Residential College Winter 2009 Course Schedule

8/14/2019 Residential College Winter 2009 Course Schedule

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Residen'alCollege

CourseDescrip'ons

Winter2009LanguageCourses 2

TheCrea.veArts 10

STUDIOARTS10

MUSIC11

DRAMA(anRCConcentra.on)13

CREATIVEWRITING(anRCConcentra.on)17

ARTSANDIDEASINTHEHUMANITIES(anRCConcentra.on)17

COMPARATIVELITERATURE24

SocialTheoryandPrac.ce 29

CoreandInterdivisional37

SEMESTERINDETROIT38

UndergraduateMinors 41

CRIMEANDJUSTICE41

PEACEANDSOCIALJUSTICE41

SCIENCE,TECHNOLOGYANDSOCIETY41

TEXTTOPERFORMANCE41

URBANANDCOMMUNITYSTUDIES42

Modified12/5/08

Winter2009|Residen.alCollegeCourseDescrip.ons1


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LanguageCourses

Intensive language courses meet in lecture and discussion twice a day, four days aweek (except for Japanese,which meets five days a week). The languageprograms

have language lunch tables, coffee hours, and other social events. The languageteachers are available for counselingand additionalhelp.If a studentbegins anewlanguage,proficiency isusuallyattained inoneyearthrough the Residential Collegeprogram.

LANG191IntensiveGermanI(Goertz/Shier)IntensiveGermanIcovers the firstyearofGermanlanguagestudyin one semester.The goal of this course is toprovide students with a basicbut solid knowledge ofgrammaticalstructuresandsyntax,afunctionalvocabulary,familiaritywithintonationpatternsandnativepronunciation,andpracticeinspeakingandwriting.AttheendofGermanIntensiveI,studentscanunderstandauthenticand literarytexts appropriatetothelevelandshortspokenpassageswithoutglossedvocabulary,theycanwrite an

essayorshortstorywithouttheaidofadictionary,andtheycanconverseonarangeofgeneral topics. This course,like allRCGerman languagecourses, is conductedinGerman,sostudentsquicklybecomeaccustomedtousingGermanfordailyactivities.StudentsinRCLang191havemanyopportunitiestogainfacilitywiththelanguagebyspeaking with more advanced learners and teachers in the program in informalsettings, such as RC German lunch tables and coffee hours. Inaddition,they areintroduced to web activities and films to help them explore aspects of Germanlanguage and culture.RCLang 191intheFallsemesteris intended forstudents whohavehadHSGerman,whoplacebelowthesecondyearlevel.IntheWintersemester,thecourseisgearedtostudentswhohavelittleornopriorexposuretothelanguage.

LANG194IntensiveSpanishI(LpezCotin)The goal of this course is to provide students with a basic but comprehensiveknowledge ofSpanishmorphologyandsyntax,functionalvocabulary,andpracticeinspeaking and writing. The lecture gives a thorough introduction to Spanishgrammaticalstructuresasusedinculturalcontexts.Students alsomeetinsmalldailydiscussion groups for intensive practice of the material. Upon completion of thiscoursestudentsareabletounderstandnoneditedjournalistictextsandoralpassagesofmediumlengthwithouttheaidofadictionary,andcanalsoinitiateandsustainageneral conversationwitha native speaker. Inallormost linguistic areas, studentsmayachievetheequivalentofintermediatetointermediatehighratingintheACTFLscale.

LANG290IntensiveFrenchII(ButlerBorruat)This course,which meets two hours a day, covers in one term the equivalent of asecondyearnonintensivecollegecourse. Thegoalof thecourseistobringstudentstoalevelofproficiencydefinedby the abilitytocommunicatewith someease,ifnotperfectly,with a native speaker of French, in spoken andwritten language, and tounderstandthegeneralmeaningandmostdetailsofaFrench text,writtenorspoken(lecture)ofanontechnicalnatureandofgeneralinterest.The lecture component of the course is devoted to a thorough review and anexpansionofgrammaticalconceptsandtothedevelopmentofreadingsandlistening



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skills.Exposuretoprimarysourcematerials(currenteventmagazinesornewspapers)and to texts of cultural and literary value develop reading ability and vocabulary.Listeningskills are trained in informal conversational exchanges and in lecture onFrench contemporary issues. The discussion sections,which meet in small groups,emphasize the development of speaking skills through extensive practice analyzingand discussing current topics. Writing skills are refined through composition

assignments which provide students the opportunity to improve the accuracy andexpressiveness of their style. This course includes individual diagnosis of eachstudentspronunciationwith apersonalizedprescriptionforexercises.At the end ofthe term,theProficiencyExamevaluates thelevelofperformanceincommunicativeskillsachievedbyeachstudent.

LANG291IntensiveGermanII(Goertz/Paslick)IntensiveGermanIIcoversall ofsecondyear Germanin one semester.Thegoalsofthecoursearetoexpandvocabulary,toimprovecommunicationskills,andtomastergrammatical structures andsyntax to the level of competency thatmeets advancedintermediate standards forproficiency.Onehourofclass develops essaywritingand

oral communication skills, focusingonautobiographicaland literary texts aboutthemajorevents in20thand 21stCenturyGermancultural history. Thesecond hour isdevotedtoindepthstudyandpracticeofgrammar;itisaimedatdevelopingstudents'abilitytoapplycorrectformsandsyntaxandbeawareofstylisticnuancesevenwhenusing the language spontaneously. Through engagement with course materials,includingfilmsandothervisualandperformancetexts,andthrough interactionwithteachers and classmates both in formal and informal contexts, students developspeaking,auralcomprehension,andwritingskills.Bytheendoftheterm,studentsareable tounderstand thecontentoftextsandlectures of a nontechnicalnature andofgeneralinterest,andtocommunicatewithsomeeasewithanativespeaker,inspokenand written language. Though training for study abroad or workabroad are notcourseobjectives,perse,studentsareoftenwellqualifiedtodoeitheraftercompletion

ofthiscourse.

LANG293IntensiveRussianII(Makin)Thegoalofthiscourse istoexpandvocabularyandtomastergrammatical structuresandsyntaxtothelevelofcompetencyrequiredtopassaproficiencyexam.Thisentailsdeveloping the ability to communicate with some ease with a native speaker, inspoken and written language. Students mustbe able to understand the content oftextsandlecturesofanontechnicalnature,andofageneral(nonliterary)interest.

CORE 334.001 Special Topics: Russian Service Learning in Action Network(RUSLAN);Th34andARR)(Makin)TheRussophonecommunityintheAnnArborareahasgrownexponentiallyoverthe

last 20 years as many Russianspeakers from the formerSoviet Union havemovedhere.Moreover,RussianspeakingchildrenareadoptedinlargenumbersbyAmericanfamilies, and ourarea is noexception 25%of all adoptions fromabroad are fromRussia. The RUSLAN project will focus on providing language, living and sociocultural shift assistance to the Russophone community through translation andinterpreting, language exchange partnerships, bilingual and biliteracy tutoring forchildren, help with household chores and companionship, exercise and walkingprogramforseniors,computerliteracytutorials,patientadvocacyandotheractivities.



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WewillalsoprovideRussianculturaleducationand lessonstoAmericanchildren inthelocalschoolswithintheglobalstudiesandworldhistorycurriculum.Thiscourseis oriented towardsalllearnersofRussian language,historyand culturewhowanttoapplyandimprovetheirnewlyacquiredlanguageskillsandareastudiesknowledgebydirectly and personally engagingwith the local Russophone community, and withAnglophonesinterestedinRussia.AlllevelsofRussianproficiencyareaccommodated,

whilesomeactivitiesrequire noknowledgeofRussian. Based ontheiracademicandlanguagebackgrounds,studentswillbeinvitedtoselectaregularserviceactivityand/orsignupforoneormoreoccasionalones(e.g.,thequarterlycountyjobdistributionprogram,seniortripstoconcerts,etc.).Studentswillbeengagedinservice23hrsperweekandwillmeetonce aweekinclass toreceivetraining,discuss assignedarticles,debriefontheirspecificservicesituationsanddebateontheissuesdealingwiththeirserviceexperiences,aswellassharetheirinsights,selfandpeerevaluatewithintheirown focusgroup. Aweeklyreflection journalanda finalreportwill summarizeandanalyze the different experiences/challenges and will allow the students to analyzedifferent problems and solutions that they encountered, as well as make wellsupportedrecommendationtoourcommunitypartnerstowardsimprovingtheresults

ofcommunitywork.Textbookcosts:0(ctoolsmaterialdeliveryonly).Labfee:$70(coveringgrouptransportationcosts)Prerequisites: 1 course in Russian language, culture, literature or history, or nativeproficiencyinRussian

LANG294IntensiveSpanishII(Rodriguez)LANG 294 is a secondyear intensive course designed to achieve proficiency inSpanish.Thelecturecomponentemphasizesunderstandingofadvancedgrammaticalstructures and syntax, whereas thediscussion is devoted to the critical analysis ofauthentictextsaddressingissuesrelevanttoHispanicexperiencesintheUnitedStates.Through their interactionwith the textand instructors,both informalandinformal

contexts,studentsdeveloptheirspeaking,auralcomprehension,andwritingskills.Bytheendoftheterm,studentsareabletoreadjournalisticoracademicprosewitheaseaswellaswriteessaysofanacademicnaturewithaminimumofEnglishinterference.

LANG295IntensiveLatinII;MTThF111(Soter)This course meets for two hours per day four days per week and covers in onesemester theequivalentof twosemesters atthe level of a nonintensivesecondyearcollegiatecourse.ThroughthereadingandstudyofprimarytextsfromLatinauthors,studentswilldeveloptheirunderstandingofgrammaticalandsyntacticalstructuresofLatin, increase their vocabulary andexpand their knowledge of the Roman world.Readingsrevolvearoundtheintersectionsofgenderpolitics,insurrectionandrhetoric.Inaddition,studentswillworkwithearliermaterialremains,suchasinscriptionsand

documentary papyri. The course will conclude with literature fromMedievalLatin.Skillswillbeenhanced throughwriting,hearing,andspeakingthelanguage;contentandformatalikewillencouragestudentstoconsiderwaysinwhichLatincontinuestobeverymuchapartofourworldtoday.

LANG296IntensiveJapaneseII;MF1012(Sato)ThiscourseisdesignedforyoutolearnNoviceHigh/IntermediateLowlevelJapaneselanguageinanintensive,semiimmersionsetting.Itis"intense"becausewewillstudy



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anormallytwosemesteramountofmaterialsinonesemester.Itis"semiimmersion"inthatinourclassroomweconstantlysimulateauthenticcommunicativeinteractionswithspeakers of Japanese,andwillusethetargetlanguageasmuchaspossiblewhileminimizing the use of English. Through extensive communication practice inclassroom activities,we will work on developing allfour skills (listening, speaking,reading, andwriting, usinghiragana, katakana and approximately 350 kanji)along

withculturalunderstanding.Mostcourserelatedactivitiesarecollaborativeinnature.You will learn to acquire a sentence/paragraphlevel command in various topicsaroundeverydaylifeforcollegestudentsandbeyond.Youarealsorequiredtoattendminimum three hours of cocurricular activities, such as the Lunch Tables andConversationTables,perweek.(Prerequisites:successful completion of RCLANG196/ASIANLAN129: Intensive Japanese I or its equivalent. In order to undertakeASIANLAN325:ThirdYearJapanese,youmustpasstheProficiencyExamadministeredattheendofRCLANG296/ASIANLAN229.

