COURSE TITLE: Greek Tragedy in Performance COURSE NUMBER: CLAR 2210 TERM: Spring 2019 TIME/DAYS: TR 1:00-2:30 pm INSTRUCTOR: Prof. Katerina Zacharia EMAIL: kzacharia@lmu.edu FLAG/CORE: Writing, Oral Communication CORE: Creative Experience

COURSE DESCRIPTION/PRINCIPAL TOPICS

This course introduces students to Greek dramatic poetry, with special focus on Greek tragedy. We will look at the ideas the tragedies convey, and study details of their staging, culminating in a detailed study and performance of an individual play. During weeks 1-8, we will place Attic drama in its social and cultural context, illustrate and teach the techniques of dramatic literary criticism, and through writing exercises assist students to further develop their research and presentation skills, and reflect critically on scholarly work on Greek tragedy. A selection of plays by each of the three major tragedians (Aeschylus, Sophocles, Euripides) will be studied to illustrate the treatment of myth and the inheritance from earlier poetry; tragedy as genre and its structure; tragic language, imagery, characterization; the ritual character of tragedy; tragedy as performance and its festival context. We will study adaptations of selected plays during different historical periods and establish patterns in the revivals of Greek tragedy. During weeks 9-15, students will be assigned a particular play and will work towards staging their own production on week 14 of the semester. During this part of the course, the students will express themselves creatively and intuitively. Through creative writing exercises, teamwork and peer review, and individual meetings with the professor, students will explore, craft, and revise approaches of staging a Greek tragedy, offering their own take on producing an ancient play. Students will study at least three different translations of the play, and will write an assignment comparing the choices each translator made and how these choices affect the style, meaning, and staging of the play. Each group will adapt an assigned play, submit their script, and express the vision of their staging and the adaptation process in writing. Students groups will perform their adaptations at the Dionysus Festival on campus on April 27th. On week 15, students will complete a course review and a self-assessment evaluation.

STUDENT LEARNING OUTCOMES Students will: Be able to identify the conventions of ancient theatre and of the dramatic genre of Greek tragedy; (ii) Demonstrate an ability to analyze, evaluate, and compare the tragic visions of Aeschylus, Sophocles, and Euripides; (iii) Develop strategies on how to read and interpret Greek tragic texts and modern adaptations; (iv) Distinguish the different theoretical approaches in evaluating and adapting ancient dramatic texts; (v) Explore the challenge of dramatizing ancient tragedy for the modern stage and contemporary audiences; (vi) Develop their imagination through personal participation in the creative rewriting and the staging of the assigned play. Collaborating with members of their group, students will write a 15-page script and perform their adaptation of an assigned play; (vii) Produce a reflection paper drawing on contemporary literary and dramatic criticism methodologies to explain their choices in the adaptation of the assigned play for performance.

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REQUIRED MATERIALS The set plays are: Aeschylus’ trilogy Oresteia (Agamemnon, Libation Bearers Eumenides); Sophocles’ Antigone; Oedipus the King; Electra; Euripides’ Electra, Orestes, Bacchae.

COURSE WORK/EXPECTATIONS: Students will: • Spend an average of 9 hours per week studying the set plays and reference materials; preparing for lectures and class discussions; • Study for quizzes and midterm exam; • Compose six three-page play reviews (1,000 words); • Prepare an adaptation of assigned play with other group members (15-page script); • Compose 3-page (1,000 words) reflection paper; • Keep a detailed portfolio of coursework and at the completion of the course, submit a three-page report outlining the trajectory of their progress in both critical and creative writing and in oral communication and performance. The final grade will be determined as follows: • Class Attendance, Participation, Oral Presentations: 20% • Midterm: 10%; Quizzes: 10% • Critical Writing (five 1,000-word play reviews and four peer reviews): 20% • Creative Writing, Script and Reflection paper: 20% • Staging, Rehearsals, Performance: 15% • Portfolio and Self-Assessment Reflections: 5%

ATTENDANCE POLICY: Class attendance is mandatory. Attendance lists will be taken at every class. Three or more unexcused absences will reduce one’s grade as follows: three by 5%, four by 7%, five by 10%. Six absences lead to automatic failure.

COURSE TITLE: Ancient Rome COURSE NUMBER: CLAR 2250 TERM: Spring 2019 TIME/DAYS: TR 8:00-9:30am pm ROOM: UHall 1405 INSTRUCTOR: Prof. Sam Beckelhymer EMAIL: TBSA CORE: Historical Analysis & Perspectives A survey of Roman civilization from its origins in the Iron Age to the collapse of the empire, encompassing the study of archaeology, history, literature, religion, philosophy, and the fine arts.

