Seats are still available in HIST 239: The Long Nineteenth Century, taught by Professor Kevin Vrevich. MWF 8:50-9:40, BOGH 115
This course, directed by Adjunct Assistant Professor of Music Jin Hi Kim, is an experiential, hands-on percussion ensemble with the predominant instrument in Korean music, the two-headed janggodrum. Students will learn to play a range of percussion instruments including janggo, barrel drum (buk), hand gong (kwenggari), and suspending gong (jing). Through the janggo drumming students gain first hand experience with the role music plays in meditation and the benefits it offers to develop a calm, focused group experience. In the end they integrate their focused mind, physical body energy and breathing through a stream of repetitive rhythmic cycles.
They will be introduced to traditional folk and court styles as well as creative collaborations with a dancer(s) or musicians from other cultures, if there is an opportunity comes in during the semester. The ensemble plays pieces derived from tradition and new ideas and creates new work exploring imaginative sounds on those instruments. The ensemble will experience a deep respect for the diverse cultural backgrounds of the students developed from the efforts of teamwork and creating music together through Korean drumming. The semester will end with a live performance for the public.
For more information, please contact email@example.com.
MTWRF. 09:00AM-10:40AM, BOGH114
This five-week course is an introductory-level statistics course for students interested in conducting psychological research and/or considering a psychology or neuroscience undergraduate major. The course will introduce the concepts and methods most commonly used in the analysis of quantitative data in psychological research such as behavioral experiments and life observations. Lectures will be provided to introduce the concepts and/or mathematical procedures of the core statistical topics and methods, including descriptive statistics, sampling distributions, t-tests, analysis of variance, correlation, simple regression and nonparametric tests such as chi-square tests. The course will emphasize activity-based learning by engaging students into practices of statistical methods and analysis procedure using statistical software for social sciences and task-based problem solving activities. The course will also include periodical reviews and unit tests to consolidate learning. Performance will be assessed using homework assignments, projects, and tests with objective problem items and objective scoring guides. To register, the prerequisite of other coursework (e.g., Psyc105) as a requirement for eligibility to enroll in my course section will be waived.
Please contact Dr. Chenmu “Julia” Xing at firstname.lastname@example.org if you have any questions.
Other Worlds Are Possible: Life Against and Beyond Neoliberal Logics
Middletown, CT, United States; Oaxaca, Mexico
A Wesleyan faculty-led program with Professor Anu Sharma (https://www.wesleyan.edu/academics/faculty/asharma/profile.html) and Gustavo Esteva, Universidad de la Tierra (http://unitierraoax.org/en/english/)
This four-week intensive course examines radical challenges, in theory and on the ground, to mainstream neoliberal capitalism and development strategies promoted by international organizations such as World Bank and the IMF. After the 1980s, considered by many as “the lost decade” of development, some scholars and practitioners declared the development enterprise as fundamentally wrong: It was a misguided and violent neocolonial project that could never provide the answer to inequality and poverty. These radical critics argued for building a “post-development” era. In this course, we look at the conceptual history of the term “post-development” and also examine what post-development life looks like on the ground, among dispossessed communities. We will focus on lived and imagined challenges to neoliberal capitalism. We spend the first week at Wesleyan, brushing up on the critical ideas and movements that have emerged out of Mexico (and Latin America, broadly) over the past four decades in reaction to mainstream development discourse. We will then explore these ideas and lived alternatives in Oaxaca, Mexico. We will spend three weeks learning about and working with marginalized communities that are rejecting capitalist development and building and experimenting with living a “good life” (buen vivir) on their own terms.
Application and deposit due by March 8. Current sophomores and juniors may apply. Limited financial aid is available for this program.
Youth, Power, and Social Change a .5 credit course – taught by Laura McCargar, President of the Perrin Family Foundation – meets on Wednesdays 2:50pm-4:10pm (Allbritton Hall #113) and still has open seats. If you have an interest in youth activism/organizing, social justice issues, the nonprofit sector, and/or philanthropy – please see the course description and contact Clifton Watson if you are interested.
DANC251.01 (.5 credit). Javanese Dance (Dance/Southeast Asian Studies Certificate) no prerequisites.
Instruction in the classical dance of central Java will begin with the basic movement vocabulary and proceed to the study of dance repertoires. At the end of the semester, an informal recital will be arranged with the accompaniment of live gamelan music. Emphasis is on the female style.
