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Humanities
Date: 
Monday, June 12, 2017
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ABOUT THIS COURSE

This course provides an overview of women's health and human rights, beginning in infancy and childhood, then moving through adolescence, reproductive years and aging. We consider economic, social, political and human rights factors, and the challenges women face in maintaining health and managing their lives in the face of societal pressures and obstacles.

We focus on critical issues, namely those that may mean life or death to a woman, depending on whether she can exercise her human rights. These critical issues include: being born female and discrimination; poverty; unequal access to education, food, paid work and health care; and various forms of violence. Topics discussed include son preference, education, HIV/AIDS, reproductive health, violence in the home and in war and refugee circumstances, women's work, sex trafficking, and aging.

Our MOOC will have a special focus on creating an international network of engaged participants. We will ask participants to take part in interactive discussions and cooperative exercises and to share their own experiences. We also ask participants to engage with the communities they live in, in order to deepen their understanding of the issues and tie academic ideas to real-life circumstances.

To find out more details about this course and its principles, please visit our Project Page at www.internationalwomenshealth.org

Our Facebook is: https://www.facebook.com/internationalwomenshealth
Twitter: https://twitter.com/intwomenshealth, #intlwomenshealth #iwhhr
Tumblr: http://intlwomenshealth.tumblr.com/

FAQs

What basic principles form the foundation course?

Because we believe that what we do is important but that the way we do it is more important, we attempt to teach and learn according to a set of principles that will guide the content and processes of the course. These are: compassion, mutual learning, respect, transparency, trust, and truth. 

What do I need to take this course?

An interest in health and social justice. It will be useful to have an open mind, willingness to hear different points of view, and a commitment to positive social change. 

Access to the Internet. A stable internet connection will also be useful, as much of the other content, including video interviews and lectures will be delivered online.

The course already started! Is it too late to join?

No you don't have to worry.Because it is an online class, you can comfortably jump into this course the first couple weeks while it is running. You get to review the material and watch video lectures and interviews on your own time! However, you'll want to get up to speed so you can interact with the other students in this international online community.

Is there a textbook for the class?

The primary text for the class is a book on international health and human rights, From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It (Second Edition), by Anne Firth Murray. If you are interested in having a copy of the book, you can obtain one from Amazon.com. We will also make individual chapters available online during the course.

Can I receive a Statement of Accomplishment for this course?

Yes, participants who successfully complete the required elements of the course will receive a personalized Statement of Accomplishment. The Statement of Accomplishment does not confer a Stanford University grade, course credit or degree.

PLEASE NOTE: The content of this course is intended to promote contemplation and discussion of global health issues. Certain issues may be controversial in some cultures and/or disturbing to some people. As such, participants must be aware that some content may be objectionable or uncomfortable to view/read/access. If you feel you might be offended by the content of this course, you should not continue. You access this material at your own risk and are solely responsible for compliance with the laws applicable to your country of residence.

COURSE STAFF

Anne Firth Murray

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, political science and public administration, with a focus on international health policy and women’s reproductive health.

For the past twenty-five years, Anne has worked in the field of philanthropy, serving as a consultant to many foundations. From 1978-1987, she directed the environment and international population programs at the William and Flora Hewlett Foundation in California. She is the Founding President of The Global Fund for Women, which aims to seed, strengthen, and link groups committed to women’s well-being and human rights. In 2005, Anne was nominated along with a thousand activist women for the Nobel Peace Prize.

Anne is a Consulting Professor in Human Biology at Stanford University, where she teaches on women's health, human rights and love as a force for social justice. She is the author of the books Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It, on international women's health.

 

Kevin Hsu

Kevin heads an educational design studio, Skyship Design, which specializes in developing open online courses (MOOCs) and deploying digital tools in the classroom. He is dedicated to crafting new experiences for students and developed some of Stanford’s earliest social science MOOCs for a global audience, including "Democratic Development" featuring Professor Larry Diamond.

