WOMEN’S CULTURE WS 210 Section A Item 2B45 FALL
COURSE INFORMATION Offers 3 Credits for either Social Science or Humanities. HHL
INSTRUCTOR : Marlene Loisdotter Phone: 992-2700 x7609 Mail Box:
Foster Hall Office
Office Hours: By appointment
Canceled Classes will be posted at www.clark.edu/classestoday.
TEXT, READING, LIBRARY, AND RESERVE INFORMATION
Drinker, Sophie. Music and Women. New York: Feminist Press, 1995.
Eisler, Riane. The Chalice and the Blade. SanFrancisco: Harper & Row, 1987.
Cannell Library Website: www.clark.edu/Library (Get Lab Pass if you do not have web access.)
Reserves: Click Reserves by Instructor or ask at Library Checkout Desk to access list of reserves.
Reserve Books and DVD’s: 3-day loan. Check out at Circulation Desk.
Reserve CD’s/Audio Tapes: Overnight loan. E-reserves are on Blackboard (see below):
BLACKBOARD (Bb): www.clark.edu/eLearning or www.clark.edu Quick Links eLearning
HANDOUTS are on Blackboard. Copy, read, bring them to class, and follow directions
COURSE DESCRIPTION: A survey of women in music and mythology from prehistoric to
modern times as studied by Sophie Drinker, and an inquiry into Cultural Transformation Theory as taught by Riane Eisler. Both authors‟ works are looked at in terms of a theory of women‟s contributions to multi cultural, cooperative society.
Topics include women musicians and the relationship between myth and music as they influence and reflect the roles, status, and images of women.
In addition to content learning, it includes all College-wide Abilities: 1, Communication; 2, Critical Thinking; 3, Information/Technology; 4, Lifelong Learning; 5, Effective Citizenship; and 6, Global Multi cultural Awareness. The assignments and activities of Women‟s Culture will help
each student perform several of the abilities above, but will emphasize Global/Multi cultural Awareness, that is, how culture shapes perceptions, values, and behavior as they are influenced by and reflected in both music and mythology, especially in relation to females from many societies.
This course employs mini-lectures, readings, speakers, videos, recordings, student writings, and student-led group discussions and presentations.
COURSE PHILOSOPHY: All activities are intended to instill appreciation of women‟s creative contributions to diverse cultures. While the content may challenge students‟ beliefs and biases, they are asked to approach it with an attitude of academic curiosity, respect, adventure, and fun!
DUE DATES Assignments are due at the beginning of class (See Calendar), unless approved for emergencies, such as illness. Assignments are then due at the beginning of class when student returns—no later! Exception: No assignment will be accepted after Monday, Nov. 29. Don‟t
INCOMPLETES If you have a very good reason for an incomplete, ask me BEFORE Monday,
Nov. 29, to avoid an F. I cannot give an incomplete without your request.
BB Wom Cul SylFall 10
STUDENT LEARNING OUTCOMES FOR “WOMEN’S CULTURE”
Students will be able to:
1. Identify the contributions of creative women to Western civilization in a variety of media--including print, audio-visual, and internet; examine the images of women in various mythologies, and some of the cultural and political biases at work in myths, such as esthetic and religious.
(All assignments address this outcome.)
2. Describe the role certain aspects of the women‟s movement (especially cultural feminism and
eco feminism) have played in contemporary culture. (Assignments 1, 3, 4, 5, 7.)
3. Question traditional and popular artistic representations of females in various groups (i.e., women with differing racial/ethnic, class, generational, and other backgrounds), and theorize about the effects of these perceptions on females. (Assignments 1, 2, 4, 6, 7.)
4. Evaluate theories surrounding the idea of a culture characteristic of women, and state their own ideas about creativity, gender, women, and culture. (Assignments 5, 6, 7, 8.)
5. Complete assignments in clear, accurate, concise, respectful, relevant written or oral communication, as appropriate, and participate considerately and cooperatively in all class activities. (All assignments address this outcome.)
Outcomes 1 through 4 address the College Wide Abilities of identifying elements of culture and cultural assumptions; 5 relates to the abilities of demonstrating sensitivity to biases and effective communication. All outcomes address the Ability of Critical Thinking/Problem Solving.
