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Catalogue 2014-2015 [ARCHIVED CATALOG]
Course Descriptions
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Art: III. Advanced |
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ART 300 - Senior Essay Preparation Semester Offered: Fall or Spring
1/2 unit(s)
Prerequisite: permission of the Chair of the Art Department.
Optional. Regular meetings with a faculty member to prepare an annotated bibliography and thesis statement for the senior essay. Course must be scheduled in the semester prior to the writing of the senior essay. Credit given only upon completion of the senior essay. Ungraded.
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ART 301 - Senior Project Semester Offered: Fall or Spring
1 unit(s)
Supervised independent research culminating in a written essay or a supervised independent project in studio art.
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ART 310 - Seminar in Ancient Art
1 unit(s)
(Same as GRST 310 )
Not offered in 2014/15.
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ART 320 - Seminar in Medieval Art Semester Offered: Spring
1 unit(s)
Topic for 2014/15b: The Art and Architecture of the Pilgrimage Roads. The mindset of the pilgrim, the universal human desire to seek the transcendent through a spiritual or physical voyage, is inscribed from the very start, and at the deepest level, in the Christian faith. It is the physical manifestation of this desire that we study in this seminar: the art and architecture created to honor the saints whose tangible remains on earth, it was believed, retained miraculous powers; created to inspire, instruct, and—some would say—control those that came to venerate them. We begin in Jerusalem, where Christian pilgrimage, considered as an industry, began, and move to Rome, the site of the tombs of the apostles Peter and Paul. We examine the pilgrimage which, beginning in the eleventh century, supplanted those of both Jerusalem and Rome: the road to the tomb of the Apostle James in Santiago de Compostela. We conclude by considering the cult of the unlikely martyr Thomas Becket at Canterbury, and then embark upon a pilgrimage of our own: to the shrine of Saint Frances Cabrini and to the Cloisters Museum in New York. Mr. Tallon.
Prerequisite: permission of the instructor.
One 2-hour period.
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ART 331 - Seminar in Northern Art Semester Offered: Fall
1 unit(s)
Topic for 2014/15a: Art and Science in the Age of Vermeer. The seminar explores how the spirit of curiosity and wonder that stimulated scientific discovery in the Age of Observation in the Netherlands also influenced developments in seventeenth century art. After examining empirical responses to nature by earlier northern European artists such as Jan van Eyck and Albrecht Dürer, we go on to consider how scientific illustrations differ from, but can also be very similar to, images we think of as works of art, how artists and scientists responded to the lure of the lens in this period, and how works by Vermeer and his contemporaries often reveal connections with such diverse areas of scientific inquiry as microscopy, botany, anatomy, astronomy, and cartography. Ms. Kuretsky.
Prerequisite: permission of the instructor
One 2-hour period.
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ART 332 - Seminar in Italian Renaissance Art
1 unit(s)
Reconsidering Raphael. Raphael devised new modes of designing and making art that changed the course of western visual culture. He has long been known as “the prince of painters,” but this label ignores the astonishing range of his activities: Raphael was also an accomplished architect, landscape designer, archeologist, draftsman, and designer of prints and tapestries. And despite his reputation as a cool classicist, he actually worked in an astonishing variety of styles and modes. This seminar reconsiders Raphael’s extraordinary career, taking a comprehensive view of his varied projects. We also examine his writings and his close collaborations with literary figures including Baldassare Castiglione, addressing the relation of text and image in Renaissance creative processes. This holistic approach allows a new appreciation of Raphael’s brilliance and originality, and the reasons his works served as models for artists down to modernism. Ms. Elet.
Prerequisite: permission of the instructor.
Not offered in 2014/15.
One 3-hour period.
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ART 333 - The Art of the Garden in Renaissance and Baroque Italy
1 unit(s)
Changing attitudes toward the relationship between art and nature were played out in the decoration of villas and gardens, c. 1450- c. 1650. These extensive estates by top artists and patrons featured paintings, sculptures, fountains, grottoes, and plantings that blurred distinctions between indoors and outdoors, and between nature and artifice. We examine sites from Florence, Rome, the Veneto, and Naples to France, considering the inheritance of ancient Roman, medieval, and Islamic gardens. We explore the influx of new flora and fauna during the exploration of “new” worlds, and changing patterns of collecting and display. Readings explore villa ideology, the relation between city and country life, utopian conceptions of garden and landscape, and human dominion over nature. On a field trip, we experience the role of the ambulatory spectator, and consider the reception of the Italian garden in America. Ms. Elet.
Prerequisite: permission of the instructor.
Not offered in 2014/15.
One 3-hour period.
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ART 358 - Seminar in Asian Art
1 unit(s)
(Same as ASIA 358 ) Topics vary each year. Ms. Hwang.
Prerequisite: permission of the instructor.
Not offered in 2014/15.
One 2-hour period.
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ART 362 - Seminar in XIX Century Art Semester Offered: Fall
1 unit(s)
Ruskin, Baudelaire, and Art Criticism in XIX Century Europe. This seminar examines the art criticism and social opinions of John Ruskin and Charles Baudelaire, whose writings on English and French art and culture converged around the following issues: the instrumentality of nature in an industrial/urban society; the pleasures and tribulations of the commodity, fashion and femininity; the contesting claims of sensuality and morality in esthetic experience; and the nostalgia for the historical past. We explore how Ruskin and Baudelaire developed art criticism as a controversial medium for social and cultural commentary at the nexus of romanticism and modernism. Mr. Lukacher.
Prerequisite: permission of the instructor.
One 2-hour period.
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ART 364 - Seminar in Twentieth Century and Contemporary Art
1 unit(s)
(Same as MEDS 364 ) The Moving Image: Between Video and Experimental Curating. Already by 1930 experimental film had tested the boundaries for the exhibition of works of art; when video built on that foundation thirty years later, the borders were again expanded. Moving image and radical exhibition formats would continue to evolve in tandem, becoming a succession of inspirations and experiments. The seminar studies these as theoretical, practical and perceptual questions posed in fact since the invention of cinema; case studies from past and present are compared; the seminar plans and executes curatorial experiments of its own. Ms. Nesbit.
Prerequisite: permission of the instructor
Not offered in 2014/15.
One 2-hour period.
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ART 366 - Art and Activism in the United States
1 unit(s)
(Same as AFRS 366 , AMST 366 , and WMST 366 ) Vision and Critique in the Black Arts and Women’s Art Movements in the United States. Focusing on the relationships between visual culture and social movements in the U.S., this seminar examines the arts, institutions, and ideas of the Black Arts movement and Women’s Art movement of the 1960s and 1970s. Analyzing paintings, photographs, posters, quilts, collages, murals, manifestos, mixed-media works, installations, films, performances, and various systems of creation, collaboration, and display, we explore connections between art, politics, and society. Ms. Collins.
Prerequisite: permission of the instructor.
Not offered in 2014/15.
One 2-hour period.
