781-736-2992 | Request Info

Fall 2019 Course Schedule

Click here to view a PDF version of the Fall 2019 Course Catalog. 

Click here to view a sortable schedule of Fall 2019 courses. Sort by day, class period, duration (5 or 10 week), or category.

To view the course schedule, click on each day of the week.

Fall 2019 courses begin the week of September 9 and run through the week of November 21, with a break the week of September 30. There will be no courses on October 9 or October 14. 5b courses will begin the week of October 21, except Monday 5b classes which will begin October 28 and end December 2 and Wednesday 5b courses which will begin October 30 and end December 4. For the Fall 2019 schedule, click here.

If needed, make up classes will be held December 2-5. 

Please be sure to click on the name of the course to read the description before signing up.

Monday

Tuesday

Wednesday

Thursday

Time Class

Period 1
9:30 am to 10:55 am

LIT1-10-Mon1
Whodunit? Murder, She Wrote
Marilyn Brooks

MUS1-10-Mon1   
J.S. Bach and the World He Lived In
Stephen Middlebrook

H&G6-10-Mon1  
Race Relations in America: The Role of the Supreme Court
Saul Schapiro 

LIT2-5b-Mon1
“The Interior of a Heart:" A Psychoanalytic Exploration of the The Scarlet Letter
David Diamond
5 Week Course - Oct 28 - Dec 2

Period 2
11:10 am to 12:35 pm

H&G1-10-Mon2
The JFK Assassination: What Really Happened?
Ollie Curme

LIT3-10-Mon2   
Women with Unquiet Minds: Tales of Struggle and Survival
Sophie Freud

SCI2-5a-Mon2  
Our Energy Future
Carl Lazarus
5 Week Course - Sept 9 - Oct 21

H&G2-5a-Mon2  
From Head to Toe: Some Perspectives on Fashion, Clothing, and Why We Dress the Way We Do
Margaret Mukherjee & Sue Wurster 
5 Week Course - Sept 9 - Oct 21

SOC4-5b-Mon2  
Confronting Change: Yuval Harari’s 21 Lessons for the 21st Century
Marie Danziger
5 Week Course - Oct 28 - Dec 2

ART2-5b-Mon2
Seeing Photographs: Critiquing the Art Of the Camera
Michael Sandman 
5 Week Course - Oct 28 - Dec 2

12:35 pm to 2:00 pm

Lunch, Learning, and Social Life

Period 3
2:10 pm to 3:35 pm

H&G3-10-Mon3  
Plagues, Pestilence, and Progress: A Unique Perspective
Estherann Grace

LIT4-10-Mon3 
Marcel Proust Still Searching for Lost Time: In the Shadow of Young Girls in Flower
Hollie Harder

MUS2-10-Mon3
Meet the Beatles
James Heazlewood-Dale

SOC2-10-Mon3
Major Topics in Crime and Punishment
Sandy Sherizen

 

LIT1-10-Mon1   Whodunit? Murder, She Wrote

Leader – Marilyn Brooks

Monday – Course Period 1 – 9:30 am to 10:55 am
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description  Why do we read murder mysteries?  What about them satisfies us?  Is it the plot, the characters, the setting?  Do we want to be frightened by one that’s hard-boiled, or do we want a cozy that we hope will end well for all concerned (well, except for the victim and the murderer, naturally)?  Many mystery readers and critics give credit to Sir Arthur Conan Doyle and Edgar Allan Poe as the “fathers” of the detective story—but what about its “mother”?  That would be Anna Katharine Green, whose first detective novel, The Leavenworth Case, was published in 1878, eleven years before Sherlock Holmes made his debut.  This semester we’ll be reading books by female authors about female detectives in an attempt to balance the scales and to introduce class members to authors who may be new to them.  Our novels will take us to England, California, Chicago, Baltimore, New York City, and of course Boston.  We will be reading the mysteries in the order they were written in order to get a sense of the development of female sleuths.  YouTube videos or online interviews will help give us a sense of the authors whose novels we’re reading.  We will share our viewpoints and hopefully introduce others to new authors and ideas.  We will act, in a way, as sleuths, examining the clues as to what makes a mystery worth reading and, as we all gather together in the “library,” perhaps come to a solution that satisfies us all.

