ART 0003. Three-Dimensional Design Foundations
Units: 3
Hours: 90 (36 lecture, 54 laboratory)
Introduction to the concepts, applications, and historical references related to three-dimensional design and spatial composition, including the study of the elements of art and principles of design as they apply to three-dimensional space and form. Development of visual vocabulary for creative expression through lecture presentations and use of appropriate materials for non-representational three-dimensional studio projects. (C-ID ARTS 101) (CSU, UC)
ART 0003 - Three-Dimensional Design Foundations
https://catalog.sierracollege.edu/course-outlines/art-0003/
Catalog Description Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to the concepts, applications, and historical references related to three-dimensional design and spatial composition, including the study of the elements of art and principles of design as they apply to three-dimensional space and form. Development of visual vocabulary for creative expression through lecture presentations and use of appropriate materials for non-representational three-dimensional studio projects. (C-ID ARTS 101) (CSU, UC) Course Student Learning Outcomes CSLO #1: Discuss, describe, analyze, and critique own art and the three-dimensional artworks of other students through references to the formal elements of art and principles of design. CSLO #2: Identify and evaluate the formal elements of art and organizing principles of three-dimensional design. CSLO #3: Analyze the presence of specific elements and principles in works of art as well as in the everyday physical world, throughout history and across cultures. CSLO #4: Compose in three dimensions and work with a variety of media, which may include but not be limited to clay, plaster, paper, cardboard, fibers, wire, wood, metal, and mixed media. CSLO #5: Apply proper material handling, use, storage, and clean-up safety standards in the classroom & work environments. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify and understand the formal elements and organizing principles of three-dimensional art; 2. Discuss, describe, analyze, and critique three-dimensional works of art through references to the formal elements of art and principles of design; 3. Identify the presence of specific elements and principles in works of art as well as in the everyday physical world around, throughout history and across cultures. Laboratory Objectives: 1. Independently produce objects, forms, and problem-solving projects that successfully incorporate the basic elements and organizing principles of three-dimensional art; 2. Make individual aesthetic decisions and judgments related to own design work; 3. Translate ideas and visual experience into tactile forms and objects using both formal and conceptual approaches; 4. Compose in three dimensions and work with a variety of media, which may include but are not limited to clay, wood, metal, paint, plaster, paper, cardboard, fibers, mixed media, and in the use of digital technology such as 3D scanners and printers. 5. Practice appropriate and safety standards while working with materials and techniques in this course. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will be evaluated on a combination of their participation in classroom discussions and formal critiques (a process of discussion based upon informed, structured analysis of the strengths and improvements of each work), the presentation of their artwork, their critical written evaluations of personal work, and their participation in group activities. Objective Examinations Example: Each student will fill out a safety test. The test will cover safety in the classroom, woodshop or plaster room. An example of a questions would be: Disposing of liquid plaster - True or False, You can pour unused plaster down the sink. Projects Example: Both short and more extensive projects will be given throughout the course. Handouts or online instructions along with rubric will be given for each project. Based on course objective: Identify the presence of specific elements and principles in works of art as well as in the everyday physical world around, throughout history and across cultures. Create a low relief 3-Dimensional paper tile that uses symmetrical, asymmetrical, or radial balance. Reports Example: Students will submit artist research for their curatorial design of a mini gallery exhibition. This will include Artist bios, gallery statement and a reflection of their choices. Skill Demonstrations Example: Students will be evaluated on their ability to choose relevant techniques and materials to create and complete artworks of their concepts. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will present the concepts of three-dimensional design through lecture, including visual examples, and then demonstrate the extension of line into two-dimensional shape and shape into actual three-dimensional forms using sticks and glue to demonstrate the concepts of three-dimensional form. Students will then be guided in a lab activity designing and creating three-dimensional forms based on linear and two-dimensional shapes. Lecture: Instructor will lecture and demonstrate the proper use of power tools to cut lumber and other materials using basic construction methods for creating three-dimensional design structures. Distance Learning Visually oriented image lecture demonstrating the creation of a 3-D composition to study one of the basic elements of a three-dimensional design such as texture. Video examples of contemporary artists using texture (implied and actual) in their artworks. Students will then be guided through project work to create a 3-dimensional composition using texture. Students submit progress to the instructor for feedback. Completed projects are posted to the discussion board and critiqued through written format using relevant vocabulary and terminology pertaining to the basic elements and organizing principles of three-dimensional design. Active and relevant participation includes students responding to each other's comments on the discussion board. Typical Out of Class Assignments Reading Assignments Read provided article covering theories and practical applications of the elements of art as used in actual three-dimensional designs in art, architecture, package design, etc. Apply information in class discussions and compositions. Writing, Problem Solving or Performance Participation in various critique formats demonstrating an understanding of one's own design concepts and those of other students. Other (Term projects, research papers, portfolios, etc.) A minimum of one assignment to cover each of the following concepts: 1. Translation of 2-dimensional shape into 3-dimensional form; 2. Use of negative space as a major element in a 3-D work; 3. Use of preliminary drawings and maquettes in a 3-D design; 4. Use of pattern/repetition/rhythm in a 3-D work; 5. Development of a portfolio of all work and design plans for the semester. Required Materials Shaping Space: The Dynamics of Three-Dimensional Design Author: Zelanski, Paul & Mary Fisher Publisher: Cengage Learning Publication Date: 2007 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Principles of Three-Dimensional Design Author: Wong, Wucius Publisher: Wiley & Sons, Inc. Publication Date: 1977 Text Edition: Classic Textbook?: Yes OER Link: OER: Launching the Imagination Author: Stewart, Mary Publisher: McGraw-Hill Higher Ed. Publication Date: 2019 Text Edition: 6th Classic Textbook?: No OER Link: OER: Vitamin 3-D: New Perspectives in Sculpture and Installation Author: Adriano Pedrosa, Jens Hoffmann, and Laura Hoptman Publisher: Phaidon Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Introduction to Three-Dimensional Design: Principles, Processes, and Projects Author: Kimberly Elam Publisher: Princeton Architectural Press Publication Date: Oct 6, 2020 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Notebook/sketchbook, pen, pencil, metal ruler, and various other basic tools and materials as needed.
HUM 0003 - Introduction to Asian Humanities
https://catalog.sierracollege.edu/course-outlines/hum-0003/
Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of the religion, art, philosophy, literature, music, and architecture of Asia - from prehistory to the present - with an emphasis on India, China and Japan. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and critically evaluate cultural expressions in art, architecture, history, literature, music and philosophy in the Asian worlds. CSLO #2: Analyze themes, styles, and techniques of art reflective of the Asian worlds. CSLO #3: Analyze representative cultural artifacts from the Asian worlds. CSLO #4: Construct an essay that discusses themes in the humanities from the cultures of India, China and Japan, utilizing the language of the humanities discipline. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will through oral and written work: 1. Identify the major works of art, literature, and philosophy of Asia in general; 2. Relate Asian humanistic expression and cultural development to the major dynasties of China and eras of Japan; 3. Identify, compare and contrast, and evaluate the more prominent philosophical and religious ideas of Asia and their influence on literature and the fine arts; 4. Construct an historical chart that identifies and temporally places individuals, events and eras in Asian history; 5. Describe and analyze the relationship between the arts, literature, religion and philosophical ideas of Asia with the everyday life of individuals in the various Asian cultures; and 6. Compare and contrast elements of art, literature, philosophy, religion and every day life of Asian Cultures with Western Cultures. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Fine Arts AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts CSUGE - C2 Humanities CSUGE - D3 Ethnic Studies Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After learning about the Taoism and Confucianism, students will be prompted to compare and contrast the role of the Tao in the Analects and in the Tao Te Ching, and based on these discussions, students will write a short paragraph identifying which philosophy resonates best with them, and explain their choice. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: In a short essay, describe and explain what, in your view, are the three most important differences between Buddhism and Hinduism? Use examples and passages from relevant primary texts to help explain and support your ideas. Objective Examinations Example: A. Students will take a multiple-choice examination on Sikhism. For example: Who was the founder and first guru of Sikhism? (A) Guru Govind Singh, (B) Guru Granth Sahib, (C) Guru Ramana Maharshi, (D) Guru Nanak Dev Ji. Projects Example: Create a poster board that presents the relationship between the arts, literature, religion and philosophical ideas of Asia. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture format, the instructor will present various works of art from Japan, China and India, and model how to identify major works of art and describe prominent themes, styles, and techniques. Through an interactive discussion, students will be presented with new and different images and invited to identify major works of art, describe their themes, styles, and techniques. Distance Learning Students will watch a video of the instructor presenting various works of art from Japan, China and India modelling how to identify, and compare and contrast styles between different eras in the ancient and medieval worlds. In a discussion board assignment, students will be presented with two images of art from Asian and Western cultures and asked to identify and describe its themes, and compare and contrast their styles. Typical Out of Class Assignments Reading Assignments 1. Read Ramayana, and be prepared to discuss prominent themes during Prince Rama's quest to rescue his wife, Sita. 2. Read the Tao te Ching, and be prepared to discuss the meaning of "Tao." Writing, Problem Solving or Performance 1. Read the poetry of Ono no Komachi and write a 1-2 page response to it. Come to class ready to discuss her poetry with your classmates. 2. Pick a topic related to Asian Humanities and write a 6-8 page research paper on that topic. 3. After reading the relevant chapters in your text, write a three-page, typed, double-spaced paper that provides a definition of religion expansive enough to capture both Confucianism and Taoism. Explain how these two systems fit under the definition of 'religion' that you have provided. Post your paper to the course web site. Next, choose two papers that have been posted to the course web site by your fellow students and write a two page response paper that evaluates the definitions of religion presented in their papers. Other (Term projects, research papers, portfolios, etc.) Required Materials Awakening: An Introduction to the History of Eastern Thought Author: Patrick S. Bresnan Publisher: Routledge Publication Date: 2017 Text Edition: 6th Classic Textbook?: OER Link: OER: Asian Philosophies Author: John M. Koller Publisher: Prentice Hall Publication Date: 2011 Text Edition: 6th Classic Textbook?: OER Link: OER: Ramayana Author: William Buck Publisher: University of California Press Publication Date: 2012 Text Edition: 3rd Classic Textbook?: OER Link: OER: Tao te Ching Author: Stephen Mitchell Publisher: Harper Perennial Publication Date: 1992 Text Edition: 1st Classic Textbook?: OER Link: OER: Persepolis: The Story of a Childhood Author: Marjane Satrapi Publisher: Pantheon Publication Date: 2004 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
DFST 0003 - American Sign Language III
https://catalog.sierracollege.edu/course-outlines/dfst-0003/
Catalog Description Prerequisite: Completion of DFST 2 with grade of "C" or better Hours: 72 lecture Description: Continuation of American Sign Language II (ASL II). Shifts from comprehension to production of ASL. Further study of vocabulary and grammatical patterns. Continues to develop ASL competencies in numerous conversational settings. Brings ASL fluency to a point of self-generated ASL for the purpose of furthering language use in ASL. (CSU, UC) Course Student Learning Outcomes CSLO #1: Appraise and demonstrate receptive and expressive skills of targeted grammatical features from the text. CSLO #2: Analyze lexical and grammatical patterns by signing selected or self-developed narratives. CSLO #3: Compare and appraise social norms of Deaf people to those of students' own cultural experience. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Appraise and demonstrate receptive and expressive skills of targeted grammatical features from text, which will include the following areas: number forms, quantifiers, count and non-count nouns; recurring and continuous verbs relative to frequency of the verb action and time; describing buildings, demonstrating floor plans; describing objects when asked what a word means, looks like, or how it is made/prepared through classroom role-play or projects. 2. Analyze lexical and grammatical patterns by signing selected or self-developed narratives. 3. Compare and appraise social norms of Deaf people to those of their own cultural experience from attending at least one social or event of the Deaf community. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will compare and contrast ways to ask questions using new signs learned during the lecture. Objective Examinations Example: 4-6 written, expressive, and receptive quizzes and tests based on Deaf culture, grammar, history, and language pertinent to this level. Students will be provided a sign and will match it to the right answer on the quiz. Reports Example: Students will write a reaction paper on a Deaf event they attended in the community. They will include cultural perspectives, their reaction and the interview they conducted. Skill Demonstrations Example: Written, expressive, receptive final exam, final storytelling (children’s storytelling) based on role shifting, in depth signed vocabulary, and classifiers, and one-to- one interview based on Units 13-17 from Signing Naturally. Students will create their own story using new signs learned in the class. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will provide a brief lecture that demonstrates the use of more complex dialogue that includes expanded use of questions in ASL. Students will then be guided, first in a whole class discussion and then in small groups, to develop their own dialogue and questions. The instructor will refer students to their textbook reading to reinforce the class discussion. In a class meeting, the instructor will show a video illustrating a dialogue in ASL at a level appropriate to the course. Students will then discuss the dialogues in groups. Distance Learning Instructor will provide examples of the Dialog in ASL format and proper sentence structure. Students will watch and sign along the video. Learning objectives 1 (A, B, C) A) Grammar Topic-comment structure reference points marking locations of non-present objects locative classifiers semantic classifiers (SCL:1, SCL:bent-V) Example: Signer A: ME LEAVE COMB IX-loc LIBRARY NOT-MIND FOR+ME GET (q) B: #OK WHERE (whq) A: KNOW LIBRARY (rhq) ENTER SHELF "wave-left" "wave-up: COMB IX-loc B: SHELF+ "wave-left" "wave-up COMB IX-loc (q) A: THAT-ONE (nod) Instructor will sign and model new signs using a dialog and a video. Students will watch and practice using the signs acquired. Conversation Strategies opening conversations with yes/no questions confirming and correcting information Example: Signer A: YOU LIVE HOUSE (ynq) B: NO (shake head) ME LIVE APT ME Sentence structures tell location of the room describe location of the furniture Example: Signer A: FRONT DOOR ENTER "wave-right" BATHROOM Typical Out of Class Assignments Reading Assignments Students will be assigned reading material of no less than one chapter per week from the text, including handouts. Sample Assignment 1: Compare social norms between the cultural notes in the text and the local Deaf community. Be ready to discuss in class. Sample Assignment 2: Read "Deaf in America." Provide a comparison between your own experiences and those of the author. Be ready to discuss in class. Writing, Problem Solving or Performance Writing assignments include (but are not limited to): 1 research paper on a related topic in the field of deafness or Sign Language; 2-3 assigned reaction papers to handouts given by the instructor, guest speakers, or visited Deaf cultural events; and/or observation papers on viewed DVD'S in the Media Center or online. Sample Assignment 1: Relate what you have learned in class to a viewed DVD in the Media Center and write a comparison paper about your observations. Sample Assignment 2: Using communication techniques developed in class, interview a member of the Deaf community. Other (Term projects, research papers, portfolios, etc.) Students will be required to attend at least one Deaf cultural event where members of the Deaf community are present. Sample Assignment: Compose a one page analysis of a visited Deaf cultural event and describe your dialogue of exchanging personal information. Be ready to discuss in class. Required Materials Signing Naturally - Level 2 Author: Lenz, Mikso, and Smith Publisher: Dawn Sign Press Publication Date: 1992 Text Edition: Classic Textbook?: OER Link: OER: American Sign Language Author: Charlotte Baker-Schenk Publisher: Gallaudet University Press Publication Date: 2002 Text Edition: 1st Classic Textbook?: OER Link: OER: For Hearing People Only Author: Matthew S. Moore and Linda Levitan Publisher: MSM Productions, Limited Publication Date: 2003 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Special note: Due to the specialized field of Deaf Studies more recent books do not exist. Since this is a predominantly historical, cultural and factual course the textbooks listed are not out of date to the subject matter.
FREN 0003 - Intermediate French - Level I
https://catalog.sierracollege.edu/course-outlines/fren-0003/
Catalog Description Prerequisite: Completion of FREN 2 or three years of high school French with grade(s) of "C" or better Hours: 72 lecture Description: Designed for those who have had previous training in the French language. Review of grammar with increased emphasis upon speaking and linguistic structure of the language, reading of excerpts from works of French-speaking authors, study of cultural distinctions among the French-speaking peoples, and writing at the intermediate level. (CSU, UC) Course Student Learning Outcomes CSLO #1: Paraphrase intermediate level French spoken at regular conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Intermediate Low level conversations. CSLO #3: Explain what is read in any Intermediate Low level literary materials. CSLO #4: Write compositions and short reports using appropriate syntax for the Intermediate Low level. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, reading and writing assignment, students will: 1. Communicate coherently in French on topics such as: cars, technology, places in the city, the workplace, professions, the environment and the arts. 2. Differentiate between verbs that require prepositions and verbs that don’t. 3. Use reciprocal reflexive verbs in the present, past, future, conditional and subjunctive present. 4. Identify and employ irregular “ir” and “oir” ending verbs such as: offrir, ouvrir, voir, and recevoir. 5. Express hypothetical facts using the conditional tense. 6. Distinguish between negative expressions. 7. Conjugate regular and irregular verbs using the future tense. 8. Using “si” clauses. 9. Differentiate between relative pronouns such as: qui, que, dont and où. 10. Replace nouns by demonstrative pronouns. 11. Express doubt, opinion, emotion and doubt using the subjunctive mood. 12. Differentiate between comparative and superlative of nouns. 13. Identify and use possessive pronouns. 14. Recognize common vocabulary and grammatical constructions to understand spoken and written French at an intermediate level 15. Compare, contrast and analyze aspects of French, Francophone, and American cultures in areas such as geography, food, history, music, politics, and society. 16. Watch and discuss authentic French video clips. 17. Analyze intermediate-level readings to identify main ideas, summarize content, and evaluate the validity of statements made about the material. 18. Read, analyze, evaluate, comment on and summarize intermediate-level materials such as: literary and cultural reading selections, poems, magazine and newspaper stories. 19. Identify intermediate French pronunciation rules. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: The instructor will divide the class into 2 teams and lead a debate on unions and strikes in France. Students will use the vocabulary pertaining to the workplace and support their arguments with examples. Essay Examinations Example: Students will pretend they write a letter to a senator, describing a local ecological problem they feel is important to address. They will write 30 sentences using the subjunctive mood. Objective Examinations Example: Students will identify work-related pictures using the appropriate vocabulary word for each picture. Grades based on accuracy of the answers. Problem Solving Examinations Example: In class, show a map of Paris on the board. Group students in 4. Have students look at the map for a minute and locate landmarks. Have students listen to the instructor read the directions in French from Musée du Louvre to the Arc de Triomphe (without mentioning the destination). Have students follow along on the map to find out the destination. The first group that answers correctly wins a point. Display a different map, and as a follow-up activity, have students within each group give directions in French to their partners. Each pair plays against the other in the group. Projects Example: Students will research a topic of their choice related to the French-speaking world and present it to the class in French and using a PowerPoint presentation. They will then submit a written summary of their research in French. Other students will write 2 questions and ask them at the end of the presentation. Skill Demonstrations Example: Make a one-minute video in French in which you present your car. Describe the color, show 5 different parts of the car, say whether you like it and why. Post the video to the LMS in the discussion board and comment on 3 other posts in French. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will show pictures of Madagascar and describe a potential trip. She will emphasize the verbs and ask the students to identify the infinitive form and write them on a piece of paper. She will then ask them to get in groups and deduct how the verbs are formed in the conditional tense. Students will explain and compare their theory to the rest of the class. The instructor will then explain how the conditional is formed in French, using a PowerPoint presentation. Assign the relative pronouns reading to students as homework, followed by an instructor lecture. In class, write the four pronouns on the board and briefly explain and show where the singer is from (Corsica). Play “Je sais où aller” song by Patrick Fiori. Show the lyrics without the relative pronouns. Ask students to fill in the missing pronouns while listening to the song. Have the students get in pair and compare their answers. Then go over the lyrics and have students find the antecedent for each pronoun. Draw 4 columns on the board and label each with a pronoun. Have students come up with the rules for the use of each pronoun. As a class, go over the song one more time and have students sing along. Debrief and discuss the meaning of the song. Distance Learning Students will answer orally (recording) and in writing 3 questions related to work in French. a. Dans quel domaine aimerais-tu travailler? b. Pourquoi as-tu choisi ce domaine? c. Préfères-tu travailler dans un groupe ou seul/e? After the students answer the questions, the instructor will present the vocabulary related to the workplace using a PowerPoint with accompanying audio. Students will follow along and practice their pronunciation. At the end of the presentation, students will answer the following questions orally, using the new vocabulary and the conditional tense. Rubric grading. a. Quelle profession voudrais-tu faire? b. Pourquoi? Explique en 2 phrases complètes. Typical Out of Class Assignments Reading Assignments 1. Read the fable “La cigale et la fourmi” by Jean de la Fontaine and answer open-ended comprehension questions related to the content and message of the story. Grades based on accuracy of answers. 1. Qu’est-ce que la cigale a fait tout l’été? 2. Quel personnage de la fable a beaucoup travaillé pendant l’été? 3. Pourquoi la cigale n’a-t-elle rien à manger quand l’hiver arrive? 4. Que fait la cigale quand elle a faim? 5. Quel est le moindre défaut de la fourmi? 6. La fourmi va-t-elle donner quelque chose à manger à la cigale? 2. Read the following excerpt on French small shops. Make a list and compare them to American shops and grocery shopping (in French and with a partner). Rubric grading. Dans beaucoup de pays francophones, on fait toujours les courses chez les petits commerçants, même s’il est plus pratique d’aller au supermarché. Pour le fromage, par exemple, on va à la crémerie; pour la viande, on va à la boucherie; pour le poisson, à la poissonnnerie. Dans les épiceries de quartier, on trouve aussi toutes sortes de produits frais, des boîtes de conserve, des produits surgelés, etc. Les épiceries fines se spécialisent dans les produits de luxe et parfois, dans les plats préparés. En France, la boulangerie reste le petit commerce le plus fréquenté. Les pâtisseries aussi sont très nombreuses. Les petits commerces ont survécu en France grâce à une volonté politique. Pour les sauvergarder, les pouvoirs publics des années 1980 ont limité les autorisations de constructions des supermarchés et hypermarchés dans la périphérie des villes. Avec la présence des petits commerces, vie et activités dans les centres-villes ont ainsi été préservés. Writing, Problem Solving or Performance 1. Imagine that you won a trip anywhere in the world. Use the conditional verb tense and write 20 phrases explaining where you would go, how you would travel, what you would do, where you would stay, what you would eat, what you would buy, with whom you would go, etc. Rubric grading. 2. For each example, put the two sentences together, using a relative pronoun (qui, que, oû, dont). Grades based on accuracy of answers. 1. Voici le bureau de M. Dantes. Vous pouvez vous adresser à ce bureau pour obtenir une assurance-vie. 2. Je vous ai parlé d'une banquière. La banquière s'appelle Murielle Marteau. 3. Vous avez vu la grande boutique. M. Descartes est le patron de cette boutique. Other (Term projects, research papers, portfolios, etc.) Required Materials Espaces Author: Mitchell - Tano Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Pass code for online homework.
SPAN 0003 - Intermediate Spanish - Level I
https://catalog.sierracollege.edu/course-outlines/span-0003/
Catalog Description Prerequisite: Completion of SPAN 2 or three years of high school Spanish with grade(s) of "C" or better Hours: 72 lecture Description: First of two semesters of Intermediate Spanish. Continued development of grammar, cultural understanding, conversation skills, writing, and reading through the study of grammar and literature. Students will interact with authentic language in a cultural context. (C-ID SPAN 200) (CSU, UC) Course Student Learning Outcomes CSLO #1: Paraphrase intermediate level Spanish spoken at regular conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Intermediate Low level conversations. CSLO #3: Explain what is read in any Intermediate Low level literary materials. CSLO #4: Write compositions and short reports using appropriate syntax for the Intermediate Low level. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Demonstrate an increased awareness of cultural norms, values, and culturally relevant customs and events; - Communicate orally and in writing in a variety of meaningful real-life activities moving toward the advanced low level of proficiency on the ACTFL scale (American Council on the Teaching of Foreign Languages). CULTURAL CONTENTS 1. Development of an understanding to participate in advanced studies of the Spanish-speaking cultures through topics such as: customs, traditions, legends, and associated festivities; news analysis; medicinal practices; environmentalism and ecology; literary readings. VOCABULARY DEVELOPMENT: 1. Review and expansion of vocabulary for description and discussion of topics such as customs and traditions, family and heritage, technology, entertainment and politics, finances and business, belief systems, health, or the environment. 2. Converse and write about topics relating to the above themes as they apply to both the students’ personal experience and the Spanish-speaking world. PHONETIC DEVELOPMENT: 1. Apply the principles of Spanish phonetics to intelligibly communicate verbal messages fluently by creating and responding to questions in Spanish at the intermediate to low-advanced level. STRUCTURAL DEVELOPMENT: 1. In-depth review and improved application of grammatical functions introduced in Elementary Spanish 1 and 2: a. Description of self and others b. Expression of events and activities with the present tense c. Narration of events in the past d. Expression of events in the recent past e. Influencing others f. Expression of desires and requests g. Expression of emotion, doubt, denial h. Expression of unexpected and unplanned events 2. Expansion of grammatical functions: a. Expression of known and unknown antecedents b. Expression of contingency, purpose, and causal relationships c. Expression of events in the distant future. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After reading a literary piece the students will sit in groups of four and discuss the reading together. The instructor will provide discussion prompts. At the end the instructor will lead a whole class wrap-up conversation. Essay Examinations Example: After reading an opinion piece published in a newspaper, students will complete several comprehension, analysis, and reaction activities. Finally, they will receive an essay writing prompt which will be graded using a rubric: Write a persuasive response to the newspaper arguing your opinions in reaction to the article. Take an ironic tone specifically in favor or against the opinions of the author. Provide supporting evidence to defend your position or recommend action by others. Objective Examinations Example: Students will read a dialog between two people. One of them is trying to convince the other to be more environmentally friendly. Students will have to fill in the blanks by using appropriate verbs and conjugating them in the indicative or in the subjunctive mood accordingly. Projects Example: Students will conduct research to prepare a 5-8 minute oral report (in Spanish) that includes visuals to teach the class about a famous person of the Spanish-speaking world, living or historical. Students will also lead a discussion following the presentation. The discussion should include 3-5 open-ended questions. Skill Demonstrations Example: Instructor will provide students with a role-play situation to work in pairs. Example: You are a host at a relationship radio show. A call comes in, and the caller (played by your partner) wants counsel on how to break up with his/her significant other without hurting his/her feelings. Use the subjunctive to offer advice. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Course Objective: Converse and write about topics relating to the above themes as they apply to both the students’ personal experience and the Spanish-speaking world. To discuss the theme of Human Rights in the Spanish-speaking world the instructor will first introduce a few new vocabulary words and expressions on which to base the conversation. Students will be assigned to find five to ten more words or phrases that they feel they need for the conversation in preparation for the next class. Students will also be given an abbreviated copy of the Universal Declaration of Human Rights (in Spanish) as well as several comprehension questions to read and prepare before the next class meeting. In the second class period the students will be divided into small groups to check their comprehension and discuss what the individual rights mean to them. In this same class period the instructor will show a few documented examples of human rights violations and improvements from the Spanish-speaking world. The instructor can also share a song or video clip which addresses this topic. Finally, students will be asked to explore specific examples of human rights violations or improvements in the Spanish-speaking world and report their findings to the class in the third class meeting. Course Objective: Influencing others. After studying the structures used for giving advice and making suggestions the students will come to class and share in a brief review and clarification of the grammar functions. The instructor will then divide the class into two groups: counselors and clients. The instructor will pass out role-play cards to each group. The counselors will have cards with several possible problems that their clients may be suffering (stress, infidelity, loss of employment, academic struggles, fear of public speaking, etc..) The clients will have an individual problem for which they are seeking advice. In the separate groups they can first discuss and plan how they will express their problem or give advice. Then the students will be paired as clients and counselors for a counseling session. Distance Learning Course Objective: Communicate orally and in writing in a variety of meaningful real-life activities moving toward the advanced low level of proficiency on the ACTFL