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ART 367 - Artists’ Books from the Women’s Studio Workshop Semester Offered: Spring
1 unit(s)
(Same as AMST 367 and WMST 367 ) In this interdisciplinary seminar, we explore the limited edition artists’ books created through the Women’s Studio Workshop in Rosendale, New York. Founded in 1974, the Women’s Studio Workshop encourages the voice and vision of individual women artists, and women artists associated with the workshop have, since 1979, created over 180 hand-printed books using a variety of media, including hand-made paper, letterpress, silkscreen, photography, intaglio, and ceramics. Vassar College recently became an official repository for this vibrant collection which, in the words of the workshop’s co-founder, documents “the artistic activities of the longest continually operating women’s workspace in the country.” Working directly with the artists’ books, this seminar will meet in Vassar Library’s Special Collections and closely investigate the range of media, subject matter, and aesthetic sensibilities of the rare books, as well as their contexts and meanings. We will also travel to the Women’s Studio Workshop to experience firsthand the artistic process in an alternative space. Ms. Collins.
Prerequisite: permission of the instructor.
One 2-hour period.
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ART 370 - Seminar in Architectural History: Rome of the Imagination Semester Offered: Spring
1 unit(s)
(Same as URBS 370 ) No city has had a greater influence on the architectural imagination than Rome. Throughout western history the standard for architecture has been measured by Rome. In this seminar we investigate the continuing hold and varied architectural interpretations of Rome and Romanness: the built Rome, the ruined Rome, and the imagined Rome. How has Rome changed its significance for architects over time? Among the architects we consider Andrea Palladio, Giovanni Battista Piranesi, E. L. Boullée, Giuseppe Terragni, Albert Speer, Gunnar Asplund, Louis Kahn and others. We may also consider those such as John Ruskin who reject the Roman stamps. Mr. Adams.
Prerequisite: permission of the instructor.
One 2-hour period.
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ART 385 - Seminar in American Art Semester Offered: Spring
1 unit(s)
(Same as AFRS 385 and AMST 385 ) Topic for 2014/15b: The Visual Culture of the American Civil War. Today, images of the wars in Iraq, Afghanistan, and Ukraine are ubiquitous; they appear online, in print, and on television. Press coverage was equally pervasive during the American Civil War, but, in the nineteenth century, illustrated newspapers, documentary photography, and figurative monuments were new media that had only recently been developed. This course explores how and why the American Civil War was represented in the fine arts and visual culture in order to understand the complex and reciprocal relationship between the visual arts and politics. How did painting, photography, sculpture, and print shape the ideologies and realities of the War, and how did the War define the possibilities and limitations of these media as well as the relationship between them? We explore these questions through seminar meetings on such topics as slavery, violence, soldiers and veterans, the homefront, landscape, and emancipation as well as through the work of major American artists like Mathew Brady, Frederic Church, Robert Duncanson, Winslow Homer, Edmonia Lewis, and Thomas Nast. Ultimately, our goal is to develop a better understanding of the Civil War and American art as well as an intellectual and historical context for evaluating the visual culture of war in the United States today. Ms. Elder.
Prerequisite: permission of the instructor.
One 2-hour period.
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ART 386 - Embodying Compassion in Buddhist Art: a Curatorial Training Semester Offered: Fall
1 unit(s)
Venerated throughout Asia, Avalokiteshvara—the Bodhisattva of Compassion—is the focus of an exhibition of Indian, Nepalese, Tibetan, Chinese, and Japanese art at the Frances Lehman Loeb Art Center, to open in April 2015. Students in this seminar serve as curatorial assistants for this show: interpreting objects, planning the installation, and producing content for the exhibition website and smartphone application. A field trip to New York City familiarizes participants with the kinds of objects in the exhibition and also gives an opportunity to evaluate successful techniques for organizing and presenting such works in a museum setting. The overarching goal of this seminar, and the related exhibition, is to understand and demonstrate how artists and their audiences perceive the fundamental Buddhist principle of compassion in the figure of Avalokiteshvara. Ms. Lucic.
Prerequisites: ART 105 -ART 106 ; previous course work in Asian art, culture, and languages is highly desirable.
One 2-hour period per week, plus required fieldtrip.
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ART 391 - Advanced Fieldwork in Art Education at Dia: Beacon Semester Offered: Fall and Spring
1/2 unit(s)
The Dia: Beacon-Vassar College program offers a yearlong, immersive fieldwork experience for the study of the Dia collection in the context of the philosophical mission of Dia Art Foundation and its public programming. In the first term, interns focus on the ideas, work, and histories of the individual Dia artists, who were and continue to be some of the most ambitious and pioneering artists of the late 1960s through to the present day. Interns also study the latest advances in museum education: constructivist learning theories vis-à-vis the work of Jean Piaget, Lev Vygotsky, and John Dewey; their practical application in art museums; the research being done at other institutions, for example, Harvard University’s Project Zero. In the second term, interns draw from these perspectives in order to design and give tours to school groups, primarily from the Dutchess County public schools. Admission by special permission and limited to no more than 6 students with advanced coursework in contemporary art or education. Students must commit to working 6 hours each week at Dia on either Thursdays or Fridays from 10am - 4pm, with a lunch break, and occasional weekends in both the fall and spring terms. Interns report to the Dia:Beacon Arts Education Associate. Ms. Nesbit.
Prerequisite: students with advanced coursework in contemporary art or education.
Six hours each week at Dia on either Thursdays or Fridays, 10:00 am - 4:00 pm.
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ART 399 - Senior Independent Work Semester Offered: Fall or Spring
1/2 to 1 unit(s)
Open by permission of the instructor with the concurrence of the department adviser in the field of concentration. Not included in the minimum for the major.
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Education: I. Introductory |
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EDUC 162 - Education and Opportunity in the United States Semester Offered: Fall
1 unit(s)
In this course, students identify, explore, and question prevailing assumptions about education in the United States. The objectives of the course are for students to develop both a deeper understanding of the system’s historical, structural, and philosophical features and to look at schools with a critical eye. We examine issues of power and control at various levels of the education system. Participants are encouraged to connect class readings and discussions to personal schooling experiences to gain new insights into their own educational foundations. Among the questions that are highlighted are: How should schools be organized and operated? What information and values should be emphasized? Whose interests do schools serve? The course is open to both students interested in becoming certified to teach and those who are not yet certain about their future plans but are interested in educational issues. Mr. Bjork.
Fulfills the Freshman Writing Seminar Requirement.
Two 75-minute periods.
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Education: II. Intermediate |
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EDUC 235 - Issues in Contemporary Education Semester Offered: Fall and Spring
1 unit(s)
This course introduces students to debates about the nature and purposes of U.S. education. Examination of these debates encourages students to develop a deeper and more critical understanding of U.S. schools and the individuals who teach and learn within them. Focusing on current issues in education, we consider the multiple and competing purposes of schooling and the complex ways in which formal and informal education play a part in shaping students as academic and social beings. We also examine issues of power and control at various levels of the U.S. education system. Among the questions we contemplate are: Whose interests should schools serve? What material and values should be taught? How should schools be organized and operated? The department.
Two 75-minute periods.