Readings  The Murder at the Vicarage  (1930) – Dame Agatha Christie
Edwin of the Iron Shoes (1977) – Marcia Muller
A is for Alibi (1982) – Sue Grafton
Indemnity Only (1982) – Sara Paretsky
A Trouble of Fools (1987) – Linda Barnes
China Trade (1994) – S. J. Rozan
Baltimore Blues (2006) – Laura Lippman
The Last Place You Look (2017) – Kristen Lepionka

Preparation Time   Except for the first and last weeks, we will discuss a book each week.  Six of the novels are under 250 pages, two are under 300 pages.

Biography   Marilyn Brooks has been a devoted mystery fan since her formative years, when she discovered Nancy Drew and read the entire series through The Ringmaster’s Secret.  She reads three or four mysteries a week and is equally devoted to private eyes, police investigators, and amateur detectives.  She is a member of the Mystery Writers of America.  She has been writing a weekly mystery review blog since 2010, marilynsmysteryreads.com, and some of her posts have been reprinted in the BOLLI Banner under the title Mystery Maven Marilyn.  She has taught four previous WHODUNIT? courses.

Back To Top


MUS1-10-Mon1   J.S. Bach and the World He Lived In

Leader – Stephen Middlebrook

Monday – Course Period 1 – 9:30 am to 10:55 am
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   J.S. Bach is recognized today as perhaps the greatest of all composers, but his music and his name did not appear until more than 80 years after his death.  Three of his sons were more famous than their father.  Only a few aristocrats and composers such as Beethoven and Mozart knew and learned about Bach from privately collected manuscripts.  We will begin with the historical and cultural life of the late 17th and early 18th centuries.  We will listen to music by Bach’s cousins/uncles and also composers born about the same time.  Then we will proceed chronologically and geographically through Bach’s life and immerse ourselves in his astounding music.  Finally, we will uncover his musical legacy in that of later composers.  We will also listen to works of his three more famous sons.   

Readings   Any readings will be short, on-line articles and biographies.

Preparation Time   1-2 hours:  short articles, one or more YouTube videos on occasion

Biography   Stephen Middlebrook has taught music in several overseas schools, visited the homes and graves of great composers, and sung in 7 different choruses around the world. He is a retired K-12 teacher and school head.  He is learning how Bach’s music influenced later composers and how Bach came to be the composer he was.  He has sung works like the St. Matthew Passion, Haydn’s Creation, and Mozart’s Requiem!  He is quietly working to start a concert choir in Waltham. Stephen is a graduate of the University of Virginia, and has an MS in Special Education from the University of Western Michigan.

Back To Top


H&G6-10-Mon1   Race Relations in America: The Role of the Supreme Court

Leader – Saul Schapiro  

Monday – Course Period 1 – 9:30 am to 10:55 am
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   This course will cover in depth nine Supreme Court cases that help frame the manner in which the Supreme Court addressed critical issues in race relations in the United States. They include five cases (Somerset v. Stewart (1772), the infamous Dred Scott case (1857), Plessey v. Ferguson (1896), Brown v. Board of Education (1954) and Shelby County v. Holder (2013)) that directly addressed the institution of slavery and legal relations between black and white Americans before and after slavery was abolished in the U.S. This course will also explore how other non-white peoples have fared in the American judicial system in three other Supreme Court cases: Chinese immigrants in the Chinese Exclusion Cases (1889), Native Americans in Lone Wolf v. Hitchcock (1903), and Japanese Americans in Korematsu v. United States (1944). Finally, the course will examine Regents of the University of California v. Bakke (1978), in which a white applicant to medical school claimed that the school’s affirmative action admission policies discriminated against him on the basis of race in which the concept of reverse discrimination emerged. Each case will be discussed against the background of what was happening in the country at the time it was decided that gave rise to these decisions. The course will also address the role that the Supreme Court plays in the political life of the nation and more precisely the role of the judiciary in either retarding or facilitating social change.

