Westchester Community College: Valhalla Campus
Professor Melinda Roberts
Thursdays: 6:00-8:40 PM

Sunday, April 25, 2010

FINAL FEW WEEKS (FINAL EXAM THURSDAY, MAY 13, 2010)

FINAL FEW WEEKS
(Final Examination May 13, 2010)

Thursday, April 29, 2010: 6:00-8:40 PM
“The Rocking-Horse Winner,” by D.H. Lawrence
Information regarding "The Rocking-Horse Winner" assignment is available here:

Thursday, May 6, 2010: 6:00-8:40 PM
NOTE: We will meet in the Library, Room 220 (on the 2nd floor)
Research Paper: First Draft Due
In-Class Writing Workshop
Print out and bring the first draft of your research paper to class for an in-class writing workshop.  First, you will participate in a plagiarism workshop taught by a librarian professor.  Next, you will participate in a peer-editing activity.  Once you have completed the peer-editing activity, I will review and edit your essay.  We have Library Room 200 for our entire class period so everyone will be able to use their “wait” time to work on their research papers. Attendance guidelines will be in effect and attendance will be taken at this class, which will meet from 6:00 to 8:40 PM.
The final draft of your research paper is due on or before Thursday, May 13, 2010, at 6:00 PM, and will be submitted electronically to english102wcc@gmail.com.
Research paper guidelines are available here: http://english102wcc02.blogspot.com/2010/01/research-paper-guidelines.html

Thursday, May 13, 2010: 6:00-8:00 PM
Final Examination
All students are required to attend the final examination.  There are no opportunities to make up the final examination.  Any student who does not attend the final examination will fail the course (WCC Policy).

You will be given a short story to read and evaluate.  The short story will take about 20-30 minutes to read; you will then have an hour and a half to write about the story within the context of “The Methods of Fiction” (pages 9-11 of our text) and the archetypes handout we have used throughout the semester (available online at: http://www.flagler.k12.fl.us/media/documents/02053085-6ca6-495a-aa6a-ecb27a004a9b.pdf). 
In other words, in writing your final examination you will be discussing:
ª Tone
ª Plot
ª Characterization
ª Setting
ª Point of View
ª Irony
ª Theme(s)
ª Archetypes

You may bring the following with you to the final examination:
ª A paper dictionary/thesaurus (no electronic devices will be permitted).  I will also bring a dictionary/thesaurus for everyone to use.
ª A printout of the archetypes handout.

If you have any questions about the final few weeks, please send me an e-mail at english102wcc@gmail.com.

Saturday, April 24, 2010

REASSIGNMENT OF POINTS

As we discussed in class on April 22nd, the following changes will be made to the syllabus regarding essays and grading:

ª There will be no Essay #3.

ª The 100 points for Essay #3 will be reassigned as follows:
ª 50 points added to the research paper, giving the research paper a total value of 250 points
ª 50 points added to the final exam, giving the final exam a total value of 175 points

ª The final exam will be held Thursday, May 13, 2010, from 6:00 to 8:00 PM It will be a written exam.  Students will be provided with a short story to analyze and discuss.  Students may use their list of archetypes (handed out at the beginning of the semester) and a paper dictionary/thesaurus (no electronic devices or smart phones) to assist them in answering the essay question.  Students will be provided with guidelines and topics for study on May 6, 2010 (the week before the examination).

