May 2013 Courses
May 2013 Courses
Depicting the Marginal Self: Autobiography and the Graphic Novel
Autobiographies and autobiographical novels compose a special literary genre: they can be intimate, indulgent, entertaining, didactic; they typically involve the selection, framing and shaping of specific life events—real or fictional—into a coherent, structured, literary story; and told by a split first-person narrator—the knowing and the naïve—they complicate the notion of a unified literary “self.” The representation of autobiography in the graphic novel, moreover, only further complicates these issues. We will read a variety of graphic novels about individuals who depict themselves as socially or politically marginal, authors like Marjane Satrapi, Art Spiegelman, Joe Sacco, and Allison Bechdel. What does the graphic novel offer these artists, forcing us to pay attention to the margins of the page as much as the images and words upon it? We will explore some of these questions: What does it mean to visualize the self as a cartoon, no matter how complex or artistically sophisticated? What choices, advantages or disadvantages seem to be involved in different visual styles, what effects do they produce in the reader, and what challenges to interpretation? What is the relationship between text and image in each, and can we discern a pattern? Is there a pattern of the kinds of stories told graphically, rather than simply textually?
I haven’t yet decided on the reading list and, though I hope it will include some of the authors mentioned above, I’m somewhat open to suggestions. As to the format, it will be discussion-based, involving regular writing and reading, oral and visual presentations. But I also hope to find several students already engaged in the topic, perhaps willing to take turns co-facilitating weekly sessions. This will be an exciting course for students interested in literary study, visual media studies, race and ethnic studies, women’s and gender studies, writing, or just the graphic novel, but also students interested in playing a more active, involved role in the learning process.
Make It Work
Professor Tim Seiber
In this May term course, students interested in pursuing independent work in the manufacture, analysis, or display of visual culture, art, and/or other topics will work with the instructor to plan, process, and complete these projects. Perhaps a film will be made, or an exhibition planned. Maybe a question of the philosophy of sculpture will be addressed, or a series of film criticism compiled. You might engage in a wide range of creative or analytical projects, which will be independently negotiated with the instructor.
Students will meet with weekly to address the problems of completing independent work, such as scheduling, focus, and motivation. Other meetings will involve updates on the work process. Enrollment in this class is by instructor permission only.
Travel Course to India
Sustainable Compassion: Continuing Conversations with the 17th Karmapa
This Johnston May term seminar will give students an opportunity few people will ever have to work closely with Tibetan Buddhism’s second-highest lama, His Holiness, the 17th Karmapa, as he articulates what Buddhism has to offer to the concerns of the present world, especially those of young adults. For three weeks, students will meet regularly with the lama, who is still in his twenties, at his residence in northern India for discussion and private teachings. Each meeting will explore a specific social or personal issue.
This May term will take place in Dharamsala India, in a Tibetan area located at the shadow of a Himalayan mountain range.
Johnston Orientation Staff Training (Units:1)
Instructor: Denise Davis (Office location: Holt 102)
firstname.lastname@example.org ext. 8393
In this seminar we will practice and examine the arts of successful organization, time management, and project planning relative to the Johnston First-Year Student Orientation Week. Seminar participants will dialogue about academic/personal/interpersonal issues, Johnston traditions and living and learning experiences that are essential to convey to our incoming students. Like the Johnston Housing Process, and C.A. selection, the Johnston Center values its ability to host, plan, and design its own First-Year Orientation Week. Like these other processes though, Johnston seeks to integrate its work into the work and resources provided by the greater University. We will work collaboratively with Ilaria Pesco and the greater University Orientation Mentor Team. The Johnston schedule that we will be responsible for planning will be integrated into the greater University Orientation Booklet.
Johnston has a number of additional responsibilities to its incoming students, including presentations on the academic process, negotiating a living-learning community, and becoming familiar with our rich history, while also framing what it means to be a Johnston student at the University of Redlands. This week is a very important time to help make first year students feel a part of this Community. The work that goes on by returning Community members during this week is integral to how the Community will perform in the weeks immediately following Orientation.
Each participant will develop a contract that addresses their specific interests, keeping in mind that this is a highly collaborative course. The success of the course is entirely dependent upon the efforts of the participants to work together towards the goal of creating the best First-Year Orientation Week possible for our incoming students. The class will have a chance to help build the syllabus and chart the direction of the course based on areas of most interest and need.
The Performance of Race and Gender: Josephine Baker
Prof. Julie Townsend
From the slums of St. Louis to the music halls of Paris and the pages of Vogue, Josephine Baker embodies the American dream of success and celebrity… albeit in Paris!
During WWII, she joined the French resistance and became a political activist – she spoke at the March on Washington in 1963. She later founded the Rainbow Tribe,
a utopic multi-cultural community in the south of France.