Kevin also teaches in the Program on Urban Studies at Stanford University, where he is an instructor for International Urbanization, which explores the sustainable development of cities, and Civic Dreams, Human Spaces, a Stanfordd.school (design school) class focused on creating vibrant, inclusive public spaces.

 

 

 

 

 

 

 

 

 

 

 

 

 

International Women's Health and Human Rights

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Date: 
Friday, June 2, 2017
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Course topic: 

The Online Writing Program at Stanford Continuing Studies, which offers dynamic courses in every genre, also hosts the Certificate Program in Novel Writing. The Certificate Program builds on the success and excellent teaching of our regular online writing courses with the goal of providing a structured environment in which you can write your novel.

Enrollment: Application and Fee Apply

Have you always wanted to write a book? The Online Certificate Program in Novel Writing is designed to help you fulfill that dream.

About the Course

We’ve created a seven-course program that will show you the path from first glimmer to full manuscript. You’ll start with the habit of the art, move through a series of targeted workshops, produce a book-length manuscript (or at least a good part of one), and review that manuscript in a one-on-one tutorial with an accomplished fiction writer. Our instructors are all accomplished authors, mostly drawn from Stanford’s prestigious Stegner Fellows.

Because the Certificate Program relies on a dedicated, dynamic cohort, admission is by application only. By studying and writing with a consistent group of students with similar commitment to their work, you’ll achieve a deeper sense of connection and thus a deeper level of learning. You’ll be involved in the creation and construction of many narratives – most notably your own.

Best of all, the Certificate Program retains all the flexibility of our regular online writing courses. You can access your class from home or on your travels, at the times of day that suit your schedule.

By the time you complete your Certificate, you will be well on your way to writing a book-length manuscript. Will it be finished and revised? That’s up to you. But along the way, your work will be read, critiqued, and supported by dedicated instructors who are also serious practitioners in your field.

Ready to apply? Applications are now being accepted for students starting in Fall 2017. The application deadline is Friday, June 2 at 5:00 pm (PDT).


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Date: 
Monday, April 3, 2017
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Course Overview

Nuclear weaponry has been a component of military defense since WWII, when the atomic bomb was launched on Hiroshima and Nagasaki.  From the development of nuclear fission in 1938 to the present, nuclear weapons have globally created challenges and encouraged systematic reform.  All the while the threat of nuclear war lingers in the midst of international relations.

This course studies the history and politics associated with nuclear weapons and the role of technology transfer in developing nuclear weaponry from a political and military perspective.  It will study the varying ideologies and concepts of these weapons from different states, as well as the efforts to control and eradicate nuclear weapons through international institutions that were designed to reduce the threat of a global nuclear war.

Instructors

Topics Include

  • Nuclear Fission & World War II
  • The Berlin & Cuban Missile Crises
  • The Nuclear Nonproliferation Treaty
  • The US-Soviet Arms Race
  • Nuclear Weapons and International Order

Units

5.0

Prerequisites

No prior background in international relations is necessary to participate in this course.


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Date: 
Monday, January 30, 2017 to Friday, March 17, 2017
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Course Description

This course is designed for curious people who enjoy wine, especially wine from California and France, and would like to learn more about it. We will examine the connection between wines and their terroir—the complete natural environment in which a wine is produced—and learn why “place” and its geologic history—along with the grapes, their viticulture, the climate, and the winemaker’s skills—are all crucial to the characteristics of wines. We will explore the geologic setting of wine regions in California and France and, with comparative tastings, form the basis for understanding why certain grapes seem to prosper and others do not.

As we delve into the geologic history of wine country, we will also learn about the geography, the wines, the names, and the history of numerous wine regions in California and France. By the end of the course, we will have gained a better understanding of why wines are a reflection of “place” and have firsthand knowledge of many of the tastes that result.

The wines we will taste will compare both Old World (France) and New World (California): Burgundy and California’s Chardonnay and Pinot Noir; Loire varietals such as Sauvignon Blanc, Chenin Blanc, Muscadet, Pinot Noir, Gamay, and Cabernet Franc; northern and southern Rhône wines with Syrah, Grenache, Mourvèdre, and a dozen others; plus Bordeaux blends from France and California made of Cabernet Sauvignon, Merlot, and other Bordeaux varietals.

