Course Finder

IGETC AREA 3A (Arts)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course is a comparative and integrative study of world dance styles of the United States. Included is the study of Native American, European American, African American, Chicano/Latin American, and Asian American dance styles from their historical origins to the present. The study of dance traditions from both the technical and cultural perspective is presented in relation to social, theatrical and artistic dance. Observation and descriptive skills are learned through films, live performances and lectures.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

IGETC AREA 3A (Arts)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

Dance 5 offers an overview of dance in historical, cultural, political, and social contexts. This course covers the historical development of dance as a performing art through the periods of history from the pre-historic era through the 21st Century. This class investigates the origin, tradition, and development of theatrical dance styles, including ballet, modern, postmodern, jazz, tap, hip-hop, world dance forms and contemporary. Examining dance as a performing art as well as a medium of social, cultural, and individual expression is emphasized through the comprehensive study of dance works and dance artists.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

IGETC AREA 3A (Arts)

This course provides a focused study of prominent figures and events that have shaped the development of dance in the 20th and 21st century. The emphasis will be on dance as a performing art in the United States and Western Europe, acknowledging the broader cultural influences that have shaped the major movements of modern, postmodern, and contemporary dance. Considering historical, cultural, and theoretical context, this course is designed to foster critical thinking, and research skills.

Dance majors are recommended to complete Dance 5 prior to enrolling in Dance 6. Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course focuses on the relationship between music and dance. Students investigate and learn music fundamentals, music and dance styles, improvisational and compositional skills for today’s artistic world. Attendance at dance productions for which students must purchase tickets is required.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course provides students with a comprehensive understanding of dance-related industries and necessary tools for success in dance-related fields. Students will examine past, current and projected industry trends and will be exposed to numerous dance-related career paths through lectures, discussion, research, case studies, and industry guest speakers. Students will learn how to create artist materials such as resumes, bios, cover letters, video reels, and online profiles, as well as learn audition and interview techniques for various dance career contexts. Students will be familiarized with contracts, wages, agencies, and freelance strategies while learning how to locate internships and job opportunities that align with skill sets and goals.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This lecture survey course addresses the many different requirements of putting on a production, providing the theoretical foundation that supports the production process, and building an information base of the specialized language and terminology, schedules and procedures necessary to produce a show. Students learn how to organize and prepare the different aspects of production, how to implement ideas, and how to communicate with specialists in the field.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course places emphasis on the fundamental training necessary for success in a variety of dance and movement styles for dance students of all levels. Movement principles from sources including anatomy, biomechanics and rehabilitation will be utilized to improve body alignment, core stabilization, breath support and other aspects of technique in key dance movement patterns. Students will demonstrate proper body alignment, learn human anatomy as it pertains to the moving body, analyze different principles of movement emphasizing time, space and effort as well as enhance the mind-body connection through somatic principles.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This introductory course will explore fundamental techniques of hip hop dance. Attention is placed on basic syncopation, isolations and rhythms with an emphasis on musicality, strength, flexibility and coordination. Improvisation or “freestyling” is introduced to develop the individual expression and style indigenous to the form. Critical analysis of hip hop choreography and an appreciation of hip hop dance including its cultural significance, history and origins as an art form are emphasized. Written assignments and attendance at Dance Department concerts are required.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 11.

This course builds on the fundamental techniques of hip hop dance at an intermediate level. Attention is placed on syncopation, isolations and rhythms with an emphasis on musicality, strength, flexibility and coordination. Improvisation or “freestyling” is emphasized to further develop the individual expression and style indigenous to the form. Critical analysis of hip hop choreography and hip hop street dance, along with its cultural significance, history and origins as an art form are also emphasized. Written assignments and attendance at Dance Department concerts are required.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 12.

This course builds on the fundamental techniques of hip hop dance forms at an advanced level. Attention is placed on dynamic movement qualities, choreography execution, and complex musicality with an emphasis on syncopation, isolations, strength, control, coordination and performance. Improvisation or “freestyling” is emphasized to further develop the individual expression and style indigenous to the form. Critical analysis of hip hop choreography and current trends, along with hip hop dance’s cultural significance, history, and origins as an art form, are also emphasized.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This introductory course will explore the fundamental techniques, styles, kinesiological awareness, and history of jazz dance in America. Attention is placed on basic jazz dance steps and vocabulary, with emphasis on musicality, strength and flexibility, expression, coordination, and an appreciation of jazz dance as an art form. The technique studied investigates the use of rhythm, dynamics, space, and energy while disciplining the body and developing motor skills as a tool for creative self expression. The course introduces choreography retention and improvisation techniques for various jazz dance styles at a beginning level, as well as historical studies on topics surrounding American jazz dance pioneers, codified styles, cultural influences, and current trends.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 14 or equivalent experience.

This course is a continuation of Dance 14, building on the intermediate jazz dance techniques, styles, movement vocabulary, kinesiological awareness, and historical knowledge of jazz dance in America. The course introduces new skills and movement variations from various jazz styles. Combinations further explore dance expression in jazz with complex dance sequences, varied musicality, and improvisation. The technique studied investigates the use of rhythm, dynamics, space, and energy while disciplining the body and developing motor skills as a tool for creative self expression at an intermediate level. Historical studies on topics surrounding American jazz dance pioneers, codified styles, cultural influences, and current trends will be included.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 15 or equivalent experience.

This course is a continuation of Dance 15, building on the advanced jazz dance techniques, styles, movement vocabulary, kinesiological awareness, and historical knowledge of jazz dance in America. The course focuses on advanced skills and movement variations from various jazz styles. Longer combinations further explore dance expression in jazz with complex dance sequences, intricate musicality, improvisation, and performance quality. The technique studied investigates the use of rhythm, dynamics, space, and energy while disciplining the body and developing motor skills as a tool for creative self expression at an advanced level. Historical studies on topics surrounding American jazz dance pioneers, codified styles, cultural influences, and current trends are included.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course introduces a beginning level of tap dance technique and styles (including rhythm tap and Broadway tap), information about the cultural and historical origins of tap, and current trends and applications of tap in concert dance and musical theater. Emphasis will be on fundamental skills and rhythms, time steps, flash footwork, short combinations, and styling. Basic music theory, including notes, bars, phrases, time signatures and song structure, is also covered as it directly relates to tap dance. Historical studies on topics surrounding tap dance pioneers, codified styles, cultural influences, and current trends are included.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 17 or equivalent experience.

This course builds on DANCE 17 and focuses on intermediate-level tap dance technique, styles (including rhythm tap and Broadway tap), the cultural and historical origins of tap, and current trends and applications of tap in concert dance and musical theater. Students will focus on more complex steps, intricate, syncopated rhythms, tonal clarity, and speed. Different musical styles will be introduced relating rhythms, time signatures, and musical structures to tap styles. Emphasis will be on refining technical skills and executing more complex choreography while exploring elements of improvisation. Historical studies on topics surrounding tap dance pioneers, codified styles, cultural influences, and current trends are included.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course provides students with the opportunity to learn various social dance forms. It is designed for students with no dance experience as well as experienced dance students seeking an introduction to social dance. Examples of dance forms that may be included are: Fox Trot, Waltz, Tango, Swing, Rumba, Cha Cha and Samba. The course will explore differences and similarities between styles and techniques while developing coordination and partnering skills. Study of the dance forms in their historical and cultural contexts and development of individual choreography will enhance the student’s knowledge of each form and encourage creativity.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

Students will learn world dance styles and techniques. The study of the music, art, costumes, customs, and origins of each style is also included.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

Formerly DANCE 21.

This course introduces students to the theatrical, social, and religious traditions of Asian/Pacific Dance in its cultural context. The movement techniques of Sundanese, Javanese, Hawaiian, and Tahitian dance will be studied as well as the relationship of the dances to music, myth, and character.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 21A.

This course offers an intermediate level of Asian/Pacific dance technique with an emphasis on developing aesthetic concepts and principles of movement vocabulary of Bali, Sumatra, Samoa, and Maori dances. Students will learn techniques of traditional Asian Pacific story-telling through dance with emphasis on use of the hands, body language, and facial expression. Instruction will also include study of history, lifestyle, family system/values, as well as the European and Western influences on both traditional and contemporary Asian Pacific dance, religion, cultural arts, and politics.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

Formerly DANCE 22.

This course is a beginning Mexican dance class which introduces techniques and styles of traditional Mexican dances. Students learn authentic regional dances and study indigenous and outside influences, historical impact, costumes, and music. Dance techniques learned may serve as preparation for the World Dance Performance Courses (Dance 57A and 57B).

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 22A

Formerly DANCE 23.

This course is an intermediate level of Mexican dance with an emphasis on traditional dance styles not covered in Dance 22 (Beginning Mexican Dance). Students will learn intermediate level body placement, footwork, rhythm patterns, and choreography. The course also provides historical context, including European and African cultural influences on Mexican dance, as well as the influence of religion, music, art, and popular styles on traditional Mexican dance forms. Dance techniques learned may serve as preparation for the World Dance Performance Courses (Dance 57A and 57B).

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course introduces students to the movement and music of Flamenco Dance and its cultural, historic, and geographic origins. Dance techniques are studied in relationship to Cantos or Flamenco song, and compared to Spanish classical and folk dance.

Dance 24 serves as preparation for Dance 57A, the Global Motion performance class. Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 24.

This course offers an intermediate level of Flamenco dance with emphasis on aesthetic concepts and principles of traditional and contemporary Flamenco dance movement along with an understanding of Flamenco rhythms, accents, and nuances. Course content will include in-depth study of Gypsy dance movement and culture, “cante” (singing), the Andalusian aesthetic, Bulerias, Tangos, Sevillanas, and several other “Palos” (Flamenco genres defined by their melody, rhythm, and point of origin). Correct body alignment and placement will be stressed with the goal of mastering intermediate level steps, footwork, and rhythmic patterns. Students will critically analyze this global dance form in relation to current and historical contexts.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course is an introduction to the study of African dance with an emphasis on West African traditional and contemporary dances. Emphasis is on techniques of Ghana, Nigeria, Senegal, and Dunham Technique.

Dance 25 serves as preparation for Dance 57A, the Global Motion performance class. Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 25.

