Fall 2022 First Year
Seminar
The
End(s) of the Body
Professor
Patrick Frierson
Office
Hours in Olin 193: Mondays and Wednesdays 9am-11am
Class Meets MWF 11-11:50 Olin 184[1]
Come see me!
I’m
in my office (Olin East 193) and happy to meet with students on Monday and Wednesdays from 9-11am. We can talk about questions related to class,
but you don’t need a specific reason to come.
If you can’t make these times, send me an email and we can make an
appointment for another time. I’m also
happy to meet with students over zoom who prefer to meet in that format. I will generally hang out in zoom office hours
Monday evenings from 9-10 PM at https://whitman.zoom.us/j/92189368747, but if you want to be sure I’m going
to be there, shoot me an email before dropping in.
Course
Description
This seminar introduces students to the liberal arts through
an interdisciplinary discussion of the locus of a moving, experiencing
self as the foundation of cognition and being in the world — the body. The
course includes interdisciplinary plenaries that explore both text and movement
in the form of somatic/dance practices. Both textual analysis and movement
investigate the body's relationship to power as both shaped by, and
resisted through, culture, race, gender, and dis/ability. Through
exploration of the body historically and politically at
both the local and global level, the course begins with and
continually returns to the most basic question: What is the body? How do
the boundaries of the body exist in intersection with the environment? How is
the body a site of memory, trauma, or resistance? Other Instructors in your pod are Xiaobo
Yuan (Religion/Anthropology) and Elyse Semerdjian
(History). I offer many thanks to both
of these colleagues for material that has made its way into this syllabus and
this course.
Required
Materials
A good notebook for keeping a personal journal. This notebook should have at least 100 pages.
Rene Descartes, Selected Philosophical Writings, trans.
Cottingham, Stoothoff, and Murdoch, Cambridge:
Cambridge University Press, 1988, ISBN: 978-05213-5812-5
Bessel van der Kolk, The Body Keeps the Score, New York: Penguin
Publishing, 2014, ISBN: 978-0-1431-2774-1
Alva Noë, Out of Our Heads, New York: Hill and Wang, 2009, ISBN:
978-0-8090-1648-8.
Claudia Rankine, Citizen: An American Lyric, Minneapolis:
Graywolf Press, 2014, ISBN: 978-1-55597-690-3.
Toni Morrison, Beloved, New York: Vintage, 1987, ISBN:
978-14000-3341-6
Course
Goals
If you put forth an effort in this course, by the
end of the semester you should be able to:
o Demonstrate improved ability to ask increasingly focused and complex questions.
o
Demonstrate
improved ability to read inquisitively and generously, with attention to detail
and nuance.
o
Demonstrate
improved ability to formulate productive questions that guide exploration of a
complex text (broadly construed)
o
Demonstrate
improved ability to use writing and discussion as means to discover and
reconsider ideas.
o
Demonstrate
improved ability to understand how a writer’s overt purposes and readers’
expectations influence the structure and style of writing.
o
Demonstrate
an improved sense of your own body and what it can do
o
Demonstrate
improved understanding of various theories about the body and of how attention
to the body can enrich engagement with art, literature, philosophy, and other
fields.
Course
Requirements
Participation
Meaningful classroom participation
is essential for the seminar format to work properly. We are going to have a variety of different
classes with different formats. The
majority of class sessions will focus around discussion of a text. For these classes, your task is to carefully
read the text before each class with the ability to select themes that
characterized that reading. Once during
the semester, you will do a presentation
for one of these classes, and for every class for which there is a reading, you
should follow the “How do I prepare for class?” guidelines below. Other classes involve participation in
various specific forms of embodied practice, often with guest
speakers/guides. You are expected to
fully participate in the activities of those classes unless you have specific
accommodations that preclude such participation, and to show respect to your
guides and your classmates. In some
cases, we will be putting ourselves in unfamiliar bodily situations, which can
feel very vulnerable, so we must take care of each other during these sessions.
For every class session, you are
expected to participate in ways that are responsible, respectful, and fully
present. With rare exceptions, I will
ask you to put away all electronic devices when you enter the classroom and to
pay attention to yourself, your classmates, and me. You must show others respect, and you should
invite anyone in the class—including me—to reflect on ways that we might be
intentionally or unintentionally creating a climate of disrespect. This class will work best when we are all
able to be vulnerable and even uncomfortable around one another. For related reasons, I ask that you keep our
classroom activities confidential unless you have express permission to share
what you experience in class.
