2013-14 Catalog

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2013-14 Undergraduate Index A-Z

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Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
Hirsh Diamant and Nancy Parkes
  Program SO–SRSophomore - Senior 12 12 Evening and Weekend F 13 Fall W 14Winter Students in this interdisciplinary program, which continues from Fall quarter, will learn how to cultivate a “sense of wonder” while building skills as writers, activists, artists, and interdisciplinary scholars.  Our work will combine theory and practice as we delve into the rich areas of literature, cultural studies, writing, creative arts, contemplative practice, natural history, and environmental/outdoor education.  We will explore how we develop roots to the natural world and explore themes related to natural history literature, the Pacific Northwest, and global multicultural traditions that have intimate connections to place, family, education, and artistic practice. At the core of our inquiry will be the questions:  What enlivens culture?  What motivates change?  Working from a rich, interdisciplinary perspective, we will study what it means to be rooted to place and how place connects us to a deep sense of purpose and meaning through word and image, language and tradition, stories and activism, and education and scholarship. Highlights of Winter quarter will include a three day Lunar New Year and Tai Ji celebration and Community Service work in areas of students’ interests.  Hirsh Diamant Nancy Parkes Mon Wed Sat Sophomore SO Junior JR Senior SR Fall Fall Winter
Terry Ford
  Course FR–SRFreshmen - Senior 4 04 Day Su 14Summer Full While children's literature meets the developmental needs of children grades K-6, adolescent literature  meets the developmental needs of middle and high school ages (grades 6-12).  Participants will learn about adolescent literature in an historical perspective, young adult development in reading, and genres with representative authors and selection criteria.  Participants will read and critique a variety of genres, developing a knowledge base of a variety of current authors, themes, and classroom uses.  Course credits contribute to minimum coursework expectations for teaching endorsements in middle level humanities and secondary English/Language Arts. Terry Ford Mon Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Nancy Parkes
  Program SO–SRSophomore - Senior 12 12 Evening and Weekend S 14Spring This 12-credit program, Advanced Writer's Workshop, is designed for 15 students who already have a foundation in writing fiction and/or creative non-fiction.  Through our writing, reading and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue.  During spring quarter, students will produce one memoir-based piece, a short story or novel chapter, and a “student choice” writing block.  We will concentrate on the craft of revision with each section of writing.  Students should also expect to spend significant additional time critiquing peer work outside the classroom. Nancy Parkes Mon Wed Sat Sophomore SO Junior JR Senior SR Spring Spring
Kabby Mitchell and Joye Hardiman
  Program SO–SRSophomore - Senior 16 16 Day S 14Spring How did Black men and 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 men and women from Ancient Egypt to contemporary times. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history, media and popular culture to investigate the lives of these men and women lives, their historical, cultural and spiritual contexts and legacies.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, skills and insights about the mis-education/re-education process through a quarter -long reflective journal project , a mid -quarter contextual research project;  and an end-of-the-quarter final paper and a collaborative performance about the journey from mis-education to education and those factors that allow one to retain their humanity in spite of horrific dehumanizing attempts. Kabby Mitchell Joye Hardiman Tue Tue Tue Wed Wed Wed Thu Thu Thu Sophomore SO Junior JR Senior SR Spring Spring
Rebecca Chamberlain and Gail Tremblay
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring How does place affect the worldview and visions of writers, poets, artists, storytellers, and filmmakers from diverse cultures in the Americas? How can we develop an ecological and ethical identity that shapes culture and place through creative and artistic practice? As we study art history, natural history, and the natural world, we will use these questions to explore our connections to the earth and place through analysis and creation of poems, essays, and multimedia art projects. Through observations of the natural world, we will cultivate our ability to heighten sensory perceptions and gain insights that feed metaphors, images, and imagination.  As we examine the way in which our relationships to words, images, myths, cultural teachings, stories, and the arts enhance our understanding, we will reflect on the strategies we need to address environmental education, activism, and the ecological challenges and health of our planet.Readings include essays by American Transcendentalists like Thoreau, Emerson, and Fuller, and natural history writers and eco-poets such as Leslie Marmon Silko, Terry Tempest Williams, Linda Hogan, Alice Walker, Mary Austin, John Muir, Rachel Carson, Gary Snyder, David Abrahm, Pablo Neruda, Eric Chock, and other diverse writers.   Field trips and workshops include hikes, natural history observations, writing, a trip to Mt Rainier, and visits to museums, cultural, and arts events like the “Procession of the Species,” and the “Cascadia Poetry Festival.” We will work to develop practices of close observation of the natural world to fuel creativity. The quarter’s work will include the creation of art, poetry, personal essay, and a creative journal that allows us to refine our observations of local places, and to sketch and develop concepts for use in our artistic practice.   Students of different skill levels will work on improving their writing and editing abilities so they can write and work towards publication.  They will create multimedia art installations on campus and in the community, submitting proposals for one individual art project, and one group collaborative artistic project, and preparing the works for public presentation by the end of Spring quarter.Assignments:  Writing includes a personal essay about place, a series of ten poems, and a creative journal.  Art includes an individual multimedia installation and a group multimedia installation. Each student is responsible for presenting one of the projects on which they worked, in a community setting.  Note: This class was formerly called Creativity and Diversity in American Culture: Art and Narrative in Response to Place.  You can review fall and winter quarters at: Rebecca Chamberlain Gail Tremblay Tue Thu Fri Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Chico Herbison and Frances V. Rains
  Program SO–SRSophomore - Senior 16 16 Day F 13 Fall “The rain feels heavy/on the gray sidewalks of America.” —James Masao Mitsui, Japanese American poet of the Pacific Northwest Embedded among the bricks of the Japanese American Historical Plaza—part of a picturesque waterfront park in Portland, Oregon—are thirteen granite and basalt stones. Engraved on those “story stones” are poems that, in harmony with the overall design of the plaza itself, help illuminate the tragedies and triumphs of Japanese in Oregon. Along with their counterparts in Washington State, communities of Oregon Nikkei (Japanese emigrants and their descendants, including “war brides” and a “mixed-race” population) have helped define—historically, culturally, and in other ways—the Pacific Northwest. Yet, their story is not well known, either nationally or here in this place of “rain and gray sidewalks.”This program will explore the rich, but still frequently overlooked, history and culture of Nikkei, from their first arrival in this country, through the traumatic events of the World War II period, and beyond. Although we will examine the overall experience of Nikkei in the United States, our particular focus will be on those in the Pacific Northwest. Accompanying us on our interdisciplinary journey will be historical studies, oral testimony, fiction and poetry, photographs and film, and music, among other texts and tools. We will immerse ourselves in topics such as the earliest Japanese immigration; the 19th- and 20th-century struggles against discrimination and exclusion; the World War II internment experience (including an examination of the resistance movement in the internment camps, and the legendary exploits of Nikkei soldiers in both theaters of the war); the post-war efforts by Nikkei to reassemble their lives and, for some, to seek redress and reparations; the saga of Japanese “war brides” (women who married U.S. servicemen in Occupied Japan and eventually migrated stateside); and the world of “mixed-race” Nikkei.Each student will read a series of seminar books and articles related to program topics and themes; participate in weekly seminars and write weekly seminar papers; participate in workshops; and screen and critically analyze films. In addition, there will be field trips to Pacific Northwest locations with Nikkei historical and cultural connections. Finally, students will complete substantial, individual research projects and make summative presentations of their work. This program was formerly entitled Nikkei in the Pacific Northwest: "We carry strength, dignity and soul." Chico Herbison Frances V. Rains Mon Mon Wed Thu Thu Sophomore SO Junior JR Senior SR Fall Fall
Rebecca Chamberlain
  Program FR–SRFreshmen - Senior 8 08 Day, Evening and Weekend Su 14Summer Session II This class is focused on fieldwork and activities designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring mythology, archeo-astronomy, literature, philosophy, history, and cosmological traditions.   Students will participate in a variety of activities from telling star-stories under the night sky to working in a computer lab to create educational planetarium programs. We will employ qualitative and quantitative methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will participate in field studies at the Oregon Star Party as we develop our observation skills, learn to use binoculars, star-maps, and navigation guides to identify objects in the night sky, and operate 8” and 10” Dobsonian telescopes to find deep space objects. We will camp in the desert and do fieldwork for a week. Rebecca Chamberlain Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Steve Blakeslee
  Program SO–SRSophomore - Senior 8 08 Evening W 14Winter S 14Spring "Could a greater miracle take place," writes Henry David Thoreau, "than for us to look through each other's eyes for an instant?" This two-quarter program will approach autobiography (literally, "self-life-writing") as a powerful way to make sense of human experience, particularly in times, places, and social and political settings that differ from our own. In seminars, students will delve into the rich and intricate issues of memory, authority, persona, and truth that face every self-portraying writer. In "writing marathons," they will learn to write freely and fearlessly about their memories, thoughts, and emotions. Finally, students will develop substantial memoir-essays of their own. humanities and education. Steve Blakeslee Mon Wed Sophomore SO Junior JR Senior SR Winter Winter Spring
John Schaub
  Program FR–SRFreshmen - Senior 8 08 Day and Evening Su 14Summer Session II Many cultures have a tradition of teachers and students spending time in wilderness. We’ll let wilderness work in us, inspire us and help immerse us in writing. Carrying our own food and shelter brings focus, and opens new viewpoints on sustainability. We’ll study and live Leave-No-Trace ethics as we paddle to Squaxin Island and backpack at Mts. Rainier, St. Helens and the Olympics. We’ll seminar, write and engage in peer review, with ongoing faculty feedback.This all-level program could be orientation for incoming students, and a chance for anyone to engage deeply with writing, and/or produce a finished publishable manuscript.Students who wish to extend work into the other session for additional credit may do so through individual learning contracts. John Schaub Mon Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Tom Womeldorff and Alice Nelson
