FIVE COLLEGE CENTER FOR THE STUDY OF WORLD LANGUAGES
Languages through the Five College Center for the Study of World Languages
The Five College Center for the Study of World Languages offers courses in less-commonly taught languages not available through regular Five College classroom courses. The Center also offers courses in Spoken Arabic dialects for students who have learned Modern Standard Arabic in the classroom. The Center encourages students to embark on language study during their first year of college so that they can achieve the fluency needed to use the language for work in their major field.
Each language offered by the Center is available in one of two course formats depending upon the resources available for that language. Mentored courses provide the highest level of structured support for learning and cover all four primary language skills (speaking, listening, reading, and writing). Supervised Independent courses focus only on oral skills and rely on more independently organized learning than the other course formats.
All courses emphasize development of oral proficiency through weekly conversation practice sessions. Conversation sessions focus on using the language in the types of situations one might encounter in everyday life. Students commonly engage in role plays, question and answer activities, description, narration, and problem-solving exercises. More advanced students practice expressing opinions, giving reasons in arguments, and discussing current events and cultural issues.
Students in Mentored courses also have one-on-one tutorials with a professional language mentor trained in language pedagogy. The individual sessions allow each student to get help with his/her particular questions and concerns. The language mentor goes over written homework, explains grammatical concepts, and engages the student in skill-building activities. Language mentors also work with students who are already fluent speakers of a language but who need to learn to read and write in the language.
Supervised Independent courses offer students with excellent language skills an opportunity to study a variety of less commonly taught languages independently. Students approved for Supervised Independent language study are highly motivated, have a record of past success in language learning, and demonstrate readiness to undertake independent work. Courses emphasize development of oral skills.
A standard course through the Center is a half course. Half courses require one hour a day (seven hours per week) of individual study plus weekly conversation and/or tutorial sessions. It takes four half courses (levels I, II, III, and IV) to complete the equivalent of one year of study in a traditional elementary-level classroom course. Some languages offered in the Mentored format are also available as full courses allowing students to progress at the same rate as in traditional classroom courses. Full courses require two hours per day (14 hours per week) of individual study plus conversation and tutorial sessions.
Students interested in studying a language through the Center should read the informational websites thoroughly and follow the application instructions. While the application process is handled by the Five College Center for the Study of World Languages, the tutorial and conversation sessions are held on all five campuses.
For program information and application forms, go to http://fivecolleges.edu/fclang
For language resources produced by the Center, see http://langmedia.fivecolleges.edu
Language offerings change depending upon available resources. Not all languages are available every semester. Please see the Center’s website for current information or contact the Center to find out about a language not listed here.
Currently Offered in Mentored Format: American Sign Language (upper-level courses), Hindi, Persian, Swahili, Turkish, Urdu
Currently Offered in Supervised Independent Format:
African languages: Afrikaans, Amharic, Twi, Wolof, Yoruba, Zulu
European languages: Albanian, Bosnian-Croatian-Serbian, Bulgarian, Czech, Danish, Dutch, Finnish, Georgian, Modern Greek, Hungarian, Modern Irish, Norwegian, Romanian, Ukrainian
Asian languages: Bangla/Bengali, Burmese, Cantonese for Mandarin Speakers, Dari, Filipino, Indonesian, Khmer, Lao, Malay, Mongolian, Nepali, Pashto, Sinhala, Thai, Tibetan, Vietnamese
Languages of the Americas: Haitian Creole
Spoken Arabic dialects: Egyptian Arabic, Levantine Arabic, Moroccan Arabic
Arabic
AHMAD ALSWAID, Five College Lecturer in Arabic.
ARAB 201: Second-Year Arabic I. This course expands the scope of the communicative approach, as new grammatical points are introduced (irregular verbs), and develops a greater vocabulary for lengthier conversations. Emphasis is placed on reading and writing short passages and personal notes. This second-year of Arabic completes the introductory grammatical foundation necessary for understanding standard forms of Arabic prose (classical and modern literature, newspapers, film, etc.) and making substantial use of the language. Requisite: ARAB 102 or equivalent. Limited to 18 students.
Fall Semester. Amherst College.