Despite these achievements, Baker is often critiqued for her representations of gender, race, and colonialism… we will read her memoirs, a biography, critical essays, and we’ll see her films too! What do you make of Baker’s performance of race and gender????
Psychology of Interpersonal Relationships
Instructor: Fred Rabinowitz
This is an experiential seminar that studies relationships in “real time.” Rather than “talk about” interpersonal relationships, we will do it, i.e. create an atmosphere in class which will allow you to explore unexamined internal aspects of yourself (feelings, thoughts, fantasies, images that are often taboo), as well as to learn to support, confront, and trust others in developing class relationships. In this communications laboratory, we will encounter each other in an atmosphere of risk, openness, and desire for self-learning. A class goal is to break through our own resistance to developing trust, acceptance, and an intimate connection with others. The learning in this class will be cumulative and process-oriented, meaning that insight, change, and challenges will occur with little advanced warning. As the May term progresses, interpersonal exercises, gestalt work, and psychodrama will be introduced to provide you with the opportunity for individual exploration of personal issues that emerge in your interactions with others in the group setting.
Interviews are required to obtain an add slip for the course. These will be held in January 2013. You should leave your name, phone number, and email with Kerry in the Johnston office. You will be contacted then to set up a time for an interview with Fred Rabinowitz. The interviews are designed so that you get a chance to ask questions, be informed about the emotional intensity of the class and to be prepared for this experience, and to allow me to get to know you and your goals for personal growth. There are usually more students wanting to get into the class than there are spaces, so it may be prudent to have a May term back up. The seminar is scheduled to be offered again in May 2014.
In Search of Helen of Troy
Prof. Nancy Carrick
In Search of Helen of Troy will explore the archaeological, physical, and textual depictions of Helen, both in her world of the 13th-century BCE late bronze age and the classical 5th-century BCE of the great tragedians. We will read historian Bettany Hughes’s book Helen of Troy and some classical Greek narratives such as Aeschylus’ trilogy The Oresteia and Euripides’ Helen, Trojan Women, and Iphigenia at Aulis. We will spend the first part of the course on campus discussing the history and plays and preparing research questions to guide our time in Greece. In Greece we will begin in Athens in the new National Gallery (and of course see the major sites on the Acropolis), visit the best preserved classical theatre at Epidaurus to get an idea of the original performances of the great tragedians, explore the excavations of Thera on Santorini, once again open after a very long period of being closed. I’m attaching our most recent itinerary.
We will be accompanied by Greek guide Maria Synodinou, an archaeologist and wonderful host (she has led two University of Redlands Alumni groups). In addition, Bill and Dolores McDonald will accompany the group, so we will have expertise from multiple guides.
Itinerary (as of September25)
- Day 01: Arrive Athens . Transfer Airport/Hotel. Athens orientation briefing with Maria
O/N Athens B/B
- Day 02: F/D Athens walking tour
Acropolis & New Acropolis Museum- light lunch break-Schliemann' s mansion
Afternoon at leisure.
O/N Athens B/B
- Day 03: F/D Athens city tour- National Archaeological museum-Cape Sounion Tour
Athens S/S Tour (Old Olympic stadium, Temple of Zeus, Syntagma sq etc) and visit of the National Archaeological museum. After lunch break, departure to Cape Sounion and Poseidon's temple. Photo stop on the way at Faliro to see Olympias, the reconstructed Athenian trireme
O/N Athens B/B
- Day 04: Start 4-Day Land tour visiting Delfi (site/museum) , continuing to the town of Nafpaktos (also known as "Lepanto")
On the way to Delfi, we drive by Marathon and Thebes; after visiting the site and the museum of Delfi, we'll spend the afternoon and have overnight in one of my favorite towns, with byzantine fortifications and Miguel de Cervantes spirit still present: Nafpaktos
O/N Nafpaktos B/B
- Day 05: Drive to Peloponnese over the Trikoupis Bridge - the longest cable stayed bridge in the world - Visit Olympia (site/museum).
O/N Olympia H/B
- Day 06: Visit Nestor's palace in Pylos, the best preserved mycenaean "megaron" ever discovered in the country and continue to Nafplion, the first capital of Greece.
O/N Nafplion B/B
- Day 07: Visit Mycenae (site/ Atreus treasury) and Epidaurus- stop at the Corinth canal- and transfer to the Piraeus Port to get on the ferry to Santorini.
Transfer to the hotel (Fira)
O/N Santorini B/B
- Day 08: Santorini Island tour / visit of Acrotiri. Afternoon at leisure. Farewell dinner. O/N Santorini H/B
- Day 09: Day at leisure.