LANG314AcceleratedReviewinSpanish;MTWTh1011(Espinoza)ThiscourseisdesignedforstudentswithafairlyextensivebackgroundinSpanishwho

have alreadytaken the equivalentof three/foursemesters of language butstillneedfurtherreinforcementintwoormorelinguisticareasandaretooadvancedforsecondyear intensive. The main focus of this class is the discussion of primary sourcematerialsofaliterary,culturalandpoliticalnaturepertainingtotheSpanishspeakingworld,aswellasthereviewofadvancedgrammar.Studentsworktowardsproficiencyinlisteningandreadingcomprehension,languagestructure,andcomposition.

LANG320.001Sminaireenfranais:Existentialism:theHumanConditionandtheAbsurd;TTh12:30(ButlerBorruat)Far frombeinga doctrine,Existentialismis fundamentally aphilosophical tendency.BornofareactionagainstHegelianrationalism,thedifferentexistentialisttendenciescometogetherinthe rehabilitation of freedom,subjectivity and individualexistence.

Inthis coursewewillattempt,through ourreadings,todiscern the characteristicsofvarious existentialist concepts. After a brief survey of the precursors and thefoundersofexistentialism,wewillfocusontwomembersofwhathasbeencalledthePhilosophicalSchoolofParis,namelyJeanPaulSartreandSimonedeBeauvoir,aswellasonAlbertCamus.OurfirstreadingsbyJeanPaulSartrewillallowustofamiliarizeourselveswiththemainexistentialistthemes.ThestudyofAlbertCamusconceptionof the human condition and the absurd will offer us a diametrically opposedperspective to Sartres systematic approach, and de Beauvoirs critique of Sartresconceptionwillshednewlightontheconceptsoffreedomandresponsibility.Studentswill beasked towrite essays on thereadings andtoparticipate activelyinclassdiscussions.Assignedworks:

JeanPaulSartre: LExistentialismeestunhumanisme LaNause(excerpts) LesMouches LeMurAlbertCamus: LeMythedeSisyphe(excerpts) Caligula LEtrangerSimonedeBeauvoir: LesBouchesinutiles



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TousleshommessontmortelsFilm:LuisPuenzo LaPesteAudiovisualmaterials: Sartreparluimme SimonedeBeauvoir AlbertCamus:ASelfPortrait

LANG 320.003 Sminaireen franais: French Songs asa Reflection of FrenchSociety;MTTh1112(AndersonBurack)This coursewillexamine French songsof the lastfewdecadestosee andhearhowtheyreflectachangingFrenchsociety.Thethemeswewillstudy include racism,warandprotest,narrativesand,ofcourse, deschansonsdamour.Althoughlyricswillbeourprimaryreadingmaterial,additionaltextsoneachthemewillcomefromavarietyof sources. Wewill address the following questions: whatdefines these songs asspecificallyorinherentlyFrench?HowisFrenchmusicinfluencedbyAmericanmusicandvice versa?HowdoFrench andEnglishlovesongsdiffer?Wewill lookatcrosscultural fertilization and compare versions of a few American classics that were

translations of hit songs from France and conversely, French songs that weretranslated fromEnglish. How are socialissues like immigration and cultural andracialtensionsreflectedinpopularFrenchmusic?Bycomparingdifferentversionsofasongwewillalsoconsiderthecontributionoftheperformer.Studentswillwrite anumberofshortpapers,giveapresentationandprepareafinalproject.

LANG321.001GermanReadings:TheRomanticExperience;MTTh34(Paslick)Duringthisseminarwewillask,howdidtheGermanRomanticsinterpretthehumanexperience? Wewillseekanswers bysamplingsomeof their theoreticalwritings aswell astheirartisticexpressions in poetry,drama,songcycles andpaintings. Atthesametimewewillreinforceourabilitytoread,writeandspeakGerman.Studentswill

be asked to create their own Romantic Journal in which they will record theirresponses,essays,notes,commentaryandsketches.Theseminarmeetsthreetimesaweekas a group,but students are also expectedto regularlyworkon an individualtutorialbasiswiththeinstructorthroughoutthesemester.

HUMS 334.003 Special Topics in the Humanities: Cultures in Dialogue:CrossingExternalandInternalBorders;MW710(Shier)(HU)In this crossdisciplinary course, we will do scene work and discuss scenes fromcontemporary Germanlanguage plays and first person narratives that deal withdiaspora, identity, and representation of the Self and the Other. Wewill exploreissues related to crossing external and internal borders, and we will ask ourselves:Whatborders did20thand 21stCenturyGerman history create and howdid these

impactonperceptionsofidentity?Forexample,howdidtheBerlinWallasaphysicalborder ultimately create hierarchies among dominant and nondominantcommunities,evenafter itsfall?TowhatextenthasthesocalledWallintheHeadcontributed to our enhanced or diminished access to Germans and their sense ofidentity?WewillviewtheroleoftheWall,notonlyasaphysicalborderthatexistedbetween EastandWest,and a temporal border separatingpast,presentand future,butalsoasaperceptualborderthatcontinuestodefineanddistortconceptionsoftheOther.



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A desired outcome of this course will be to achieve a more differentiatedunderstandingofGermanidentitytodayasweprobewhatliesbehindtheMauerimKopf, examine what itmeans to various communities who live in Germany, anddescribe their Self/Other relationship to it, e.g, Jewish andMuslimcommunities inGermany,AussiedlerandrecentEasternEuropeanimmigrants.

Materialsusedinthiscoursewillincludeartworksandfilms,aswellasreadingsfroma variety of fields, includingHolocaust studies, articles on memorials and countermemorials,andnonfictionalandfictionalliteraturebyandaboutethniccommunitiesinGermanytoday.Studentsinthiscoursemustbepreparedtoparticipateactivelyinmovementandtheaterworkshops(inGermanandinEnglish),totakepartinanendoftermshowcreatedandperformed bythegroup,and tocontribute totheongoingresearchandscholarshipofthegroupasitexaminescoursetopicsandfollowscurrentevents.

This coursehasreceivedISACfundingfromtheOfficeofInternationalProgramsand

itwill culminate inan optionalpartiallysubsidized twoweekstudy triptoBerlininMay wherestudentswillmeetwith and learn firsthand aboutvariouscommunitiesstudiedinthecourse,andwhere theywillwitness theatereffortstosparkdiscussionaboutcurrentissuessurroundingidentity.

Prerequisites:PermissionoftheInstructorisrequiredtoregisterforthecourse.Itisdesirable for students tohave at least intermediatelevel proficiency in German byMay 2009;students withnoprevious language experience,whotakeIntensive FirstYearGerman inWinter2009mayqualifyto take thecourse. Students interestedinthecourseareurgedtocontactJanetHegmanShier([email protected])toarrangeforatimetomeetbytheendofNovember.Furtherinformationwillbeavailableonlineatwww.umich.edu/~jshie/CiD09.html

LANG 324.001 Spanish Readings: Culture and Memory in Democratic Spain;MTTh121(LopezCotin)How do societies deal with the trauma of war?How do they attain political andemotionalclosure?Howdotheyrememberandforget?Inthisseminarwewillusetherecent lawof HistoricalMemory toexplore someof themost significant socialandcultural processes inSpain after Francos death in 1975 as they shaped the politicaltransition fromanauthoritarian regime topresentdaydemocracy.Wewill focus onhowthenegotiationsbetweenthenationaldesiretoforgetapainful,divisivepastandthe need to preserve its historicalmemory manifest themselves in music, filmandother artistic expressions.We will also study the intellectual concerns and artisticmanifestations thathave recreated new symbols ofnational,regional and individual

identity. Special emphasis will be given to the experience of exile, silence anddisplacementintheoldergeneration,as wellas thesweepingchanges broughtalongin the eightiesbythepowerfulyouthmovementknownaslamovida.Wewillstudythe rise of feminism, the gay rights movementand othermarginal voices, and thesymbolic relocation of national identity the New European Spain in urbanlandscapescrossedbypreservation,renewal,andmodernity.



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LANG 324.002SpanishReadings:PoliticsandLanguage:Tango:ForgingSocialIdentitiesThroughMusic;MWF1112(Rodriguez)This coursewillusetangomusic,literature basedontango,andacademicarticlesonthesubjecttoexploreArgentinehistory,societyandculture.Initialanalysiswill focuson Argentine history, paying particular attention to immigration and the raciallyhybrid lowerandworkingclass structure thatfusedintoanewculturewith its own

musicalexpression.Specific areas ofstudyincludegenderroles andpowerstructure,themorality of tango,andthe projectionof the"Argentine"character throughtangolyrics.The coursewill concludewith new formsof tango in theinternational scene,howtheyhavebeenmarketedandmodifiedforanewpublic.

LANG324.003SpanishReadings:Media,TerroristsandFreedomFighters;MTTh12(EspinozaPino)TerrorismisaveryimportantissueinmostofthecountriesthesedaysandespeciallyintheUS.Eventhoughmanypeoplehavealreadyformedanopiniononthisproblemandhowtosolveit,thereisasignificantlackofknowledgeaboutthehistoryaswellascausesandconsequencesofthisphenomenon.Thisseminarwillreviewtheconditions

andcontextsthatresultedintheformationofsometerroristorganizationsaroundtheworld,theirobjectivesandtheirstrategiestoachievethesegoalsfinishingtheanalysiswithanevaluationoftheresultsbothsuccessesandfailuresofpoliciestryingtodeterthis problem. Thecourse will considerer information fromdifferent Latin Americanorganizations like Sendero Luminoso (Peru) FARC (Colombia), Montoneros(Argentina),FrentePatrioticoManuelRodriguez(Chile).FromEuropewewilllookatthe IRA(Ireland)andETA(Spain).At the same time,students will reviewmaterialabout terroristorganizationscreatedor supported by governmentsin their struggleagainst leftistmovements, such as in Guatemala, ElSalvador,Colombia,and Chileamongothers.Anotherimportantpartof the course willbethestudyof groups thatduetotheir strategies couldbeclassifiedasreligious terrorism,suchas theChristianPatriots and the AntiAbortion Movement. After understanding different terrorist

organizationsinmoredepth,thecoursewillquestionhowandwhysomegroupshavesubsequentlyabandonedtheiractivities.Another focal componentofthecourse willbe interpreting information found in the media, with careful analysis andconsiderationastotheportrayalofeachorganization,andwhetherportrayalchangesovertime.Thiswillleadtoquestiontheuseofcertainterminologysuchasfreedomfighter versus terrorist and who determines and applies these terms. Finallystudents need to propose a definition of terrorism and based on the informationdiscussed in the course, determine whether the waron terrorism is theadequateanswerfromthegovernmenttothisphenomenon.