ARAB 401: Media Arabic. Media Arabic is an advanced Language fourth-year level course. Students are required to complete a set amount of media-related material during the semester. The course introduces the language of print and the Internet news media to students of Arabic seeking to reach the advanced level, according to the ACTFL standards. It makes it possible for those students to master core vocabulary and structures typical of front-page news stories, recognize various modes of coverage, distinguish fact from opinion, detect bias and critically read news in Arabic. The course enables students to: Read extended Arabic Media texts with greater accuracy at the advanced level by focusing on meaning, information structure, vocabulary and language form, and markers of cohesive discourse; Understand the main idea and most supporting details of Arabic media presentations and news and follow stories and descriptions of some length and in various time frames; Converse comfortably in Arabic in familiar and some unfamiliar situations, and deliver detailed and organized presentations on familiar as well as unfamiliar concrete media topics using various time frames; Write clear, detailed texts on media related topics, synthesizing and evaluating information and arguments from a number of sources and translating pieces of news from English into Arabic; Show understanding of cultural differences reflected in the Arabic Media discourse and make appropriate cultural references when interacting in Arabic.
Requisite: ARAB 302 or equivalent. Limited to 18 students.
Fall Semester. Amherst College.
MAY GEORGE, Five College Lecturer in Arabic.
ASIAN 130: First Year Arabic I. This course introduces the basics of Modern Standard Arabic and one dialect. It begins with a study of the Arabic script and sounds using the Alif Baa textbook, and then students will use Al-Kitaab I, 3rd edition (chapters 1-5). Students will acquire vocabulary and usage for everyday interactions in Arabic. In addition to the traditional textbook exercises, students will write short paragraphs, and participate in role plays and conversations.
Fall semester. Mount Holyoke College
ARA 200: Intermediate Arabic I. This is a communication-oriented course in Arabic at the intermediate level, incorporating both Modern Standard and colloquial Arabic and providing students with an opportunity to hone their skills in speaking, listening, reading, and writing. Students will expand their ability to create with the language while reinforcing fundamentals and expanding their knowledge of vocabulary, grammar, and culture. In addition to in-class teamwork, students will produce a variety of essays, presentations and skits throughout the semester. Prerequisite: ARA 101 or its equivalent
Fall semester. Smith College.
ARA 300: Advanced Arabic. This course students achieve an advanced level of proficiency in Modern Standard Arabic with an exposure to one Arabic colloquial variety using the four-skills (reading, writing, speaking, listening) approach. Students read within a normal range of speed, listen to, discuss and respond in writing to authentic texts by writers from across the Arab world. Text types address a range of political, social, religious and literary themes and represent a range of genres, styles and periods. All of these texts may include hypothesis, argumentation and supported opinions that covers both linguistic and cultural knowledge. This course covers Al-Kitaab Book 3, units 1-5, in addition to extra instructional materials. Prerequisite: ARA 202, or the completion of Al-Kitaab Book 2, or equivalent. Students must be able to use formal spoken Arabic as the medium of communication in the classroom.
Fall semester. Smith College.
NAHLA KHALIL, Five College Lecturer in Arabic
ARABIC 101: Elementary Four-Skilled Arabic I. This first semester of a year-long course introduces the basics of Modern Standard Arabic, also known as Classical Arabic. It begins with a coverage of the alphabet, vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will concentrate on speaking and listening skills, as well as on learning the various forms of regular verbs, and on how to use an Arabic dictionary.
Fall Semester. University of Massachusetts Amherst.
ARABIC 201: Intermediate Four-Skilled Arabic I. Students in this course will continue perfecting their knowledge of Arabic focusing on the four skills: speaking, listening, reading, and writing. Emphasis will be on the development of all language skills using a communicative-oriented, proficiency-based approach. By the end of the academic year, students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to communicate in a variety of situations. Students should expect text assignments as well as work with DVDs, audio and websites. Exercises include writing, social interactions, role plays, and the interplay of language and culture.
Fall Semester. University of Massachusetts Amherst.
ARABIC 301: Four-Skilled Third-Year Arabic I. The course aims to help students achieve an Intermediate-High level of proficiency in Modern Standard Arabic with an exposure to one Arabic colloquial dialect through the practice of the four language skills.
Fall Semester. University of Massachusetts Amherst.
MOHAMED HASSAN, Five College Senior Lecturer in Arabic.
