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The Scriptorium, a “place for writing,” is a class for writers interested in improving their critical essay-writing skills. We will read to write and write to read. Much of our time will be occupied with writing and revising—essai means “trial” or “attempt”—as we work to create new habits and productive strategies for analytical writing.
The Scriptorium, a “place for writing,” is a class for writers interested in improving their critical essay-writing skills. We will read to write and write to read. Much of our time will be occupied with writing and revising—essai means “trial” or “attempt”—as we work to create new habits and productive strategies for analytical writing.
This course is for students who are doing advanced work in Sustainable Agriculture or community engagement work. Students will create an individual project developing project management skills that include planning, research, development, and implementation. The students will have the opportunity to collaborate with a community partner and will present their completed project at the end of term. A small project budget will be provided supported by The Bennington Fair Food Initiative grant.
This Scriptorium, a “place for writing,” functions as a class for writers interested in improving their critical essay-writing skills. We will read to write and write to read. Much of our time will be occupied with discussion, writing, and revising—essai means “trial” or “attempt”—as we create new habits and strategies for our analytical writing. We will write in various essay structures with the aim of developing a well-supported thesis; in addition, we will revise collaboratively, improve our research and citation skills, and study grammar and style.
In this course, we will explore various projects that aim to connect people with their surroundings and communities.
We will also explore the strategies that various artists have implemented to increase their audiences and interest in the arts.
We will analyze and design projects that seek sustainability, diversification, and access to the experience of art and culture.
By evaluating environments we could design artistic projects that promote art, artistic education, and the promotion of cultural products as actions to build community, identity, and a creative economy.
How do we transition to a low-carbon economy in a manner that doesn’t reinscribe the social and environmental injustices that have plagued our fossil-fueled economy? On one hand, the continued burning of fossil fuels is producing environmental crises that threaten to destabilize the very foundations of collective life, with poor and historically marginalized communities bearing the brunt of the suffering. On the other hand, renewable energy technologies are far from environmentally and socially benign.
Graduate Teaching Fellows in Dance are integrated into the dance program as teaching assistants. In consultation with their academic advisors and the dance faculty, MFA candidates develop an assistantship schedule of approximately ten hours weekly; the courses they develop and teach are listed in the curriculum. All Teaching Fellows bring their own professional histories and contribute their own manners of teaching.
This course is designed to assist graduate students with the research and development of their new work. The weekly format is determined with the students. In class, they show works-in-progress, try out ideas with their colleagues, and discuss issues involved in their creative processes. Though the class meets only once a week, students are expected to spend considerable time each week in active, ongoing creative research; their independent projects will be presented to the public, either formally or informally, by the end of the term.