LANG 324.004 Spanish Readings: Mexico: the Creation of a Nation and itsRelationtotheUSA;MWF1011;(Aguilar)(Excl)

Inthisclasswewillexplore the creationoftheMexicanidentity,asMexicanpoliticaland intellectual elites tried to unify people under a common nationality.We willanalyzethe advantages anddisadvantages of such a projectfromdifferent pointsofview.We will base our discussion on short stories, academic papers, movies, popculturearticles,etc.Thecoursewillstartwithabriefoverviewof thepreColumbianandcolonialtimes,movinglatertoMexicosindependenceandsocialrevolution.Wewill alsoexploretherelationship betweenMexico and theUnited States, lookingat



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times of conflict and cooperation between these two countries as well as at thechallengesthatimmigrationcurrentlyposesforbothindividualsandnations.

LANG 334.001 Tutoring Bilingual Children; Working with the LatinoCommunityinAnnArbor;TTh67:30,M34:30;(Espinoza)(Excl)The economic andsocial conditions inMichigan haveattractedmany families from

differentLatinAmericancountries,whichhaveledtoagrowingLatinocommunityintheAnnArborarea.Childrenofthesefamiliesareenrolledinthecityschoolsystemandformany,succeedingacademicallyisadifficulttaskduetoaseriesoffactors.Thisindependentstudywillbebasedon theworkcarriedoutbyPALMA,aUniversity ofMichigan student organization that focuses on helping Latino children to improvetheirlearningskills and succeedinschool.Thiscourse isorientedtowardsadvancedstudents ofSpanishwhowanttouse their languageskillsby directlyandpersonallyengagingwithmembersof theLatinocommunity inAnnArbor. Studentswill holdtutoringlessonstwicea weekandwillmeetonce aweek todiscussassigned articlesanddebatespecifictopics and situationsdealingwith their experiences as tutors.Aweekly journal and a final report will summarize the different experiences and

challenges of tutoring, and will allow the students to analyze different learningstrategies,problems andsolutionsobtainedduringthecourseinordertomakewellsupportedrecommendationsdirectedtowardsimprovingtheresultsofthecommunityworkcarriedoutbyPalma.

CORE309.006IndependentStudy:SpanishLanguageInternshipProgram;ARR;(SanchezSnell)(Excl)The SpanishLanguageInternshipProgram(SLIP)aimstoconnect Spanishspeakingstudents with partnered community based organizations to provide unique servicelearningopportunitieswith theHispaniccommunity. Throughvolunteeringefforts,studentswillgaininsightintotheculture,economicneedsandabetterunderstandingoftheSpanishlanguage.SLIPoffersthisuniqueopportunityforstudentstoengagein

experientiallearningrelatedtocommunityserviceworkaswellasimproveandapplytheirSpanish speakinglisteningandwriting skills. Itoffers aplace for students torealize concrete, personal experiences that link them with the greater communityoutside of the University setting, thus applying learned information to the realworld. SLIP also offers an opportunity to understand how knowing a secondlanguage can help social workers, researchers, and students build essential linksbetweeninstitutionsofhighereducationandurbancommunities.

Students may receive 2 academic credits for participating in SLIP as an intern.Studentsarerequired todedicatebetween46hoursperweekattheirvolunteersite,complete amidtermandfinal project, and turn inweekly journal entries reflectingupon their experiences.In additiontherewillbescheduledSLIPmeetings andoffice

hourswiththeprogramcoordinatortodiscussprogressatthesite.PleasecontactTheresaSanchezSnell([email protected])formoreinformation.

mailto:[email protected]:[email protected]:[email protected]


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TheCreativeArts

STUDIOARTS

ARTS285Photography;TTh111(Hannum)(CE)An introductiontothemediumof photography fromtheperspectiveof theartist.Itincludes an overview of photographys role in the arts, the development of anunderstandingofvisualliteracyandselfexpressionastheyrelatetothephotographicmedium,and the developmentofbasic technicalskills in blackandwhite and colorphotography.Avisualemphasisismaintainedinbothpresentationandcoursework,andthestudentsworkwiththemediumtowardsagoalofpersonalexpression.Therewillbeastudiofee.

ARTS286SculptureReliefWoodcarving;MW36(Price)(CE)Wewillusetraditionalreliefwoodcarvingmethodstocreatecontemporarysculpture

inthisstudiocourse.Thecourseteachesstudentstoexpressideasvisuallyusingwoodas a sculpturalmedium.Tothis end, studentswilllearntoobserve,measure,sketch,andcomposebothabstractandrepresentationalforms.Studentswilllearnallstagesofartistic production relating to relief wood sculpture including species selection,milling,roughing,carving,detailingandfinishing.Studentswilldeveloptheirabilitieswithpowertools andhandtoolsas theyestablish theirownartisticstyle andsubjectmatter.Wewill use local walnut, cherry, oakand various softwoods in the studio.Field trips to local studios,museums and gardens will support the studio practice.Studentswillbenefitfromasemesterspentworkingwithabeautifuland timetestedmaterialwoodisdurable,local,andsustainable!

ARTS287Printmaking;MW25(Cressman)(CE)

Through practical studio experience, lectures, demonstrations and collaborativeactivities the studentwill be introduced tothe art and historyof printmaking.Thecoursewillfocusoncreatingoriginal prints, exploringimages,visual ideas, andthepossibilities of selfexpression. Emphasiswillbe placedon linoleumcut, woodblockandscreenprintingtechniques.Field trips toareamuseums and gallery exhibitionswill be partof theclassexperience.Approximately eightprojectswillbeassigned.Asketchbook/notebookisrequired.Thereisastudiolabfee.

ARTS289CeramicsI;MW123(Crowell)(CE)This course presents basic problems in forming clay, throwing and handbuildingtechniques, testing, preparing and applying glazes, stacking and firing kilns, and

operating a ceramics studio. Students are required to learn the complete ceramicprocess,andtheassumptionofstudioresponsibilitiesandregularclassattendancearemandatory. The theory, practice, and history of ceramics are integral parts of thisstudyandareusedtoencourageindividualsensitivitytothematerial.Therewillbeastudiofee

ARTS385AdvancedPhotography;M35,F13(Hannum)(CE)RCARTS 385 is an advanced photography course that addresses the need forindividual, interdisciplinary projects using photographicmaterials and facilities. A



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series of advancedphotographicassignments arepresented which develop skills inusinglargeformatcamerasandnegatives,colorprintmaterialsandstudiolights.Theycanbemodifiedtosupportindependentstudyinwhichindividualsdeveloptheirownset of interdisciplinary objects.The course is intended to meet both the need forsecond semester skilldevelopment in photography and the need tocorrelate thoseskillswithastudentsotheracademicinterests.Therewillbeastudiofee.

ARTS 389 Advanced Ceramics: Ceramics Studio & Criticism; MW 6:309:30(Crowell)(CE)This upperlevelceramics course addresses advanced problems intheproductionofceramic art and studio practice. The course goes beyond basic technical skills andaestheticconcepts,extendingthemtowardmoresophisticatedlevelsofexpressionandcontent. The course aims to develop the quality of students work by addressingmatters of form, technique concept, and values, and through the use of critique.Classes are organized around the completion and critique of four extendedassignments: critiques feature preparatory reading and writing, to enhance ourdiscussionsandcontextualizetheroleofceramicsintwentyfirstcenturyart.Atleast

one3creditcollegelevelcourseisprerequisiteforAdvancedCeramics.

HUMS 334.008 Special Topics; On the Margins of the Art World - Outsider Art in theU.S.; W 1-4 (Wright) (HU)OutsiderandSelfTaughtartin theUSisoften conflatedwithfolkart,ethnicart,artoftheinsane,aswell asavarietyofpopular forms of selfexpression.Thisclass willfocus on a broad selection of these nontraditional or marginalized art forms.Together, these art practices have defined and popularized the idea of the artistoutsider, and affected the changingshape of mainstreamart.We will examine theboundaries of inside/outside,and the ways inwhich theseshiftingboundaries shedlightonthelargerstudy of creativity,marginality,art,and culture.Arangeofartistsandpracticesspanningfromfolkarttovisionaryartistenvironments,tograffitiart,

Zines,andtheBurningmancommunitywillbediscussed.

MUSIC

HUMS250ChamberMusic;TimesArranged(Ervamaa)(CE)Allstudentsinterestedinparticipatingininstrumentalensemblesmayenrollforoneor two credit hours at the discretion of the instructor. Audition is required forplacementinensembles.Everystudentmustregisterforsection001;thosewhofulfillthe requirementsfortwohoursofcreditwillbeenrolled for section002aswell. Forone credithour, studentsmustparticipate inone ensemble; for twocredit hours, in

twoormoreensembles.Additionally,students mustparticipate in class activities,whichmay includemasterclasses,inclassperformances,runoutconcertsetc.Responsibilities include34hoursof weekly practice and one weekly rehearsal/coaching per credit; attendance,punctualityandcommitmentaremandatoryandwillbestrictlyenforced.Theendoftheyearperformanceis requiredforallensembles. Coursemaybeused tofulfilltheRCArtsPracticumRequirement.Thisisnotaminicourse!Studentsareadvisedtosignupearlyinordertofacilitateatimelyauditionandensembleassignment.



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HUMS251MusicTopics:TheMusicalTheaterofStephenSondheim;TTh12:30,W79:30(Blim)(HU)Thiscourseexaminestheworkofcomposer/lyricistStephenSondheim,fromhisstartasalyricistforWestSideStorytohismostrecentwork.Lecturesandreadingswillcoveravarietyoftopics, fromthesmallerdetailsofhowaparticularshow is puttogethertowiderquestions of howtheBroadwaymusicalhaschangedinthepastfiftyyears.Studentswilllearntoanalyzethemusical,lyrical,anddramaticchoicesSondheimandhiscollaboratorshavemade,andcombinetheirownanalysiswith critical reviews,interviews,andothermaterial inclassroomdiscussion.This course includes a weekly screeningof film, stage,and concert productions ofSondheimsworks.

HUMS253 ChoralEnsemble:ResidentialCollegeSingers;TTh56:30 (Marotto)(CE)Grouprehearses twiceweeklyandprepares athematic concertofmusic.Vocal skills,sight singing, and basic musicianship are stressed. No prerequisites, but a

commitment tothe group and a dedication to musical growth within the termarerequired.Noauditionnecessary.