This course is an intermediate level of West African dance with an emphasis on techniques of Guinea, Senegal, Mali and Ivory Coast. The class will introduce both traditional and contemporary styles of West African dance and offer lectures in historical/cultural practices at an intermediate level.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course introduces students to the movement and music of Salsa Dance and its cultural, historic, and geographic origins. The basic dance technique, musical structure, and terminology is studied along with elements of body placement, style, and characteristics of the form including turning techniques and partnering. Additionally, bachata and cha-cha-cha dance forms will also be studied in this course.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 26A.

This Intermediate Salsa Dance course immerses students in the movement and music of Latin American social dance and its cultural, historic, and geographic origins. Intermediate levels of dance techniques, musical structure, and terminology are studied along with elements of body placement, style, and characteristics of the form including turning techniques, solo work and partnering. Additionally, intermediate levels of Bachata and Cha-cha-cha dance forms will also be studied in this course.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course surveys Brazilian dance with an emphasis on Afro-Brazilian technique and styles. Course content will include dances of the Candomble Orixas, folkloric forms such as Maculele and Maracatu, Samba, and contemporary Brazilian choreographies. Instruction will also include lectures on the vital relationship between dance, drumming, song, costume, and legends of these living traditions. The impact of these dance forms on Brazilian society will also be presented in both lecture and movement technique.

Dance 27 serves as preparation for Dance 57A, the Global Motion performance class. Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 27 or equivalent experience.

This course offers an intermediate level of Brazilian dance with an emphasis on further developing aesthetic concepts and principles of traditional and contemporary Afro-Brazilian dance movement. Course content will include in-depth study of orixa dance movement, introduction to the Silvestre Technique, folkloric dances from the Northeastern region of Brazil, contemporary Afro-Bahian dances and further development of these living dance genres in performance. Correct body alignment and placement will be stressed with the goal of mastering new steps, more advanced footwork, rhythmic patterns and critical analysis of this global dance form.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course introduces students to the movement, music, and costumes of Middle Eastern/North African Dance. In this course students will examine historic culture and modern developments in this dance genre. Students will study the origins of Middle Eastern/North African dance techniques, rhythms, and terminology.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

Formerly DANCE 31.

This course introduces the fundamental concepts and principles of classical ballet technique with an emphasis on body alignment/placement. The class focuses on foundational level ballet technique and musicality, progressing from barre to center work. Basic movement vocabulary is introduced to implement strength, coordination, and flexibility. This course is intended to prepare students for 31B.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 31A.

This course develops beginning level concepts and principles of classical ballet technique with an emphasis on body alignment/placement. The class focuses on building consistency in the fundamental concepts of ballet technique and musicality, progressing from barre to center work at the beginning level. Movement vocabulary and phrases further develop strength, coordination, and flexibility. This course is a continuation of Dance 31A, preparing for Dance 32A.

• Advisory: DANCE 31B or equivalent experience.

Formerly DANCE 32.

This course offers a beginning/low-intermediate level of classical ballet technique with an emphasis on developing aesthetic concepts and principles of classical ballet form. Class focuses on improving alignment/placement through barre and center combinations, enhancing coordination and musicality. Movement vocabulary and phrases are designed to improve strength, coordination, flexibility and endurance at a beginning/low-intermediate level. This course prepares students for 32B.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 32A or equivalent experience.

This course offers a low-intermediate level of classical ballet technique with an emphasis on refining aesthetic concepts and principles of classical ballet form. The class focuses on maintaining alignment/placement through barre and center combinations, with the goal of performing more intricate steps and movement vocabulary. Course progresses through low-intermediate level ballet steps and phrases designed to enhance strength, flexibility, endurance, and musicality. This course is a continuation of 32A.

• Advisory: DANCE 32 or equivalent experience.

Formerly DANCE 33.

This course is designed to introduce the concepts and principles of classical ballet technique at the intermediate level. Dance 33A is taught in the classically accepted manner of learning ballet technique. Exercises at the barre and centre will incorporate combinations of movements practiced to various musical rhythms and dynamics. This course facilitates students learning of other dance styles, and prepares the dancer for stage performance experience. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 33A or equivalent experience.

Formerly DANCE 34.

This course is designed for students to continue to master concepts and principles of intermediate ballet technique with an emphasis on the development of improving technical ability. Exercises at the barre and the centre will continue to incorporate combinations of movements practiced to various musical rhythms and dynamics. This course will introduce concepts of dance kinesiology and injury prevention as well as prepare the dancer for stage performance experience. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 33B or equivalent experience.

Formerly DANCE 35.

This course is designed for the students with a sound understanding and mastery of ballet technique at an intermediate/advanced level of ability. Extensive ballet terminology, complex combinations of movements, diverse musical rhythms and dynamics will be introduced throughout the semester. This course will emphasize strengthening the student’s technical ability and preparing the student for study at the advanced level of ballet technique. Study of kinesiology and injury prevention will be included as well as preparation for stage performance experience. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 34A or equivalent experience.

Formerly DANCE 36.

This course is designed for the student at the advanced level of ballet technique. Emphasis is placed on maintaining the advanced level of technique the dancer has achieved. Extensive ballet terminology, intricate movement combinations, diverse musical rhythms and dynamics will be centered both at barre and centre. This course will prepare students for auditions and stage performance experience in professional fields, as well as guide the student to devise the movement combinations for the class in anticipation of future teaching responsibilities. Study of kinesiology and injury prevention will continue to be included. Students majoring in dance should prepare audition for transfer. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Prerequisite: Instructor approval required.
• Advisory: DANCE 34B or equivalent experience.

This course introduces the advanced ballet student to the basics of beginning pointe work. Topics covered include placement and strength-building exercises, selection of proper footwear, and barre and center work in soft shoes and en pointe.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Prerequisite: Instructor approval required.
• Advisory: DANCE 37 or equivalent experience.

This course introduces advanced ballet students to the intermediate level of pointe work. Students work on placement, body alignment and barre and center work en pointe at the intermediate level. Students will learn selected classical variations necessary for transfer and professional auditions. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course is a beginning level modern dance technique class with an emphasis on body alignment/placement, an introduction to kinesiological awareness, movement in space, modern dance terminology and introduction to historical forms of modern dance in the United States. This course focuses on foundational technique, creative experiences, conditioning and stretching exercises to improve and enhance each dancer’s strength, limberness and flexibility. Historical studies on topics surrounding modern dance pioneers, codified styles, cultural influences, and current trends are included.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 41 or equivalent experience.

This course offers a beginning/intermediate level of modern dance technique with an emphasis on further developing aesthetic concepts and principles of movement learned in Dance 41. Correct body alignment and stance will continue to be stressed throughout the semester and technique combinations will be added with the goal of mastering new steps and terminology. More complete use of body parts, complex movement phrasing and vocabularies, and new technical skills will be introduced in class.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 42 or equivalent experience.

Formerly DANCE 43.

This course is an intermediate level of contemporary modern dance technique with an emphasis on developing technical and compositional skills. Dance 43 will embrace increased range of motion, more complex phrases with various musicality, and more in depth analysis of movement and choreography. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 43A or equivalent experience.

Formerly DANCE 44.

This course is designed for students to continue to master concepts and principles of intermediate modern dance technique with an emphasis on the development of improving technical ability. Dance 43B introduces compositional skills, diverse movement phrases with different styles, changes of levels, and increased “air” skills with multiple turns. This class is designed to prepare students for stage performance experience. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 43B or equivalent experience.

Formerly DANCE 45.

This course is an intermediate-advanced modern dance technique, continuation of Dance 43B. The ability to transfer, invert and do phrases in retrograde, as well as use dynamic physicality (high energy changes in levels and dynamics) is explored. Repertory excerpts are also included in this course. This class is designed to prepare students for stage performance experience.This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 44A or equivalent experience.

Formerly DANCE 46.

This course is designed for students at an advanced level of contemporary modern dance technique. Emphasis is placed on maintaining the advanced level of technique the dancer has achieved. The ability to transfer, invert and do phrases in retrograde, as well as use dynamic physicality (high energy changes in levels and dynamics) is explored. Original and traditional repertory excerpts are also included in this course. This class is designed to prepare students for stage performance experience. Students majoring in dance should prepare audition for transfer. This class is intended for dance majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Prerequisite: Audition required.

This course offers performance experience and is organized as a contemporary modern dance company with fully produced concerts and dance productions. Students participate as dancers and choreographers. Students explore artistic expression through learning movement composition and repertory from professional faculty, guest choreographers and student choreographers. Styles may include traditional modern, contemporary, postmodern fusion, contemporary ballet, contemporary jazz, hip-hop, performance art and mixed media. Students develop new vocabulary and creativity from related dance-theatre forms for personal artistic expression. Students will participate in community outreach by performing in local schools, campus wide activities, as well as American College Dance Association and other conferences. Students will also learn how to transfer a dance work from the rehearsal studio to a professional stage, using the elements of staging, lighting, scenery/props, and make-up for various styles of dance productions. The process of touring with a production, site selection and fundamentals of arts management will be introduced. This performance class is intended for dance majors. This performance class is intended for dance majors. Recommended dance experience in Dance 10 or any Ballet, World, or Modern Dance Course (Dance 11-29, 31, 32, 33A, 33B, 34A, 34B, 41, 42, 43A, 43B, 44A, 44B, 60-63).

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Prerequisite: Audition required.
• Advisory: Any Ballet or Modern Dance Course (DANCE 31-36, 41-46).

*Maximum UC credit for DANCE 55B and DANCE 59A is 4 units.

This course offers students the opportunity to perform modern dance in repertory. Dance majors perform works in new and varied settings to a variety of audiences including the Jazz Music Series, Studio Stage Concerts, and community performances.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course provides on-site exploration and application of stage production skills (staging, lighting, make-up) for modern dance repertory performance. Students will also learn about the process of touring a production.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

Satisfies Global Citizenship

• Corequisite: DANCE 10 or any Ballet, World, or Modern Dance Course (DANCE 11-29, 31-38, 41-44B).

This course offers performance experience in a world dance company. World dance forms are learned, refined, and presented in order to experience cultural identity, preservation, and global citizenship. Students audition as dancers and choreographers. Students rehearse and perform styles of world dances which may include African, Mexican, Asian, European, American, Jazz, Tap, Middle Eastern, and Latin. Students work with faculty choreographers, as well as professional guest choreographers. Students will participate in community outreach by performing in local schools, campus wide activities, as well as American College Dance Association and other conferences. Students will also learn how to transfer a dance work from the rehearsal studios to a professional stage, using the elements of staging, lighting, scenery/props, and make-up for various styles of dance productions. This performance class is intended for dance majors. Recommended dance experience in Dance 11-29, 31, 32, 33A, 33B, 34A, 34B, 41, 42, 43A, 43B, 44A, 44B, 60-63.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Prerequisite: Audition required.
• Advisory: Any Ballet, World, or Modern Dance Course (DANCE 21-36, 41-46).