Pre-requisite

In order to participate in this course, students must be at least 21 years of age (if a resident of the United States), or of legal drinking age for the country in which they reside. 

Please note: Stanford Continuing Studies will offer a separate course excursion to Napa this Spring. The course, led by instructor David Howell, will review the 140 million–year history of the valley, the origin of the mountains and the valley itself, and processes of sedimentation that characterize many of the valley floor vineyards. Participants will examine how elements of topography, climate, and soil, essential elements of terroir, have been used to subdivide Napa into fourteen distinct viticultural areas. The course will focus on Oakville, with vineyard and winery visits along with tastings. Students will also meet with winemakers and vineyard managers. For more information, please see the Spring 2017 catalogue (available in February 2017). While this course excursion builds upon Winter’s “The Geology and Wines of California and France” (GEO 03 W), each can be taken independently as well. 

To participate in tasting discussions, students will spend approximately $160–$200 on California and French wines. A wine list will be provided at the start of the course. Students will taste the wines in advance of the optional online videoconferencing sessions (which will be recorded and posted). During these sessions, students will compare notes with the instructors and invited winemakers to discuss their experiences with the terroir, grape varieties, winemaking styles, and taste sensations.

Enrollment: Fee Applies.

David G. Howell, Research Geologist (Retired), US Geological Survey

David G. Howell is a Fellow of the American Association for the Advancement of Science and the Geological Society of America. He has been working with Napa Valley vintners for more than twenty-five years and is the co-author of The Winemaker’s Dance: Exploring Terroir in the Napa Valley. After retiring from the US Geological Survey, Howell was an adjunct professor in Stanford’s School of Earth Science from 2005 to 2009. He received a PhD from UC Santa Barbara and has authored more than 150 scientific articles.

Douglas Posson, Owner, Hexagonvins

Douglas Posson gathers and compiles data and information on wines. He is a co-founder of the US Global Change Research Program, and he led the US Geological Survey’s Arctic data team that received the Presidential Design Achievement Award from the National Endowment for the Arts. Visiting France annually for the past thirty years, he has explored the geography, terroir, food, and especially the wines in Alsace, Burgundy, Beaujolais, the Rhône, Provence, Languedoc, Roussillon, the Loire, the Southwest, and Bordeaux.

Textbooks for this course

(Required) Karen MacNeil, The Wine Bible, 2nd Edition (ISBN 978-0-7611-8083-8)
(Required) Hugh Johnson & Jancis Robinson, The World Atlas of Wine, 7th Edition (ISBN 978-1-84533-689-9)
(Required) Madeline Puckette & Justin Hammack, Wine Folly: The Essential Guide to Wine, 1st Edition (ISBN 978-1-592-40899-3)
The Geology and Wines of California and France

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ABOUT THIS COURSE

It’s a special moment in U.S. history in which income inequality has reached unprecedented levels, poverty remains extreme, and racial and gender inequalities are intransigent.
Why is there so much inequality and poverty? How might they be reduced? Find out from the country’s top scholars in “America’s course” on poverty and inequality.

So what makes this course different?

• Comprehensive: Features the 40 key research results that underlie our country’s policy and its new science of poverty and inequality.
• Up-to-date: Highlights the most recent findings and results on poverty and inequality.
• Scholar-direct delivery: The country’s leading scholars present their own research.
• Quick: Each video is short (approximately 5 minutes) and jargon-free.
• Modular: The course is divided into 8 standalone modules.
• Easy to follow: Each module is introduced and explained by David B. Grusky, the director of the Stanford Center on Poverty and Inequality, and Lindsay Owens, Stanford University Ph.D. and Economic Policy Advisor in the office of Senator Elizabeth Warren.
• Excellent readings: Each video is paired with readings that elaborate the videos.
• Accessible: It's free, open to the public, and without any prerequisites.

