In the fall 2014 seminars, students develop their analytical and writing skills in an intensive focus on topics drawn from a variety of academic disciplines and cultural perspectives.
Fall 2014 CSP "Lab" Course
CSP 1 is designated a CSP “Lab” course, team-taught experimental seminar designed to engage their students critically and actively in synthesizing knowledge and ideas about an important topic. In this class you’ll work closely with faculty from more than one academic field, developing new, cross-disciplinary perspectives; you’ll engage in intensive reading, writing, and discussion; you’ll participate in field experiences beyond the classroom; you’ll learn to think and work collaboratively, as a member of a diverse intellectual community.
16 units: counts as four academic courses (CSP1, Biology 110, Economics 101, and Geology 105). Satisfies fall CSP requirement and Core Lab and Non-lab Science requirements. (NOTE: This course will fill 16 of your allowed 18 available units for fall).
Join a group of first-year students and three faculty learning about natural science, economics, and the environment of California. The spectacular California landscape will be our laboratory as we investigate the geology, biology and economics of our environment through data collection, laboratory and computer analysis, critical thinking and writing, and classroom learning. Multi-day field trips during the school week introduce you to your fellow CES classmates while hiking and camping in State and National Parks throughout California. No prior camping experience is expected, and we'll provide camping gear. All of your coursework in fall semester will be taken with your CES peers.
The California Environmental Semester is a great way to begin your college career. In addition to satisfying three Core requirements, its classes may count toward seven different programs of study: Biology, Economics, Environmental Science, Geology, Politics, Diplomacy and World Affairs (DWA), and Urban and Environmental Policy (UEP). Beyond these programs, CES students excel in a wide variety of majors and college activities from the theater stage to the playing fields to student government, click here.
Bevin Ashenmiller (Economics), Gretchen North (Biology), Margi Rusmore (Geology)
4-unit CSP Seminars
CSP 2-31 are independent 4-unit Seminars. In these classes you’ll join a small group of first-year students and a faculty member investigating a topic in his or her area of interest and scholarly expertise. Despite their broadly disparate subject matters, all seminars emphasize developing sophisticated reading, writing, and discussion skills; they also seek to encourage critical thinking, the informed questioning and analysis of why we think and believe as we do.
CSP 2 FREEDOM AND ITS FICTIONS: VIOLENCE AND ECSTASY IN THE GREEK POLIS.
From the foul-mouthed hilarity of its comedies, to the inspiring athletic achievements of its Olympics; from the heart-wrenching sadness of its tragedies, to the shocking profundity of its historic and philosophic thinking, every one of the cultural and political institutions invented in the Ancient Greek city-state find their common ground in that strange and complex experience called “freedom.” Of course, to a large extent these are the same institutions which we live within to this very day.
In this course, we will examine the concept of freedom in the Greek polis and beyond, through a careful study of the cultural contexts in which the term emerges: literature, religion and athletics; history, architecture, music and philosophy. To assist us in coming to terms with the Ancient Greek experience of freedom, we will make constant reference to the notion as it appears in other cultures across the world, and will draw extensively upon the insights of a number of modern (and “postmodern”) philosophic and artistic movements (the existential, deconstructive, and phenomenological, to name but a few).Whenever possible, we will link our study of the ancient world with the modern in order to encompass a broader range of human experiences.
Debra Freas and Damian Stocking (German, Russian, and Classical Studies)
CSP 3 REPRESENTING L.A.: IMAGINED SPACES, LIVING PLACES.
As a major U.S. city that grew in importance during a time of increasing globalization, Los Angeles occupies a unique position within the cultural imagination. This course will explore how the unique geographical and cultural space of Los Angeles has contributed to ways in which the city has been imagined and represented in literature and film. In our explorations, we will consider how L.A.’s roots, migrating populations, shifting community boundaries, and multiple forms of power shape imaginings and lived realities of the city. How do various representations reflect – and diverge from – living communities within Los Angeles? How are the city and its communities shaped by national and global forces? How has Los Angeles as a destination city for migrants shaped the ways it is imagined? How do we reconcile the dueling representations of L.A. as both utopia and dystopia? Over the course of the semester, we will examine a broad range of film and literature that will guide our discussion of these and other questions, interrogating what it means to live in the city of Los Angeles.
Donna Maeda (Critical Theory and Social Justice)
CSP 4 SCIENCE AND YOU.