COURSE TITLE: Methods and Theories in Archaeology COURSE NUMBER: CLAR 2340 TERM: Spring 2019 TIME/DAYS: TR 4:20-7:10 pm ROOM: UHall 3222 INSTRUCTOR: Prof. Caroline Sauvage EMAIL: csauvage@lmu.edu CORE: Understanding Human Behavior

COURSE DESCRIPTION/PRINCIPAL TOPICS CLAR 2340 examines the methods, theories and goals encompassed by archaeological science to retrieve, understand and record data of pre-modern societies related to the evolution of social structures, economy, religion and political systems. It will emphasize both scientific and empirically- derived theories that aim to describe and understand past human behaviors. Archaeology is therefore the study of past humans, that provides long-term perspectives on human societies, and insights on all segments of societies, as well as documents variation in human behavior and institutions. Archaeology builds upon knowledge, and often bridges, Social Sciences, Sciences and Humanities. Material examined will include cross cultural analysis and theories deriving from the fields of cultural anthropology, sociology, geography, economy, etc. We will also scrutinize the development of scientific method within the field, and the current trends in the development of archaeological theories. Detailed descriptions of quantification and extrapolation of a data set, dating techniques, archaeological survey, excavation, technology, ethnoarchaeology, cognitive archaeology, theories pertaining to social structures, household development and subsistence will be presented. Interpretations from the archaeological record of the hunter-gatherers, food producers, and later complex societies of the Near East and Old World will be used as examples of archaeological methods. Human diversity in the past, and among present traditional societies, will be examined in relation to environmental and social impacts of different economies and scales of organization.

STUDENT LEARNING OUTCOMES By the end of the semester students will: • Know the methods and techniques used in archaeology. • Be familiar with the latest scholarship on the topics covered in class. • Understand how archaeology provides historical and cultural background for the study of the Ancient

civilizations. • Be able to question and challenge the use of methods or techniques when reconstructing

archaeological data. • Be able to do research on archaeological techniques and methods. • Orally present research results. • Better understand modern societies as well as their social and cultural choices Such set of critical thinking skills will be applicable to other periods and geographical areas of the ancient world.

PREREQUISITES/RECOMMENDED BACKGROUND There are no prerequisites for this course.

REQUIRED TEXTS RENFREW & BAINES, 2008. Archaeology: theories, Methods and Practice, fifth edition, Thames & Hudson

COURSE TITLE: Egyptian Hieroglyphics COURSE NUMBER: 2350 TERM: Spring 2019 SECTION TIMES/DAYS: Tuesdays: 7:10-10:10pm ROOM: UHall 3328 INSTRUCTOR: Eric Wells EMAIL: Eric.Wells@lmu.edu CORE AREA: Oral Skills

COURSE DESCRIPTION/PRINCIPAL TOPICS

The language of ancient Egypt, written in hieroglyphs, existed for thousands of years before being gradually replaced by Arabic. This course focuses on Middle Egyptian, the classical phase of the ancient Egyptian language. Students will become acquainted with the hieroglyphic script, basic elements of Egyptian grammar, and the social and historical contexts in which ancient Egyptian texts were created. Students will also learn to read the texts and formulae they are most likely to encounter in museums.

STUDENT LEARNING OUTCOMES

Students will gain familiarity with the most common hieroglyphic signs, be introduced to the basics of ancient Egyptian grammar, and learn to read the texts and formulae most likely encountered in museum settings (coffins, sarcophagi, statues, etc.). Students will also study the material culture and historical aspects of ancient objects and their hieroglyphic inscriptions. More broadly, students will also examine ancient literacy and they ways in which writing was used to create and maintain ancient values and social structures.

PREREQUISITES/RECOMMENDED BACKGROUND

None

REQUIRED TEXTS

Middle Egyptian: An Introduction to the Language and Culture of Hieroglyphs, 3nd Edition, By James P. Allen

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COURSE WORK/EXPECTATIONS

This courses utilizes an active learning, flipped classroom environment. Each week will begin with a short lecture addressing readings on grammar which students have studied in advance. Students will then break up into small groups (3-4 people) to translate ancient Egyptian texts. Once in their groups, students must analyze and debate their work in order to arrive a single transliteration and translation. Each group will then present their work to the group by writing a transliteration and translation of the text on which they are working on the white board. Students will then ‘justify’ their translation by parsing sentences and answering grammatical questions posed by me and their peers. Each week will included these forms of ‘less formal’ presentation. At the beginning of the quarter these presentations will be quite short. However, as students progress, their presentations will become longer and more technical.

