Most RC courses are open to LSA students and may be used to meet distribution requirements.
334. Special Topics: The Making of the Multi-racial U.S. Working Class. (4). (SS).
Metaphors We Live By. "Metaphor is for most people a device of the poetic imagination and the rhetorical flourish a matter of extraordinary rather than ordinary language. Moreover, metaphor is typically viewed as characteristic of language alone, a matter of words rather than thought or action. For this reason, most people think they can get along perfectly well without metaphor. We have found, on the contrary, that metaphor is pervasive in everyday life, not just in language but in thought and action. Our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature." "The concepts that govern our thought are not just matters of the intellect. They also govern our everyday functioning, down to the most mundane details. Our concepts structure what we perceive, how we get around in the world, and how we relate to other people. Our conceptual system thus plays a central role in defining our everyday realities. If we are right in suggesting that our conceptual system is largely metaphorical, then the way we think, what we experience, and what we do every day is very much a matter of metaphor." from Lakoff and Johnson, Metaphors We Live By. Other texts for this seminar include: Lewis Thomas, Lives of a Cell, and The Medusa and the Snail; David Antin, Talking at the Boundaries; Tom Robbins, Even Cowgirls Get the Blues; Elias Canetti, Earwitness; and Dwight Bolinger, Language: The Loaded Weapon. Assignments include class discussion (including computer conferencing), ten short themes at weekly intervals, constituting a journal, and a term research paper. (Lawlor)
190. Intensive French I. No credit granted to those who have completed French 100, 101, 102, or 103. (8). (FL).
Intensive courses meet twice a day in lecture and discussion, four days a week. Students may also become involved in language lunch tables, coffee hours, and other social events. There is a language laboratory in the College, and the language teachers are available for advising and additional help. If a student begins a new language, proficiency is normally attained in one year through the Residential College program. The goal of this course is to provide the student with a basic but solid knowledge of grammatical structures and syntax, a functional vocabulary, a familiarity with intonation patterns and native pronunciation, and practice in speaking and writing. Upon completion of this course the student can understand simplified written texts or short spoken passages without the aid of a dictionary, and carry on a short, elementary conversation. (Carduner)
191, 194. For information on these intensive language courses (191: German; 194: Spanish) see description for 190 (above).
290. Intensive French II. Core 190. No credit granted to those who have completed French 230, 231, or 232. (8). (FL).
The goal of this course is to expand vocabulary and mastery of grammatical structures and syntax to the level of competency required to pass the Proficiency Exam. This entails communication with some ease in speaking and in writing with a native speaker and understanding the content of a text of a non-technical nature (written and spoken), and presenting a general (non-literary) interest. (Carduner)
291, 293, 294. For information on these intensive language courses (291: German; 293: Russian; 294: Spanish) see description for 290 (above).
320. Seminaire en français. Proficiency test. (4). (HU).
May be repeated for credit.
Section 001 La France des Jeunes. (Carduner)
Section 002 French on Stage. (Danan)
321. Readings in German. Proficiency test. (4). (HU). May be repeated
Section 001. The course will concentrate on selected writings by major German authors of the twentieth century, including Kafka, Mann, Boll, Kaschnitz, Aichinger, Wolf, Schubert, and others. There will be occasional discussion of themes and topics of current interest extracted from newspapers and elsewhere. We will aim at increasing comprehension both of the poetic voice and of the language of daily life. Although there will be review of basic grammar when necessary, our linguistic focus will be on stylistics and grammatical nuance as we react to and analyze the various texts. Class will be devoted primarily to discussion, in which students are expected to teach each other through their responses to the readings as well as through prepared oral presentations and correction of each other's work. Course requirements include at least one oral presentation, approximately one short essay per week, hourly and final exams. Students will also prepare a final research paper, for which they will select a topic early in the term and will utilize reference works and sources available in the library throughout the term. (Fries)
Section 002 Twentieth Century Swiss Theatre. In this course, students will learn about the theatre tradition out of which Friedrich Durrenmatt and Max Frisch grew. In addition to studying major plays and reading reviews of major performances, students will read essays and speeches by selected modern playwrights. The latter part of the course will focus on the analysis and the student production of Frisch's Biedermann und die Brandstifter. Each student will be involved with the technical aspects of the production and/or performance in one of the roles. Students will be expected to participate actively in class discussion, present oral reports, act out scenes from readings, write essays and prepare one longer research paper due toward the end of the term. (Shier)
324. Readings in Spanish. Proficiency test. (4). (HU). May be
repeated for credit.
Section 001 The Environment and Us. In this class the student will have the opportunity to use Spanish in order to discuss the most important problems affecting the environment. (1) Basic concepts of Biology and Ecology. (2) How the human being transforms the environment. (a) Nuclear energy, possibilities and limitations. (b) Problems of pollution in the United States. (c) Deforestation and its environmental and social impact. The importance of tropical forests. (d) Population. Is the world overpopulated? (e) Hunger in the world. (f) Basic concepts about nutrition. (g) Adaptation to the environment in different societies. (3) The influence of the environment. (a) The myth about intelligence. (b) Race and intelligence. Analysis of some general beliefs. (c) Sexism. What determines sex roles in society? (Babbar)
Section 002 Theatre of Disenchantment. The class will focus on several plays written during the last years of Franco's dictatorship and they will be represented during classes in order to discuss the themes that they present. To the reading of such plays we will add different essays and articles that, together with class explanations, will clarify and define for students the social and cultural context in which such plays were written. (Velazquez)