Arabic 101. First-Year Arabic I. This course starts by thoroughly studying the Arabic alphabet. It introduces the basics of Modern Standard Arabic and a brief exposure to one of the Arabic dialects through the listening, speaking, reading and writing activities. By the end of this course students should be at the Novice-Mid/ Novice-High level and they should be able to: Accurately recognize the Arabic letters, identify a number of high-frequency, highly contextualized words and phrases including cognates, derive meaning from short, non-complex texts that convey basic information for which there is contextual or extra-linguistic support. Re-reading is often required; Recognize and begin to understand a number of high-frequency, highly contextualized words and phrases including aural cognates; begin to understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extra-linguistic support; Communicate minimally by using a number of learned words and phrases limited by the particular context in which the language has been learned, initiate social interactions, ask for basic information, and be aware of basic cultural aspects of social interaction in the Arab world, talk about themselves, their education, and family with native speakers of Arabic accustomed to interacting with learners of Arabic as a foreign language; Write short, simple sentences or a short paragraph about self, daily life, personal experience relying mainly on practiced vocabulary and sentence structures, produces lists, short messages, simple notes, postcards; Understand aspects of Arab culture including commonly used culturally important expressions and differentiate between formal and colloquial spoken Arabic in limited contexts.
Fall semester. Amherst College.
Arabic 301. Third-Year Arabic I. The goal of this course is to help students achieve an Intermediate Mid/ High level of proficiency in Modern Standard Arabic. Students engage with Modern Standard Arabic and one Arabic colloquial variety using the four-skills (reading, writing, speaking, listening) approach. By the end of the course, students will consistently be able to:
Read texts on unfamiliar topics and understand the main ideas without using the dictionary. Text types will address a range of political, social, religious, and literary themes and will represent a range of genres, styles, and periods; Understand sentence-length speech in basic personal and social contexts dealing with topics of current political, social and cultural interests; Speak about themselves and others, initiate and sustain conversations on a variety of subjects, describe and narrate in all major time frames; Engage in written discourse dealing with impersonal and/or abstract topics. Continue to deepen knowledge of Arab cultures, including their histories, politics, and literatures, learn and use increasingly sophisticated grammatical and rhetorical structures, and add approximately 500 new words and expressions to your active vocabulary.
Requisite: ARAB 202 or equivalent.
JOHN WEINERT, Five College Lecturer in Arabic.
ARA 100: Elementary Arabic I. An introduction to Modern Standard and colloquial Arabic, using a proficiency-based approach to develop communicative skills in speaking, listening, reading, and writing. The course begins with a focus on reading, pronouncing and recognizing Arabic alphabet, and progresses quickly toward developing basic reading, writing, speaking and listening proficiencies and cultural competence using the Al-Kitaab series and a variety of authentic materials. Students will acquire these skills through a combination of interactive classroom activities, take-home assignments and group work. Students should be at the Novice-Mid level by the end of this course. No prerequisites.
Fall semester. Smith College.
Arts
VICK QUEZADA, Five College Assistant Professor of Studio Arts, Creative Arts, and Visual Culture
HACU 0140: An Intro to Sculpture. As part of this course, students will learn traditional sculpture techniques as well as expanded sculpture that incorporates Rasquache art, Folk art, readymades, and ceramics. This course is an inquiry into spatial realities where settler colonial history, tools, objects, and human bodies interact. The students will critically analyze objects that have condensed and abridged meanings and histories. Scholar Lisa Lowe points out, "artifacts appear to abbreviate the whole course of history into a finite object", while simultaneously refusing to yield this infinite multiplicity." In Material Worlds, students will engage in embodied learning and making that situates them within their worlds and raises questions of existence and social responsibility.
Fall semester. Hampshire College.
HACU 0258: Movement and Forms. This course integrates performance, sculpture, theory and histories of activism. In this course, students will work in multimodal form to create sculptural objects, or props crafted out of wood, metal, found objects, molds, fabric and incorporate them into self-choreographed movement(s), performances, happenings or political actions throughout the semester. As a method of presentation, students may integrate components of video, sound, site-specific work and installation. We will examine how contemporary artists and activists use their bodies/objects and performances as a tool of subversion, activism, and storytelling. We will look at the important work ranging from ADAPT and the "Capitol Crawl, NYC Ballroom Culture, Marisela Escobedo, ACT UP, Bread and Puppet Theater, artists such as Lorraine O'Grady to trans performance artist Keijaun Thomas. As Diana Taylor coined the term "Acts of Transfer," we can examine the ways in which these artists, groups and students can utilize their bodies to perform an action or series of actions in order to create urgency and attention while transmitting social knowledge, memory, and identity.
Fall semester. Hampshire College.