"The Rocking Horse Winner," by D.H. Lawrence

HOMEWORK ASSIGNMENT
Due Thursday, April 29, 2010
@ 3:00 PM EDT

Post a Comment: Lady Luck:

Read The Rocking-Horse Winner:

You may also listen online and read along (about 35 minutes):

Here’s a link to an online study guide:

You do not have to write a First Response paper. However, you must complete the at-home quiz below and submit your responses via e-mail by the due date/time listed at the top of this post.  Submit your quiz responses to english102wcc@gmail.com with the following information in the subject line:
FIRST NAME and LAST NAME: THE ROCKING-HORSE WINNER QUIZ

The Rocking-Horse Winner Quiz
  1. There was a woman who was beautiful.  How did she feel about her children?
  2. How many children lived in the house?
  3. What was there always a shortage of in the house?
  4. What was the unspoken phrase that haunted the house?
  5. What is the reason the mother gives Paul for their being “the poor members of the family”?
  6. What is luck, according to Paul’s mother?
  7. Does Paul think he himself is lucky or unlucky?
  8. What did Paul do to discover the clue to luck?
  9. What arrangement does Paul make with Bassett?
  10. What is the name of the first rocking-horse winner?
  11. Who are the “three” in the The Rocking Horse Winner?
  12. How much money did Paul make on Daffodil?
  13. What did Paul give his mother for her birthday in November?
  14. How did Paul’s mother respond to her birthday gift?
  15. What happened to the voices in the house once Paul started winning?
  16. What is the significance of Paul’s green pajamas and his mother’s dress of pale green and crystal?
  17. What is the name of the horse that should win the Derby?  What is the significance of the name?
  18. How much money did Paul win in total for his mother?
  19. List three phrases used to describe Paul’s eyes.
  20. List three phrases used to describe Paul’s riding of the rocking horse.
You might also enjoy College of DuPage "CODcast" discussion of The Rocking-Horse Winner:

"The Rocking Horse Winner," by D.H. Lawrence

HOMEWORK ASSIGNMENT
Due Thursday, April 29, 2010
@ 3:00 PM EDT

Post a Comment: Lady Luck:

Read The Rocking-Horse Winner:

You may also listen online and read along (about 35 minutes):

Here’s a link to an online study guide:

You do not have to write a First Response paper. However, you must complete the at-home quiz below and submit your responses via e-mail by the due date/time listed at the top of this post.  Submit your quiz responses to english102wcc@gmail.com with the following information in the subject line:
FIRST NAME and LAST NAME: THE ROCKING-HORSE WINNER QUIZ

The Rocking Horse Winner Quiz



  1. There was a woman who was beautiful.  How did she feel about her children?
  2. How many children lived in the house?
  3. What was there always a shortage of in the house?
  4. What was the unspoken phrase that haunted the house?
  5. What is the reason the mother gives Paul for their being “the poor members of the family”?
  6. What is luck, according to Paul’s mother?
  7. Does Paul think he himself is lucky or unlucky?
  8. What did Paul due to discover the clue to luck?
  9. What arrangement does Paul make with Bassett?
  10. What is the name of the first rocking-horse winner?
  11. Who are the “three” in the The Rocking Horse Winner?
  12. How much money did Paul make on Daffodil?
  13. What did Paul give his mother for her birthday in November?
  14. How did Paul’s mother respond to her birthday gift?
  15. What happened to the voices in the house once Paul started winning?
  16. What is the significance of Paul’s green pajamas and his mother’s dress of pale green and crystal?
  17. What is the name of the horse that should win the Derby?  What is the significance of the name?
  18. How much money did Paul will in total for his mother?
  19. List three phrases used to describe Paul’s eyes.
  20. List three phrases used to describe Paul’s riding of the rocking-horse.

You might also enjoy College of DuPage "CODcast" discussion of The Rocking-Horse Winner:

LADY LUCK

ONLINE HOMEWORK ASSIGNMENT
Due Wednesday, April 28, 2010
@ 10:00 PM EDT

What does it mean to be lucky?

Be sure to put your first name and the initial of your last name on the post, or it will be rejected and we won't be able to enjoy your comment!
Guidelines for “Post a Comment” activities are here: http://english102wcc02.blogspot.com/2010/03/post-comment-guidelines.html

Sunday, April 18, 2010

THE PRESENCE OF DEATH: READINGS

HOMEWORK ASSIGNMENT
DUE THURSDAY, APRIL 22, 2010
@ 6:00 PM EDT

Read “The Tell-Tale Heart,” by Edgar Allan Poe.
Available online at:

Read “Death Knocks,” by Woody Allen (p. 1308)

Read “An Appointment in Samara” (see below):

Sayed Mohammed heard from the people in his village that Death was looking for him.