Readings   There are no required books to be read for this course. The SGL will hand out copied materials consisting primarily of the opinions of the courts in each case. Some additional material will be provided to help participants better understand the decisions. Class members are encouraged to read as much about the cases as they like online in advance of each session to facilitate informed discussion.

Preparation Time   2 hours per week on average

Biography   Saul Schapiro graduated from City College of New York and Harvard Law School. He practiced law in the Boston area for more than 40 years as a litigator and transactional lawyer. He argued cases at every level of the Massachusetts State court system, including at the Supreme Judicial Court, and trial and appellate levels of the Federal courts in Massachusetts. Mr. Schapiro represented the Boston Redevelopment Authority in major civil litigation matters for over 25 years, among other governmental and non-governmental entities. Mr. Schapiro also served as the supervising attorney for the Harvard Voluntary Defender program for eight years.

Back To Top


LIT2-5b-Mon1   “The Interior of a Heart:” A Psychoanalytic Exploration of the The Scarlet Letter       

Leader – David Diamond

Monday – Course Period 1 – 9:30 am to 10:55 am
5 Week Course – October 28 – December 2
(No Class November 25)

Description   The Scarlet Letter (1850), perhaps the most influential novel in the American literary canon, has been the subject of wide-ranging scholarly interpretations.  In this study group we will read the book from a psychoanalytic perspective.  Hawthorne, a master of psychological insight, anticipated Freud’s understanding of the dynamic unconscious by fifty years.  Repressive Puritan Boston serves as the stage on which the inner lives of the entangled, conflicted and tormented characters are played out until their tragic conclusion.  At the center is Hester Prynne, whose towering strength in the face of society’s oppression has made her a feminist icon in our time.  The insights of psychoanalysis will help us penetrate and unravel the mysteries that lie at the heart of Hawthorne’s great work. 

Readings   Nathaniel Hawthorne: The Scarlet Letter (any edition): 225 pages.  Short supplemental reading may be assigned based on the direction the group discussion takes us.

Preparation Time   Class members will be asked to read the entire novel before the first meeting of the group and re-read it over the course of the seminar.  Preparation time: one hour/week.

Biography   David Diamond is a psychiatrist and psychoanalyst in clinical practice.  From 1992-2010 he was Director of Outpatient Psychiatry at Brigham and Women’s Hospital and Assistant Professor of Psychiatry, Harvard Medical School.  He is a member of PINE Psychoanalytic Center and the Nathaniel Hawthorne Society.  He has lectured, taught and written essays on several of Hawthorne’s works. 

Back To Top


H&G2-5a-Mon2   From Head to Toe: Some Perspectives on Fashion, Clothing, and Why We Dress the Way We Do

Leaders – Margaret Mukherjee & Sue Wurster

Monday – Course Period 2 – 11:10 am to 12:35 pm
5 Week Course - September 9 - October 21
(No Class September 30 or October 14)

Description   Why do we dress in the ways that we do? And if we dress for similar reasons, why do we make such different choices when it comes to our clothing? When and how do fashion changes slide into place and become accepted as the norm? In this five- week course, we will consider these and other questions regarding the impact of clothing on culture and vice versa. We will move from the conceptual in the first two weeks to the concrete in subsequent weeks as we consider how we communicate through our clothing, particularly with regard to identity, status, power, and authority. All along the way, we’ll be digging into some fashion history and doing some "closet archaeology" to help us to figure out why we dress the way we do. We realize that, while many ideas regarding the field of fashion and clothing pertain to both the female and male silhouettes, more focus will be on the female--because that's the bulk of what we find in current fashion history.

Readings   Reading and video materials available on our “Head to Toe” Google site.

Preparation Time   Approximately 30-45 minutes of reading/viewing/closet “mining” per week

Biography   Margaret Mukherjee has a BS degree in human ecology from Cornell; an MA in textiles, clothing and related arts from Michigan State; and a PhD in urban planning and policy development from Rutgers University. She has had a long academic career here in the US and internationally, having conducted faculty workshops in Ukraine, South Korea, and China. She has also been the recipient of Fulbright grants to study in Romania, Vietnam, and Azerbaijan.