Class attendance is mandatory. If you have more than four absences, whether
or not these are excused absences, you will suffer a one grade notch decrease
in your final grade for each additional absence (i.e., if you had six absences
and otherwise would have gotten an A-, you will get a B). This means that you should save absences for
genuine emergencies. If you miss more
than 9 (nine) class sessions, you cannot pass the class.
How Do I Prepare for
Class? How to Prepare Discussion Notes
(modified from Elyse S.)
Reading primary texts can be
challenging. Original texts written
within different historical periods, languages, and genres are often dense and
full of layered arguments that one needs to pick through to map the author’s
ideas. If you cultivate these key
reading habits, they will help you prepare for an engaging discussion in your
classed through graduation. To improve
close reading habits and encourage more oral communication in class, I require
that students come to class with preparatory notes. These can be written in the texts themselves
and/or written on a sheet of paper (typed or handwritten), but they should be
present in physical (non-electronic) form with you in class, and they should be
prepared in such a way that you are ready to read/show them to others in
class. The notes should include the
following:
*A key passage from the text (written out or clearly
marked).
*The key argument(s) offered
by the author, written in your own words.
If it is difficult to locate a single argument, pick out two or three
main themes from the writing.
*A prepared question from the text that you are willing to
share with others.
* Drawings or
diagrams that help you understand the arguments and readings can also be
included but cannot substitute for questions and passages extracted from the
reading.
I do not want to implement a
requirement that you hand in your notes, but I have in the past when classes
were not demonstrating preparedness.
I will adjust your final grade
based on your participation in class, including your completion of careful
preparation for discussion. Excellent
participation can boost your final grade by up to a full grade notch (from B+
to A-, for example). Lack of
participation can lower it by a notch.
Poor participation (disruptive or disrespectful) can lower it by a full
grade point (from A to B).
In addition, there are two specific
participation-related requirements in this course which will count as a
specific percentage of your overall grade:
1.
Presentations (5% each, 10% of total grade):
Discussion Leadership Presentation. In order to encourage participation and collective ownership of our class, students will pair up with a partner once for a 10-minute presentation during the first half (ish) of the semester. In the presentation, you will lay out a theme from the reading and generate questions that will guide the discussion. Students are also welcome to use that time to make a meaningful connection between texts to synthesize the course material. The grade for this presentation will be calculated into the final participation grade. A great presentation should model close, analytical reading and inquiry for our class. A presentation should work to pose analytical questions that bring greater understanding to the content of the reading, yet questions can also include provocations that spark a lively debate about the reading. Your presentation should do the following (assignment borrowed from Elyse):
1. Identify the overall argument(s) in the
reading. If there is no clear
argument(s), look for major themes or questions posed in the reading.
2. Identify the 3 (+) most important points of the
reading.
3. Identify at least three crucial passages in the
readings that are most explanatory and provide real insight into the central
themes, as well as those that most puzzle you. Unresolved questions are
encouraged.
4.
Optional: Make a meaningful
connection with any outside material (music, art, culture, science, politics)
that further expands or illustrates the arguments within the presentation.
Consider this an invitation to get creative and
embrace the ways that our texts speak to you and your world!
If
you have any questions about your presentation, please consult me at any time
or just drop by office hours.
Passion Project
Presentation. Your
second presentation should be no more than 10 minutes in length, and many be on
any topic related to the body, embodiment, or the texts that we read in this
class. This, again, is a chance to be
creative and to introduce the class to material we might not otherwise engage
with. You are free to assign up to 15
pages of reading or up to 20 minutes of viewing for your classmates in
anticipation of the presentation, but you are not required to do so. You may present in whatever format you find
most suitable for your topic. If you
have any questions about your presentation, please consult me at any time or
just drop by office hours.
2. Peer Feedback Discussion Days
(10% of total grade): Four times during the semester (September 23
and October 3, 12, and 19), we will have peer feedback discussion days. These are days where some portion of the
class will focus on quietly attending to the rest of the class while we discuss
the material for the day. On these days,
you will be assigned to be either a “discussant,” a “listener,” or an
“observer.”
If
you are a discussant, you should simply discuss the material as you normally
would in class.