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EDUC 237 - Early Childhood Education: Theory and Practice Semester Offered: Spring
1 unit(s)
(Same as PSYC 237 ) What is the connection between a textbook description of preschool development and what teachers do every day in the preschool classroom? This course examines curriculum development based on contemporary theory and research in early childhood. The emphasis is on implementing developmental and educational research to create optimal learning environments for young children. Major theories of cognitive development are considered and specific attention is given to the literatures on memory development; concepts and categories; cognitive strategies; peer teaching; early reading, math, and scientific literacy; and technology in early childhood classrooms. Ms. Riess.
Prerequisites: PSYC 231 and permission of the instructor.
One 2-hour period; 4 hours of laboratory participation.
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EDUC 250 - Introduction to Special Education Semester Offered: Spring
1 unit(s)
This course explores the structure of special education from multiple viewpoints, including legislative, instructional, and from the vantage of those who have experience in it as students, teachers, therapists, parents, and other service providers. We tackle conceptual understandings of labeling, difference, and how individuals in schools negotiate the contexts in which “disability” comes in and out of focus. We raise for debate current issues in special education and disability studies such as inclusion, the overrepresentation of certain groups in special education and different instructional approaches. Ms. McCloskey.
Prerequisite: EDUC 162 or EDUC 235 .
Two 75 minute periods.
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EDUC 255 - Race, Representation, and Resistance in U.S. Schools Semester Offered: Spring
1 unit(s)
(Same as AFRS 255 and URBS 255 ) This course interrogates the intersections of race, racism and schooling in the US context. In this course, we examine this intersection at the site of educational policy, media and public attitudes towards schools and schooling- critically examining how representations in each shape the experiences of youth in school. Expectations, beliefs, attitudes and opportunities reflect societal investments in these representations, thus becoming both reflections and driving forces of these identities. Central to these representations is how theorists, educators and youth take them on, own them and resist them in ways that constrain possibility or create spaces for hope. Ms. Malsbary.
Two 75-minute periods.
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EDUC 262 - The Fairy Tale
1 unit(s)
The course focuses on European and Asian folk tales, with emphasis on how writers from the nineteenth and twentieth centuries have reinvented the fairy tale while borrowing from traditional sources. Readings may include: Household Tales of the Brothers Grimm, and selections from Hans Christian Andersen, George MacDonald, Lewis Carroll, L. Frank Baum, and Virginia Hamilton. Assignments include critical papers, the writing of an original tale, and the presentation of a traditional tale in class. Ms. Darlington.
Prerequisite: permission of the instructor.
Not offered in 2014/15.
One 120-minute period.
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EDUC 263 - The Adolescent in American Society Semester Offered: Fall
1 unit(s)
This course examines the lives of American adolescents and the different ways our society has sought to understand, respond to, and shape them. Particular attention is paid to the relationship between educational policies/practices and adolescent growth and development. Empirical studies are combined with practical case scenarios as a basis for understanding alternative pathways for meeting the needs of middle school and high school learners. This course is required for secondary school teacher certification. Ms. Holland.
Prerequisite: EDUC 235 .
Two 75-minute periods.
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EDUC 269 - Constructing School Kids and Street Kids
1 unit(s)
(Same as LALS 269 and SOCI 269 ) Students from low-income families and racial/ethnic minority backgrounds do poorly in school by comparison with their white and well-to-do peers. These students drop out of high school at higher rates, score lower on standardized tests, have lower GPAs, and are less likely to attend and complete college. In this course we examine theories and research that seek to explain patterns of differential educational achievement in U.S. schools. We study theories that focus on the characteristics of settings in which teaching and learning take place (e.g., schools, classrooms, and home), theories that focus on the characteristics of groups (e.g. racial/ethnic groups and peer groups), and theories that examine how cultural processes mediate political-economic constraints and human action. Ms. Rueda.
Not offered in 2014/15.
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EDUC 275 - International and Comparative Education Semester Offered: Spring
1 unit(s)
(Same as ASIA 275 and INTL 275 ) This course provides an overview of comparative education theory, practice, and research methodology. We examine educational issues and systems in a variety of cultural contexts. Particular attention is paid to educational practices in Asia and Europe, as compared to the United States. The course focuses on educational concerns that transcend national boundaries. Among the topics explored are international development, democratization, social stratification, the cultural transmission of knowledge, and the place of education in the global economy. These issues are examined from multiple disciplinary vantage points. Mr. Bjork.
Prerequisite: EDUC 235 or permission of the instructor.
Two 75-minute periods.
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EDUC 278 - Education for Peace, Justice and Human Rights
1 unit(s)
(Same as INTL 278 ) The aim of this course is to introduce students to the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. The overarching questions explored are: What does it mean to educate for peace, justice and human rights? What and where are the possibilities and the barriers? How do identity, representation and context influence the ways in which these constructs are conceptualized and defined and what are the implications of these definitions? How can we move towards an authentic culture of peace, justice, and human rights in a pluralistic world? In order to address these questions, we survey the human and social dimensions of peace education, including its philosophical foundations, the role of gender, race, religion and ethnicity in peace and human rights education, and the function and influence of both formal and non-formal schooling on a culture of peace and justice. Significant time is spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case-studies of peace education in practice nationally and worldwide. We examine these case studies with a critical eye, exploring how power operates and circulates in these contexts and consider ways in which to address larger structural inequities and micro-asymmetries. Since peace education is not only about the content of education, but also the process, the course endeavors to model peace pedagogy by promoting inquiry, collaboration and dialogue and give students the opportunity to practice these skills through presentations on the course readings and topics. Ms. Hantzopoulos.
Prerequisites: EDUC 162 or EDUC 235 .
Not offered in 2014/15.
Two 75-minute periods.
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EDUC 284 - Children’s Rights Semester Offered: Fall
1 unit(s)
(Same as INTL 284 ) This course focuses on both the theories surrounding, and practices of, children’s rights. It starts from the foundational question of whether children really should be treated as rights-holders and whether this approach is more effective than alternatives for promoting well-being for children that do not treat children as rights holders and adopt a Human Rights approach. Consideration is given to the major conceptual and developmental issues embedded within the framework of rights in the Convention on the Rights of the Child (CRC). The course covers issues in both the domestic and international arenas, including but not limited to: children’s rights in the criminal justice context including life without parole and the death penalty; children’s rights to housing and health care; inequities in the education systems; child labor and efforts to ban it worldwide; initiatives intended to abolish the involvement of children in armed conflict; street children; the rights of migrant, refugee, homeless, and minority children; and the commodification of children. Country-based case studies are used to ensure that students come away with a solid understanding of current conditions. The course also explores issues related to the US ratification of the CRC, and offer critical perspectives on the advocacy and education-based work of international children’s rights organizations. Ms. Holland.
Two 75-minute periods.
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EDUC 286 - Framing Autism in U.S. Policy and Practice
1 unit(s)
From the iconic autism puzzle piece to the “startling statistics” that are displayed on billboards and in newspapers, autism has captured the attention of the American public. This course will explore the dynamic interplay between the medical, educational, and legal communities with regard to autism research and scholarship. We will discuss different theoretical and methodological stances to the study of disability in general and autism in particular. Investigating autism in a multidisciplinary way will entail reading texts and watching films produced by autistic individuals and engaging in multimodal research that investigates how language and image influence how people perceive autism and autistic people. Ms. McCloskey.