This course offers students the opportunity to perform different world dance styles in repertory in a community outreach program. Dance majors perform works in new and varied settings to a variety of audiences and encourage and inform high school students who are potential college dance majors. Recommended dance experience in Dance 15, 16, 21-25, 27, 29, 33-36, 43-46.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

Students will learn stage production (staging, lighting, scenery, make-up) for world dance performance. Students will also learn about the process of touring with a production.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Prerequisite: Audition required.
• Advisory: Any Ballet Course (DANCE 31-38).

*Maximum UC credit for DANCE 55B and 59A is 4 units.

This course offers performance experience as a ballet dance company. Students audition, rehearse, and perform ballet. Students work with professional choreographers.

Attendance of dance productions for which students must purchase tickets, see smc.edu/dance, is required along with written assignments.

This experiential movement course provides tools for developing personal artistic expression through movement, in support of composition and performance. Students will develop tools and techniques for creative movement generation through guided improvisational prompts and scores. This course encourages students to explore a range of movement possibilities, and to think broadly about individual expression. Appropriate for all levels, dance majors and non-majors.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 60 or equivalent experience.

This course introduces students to the fundamentals of dance choreography and the principles of compositional craft. Students will explore tools for movement invention, motif and phrase development, spatial design, and architecture of bodies in space through creative process. Course content centers on the creation of dance choreography as a form of human expression through application of formal design elements, and development of a unique creative voice. Solo and Group forms are explored. Methods of learning include guided movement studies, solo and group presentations, viewing of live and recorded concert dance, peer feedback, and discussion. *See counselor regarding transfer credit limitations.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 61 or equivalent experience.

This course focuses on intermediate compositional craft with an emphasis on developing choreographic skills for duet and small groups. Students study design concepts, and analyze elements of choreographic form, styles and trends.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

• Advisory: DANCE 60 or equivalent experience.

This course focuses on the interplay of choreographic principles, design, technology, and movement elements to create dance compositions in various genres. Students will learn choreographic techniques and perspectives for a specific context such as commercial dance, street dance, world dance, musical theater, and dance for camera, to expand compositional proficiency and in preparation for submission to student performance courses (Dance 55A and Dance 57A) and professional opportunities.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course is designed to develop stage production skills for dance performances. Students will learn how to transfer a dance work from the rehearsal studios to a professional stage, using the elements of staging, lighting, scenery/props, and make-up for various styles of dance productions. Students will also learn about the process of touring with a production, site selection and fundamentals of arts management.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course, the study of developmentally appropriate creative movement experiences for children, gives students methods to guide creativity in the pre-K and elementary classroom and to develop dance lessons tied to specific subject areas. Students gain knowledge of the movement aspect of child development and how to use creative dance to research and teach subject matter across the pre- K and elementary curriculum. It covers the role of movement in developing children’s physical, motor, emotional, and cognitive skills, and includes workshops and field experience in planning and implementing appropriate creative experiences with young children.

DANCE 75 and ECE 75 are the same course. Students may receive credit for one but not both. Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

This course provides a study travel/tour of dance schools, dance resources, and dance performances in a selected city. Students will be introduced to one of the dance capitals of the world, attend master classes, panel discussions, company rehearsals, performances, and network with current professionals. Students will also gain an overview of historical influences and current practices in the field, as well as develop a unique research project pertinent to the tour. Additionally, students will have the opportunity to attend university transfer sites and related arts events.

• Corequisite: DANCE 2.

This course provides a study travel/tour of dance schools, dance resources, and dance performances in a selected city. Students will be introduced to one of the dance capitals of the world, attending master classes, panel discussions, company rehearsals, performances, and network with current professionals. Additionally, students will also have the opportunity to attend university transfer sites and related arts events.

Attendance of dance productions for which students must purchase tickets (see smc.edu/dance) is required along with written assignments.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Internships” section.

Please see “Internships” section.

Formerly ET 3.

Effective project management plays a key role in the execution and completion of digital media projects. In this introductory course, students will learn step-by-step how a project develops and evolves through the project management process. The entire digital media workflow from scripting, budgeting, shooting, post-production, finishing, distribution and marketing will also be covered. Students will get an overview of how the courses at the CMD interrelate and fit within this total workflow. Guest speakers will provide current industry trends on how projects are produced, finished and distributed.

Formerly ET 40.

This course will introduce students to the fundamentals of digital audio design and provide them with the basic tools to use the technology appropriately, creatively, and effectively. A large element of “hands-on” practical experience will be balanced by an emphasis on understanding the fundamental theoretical principles of the technology and its applications within the entertainment industry. Topics covered will include the basic characteristics and differences between analog and digital audio; principles of good audio design; the essential hardware and software tools of music production in a digital environment; characteristics and differences between the main digital audio formats; basic principles of sound waveform editing; and recording techniques for multimedia and video integration.

This course uses Avid Pro Tools.

Formerly ET 31A.

This introductory course familiarizes students with the fundamental aspects of digital video production. Covering acquisition formats, authoring formats and delivery formats. The class provides a strong foundation for working with visuals and sound in non-linear digital video post-production. Topics will include digital vs. analog, time code, frame rates, frame size, aspect ratios, broadcast and streaming codecs and distribution formats.

This course uses Adobe Premiere Pro.

Formerly ET 38.

This course covers the skills and concepts needed to create and manipulate images specifically for use in digital media projects. Students will learn the core concepts of working with image formats, brushes,selection tools, channels and layers as well as digital painting and color correction techniques.

This course uses the Adobe Creative Cloud.

• Advisory: DMPOST 2.

Formerly ET 41.

In this course, students will combine skills acquired in the advanced digital media courses to design and implement sound for their portfolio projects. Areas covered include live audio recording, working with prerecorded audio elements, and inventing sounds using foley techniques. The principles of sound sweetening and multi-track layering will be addressed, as well as multi-track compositing. Students will also learn techniques to seamlessly move audio files between audio and video editing tools.

This course uses Avid Pro Tools.

• Advisory: DMPOST 2.

Formerly ET 39.

This computer based course will introduce students to the fundamentals of digital audio design for video games, and provide them with the basic tools to use the technology effectively and creatively. Practical experience will be balanced by an emphasis on understanding the fundamentals of the technology and its applications within the game industry. Topics covered will include principles of good audio design; the essential hardware and software tools of music production in a digital environment; characteristics and differences between various audio formats; basic principles of sound waveform editing; and recording techniques for interactive and video integration.

This course uses Unity and Avid Pro Tools.

• Advisory: DMPOST 20.

Formerly ET 41M.

In this course, students will learn the skills necessary to digitally record and produce music at a professional level. Hands-on practical techniques will reinforce an understanding of recording, editing, programming and mixing for music production. Topics covered will include recording with microphones, programming electronic instruments, MIDI, proper use of audio effects and music mixing techniques.

This course uses Avid Pro Tools.

• Advisory: DMPOST 20.

This course introduces the fundamentals of designing sound for digital media including film and television using a combination of practical and technological toolsets. Through a parity of theoretical and hands-on application, concepts will be disseminated and applied using industry-standard practices and equipment. Primary topics covered will include practical MIDI setup and implementation, basics of audio synthesis, exploration and use of digital Virtual Instruments, advanced signal processor controls and application as well as best practices for field and Foley recording.

• Advisory: DMPOST 23.

This course focuses on completing the visual experience through balancing and mixing of audio elements to support a moving image. Students will gain hands-on experience with the Avid S6 audio mixing worksurface, an industry-standard tool and essential for mixing audio to video. Students will be introduced to audio mixing best practices and apply these concepts to in-class and inter-disciplinary projects. Multi-channel and object-based mixing will be explored and utilized to enhance story and on-screen events.

Operational knowledge of Avid Pro Tools is required.

• Advisory: DMPOST 3.

Formerly ET 31B.

This course focuses on the advanced techniques, skills, and theories of editing as well as the technical requirements for assembling a digital video project. Through a series of hands-on projects, students will put traditional theories of picture and sound editing into practice using advanced techniques of layering, rotoscoping and motion graphics. This course will utilize a industry standard editing application with a shared storage server.

This course uses Avid Media Composer.

• Advisory: DMPOST 4.

Formerly ET 32.

Digital compositing is the process of digitally manipulating a combination of source images to produce a seamless whole. This course provides a complete overview of the compositing process as it is used in film/television, visual effects, and multimedia. Areas covered include image creation and manipulation techniques as well as design and color fundamentals. Through a series of exercises and projects, students will develop the aesthetic and technical skills necessary for integrating diverse visual elements into cohesive imagery.

This course uses Adobe After Effects.

• Advisory: DMPOST 30.

This course introduces the process of finishing a film. Students will learn the normal workflow in post-production of converting all the original footage to lower resolution proxies for editing. Students will use industry-standard software to conform these proxies back to the original footage and prepare the footage for final color correction. Students will learn to analyze with technical scopes to adjust each shot, balance the exposure and contrast, adjust the color tint and saturation, and to correct any inconsistencies from one shot to another. This course will cover the technical as well as the aesthetics of film finishing with the use of professional monitoring equipment and industry-based control panels

• Advisory: DMPOST 31.

Formerly ET 33.

This course introduces students to advanced digital compositing techniques using nodal compositing software applications. Areas covered include color correction, keying, rotoscoping, tracking, digital paint and camera projection. By completing a series of exercises and projects based on professional visual effects methodology, students will hone the aesthetic and technical skills necessary for integrating diverse visual elements into cohesive imagery.

This course uses The Foundry’s Nuke.

• Advisory: DMPOST 4.

Formerly ET 64.

This course provides an overview of the tools used in the creation of 3D digital effects. Topics covered include procedural software interfaces and architecture, modeling, animation, particles, expressions, shading, and rendering. This course emphasizes the fundamental concepts of visual effects production as well as an understanding of the software.

This course uses SideFX Houdini.

• Advisory: DMPOST 3.

Formerly ET 63.

