds of experiences invite other questions about the relation between the mind and the body, questions that have been the focus of thinking and research in cultures around the world. There is, for examples, a tradition in Western philosophy that has emphasized the separation between the mind and the body. Other traditions emphasize their interaction and unity. Does the mind control the body? Or is it the other way round? What can we learn about these questions if we challenge ourselves to use our bodies to interact precisely and skillfully with others? This is the kind of thing people do when they learn to move together in dance, or to raise their voices in song.This program will explore the connections between the mind and the body through the media of music and dance. We will learn about the scientific investigation of the interaction between mind and body, especially in connection with the kinds of social activities that bring people together in communities of artistic endeavor—for example, a jazz band or dance group. We will examine both Eastern and Western philosophical traditions to see what we can learn about different ways of understanding the relationship between the mind and body as manifested in disciplines of motion and rest. We will also engage in practice involving music and dance, experiencing first hand the unity of thought and action.The work of the program will include reading literature from a variety of cultures as well as philosophical and scientific texts. Students will write short essays on the weekly readings in preparation for seminar discussions. They will also participate in workshop activities learning musical and dance skills. During the fall quarter the workshop emphasis will be on building skills; during winter our attention in the workshops will be directed toward creating and presenting music and dance in performance. | Ratna Roy Joseph Tougas | Freshmen FR | Fall | ||||
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Jamie Colley
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 13 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 | ||||
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Jamie Colley
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 14Spring | 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 | ||||
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Andrew Buchman and Ratna Roy
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 14Spring | We will focus on the dance and music culture of central eastern India, specifically the art-rich state of Orissa. While some music or dance background would be useful, it is not necessary. This is a culture and history offering, along with some practical hands-on experience in dance and music. We will immerse ourselves in both the history and sources of this ancient culture of dance and music, and its active contemporary scene. Our readings will include cutting-edge articles and book chapters exploring themes such as gender, colonial history and post-colonial theory and the economic ferment that is transforming many aspects of Indian society today. In seminars, we'll compare and contrast ancient and modern, Indian and American aesthetics, world views, values and attitudes. In workshops, we will explore the rich vocabularies of sound and movement that make Orissa's traditional performing arts so rewarding to study.The first evidence of Orissa's dance and music culture is preserved in sculptures and images that are about 2,000 years old. The culture thrived for centuries before it declined under colonial rule in the 1800s, and began to revive in the 1950s and 60s after India became an independent nation-state. This revival still continues, and we will be a part of that effort. Dancers, musicians and scholars will work together and re-create the tradition for our own times. At the end of the quarter, we will present a performance incorporating music and dance from Orissa at various levels of skill so that most students can participate.Some previous training in dance or music would be useful, but is not expected. Students who don't wish to focus on music or dance performance can pursue a research option, in consultation with faculty. | Andrew Buchman Ratna Roy | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring |