Residen'al
College


Course
Descrip'ons 


Winter
2009
Language
Courses
 2
The
Crea.ve
Arts
 10
STUDIO
ARTS
10
MUSIC
 11
DRAMA
(an
RC
Concentra.on)
13
CREATIVE
WRITING
(an
RC
Concentra.on)
17
ARTS
AND
IDEAS
IN
THE
HUMANITIES
(an
RC
Concentra.on)
17
COMPARATIVE
LITERATURE
24

Social
Theory
and
Prac.ce
 29
Core
and
Interdivisional
 37
SEMESTER
IN
DETROIT
38

Undergraduate
Minors
 41
CRIME
AND
JUSTICE
41
PEACE
AND
SOCIAL
JUSTICE
41
SCIENCE,
TECHNOLOGY
AND
SOCIETY
41
TEXT‐TO‐PERFORMANCE
41
URBAN
AND
COMMUNITY
STUDIES
42

Modified
12/5/08


1 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Language
Courses
Intensive
 language
 courses
 meet
 in
 lecture
 and
 discussion
 twice
 a
 day,
 four
 days
 a

week
 (except
 for
 Japanese,
 which
 meets
 five
 days
 a
 week).
 The
 language
 programs

have
 language
 lunch
 tables,
 coffee
 hours,
 and
 other
 social
 events.
 The
 language

teachers
 are
 available
 for
 counseling
and
 additional
 help.
 If
 a
 student
 begins
 a
 new

language,
proficiency
 is
 usually
 attained
 in
 one
 year
 through
 the
 Residential
 College

program.

LANG
191
Intensive
German
I
(Goertz/Shier)
Intensive
 German
 I
covers
 the
 first
year
 of
 German
 language
 study
 in
 one
 semester.

The
 goal
 of
 this
 course
 is
 to
 provide
 students
 with
 a
 basic
 but
 solid
 knowledge
 of

grammatical
structures
and
syntax,
a
functional
vocabulary,
familiarity
with
intonation

patterns
and
native
pronunciation,
and
practice
in
speaking
and
writing.
At
the
end
of

German
 Intensive
I,
students
 can
understand
 authentic
and
 literary
 texts
 appropriate

to
the
level
and
 short
spoken
 passages
 without
glossed
vocabulary,
they
can
 write
 an

essay
 or
short
story
without
the
aid
of
 a
dictionary,
and
 they
 can
converse
on
a
range

of
 general
 topics.
 
This
 course,
 like
 all
RC
 German
 language
courses,
 is
 conducted
in

German,
so
students
quickly
become
accustomed
to
using
German
for
daily
activities.


Students
in
 RC
Lang
191
 have
many
opportunities
 to
gain
facility
with
 the
language
by

speaking
 with
 more
 advanced
 learners
 and
 teachers
 in
 the
 program
 in
 informal

settings,
 such
 as
 RC
 German
 lunch
 tables
 and
 coffee
 hours.
 
 In
 addition,
 they
 are

introduced
 to
 web
 activities
 and
 films
 to
 help
 them
 explore
 aspects
 of
 German

language
 and
 culture.
RC
Lang
 191
 in
 the
 Fall
 semester
is
 intended
 for
students
 who

have
had
HS
German,
who
place
below
the
second‐year
level.

In
the
Winter
semester,

the
course
is
geared
to
students
who
have
little
or
no
prior
exposure
to
the
language.

LANG
194
Intensive
Spanish
I
(López‐Cotin)
The
 goal
 of
 this
 course
 is
 to
 provide
 students
 with
 a
 basic
 but
 comprehensive

knowledge
 of
 Spanish
morphology
 and
 syntax,
functional
vocabulary,
and
practice
in

speaking
 and
 writing.
 The
 lecture
 gives
 a
 thorough
 introduction
 to
 Spanish

grammatical
structures
as
 used
in
cultural
contexts.
Students
 also
meet
in
 small
 daily

discussion
 groups
 for
 intensive
 practice
 of
 the
 material.
 Upon
 completion
 of
 this

course
students
are
able
to
understand
 non‐edited
 journalistic
texts
 and
oral
passages

of
 medium
length
 without
the
aid
 of
 a
 dictionary,
and
can
 also
initiate
and
 sustain
a

general
 conversation
 with
 a
 native
 speaker.
 In
 all
 or
 most
 linguistic
 areas,
 students

may
achieve
the
equivalent
of
 intermediate
 to
intermediate‐high
rating
in
the
ACTFL

scale.

LANG
290
Intensive
French
II
(Butler‐Borruat)
This
 course,
 which
 meets
 two
 hours
 a
 day,
 covers
 in
 one
 term
 the
 equivalent
 of
 a

second
year
non‐intensive
college
course.
 
The
 goal
of
 the
course
 is
 to
bring
students

to
a
 level
 of
 proficiency
defined
 by
 the
 ability
to
communicate
 with
 some
 ease,
if
not

perfectly,
 with
 a
 native
 speaker
 of
 French,
 in
 spoken
 and
 written
 language,
 and
 to

understand
 the
 general
 meaning
and
most
details
of
a
French
 text,
written
 or
 spoken

(lecture)
of
a
non‐technical
nature
and
of
general
interest.
The
 lecture
 component
 of
 the
 course
 is
 devoted
 to
 a
 thorough
 review
 and
 an

expansion
 of
grammatical
concepts
 and
to
the
 development
of
 readings
 and
listening



2 Winter
2009
|
Residen.al
College
Course
Descrip.ons
skills.
Exposure
to
primary
source
 materials
(current
event
magazines
or
newspapers)

and
 to
 texts
 of
 cultural
 and
 literary
 value
 develop
 reading
 ability
 and
 vocabulary.

Listening
 skills
 are
 trained
 in
 informal
 conversational
 exchanges
 and
 in
 lecture
 on

French
 contemporary
 issues.
 The
 discussion
 sections,
 which
 meet
 in
 small
 groups,

emphasize
 the
 development
 of
 speaking
 skills
 through
 extensive
 practice
 analyzing

and
 discussing
 current
 topics.
 Writing
 skills
 are
 refined
 through
 composition

assignments
 which
 provide
 students
 the
 opportunity
 to
 improve
 the
 accuracy
 and

expressiveness
 of
 their
 style.
 
 This
 course
 includes
 individual
 diagnosis
 of
 each

student’s
 pronunciation
 with
 a
 personalized
 prescription
 for
 exercises.
At
 the
 end
 of

the
 term,
 the
 Proficiency
 Exam
evaluates
 the
 level
 of
 performance
in
 communicative

skills
achieved
by
each
student.


LANG
291
Intensive
German
II
(Goertz/Paslick)
Intensive
 German
 II
 covers
 all
of
 second‐year
 German
 in
 one
 semester.
The
 goals
 of

the
 course
are
to
expand
 vocabulary,
to
improve
communication
skills,
and
 to
master

grammatical
 structures
 and
 syntax
 to
 the
 level
 of
 competency
 that
 meets
 advanced

intermediate
 standards
 for
 proficiency.
 One
 hour
 of
 class
 develops
 essay
writing
and

oral
 communication
 skills,
 focusing
 on
 autobiographical
 and
 literary
 texts
 about
 the

major
 events
 in
 20th
 and
 21st
Century
 German
 cultural
 history.
 
 The
 second
 hour
 is

devoted
to
in
depth
study
and
practice
of
grammar;
it
is
aimed
at
developing
students'

ability
to
apply
 correct
forms
 and
syntax
and
be
aware
 of
 stylistic
nuances
 even
 when

using
 the
 language
 spontaneously.
 Through
 engagement
 with
 course
 materials,

including
films
 and
other
visual
and
 performance
texts,
and
 through
 interaction
with

teachers
 and
 classmates
 both
 in
 formal
 and
 informal
 contexts,
 students
 develop

speaking,
aural
comprehension,
and
writing
skills.
By
the
end
of
the
term,
students
are

able
 to
understand
 the
 content
of
texts
 and
lectures
 of
 a
 non‐technical
nature
 and
of

general
interest,
and
to
communicate
with
some
ease
with
 a
native
speaker,
in
 spoken

and
 written
 language.
 
 Though
 training
 for
 study
 abroad
 or
 work
 abroad
 are
 not

course
objectives,
per
se,
students
are
often
well
qualified
to
do
either
after
completion

of
this
course.


LANG
293
Intensive
Russian
II
(Makin)
The
goal
of
 this
 course
 is
 to
expand
vocabulary
 and
to
master
grammatical
 structures

and
syntax
to
the
level
of
competency
required
to
pass
a
proficiency
exam.
This
entails

developing
 the
 ability
 to
 communicate
 with
 some
 ease
 with
 a
 native
 speaker,
 in

spoken
 and
 written
 language.
 Students
 must
 be
 able
 to
 understand
 the
 content
 of

texts
and
lectures
of
a
non‐technical
nature,
and
of
a
general
(non‐literary)
interest.

CORE
 334.001
 Special
 Topics:
 Russian
 Service
 Learning
 in
 Action
 Network

(RUSLAN);
Th
3‐4
and
ARR)
(Makin)

The
 Russophone
community
 in
 the
 Ann
 Arbor
area
 has
grown
 exponentially
 over
the

last
 20
 years
 as
 many
 Russian‐speakers
 from
 the
 former
 Soviet
 Union
 have
 moved

here.

Moreover,
Russian‐speaking
children
are
adopted
in
large
numbers
by
American

families,
 and
 our
 area
 is
 no
exception
 ‐‐
 25%
 of
 all
 adoptions
 from
abroad
 are
 from

Russia.
 
 The
 RUSLAN
 project
 will
 focus
 on
 providing
 language,
 living
 and
 socio‐
cultural
 shift
 assistance
 to
 the
 Russophone
 community
 through
 translation
 and

interpreting,
 language
 exchange
 partnerships,
 bilingual
 and
 biliteracy
 tutoring
 for

children,
 help
 with
 household
 chores
 and
 companionship,
 exercise
 and
 walking

program
for
 seniors,
computer
literacy
tutorials,
patient
advocacy
and
other
activities.



3 Winter
2009
|
Residen.al
College
Course
Descrip.ons
We
 will
also
 provide
 Russian
 cultural
 education
 and
 lessons
 to
American
children
 in

the
local
schools
within
 the
global
studies
and
world
history
curriculum.

 
This
course

is
 oriented
 towards
 all
 learners
 of
 Russian
 language,
history
and
 culture
 who
 want
to

apply
and
improve
their
newly
acquired
language
skills
and
area‐studies
 knowledge
by

directly
 and
 personally
 engaging
 with
 the
 local
 Russophone
 community,
 and
 with

Anglophones
interested
in
Russia.

All
levels
of
Russian
proficiency
 are
accommodated,

while
some
 activities
require
 no
 knowledge
 of
 Russian.
 
Based
 on
 their
 academic
 and

language
 backgrounds,
students
will
be
invited
to
select
a
regular
service
activity
and/
or
sign
up
for
one
 or
more
occasional
ones
 (e.g.,
the
quarterly
county
 job
distribution

program,
senior
trips
to
concerts,
etc.).

Students
will
be
engaged
in
service
2‐3
hrs
per

week
and
will
meet
 once
 a
 week
in
 class
 to
receive
training,
discuss
 assigned
articles,

debrief
 on
 their
specific
service
situations
and
 debate
on
the
issues
dealing
with
 their

service
 experiences,
as
well
as
share
their
insights,
self‐
and
peer‐evaluate
 within
their

own
 focus
 group.
 
 A
 weekly
 reflection
 journal
and
 a
 final
report
 will
 summarize
 and

analyze
 the
 different
 experiences/challenges
 and
 will
 allow
 the
 students
 to
 analyze

different
 problems
 and
 solutions
 that
 they
 encountered,
 as
 well
 as
 make
 well‐
supported
recommendation
to
our
community
partners
towards
improving
the
results

of
community
work.
Textbook
costs:
0
(ctools
material
delivery
only).
Lab
fee:
$70
(covering
group
transportation
costs)
Prerequisites:
 1
 course
 in
 Russian
 language,
 culture,
 literature
 or
 history,
 or
 native

proficiency
in
Russian

LANG
294
Intensive
Spanish
II
(Rodriguez)
LANG
 294
 is
 a
 second‐year
 intensive
 course
 designed
 to
 achieve
 proficiency
 in

Spanish.
The
lecture
component
emphasizes
 understanding
of
advanced
 grammatical

structures
 and
 syntax,
 whereas
 the
 discussion
 is
 devoted
 to
 the
 critical
 analysis
 of

authentic
texts
addressing
issues
relevant
to
Hispanic
experiences
in
the
United
States.

Through
 their
 interaction
 with
 the
 text
and
 instructors,
 both
 in
formal
 and
 informal

contexts,
students
develop
their
speaking,
aural
comprehension,
and
writing
skills.
By

the
end
of
the
 term,
students
are
able
to
read
journalistic
or
academic
prose
with
ease

as
well
as
write
essays
of
an
academic
nature
with
a
minimum
of
English
interference.





LANG
295
Intensive
Latin
II;
MTThF
11‐1
(Soter)
This
 course
 meets
 for
 two
 hours
 per
 day
 four
 days
 per
 week
 and
 covers
 in
 one

semester
 the
equivalent
of
 two
semesters
 at
the
 level
 of
 a
 non‐intensive
 second‐year

collegiate
 course.
Through
 the
 reading
and
study
of
 primary
 texts
 from
Latin
authors,

students
 will
develop
their
understanding
of
grammatical
and
syntactical
structures
of

Latin,
 increase
 their
 vocabulary
 and
 expand
 their
 knowledge
 of
 the
 Roman
 world.