286. Sculpture. (4). (Excl).
Developing familiarity with two and three dimensional visual concepts through the use of fiber/textile media. Lectures, discussion, preliminary studies and critiques will assist in gaining technical proficiency and resolving aesthetic issues in several projects. Emphasis will be on individual artistic expression. The understanding and mastery of techniques such as feltmaking, weaving and fabric printing will be applied in the work. Characteristics of fiber/textile materials will be explored, and students will be encouraged to experiment with a wide variety of contemporary materials and techniques, as well as the more conventional. Exposure to traditional and contemporary textile/fiber artworks, through slides and actual pieces, will provide a context for class projects. Studies, four finished pieces, discussion, use of the lab outside class time, and attendance will be the basis of student evaluation. (Savageau)
287. Printmaking. (4). (Excl). Materials fee.
Developing an understanding of the art of printmaking through lectures, demonstrations, practical studio experience, examples, and individual and group discussions. The course will focus on creating original prints, exploring images, visual ideas, and the possibilities of self-expression. Emphasis will be placed on linoleum cut, wood-block, and silk-screen techniques. Field trips to several area museums will be part of the class experience. Approximately eight projects will be assigned. A sketchbook/notebook is required. Class attendance is mandatory, as well as lab time spent outside the scheduled class period. There will be a studio lab fee. (Cressman)
289. Ceramics. (4). (Excl). Materials fee.
This course presents basic problems in forming clay, both throwing and handbuilding techniques, testing, preparing, and applying glazes, stacking and firing kilns, and operating a ceramics studio. The student is required to participate in the complete process: the assumption of studio responsibilities and regular class attendance are mandatory. The theory, practice, and history of ceramics are integral parts of this study and are used to encourage individual sensitivity to the material. There will be a studio fee. (Crowell)
385. Interdisciplinary Photographic Applications. Arts 285 or the equivalent or permission of instructor. (4). (Excl).
An advanced course in photography requiring the application of the medium to problems or ideas in another discipline of the student's choosing. Research into the possibilities for the proposed interdisciplinary work plus actual image production in that area will constitute the bulk of the course work. Existing student skills as well as newly introduced ones will be employed, depending upon the particular problems to be approached. Close consultation with the instructor and other students in both laboratory and seminar sessions will be practiced. Simultaneous consultation with resource persons in the area of the student's second discipline will be employed when pertinent. Prerequisite: Arts 285 or equivalent or permission of instructor. (Hannum)
257. Visual Sources. (4). (HU).
"All perceiving is also thinking, all reasoning is also intuition, all observation is also invention," (Rudolf Arnheim). This course encourages you to exercise the intelligence of your eye. In addition to developing a deeper understanding of the visual arts, our goal is to gain a fuller awareness of the extent to which visual influences affect the quality of our lives. The structure of the course is essentially twofold: first we will probe the dynamics of the viewing process; secondly, we will put this process into practice by confronting the visual directly in the studio, the museum, and the environment at large. Here focus will shift to the special character of each medium, ranging from architecture to the graphic arts, from painting to film and video. Readings will reflect a broad spectrum of the visual arts, as well as a broad spectrum of approaches to the visual - approaches as diverse as John Berger's Ways of Seeing; Rudolf Arnheim's Art and Visual Perception, and Italo Calvino's Mr. Palomar. Assignments will vary from formal analysis to a more freely explorative journal. No previous experience in the visual arts is expected; the course is intended for anyone who wants to become more visually literate. (Kleinfelder)
312/Slavic 312. Central European Cinema. A knowledge of Russian is not required. (3). (HU).
See Slavic 312. (Eagle)
363/Phil. 363. Philosophical Bases of Communism, Fascism, and Democracy. One Philosophy Introduction. (4). (HU).
In this course the three major political philosophies of the 20th century will be examined in series. Students will read philosophical works ranging from early classical accounts of each system to contemporary criticisms and defenses of each. The aims will be: to provide a full and fair statement of important, conflicting political philosophies, to promote deeper understanding of them, and to encourage independent, critical judgment in this sphere. (Cohen)
455. Film Studies and the Arts. Hums. 290, 291, or 255, or permission
of instructor. (4). (HU).
The Good, and the Overrated and Underappreciated: Film Criticism. We are going to examine a variety of interesting films (at the rate of approximately one a week), each of which raises a different critical problem, e.g., "Is the seeming simplicity and formulaic predictability of the Western a positive or negative feature?" "What is filmic?" "How is it possible for two people who have seen the same film at the same time to judge it so differently?" Our goal will not only be to raise these problems and to come to a full understanding of each film's form and content, but to develop criteria for judging films. We will, as well, read film criticism, theory, and reviews by such writers as Norman Holland, Pauline Kael, Dudley Andrews, Michael Wood, Leo Braudy. (H. Cohen)
457. Video Production Seminar: Fiction, Fantasy, Fairy Tale. Film-Video 200 or permission of instructor. (4). (HU).
An advanced media-production seminar: members of the seminar MUST have studied Film Video 301(201) and should have background in video, film or photography. Students begin the term with the production of a group videotape: the remainder of the term is spent in the development and production of an individual, carefully scripted project. Writing is a central requirement of this course: a proposal for the individual project, a preliminary script, a working script, and a final paper with descriptive script attached. The final videotapes will be juried. Films are also included in the jurying. (Morris)
472. Arts and Ideas Senior Seminar. (4). (HU).
The History and Ideas of Modernism in the Visual Arts. The seminar will examine the history of avant-garde art beginning with Courbet and Monet in mid-19th century Paris and concluding with American abstract painting and sculpture since 1945. The seminar will focus on the ways that our understanding of that history is shaped by the critical accounts that are given of it. "Modernism," we will discover, is as much a product of writing as of studio practice. How do the two connect? Texts: Clement Greenberg, Art and Culture; T.J. Clark, The Painting of Modern Life; F. Frascina & C. Harrison, Modern Art and Modernism, and F. Frascina, Pollock and After: The Critical Debate. (Crow)
475/Chinese 475/Hist. of Art 487/Asian Studies 475/Philosophy 475. The Arts and Letters of China. (4). (HU).