scale (American Council on the Teaching of Foreign Languages). Instructor will use discussion boards to provide online students with links to several public Spanish-speaking television networks. Student will then choose one network and watch a 20-30 minute show. Then students will answer a set of questions provided by the instructor (all in Spanish: What show did you watch? What happened during the show? How was this show different from the shows you usually watch? etc..) After answering these written questions, students will record a message for two of their classmates (all in Spanish) commenting on the show they watched for this assignment. Typical Out of Class Assignments Reading Assignments 1. (All parts in Spanish) Students will be asked to read the poem Autorretrato by Rosario Castellanos. They will then complete a few basic True or False comprehension questions before moving on to interpretation and analysis. Examples of interpretation: What is the trophy which is spoken of at the beginning of the poem? What is its importance in the life of the woman in Autorretrato? Examples of analysis: Do you believe that the narrative voice is close to that of the poem’s author? Why? To what kind of reader is this poem directed? 2. (All parts in Spanish) After reading the short story El eclipse by Augusto Monterroso, students will complete several comprehension questions before moving into an interpretation of the piece. Example questions for interpretation: What was fray Bartolomé’s mission in Guatemala? Who had sent him on the mission? Despite fray Bartolomé’s knowledge of Aristotle, why didn’t the protagonist survive? Writing, Problem Solving or Performance 1. (All activities are in Spanish) Write an alternative ending to the video clip seen in class where the central conflict is resolved (your response should be between 250 and 300 words). 2. (All activities are in Spanish) In pairs, prepare a five-minute presentation to persuade your fellow classmates to commit to a new habit that improves the environment. Think beyond the activities that they may already be doing and convince them to start something new. Include visuals in your presentation. Other (Term projects, research papers, portfolios, etc.) Example of term project (all activities are in Spanish): After students have read, analyzed, and discussed a poem by the Chilean poet, Pablo Neruda, they will be asked to analyze another poem by another poet, chosen from a selection of five poems that the instructor will provide. Example of a library assignment and Internet research: Students will be asked to go to the library and bring copies of some advertisements in Spanish from U.S. Spanish-language magazines. They will then name the types of people the advertisements address, and tell what they think is the slant for the Spanish-speaking market (versus the U.S. market at large). Next, the students will be asked to research the Internet for one or more businesses in the U.S. that were founded by or run by people of Hispanic descent. They will be directed to the United States Hispanic Chamber of Commerce as an online resource. Finally, the students will be asked to share this information with the rest of the class. Required Materials Imagina Author: Blanco, Tocaimaza-Hatch Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Atando cabos Author: González-Aguilar, Rosso-O'Laughlin Publisher: Pearson Publication Date: 2017 Text Edition: 5th Classic Textbook?: OER Link: OER: 501 Spanish Verbs Author: Christopher Kendris, Theodore Kendris Publisher: Barron's Educational Series Publication Date: 2017 Text Edition: 8th Classic Textbook?: OER Link: OER: Everyday Spanish and English Dictionary Author: VOX Publisher: McGraw-Hill Publication Date: 2007 Text Edition: 3rd Classic Textbook?: OER Link: OER: Conexiones Author: Zayas-Bazán, Bacon, García Publisher: Pearson Publication Date: 2014 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
WMST 0003 - Introduction to Women, Gender and Religion
https://catalog.sierracollege.edu/course-outlines/wmst-0003/
Catalog Description Also known as HUM 9 Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Religion from a feminist perspective through a cross-cultural examination of major religious traditions of the East and West, as well as tribal faith practices. Emphasis on the historical role of women and gender in rituals, sacred texts, institutional structures, doctrine and religious iconography with respect to the impact on contemporary women regarding faith, politics and identity. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the role of women and gender in religious ideologies and expressions. CSLO #2: Analyze and explain the role of women and gender in religious ideologies and expressions. CSLO #3: Compare and contrast perspectives regarding gender and sex in religious ideologies. CSLO #4: Communicate effectively orally or in writing on women’s contribution to major religious traditions. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Introduction A. discuss feminist versus androcentric perspectives of women and gender in religion. B. compare the role of women and gender in religions from various cultures, including archetypes found in prehistoric cultures. 2. Primal Religions A. discuss methodologies and guidelines for examining women and gender in tribal religions, comparing androcentric and feminist scholarship. B. describe and compare aboriginal societies' religious structures. C. compare the role of women and gender roles in religious life in Native American and other aboriginal societies, examining archetypical patterns of exclusion and participation in rituals and myth. D. examine homosexuality and transvestitism in indigenous American societies as pertaining to religious practices. 3. Eastern Religions A. describe and compare gender concepts, historical and contemporary, in various Eastern cultures. B. discuss changing roles of women and gender in religion and chart the changes with parallel historical changes within those societies. C. describe women and gender in religious rituals and ceremonies and compare with male roles and status, examining subordination and equivalence in ritual and myth. D. critically assess women and gender through examination of religious texts, doctrine and treatises, including but not limited to the Vedic corpus, Buddhist sutras, the Analects, Tao Te Ching, Pan Chou's Instructions for Women and Classic of Filial Piety for Women. E. examine and discuss the various representations of women in religious iconography and literature. F. discuss women and monasticism, historical and contemporary. G. examine lives of women in a contemporary religious context as pertaining to issues of social justice, economics and ecology, including but not limited to Jiyu Kennett Roshi, Tenzin Palmo, Lin Mei-jung, Jyoti Mhapasekara, Pema Chodron. H. examine lives and works of contemporary and historical women artist, writers and poets as spiritually influenced expressions. 