Not offered in 2014/15.
Two 75-minute periods.
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EDUC 288 - The Politics of Language in Schools and Society Semester Offered: Fall
1 unit(s)
(Same as AFRS 288 , LALS 288 , and URBS 288 ) The United States is one of the most multilingual nations in the world, and, language is intimately connected to family and personal identity. This course explores how language, power, and ideology play out in public debate, state policy and educational justice movements. We examine the link between racism, language and national belonging by analyzing how Standard English, Black English (AAVE) and Spanish-English bilingualism are positioned as more or less “correct”, or politicized and even policied. We then turn our eye to curriculum and education policy, examining how debates around language in the classroom. Finally we pose possibilities, and examine the politics of language in multilingual, hybrid and global contexts. What do debates about “correctness” in language obscure? How do our fears, hopes and longing for identity shape our beliefs about language in the classroom? How does the history of U.S. language politics inform our present? What does equitable language education policy look like? Why are these issues important to all citizens? Ms. Malsbary.
Prerequisite: EDUC 235 or permission of the instructor.
Two 75-minute periods.
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EDUC 290 - Field Work Semester Offered: Fall or Spring
1/2 to 2 unit(s)
All candidates for certification must demonstrate competency in an intensive field work experience at the elementary, middle school, or senior high school level prior to student teaching. The department.
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EDUC 294 - Educational Pedagogy
1 unit(s)
A research project chosen and conducted in conjunction with the Vassar Study Abroad Program at Cloud Forest School in Costa Rica.
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EDUC 296 - Vassar Language in Motion Program
1/2 unit(s)
The Vassar Language in Motion program provides opportunities for students with advanced expertise in foreign languages and cultures to make guest presentations in local area high school classes. In addition to gaining teaching experience, students will help strengthen foreign language education in Dutchess County schools. Readings and discussions for the accompanying course will address issues of language learning pedagogy, intercultural communication, and assessment. Mr. Schneider. Enrollment is limited and by permission. Students wishing to participate should have advanced proficiency in French, German, Italian or Spanish as well as some first-hand experience of the culture(s) where the language is spoken (i.e. study abroad, summer programs, or a primary or secondary residence).
Enrollment is limited and by permission. Students wishing to participate should have advanced proficiency in French, German, Italian or Spanish as well as some first-hand experience of the culture(s) where the language is spoken (i.e. study abroad, summer programs, or a primary or secondary residence).
Not offered in 2014/15.
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EDUC 297 - Independent Reading Semester Offered: Fall or Spring
1/2 unit(s)
Student initiated independent reading projects with Education faculty. A variety of topics are possible, including educational policy, children’s literature, early childhood education, the adolescent, history of American education, multicultural education, and comparative education. Subject to prior approval of the department. The department.
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EDUC 298 - Independent Study Semester Offered: Fall or Spring
1/2 to 1 unit(s)
Individual or group projects concerned with some aspect of education, subject to prior approval of the department. May be elected during the regular academic year or during the summer. The department.
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EDUC 299 - Vassar Science Education Internship Program Semester Offered: Fall and Spring
1 unit(s)
The Vassar Science Education Internship Program provides opportunities for science students from Vassar College to intern with science teachers in area schools for course credit. Students have an opportunity to gain teaching experience, to explore careers in education, and to help strengthen science education in the Poughkeepsie area schools. Each intern works with a science teacher to design a project and to obtain laboratory and/or computer based educational exercise for their class, and to acquire laboratory and/or computing resources for sustaining a strong science curriculum. Interns participate in a weekly seminar on science education at Vassar College. Ms. Coller.
Enrollment is limited and by permission. Students wishing to pursue internships should meet the following criteria: four completed units of course work in the natural sciences or mathematics, with at least two units at the 200-level, a minimum GPA of 3.4 in science and math coursework, and 3.0 overall.
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Education: III. Advanced |
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EDUC 300 - Senior Portfolio: Childhood Education Semester Offered: Fall
1 unit(s)
This senior seminar focuses on analysis of the student teaching experience. Through the development of their teaching portfolio, senior students examine the linkages between theory, current research, and classroom practice. This course should be taken concurrently with the student teaching practicum. Mr. Bjork.
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EDUC 301 - Senior Portfolio: Adolescent Education Semester Offered: Fall
1 unit(s)
Same as EDUC 300 , but for students earning certification in Adolescent Education.
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EDUC 302 - Senior Thesis/Project Semester Offered: Fall
1/2 to 1 unit(s)
Individual reading, research, or community service project. The department.
Prerequisite: EDUC 384 .
Yearlong course 302-EDUC 303 .
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EDUC 303 - Senior Thesis/Project Semester Offered: Spring
1/2 unit(s)
Individual reading, research, or community service project. The department.
Prerequisite: EDUC 302 .
Yearlong course EDUC 302 -303.
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EDUC 336 - Childhood Development: Observation and Research Application Semester Offered: Fall
1 unit(s)
(Same as PSYC 336 ) What differentiates the behavior of one young child from that of another? What characteristics do young children have in common? This course provides students with direct experience in applying contemporary theory and research to the understanding of an individual child. Topics include attachment, temperament, parent, sibling and peer relationships, language and humor development, perspective taking, and the social-emotional connection to learning. Each student selects an individual child in a classroom setting and collects data about the child from multiple sources (direct observation, teacher interviews, parent-teacher conferences, archival records). During class periods, students discuss the primary topic literature, incorporating and comparing observations across children to understand broader developmental trends and individual differences. Synthesis of this information with critical analysis of primary sources in the early childhood and developmental literature culminates in comprehensive written and oral presentations. Ms. Riess.
Prerequisite: PSYC 231 and permission of the instructor.
For Psychology Majors: completion of a research methods course.
One 3-hour period. 4 hours of laboratory observation work.
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EDUC 350 - The Teaching of Reading: Curriculum Development in Childhood Education Semester Offered: Fall
1 unit(s)
The purpose of this course is to examine the nature and process of reading within a theoretical framework and then to examine and implement a variety of approaches and strategies used to promote literacy in language arts and social studies. Special emphasis is placed on material selection, instruction, and assessment to promote conceptual understandings for all students. Observation and participation in local schools is required. Ms. McCloskey
Prerequisites: PSYC 105 , PSYC 231 .
Year long course 350/EDUC 351 .
One 2-hour period; one hour of laboratory.
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EDUC 351 - The Teaching of Reading: Curriculum Development in Childhood Education Semester Offered: Spring
1 unit(s)
The purpose of this course is to examine the nature and process of reading within a theoretical framework and then to examine and implement a variety of approaches and strategies used to promote literacy in language arts and social studies. Special emphasis is placed on material selection, instruction, and assessment to promote conceptual understandings for all students. Observation and participation in local schools is required. Ms. McCloskey
Prerequisites: PSYC 105 , PSYC 231 , EDUC 350 .
Year long course EDUC 350 /351.
One 2-hour period; one hour of laboratory.