JOHN SLEPIAN, Five College Associate Professor of Art and Technology
IA 0149: Digital Media. This course proceeds from the premise that the ideas behind a successful artwork should be intimately related to its media, conventions, and platforms-and that those in turn shape which ideas we even think. We will investigate the underlying assumptions of digital media, through the process of making. Students will work with a wide variety of tools that allow for the creation and manipulation of various media, including bitmap and vector images, 2D animation, and sound. In each case, we will look at the history of the medium and the technologies we use to manipulate it (digital photographs and Adobe Photoshop, for example) and make work that explores and critiques their social and cultural context. Students will create a series of conceptually based digital artworks, culminating in a multimedia final project. Art making, in general, is largely a matter of critical thinking: thinking about one's work, the world in which it exists, and what one hopes to achieve with it. To quote conceptual artist, Sol Le Witt, "The idea becomes a machine that makes the art." In this course, we will explore the machines that make the art-and our ideas.
Fall Semester. Hampshire College.
ARS 263: Video and Time-Based Digital Media. This course builds working knowledge of multimedia digital artwork through experience with a variety of software, focusing on video and time-based media. Core studio materials are provided. Students are responsible for the purchase of additional supplies required for individual projects. Enrollment limited to 14. No prerequisites. Instructor permission required.
Fall Semester. Smith College.
American Sign Language (ASL)
DANA HOOVER, Five College Lecturer
COMM-DIS 110: American Sign Language I. This course is an introduction to American Sign Language (ASL) for non-signers. Students will be exposed to linguistic principles for ASL, including signed vocabulary for basic communication, grammar, and cultural norms in the American Deaf Community. This includes introduction to non-manual behaviors and manual signs in conversation, including building communicative skills and developing cultural competence. The class is taught primarily in ASL. This course is offered in conjunction with the Five College Center for the Study of World Languages.
Fall Semester. University of Massachusetts Amherst.
COMM-DIS 230: American Sign Language III. Students learn the skills to communicate in a wider array of situations, further develop their language fluency, and advance their level of comprehension of ASL in culturally appropriate ways. Grammar is introduced in context, with an emphasis on developing questioning and answering skills. Interaction activities allow students to rehearse what they have learned. Additional information about the Deaf community and Deaf culture will be included. This course is appropriate for students who have taken American Sign Language, Level II or equivalent proficiency in the past.
Fall Semester. University of Massachusetts Amherst.
FORLANGC 151AS: Advanced ASL A. Advanced American Sign Language A builds on skills developed in ASL I-IV to enhance students' advanced language skills. In this course, students will develop conversational skills for everyday discussions and informal and formal narratives. Students will enhance their ability to explain increasingly complex ideas to illustrate how things work and why things are the way they are. Students will also analyze ASL stories to boost comprehension and vocabulary.
Fall Semester. Five College Center for World Languages.
Biological Sciences; Data and Statistical Sciences
JUSTIN BAUMANN, Five College Visiting Lecturer
BIOL 145MB: Marine Organismal Biology. In this course, students will explore the diversity of form and function that exists within oceanic organisms with a particular focus on intertidal and subtidal ecosystems of the Northeast U.S. We will learn how organisms are classified, what structures and systems enable these organisms to function and adapt to their unique environments, and how organisms interact with one another and their habitats.
Fall semester. Mount Holyoke College.
BIOL 321MR: Marine Invertebrate Physiology. Invertebrates are an incredibly diverse group of organisms that live in nearly all ecosystems across the earth. As ectotherms, invertebrates must develop plastic responses to environmental variation in order to survive. In this course, we will explore these plastic responses in marine invertebrates at all levels of organization -- from cellular to ecosystem scales -- through hands-on activities, projects, and synthesis of primary literature.
Fall semester. Mount Holyoke College.
Early Music
ALLISON MONROE, Director of the Five College Early Music Program
MUSIC 147A: Early Music: Five College Collegium.
Fall Semester. Mount Holyoke College.
Education
SARAH FRENETTE, Five College Teacher Licensure Coordinator
EDUC 263: Teaching English Language Learners (w/ Jennifer Jacoby). This course addresses core competencies outlined in the Massachusetts Department of Education's English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol, and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students. All participants will have opportunities to connect theory and practice.
Fall Semester. Mount Holyoke College.