  Program FR–SRFreshmen - Senior 16 16 Day F 13 Fall In the late 1700s, Europeans saw the Caribbean as one vast sugar plantation controlled by French, English, Spanish and Dutch colonial powers. The insatiable need for labor decimated local populations who were replaced by millions of African slaves and, after emancipation, indentured labor from East India and China. Historically, this represents the largest forced mixing of cultures in the world; the result was a host of new Caribbean identities, all developing in the context of the political, economic and ideological structures imposed by Europeans. Today, the identities and cultural expressions of all Caribbean peoples continue to be shaped by the colonial legacy and the rise of post-colonial consciousness. Thinkers like José Martí (" América"), Aimé Césaire ( ), and Frantz Fanon ( ) exposed the negative effects of colonial subjugation and envisioned liberatory processes of social change. Despite the region's shared colonial and post-colonial legacies, a sense of a common Caribbean identity should not be exaggerated. As Jean Casimir writes, the Caribbean is simultaneously united and divided. A Guadeloupian may be more connected psychologically and physically to Dakar, or even Paris, than she is to Puerto Rico. Out of this intense forced mixing of cultures, what forms of identity emerged and continue to emerge? Is there such a thing as a Caribbean culture, or are identities complex amalgams that defy easy categorizations such as Caribbean, Dominican American, creole Martinican, Afro-Cuban, East-Indian Trinidadian? What are the factors that make the identities of each island's peoples similar and in what ways do they defy categorization--even on a single island? How have cultural movements such as and the "New World baroque" contributed to the construction of Caribbean identities and post-colonial consciousness? These will be the questions at the center of this program. We will begin with an exploration of the colonial legacy with close attention to the political and economic forms central to extracting sugar profits from land and laborers. We will explore the impact of diverse political statuses such as independence (e.g., Jamaica), complete incorporation with the motherland (Martinique) and more nebulous forms in between (Puerto Rico). We will explore the symbioses and tensions between these political and economic issues and cultural movements. Finally, we will investigate how migration and globalization continue to play a major role in shaping local realities. Throughout the quarter, we will examine our own positionality with relation to these questions, asking: How can we study about, learn from, and engage across cultural differences in non-dominating ways? Readings will range from fiction and poetry to history and political-economic analysis. In addition to shared readings, lectures and films, each student will engage in synthesis work and a small project. The latter will be on a topic of the student's choosing, such as cultural expression through music and art, political status, religious syncretism, post-colonial literature, globalization, or migrant identities abroad. Tom Womeldorff Alice Nelson Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Jon Davies
  Course FR–SRFreshmen - Senior 4 04 Day Su 14Summer Session II To understand the field of children’s literature, participants will engage in readings, discussions, written analyses, and workshops that will address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature in a variety of genres, non-fiction texts across a range of subjects, introducing literature into elementary classrooms, and censorship. : For members of the class who are licensed teachers or who intend to become licensed teachers, The Evergreen State College offers this course as one of five courses that leads to a Washington State reading endorsement. The other courses are Instructional Methods in Literacy and Assessment in Literacy (offered in summer 2014) and Foundations of Literacy and Research in Literacy (offered in summer 2015).  Jon Davies Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Rose Jang and David Shaw
  Program FR–SRFreshmen - Senior 16 16 Day F 13 Fall In the fall of 2012, China’s 18th Communist Party Congress selected the current generation of Chinese political leaders, moving China into the next chapter of its 3,000-plus years of political history.Today, China’s economic power continues to grow, and its rise globally has drawn increasing attention. Many developing countries are viewing the China model as an alternative to the Western experience of economic growth and middle class prosperity. However, China is faced with many internal and external challenges. Challenges like these have repeatedly threatened China’s social stability in the past. In the extreme case, they might alter its current ideological foundations, potentially undercutting the premises of the China “success story.”This introductory China studies program will focus on China's present situation as a modern state and global power evolved from a lengthy and complicated cultural development over centuries. Within the time constraint of a quarter, we will examine China from selective angles and subject matters suggesting recurrent cultural patterns and distinct national characteristics. In the social sciences, we will touch on China’s geography, political structure and economic and business systems, including sustainability and environmental issues. From the humanities perspective, we will look at prominent examples of China’s religion, philosophy, arts and literature. All these issues are potentially interrelated, leading to a more coherent set of inquiries into the myth or reality of China’s current image of success.Students will be exposed to multiple topics and issues through weekly readings, lectures, discussions and workshops. They will also conduct a research project on a China-related topic of their own choice. This research project will provide them with opportunities to develop skills in research methods and academic writing. The program will introduce the fundamentals of Chinese language and linguistics through program studies but does not contain an independent Chinese language study component. Rose Jang David Shaw Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Therese Saliba and Naima Lowe
  Program FR–SOFreshmen - Sophomore 16 16 Day F 13 Fall W 14Winter S 14Spring "Dangerous creations" emerge out of adverse political conditions and embody new creative strategies and possibilities. This program will explore how writers, media makers, artists and community activists use experimental modes of address to challenge dominant narratives and formal structures, and to confound notions of "the real." With an emphasis on multiculturalism, identity and especially African and Arab Diasporas, this program will examine the histories of slavery, colonialism and Empire and how art, media and literature have been used as tools of both conquest and resistance. We will draw on theoretical tools  to analyze the "politics of representation" in popular media, including critiques of Orientalism, the Africanist presence and the gaze. And we will explore how diasporic communities, particularly feminists of color, "talk back" to these representations—by creating dangerously. That is, how do these artists use experimental forms to challenge fixed notions of individual and communal identity, as well as the consumerist system of media and literary production?Through the study of diasporic cultural production, African and Arab American literature and film, Third World Cinema and queer and feminist film theory, we intend to foster critical thinking about race, class and gender identities, and how they are negotiated. We will also explore how certain models of cultural-mixing, hybridity, and border-crossing have created a dispersal of identities and strategic possibilities for solidarities and connections across community struggles.In fall and winter quarters, students will learn to read cultural texts, including film, visual art and literature, to understand the relationships of people and communities, their sense of identity and possibilities for solidarity across differences. Students will develop skills in visual and media literacy, creative and expository writing, analytical reading and viewing, literary analysis, and the terminologies and methodologies of cultural and gender studies, film history and theory. Through workshops, students will also learn a range of community documentation skills, including photography, video, interviewing and oral history. In spring, students will have the opportunity to work on in-depth independent projects in autobiographical representations either through moving image or narrative writing. With faculty guidance and small group workshops, students will write proposals, conduct research and engage in critique groups to produce a major individual or colloborative creation.  visual studies, film studies, cultural studies, literary studies, African-American studies, Arab/Middle East studies, gender studies, community organizing and advocacy, and education. Therese Saliba Naima Lowe Freshmen FR Sophomore SO Fall Fall Winter
Gail Tremblay and Rebecca Chamberlain
  Program FR–SRFreshmen - Senior 16 16 Day F 13 Fall W 14Winter How does culture affect the worldviews and visions of writers, artists, storytellers, and filmmakers? How does place affect culture? We will explore these questions and connections through careful reading and analysis of literature, film, and art history which reflects a multicultural perspective. As students of diversity in American culture, we will examine the way in which place, and migration from place, shapes cultural production of texts and art, as well as how our connection to the natural world affects creativity.Over the course of the year we will study works by a diverse group of writers, artists, and filmmakers, including African American, Native American, Asian American, European American, Chicano, Latino writers, and other cultures. We will take field trips to museums and cultural events. Guest speakers from diverse communities will share their perspectives about their practice as writers, artists, and scholars.  Workshops in writing, composition, poetry, and art will provide the opportunity to develop a creative practice and create art, poetry, and various forms of narrative. All students will work on improving their academic and writing skills so by the end of the program they can write and work towards publication. Fall quarter, we will study works by a diverse group of American writers, artists, and filmmakers, beginning with Linda Hogan's novel,  A multi-day field trip to the Makah Nation in Neah Bay, on the northwest tip of the Olympic Peninsula will allow us to study the artifacts from Ozette, a village on the Pacific Coast buried by a mud slide during the 17th century, some of whose artifacts carbon date from the 1500s. We will meet with contemporary artists, and cultural experts, from the Makah Nation and learn about their relationship to place. We will also study works by African American, Chicano, Jewish American, Armenian American, and Arab American writers and filmmakers.  Students will explore the role of art, film, literature, storytelling, and filmmaking as they begin their own artistic practice.  They will participate in workshops on creating narrative and visual art and will write weekly synthesis essays that reflect on texts and integrate the various materials we are studying. Winter quarter, students will continue to explore creative works and anthologies by diverse writers, including texts by a variety of Asian Americans, European Americans, and other Native Nations and cultural groups.  We will also continuie our study of the works of diverse artists and filmmakers.  In addition to field trips and workshops on poetry and art, students will write two five-page expository essays and one ten-page research paper.  Students will continue to participate in creative workshops and complete two creative projects that grow out of our work over the past two quarters.  They will present their creative projects for their classmates and friends on campus. literature, education, art, and cultural studies. Gail Tremblay Rebecca Chamberlain Mon Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Susan Preciso and Mark Harrison
Signature Required: Winter 