The midterm and final will consist of formal group presentations prepared in advance. These presentations must utilize powerpoint, prezi, or another presentation software of their choice. The midterm will focus on presenting a major monument, its function, and highlighting the role text and imagery play on the monument. After the midterm, students will receive formal written feedback from their peers and the course instructor. For the final presentation, students will have the option of working in groups to present a smaller, inscribed object. Using scholarly terminology, the students will explain how the materiality and text associated with an object ‘activate’ the object. They will explain the ritual function of the object and translate the text on the option (which will also be submitted as a paper). Students will also have the option to ‘perform’ a reading of an Egyptian ritual text through a performance, after which they will translate and explain the ritual to the class (which will also be submitted as a paper). Students must work with the instructor on their finals to approve a topic, perform at least one rehearsal, and receive feedback. Via the weekly, midterm, and final presentations, students will learn to present formally and informally

Quizzes 25%

In Class Participation (weekly group presentations) 25% Midterm Presentation and Paper 20%

Final Presentation and Paper 30%]

COURSE TITLE: Classical Near Eastern Myths COURSE NUMBER: CLAR 3210 TERM: Spring 2019 TIME/DAYS: TR 11:20 am-12:50 pm ROOM: UHall 4802 INSTRUCTOR: Prof. Sam Beckelhymer EMAIL: TBA CORE: Interdisciplinary Connect FLAG: Information Literacy

Study of the basic myths and myth patterns of the Greeks, Romans, and Near Eastern cultures, and their mythological heritage in Western literature and art.

COURSE TITLE: Introduction to Near Eastern Religions COURSE NUMBER: CLAR 3330 TERM: Spring 2019 SECTION TIMES/DAYS: T-TR. 11:20 am - 12:50 pm ROOM: UHall 3328 INSTRUCTOR: Caroline Sauvage EMAIL: csauvage@lmu.edu CORE AREA: Faith & Reason FLAGGED: Information Literacy

COURSE DESCRIPTION/PRINCIPAL TOPICS Ishtar, Astarte, and Baal are amongst the most famous deities of the Ancient Near East, who fascinated early epigrapher through the mythical stories related in ancient clay tablets found in the ruins of cities such as Nippur, Babylon and Ugarit. This course will provide an introduction to the religious beliefs, practices and mythical stories of the Ancient Near East from the Neolithic period to the middle of the first millennium BC. We will particularly focus on the Levantine coast and Mesopotamian area (modern day Syria, Lebanon, Israel, Jordan, Irak and Iran, with glimpses at the Anatolian region). Through general overviews of creation myths, pantheons, afterlife beliefs and magical practices, this course will address the role of religion in society and its political implications for kings and empires, as well as its economic power. Primary sources in English translation will be read, and ancient artefacts from the University’s museum collection will implement the illustrated lectures.

STUDENT LEARNING OUTCOMES By the end of the semester students will know how archaeology and historical sources can help understand the development of ancient religions. They will:

- know the most important deities and their worship centers, - be familiar with the evolution of funerary and religious rituals over time and in different regions - be able to identify the main deities, - be familiar with the latest scholarship on the topics covered in class, - be able to question and challenge the exclusive use of one type of material (i.e. texts vs.

archaeology vs. iconography) when constructing theories in religious ideology, - orally present the research they did on a chosen topic.

PREREQUISITES/RECOMMENDED BACKGROUND: There are no prerequisites for this course.

REQUIRED TEXTS DALLEY, S. 2000 (or 2008). Myths from Mesopotamia. Creation, the Flood, Gilgamesh and Others. A New Translation. Oxford World’s Classics. COOGAN, M.D. & SMITH, M. 2012. Stories from Canaan. Second Edition. Westminster John Knox Press.