If
you are a listener, you should not speak during the discussion but instead
attentively listen to your peers. Pay
close attention both to what they are saying and how they are saying it. Take notes (by hand). After class, you should send an email to each
participant in the discussion (including me), and you should cc me on your
comments to your classmates. In your
email, you should tell them something substantive that you learned from them
through their comments or you should make a constructive comment about how they
make their comments. With your written
comments to your classmates, you should set a high priority on respectful
attention. Do not belittle or shame
classmates with your comments to them.
At the same time, as much as possible, you should try to help them
improve as participants in respectful discussion.
If you are an “observer,” you should
focus on the body language of the discussants (including me). What do you learn or sense about their
attitudes from their body language, how they look at others and how others look
at them, and so on. For each classmate
(including me, Patrick), write down something that you notice about their
embodied presence in the class on that day, either in general or in a
particular episode of the class. Share
at least one constructive comment with each discussant (and cc me, as
above). Set a high priority on
respectful attention. Do not belittle or
shame classmates. At the same time, as
much as possible, try to help them improve as embodied participants in
respectful discussion.
Written
Work
This
course has several important writing-related goals, most of which are best
served through less formal styles of writing.
At the same time, however, the course will prepare you for college-level
writing through more formal assignments.
Note that even though these assignments are typically worth only 10% of
your grade, you must complete all of them in order to pass the class, and to
complete an assignment, you must (among other things) meet the minimum word
count (if there is one for that assignment).
Journal (10% of total grade).
Each of you should have a physical (non-electronic) notebook or journal
in which you can hand-write reflections over the course of the semester. You should bring this notebook with you to
class. During class, as you hear or
experience things that you want to reflect on later, you should jot them down
in your notebook. As you encounter
something particularly provocative or interesting in the readings, you should
jot it down. You can, if you choose,
keep your reading notes (see above) in your journal. In addition
to those items, you should spend at least 10 minutes a day, for at least four
days a week, writing and reflecting on the themes of this course. You should do this writing with a
hand-writing implement (pen or pencil) in a notebook. This exercise is both an intellectual
practice of using writing as means to discover and reconsider ideas and also an
embodied practice where you are exercising manual and bodily skills and
remaining attentive to the embodied experience of writing in a journal. I will periodically check on these journals,
and may collect them just to make sure you are keeping up with them. I will not read them, and if there are
specific pages you do not want me to read, you may staple those together when
you turn in the journal. This is writing
you are doing for you. If you keep up
with the journals regularly, you will get an A for this part of your grade.
Daily Written Prep Work (10%):
Over the course of the semester, there will be periodic written
assignments due before class. I will
check to make sure you have completed these assignments in good faith. If you have, you will get an A for this part
of your grade. If you have not, this
part of your grade will drop by a grade point (from A to B) for each missed
assignment.
Journal Expansion Papers (5% each,
10% total):
Twice
during the semester, you will be expected to write a 300-500
word short reflection based on something that you wrote in your
journal. This should start with a
quotation from your journal and then expand the insight that you had in that
passage through further reflection, including at least one substantive engagement
with a text we read after you wrote that entry in your journal. Each of these papers will include a specific
“grammar goal” that you have to meet in order to pass the assignment. For the first one, you need to ensure that
your paper (excluding the direct quotation from your journal) does not have any
run-on sentences in it. The grammar goal
for the second paper will be set based on your other written work. These expansion papers will be graded as
check, check-plus, or check-minus. The
first is due September 21. The second is
due whenever you choose, but no later than the last day of class.
Short Assigned Papers (SAPs) (40%
total, 10% each): Over the course of the semester, there will
be four specific short papers to encourage engagement with the course
material. These papers are to be written
with appropriate citations of text (see Diana Hacker, A Pocket Style Manual)
and clearly constructed. Assignments are
indicators of the students’ proficiency in understanding and critically
engaging the course texts. I will
“grade” papers with a score from 1-10.
For my expectations in terms of your writing, and an interpretation of
the scores on papers, see my grading criteria.
SAPs are listed on the timeline below.
There are two required SAP revisions, one on SAP #1, and one on the SAP
of your choice. These revisions must be
completed in order to pass your SAPs.
You are also allowed to revise any SAPs as many times as you choose
until the last day of class. The final
grade on the SAP will be the average of the grade on your first version and the
highest grade that a draft receives on that assignment.[2] The first drafts are due on September 12,
October 5, October 24, and November 7.
Final Paper/Project (10%): At
the end of the semester, you must write a final paper of your choosing that
deals with Beloved in a substantive
way. If you choose to do an additional
final project (demonstrating an embodied practice, creating a video or work of
art), then the final paper must be at least 600 words. Otherwise, the final paper must be at least
1500 words. As with the SAPs, these
papers are to be written with appropriate citations of text, clearly constructed,
and meet my grading criteria.