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EDUC 353 - Pedagogies of Difference: Critical Approaches to Education
1 unit(s)
(Same as AFRS 353 ) Pedagogies of difference are both theoretical frameworks and classroom practices- enacting a social justice agenda in one’s educational work with learners. In this course, we think deeply about various anti-oppressive pedagogies- feminist, queer and critical race- while situating this theory in our class practicum. Thus, this course is about pedagogies of difference as much as it is about different pedagogies that result. We address how different pedagogies such as hip hop pedagogy, public pedagogy and Poetry for the People derive from these pedagogies of difference. The culminating signature assessment for this course is collaborative work with local youth organizations.
Prerequisite: EDUC 235 or permission of the instructor.
Not offered in 2014/15.
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EDUC 360 - Workshop in Curriculum Development Semester Offered: Fall
1/2 unit(s)
This course focuses on the current trends, research and theory in the area of curriculum development and their implications for practice in schools. Procedures and criteria for developing and evaluating curricular content, resources and teaching strategies are examined and units of study developed. Offered in the first six weeks. Mr. Bjork.
Prerequisites: open to seniors only or permission of the instructor.
One 3-hour period.
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EDUC 361 - Seminar: Mathematics and Science in the Elementary Curriculum Semester Offered: Spring
1 unit(s)
The purpose of this course is to develop the student’s competency to teach mathematics and science to elementary school children. Lectures and hands-on activity sessions are used to explore mathematics and science content, methodology, and resource materials, with an emphasis on conceptual understanding as it relates to the curricular concepts explored. Special emphasis is placed on diagnostic and remedial skills drawn from a broad theoretical base. Students plan, implement, and evaluate original learning activities through field assignments in the local schools. In conjunction with their instruction of instructional methods in science, students also teach lessons for the Exploring Science at Vassar Farm program. Mr. Bjork.
Prerequisite: permission of the instructor.
Two 75-minute periods;weekly laboratory work at the Vassar Farm.
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EDUC 362 - Student Teaching Practicum: Childhood Education Semester Offered: Fall
2 unit(s)
Supervised internship in an elementary classroom, grades 1-6. Examination and analysis of the interrelationships of teachers, children, and curriculum as reflected in the classroom-learning environment.
Prerequisites: PSYC 105 , PSYC 231 ; EDUC 235 , EDUC 250 , EDUC 290 , EDUC 350 /EDUC 351 ; EDUC 360 , EDUC 361 may be concurrent.
Permission of the instructor.
Open to seniors only.
Ungraded only.
One or more conference hours per week.
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EDUC 367 - Urban Education Reform Semester Offered: Spring
1 unit(s)
(Same as URBS 367 ) This seminar examines American urban education reform from historical and contemporary perspectives. Particular attention is given to the political and economic aspects of educational change. Specific issues addressed in the course include school governance, standards and accountability, incentive-based reform strategies, and investments in teacher quality. Ms. Hantzopoulos.
Prerequisite: EDUC 235 or permission of the instructor.
One 2-hour period.
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EDUC 373 - Adolescent Literacy Semester Offered: Fall
1 unit(s)
(Same as URBS 373 ) This course combines research, theory, and practice in the context of an urban middle school. Concurrently with tutoring a student, we engage in case study research about the literacies our students accept and resist in the various disciplines. We define literacy broadly and look at how school literacy compares and contrasts to the literacies valued and in use in contexts outside of school. We explore how literacy training is constructed through methods and curriculum with a special emphasis on the diversities at play in middle and high school classrooms. Conceptual understandings of knowledge, strategies that support attaining that knowledge, and the role of motivation in learning are emphasized. Ms. McCloskey.
One 2-hour period; one hour of laboratory.
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EDUC 384 - Senior Seminar Semester Offered: Spring
1 unit(s)
An examination of selected topics in educational studies in a multi-disciplinary framework. Mr.Bjork.
Prerequisite: EDUC 162 or EDUC 235 .
One 2-hour period.
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EDUC 385 - American Higher Education: Policy and Practice
1 unit(s)
This seminar examines American higher education from historical and contemporary perspectives, paying particular attention to how students themselves experience college preparation, admission and campus life. Particular attention is given to the social, political, economic, and cultural challenges associated with policy and practice in private higher education. The types of questions the course addresses include: What changes in policy, administration, and/or instruction are likely to improve student outcomes in higher education in America? What research tools are available to decision-makers in higher education to help inform policy and practice? Who and what are the drivers of reform in higher education and what are their theories of action for improving the college experience? How should consumers of educational research approach the task of interpreting contradictory evidence and information about American higher education? What is an appropriate definition of equality of educational opportunity and how should we apply this definition to American private higher education? What roles do race and socioeconomic status play in American higher education? This semester, our texts and supplementary readings focus on issues pertinent to American higher education in general and highly selective private liberal arts college more specifically. Topics in the course include, but are not limited to: college admissions; student affairs policy and practice; micropolitics within colleges and universities; standards and accountability mechanisms, and efforts to promote diversity and inclusion. Small group case study projects give students the opportunity to develop potential solutions to contemporary problems in American higher education. Mr. Roellke.
Prerequisite: one course in Education, American Studies, or Political Science.
Open to juniors and seniors only.
Not offered in 2014/15.
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EDUC 388 - Schooling in America: Preparing Citizens or Producing Workers Semester Offered: Fall
1 unit(s)
(Same as SOCI 388 ) Ms. Rueda.
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EDUC 392 - Multidisciplinary Methods in Adolescent Education Semester Offered: Spring
1 unit(s)
(Same as URBS 392 ) This course is designed to engage prospective middle and high school educators in developing innovative, culturally relevant, and socially responsive curricula in a specific discipline, as well as in exploring ways to branch inter-disciplinarily. In particular, students will strive to develop a practice that seeks to interrupt inequities in schooling and engender a transformative experience for all students. The first part of the course explores what it means to employ social justice, multicultural, and critical pedagogies in education through self-reflections, peer exchange, and class texts. The remainder of the course specifically looks at strategies to enact such types of education, focusing on methods, curriculum design, and assessment. Students will explore of a variety of teaching approaches and develop ways to adapt them to particular subject areas and to the intellectual, social, and emotional needs of adolescent learners. There will be a particular emphasis on literacy development and meeting the needs of English Language Learners. Ms. Hantzopoulos.
Prerequisite: EDUC 235 .
One 2-hour period.
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EDUC 399 - Senior Independent Work Semester Offered: Fall or Spring
1/2 to 1 unit(s)
Special permission. The department.
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English: I. Introductory |
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ENGL 101 - The Art of Reading and Writing Semester Offered: Fall or Spring
1 unit(s)
Development of critical reading in various forms of literary expression, and regular practice in different kinds of writing. The content of each section varies; see the Freshman Handbook for descriptions. The department.
Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar.Although the content of each section varies, this course may not be repeated for credit; see the Freshman Handbook for descriptions.
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ENGL 170 - Approaches to Literary Studies Semester Offered: Fall or Spring
1 unit(s)
Each section explores a central issue, such as “the idea of a literary period,” “canons and the study of literature,” “nationalism and literary form,” or “gender and genre” (contact the department office for 2013/14 descriptions). Assignments focus on the development of skills for research and writing in English, including the use of secondary sources and the critical vocabulary of literary study. The department.