HUMS258AfroCubanDrummingandStyles;MW122(Gould)(CE)ComeandexperiencehandsonthedrummingofCuba.Theclasswilllearnthebasicsofcongaplaying,claveandotherpercussioninstruments associatedwithAfroCubanmusic. The class will learn and play a variety of styles of Cuban music thatwillculminateina smallconcert attheResidentialCollege. Each studentisexpected topracticedailyusingapracticecongasuppliedbytheinstructor.TheclassistaughtbyDr. Michael Gould, Associate Professor of Music, Jazz and ContemporaryImprovisation.LabFee$50.

HUMS 334.004 Topics in the Humanities: History of the Symphony; MW 4-5:30(Andr) (HU)Punctuatedbyrevolutions,the19thcenturywasaneramarkedbysocial,political,andeconomicunrest.FromtheFrenchRevolutionattheendofthe18th century throughthe multiple rebellions in 1848, the FrancoPrussianWar in 1871, andtheinstabilitythatledtothefirstWorldWar,thespiritofrevolutionranstronginthe19thcentury.This course looks atthe evolution of one ofthe premieremusicalgenres of the 19thcenturythe symphonywithin the larger context of its time. How do the earlybeginnings that emphasize a strict adherence to musical form reflect the socialupheaval brought on through the French Revolution? In a time of strongjuxtapositions,howdoesthesymphony articulate the aesthetics of the sublime andthe beautiful, the monumental and the miniature, the public and the private, the

individualandthenation?InthisclasswewillexaminethesymphoniesofHaydn,Mozart,Beethoven,Schubert,Schumann,Berlioz,Tchaikovsky,Dvorak, Brahms,andMahler.Attention tomusicalform and style, composer biography and placement in music history, andcontemporarymusicologicalmethodologieswillbe presented inawaythatengagesthosefromallmusicalbackgrounds(noprerequisitesrequired).

HUMS350CreativeMusicianship;MW24(Kirschenmann)(CE)



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Thismusictheory/compositioncourseisdesignedtogivestudentstheskillsnecessaryto understand and to create music as a form of personal expression. Nothing isassumed in the way ofmusical background,andthose who are apprehensive aboutcomposition will bewelcomedand guided through a process that enables them tocreatemusicof theirown.Manystudents in theclasswillhavehad instrumentalorvocalperformanceexperience;othersmayhavetakenmusictheoryorhistoryclasses;

andsomewillalreadybecomposers.Allarewelcome.15 studentswillbe accepted.Eachstudentworks athis/herown levelonthemusicalelementunderconsideration(rhythm,melody,harmony).Thecoursemeetsfor4classhours.Therewillbeaprogrammedtheorytextrequired,tobeselectedaccordingtoyourownlevel of experience.Theaccompanyinglab(RCHumanities351)isrequiredunlessexcusedbytheinstructor.

HUMS 351.001/002 Creative Musicianship Lab; MW 1011:30 (Kirschenmann/Ervamaa)(CE)Thismusictheory lab focusesonthethree basicelementsofmusic,rhythm,melody,andharmony,throughmusicreading,notation,singing,andsoftware,withparticular

emphasisonexperientiallearning.Theclassisdividedintotwosectionsaccordingtoabilityandexperience:Section001intermediatetoadvanced,Section002beginningtointermediate. Students should enroll in the section of their choice, with finalplacementbeingdeterminedbytheinstructors.Thisisarequiredlabcourseforthosetaking RCHUMS 350; however, it can be taken by itself. Advanced students inRCHUMS350maybeexemptedfromtakingthislabbypermissionoftheinstructor.

DRAMA(anRCConcentration)

HUMS280IntroductiontoDrama;MW11:301(Woods)(HU)

Thecourseaimstointroducestudentstothepowerandvarietyoftheatre,andtohelpthemunderstandtheprocesseswhichgotowardmakingaproduction.Seven tonineplays will be subjects of special study, chosen to cover a wide range of style andcontent, but interest will not be confined to these. Each student will attend twolecturesweekly,plusatwohourmeetinginsectioneachweek;thelatterwillbeusedfor questions,discussions,explorationof texts,and other exercises.Students will berequired toattend twoormore theatreperformances,chosenfromthoseavailableinAnnArbor.Twopapers,amidterm,andafinalwillbeassigned.

HUMS281IntroductiontoComedy&Tragedy:InsidetheDramaticExperience;TTh111(Walsh)(CE)An intensive introduction on how to read a play and interpret it for live stage

production. Students will engage the viewpoints of director,actor,anddramaturge(literary/historical specialist) in practical exercises and prepared scenes.Work willbegin with Edward Albees The American Dream and the Midterm will focus onRichardNelsonscollectionofscenesRootsinWater.Thesecondhalfofthesemesterwill concentrateonCaryl ChurchillsCloudNine. Theoreticalreadings andwrittenexerciseswillcomplementtheseMidtermandEndofTermstudioproductionswhichwillbeactedanddirectedbythemembersofthecourseunderthedirectsupervisionoftheinstructor.



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HUMS334.002SpecialTopics:CommunityEmpowermentThroughtheArts:anIntroductiontoTheoryandPractice;MW35(Mendeloff/Fried)(HU)Howdoesartaffect socialjustice?Communitybased art,orart"of, by, and for thepeople"has emerged in thepast twenty years asagenre thathas rocked thefieldsofboth art and activismby calling into question traditional notions of "community,"

"participation,""spectatorship,"and"leadership."Studentsenrolledinthiscoursewillhave the unique opportunity to experience communitybased art in action throughhandsonworkonce a weekwithone of five exemplaryprojects intheDetroitmetroarea.Asa supplementtotheseinternships students willmeetonce aweek toexplore how this genre effects personal, community, and societal transformationthrough selfreflection, creative response, and the examination of innovators likeAugustoBoal,AnnaDeveareSmith,and Tyree Guyton.Studentsmust also enroll in[independentstudy course]toengage in theaccompanyingsitework. AmandatoryclassretreatmeetsSaturday,January19thfrom11:003:00PM.Formoreinformation,pleasevisithttp://www.lsa.umich.edu/rcctc

DescriptionofIndependentStudyCourseA required accompaniment to RCHUMS 334.002 students must enroll in RCCORE206.080inordertoengageinsiteworkforEmpoweringOurCommunitiesThroughCreativeExpression.Meetingtimesforsiteworkarethefollowing: TellingItTeens:Tuesdays68:30 TellingItCOPE:MorTh111 TellingItKids:Tuesdays3:306 MatrixTheatreofDetroit:Mondays37 HannanHouseIntergenerationalTheaterProject:Thursdays113The secondweekof class, studentswillsubmittwoof their toppreferences for sitework;instructorswillassignstudentstooneofthosepreferences.Foradescriptionofthesites,

HUMS 334.003 Special Topics in the Humanities: Cultures in Dialogue:CrossingExternalandInternalBorders;MW710(Shier)(HU)In this crossdisciplinary course, we will do scene work and discuss scenes fromcontemporary Germanlanguage plays and first person narratives that deal withdiaspora, identity, and representation of the Self and the Other.We will exploreissues related to crossing external and internal borders, and we will ask ourselves:Whatborders did20thand 21stCenturyGerman history create and howdid theseimpactonperceptionsofidentity?Forexample,howdidtheBerlinWallasaphysicalborder ultimately create hierarchies among dominant and nondominantcommunities,evenafter itsfall?TowhatextenthasthesocalledWallintheHeadcontributed to our enhanced or diminished access to Germans and their sense of

identity?WewillviewtheroleoftheWall,notonlyasaphysicalborderthatexistedbetween EastandWest,and a temporal border separatingpast,presentand future,butalsoasaperceptualborderthatcontinuestodefineanddistortconceptionsoftheOther.

A desired outcome of this course will be to achieve a more differentiatedunderstandingofGermanidentitytodayasweprobewhatliesbehindtheMauerimKopf, examine what itmeans to various communities who live in Germany, and

http://www.lsa.umich.edu/rcctchttp://www.lsa.umich.edu/rcctchttp://www.lsa.umich.edu/rcctc


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describe their Self/Other relationship to it, e.g, Jewish andMuslimcommunities inGermany,AussiedlerandrecentEasternEuropeanimmigrants.

Materialsusedinthiscoursewillincludeartworksandfilms,aswellasreadingsfroma variety of fields, includingHolocaust studies, articles on memorials and countermemorials,andnonfictionalandfictionalliteraturebyandaboutethniccommunities

inGermanytoday.Studentsinthiscoursemustbepreparedtoparticipateactivelyinmovementandtheaterworkshops(inGermanandinEnglish),totakepartinanendoftermshowcreatedandperformed bythegroup,and tocontribute totheongoingresearchandscholarshipofthegroupasitexaminescoursetopicsandfollowscurrentevents.

This coursehasreceivedISACfundingfromtheOfficeofInternationalProgramsanditwill culminate inan optionalpartiallysubsidized twoweekstudy triptoBerlininMay wherestudentswillmeetwith and learn firsthand aboutvariouscommunitiesstudiedinthecourse,andwhere theywillwitness theatereffortstosparkdiscussionaboutcurrentissuessurroundingidentity.

Prerequisites:PermissionoftheInstructorisrequiredtoregisterforthecourse.Itisdesirable for students tohave at least intermediatelevel proficiency in German byMay 2009;students withnoprevious language experience,whotakeIntensive FirstYearGerman inWinter2009mayqualifyto take thecourse. Students interestedinthecourseareurgedtocontactJanetHegmanShier([email protected])toarrangeforatimetomeetbytheendofNovember.Furtherinformationwillbeavailableonlineatwww.umich.edu/~jshie/CiD09.html

HUMS 481 Play Production Seminar: Brechts Galileo; MWF 111 (Mendeloff)(Excl)Inthis intensiveupperleveldramacourse,students participatein the full process of

research, scriptanalysis and rehearsal on amajor workof dramatic literature,Thisyear focuses on Bertolt Brecht's Galileo, which examines the conflict betweenscienceandreligiousdoctrine.ThisproductionispresentedincollaborationwiththeLSAThemeSemester,TheUniverseYours toDiscover,in recognitionofthe400thanniversary of Galileo's discoveries. Students will have the special opportunity tointeractwithguestspeakers,visittheDetroitPlanetariumandtheRareBooksLibraryas partoftheirinterdisciplinary educationalprocess.Theseminaroffersstudents thechance to do dramaturgical work on the period and place of the play, tocollaboratively develop a conceptual frame for the work and evolve a productiondesign to express it. Importantly,all the actors have the time todo thorough anddetailed character and scene analysis.Studentswithan interestin acting,directing,design,as wellas vocalandinstrumentalmusic,playwritinganddramaturgy areall

encouraged to app ly . Admission i s by interview with the ins truc tor([email protected]).