Deadlines: Work
must be turned in on time. If you turn
in work late, it will be marked as not completed, though I will give you
feedback on the work. You may “rewrite”
work that was turned in late, but the initial grade for that work will be an F,
so the highest you can get through revision is a C. Once during the semester, you may take a
48-hour extension on a paper with no penalty.
The purpose of this extension is to deal with genuine emergencies
(sudden illness, breakdowns, etc.), so it for such emergencies. With extremely rare exceptions, I will not
give other extensions.
Overall
Grade
Your final
grade will be based on your two presentations (10%), your peer feedback (10%),
your journal (10%), daily written prep work (10%), journal expansion papers
(10%), four short assigned papers (10% each, 40% total), and your final paper
on Beloved (10%). I will adjust this grade upwards or downwards
based on the overall quality of your participation in and preparation for class. Disengagement with class or disrespect for
your peers can significantly lower your final grade.
Course
Timeline
Note: I am
not posting assignments to Canvas. You
will need to check this syllabus regularly to ensure that you are doing the
required work for the day. You should
also look ahead to make sure you are getting started on larger assignments that
will not be due for a while.
|
|
Reading to complete before class |
Writing to complete before class |
What to expect in class |
Discussion Leader |
|
Aug
31 |
Descartes,
Meditation 1 (we’ll read this together in class), pp. 76-79 |
|
Cartesian
Meditation, Discussion |
|
|
Sept.
2 |
Descartes,
Discourse 1-4, pp. 20-40. |
Daily Written Prep Work: Write an email to a friend in
which you share at least one thing from Descartes that you think they would
find cool, and explain why you think they would find it cool. If possible, make it personal. (You should cc: frierspr@whitman.edu
on this email.) |
Class
discussion of Descartes. Bonus: Friday night movie. Let’s watch the Matrix together. (If a small group and relatively
tame COVID-situation, we can do this at my house. Otherwise, we can do it in a large space on
campus, and/or just all on our own with a post-movie zoom hangout.) |
|
|
Sept.
5 |
Descartes,
Meditations 1-4 (focus on
meditation 2), pp. 73-105. |
Daily
Written Prep Work: Do a thorough job with your
discussion notes (see green box above).
Focus on Meditation Two and then one of the other Meditations (of your
choice). In addition, email me at least
one question about the reading, at least one hour before class starts. |
Short
lecture and discussion of Descartes’s Meditations,
focused on Meditation 2. |
|
|
Sept.
7 |
Descartes
(Discourse 5-6), pp. 40-56 and handout. |
Daily Written Prep Work: Write a pre-lab report. (Click link
for details.) |
|
|
|
Sept.
9 |
Descartes,
heart dissection lab, Discourse 5 (same handout).
|
Daily Written Prep Work: Revise your pre-lab report. |
Cow
Heart Dissection (meet in the Science Building, room 206) |
|
|
Sept.
12 |
Descartes
Meditation 6 (preread Passions), and correspondence with Elizabeth, pp. 110-122,
handout. |
SAP #1: Lab Report (10% of final grade) |
Discussion
of Meditation 6 and Cartesian “dualism” |
|
|
Sept.
14 |
Descartes
(Meditation 6 and Passions), pp.
110-122, 218-238. |
No
writing for today. Be sure you are
keeping up with your journals. |
Yoga Workshop (meet in the open space behind Reid Campus Center) |
|
|
Sept.
16 |
Descartes,
Passions of Soul, pp. 218-238. Shigehisa
Kuriyama, “Preface” and “Muscularity and Identity” |
Daily Written Prep Work: Revise the “Introduction” and
“Discussion” sections of your lab report.
Bring these sections to class. |
Discuss
Greek, Chinese, and Cartesian approaches to medicine. Discuss
Cartesian Lab Reports |
|
|
Sept.
19 |
Descartes,
review. |
SAP #1, Substantive Revision Due. |
Frierson Plenary: “Two Cartesian
Dualisms” |
|
|
Sept.
21 |
Van
Der Kolk, The Body Keeps the Score,
pp. 1-50. |
Be
sure you are keeping up with your journals.
By midnight on Sept. 21, submit your first Journal Expansion Paper (300-500 words based on a journal entry,
with no run-on sentences). |
Class
Shuffle |
|
|
Sept.