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COURSE WORK/EXPECTATIONS Each student is expected to do the bi-weekly readings, thoroughly participate in discussions, and take notes during class. Readings DO NOT ONLY include the required textbooks. I want you to spend some time in the Library, and to look at the books listed in the bibliography. I expect you to use these references to further your knowledge on the lectures topic. The work load will be at least six hours per week of individual study, including:

- Reading each week, including primary texts in translation - Review for the midterm and final exam - Study for quizzes - Preparation and writing of reading reflections and short papers - Preparation and writing of a research paper

COURSE TITLE: Ancient Egyptian Religion COURSE NUMBER: CLAR 3350 TERM: Spring 2019 SECTION TIMES/DAYS: Thursday 7:10p-10:10p ROOM: UHall 3328 INSTRUCTOR: Eric Wells EMAIL: Eric.Wells@lmu.edu FLAGGED: Information Literacy

COURSE DESCRIPTION/PRINCIPAL TOPICS

This course is a survey of ancient Egyptian religious concepts, practices, monuments, and materials from our earliest attestations of religious activity in the Nile Valley to the Greek and Roman periods. Illustrated lectures will cover such aspects as creation myths, state religion, funerary religion, private religious practices (including magic), and the pantheon.

STUDENT LEARNING OUTCOMES

The student will achieve a broad understanding of ancient Egyptian religious thought and practices from our earliest evidence of religious activity in the region to the period of Roman rule over Egypt, facilitating a more comprehensive appreciation of the similarities and differences in religious thinking among major cultural groups in the ancient Near East and the Classical world during this chronological horizon. Particular attention will be paid to studying Egyptian religion as a logical, coherent system of thinking and interpreting the world and its environment. Emphasis will be placed on the mechanisms that scholars use to reconstruct, understand, and interpret ancient Egyptian religion. Students will also be able to hone their critical thinking and writing skills.

PREREQUISITES/RECOMMENDED BACKGROUND

Recommended background would be some previous engagement with the history and/or religion of the ancient world, whether through coursework, travel, museum visits, or archaeological fieldwork, and/or some previous knowledge of Classical or Near Eastern languages, though these are not prerequisites for this survey course.

REQUIRED TEXTS

- Jan Assmann, The Search for God in Ancient Egypt (translated from the German by David Lorton). Ithaca: Cornell University Press, 2001.

- Erik Hornung, Conceptions of God in Ancient Egypt. The One and the Many (translated from the German by John Baines). Ithaca: Cornell University Press, 1982.

RECOMMENDED TEXT

- John Baines and Jaromir Malek, Cultural Atlas of Ancient Egypt (2nd edition). Checkmark Books, 2000.

CLAR 3350 Page 2

COURSE FORMAT

The course consists of:

• Weekly lectures, a visit to the LMU Archaeology Museum, and two exam review sessions • At least six hours per week of individual study, including: • Approximately 60 pages of reading per week, including primary sources • Review for midterm and final exams • Preparation and writing of two papers (5 and 10 pages)

The lectures will deal with the larger issues faced when studying ancient Egyptian religion. There will be several in-class discussions of Egyptian religions texts in translation in order to explore particular issues in depth. Review sessions will provide students with an opportunity to review the material covered and to ask any remaining questions prior to the midterm and final exams. Students are expected to spend an average of six hours per week reading and preparing for class meetings, exams and papers.

COURSE WORK/EXPECTATIONS

Attendance at sessions is mandatory, and unexcused absences will result in failure. There will be weekly readings, without which students will not receive the maximum benefit from class lectures. Students should be prepared to bring any questions that arise from the weekly readings to the lectures and to discuss Egyptian texts in translation. There will be a five-page paper, a midterm exam, a 10-page paper, and a final exam.

The final grade will be calculated as follows:

Five-paper: 10% Midterm: 20% Ten-page paper: 25% Final: 20% Class attendance, and participation: 25%

All assignments must be completed in order to receive a final grade.

COURSE TITLE: Aegean Art and Archaeology COURSE NUMBER: CLAR 3360 TERM: Spring 2019 SECTION TIMES/DAYS: TR 2:40 - 4:10 pm ROOM: UHall 3328 INSTRUCTOR: Caroline Sauvage EMAIL: csauvage@lmu.edu CORE AREA: EHAP FLAGGED: Information Literacy

COURSE DESCRIPTION/PRINCIPAL TOPICS During its Bronze Age, the Mediterranean witnessed the flourishing of different civilizations, including the Minoan and Mycenaean, the expansion of maritime trade, and the development of religious practices and mythologies. In tracing the developments of the Cycladic, Minoan, Mycenaean, Cypriote and Canaanite cultures, we will look at the material culture recovered by archaeologist, from clay figurines to palaces and the first Mediterranean writing. This course will explore the Aegean World and the Mediterranean Islands from the first farmers of the Neolithic to the dark ages, before the Greek cities of the first Millennium emerged. Comparison between the Greek Mainland and the islands over the millenniums will point to the distinctiveness of the islands, isolated strips of land bounded by sea. As an upper level course, this class will particularly focus on problems and methods of art historical, archaeological and architectural approaches of these ancient civilizations. Highlights will include: discussions of Cycladic figurines; the Thera frescoes; the Minoan civilization; the Palace of Knossos; the Mycenaean “thalassocracy”.