See Chinese 475. (Feuerwerker)
215. Poetry. (4). (HU).
This course teaches you how to read carefully. It deals with poetry because poetry is very dense (complicated). In learning to read and, I hope, to enjoy poetry you will also be improving your ability to read other kinds of writing such as novels, law texts, etc. This is a good course to take relatively early in your college career. The method is one of taking apart and putting together. Taking apart (analysis) calls for you to learn some of the terms critics use to isolate parts of poems. You can expect to learn about such things as metre, rhythm, diction, tone, imagery, poetic form, etc. The putting together will be of two sorts. You will be asked to do interpretations; that is, to say what you take poems to mean. You will also be asked to complete poems with missing parts, and later to write some poems yourself. The purpose of these exercises is to provide a balance for the analytic parts of the course and to give you a feeling for how poems are made. At the start we will read a few modern poems very slowly and carefully, while learning a basic vocabulary of critical terms. Most of our time will go to reading typical poems by English and American poets of the last four hundred years. The final two or three weeks will be taken up with extensive reading of a single poet, probably Robert Frost or Thomas Hardy. There will be four or five short papers and numerous in-class exercises. DON'T TAKE THIS COURSE IF YOU ARE NOT WILLING TO COME TO EVERY CLASS. (W. Clark)
310. Medieval Sources of Modern Culture. Sophomore standing or
permission of instructor. (4). (HU).
Quest and Confession. This interdisciplinary course is an introduction to the literature and visual arts of the Middle Ages by means of a selection of works drawn from the whole period between the Late Roman Empire and the early Renaissance. Each work will be studied in and of itself, to hone and polish our skills of literary and visual analysis. In addition, we will trace the development of two organizing structures: the Confession and the Quest. The first will lead us into considerations of how the inner life of the individual was represented in medieval art. What strategies of language or of image were used to uncover this hidden life? How do artists represent an "inner world"? The second structure, that of the quest, will take us into a study of narrative pattern. How does the writer or artist take us "there and back again"? Through what landscape do we pass? What is the map unfolded by the medieval artist as he or she embarks upon the mysterious journey? Readings will include Apuleius, The Golden Ass; St. Augustine, The Confessions: Beowulf; Hildegard von Bingen, Songs and Sequences; Marie de France, Lais; Giovanni Boccaccio, The Decameron; Calkins, Monuments of Medieval Art. (Sowers)
318. Critical Approaches to Literature. (4). (HU).
Psychoanalysis, Literature and the Visual Arts. This course will address the problem of the psychoanalytic interpretation of literature and the visual arts. We will base our study on selected works by Sigmund Freud and his most provocative recent interpreter, Jacques Lacan. What can readers of texts and images learn from a Freudian analysis of dreams, free association, and parapraxis? What can the analytic situation itself, the field of transference, tell us about the situation of the reader or viewer? Does a text or an image have an unconscious? How do we know? If it does, how can we disclose its presence, discover the direction of its warp? Finally, can psychoanalytic theory enable us to find a common ground between literature and the visual arts? Can we discover in the halting voice and in the marked hand a deep link between the vision and the word? Syllabus will include Sigmund Freud, The Wolfman; Ivan Turgenev, First Love; Freud, Dora: an Analysis of a Case of Hysteria; Charlotte Brontë, Wuthering Heights; Freud, Beyond the Pleasure Principle; Djuna Barnes, Nightwood; Jacques Lacan, Speech and Language in Psychoanalysis; Mary Kelly, Post-partum Document; William Shakespeare, A Midsummer Night's Dream. (Sowers)
410. Upperclass Literature Seminar. (4). (HU). May be repeated
Section 001 Outsider, Outcast, Outlaw: The View from Beyond the Pale. We are going to study books and films that present lives and attitudes that a large segment of society the bourgeoisie, the quiet or moral majority - call it what you will, regards as skewed, objectionable, subversive, even criminal, but which, in fact put us in closer touch with reality than do more conventional and generally approved works and attitudes. The list of works to choose from is inexhaustible: Melville's "Bartleby, the Scrivner"; Hawthorne's "The Minister's Black Veil"; The Grettissaga; Bergman's Persona; Kafka's "The Hunger Artist"; Fugard's Master Harold and the Boys; Frisch's Man of the Holocene; Kundera's The Book of Laughter and Forgetting; Gide's The Counterfeitors; K.A. Porter's "Holiday"; Olsen's "Tell Me a Riddle"; Malle's Pretty Baby; Buuel's The Discreet Charm of the Bourgeoisie; West's Miss Lonelyhearts, and Kosinski's The Painted Bird. (H. Cohen)