HUMS482DirectorandText;ThroughtheLookingGlass:DirectorialVisioninaCrossCulturalContext;MWF13(Mendeloff)(Excl)The Residential College Drama Concentration explores dramatic text through theexperience of performance. We are interested in the context of the creation ofdramaticmaterial,thesocialandpoliticalbackgroundoftheplaywrightandtheplay,



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how different artists and audiences interpret and understand the same materialaccording to theirparticular context or lens.American dramaoften focuses on theindividualandhastheatricalformsrootedinrealism.Europeandramaisforgedfrombroader historical and political perspectives and can be expressed through moredynamictheatricalchoices.Thisyear,studentswillhaveauniqueopportunitytocometoknowEuropeantheatre

throughtheexperienceofworkingdirectlywithsomeofitsmajorpractitioners.Therewill be theopportunity totraveltoMoscow,Russia attheendof termtoworkwithdirectors there and to see both contemporary and classic productions. Over thesemester,studentswillbeconfrontedwithacrossculturalperspectiveontheaterasapoliticaland socialart.Afteran introduction totheatricalhistoryandapproaches todirecting,highlightingwhatisrevolutionaryaboutthetheoriesofStanislavskiandhiscontemporaries, eachstudentwill researchonedirector and interprettheirwork inclassexercises.Studentsalsostudytheworkofcontemporarydirectors,someofwhomwe willmeet in Russia.andwill doa similar inquiry into theirparticular style andperspective.Theywillthenwork together on oneEuropeanplaywith astrongsocialcontext which has an open structure suited to a collage effect. Students interpret

scenesinformedbyparticulartechniquesofthedirectorstheystudied.Themeldingofthesevisionswould serve asamidtermperformance.Thelastpartof the termwouldbe given to the development of final projects, material chosen by the individualstudent, butincorporatingthe techniquesandconceptual ideas thattheyhavebeenexposedtothroughoutthesemester.The culminatingexperienceofthetrip toMoscowwillput theworkof thecourse inperspective.A chance toenter intothe creative process throughconversationswithdirectors and the visceral experience of seeing performances will give a depth ofunderstandingnotpossibleintheclassroomalone.Previousexperiencewithdirectingis suggested but not required and admission is by interview with instructor only([email protected]).

HUMS485.001DramaTopics:ActingWorkshop;WF13(Mendeloff)(Excl)Inthistwocreditcoursestudentswillhaveachancetoworkonanumberofcreativeexercises and challenging scene assignments as an "inhouse" acting company fordirectors from RC Hums 482, "Director and Text". Actors have the opportunity tolearnabouttheauditionprocessfromthedirector'sperspectiveandtoexplorehowtoworkon adiversesetofcharactersfromawiderangeofdramaticmaterial.Allactingstudentswillparticipatein improvisationsand stagingexercisesaswellasexperienceintensivescenestudyandthesustainedrehearsalprocessforaproduction attheendoftheterm.

HUMS485.002DramaTopics:BrechtsGalileo theMinicourse; W57Walsh(Excl)

This minicoursewillwork inconjunction with RC Drama'smajor production of theWintersemester,BertoltBrecht'sLIFEofGALILEO.Weeklymeetingswillexplorethehistoricalbackground,thegenesisoftheplayandits'receptionhistory.'Studentswillbeaskedtoparticipateinamodestwayintheproductionitself(chieflyintheareasofprogramcopy,audienceeducationandrelatedareas.)

HUMS 485.003 Drama Topics: Community Empowerment II F 35 (Mendeloff/Fried)



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This course is a continuation of "EmpoweringOur Communities Through CreativeExpression" intended for thosewhowould like tokeepworking at their internshipsites. We will meet the last Friday of every month to discuss issues, share bestpractices,andengageinselfreflection.

CREATIVEWRITING(anRCConcentration)

HUMS220Narration;W35(Hecht)(CE)Suggested assignment: 1250 words of prose fiction every two weeks. Rewriting isemphasized.Theclassmeetsasagroupuptotwohoursperweek.Collectionsofshortfiction by established writers are read. Every student meets privately with theinstructoreachweek.

HUMS221WritingPoetry;TTh2:304(Mikolowski)(CE)The amount of poetry each student is required to submit is determined by theinstructor.Theclassmeetsthreehoursperweekasagroup.Inaddition,eachstudentreceivesprivatecriticismfromtheinstructoreveryweek.Contemporarypoetryisreadanddiscussedin class forstyle. Students are organizedinto small groupsthatmeetweekly.RCstudentshavepriorityforthisclass.

HUMS320AdvancedNarration;W13(Thomas)(CE)This workshop course exploresthecraftof shortfictionthroughintensiveclassroomdiscussionsof students original stories. Three 1020 page short stories are due atevenly spaced intervals duringthe term. We will learn the artof effective critiquethrough close readingsof and written commentaries oneach others creative work.Wewillalsoworkshopshortstoriesbycontemporaryauthorsasawaytosurveythe

landscapeofcurrentshortfiction.Eachstudentmeetsprivatelywiththeinstructortoreviewtheirstorysubmissionspriortoworkshop.Enrollmentislimitedtoamaximumofsixstudents.RCstudents receivepriorityfor this class. LSA studentsmayenrollwithpermissionofinstructor,obtainedviaemail.

HUMS 325, 326, 425, 426 Creative Writing Tutorials; Arr (Hecht, Mikolowski,Kasischke,Thomas,Hernandez,Rosegrant)Tutorials provide an opportunity for students who want to write, nomatter howsophisticatedtheirwork, tohave their efforts recognized with constructive criticismand academic credit. Reading may or may not be assigned, depending upon thebackgroundneedsoftheindividualstudent.Tutorialstudentsmeetprivatelywiththeinstructoreachweek.Permissionofinstructorisrequired.

ARTSANDIDEASINTHEHUMANITIES(anRCConcentration)

HUMS235TopicsinWorldDance;MW1112:30(Genne)(HU)Thiscoursewillsurveyadiversityofdancetraditionsthroughouttheworld.Studentswillgaininsightintothefunctions,aesthetics,history,andculturalcontextofdances



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withinspecificsocieties.Theatrical,religious,popular,andsocialdancetraditionswillbe examined in avariety of cultures including groups inAfrica,Japan, India,SouthAmerica, Aboriginal Australia, Indonesia (Bali, Java), the Mideast, and others. Avarietyofbroadcomparativeissueswillbeexplored:Howdoesdancereflectthevaluesof the society which produces it? How are gender, class, relationships betweenindividual and group, and political and spiritual values displayed through dance

structures andmovements?What is the creativeprocess forproducingthesedanceworks? How is the visual imagery of dance movement designed and how can anaudiencedecipherit?Whatare the basicelementsof dance choreography?Howdochoreographicstructuresdiffercrossculturally?Howdothetraining,preparation,andperformance practicesofdancersdiffer crossculturally?Howdothedances of thesecultures employ or integrate other art forms such as music, theater, and costumedesign?Howaredanceproductionsevaluatedandcritiquedwithindifferentcultures?Inadditiontolecturesandreadings,theclasswillfeatureseveralguestartist/speakerpresentations, viewings of films and videos, and observations of dance rehearsals,classes,andperformances.

HUMS236ArtofFilm;TTh12:30andDiscussion(Cohen)(HU)TheArtof theFilmexamines the dramaticand psychologicaleffectsof theelementsand techniques used in film making and television, and some of the salientdevelopments in film's artistic and technological history. This course providesstudents with thebasictoolsandmethods forfilmappreciationandstudy.Studentswrite five twopage exercises, a sevenpage analysis of a currentmovie,and a finalexam.Alabfeeof$50.00isassessedtopayforthefilmrentals.

HUMS265 Arts and Letters ofChina; TTh 12:30and Discussion (Lin) (HU)(R&E)This interdisciplinary andmultimediacourseis taughtjointlybyfacultyspecialists inChinese philosophy, religion,cultural history, history of art, drama, literature, and

visualculture. Itisnotasurveycourse. Insteadthemaintaskwillbethesustainedand critical study of a number of significant and representativeworks in order topresentsomemajorthemesandartformsofthedistinctandcomplexcivilizationsofChina. In spite of inner tensions,this is a cultural tradition that can beseenas ahighly integrated systemcomposed of mutually reinforcing parts,making such aninterdisciplinary andmultimedia approachparticularlyeffective. Towardtheendofthe termwewillobserve thesystem'scollapseas itstruggles toadapttothemodernworld,andconsider howourthemescontinue,persist,orchange. Wewillconcludeour course with discussions of art, poetry, and cinema from contemporary China.Background lectures on language and early culture will be followed by topics andreadingsthatinclude:Confucianism(ConfuciusandMencius),Daoism(LaoziandZhuangzi), the art of argumentation; themes in Chinese religiosity, Chan (Zen)

Buddhism;lyricismand visual experience inpoetry andpainting; music; traditionalstorytellertales;poeticmusicaltheater;modernfictionandculture;andChinesefilm.The format of the course consists of three hours of lectures and one hour ofdiscussion. The lectures will be givenby Baxter (language); Brown (early culture,Confucianism,andthe artofargumentation);Lam(music);Lin (Daoism,poetry,andgarden);Tang(moderncultureandliterature);Tang(film);Cheng(painting);TBA(religion);Rolston (theaterandtraditionalfiction). Students should registerforboththe lecture section, and one of the three discussion sections. No prerequisites.



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Requirements: occasional brief responses to readings, three short papers, and finalexam.

HUMS 272 Art in theModernWorld; Avantgarde to theContemporary; MW12:30andDiscussion(Potts)(HU)In thiscourse,we shallbe exploring themany different kinds ofworkproduced byEuropean and American artists during the 20th century. We shall begin with theavantgardes of the early part of the century, then focus on various forms ofmodernism and realism produced in the midcentury, and finish with thepostmodernismand latemodernartoftheendofthecentury. Twoissues dominatethesurvey.First,weshallbestudyingwaysinwhichmodernartistshaveredefinedthenatureoftheimageandartobject,bothwithnewformsofpaintingandsculpture,butalso with photographic work and hybrid forms of art such as environments andassemblages. Secondly, we shall be discussing how these various forms of artresponded tothepoliticalandsocialrealities of thetimesinwhich theyweremade,whether byofferinga pictureof these realities,orbyseekingtomake some kind ofpolitical intervention in them. The relationship between artistic radicalism and

political radicalism will be a key concern, as will artists strategies for negotiatingmodernizationandconsumerism.Thecourseistaughtbywayoflecturesanddiscussionsinsections.Thereisnocoursereader,butyouwillneedtobuythreetextbooksfromtheYaleUniversityPressseriesArtoftheTwentiethCentury(totalcost$96).Anyfurthersetreadings notinthesetextbookswillbemadeavailableonelectronicreserve.ArtoftheAvantGardes,editedbySteveEdwardsandPaulWood.Price$32VarietiesofModernism,editedbyPaulWood.Price$32ThemesinContemporaryArt,editedbyGillPerryandPaulWood.Price$32

HUMS312 CentralEuropean Cinema:Race, EthnicityandGender Issues; TTh23,W79andDiscussion(Eagle)(HU)(R&E)

DuringfourdecadesofCommunistPartyrule,thefilmindustriesofPoland,Hungary,Czechoslovakia, and Yugoslaviawere under state control.Onepositive resultofthiswas ample funding for serious films about social and political topics; one seriousdrawback was the existence of a censorship apparatus thatmade criticism of thepoliciesoftheexistingregimesverydifficult(thoughnotimpossible).Nonetheless,incertain thematic areas, particularly those dealingwith racial andethnic intoleranceand with the plight of women in patriarchal societies, filmmakers in East CentralEuropewereabletobemoreincisive,frank,andprovocativethanisgenerallypossiblewithintheprofitdriven,entertainmentorientedHollywoodfilmindustry.ThisisnottosaythattheCommunistregimesthemselvesgaveprioritytoamelioratingthelivingconditions of their ethnic minorities or of women. But talented and committedfilmmakerswereabletotakeadvantageoftheprogressiveofficialpronouncementsof

theseregimeswithregardtoethnicandgenderissuesinordertocraftpowerfulfilms,filmswhichtheregimeshadnogroundstosuppressorcensor.This course will study some of the most important films made in four thematiccategories: (1)theHolocaustthe reactionsof people in EastCentral Europetothegenocidal plans of the Nazis, from indifference and collaboration to heroic acts ofaltruism;(2) ethnic discrimination and its consequences in more recent yearsthedepressed economic status of the Roma (Gypsies); animosity amongCroats, Serbs,MoslemBosniansandAlbanians,leadingtoYugoslaviaspastandpresentcivilwars



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modernist artists turned tosources locateddeeplywithin thewesterntradition: themyths of Dionysus and Orpheus; Greek sculpture; PreSocratic philosophy and itsquestfor essential Being.Thiscoursewillexaminetheconvergence in literatureandthevisualartsoftheheritageofGreeceandmodernistaestheticradicalism.