PREREQUISITES

No prerequisites are required to take the course.

COURSE INSTRUCTORS

David Grusky

David B. Grusky is the Barbara Kimball Browning Professor in the Humanities & Sciences and Professor of Sociology at Stanford University, Director of the Center on Poverty and Inequality (CPI), Director of the California Welfare Laboratory, and coeditor of Pathways Magazine and the Social Inequality Series. He is a Fellow of the American Association for the Advancement of Science, co-recipient of the 2004 Max Weber Award, founder of the Cornell University Center for the Study of Inequality, and a former Presidential Young Investigator. His recent books are The Great Recession (with Bruce Western and Chris Wimer, 2011), The New Gilded Age (with Tamar Kricheli-Katz, 2011), The Inequality Puzzle (with Roland Berger, Tobias Raffel, Geoffrey Samuels, and Christopher Wimer, 2010), and The Inequality Reader (with Szonja Szelényi, 2011).

Lindsay Owens

Lindsay Owens is an Economic Policy Advisor in the office of Senator Elizabeth Warren, the 2014-2015 American Sociological Association Congressional Fellow, and teacher of a course on domestic poverty and inequality at Georgetown University. She received her Ph.D. in sociology in 2014 from Stanford University, where she was a National Poverty Fellow at the Center on Poverty and Inequality and a National Science Foundation Graduate Research Fellow. She is a frequent author of opinion pieces and editorials, coeditor of a chartbook of 100 facts and figures on inequality (Inequality in the US: Understanding Inequality with Data), and a contributing author to the 2011 book, The Great Recession. Her research has appeared in some of the leading social science journals, including Social Forces, Public Opinion Quarterly, and The Annals of the American Academy of Political and Social Science.

COURSE STAFF

Catherine Sirois

Catherine Sirois is a doctoral student in Sociology at Stanford University, where she studies poverty and incarceration. She managed the Boston Reentry Study at Harvard Kennedy School (HKS), directed by Bruce Western, Anthony Braga, and Rhiana Kohl, a longitudinal survey of 122 men and women recently released from Massachusetts state prison. Before joining HKS, Catherine worked on an evaluation of a prison reentry program in New York City and spent a year contributing to social justice initiatives in Uganda and Senegal.

Stephanie Garlow

Stephanie Garlow is the Communications Manager at the Stanford Center on Poverty and Inequality. She leads the Center's publication and dissemination efforts.

FREQUENTLY ASKED QUESTIONS

Do I need to buy a textbook?
The readings are suggested, but not required. Most of the readings come from Inequality in the 21st Century. All proceeds go to the Children's Defense Fund.
Is it possible to earn a Statement of Accomplishment?
Yes, it will be possible to earn a Statement of Accomplishment.
What's the time investment?
There are no deadlines in the course and you can work through the material at your own pace, but you should expect to spend roughly 2-4 hours per section on the videos and assignments, more if you choose to complete the recommended reading.

COURSE CREDITS

America's Poverty Course was developed by the Stanford Center on Poverty and Inequality; videos were produced by Ashley Tindell of Film Archer. We gratefully acknowledge the help of our fundeABOUT THIS COURSE
It’s a special moment in U.S. history in which income inequality has reached unprecedented levels, poverty remains extreme, and racial and gender inequalities are intransigent.
Why is there so much inequality and poverty? How might they be reduced? Find out from the country’s top scholars in “America’s course” on poverty and inequality.
So what makes this course different?

 

Poverty and Inequality MOOC

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Date: 
Tuesday, August 2, 2016
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ABOUT THIS COURSE

This course provides an overview of women's health and human rights, beginning in infancy and childhood, then moving through adolescence, reproductive years and aging. We consider economic, social, political and human rights factors, and the challenges women face in maintaining health and managing their lives in the face of societal pressures and obstacles.