EDUC 324: Observing and Assisting in Early Childhood and Elementary Settings. Discussions and fieldwork provide the student with an opportunity to understand the classroom as a learning community. The tutorial includes several meetings focusing on the student's participant observations and assigned readings. Fieldwork includes a minimum of 20 hours on site, individually scheduled in early childhood (pre K-2) or elementary (1-6) settings. Assessment includes in-progress reports and a final project related to fieldwork. Course graded on a credit/no credit basis.
Fall Semester. Mount Holyoke College.
EDUC 320: Observing and Assisting in Inclusive Classrooms. Students are expected to complete a supervised field experience full-time every day during January Intersession in an inclusive classroom in a school setting. Placements can be located within or outside of the Five College area. In addition to the field experience component, students attend three course meetings (detailed below). Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding Individuals with Disabilities Education Act policies and placement options, interpreting Individualized Education Program plans, and planning curriculum for inclusive classrooms. This course is variable credit: This course is required of all students pursuing teacher licensure. Graded on a credit/no credit basis. Three mandatory meetings (2 hours each): one in November, one in December, and one in February. Prepracticum: five days a week for three weeks in January. This course requires instructor permission.
Fall/Winter Semester. Mount Holyoke College.
Hebrew
JOANNA CARAVITA, Five College Lecturer in Modern Hebrew Language.
JUD 101. Elementary Modern Hebrew I. The first half of a two-semester sequence introducing modern Hebrew language and culture, with a focus on equal development of the four language skills: reading, writing, speaking and listening. Learning is amplified by use of online resources (YouTube, Facebook, newspapers) and examples from Hebrew song and television/film. No previous knowledge of modern Hebrew is necessary. This course is available to Mount Holyoke College students through a simultaneous video-conferencing option. Enrollment limited to 18.
Fall semester. Smith College.
HEBREW 110. Elementary Modern Hebrew I. This course is the first half of a two-semester sequence introducing Modern Hebrew language and culture, with a focus on development of the five language proficiencies: reading, writing, speaking, listening, and cultural. By the end of the year, students will be able to describe themselves and their environment, express their thoughts and opinions, and begin to comprehend short and adapted literary and journalistic texts. Learning will be amplified by use of online resources (YouTube, tutorials, etc) and examples from Hebrew songs and television/film. No previous knowledge of Hebrew language is necessary.
Fall semester. University of Massachusetts.
HEBREW 230. Intermediate Modern Hebrew I. This course emphasizes skills necessary for proficiency in reading, writing, listening, and conversational Hebrew. It presents new grammatical concepts and vocabulary through texts about Israeli culture and tradition, as well as popular culture and day-to-day life in modern Israel. In addition to the textbook, course material includes newspapers, films, music, and readings from Hebrew short stories and poetry. The course starts a transition from simple/simplified Hebrew to a more literate one, and sharpens the distinction between different registers of the language.
Pre Req: HEBREW 120 Prerequisite: Hebrew 120 or Instructor Consent.
Fall semester. University of Massachusetts.
History
RICHARD CHU, Five College Professor of History
HIST 239CD: Chinese Diasporic Communities. This course examines the experiences of Chinese diasporic communities in Southeast Asia, the United States, and the Caribbean within the historical context of empire building, colonization, war, transnationalism, and globalization. The period covered spans from the 1600s to the present, and focus will be given to how dominant groups attempt to localize and discipline Chinese diasporic subjects and how the latter negotiate, manipulate, and challenge such efforts. Themes include racism, transnationalism, ethnicity, gender, class, empire, and nationalism.
Fall Semester. Mount Holyoke College.
FFYS 191/HIST 15: Chinese Amer.: Forgotten History. With the success of Everything Everywhere All At Once there is an increased interest in learning more about the history of Chinese immigrant families. We will read Iris Chang’s Chinese in America and watch a few films celebrating Chinese American families to learn more about this forgotten history.
Fall Semester. University of Massachusetts Amherst.
HISTORY 247: Empire, Race, and the Philippines. This course compares the colonial legacies of Spain, Japan, and the United States in the Philippines while examining local reception, resistance, and negotiation of colonialism. (Gen.Ed. HS, DG)
Open to Seniors, Juniors & Sophomores only.
Fall Semester. University of Massachusetts Amherst.
Korean
SUK MASSEY, Five College Lecturer in Korean.