After earning BS/MA degrees in theatre & communications from Ohio University, Sue Wurster taught speech at St. Cloud State University (MN), writing at Elizabeth Seton College (NY), drama and theatre at the Chapin and Calhoun schools (NYC), and drama/speech/English/humanities at Nashoba Brooks School (Concord).  When it comes to theatre, costumes and props are favorite ventures. “My basement is a treasure trove of strange items…” she muses, “Like my Rosie the Riveter lunchbox and my Darwin doll…”

Back To Top


SCI2-5a-Mon2   Our Energy Future

Leader – Carl Lazarus

Monday – Course Period 2 – 11:10 am to 12:35 pm
5 Week Course - September 9 - October 21
(No Class September 30 or October 14)

Description   Fossil fuels are responsible for the unparalleled improvement in the standard of living around the world since 1800.  In the last few decades China has been pulled out of poverty and India and other developing countries have made great progress.  Unfortunately, the world must kick its dependence on fossil fuels in order to avoid catastrophic climate change.  What are the prospects and problems of the various carbon-neutral energy sources?  Will we be able to have a world of abundance, or will it be one of scarcity?  This course will explore the concept of a “carbon budget” and how to use it wisely, and examine the known alternative energy sources: solar, wind, hydro, nuclear, biomass and geothermal.  We will look at the related issues of energy storage and a “smart” grid, both essential for using intermittent power sources such as wind and solar.  We’ll consider the advantages and disadvantages and the challenges, technical and economic.  Carbon capture and sequestration will also be examined, as a solution that has been proposed to permit continued use of fossil fuels without atmospheric release of CO2.  Classes will consist of a mixture of lecture and discussions.

Readings   Our Renewable Future by Richard Heinberg and David Fridley
There will also be some online articles and videos.

Preparation Time   About 40 pages per week from the text, plus short online articles and some online videos.

Biography   Carl Lazarus studied chemistry at Yale and biochemistry at Brandeis, but subsequently studied computer science at MIT and made his career in information technology.  He wrote software and managed software development for the health care industry, and later managed various online services.  In retirement he has been reading avidly on climate issues and has recently been attending visiting scientist lectures at the MIT Energy Initiative.

Back To Top


H&G1-10-Mon2   The JFK Assassination: What Really Happened?

Leader – Ollie Curme

Monday – Course Period 2 – 11:10 am to 12:35 pm
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   What really happened in Dallas on November 22, 1963?  Conspiracy theorists blame the Mafia, LBJ, Castro, Russia, and the CIA, among many others.  The federal government undertook several investigations and initially blamed Lee Harvey Oswald, and later determined there were several shooters.  In 1992 the federal government opened its archives and declassified millions of pages of formerly secret government documents.  Now, with online access to them, we can finally explore some of the controversies surrounding JFK’s death.  This course, part murder mystery, part historical review, and part biography of fascinating characters, will analyze the political pressures on the Warren Commission and reasons for the debate about its findings.  Using original government documents and critical analysis, participants will form their own opinions as to what really happened in 1963.  The first half of the course will explore the facts of the case, based on witness testimonies and files from the Dallas Police Department, the FBI and the CIA.  The second half of the course will look at means, motive and opportunity for many of the most plausible suspects. Classes will focus on discussion and debate, augmented with short videos. You can preview the course website at www.JFKWRH.com.

Readings   Weekly homework will consist of reading a 20+ page web summary, with links to deeper analyses and government documents.  All readings are on the course website: www.JFKWRH.com, with links to other sources on the internet.

Preparation Time   1– 2 hours

Biography   Oliver Curme has an undergraduate degree in biochemistry and an MBA.  He has been retired since 2005 and has led numerous study groups in adult learning programs; this will be his second at BOLLI.  Ollie founded the website www.MaryFerrell.org which digitized over a million pages of FBI and CIA documents relating to the JFK assassination.  It is now the largest searchable electronic archive of information relating to the assassinations of the 1960’s and their larger historical context.