We focus on critical issues, namely those that may mean life or death to a woman, depending on whether she can exercise her human rights. These critical issues include: being born female and discrimination; poverty; unequal access to education, food, paid work and health care; and various forms of violence. Topics discussed include son preference, education, HIV/AIDS, reproductive health, violence in the home and in war and refugee circumstances, women's work, sex trafficking, and aging.

Our MOOC will have a special focus on creating an international network of engaged students. We will ask students to take part in interactive discussions and cooperative exercises and to share their own experiences. We also ask students to engage with the communities they live in, in order to deepen their understanding of the issues and tie academic ideas to real-life circumstances.

To find out more details about this course and its principles, please visit our Project Page at www.internationalwomenshealth.org

Our Facebook is: https://www.facebook.com/internationalwomenshealth
Twitter: https://twitter.com/intwomenshealth, #intlwomenshealth #iwhhr
Tumblr: http://intlwomenshealth.tumblr.com/

FAQs

What basic principles form the foundation course?

Because we believe that what we do is important but that the way we do it is more important, we attempt to teach and learn according to a set of principles that will guide the content and processes of the course. These are: compassion, mutual learning, respect, transparency, trust, and truth. 

What do I need to take this course?

An interest in health and social justice. It will be useful to have an open mind, willingness to hear different points of view, and a commitment to positive social change. 

Access to the Internet. A stable internet connection will also be useful, as much of the other content, including video interviews and lectures will be delivered online.

The course already started! Is it too late to join?

No you don't have to worry.Because it is an online class, you can comfortably jump into this course the first couple weeks while it is running. You get to review the material and watch video lectures and interviews on your own time! However, you'll want to get up to speed so you can interact with the other students in this international online community.

Is there a textbook for the class?

The primary text for the class is a book on international health and human rights, From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It (Second Edition), by Anne Firth Murray. If you are interested in having a copy of the book, you can obtain one from Amazon.com. We will also make individual chapters available online during the course.

Can I receive a Statement of Accomplishment for this course?

Yes, participants who successfully complete the required elements of the course will receive a personalized Statement of Accomplishment. The Statement of Accomplishment does not confer a Stanford University grade, course credit or degree.

 

PLEASE NOTE: The content of this course is intended to promote contemplation and discussion of global health issues. Certain issues may be controversial in some cultures and/or disturbing to some people. As such, participants must be aware that some content may be objectionable or uncomfortable to view/read/access. If you feel you might be offended by the content of this course, you should not continue. You access this material at your own risk and are solely responsible for compliance with the laws applicable to your country of residence.

 

COURSE STAFF

Course Staff Image #1

Anne Firth Murray

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, political science and public administration, with a focus on international health policy and women’s reproductive health.

For the past twenty-five years, Anne has worked in the field of philanthropy, serving as a consultant to many foundations. From 1978-1987, she directed the environment and international population programs at the William and Flora Hewlett Foundation in California. She is the Founding President of The Global Fund for Women, which aims to seed, strengthen, and link groups committed to women’s well-being and human rights. In 2005, Anne was nominated along with a thousand activist women for the Nobel Peace Prize.

Anne is a Consulting Professor in Human Biology at Stanford University, where she teaches on women's health, human rights and love as a force for social justice. She is the author of the books Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It, on international women's health.

 

Course Staff Image #2

Kevin Hsu

Kevin heads an educational design studio, Skyship Design, which specializes in developing open online courses (MOOCs) and deploying digital tools in the classroom. He is dedicated to crafting new experiences for students and developed some of Stanford’s earliest social science MOOCs for a global audience, including "Democratic Development" featuring Professor Larry Diamond.

Kevin also teaches in the Program on Urban Studies at Stanford University, where he is an instructor for International Urbanization, which explores the sustainable development of cities, and Civic Dreams, Human Spaces, a Stanfordd.school (design school) class focused on creating vibrant, inclusive public spaces.

International Women's Health and Human Rights

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Course topic: 

The 2016 application cycle is April 11 through June 3, 2016.

PROGRAM OVERVIEW

The Online Writing Program at Stanford Continuing Studies, which offers dynamic courses in every genre, also hosts the Certificate Program in Novel Writing. The Certificate Program builds on the success and excellent teaching of our regular online writing courses with the goal of providing a structured environment in which you can write your novel.