STUDENT LEARNING OUTCOMES By the end of the semester students will:

- know the development of the different Bronze Age Mediterranean Civilizations. - understand how archaeology and art history provides historical and cultural background

of the Ancient Mediterranean. - know the most important archaeological sites and monuments - will understand the development of the main religious traditions of the various ancient

Mediterranean cultures of the period. - be familiar with the latest scholarship on the topics covered in class. - be able to do research on archaeological topics related to the ancient Mediterranean

Such set of critical thinking skills will be applicable to other periods and geographical areas of the ancient world.

PREREQUISITES/RECOMMENDED BACKGROUND: There are no prerequisites for this course.

REQUIRED TEXTS

SHELMERDINE C.W. 2008. The Cambridge Companion to the Aegean Bronze Age, Cambridge University Press.

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COURSE WORK/EXPECTATIONS Each student is expected to do the bi-weekly readings, thoroughly participate in discussions, and take notes during class. Readings DO NOT ONLY include the required textbooks. I want you to spend some time in the Library, and to look at the books listed in the bibliography. I expect you to use these references to further your knowledge on the lectures topic. The work load will be at least six hours per week of individual study, including:

- Reading each week, including primary texts in translation - Review for the midterm and final exam - Study for quizzes - Preparation and writing of reading reflections and short papers - Preparation and writing of a research paper

Trimm, Charlie. Fighting for the King and the Gods: A Survey of Warfare in the Ancient Near East. Society of Biblical Literature, 2017.

COURSE TITLE: Ancient Warfare COURSE NUMBER: CLAR 3998 TERM: Spring 2019 SECTION TIMES/DAYS: Thursdays 4:20-7:20 ROOM: UHall 3320 INSTRUCTOR: Heidi Fessler, PhD EMAIL: TBA CORE AREA: None FLAGGED: None

COURSE DESCRIPTION/PRINCIPAL TOPICS This course traces the development of warfare and its impact in the Ancient Near East. We will survey textual accounts of key battles described in Assyrian, Persian, Egyptian and Biblical sources in combination with archaeological finds associated with weapons, warfare, and defense. This evidence will allow us to consider topics such as ancient military tactics, defense strategies, the role of diplomacy, and the effects of warfare on vulnerable populations.

STUDENT LEARNING OUTCOMES By the end of this course, students will: • Have knowledge of key military terms and tactics and how they relate to warfare in the ancient

world. • Have an understanding of important battles and a timeline of military developments in the Ancient

Near East and their impact on civilization. • Be familiar with the type and use of most early weapons and typical city defense systems as well as

the logistical coordination involved in waging war. • Be able to identify common themes in primary texts and ancient images depicting warfare and

consider how those themes might influence an audience. • Have an appreciation for warfare’s economic, social and political impact on ancient society.

PREREQUISITES/RECOMMENDED BACKGROUND None

REQUIRED TEXTS

Van de Mieroop, Marc. A History of the Ancient Near East ca.3000-323 BC. Third Edition. Wiley Blackwell. Chichester, West Sussex, UK: John Wiley & Sons, Inc, 2016.

COURSE WORK/EXPECTATIONS

Students are expected to complete weekly readings assigned from the textbooks and primary sources in translation, as well as additional short assignments meant to enhance understanding of specific topics. Attendance is required as well as thoughtful participation in class discussions. Students should use both class notes and weekly readings to study for quizzes and exams. A final research paper and presentation will allow students to investigate a topic related to ancient warfare. Exploration of supplemental readings is encouraged to enhance an understanding of the material.