Literature:ThomasMann,DeathinVenice;RainerMariaRilke,SonnetstoOrpheus;

VirginiaWoolf,TotheLighthouse;WilliamFaulkner,AsILayDying;SamuelBeckett,WaitingforGodot.Visualarts:WassilyKandinsky;HenryMoore;BarbaraHepworth;JacksonPollock;FrankStella.

HUMS333.001SpecialTopics:The Art andPoetryofMichelangelo;TTh 2:304(Willette)(HU)The lifeandartofMichelangeloBuonarroti (14751564)offers an excitingcontextforintensive study of verbal and visual creativity in early modern Europe. For hiscontemporaries, andformany latergenerations,Michelangeloexemplified the idealmodern artistpostulated in theart literatureandcultural theoryofHumanism.TheseminarwillexamineRenaissancetheoriesofstyleandinventioninordertograspthe

rhetoricalstrategiesandpoetic"figures"thatinformbothhisroughhewnsonnetsandhis eloquentmarbles.Hencewewillattendcloselytocertaindrawings thatshowtheartistthinkingon paper, inbothline sketches and fragments ofverse.OthercentraltopicsincludeMichelangelosverbalandvisualselffashioningasagrouchygenius,hisNeoplatonic theories of artistic inspiration, his preoccupation with the body as theprimary source of visual and verbal metaphors, and the religious anxiety thataccompaniedhisintensedevotiontocraftandphysicalbeauty.Wewillanalyzeboththe languageandthegenres ofhispoetrynotably thesonnet, themadrigalandtheepitaphaswellasthelanguageemployedbycontemporarycriticsofhisart,such asGiorgioVasari,Giovanni Paolo Lomazzo,PietroAretino, and LudovicoDolce.Closeinspection will bemadeofMichelangelos drawingtechniques,as wellas hisuse ofcolorandhis treatmentof stonesurfaces,inordertoobservethefigurative effectsof

his workingofmaterials.We will study aconsiderable portionofhis production insculpture, painting and architecturewhile examininghis prodigious reputation andinfluence,particularlyinthecourtsettingsofMediciFlorenceandPapalRome.

HUMS334.001TopicsintheHumanities:The Harlem Renaissance: The New NegroMovement; MW 4-5:30 (Davis) (HU)The HarlemRenaissance is regarded as one of the greatestmoments in Americanhistory. Mostreadershaveageneralunderstandingoftheliterarymovement. WhoamongusdoesntknowthenamesLangstonHughesandZoraNealeHurston?Inthisclass we endeavor to consider the oftignored aspects of the period: why theRenaissancewasbroughttolifeandwhyitwasmaintained;howtheintellectualswentaboutdefiningand imaginingtheirwork;andwhy itremainssodifficultforscholars

to come to consensus aboutwhen themovement tookplace. We will go beyondsimplistic discussions of Langston Hughes and Zora Neale Hurston in order tochallengesomeof the prevailingnotions aboutwhattheHarlemRenaissancewas allabout.

HUMS 334.004 Topics in the Humanities: History of the Symphony; MW 4-5:30(Andr) (HU)Punctuatedbyrevolutions,the19thcenturywasaneramarkedbysocial,political,andeconomicunrest.FromtheFrenchRevolutionattheendofthe18th century through



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the multiple rebellions in 1848, the FrancoPrussianWar in 1871, andtheinstabilitythatledtothefirstWorldWar,thespiritofrevolutionranstronginthe19thcentury.This course looks atthe evolution of one ofthe premieremusicalgenres of the 19thcenturythe symphonywithin the larger context of its time. How do the earlybeginnings that emphasize a strict adherence to musical form reflect the socialupheaval brought on through the French Revolution? In a time of strong

juxtapositions,howdoesthesymphony articulate the aesthetics of the sublime andthe beautiful, the monumental and the miniature, the public and the private, theindividualandthenation?InthisclasswewillexaminethesymphoniesofHaydn,Mozart,Beethoven,Schubert,Schumann,Berlioz,Tchaikovsky,Dvorak, Brahms,andMahler.Attention tomusicalform and style, composer biography and placement in music history, andcontemporarymusicologicalmethodologieswillbe presented inawaythatengagesthosefromallmusicalbackgrounds(noprerequisitesrequired).

HUMS334.005TopicsintheHumanities:InterdisciplinaryPerspectivesonJulioCortazarsHopscotchTTh1011:30(Colas)(HU)

The 1963novelRayuela (Hopscotch, in English), by the late Argentine author JulioCortzar,isoneof themajor novelsof thesocalledBoomofLatinAmericanfictionandof twentieth centuryworld literature. Itsinnovative structure(you can read thetextinmorethanoneorder)hasledsometorefertoitasthefirsthypertextnovel.Butbeyondthenoveltyofitsexperimental"hopscotch"structure,Cortzar'sfamousnovelweaves together anumberof themesofgreatrelevance tostudentsofLatinAmerica,of modernist literature, and of 20th century art: the relationship between LatinAmerica and Europe, the attempt to give meaning to one's life (and the role ofphilosophy,literature,art,music,religion,play,love,sex,andpoliticsinthatattempt),the problemofhowtocreatemorefreedomwithin agivensetofcircumstances,therelationshipbetweenart,music,and literature, the role of improvisationin artandlife,andmanymore.Inthiscourse,wewillslowlyandcarefullymakeourwaythrough

this dense but rewarding text, focusing particularly on the many ways throughCortzar sets up andexplores the tension between individual freedom and ethicalrelationships with others. Because of the experimental nature of the novel and itsexplicitinvitation to the reader tocollaborate inthis experiment, Iwould like classparticipantstocollaboratewithmeininventingexperimentalwaystoapproachboththetextandthestructureofauniversitycourse.

HUMS334.006TopicsintheHumanities:StoppingandReading:ContemplativePracticesandtheArtsofReadingtoLiveTTh11:301(Colas)(HU)Whatmayoccurwhenweapproachacademicreadingasacontemplativepractice?Ifwereadinacontemplativefashion,canwestillenjoythetext?Canwestillengageitssocialandpoliticaldimensions?Howdowesharecontemplativeexperiencesoftexts?

This course will explore these questions and others via three core, interrelatedexperiences:1)anintroductiontoandhandsonexperiencewithsimpleZenBuddhistcontemplative practices; 2)close readings of shorttexts froma variety ofgenres;3)supplementary readings designed to expose participants to (a) a history of thecontemplative practices we are engaged in; (b) alternative, related conceptions ofreading as contemplative practice; (c) model contemplative readings; (d) debateconcerning the ethical (or worldly)valueofcontemplative practices. These threecore experiences will beknotted together into six clusters, each lasting twoweeks,



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Balanchine'slife(19041983)spannedthemajorpartofthecentury.HislifetookhimfromTsaristRussian,through the 1917 Revolution andthen toEurope and America(193383). He absorbed influences from the latenineteenth century FrancoRussianclassicalballetattheRussian ImperialBalletTheatrewherehewastrainedas aboy,experienced and contributed to the artistic ferment surrounding the Octoberrevolution,participated inthe modernist innovations inLondon andParis (working

with Stravinsky, Prokofiev, Picasso and Matisse) and founded one of thefirst andarguablymostinfluentialAmericanballetcompaniesandschools(TheNewYorkCityBallet and the Schoolof AmericanBallet.) He alsochanged the face of Americanballet:HisprotgArthurMitchellbrokethecolorbarrierbybecomingthefirstblackprincipalinclassicalballetandwithBalanchine'sencouragementwentontofoundtheDance Theatre of Harlem in 1968afterthe assassination ofMartin Luther King.Hecultivatedandcreatedroles forMariaTallchief,whowithhersisterMarjorie,becamethe first famous Native American ballerinas.He worked closely with Stravinsky tocreateaseriesofinnovativemodernballets.ButBalanchine'sworkwasn'tconfinedtoclassicalballet:hewas also avitalpartof Americanpopular culture,workingintheBroadway musical theater and Hollywood films. His work with African American

dancers Katherine Dunham, The Nicholas Brothers and JosephineBakerinfluencedtheirdevelopmentandhisown.He collaboratedwith composersRichardRogersandLorenzHart,George andIra Gershwin, VernonDukeandHaroldArlen workingonsuchmusicals as"OnYourToes"(forwhichhecreatedthelandmarkballetSlaughteron 10th Avenue), Cabin in the Sky, I Married an Angel and House of Flowers.Balanchine was no snob. He considered his work in the musical theatre andHollywoodfilms asimportant artistic endeavors and excitedlyembracedAmericanpopularculture,infusinghisballetworkwiththerhythmsandstepsofAmericanjazzdanceandcombiningitwiththeImperialRussianballettradition.Thisfusionof"fine"and"popular"art resultedinanewAmericanstyleof classical danceanddancersaswellasareinvigorationofdanceformsintheAmericanmusicaltheatre.TheseminarwillinvolveclassdiscussionandanalysisofBalanchine'schoreographysupplemented

by readingsandviewingsof Balanchine'sworkon video tapeandfilm.Students willwriteanoriginal research paperandpresenttheir findings totheclass inaseminarreport at the end of the semester. Active participation in class discussion of thereadingsandviewingswillbeimportant.