Section 002 The Western Mind in Revolution: Six Reinterpretations of the Human Condition. This course will treat six major reinterpretations of the human condition from the sixteenth to the twentieth centuries generated by intellectual revolutions in astronomy (Copernicus: the heliocentric theory), theology (Luther: the Reformation), biology (Darwin: evolution of the species), sociology (Marx: Communism), Psychology (Freud: psychoanalysis), and physics (Einstein: the theory of relativity). All six reinterpretations initiated a profound revaluation of Western man's concept of himself as well as a reassessment of the nature and function of his political and social institutions. Since each of these revolutions arose in direct opposition to some of the most central and firmly accepted doctrines of their respective ages, we will study: (1) how each thinker perceived the particular "truth" he sought to communicate; (2) the problems entailed in expressing and communicating these truths; (3) the traumatic nature of the psychological upheaval caused by these cataclysmic transitions from the past to the future both on the personal and cultural level. If the function of humanistic education is to enable the individual to see where he stands in today's maelstrom of conflicting intellectual and cultural currents, it is first necessary to see where others have stood and what positions were abandoned. The emphasis of this course will not be upon truths finally revealed or upon problems forever abandoned, but rather upon certain quite definite perspectives that, arising out of definite historical contexts, at once solved a few often technical problems within a specialized discipline while unexpectedly creating many new ones for Western culture as a whole. Texts: Copernicus, On the Revolution of the Heavenly Bodies (1543); Luther, Appeal to the Christian Nobility of the German Nation (1520); Of the Liberty of a Christian Man (1520); Darwin, The Origin of Species by Means of Natural Selection (1859); Marx, Economic and Philosophical Manuscripts (1844); Das Kapital (1867, 1885, 1894); Freud, The Interpretation of Dreams (1900); Three Essays on the Theory of Sexuality (l905); and Einstein, Relativity, the Special and the General Theory: A Popular Exposition (1921). Three one-hour examinations. (Peters)
417/MARC 417. Epic and Saga. (4). (HU).
Epic in its Musical Setting. This course examines the texts (in English translation) and the music of five epic traditions from diverse cultures: The Kalevala, Finland; The Ballads of Marko Kraljevic, Yugoslavia; Sundiata, Mali; The Gasumbi Epic, Philippines; and The Ramayana as adapted to Indonesian drama. The five, three of whose texts as well as music are field-recorded, embody ideas of epic broader than the Greek mold and open for us new questions of the relation of text to living performance. We examine the performer/composer's technique in light of his or her other oral performances or other closely related narratives. We consider ways to approach meaning and literary values in a culture new to us; adding cultural and religious background we explore the potential insights and hazards of structural and oral-traditional interpretation. (Clark and Becker)
452/Russian 452. Survey of Russian Literature. A knowledge of Russian is not required. (3). (HU).
See Russian 452. (Makin)
220. Narration. Permission of instructor. (4). (HU).
Suggested assignment: 1250 words of prose fiction every two weeks. The class meets as a group up to two hours per week. Collections of short fiction and short novels by established writers are read and discussed. Every student meets privately with the instructor each week. (Hecht)
221. The Writing of Poetry. Permission of instructor. (4). (HU).
The amount of poetry each student is required to submit is determined by the instructor. The class meets three hours per week as a group. Students' poems are presented to the class for appraisal and criticism. In addition, each student receives private criticism from the instructor every week. Contemporary poetry is read and discussed in class for style. Students are organized into small groups that meet weekly. (Mikolowski)
222. Writing for Children and Young Adults. (4). (HU).
Individualized instruction, group discussions and readings aim at the development of original story ideas and the perfection of narrative techniques relevant to the authorship of children's books. Preliminary assignments - picture book, folklore-narrative, and media prepare each student for a self-directed final project. No prerequisites; however, a thorough reading background in children's books or the willingness to compensate for its lack is presumed. Please do not take this course expecting "lectures" about children's books or child development. This is a writing course emphasizing story-writing skills and aesthetics. (Balducci)
320. Advanced Narration. Hums. 220 and permission of instructor. (4). (HU).
This course is designed for writers of longer fiction who can benefit from instruction and peer feedback. Three 15-20 page short stories or three 20-25 page segments of longer works are due at evenly spaced intervals during the term. Everyone in the class reads everything submitted. The class meets three times a term, as a workshop, to discuss everyone's work. Each student meets with the instructor each week for private discussion of work both completed and in progress. Enrollment is limited to a maximum of six students, usually students who have completed narration and/or tutorials. Permission of instructor is required. (Hecht)
325. Creative Writing Tutorial. Hums. 221 or 320, and permission of instructor. (4). (HU).
Tutorial allow students whose writing has attained a high degree of sophistication to work in an extended project under close supervision. Tutorials also provide an opportunity for students who want to write, no matter how sophisticated their work, to have their efforts recognized both with constructive criticism and academic credit. Reading may or may not be assigned, depending upon the background needs of the individual student. Tutorial students meet privately with the instructor each week. Permission of instructor is required. (Hecht, Mikolowski, Balducci)
326. Creative Writing Tutorial. Hums. 221 or 320, and permission of instructor. (4). (HU).
See 325. (Hecht, Mikolowski, Balducci)
425. Creative Writing Tutorial. Permission of instructor. (4). (HU).
See 325. (Hecht, Mikolowski, Balducci)
426. Creative Writing Tutorial. Permission of instructor. (4). (HU).
See 325. (Hecht, Mikolowski, Balducci)
280/English 245/Theatre 211. Introduction to Drama and Theatre. (4). (HU).