Back To Top


LIT3-10-Mon2   Women with Unquiet Minds: Tales of Struggle and Survival

Leader – Sophie Freud

Monday – Course Period 2 – 11:10 am to 12:35 pm
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   This course will look at the lives of women who have suffered and survived various psychic afflictions as told primarily through their memoirs.  Among the emotional problems to be considered are: depression, alcoholism, bi-polar condition, autism spectrum disorder, anorexia and schizophrenia. Since women often have more than one emotional problem, each book deals with one or more of these conditions and their impacts.  This is a serious reading/learning course.  Many of the books we will read are gripping and quite painful; yet, most tend to illuminate the survival instinct of the human species and end on a hopeful note.   Please note that the two classical short stories listed in the readings below, “The Yellow Wallpaper” and “To Room Nineteen” should be read in advance.

Readings   This Close to Happy: A Reckoning with Depression by Daphne Merkin (2017) 
Drinking. A love story by Caroline Knapp (1996)
The Collected Schizophrenias by Esme Weijun Wang (2018)
Unbearable Lightness: A Story of Loss and Gain by Portia de Rossi (2010)
Manic: A Memoir by Terry Cheney (2008)
Convenience Store Woman by Sayaka Murata. (2018) (translated from Japanese)
and two short stories:
“To Room Nineteen” by Doris Lessing (1958)
“The Yellow Wallpaper” Charlotte Gilman Perkins (1973)
ALL of the books proposed are available in the Minuteman library system. The short stories are available on the net.

Preparation Time   100 to 150 pages per week

Biography   Sophie Freud, born in Vienna, came to the U.S. at age 18. She received a BA from Radcliffe/Harvard, an MSW from Simmons and 20 years later, a PhD from the Heller School at Brandeis. After about 10 years of clinical social work practice she became a professor of social work at the Simmons College School of Social Work and stayed there for 30 years while also giving courses and workshops around the United States and Europe. Sophie has given at least 15 different courses at BOLLI. Indeed, inventing new courses has become her old age pastime.  Books have been Sophie’s cherished companions as reader, book reviewer and author.

Back To Top


ART2-5b-Mon2   Seeing Photographs: Critiquing the Art of the Camera

Leader – Michael Sandman

Monday – Course Period 2 – 11:10 am to 12:35 pm
5 Week Course – October 28 – December 2
(No Class November 25)

Description   When photography first emerged, the art world viewed photographs with condescension.  What skill did it take to simply record what the camera saw, after all?  But photographs ultimately were recognized as a new form of art.  We’ll look at photography from Daguerre to the selfie by viewing images from each stage of development.  We’ll discuss the principles of photography criticism; look at what gives a photograph impact and look at where the art of photography is headed.  Since making a photograph requires both art and science, we’ll consider how photography has co-evolved with technology. Although we’ll look at how photographers produce their work, this is not a course in how to take photographs, but rather in how to see them.  Nonetheless, photographers interested in improving their work will learn to look more critically at their own results. 

Readings   Photography: The Definitive Visual History – by Tom Ang; available as a new hardcover on Amazon for $26.82 and used for around $15. Additional online reading will be assigned. 

Preparation Time   1-1/2 – 2 hours per week

Biography   Mike Sandman is an amateur photographer who has won numerous Boston Camera Club awards.  His photographs have been featured on the cover of Eastman Magazine, at the North Carolina Museum of Natural Sciences, and on the Brookline Community Foundation, Brookline Parks Department, and Eastman Community Association websites, and most recently in an exhibit at the New England School of Photography.

Back To Top


SOC4-5b-Mon2   Confronting Change: Yuval Harari’s 21 Lessons for the 21st Century

Leader – Marie Danziger

Monday – Course Period 2 – 11:10 am to 12:35 pm
5 Week Course – October 28 – December 2
(No Class November 25)

Description   In his third recent best-seller, 21 Lessons for the 21st Century, following the wide success of Sapiens and Homo Deus, Israeli historian Yuval Harari takes us on an intriguing personal journey through the constant and often disturbing changes we face in the coming century.  He focuses on the big-picture challenges – polarized democracies, technological disruption, climate change, fake news, faith – and examines the tradeoffs as we decide what roles we and our government can play to express our core values.  Over five weeks we will explore the five challenges posed by his book and consider a range of recently published responses and counterarguments to his provocative ideas.  Our goal will be to control and channel our fears of the changes that confront us.  Our response will be to determine what role we can expect our government to play in regulating and protecting our future – and also to question how we can personally contribute to dealing with the disorienting disruptions Harari describes so vividly.  