Readings
revolve
around
the
intersections
of
gender
politics,
insurrection
and
rhetoric.

In
addition,
students
 will
work
with
earlier
material
remains,
such
as
inscriptions
 and

documentary
 papyri.
 The
 course
 will
 conclude
 with
 literature
 from
 Medieval
 Latin.

Skills
 will
 be
 enhanced
 through
 writing,
hearing,
and
speaking
the
 language;
content

and
format
alike
will
encourage
students
to
consider
ways
in
which
Latin
continues
to

be
very
much
a
part
of
our
world
today.



LANG
296
Intensive
Japanese
II;
M‐F
10‐12
(Sato)
This
course
is
designed
for
you
to
learn
Novice‐High/Intermediate‐Low‐level
Japanese

language
in
an
intensive,
semi‐immersion
setting.

It
is
"intense"
because
we
will
study



4 Winter
2009
|
Residen.al
College
Course
Descrip.ons
a
normally
two‐semester
amount
of
materials
in
one
semester.
 
It
is
"semi‐immersion"

in
that
in
our
classroom
we
constantly
simulate
authentic
communicative
interactions

with
 speakers
 of
 Japanese,
and
will
use
 the
 target
language
as
 much
as
 possible
 while

minimizing
 the
 use
 of
 English.
 
 Through
 extensive
 communication
 practice
 in

classroom
 activities,
 we
 will
 work
 on
 developing
 all
 four
 skills
 (listening,
 speaking,

reading,
 and
 writing,
 using
 hiragana,
 katakana
 and
 approximately
 350
 kanji)
 along

with
cultural
understanding.
Most
course‐related
activities
are
collaborative
in
 nature.

You
 will
 learn
 to
 acquire
 a
 sentence/paragraph‐level
 command
 in
 various
 topics

around
everyday
life
for
college
students
 and
beyond.
You
 are
also
required
to
attend

minimum
 three
 hours
 of
 co‐curricular
 activities,
 such
 as
 the
 Lunch
 Tables
 and

Conversation
 Tables,
per
 week.
(Prerequisites:
successful
 completion
 of
 RCLANG196/
ASIANLAN129:
 Intensive
 Japanese
 I
 or
 its
 equivalent.
 In
 order
 to
 undertake

ASIANLAN325:
Third
Year
Japanese,
you
must
pass
the
Proficiency
Exam
administered

at
the
end
of
RCLANG296/ASIANLAN229.

LANG
314
Accelerated
Review
in
Spanish;
MTWTh
10‐11
(Espinoza)
This
course
is
designed
for
students
with
a
fairly
extensive
background
in
Spanish
who

have
 already
 taken
 the
 equivalent
 of
 three/four
 semesters
 of
 language
 but
 still
need

further
reinforcement
in
two
or
more
linguistic
areas
and
 are
too
advanced
for
second

year
 intensive.
 The
 main
 focus
 of
 this
 class
 is
 the
 discussion
 of
 primary
 source

materials
of
a
literary,
cultural
and
political
nature
pertaining
to
the
Spanish‐speaking

world,
as
well
as
the
review
of
advanced
grammar.
Students
 work
towards
 proficiency

in
listening
and
reading
comprehension,
language
structure,
and
composition.


LANG
320.001
Séminaire
en
français:
 Existentialism:
the
Human
Condition
and

the
Absurd;
TTh
1‐2:30
(Butler‐Borruat)
Far
 from
being
a
 doctrine,
Existentialism
is
 fundamentally
 a
 philosophical
 tendency.

Born
of
a
 reaction
against
Hegelian
rationalism,
the
 different
existentialist
tendencies

come
together
in
 the
 rehabilitation
 of
 freedom,
 subjectivity
 and
 individual
 existence.

In
this
 course
 we
 will
attempt,
through
 our
readings,
to
discern
 the
 characteristics
of

various
 existentialist
 concepts.
 After
 a
 brief
 survey
 of
 the
 precursors
 and
 the

“founders”
of
existentialism,
we
will
focus
on
two
members
of
what
has
been
called
the

Philosophical
School
of
Paris,
namely
Jean‐Paul
Sartre
and
Simone
de
Beauvoir,
as
well

as
 on
 Albert
Camus.
Our
 first
readings
by
Jean‐Paul
Sartre
 will
 allow
 us
 to
familiarize

ourselves
with
the
main
existentialist
themes.
The
study
 of
Albert
Camus’
conception

of
 the
 human
 condition
 and
 the
 absurd
 will
 offer
 us
 a
 diametrically
 opposed

perspective
 to
 Sartre’s
 systematic
 approach,
 and
 de
 Beauvoir’s
 critique
 of
 Sartre’s

conception
will
shed
new
light
on
the
concepts
of
freedom
and
responsibility.

Students
 will
 be
 asked
 to
write
 essays
 on
 the
 readings
 and
 to
 participate
 actively
 in

class
discussions.
Assigned
works:
Jean‐Paul
Sartre:

 
 
 L’Existentialisme
est
un
humanisme

 
 
 
 
 La
Nausée
(excerpts)

 
 
 
 
 Les
Mouches

 
 
 
 
 Le
Mur
Albert
Camus:
 
 
 
 Le
Mythe
de
Sisyphe
(excerpts)

 
 
 
 
 Caligula

 
 
 
 
 L’Etranger
Simone
de
Beauvoir:
 
 
 Les
Bouches
inutiles


5 Winter
2009
|
Residen.al
College
Course
Descrip.ons

 
 
 
 
 Tous
les
hommes
sont
mortels
Film:
Luis
Puenzo
 
 
 
 La
Peste
Audio‐visual
materials:
 
 Sartre
par
lui‐même

 
 
 
 
 Simone
de
Beauvoir

 
 
 
 
 Albert
Camus:
A
Self‐Portrait

LANG
 320.003
 Séminaire
 en
 français:
 French
 Songs
 as
 a
 Reflection
 of
 French

Society;
MTTh
11‐12
(Anderson‐Burack)
This
 course
 will
examine
 French
 songs
 of
 the
 last
few
 decades
to
see
 ‐and
hear‐
how

they
reflect
a
 changing
French
society.
The
 themes
 we
will
study
 include
 racism,
war

and
protest,
narratives
 and,
of
 course,
des
chansons
d’amour.
 
 
Although
lyrics
 will
be

our
primary
reading
material,
additional
texts
on
each
 theme
will
come
 from
a
variety

of
 sources.
 
 We
 will
 address
 the
 following
 questions:
 
 what
 defines
 these
 songs
 as

specifically
or
inherently
French?

How
is
French
music
influenced
by
American
music

and
vice
 versa?
How
 do
 French
 and
 English
 love
songs
 differ?
We
 will
 look
 at
 cross‐
cultural
 fertilization
 and
 compare
 versions
 of
 a
 few
 American
 classics
 that
 were

translations
 of
 hit
 songs
 from
 France
 and
 conversely,
 French
 songs
 that
 were

translated
 from
 English.
 
 
 How
 are
 social
 issues
 like
 immigration
 and
 cultural
 and

racial
tensions
reflected
in
popular
French
 music?
 

By
comparing
different
versions
of

a
song
we
will
also
consider
the
contribution
of
the
performer.

Students
will
 write
 a
 number
of
 short
papers,
give
a
presentation
and
 prepare
a
final

project.

LANG
321.001
German
Readings:
The
Romantic
Experience;
MTTh
3‐4
(Paslick)
During
this
 seminar
we
will
ask,
how
did
the
German
Romantics
interpret
the
human

experience?
 
 We
 will
 seek
answers
 by
 sampling
some
 of
 their
 theoretical
 writings
 as

well
 as
 their
artistic
expressions
 in
 poetry,
 drama,
song
cycles
 and
 paintings.
 
 At
the

same
time
we
will
reinforce
our
ability
to
read,
write
and
speak
German.

Students
will

be
 asked
 to
 create
 their
 own
 “Romantic
 Journal”
 in
 which
 they
 will
 record
 their

responses,
essays,
notes,
commentary
 and
sketches.

The
seminar
meets
three
times
a

week
 as
 a
 group,
 but
 students
 are
 also
 expected
 to
 regularly
 work
 on
 an
 individual

tutorial
basis
with
the
instructor
throughout
the
semester.


HUMS
 334.003
 Special
 Topics
 in
 the
 Humanities:
 Cultures
 in
 Dialogue:


Crossing
External
and
Internal
Borders;
MW
7‐10
(Shier)
(HU)
In
 this
 cross‐disciplinary
 course,
 we
 will
 do
 scene
 work
 and
 discuss
 scenes
 from

contemporary
 German‐language
 plays
 and
 first
 person
 narratives
 that
 deal
 with

diaspora,
 identity,
 and
 re‐presentation
 of
 the
 Self
 and
 the
 Other.
 We
 will
 explore

issues
 related
 to
 crossing
 external
 and
 internal
 borders,
 and
 we
 will
 ask
 ourselves:


What
“borders”
 did
 20th
 and
 21st
Century
 German
 history
 create
 and
 how
 did
 these

impact
on
perceptions
of
identity?

For
example,
how
did
the
Berlin
Wall
as
a
physical

border
 ultimately
 create
 hierarchies
 among
 dominant
 and
 non‐dominant

communities,
even
after
 its
fall?

To
what
extent
has
 the
so‐called
“Wall
in
the
Head”

contributed
 to
 our
 enhanced
 or
 diminished
 access
 to
 Germans
 and
 their
 sense
 of

identity?
We
will
view
the
role
of
the
Wall,
not
only
as
 a
physical
 border
that
existed

between
 East
 and
 West,
 and
 a
 temporal
 border
 separating
past,
present
 and
 future,

but
also
as
a
perceptual
border
that
continues
to
define
and
distort
conceptions
 of
the

Other.


6 Winter
2009
|
Residen.al
College
Course
Descrip.ons
A
 desired
 outcome
 of
 this
 course
 will
 be
 to
 achieve
 a
 more
 differentiated

understanding
of
 German
 identity
today
 as
 we
 probe
 what
lies
behind
the
 “Mauer
im

Kopf”,
 examine
 what
 it
 means
 to
 various
 communities
 who
 live
 in
 Germany,
 and

describe
 their
 Self/Other
 relationship
 to
 it,
 e.g,
 Jewish
 and
 Muslim
 communities
 in

Germany,
Aussiedler
and
recent
Eastern
European
immigrants.



Materials
used
in
this
course
will
include
art
works
and
films,
as
well
as
readings
 from

a
 variety
 of
 fields,
 including
 Holocaust
 studies,
 articles
 on
 memorials
 and
 counter‐
memorials,
and
non‐fictional
and
fictional
literature
by
and
about
ethnic
communities

in
Germany
today.
 
Students
 in
 this
 course
must
be
prepared
to
participate
 actively
in

movement
and
theater
workshops
(in
German
 and
in
English),
to
take
part
in
an
end‐
of‐term
show
created
and
 performed
 by
the
 group,
and
 to
 contribute
 to
the
 ongoing

research
and
scholarship
of
the
group
as
 it
examines
course
topics
and
follows
current

events.



This
 course
has
 received
ISAC
 funding
from
the
Office
of
International
 Programs
 and


it
 will
 culminate
 in
 an
 optional
partially‐subsidized
 two
week
 study
 trip
to
Berlin
 in

May
 where
 students
 will
 meet
 with
 and
 learn
 first‐hand
 about
 various
 communities

studied
 in
the
course,
and
where
 they
will
 
witness
 theater
 efforts
to
spark
discussion

about
current
issues
surrounding
identity.



Prerequisites:
Permission
of
 the
 Instructor
is
 required
to
register
for
the
course.

 
It
is


desirable
 for
 students
 to
 have
 at
 least
 intermediate‐level
 proficiency
 in
 German
 by

May
 2009;
students
 with
 no
previous
 language
 experience,
who
 take
 Intensive
 First‐
Year
 German
 in
 Winter
 2009
 may
 qualify
 to
 take
 the
course.
 
Students
 interested
 in

the
course
are
urged
to
contact
Janet
Hegman
 Shier
 (jshie@umich.edu)
to
arrange
for

a
time
to
meet
by
the
end
of
November.

Further
information
will
be
available
on
line

at
www.umich.edu/~jshie/CiD09.html

LANG
 324.001
 Spanish
 Readings:
 Culture
 and
 Memory
 in
 Democratic
 Spain;

MTTh
12‐1
(Lopez‐Cotin)
How
 do
 societies
 deal
 with
 the
 trauma
 of
 war?
 How
 do
 they
 attain
 political
 and

emotional
closure?
How
do
they
remember
and
forget?
In
this
seminar
we
will
use
the

recent
 law
 of
 Historical
 Memory
 to
 explore
 some
 of
 the
 most
 significant
 social
 and

cultural
 processes
 in
 Spain
 after
 Franco’s
 death
 in
 1975
 as
 they
 shaped
 the
 political

transition
 from
an
 authoritarian
 regime
 to
present‐day
 democracy.
We
 will
 focus
 on

how
the
negotiations
between
the
 national
desire
to
forget
a
painful,
divisive
past
and

the
 need
 to
 preserve
 its
 historical
 memory
 manifest
 themselves
 in
 music,
 film
 and

other
 artistic
 expressions.
 We
 will
 also
 study
 the
 intellectual
 concerns
 and
 artistic

manifestations
 that
 have
 recreated
 new
 symbols
 of
 national,
regional
 and
 individual

identity.
 Special
 emphasis
 will
 be
 given
 to
 the
 experience
 of
 exile,
 silence
 and

displacement
in
the
 older
 generation,
as
 well
as
 the
sweeping
changes
 brought
along

in
 the
 eighties
by
the
 powerful
 youth
 movement
known
 as
‘la
movida.’
 We
 will
 study

the
 rise
 of
 feminism,
 the
 gay
 rights
 movement
 and
 other
 marginal
 voices,
 and
 the

symbolic
 relocation
 of
 national
 identity
 —the
 “New
 European
 Spain”—
 in
 urban

landscapes
crossed
by
preservation,
renewal,
and
modernity.


7 Winter
2009
|
Residen.al
College
Course
Descrip.ons
LANG
 324.002
 Spanish
Readings:
 Politics
 and
Language:
 Tango:
 Forging
 Social

Identities
Through
Music;
MWF
11‐12
(Rodriguez)
This
 course
 will
 use
tango
music,
literature
 based
 on
 tango,
and
 academic
articles
on

the
subject
to
explore
Argentine
history,
society
and
culture.
Initial
analysis
 will
 focus

on
 Argentine
 history,
 paying
 particular
 attention
 to
 immigration
 and
 the
 racially

hybrid
 lower
 and
 working
class
 structure
 that
fused
 into
a
new
culture
 with
 its
 own

musical
expression.
Specific
 areas
 of
study
include
 gender
roles
 and
 power
structure,

the
 morality
 of
 tango,
and
 the
 projection
 of
 the
"Argentine"
 character
 through
 tango

lyrics.
 The
 course
 will
 conclude
 with
 new
 forms
 of
 tango
 in
 the
 international
 scene,

how
they
have
been
marketed
and
modified
for
a
new
public.

LANG
324.003
Spanish
Readings:
Media,
Terrorists
and
Freedom
Fighters;
MTTh

1‐2
(Espinoza‐Pino)

Terrorism
is
 a
very
important
issue
 in
 most
of
 the
 countries
 these
 days
and
 especially

in
the
US.
Even
 though
many
people
have
 already
 formed
an
opinion
 on
this
problem

and
how
to
solve
it,
there
is
a
significant
lack
of
knowledge
about
the
history
as
well
as

causes
and
consequences
of
this
phenomenon.
This
seminar
will
review
the
conditions

and
contexts
that
resulted
in
the
formation
of
some
terrorist
organizations
around
the

world,
their
objectives
 and
their
strategies
to
achieve
these
goals
 finishing
the
analysis

with
an
evaluation
of
the
results‐
both
successes
and
failures
of
policies
trying
to
deter

this
 problem.
 The
 course
 will
 considerer
 information
 from
 different
 Latin
 American

organizations
 like
 Sendero
 Luminoso
 (Peru)
 FARC
 (Colombia),
 Montoneros

(Argentina),
Frente
 Patriotico
Manuel
Rodriguez
(Chile).
From
Europe
we
will
look
at

the
 IRA
 (Ireland)
 and
 ETA
 (Spain).
 At
 the
 same
 time,
students
 will
 review
 material

about
 terrorist
 organizations
 created
 or
 supported
 by
 governments
 in
 their
 struggle

against
 leftist
 movements,
 such
 as
 in
 Guatemala,
 El
 Salvador,
 Colombia,
 and
 Chile

among
others.
Another
important
part
 of
 the
 course
 will
be
the
 study
 of
 groups
 that

due
to
their
 strategies
 could
be
classified
as
religious
 terrorism,
such
as
 the
 Christian

Patriots
 and
 the
 Anti‐Abortion
 Movement.
 After
 understanding
 different
 terrorist

organizations
 in
more
depth,
the
course
will
question
how
and
why
some
groups
have

subsequently
abandoned
 their
activities.
 Another
 focal
 component
of
 the
 course
 will

be
 interpreting
 information
 found
 in
 the
 media,
 with
 careful
 analysis
 and

consideration
as
to
the
portrayal
of
 each
organization,
and
whether
 portrayal
changes

over
time.

This
will
lead
to
question
the
use
of
certain
terminology
–such
as
“freedom

fighter”
 versus
 “terrorist”—
 and
 who
 determines
 and
 applies
 these
 terms.
 Finally

students
 need
 to
 propose
 a
 definition
 of
 terrorism
 and
 based
 on
 the
 information

discussed
 in
 the
 course,
 determine
 whether
 the
 “war
 on
 terrorism”
 is
 the
 adequate

answer
from
the
government
to
this
phenomenon.

LANG
 324.004
 Spanish
 Readings:
 Mexico:
 the
 Creation
 of
 a
 Nation
 and
 its

Relation
to
the
USA
;
MWF
10‐11;
(Aguilar)
(Excl)

In
this
 class
we
will
explore
 the
 creation
 of
the
Mexican
identity,
as
 Mexican
 political

and
 intellectual
 elites
 tried
 to
 unify
 people
 under
 a
 common
 nationality.
 We
 will

analyze
 the
 advantages
 and
 disadvantages
 of
 such
 a
 project
from
 different
 points
 of

view.
 We
 will
 base
 our
 discussion
 on
 short
 stories,
 academic
 papers,
 movies,
 pop

culture
articles,
etc.
The
course
will
start
 with
 a
 brief
 overview
 of
 the
pre‐Columbian

and
colonial
 times,
moving
later
to
 Mexico’s
 independence
and
 social
revolution.
We

will
 also
explore
 the
 relationship
 between
 Mexico
 and
 the
 United
 States,
 looking
at



8 Winter
2009
|
Residen.al
College
Course
Descrip.ons
times
 of
 conflict
 and
 cooperation
 between
 these
 two
 countries
 as
 well
 as
 at
 the

challenges
that
immigration
currently
poses
for
both
individuals
and
nations.


LANG
 334.001
 Tutoring
 Bilingual
 Children;
 Working
 with
 the
 Latino


Community
in
Ann
Arbor;
TTh
6‐7:30,
M
3‐4:30;
(Espinoza)
(Excl)
The
 economic
 and
 social
 conditions
 in
 Michigan
 have
 attracted
 many
 families
 from

different
Latin
American
 countries,
which
 have
led
to
a
 growing
Latino
community
in

the
 Ann
Arbor
 area.
 
Children
 of
 these
families
are
enrolled
in
the
 city
school
system

and
for
many,
succeeding
academically
is
a
difficult
task
due
to
a
series
of
factors.
This

independent
study
 will
be
 based
 on
 the
 work
carried
 out
 by
 PALMA,
a
 University
 of

Michigan
 student
 organization
 that
 focuses
 on
 helping
 Latino
 children
 to
 improve

their
learning
 skills
 and
 succeed
 in
 school.
This
 course
 is
oriented
 towards
 advanced

students
 of
 Spanish
 who
 want
to
use
 their
 language
 skills
 by
 directly
 and
personally

engaging
with
 members
 of
 the
Latino
community
 in
 Ann
 Arbor.
 
 Students
 will
 hold

tutoring
lessons
 twice
 a
 week
 and
 will
 meet
 once
 a
week
 to
 discuss
 assigned
 articles

and
 debate
 specific
 topics
 and
 situations
 dealing
 with
 their
 experiences
 as
 tutors.
 A

weekly
 journal
 and
 a
 final
 report
 will
 summarize
 the
 different
 experiences
 and

challenges
 of
 tutoring,
 and
 will
 allow
 the
 students
 to
 analyze
 different
 learning

strategies,
 problems
 and
 solutions
 obtained
 during
the
course
in
 order
to
 make
well‐
supported
recommendations
directed
towards
improving
the
results
of
the
community

work
carried
out
by
Palma.



CORE
309.006
Independent
Study:
Spanish
Language
Internship
Program;
ARR;

(Sanchez‐Snell)
(Excl)
The
 Spanish
 Language
 Internship
 Program
(SLIP)
aims
 to
 connect
 Spanish‐speaking

students
 with
 partnered
 community
 based
 organizations
 to
 provide
 unique
 service

learning
opportunities
 with
 the
 Hispanic
 community.
 
 Through
 volunteering
efforts,

students
will
gain
insight
into
the
culture,
economic
needs
and
a
better
understanding

of
the
Spanish
 language.
SLIP
 offers
this
unique
opportunity
 for
students
to
engage
in

experiential
learning
related
to
community
 service
 work
as
well
as
improve
and
 apply

their
 Spanish
 speaking
listening
 and
 writing
 skills.
 
 It
 offers
 a
 place
 for
 students
 to

realize
 concrete,
 personal
 experiences
 that
 link
 them
 with
 the
 greater
 community

outside
 of
 the
 University
 setting,
 thus
 applying
 learned
 information
 to
 “the
 real

world.”
 
 SLIP
 also
 offers
 an
 opportunity
 to
 understand
 how
 knowing
 a
 second

language
 can
 help
 social
 workers,
 researchers,
 and
 students
 build
 essential
 links

between
institutions
of
higher
education
and
urban
communities.


Students
 may
 receive
 2
 academic
 credits
 for
 participating
 in
 SLIP
 as
 an
 intern.


Students
are
required
 to
dedicate
 between
 4‐6
hours
 per
week
at
their
volunteer
site,

complete
 a
 midterm
and
 final
 project,
 and
 turn
 in
 weekly
 journal
 entries
 reflecting

upon
 their
 experiences.
In
 addition
there
will
be
 scheduled
 SLIP
 meetings
 and
 office

hours
with
the
program
coordinator
to
discuss
progress
at
the
site.


Please
contact
Theresa
Sanchez‐Snell
(tssnell@umich.edu)
for
more
information.



9 Winter
2009
|
Residen.al
College
Course
Descrip.ons
The
Creative
Arts
STUDIO
ARTS

ARTS
285
Photography;
TTh
11‐1
(Hannum)
(CE)
An
 introduction
 to
 the
 medium
of
 photography
 from
the
 perspective
 of
 the
artist.
It

includes
 an
 overview
 of
 photography’s
 role
 in
 the
 arts,
 the
 development
 of
 an

understanding
of
visual
literacy
 and
self‐expression
as
they
relate
 to
the
 photographic

medium,
and
 the
 development
of
 basic
 technical
 skills
 in
 black
 and
 white
 and
 color

photography.
A
visual
 emphasis
 is
 maintained
in
both
presentation
and
 course
 work,

and
the
students
work
with
the
medium
towards
a
 goal
of
 personal
expression.
There

will
be
a
studio
fee.

ARTS
286
Sculpture
–
Relief
Woodcarving;
MW
3‐6
(Price)
(CE)
We
 will
 use
traditional
relief
woodcarving
methods
to
 create
contemporary
 sculpture

in
this
studio
course.
The
course
teaches
students
to
express
ideas
visually
using
wood

as
 a
 sculptural
 medium.
To
 this
 end,
 students
 will
learn
to
observe,
measure,
sketch,

and
compose
both
abstract
and
representational
forms.
Students
will
learn
all
stages
of

artistic
 production
 relating
 to
 relief
 wood
 sculpture
 including
 species
 selection,

milling,
roughing,
carving,
detailing
and
finishing.
Students
will
develop
their
abilities

with
 power
tools
 and
 hand
 tools
 as
 they
establish
 their
 own
 artistic
style
 and
 subject

matter.
 We
 will
 use
 local
 walnut,
 cherry,
 oak
 and
 various
 softwoods
 in
 the
 studio.

Field
 trips
 to
 local
 studios,
 museums
 and
 gardens
 will
 support
 the
 studio
 practice.

Students
will
benefit
from
a
 semester
 spent
working
with
a
beautiful
and
 time‐tested

material
–
wood
is
durable,
local,
and
sustainable!

ARTS
287
Printmaking;
MW
2‐5
(Cressman)
(CE)
Through
 practical
 studio
 experience,
 lectures,
 demonstrations
 and
 collaborative

activities
 the
 student
 will
 be
 introduced
 to
 the
 art
 and
 history
 of
 printmaking.
 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,
 woodblock

and
 screen
 printing
techniques.
Field
 trips
 to
 area
 museums
 and
 gallery
 exhibitions

will
 be
 part
 of
 the
 class
 experience.
Approximately
 eight
projects
 will
be
 assigned.
A

sketchbook/notebook
is
required.
There
is
a
studio
lab
fee.

ARTS
289
Ceramics
I;
MW
12‐3
(Crowell)(CE)
This
 course
 presents
 basic
 problems
 in
 forming
 clay,
 throwing
 and
 handbuilding

techniques,
 testing,
 preparing
 and
 applying
 glazes,
 stacking
 and
 firing
 kilns,
 and

operating
 a
 ceramics
 studio.
 Students
 are
 required
 to
 learn
 the
 complete
 ceramic

process,
and
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

ARTS
385
Advanced
Photography;
M
3‐5,
F
1‐3
(Hannum)
(CE)
RCARTS
 385
 is
 an
 advanced
 photography
 course
 that
 addresses
 the
 need
 for

individual,
 interdisciplinary
 projects
 using
 photographic
 materials
 and
 facilities.
 A



10 Winter
2009
|
Residen.al
College
Course
Descrip.ons
series
 of
 advanced
 photographic
 assignments
 are
 presented
 which
 develop
 skills
 in

using
large
format
cameras
and
negatives,
color
print
materials
and
studio
lights.
They

can
 be
modified
to
support
independent
study
in
which
individuals
develop
their
own

set
 of
 interdisciplinary
 objects.
 The
 course
 is
 intended
 to
 meet
 both
 the
 need
 for

second
 semester
 skill
 development
 in
 photography
 and
 the
 need
 to
 correlate
 those

skills
with
a
student’s
other
academic
interests.
There
will
be
a
studio
fee.