Open to freshmen and sophomores, and to others by permission; does not satisfy college requirement for a Freshman Writing Seminar.
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ENGL 177 - Special Topics Semester Offered: Fall and Spring
1/2 unit(s)
(Same as AMST 177 and URBS 177 ) Topic for 2014/15a&b: Imagining the City. This six-week course will survey various approaches to thinking and writing about the city. How do our surroundings change us? What power does an individual have to reshape or reimagine the vast urban landscape? We will consider a diverse array of depictions: the ethnic underground of Chang-rae Lee’s Queens; the forlorn Baltimore depicted in the television show The Wire; the midnight wanderings of Teju Cole and Junot Diaz; the global bustle of Jessica Hagedorn’s Manila; present-day graffiti artists and urban farmers reclaiming their “right to the city.” Mr. Hsu.
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English: II. Intermediate Prerequisite: open to sophomores, juniors, and seniors with one unit of 100-level work or by permission of the associate chair. Students applying for permission to elect 200-level work must present samples of their writing to the associate chair. Freshmen with AP credit may elect 200-level work after consultation with the department and with the permission of the instructor. First-year students who have completed ENGL 101 may elect 200-level work with permission of the instructor. Intermediate writing courses are not open to Freshmen. |
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ENGL 203 - Introductory Creative Writing: Journalisms Semester Offered: Spring
1 unit(s)
(Same as AMST 203 ) This course examines the various forms of journalism that report on the diverse complexity of contemporary American lives. In a plain sense, this course is an investigation into American society. But the main emphasis of the course is on acquiring a sense of the different models of writing, especially in longform writing, that have defined and changed the norms of reportage in our culture. Students are encouraged to practice the basics of journalistic craft and to interrogate the role of journalists as intellectuals (or vice versa). Mr. Kumar.
Prerequisite: permission of the instructor.
Not open to first-year students.
Applicants to the course must submit samples of original nonfiction writing (two to five pages long) and a statement about why they want to take the course. Deadline for submission of writing samples one week after October break.
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ENGL 205 - Introductory Creative Writing Semester Offered: Fall and Spring
1 unit(s)
Study and practice of various forms of prose and poetry. Reading and writing assignments may include prose fiction, journals, poetry, drama, and essays. The a-term course is open by special permission to sophomores regardless of major, in order of draw numbers, and to juniors and seniors, in order of draw numbers, with priority given to English majors. The b-term course is open by special permission to sophomores, juniors, and seniors, in order of draw numbers, with priority given to English majors. To gain special permission, students must fill out a form in the English department office during pre-registration.
One 2-hour period and individual conferences with the instructor.
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ENGL 208 - Intermediate Creative Writing: Literary Non-Fiction Semester Offered: Fall
1 unit(s)
Development of the student’s abilities as a reader and writer of literary nonfiction, with emphasis on longer forms. Assignments may include informal, personal, and lyric essays, travel and nature writing, memoirs. Mr. Hsu.
Prerequisite: open to students who have taken ENGL 207 or by permission of the instructor.
One 3-hour period and individual conferences with the instructor.
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ENGL 209 - Advanced Creative Writing: Narrative Semester Offered: Fall
1 unit(s)
Development of the student’s abilities as a writer and reader of narrative, with particular emphasis on the short story. Mr. Means.
Deadline for submission of writing samples is before spring break.
Yearlong course 209-ENGL 210 .
One 2-hour period and individual conferences with the instructor.
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ENGL 210 - Advanced Creative Writing: Narrative Semester Offered: Spring
1 unit(s)
Development of the student’s abilities as a writer and reader of narrative, with particular emphasis on the short story. Mr. Means.
Deadline for submission of writing samples is before spring break.
Yearlong course ENGL 209 -210.
One 2-hour period and individual conferences with the instructor.
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ENGL 211 - Advanced Creative Writing: Verse
1 unit(s)
Development of the student’s abilities as a writer and reader of poetry. In addition to written poetry, other forms of poetic expressions may be explored, such as performance and spoken word.
Deadline for submission of writing samples is before spring break.
Yearlong course 211-ENGL 212 .
Not offered in 2014/15.
One 2-hour period and individual conferences with the instructor.
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ENGL 212 - Advanced Creative Writing: Verse
1 unit(s)
Development of the student’s abilities as a writer and reader of poetry. In addition to written poetry, other forms of poetic expressions may be explored, such as performance and spoken word.
Deadline for submission of writing samples is before spring break.
Yearlong course ENGL 211 -212.
Not offered in 2014/15.
One 2-hour period and individual conferences with the instructor.
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ENGL 213 - The English Language Semester Offered: Spring
1 unit(s)
Study of the history of English from the fifth century to the present, with special attention to the role of literature in effecting as well as reflecting linguistic change. Treatment of peculiarly literary matters, such as poetic diction, and attention to broader linguistic matters, such as phonology, comparative philology, semantics, and the relationship between language and experience. Mr. DeMaria.
Not offered in 2014/15.
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ENGL 214 - Process, Prose, Pedagogy Semester Offered: Spring
1 unit(s)
(Same as CLCS 214 ) This course introduces the theoretical and practical underpinnings of writing and teaching writing. Students interrogate writing’s place in the academy, discuss writing process from inception to revision, and share their own writing and writing practices. The course offers an occasion to reflect on and strengthen the students’ own analytical and imaginative writing and heighten the ability to talk with others about theirs. Students are asked to offer sustained critical attention to issues of where knowledge resides and how it is shared, to interrogate the sources of students’ and teachers’ authority, to explore their own education as writers, to consider the possibilities of peer-to-peer and collaborative learning, and to give and receive constructive criticism. Texts may include Roland Barthes’ The Death of the Author, Paolo Freire’s Pedagogy of the Oppressed, and Stephen King’s On Writing, as well as handbooks on peer consulting.
Students who successfully complete this class are eligible to interview for employment as consultants in the Writing Center. Mr. Schultz. (English; Director, Writing Center)
Prerequisite: Freshman Writing Seminar.
By special permission.
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ENGL 215 - Pre-modern Drama: Text and Performance before 1800 Semester Offered: Fall
1 unit(s)
Study of selected dramatic texts and their embodiment both on the page and the stage. Authors, critical and theoretical approaches, dramatic genres, historical coverage, and themes may vary from year to year.
Not offered in 2014/15.
Two 75-minute periods.
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ENGL 216 - Modern Drama: Text and Performance after 1800 Semester Offered: Fall
1 unit(s)
Study of modern dramatic texts and their embodiment both on the page and the stage. Authors, critical and theoretical approaches, dramatic genres, historical coverage, and themes may vary from year to year. Mr. Márkus.
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ENGL 217 - Literary Theory and Interpretation Semester Offered: Spring
1 unit(s)
A study of various critical theories and practices ranging from antiquity to the present day. Ms. Kane.
Two 75-minute periods.