Readings   21 Lessons for the 21st Century by Yuval Harari
Ideally participants will read the entire book beforehand.
Plus 2-3 articles provided online each week

Preparation Time   About 2 hours per week

Biography   Marie Danziger recently retired as Lecturer in Public Policy after 30 years at Harvard's Kennedy School.  She taught written and oral policy communications and techniques of policy analysis and directed their Communications Program.  Earlier she lived and worked in Chile, Australia, Switzerland, France and Germany.  Although her doctorate is in literature, she's a news junkie, and a former community organizer, journalist, and college administrator who still struggles to turn core values into meaningful action.

Back To Top


H&G3-10-Mon3   Plagues, Pestilence, and Progress: A Unique Perspective

Leader – Estherann Grace

Monday – Course Period 3 – 2:10 pm to 3:35 pm 
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   Civilization has been shaped by the great plagues.  This course will examine how plagues and pestilence influenced politics, economics, literature, art and religion.  The identification of the plagues’ causative agent, clinical manifestations (signs and symptoms of the disease), and eventual treatment and recovery or death will be addressed.  The course’s main emphasis, however, remains the examination of how the great plagues impacted the world their victims occupied. The course will feature plagues from the 14th century’s Black Death (Bubonic Plague), through the 21st century’s AIDS.  Despite the potential for gruesome detail, we will stress the positive gains achieved through the diligent search for cures, treatments, and eradication, ensuring humanity’s survival.  You will have the opportunity to encounter women and men whose scientific ingenuity achieved these goals.  The format of the course will be factual presentations, coupled with enthusiastic, lively, and amazing awareness of how humanity managed to sur-vive.  We are a determined species.

Readings   The SGL will distribute readings and assign brief topic-specific reports. Books that can serve as optional sources for the course will be included in the Welcome Letter.

Preparation Time   1-2 hours/week

Biography   Estherann Grace spent her professional career at Harvard Medical School and Boston Children’s Hospital (Clinical Chief of Adolescent Medicine, Emeritus). Her students included interns, residents, fellows, and Harvard Medical School students.  The best and brightest can be both a blessing and a challenge.  Guiding the students through their years of training provided a well-grounded appreciation of how adults learn.  This course combines her medical expertise with a fascination of human nature and its response to adversity.  She picked up her first golf club at 65, embracing adversity and humility, and still wonders why she can’t “hit the darn ball.”  Widowed, a mother of 2, and grammy of 2, she lives in Needham with Tommy, her golden retriever.

Back To Top


LIT4-10-Mon3   Marcel Proust Still Searching for Lost Time: In the Shadow of Young Girls in Flower

Leader – Hollie Harder

Monday – Course Period 3 – 2:10 pm to 3:35 pm 
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   Why is Proust called the greatest French novelist, comparable to England’s Shakespeare or Spain’s Cervantes? How can Proust’s seven-tome novel, In Search of Lost Time, have the reputation of being at once a literary leviathan and a witty, enchanting, and profound book that gives readers a Proustian lens through which to see life in fundamentally new and innovative ways? As we turn to In the Shadow of Young Girls in Flower, the second volume of this opus, we will follow the protagonist in Paris as he becomes a close acquaintance of the Swann family, and then during his extended summer stay in the seaside resort of Balbec. We will observe him as he expands and deepens his experiences of love and jealousy, while gaining entrance into new circles that expose him to a variety of social and esthetic transformations. Readers will come away with an appreciation for Proust's range of humor and for his delight in the everyday world that is woven throughout this intellectual, esthetic and philosophical work. In keeping with Proust's notion that all readers, when they read a book, are the readers of themselves, members' contributions to our discussions will play a central role in our analysis of this deeply engaging novel.  This course is designed to accommodate first-time as well as experienced readers of Proust and familiarity with the first volume of In Search of Lost Time is not assumed or required. The SGL will provide an overview of Swann’s Way before the first class.