Have you always wanted to write a book? The Online Certificate Program in Novel Writing is designed to help you fulfill that dream.

We’ve created a seven-course program that will show you the path from first glimmer to full manuscript. You’ll start with the habit of the art, move through a series of targeted workshops, produce a book-length manuscript (or at least a good part of one), and review that manuscript in a one-on-one tutorial with an accomplished fiction writer. Our instructors are all accomplished authors, mostly drawn from Stanford’s prestigious Stegner Fellows.

Because the Certificate Program relies on a dedicated, dynamic cohort, admission is by application only. By studying and writing with a consistent group of students with similar commitment to their work, you’ll achieve a deeper sense of connection and thus a deeper level of learning. You’ll be involved in the creation and construction of many narratives – most notably your own.

Best of all, the Certificate Program retains all the flexibility of our regular online writing courses. You can access your class from home or on your travels, at the times of day that suit your schedule.

By the time you complete your Certificate, you will be well on your way to writing a book-length manuscript. Will it be finished and revised? That’s up to you. But along the way, your work will be read, critiqued, and supported by dedicated instructors who are also serious practitioners in your field.

To receive updates about the program, add yourself to the Certificate Program mailing list.

Online Certificate Program in Novel Writing

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Date: 
Tuesday, May 17, 2016
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 COURSE DESCRIPTION

The string quartet can be defined in several ways. At the most basic level the musical term refers to the medium of four string instruments: two violins, viola, and violoncello. It can also be used to describe the collective identity of the instrumentalists themselves, in particular established professional ensembles. One such ensemble is the St. Lawrence String Quartet, Stanford University’s celebrated ensemble-in-residence, whose members are featured in this course, performing in Stanford’s 842-seat Bing Concert Hall as well as in that splendid facility’s smaller studio space.

Thanks to Joseph Haydn, the acknowledged father of the string quartet, the medium evolved into a genre. It is Haydn’s compositions for the medium above all — he composed 68 of them — that established the formal conventions and aesthetic values that secured the string quartet a special status and significance in Western musical culture. As developed by Haydn, the quartet became the preferred vehicle through which composers ever since, from Mozart to John Adams, have honed and displayed their compositional craft.

Technique and expression go hand in hand. The German poet Goethe described the quartet in terms of a musical conversation. For the audience, Goethe wrote, a quartet performance is like “listening to four rational people conversing among themselves.” Reflecting aesthetic sensibilities commonly associated with the genre in the Enlightenment age of Haydn, Mozart and Beethoven, the conversation metaphor nicely captures two defining features of the genre: its intimate, personal nature as well as its capacity to convey profound musical thought through the essential ingredients of four-part harmony and counterpoint. And, as Haydn’s compositions amply demonstrate, the medium of the string quartet can also lend itself to the expression of wit and humor.

This course, in defining the string quartet in these various ways, pays particular attention to Haydn’s towering, history-shaping achievement. In the first part of the course, after providing some general background on the origins of the medium in the seventeenth and early eighteenth century, we look at some examples of early string quartet writing by Allegri, Scarlatti and early-period Haydn. In the second half, because the very essence of the genre resides in musical detail and nuance, we develop the tools for informed listening and appreciation by presenting an in-depth analysis of a single work, Haydn’s String Quartet in F minor, opus 20, no. 5 from 1772. With frequent musical illustrations by the St. Lawrence Quartet, we explore the F-minor Quartet in terms of three complementary concepts: form, language, and gesture.

In a concluding section we analyze the final movement, comparing Haydn’s use of the compositional technique known as “fugue” to other fugues by Bach, Handel and Mozart. By means of this “learned style,” we argue, the composer connects his musical language to ecclesiastical traditions, just as the movement’s rhetorical character reflects his penchant for musical effects drawn from the world of opera. The aesthetic spheres of the chamber, church and theater converge. Haydn thus defines his watershed opus — in microcosm — as something at once intimate, recondite and playful.