This course focuses on the techniques of combining digitally created elements with live-action footage. Areas covered include camera tracking, matchmoving, rotoscoping, motion capture and green screen photography. Through a series of exercises and projects, students will learn to seamlessly integrate computer generated elements with digital video. Emphasis will be placed on problem solving as well as software training.

This course uses SynthEyes by Andersson Technologies LLC.

• Advisory: DMPOST 50.

Formerly ET 65.

This course focuses on advanced methodologies for creating digital effects. Topics covered include advanced particle simulations, expressions and scripting techniques, dynamic simulations, rendering solutions, and effects compositing. This course emphasizes procedural workflows and the interdependency of various software tools to achieve efficient and flexible results.

This course uses SideFX Houdini.

• Corequisite: DMPOST 24 or DMPOST 32.

Formerly ET 60.

This advanced computer-based course covers the design and production of a faculty supervised project for portfolio development. Students will produce post-production projects utilizing original and provided footage. Emphasis will be placed on aesthetic quality and technical execution of the narrative format. Students will complete multiple projects for their online site as well as a demo reel of their work. Multiple editing software will be utilized in this course.

C-ID: ECE 120.

• Advisory: PSYCH 11.

This course examines the historical contexts and theoretical principles of developmentally appropriate and best practices in early care and education for children birth through age eight. It explores the typical roles and expectations of early childhood educators. It identifies professional ethics, career pathways, and professional standards. It introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children’s learning, growth, and development. This class is appropriate for students wanting to work with young children in a variety of programs, including infant-toddler, preschool, transitional kindergarten, and kindergarten.

• Advisory: PSYCH 11.

This course provides a developmental framework for planning and implementing experiences that support and extend children’s abilities to use language as a means of communication, as a medium of creative expression and as a tool in the development of logical thought. It introduces techniques for assessing children’s language skills and for developing a program to meet those needs through individual interactions and group activities. The course reviews the current research pertaining to language acquisition and pre-reading skills development within a culturally sensitive framework. Students will review children’s literature and obtain practice in story selection, reading and storytelling to young children.

• Advisory: PSYCH 11.

This course applies child development principles to the planning of science, technology, engineering, and mathematics (STEM) experiences for both typically and atypically developing young children. Emphasis is placed on understanding how children develop problem-solving skills and on recognizing how teachers can facilitate inquiry-discovery experiences for young children with diverse learning styles and needs. Course work includes designing, planning for, participation in, and assessment of STEM challenges. These are created through classroom design, material selection, and learning to build upon a child’s natural curiosity.

• Advisory: PSYCH 11.

This course applies child development principles to planning multicultural art, music, and movement experiences for young children. It covers the role of art, music, and movement in developing children’s physical-motor, social-emotional, and cognitive skills, with emphasis on providing conditions that encourage development of creativity and aesthetic awareness. Class work includes workshops and field experiences in planning and implementing appropriate creative experiences with young children.

• Advisory: PSYCH 11.

This course focuses on the dynamics of school-age children participating in before and after school programs. Developmentally appropriate activities for a diverse group of children between the ages of five and twelve are covered including homework and study skills. State regulations, community resources, nutrition, behavior management, program planning, environment and staff development are covered within a culturally sensitive framework. The importance of literacy is stressed throughout the course.

C-ID: CDEV 110.

IGETC Area 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

• Advisory: PSYCH 11.

This course is an examination of the developing child in a societal context, focusing on the interrelationship of family, school and community and the influence of multiple societal contexts. It explores the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence. Studies of family systems in contemporary society as they impact children and their individual heritage, diverse culture, ability and language will be examined, highlighting at least three major American cultures (Latina/o American, African American, Asian American, Native American, and European American). The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

C-ID: ECE 130.

• Advisory: PSYCH 11.

This course covers developmentally appropriate curriculum and environments for children birth through age eight. Students will use knowledge of children’s development, theories of learning and development, observation and assessment, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas and support children’s development and learning, integrated throughout indoor and outdoor settings. It explores the teacher’s role in supporting development and learning across the curriculum.

C-ID: ECE 230.

Satisfies Global Citizenship

The course examines the historical and current perspectives on diversity and inclusion and the impact of systemic societal influences on children’s development, learning, and school experiences. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored, as well as approaches to promote inclusive and anti-racist classroom communities. Students will recognize and contrast the cultural and historical perspectives of at least 3 American cultural groups (Latino American, African American, Asian American, Native American and European American) to promote understanding, knowledge, and skills for educating children in a pluralistic society. Students will self-reflect on the influence of teachers’ own culture and life experiences on teaching and interactions with children and families.

C-ID: ECE 200.

• Prerequisite: PSYCH 11, ECE 2 and ECE 11, and one of the following: ECE 4, ECE 5, ECE 8, ECE 17.

This course is a supervised field experience which focuses on the appropriate use of assessment and observation tools and strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences is emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be practiced, along with strategies for collaboration with families and professionals. Students are required to have a current TB test, a Live Scan completed at SMC, and proof of immunizations, including T-Dap, MMR, and proof of a COVID vaccine for most placement sites, prior to the course start date. Students will also be required to complete 20 days of supervised field experience at the Santa Monica Early Childhood Lab School (1 day equals 3 or more hours).

The hours of this course may be applied toward the Experience Requirement of the Child Development Permit Matrix.

C-ID: ECE 210.

• Prerequisite: ECE 21.

This course is a demonstration of developmentally appropriate early childhood planning and teaching competencies under the supervision of ECE faculty and other qualified early education professionals. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Reflective practice will be emphasized as student teachers design, implement, and evaluate approaches, strategies, and techniques that promote development and learning. The course includes exploration of career pathways, professional development, and teacher responsibilities. Students are required to have a current TB test, Livescan completed at SMC, and proof of immunizations, including T-Dap, MMR, and proof of a COVID vaccine for most placement sites, prior to the course start date. Students will be required to complete 30 days in an instructor-approved early childhood setting, (1 day equals 3 or more hours).

The hours of this course may be applied toward the Experience Requirement of the Child Development Permit Matrix.

• Prerequisite: ECE 21 and ECE 45 and ECE 49.

In a fieldwork setting and under the supervision of an early intervention specialist, students will gain practical experience in order to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of young children with special needs and their families. Focus on evidence-based practices in meeting the individualized needs of children in inclusive and natural environments will be stressed. Students will function in the role of an early intervention assistant in professional partnership with an interdisciplinary intervention team. Students will be required to complete 30 days (total 90 hours, 1 day equals 3 or more hours) in an early intervention program, early childhood special education setting or an early childhood setting that includes young children with special needs. Students must bring evidence of a current SMC livescan form or California Commission on Teacher Credentialing Certificate of Clearance or current CA Child Development Permit and a TB test clearance on the first day of class.

This course examines theories of development and the developmental processes focusing on children ages 3-6. Developmental benchmarks in the physical, cognitive, social, emotional, and language domains are identified, as well as the multiple influences that impact children’s development. This course is designed for those working with students in transitional kindergarten, kindergarten, and early education classrooms.

• Prerequisite: ECE 2 and ECE 24.

This course explores the appropriate use of assessments to support students’ development and learning. It covers various methods of observation and data collection, tools, and strategies including time management and legal and ethical responsibilities. The course emphasizes the use of findings to inform and plan differentiated instruction, classroom environments, and to provide the basis for family partnerships. The course is designed for those working with students in transitional kindergarten, kindergarten, and early education classrooms.

This course is an introduction to the California Preschool Learning Foundations and Curriculum Frameworks. Domains covered in this course include: Social/Emotional Development, Language/Literacy, English Language Development, Visual and Performing Arts. This course provides practical strategies for implementing the curriculum frameworks developed for each domain and may be used to satisfy required or professional development units for Child Development Permit holders, and/or preschool, transitional kindergarten, and early education teachers.

This course is an introduction to the California Preschool Learning Foundations and Curriculum Frameworks. Domains covered in this course include: History/Social Studies, Math, Science, Health, and Physical Development. This course provides practical strategies for implementing the curriculum frameworks developed for each domain and may be used to satisfy required or professional development units for Child Development Permit holders, and/or pre-school, transitional kindergarten, and early-primary teachers.

• Prerequisite: ECE 25 and (ECE 26 or ECE 27).

Designed for students at the end of their Transitional Kindergarten certificate program. Student teachers will participate in 36 hours of supervised clinical practice in a transitional kindergarten classroom. Student teachers will be expected to demonstrate developmentally appropriate teaching competencies, making connections between theory and practice, and professional teaching behaviors. Relationships with children and families; play-based approaches to teaching, learning, and assessment; and knowledge of curriculum content areas will be emphasized as students design, implement and evaluate experiences. Students are required to possess one of the following: a valid Multiple Subject credential, current Certificate of Clearance, or a LiveScan completed at SMC. In addition, all students must show proof of negative TB test (within 365 days) and proof of immunizations.

• Prerequisite: ECE 22 or ECE 23 or ECE 28.

This course is designed for teachers working in early childhood or transitional kindergarten settings. Students examine their teaching philosophy and engage in the reflective practice cycle process. Students use a variety of instructional strategies, including purposeful play, to assess and support children’s learning and development. This course is the capstone course for the Transitional Kindergarten certificate.

This course is appropriate for classroom teachers in various settings, students will identify developmentally appropriate behaviors, challenging behaviors and the various influences that effect children’s behavior. Students will analyze children’s behaviors and select strategies to make positive changes. Emphasizes the connection between children’s social and emotional development and their success in the classroom, and how the teachers’ perceptions, experiences, and behavior influence child behaviors.

This course will enhance the capacity of early childhood educators to communicate effectively with families about development and developmental concerns. Topics covered will include an overview of typical and atypical child development, parenting and social challenges faced by families of children with special needs, the importance of developmental screening and effective communication strategies for working with families. The ultimate goal of the course is to enhance the relationships between parents and the providers who serve them.

• Prerequisite: ECE 21.
• Advisory: Experience as an early childhood teacher.

Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program. This course meets the requirements of the State Department of Social Services for directors of programs under their supervision.

• Prerequisite: ECE 41.

Effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.

• Advisory: PSYCH 11.

This course introduces students to the variations in development of individuals with special needs, with special emphasis on children ages birth through eight and the resulting impact on families. Content includes an overview of historical and societal influences, laws related to children with special needs, and identification and referral processes. The course covers various categories of disability, including learning disabilities, physical disabilities, autism spectrum disorder, intellectual disabilities, emotional and behavioral disorders, communication disorders, visual and hearing impairments, attention deficit hyperactivity disorder and giftedness.