Readings   We will be reading In the Shadow of Young Girls in Flower (volume 2 of Marcel Proust’s In Search of Lost Time). This edition is the C.K. Scott Moncrieff translation that has been edited and annotated by William C. Carter. It was published by Yale University Press in 2015. The ISBN is 978-0-300-18542-3.

Preparation Time   Participants will be expected to read about 60 pages per week.

Biography   Hollie Harder teaches French language, culture, and literature at Brandeis University. She has published articles on Marcel Proust (Françoise’s cooking, Proust’s novel as a kind of human comedy, and Albertine as a Classical Amazon figure), and she currently leads two Proust discussion groups at the Boston Athenaeum. She has previously taught the first volume (Swann’s Way) of Proust’s novel at BOLLI.

Back To Top


 

MUS2-10-Mon3   Meet the Beatles

Leader – James Heazlewood-Dale

Monday – Course Period 3 – 2:10 pm to 3:35 pm 
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   Get a better understanding of The Beatles and of the tremendous impact they made on the world of music. Through lectures, recordings, videos, and in-depth discussions, we’ll explore the historical and musical background of the band from Liverpool; the ways their writing and recording styles changed over the years; stories behind the members of the group; the influence of various cultures on their work and personalities; and more. We’ll consider the importance of people such as Brian Epstein, who provided management to the group, and George Martin, a key influence and creative collaborator in The Beatles’ recordings. We’ll also discuss how The Beatles’ social and musical impact differed from that of The Rolling Stones and other popular groups. No musical background is necessary: we’ll be looking at musical elements during our discussions, but musical jargon will be kept to a minimum and explained.

Readings   The SGL will provide links to online articles and other resources.

Preparation Time   Roughly 20-30 minutes. A couple of pages and about 15 minutes of listening.

Biography   Growing up in Australia, James discovered a passion for playing jazz double bass. He was accepted into the Sydney Conservatorium with a full scholarship. After receiving first class honors he relocated to Boston to study at Berklee School of Music on a full scholarship. He has played with some of the world’s top jazz musicians such as Maria Schneider, Aaron Goldberg, Kurt Elling, Monty Alexander, Terence Blanchard, Donny McCaslin, George Garzone, Dave Douglas, Bob Moses and Jason Palmer. He continues to be active in the Boston music scene. He is now undertaking his PhD at Brandeis University in musicology.

Back To Top


SOC2-10-Mon3   Major Topics in Crime and Punishment

Leader – Sandy Sherizen 

Monday – Course Period 3 – 2:10 pm to 3:35 pm 
10 Week Course – September 9 – December 2
(No Class September 30, October 14, or November 25)

Description   Why is there so much crime?  We will examine various important questions on what causes crime, who commits it and why, how the criminal justice system functions, and crime control strategies. Our examination will include crimes against people and property, cyber-crime and cyber-security and the uniqueness of white-collar crimes. The classes will be highly interactive.  Questions will be sent to everyone prior to each class. The SGL will start with an overview of the major issues and then open up our discussion for questions and comments. An exciting conversation is expected.

Readings   The SGL will prepare a reader containing week-by-week leading articles, questions and an overview of the weekly topic.  The only cost will be for reproduction of the reader, approximately $20.

Preparation Time   3-4 hours a week.

Biography   Sanford (Sandy) Sherizen was trained as a sociologist, went bad and became a criminologist, and then went really bad by becoming a computer security and privacy professional. He has taught at various universities, has had various media engagements, has led seminars, and has given speeches in many domestic and international settings. As ex-president, he is active at Congregation Beth El in Sudbury. Having flunked retirement, he taught ESL to adult immigrants and now serves on a patient research ethics and safety board at Brigham and Women’s Hospital. At BOLLI, he has taught courses on Your Privacy is at Risk, Crime Topics, and The Sociology of “Deviant” Behaviors. 

Back To Top


 


Learn More

View our events calendar for the latest list of upcoming learning opportunities.

Don't hesitate to reach out if you have questions.

You're invited to visit us and learn what BOLLI is all about.