Sayed was still a young man.  He was not ready to die, and he frantically made plans to escape Death.  He went to his friend Ahmed and begged to borrow his horse.  This horse was known to be the fastest horse for hundreds of miles around.  Ahmed loved his horse, but he loved his friend Sayed more.  He told Sayed to take the horse and ride to Samara, 100 miles away from their small village.  Ahmed promised Sayed the horse would get him to the well at the center of Samara by midnight, if he left immediately.  Sayed thanked his friend profusely, jumped on the horse and headed out into the desert towards Samara.

In the meantime Death was at the well at the center of Samara.  He was very distraught and looking quite sad.  A man recognized Death and came to speak to him.  “Why do you look so sad?” the man asked Death.  “I am quite troubled,” Death replied.  “I have an appointment tonight at midnight with Sayed Mohammed.  The last I heard he was still in his village 100 miles from here. I have never missed any appointment.  Unless Sayed Mohammed has borrowed Ahmed’s horse and has already left for Samara, it will be impossible for me to keep my appointment with him!”


You do not have to write response papers for the three readings.  However, be prepared for an in-class quiz/essay on March 22nd.


MISSED CLASS MAKE-UP ASSIGNMENT: THE PRESENCE OF DEATH

MISSED CLASS MAKE-UP ASSIGNMENT
DUE THURSDAY, APRIL 22, 2010
@ 12:00 NOON EDT

Read pages 1095-1096 of the text (Literature: The Human Experience).

Respond to Question 1, 2, or 3 on page 1096. Your response should be between 350-500 words in length. Submit your response via e-mail to english102wcc@gmail.com.

RESEARCH PAPER: STEP TWO: THESIS, OUTLINE, SOURCES

RESEARCH PAPER: STEP TWO
Due Thursday, April 22, 2010
@ 12:00 Noon EDT

RESEARCH PAPER: STEP TWO: THESIS, OUTLINE, SOURCES

This week you will submit your (1) thesis, (2) an outline of your research paper, and (3) the list of sources.  Submit everything via e-mail at english102wcc@gmail.com.  Cut and paste everything into one e-mail.

If you have any questions, send an e-mail and I’ll get back to you within appropriately 24 hours.

REMINDER: Late or incomplete submissions suffer a penalty of 20 points (10% of research paper total points possible).

Here are some websites to help you put together a thesis statement:
Tips for Writing a Thesis Statement:
Thesis Statements:
How to Write a Thesis Statement:

Friday, April 9, 2010

No Reading / No Response Paper

There will be no reading / response paper assignment for next week so that you may focus on Essay #2 and get the information together for Step One of the research paper.
Going forward:
If you check your syllabus, you will see that we will be skipping "The Things They Carried" and several poems. We will resume with the syllabus readings due April 22nd ("The Tell-Tale Heart," "Death Knocks," and "An Appointment in Samara") and the reading due April 29th ("The Rocking-Horse Winner").  There will be response papers due for "The Tell-Tale Heart" and "An Appointment in Samara."  You will not have to write response papers for "Death Knocks" and "The Rocking-Horse Winner"; however, you will have quizzes on each.
If you have any questions, send an e-mail to english102wcc@gmail.com.

