Instructor Emma Hetrick’s dog, Choo, often accompanies her to class, making for a welcoming atmosphere in her First Year Seminar titled “Hocus Pocus.” This course dives into the complex and multifaceted nature of witches, challenging common stereotypes.
Hetrick describes witches not merely as the clichéd cackling figures we often see in pop culture but as symbols that can take on various meanings depending on societal context. She explains that the concept of ‘the witch’ has been manipulated throughout history, often reflecting different social agendas.
The seminar examines the portrayal of witches across various disciplines, intertwining historical analysis with modern interpretations found in children’s literature, horror films, and real events like the Salem witch trials. Students engage with texts ranging from Roald Dahl’s “The Witches” to the classic “Rosemary’s Baby,” exploring how perceptions of witches have evolved over time.
Student Abigail Feeley reflects on the learning experience, noting a shift in how the notion of the witch has transformed alongside changing societal values. The course encourages students to analyze not only the significant historical context behind witchcraft but also the implications regarding gender and societal labels.
One of the core themes of “Hocus Pocus” investigates how society labels various women as witches and how those labels can both empower and harm individuals. Hetrick emphasizes the importance of perspective in historical narratives, stating that dominant social groups often dictate the stories that get told, leaving many voices unheard.
To further enrich the course, Hetrick integrates community outreach, asking students to create displays promoting children’s books about witches at the Easton Area Public Library, complete with creative materials to engage the public. The final project requires students to analyze a character through the lens of witchcraft, prompting them to reconsider their understanding of that figure.
Additionally, Hetrick plans to take her class to see the soon-to-be-released film adaptation of the Broadway musical “Wicked,” further intertwining academic study with cultural experiences. Her enthusiasm for teaching such a unique subject is evident, as she expresses hope that students will carry the concepts learned in class throughout their academic journeys and into their daily lives.
Hetrick’s innovative approach not only reignites interest in an often-overlooked topic but also fosters community involvement and critical thinking among students.
In summary, Hetrick’s “Hocus Pocus” course offers a fresh perspective on witchcraft, encouraging students to challenge preconceived notions and engage with historical narratives that resonate with contemporary society. The class showcases the potential for learning to transcend conventional academic boundaries, fostering meaningful connections between scholarship and real-life experiences. With such a dynamic curriculum, students are likely to leave with a broader understanding of not only witches but also the societal structures that shape our perceptions.