Korean 101: Korean I. Beginning Korean I is the first half of a two-semester introductory course in spoken and written Korean for students who do not have any previous knowledge of Korean. This course improves students’ communicative competence in daily life, focusing on the four language skills: speaking, listening, reading and writing. Some of the activities include oral dialogue journals (ODJ), expanding knowledge of vocabulary, conversation in authentic contexts, in-depth study of grammar, listening comprehension, pronunciation practice, mini- presentations, Korean film reviews and Korean film making. Enrollment limited to 15.
Fall semester. Smith College.
Korean 301: Korean III. This course helps students become proficient in reading, writing and speaking at an advanced level of Korean. This course is particularly appropriate for Korean heritage language learners, that is, those who have some listening and speaking proficiency but lack solid reading and writing skills in Korean. In addition, this course would fortify and greatly expand the skills of those who have studied Korean through the intermediate level or who have equivalent language competence in Korean. Class activities include (1) reading of Korean literature and current news sources; (2) writing assignments such as Korean-film responses, journal entries and letters; (3) expanding vocabulary knowledge; (4) practicing translation skills; (5) understanding Korean idioms; (6) learning basic Chinese characters. Prerequisite: KOR 202 or equivalent. Enrollment limited to 15.
Fall semester. Smith College.
CHAN YOUNG PARK, Five College Senior Lecturer in Korean.
Korean 115. Beginning Korean I. This is an introductory Korean course, which is designed to help students acquire fundamental skills to read, write, listen and speak in elementary level Korean. Students will learn Korean writing system, Hangul, simple sentence patterns, and basic everyday conversations. By the end of the class, students will be able to carry a short conversation about people's backgrounds, likes and dislikes, attributes, as well as locations, numbers and counters. Students will also be able to talk about present, past and future events. In addition to the classroom instruction, there will be a conversation session with the tutors, which students have to attend every week to practice speaking. In accordance with the national standards in foreign language education, all Five Cs (Communication, Cultures, Connections, Comparisons, and Communities) will be emphasized in the course.
Fall semester. University of Massachusetts Amherst.
Korean 235. Intermediate Korean I. This course aims at the acquisition of language skills to read, write, listen and speak in intermediate-level Korean. It is designed for students who have taken Elementary Korean courses with a passing grade or have the equivalent training in basic-level language ability of reading, writing, listening, and speaking. In addition to the classroom instruction, there will be an hour of conversation session with the tutors, which students have to attend every week to practice speaking. In accordance with the national standards in foreign language education, all Five Cs (Communication, Cultures, Connections, Comparisons, and Communities) will be emphasized in the course. Students need to complete level 245 to satisfy the intermediate language level required by HFA.
Fall semester. University of Massachusetts Amherst.
KYAE-SUNG PARK, Five College Lecturer in Korean.
Asian Studies 160. First Year Korean I. First Year Korean I is the first half of an introductory two-semester course. It is designed to provide students who have little or no knowledge of Korean with basic proficiency in Korean speaking, listening, reading, writing, and culture. The course will cover the foundations of Korean vocabulary, grammar, and pronunciation and how these can be used in context.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
Asian 262. Second Year Korean I. Second Year Korean I is the first half of a two-semester intermediate Korean course. It is designed to provide students with intermediate proficiency in Korean speaking, listening, reading, writing, and culture. The course will strengthen students' communicative;skills on familiar topics related to everyday events and situations. Students will also develop discourse/pragmatic competence in various social contexts of communication.
Prereq: ASIAN-161 or equivalent.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
Music
EVAN MACCARTHY, Five College Visiting Assistant Professor of Music History
MUSIC 100: Music Appreciation-Intro. Survey of music of the European classical tradition. Music fundamentals, forms, and styles from the Medieval period to the 20th century. Listening to representative recordings of various stylistic periods. Concert attendance outside class time required.
Fall Semester. University of Massachusetts Amherst.
MUSIC 301: History of Music 1700-1900. Western art music from 1700 to 1900. Reading, listening, and score study. Honors colloquium offered.
Fall Semester. University of Massachusetts Amherst.
MUSIC 647: Age of Bach and Handel. Bach and Handel studied from the music- historical, personal, and analytical perspectives. Emphasis on biography, performance practice, and the major masterpieces. Prerequisite: MUSIC 300.
Comments:
This course is open to Music Graduate students in any concentration. Undergraduate MUSIC majors may enroll by instructor permission only.
Fall Semester. University of Massachusetts Amherst.