ARTS
 389
 Advanced
 Ceramics:
 Ceramics
 Studio
 &
 Criticism;
 MW
 6:30‐9:30

(Crowell)
(CE)
This
 upper‐level
 ceramics
 course
 addresses
 advanced
 problems
 in
 the
 production
 of

ceramic
 art
 and
 studio
 practice.
 The
 course
 goes
 beyond
 basic
 technical
 skills
 and

aesthetic
concepts,
extending
them
toward
more
sophisticated
levels
of
expression
and


content.
 The
 course
 aims
 to
 develop
 the
 quality
 of
 students’
 work
 by
 addressing

matters
 of
 form,
 technique
 concept,
 and
 values,
 and
 through
 the
 use
 of
 critique.

Classes
 are
 organized
 around
 the
 completion
 and
 critique
 of
 four
 extended

assignments:
 
 critiques
 feature
 preparatory
 reading
 and
 writing,
 to
 enhance
 our

discussions
and
contextualize
the
role
of
ceramics
in
twenty‐first
century
art.

At
least

one
3‐credit
college‐level
course
is
prerequisite
for
Advanced
Ceramics.

HUMS 334.008 Special Topics; On the Margins of the Art World - Outsider Art in the
U.S.; W 1-4 (Wright) (HU)
Outsider
and
Self‐Taught
art
in
 the
US
is
 often
 conflated
with
folk
art,
ethnic
 art,
art

of
 the
 insane,
 as
 well
 as
 a
 variety
 of
 popular
 forms
 of
 self‐expression.
This
 class
 will

focus
 on
 a
 broad
 selection
 of
 these
 non‐traditional
 or
 marginalized
 art
 forms.

Together,
 these
 art
 practices
 have
 defined
 and
 popularized
 the
 idea
 of
 the
 artist

outsider,
 and
 affected
 the
 changing
 shape
 of
 mainstream
 art.
 We
 will
 examine
 the

boundaries
 of
 inside/outside,
and
 the
 ways
 in
 which
 these
 shifting
 boundaries
 shed

light
on
the
 larger
study
 of
 creativity,
marginality,
art,
and
 culture.
 A
 range
of
artists

and
practices
spanning
from
folk
art
to
“visionary”
artist
environments,
to
graffiti
art,

Zines,
and
the
Burningman
community
will
be
discussed.

MUSIC

HUMS
250
Chamber
Music;
Times
Arranged
(Ervamaa)
(CE)
All
students
interested
in
participating
in
instrumental
 ensembles
may
enroll
 for
one

or
 two
 credit
 hours
 at
 the
 discretion
 of
 the
 instructor.
 
 Audition
 is
 required
 for

placement
in
ensembles.

Every
student
must
register
for
section
001;
those
who
fulfill

the
 requirements
for
two
hours
 of
credit
will
 be
 enrolled
 for
 section
002
as
well.
 
 For

one
 credit
hour,
 students
 must
 participate
 in
 one
ensemble;
 for
 two
credit
 hours,
in

two
or
more
ensembles.

Additionally,
 students
 must
 participate
 in
 class
 activities,
 which
 may
 include
 master

classes,
in‐class
performances,
run‐out
concerts
etc.

Responsibilities
include
3‐4
hours

of
 weekly
 practice
 and
 one
 weekly
 rehearsal/coaching
 per
 credit;
 attendance,

punctuality
and
commitment
are
mandatory
and
will
be
strictly
enforced.
The
end‐of‐
the‐year
 performance
is
 required
for
all
ensembles.
 
Course
 may
be
used
 to
fulfill
the

RC
Arts
Practicum
Requirement.

This
is
not
a
mini‐course!

Students
are
advised
to
sign
up
early
in
order
to
facilitate
a

timely
audition
and
ensemble
assignment.


11 Winter
2009
|
Residen.al
College
Course
Descrip.ons
HUMS
251
Music
 Topics:
 The
Musical
Theater
of
Stephen
Sondheim;
TTh1‐2:30,

W
7‐9:30
(Blim)
(HU)
This
 course
examines
the
work
of
composer/lyricist
Stephen
 Sondheim,
from
his
start

as
a
lyricist
for
West
Side
Story
to
his
most
recent
work.

Lectures
 and
readings
will
cover
 a
 variety
of
topics,
from
the
smaller
 details
 of
how
a

particular
 show
 is
 put
together
 to
 wider
questions
 of
 how
 the
 Broadway
 musical
 has

changed
in
the
past
fifty
years.

Students
will
learn
to
analyze
the
musical,
lyrical,
and

dramatic
choices
 Sondheim
and
his
 collaborators
 have
 made,
and
 combine
 their
own

analysis
 with
 critical
 reviews,
interviews,
and
 other
material
 in
classroom
discussion.


This
 course
 includes
 a
 weekly
 screening
 of
 film,
 stage,
 and
 concert
 productions
 of

Sondheim’s
works.

HUMS
 253
 Choral
 Ensemble:
 Residential
 College
 Singers;
 TTh
 5‐6:30
 (Marotto)

(CE)
Group
 rehearses
 twice
weekly
 and
prepares
 a
 thematic
 concert
of
music.
Vocal
 skills,

sight
 singing,
 and
 basic
 musicianship
 are
 stressed.
 No
 prerequisites,
 but
 a

commitment
 to
 the
 group
 and
 a
 dedication
 to
 musical
 growth
 within
 the
 term
 are

required.
No
audition
necessary.


HUMS
258
Afro‐Cuban
Drumming
and
Styles;
MW
12‐2
(Gould)
(CE)

Come
and
experience
hands‐on
the
drumming
of
Cuba.

The
class
will
learn
the
basics

of
 conga
playing,
clave
and
 other
 percussion
 instruments
 associated
 with
Afro‐Cuban

music.
 
 The
 class
 will
 learn
 and
 play
 a
 variety
 of
 styles
 of
 Cuban
 music
 that
 will

culminate
in
 a
 small
concert
 at
 the
 Residential
 College.
 
Each
 student
is
 expected
 to

practice
daily
using
a
practice
conga
supplied
by
the
instructor.
 
The
class
is
taught
by

Dr.
 Michael
 Gould,
 Associate
 Professor
 of
 Music,
 Jazz
 and
 Contemporary

Improvisation.

Lab
Fee
$50.

HUMS
 334.004
 Topics
 in
 the
 Humanities:
 History of the Symphony; MW 4-5:30
(André) (HU)
Punctuated
by
revolutions,
the
19th
century
was
an
era
marked
by
social,
political,
and

economic
 unrest.
From
the
 French
 Revolution
 at
the
 end
of
 the
 18th
 century
 through

the
 multiple
 rebellions
 in
 1848,
 the
 Franco‐Prussian
 War
 in
 1871,
 and
 the
 instability

that
led
to
the
first
World
War,
the
spirit
of
revolution
ran
strong
in
the
19th
century.
This
 course
 looks
 at
 the
 evolution
 of
 one
 of
 the
 premiere
 musical
 genres
 of
 the
 19th

century—the
 symphony—within
 the
 larger
 context
 of
 its
 time.
 How
 do
 the
 early

beginnings
 that
 emphasize
 a
 strict
 adherence
 to
 musical
 form
 reflect
 the
 social

upheaval
 brought
 on
 through
 the
 French
 Revolution?
 
 In
 a
 time
 of
 strong

juxtapositions,
 how
 does
 the
 symphony
 articulate
 the
 aesthetics
 of
 the
 sublime
 and

the
 beautiful,
 the
 monumental
 and
 the
 miniature,
 the
 public
 and
 the
 private,
 the

individual
and
the
nation?

In
this
class
we
 will
examine
the
 symphonies
of
 Haydn,
Mozart,
Beethoven,
Schubert,

Schumann,
 Berlioz,
 Tchaikovsky,
Dvorak,
 Brahms,
and
 Mahler.
 Attention
 to
 musical

form
 and
 style,
 composer
 biography
 and
 placement
 in
 music
 history,
 and

contemporary
 musicological
 methodologies
 will
 be
 presented
 in
 a
 way
 that
 engages

those
from
all
musical
backgrounds
(no
prerequisites
required).

HUMS
350
Creative
Musicianship;
MW
2‐4
(Kirschenmann)
(CE)


12 Winter
2009
|
Residen.al
College
Course
Descrip.ons
This
music
theory/composition
course
is
designed
to
give
students
the
skills
necessary

to
 understand
 and
 to
 create
 music
 as
 a
 form
 of
 personal
 expression.
 Nothing
 is

assumed
 in
 the
 way
 of
 musical
 background,
 and
 those
 who
 are
 apprehensive
 about

composition
 will
 be
 welcomed
 and
 guided
 through
 a
 process
 that
 enables
 them
 to

create
 music
 of
 their
own.
 Many
 students
 in
 the
 class
 will
have
 had
 instrumental
or

vocal
performance
experience;
others
may
 have
taken
music
theory
 or
history
 classes;

and
some
will
already
be
composers.
All
are
welcome.

15
 students
 will
 be
 accepted.
 Each
student
 works
 at
 his/her
 own
 level
 on
 the
 musical

element
under
consideration
(rhythm,
melody,
harmony).

The
course
meets
 for
4
class
 hours.
There
 will
be
a
 programmed
theory
text
required,

to
be
selected
 according
to
your
 own
 level
 of
 experience.
The
 accompanying
lab
(RC

Humanities
351)
is
required
unless
excused
by
the
instructor.

HUMS
 351.001/002
 Creative
 Musicianship
 Lab;
 MW
 10‐11:30
 (Kirschenmann/

Ervamaa)
(CE)
This
 music
theory
 lab
 focuses
on
the
three
 basic
 elements
of
music,
rhythm,
melody,

and
harmony,
through
music
reading,
notation,
singing,
and
 software,
with
particular

emphasis
on
experiential
learning.
 
The
class
 is
 divided
into
two
sections
 according
to

ability
and
experience:
Section
001
intermediate
to
advanced,
Section
002
beginning
to

intermediate.
 
 Students
 should
 enroll
 in
 the
 section
 of
 their
 choice,
 with
 final

placement
being
determined
by
the
instructors.

This
is
a
required
lab
course
for
those

taking
 RCHUMS
 350;
 however,
 it
 can
 be
 taken
 by
 itself.
 Advanced
 students
 in

RCHUMS
350
may
be
exempted
from
taking
this
lab
by
permission
of
the
instructor.

DRAMA
(an
RC
Concentration)

HUMS
280
Introduction
to
Drama;
MW
11:30‐1
(Woods)
(HU)
The
course
aims
 to
introduce
students
to
the
power
and
variety
of
theatre,
and
to
help

them
understand
 the
 processes
 which
go
toward
 making
a
 production.
 Seven
 to
nine

plays
 will
 be
 subjects
 of
 special
 study,
 chosen
 to
 cover
 a
 wide
 range
 of
 style
 and

content,
 but
 interest
 will
 not
 be
 confined
 to
 these.
 Each
 student
 will
 attend
 two

lectures
weekly,
plus
 a
two‐hour
meeting
in
 section
each
 week;
the
latter
will
be
used

for
 questions,
discussions,
exploration
 of
 texts,
and
 other
 exercises.
 Students
 will
 be

required
 to
attend
 two
or
more
 theatre
 performances,
chosen
from
those
 available
in

Ann
Arbor.
Two
papers,
a
midterm,
and
a
final
will
be
assigned.

HUMS
281
Introduction
to
Comedy
&
Tragedy:
Inside
the
Dramatic
Experience;

TTh
11‐1
(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,
 and
 dramaturge

(literary/historical
 specialist)
 in
 practical
 exercises
 and
 prepared
 scenes.
 Work
 will

begin
 with
 Edward
 Albee’s
 The
 American
 Dream
 and
 the
 Midterm
 will
 focus
 on

Richard
Nelson’s
collection
of
scenes
Roots
 in
Water.
 
The
second
half
of
the
semester

will
 concentrate
 on
 Caryl
 Churchill’s
 Cloud
 Nine.
 
 Theoretical
 readings
 and
 written

exercises
will
complement
these
Midterm
and
End‐of‐Term
studio
productions
 which

will
be
acted
and
directed
 by
 the
 members
of
the
course
 under
 the
 direct
supervision

of
the
instructor.


13 Winter
2009
|
Residen.al
College
Course
Descrip.ons
HUMS
334.002
Special
Topics:
Community
Empowerment
 Through
the
Arts:
an

Introduction
to
Theory
and
Practice;
MW
3‐5
(Mendeloff/Fried)
(HU)
How
 does
 art
 affect
social
 justice?
 Community‐based
 art,
or
 art
 "of,
 by,
 and
 for
 the

people"
has
 emerged
 in
 the
past
 twenty
 years
 as
 a
 genre
 that
has
 rocked
 the
fields
of

both
 art
 and
 activism
 by
 calling
 into
 question
 traditional
 notions
 of
 "community,"

"participation,"
"spectatorship,"
and
"leadership."
Students
enrolled
in
this
 course
will

have
 the
 unique
 opportunity
 to
 experience
 community‐based
 art
 in
 action
 through

hands‐on
 work
 —
once
 a
 week
—
with
 one
 of
 five
 exemplary
projects
 in
 the
 Detroit

metro
area.
As
 a
 supplement
 to
 these
 internships
 students
 will
 meet
 once
 a
week
 to

explore
 how
 this
 genre
 effects
 personal,
 community,
 and
 societal
 transformation

through
 self‐reflection,
 creative
 response,
 and
 the
 examination
 of
 innovators
 like

Augusto
 Boal,
Anna
 Deveare‐Smith,
and
 Tyree
 Guyton.
 Students
 must
 also
 enroll
 in

[independent
study
 course]
to
 engage
 in
 the
 accompanying
site
work.
 