Who should you believe: the sculpted Adonis who attributes his heavenly body solely to Product A, or your middle-aged doctor as he looks over horn-rimmed glasses and preaches to you his mantra of fruits and vegetables? This course will explore how science is portrayed to the public, with the aim of deconstructing issues to objectively evaluate the merits of the arguments. The first part of the course will explore in great depth the perpetual, self-corrective process of the scientific method to demonstrate the necessity of research and contradictory viewpoints. The focus will then shift towards topics that include, among others, health/fitness, biotech, and the environment.
· This course includes a rigorous writing component, requires intensive group work both within the classroom (e.g., presentations) and beyond (e.g., community engagement), and emphasizes development of oral presentation skills.
· Students enrolling in this course must have a solid background in high school chemistry and biology.
Andrew Udit (Chemistry)
CSP 5 GENDER AND POP CULTURE.
From Beyoncé to David Beckham, from Girls to Mad Men, contemporary popular culture helps shape our understanding of what it is to be a woman or a man in the twenty-first century. This course will examine how gender is represented, constructed, and contested through pop culture. We will begin with some key readings on the social construction of gender and its intersections with other markers of difference, such as sexuality, race, and class. From that foundation, we will explore depictions of gender in recent literature, television, film, blogs, advertising, and music, using our own expertise as consumers of pop culture to question how these forms both reinforce and challenge existing gender norms and why they are so instrumental in shaping our understanding of gender.
Sarah Ostendorf (English)
CSP 6 “IN THE PROCESS OF SHATTERING THEIR CHAINS”: MODERN LITERATURES OF RESISTANCE IN THE U.S. AND MIDDLE EAST.
The title of this course comes from Frantz Fanon’s The Wretched of the Earth (1961) in a hopeful overture for the decolonizing world. He says, “The peoples of the Third World are in the process of shattering their chains, and what is extraordinary is that they succeed” (34). During Fanon’s lifetime, there may have been some positive results from decolonization, but was liberation achieved? Fanon also focuses on the fact that “decolonization is truly the creation of new men” (2), but what does all of this mean? Who was the “new man”? the “new woman”? What does emancipation signify to this emerging agent? What happened and happens in the process of global decolonization? Using Fanon’s concepts as the theoretical basis of our class, we will examine the representation of the emerging “new man” in novels and short stories by Native American, African American, Chican@, and Asian American writers as well as in works from Palestine, Egypt, and Iran. We will begin in the mid-twentieth century and work through the present day to understand how literatures of resistance have offered challenges and critiques to the notion of emancipation and to Fanon’s concept of the “new man” while expanding upon and complicating his idea.
Amy Tahani (Core Program)
CSP 7 VISUAL STORYTELLING AND NARRATIVE FILM.
Through readings, review of films from a variety of genres, hands-on visual projects, writing exercises, and class presentations this course will explore, examine and analyze the complex relationships between Production Design (Settings and Costumes), Lighting, Composition and Editing that create the images of narrative film. Our framework will be the investigation of the basic principles of visual storytelling and the development of a set of evaluative criteria with which to critique the form, content and style of films from various eras and genres—mystery, comedy, epic, and musical. The goal of the course is for the student to develop a greater understanding of how visual storytelling functions as well as an awareness of the applications and implications of these principles beyond cinema. The focus of the course will be developing the student's critical eye, exploring the practice of visual storytelling and fostering improvement of writing skills.
Tom Slotten (Core Program)
CSP 8 HUMAN RIGHTS IN LATIN AMERICA IN LITERATURE AND FILM.
Until not long ago, Latin America was best known for its economic, social and political turbulence. With most of the region in the hands of authoritarian governments, human rights violations were widespread and ranged from a lack of free elections to "disappearances" and state-sponsored genocidal violence. Today the region is, to varying degrees, almost all democratic, but problems such as drug-related violence, poverty, and arbitrary criminal justice systems still take a toll on individual rights. Yet the region should not just be known for its problems. Argentina’s post-dictatorship experience has become a model in transitional justice studied around the world, Mexico has adopted important changes in its criminal trial procedures, and Brazil has challenged its long-standing complacency about the integration of its African-heritage population by implementing an interesting blend of affirmative action policies. Largely relying on novels, short stories, essays and films, “Human Rights in Latin America in Literature and Film” will explore human rights-related problems and progress in Latin America over the last 60 years.
Carina Miller (Core Program)
CSP 9 THE PRISON INDUSTRIAL COMPLEX.