  Program SO–SRSophomore - Senior 8, 12 08 12 Evening and Weekend F 13 Fall W 14Winter S 14Spring What is culture and how does it inform our understanding and interpretation of history?  As we explore this question, students will study works of fiction, film, visual art and history to determine how our culture shapes our ideas about past and present realities.  Each quarter students will incorporate quantitative methods to enrich and explain aspects of American culture.  We’ll look at cultural products, from high art to popular culture with a particular focus on film and literature, to see how they reflect and shape our ideas about who and what we are. Our study will be organized around three turbulent decades in American history.During Fall Quarter, we considered the post-Civil War years, including Reconstruction and western expansion.  From dime novels to Hollywood westerns, we examined how deeply we are shaped by 19 and 20 century frontier ideology.  Money and technology—capitalism and the railroads—also drove westward migration.  We analyzed the tensions around race and class as they figure in film, novels, and popular culture.Winter quarter, we will move to the 1930s.  How did the Great Depression and the policy created to deal with that crisis change the way we see government?  What was the impact of two great migrations—from the dust bowl states to the West, and from the agricultural South to the industrial north—on American society?  In such a time of hardship and deprivation, how did the Golden Age of Hollywood reflect our cultural realities through genre films, such as the screwball comedy, the musical, and the gangster film?In the spring, we’ll focus on the 1950s and ‘60s and how upward—and outward—mobility informed who and where we are today.  The Civil Rights Movement and the Vietnam War transformed the country.  Cars, freeways, and the rise of the suburbs re-shaped the cultural landscape, and television expanded the scope of mass media and popular culture.Our work will include critical reading of books and films. Students will be expected to learn about schools of cultural criticism, using different approaches to enrich their analyses. They will be expected to participate in seminar, lectures, workshops, and library research and to attend field trips to local museums and live theater performances.The thread of mathematics runs through the tapestry of everything we’ll study in Culture as History.  Often times, in a non-math/science interdisciplinary program, even though the threads are there, they are never seen but lay hidden.  In Culture as History, we’ll work to pull some of these threads forward – to brighten the image and sharpen the focus of the topics we’ll study.  The mathematical threads that we choose to pull forward will be carefully chosen to gently enhance the image. Through collaborative learning, the mathematical topics we’ll engage with include quantitative literacy (reading and interpreting information), graph theory (How far is it to New York?), and other topics as appropriate.  Susan Preciso Mark Harrison Mon Wed Sat Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Marianne Bailey, Olivier Soustelle, Shaw Osha (Flores), Bob Haft, Judith Gabriele and Stacey Davis
  Program SO–SRSophomore - Senior 16 16 Day F 13 Fall W 14Winter S 14Spring ... ...—Hölderlin, "Bread and Wine" We will study art history, literature, philosophy and music in their social and historical contexts in order to understand the Romantic avant-garde thinkers and artists, outsiders in 19th- and early 20th-century Europe, and their tenuous but fruitful dialogue with mainstream culture and the emerging popular culture of the laboring class. We will emphasize French Romanticism, but will also consider the pan-European nature of the phenomenon. This era offers a figurative battlefield where concepts of art, nature and self, order and chaos, locked swords, testing the limits of rational thought. French language study will be an important component of our weekly work; students will study French at one of four levels, from beginning to advanced.The 19th century was an era of immense political change spanning revolutions, empires and finally the establishment of democracy at home, just as European imperialism spread across Africa and Asia. We will study ways in which average women and men crafted their own identities and responded to the larger social forces of industrialization, the creation of a new working class, the solidification of gender and class roles, the rise of modern cities and the redefinition of the criminal, the socially-acceptable and the outsider.In fall, our work will begin with the paintings, poems and ideas of the early Romantics. The Romantics privileged feeling, intuition and empathy. Like adepts in an ancient mystery cult, they sought to commune with Nature. Romantic philosophers, from Schopenhauer to Nietzsche, spoke of Becoming rather than Being. Rejecting Classical order, clarity and restraint, they envisioned a pure art, beyond language and depiction, which speaks musically through color, passion, suggestion, enigmatically, as do dreams.In winter, focus will turn to the late Romantics. Decadents pushed the Romantic temperament and aesthetic to extremes through self parody and the aesthetic of fragmentation. Symbolists attempted to express the inexpressible through their art. Yet Mallarmé, Wilde and Yeats, Moreau and Gauguin, among others, helped prepare the “rites of spring” of the dawning 20th century, the arising vanguard of modernist and postmodern movements.In spring quarter, students may pursue individual research/creative projects on campus or may travel to France for 10 weeks. There they will study in a Rennes, Brittany, language school, do cultural and historical study in Paris and Lyon, as well as make side trips for research of their own.In this program, students will gain a significant grasp of key ideas in art, history and thought within their context, and will have the opportunity to specialize, creating advanced work in their choice of history, art history or writing and literature. We expect strong interest and background in humanities, and considerable self-discipline and motivation. The workload, including French language study, will be substantial and rigorous. Students will work in interdisciplinary all-program sessions and assignments, as well as choose one of three possible seminar groups. These emphasize: 1) literature and philosophy, 2) history, and 3) photography and visual arts, practice and theory. Marianne Bailey Olivier Soustelle Shaw Osha (Flores) Bob Haft Judith Gabriele Stacey Davis Sophomore SO Junior JR Senior SR Fall Fall Winter
Elena Smith
  Course FR–SRFreshmen - Senior 4 04 Evening Su 14Summer Session I This course attempts to inspire a better understanding of today's Russia and the people of Russia through a study of their history, literature, arts, and culture.  Everyone who has an interest in exploring Russia beyond the stereotypes of mainstream headlines or history textbooks is welcome.  The students will be introduced to certain dramatic events of Russian history through film, literature, and personal experiences of the Russian people. Besides the traditional academic activities, the students will have hands-on experiences of Russian cuisine, song, and dance.  Armed with an open mind and lead by a passionate native Russian professor, you should find Russia irresistibly attractive, and learn to appreciate the similarities of Russian and American cultures. Elena Smith Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Eddy Brown
Signature Required: Spring 
  Program SO–SRSophomore - Senior 16 16 Day S 14Spring In what situations, milieus, and other kinds of settings do characters find or put themselves? How and why did they get there? How do they then behave? What habits, values, self-identity paradigms, world views, conscious and unconscious needs, goals and fears drive them and affect or determine their actions and decisions? The answers to these key questions help authors to create compelling, rounded characters in realistic settings, dramatized through vivid, engaging scenes with meaningful subtexts, in stories that are surprising yet convincing. With that in mind, this class will explore these and other narrative design elements in service of students constructing their own short fiction prose narratives.Students will also be given the guidance and tools for analyzing existing literary texts. Along with reading, discussing and writing about selected published materials, students will consider and practice spontaneous and experimental modes of story development, as well as apply some established cinematic and classical dramatic paradigms for story structure and development.Typical program activities will include writing exercises, story drafting, self-editing, small- and large-group peer activities including writing critiques, and weekly seminars on assigned readings. The major project will be a short story that has undergone revision through several drafts.In general, students will explore and practice story crafting, writing as a process, fiction genres, and literary analysis, and are expected to be active, consistently engaged members of a learning community. Eddy Brown Tue Fri Sophomore SO Junior JR Senior SR Spring Spring
David Phillips
  Program SO–SRSophomore - Senior 16 16 Day F 13 Fall This interdisciplinary 16-credit program focuses on ecotourism, culture-based tourism and adventure travel. Ecotourism offers wildlife and nature experiences in protected habitats and pristine areas. Participative tourism is based on visits to traditional rural communities where travelers share in the daily lives of unique host cultures. Adventure travel involves endurance sports and high-skill challenges in natural settings. Ecotourism is often touted as a contributor to the conservation of ecosystems and wildlife habitats, and to economic development in rural communities. We explore the history, outcomes and future potential of ecotourism in different parts of the world.We study historic travel accounts and the literature of travel, changing modes of tourism, including solo travel and the global trend toward leisure travel. Creative writing and storytelling allow students to share their own travel experiences and goals. Travel media and journalism, books, films and the internet provide sources for discussion and writing, and topics for research.We study current theory of ecotourism, including policy and case studies, and acquire tools for critical analysis. Students study the ecotourism market, including planning, management, operations, and project outcomes. Sustainability criteria for ecotourism is a key topic. We study impacts of culturally-focused “participative” travel in developing countries, and the relationship of tourism to environmental changes. Students’ weekly essays, journals and narratives serve to elaborate on diverse topics and the learning process.The program includes a Spanish language component.  Students are encouraged to study the language for the full 16 credits (or to take another foreign language or elective course, as a 12-credit option).Students collaborate in groups or work individually to design and present models for ecotourism and adventure travel. Term projects can focus on business development, operations, outdoor safety and environmental education, travel writing, eco-lodge design, photography, travel films, internet and other media, applied research in tourism, or other related areas of interest.Guest speakers relate their experiences in the adventure travel and ecotourism businesses. Day-long outdoor experiences and multi-day class trips add an experiential component to the program, and films and videos round out our learning about ecotourism and adventure travel. David Phillips Mon Wed Fri Sophomore SO Junior JR Senior SR Fall Fall
Ulrike Krotscheck and Caryn Cline