See English 245. (Nightingale)
381. Shakespeare on the Stage. Hums. 280 or permission of instructor. (4). (HU).
This course serves not only as an introduction to the study of drama as an art form. Emphasis is placed on the study of Shakespeare's plays as performed events. Students will read, discuss, analyze, and demonstrate outstanding scenes from ten major plays in order to discover how Shakespeare's drama communicates its meaning to an audience in a theatre. Other topics will include the conventions and conditions of the Elizabethan stage, the shape of Shakespeare's career as a whole, modern interpretations of the Bard, and the historical, philosophical and social contexts of Shakespearean drama. The reading list, representing tragedies, comedies, histories, and the so-called "problem plays," will include: Comedy of Errors, A Midsummer-Night's Dream, Richard II, Henry IV, Parts I and II, Macbeth, Antony and Cleopatra, King Lear, Timon of Athens; The Tempest. (Walsh)
389. The Modern Theatre. Hums. 280 or permission of instructor.
(4). (HU). May be repeated for credit.
Modern American Drama. This course will survey American life, liberty and the pursuit of happiness as it is reflected on the stage. It will be divided into three units. A brief introductory section will examine the American Theatrical tradition from its origins in Federalist comedy of manners to frontier farce, racist melodrama and Eugene O'Neil's flirtation with European Expressionism. The second section will comprise a detailed study and exploration of the three great American domestic tragedies: Arthur Miller's Death of a Salesman; O'Neil's Long Days Journey into Night, and Tennessee Williams' Streetcar Named Desire. The third and concluding section will pursue themes so far encountered in the absurdist and post-modern playwrights of the 60's, 70's, and 80's particularly Albee, Bullins and Baraka, and Sam Sheperd. Dramatic analysis and experimentation will be measured by scene work, discussion, quizzes, short papers and theatre-going assignments. (Brown)
481. Play Production Seminar. (4). (HU).
Section 001- Twentieth Century Swiss Theatre. For description, see RC Core 321.002. (Walsh and Shier)
484. Seminar in Drama Topics. Upperclass standing, Hums. 280, and three 300 or 400 level drama courses, or the equivalent, or permission
of instructor. (4). (HU). May be repeated for credit.
Workshop in Early Farce & Commedia dell'arte. This course will approach the Italian commedia dell'arte of the sixteenth and seventeenth centuries through the vernacular popular comedies of medieval and early Renaissance Europe. Work with the French farce and sottie; the German Fastnachtspiel (Carnival play); the Spanish pasos and entremeses; and the Elizabethan "jig" and "droll" will lead to a full-scale workshop in commedia techniques which will involve working with authentic masks and props and a sixteenth century scenario (by Domenico Scala) and lists of lazzi (comic bits). We will be primarily interested in the "archaeological reconstruction" of physical comedy. Excursions will be made into the Japanese kyogen and Sanskrit farce for comparative purposes. (Walsh)
250. Chamber Music. (1). (Excl). Offered mandatory credit/no credit.
All students who are interested in participating in small vocal and instrumental ensembles can enroll for one hour of credit. Ensembles have included: madrigal singers (meeting time has been M &/or T 6-7:30); mixed ensembles of strings and winds (meeting M &/or T 7:30-9:00); brass quintet; intermediate recorder ensemble; string quartet; woodwind quintet; and some other duos and trios. Responsibilities include 3-4 hours of rehearsal time per week (some individual and some group rehearsal) and participation in one or more chamber music concerts per term, if appropriate. (J. Heirich)
253. Choral Ensemble. (1). (Excl). Offered mandatory credit/no credit.
The Residential College Singers is a choral ensemble open to any interested member of the University community, including but not limited to Residential College students, CEW students, and residents of East Quad. The class focuses on improving singing and music reading skills, interpreting choral works, and preparing music for performance. The course may be elected each term for credit and will satisfy the arts practicum requirement. Grades are not given; credit is based primarily on regularity of attendance. No audition or prerequisites are necessary. (Schrock)
254. The Human Voice as An Acoustical Instrument. (4). (HU).
This course is open to any student who wants to develop the vocal instrument for speech and/or singing. All persons who want to speak and sing comfortably and to keep a voice healthy need the same basic vocal technique. This course is directed toward singers with some and with no previous training, speech and drama students, and actors. The course has two dimensions: (1) practical training of the mind (through exercises and songs) teaches control of the vocal mechanism for acoustically correct singing. (2) The study of acoustic and physiological principles enables us to understand what is going on, in so far as is known at the present time. Class will meet as a whole on Monday and Friday and will break up into small groups on Wednesday. Students should reserve all six hours until a definite Wednesday schedule is arranged. (Heirich)
350. Special Topics. (1). (Excl). Offered mandatory credit/no credit.
May be repeated for a total of 6 credits.
