150. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (HU). May be repeated for
Section 00l: Tragedy and the Human Condition. The readings in the seminar will consist of primary materials, but there will be a few presentations of critical theories and interpretations at the beginning of the term. For our purposes the many theories of tragedy can be reduced to this simple characterization: Tragedy is a serious drama, a serious presentation by speech and action of some phase of human life. The seminar will consider tragedies from Aeschylus to Arthur Miller and will study them in order to demonstrate how the formulation above has been adapted, modified or challenged by dramatists. The seminar is not a lecture course and participants are expected to do most of the talking. There will be four written assignments, a midterm, and a final examination, both based on take-home study questions. Aeschylus, Oresteia; Sophocles, Oedipus the King; Euripides, Electra; The Phoenician Woman; The Bacchae; Aristophanes, The Frogs; Shakespeare, Macbeth; Othello; King Lear; Ibsen, Ghosts; Doll's House; O'Casey, Juno and the Paycock; Miller, Death of a Salesman. (O. Graf)
Section 002 – African Fiction. The reading and discussion of fiction written in English both by native Africans and by authors of European background. Africa as an unexplored and mysterious land, ripe for exploitation, Africa as a tribal culture, Africa as the setting for an urbanized bureaucratic semi-European culture, Africa as the scene of racial tension and confrontation – these are some of the views of Africa that emerge from a reading of the fiction which has been given its setting there. A tentative reading list includes Joseph Conrad, Heart of Darkness; Joyce Cary, Mr. Johnson; Chinua Achebe's, Things Fall Apart; Arrow of God; No Longer at Ease; and A Man of the People, Amos Tutuola's The Palm-Wine Drinkard; and Alan Paton's Cry the Beloved Country and Too Late the Phalarope. Students will be expected to write an occasional critical evaluation and to prepare written and oral reports on two writers not included in the above list. (A student of French might wish to explore the work of a French-speaking African). (Firebaugh)
Section 003 – Understanding and Enjoying Poetry. The "medium" of poetry is the words we use every day for all kinds of practical purposes, both in speaking and in writing. But while poetry is speech, a mode of communicating among men and women, it is speech of a special kind, and in it words are used, combined in such a way as to produce not simply a one-dimensional utilitarian statement like a telegram or a set of directions, but a complex work of art that communicates in many-sided, often very subtle ways. The aim of the seminar will be, not to survey the history of poetry, but rather, through class discussions of the relatively small number of poems assigned for each session, to help the student extend, and deepen, his/her appreciation of poetry, his/her sense of just what it is that poetry – or at least some poems for each of us, because tastes vary – has to offer. For a poem by Donne or Shakespeare or Keats, by Robert Lowell or Elizabeth Bishop – for all that it is so unassumingly available to us, simply for opening a book – deserves and rewards the same careful and informed attention we expect to give to the music of Mozart or Mahler, the painting of Titian or Rembrandt or Willem de Kooning, and it is only through a developing response to poems taken one at a time, and experienced as fully as possible, that a reader can come to understand the role played by poetry, in general, in the growth of any culture or civilization. Written work will consist of weekly exercises, at first short and focused on separable features of a poem and later calling for more fully rounded descriptive, critical analysis: practice in learning to say the kinds of things it is appropriate and helpful to say about poetry. Text: The Norton Anthology of Poetry, Third Edition (Complete Edition, not the Shorter Edition). (Barrows)
Section 004 – The Lost Generation – And After. The seminar will examine the relationship between the form of the short story and social change during the early part of the twentieth century. Alienation, disillusionment, expatriation, abandonment of the traditional plot structure, are a few of the ideas to be studied. Hemingway, Fitzgerald, Sherwood Anderson, Joyce, Chekhov are a few of the authors to be discussed. Creative writing germane to the course will be encouraged, and a term paper will be required. (Haugh)
Section 005 – Epic Literature. We will read Homer's Iliad (Richmond Lattimore translation) and Odyssey (Richmond Lattimore translation) and Vergil's Aeneid (Frank Copley translation). During the first half of the term we will read each of these three books carefully, discussing them in terms of form, dramatic action, character, historical context, and meaning. In the second half of the term we will work with all three books together, focusing our attention on the values argued in them and the relevance of those values to our present world. During these weeks the students will be responsible for leading our discussion. Each student will be asked to turn in a prospectus for his or her term paper by 21 March. Final papers (10-15 pp.) will be due on 11 April. (Hornback)
151. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (SS). May be repeated for
Section 001 – Blacks and Jews. Dialogue on Ethnic identity, focusing primarily on the experience of Blacks and Jews. Initially, the class will explore the unique concerns and perspectives of minority groups and individuals. Discussion will move to a review of dominant historical issues for Blacks and Jews including socio-economic, political and educational concerns. Special emphasis will be placed on Black-Jewish relations. Other topics such as integration and assimilation, inter-group and interpersonal relationships, will also be examined. 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, critically and sensitively participate to further an understanding of the issues. Extensive writing and reading will be required. There will be some guest speakers, films, and a simulation game as part of the instructional format. Students interested in this course must see David Schoem for an override. (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 for students who have not been accepted to a graduate program and are still considering a career in a health-related profession. It is designed to help them acquire perspectives which will enable them to make a career decision. Health care professionals visit the seminar and share their educational and professional experiences. Students become acquainted with prerequisites for professional schools and spend time with dental, medical, nursing and public health students. We spend time on problems of health care delivery before moving on to consider ethical questions closely related to health care. All students are expected to attend a one day conference on campus in March: Ethics and Humanism in Medicine. In addition, students get a maximum exposure to a variety of service, research, and practice careers in the health professions. Students are expected to respond in writing and in class to our visitors, to the reading materials, and to films. A course pack is used in place of a text. On Death and Dying by Kubler-Ross is required. All students are responsible for taking definite steps toward the development of their own goals through a self-inventory of their values, skills and interests. Evaluation is based on class attendance and participation and completion of all assignments. Students who wish to enroll in this course should leave a note for the instructor at 1025 Angell Hall. In the note include your name, address, telephone number, class (Fr, So, Jr, Sr) and your reason for wanting to take the course. Enrollment will be by override. (F. Zorn)
265. Values and Science. (4). (HU).
An introduction to ways of thinking critically about modern problems that involve both science and values. Lectures will provide background in the nature of science, values, decision making, and other key ingredients needed to reach responsible conclusions. Discussions will allow students to explore one special topic of particular interest in more detail. During the term students will work in small groups, called "commissions," charged with bringing in a final joint report on a particular problem. Possible topics include: the arms race, chemical dumps, the energy crisis, nuclear wastes, genetic engineering, environmental causes of disease, or other problems that bring into focus science-values conflicts. The final report and a lecture log book are the main requirements of the course. (Steneck)
440(335). Seminar in Peace Studies. Univ. Course 340 or permission of instructor. (3). (Excl).
This course is for students with some background in the study of peace and conflict, and is especially appropriate for those who are considering a career in social change or peace-related work. Students should gain from the course a critical understanding of peace organizations, and of the relationships between peace research and peace action. Students will work in research teams, each team studying a particular local peace organization, using interviews and observational methods. We will focus both on internal strength, assessing the internal dynamics that account for the growth or decline of a group, and on external effectiveness, analyzing the group's goals for the larger society, and the effectiveness of its strategies in reaching those goals. Readings will probably include Si Kahn's How People Get Power, Johan Galtung's "Violence, Peace, and Peace Research," and portions of Patricia Golden's The Research Experience. Assignments will include a portion of the team's analysis of a peace organization and a couple of shorter essays. Format will be mainly discussion and presentation of work-in-progress. (Reiff)
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.