ESSAY #2: "KILLINGS" VS. "IN THE BEDROOM"

ESSAY #2: KILLINGS VS. IN THE BEDROOM
DUE THURSDAY, APRIL 15, 2010
AT 12:00 NOON EST

ESSAY TOPIC: “Killings” (the short story) vs. “In the Bedroom” (the movie)

ESSAY TITLE: ESSAY #2: KILLINGS VS. IN THE BEDROOM

ESSAY STRUCTURE: Compare and contrast

ESSAY QUESTION:
Frank Fowler begins a relationship with the spouse of Richard Strout, and ends up being shot by Richard Strout because of it. Richard is arrested, but gets out on bail and walks around town seemingly taunting Frank’s grieving parents.  Unable to bear the injustice of his son’s murderer walking free, Matt Fowler takes the law into his own hands and avenges his son’s murder by killing Richard Strout.
The short story “Killings,” by Andre Dubus, was first published in the New Yorker Magazine in 1980; the movie adaptation, “In the Bedroom,” was released in 2001. 
Compare and contrast the short story and the movie within the context of love, hate and revenge.  Identify and discuss the significant differences between the short story and the movie.  Why do you think Hollywood deviated from plot of the short story? Which plot is more compelling? Why?

ESSAY VALUE: 100 points

ESSAY GUIDELINES: Be sure to follow the guidelines for preparing and submitting your essay. Essay guidelines are available at this link:
http://english102wcc02.blogspot.com/2010/03/essay-guidelines.html

Research Paper: Step One: Author, Criticism(s), Titles


RESEARCH PAPER: STEP ONE
DUE THURSDAY, APRIL 15, 2010
@ 12:00 NOON

Research Paper Guidelines:

Choose own author (you may choose an author we studied in class, or choose your own author)

Choose 1-2 critical strategies: historical, biographical, mythological, and/or psychological

Choose 3-5 short stories (must be approved by professor) that have not been read/discussed in class

Minimum of 2,100 words (about six pages); maximum of 3,500 words (about 10 pages)

No less than five (5) sources (this does not include Internet sites)

10% of paper: biographical snapshot of author, including a brief psychological analysis

80% of paper: brief (1-2 paragraphs at most) summary of each short story, followed by an analysis within the chosen criticism(s)


What's Due April 15th:
Please submit via e-mail at english102wcc@gmail.com:
Subject Line of e-mail: First Name, Last Name, Research Paper: Step One
ª the name of your author
ª the critical strategy(ies) you will use to analyze and discuss the short stories
ª the titles of the 3-5 short stories you will be researching and analyzing

Sunday, April 4, 2010

"KILLINGS," by Andre Dubus

HOMEWORK ASSIGNMENT
Due Thursday, April 8, 2010
@ 12:00 Noon EDT

Post a Comment: An Eye for an Eye:

Read “Killings,” by Andre Dubus (see syllabus and right-side bar of class blog/website for information on where to purchase the text) (you may also find this book at your local Westchester County Library System library).

Write a First Response to "Killings."
Use the following writing prompts: What was your initial response to the first few paragraphs of the text? What was your first impression of Frank Fowler? of Maryanne Strout?  of Richard Strout?  of Matt Fowler?  Do you think each deserved his/her fate? What aspect of the work affected you most? Why?
Or free-write your own response.
Be sure to provide specific textual details and quotes from the story to justify and/or explain your response.  Remember, a first response is not a summary -- use 3-5 quotes from the story and discuss how it affected you.

You may also enjoy the New York Times review of In the Bedroom:

Guidelines for first response papers are available here:

If you have any questions, send me an e-mail at english102wcc@gmail.com, and allow up to 24 hours for a response (although I will most likely get back to you much sooner than that).

AN EYE FOR AN EYE

ONLINE HOMEWORK ASSIGNMENT
Due Wednesday, April 7, 2010
@ 10:00 PM EDT

Comment on the idea of "an eye for an eye and a tooth for a tooth," and the concept of taking the law into your own hands.

Be sure to put your first name and the initial of your last name on the post, or it will be rejected and we won't be able to enjoy your comment!
Guidelines for “Post a Comment” activities are here: http://english102wcc02.blogspot.com/2010/03/post-comment-guidelines.html

Sunday, March 28, 2010

A PERFECT ESSAY


This essay received 100 of 100 points.