• Advisory: PSYCH 11.

This course provides an in depth analysis of the physical, social, emotional and cognitive development of infants and toddlers in the context of family. Further, it explores the crucial role that parents and family play in the day to day experiences that promote this primary relationship in a child’s life. Content covered will include assessment measures and direct observations of infants and toddlers which assist teachers and parents in the early identification of children with special needs including making appropriate referrals and providing culturally consistent care.

This course is designed to assist with planning and implementing a family childcare business serving children from birth to school-age. Aspects of family childcare from both a caregiving and business perspective will be addressed. Topics covered include the environment, guidance, self-care, curriculum, legal implications, licensing regulations, and business requirements. Another focus will be the development of a culturally sensitive and inclusive child-centered program. Effective communication methods between parents and providers as well as the connection of developmental theory to practice will be emphasized.

• Prerequisite: ECE 21.

Completing this course is one of the steps required to become a California Mentor Teacher. It does not guarantee automatic selection as a California Mentor Teacher.

Methods and principles of supervising student teachers, volunteers, staff, and other adults in early care and education settings. Emphasis is on reflective practice and the roles and development of early childhood professionals as mentors and leaders. California Commission on Teacher Credentialing requires this course for Master Teacher, Site Supervisor and Program Director Permits Option One. California ECE Mentor Teacher program requires this course in order to apply to the Mentor program. As a component of course work, this class requires 4 hours of time to complete an infant/toddler or preschool live observation using a standard assessment tool and creation of a plan for mentoring.

• Prerequisite: ECE 45.

This course covers curriculum and intervention strategies for working with children with special needs in partnership with families. The course focuses on the use of observation and assessment, accommodations, and curriculum modifications in meeting the individual needs of children in inclusive and natural environments. Content includes cultural awareness and competence, professional partnerships with families, and collaboration with interdisciplinary teams.

In cooperation with the State Commission of Teacher Credentialing, this course will focus on the theories, research, and practical application of the Reggio Emilia Approach as applicable to early childhood education in the U.S. The key concepts of collaboration between parents, teachers and children; observation of how children construct theories; documentation and reflection of the learning process; the expanded role of the teacher as a co-constructor of knowledge, and the examination of the impact of the environment in facilitating children’s learning will be studied.

Formerly ECE 52.

This course highlights documentation as a process focusing on children’s experiences, thoughts and ideas during the course of their investigations, experiences, play, and relationship building. Documentation sharpens and focuses teacher’s own awareness of their role in further supporting children’s experiences and development. Pedagogical documentation is about the ongoing process of reflection and being intentional. Students will be introduced to the forms, tools, and uses of documentation as well as the elements by which effective documentation can make learning visible to children, parents and teachers.

Formerly ECE 53.

This course highlights the elements that can stimulate, sustain, enhance, or detract from living and learning in an early childhood classroom or outdoor space. This course includes principles of architecture and design based on the elements of Rating Observation Scale for Inspiring Environments tool. The elements of the environment as they support relationships, engage senses, help create connections, promote literacy, and numeracy support problem solving, and provide intellectual and physical challenges, will be explored. In addition environments will be evaluated for elements including osmosis, sensory integration, flexibility, transparency, and narration.

The early childhood years are critical for children to gain knowledge and skills that provide the foundation for later learning. Young children learn through the interactions they have with their teachers. This course is intended to increase students’ knowledge about the vital role that teacher-child interactions play in learning and skill acquisition. Because language and early literacy skills are the gatekeepers for later school success, this course will also provide students with the knowledge they need to effectively implement language and literacy curricula through meaningful and intentional teacher-child interactions.

C-ID: ECE 220.

The course provides an introduction to the laws, regulations, standards, policies, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. The key components that ensure physical health, mental health, and safety for both children and staff will be identified, along with the importance of collaboration with families and health professionals. Course discussion includes the teacher’s role in prevention strategies, nutrition and meal planning, integrating health, safety, and nutrition experiences into daily routines, and overall risk management.

This course teaches the methods of the Hanen Centre’s “Learning Language and Loving It” research based program designed to facilitate language acquisition skills in young children. It provides students with a step-by-step approach to promoting children’s social, language and literacy development within everyday activities in early childhood settings. Students will learn how to create enriched interactive language-learning environments that include children with special needs, second language learners and those who are typically developing. This class requires students to have ongoing access to young children (any age from birth to 8) in a family child care or early childhood education program. Students will need access to a digital video camera in order to document their interactions with young children.

• Advisory: ECE 46.

This course applies current theory and research to the care and education of infants and toddlers in group settings. It examines essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months. It will include basic principles of care giving, arrangement and equipping the environment; working with other staff, parents and the community; identifying children with special needs and making appropriate referrals, and providing culturally consistent care.

This course, the study of developmentally appropriate creative movement experiences for children, gives students methods to guide creativity in the pre-K and elementary classroom and to develop dance lessons tied to specific subject areas. Students gain knowledge of the movement aspect of child development and how to use creative dance to research and teach subject matter across the pre- K and elementary curriculum. It covers the role of movement in developing children’s physical, motor, emotional, and cognitive skills, and includes workshops and field experience in planning and implementing appropriate creative experiences with young children.

ECE 75 and DANCE 75 are the same course. Students may receive credit for one but not both.

• Prerequisite: ECE 21 or three years of Early Children program experiences.

This course examines contemporary trends and issues that impact children’s healthy development and learning through the lens of environmental education and sustainability. Using a variety of industry resources, students will explore programmatic and system requirements, as well as research-based practices that enhance access to nature, environmental literacy, and healthy development in early childhood. Key topics include environmental awareness in indoor and outdoor learning environments, the relationship between play in nature and environmental behavior as adults, developing a sense of place through curricular activities that promote active learning and emphasize sustainable choice-making, and involving families and communities in the development of the outdoor learning environment. The course includes opportunities to observe a nature-based early childhood education in action.

Program visits and observations will be required for successful completion of this course.

• Prerequisite: ECE 76.

This course examines the unique approach to curriculum found in nature-based early care and education programs. Students will utilize research-driven practices to assess, modify, and develop play-based indoor and outdoor environments, rooted in environmental awareness and sustainability. Key topics include the forest kindergarten approach, making connections between the indoor and outdoor learning environment, place-based education, the value of unstructured play, supporting language development in nature, conducting benefit-risk assessments, and creating nature-based learning opportunities across the developmental domains. The course will include opportunities to observe a nature-based early childhood education in action.

Program visits and observation hours will be required for successful completion of this course.

This course is an introduction to teaching music classes for children ages infancy through age 6 in a group setting. Various music teaching techniques and teaching materials will be explored.

ECE 81 is the same course as MUSIC 27. Students may earn credit for one, but not both.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

This course provides additional assistance to students pursuing Early Childhood Education careers.

This course is designed to introduce students to the stages of child development from birth through five years of age, best practices in supporting healthy growth and development, and an overview of family and community resources to support children’s diverse needs. The course emphasizes effective communication and guidance strategies for working in a diverse early care and education setting.

This course provides an introduction to developmentally appropriate and culturally relevant curriculum for children from birth through age five. Course content emphasizes developing age appropriate activities and creating effective learning environments for children in a diverse early care and education setting.

Introduction to requirements for obtaining a license as a family home care provider. Review of the National Association for Education of Young Children (NAEYC) code of ethical conduct and California’s licensing regulations. Emphasis on professionalism, health and safety in early care and education environments.

Introduction and training on specific topics associated with cardiopulmonary resuscitation, emergency procedures, and first aid, with an emphasis on infants and young children.

This course provides a collaborative and experiential learning environment for parents of infants to connect and support each other while learning new skills. Parents will explore a wide range of topics related to infant development and care while learning evidence-based parenting practices that are associated with positive outcomes for children and families. While developing their capacity for mindfulness and reflection, parents will learn how to engage in warm, sensitive, responsive interactions with their child, which foster secure attachment relationships. Parents of infants experience many joys and challenges. The goal of this course is to decrease parental stress and reactivity and to equip parents with the knowledge and skills they need to increase parent-child attunement and well-being.

This course provides a collaborative and experiential learning environment for parents of toddlers to connect and support each other while learning new skills. Parents will explore a wide range of topics related to toddler development and care while learning evidence-based parenting practices that are associated with positive outcomes for children and families. While developing their capacity for mindfulness and reflection, parents will learn how to nurture and guide their toddler-aged child while providing a safe and engaging learning environment for them to explore. Parenting during the toddler years is a uniquely joyful and challenging experience. The goal of this course is to decrease parental stress and reactivity and to equip parents with the knowledge and skills they need to increase parent-child attunement and well-being.

In this family playgroup experience, parents will learn about the social, emotional, physical, and cognitive development of young children, the importance of play, and strategies that support a strong foundation for future learning, within the context of nature-based experiences with their child. Parents will learn to create safe, healthy, and inclusive environments from which to observe and interact with their child. In addition, they will share ideas, resources, and information while participating with other families in informal discussion groups. The skills learned in this class promote positive parenting attitudes and healthy parent-child relationships.

In this experiential learning course, parents will consider child development and reflective parenting principles and apply them to parenting children with exceptional abilities and needs. Parents will learn about reflective practices and mindfulness and consider how they support positive parent-child interactions. Parents will examine parent and child rights, the IFSP and IEP process, decision-making, therapy options, accessing community supports and services, and advocacy, through a reflective lens. The course offers parents a forum to discuss the emotional aspects of parenting a child with exceptionalities and share resources. The skills learned in this class promote positive parenting attitudes and healthy parent-child relationships.

This course examines the topics of gender, power, and equity, focusing on how they relate to identity development and the life trajectory of young children in concert with the intersection of race, ability, family structure, and economic status. Issues examined include the development of gender identity, theoretical and practical implications of power and oppression, cultural and socializing agents, and application of theory to classroom environments and curriculum, including strategies to empower teachers to develop pedagogical skills to support all children. Students will self-examine and reflect on personal experiences related to gender identity and expression, gender stereotypes and bias, cultural implications, and media and societal impacts. Students will recognize and contrast perspectives through an intersectional lens that promotes understanding, knowledge, and skills for supporting all children. Topics and strategies will be explored emphasizing culturally and linguistically focused anti-bias approaches.

C-ID: ECON 201.