BODE OMOJOLA, Five College Professor of Music
HACU 0221: The Power of Black Music. The course focuses on the musics of Africa and the African diaspora through the lens of ethnomusicology. Concentrating on selected countries, including Brazil, Cuba, Nigeria, South Africa, and the United States, it examines the musical performance of gender, race, ethnicity, and nationality and the role of music in social and political movements. The course explores the global dimensions of Africanist musical aesthetics as enabled historically and sustained through ongoing transatlantic exchanges between Africa and the African diaspora. Also discussed are the issues of representation and identity in iconic works like Black Is King & Lemonade by Beyonce. Other topics include hip-hop adaptation in Africa and the phenomenal popularity of West African Afrobeats in the United States and globally. Class discussions will be supplemented by workshops conducted by visiting professional musicians as well as the instructor's ethnographic research in West Africa, Brazil, Cuba, and the United States.
Comments:
The content of this course deals with issues of Race and Power. Students are expected to spend a minimum of 6-8 hours of work outside of class time per week
Fall Semester. Hampshire College.
MUSIC 226: World Music. This course is a survey of selected musical traditions from different parts of the world, including Africa, Indonesia, Indian, the Caribbean, and the United States. The course adopts an ethnomusicological approach that explains music as a cultural phenomenon, and explores the social and aesthetic significance of musical traditions within their respective historical and cultural contexts. It examines how musical traditions change over time, and how such changes reflect and relate to social and political changes within a given society. Weekly reading and listening assignments provide the basis for class discussions.
Fall semester. Mount Holyoke College.
Native American and Indigenous Studies
NOAH ROMERO, Five College Assistant Professor of Native American and Indigenous Studies
CSI 0143: Indigenous and Decolonizing Education. How has compulsory education been used to perpetuate colonialism and its associated discourses, like racism, cisheteronormativity, white supremacy, anti-Blackness, ableism, and Indigenous dispossession? Conversely, how can radical and ancestral approaches to teaching and learning insurrect subjugated knowledge and unite people in a shared struggle for liberation? This Native American and Indigenous Studies foundation course introduces students to the critical study of education through the historical examination of colonial schooling, as well as Indigenous efforts to reclaim Land+, languages, and lifeways through community-sustaining pedagogy.
Comments:
In/Justice The content of this course deals with issues of Race and Power. Students should expect to spend 8 hours weekly on work and preparation outside of class time.
Fall semester. Hampshire College.
CSI 0205: Decolonial Undergrounds. What do punk rock, heavy metal, skateboarding, hip-hop, and comedy teach us about Indigenous liberation? This course frames subcultural communities led by historically colonized but inherently sovereign people as vital movements for justice, equity, and anti-racism. Bringing Native American and Indigenous Studies in conversation with theories of subcultural sociality, this course aims to foster a deep understanding of how Indigenous and minoritized people agitate for collective rights while dynamically preserving ancestral knowledge.
Comments:
In/Justice The content of this course deals with issues of Race and Power. Students should expect to spend 8 hours weekly on work and preparation outside of class time.
Fall semester. Hampshire College.
Physics
DAVID HAMILTON, Five College Lecturer of Physics
PHYSICS 151: General Physics I. Kinematics, vectors and scalars, Newton's laws of motion, work and energy, impulse and momentum. Conservation laws. Collisions, oscillations, rotational dynamics, waves and sound, fluids, with Lab. Use of calculus in physics; problem-solving methods. Students who have taken Physics 152 cannot enroll in this course. Co-requisite: MATH 131.
Fall Semester. University of Massachusetts Amherst.
Russian, East European, Eurasian Studies
DANIEL BROOKS, Five College Visiting Lecturer in Russian
RES 101: Elementary Russian. The four-skills (listening, speaking, reading, and writing) introduction to the Russian Language with the focus on communicative skills development. Major structural topics include pronunciation and intonation, all six cases, basic conjugation patterns, and verbal aspect. By the end of the course the students will be able to initiate and sustain conversation on basic topics, write short compositions, read short authentic texts and comprehend their meaning, develop an understanding of the Russian culture through watching films and listening to songs. Corequisite of RES-101L.
Fall Semester. Mount Holyoke College.
RES 201: Intermediate Russian. In-depth review of grammar topics and expansion of vocabulary with the goal of developing communicative proficiency. Readings include short stories, poetry, and newspaper articles. Students watch Russian films and discuss them orally and in writing. Classes are conducted mostly in Russian. Prerequisite of RES-101 and RES-102. Corequisite of RES-201L.