A
 mandatory

class
retreat
meets
Saturday,
January
19th
from
11:00‐3:00
PM.
For
more
information,
please
visit
http://www.lsa.umich.edu/rcctc

Description
of
Independent
Study
Course
A
 required
 accompaniment
 to
 RCHUMS
 334.002
 students
 must
 enroll
 in
 RCCORE

206.080
 
in
order
 to
engage
in
site
work
for
 “Empowering
Our
Communities
Through

Creative
Expression.”

Meeting
times
for
site
work
are
the
following:

 Telling
It
Teens:

Tuesdays
6‐8:30

 Telling
It
COPE:

M
or
Th
11‐1

 Telling
It
Kids:

Tuesdays
3:30‐6

 Matrix
Theatre
of
Detroit:

Mondays
3‐7

 Hannan
House
Intergenerational
Theater
Project:

Thursdays
11‐3
The
 second
 week
 of
 class,
 students
 will
 submit
two
 of
 their
 top
 preferences
 for
 site

work;
instructors
will
assign
students
to
one
of
those
preferences.

For
a
description
of

the
sites,

HUMS
 334.003
 Special
 Topics
 in
 the
 Humanities:
 Cultures
 in
 Dialogue:


Crossing
External
and
Internal
Borders;
MW
7‐10
(Shier)
(HU)
In
 this
 cross‐disciplinary
 course,
 we
 will
 do
 scene
 work
 and
 discuss
 scenes
 from

contemporary
 German‐language
 plays
 and
 first
 person
 narratives
 that
 deal
 with

diaspora,
 identity,
 and
 re‐presentation
 of
 the
 Self
 and
 the
 Other.
 We
 will
 explore

issues
 related
 to
 crossing
 external
 and
 internal
 borders,
 and
 we
 will
 ask
 ourselves:


What
“borders”
 did
 20th
 and
 21st
Century
 German
 history
 create
 and
 how
 did
 these

impact
on
perceptions
of
identity?

For
example,
how
did
the
Berlin
Wall
as
a
physical

border
 ultimately
 create
 hierarchies
 among
 dominant
 and
 non‐dominant

communities,
even
after
 its
fall?

To
what
extent
has
 the
so‐called
“Wall
in
the
Head”

contributed
 to
 our
 enhanced
 or
 diminished
 access
 to
 Germans
 and
 their
 sense
 of

identity?
We
will
view
the
role
of
the
Wall,
not
only
as
 a
physical
 border
that
existed

between
 East
 and
 West,
 and
 a
 temporal
 border
 separating
past,
present
 and
 future,

but
also
as
a
perceptual
border
that
continues
to
define
and
distort
conceptions
 of
the

Other.

A
 desired
 outcome
 of
 this
 course
 will
 be
 to
 achieve
 a
 more
 differentiated

understanding
of
 German
 identity
today
 as
 we
 probe
 what
lies
behind
the
 “Mauer
im

Kopf”,
 examine
 what
 it
 means
 to
 various
 communities
 who
 live
 in
 Germany,
 and



14 Winter
2009
|
Residen.al
College
Course
Descrip.ons
describe
 their
 Self/Other
 relationship
 to
 it,
 e.g,
 Jewish
 and
 Muslim
 communities
 in

Germany,
Aussiedler
and
recent
Eastern
European
immigrants.



Materials
used
in
this
course
will
include
art
works
and
films,
as
well
as
readings
 from

a
 variety
 of
 fields,
 including
 Holocaust
 studies,
 articles
 on
 memorials
 and
 counter‐
memorials,
and
non‐fictional
and
fictional
literature
by
and
about
ethnic
communities

in
Germany
today.
 
Students
 in
 this
 course
must
be
prepared
to
participate
 actively
in

movement
and
theater
workshops
(in
German
 and
in
English),
to
take
part
in
an
end‐
of‐term
show
created
and
 performed
 by
the
 group,
and
 to
 contribute
 to
the
 ongoing

research
and
scholarship
of
the
group
as
 it
examines
course
topics
and
follows
current

events.



This
 course
has
 received
ISAC
 funding
from
the
Office
of
International
 Programs
 and


it
 will
 culminate
 in
 an
 optional
partially‐subsidized
 two
week
 study
 trip
to
Berlin
 in

May
 where
 students
 will
 meet
 with
 and
 learn
 first‐hand
 about
 various
 communities

studied
 in
the
course,
and
where
 they
will
 
witness
 theater
 efforts
to
spark
discussion

about
current
issues
surrounding
identity.



Prerequisites:
Permission
of
 the
 Instructor
is
 required
to
register
for
the
course.

 
It
is


desirable
 for
 students
 to
 have
 at
 least
 intermediate‐level
 proficiency
 in
 German
 by

May
 2009;
students
 with
 no
previous
 language
 experience,
who
 take
 Intensive
 First‐
Year
 German
 in
 Winter
 2009
 may
 qualify
 to
 take
 the
course.
 
Students
 interested
 in

the
course
are
urged
to
contact
Janet
Hegman
 Shier
 (jshie@umich.edu)
to
arrange
for

a
time
to
meet
by
the
end
of
November.

Further
information
will
be
available
on
line

at
www.umich.edu/~jshie/CiD09.html

HUMS
 481
 Play
 Production
 Seminar:
 Brecht’s
 “Galileo”;
 MWF
 11‐1
 (Mendeloff)

(Excl)

In
 this
 intensive
upper
level
drama
 course,
students
 participate
in
 the
 full
 process
 of

research,
 script
 analysis
 and
 rehearsal
 on
 a
 major
 work
 of
 dramatic
 literature,
 This

year
 focuses
 on
 
 Bertolt
 Brecht's
 “Galileo”,
 which
 examines
 the
 conflict
 between

science
 and
religious
 doctrine.
This
 production
is
presented
in
collaboration
with
the

LSA
Theme
Semester,
“The
Universe‐
Yours
 to
 Discover”,
in
 recognition
 of
 the
 400th

anniversary
 of
 Galileo's
 discoveries.
 Students
 will
 have
 the
 special
 opportunity
 to

interact
with
 guest
speakers,
visit
the
Detroit
Planetarium
and
the
Rare
Books
Library

as
 part
of
their
 interdisciplinary
 educational
process.
The
seminar
offers
 students
 the

chance
 to
 do
 dramaturgical
 work
 on
 the
 period
 and
 place
 of
 the
 play,
 to

collaboratively
 develop
 a
 conceptual
 frame
 for
 the
 work
 and
 evolve
 a
 production

design
 to
 express
 it.
 Importantly,
 all
 the
 actors
 have
 the
 time
 to
 do
 thorough
 and

detailed
 character
 and
 scene
 analysis.
 Students
 with
 an
 interest
 in
 acting,
 directing,

design,
 as
 well
 as
 vocal
 and
 instrumental
 music,
playwriting
 and
 dramaturgy
 are
 all

encouraged
 to
 apply.
 Admission
 is
 by
 interview
 with
 the
 instructor

(mendelof@umich.edu).

HUMS
482
Director
and
Text;
Through
the
Looking
Glass:
Directorial
Vision
in

a
Cross‐Cultural
Context;
MWF
1‐3
(Mendeloff)
(Excl)

The
 Residential
 College
 Drama
 Concentration
 explores
 dramatic
 text
 through
 the

experience
 of
 performance.
 We
 are
 interested
 in
 the
 context
 of
 the
 creation
 of

dramatic
material,
the
social
and
political
background
 of
the
playwright
and
the
play,



15 Winter
2009
|
Residen.al
College
Course
Descrip.ons
how
 different
 artists
 and
 audiences
 interpret
 and
 understand
 the
 same
 material

according
 to
 their
 particular
 context
 or
 lens.
 American
 drama
 often
 focuses
 on
 the

individual
and
 has
theatrical
forms
rooted
in
 realism.
European
drama
is
forged
 from

broader
 historical
 and
 political
 perspectives
 and
 can
 be
 expressed
 through
 more

dynamic
theatrical
choices.

This
 year,
students
 will
have
a
unique
opportunity
 to
come
to
know
European
theatre

through
the
experience
of
working
directly
with
some
of
its
major
practitioners.
There

will
 be
 the
 opportunity
 to
 travel
 to
Moscow,
 Russia
 at
the
 end
of
 term
to
work
with

directors
 there
 and
 to
 see
 both
 contemporary
 and
 classic
 productions.
 Over
 the

semester,
students
will
be
confronted
with
a
 cross‐cultural
perspective
on
theater
as
a

political
and
 social
 art.
After
an
 introduction
 to
theatrical
 history
 and
 approaches
 to

directing,
highlighting
what
is
revolutionary
 about
the
theories
 of
Stanislavski
and
his

contemporaries,
 each
 student
 will
 research
 one
 director
 and
 interpret
their
 work
 in

class
exercises.
Students
also
study
the
work
of
contemporary
directors,
some
of
whom

we
 will
 meet
 in
 Russia.
 and
 will
 do
 a
 similar
 inquiry
 into
 their
 particular
 style
 and

perspective.
They
 will
then
 work
 together
 on
 one
 European
play
 with
 a
strong
social

context
 which
 has
 an
 open
 structure
 suited
 to
 a
 collage
 effect.
 Students
 interpret

scenes
 informed
by
particular
techniques
of
the
directors
they
studied.
The
melding
of

these
visions
 would
 serve
 as
a
midterm
performance.
The
last
part
of
 the
 term
would

be
 given
 to
 the
 development
 of
 final
 projects,
 material
 chosen
 by
 the
 individual

student,
 but
incorporating
 the
 techniques
 and
 conceptual
 ideas
 that
they
 have
 been

exposed
to
throughout
the
semester.

The
 culminating
experience
of
the
 trip
 to
Moscow
 will
 put
 the
 work
of
 the
course
 in

perspective.
 A
 chance
 to
 enter
 into
 the
 creative
 process
 through
 conversations
 with

directors
 and
 the
 visceral
 experience
 of
 seeing
 performances
 will
 give
 a
 depth
 of

understanding
not
possible
in
the
classroom
alone.
Previous
experience
with
directing

is
 suggested
 but
 not
 required
 and
 admission
 is
 by
 interview
 with
 instructor
 only

(mendelof@umich.edu).

HUMS
485.001
Drama
Topics:
Acting
Workshop;
WF
1‐3

(Mendeloff)
(Excl)
In
this
two‐credit
course
students
will
have
a
chance
 to
work
on
 a
number
 of
creative

exercises
 and
 challenging
 scene
 assignments
 as
 an
 "in‐house"
 acting
 company
 for

directors
 from
 RC
 Hums
 482,
 "Director
 and
 Text".
 Actors
 have
 the
 opportunity
 to

learn
about
the
audition
 process
from
the
director's
perspective
and
to
explore
how
to

work
on
 a
 diverse
set
of
 characters
from
a
wide
range
 of
dramatic
material.
All
acting

students
 will
participate
 in
 improvisations
and
 staging
exercises
 as
 well
as
experience

intensive
scene
study
and
the
sustained
rehearsal
process
for
a
production
 at
the
 end

of
the
term.


HUMS
485.002
Drama
Topics:
 Brecht’s
“Galileo”
 –
the
Minicourse;
 
W
5‐7
Walsh


(Excl)


This
 minicourse
 will
 work
 in
 conjunction
 with
 RC
 Drama's
 major
 production
 of
 the

Winter
semester,
Bertolt
Brecht's
 LIFE
of
 GALILEO.
Weekly
meetings
will
explore
the

historical
 background,
the
 genesis
 of
the
play
and
 its
'reception
history.'
Students
will

be
asked
to
participate
in
a
modest
way
in
the
production
itself
(chiefly
in
the
areas
of

program
copy,
audience
education
and
related
areas.)

HUMS
 485.003
 Drama
 Topics:
 Community
 Empowerment
 II
 F
 3‐5
 (Mendeloff/

Fried)


16 Winter
2009
|
Residen.al
College
Course
Descrip.ons
This
 course
 is
 a
 continuation
 of
 "Empowering
 Our
 Communities
 Through
 Creative

Expression"
 intended
 for
 those
 who
 would
 like
 to
 keep
 working
 at
 their
 internship

sites.
 We
 will
 meet
 the
 last
 Friday
 of
 every
 month
 to
 discuss
 issues,
 share
 best

practices,
and
engage
in
self‐reflection.


CREATIVE
WRITING
(an
RC
Concentration)

HUMS
220
Narration;
W
3‐5
(Hecht)
(CE)
Suggested
 assignment:
 1250
 words
 of
 prose
 fiction
 every
 two
 weeks.
 Rewriting
 is

emphasized.
The
class
meets
as
a
group
up
to
two
hours
per
week.
Collections
of
short

fiction
 by
 established
 writers
 are
 read.
 Every
 student
 meets
 privately
 with
 the

instructor
each
week.


HUMS
221
Writing
Poetry;
TTh
2:30‐4
(Mikolowski)
(CE)
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.
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.
RC
students
have
priority
for
this
class.