ATTENDANCE Knowledge depends upon sharing: Be in class on time, for the entire class,
attentive to all class activities. Leave a short phone message if you are ill or have an emergency:
“This is Amy Tan, 992-1234, WS 210. I am sick but will be there next Mon. with assignments.”
Do not come to the classroom with contagious symptoms! Perfect attendance, 5 points; skip one
part of class, 4 points; skip one class, 3; skip one and one-half class, 2; and skip two classes, 1
Drop Policy: Students will be allowed to drop without instructor signature through the 7th week. Those who drop after the 10th day receive a „W,‟ which does not affect their GPA. No drops are
allowed after the 7th week. See the unit dean before finals if you have extenuating circumstances. The refund policy remains the same.
1. In INCLEMENT WEATHER or EMERGENCY, go to www.clark.edu or call 360-992-2000, as your first means
of getting information. The college does not send notices to radio and television stations; the College‟s website and
switchboard give the official, most accurate information.
2. To receive IMMEDIATE NOTICE ON EMERGENCIES, you can register your cell phone number to
receive text pages, and your email address to receive email messages. To do this, go to www.flashalert.net.
Select “Subscribe” on the left, and follow the instructions.
3. FIRE ALARM Evacuate the building through the closest exit; evacuation maps are located in the hallways. Take personal belongings only if it is safe to do so. Remain at least 50 feet from the building. Notify others of evacuation. Do not re-enter building until instructed to do so.
4. PARKING LOT IDENTIFIERS New parking lot identifiers using colors and numbers have been
assigned to all Clark parking lots. To help emergency or security personnel locate you, please refer to these identifying features.
5. SECURITY ESCORT Security officers are available for escorts. Please call 360-992-2133.
1. LISTENING LOG Listen to music by women and keep a log, that is, a list of pieces and
apt info about each piece. Choose music that broadens your view of women‟s music, with variety thin type and era. For example: folk music of the Middle Ages, Renaissance, or 18 Century;
blues; opera; jazz of the 30‟s, 40‟s and 50‟s; Suffragist songs; symphonic, choral, children‟s;
Aboriginal, African, Native American, etc., but NO contemporary popular music! Then
choose four various recordings to write entries on. The recording used for each entry may be
either only one short piece or a whole CD or tape. Each entry should be about ? typewritten page, double spaced, in essay form. (Use no cover sheet for any assignment, please.) You‟ll receive
up to 2? points for each of the four entries. List all of the following on the first line or two: title,
type of music, composer, length of work, year published, and performer. Answer the following, quoting brief lyrics:
Is it an appropriate artistic expression of women‟s lives? Does it show respect for females?
If so, how? Does it honor values named in Women‟s Studies? If so, which ones? Does it relate
to women‟s culture? To the bonding of women? Does it show an understanding of the images,
roles, and status of females? If so, how? 10 points. (Assg. 1 meets Outcomes 1, 2, 3, 5; Abilities 1, 2,
3, 4, 6)
2. POETRY READING Find and read to the class, a 30-second poem, or poem excerpt, that relates to the course, by a poet on the Conversationalists handout. Tell her name, date and place of birth, and why you chose her. If the meaning is obscure, explain your interpretation. Look up any words you are unfamiliar with, and practice reading the poem aloud slowly, with expression. You do not need to turn in a paper. 5 points. (Assignment 2 meets Outcomes 1, 3, 5; Abilities 1, 2, 3, 4,
3. RESERVE REVIEW Read four relevant chapters from books on my reserve shelf in the library. Choose a variety of readings about different time periods and societies, then settle on one
that is at least five pages. Write one full page on it. On a second full page, address the other
three readings. You will read these to the class. Please include the following in essay format:
Page 1: Title, author, inclusive page numbers; and if available, date published—in the first sentence.
Brief summary, including era discussed, giving important points and a significant quote.
Your statement about how the reading relates to women’s culture and the value of
Page 2: Authors and titles of 3 other readings, saying in a short paragraph how they relate to,
change, or confirm your definition of women‟s culture.