NATHANIEL HAWTHORNE AND “YOUNG GOODMAN BROWN”
         The great American literary figure Nathaniel Hawthorne is best known for his works depicting the history of his Puritan ancestors in New England, such as in “Young Goodman Brown.” He was born in Salem, Massachusetts in 1804, as part of the sixth generation of Hawthornes in Salem. Hawthorne attended Bowdoin College, and after graduating, began writing short stories, including “Young Goodman Brown.” Hawthorne married his childhood neighbor Sophia, and moved to Concord, Massachusetts, where he lived among important philosophers of the time such as Ralph Waldo Emerson and Henry David Thoreau. In 1846, he returned to his hometown of Salem when he was given the position of land surveyor for the Salem Custom House. He was fired in 1848, which is when he wrote what is considered his greatest success, “The Scarlet Letter.” Hawthorne continued his writing until his death in 1864. 
            Although Hawthorne’s works contain a wide variety of themes, they share a Puritan New England setting. At first glance, it is somewhat odd that most of the works of a 19th century writer involve peoples who lived two centuries earlier. However, if one were to research Hawthorne’s background, his connection to Puritanism is realized. Not only were Hawthorne’s ancestors Puritans, but they were also involved in a very memorable part of Puritan history. Hawthorne’s family lived in Salem at the height of the witchcraft hysteria, and played an important role in it. His great-great grandfather served as a judge at the witch trials, and sentenced many supposed “witches” to death. Hawthorne felt a sense of personal responsibility for the wrongdoings of his ancestors, admitting to “being haunted by the figure of the prominent but guilty ancestor who ‘was present to my boyish imagination, as far back as I can remember.’” (Unger 293) Hawthorne exposes the negative aspects of Puritanism in his writing, aspects that are often veiled by the Puritan ideals of personal holiness and virtuosity.
            The Puritans were a God-fearing people, who believed the Bible to be God’s true law, and that it provided a plan for living. The Puritans also felt that Christianity had become corrupted by unnecessary rituals and frivolities, and sought to create a “purified” version of Christianity, hence their name. Due to religious persecution in Great Britain, many Puritans settled in New England, where they created very regimented societies governed by religious law. They believed in Predestination, or that their fate had already been decided before birth, and so each Puritan worked hard to do good in the hopes that they had been one of the chosen ones. Any deviation from the normal way of life was met with disapproval, and since the church elders were also the political leaders of the communities, church infractions were also social infractions. Puritans also held the belief that the devil was everywhere. A large part of Puritanism was fear of this evil that supposedly lurked behind every corner.
            Nathaniel Hawthorne’s “Young Goodman Brown” captures the very essence of this fear, telling the story of a Puritan man who ventures into the woods at midnight to meet with the Devil, and to test his faith in God. It is on this journey that he discovers the entire population of his town had joined the ranks of evil, despite their holy and pious facades. He is horrified to discover that his beloved wife Faith had done so as well. Faith herself is a double entendre in this story. As a person, Faith is seemingly extremely devout, but she is also representative of Brown’s faith in God. Brown tells the Devil that it is Faith that “kept me back a while,” as, in order to undertake this journey, he must part with his own goodness and integrity. (Abcarian, Klotz, and Cohen 82) While traveling through the treacherous woods, the Devil attempts to convince Brown to abandon his faith, claiming that Brown’s own father and grandfather were under the spell of evil. “They were my good friends, both; and many a pleasant walk have we had along this path.” (Abcarian, Klotz, and Cohen 83) However, it is only after Brown hears Faith’s voice among those at the Devil’s coven, where “he could have well-nigh sworn that the shape of his own dead father beckoned him to advance,” that he realizes the Faith he once knew is gone, as well as the faith he once had in God. (Abcarian, Klotz, and Cohen 89) Brown leaves his experience “with a personal understanding of innate depravity.” (MaGill 1613) Brown could no longer believe in the decency of mankind. The human condition is one of evil. “There is no good on earth; and sin is but a name. Come, Devil, for to thee is this world given.” (Abcarian, Klotz, and Cohen 87)
         Although Brown emerged from the woods, he “never emerged from the forest depths of despair.” (Walsh) From that point on, Brown lived a life in which he was inwardly alienated, unable to forget the pure malevolence that he had seen in the hearts of the townspeople, and rejoin his community. “Often, waking suddenly at midnight, he shrank from the bosom of Faith; and at the morning or eventide, when the family knelt down at prayer, he scowled and muttered to himself, and gazed sternly at his wife, and turned away.” (Abcarian, Klotz, and Cohen 90)  Brown was unable to function without the belief that men, in their heart of hearts, are good.
         One might wonder why Hawthorne would write a story in the 19th century that was set almost two hundred years before, or why this story is still applicable today. Although the setting, practices, and lifestyle of the characters of “Young Goodman Brown” are largely unfamiliar today, Brown’s struggle between good versus evil is an eternal one, faced by many regardless of the time period.  It is comforting to think that, despite all of the pain, suffering, and hardships of the world, wickedness and evil are not intrinsic. For all of the bad deeds of humans, we still have a sense of righteousness. What would we do if we were to discover that goodness is merely a false ideal? Mostly likely, we too, like Brown, would find that our worlds have been turned upside down. In the story, Brown also finds himself trying desperately to resist temptation, which is certainly a common occurrence today. However, it seems as though today, most do not try as hard as Brown to resist the lure of immorality. Perhaps this is because we recognize the alienation that occurs when we act against popular opinion. No one wants to end up in the same situation as Brown, alone in one’s misery.
            Despite the setting and time period, the message of “Young Goodman Brown” still resonates in its readers. Hawthorne seems to be commenting on the dismalness of humanity, but perhaps he also intended for the reader to use this awareness to better deal with reality. There is no escaping the evil that often surrounds us, but there are alternatives to Brown’s complete rejection of and isolation from it.