Section 001 Health and Lifestyle. This particular topic of Health and Lifestyle may not be repeated for credit. This is a one credit short course consisting of six two-hour seminars exploring concepts of health promotion and personal responsibility for health. The course will cover subjects including: how people make decisions about their health, effective strategies for changing health-related behaviors, identification of areas in which individuals can take charge of treating illnesses, and specific health topics such as stress, nutrition, exercise, alcohol, and smoking. The course focus will be aimed toward students interested in changing personal health habits as well as those who may be considering health-related careers. The course will meet January 12 through February 16. (Sarris)
Section 002 Preparing for Peace in the Nuclear Age. The purpose of the course will be to focus on the personal rather than on the diplomatic issues that will arise in the event of international agreement for nuclear arms reduction and ultimately nuclear disarmament. The agreement will inevitably call for nuclear warhead dismantling, the disposal of the nuclear explosive, namely bomb-grade plutonium, from the dismantled bombs, and the processing of high-level radioactive wastes. Such processes will raise the issues of NIMBY-ism (Not-In-My-Back-Yard), which unless dealt with properly in advance, could negate the peace-making efforts. One way to avert adverse public reaction would be to discuss the beneficial uses of high-level radioactive wastes. One example is materials for catalytic converters; at present the critical materials come from South Africa. Another is radiation treatment of sewage as an alternative to chlorination, which has become an environmental issue because of the production of carcinogenic organo-chlorides. The anticipated issues will also be compared to those that the U.S. Army now faces in its efforts to dismantle and incinerate obsolete poison-gas bombs. This is a short course which will meet each Tuesday and Thursday beginning January 13 through February 19. (Kikuchi)
Section 003. This course will survey areas of growth and stress for college age individuals from several perspectives with an emphasis on theories of life span development. "Life tasks" or areas of mastery for the young adult that may be particularly vulnerable to disturbance will be explored. Topics may include: Intimacy and Relationship Competence; Substance Use/Misuse in Early Adulthood; Eating Disorders and Distortions of Self Perception; Depression, Anxiety, and Self-Reliance; and Autonomy and Goal Setting. In addition to readings, discussion, and guest presentations the course will require the use of thought journals, a final paper, and participation in the design of a class proposal for specific developmental support services for students. Selected sections of the following readings will be assigned: Ruther, Izard & Read, Depression in Young People; Chickering, A.W. et al, The Modern American College; Erikson, E., Identity: Youth and Crisis; Feldman, K.A. & Newcomb, T.M., The Impact of College on Students. Class will meet Wednesdays beginning February 4 through April 22. (Hassinger)
430. Perspectives on High Technology Society. Upperclass standing. (4). (Excl).
Section 001 Women and Science. This seminar will explore the complex relationship between women and the sciences, particularly in the United States. Women's participation in the scientific, engineering, and medical fields will be examined within the context of prevailing cultural values and the historical development of science as an institution. The contributions and lives of individual scientists will be studied to gain insight into the dynamics of work, professionalization, and lifestyle for scientists who are women. The goal of the seminar is to promote an understanding of the contributions of women scientists as well as the institutional structures of science. We will look to the historical record, the personal experiences of women themselves, and the new feminist analysis of science for insights into the factors, attitudes, and social structures that have shaped the nature of science and the roles of its practitioners. Requirements include three short papers, a research paper and seminar presentation, and a final essay exam. Intended for students who are interested in science, in women and work, and in the gender associations that have shaped the language of science and the development of scientific ideology. (Sloat)
260. Science and Societal Issues: The Immune System. Introductory
science course or permission of instructor. (4). (NS).
New Reproductive Technologies. This course will examine several facets of a number of new reproductive technologies: artificial insemination by sperm from partner of anonymous donor; in vitro fertilization, including fertilization of "donor eggs"; embryo transfer and embryo freezing; surrogate motherhood, abortion, sex determination, and ectogenesis ("artificial wombs"). Each of these technologies will be examined from four perspectives: feminist, that of the medical/scientific community, legal, and ethical. The feminist argument that women are being used by the male medical system to develop technologies which will further denigrate the position of women in society will be presented. Original research reports and articles addressing ethical problems from a medical/scientific viewpoint will be considered. Proposed and actual legislation will be examined. A thorough understanding of the underlying biology of reproduction will be developed, including the hormonal control of reproductive cycles, ovulation, fertilization, embryo formation, placental function and pregnancy. A knowledge of how these technologies work, and how they are performed, will form the foundation for an examination of their ethical, legal, and social implications. Students will be challenged to thoroughly examine a wide variety of opinions (including their own) thoughtfully and critically. A background in biology is not necessary, but will be helpful. (Thorson)
261. Cosmology I. (4). (NS).
This course will acquaint the students with up-to-date results and speculations concerning the origin of the universe; its development by rapid expansion; the formation of stars and planets; the nature of galaxies and quasars, radio, infrared, and x-ray sources. The evolution and death of stars, ending as dwarf stars, neutron stars or pulsars, or perhaps as black holes will also be covered. The rebirth of new stars and planets, many containing infinite expansion or cessation of expansion, then collapse to a singularity or black hole, perhaps rebirth in another cycle of existence, repeated forever, will be described. (Haddock)
342. Quantum Mechanics and Relativity from an Historical and Philosophical Perspective. A college-level course in math or physical science. (4). (NS).
Quantum Mechanics, the atomic theory of the structures and behavior of matter, has had far-reaching influences on technological and scientific developments since its acceptance over fifty years ago. Without it, we would not have discovered such wonders as the double helix of DNA nor experienced such horrors as the atomic bomb. Yet underlying the elegant mathematical equations of quantum theory are concepts so counter to our intuitive perception of the world that Bohr and Heisenberg spent a decade developing an interpretation they could accept, while Einstein could never become fully reconciled with it. In this course, we will examine the developments of quantum theory beginning with the discovery of subatomic particles just prior to 1900. We will approach the study from three perspectives: the personal views of some of the major participants; the philosophical aspects how our most recent views of the universe have been influenced; the societal aspects the effects on technology and our daily lives. (Haddy)
343. Scientific Change. Any introductory science course or permission of instructor. (4). (NS).
This course examines the revolution in the nature of science that has occurred since the publication of Thomas Khun's Structure of Scientific Revolutions in 1962. Particular attention is given to recent work by historians, sociologists and feminist theorists of science according to which science is shaped as much by society and culture as by nature. Collectively, these studies have powerfully challenged the traditional empiricist view of science, according to which science is a cumulative form of knowledge, firmly based on the results of unbiased observation of nature. In contrast to the traditional empiricism, this recent work has sought to establish the essential roles of society and culture in the development of science. The course examines some leading examples of these challenges to empiricism, and their implications for the objectivity and rationality of science, and the responsibility of the scientist. (Wright)
202/Hist. 202. The Twentieth Century:
A Global View (4). (SS).