10 points. (Assignment 3 meets Outcomes 1, 2, 5; Abilities 1, 2, 3, 6)
4. PLAY & TELL Bring to class a two-minute excerpt of unfamiliar (not pop) women’s
music from various cultures, or experimental, classical, or period pieces. Speculate about its significance for women; identify its composer, performer, and era. Play music different from the Listening Log entries you submitted. Play & Tell is worth up to 5 points. (Outcomes 1, 2, 3, 5;
Abilities 1, 2, 3, 4, 6)
5. DRINKER REFLECTION Read the assigned chapters in Music & Women and write a
ONE PAGE Reflection of Chapter IX (127-143). Include main points, any new awareness and questions you have, and one general, significant quotation about the roles, status, and images of
females in the cultures explored. Cite page number. What changed for women, says Drinker?
Note that this book is a rare historical writing, not a usual up-to-date textbook. Keep an academic
approach: acknowledge your own bias; that is, identify belief as belief, and opinion as opinion,
meaning a studied conclusion based on evidence, not on a guess, stereotype, or hearsay. Use this
paper when we discuss Drinker‟s thesis in Ch. IX. Well written: 10 points. (Outcomes 1, 2, 4, 5;
Abilities 1, 2, 4, 6)
6. CONVERSATION Portray in a panel, a female listed on the Conversationalists sheet. Choose one born before 1940 for an historical perspective. Or you may choose a deity from prehistoric cultures as listed, for example, in Merlin Stone‟s Ancient Mirrors of Womanhood or
When God Was a Woman; in Barbara Walker‟s Woman‟s Encyclopedia of Myths and Secrets; or in
Anne Baring‟s Myth of the Goddess. Do not choose one from a dominator society (such as Greece) unless she predated it; tell how her character was changed from matrifocal to patriarchal society.
As you converse, include information about your choice‟s times, the prevailing attitudes toward female creativity, and her specific contributions. Converse or play a game--don’t read long
passages. A handout suggests questions for your research. You will choose groups for presentation.
You may wear costumes to add authenticity; but scores will depend upon information and insight imparted. You may use notes. Quote from your woman’s writing and/or show copies of her
art. You may include A/V excerpts if you give me a week‟s notice. Have Plan B in case someone is
absent. Each student will receive, separately, up to 15 points. (Assignment 6 meets Outcomes 1, 3, 4, 5;
7. FINAL PAPER / PRESENTATION Write a l? page essay answering the following
questions: What does Women‟s Culture mean to you in the context of this class? What are two
of its values for participants? Support your statements: cite each textbook once and one other
reading (give author‟s name and page number), and cite a class activity. Well written, clearly
presented, and completely documented, it is worth up to 20 points. (All Outcomes; all Abilities)
8. PERSONAL CREATION: Make a work of art--such as a song, quilt, painting, sculpture, or building--relating it to women‟s culture. Do not borrow, e.g., from the Internet, to make a collage. Present and explain its relevance to the class, for up to 10 Points. (Outcomes 1, 4, 5; Abilities 1, 2, 4)
DISCUSSION/CONTRIBUTION In discussion, no one is to dominate, interrupt, contradict,
intimidate, or argue, but rather to speak briefly, then invite others to share. Helping make the class run smoothly is each student‟s responsibility. Observe all items in “Criteria for Scoring” and
“My Values and Requests” handouts on Blackboard. Intelligent, informed, relevant sharing and courteous participation in all activities are worth up to 10 points. (Outcomes 4, 5; Abilities 1, 2, 4, 5, 6)
All scores must be outstanding for an “A”; these are guidelines only.
SCORING GUIDELINES: POSSIBLE POINTS YOUR POINTS POINT
1. Listening Log (W )* 10 95 - 100 = A
2. Poetry Reading (O) 5 91 - 94 =
3. Reserve Review (W&O) 10 87 - 90 = B+
4. Play & Tell (O) 5 83 - 86 = B 5. Drinker Reflection (W) 10 79 - 82 = B-
6. Conversation (O) 15 75 - 78 = C+
7. Final Paper/Presentation (W&O) 20 71 - 74 = C 8. Personal Creation (W&/orO) 10 67 - 70 = C-
63 - 66 = D+
Perfect Attendance 5 60 - 62 = D
Discussion/Contribution 10 58 - 59
*W = written O = oral W&O = both written and oral
BB Wom Cul Syl Fall 10