                                        Works Cited
Abcarian, Richard, Klotz, Marvin, and Cohen, Samuel. “Young Goodman Brown.” Literature the Human Experience. Ed. Stephen A. Scipione.  Boston: Bedford/St. Martin’s, 2010. 81-91. Print.
“Nathaniel Hawthorne.” Critical Survey of Short Fiction. Ed. Frank N. Magill. Englewood Cliffs: Salem Press, 1981. 1612-1613
“Nathaniel Hawthorne 1804-1864.” American Writers: A Collection of Literary Biographies. Ed. Leonard Unger. New York: Charles Scribner’s    Sons, 1973. 293-295.
Walsh Jr., Thomas F. “The Bedeviling of Young Goodman Brown.” Short Story Criticism. Vol 29. (1998): 331-336. Literature Resource Center. Web. 22 March 2010.

Saturday, March 27, 2010

"A Red, Red Rose," by Robert Burns

HOMEWORK ASSIGNMENT
DUE THURSDAY, APRIL 1, 2010,
BY 12:00 NOON EDT

Read “A Red, Red Rose,” by Robert Burns (page 920).

Online study guide:

Online musical version (lovely and sappy J):
Another musical adaptation:

Become familiar with the poem and enjoy the musical adaptations.  You do not have to write a response paper.

Friday, March 26, 2010

"A Rose for Emily," by William Faulkner


HOMEWORK ASSIGNMENT
DUE THURSDAY, APRIL 1, 2010,
BY 12:00 NOON EDT

Respond to the "post a comment" activity: http://english102wcc02.blogspot.com/2010/03/dozen-roses.html

Read A Rose for Emily, by William Faulkner, available online: http://www.eng.fju.edu.tw/English_Literature/Rose/el-text-E-Rose.htm

Online reading guide:
Online reading guide:

Write a First Response to A Rose for Emily.
You may use the following prompts: What surprised you most about the story? Which aspect of the work affected you most? Why?
Or you may freewrite your response.
Be sure to provide specific textual details and quotes from the story to justify and/or explain your response. Remember, a first response is not a summary -- use 3-5 quotes from the story and discuss how it affected you.