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ENGL 218 - Literature, Gender, and Sexuality Semester Offered: Fall and Spring
1 unit(s)
This course considers matters of gender and sexuality in literary texts, criticism, and theory. The focus varies from year to year, and may include study of a historical period, literary movement, or genre; constructions of masculinity and femininity; sexual identities; or representations of gender in relation to race and class.
Topic for 2014/15a: Gay Male Narratives in America after 1945. An exploration of various narrative modes and genres through which modern gay male identity has both expressed and created itself. The first half of the course will focus on the evolution of the gay male literary novel, and may include works by Gore Vidal, James Baldwin, Christopher Isherwood, Andrew Holleran and Mark Merlis. For the second half of the course we will organize the class into affinity groups of four or five students who will investigate and present an aspect of gay narrative of their own choosing. Possibilities include: gay pulp fiction, gay porn narratives, the literature of AIDS, gay blogs, genre writing (science fiction, detective, slash, etc.), children’s and young adult literature, film adaptation and gay comics. Mr. Russell.
Topic for 2014/15b: Gender, Sexuality, Disability. (Same as WMST 218 ) This course is an introduction to disability studies, with a focus on the difference(s) that gender can make, both in social constructions of disability and in the lives of men and women with disabilities. Topics include: the languages of disability; cultural ideals of beauty and the acceptable/desirable body; disability and representation; the impact of disability on sexuality and gender identity; and intersections of disability studies with feminist and queer theory. A particular focus of the course will be the self-representation of disabled subjects–how they use writing, art, and performance to overcome stigma and shame, to challenge stereotypes, to re-imagine identities, and to engage in disability activism. Ms. Dunn.
Two 75-minute periods.
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ENGL 222 - Founding of English Literature Semester Offered: Fall
1 unit(s)
These courses, English 222 and ENGL 223 , offer an introduction to British literary history through an exploration of texts from the eighth through the seventeenth centuries in their literary and cultural contexts. English 222 begins with Old English literature and continues through the death of Queen Elizabeth I (1603). ENGL 223 begins with the establishment of Great Britain and continues through the British Civil War and Puritan Interregnum to the Restoration. Critical issues may include discourses of difference (race, religion, gender, social class); tribal, ethnic, and national identities; exploration and colonization; textual transmission and the rise of print culture; authorship and authority. Both courses address the formation and evolution of the British literary canon, and its significance for contemporary English studies. Mr. Foster.
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ENGL 223 - The Founding of English Literature Semester Offered: Spring
1 unit(s)
These courses, ENGL 222 and 223, offer an introduction to British literary history through an exploration of texts from the eighth through the seventeenth centuries in their literary and cultural contexts. ENGL 222 begins with Old English literature and continues through the death of Queen Elizabeth I (1603). English 223 begins with the establishment of Great Britain and continues through the British Civil War and Puritan Interregnum to the Restoration. Critical issues may include discourses of difference (race, religion, gender, social class); tribal, ethnic, and national identities; exploration and colonization; textual transmission and the rise of print culture; authorship and authority. Both courses address the formation and evolution of the British literary canon, and its significance for contemporary English studies.
Topic for 2014/15b: From the Faerie Queene to The Country Wife: Introduction to Early Modern Literature and Culture. This is a thematically organized “issues and methods” course grafted onto a chronologically structured survey course of early modern literature and culture. Its double goal is to develop skills for understanding early modern texts (both the language and the culture) as well as to familiarize students with a representative selection of works from the mid-1500s through the late 1600s. With this two-pronged approach, we will acquire an informed appreciation of the early modern period that may well serve as the basis for pursuing more specialized courses in this field. We explore a great variety of genres and media, including canonical authors such as Spenser, Sidney, Shakespeare, Donne, and Milton, but we also attend to less well-known authors, many of them women, through whose writings we can achieve a more nuanced and complex understanding of the times. By paying special attention to correlations between literature and other discourses, as well as to issues of cultural identity and difference based on citizenship, class, ethnicity, gender, geography, nationality, race, and religion, we engage early modern literature and culture in ways that are productive to the understanding of our own culture as well. Mr. Márkus.
Please note that ENGL 222 is not a prerequisite for this course; it is open to all students, including freshmen.
Two 75-minute periods.
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ENGL 225 - American Literature, Origins to 1865 Semester Offered: Fall
1 unit(s)
Study of the main developments in American literature from its origins through the Civil War: including Native American traditions, exploration accounts, Puritan writings, captivity and slave narratives, as well as major authors from the eighteenth century (such as Edwards, Franklin, Jefferson, Rowson, and Brown) up to the mid-nineteenth century (Irving, Cooper, Poe, Emerson, Hawthorne, Fuller, Stowe, Thoreau, Douglass, Melville, Whitman, and Dickinson). Mr. Antelyes.
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ENGL 226 - American Literature, 1865-1925 Semester Offered: Spring
1 unit(s)
Study of the major developments in American literature and culture from the late nineteenth to the early twentieth century. Literary movements such as realism, naturalism, regionalism, and modernism are examined, as well as literatures of ethnicity, race, and gender. Works studied are drawn from such authors as Twain, Howells, James, Jewett, Chestnutt, Chopin, Crane, London, Harte, DuBois, Gilman, Adams, Wharton, Dreiser, Pound, Eliot, Stein, Yezierska, Fitzgerald, Hemingway, O’Neill, Frost, H. D., and Toomer. Ms. Graham.
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ENGL 227 - The Harlem Renaissance and its Precursors Semester Offered: Spring
1 unit(s)
(Same as AFRS 227 ) This course places the Harlem Renaissance in literary historical perspective as it seeks to answer the following questions: In what ways was “The New Negro” new? How did African American writers of the Harlem Renaissance rework earlier literary forms from the sorrow songs to the sermon and the slave narrative? How do the debates that raged during this period over the contours of a black aesthetic trace their origins to the concerns that attended the entry of African Americans into the literary public sphere in the eighteenth century? Ms. Dunbar.
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ENGL 228 - African American Literature, “Vicious Modernism” and Beyond Semester Offered: Fall
1 unit(s)
(Same as AFRS 228 ) In the famous phrase of Amiri Baraka, “Harlem is vicious/ Modernism.” Beginning with the modernist innovations of African American writers after the Harlem Renaissance, this course ranges from the social protest fiction of the 1940s through the Black Arts Movement to the postmodernist experiments of contemporary African American writers. Mr. Simpson.
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ENGL 229 - Asian-American Literature, 1946-present Semester Offered: Fall
1 unit(s)
This course considers such topics as memory, identity, liminality, community, and cultural and familial inheritance within Asian-American literary traditions. May consider Asian-American literature in relation to other ethnic literatures. Mr. Hsu.
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ENGL 230 - Latina and Latino Literature Semester Offered: Spring
1 unit(s)
(Same as LALS 230 ) This literature engages a history of conflict, resistance, and mestizaje. For some understanding of this embattled context, we examine transnational migration, exile, assimilation, bilingualism, and political and economic oppression as these variously affect the means and modes of the texts under consideration. At the same time, we emphasize the invented and hybrid nature of Latina and Latino literary and cultural traditions, and investigate the place of those inventions in the larger framework of American intellectual and literary traditions, on the one hand, and pan-Latinidad, on the other. Authors studied may include Americo Paredes, Piri Thomas, Cherrie Moraga, Richard Rodriguez, Michelle Serros, Cristina Garcia, Ana Castillo, and Junot Diaz. Mr. Perez.