IGETC AREA 4 (Social & Behavioral Sciences)

• Advisory: MATH 31 or MATH 49 and Eligibility for English 1.

This course introduces students to the supply and demand model, the concept of elasticity, productivity and cost structures. Within the Supply and Demand framework, the class studies the impact of government intervention on markets. The class evaluates alternative market structures in terms of prices, efficiency, and the role of the government.

Students may take ECON 1 and ECON 2 in any order, or even at the same time.

C-ID: ECON 202.

IGETC AREA 4 (Social & Behavioral Sciences)

• Advisory: MATH 31 or MATH 49 and Eligibility for English 1.

This course introduces students to measurement of economic aggregates, economic models, and economic policy. Measures of economic aggregates include: GDP, the unemployment rate, the GDP Deflator, and the Consumer Price Index. The Great Depression is used as an introduction to macroeconomic policy. The course covers the tools of fiscal and monetary policy and their impact on aggregate demand, prices, income and interest rates. Additionally, the course introduces students to following models: Classical, Keynesian, Monetarist, and Supply Side with their corresponding policy implications and recommendations.

Students may take ECON 1 and ECON 2 in any order, or even at the same time.

IGETC AREA 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

• Advisory: MATH 31 or MATH 50 and Eligibility for English 1.

This course emphasizes the application of economic theory to environmental issues and resource allocation. It evaluates the potential role of government in implementing environmental policy to solve issues related to market failure. It also explores the ecological approach to environmental issues, connecting economic systems with natural ecosystems.

ECON 4 is the same course as ENVRN 4. Students may earn credit for one but not both.

IGETC AREA 4 (Social and Behavioral Science)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course offers an interdisciplinary introduction to the fields of Global Studies and International Political Economy. Students will analyze critically the role of national governments, international organizations, nongovernmental organizations, and multinational corporations, in regard to phenomena such as, international markets and production regimes, monetary and trade policy, international and global conflict, and environmental degradation. Contending theoretical and ideological perspectives regarding international systems, processes, and trends will be applied and evaluated.

ECON 5 is the same course as POL SC 5 and GLOBAL 5. Students may earn credit for one, but not both.

IGETC AREA 4 (Social & Behavioral Sciences)

• Advisory: Eligibility for English 1.

This course stresses the application of economic theory to important current problems with special emphasis on the role of government and public policy in their resolution. Problems emphasized may include resource management, the environment, government expenditures, public programs, issues of growth and development, and various market irrationalities. This problem-oriented course allows for a detailed examination of significant 21st century domestic and global economic problems and provides students with the opportunity for extensive supervised research.

IGETC Area 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

• Advisory: MATH 31 or MATH 50 and Eligibility for English 1.

This course applies economic theory to study women’s decisions regarding labor force participation, unpaid household production, and marriage and fertility. Other topics to be considered include: the gender wage gap, women’s educational attainment, and economic differences for women across race, socioeconomic status, and marital status.

ECON 8 is the same course as WGS 8. Students may earn credit for one but not both.

IGETC AREA 4 (Social & Behavioral Sciences) OR 3B (Humanities)

• Advisory: Eligibility for English 1.

Economic History of the USA is a one-semester, interdisciplinary course (Econ 15 or Hist 15) that surveys the origins and development of the U.S. economy from the period of European exploration and colonization through the present period. The course utilizes a thematic approach to consecutive historic periods of economic growth with an emphasis on specific sectors (agriculture, transportation, industry, energy, commerce, finance, government and public policy), as well as on the attendant impacts on the environment, producers, consumers, labor and diverse socio-economic groups. Students will learn basic economic concepts in order to help describe, explain, and analyze the historic events, trends, and institutions that influence the U.S. economy.

ECON 15 is the same course as HIST 15. Students may earn credit for one, but not both.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Internships” section.

Please see “Internships” section.

This course introduces students to the concepts and issues related to teaching diverse learners in elementary school classrooms. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California’s content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school elementary classrooms that represent California’s diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher.

Field practice: As part of the course, students will complete 45 hours of observation and field practice in a local elementary school classroom. The instructor will support students in identifying acceptable placement sites. Students must have a recent negative TB test result and may be required to complete LiveScan fingerprinting.

Designed for secondary and post-secondary instructors, this course introduces educators to the basic knowledge, skills, and practices needed to begin integrating artificial intelligence (AI) into their teaching. Participants will explore the fundamentals of using natural language models and image generators, examine the challenges, limitations, and ethical considerations of AI in Education, develop classroom AI policies and learn to effectively utilize AI tools to enhance course content and collaboration. Special emphasis is placed on guiding students on the appropriate and ethical use of AI tools in multiple contexts.

This course educates older adults in methods of protection for their person and property. Older adults learn common methods used by scam artists to prey upon the older adult population, current illegal schemes, safe behavior, and prevention techniques. The course also covers consumer information and methods of dealing with peace officers.

This course provides older adult students with in-depth knowledge about the chronological, social, and historical development of art and/or architecture. Older adults investigate the history of art and view selections from different time periods, regions, or developmental stages, and compare and contrast artwork from different periods with their peers.

This course provides older adults with a working knowledge of current trends in the art world, as well as a greater understanding of how art influences all of our lives. Older adults will develop an appreciation for contemporary art and will compare and contrast specific pieces of art.

This course helps older adults learn about the structures around them and how to appreciate historical buildings and monuments located locally and around the world. Older adult students learn and discuss with their peers the historical periods and styles of world architecture, as well as the development of modern trends.

This course is designed to provide opportunities for socialization and to enhance the artistic skill and self expression of older adults who wish to maintain creative expression and eye-hand coordination through instruction in drawing using traditional methods. Students, most of whom are new to drawing and painting, are exposed to a variety of artistic materials and processes, and learn to execute a variety of projects to demonstrate understanding of the concepts. Older adult students also participate in constructive critiques of their own and others’ work.

This course helps older adults express themselves by creating indoor and/or outdoor gardens and learn how gardening can lead to a more creative and healthier lifestyle. Older adults discuss maintenance issues, cost factors, and artistic expression in gardening, as well as the history of gardening styles in public and private spaces. Older adults learn about making environmentally sensitive gardening choices, as well as ways to create long-lasting environments that make their lives more pleasant and fulfilling.

This course helps older adults explore new and unusual approaches to the creative process, and encourages and supports them in working with new and non-traditional techniques of self expression. Older adults explore new styles, methods, and context to express feelings, observations, memories, and reactions to the world around them.

This course assists older adults in incorporating the process of creating art into their lives in unusual and inspiring ways. The course provides an atmosphere where older adult students can use their hands, minds, and eyes to express themselves in their art, as well as interact with their peers, unlock their creativity through guided visualization in art and relaxation techniques, and improve their sense of well being by holistically blending mind, body, and spirit through art.

This course is designed for long-term care residents, provides an opportunity for self-expression for more frail older adults, and helps them build a sense of purpose and enhance self esteem through crafts. Older adults maintain manual dexterity and hand-eye coordination by manipulating art materials and tools, and develop ideas as expressed through mixed media, painting, sculpture, and paper making.

This course provides a supportive atmosphere for older adults — from beginners to more advanced students — to explore and experiment with self expression through drawing. Older adult students learn drawing skills, elements of design, composition, and creativity, as well as drawing techniques for representative or stylistic effect. As well, students learn to interpret the perceived “real world” in a two-dimensional field, and to improve their observation and hand-eye coordination. The course focuses on the processes by which one makes art, exposes students to different approaches, and challenges students to think about what they are doing or trying to do.

This course provides an opportunity for older adults to learn to see the human form and draw the anatomy of the human figure. This supportive class explores basic anatomy, movement, and skeletal structure of the figure using live models. Through demonstrations, class exercises, individual instruction, and guidance, beginning students learn basic life drawing skills, while more advanced students sharpen their skills in capturing the physical attributes of the model and expressiveness of the pose.

This course is designed to provide older adults with a supportive environment and an appropriate place to create works of art and express themselves through painting. The course helps older adults maintain or improve hand-eye coordination, painting skills, self confidence, skill in handling art materials, and interaction with other older adults.

This course enhances older adults’ artistic creativity and painting skills through positive motivation and instruction in oils and acrylics techniques that may use the palette knife for effect. Older adults learn how to select supplies and equipment, and basic elements of composition. Painting projects, demonstrations, group critiques, and discussions are used to explore two-dimensional artwork.

This course provides older adults with a supportive environment for instruction in drawing and painting. Older adults, from beginners to more advanced students, maintain or improve their drawing and/or painting skills in a constructive environment, and learn about space, line, value, and color in a workshop atmosphere.

This course enhances older adults’ artistic creativity and painting skills through positive motivation and instruction in oils and acrylic techniques. Older adults learn basic painting techniques, the elements of composition, and how to select and use materials. Painting projects, demonstrations, and group critiques are used to explore two-dimensional artwork.

This course allows older adults who have never used watercolors to acquire a strong foundation in watercolor techniques, and provides those students with some watercolor experience with a strongly supportive peer group in which to paint. Older adult students learn watercolor techniques and methods, as well as washes, brush strokes, color, value, and composition.

This course assists older adults in acquiring basic skills in calligraphy to use for personal growth, self expression, or for family and volunteer projects. Older adult students learn the tools and equipment needed to write the beginning calligraphy alphabet, as well as fundamental calligraphy techniques.

This course expands older adults’ knowledge of calligraphy and everyday calligraphic forms to use for personal growth, self expression, or for family and volunteer projects. Older adult students learn the tools and equipment needed to write the calligraphy alphabet, as well as fundamental calligraphy techniques, lettering styles, and display methods.

This course strengthens older adults’ sense of creativity, competence, motor skills, and sense of belonging to a group through the advanced study of calligraphy. Older adult students learn and/or improve their knowledge of complex lettering styles and letterforms and create professional-quality projects for personal expression.

This course allows older adults who have never used watercolors to acquire a strong foundation in watercolor techniques, and provides those students with some watercolor experience with a strongly supportive peer group in which to paint. Older adult students learn watercolor techniques and methods, as well as washes, textures, color, value, and composition.

This course is designed to provide older adults with a supportive environment to explore artistic self expression, as well as opportunities to socialize with other older adults through instruction in design and basic use of color and color mixing.