4. Western Religions A. describe and compare gender concepts, historical through contemporary, in various Western societies. B. discuss changing roles of women and gender in religion and chart the changes with parallel historical social and political changes within those societies. C. describe women and gender roles in religious rituals and ceremonies and compare with male roles and status, examining subordination and equivalence in ritual and myth. D. critically assess women and gender through examination of religious texts, doctrines, and treatises, including but not limited to the Old Testament, New Testament, the Koran, Talmud; the gnostic gospels A Discourse on the Damned Art of Witchcraft (1596) William Perkins (Puritan); Women's Speaking Justified, Proved and Allowed by the Scriptures (1667) by Margaret Fell (Quaker); The Woman's Bible by Elizabeth Cady Stanton. E. examine and discuss the various depictions of women in religious iconography and literature. F. discuss women/gender and monasticism, historical and contemporary perspectives, including but not limited to the female mystics of Roman Catholicism from Clare of Assisi to Therese of Liseux. G. examine lives and works of women in a contemporary religious context as pertaining to issues of social justice, economics and ecology, including but not limited to Jane Goodall, Sister Helen Prejean, Etty Hillesum, Ayaan Hirsi Ali. H. examine lives and works of contemporary and historical women artist, writers and poets as expressions of spirituality. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Social Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities CSUGE - D4 Gender Studies Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 4D Gender Studies Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will be given sample descriptions of various gender roles as presented in religious rituals and ceremonies. In small group discussions students will compare these roles with male roles and status, examining subordination and equivalence in ritual and myth. Based on these discussions, students will write a short paragraph reflecting on what they learned through the discussion. Students reflection paragraph will be evaluated by whether it include relevant concepts and coherent reasoning. Essay Examinations Example: Choose one of the two following essay questions and respond in 750 words. A. After reading, Mary Oliver's poem, "When Death Comes," (1) identify the religious traditions implied through the imagery, then (2) define the traditional symbolic meaning expressed by these images then explain how Oliver re-interprets them from a feminist/gender spiritual perspective. Essays will be rubric graded. B. Explain how it could be said that the ideals of Confucianism lead to high rates of female suicide in early China. Objective Examinations Example: After learning about gender roles in Ancient Greece, students will take a multiple-choice, T/F, and/or matching exam. For example: What are some of the things married women in the Athenian world could do? Select all that apply. (A) Care and upkeep of the household; (B) Participate in public political activities; (C) Have and raise children; (D) Participate in public religious ceremonies and festivals; (E) Vote, (F) Engage in sexual relations with another man. Projects Example: Create a poster board that presents the lives and works of women in a contemporary religious context that address social justice, economics and/or ecology. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lead students in an in-person classroom discussion modeling interpreting religious texts from a feminist perspective. Students will then be given sample passages from religious texts and in small groups interpret these passages from feminist versus androcentric perspectives. Distance Learning Students will review online instructional videos on how to interpret religious texts from a feminist perspective. Then in an online discussion forum, the instructor will post passages from a religious text and instruct students to interpret these passages from feminist versus androcentric perspectives and refer to the instructional material to support their interpretation. Typical Out of Class Assignments Reading Assignments 1. Read Denise Carmody's essay "Judaism" and be prepared to discuss Judaism's contribution to conceptions of gender and community. 2. Read Rita Gross's essay "Tribal Religions: Aboriginal Australia" and be prepared to discuss what gender had to do with why Australian Aboriginal women were often excluded from land settlement discussions. Writing, Problem Solving or Performance 1. View one of the three films by Deepa Mehta, Earth, Fire, or Water on reserve in the library, then review the Laws of Manu and your notes from our class discussion and write a 750 word essay identifying and discussing the laws and rules set out in the Laws of Manu that Mehta challenges in her films. In what ways do particular characters embody the traditional roles of women in Hindu society? Define and describe the "rebellion," examining the social and individual consequences. 2. Read the two essays posted on the course management system and respond to the following discussion question, 500 words (2 pages). Post your response essays on the webpage and critically respond to one essay posted by a peer. A. Compare the traditional indigenous American societies' role of male and female homosexuals and transvestites as discussed in the essay to the concepts of female/male as expressed in Taoism. Consider the role of the natural world in each of these traditions and how it informs spiritual and feminist principles. Site specific passages from the Tao Te Ching as support. Other (Term projects, research papers, portfolios, etc.) Required Materials Women in World Religions Author: Sharma, Arvind Publisher: State University of New York Press Publication Date: 2005 Text Edition: Classic Textbook?: OER Link: OER: Today's Woman in World Religions Author: Sharma Arvind Publisher: State University of New York Press Publication Date: 2005 Text Edition: Classic Textbook?: OER Link: OER: Fundamentalism and Gender Author: John Stratton Hawley Publisher: Oxford University Press Publication Date: 2004 Text Edition: Classic Textbook?: OER Link: OER: Womanspirit Rising: A Feminist Reader in Religion Author: Christ and Plaskow Publisher: Harper Collins Publication Date: 2002 Text Edition: Classic Textbook?: OER Link: OER: Appalling Bodies: Queer Figures Before and After Paul's Letters Author: Joseph A. Marchal Publisher: Oxford University Press Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
https://catalog.sierracollege.edu/departments/humanities/
...in Art ARHI 0150 History of Asian Art...Humanities II 3 HUM 0003 Introduction to Asian...
Sociology
https://catalog.sierracollege.edu/departments/sociology/
...justice. The Associate in Arts in Social Justice...Queer Theory 3 SOC 0003 Race, Ethnicity and...