Americans are simultaneously fascinated and repulsed by prisons, prisoners, and prison life. A consistent reminder of this fascination is the proliferation of an array of reality TV programs exposing life behind prison walls and the popularity of fictional programs and movies about prison life. This course transcends the voyeuristic obsession with prisons and takes a meaningful look at the reality of imprisonment. My personal contact with prisons and prisoners during my years as a public defender and prisoners' rights advocate has taught me that the prison population exists outside of the democratic sphere. This experience has afforded me a deeper appreciation and understanding of core democratic principles of freedom, civil liberties, human rights and equal protection and has energized me to advocate for those principles on behalf of disenfranchised individuals and communities. I believe that students who study incarceration will develop a greater appreciation and understanding of broad democratic principles.
Lisa Holder (Core Program)
CSP 10. REACTING TO THE PAST.
In "Reacting to the Past," students participate in role-playing games that enable them to relive important intellectual debates in three separate historical moments. In "Threshold of Democracy: Athens in 403 B.C.," students draw on Plato's Republic as well as excerpts from Thucydides, Xenophon, and other contemporary sources to debate the prospects for Athenian democracy in the wake of the Peloponnesian War. In "Rousseau, Burke, and Revolution in France," students enter the intellectual and political currents that surged through revolutionary Paris in 1791. And in "Defining a Nation: India on the Eve of Independence, 1945," students participate in the struggle to reconcile religious identity with nation building, perhaps the most intractable and important issue of the modern world.
Thaddeus Russell (Core Program)
CSP 11 CALIFORNIA STORIES: DIASPORA, (IM)MIGRATION, AND ALIENATION.
The literature of California is as diverse as the body of individuals who populate this expansive state today. This course will take that diversity as its guide, exploring fictional representations of Californian spaces and cultures by female and male writers from the African American, Asian American, Chicana/o, and Italian American literary traditions. We will pay special attention to how these novelists – from John Fante and Chester Himes to Helena María Viramontes and Amy Tan – address issues of diaspora, immigration, migration, and social alienation. How does Californian literature depict the lives and identities of contemporary Chinese or Mexican immigrants with enduring cultural and personal ties to home? How does membership in a diasporic community influence the experience of Depression-era Los Angeles for African American and Italian American characters? What can we learn from novels that confront the physical suffering and social injustice facing California’s migrant workers?
Suzanne Roszak (Core Program)
CSP 12 REVOLUTIONS.
Tunisia, Egypt and Libya in 2011, South Africa 1993, Zimbabwe in 1979– these are some of the African revolutions you will explore in this class. Delve into the revolutionary thought of Marx, Lenin, Gandhi, Fanon, Biko and others. Engage in an intellectual journey into the social and political movements that changed Africa. From anti-colonial to anti-authoritarian/military/Apartheid revolutions, African opposition leaders throughout the continent have employed complex revolutionary strategies to bring about political change. The recent revolutions in North Africa represent a continuation of a robust, volatile and contested tradition, highlighting the struggles of Africans in an increasingly globalized world, where corporate interests and international actors play a strong and intrusive role. The implications of global and digital media add new dimensions to notions of revolutionary mobilization and change. This class attempts to introduce you to the main concepts of revolutionary thought and revolutionary action.
Movindri Reddy (Diplomacy and World Affairs)
CSP13 THE AMERICAN DREAM: AN INTERCULTURAL PERSPECTIVE.
An intercultural examination of various conceptions of the American Dream from the colonial encounter to the contemporary period. We will examine authors ranging from John Winthrop, Benjamin Franklin, Henry David Thoreau, and Emily Dickinson to Toni Morrison, Maxine Hong Kingston, and Sandra Cisneros.
Eric Newhall (English)
CSP 14 POET, POEM, WORLD.
This seminar will explore poetry and its purposes and effects. What are poems for? What do they do? How do they mediate between private and public realms, between poets and their readers, between the self and its world? Students will be encouraged to develop theoretical responses to questions like these, and to become familiar with the responses of other writers and thinkers who have addressed them. But the main focus of the course will be on experiencing poems, discussing them, and writing analytically and clearly about them.
John Swift (English)
CSP 15 THE ARTIST'S LIFE.