The World in the Twentieth Century. This course offers an introduction to the dynamics of twentieth century global development. It proceeds from the assumption that the period between the 1890's and the 1970's constitutes a single historical epoch which is best comprehended from a global perspective. It thus attempts an historical treatment of the basic social, economic, and political processes that have shaped our world within a global framework of analysis. We do not deal with headlines or current events, as such, nor do we take up the specialized problems of area studies or regional historiographies. Rather we focus on the trajectories of development in the two dominant, often rival systems of world order that have been deployed by the west in this century imperialism and corporatism and on the patterns of collaboration, evasion, and resistance that have characterized the response of dominated peoples throughout the world, both in the west and in non-western societies. We are interested in the changing political and economic formations of industrial and colonial societies and in the kind of social transformations and cultural renewal that these foster. In the process, we seek to understand the fundamental paradox of our time a world increasingly integrated and made one by a global technostructure of production and exchange and at the same time becoming increasingly disparate and culturally unable to comprehend foundation for world history in the late twentieth century. The course involves two lectures and a section meeting each week. There are three papers and a rather heavy reading load. No previous background required. (Bright)
260. Sources of Social Science Theory. (4). (SS).
Social Science 260 will closely examine selected works of several classic social science thinkers Karl Marx, Ruth Benedict, Max Weber, Emile Durkheim, and Sigmund Freud. We shall preface our reading of these works with a brief historical overview of some important historical events, the French Revolution and the Industrial Revolution. Our purpose will be two-fold: first, to understand in some depth the specific way in which each thinker views the world; second, to develop a general understanding of human beings as social and historical creatures. The class will emphasize discussion, group presentations, and individual writing. Particular attention will be paid to developing the ability to analyze critically the ideas of each of these thinkers. Readings include Weber's The Protestant Ethic and the Spirit of Capitalism; Durkheim's Suicide, and selections from Freud; K. Marx, Capital vol. 1; Benedict's Patterns of Culture. (Heirich)
290. Social Science Basic Seminar. (4). (Excl).
This seminar is designed for students especially sophomores who are seriously considering a social science major in the Residential College. The seminar is a requirement in the social science program. Its purpose is to prepare students to pursue a concentration program in the social sciences at the RC Seminar sessions will introduce the RC Social Science faculty to students and teach them how to turn general interests into problems that can be investigated systematically. Early on students will begin working on their own with faculty whose interests match theirs in order to complete the principle goal of the seminar: by the end of the term, each student will be expected to design a coherent program of study for the undergraduate major. (Cooper)
310/Geography 310. Food, Population, and Energy. Sophomore standing or permission of instructor. (4). (SS).
This course will consider, at the global scale, the policy implications of the clear technological alternatives for managing population, food, and energy which have emerged in the past fifteen years. We will examine these alternatives for their benefits, disadvantages, efficiency and effectiveness as well as for their social implications. We will study the policy dilemmas raised by rapid population growth and the different mixes of population control techniques which have been used to attempt to control growth. In studying food, we will focus on different approaches to eliminating hunger and famine, from relying on multinational controlled international trade in food stuffs to preserving the family farm and self-sufficient production. As for energy, we will analyze the differences between relying on mining non-renewable fuel deposits, and developing renewable energy resources such as sun, wind, and water. We all have varying ideologically based opinions on these issues, which we will have the chance to consider and discuss through a computer conference. Readings will be drawn from a variety of sources: journal articles, government documents, media coverage, scholarly books. Two short research papers as well as a longer research paper linking food, population, and energy issues in a particular world region will be required. (Larimore)
352/Anthro. 352. Social Perspectives: Cross Cultural Study of Women. One social science course or permission of instructor. (4). (SS).
Section 001 The Latina. TaughtIn Winter Term, 1987, this course is jointly offered with American Culture 410.003. (Moya-Raggio)
353. Dealing with the Past: The Third Reich and U.S. Involvement in Vietnam. Sophomore standing or permission of instructor. (4). (SS).
"We can no longer afford to take that which was good in the past and call it our heritage, to discard the bad and simply think of it as a dead load which by itself time will bury in oblivion" (Hannah Arandt). Both Germany and the U.S. have had to come to terms with national trauma. This course investigates the nature of the trauma and each country's respective adjustment. The course is organized around an analysis of Nazi Germany and the U.S. involvement in Vietnam. Major topics include the following: U.S. and German orientations toward the past; the character of totalitarian Germany vs. the nature of decision making in a democracy; the social, economic and political causes of the rise of Nazism vs. the process by which the American engagement in Southeast Asia emerged; and the post-war responses of each nation. (Reiff)
360. Social Science Junior Seminar. Upperclass standing. (4).
(SS). May be repeated for credit.