COMPARATIVELITERATURE

HUMS 230 Biblical, Greek, and MedievalTexts:OriginalWorks andModernCounterpartsTTH3:305,W79(H.Cohen)(HU)Inthiscourseweshallstudy foundational texts fromtheGreek,OldTestament,New

Testament,andMedievalworldsandanumberofmodernworksbooks,essays,andfilms that employ the themes and situations originally set forth in these classicalworks.First,weshall examine literature central totheworldviewof four cultures thathavehelped shape and continue to informmodern Western consciousness and art.Ourfocuswillbeonquestionsandperspectivesconcerningtheindividualsrelationshiptothedivineorder,toearthly society,and totheprivateselfthatare embodiedinsuchworksas:(I)Greekliterature:Homer (TheIliadorTheOdyssey);Sophocles (Oedipus,



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Antigone);Euripedes(Medea),Plato(Socraticdialogues);(II)OldTestament:(Genesis,Job); (III): The New Testament (The Gospels of St. Matthew and St. John); (IV):Medievalliterature:DantesTheInferno,GottfriedsTristan.In conjunction with these works, we will examine, where feasible, moderncounterparts(oradaptationsorrecreations)oftheclassicstoriesorconflictsfoundintheseclassicaltexts.Wewillreadessaysandnovels,andseefilmswhichdealwiththe

sameorsimilarandperennialideasandconflicts.(Wewillalsoexaminethosevaluesand experiences expressed in the original works that seem alien to modernconsciousness.)Someof the modern works wewill scrutinize areRomanPolanskisChinatown,MaxFrischsHomoFaber,MartinLutherKings Letterfrom BirminghamJail,Martin Scorseses TheLastTemptation of Christ, IngmarBergmansTheSeventhSeal.The chief meritofourapproach,besides givingthe studenttheopportunitytoreadandseeimportantandexcitingstories,isinthejuxtaposingoftheoldandthenewsoastomakethestudentmoreappreciativeoftherootednessinthepastofmanyofourcurrent ideas,problems,andsituations.Therewillbetwopapersandamidtermandfinalexam.

HUMS275TheWesternMindinRevolution;TTh1011:30(Peters)(HU)Thiscoursewilltreatsixmajorreinterpretationsofthehumanconditionfromthe16thtothe20thcenturiesgeneratedbyintellectualrevolutionsinastronomy(Copernicus:the heliocentric theory) theology (Luther: the Reformation), biology (Darwin:evolution of the species), sociology (Marx: Communism), psychology (Freud:psychoanalysis),andphysics(Einstein:thetheoryofrelativity).AllsixreinterpretationsinitiatedaprofoundrevaluationofWesternmansconceptofthe self as wellas areassessmentof thenature andfunction ofhis/herpoliticalandsocialinstitutions.Since eachofthese revolutionsaroseindirectopposition tosomeof themost central and firmly accepted doctrines of their respective ages,we willstudy:1)howeachthinkerperceivedtheparticulartruthhesoughttocommunicate;

2) the problems entailed in expressingand communicatingthese truths;and 3) thetraumaticnatureofthepsychologicalupheavalcausedbythesecataclysmictransitionsfromthepasttothefuturebothonthepersonalandculturallevel.Ifthefunctionofhumanisticeducationistoenabletheindividualtoseewherehe/shestands in todaysmaelstromof conflictingintellectualandculturalcurrents,itisfirstnecessary tosee whereothers have stood and whatpositions were abandoned.Theemphasis of this course will not beupon truths finally revealed orupon problemsforeverabandoned,butratheruponcertainquitedefiniteperspectivesthat,arisingoutofspecifichistoricalcontexts,atonce solved a fewoften technicalproblemswithinaspecializeddisciplinewhileunexpectedlycreatingmanynewonesforWesterncultureasawhole.

Texts:Copernicus,OntheRevolutionoftheHeavenlyBodies(1543);Luther,AppealtotheChristianNobilityoftheGermanNation(1520),OftheLibertyofaChristianMan(1520); Darwin, The Origin of Species by Means ofNatural Selection (1859);Marx,EconomicandPhilosophicalManuscripts(1844),DasKapital(1867,1885,1894);Freud,The Interpretation ofDreams (1900),ThreeEssays on theTheory ofSexuality (1905);and Einstein,Relativity, the Special and the General Theory: A Popular Exposition(1921).



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CORE 334.002 Special Topics; Children Under Fire; TTh 12:30 (Goodenough)(Excl)Sufferingand remembering longest,children losemost in war. Recentmemoirsby"hidden children" of the Holocaust, adolescent diaries from war zones, and oralhistories ofteenage victims ofdomesticandurbanviolencechallengestereotypesofwarstories.Examiningthesenseoflostchildhoodandfearofviolencewhichpervade

our society, this seminar explores how trauma has been constituted andproblematized inchildren's literature.How dothese texts portray youngkillers andconsumers,soldiersandrefugees,victimsandsurvivorsofcrisis?Inwhatwaysdofairytales,as well asempireandfrontier,continueto influencemedia,film,andpopularculture for the young?What rolesdogender, classicwar stories,national identity,family resilience,issuesofguiltandinnocence,crosswriting,amnesia and recoveredmemory,terrorismandexpectations ofa happyendingplayinrepresentingchildrenunderfire?

HUMS 334.001 Topics in the Humanities; The Harlem Renaissance: The New NegroMovement; MW 4-5:30 (Davis) (HU)The HarlemRenaissance is regarded as one of the greatestmoments in Americanhistory. Mostreadershaveageneralunderstandingoftheliterarymovement. WhoamongusdoesntknowthenamesLangstonHughesandZoraNealeHurston?Inthisclass we endeavor to consider the oftignored aspects of the period: why theRenaissancewasbroughttolifeandwhyitwasmaintained;howtheintellectualswentaboutdefiningand imaginingtheirwork;andwhy itremainssodifficultforscholarsto come to consensus aboutwhen themovement tookplace. We will go beyondsimplistic discussions of Langston Hughes and Zora Neale Hurston in order tochallengesomeof the prevailingnotions aboutwhattheHarlemRenaissancewas allabout.

HUMS342RepresentingGenocide:FromHistorytoStory,Memoryto

Postmemory;MWF910(Goertz)(HU)Nomemory orphysicaltraceoftheHolocaustwasmeanttosurvive.Yetinitswake,this genocide leftavastbodyof literature by survivors and theirchildren.Holocausttestimonies demand active moral, intellectual andemotional engagement; they calluponreaderstobecomecowitnesses.Thisseminarexploresthevariousformsbearingwitness has taken over severalgenerations frompersonal testimony and memoir tofiction,poetry,filmandthevisualarts.Wewillaskthefollowingquestions:whatarethe particular merits and pitfalls of each genre? How do autobiographical andimaginaryaccountsenhance,transformorcompromisethehistorical document?WewillbereadingworkabouttheHolocaustandothergenocidesinArmenia,Cambodia,Bosnia andRwanda toexamine thetransition fromhistory into story,memory intopostmemory. Our readings will draw on larger discussions in the fields of

historiography,psychology,filmand literary criticismabout the disruptive effect oftraumaonmemoryandrepresentation.

HUMS348SurveyofRussianLiterature:RussianFictionoftheLateNineteenthCentury;TTh11:301(Maiorova)(HU)This course provides an introduction to the major masterpieces of Russian fictionwritten inthelastthird of the 19thcentury.Amongtheworks tobestudiedaresuchclassic ofworld literature asTolstoysAnnaKarenina andDostoevskysTheBrothers



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Karamazov.WealsowillreadsomeofChekhovandLeskovsbestshortstories.Textswillbeanalyzedinabroadculturalframeworkandinthecontextofthemonumentalchanges Russian society was undergoing at that time. We will trace how writerspositioned themselves with regard to the social, intellectual, and religious issuesdividing their contemporaries. Topics include gender relations, violence andrepentance,utopia,suicide,loveandmodernity,themetaphysicsofbeauty,Russiaand

theWest.This class fulfillsUpper Language WritingRequirement.Twopapers andfinaltest.NoknowledgeofRussianlanguage,literature,orhistoryisrequired.

HUMS361PsychoanalysisandtheModernNovel;TTh3:305(Peters)(HU)First,thiscoursewillofferabasicintroductiontotheFreudianandJungiantheoryofhuman psychology and psychopathology; the nature of the personal and collectiveunconscious;theoriesof theinstincts andtheir transformation;thedevelopmentandfunctionoftheego;themechanismsofdefenseandrepair,andtheoriesandmethodsfor the interpretation ofdreamsandworksof art.Second,thiscoursewill concludewithtwostudiesinappliedpsychoanalysis.1)KaaandFreud:Kaaschildhoodandhis relationshiptohisfatherwillbeexaminedinlightof the traumaof thebourgeois

nuclear family as described by Freud. Also, the Freudian theory of dreaminterpretation will be applied as a technique for the analysis of Kaas literaryfantasies of guilt, punishment and suicide. Texts: Freuds The Interpretation ofDreams; Kaas short stories and The Trial. 2) Hesse and Jung: the search foridentity of Hesses protagonists will be examined in the perspective of Jungsindividuation process, the persona, the shadow, archetypes of the CollectiveUnconscious, and mans quest formystical illumination.Texts: selections fromThePortableJung;HessesSiddharthaandSteppenwolf.KaasandHessesliveswillalsobe analyzed fromtheperspective oftheories ofneurosisandartisticcreativity.Midtermandfinalexams,andtermpaperrequired.Books:IntroductoryLecturestoPsychoanalysis,Freud,(Liverwright)

TheFutureofAnIllusion,Freud,(Norton)ThePortableJung,Jung(Viking)DeathinVenice,Mann(Vintage)Siddartha,Hesse(Penguin)Steppenwolf,Hesse(HenryHolt)Dr.JekyllandMr.Hyde,Stevenson(Boston)TheBasicKaa,Kaa(Schocken)

IDIV 302 AdvancedTopics inSTS: Environmental Literature & Social Justice:WhatstheConnection?;TTh9:3011(Murphy)(ID)

Words should be a little wild, for theyare the assaults of thoughts on the

unthinking.JohnMaynardKeynes

The proper balancing of environmental protection, biodiversity, and sustainabledevelopment is a complex equation in an industrialized society. Long beforeAnInconvenientTruthbroughtglobalwarmingtotheatersacrossAmerica,environmentalissueswereatthe forefrontofpublic policy debates. Muchof the debate centeredaround issues of environmental justice: Access to safe and clean drinking water,



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hazardous industrial waste, superfund sites and garbage dumps in the poorestneighborhoods.In the1970s,whenthemodernenvironmentalmovementwasborn,ourcountryenactedsweepingantipollutionlaws.Inthedecadessince,however,ourcommitment to environmental protection and environmental justice has waned aseconomicconsiderationstookprecedence.Events such as the Bhopal tragedy, the RwandanGenocide,and Hurricane Katrina

remindedusthatweignoretheconnectionsbetweenecological,economic,andsocialdegradationatourperil. ThereareasteadfastfewwhohavecontinuedtochampionthecauseofenvironmentaljusticebothinthepoorestneighborhoodsinAmericaandabroad. We will learn aboutthe work of people likeMajora Carter of SustainableSouthBronx,andWangariMaathai,thefirstAfricanwomantowintheNobelPrizeforherworkonsustainabledevelopment,democracy,andpeace.This seminar considers efforts to promote environmental protection alongsideeconomicprosperity,andexplorescaseswherethatbalancehasgoneawry,withoftentragicconsequencesfortheaffectedcommunities.WewilldetailthesuccessofeffortsintheUnitedStatestoaddressairandwaterpollutionduringthe1970'sand1980'sandcontrast that progress with the countrys failure to come to grips with issues of

environmental justice. We will look at the latest scientific data, in addition toexploring exciting developments in biodiesel fuel, green architecture, andsustainability programs,and the impact these areas couldhaveon job creation andeconomicdevelopment.