This course introduces older adults to three-dimensional design principles and elements, and helps them create expressive works of sculpture. Older adults learn to appreciate sculpture as a medium of self expression, and use a combination of materials and techniques to create a sculptural form and develop an expressive idea using a variety of materials, including items from everyday life. Students are required to purchase or bring their own materials.

This course allows older adults to create a variety of decorative arts and crafts projects, including stationary, personal home accessories or decoration, paper, fancy boxes, jewelry, bookends, botanicals, sachets, wreaths, floral candles, bread dough art, wind chimes, and more.

This course provides older adults with an opportunity to create pieces of jewelry and learn an assortment of different techniques involved in creating jewelry. Students also learn about the wide range of materials available for making jewelry. Older adults make bracelets, earrings, and necklaces using techniques such as wire wrapping and bending, macrame, pearl knotting, crimping, and bead-weaving. Each week students learn a new technique and make a piece of jewelry using that technique.

This course provides Emeritus students with an opportunity to learn art techniques and styles that may not be covered in other courses. Students will accelerate their knowledge of the Masters and/or explore less well-known artists.

This course provides a supportive, stimulating, and creative environment for older adults to create handmade needlework or other fiber arts projects using an assortment of techniques, including knitting, crochet, needlepoint, weaving and macrame. Beginning students will learn basic skills; students with some experience in needlework will learn more advanced techniques.

This beginning course familiarizes older adults with how an automobile functions and builds their understanding of safety checks and emergency procedures. Older adults learn basic under-the-hood auto maintenance checks, interior and exterior care, and skills for on-the-road problem solving.

For men, women & couples: methods of long range planning for a secure future. Deal with estate planning, retirement and healthcare issues. Legal aspects of wills, trusts and charitable giving by attorney Wes Hicks. Income planning, survivorship, and retirement issues by financial advisor Pat McIlrath. Healthcare, Medicare, and long term care issues by Virginia Hart.

This course assists older adults in preparing an estate plan that meets their individualized needs and wishes. This may include some financial management practices, trust investments, and other investment strategies specifically designed for the older adult.

This course assists older adults in managing their finances, understanding their investments, understanding the healthcare and medicare systems, and planning the distribution of their estates. The three-pronged course focuses on the legal aspects of wills, trusts, and charitable giving; income planning, survivorship, and retirement issues; and healthcare, med-care, eldercare, and long-term care issues.

This course is designed to assist students in accessing the world of computers and technology. Students acquire introductory computer skills, enabling them to interact with colleagues, family and friends and promote self-expression. Students learn about personal computers, improve technical vocabulary, review typing and mouse skills, conduct basic computer maintenance, and learn how to use computer special function keys.

In this class, Emeritus students learn to use their tablet or smartphone to increase social connections, access vital resources, and best accommodate individual needs. Topics include, but are not limited to: common functions, features, and components of your mobile device; managing your device account; using pre-installed and third-party apps for communication, organization, health, entertainment, ride sharing, etc.; downloading new apps; navigating various screens on your device; common safety practices; and more. Smartphones and tablets are not provided.

Formerly OCC E01.

This course assists Emeritus students in acquiring the skills necessary to use word processing software. Students learn to create, save, and retrieve documents and gain consumer and personal management skills. The pace of the course is designed to meet the needs of students who are at least somewhat familiar with computer technology.

This course helps older adults understand how to use tables and data files to create mailing labels, financial records for taxes, or work in a volunteer or paid job requiring these and other consumer skills. The course is offered at a pace that helps older adults maximize their knowledge retention and continue learning.

This course will teach Emeritus students the skill of creating computer-based presentations. Students will learn to create, save, and retrieve computer-based presentations. During the learning process, the students will gain personal and business management skills. In addition, the creation of computer-based presentations will promote self-expression.

This course focuses on ways students can better protect themselves in a new technological environment and use the Internet to find valid information. Best practices in virus protection and using e-mail are discussed. In addition, students examine and discuss their computer and internet needs for personal and professional use.

This course will teach Emeritus students the power and influence of social media such as Instagram, Facebook, X (formerly known as Twitter), YouTube, TikTok, and many others. Politicians, pundits, celebrities, and influencers all use some form of social media, in order to get their message across to their audience. But with great power comes great responsibility. This class will teach students the critical thinking skills needed to discern the advantages of the use of social media, and the perils that come along with it.

This course assists older adults in selecting and using digital cameras. Older adults are encouraged to take photographs, keep photographic records, use photography as a means of self-expression, and share their vision and photographic experiences with others.

This course assists older adults in choosing and using modern technology for keeping photographic records of their family, friends, and travels, and helps them use photography as a means of self-expression. Older adults share their photographic visions with peers and other family members. Some emphasis is placed on documenting students’ family histories.

This course teaches Emeritus students the skill of using Adobe Photoshop Elements. Students will learn how to create, repair, and modify their personal images/photographs. In addition, students will be taught how to create composite images such as illustrations, logos, and advertisements that are commonly found in magazines, journals, and the internet. As a result, students will gain an understanding of using Photoshop as a means of self-expression.

• Prerequisite: None.

Beginners learn word processing, including terminology, software, and processing possibilities. Hands-on experience in popular software applications on an IBM compatible machine. Bring a two-sided, double-density computer disk to class.

• Prerequisite: None.

Continue learning word processing skills including terminology, software, and processing possibilities. Designed for those who have some elementary knowledge of word processing on an IBM compatible machine. Bring a two-sided, double-density computer disk to class.

• Prerequisite: None.

Continue learning more advanced word processing skills, including terminology, software, and processing possibilities. Designed for those who have knowledge of word processing on an IBM compatible machine. Bring a two-sided, double density computer disk to class.

• Prerequisite: None.

Beginners learn about data files, including terminology, software, and processing possibilities. Hands-on experience in a popular software applications on an IBM compatible machine. Bring a two-sided, double-density computer disk to class.

• Prerequisite: None.

Beginners learn about search engines for browsing the internet, terminology, software, and safety precautions. Hands-on experience in popular software applications on an IBM compatible machine. Bring a two-sided, double-density computer disk to class for transferring information.

• Prerequisite: None.

Beginners learn through hands-on experience about using the computer keyboard, learn what a mouse is and how to use it, and the fundamentals of how a computer works. Learn to use a computer safely and comfortably while learning computer terminology. Bring a two-sided, double-density computer disk to class.

This course helps older adults explore poetry and fiction as adventure, confirmation, and renewal. Emeritus students also employ selected poems as a means to examine their life experiences and discuss these experiences with their peers. This course is designed to refresh students enjoyment and increase their appreciation of poetry and fiction as a means of expression and helps them explore these genres in relation to other types of literature in their use of language and imagery.

This course nurtures, revitalizes, and stimulates older adult writers who may already be producing or thinking about producing written material. The course is intended to discover, encourage, and develop untapped writing talent in older adults. It also allows older adults to develop and refine their writing and self expression skills, discuss their writing with peers, and comment on their peers’ writing in a respectful and constructive manner. The course is also a forum for older adults to share their creative voices with peers.

This course nurtures, revitalizes, and stimulates older adult writers who may already be producing or thinking about producing written material, and helps them prepare their work for publication through self and peer review and critique. The course is intended to discover, encourage, and develop untapped writing talent in older adults and help them express themselves in ways that might be published. The course is also a forum for older adults to share their creative voices with peers.

This course helps older adults improve their ability to write in Spanish and learn the skills necessary to communicate through writing. Older adults learn to express their ideas with clarity, coherence, and style and share their creative voices with peers. The course emphasizes the connection between writing in Spanish and Latin culture, and broadens the readership of works created by older adults. The course may also help older adults think about how to publish their material.

This course helps older adults review and integrate the experiences that have shaped their lives, share memories with peers, and create a record of events for themselves and their families. Through this class older adults achieve a sense of pride in their accomplishments, improve their writing abilities, and express themselves in writing that can be shared with family, friends, and the public if desired.

This course will be split into three units of focus. The first unit will be spent writing and sharing new pieces of memoir, fiction or poetry. During the second unit, students will prepare their selected piece (or several short ones) for publication in the Emeritus Chronicles journal. Each student will give and receive several rounds of editorial feedback. During the third and last unit of this course, enrolled students will give editorial feedback to writers not enrolled in this class who also submitted pieces to the Emeritus Chronicles. This course will culminate in the assembly of the Emeritus Chronicles which will be published in the spring.

This course stimulates older adults in developing and refining their poetry writing skills through classroom readings and self and peer reviews and critiques. The course is intended to discover, encourage, and develop untapped poetry writing talent in older adults and allow them to express themselves through poetry. The course is also a forum for older adults to share their creative voices with peers.

This course develops and refines older adults’ writing skills in an informal round-table atmosphere through classroom readings and critiques of their own and classmates’ writing. The course is intended to discover, encourage, and develop untapped writing talent in older adults and nurture, revitalize, and stimulate older adult writers who may already be expressing themselves through the written word. The course is also a forum for older adults to share their creative voices with peers.

Older adults will have the opportunity to practice conversational English in small, supportive groups. Students will practice using a variety of phrases and syntax appropriate for use in social and business situations.

This course enables Emeritus students to study various special subjects in English literature and language arts that may vary broadly from term to term, as specified in the section notes.

This class includes a theme-based facilitated group walking practice with warm up, stretch, and cool down. Emeritus students will experience walking as a simple way to boost activity levels while improving overall health and well-being while being out in nature. All fitness levels welcome, but class is geared towards beginners. Students are encouraged to keep a journal/log of their progress.

This course helps older adults of all fitness levels maintain or improve their physical health, muscle strength, coordination, and light cardiovascular conditioning by walking, engaging in strengthening and stretching exercises, and/or using modified Pilates techniques.

This course helps older adults maintain or improve their physical health, muscle strength, coordination, and cardiovascular conditioning by engaging in low-impact aerobic exercises, some strength training, floor exercises, and stretch movements. Older adults will also increase their range of motion and flexibility with a variety of stretches to fun and lively music.

This course helps older adults maintain and build their strength by exercising and dancing to musical rhythms. The course also provides a supportive space for socialization with other older adults.

This course provides older adults who reside in a communal housing site with an enjoyable, safe exercise program. Older adults learn to maintain or improve their physical health through mild exercise, movement games, modified dances involving music, and rhythmic instruments and props.

Chair Yoga is a practice for developing balance and stability while improving strength and flexibility. Chair Yoga is geared for those who might be experiencing limited mobility due to illness, injury or disease, chronic pain, joint inflammation; or difficulty standing for long periods of time. Classes will include proper posture, breathing, relaxation and meditation that is made accessible for all students.