Many students know the typical novel focuses on a single character’s life journey—what literary scholars call the “bildungsroman.” In this class we will examine an understudied subgenre—the künstlerroman or “life of the artist.” We will consider key features of this narrative form and how it alters across literary, film, visual art and musical genres. By framing fugitive slave narratives as “escape artists”; by exploring visual artists like Jean-Michel Basquiat and Kara Walker; by watching Black Swan starring Natalie Portman and Spike Lee’s Bamboozled, we will understand the complexity of taking up the artist’s journey in the modern world and how this path becomes a metaphor for past and present social struggles.
James Ford (English)
CSP 16 THE BERLIN WALL AND ITS FALL IN 1989. POLITICAL AND CULTURAL TRANSFORMATIONS OF A METROPOLIS.
Berlin has been a focal point of German, European, and indeed world politics for more than a century. The course will focus 1) on the post WWII years, when Berlin became a divided city, a fault line in the Cold War, and the wall was a symbol of the irreconcilable differences between East and West, known throughout the world, 2) its unpredicted fall thanks to a powerful grass roots civil rights movement whose motives and expectations will be analyzed, and 3) the aftermath of the re-unification with its consequences, problems, and achievements throughout Germany. The goal is to compare rhetoric and reality of the Cold War, the achievements and shortcomings of the GDR civil rights movement, the expectations of East and West (after unification), the politics of memory, the role of various urban communities, and the changing character of the city. A major component of the course will be the collaboration with the Wendemuseum in Culver City which houses tens of thousands of documents and other items around the wall, its fall, the Wende or “turning point,“ and everything relating to the GDR world. We will also work closely together with the Villa Aurora – a German cultural institution in Pacific Palisades - which invites young writers, film makers, and artists many of whom come from Berlin.
Juergen Pelzer (German, Russian and Classical Studies)
CSP 17 ENVIRONMENT AND POWER IN CA HISTORY.
This interdisciplinary seminar will examine the intellectual, social and political history of the California environment with a particular focus on the ways in which different cultural and ethnic groups have perceived, used, managed, and conserved it over the past 250 years. The course will introduce students to essential concepts, concerns and methods in environmental history, at large, while engaging topics specific to California history including the Spanish frontier, the Gold Rush, forestry, the hydraulic empire, wilderness parks, industrialization, urbanization, and environmental justice. Los Angeles as a field of study will occupy a significant place in our exploration.
Alexandra Puerto (History)
CSP 18 SLAVERY AND EMANCIPATION IN FILM AND HISTORY.
As evidenced by the awarding of the 2014 best picture Oscar to Twelve Years a Slave, the historical subject of slavery is receiving unprecedented national attention in popular feature films. This course will analyze the representation of slavery and emancipation in film. We will view several important works such as Sankofa, Beloved, Amistad, and Burn!, analyzing them in the light of published slave narratives, primary historical documents, historical scholarship and film criticism. Participants in the class will think and write about how film depicts the historical experience of slavery and we will analyze underlying issues of race, gender, violence, and struggles for freedom. The course begins with film and readings centered in US southern slave society and culminates with the depiction of modern day slavery in the Mende Nazer book Slave and film I Am Slave. In addition to regular class sessions taught by Occidental History Professor Sharla Fett, this course will also feature a series of guest visits by UCLA faculty member Dr. Brenda Stevenson.
Sharla Fett (History)
CSP 19 A GLOBAL HISTORY OF ANARCHISM.
Description: This course looks at world history from the late 19th century into the 20th century by following the development of the global anarchist movement. We will look at cases from France, Russia, Spain, Latin America, China, Japan, the Philippines, India, and the US through primary and secondary source readings as well as film. These diverse anarchist movements were connected by global flows of migrants, ideas, and practices, and shaped by a new imagination of the world in response to imperialism and capitalism. We will end the course by looking at the revival of anarchism from the 1960s to the present.
Alexander Day (History)
CSP 20 SPORT IN FILM.
From The Freshmen (1925) to Rocky (1976) to Bull Durham (1988) to Remember the Titans (2000) to Blue Crush (2002) to Bend It Like Beckham (2002) to The Fighter (2010) sport has been a central theme in film for close to a century. This course will explore such topics as race and class, gender, sexual orientation as depicted in sport film. Students will explore additional topics including motivation, personality, friendship, competition and group dynamics through film (an additional 2hrs is spent per week viewing films).
Lynn Mehl (Kinesiology)
CSP 21 IN SEARCH OF AFRICANISMS IN THE MUSICS OF THE WESTERN HEMISPHERE.