Put together a time line of the events (as best you can) to prepare for an in-class activity.

Enjoy your time with William Faulkner and Miss Emily Grierson! 

Guidelines for first response papers are available here:

If you have any questions, send me an e-mail at english102wcc@gmail.com, and allow up to 24 hours for a response (although I will most likely get back to you much sooner than that).

A Dozen Roses

ONLINE HOMEWORK ASSIGNMENT
DUE WEDNESDAY MARCH 31, 2010
BY 10:00 PM EDT

When was the last time you received roses? or, when was the last time you gave roses to someone? Why were the roses given to you? or, why did you give the roses?

Be sure to put your first name and the initial of your last name on the post, or it will be rejected and we won't be able to enjoy your comment!
Guidelines for “Post a Comment” activities are here: http://english102wcc02.blogspot.com/2010/03/post-comment-guidelines.html

Thursday, March 18, 2010

OPPORTUNITIES FOR EXTRA CREDIT

OPPORTUNITIES FOR EXTRA CREDIT
Due on or before 
Thursday, May 6, 2010,
@ 6:00 PM EDT

To be eligible to "earn" extra credit, students must timely submit their Essay #1, Essay #2, Essay #3, and Research Paper.  Students who have not submitted the assignments required for the class are not eligible for extra credit.  In other words, students cannot use the extra credit assignments to "replace" work that was not turned in.

Each extra credit assignment is eligible to "earn" up to 25 points.  Students may turn in up to three (3) extra credit assignments, for a total of 75 points.

Students may attend an event related to the arts (theater, ballet, gallery opening, lecture, foreign film, etc.) and thereafter submit a 400-500 word brief summary and a first response.  The summary/first response should be submitted via e-mail (to english102wcc@gmail.com) on or before Thursday, May 6, 2010 at 6:00 PM. Students are also required to submit their ticket stub from the event.  Extra credit papers submitted without a ticket stub will not be accepted.

Westchester Community College has many events scheduled this semester that "qualify" as an extra credit event.  Several are listed below.  Students may also attend an event of their choosing that is not on the list; however, any event not on the list below must have the prior approval of Professor Roberts.

E-mail any questions to: english102wcc@gmail.com

LES BALLETS JAZZ de MONTREAL
4/24/2010 @ 8:00 PM
Event Description
Canada’s internationally acclaimed touring ensemble is known for its creative combination of ballet, jazz and modern genres, not to mention its indefatigable energy. Eleven powerhouse performers showcase a cascade of eclectically inspired music selections and dance styles from Vivaldi arias and klezmer to Brazil’s capoiera.
Wild but wonderful, this carnival of movement—“insect-like creeping, shoulderdislocating partnering, hitch kicks, ronds de jambe, wheeling turns, and leaping quick steps all bring down the house with sheer exuberance and precise execution, par excellence.”  (San Diego Arts)
Location Information:
Academic Arts Theatre
More Information and Ticket Prices:

FRIDAY NIGHT FILM SERIES (sponsored by the English Department):
(Six consecutive Fridays beginning April 10, 2010
All films begin @ 8:00 PM
April 10, “The Band’s Visit,” Israel (2007) (w/English subtitles)
April 17, “Private Fears in Private Places,” France (2007) (w/English subtitles)
April 24, “My Father, My Lord,” Israel (2008) (w/English subtitles)
May 1, “Mafioso,” Italy (1962) (re-released 2007) (w/English subtitles)
May 8, “Facing Windows,” Italy (2003) (w/English subtitles)
May 15, “Flight of the Red Balloon,” France (2008) (w/English subtitles)
Location Information:
Room 200, Classroom Building
More Information and Ticket Prices: http://www.sunywcc.edu/events/smart_arts/sa_film.htm