HUMS
320
Advanced
Narration;
W
1‐3
(Thomas)
(CE)
This
 workshop
 course
 explores
 the
craft
of
 short
fiction
 through
 intensive
 classroom

discussions
 of
 students’
 original
 stories.
 
 Three
 10‐20
 page
 short
 stories
 are
 due
 at

evenly
 spaced
 intervals
 during
the
 term.
 
 We
 will
 learn
 the
 art
 of
 effective
 critique

through
 close
 readings
 of
 and
 written
 commentaries
 on
 each
 others’
 creative
 work.


We
will
also
“workshop”
short
stories
by
 contemporary
authors
 as
 a
way
to
survey
the

landscape
of
current
short
fiction.

Each
student
meets
privately
with
the
instructor
to

review
their
story
submissions
prior
to
workshop.
Enrollment
is
limited
to
a
maximum

of
 six
 students.
 RC
 students
 receive
 priority
 for
 this
 class.
 
 LSA
 students
 may
 enroll

with
permission
of
instructor,
obtained
via
e‐mail.


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,
 no
 matter
 how

sophisticated
 their
 work,
 to
 have
 their
 efforts
 recognized
 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.

ARTS
AND
IDEAS
IN
THE
HUMANITIES
(an
RC
Concentration)

HUMS
235
Topics
in
World
Dance;
MW
11‐12:30
(Genne)
(HU)
This
 course
will
survey
a
diversity
of
dance
 traditions
 throughout
the
world.
Students

will
gain
insight
into
the
 functions,
aesthetics,
history,
and
cultural
context
of
 dances



17 Winter
2009
|
Residen.al
College
Course
Descrip.ons
within
specific
societies.
Theatrical,
religious,
popular,
and
social
dance
 traditions
will

be
 examined
 in
 a
 variety
 of
 cultures
 including
 groups
 in
 Africa,
 Japan,
 India,
 South

America,
 Aboriginal
 Australia,
 Indonesia
 (Bali,
 Java),
 the
 Mideast,
 and
 others.
 A

variety
of
broad
comparative
issues
will
be
explored:
How
does
dance
reflect
the
values

of
 the
 society
 which
 produces
 it?
 How
 are
 gender,
 class,
 relationships
 between

individual
 and
 group,
 and
 political
 and
 spiritual
 values
 displayed
 through
 dance

structures
 and
 movements?
 What
 is
 the
 creative
 process
 for
 producing
 these
 dance

works?
 How
 is
 the
 visual
 imagery
 of
 dance
 movement
 designed
 and
 how
 can
 an

audience
 decipher
 it?
 What
 are
 the
 basic
elements
 of
 dance
 choreography?
 How
do

choreographic
structures
differ
cross‐culturally?
How
do
the
training,
preparation,
and

performance
 practices
 of
 dancers
 differ
 cross‐culturally?
How
 do
the
 dances
 of
 these

cultures
 employ
 or
 integrate
 other
 art
 forms
 such
 as
 music,
 theater,
 and
 costume

design?
How
are
dance
productions
evaluated
and
critiqued
within
different
cultures?

In
addition
 to
lectures
and
 readings,
the
 class
 will
feature
 several
guest
artist/speaker

presentations,
 viewings
 of
 films
 and
 videos,
 and
 observations
 of
 dance
 rehearsals,

classes,
and
performances.


HUMS
236
Art
of
Film;
TTh
1‐2:30
and
Discussion
(Cohen)
(HU)
The
 Art
of
 the
 Film
examines
 the
 dramatic
and
 psychological
effects
 of
 the
elements

and
 techniques
 used
 in
 film
 making
 and
 television,
 and
 some
 of
 the
 salient

developments
 in
 film's
 artistic
 and
 technological
 history.
 This
 course
 provides

students
 with
 the
basic
tools
 and
 methods
 for
 film
appreciation
 and
 study.
 Students

write
 five
 two‐page
 exercises,
 a
 seven‐page
 analysis
 of
 a
 current
 movie,
 and
 a
 final

exam.
A
lab
fee
of
$50.00
is
assessed
to
pay
for
the
film
rentals.

HUMS
 265
 Arts
 and
 Letters
 of
 China;
 TTh
 1‐2:30
 and
 Discussion
 (Lin)
 (HU)

(R&E)
This
 interdisciplinary
 and
multimedia
course
is
taught
jointly
by
faculty
specialists
 in

Chinese
 philosophy,
 religion,
 cultural
 history,
 history
 of
 art,
 drama,
 literature,
 and

visual
 culture.
 
It
is
not
a
survey
 course.
 
Instead
 the
 main
 task
will
be
the
sustained

and
 critical
 study
 of
 a
 number
 of
 significant
 and
 representative
 works
 in
 order
 to

present
some
 major
themes
and
 art
forms
 of
 the
 distinct
and
 complex
 civilizations
of

China.
 
 In
 spite
 of
 inner
 tensions,
 this
 is
 a
 cultural
 tradition
 that
 can
 be
 seen
 as
 a

highly
 integrated
 system
 composed
 of
 mutually
 reinforcing
 parts,
 making
 such
 an

interdisciplinary
 and
 multimedia
 approach
 particularly
 effective.
 
Toward
 the
end
 of

the
 term
we
 will
 observe
 the
system's
collapse
as
 it
 struggles
 to
 adapt
to
 the
 modern

world,
and
consider
 how
our
themes
 continue,
 persist,
or
 change.
 
We
will
conclude

our
 course
 with
 discussions
 of
 art,
 poetry,
 and
 cinema
 from
 contemporary
 China.


Background
 lectures
 on
 language
 and
 early
 culture
 will
 be
 followed
 by
 topics
 and

readings
 that
include:
“Confucianism”
(Confucius
 and
Mencius),
“Daoism”
(Laozi
 and

Zhuangzi),
 the
 art
 of
 argumentation;
 themes
 in
 Chinese
 religiosity,
 Chan
 (Zen)

Buddhism;
 lyricism
 and
 visual
 experience
 in
 poetry
 and
 painting;
 music;
 traditional

storyteller
tales;
poetic‐musical
theater;
modern
fiction
and
culture;
and
Chinese
film.
The
 format
 of
 the
 course
 consists
 of
 three
 hours
 of
 lectures
 and
 one
 hour
 of

discussion.
 
 The
 lectures
 will
 be
 given
 by
 Baxter
 (language);
 Brown
 (early
 culture,

“Confucianism,”
 and
 the
 art
of
 argumentation);
 Lam
(music);
 Lin
 (“Daoism,”
 poetry,

and
garden);
Tang
(modern
culture
and
literature);
Tang
(film);
Cheng
(painting);
TBA

(religion);
Rolston
 (theater
 and
traditional
fiction).
 
Students
 should
 register
for
both

the
 lecture
 section,
 and
 one
 of
 the
 three
 discussion
 sections.
 
 No
 prerequisites.



18 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Requirements:
 occasional
 brief
 responses
 to
 readings,
 three
 short
 papers,
 and
 final

exam.

HUMS
 272
 Art
 in
 the
 Modern
 World;
 Avant‐garde
 to
 the
 Contemporary;
 MW

1‐2:30
and
Discussion
(Potts)
(HU)
In
 this
 course,
 we
 shall
 be
 exploring
 the
 many
 different
 kinds
 of
 work
produced
 by

European
 and
 American
 artists
 during
 the
 20th
 century.
 We
 shall
 begin
 with
 the

avant‐gardes
 of
 the
 early
 part
 of
 the
 century,
 then
 focus
 on
 various
 forms
 of

modernism
 and
 realism
 produced
 in
 the
 mid‐century,
 and
 finish
 with
 the

postmodernism
and
 late
 modern
art
of
 the
end
 of
 the
 century.
 
Two
issues
 dominate

the
survey.
First,
we
shall
be
studying
ways
in
which
modern
artists
have
redefined
the

nature
of
the
image
and
art
object,
both
with
new
forms
of
painting
and
sculpture,
but

also
 with
 photographic
 work
 and
 hybrid
 forms
 of
 art
 such
 as
 environments
 and

assemblages.
 Secondly,
 we
 shall
 be
 discussing
 how
 these
 various
 forms
 of
 art

responded
 to
the
 political
 and
social
realities
 of
 the
 times
 in
 which
 they
 were
 made,

whether
 by
 offering
a
 picture
 of
 these
 realities,
or
 by
 seeking
to
 make
 some
 kind
 of

political
 intervention
 in
 them.
 
 The
 relationship
 between
 artistic
 radicalism
 and

political
 radicalism
 will
 be
 a
 key
 concern,
 as
 will
 artists’
 strategies
 for
 negotiating

modernization
and
consumerism.

The
course
is
taught
by
way
of
lectures
and
discussions
in
sections.
There
is
no
course

reader,
but
you
will
need
to
buy
 three
textbooks
from
the
Yale
University
 Press
 series

‘Art
of
 the
Twentieth
 Century’
(total
cost
$96)
.
Any
further
set
readings
 
not
in
these

textbooks
will
be
made
available
on
electronic
reserve.
Art
of
the
Avant‐Gardes,
edited
by
Steve
Edwards
and
Paul
Wood.
Price
$32
Varieties
of
Modernism,
edited
by
Paul
Wood.
Price
$32
Themes
in
Contemporary
Art,
edited
by
Gill
Perry
and
Paul
Wood.
Price
$32

HUMS
 312
 Central
 European
 Cinema:
 Race,
 Ethnicity
and
 Gender
 Issues;
 TTh

2‐3,
W
7‐9
and
Discussion
(Eagle)
(HU)
(R&E)
During
four
decades
 of
Communist
Party
rule,
the
film
industries
of
Poland,
Hungary,

Czechoslovakia,
 and
 Yugoslavia
 were
 under
 state
 control.
 One
 positive
 result
of
 this

was
 ample
 funding
 for
 serious
 films
 about
 social
 and
 political
 topics;
 one
 serious

drawback
 was
 the
 existence
 of
 a
 censorship
 apparatus
 that
 made
 criticism
 of
 the

policies
of
the
existing
regimes
very
 difficult
(though
not
impossible).
Nonetheless,
in

certain
 thematic
 areas,
 particularly
 those
 dealing
 with
 racial
 and
 ethnic
 intolerance

and
 with
 the
 plight
 of
 women
 in
 patriarchal
 societies,
 filmmakers
 in
 East
 Central

Europe
were
able
to
be
more
incisive,
frank,
and
provocative
than
is
 generally
possible

within
the
profit‐driven,
entertainment‐oriented
Hollywood
film
industry.
This
is
not

to
say
that
the
Communist
regimes
themselves
gave
 priority
to
ameliorating
the
living

conditions
 of
 their
 ethnic
 minorities
 or
 of
 women.
 But
 talented
 and
 committed

filmmakers
 were
able
to
take
advantage
of
 the
 progressive
official
pronouncements
of

these
regimes
 with
regard
to
ethnic
and
gender
issues
in
 order
to
craft
powerful
films,

films
which
the
regimes
had
no
grounds
to
suppress
or
censor.
This
 course
 will
 study
 some
 of
 the
 most
 important
 films
 made
 in
 four
 thematic

categories:
 (1)
 the
 Holocaust—the
 reactions
 of
 people
 in
 East
 Central
 Europe
 to
 the

genocidal
 plans
 of
 the
 Nazis,
 from
 indifference
 and
 collaboration
 to
 heroic
 acts
 of

altruism;
 (2)
 ethnic
 discrimination
 and
 its
 consequences
 in
 more
 recent
 years—the

depressed
 economic
 status
 of
 the
 Roma
 (Gypsies);
 animosity
 among
 Croats,
 Serbs,

Moslem
Bosnians
and
Albanians,
leading
to
Yugoslavia’s
past
and
 present
civil
wars—


19 Winter
2009
|
Residen.al
College
Course
Descrip.ons
as
 well
 as
 the
 countervailing
 examples
 of
 a
 commonality
 of
 humanistic
 values
 and

peaceful
coexistence
 among
people
 of
 these
ethnicities;
(3)
women’s
 lives
 under
 state

socialism—women
 in
 the
 work
 force
in
 large
 numbers,
but
plagued
 by
a
 “double”
or

“triple”
 burden,
 with
 continued
 primary
 responsibility
 for
 domestic
 work
 and
 child

care,
as
well
 as
 by
persistent
patriarchal
 attitudes
 toward
 sex
 and
marriage
in
 society

as
 a
whole;
(4)
 the
 response
 of
 Central
 Europe’s
 leading
 women
 filmmakers,
who,
in

different
contexts
and
with
different
stylistic
approaches,
have
presented
heroines
who

rebel
and
struggle
against
the
patriarchal
order.
We
 will
 view
 and
 discuss
 films
 from
 Poland,
 Hungary,
 Czechoslovakia,
 the
 former

Yugoslavia,
 Bosnia,
 and
 Macedonia
 dealing
with
 the
 above
 issues.
 We
 will
 also
 give

attention
 to
the
 artistic
structure
 of
 the
 films—how
 they
 go
 about
transmitting
their

themes
 with
 power
and
emotion.
Evaluation
will
be
based
on
 on
 class
 discussion
 and

three
 medium
 length
 (6‐8
 page)
 papers;
 the
 first
 two
 will
 need
 to
 be
 revised
 and

expanded
 after
 students
 receive
 feedback
 on
 the
 first
 drafts.
 
 Course
 satisfies
 the

Upper
Level
Writing
Requirement.