DANC378 (1 credit). Repertory and Performance: Understanding migration/immigration through performance (Dance/Queer Studies Cluster) no prerequisites
This course examines choreography and its performance as an embodied experience. Students will research a theme-specific topic and participate in the creation of a contemporary work under the direction, guidance, and mentorship of a faculty choreographer. The class will serve as a laboratory for experimenting with the performance techniques and evolving methodologies of the teaching artist, preparing the student for the practice of embodied research. The work will use video projections. The course culminates in the performance of the work developed during the semester of study.
DANC300 (.5 credit). Contemporary Dance Technique
Drawing on multiple approaches to dance techniques and the moving body, this course will build on capacities developed in Contemporary Dance 1. Students will be encouraged to cultivate greater awareness of space, time, rhythm, corporal navigation and energy, as well as a wider range of dynamic variation and more sophisticated understanding of kinetic alignment.
New Section of Introduction to Dance, DANC 111.03
Monday/Wednesday 2:50-4:20PM in Schonberg Dance Studio on Pine Street.
Taught by Professor Pedro Alejandro, email@example.com
If you are interested, contact Professor Alejandro and please attend on Wednesday at 2:50.
Taught by Joya Powell firstname.lastname@example.org
If you are interested, contact Professor Powell and please attend tomorrow – Tuesday at 6:40!
Professor Jane Alden
Music Studios 210
Employing approaches as diverse as the music it celebrates, MUSC 241 investigates the theories and sounds of medieval and Renaissance musicians. It addresses a broad spectrum of issues, such as the status of musicians, the politics of religion, experimentation, and the construction of alternative identities. It balances overarching narratives with extensive profiles on some of history’s most creative musicians and their lasting influence.
It’s not too late to join! MUSC 241 usually fulfills a Hist/Culture requirement for the Music major, but I can adjust the assignments if you would rather it fulfill a Theory or even a MUSC 300 seminar requirement for the major. MUSC 241 can also accommodate students in other majors, looking for another Arts and Humanities credit at the 200 level.
Are you anxious about writing academic papers? Do you want to develop your writing skills over the course of the semester? Would you benefit from having a peer tutor dedicated to helping you with your assignments on a consistent basis? If so, apply for a Writing Mentor! Mentors are Wesleyan students majoring in a variety of disciplines who are specifically trained to help peers with their writing. If matched with a Mentor, you will meet with them once a week for 45-minutes and work on your assignments at any stage in the writing process. This service is completely free, and successfully matched mentees will be given 0.25 credits for working with a Writing Mentor.
Please apply here, by Friday, September 14 at 9:00 AM. You will be notified directly about your mentee status through email. If you have any questions or concerns, please feel free to contact the Ford Fellow, Dache Rogers, at email@example.com.
Professor Joya Powell
Schonberg Dance Studio
This course is an introduction to the African American jazz dance vernacular through the embodied practice of Simonson jazz. It will cover basic principles of alignment, centering, and technique through the context of jazz’s African roots. Class sessions will principally consist of movement exploration including a comprehensive warm-up and will be supplemented by online discussions and media to better understand the place of jazz dance in society and culture at large.
Professor Pedro Alejandro
This course addresses the construction of contemporary performance in alternative, nontheatrical spaces. Students will create, design, and structure movement and image metaphors; design and realize scenic objects; and integrate technologies that enhance performance at large. Daily practice will focus on developing compositional tools to trigger events, to set off the performance space, and to create optimal conditions for audience and performer participation. Skills in movement observation, critical reading, and video analysis will inform the course’s practical and historical frameworks. Student’s from all divisions are encouraged to pursue enrollment in this course. Students with interests in making performance of any kind and/or analyzing culture from the lenses of “performance” are encouraged to seek enrollment. All levels of physical skills, training, and abilities welcomed. If interested, you may show up to the first day of class, or contact the professor via email at firstname.lastname@example.org.
Bharata Natyam II: Embracing the Traditional and the Modern
Professor Hari Krishnan
This advanced course is designed to further students’ understanding of the technique, history, and changing nature of Bharata Natyam dance and of Indian classical dance in general. The primary aim of the course is to foster an understanding of the role, function, and imaging of Bharata Natyam dance vis-à-vis ideas about tradition and modernity. Although the course assumes no prior knowledge of Bharata Natyam, we will move rapidly through the material. We will focus mainly on more complex studio work, extensive readings, and video presentations. In preparation for this course, students should have movement experience in other dance tradition(s). Occasionally, the class could include a guest lecture given by either a visiting scholar, dancer, or choreographer respected in the field of South Asian dance internationally.
