Instructor Emma Hetrick’s canine companion, Choo, is a familiar presence in her engaging First Year Seminar titled “Hocus Pocus.” This course challenges traditional perceptions of witches and their evolving meanings throughout history and various cultures.
Hetrick emphasizes that the concept of a witch isn’t limited to a specific stereotype. “Witches can be anything because everybody has their own idea,” she explains, noting how the figure of the witch has been utilized in various contexts and narratives to support different agendas over time.
The course offers an interdisciplinary perspective on witchcraft, drawing inspiration from Hetrick’s fascination with colonial North America, as well as its portrayals in movies, television, and literature. By examining historical witchcraft, the class encourages students to think critically about societal labeling—how such labels can either empower or marginalize individuals.
Throughout “Hocus Pocus,” students explore a range of materials, from Roald Dahl’s children’s tales to the chilling accounts of the Salem witch trials. Student Abigail Feeley observes the evolving nature of the witch character, remarking on how societal values shape these perceptions.
A pivotal theme of the course revolves around the societal labeling of women as witches and how often overlooked narratives shape our understanding of history. Hetrick highlights the importance of perspective in storytelling, stating that “depending on whose perspective is being prioritized, the story ends up looking a lot different.”
To deepen their understanding, students engage in practical projects that connect them with their community, including creating library displays that promote children’s literature on witches. Additionally, a significant assignment prompts them to analyze a fictional or historical character through the lens of witchcraft, altering their interpretations of those figures.
Excitingly, the class is also set to attend a screening of the upcoming film adaptation of the Broadway musical “Wicked,” further connecting their studies to popular culture.
Hetrick expresses her enthusiasm for teaching this unconventional subject, hoping to encourage students to carry insights gained from the course into their broader academic pursuits and personal lives. “Everything that they learn about in the class… has relevance to them in their lives,” she affirms, showcasing the interconnectedness of literature, history, and personal experience.
Overall, “Hocus Pocus” provides students with a refreshing and thought-provoking examination of witches, challenging conventional scholarship and celebrating diverse narratives. This course not only enriches students academically but also fosters community engagement and critical thinking, proving that even the most unlikely subjects can yield profound educational value.