PREREQUISITES

Defining the String Quartet is designed to appeal to participants with different musical backgrounds and levels of musical literacy. The ability to read music is not required, although we do supply musical notation for those of you who wish to follow along, and have developed some technology to help you do that: instead of being displayed in the usual black, the notes being played are highlighted on screen in red. Intended as tests of comprehension and knowledge, the quizzes are offered in two degrees of difficulty, indicated thus: ♪ (entry-level) and ♪♪ (advanced). We hope you enjoy the course!

COURSE STAFF

Stephen Hinton

Stephen Hinton is the Avalon Foundation Professor in the Humanities and Professor of Music and, by courtesy, of German Studies at Stanford University. Since coming to Stanford in 1994, he has held the positions of chair of the Department of Music, Senior Associate Dean for Humanities and Arts, and, most recently, Denning Family Director of the Stanford Arts Institute. A leading authority on the composer Kurt Weill, he has published widely on many aspects of modern German music history, with contributions to publications such as Cambridge Opera Handbooks, Handwörterbuch der musikalischen Terminologie,New Grove Dictionary of Opera, New Grove Dictionary of Music,Musik in Geschichte und Gegenwart, and Funkkolleg Musikgeschichte. He has also served as editor of the journal Beethoven Forum. His most recent book, Weill’s Musical Theater: Stages of Reform (University of California Press: Berkeley, 2012), the first musicological study of Weill’s complete stage works, received the 2013 Kurt Weill Book Prize for outstanding scholarship in music theater since 1900. He is an avid amateur chamber musician who regrets having too little time to practice his two instruments (viola and piano).

St. Lawrence String Quartet

The St. Lawrence String Quartet (SLSQ) enters its second quarter century of growth and worldwide concert-giving with acclaim from audiences, critics and the music community alike. “It's a modern string quartet that brings flexibility, dramatic fire and a hint of rock 'n' roll energy,” writes the Los Angeles Times. “Player for player, this is a superb group,” writes the New York Times...“[conveying] the excitement of playing whatever is on their stands at the moment.”

In recent seasons, the SLSQ has made a specialty of the 68 string quartets of Joseph Haydn. In the Quartet's opinion, the true genius of Haydn often suffers from a formulaic and glossed-over familiarity on concert programs. In response, the SLSQ's interpretations of Haydn lay down a new standard for gripping, tender, hilarious, wicked, and charming performances of these masterpieces. The SLSQ often performs “Haydn Discovery” programs, which provide audiences with an engaging guided tour through the moment-to-moment architecture of his quartets to encourage active listening. A recording of Haydn's Symphony no. 102 (in its crisp arrangement for chamber ensemble by Salomon) has recently been released by the SLSQ, and a recording of the six groundbreaking quartets of Op. 20 is expected to be completed in 2016.

Violinist Geoff Nuttall and violist Lesley Robertson founded the quartet in Canada in 1989. Cellist Christopher Costanza joined the group in 2003, and violinist Owen Dalby is the most recent member. With its appointment as faculty members in the Department of Music and as ensemble-in-residence at Stanford University for almost two decades, the SLSQ is deeply involved in teaching musicians from all academic backgrounds and disciplines. Its seminars, masterclasses and interdisciplinary collaborations attract students from around the world. Cultivating a wide repertoire that embraces the great works of the classical literature, off-the-beaten-path composers, and new works (often written specially for the group), the SLSQ continues to engage with audiences in over one hundred concerts a year. In the words of Alex Ross of The New Yorker: "The St. Lawrence are remarkable not simply for the quality of their music making, exalted as it is, but for the joy they take in the act of connection."

For further information about the SLSQ and its members, see the Quartet's homepage at www.slsq.com.

Victoria Chang

Victoria Chang is a graduate student in musicology at Stanford University with interests ranging from 20th-century genres such as electronic dance music, experimental jazz and new media to the sacred vocal music of the Renaissance and Baroque periods. Her dissertation explores representations of loneliness and lyric expression in operas and melodramas of the early 20th century. She conducts several small vocal ensembles and is a freelance musician specializing in site-specific works.