  Program FR–SRFreshmen - Senior 16 16 Day F 13 Fall W 14Winter Must quotidian always be associated with humdrum? Rather, it is perhaps the quotidian—the everyday, the banal—that, in the long run, heroically ensures the survival of the individual and the group as a whole. -Michel Maffesoli, An “epic” is generally defined as a poem or narrative of considerable length, which explores grand themes such as a hero’s journey, or the origin myth of a country or peoples. As an adjective, “epic” refers to something that is larger than life and often extra-ordinary. By contrast, the “everyday” is flatly defined as ordinary and is often seen as boring, trivial, and lacking in grandeur. Yet, the “everyday” has a rich creative history and garners remarkable attention in contemporary art, spiritual practices, and other areas of study and praxis. Our lives are made up of both the epic and the everyday; both are integral components of the human experience. And the tension that exists between the two is rich territory for insight and imagination.This program interrogates how the essence of the epic enters the everyday and how the quotidian gives meaning to the epic.We will juxtapose the exploration of the “epic” as a literary form with the exploration of the “everyday” as a creative practice that engages experiments in text, sound, and image. We will conduct these explorations through readings, film screenings, analyses, lectures, workshops, seminars, and by developing discovery strategies rooted in the creative practices of writing nonfiction and of crafting video essays.During fall quarter students will read ancient Greek epic poetry, myth, and tragedy. These works tap deeply into the human condition, and they explore our most persistent and universal questions, such as the concepts of destiny, power, morality, mortality, and the (in-)evitabilty of fate. As we analyze the grand questions raised by epic texts we will also consider if or how we encounter such themes in everyday life. Conversely, we will examine how everyday life may intersect with epic-scale experiences and insights.To facilitate these considerations students will develop a daily writing practice and craft a variety of creative nonfiction essays—meditative, lyrical, personal, and hybrid forms—and we will factor into our studies exemplars that engage thematically with the everyday. Fall quarter explorations will move off the page to incorporate sound and image as tools for creative and critical inquiry. Students will take a series of electronic media workshops and gain hands-on experience with audiovisual scriptwriting, audio recording, photography, and video editing. Fall quarter will conclude with students applying their creative writing skills and electronic media competencies in collaboratively crafted video essays that blend students' literary works with audio and images to explore the realm between the epic and the everyday.During winter quarter we will deepen our investigations into the epic and the everyday through additional readings and analyses of classic Greek texts and by furthering our audiovisual inquiries. One goal of this quarter will be to advance students’ understanding of various film and adaptation theories to put into practice in their individual work. Winter quarter will conclude with rigorous individual projects that encompass a research paper on sources and methods of adaptation, and an independently made video essay.This is a full-time program emphasizing classical Greek literature and media arts, creative and critical practice, collaborative learning, and individual accountability. Expect assignments to be process-driven, highly structured, and challenging. Students are expected to participate fully in all program activities, and to work about 40 hours per week including class time. If you’re eager to blend the study of Ancient Greek literature with experiments in media arts, then this program is for you. Ulrike Krotscheck Caryn Cline Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Steven Hendricks
  Program FR–SOFreshmen - Sophomore 16 16 Day S 14Spring In this introductory literary arts program, we’ll investigate the tradition of experimental literature by treating literary experiments—our own included—as creative research into the possibilities of language and narrative. The alphabet, the language, the myriad tropes and formulae for literary expression and the archetypal patterns that haunt our stories: we will view these as a vast table of elements that can be combined and synthesized into new substances: new genres, prose forms, syntax, strategies for reading and making meaning...new reasons to write. Our own creative work will provide a rigorous testing ground for literary ideas. Student writing will be examined by faculty and peers on a regular basis with half a mind toward developing one's craft, and the other half toward investigating, for its own sake, the complex relationship between reader, text and writer. Program seminars will emphasize a lineage of exceptional exceptions: novels and short fiction of the last half century by writers who have taken careful stock of shifts in literary and cultural theory. Lectures will introduce students to analytic reading practices, literary criticism and theory. Throughout the program, we'll practice rich and extended reading of just six book-length works (along with short ancillary texts). Thus, just three pairs of authors will shape our studies: (Pair 1) Virginia Woolf and Samuel Becket;(2) Italo Calvino and Harry Mathews; and (3) Thalia Field and Ben Marcus. Each pair will comprise the focal point for a three week unit; each unit will include an in-class exam. Students enrolled in the program should be prepared to read the range of challenging texts, practice the art of writing in the spirit of experimentation and play, conduct independent research into complex questions relevant to program texts and themes, and participate actively in program seminars, workshops and critiques. Interested students should study the program schedule carefully, as there will be extensive in-class work, as with a studio-based program; in our case, studio practice means writing, reading and critique. Steven Hendricks Tue Wed Thu Fri Freshmen FR Sophomore SO Spring Spring
Steven Hendricks
Signature Required: Spring 
  Program JR–SRJunior - Senior 16 16 Day S 14Spring This is an opportunity for advanced students of writing and literature to participate in a small, focused group of like-minded students while also contributing actively to the learning of peers who are beginning their study of writing and literature.  Steven Hendricks Junior JR Senior SR Spring Spring
Eirik Steinhoff
  Program FR–SRFreshmen - Senior 16 16 Day F 13 Fall W 14Winter This intensive introductory critical and creative writing program will investigate the relation between and , between making in language and taking action . We will do this by studying the ways in which the arrangements of our words influence the shapes of our thought and vice versa. The objective is to better comprehend the material consequences and political upshots of the choices we make with the language we use both on and off the page. We will read (and sometimes write) poetry and fiction and drama, in order to sharpen our alertness to the operation of a variety of verbal tactics and strategies. But the primary form in which we conduct our experiments, both as readers and as writers, will be that old stand-by, the essay. Our effort shall be to re-animate this form, prying it free from any knee-jerk reflexes, worn-out proficiencies, and straight-up allergies we might have by reconnecting ourselves to the form’s roots in the French word for “attempt,” , as one of the essay’s progenitors, Michel de Montaigne, will so helpfully remind us. The wager here is that the essay itself is a kind of laboratory, a space in which experiments in language can be composed, where new forms of thought may be invented, and new actions and practices persuasively proposed. Our reading will be organized around a handful of case studies designed to expose us to various ways of doing things with words in relation to particular subject matter. These will allow us to build our toolkit together as readers and writers, and they will prepare us to branch out into areas of research we will conduct on our own as the program proceeds. Authors to be consulted range from philosophers to poets to scientists to fiction writers, such as Hannah Arendt, Anne Carson, Charles Darwin, and Franz Kafka. Case studies to be considered are likely to include: metamorphosis, metaphor, tricksters, slogans chanted in Tahrir Square, the commodity form, pencils, cargo containers, the placebo effect, LCD screens, and how to think in an emergency. The short of it is this: we’ll be reading and writing (and re-writing) a lot, both in class and out of it, on the page and on the screen. No experience necessary, some assembly required, all students welcome. But whoever you are, be sure to bring a notebook and a good pen to our first class. The only way to do this right is by writing. Eirik Steinhoff Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Greg Mullins
Signature Required: Winter 
  Program JR–SRJunior - Senior 16 16 Day and Evening F 13 Fall W 14Winter Human rights law is encoded in the spare language of treaties, but human rights practice comes alive in the materiality of daily life. After a quick tour of human rights law, we will devote our energies in this program toward understanding how human rights accrue force and meaning insofar as they are embedded in cultural practice and specifically, in cultural practices of representation. Our inquiry will be guided by these questions: How do human rights frameworks prevent or redress human wrongs (including atrocities such as torture and genocide)? What leads some people to abuse human rights and other people to respect them? How are human rights struggles pursued using modes of visual and textual representation? What role do cultural forms such as film, literature and public memorials play in either fostering or hindering respect for human rights?The program is designed for students who wish to advance their skills in literary criticism and visual analysis; both literature and film are at the center of the work. The first five weeks of fall quarter will be devoted to legal and philosophical definitions of human rights. We will study critiques of rights from the major ideological camps and students will establish their own assessment of the viability of rights approaches to atrocity and injustice. The second five weeks of fall quarter and six weeks of winter quarter will be devoted to studying works of fiction, films (both feature and documentary), photographs and public memorials that all, in their own ways, attempt to tell human rights stories or open fresh critiques of human rights work. The balance of the winter quarter work will be research projects that result in either a traditional research essay or a more practical implementation of the theory students have learned.Field study will take us, in one day, to memorial parks in Tacoma and Bainbridge Island. A typical week's work will include a film screening, a short lecture followed by discussion and seminars. Students will write weekly one-page papers, two six-page essays in each quarter, an academic statement, a research prospectus fall quarter and a 15- to 20-page research paper (or its equivalent) winter quarter. Students joining fall quarter need not have prior knowledge of human rights, but substantive prior work in literary criticism and/or film criticism and theory will be helpful. Students who wish to join in winter quarter, please note the signature requirement. Greg Mullins Junior JR Senior SR Fall Fall Winter
Harumi Moruzzi
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 14Spring This Individual Study offers two options for students: (1) to continue their studies of Japanese literature, culture and society, in the form of Individual Learning Contracts, and (2) to continue their Japanese language and culture studies by studying abroad in Japan. This Individual Study also offers opportunities for students who are interested in creating their own courses of study and research, including study abroad. Possible areas of study are Japanese studies, cultural studies, literature, art and film. Interested students should first contact the faculty via email ( at least 2 weeks before the Academic Fair for spring quarter. Harumi Moruzzi Sophomore SO Junior JR Senior SR Spring Spring
Jon Davies
  Course FR–SRFreshmen - Senior 4 04 Day Su 14Summer Session I To understand literacy instructional methods, participants will engage in readings, discussions, written analyses, and workshops that address research-based instructional practices. Topics address reading, writing and oral language strategies to support K-12 students, including English language learners and students with learning disabilities. : For members of the class who are licensed teachers or who intend to become licensed teachers, The Evergreen State College offers this course as one of five courses that leads to a Washington State reading endorsement. The other courses are Assessment in Literacy (offered in summer 2014), Foundations of Literacy and Research in Literacy (offered in summer 2015), and Children’s Literature or Adolescent Literature (offered every summer).  Jon Davies Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Laura Citrin and Anne de Marcken (Forbes)
Signature Required: Winter 