Textsmayinclude:RachelCarson,SilentSpringRoderickFrazierNash,WildernessandtheAmericanMindF.MarinaSchauffler,TurningtoEarth ,JamesGusSpeth,RedSkyAtMorningMikeTidwell,TheRavagingTideJackTurner,TheAbstractWild



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SocialTheoryandPracticean RC Concentration

SSCI220PoliticalEconomy;TTh1112:30(Weisskopf)(SS)

This course serves as a gateway course for the RC Social Theory and Practiceconcentration,meetstheLS&Asocialsciencedistributionrequirement,andisopentoall undergraduates; there are noprerequisites. The course exploreshuman societyfroman interdisciplinary socialscientificperspectiveanchored in political economicanalysis, which brings a variety of social science perspectives to the analysis ofeconomic systems. The primary focusis on modern capitalism,especially as ithasdevelopedin theUnitedStates. Historicaland theoreticalanalyses areconsideredincloserelationtocurrentaffairsandeconomicpolicyissues.Themaintextbookforthecourse is Bowles, Edwards & Roosevelt, Understanding Capitalism; but selectedwritingsbyothercontemporarypoliticaleconomistswillalsobeassigned.

IDIV224GlobalJustice;MW12andDiscussion(Anderson/Thompson)(SS)Current controversies over globalization take place against a backgroundof severepovertyinmuchof theworld,extremeeconomic inequalitiesbetween richandpoorcountries, and profound international effects of domestic policies. To understandthese controversies,we must engageboth normative and social scientificquestions.This interdisciplinary course on global justice integrates approaches from politicalphilosophyandpoliticaleconomy.Itiscotaughtby faculty fromthe departments ofphilosophyandeconomics.Foundations ofdevelopmenteconomics and theoriesofglobaljusticeare introducedand applied to specific issues such as immigration, trade, sweatshops, andclimatechange. This course counts as a gateway for the Social Theory and Practiceconcentration.

SSCI260TheorizingKnowledge;TTh12:30(Burkam/Dillard)(SS)This course explores various methods of inquiry that scholars and practitionersemploytoanswerboth historicalandcontemporaryquestions havingtodowiththeconnectionsbetweeninequality,powerandknowledge.Usingbothabroadthematicfocusandaseriesofrealworldquestionstostructurereadingsandactivities,thekeyconcern iswith howknowledge is acquired and produced,whether from a text, apersonorgroupofpeople,asurvey,asemioticsystemoracombinationthereof.Over the course of a semester,students will beintroducedto fourbroadstrategiesused by social scientists for data collection: archival research; quantitativemethods;ethnography/fieldwork;and interviewing/surveyresearch . In eachofthe fourmajor sections of thecourse,studentswillgrapplewithboth thetheoryand

the application of the methodology. Each method will be presented bothsympatheticallyaswellascriticallythroughaseriesofreadingsandinclassvisitsfromactualpractitioners.Carewillbe taken tohelp studentsevolve anunderstandingofastrategy or strategies thatwill help to frame and guide their own future researchprojectsandquestions.This course is open to all sophomore and junior undergraduates but is a requiredgateway course for students who are considering concentrating in the RCs SocialTheory andPracticeprogram.Students whoareconsidering theSTP programmust



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alsoenrollintheonecreditseminarSSci290.SeniorsandfreshmenmayenrollinthiscourseonlywithpermissionfromDavidBurkam.Formoreinformationcontacteitheroneoftheinstructors:AngelaDillard([email protected])orDavidBurkam([email protected]).

SSCI275Science,Technology,Medicine,andSociety;MW12:30andDiscussion

(Hecht/Roberts)(SS)Fromautomobiles andcomputers toimmunizations and geneticallymodifiedfoods,science,technology,engineering,andmedicine areomnipresentelementsofmodernlivesandlifestyles,andhavebeenformanydecades.Thisfourcreditcoursewillhelpstudents think in an informed, critical, and sophisticatedmanner about the socialdimensions ofscience,technology,engineering,andmedicine andtheirimplicationsformodernlife. We will explore questions suchas:Howhave culture and politics affected the goalsanddesignsoftechnologies?Howhassciencebeenshapedbysociety,andviceversa?Howcanhistoryhelpusunderstandtheethicsofmedicalexperimentation? Therewillbetwolecturesandonediscussionsessionperweek,andrequirementswill

includeweeklyreading,amidterm,andatleastonepaper. Wewelcomeandencouragestudentswithbackgrounds in thehumanities,thesocialsciences,thesciences,andengineering.YoudoNOTneedtobeaHistorymajororanRCstudenttoenroll.RCSSCI275/HIST285fulfillstheLSAsocialsciencesdistributionrequirement,aswellasthecorecourserequirementforthosewantingtopursueanSTSminorthroughthePrograminScience,Technology,andSociety.

SSCI290SocialScienceBasicSeminar;ARR(Burkam/Dillard)(Excl)Thisonecreditseminar(electedinconjunctionwithSSci260)isdesignedforstudentswhoareseriouslyconsideringaSocialTheoryandPractice[STP]concentrationintheResidentialCollege.TheseminarisarequirementintheSTPprogram;itspurposeisto

preparestudentstopursueaconcentrationinSTP.PeriodicseminarsessionswillfeedoffofthediscussionsinSsci260,andwillcenteronhowtoturngeneralinterestsintoproblemsthatcanbeinvestigatedsystematicallythroughsubsequentcourseworkandpossible research projects.The principal goalof theseminar is todesign acoherent,individualizedprogramofstudyfortheSTPmajor.

SSCI302ContemporarySocialandCulturalTheory;TTh34:30(Caulfield)(Excl)This course fulfills the second STP concentration requirement for a course dealingwith social and cultural theories. This course will provide students with anintroductory look at some of the theories that have been prominent across thedisciplines of twentiethcentury social science, with special emphasis onpsychoanalysis,anthropology,sociology,political economy,andhistory. The course

considers a selection of influential theories posited by social scientists at differenttimes over the course of the twentieth century, focusingon how they constructedcategories that have becomehallmarks of late twentiethcenturyunderstandings ofhumansocietiesintheWest:race,class,gender,sexuality,andculture.Ourgoalistounderstandhowsocialscientificdisciplineshavestructuredhowwe developtheoriesaboutindividualsandsocieties,aswellashowsomeof these theories have,inturn,challengedtheboundariesaroundthedisciplines.



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CORE305.141:HospitalVolunteersServiceLearningExperience;ARR(Evans)(Excl)Students volunteer at University Hospital on the adult inpatient unit of theDepartmentofPhysical Medicine andRehabilitation. Duties includeassistingstaffand interacting with patients, most of whom have neurological injuries (stroke,traumatic brain injury, spinal cord injury) or chronic illnesses. Meetings with

neuropsychologistandRCfacultymemberJeffEvanswillbearranged.Shortlybeforethestartofthesemesterinwhichyouwouldliketovolunteer,schedulean i nt er vi ew w it h h ospi ta l Vol un te er S er vi ce s ( 9364327 o r ema [email protected])[email protected]

SSCI315InternationalGrassrootsDevelopment;TTh1012(Fox)(SS)(ULWR)Whatdoes "gooddevelopmentmean toyou?Doimpoverishedcommunitiesaroundthe world need democracy? High quality "Western" medicine for all? Spiritualenlightenment? Debt forgiveness? High tech education? Liberation from U.S.corporations?Genderequality?A returntoancientvaluesandpractices?Equalityon

theworld stage?Orto justbe leftalone?Inthiscoursewewilllookathowdifferentassumptions about the Global South drive conflicting solutions proposed bygovernments, aid agencies, religious groups, human rights activists, the businesscommunity, rebels, idealists, and grassroots organizations. Be prepared for livelydiscussion, a deep, personal examination of your own beliefs and values, lots ofwritingand lots of help with your writing. Junior or Senior status required.Some previous courses in economics, political science, anthropology, and/or livedexperience in the Global South may be helpful. This class satisfies the AdvancedWritingintheDisciplinesrequirement.

SSCI330UrbanCommunityStudiesI:HistoricalandTheoreticalPerspectives;MW24(Ward)(Excl)

Thiscourseisdesignedtohelpstudentsdevelophistoricalperspectivesandanalyticalframeworks that will guide them as they study and work in urban communities.Focusingonthecollectiveexperience of African Americans in thesecondhalf of thetwentieth century, we will conduct an interdisciplinary investigation into theprocessesof community formation andsocialchange impactingcontemporaryurbanlife. Course texts therefore includehistoricalstudies,urban sociology, socialwork,autobiography, ethnography, community studies, and film. We will begin with areviewofthevariousmeaningsandusesoftheideaofcommunity,movingnexttoabriefconsiderationof the historicaldevelopment of American cities. Thenwewillexploretheprocesses ofAfricanAmericanmigrationandurbanization,includingtheexploration of specific urban areas and their dynamics of community formation.Finally,wewillexaminecase studiesofcommunityorganizing,leadingustoconsider

broadquestions concerningourunderstandingofcontemporary urban communities,the challenges they face, and the prospects for engagedsocialaction. Our guidingconcern throughout the semester will be the relationship between universities andtheirsurrounding communitiesincludingthe historicalexpressions, contemporaryrealities,andfutureprospectsofthisrelationship.Thisis theonerequiredcoursefortheUrbanandCommunityStudiesminor.

SSCI357HistoryandTheoryofPunishmentMW46(Bright)(Excl)

mailto:[email protected]:[email protected]:[email protected]:[email protected]


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In thiscourse,we willexplore thehistory and theory ofpunishment in the 19thand20th Centuries.The main focus will beon the history of punishment in the UnitedStates,butwewilldrawon broadertheoreticaltraditions and use comparativecasesfromother places. Central to the study will be patterns of change in punishmentpracticesandhowthesereflectedand/orfosternewperspectivesonwhocriminalsareand whatmakes them misbehave. We will seek to understand how punishment

systemscreateanddefendcoherent,ifchangingnarrativesaboutdeviance,crime,andcorrection,andhowthesenarrativesworktoorganize the internalpractices and thepublic discourse about punishment. Topics will include the invention of thepenitentiary in the early/mid19th Century, the d

Residential College Winter 2009 Course Schedule

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