This course surveys African musical elements as they exist in North, South and Central America as well as in the Caribbean Islands. Through readings, lectures, videos and sound recordings, we will trace the historical origins of some traditional aspects found in Africa and relate them to the development of many musical genres found in the Western Hemisphere.
Simeon Pillich (Music)
CSP 22 LESSONS FROM THE GREAT PHILOSOPHERS.
We will begin by reading selections from the ethical writings of three great philosophers: Aristotle (4th century BCE), Immanuel Kant (18th century), and John Stuart Mill (19th century). We will then use the insights and arguments of the great philosophers to determine what the nature of a meaningful life is -- what we ought to value and how we ought to live. We will consider what kinds of moral obligations we have, not only to ourselves, our families, and our friends, but also to strangers, to non-human animals, and to nature.
Marcia Homiak (Philosophy)
CSP 23 CONFRONTING AUTHORITY: REFLECTIONS ON PROTEST AND NARRATIVE STORYTELLING.
Adapted from the title of Derrick Bell's influential work Confronting Authority: Reflections of an Ardent Protester this course will explore narrative storytelling in its many forms. While this course will draw on examples of narrative storytelling against subordination or social (in)justices in broader contexts, it will also interact significantly with examples of storytelling in daily life reflecting a desire to a have a meaningful, rather than tokenized, voice. In this course, we will use interdisciplinary readings, films, music, experiential learning, and case studies. Students will work closely with faculty and peers to plan and facilitate class sessions. Students will also be required to attend events outside of the course meeting time.
Thalia Gonzalez (Politics)
CSP 24 L.A. TRANSITIONS: RACE, SPACE, AND PLACE IN THE CITY OF ANGELES.
Complex and contradictory, Los Angeles defies simple understandings. Through the lens of neighborhood transitions this course will examine the economic, political, and social forces that shape this city. Relying upon insights from a variety of disciplinary perspectives including critical theory, ethnic studies, geography, history, political science, sociology and urban planning we will examine how LA’s neighborhoods have been created, contested, and recreated over the course of the 20th and 21st centuries. Our texts will include maps, photography, literature, film, music, and others. This course will be supplemented by community-based learning exercises that may include field trips and off-campus assignments.
Regina Freer (Politics)
CSP 25 POPULARS, JOCKS AND NERDS: PEER RELATIONS IN CHILDHOOD AND ADOLESCENCE.
The course is designed to examine current scientific research on peer relationships in childhood and adolescence. The questions which will guide the course include: What types of children are victimized by their peers? Why are some children more popular than others? What effect does popularity have on children and adolescents’ emotional, behavioral, or academic functioning? What role does aggression play in establishing and maintaining status in the peer group? What types of peer crowds do adolescents affiliate with? How are peer relationships different as individuals develop? We will discuss how psychological science has been used to examine these, and related questions about child and adolescent peer relationships. The course will examine the form and function of peer relationships in Western and non-Western cultures.
Andrea Hopmeyer (Psychology)
CSP 26 NATURE WRITING AND THE ENVIRONMENT.
This course examines classic and contemporary texts categorized as nature writing. We will explore three themes in close readings of these texts: 1) nature writing as literary genre, 2) nature writing as development of spiritual consciousness, and 3) nature writing as expression of ecological/environmental concern. Focusing on North America, we will give special attention to California and the West, as we review the connection between nature writing and emergent environmental ethics in a time of environmental crisis. This writing seminar will draw from the skill and power of nature writing to advance our own efforts at effective writing.
Keith Naylor (Religious Studies)
CSP 27 BONDAGE, FREEDOM, AND JUSTICE FOR ALL: RHETORICS AND REALITIES.
This class will examine forms of bondage and freedom in U.S. culture and society, as we take a comparative look at the meanings of emancipation and the politics of liberation. Through our work with a range of materials, especially literature and film, we will consider the rhetorical uses of the ideas of freedom: how have memories of emancipation and enslavement been sustained, suppressed, and constructed? What are the features of race, class, and gender oppression (and what features do they share), and what is the place of violence and anarchism in political action against oppressive forces? How are earlier debates about liberation still relevant and resonant today? We will look at how these debates are represented culturally at key historical moments, from the Civil War through the McCarthy era, women’s suffrage to women’s liberation, in texts as seemingly different, for example, as Griffith’s Birth of a Nation and Tarantino’s Django Unchained or in futuristic-dystopian depictions of human bondage in the Planet of the Apes (1968) or The Handmaid’s Tale.