  Program SO–SRSophomore - Senior 16 16 Day F 13 Fall W 14Winter What are emotions, sentiments, and feelings? What functions do they serve, both for the individual and for society? In this full-time, two-quarter program, we will use social pyschology, scientific research, creative writing, and literary and film analysis as methods of inquiry into the ways that emotions are connected with cultural ideologies and assumptions. We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across and within cultures based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions: our emotions. If we read between the lines, what is the subtext of our cultural narratives about fear, love, guilt, anger…? We will look to literature and film for examples of dominant and alternative narratives, and we will experiment with creative writing—fiction, nonfiction, and hybrid forms—as both a mode of expression and a method of inquiry: a way of looking under the surface of our habitual reactions and cultural norms.Fall QuarterWe'll survey the "big six" emotions: anger, sadness, happiness, disgust, surprise and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life."  We will consider published psychology research and literature from the field of social psychology, and students will design, propose and lay the groundwork for Winter Quarter research projects. Through analysis of films and literary and critical texts, students will consider how stories convey, evoke, and manipulate our emotions. They will develop fluency with critical terminology and concepts related to narrative, literary and cinematic theories. Through creative writing assignments and workshops, students will cultivate facility with elements of narrative discourse such as scene, summary, description, exposition, and dialogue.Winter QuarterOur interrogation of emotions will continue winter quarter with greater focus on independent, in-depth, and finely-crafted work. In addition to continued reading, screening and discussion of literary, critical and research-based texts, students will conduct the primary research projects approved during Fall Quarter, and will work to develop a portfolio of creative work representative of their inquiry. Winter quarter is an opportunity to participate first-hand in knowledge production within the interdisciplinary domain of affect studies, and to engage directly in the contemporary critical/creative discourse as art-makers.The interrogation of emotions in this program will occur via readings, screenings, lectures, research and creative writing workshops, and student-led seminars. Designed as a two-quarter program, the Fall Quarter will lay the foundation for more in-depth work in Winter. We strongly encourage students to enroll who are interested in sustained inquiry. Laura Citrin Anne de Marcken (Forbes) Sophomore SO Junior JR Senior SR Fall Fall Winter
Trevor Speller
  Program FR–SRFreshmen - Senior 8 08 Day Su 14Summer Session I It seems that contemporary audiences cannot get enough Jane Austen. Some two hundred years after her novels were written, they continue to be filmed, adapted, and discussed. Why do we keep rewriting Austen’s work? How should we understand what Austen had to say about mating, marriage, and material success? How should we understand what she had to say about women and writing? How do we maintain those values in our society – and what might that mean for us?   To answer these questions, we will read Austen’s novels alongside contemporary interpretations of her work. For example, students will compare with  or  with  , or  with  , all the while considering the impact of Jane Austen on our contemporary culture.   Trevor Speller Tue Wed Thu Fri Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Harumi Moruzzi and Tomoko Hirai Ulmer
Signature Required: Winter 
  Program FR–SRFreshmen - Senior 16 16 Day and Evening F 13 Fall W 14Winter Japan is a vital, energetic and dynamic country which has been constantly reinventing and revitalizing itself even in the midst of gargantuan natural disasters, while struggling to maintain a sense of cultural and social continuity from the long lost past. Meanwhile, the conception and image of Japan, both in Japan and throughout the West, has varied widely over time, mostly due to Japan’s changing political and economic situation in the world. In the late 19th century, when Japan re-emerged into Western consciousness, Lafcadio Hearn, the Greek-Irish-American writer who later became Japanese, thought of Japanese society and its people as quaintly charming and adorable. In contrast, Americans in the 1940s viewed Japan as frighteningly militaristic and irrational. The French philosopher/semiotician Roland Barthes was bewitched and liberated by Japan’s charmingly mystifying otherness during his visit in 1966, when Japan began to show its first sign of recovery from the devastation of the WWII. The Dutch journalist Karel Van Wolferen was disturbed by the intractable and irresponsible system of Japanese power in 1989, when the Japanese economy was viewed as threatening to existing international power relations. These examples show how Japan has been viewed by Westerners in the past. The idea and image of Japan is highly dependent on the point of view that an observer assumes and that history makes possible.This full-time interdisciplinary program is devoted to understanding contemporary Japan, its culture and its people, from a historical point of view. We will study Japanese history, literature, cinema, culture and society through lectures, books, films, seminars and workshops, including study of Japanese language embedded in the program. Three levels of language study (1st-, 2nd- and 3rd-year Japanese) will be offered for 4 credits each during the fall and winter quarters.In the fall quarter, we will explore the cultural roots of Japan in its history. In the winter quarter, we will examine Japan after 1952, when the Allied occupation ended. Special emphasis will be placed on the examination of contemporary Japanese popular culture and its position in economic and cultural globalization. Students who are interested in experiencing Japan in person can take Japanese language classes in Tokyo through Harumi Moruzzi’s Individual Study: Japanese Culture, Literature, Film, Society, and Study Abroad in spring quarter. Harumi Moruzzi Tomoko Hirai Ulmer Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Alice Nelson
  Program FR–SOFreshmen - Sophomore 16 16 Day S 14Spring In recent decades, Latin America has become well known beyond its borders for compelling, politically urgent and aesthetically vibrant literary works. Contemporary writings by Latin American women, increasingly available in English translation, challenge preconceptions about gender and sexuality in the region, while also addressing critical issues of politically motivated violence, collective memory, intersecting oppressions, language, spirituality, democratization and social change. This program seeks to foster greater understanding of the region and its diverse peoples and perspectives. Writers will include Gloria Anzaldúa (U.S.), Rosario Castellanos (Mexico), Ana Lydia Vega (Puerto Rico), Rigoberta Menchú (Guatemala), Daisy Zamora (Nicaragua), Conceição Evaristo (Brazil), Cristina Peri Rossi (Uruguay), Luisa Valenzuela (Argentina) and Pía Barros (Chile), among many others.We will read novels, poetry, short stories and testimonials by Latin American (indigenous, mestiza, Afro-Latina) women writers, focusing on legacies of colonialism, authoritarianism and neoliberalism, as well as projects for contesting recent histories. We will situate our literary analysis within the historical and political events that shape Latin American women’s texts, and examine their critique of masculinist narratives that justify domination and exclude women’s voices. We will also view films by and about women, and examine women's and feminist movements in the region. Students will write literary analyses and some creative work, and will conduct research on a writer of their choice. Through this study, students will consider the impact of political, economic and cultural forces on Latin American women's lives and literary production, while also examining literary and film representations as sites of resistance. Alice Nelson Freshmen FR Sophomore SO Spring Spring
Alice Nelson
Signature Required: Spring 
  Program SO–SRSophomore - Senior 16 16 Day S 14Spring This is an opportunity for a small number of advanced students with a strong background in one or a combination of the following: Latin American or postcolonial studies, feminist or gender studies, literature, creative writing, film studies, or critical race studies. Students with this background will participate in all of the activities and readings of the program, but also be asked to complete longer and more in-depth assignments and a larger-scale project developed over the course of the quarter.  Alice Nelson Sophomore SO Junior JR Senior SR Spring Spring
Patricia Krafcik, Evan Blackwell and Carrie Margolin
  Program FR ONLYFreshmen Only 16 16 Day F 13 Fall W 14Winter What is creativity? Is there a relationship between states of mind and a fertile imagination? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to explore new avenues, to see what others have not seen, to create what no one has yet created? Many of the world's greatest writers, artists and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. We will investigate modern art history and its fascination with the art produced by individuals reputed to be cultural "outsiders," such as folk art, art of the insane, art brut and self-taught artists.  Through this study we will explore how societies form a group identity which is established in relation to some designated "other."  Our readings combine art theory with psychological case studies by writers such as Sacks and Ramachandran and with imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman and many others that all describe abnormal psychological conditions. We will respond to our readings by channeling the imagination with a variety of creative projects. Finally, we will also study the normal mind and how it functions in both mundane and creative ways.In both quarters of our program students will discuss assigned readings in seminars, will engage in active writing exercises and in rigorous two-dimensional and thre-dimensional visual art work in ceramics, mixed-media sculpture, collage, and drawing.  Assignments may include research papers, poster projects, creative writing, performances and visual arts projects. Weekly films and discussions of these films will enhance our examination of the uses or influence of psychological conditions in the creation of literature, art and music. Guest speakers will provide additional workshops and lectures in various artistic modalities. In fall term we will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work that term will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination. Patricia Krafcik Evan Blackwell Carrie Margolin Freshmen FR Fall Fall Winter
Kathleen Eamon
  Program FR–SRFreshmen - Senior 8 08 Day Su 14Summer Session I We will begin with a short, intensive study of Marx's early work and selections from , vol. 1 and track the themes raised there in a number of political-theoretical, literary-critical, and philosophical schools of thought, as well as reading a number of literary works that instantiate, provide materials for, or challenge these approaches.  Our theoretical texts may be from Lukács, Bloch, Benjamin, Adorno, Althusser, Raymond Williams, Žižek, and Jameson, and our literary texts might include Flaubert, Melville, Poe, Sebald, and Kluge. Kathleen Eamon Mon Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Brian Walter
Signature Required: Winter  Spring 
  Program SO–SRSophomore - Senior 16 16 Day F 13 Fall W 14Winter S 14Spring This program is built around intensive study of several fundamental areas of pure mathematics. Covered topics are likely to include abstract algebra, real analysis, set theory, combinatorics and probability.The work in this advanced-level mathematics program is quite likely to differ from students' previous work in mathematics, including calculus, in a number of ways. We will emphasize the careful understanding of the definitions of mathematical terms and the statements and proofs of the theorems that capture the main conceptual landmarks in the areas we study. Hence, the largest portion of our work will involve the reading and writing of rigorous proofs in axiomatic systems. These skills are valuable not only for continued study of mathematics but also in many areas of thought in which arguments are set forth according to strict criteria for logical deduction. Students will gain experience in articulating their evidence for claims and in expressing their ideas with precise and transparent reasoning.In addition to work in core areas of advanced mathematics, we will devote seminar time to looking at our studies in a broader historical, philosophical, and cultural context, working toward answers to critical questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did the current mode of mathematical thinking come to be developed? What is current mathematical practice? What are the connections between mathematics and culture? What are the connections between mathematics and art? What are the connections between mathematics and literature?This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking. Brian Walter Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Kathleen Eamon and Trevor Speller