Fall Semester. Mount Holyoke College.
RES 235: Strange World of Nikolai Gogol. "Gogol was a strange creature, but genius is always strange." - Vladimir Nabokov. Nikolai Gogol was one of Russia's greatest and most enigmatic writers. Revered by Dostoevsky, he created a literary universe that has lost none of its original power despite the passage of time. This course will trace the development of Gogol's genius from his early Ukrainian stories, through his tales of St. Petersburg, to his comic masterpiece Dead Souls. Special attention will be paid to Gogol's deployment of the comic, fantastic and grotesque to render the reality of tsarist Russia. Comments: Taught in English.
Fall Semester. Mount Holyoke College.
SERGEY GLEBOV, Associate Professor of History (at the Smith [Home Campus] and Amherst colleges in the Five College Program).
EUST 245/HIST 235/RUSS 235: Stalin and Stalinism. Joseph Stalin, the infamous Soviet dictator, created a particular type of society in the aftermath of the Russian Revolution. Stalinism became a phenomenon that influenced the development of the former Soviet Union, Eastern Europe, China, and North Korea. The course will begin with the exploration of Stalin’s own life and then focus on what historical forces enabled the emergence of Stalinism. It will cover the period on the eve of and during the Russian Revolution, Stalinist transformation of the USSR in the 1930s, WWII, and the onset of the Cold War. Among issues to be explored are the extent of popular support for Stalinist-type regimes, the mechanisms of large-scale political terror, the longevity of Stalinist regimes, and historical memory about Stalinism. Two class meetings per week.
Fall semester. Amherst College.
Sustainable Architecture
NAOMI DARLING, Five College Associate Professor of Architecture
ARCH 225ED: Intermediate Studies in Architecture: ‘Environmental Principles.’ This hybrid studio addresses human comfort with lectures and problem work sessions integrated with design projects. We start with an in-depth study of the world's climate regions, the sun, and the earth's tilt and spin. Primary methods of heat transfer are investigated as students research two architectural solutions (vernacular and contemporary) within each climate. Using daylight, the sun's movement, and sun-path diagrams students will design, draw and build a functioning solar clock. Issues in day-lighting and thermal comfort will then drive an extended design problem. Students will be asked to solve numerical problems and present design solutions using both drawings and models. Prerequisite: ARCH-205 or equivalent.
Fall Semester. Mount Holyoke College.
ARCH 311FD: Design-Build Studio: ‘Foldable Structures’. Foldable structures such as umbrellas and tents have broad applicability in design. NASA invented a folding solar panel inspired by origami and Calatrava is well known for his kinetic structures such as the Milwaukee Art Museum. This studio will examine various types of kinetic systems and use the facilities of the Mount Holyoke's Fimbel Maker and Innovation Lab to prototype, invent and fabricate foldable portable structures. Students will work independently and in teams to design and fabricate joint, rod and skin systems at a scale large enough to provide shelter for a small group of people. Prereq: ARCH-205 and ARCH-225 (or a digital design studio at Hampshire College or Smith College).
Fall Semester. Mount Holyoke College.
Women’s Studies
ANGELA WILLEY, Five College Associate Professor of Feminist Science Studies
WGSS 695E: Seminar: Theorizing Eros. This graduate seminar centers around the project of theorizing eros. The erotic has been a rich site of queer feminist thinking about the epistemic and material costs of the imposition of sexuality as an interpretive grid for making sense of human nature. The course will begin with the study of sexuality as a knowledge system, with a focus on racial and colonial histories of sexuality, while most of the rest of the semester will be devoted to queer feminist considerations of the erotic as a site of ethics and politics. Michele Foucault famously distinguished between ?scientia sexualis? and "ars erotica" and Audre Lorde, coterminously, between the pornographic and the erotic. In The History of Sexuality and "Uses of the Erotic," eros operates as a set of possibilities, or capacities, - for pleasure, joy, fulfilment, satisfaction - that exceed and provincialize sexuality and which might inspire ways of rethinking nature, need, and relationality. In addition to Lorde and Foucault, we will read Lynne Huffer, L.H. Stallings, Ladelle McWhorter, Adrienne Marie Brown, Sharon Holland, Ela Przybylo, Jennifer Nash, and Amber Jamilla Musser, among others, to help us think capaciously about what queer feminist erotics can do.
Fall Semester. University of Massachusetts Amherst.