23 |
Van
Der Kolk, The Body Keeps the Score,
pp. 1-104, especially chapters 2, 4, and 5. |
Daily Written Prep Work: List 10 ways van der Kolk draws (either explicitly or
implicitly) on Descartes. List 10 ways
he goes beyond Descartes. |
Introduction
to van der Kolk, discussion. Class Observation Day |
|
|
Sept
26 |
Van Der
Kolk, The Body Keeps the Score, pp.
186-231. |
Daily Written Prep Work: Write a provisional thesis about how van der Kolk makes
use of and goes beyond Descartes, a conjecture that could be worth writing a
short paper about. |
Discussion
of van der Kolk. Thesis
design workshop. |
|
|
Sept.
28 |
Van
Der Kolk, The Body Keeps the Score,
pp. 250-278. |
Be
sure you are keeping up with your journals. |
|
|
|
Sept.
30 |
Van
Der Kolk, The Body Keeps the Score,
pp. 311-348. |
Be
sure you are keeping up with your journals.
Definitely write an entry reflecting on class today. |
Embodied
Therapy with Nick Fair Duran |
|
|
Oct.
3 |
Van Der Kolk, The Body Keeps the Score, pp. 311-358. |
Be
sure you are keeping up with your journals, and with your preparation for
class. I’ll likely call on some of you
today to read from your discussion notes. |
Class Observation Day |
|
|
Oct.
5 |
Van der Kolk review |
SAP #2. Write a short paper (800-1200 words) in
which you draw from an embodied practice—either one you have direct
experience with or one discussed by van der Kolk—in order to either extend or
critique an important claim from Descartes.
Even if you are writing from your own experience, your paper should
engage in a substantive way with van der Kolk. |
|
|
|
Oct.
7 -- Break |
|
|
|
|
|
Oct.
10 |
Alva
Noë, Out of Our Heads, pp. 1-46 |
Daily Written Prep Work: Take a particular discussion from van der Kolk and revise
it in the light of Noë. Ideally,
suggest a specific revision to his therapeutic practice based on a less
Cartesian approach to the mind.
Alternatively, provide a different—Noëish—way
of interpreting a result that van der Kolk presented. |
Yoga Workshop (meet in the open space behind Reid Campus Center) |
|
|
Oct.
12 |
Alva
Noë, Out of Our Heads, pp. 47-65 |
Daily Written Prep Work: Take a particular discussion from van der Kolk and use it to
critique a claim that Noë makes. |
Discussion of Noë (and van der Kolk, and Descartes) Class Observation Day |
|
|
Oct.
14 |
Alva
Noë, Out of Our Heads, pp. 97-128 |
Be
sure you are keeping up with your journals, and with your preparation for
class. I’ll likely call on some of you
today to read from your discussion notes. |
|
|
|
Oct.
17 |
Alva
Noë, Out of Our Heads, pp. 149-81 |
Daily Written Prep Work: Follow the source.
Choose a source that Noë cites in his book. Find at least two other books or articles
that cite that source. Give citation
information for both of them and then use at least one of them to either
further develop a point that Noë makes or criticize a point that he makes. |
Library
Day!! |
|
|
Oct.
19 |
Alva
Noë, Out of Our Heads, pp. 181-86 |
|
Class Observation Day |
|
|
Oct.
21 |
Alva
Noë, review. Watch:
Aimee Mullins, “It’s Not Fair Having 12 Pairs of
Legs” |
Daily Written Prep Work: Revise and Repeat. Take a particular discussion from van
der Kolk and revise it in the light of Noë.
Ideally, suggest a specific revision to his therapeutic practice based
on a less Cartesian approach to the mind.
Alternatively, provide a different—Noë-ish—way
of interpreting a result that van der Kolk presented. |
Virtual
Reality Lab (if I can pull it off) |
|
|
Oct.
24 |
Terrence
Turner, “The Social Skin,”
Journal of Ethnographic Theory 2:2 (Fall 2012), pp. 486-504. |
SAP #3. Write a short paper (1000-1500 words) on
Descartes, van der Kolk, and Noë. In
this paper, you should formulate a specific thesis that in some way relates
to either how van der Kolk’s work disproves some important claim of Noë, or
how that work might be improved through incorporating some important insight
from Noë. |
|
|
|
Oct.