FAQ: 

Do I need to buy a textbook?

No. All of the required course materials (lectures, musical examples, digital scores, and performances by the St. Lawrence String Quartet) are included here online.

Is it possible to earn a Statement of Accomplishment?

Yes. Each of the given exercises is marked with its point value; the maximum score for the whole course is 132 points. Participants who earn at least 50 points will be eligible for a Statement of Accomplishment marked ♪, for "Entry Level." Participants who earn at least 80 points will be eligible for a Statement of Accomplishment marked ♪♪, for "Advanced."

How much time can I expect to spend on the course each week?

This is a self-paced course. Although it is recommended that you work through the materials in the prescribed sequence from start to finish, you may study and review the lessons, listen to the performances, and do the exercises at your own chosen speed.

St. Lawrence String Quartet

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Date: 
Wednesday, March 23, 2016
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Course Description

What is Greek mythology? The answer to this question may seem obvious: It is the stories the ancient Greeks came up with to describe and explain their world. Sometimes these stories have a religious purpose, helping humans understand their relationship to the gods; sometimes they have a political purpose, narrating the origins of a city; sometimes they just tell a compelling tale to entertain an audience. These myths can be found in the art and literature of the Western world up to the present day. 

In this course, we will study this unruly mass of stories and analyze what they can tell us about the cultural and historical contexts in which they were created and flourished. We will focus on the stories of how the Olympian gods came to power; the battles that Heracles, Perseus, and Theseus fought against legendary monsters; and the struggles of Achilles, Odysseus, and other heroes of the Trojan War. We will also attempt to understand why Greek mythology has inspired so many creative tellings and retellings throughout the past two millennia. 

Donna Zuckerberg, Instructor, The Paideia Institute

Donna Zuckerberg received a PhD in classics from Princeton, where she taught courses on Greek literature, Homer’s Iliad, and classical mythology. She is editor-inchief of the online classics journal Eidolon, and she specializes in promoting the study and appreciation of the classical humanities.

Textbooks for this course

(Required) Stephen Trzaskoma, R. Scott Smith, and Stephen Brunet, Anthology Of Classical Myth: Primary Sources in Translation (ISBN 0872207218)
(Required) Roberto Calasso, The Marriage of Cadmus and Harmony (ISBN 0679733485)
(Required) Stanley Lombardo, The Essential Homer (ISBN 0872205401)
(Required) Helen Morales, Classical Mythology: A Very Short Introduction (ISBN 0192804766)
(Recommended) Euripides, Euripides V (ISBN 0226308987)
(Recommended) Sophocles, Sophocles II (ISBN 0226311554)
(Recommended) Aeschylus, Aeschylus I (ISBN 0226311449)
 

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Greek Mythology

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Date: 
Monday, March 28, 2016 to Friday, June 3, 2016
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COURSE DESCRIPTION

This online writing course is geared toward advanced non-native speakers of English who have significant experience with the language. It will focus on helping participants understand and practice the types of writing needed for most professions, from more formal texts such as proposals and project reports to more informal but still essential communications such as letters and emails. Emphasis will be placed on vocabulary choice, sentence structure, and paragraph organization. Coursework will include collaborative vocabulary exercises, sentence-level problem sets, short- and long-passage editing, as well as longer-document homework assignments chosen by the student. Participants will receive instructor and peer feedback throughout the course. 

Instructor

Kenneth Romeo

Lecturer, English for Foreign Students, Stanford Language Center

Kenneth Romeo specializes in listening, vocabulary, and writing courses for foreign students from beginning to advanced levels. He received a PhD in education from Stanford, specializing in language instruction and second-language acquisition.

Textbooks for this course

(Required) Michael Swan, Practical English Usage, 3rd Edition (iOS or Android app is also acceptable) (ISBN 978-0194420983)

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Fee applies.

English Continuing Studies Course

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