  Program JR–SRJunior - Senior 16 16 Day F 13 Fall W 14Winter .—Theodor Adorno, How and why do we think about “modernity”? What do we mean when we say we are thinking about it? This program will largely be an investigation of modernity as it appears in and behind those discourses produced by and about its forces. These are questions that will lead us primarily into the realms of philosophy, political theory and political economy, sociology and literature.Along the way, we will try on a number of definitions of and arguments about what constitutes modernity, both in the sense of its causes and effects as well as its historical extension. Here are some of the questions we might ask:This program is designed for upper-division students interested in developing and refining their ability to work with complex historical texts and important ideas. An important part of our work will be to help one another develop the skills needed through seminar conversations, close reading sessions, writing workshops and individual and group projects and presentations. We will offer a 14-credit option to students of foreign language. Kathleen Eamon Trevor Speller Junior JR Senior SR Fall Fall Winter
Ratna Roy and Joseph Tougas
  Program FR–SOFreshmen - Sophomore 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 mind/body 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, to raise their voices in song, or to make music together.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 readings about music and dance from a variety of cultures as well as philosophical and scientific texts. The philosophical texts deal with the relationship between the mind and the body; the scientific texts provide information about brain function and what neuroscience can teach us about how the mind and body interact in music and dance. Students will write essays on the weekly readings in preparation for seminar discussions and a final research paper. They will also participate in workshop activities learning musical and dance skills. During the fall quarter the workshop emphasis was on building skills. At the end of fall quarter students, working in groups, created scripts of performance pieces combining music and dance. During winter our attention in the workshops will be directed toward developing those scripts into fully realized music and dance performances for presentation to an audience in the 9 week of the quarter. Ratna Roy Joseph Tougas Freshmen FR Sophomore SO Fall Fall Winter
Steven Hendricks and Jean Mandeberg
  Program FR–SOFreshmen - Sophomore 16 16 Day F 13 Fall W 14Winter What makes a work of art capable of narrative expressiveness? What constitutes a narrative? How do artists invest tangible records, stories, artifacts and objects with meaning, and how do readers work to recuperate or transform those meanings for themselves?Many artists and writers have used objects, visual forms, books and text in combination to create a hybrid language that can carry narrative possibilities. How do such works exploit the possibilities of conventional and nonconventional narrative to stimulate the intellect and the imagination? Does imposing a narrative on a work of visual or sculptural art limit it, reduce it to a single interpretation? How can we navigate the space between object and idea as artists, as readers, as makers of things and makers of meaning?This program will explore such questions through intensive studio work in fine metals and book arts. Equally important will be our study of literature that tests the boundary between narrative and non-narrative and the practice of critical and creative writing. The general program structure will include alternating periods of focused writing, imaginative reading, seminar discussion and extended, deliberate work in the studio.Student projects will be direct responses to the themes and questions of the program: explorations of the nature of narrative, the various ways in which objects can participate in, contain, and create narratives. This unique opportunity to combine book arts and fine metals will persistently require competence in technical skills, unusual patience, attention to detail and materials, and articulate translations between ideas and visual forms.The second quarter of the program will in part evolve from the discoveries of the first and will involve deepening our work in both studios, with the necessary emphasis on thoughtful self-critique and aesthetic rigor. This program will be important and challenging for students in the arts and humanities who think of artists as aesthetic and conceptual problem solvers, seeking new puzzles, forms and possibilities for constructing meaning using words, the book and small-scale sculptural forms. As a first-year program, this program provides specific support for students at the beginning of their Evergreen careers. Steven Hendricks Jean Mandeberg Freshmen FR Sophomore SO Fall Fall
Miranda Mellis
Signature Required: Winter 
  Program JR–SRJunior - Senior 16 16 Day F 13 Fall W 14Winter Miranda Mellis Junior JR Senior SR Fall Fall Winter
Steve Blakeslee
  Course FR–SRFreshmen - Senior 4 04 Evening F 13 Fall This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of two major works: Charlotte Bronte's and George Orwell's . Students will also pursue additional reading of their choice. Our overall goal is to become more resourceful, effective, and insightful readers. Steve Blakeslee Thu Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Leonard Schwartz
Signature Required: Spring 
  Program SO–SRSophomore - Senior 16 16 Day S 14Spring The goal of this program will be to immerse students in an intense and various writing community, both as writers of poetry themselves and as critical writers. It is hoped that this daily contact with practicing writers, poets, translators, and publishers will advance each student's writing horizons and range of reading possibilities, demystifying the practice and profession of writing while inspiring students to advance in their own art.This field study program features an immersion in New York City's poetry, literary and publishing worlds. We will spend two weeks on campus preparing for our trip by way of various readings in New York's literary history and in The New York School of Poets. The focus will be on the relationships between poetry and painting in the NY School poets John Ashbery, Barbara Guest, and James Schuyler, the connections between current publishers like Ugly Duckling Presse and Farrar, Straus, & Giroux and the writers they choose to publish, and NYC's international literary character. The program will then fly to New York City for five weeks, where, in addition to class meetings, students will pursue their own writing, write critical pieces on the poetry they hear at readings, and of the books they read for class, interview poets they meet, and be required to attend at least one event a day (or night) across the city: The St. Marks Poetry Project, The Academy of American Poets, The New York Public Library, Poets House, and so on, are all options for students to pursue their writing. Local projects might include working on poems to appear in public spaces in the city, working collaboratively on translations of poets in town writing in other languages, or compiling a journal of field notes. Field trips will also be arranged to the offices of various publishers of the instructor's acquaintance to study, close up, the way in which literature is made. Some of these publishers might include: The New York Review Of Books, Archipelago Books, Seven Stories Press, etc.The final three weeks of the quarter will be spent back on campus in Olympia, debriefing, finishing poems and essays, and producing an anthology of our work. Leonard Schwartz Sophomore SO Junior JR Senior SR Spring Spring
Suzanne Simons
  Program SO–SRSophomore - Senior 8 08 Weekend S 14Spring "The natural environment is always a shaping force of individual and group psychology and identity - and this force can only be ignored or suppressed at a price," authors Kathleen Wallace and Karla Armbruster argue in Using the natural world as framework, this half-time, writing and reading intensive program will explore how poetry helps us understand and express our complex relationships with the world around us, including the interplay between the natural world and built environment. Program activities will include field-based writing workshops at the Nisqually National Wildlife Refuge, downtown Olympia, and other locations. We will also participate in community poetry readings in Olympia and Seattle. Other program activities will include seminar, guest speakers, films, and critique workshops. Emphasis will be placed on learning and refining the practice of the craft of poetry, including sound, form, imagery and revision through extensive reading of published works as well as sharing of students' poetry. By the end of the program, students will have written and revised a modest collection of original poetry. This program is suitable for all levels of student poets, from the curious to dabblers to regular practitioners.     Suzanne Simons Sat Sophomore SO Junior JR Senior SR Spring Spring
Kate Crowe
  Course FR–SRFreshmen - Senior 6 06 Day, Evening and Weekend Su 14Summer Session II We will read and write poetry while camping on Serendipity Farm, which is nestled at the foot of  Mt. Walker in the Olympics. This class is open to beginners, intermediate and seasoned poets. We will research and present on contemporary poets as we explore our various poetic voices within an inner and outer landscape.  We will write haiku, free verse, nature poems and other poetic forms.  Students can expect their writing and understanding of poetry to be enhanced significantly. Kate Crowe Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Julia Zay and Miranda Mellis
  Program FR–SOFreshmen - Sophomore 16 16 Day and Evening S 14Spring In this interdisciplinary foundational program in visual studies, literature, cultural theory, and creative and critical writing, we will practice observing, rendering, and reflecting on the ordinary and the everyday.  We’ll study texts, objects, ideas, art and films, aspiring to Henry David Thoreau’s lifelong goal: to be surprised by what we see, in “the bloom of the present moment.”  Slowing down to observe, render, and reflect on what tends to go unnoticed will galvanize curiosity and insights about our basic experiences of embodiment and raise new questions to pursue critically, ethically, and artfully.  We’ll write, read, make images, and perform thought experiments to heighten our awareness of practices often obscured by the habitual and overly-familiar aspects of daily life (for example, calendar time, e-mail correspondence, house-cleaning, eating, and even walking to get from point A to point B – what other kinds of walks might we take?).  By activating our perceptual abilities to make visible and thinkable these quotidian structures, we will in turn consider the ways the everyday constitutes not only our private lives, but also our public and social worlds. We will study a range of philosophical, poetic, filmic, visual, and fictional texts that theorize and enact the constitution of dailiness. In all our work we will focus on cultivating practices of attention—skills essential to creative and critical engagement – while furthering our abilities to read and view closely, attend to historical and cultural context, and write – academically and creatively – with precision and patience. Class sessions will include lectures, screenings, workshops and seminar. Students can expect to both work individually and collaborate with peers on assignments. Finally, we'll expand our critical and creative lexicons by intersecting with two campus arts and humanities forums: the Critical and Cultural Theory lecture series on Monday evenings and the Art Lecture series on Wednesday mornings. Julia Zay Miranda Mellis Mon Mon Wed Thu Freshmen FR Sophomore SO Spring Spring
Trevor Speller and Abir Biswas