HUMS
315

The
Representation
of
History
in
the
Literature
and
Visual
Arts
of

Rome




MW
2‐3:30
(Sowers)
(HU)
This
course
will
examine
the
way
in
which
Romans
 of
the
imperial
period
represented

to
themselves
their
history
and
their
Empire.
These
writers
hesitated
between
different

narrative
models.

Was
the
Empire
divinely
ordained
as
a
 quasi‐aesthetic
unfolding
of

episodes
 with
 an
 origin,
a
 trajectory
and
a
 final
destiny?
 
Or
was
it
a
concatenation
of

random
events?
 
Different
 narrative
 models
 provided
 different
opportunities
 for
 the

writer’s
personal
engagement,
from
vigorous
participation
 to
philosophic
detachment.

Writers
 did
more
than
 gather
 and
 arrange
 information;
 at
times
 they
 were
 forced
 to

confront
their
own
direct
implication
in
the
events
 they
described.
 
Opportunities
for

pride
are
always
welcome,
but
how
does
one
deal
with
a
story
of
shame?

Why
tell
that

story
 in
 the
 first
 place?
 
 Interestingly
 enough,
 historical
 narratives
 were
 frequently

saturated
with
myth.
 
 Does
 ancient
 myth
 provide
 a
 suitable
 (or
 convenient)
 political

cover
 for
 an
 historian
 with
 something
 to
 hide?
 How
 available
 is
 ancient
 myth
 to

opportunistic
 revision?
 
 Finally,
 the
 course
 will
 explore
 the
 ways
 in
 which
 ethnic,

cultural,
or
political
“others”
were
inserted
into
the
narrative
of
Roman
history.


What

role
can
Jews,
Christians,
and
barbarians
play
in
 this
story?

Is
their
presence
intended

to
confirm
or
disrupt
Roman
 power?


Literature:
Cicero,
On
the
Nature
of
the
Gods;

Livy,
The
Early
History
of
 Rome
 
(selections);
Virgil,
The
Aeneid;
Suetonius,
The
Lives

of
 the
 Caesars;
 Flavius
 Josephus,
 The
 Jewish
 War;
 Tacitus,
 Agricola
 and
 Germania;

Marcus
 Aurelius,
 The
 Meditations;
 The
 Passion
 of
 St.
 Perpetua
 and
 St.
 Felicitas.


Visual
arts:
 portrait
sculpture;
 battle
 sarcophagi;
the
 columns
 of
 Trajan
 and
Marcus

Aurelius;
the
Arch
of
Constantine.

HUMS
 318
 Critical
 Approaches
 to
 Literature:
 
 Classic
 Modernism:
 Art,


Philosophy,
Myth;
TTh
2‐3:30
(Sowers)
(HU)
The
 period
 of
 classic
 modernism
 in
 the
 first
 half
 of
 the
 20th
 century
 saw
 an

extraordinary
 outpouring
of
artistic
and
 critical
activity,
much
 of
 it
experimental
 and

avant‐garde
 in
 nature,
 entailing
 a
 radical
 break
 with
 the
 past.
 
 A
 finely
 articulated

body
 of
critical
thought
emerged
that
emphasized
 the
 autonomy
 of
the
work,
its
self‐
sufficiency
 and
 even
 indifference
 to
 other
 areas
 of
 human
 endeavor,
 such
 as

philosophy
or
religion.

The
defining
gesture
was
the
“self‐reflexive
turn”
–
the
work’s

centripetal
reference
to
the
materials
and
means
of
its
own
making.

At
the
same
time,



20 Winter
2009
|
Residen.al
College
Course
Descrip.ons
modernist
 artists
 turned
 to
 sources
 located
 deeply
 within
 the
 western
 tradition:
 the

myths
 of
 Dionysus
 and
 Orpheus;
 Greek
 sculpture;
 Pre‐Socratic
 philosophy
 and
 its

quest
for
 essential
 Being.
 This
 course
will
 examine
 the
 convergence
 in
 literature
 and

the
visual
arts
of
the
heritage
of
Greece
and
modernist
aesthetic
radicalism.

Literature:
Thomas
Mann,
Death
in
 Venice;
Rainer
Maria
Rilke,
Sonnets
to
Orpheus;

Virginia
Woolf,
To
the
Lighthouse;
William
Faulkner,
As
I
Lay
Dying;
Samuel
Beckett,

Waiting
for
Godot.
Visual
arts:
Wassily
Kandinsky;
Henry
Moore;
Barbara
Hepworth;

Jackson
Pollock;
Frank
Stella.




HUMS
 333.001
 Special
 Topics:
 The
 Art
 and
 Poetry
 of
 Michelangelo;
 TTh
 2:30‐4

(Willette)
(HU)
The
 life
 and
art
 of
 Michelangelo
Buonarroti
 (1475‐1564)
 offers
 an
 exciting
context
for

intensive
 study
 of
 verbal
 and
 visual
 creativity
 in
 early
 modern
 Europe.
 For
 his

contemporaries,
 and
 for
 many
 later
 generations,
 Michelangelo
 exemplified
 the
 ideal

modern
 artist
postulated
 in
 the
 art
literature
 and
 cultural
 theory
 of
 Humanism.
The

seminar
will
examine
Renaissance
theories
of
style
and
invention
in
order
to
grasp
the

rhetorical
strategies
 and
poetic
"figures"
that
inform
both
his
rough‐hewn
sonnets
and

his
 eloquent
marbles.
Hence
 we
will
attend
 closely
 to
certain
 drawings
 that
show
the

artist
thinking
on
 paper,
in
 both
 line
 sketches
 and
 fragments
 of
 verse.
 Other
central

topics
include
Michelangelo’s
verbal
and
visual
self‐fashioning
as
a
grouchy
genius,
his

Neoplatonic
 theories
 of
 artistic
 inspiration,
 his
 preoccupation
 with
 the
 body
 as
 the

primary
 source
 of
 visual
 and
 verbal
 metaphors,
 and
 the
 religious
 anxiety
 that

accompanied
 his
intense
 devotion
 to
craft
and
physical
 beauty.
 We
 will
 analyze
both

the
 language
 and
 the
 genres
 of
his
 poetry‐‐notably
 the
sonnet,
 the
 madrigal
and
 the

epitaph‐‐as
 well
as
 the
 language
employed
by
contemporary
critics
 of
 his
art,
such
 as

Giorgio
 Vasari,
 Giovanni
 Paolo
 Lomazzo,
 Pietro
 Aretino,
 and
 Ludovico
 Dolce.
 Close

inspection
 will
 be
 made
 of
 Michelangelo’s
 drawing
techniques,
 as
 well
 as
 his
 use
 of

color
 and
his
 treatment
of
 stone
 surfaces,
in
 order
to
 observe
 the
 figurative
 effects
of

his
 working
 of
 materials.
 We
 will
 study
 a
 considerable
 portion
 of
 his
 production
 in

sculpture,
 painting
 and
 architecture
 while
 examining
his
 prodigious
 reputation
 and

influence,
particularly
in
the
court
settings
of
Medici
Florence
and
Papal
Rome.


HUMS
334.001
Topics
in
the
Humanities:
The Harlem Renaissance: “The New Negro

Movement”; MW 4-5:30 (Davis) (HU)
The
 Harlem
 Renaissance
 is
 regarded
 as
 one
 of
 the
 greatest
 moments
 in
 American

history.
 
Most
readers
 have
a
general
understanding
of
 the
 literary
 movement.
 
Who

among
us
doesn’t
know
the
names
Langston
Hughes
 and
Zora
Neale
Hurston?

In
this

class
 we
 endeavor
 to
 consider
 the
 oft‐ignored
 aspects
 of
 the
 period:
 why
 the

Renaissance
was
brought
to
life
and
why
it
was
maintained;
how
the
intellectuals
went

about
defining
and
 imagining
their
 work;
 and
why
 it
remains
so
difficult
for
 scholars

to
 come
 to
 consensus
 about
 when
 the
 movement
 took
 place.
 
 We
 will
 go
 beyond

simplistic
 discussions
 of
 Langston
 Hughes
 and
 Zora
 Neale
 Hurston
 in
 order
 to

challenge
 some
 of
 the
 prevailing
notions
 about
 what
the
 Harlem
Renaissance
 was
 all

about.

HUMS
 334.004
 Topics
 in
 the
 Humanities:
 History of the Symphony; MW 4-5:30
(André) (HU)
Punctuated
by
revolutions,
the
19th
century
was
an
era
marked
by
social,
political,
and

economic
 unrest.
From
the
 French
 Revolution
 at
the
 end
of
 the
 18th
 century
 through



21 Winter
2009
|
Residen.al
College
Course
Descrip.ons
the
 multiple
 rebellions
 in
 1848,
 the
 Franco‐Prussian
 War
 in
 1871,
 and
 the
 instability

that
led
to
the
first
World
War,
the
spirit
of
revolution
ran
strong
in
the
19th
century.
This
 course
 looks
 at
 the
 evolution
 of
 one
 of
 the
 premiere
 musical
 genres
 of
 the
 19th

century—the
 symphony—within
 the
 larger
 context
 of
 its
 time.
 How
 do
 the
 early

beginnings
 that
 emphasize
 a
 strict
 adherence
 to
 musical
 form
 reflect
 the
 social

upheaval
 brought
 on
 through
 the
 French
 Revolution?
 
 In
 a
 time
 of
 strong

juxtapositions,
 how
 does
 the
 symphony
 articulate
 the
 aesthetics
 of
 the
 sublime
 and

the
 beautiful,
 the
 monumental
 and
 the
 miniature,
 the
 public
 and
 the
 private,
 the

individual
and
the
nation?

In
this
class
we
 will
examine
the
 symphonies
of
 Haydn,
Mozart,
Beethoven,
Schubert,

Schumann,
 Berlioz,
 Tchaikovsky,
Dvorak,
 Brahms,
and
 Mahler.
 Attention
 to
 musical

form
 and
 style,
 composer
 biography
 and
 placement
 in
 music
 history,
 and

contemporary
 musicological
 methodologies
 will
 be
 presented
 in
 a
 way
 that
 engages

those
from
all
musical
backgrounds
(no
prerequisites
required).

HUMS
334.005
Topics
in
the
Humanities:
Interdisciplinary
Perspectives
on
Julio

Cortazar’s
Hopscotch
TTh
10‐11:30
(Colas)
(HU)
The
 1963
 novel
 Rayuela
 (Hopscotch,
 in
 English),
 by
 the
 late
 Argentine
 author
 Julio

Cortázar,
 is
 one
 of
 the
major
 novels
 of
 the
so‐called
 Boom
 of
 Latin
 American
 fiction

and
 of
 twentieth
 century
 world
 literature.
 Its
 innovative
 structure
 (you
 can
 read
 the

text
in
more
than
one
order)
has
led
some
to
refer
to
it
as
the
first
hypertext
novel.
But

beyond
the
novelty
of
its
experimental
"hopscotch"
structure,
Cortázar's
 famous
 novel

weaves
 together
 a
 number
of
 themes
of
great
relevance
 to
students
 of
 Latin
 America,

of
 modernist
 literature,
 and
 of
 20th
 century
 art:
 the
 relationship
 between
 Latin

America
 and
 Europe,
 the
 attempt
 to
 give
 meaning
 to
 one's
 life
 (and
 the
 role
 of

philosophy,
literature,
art,
music,
religion,
play,
love,
sex,
and
politics
in
that
attempt),

the
 problem
of
 how
to
create
 more
 freedom
within
 a
given
 set
of
circumstances,
the

relationship
 between
 art,
 music,
 and
 literature,
the
 role
 of
 improvisation
 in
 art
 and

life,
and
many
more.
In
this
course,
we
will
slowly
and
carefully
make
our
way
through

this
 dense
 but
 rewarding
 text,
 focusing
 particularly
 on
 the
 many
 ways
 through

Cortázar
 sets
 up
 and
 explores
 the
 tension
 between
 individual
 freedom
 and
 ethical

relationships
 with
 others.
 Because
 of
 the
 experimental
 nature
 of
 the
 novel
 and
 its

explicit
 invitation
 to
 the
 reader
 to
 collaborate
 in
 this
 experiment,
 I
 would
 like
 class

participants
to
collaborate
 with
 me
in
inventing
experimental
ways
 to
approach
both

the
text
and
the
structure
of
a
university
course.


HUMS
334.006
Topics
in
the
Humanities:
Stopping
and
Reading:
Contemplative

Practices
and
the
Arts
of
Reading
to
Live
TTh
11:30‐1
(Colas)
(HU)
What
may
occur
when
we
approach
academic
reading
as
a
contemplative
practice?


If

we
read
in
a
contemplative
fashion,
can
we
still
enjoy
the
text?

Can
we
still
engage
its

social
and
political
dimensions?

How
do
we
share
contemplative
experiences
of
texts?


This
 course
 will
 explore
 these
 questions
 and
 others
 via
 three
 core,
 interrelated

experiences:

1)
an
introduction
to
and
hands‐on
experience
with
simple
Zen
 Buddhist

contemplative
 practices;
 2)
 close
 readings
 of
 short
 texts
 from
a
 variety
 of
 genres;
 3)

supplementary
 readings
 designed
 to
 expose
 participants
 to
 (a)
 a
 history
 of
 the

contemplative
 practices
 we
 are
 engaged
 in;
 (b)
 alternative,
 related
 conceptions
 of

reading
 as
 contemplative
 practice;
 (c)
 “model”
 contemplative
 readings;
 (d)
 debate

concerning
the
 ethical
 (or
 “worldly”)
 value
 of
 contemplative
 practices.
 