Julie Prebel (Writing and Rhetoric Department)
CSP28 ISLANDS OF INFLUENCE.
In this course, we seek to compare indigenous and Western imaginings of modernity and globalization within the context of island nations. Modern and contemporary art objects, film, and music will anchor the ways in which island societies may be distinctly conceptualized within discourses of identity, tourism, and diaspora. Puerto Rico, the Dominican Republic, Cuba, Haiti, Hawaii, Samoa, and New Zealand will form the field of exploration as we discuss (1) how cultural, ethnic and national identities are formed, (2) the relationship between visual culture and the construction of historical and cultural narratives, and (3) the ways in which tradition, culture, and identity shape (and are shaped by) visual practices.
Kelema Moses (Art History and Visual Arts)
CSP29 COMING OF AGE IN A BORDERLESS(?) WORLD.
In our current moment, the world seems to be getting smaller: travelers can go most places with relative ease, borders are open for trade, and the Internet allows us to connect with people wherever they may be. At the same time, the world has also become more fraught and complicated: displacement of large groups of people due to war and conflict, economic disparities between the so-called First and Third Worlds, and anti-immigrant confrontations and laws leading at times to violence. What is it like to grow up in such a world? What is it like to discover one’s self in a world that seems to present infinite possibilities, yet somehow remain in disarray? In what way can the things that happen in far-off places “over there,” affect one’s life “over here”? These are just some of the questions this course will be grappling with through film and literature that take us on journeys to places like Japan, Morocco, Mexico, Iran, Spain, and Hawaii. Together we will examine how these texts depict the challenges of coming of age in the context of globalization and how people’s lives are changed by this globalized world.
Lisa B. Felipe (Core Program)
CSP30 ENVIRONMENTS, EARTHWORKS, AND ECOCRITICISM: CONTEMPORARY ART AND ECOLOGY.
Thankfully, it is no longer the case that ecologically-minded art is dismissed as “tree hugging.” What this means, however, is that the history of art is in need of re-writing—and that is what we will do together in this course. By examining artists such as Robert Smithson, structures such as habitats, images such as those of disaster, genres such as landscape, and discourses such as speciesism, we will consider how artists, art historians, and environmentalists have imagined nature and humans’ relationship to nature. We will debate whether (and how) it is incumbent upon the contemporary art world to direct its attention to ecoaesthetics and concentrate its energies on sustainability and remediation. What would real change look like and what is visual art’s capacity to “picture” that?
Anna Katz (Core Program)
CSP31 WORKING TOWARD THE HEALTHY CITY: ENVIRONMENT, PEOPLE, AND HEALTH.
Can cities and metropolitan areas grow in ways that are healthy, socially just, and environmentally sustainable? This course explores these relationships and posits that good urban governance coupled with empowered communities can help lead the way. Particular focus is placed on investigating the nexus between the built environment and health. Films and a field trip will complement readings, lectures, and discussions.
Victor Polanco (Urban and Environmental Policy)
CSP 98. EXPERIENCING LOS ANGELES CULTURES. (1 unit)
This course is designed to expose students to some of the many cultures of Los Angeles, a vibrant microcosm of the "complex, interdependent, pluralistic world" of the 21st century described in Occidental College's mission statement. Students may acquire one semester unit of credit for participating in five off-campus "cultural encounters" during a semester. Students will select these events from a list compiled each year by the Core Program or they may propose their own experiences for approval. A short two-page paper is due on the last day of class.
This course is graded CR/NC only and will not meet specific Major/Minor or Core requirements. Students may take this course twice, for a maximum of two units being applied toward graduation.
CSP 99. EXPERIENCING THE ARTS. (1 unit)
This course is designed to expose students to the arts, to broaden their cultural horizons, and to instill in them a desire to expand their knowledge of and attention to the arts. In addition, the course is designed to prepare students for life-long learning, for engaging in their communities, and for having the basis for further exploration in the field of the arts. Students may acquire one semester unit of credit for attending eight on-campus events during a semester. Students will select these events from a list of events compiled each year by the Arts Committee; at least two of the events attended must combine an arts presentation with a lecture or discussion by the artist or a faculty member. A short two-page paper is due on the last day of class.
This course is graded CR/NC only and will not meet specific Major/Minor or Core requirements. Students may take this course twice, for a maximum of two units being applied toward graduation.
Johnson Hall-McKinnon Center
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