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring This introductory program is dedicated to understanding the back and forth between the physical environment and the written word. How do texts shape what we are able to see in the physical environment? How does one's understanding of the physical environment shape ways of writing and understanding the world? How do we describe it? What do we read into it?In 1815, William Smith produced the first geological map of Great Britain. His investigations were a product of a new way of seeing his physical world. Rather than assuming the earth to be a stable object which remained unchanged since Noah’s flood, Smith drew on his observations, and began to see the earth as a dynamic physical entity. His discoveries came in a time when Enlightenment thinkers were questioning the order of the world, the role of religion and the value of science and industry. The modern science of geology can thus be said to have arisen from a new way of seeing: William Smith was able to read and write about the Earth not only through observations, but because of the set of cultural changes that changed his frame of mind. Importantly, Smith's observations came at a time when poets, novelists and political philosophers were beginning to actively investigate the influence of the natural world on humans and human behavior.We will consider the frames through which we read and write our physical world, through an introduction to foundational concepts in geology and literary study. We will consider how geologists investigate and describe the physical world, and examine concepts including geologic time, plate tectonics, earth materials and the evolution of life. We will consider how writers investigate and describe the natural world in the works of 18th- and 19th-century literature, as well as contemporary literature about the Pacific Northwest. We will read works of poetry, fiction, political philosophy and travel writing. Program texts may include works by John McPhee, Simon Winchester, William Wordsworth, Daniel Defoe and others.Students should expect to participate in lecture, lab and seminar, write critical papers and take examinations. There will also be field trips to locations of geological interest as well as cultural venues. Trevor Speller Abir Biswas Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Tom Womeldorff, Catalina Ocampo and Alice Nelson
  Program FR–SRFreshmen - Senior 16 16 Day W 14Winter The recent history of Latin America can be described as a struggle for self-determination, from the wars of independence to the present-day unequal footing in the world economic system. Taking Mexico as a case study, we will explore how questions of self-determination have shaped Latin America and the lives of the various communities that constitute the region. We will focus, in particular, on the different roles that culture, politics, and economics have played in struggles for self-determination and investigate the tensions and symbioses between them. We will ask ourselves: What roles do culture and economics play as tools of self-determination? How can culture facilitate processes of self-determination at moments when political or economic self-determination is not possible? What are the limitations on the use of culture when one has limited political and economic self-determination? What role do third parties play in struggles for self-determination and how do we situate ourselves with regards to various processes of self-determination in Latin America?Our study of various groups and communities within Mexico and across its borders to the north and to the south will illuminate the country’s diversity, while also highlighting the connections between personal, national, and regional politics in Latin America. We will explore how self-determination is manifested in relationships of class, gender and ethnicity and study the specific ways in which struggles for self-determination have emerged in Mexico from the nineteenth century to the present. We will focus on various historical moments and issues including nation-building efforts and conflicts with the United States in the nineteenth century; issues of violence and class during the Mexican Revolution; contradictory uses of Indigenismo; popular movements and state repression in the 1960s and 70s; the emergence of the Zapatista movement; the economic impact of NAFTA; and questions of economic development and cultural identity during recent migrations to the United States.Throughout the quarter, we will engage historical and contemporary realities in Mexico using multiple frameworks from the humanities and the social sciences. In the process, we will introduce literary and cultural theory, as well as economic theories of capitalist development. Students will gain an in-depth ability to interpret literary texts in their social contexts, and to use economic models to understand specific aspects of Latin American societies. This program will involve frequent writing assignments and develop skills in visual analysis. Tom Womeldorff Catalina Ocampo Alice Nelson Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
Amy Cook, Catalina Ocampo and Chico Herbison
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring —Alicia Imperiale, “Seminal Space: Getting Under the Digital Skin” Organ, membrane, boundary and border. Canvas, map, metaphor and trope. Skin is the identity that all animals present to the world. It has multiple physiological functions and takes a wide variety of forms, from the simple epidermis of a sea anemone to the complex light show of a squid or the intricate system of spines that protects a porcupine. In human culture, skin functions as a marker of “race”/ethnicity, age and gender; provides a canvas on which to create very personal forms of art and cultural narratives; and, in the 21st century, has become a critical site of interface between the “real” and the virtual.In this introductory program we will look at skin through the lenses of biology, culture and art. The biology of skin includes its visual and olfactory role in communication, its structure and physiology and its role in defense of the body from both microbes and large predators. Our exploration of skin in/as culture and art will include encounters with the mythology of “race,” body modification (piercing, tattooing and plastic surgery) and the posthuman meanings of skin (in cyberspace and in the world of cyborgs, androids and prosthetics).Program activities will include lectures; labs in which we will examine the microscopic structure of skin and learn about the various structures that arise from it, including scales, feathers and hair; seminars on a selection of texts (books, films and other texts) that look at skin from a variety of different perspectives; and workshops in which students will explore skin through their own creative writing. Students will have the opportunity to develop a deeper understanding of biology and humanities in an interdisciplinary setting, as well as sharpen their critical thinking and reading and college writing skills. biology and the humanities. Amy Cook Catalina Ocampo Chico Herbison Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Jon Davies
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring This program will explore the role that sport plays in contemporary North American culture. It is a social phenomenon that provides opportunities for identity formation and personal development as well as for learning values about work, play, entertainment, and family. Sport is one of many arenas that reflect our society’s contestation surrounding race, class, gender, and sexual orientation.The program will examine sport from multiple perspectives and genres. Through a close reading of sports literature, including informational texts, stories, poetry, film, journalism, and other media, we will explore the following social theories that offer various frameworks in which to study sport in society: Functionalist theory, conflict theory, interactionist theory, critical theory, and feminist theory.Functionalist theory seeks to answer questions such as: How does sport fit into social life and contribute to social stability and efficiency? How does sport participation teach people important norms in society? Conflict theory seeks to answer questions such as: How does sport reflect class relations? How is sport used to maintain the interests of those with power and wealth in society? How does the profit motive distort sport and sport experiences? Interactionist theory seeks to answer questions such as: How do people become involved in sports, become defined as athletes, derive meaning from participation, and make transitions out of sports into the rest of their lives? Critical theory seeks to answer questions such as: How are power relations reproduced and/or resisted in and through sports? Whose voices are/are not represented in the narratives and images that constitute sports? Feminist theory seeks to answer questions such as: How are sports gendered activities, and how do they reproduce dominant ideas about gender in society? What are the strategies for resisting and transforming sport forms that privilege men?Above all, sport offers a way to engage larger social issues in contemporary American culture. Some would argue sport personifies the American Dream through personal stories of sports champions, both in their accomplishments and in the barriers that they overcome. Sports champions and sports teams also produced sports fans, people who are fanatically loyal to those athletes and teams they cherish.The primary objective in the program is for students to develop a greater sensitivity to the world of sport and the philosophical and sociological relationship between that world and contemporary society. Students will have opportunities to write personal narrative and critical analysis and produce in-depth research on a particular, self-selected sport sociology topic.  Jon Davies Mon Wed Fri Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Eirik Steinhoff
Signature Required: Spring 
  SOS SO–SRSophomore - Senior 16 16 Day S 14Spring This one-quarter critical and creative reading and writing program is designed for advanced students embarked on the composition of long-range and wide-ranging writing projects oriented toward or against or beyond the emergent occasions that surround us. Intensive independent writing and reading will be complemented by weekly seminars, small-group workshops, and weekly and semi-weekly lectures ( the Critical and Cultural Lecture Series and the Art Lecture series); occasional screenings and a local field-trip are possible as well. “Language is fossil poetry,” Emerson declares. And indeed the radical sense of each term in this program’s subtitle offers substantial orientation for the various directions we might take: in the sense of “decision” or “choice”; in the sense of “making” (not only in what is called “poetry,” but also in other kinds of composition, whether in prose or verse, for the page or the stage or the screen); in the sense of “making visible”; in the sense of “action” or “doing.” All of which is to say that in addition to Emerson’s etymological enthusiasms we will be mindful withal of Wittgenstein’s no less fruitful suggestion that “the meaning of a word is its use.” An expanded engagement with the question Montaigne had emblazoned on the rafters of his study — — will guide us in our individual and collective inquiry: What do I know? And what do I do? How do I know and how do I do? How do we do? How do we know? How can we do things with words to find out? How might our writing become an instrument for conducting rigorous ethical and epistemological investigations designed to reconnect us, by means of our study (however elaborate or playful or recondite), back to the world we live in right now? Eirik Steinhoff Sophomore SO Junior JR Senior SR Spring Spring
Donald Morisato and Bob Haft
Signature Required: Spring 
  Program FR–SRFreshmen - Senior 16 16 Day W 14Winter S 14Spring Both science and art take things apart. In some instances—the evisceration of a frog or an overly analytical critique of a poem—the process can result in the loss of the vital force. In the best scenario, carefully isolating and understanding individual parts actually reconstitutes the original object of study, bringing appreciation for a whole greater than its parts. Sometimes taking things apart results in a paradigm shift: suddenly, the ordinary becomes extraordinary.In one program strand, we use a biologist's tool kit to explore how living organisms function. We learn how biology takes apart and studies life in different ways. In winter, we focus on visual perception, beginning with anatomy, proceeding onto the logic of visual processing, and concluding with an examination of the specialized neurons and molecules involved in phototransduction. In spring quarter, we play with the idea of mutation, exploring how genetics is used to dissect complex processes and provide an entry point for the molecular understanding of inheritance at the level of DNA.Another strand takes visual art as its point of departure. Here, we combine what we learn about the anatomy and physiology of the eye with a study of using sight to apprehend and appreciate the world around us. We will work with different tools—charcoal pencils and cameras—both to take apart and to construct new things. During winter quarter, we will learn the basics of drawing. In spring, we use black-and-white photography to study life at a more macroscopic level than in the biology lab. Ultimately, our goal here is the same as that of the scientist: to reconstitute and reanimate the world around us.There are ideas for which literature provides a more sophisticated and satisfying approach than either science or the visual arts. Thus, in a third strand, we examine how literature depicts and dissects the emotional and behavioral interactions that we call "love." Authors we read will include Shakespeare, Stendhal, Henry James, Virginia Woolf, James Baldwin, John Berger, Haruki Murakami and Louise Gluck.Our goal is to weave these strands together to produce an understanding about the world informed by both cognition and intuition. Throughout our inquiry, we will be investigating the philosophical issue of objectivity. This is a rigorous program involving lectures, workshops, seminars, studio art and laboratory science work. Student learning will be assessed by weekly seminar writing assignments, lab reports, art portfolios and exams. Donald Morisato Bob Haft Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter Spring