26 |
Judith Butler, Gender
Trouble,
Preface to 1999 edition (vii-xxviii) and pp. 1-10, 175-6, 186-8, 202-3 Optional but
recommended: https://www.youtube.com/watch?v=IzWWwQDUPPM |
Daily Written Prep Work: Bring Butler into conversation with either Noë or van der
Kolk. Explain one specific way in
which the work of one supports the other and/or calls the other’s into
question. Put this in terms of a question addressed to one author, based on
your reading of the other. (So, for
instance, you might say, “Doctor van der Kolk, I really appreciated your work
on blah-blah. Having recently read
Judith Butler’s work, I was struck by their claim that blah-blah. It seems like your own work is susceptible
to Butler’s charge that ___. Do you
think it’s possible to ____ without ____?”) |
|
|
|
Oct.
28 |
Butler,
ibid. The Examined Life, with Judith Butler and Sunaura Taylor: https://www.youtube.com/watch?v=R_N84BffPcM |
|
Embodied
Pratice TBD |
|
|
Oct.
31 |
Read
Claudia Rankine, Citizen, pp. 1-55. (After
class, Watch Film: “Get Out”) |
Daily Written Prep Work: Van der Kolk and Rankine both claim that “the body has
memory” (Rankine, p. 28). Spend at
least 150 words writing about what makes Rankine’s articulation and defense
of that claim more or less impactful than van der Kolk’s. Use at least one specific quotation from
each text. |
|
|
|
Nov.
2 |
Rankine,
Citizen, 81-136 |
Daily Written Prep Work: Choose one page from Citizen. Make 10 observations about that page. |
|
|
|
Nov.
4 |
Rankine,
Citizen, pp. 137-162. |
Take
the Race IAT at Project Implicit
and write some reflections about your results. You may turn these in or just send me an
email saying that you did them. |
Embodied
Practice TBD |
|
|
Nov.
7 |
|
SAP #4. Write an essay of at least 300 words that
clearly expresses some important aspect of your experience making your way
through the world in your body. Then
compose a “lyric” that expresses your embodied presence in the world and that
shows the limitations of your “clear” essay. |
Yuan Plenary: Title TBD |
|
|
Nov.
9 |
|
|
Class
Shuffle |
|
|
Nov.
11 |
Passion Project Presentations |
Daily Written Prep Work: Based on the titles of the presentations, write up at least one
question for each presenter. |
Passion
Projects: Luke, |
|
|
Nov.
14 |
Passion
Project Presentations |
Daily Written Prep Work: Based on the titles of the presentations, write up at least one
question for each presenter. Also
write up at least one thing that you learned from the previous presentations
and that you hope to use in your final paper. |
Passion
Projects: Liv, Maddy, |
|
|
Nov.
16 |
Passion
Project Presentations |
Daily Written Prep Work: Based on the titles of the presentations, write up at least one
question for each presenter. Also
write up at least one thing that you learned from the previous presentations
and that you hope to use in your final paper. |
Passion
Projects: Izzie, |
|
|
Nov.
18 |
Toni
Morrison, Beloved, Part I, pp. 1-59 |
Write
up a question that was provoked by the presentations and that you hope you
can explore in Beloved. Link that question to one or more specific
presentations. SAP Revision: Submit a revision of
one of your previous SAPs (other than SAP #1). You are required to submit a revision of at
least one SAP other than SAP #1. |
Something
really fun… |
|
|
Thanksgiving
Break |
|
|
|
|
|
Nov.
28 |
Toni
Morrison, Beloved, Part I, pp.
1-124 |
|
|
|
|
Nov.
30 |
Toni
Morrison, Beloved, Part I, pp.
125-195 |
|
|
|
|
Dec.
2 |
Toni
Morrison, Beloved, Part II, pp.
197-277 |
|
Embodied
practice, choose what we need at this point in semester. |
|
|
Dec.
5 |
Toni
Morrison, Beloved, Part III, pp.
279-324 |
|
Thesis
workshop for final paper/project. |
|
|
Dec.
7 |
Toni
Morrison, Beloved, review. |
|
Semerdian Plenary: “Reading
Beloved Through Fleshy and Ghostly Bodies,” Kimball Auditorium |
|
|
Dec.
9 |
Course
review |
|
|
|
|
Dec.
13 |
Final
Exam Time 9-11
am |
We
will not have a final exam in this class.
Instead, we will meet during our final exam period to share final
projects. |
In
addition to sharing final projects, we may have some form of embodied
practice during our exam period. |
|