150. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (HU). May be repeated for
Section 001 – Comedy as a View of Reality. Comedy in the popular mind is regarded as primarily an entertainment, however, it is somewhat more than that; it is a way of perceiving reality and in the seminar we shall ask questions concerning the nature of its perception of reality. The seminar will read representative comedies from Aristophanes to Noel Coward and consider them three ways. The first is hierarchical, that is to say looking at comedy as a means of describing or attacking the lower part of society or of ourselves. The second way is to see comedy as a contrast or incongruity; the third will propose the concept that comedy is an equation and that it tries to show us the higher and lower as one, the natural (rational) and unnatural (irrational) as identities. There will be some supplementary reading assignments in critical theory, but the study of primary texts will receive major attention. It will suffice to consider selections of exponents of each approach - Aristotle who clearly states the hierarchical theory, Hazlitt on the comedy of incongruence, and Plato who clearly in his Symposium attempts a reconciliation of the higher and lower. The following is a tentative list of plays to be considered: Aristophanes, The Clouds, Lysistrata; Jonson, The Alchemist, Volpone; Dekker, The Shoemaker's Holiday; Shakespeare, Taming of the Shrew, The Merchant of Venice; Farquhar, The Beaux' Strategem; Congreve, Love for Love; Sheridan, The Rivals, The Critic; Molière, The Misanthrope, Tartuffe; Schnitzler, Anatol; Molnar, The Play's the Thing; Wilde, The Importance of Being Earnest; Pinero, The Magistrate; Coward, Private Lives and Shaw, Pygmalion. (Graf)
Section 002 – The Nature of Poetry. A careful reading of a wide variety of poems in English, including ballads, lyrics, dramatic monologues, narratives, satires, and philosophical and religious poems. Discussion, even argument, among members of the seminar and between student and teacher will be encouraged. Emphasis will be placed on the poem as an integration of form and content, productive of a total aesthetic and intellectual experience. Several one-page papers of explication will be requested; in place of an examination, each student will complete a term-project on a poet, a literary period, or a type of poem-the subject to be selected early in the term in consultation with the teacher. The text will be The Norton Anthology of Poetry: Revised Shorter Edition. (Firebaugh)
151. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (SS). May be repeated for
Section 00l: The Soviet-American Conflict is perhaps the leading problem facing American foreign policy. Within this conflict are the rivalries of these two superpowers, aligned and/or allied with their respective blocs: Eastern Europe and the North Atlantic alliance, respectively, but also involving the liberation movements of the Third World and the conflicts within the Middle East, Africa, South Asia, and Latin America. The seminar will attempt to dissect to what extent these latter conflicts are part of the USSR-USA global conflict and to what extent they are the continuation and manifestation of imperialism, nationalism, colonialism and decolonization. The seminar will attempt to analyze the events and trends in the 1980s as they manifest themselves in the Soviet-American Conflict. The seminar aims to study in depth these questions, rather than to give a newscaster's superficial recitation of current events. The seminar has no final exam but the students will be graded on their participation in the seminar, on their few papers and on their written and oral research report. Each student will be expected to cover some one topic in depth, within the general framework of the seminar's subject: The Soviet-American Conflict. All students are expected to be current on the foreign policy questions discussed each day in the New York Times, and to read suggested articles for their research report in Foreign Affairs, Current History, Problems of Communism and International Affairs (Moscow) in English. (Ballis)
Section 002 – Blacks and Jews: Dialogue on Ethnic Identity. This course will explore a wide variety of questions on ethnic identity, focusing primarily on the experience of Blacks and Jews. Discussion will move from a study of individual case histories to an understanding of the experiences of minority groups as a whole, to a review of dominant historical issues for Jews and Blacks. Particular attention will be given to social issues such as socioeconomic status and educational opportunity. Dialogue among students in the class will be an essential component of the course and it is expected that students selecting the class will be prepared to openly, actively, and sensitively participate to further an understanding of the issues. A few short papers and a longer research paper will be required. Readings will be assigned from the following: Steinberg, The Ethnic Myth; Sowell, Ethnic American; Roiphe, Generation Without Memory; Carmichael & Hamilton, Black Power; Memmi, The Colonizer and the Colonized; Walker, The Color Purple; and others. The class is open to all students regardless of background. (Schoem)