Rose Jang and Mingxia Li
  Program FR–SRFreshmen - Senior 16 16 Day W 14Winter S 14Spring Classical Chinese drama, as a literary genre, evolved from a long tradition of poetry writing and storytelling. In Chinese theatre, lyrics combine with dance, music, singing, acrobatics and martial arts. For centuries, the poetic and presentational style of Chinese drama and theatre has helped nurture and highlight the fantastic and imaginative side of Chinese culture: the magical beings and their boundless power in folk tales; dreams, fantasies, mysticism and otherworldliness of the Daoist realm of existence, and roaming spirits and ghosts of the underworld: these ever-popular Chinese archetypes have been repeatedly invoked and embodied in poetry and on stage. Many of these fantastic images and stories will form the core of our program study; they will also be absorbed and chained together into a final musical performance piece with a coherent plot and overriding theme—a symbolic, stylized production in the form and spirit of Chinese fantasy for the Western audience.The program will engage students in serious study of Chinese poetry and dramatic literature with a creative push.  The program will also serve as an ideal training ground for students who are interested in acting, performance, singing, music performance and composition, kinetic and vocal training in physical theatre, and skill building and implementation in technical theatre including set, lighting, costume, sound and stage management.  As the final performance is a meant to be an original and experimental piece bridging Chinese drama and Western theatrical sensitivities, and the performance style will reply on an innovative fusion of music and lyrics as well as creative collaboration between singing, movement and musical accompaniment on many different levels, the faculty of the program is seriously recruiting music students ready to engage in creative music composition and performance (including electronic music) to join the program.In winter quarter, we will study select dramas and stories of fantastic imagination from the Chinese tradition which bear direct relevance to our final performance piece.  We will study their literary and creative qualities in general program meetings and workshops.  We will also work through sequential theatre exercises in workshop and performance projects to bring these literary qualities into staging possibilities and physical realizations.  A weekly music workshop will also be offered to prepare students for the unique musical creation and implementation for the final performance.In spring, we will focus on rehearsals and technical theatre work in order to mount a full-fledged theatrical production bringing all the previous experimentations and innovations together into a fantastic and coherent production. This end-of-program public presentation will put to the test our collective understanding of Chinese mythology, poetry and drama, and help us convey this understanding in a complex form of the theatre of fantasy. Rose Jang Mingxia Li Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter Spring
Gilda Sheppard and Carl Waluconis
  Program FR–SRFreshmen - Senior 8, 16 08 16 Day and Evening Su 14Summer Full This program will explore the role that movement, visual art, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks.  Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer.  Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Gilda Sheppard Carl Waluconis Mon Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Anthony Zaragoza
  Course FR–SRFreshmen - Senior 4 04 Day Su 14Summer Session II Anthony Zaragoza Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Naima Lowe, Shaw Osha (Flores), Kathleen Eamon and Joli Sandoz
Signature Required: Fall  Winter  Spring 
  Program SO–SRSophomore - Senior V V Day, Evening and Weekend F 13 Fall W 14Winter S 14Spring This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20 C Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen would have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes. (visual art) works in painting, photography, drawing, writing and video. She explores issues of visual representation, affect as a desire, social relationships and the conditions that surround us. She is currently working on a project based on questions of soul in artwork. Students working with Shaw would have opportunities to learn about artistic research, critique, grant and statement writing, website design, studio work and concerns in contemporary art making. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global. Please go to the catalog view for specific information about each option. Naima Lowe Shaw Osha (Flores) Kathleen Eamon Joli Sandoz Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Trevor Speller, Greg Mullins and Stacey Davis
Signature Required: Fall  Winter  Spring 
  Program JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.  (American literature, queer theory) specializes in twentieth-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.Please go to the catalog view for specific information about each option. Trevor Speller Greg Mullins Stacey Davis Junior JR Senior SR Fall Fall Winter Spring
Greg Mullins
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in twentieth-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. Greg Mullins Junior JR Senior SR Fall Fall Winter Spring
Stacey Davis
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging. Stacey Davis Junior JR Senior SR Fall Fall Winter Spring
Trevor Speller
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton. Trevor Speller Junior JR Senior SR Fall Fall Winter Spring
Steven Hendricks and Nancy Parkes
  Program FR–SRFreshmen - Senior 8, 16 08 16 Evening and Weekend Su 14Summer Full Fiction! Essays! Non-fiction! Creative non-fiction! Academic writing! Journalism! Poetry! Dive into any of these genres in  . This craft-intensive program has it all: weekly peer-critique groups; copious feedback from faculty; seminars on fiction and creative non-fiction; workshops to sharpen skills and generate ideas; and one-on-one and online critique. Deepen your engagement with your own writing, build critical reading skills, and refine your editorial eyes and ears. Use your summer to draft a number of small projects, push yourself to produce a finished, publishable manuscript, or build on academic or professional work to develop your individual projects— will challenge you to follow through on your passion for writing. In addition to intensive writing and revision, you’ll engage in writing-related activities that explore the creative process and the written word, including meditative hikes, daytime program retreats (on weekends), workshops on conventional and self-publishing strategies, and a variety of playful and rigorous approaches to the art of reading and writing.  is designed to help beginning and accomplished writers to develop skills that they can use artistically, academically, and professionally. Regular weeknight sessions will include lectures, workships, seminar, and guided critique group opportunities. We'll have two weekend retreats per session during which we'll meet all day Saturday and Sunday for workshops, walks, sharing work, and discussion. Each five week session will culminate in a Saturday workshop and celebration.  We have designed this program schedule to include students who work and for anyone who wants to work intensively on writing. The schedule is summer friendly. Students may enroll for the full 10-week quarter or for either of the 5-week sessions. Students can expect to have significant time with faculty, as well as opportunities to work independently and with strong peer support.  *This program may help future Master in Teaching Students to fulfill the 12-credits in expository and other writing.  The program may also help current MIT students to meet English Language Arts endorsements. Please contact faculty ( ) to further discuss this, or see us at academic fair for summer. Steven Hendricks Nancy Parkes Tue Wed Thu Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Peter Bacho
  Program FR–SRFreshmen - Senior 4, 8 04 08 Day Su 14Summer Full This class will focus on enhancing writing skills needed for communicating with academic and popular audiences. During the first session, students will study the art of composition, with an emphasis on improving writing projects typically associated with the effective dissemination of community resource materials, manuals, position papers, etc. Students will study the art of effective and accurate editing. Regarding the latter, students will edit an unedited version of a journal entry that is part of a novel – written by the Instructor – and published by the University of Hawai’i Press.During the second session, students will shift their focus to creative writing. They will create a credible protagonist, do a variety of effective creative writing exercises, and hold weekly readings of their work. Peter Bacho Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Sara Huntington
  Program JR–SRJunior - Senior 16 16 Day F 13 Fall W 14Winter You write alone but you always write for others: readers matter. Here, you will keep company with great authors and your peers as you master the rhetorical tools needed to write persuasively, compellingly, and beautifully. We will proceed from Annie Dillard’s advice that if you like sentences, then you can become a writer because you have a place to start—not to mention a passion for what makes writing lively and pleasurable. Storytelling will feature prominently in our common work, especially descriptive practices that move prose toward shape and meaning. In other words, we will learn how to show, rather than just tell, a story.We will begin with a review of sentence structure focusing on subjects and verbs, clauses and phrases. With the aim of achieving clarity, students will study editing techniques, especially ways to rewrite overly abstract prose. Working with samples of professional writing, students will learn how to use agent-action analysis, how to start and end sentences and paragraphs, and how to coordinate and balance the parts of longer sentences. Rather than focusing on writing rules, we will approach style as the range of choices available in different rhetorical contexts. Students will also revise a piece of their own writing to identify patterns and problems in their craft. After these trial runs, they will begin original composition in a genre, mode, or vein of their choosing.Readings include three types of texts: those about the practice and theory of rhetoric, from Plato and Aristotle to Stanley Fish and Barbara Tufte; those that exemplify beauty, eloquence and force, from Philip Roth and Cormac McCarthy to Darwin and Watson and Crick; and those that fail to persuade, from examples of academic discourse to the ghastly delights of purple prose. Students will search for an author who will teach them how the commitment of close reading fuses with the practice of good writing. Students must reach for the development of aesthetic standards that should inform any piece of writing that’s worth reading and that merits any meaningful critical response.Our work will be collaborative and social. The class blends lectures, student presentations, workshops, and seminar periods. Students will present their work regularly for critique (generally in small sections), and they will enjoy the difficult work of responding to their peers with concrete suggestions. Students from all disciplines are welcome, especially since effective writing and rhetoric is a fundamental part of a good liberal arts education. Sara Huntington Junior JR Senior SR Fall Fall