Section 001 American Social Movements. A social movement is a moment in the life of a people when they seem to break out of their social order and refashion themselves, collectively and personally, their relations to others, and their place in the society. Why do social movements occur? How do they transform their participants? Their opponents? Their social, political and cultural context? Why do they end? These are some of the questions we will address in general terms in this course and, more specifically, through case studies drawn largely from the post-civil war South: populism, progressivism, white supremacy, civil rights, and the new Christian right. (Harding)
Section 002 Colonization in Africa. This course examines a critical example of the history of imperialism, the attempt of European powers beginning at the end of the 19th century to remake Africa. It is thus a study of the domination of one people over others, and of the fragilities, ambiguities, and contradictions of domination. It will ask to what extent European powers tried to extract wealth from the societies they found in Africa, or to what extent they tried to remake those societies in the light of European models. It looks as well at how Africans tried to adapt to or resist the changes of these eras, focusing on new forms of thought as well as on political action. It will conclude with a brief analysis of post-colonial society, seen in the context of African history and of the international system which new states faced. The course will consist of a mixture of lectures and class discussions, based on a variety of materials, including African novels, contemporary documents, and scholarly studies. The course should thus give students a comprehensive overview of 20th century social, economic, and ideological dimensions of colonial domination. Active student participation is expected throughout. (Cooper)
460. Social Science Senior Seminar. Senior standing. (4). (SS).
May be repeated for credit.
Section 001 World History Texts. History reveals the historian as well as the past. All historical writing carries assumptions and world views that inform the treatment of specific events. In this course, we will read classic texts in "universal" or world history, exploring the perspectives and philosophies embedded in them. We will begin with an examination of some of the differences between western, Islamic, and Asian traditions, reading selections from the Greek and Chinese chroniclers, from St. Augustine and Ibn Khaldun. We will then trace the development of the occidental tradition of universal history to its culmination in the 19th century world histories that, for a time, formed the backbone of the social sciences in the context of European global hegemony. We will read selections from representative figures in this tradition (including Vico, Bousset, Bacon, Gibbon, Fergeson, Hegel, Guizot, Buckle, Ranke, and Spencer) and students will be asked to make a study of one 19th century historian. We will then trace (with samples from Spengler, Toynbee, and Ortega y Gasset) the decline of this tradition in the 20th century the paradoxical crisis of world history in the context of an increasing technical and material integration of the world. The course will end with several contemporary texts (Wallerstein, Wolf, Barraclough) and an assessment of the problem of world history at the end of the 20th century. This is a senior seminar, limited to 15 people. The class will meet once a week for discussion: the readings will be challenging. (Bright)
Section 002 Oppression and Resistance: Comparative Perspectives. This is a course about dominant/subdominant group relationships. In the course we look at oppression, domination and resistance in comparative perspective. Using examples from Black America and the Third World we attempt to accomplish the following objectives: (1) to examine selected dominant/subdominant group relationships; (2) to specify key historical, socio-economic, political, institutional and interpersonal factors by which dominant/subdominant relationships are determined; (3) to illustrate how differences by gender, ethnicity, social class and education within the oppressed group create internal zones of inequity, and (4) to detail the processes by which members of subdominant groups resist their oppression. Course format will be seminar-type, lecture-discussion. Course requirements will include three papers (eight pages) and three in-class hourly examinations. Among the course texts are: John Gwaltney's Drylongso; Paula Giddings' When and Where I Enter; Winnie Mandela's Part of My Soul Went with Him; Susan Brownmiller's Against Our Will; Roger Wilkins' A Man's Life; and Dee Brown's Bury My Heart at Wounded Knee. Course lectures and readings will also be supplemented by guest speakers, films, and audio tapes. (Allen)
Section 003. American culture speaks in contradictory voices of "information," a stopping to "think" and "take a look" at things - a "knowing" voice that guards against the unwanted seductions of images and the "mindlessness" of tradition a voice of career, education and control. Then, through the looking glass there is an escape to the movies, popular culture, the warm little world of home that stretches back nostalgically to small town America or out to malls, theme parks, gentrified neighborhoods, Disneyland. What does this opposition mean? How are these two voices constructed? We will read theory on the border between anthropology and literary criticism with a focus on narrative theory. Students will write term papers from fieldwork. Some readings: Benjamin on the arcades project; Barthes, Images, Music, Text; Jameson, The Political Unconscious; Bachelard, The Poetics of Space; Jewett and Lawrence, The American Monomyth; Clifford and Marucs (eds.) Writing Culture, and Kowinski, Malling America. (Stewart)
467. Student-Faculty Research Project I. Permission of instructor. (2-4). (SS).
The SFRC is not a typical course. A part of the Social Science Program of the Residential College, it involves undergraduates interested in the social sciences in an intensive research project for one term. Involvement is a major commitment for both students and faculty, in part because of the special tasks project conceptualization and design, field work, analysis of data and report-writing-and also because the project does not revolve around a teacher who has information to offer and students who solely learn the information. As a participant in a project, a student works with approximately eight people (including the faculty member) who meet every Monday, Wednesday, and Friday from 9:00 AM to 3:00 PM. The twelve credit Winter Term commitment requires an average of 30 hours per week for SFRC work. Students are expected to continue through May in finishing the write-up of the report. The Student Faculty Research this term will consist of two research projects. Linda Frankel will participate in the project on The University and the Family. Tom Weisskopf will participate in the group researching the formation of political and economic attitudes: where do our values come from? Detailed descriptions of each project are available at the Residential College, 134 Tyler, East Quad. (Frankel and Weisskopf)
468. Student-Faculty Research Project II. Permission of instructor. (2-4). (SS).
For description, see RC Social Science 467. (Frankel and Weisskopf)
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
The Regents 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.