202. Poetry for the Eye: Drawing and Painting. (3).
Poetry for the Eye: Drawing and Painting. This is a non-traditional art course of drawing and painting. The course bridges the gap between the technical emphasis of the Art School and the analytical emphasis of Art History. The general purpose is to make visual poetry to delight the eyes and the senses. The course encourages and develops creativity in Art and increases pleasure in the Museum of Art. Even totally inexperienced people have more talent than they would imagine. The course greatly increases that talent as the student personally experiences the problems and solves them, and becomes familiar with the museum's collections. The true basis of the course is St. Augustine's "We learn by doing." Instead of just looking, the student is taught to see like the artist who searches for deeper meaning, the design beneath the surface of Life. Instruction is a series of problems in (1) Design and Drawing,(2) Color as theory and practice, (3) Art History with the Art Museum as a source of knowledge and inspiration, (4) A Visual Dictionary of personal symbolic emotions, and (5) The Psychology of the Artist. A final problem, over the last four weeks, constitutes an exam, calling for understanding of all earlier material. Grades are given on the basis of a portfolio of daily classwork plus the final exam program. In the classroom four pieces of work are performed every day so that the portfolio contains 104 pieces of work. The student has studied about art but has also created art in abundance. The supplies are chosen so as to be easily mastered by the inexperienced: lead pencils, Magic Markers, colored paper. The text in Drawing Ideas of the Masters, Fredrick Malins – Ulrichs. My course is a practical experience for those whose specialty lies elsewhere but who feel the need of Art to complete their education and their lives. Course 202 demands perfect attendance and concentrated effort during the whole class session, not keeping up in either way will result in failing the course: the perfect attendance and concentrated effort are inflexible conditions for enrolling in the course. Any student whose purpose in education is in the amassing of grade points, instead of a life fulfilling experience, is advised not to take this course. (Prendergast)
210. Perspectives on Careers in Medicine and Health Care. (4). (Excl).
This seminar is designed for students who are considering a career is one of the health-related professions and who want to acquire perspectives to aid them in making a career decision. Health care professionals will visit the seminar and share with us their educational and professional experiences. We will become acquainted with prerequisites for professional schools and spend time with students enrolled in the schools of dentistry, medicine and public health. Following this we will spend time on problems of health care delivery before moving on to consider some of the ethical questions most closely related to health care; for example, we will discuss issues related to death and dying. All students will be expected to attend the one day Conference on Ethics and Humanism in Medicine held in March in Ann Arbor. In addition we will get a maximum exposure to a variety of service, research, and practice careers in the health professions. Students will be expected to respond in writing and in class discussions to our visitors, to the reading materials, and to films especially selected for the seminar. A course pack will be used in place of a text. Additional required reading includes On Death and Dying. All students will be expected to explore a possible career choice and report their findings in a term paper. All students will be responsible for taking definite steps toward the development of their own goals through a self-inventory of their values, skills and interests. Evaluation will be based on class attendance, class participation and completion of all assignments. All students must meet with the instructor three times during the term to discuss work in progress. (F. Zorn)
265. Values and Science. (4). (HU).
This course will introduce students to problems that involve science and values. During the term students will work with other students as a "commission" charged to investigate one specific science values problem. main course requirement is a term-paper/project/oral presentation on this topic. The weekly lectures and discussion will cover issues of general interest to the entire class: the limits of science, the complexities of public policy, the subjective nature of values, the role of the media, and so on. Term projects will be undertaken with the help of the main instructor (Steneck) and another faculty member who is an expert on some aspect of the topic being investigated. Possible topics include: the arms race, chemical dumps, the energy crisis, nuclear wastes, genetic engineering, environmental causes of disease, or other problems that brings into focus science-values conflicts. (Steneck)
310. Yugoslavia in the 1980's. (1). (Excl.).
This is a one-credit University Minicourse on contemporary Yugoslavia focusing on Yugoslavia's national cohesion and integration, its ties to the international economy and the global political system in the 1970s and 1980s. Scheduled to begin March 19, this Minicourse will present five lecturers, one seminar, and two discussion sections over a three week period in the evenings. Students will also be required to attend a film festival coinciding with the course. Grade will be based on lecture and class attendance, class participation, and a required paper. For further information, call Darlene Breitner, 764-0351. (Zimmerman, Bilandzic)
330. Nuclear Weapons and Nuclear War. Junior or senior standing. (3). (Excl).
History and development of nuclear weapons, potential consequences of nuclear war, the strategic arms race, deterrence theory, dangers of proliferation, prospects for arms control. Format: three weekly meetings, lecture, film, and small discussion groups. Primary references include: Office of Technology Assessment, The Effects of Nuclear War; Ground Zero, Nuclear War – What's in it for You? and What About the Russians – and Nuclear War; Harvard Study Group, Living with Nuclear Weapons, and selected journal articles. There will be occasional guest lecturers. There will be two quizzes plus a term paper. (Einhorn)
University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index
This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall
of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817
Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.