Professor Heather Vermeulen
The genre of black speculative fiction–in the form of literature, art, music, and theory–provides a generative framework through which to (re)think understandings of race, gender, sexuality, class, the body, disability, citizenship, and the human. Often couched as taking place in the “future,” black speculative fictions also engage the past and critique the present. This makes the genre a critical resource for addressing the Anthropocene. The term “Anthropocene” first emerged from the discipline of geology in 2000. Scientists proposed that Earth had entered a new epoch (following the Holocene) in which “humans” had become geological forces, impacting the planet itself. However, the term Anthropocene raises numerous questions. What does it mean to think about the human at the level of a “species”? What constitutes evidence of the Anthropocene and when did it begin? Who is responsible for the Anthropocene’s attendant catastrophes, which include earthquakes, altered ocean waters, and massive storms? Does the Anthropocene overemphasize the human and thus downplay other interspecies and human-nonhuman, animate-inanimate relations? Or does it demand a (potentially fruitful) reconceptualization of the human? Further, how does artificial intelligence complicate definitions of the human and, by extension, of the Anthropocene? Centering the work of black speculative thinkers and placing it in conversation with scientific studies ranging from marine biology and geology to cybernetics, this course takes an interdisciplinary approach to the Anthropocene that endeavors to (re)conceptualize the human, ecological relations, and Earth itself. Texts engaged will include: novels, art, music, theory, and scientific studies.
Select primary sources: Octavia Butler, DAWN; N. K. Jemisin, THE FIFTH SEASON; Samuel Delany, STARS IN MY POCKET LIKE GRAINS OF SAND; Jonathan Nolan, Lisa Joy, and Halley Wegryn Gross, WESTWORLD; Sun Ra, SPACE IS THE PLACE; Bina48; Wangechi Mutu; Ellen
Select secondary sources: Joni Adamson et al., eds., KEYWORDS FOR ENVIRONMENTAL STUDIES Alexander Weheliye, HABEAS VISCUS: RACIALIZING ASSEMBLAGES, BIOPOLITICS, AND BLACK FEMINIST THEORIES OF THE HUMAN Alexis Pauline Gumbs, M ARCHIVE: AFTER THE END OF THE WORLD Anna Tsing et al., eds., ARTS OF LIVING ON A DAMAGED PLANET
HIST 291/FGSS 269
Professor Aimee Loiselle
This seminar will introduce students to histories of gender and sexuality in the context of women’s paid work, the U.S., and global capitalism since 1900. In this perspective, “U.S.” does not denote only the geographic, bordered United States, but also a political, economic, and cultural hub for currents of transnational capital and labor. While women have always worked, ideas about “woman’s work” shift across race, class, region, and time. Feminist historians have examined the dynamics between gender, work, and labor activism, and the ways that women earning wages in turn change notions of gender, sexuality, and the body. Yet recent histories of capitalism too often ignore women’s history, gender analysis, and sexualities.
We will discuss influential theories in the field of gender and sexuality studies and how they apply to the writing of such history. All students interested in gender as a category of historical analysis for their scholarly work in any field, as well as prospective history and feminist, gender, and sexuality studies majors, will benefit from this course.
Important questions push beyond a simplistic gender binary division of work, labor, or class to ask: how do gender, race, and class impact sex work; how do notions of femininity obscure the significant role of women workers in U.S. imperialism; what happens to ideas of gender, sexuality, and race when women join currents of migrating workers; what are perceptions of the “right work” for women’s bodies and how do these change across other categories like race, class, and size; what has the “feminization” of paid work with the rise of service industries meant for men and masculinity in different regions? This course seeks to reinforce recent scholarly attention to the connections between workers, labor, and economic and social structures through the study of women, gender, and sexuality.
Professor Kasey Jernigan
From Pocahontas to Chief Wahoo, Native Americans have been portrayed as noble savages, brave warriors, spiritual shamans, and Indian princesses, greatly shaping the collective imaginings of Native peoples. This class offers an introduction to the broad field of Native American studies with a focus on the themes of identity and (mis)representation. We will draw on work in anthropology, history, literature, art, film, politics, and current events to explore the complex relationship between historical and contemporary issues that indigenous peoples face in North America, with a focus on the United States. Keeping in mind popular culture and historical narrative, we will examine the foundations of Native (mis)representations, their constructions in-step with colonization, and their connections to critical issues facing Native communities, including legal and cultural identities, cultural revitalization, environmental racism, health inequities, gender and sexuality, and sovereignty. This class also pays special attention to resiliency in Native communities and the creative ways that Native peoples and communities engage with social media, art, design, film, activism, and more, to reclaim and reshape Native representations and Native imaginings.