This course introduces Emeritus students to a variety of meditation techniques from different traditions, including mindfulness and gentle breath centered movement. It will provide an overview of the neuroscience supporting the benefits of individual meditation techniques including reduced stress, better sleep, improved focus, and a sense of well-being and other issues. The course will also address common obstacles to meditation as well as approaches to overcoming these obstacles. This course is designed for beginners and is also suitable for those with experience who want to refine their practice. Classes consist of a combination of lecture, practice, and discussion.

This course focuses on the history, principles and practices of yoga. Designed to promote health and safety among older adults, it focuses on yoga principles and practices to enhance the health of older adults through improved flexibility, balance, range of motion, strength, lung capacity and circulation. Some course sections may focus on specific yogic methods. Some sections may include therapeutic applications of yoga to address specific health challenges for older adults. Students will be encouraged to share their physical, mental and emotional challenges in a supportive environment specifically for older adults. These challenges will then be addressed within the coursework. Students will create a Daily Personal Yoga Health Plan integrating their own personal therapeutic yoga applications. Students will be encouraged to practice daily, creating opportunities to rehabilitate challenges. The course is designed to help students to use yoga methods such as postures, breathing techniques, meditation, and visualization to enhance their confidence, health, and overall feeling of well being.

This course is designed to enhance the health and safety of older adults through use of the principles and techniques of Chi Gong. Based on Chinese philosophy and healing concepts, the course will include the history, theory and practice of Chi Gong, including both the Wu School and Yang Style. Included are such Chinese philosophies as Yin and Yang, the Eight Directions, and Five Element theory and their applications to healthy living. Students work at their own level to improve tone, strength, flexibility and balance. Lectures, films, texts and discussions will explore the theory and practice of this traditional Chinese method for health and healing. Students will analyze which strategies best meet their needs, and create an individual health plan integrating Chi Gong techniques into their daily lives.

This course offers an overview of the history, philosophy and techniques of the Chinese energy balancing health practice T’ai Chi Ch’uan. With a focus on enhancing healthy aging for older adults, the course offers strategies for improving balance and posture; increasing flexibility and endurance, reducing stress, and promoting relaxation and mindfulness. The course shows older adults how to avoid injury, conserve energy and use the body in an ergonomic manner. Students will create a personal health plan integrating T’ai Chi principles and techniques into their daily lives.

This course focuses on physical fitness and conditioning principles to help older adults maintain or improve their health, safety and independence. It covers basic principles of anatomy and fitness, showing older adults how to improve their cardiovascular health, muscle strength, endurance, flexibility, posture and balance. Principles of good nutrition also will be covered. Students explore movement strategies that are particularly helpful for older adults. Included are proper concepts and methods for warm-ups, stretching, low-impact aerobic activity, cool-downs, strength training and balance work. Students learn how to avoid falls and safely accommodate physical conditions and challenges. Students create a customized personal fitness and conditioning plan to suit their individual needs and physical challenges.

This course focuses on how strength training and stamina building strategies help to promote health, safety and vitality in older adults. Principles of basic anatomy and physiology are covered. The course explores how older adults can maintain or improve their health and stamina through strength training using free weights, resistance devices and fitness techniques. The course emphasizes safe ways to start and maintain a program to increase strength, improve stamina and sustain bone density. Principles of good nutrition and stress management are included. Students create a personal fitness and strength training plan based on their individual needs and physical challenges.

This course is designed to help students avoid falls, which are the most frequent cause of serious injury in older adults. The course focuses on how, when and where falls frequently occur; how to maintain mobility, and how to improve and recover one’s balance. Students will create an individualized activity program to improve balance, endurance, strength and flexibility.

This course assists older adults in understanding the major functions of parts of their bodies, preventative measures, as well as how aging can impact their lifestyle.

This course offers older adults a range of strategies and techniques to reduce and manage stress in their lives. It includes stress reduction methods such as positive thinking, breathing exercises, meditation, humor, diet and exercise. The course also helps students establish peer support groups to help maintain their stress reduction skills.

This course assists older adults in understanding the functions and elements of the human body, including what can go wrong, current treatment options, and consumer information on alternative treatments. Older adult students learn about a variety of conditions that affect their population, including those that vary by lifestyle and/or genetic background.

This course helps older adults with chronic joint pain or mobility problems to attain and maintain physical strength, mobility and flexibility. Older adults with arthritis and/or other minor physical limitations will learn about the function of joints in the human body and techniques to move effectively without joint stress. Students create an individual plan for mobility and physical fitness.

This course is designed to improve the flexibility and mobility of older adults, increase their activity levels, and lessen their joint pain through exercise. Older adult students focus on maintaining strength, stability, mobility, balance, and flexibility in order to improve their physical and mental well being through safe and therapeutic core strengthening and balance techniques, deep muscle and/or moving stretches, and weight-bearing exercises using balls, blocks, weights, dynabands, and/or straps. Some sections of this course involve moving the body and performing joint exercises to fun and lively music.

This course helps older adults with chronic joint pain or mobility problems to attain and maintain physical strength, mobility and flexibility. Older adults with arthritis and/or other minor physical limitations will learn about the function of joints in the human body and techniques to move effectively without joint stress. Students create an individual plan for mobility and physical fitness.

This course teaches older adults Iyengar yoga techniques that can be used to maintain or increase their respiratory capacity, physical strength, balance, and flexibility. Older adults will relax their bodies and minds through the practice of Iyengar yoga and meditation.

This course helps older adults increase their strength, flexibility, balance, and circulation by encouraging older adults to concentrate or focus intently on their physical self, thus blocking out the factors that detract from a sense of wellbeing.

This course provides older adults with a supportive yoga experience using yoga concepts that most benefit older adults. Yoga movements performed in this class are designed as an alternative to high-impact aerobics, and maintain or improve older adults’ flexibility, lung capacity, range of motion, balance, circulation, strength, and ability to relax.

This course helps older adults engage in Tai Chi Chuan exercises to maintain or increase their balance, strength, and flexibility. Exercises are modified to take the special conditions of individual older students into account.

This course helps older adults who have experienced an acquired brain injury to maintain or improve their mobility and physical endurance through an individualized program offered in a group setting. Topics include how to cope with the effects of brain injury or stroke and how to restore the student’s natural energy and flexibility, through techniques used to regain and maintain physical fitness. Participation in this Pathfinders Program allows older adults to be included in their community and maintain their independence, and helps them to self-advocate and engage in activities that benefit their health. Registration is completed through the SMC Disabled Students Program & Services (DSPS) 310-434-4442.

This course assists older adults with joint difficulties and other chronic conditions by helping them engage in a zero-impact exercise in water. Older adults learn routines that use the resistance of water to build strength and stamina.

This course helps older adults maintain or improve their physical health, weight, muscle strength, coordination, and cardiovascular conditioning through low-impact aerobic exercises as well as some strength training and stretch movements.

This course assists older adults in improving their health and cardiovascular performance through low-impact aerobic exercises, some strength training, and stretch movements that increase their range of motion and flexibility and improve their overall sense of wellness.

This course helps older adults in long-term care facilities maintain as high a level of mobility and fitness as possible, and to preserve as much independence as possible.

This course helps older adults build and maintain their strength and socialize with others who have similar goals. Older adults who have not recently engaged in an exercise routine burn calories, build muscle and stamina through exercise routines, and increase strength by using light weights and engaging in resistance techniques. Older adult students may begin with light weights and increase the weights as they build muscle, strengthen bones, and increase stamina.

Build your stamina and flexibility at your own pace in this course, especially designed for older adults. Students must attend at least 80% of the sessions. There is a separate section for intermediate students.

This course is designed to introduce Emeritus students to the beginning Pilates matwork technique of exercise, starting with 30 basic exercises. Pilates is a unique method of body control and conditioning. It consists of stretching and strengthening the muscles, while improving flexibility and balance.

This course teaches older adults about household tools, how to make minor or more complex home repairs or maintenance, and how to evaluate proposed repair processes when hiring and paying a repair person. Older adults learn to repair leaky faucets, fix minor electrical problems, hang almost everything, caulk a bathtub, and so forth. The course is intended to help older adults be knowledgeable, confident, and prudent about home repairs and maintenance.

This course helps older adults learn sewing-based skills, including how to construct clothing, engage in creative sewing projects, use patterns, engage in patchwork or machine quilting, and/or other specialized sewing techniques. Older adults learn economical sewing techniques and socialize with their peers in a supportive and creative environment.

This course helps older adults learn about the resources consumers can use to make the best choices about goods and services and provides a space to discuss these resources with their peers. The course covers several topics of interest to older adult consumers, including insurance; older adult services, products, and health issues; and entitlement programs.

This course assists older adults in making nutritional changes that enhance their quality of life and allow them to maintain a high level of independence. Older adults will learn about food fads, as well as factual information about food additives, mixing herbs and medications, and basic nutritional information. The course provides older adults with a sense of how nutrition can enhance their lifestyles, improve their health, and ease physical changes.

This course helps older adults learn how to prepare healthy foods for a small household and how to make cost-effective choices in planning a menu. Older adults work together to create a cookbook or recipe book, share food and recipes with their peers, learn restaurant terms, learn to write a standard recipe, and discuss and write about memories involving food. The course also engages older adults in discussions about food fads and provides factual information on food additives, vitamins, safe food storage, health precautions, and basic nutritional information.

This course explores American history through different cultural lenses using food and cooking. We will examine the cultural and culinary contributions of different ethnic groups to American cuisine and how they have influenced and shaped American History and the food we eat today. Recipes that relate to different historical periods will be put in context for a deeper understanding of the human experience though food.

This course provides a supportive, stimulating, and creative learning environment to allow older adults to create inexpensive knitting projects. Older adults learn and practice knitting and crocheting techniques, including the selection of materials, planning projects, and finishing methods.

This course provides a supportive learning environment for older adults to learn needlecrafts and create inexpensive and handmade garments or projects for personal or charitable use. Beginning and intermediate students will learn about the materials and stitches needed to complete simple and complex needlepoint projects, including embroidery, hand, and crewel work.

This course provides a supportive and creative learning environment for older adults to create inexpensive, handmade needlework projects. Older adults will learn knitting and crocheting techniques, as well as cabling and blocking.