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ENGL 231 - Native American Literature Semester Offered: Spring
1 unit(s)
Drawing from a wide range of traditions, this course explores the rich heritage of Native American literature. Material for study may comprise oral traditions (myths, legends, place naming and story telling) as well as contemporary fiction, non-fiction and poetry. Authors may include Zitkala Sa, Black Elk, N. Scott Momaday, Leslie Silko, Louise Erdrich, Simon Ortiz, Sherman Alexie, and Joy Harjo. Ms. McGlennen.
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ENGL 235 - Old English Semester Offered: Fall
1 unit(s)
Introduction to Old English language and literature. Mr. Amodio.
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ENGL 236 - Beowulf Semester Offered: Spring
1 unit(s)
Intensive study of the early English epic in the original language. Mr. Amodio.
Prerequisite: ENGL 235 or demonstrated knowledge of Old English, or permission of the instructor.
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ENGL 237 - Chaucer
1 unit(s)
The major poetry, including The Canterbury Tales.
Not offered in 2014/15.
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ENGL 238 - Middle English Literature
1 unit(s)
Studies in late medieval literature (1250-1500), drawing on the works of the Gawain-poet, Langland, Chaucer, and others. Genres studied may include lyric, romance, drama, allegory, and vision. Ms. Kim.
Not offered in 2014/15.
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ENGL 240 - Shakespeare Semester Offered: Fall or Spring
1 unit(s)
Study of some representative comedies, histories, and tragedies. Ms. Dunn (a); Ms. Robertson (b).
Not open to students who have taken ENGL 241 -ENGL 242 .
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ENGL 241 - Shakespeare Semester Offered: Fall
1 unit(s)
(Same as DRAM 241 ) Study of a substantial number of the plays, roughly in chronological order, to permit a detailed consideration of the range and variety of Shakespeare’s dramatic art. Mr. Foster.
Not open to students who have taken ENGL 240 .
Yearlong course 241-ENGL 242 .
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ENGL 242 - Shakespeare Semester Offered: Spring
1 unit(s)
(Same as DRAM 242 ) Study of a substantial number of the plays, roughly in chronological order, to permit a detailed consideration of the range and variety of Shakespeare’s dramatic art. Mr. Foster.
Not open to students who have taken ENGL 240 .
Yearlong course ENGL 241 -242.
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ENGL 245 - Pride and Prejudice: British Literature from 1640-1745 Semester Offered: Spring
1 unit(s)
Study of various authors who were influential in defining the literary culture and the meaning of authorship in the period. Authors may include Aphra Behn, John Dryden, Anne Finch, John Gay, Eliza Haywood, Mary Leapor, Katherine Philips, Alexander Pope, Jonathan Swift, and Lady Mary Wortley Montagu.
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ENGL 246 - Sense and Sensibility: British Literature from 1745-1798
1 unit(s)
Study of the writers who represented the culmination of neoclassical literature in Great Britain and those who built on, critiqued, or even defined themselves against it. Authors may include Samuel Johnson, James Boswell, Edmund Burke, William Beckford, William Cowper, Olaudah Equiano, Hester Thrale Piozzi, Mary Wollstonecraft, Ann Radcliffe, Anne Yearsley, and Hannah More. Mr. DeMaria.
Not offered in 2014/15.
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ENGL 247 - Eighteenth-Century British Novels
1 unit(s)
Readings vary but include works by such novelists as Defoe, Richardson, Fielding, Smollett, Sterne, and Austen.
Not offered in 2014/15.
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ENGL 248 - The Age of Romanticism, 1789-1832
1 unit(s)
Study of British literature in a time of revolution. Authors may include such poets as Blake, Wordsworth, and Keats; essayists such as Burke, Wollstonecraft, Hazlitt, Lamb, and DeQuincey; and novelists such as Edgeworth, Austen, Mary Shelley, and Scott.
Not offered in 2014/15.
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ENGL 249 - Victorian Literature: Culture and Anarchy Semester Offered: Fall
1 unit(s)
Study of Victorian culture through the prose writers of the period. This course explores the strategies of nineteenth-century writers who struggled to find meaning and order in a changing world. It focuses on such issues as industrialization, the woman question, imperialism, aestheticism, and decadence, paying particular attention to the relationship between literary and social discourses. Authors may include nonfiction prose writers such as Carlyle, Ruskin, Arnold, Pater, and Wilde as well as fiction writers such as Disraeli, Gaskell, Dickens, Mary Elizabeth Braddon, George Eliot, and Arthur Conan Doyle. Ms. Graham.
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ENGL 250 - Victorian Poets Semester Offered: Spring
1 unit(s)
A study of major English poets in the period 1830 to 1900, with special emphasis on the virtuosity and innovations of Alfred, Lord Tennyson and Robert Browning. Other poets include Elizabeth Barrett Browning, Emily Brontë, Matthew Arnold, Dante Gabriel Rossetti, Christina Rossetti, William Morris, Algernon Swinburne, Gerard Manley Hopkins, Michael Field (Katherine Bradley and Edith Cooper), and Thomas Hardy. Consideration will be given to Pre-Raphaelite art and to contemporaneous works of literary criticism. Mr. Kane.
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ENGL 251 - Topics in Black Literatures Semester Offered: Spring
1 unit(s)
This course considers Black literatures in all their richness and diversity. The focus changes from year to year, and may include study of a historical period, literary movement, or genre. The course may take a comparative, diasporic approach or may examine a single national or regional literature.
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ENGL 252 - Writing the Diaspora: Verses/Versus Semester Offered: Spring
1 unit(s)
(Same as AFRS 252 ) Black American Culture expression is anchored in rhetorical battles and verbal jousts that place one character against another. From the sorrow songs to blues, black music has always been a primary means of cultural expression for Afirican Americans, particularly during difficult social periods and transition. Black Americans have used music and particularly rythmic verse to resist, express, and signify. Nowhere is this more evident then in hip hop culture generally and hip hop music specifically. This semester’s Writing the Diasporaclass concerns itself with close textual analysis of hip hop texts. Is Imani Perry right in claiming that Hip Hop is Black American music, or diasporic music? In addition to close textual reading of lyrics, students are asked to create their own hip-hop texts that speak to particular artists/texts and/or issues and styles raised. Mr. Laymon.
Prerequisites: one course in literature or Africana Studies.
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ENGL 253 - Topics in American Literature
1 unit(s)
The specific focus of the course varies each year, and may center on a literary movement (e.g., Transcendentalism, the Beats, the Black Mountain School), a single work and its milieu (e.g., Moby-Dick and the American novel, Call It Sleep and the rise of ethnic modernism); a historical period (e.g., the Great Awakening, the Civil War), a region (e.g., Southern literature, the literature of the West), or a genre (e.g., the sentimental-domestic novel, American satire, the literature of travel/migration, American autobiography, traditions of reportage, American environmentalist writing).
Not offered in 2014/15.
Two 75-minute periods.
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