COURSE TITLE: Greek Tragedy in Performance COURSE NUMBER: CLAR 4270 TERM: Spring 2019 TIME/DAYS: TR 4:20-7:10 pm ROOM: UHall 4511 INSTRUCTOR: Prof. Katerina Zacharia EMAIL: kzacharia@lmu.edu CORE: Interdisciplinary Connections FLAGS: Writing; Engaged learning

COURSE DESCRIPTION This interdisciplinary 4-unit course offers students the unique opportunity to study complex issues surrounding representations of Greece from the classical to the modern world through an interdisciplinary approach that will highlight four areas of study: politics and economics; food and travel; theater and film; family, religion, and state. We will look at features attributed to ‘the other’ in the contact between cultures of asymmetrical power, explore how stereotypes are linked to contextual negotiations of identity, and consider how such identities may have originated in representations of Greece from antiquity to the modern era. We will consider various origins of the representations of Greekness; who produces such representations; how meaning is ‘closed down’ in representation; who is silenced in the production of images; how the examples explored function so as to create ideas of national identity for the dominant group(s), while at the same time normalizing these group(s). Students will integrate study in the classroom with internships at the Los Angeles Greek Film Festival (LAGFF), set up by Prof. Zacharia in her capacity as the LAGFF Director of Education and Culture. Throughout the semester, student interns will assist in the LAGFF 2017 programming and film selection, review portfolios for the International Project Discovery Forum (IPDF), complete outreach and social media tasks. Students will select their research topics from the LAGFF submissions, and work collaboratively on film programming, and on the production and distribution of a weebly blog and other social media, including conceiving, pitching, shooting, writing, editing and assembling stories for the digital publications. Prof. Zacharia will help set up interviews nationally and internationally with Greek film directors, tourism and gastronomy professionals, politicians and public officials, museum curators and educators. All students will compile a portfolio with coursework completed, such as short film reviews, IPDF evaluations, and publicity presentations. At the completion of the course, students will submit a detailed report about their internship experience, reflecting on their performance, goals set and met, skills honed and acquired. See past student blogs: https://lmu-lagff-2018.weebly.com/student-blogs.html https://lmu-lagff-2017.weebly.com/student-blogs.html

REQUIRED TEXTS

• Katerina Zacharia (ed.), Hellenisms: Culture, Identity and Ethnicity from Antiquity to • Modernity. (Aldershot: Ashgate Variorum 2008). ISBN: 9781138269491 (paperback $54.95). • Stuart Hall, Jessica Evans and Sean Nixon (eds.), Representation (2nd Edition). Sage 2013. ISBN: 978-1-84920-547-4. You must have the second edition of this text. Previous editions are not acceptable. • Supplementary Readings will be regularly posted on Brightspace.

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STUDENT LEARNING OUTCOMES Students will: (i) Be able to reproduce the main periods of Greek history and cinema, along with significant events and/or developments in each period; (ii) Develop critical skills to evaluate Greek films and write informed film reviews; (iii) Develop the skills for programming and promoting the annual Greek film festival; (iv) Acquire media literacy skills to evaluate and analyze contemporary digital content; (v) Acquire and develop research and reporting skills to produce digital content that engages the audience; (vi) Develop teamwork and problem-solving skills to work collaboratively (including peer review of fellow students' work)

COURSE WORK/EXPECTATIONS: At Loyola Marymount University, one credit hour is defined as a minimum of three hours of work by each student per week, which includes one-hour classroom instruction, and at least two hours of out-of- class student work per unit, or a total of 180 hours per 4-unit course for a 15-week semester. Therefore, students are expected to spend an average of 9 hours per week on systematic outside reading to: (i) Read and prepare for class debates on the merits of assigned readings; (ii) Compose writing assignments; (iii) Read and analyze contemporary digital content; (iv) Understand how to conceive, pitch, shoot, write, edit and assemble stories for a digital publication; (v) Prepare for the LAGFF programming, IPDF, and promotion internships; and attend all required programming and festival staff meetings; (vi) Work closely with instructor(s) and LAGFF staff to revise and resubmit film materials for the festival program book and website; (vii) Submit a detailed post event report about the film programming and publicity experience at the completion of the course GRADING SCHEME: Each student will produce a weebly blog on different topics in their assigned area (5 pages). During their research on Greece, students will produce 15 pages of written coursework (reading responses, compare-and-contrast papers, posts in discussion forums, peer evaluations and reflection papers). Students-interns will compile a portfolio with coursework completed, such as short film reviews, IPDF evaluations, publicity presentations (5 pages), as well as complete an average of 20 hours of engaged learning experience. At the completion of the course, students will submit a detailed report (5 pages) about their internship experience, reflecting on their performance, goals set and met, skills honed and acquired. Total writing assignments: 30 pages. The final grade will be determined as follows: • Reading Responses, Discussion Forum, In-class Debates: 20% • Internship, Interviews, and Internship Portfolio and Report: 30% • Outlines, Research Prospectus, Peer review, Reflection papers: 20% • Final Research project: 30%