O/N Santorini B/B
- Day 10: Transfer to the Santorini port to catch the ferry back to Athens. Transfer from Piraeus pier to the hotel
O/N Athens B/B
- Day 11: Transfer from hotel to airport/ flight back to US
Our net rate sharing twin room and includes the following services:
- Ferry transportation to Piraeus/Santorini/Piraeus by Blue Star Ferries (economy seats) - no meals on board
- Five transfers (Athens - Airport/Hotel/Pier/Airport & Santorini - Pier/Hotel/Pier) in deluxe A/C motor coach
- F/D Condensed Athens S/S Tour with afternoon Sounion Tour by deluxe A/C motor coach, English speaking lecturer guide and entrance fees (Acropolis & New Museum, Schlieman's mansion, National Archaeological Museum and Archaeological Site of Sounion)
- 4-Day Land tour (ending in Piraeus Port), by deluxe A/C motor coach, English speaking lecturer guide and entrance fees ( Delphi, Olympia, Palace of Nestor, Mycenae, Epidaurus)
- Santorini Island Tour including visit of Akrotiri (approximately five hours) by deluxe A/C motor coach, English speaking lecturer guide and entrance fees
- Four overnights in Athens on Bed & Breakfast basis at ‘Amalia’ Hotel or similar, in twin/double room
- Three overnights (2 on Bed & Breakfast basis and 1 on Half Board basis no drinks included, 1st in Nafpaktos (“Akti” Hotel or similar) 2nd in Olympia (“Europa” Hotel or similar, B/D) and 3rd in Nafplion (“Rex” Hotel or similar), in twin/double room
- Three overnights in Santorini (2 on Bed & Breakfast basis and 1 on Half Board basis (no drinks included) at “El Greco” Hotel Apartments or similar, in twin/double room
- All taxes and VAT included
These prices are correct at the time, however are subject to confirmation at the time of booking.
All trip information is correct, however is subject to change, please confirm all details at time of booking.
Also the package rate is based on current taxes. In the event that taxes increase, the rates will have to be adjusted accordingly.
Day/Time M-Th 10:00am-12:50pm
Professor: Emily Wick
Course Description: Discovering the principles of filmmaking through the simplicity of photography.
Begin to master the principles of documentary filmmaking using the simple medium of still photography. We’ll study story structure, emotion, and the fundamentals of editing as well as techniques of still photography that are transferrable to filmmaking and development of individual style and voice. The course will lay a foundation for students to approach the more complex task of motion-picture filmmaking with confidence. The emphasis will be on documentary but those interested in focusing on experimental or fiction filmmaking are welcome.
For the final project, we will create a photo book of the class portfolio. Students can opt to create individual photo books that will read like a short film. Requirement: any kind of camera (digital or film), $45 lab fee for printing of final projects.
May 2013 TRAVEL COURSE INFORMATION
Proposed course listing and title: Outdoor Adventure: Southern Europe
Offered by: Andrew Hollis, University of Redlands Outdoor Programs
Date course begins: April 25th, 2013 Date course ends: May 22rd, 2013
Office information: X8098
Course fee: $2900 (does not include airfare), $3900 (includes flight from LAX area).
Anticipated expenses beyond course fee borne by each student:
Students will be expected to cover 8 meals throughout the course (lunches while we are travelling/in town). It is recommended that students bring $125 USD for lunches and any additional money that they want for personal items while on course.
Deposit required: $1000 Date due: October 15
Balance of course fee due by: December 15 Course enrollment limit: 10
Pre-requisites (if any): An application and possible interview will be required prior to admittance to this program. Applications will be available in late October. Students are highly encouraged to also enroll in the Wilderness First Responder medical certification course offered over spring break.
Course features/descriptions: This course is a hand-on, field experience designed for students who are interested in learning and gaining skills to develop as outdoor/experiential educators. Students will spend the month of May exploring the mountains, lakes, coastline, and outdoor culture of Switzerland, Southern France, and Italy. This course is a combination of backcountry wilderness and front country outdoor pursuits, and will connect students with the strong outdoor alpine culture that Southern Europe has to offer. Each day will offer opportunities to engage in adventures by backpacking, travelling via Refugio, and simply walking along footpaths. Students will also be completing a community service project prior to the course and practice Leave No Trace principals throughout (see www.lnt.org). The course utilizes an experiential education curriculum and employs philosophies and models extracted from outdoor education texts. Students will be challenged through physical and emotional situations using the outdoors as a classroom - learning takes place 24 hours a day. Through taking on different group roles and jobs each day, students will not only experience what it is like to be an effective group member, but will learn how to build community and improve their leadership skills. Students will be challenged to think deeply through nightly group reflection meetings, reading assignments and projects to present to the group. From these projects the group will gain interpersonal communication skills, awareness of group dynamics, further self growth, and gain a sense of environmental stewardship not only for themselves, but be empowered to facilitate this experience for others in the wilderness.