 These
 three

core
 experiences
 will
 be
 knotted
 together
 into
 six
 clusters,
 each
 lasting
 two
 weeks,



22 Winter
2009
|
Residen.al
College
Course
Descrip.ons
each
oriented
around
 a
 short
text
and
 a
 contemplative
 practice.
 
Attendance
 in
class

and
all
readings
will
be
mandatory.

In
addition
students
will
be
required
to
maintain
a

structured
journal
and
sustain
the
contemplative
practice
introduced
in
a
given
cluster

at
home
(minimum
3
days
per
week
for
fifteen
minutes).



HUMS
342
Representing
Genocide:
From
History
to
Story,
Memory
to

Postmemory;
MWF
9‐10
(Goertz)
(HU)
No
memory
 or
 physical
trace
 of
 the
 Holocaust
was
 meant
to
survive.
Yet
in
its
wake,

this
 genocide
 left
a
vast
body
 of
 literature
 by
 survivors
 and
 their
 children.
Holocaust

testimonies
 demand
 active
 moral,
 intellectual
 and
 emotional
 engagement;
 they
 call

upon
readers
to
become
co‐witnesses.
This
seminar
explores
the
various
forms
bearing

witness
 has
 taken
 over
 several
 generations
 from
 personal
 testimony
 and
 memoir
 to

fiction,
poetry,
film
and
the
visual
arts.
We
will
ask
the
following
questions:
what
are

the
 particular
 merits
 and
 pitfalls
 of
 each
 genre?
 How
 do
 autobiographical
 and

imaginary
accounts
enhance,
transform
or
compromise
the
 historical
 document?
We

will
be
reading
work
about
the
Holocaust
and
other
genocides
in
Armenia,
Cambodia,

Bosnia
 and
 Rwanda
 to
 examine
 the
 transition
 from
 history
 into
 story,
 memory
 into

post‐memory.
 Our
 readings
 will
 draw
 on
 larger
 discussions
 in
 the
 fields
 of

historiography,
 psychology,
 film
 and
 literary
 criticism
 about
 the
 disruptive
 effect
 of

trauma
on
memory
and
representation.

HUMS
344
Reason
and
Passion
in
18th
Century
Europe;
MW
4‐5:30
(Willette)
(HU)
This
 course
 examines
 and
 compares
 significant
 works
 of
 visual
 art,
 literature
 and

philosophy
created
 in
 Europe
 and
 North
 America
 during
the
 eighteenth
century.
 
 In

the
 midst
of
 radical
changes
 in
 political
 institutions
and
social
 life,
 works
 of
 creative

imagination
 such
 as
 paintings,
novels
 and
speculative
essays
 helped
to
define
 and
re‐
define
the
nature
of
“human
nature.”
Although
sometimes
called
an
age
of
reason,
this

was
 equally
 an
age
 of
 feeling
and
 belief,
and
rational
approaches
 to
the
improvement

of
 human
 life
 went
hand
 in
 hand
 with
 confidence
 in
 the
 truth
 of
 the
 emotions.
 
 An

experimental
 attitude
 charges
 much
 of
 the
 religious,
 political
 and
 philosophical

writing
of
the
 period,
and
“thought
experiments”
 of
various
 kinds
were
 carried
out
in

the
 subject
 matter
 and
 technical
 innovations
 of
 engravings,
 paintings
 and

architectural
 designs.
 
 As
we
 shall
 see,
 the
 idea
 that
individual
 liberty
 should
 not
be

constrained
 by
 established
 doctrine
 is
 a
 major
 feature
 of
 intellectual
 and
 artistic

discourse
in
this
period,
and
one
that
was
 closely
associated
with
 the
idea
that
human

beings
are
fundamentally
creatures
 of
nature,
subject
to
the
laws
of
physics
and
driven

by
 passions
 and
 appetites.
 Readings
 include
 Descartes’
 Discourse
 on
 Method,
 La

Mettrie’s
 Machine
 Man,
Defoe’s
Robinson
Crusoe,
Pope’s
“Essay
 on
 Man”,
Rousseau’s

Confessions,
Wollstonecraft’s
 Vindication
 of
 the
 Rights
 of
 Women,
Goethe’s
 Sorrows

of
 Young
 Werther,
 and
 art
 criticism
 by
 Winckelmann
 and
 Denis
 Diderot.
 
 We
 will

study
 paintings
 by
 Boucher,
 Fragonard,
 Greuze,
 Chardin,
 Joseph
 Wright,
 Elizabeth

Vigée‐Lebrun
and
Angelica
Kauffman,
among
others.

HUMS
444
George
Balanchine
and
the
Transformation
of
American
Dance;
TTh

4‐5:30
(Genne)
(Excl)
This
course
will
examine
the
life
and
works
 of
George
Balanchine
and
his
influence
on

twentieth
century
dance
in
Europe
and
 America.
As
 a
 choreographer,
Balanchine
 has

been
 compared
 to
 Shakespeare
 in
 the
 depth
 and
 scope
 of
 his
 work
 and
 has
 been

ranked
 with
 Picasso
 and
 Stravinsky
 as
 one
 of
 the
 titans
 of
 twentieth
 century
 arts.




23 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Balanchine's
life
 (1904‐1983)
spanned
the
major
part
of
 the
century.
 
His
life
 took
him

from
Tsarist
 Russian,
 through
 the
 1917
 Revolution
 and
 then
 to
 Europe
 and
 America

(1933‐83).
 He
 absorbed
 influences
 from
 the
 late
 nineteenth
 century
 Franco‐Russian

classical
ballet
at
the
Russian
 Imperial
Ballet
Theatre
where
he
 was
trained
 as
 a
boy,

experienced
 and
 contributed
 to
 the
 artistic
 ferment
 surrounding
 the
 October

revolution,
 participated
 in
 the
 modernist
 innovations
 in
 London
 and
 Paris
 (working

with
 Stravinsky,
 Prokofiev,
 Picasso
 and
 Matisse)
 and
 founded
 one
 of
 the
 first
 and

arguably
most
influential
American
ballet
companies
 and
schools
 (The
New
York
City

Ballet
 and
 the
 School
 of
 
 American
 Ballet.)
 
 He
 also
 changed
 the
 face
 of
 American

ballet:
His
protégé
Arthur
Mitchell
broke
the
color
barrier
by
becoming
the
first
black

principal
in
classical
ballet
and
with
Balanchine's
encouragement
went
on
to
found
the

Dance
 Theatre
 of
 Harlem
 in
 1968
after
 the
 assassination
 of
 Martin
 Luther
 King.
 He

cultivated
and
created
 roles
 for
Maria
Tallchief,
who
with
 her
sister
Marjorie,
became

the
 first
 famous
 Native
 American
 ballerinas.
 He
 worked
 closely
 with
 Stravinsky
 to

create
a
 series
 of
innovative
 modern
 ballets.
But
Balanchine's
 work
wasn't
confined
to

classical
 ballet:
he
 was
 also
 a
 vital
 part
 of
 American
 popular
 culture,
working
in
 the

Broadway
 musical
 theater
 and
 Hollywood
 films.
 His
 work
 with
 African
 American

dancers
 Katherine
 Dunham,
 The
 Nicholas
 Brothers
 and
 Josephine
 Baker
 influenced

their
development
and
 his
own.
He
 collaborated
 with
 composers
 Richard
 Rogers
 and

Lorenz
 Hart,
George
 and
 Ira
 Gershwin,
 Vernon
 Duke
 and
 Harold
 Arlen
 working
on

such
musicals
 as
"On
 Your
Toes"
(for
which
 he
 created
the
landmark
ballet
Slaughter

on
 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
 and

Hollywood
 films
 as
 important
 
 
artistic
 endeavors
 and
 excitedly
embraced
American

popular
culture,
infusing
his
ballet
work
with
 the
rhythms
and
steps
 of
American
jazz

dance
and
combining
it
with
the
Imperial
Russian
ballet
tradition.
This
fusion
of
"fine"

and
"popular"
art
 resulted
in
 a
 new
 American
 style
 of
 classical
 dance
 and
 dancers
 as

well
 as
 a
reinvigoration
 of
dance
forms
in
the
American
 musical
theatre.
The
seminar

will
 involve
 class
 discussion
 and
analysis
of
Balanchine's
choreography
 supplemented

by
 readings
 and
 viewings
 of
 Balanchine's
 work
 on
 video
 tape
 and
film.
Students
 will

write
 an
 original
 research
 paper
 and
 present
their
 findings
 to
 the
 class
 in
 a
 seminar

report
 at
 the
 end
 of
 the
 semester.
 
 Active
 participation
 in
 class
 discussion
 of
 the

readings
and
viewings
will
be
important.

COMPARATIVE
LITERATURE

HUMS
 230
 Biblical,
 Greek,
 and
 Medieval
 Texts:
 Original
 Works
 and
 Modern

Counterparts
TTH
3:30‐5,
W
7‐9
(H.
Cohen)
(HU)
In
this
 course
we
shall
study
 foundational
 texts
 from
the
 Greek,
Old
Testament,
New

Testament,
and
Medieval
worlds
and
a
number
of
modern
works
 –
books,
essays,
and

films
 –
 that
 employ
 the
 themes
 and
 situations
 originally
 set
 forth
 in
 these
 classical

works.

First,
we
 shall
 examine
 literature
 central
 to
the
 world
 view
of
four
 cultures
 that
have

helped
 shape
 and
 continue
 to
 inform
 modern
 Western
 consciousness
 and
 art.
 Our

focus
will
be
on
questions
and
perspectives
concerning
the
individual’s
relationship
to

the
 divine
 order,
to
earthly
 society,
and
 to
the
 private
 self
that
are
 embodied
in
such

works
 as:
(I)
Greek
literature:
Homer
(The
Iliad
or
The
Odyssey);
Sophocles
 (Oedipus,



24 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Antigone);
Euripedes
(Medea),
Plato
(Socratic
dialogues);
(II)
Old
Testament:
(Genesis,

Job);
 (III):
 The
 New
 Testament
 (The
 Gospels
 of
 St.
 Matthew
 and
 St.
 John);
 (IV):

Medieval
literature:
Dante’s
The
Inferno,
Gottfried’s
Tristan.

In
 conjunction
 with
 these
 works,
 we
 will
 examine,
 where
 feasible,
 modern

counterparts
(or
 adaptations
 or
recreations)
of
 the
 classic
 stories
or
conflicts
 found
in

these
classical
texts.
We
will
read
essays
and
novels,
and
see
films
which
 deal
with
the

same
 or
similar‐and
perennial‐ideas
and
 conflicts.
(We
will
also
examine
 those
values

and
 experiences
 expressed
 in
 the
 original
 works
 that
 seem
 alien
 to
 modern

consciousness.)
 Some
 of
 the
 modern
 works
 we
 will
 scrutinize
 are
 Roman
 Polanski’s

Chinatown,
 Max
 Frisch’s
 Homo
 Faber,
 Martin
 Luther
 King’s
 Letter
 from
 Birmingham

Jail,
 Martin
 Scorsese’s
 The
Last
Temptation
 of
 Christ,
 Ingmar
 Bergman’s
 The
Seventh

Seal.

The
 chief
 merit
 of
 our
 approach,
besides
 giving
the
 student
 the
 opportunity
 to
 read

and
see
important
and
exciting
stories,
is
 in
the
juxtaposing
of
the
old
and
the
new
so

as
to
make
the
student
more
appreciative
of
 the
rootedness
in
the
past
of
many
of
our

current
 ideas,
problems,
and
situations.
 There
 will
be
two
 papers
 and
a
midterm
and

final
exam.


HUMS
275
The
Western
Mind
in
Revolution;
TTh
10‐11:30
(Peters)
(HU)
This
course
will
treat
six
major
reinterpretations
of
the
human
condition
from
the
16th

to
the
20th
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

the
 self
 as
 well
 as
 a
 reassessment
 of
 the
 nature
 and
 function
 of
 his/her
 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;
 and
 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/she

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
 specific
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
 (1905);

and
 Einstein,
 Relativity,
 the
 Special
 and
 the
 General
 Theory:
 A
 Popular
 Exposition

(1921).


25 Winter
2009
|
Residen.al
College
Course
Descrip.ons
CORE
 334.002
 Special
 Topics;
 Children
 Under
 Fire;
 TTh
 1‐2:30
 (Goodenough)

(Excl)
Suffering
and
 remembering
longest,
 children
 lose
 most
 in
 war.
 
 Recent
 memoirs
 by

"hidden
 children"
 of
 the
 Holocaust,
 adolescent
 diaries
 from
 war
 zones,
 and
 oral

histories
 of
 teenage
 victims
 of
 domestic
 and
 urban
 violence
 challenge
 stereotypes
 of

war
stories.
Examining
the
sense
of
lost
childhood
and
 fear
of
 violence
 which
pervade

our
 society,
 this
 seminar
 explores
 how
 trauma
 has
 been
 constituted
 and

problematized
 in
 children's
 literature.
How
 do
 these
 texts
 portray
 young
killers
 and

consumers,
soldiers
and
refugees,
victims
and
survivors
of
crisis?
In
what
ways
do
fairy

tales,
 as
 well
 as
 empire
 and
 frontier,
continue
 to
 influence
 media,
film,
and
 popular

culture
 for
 the
 young?
 What
 roles
 do
 gender,
 classic
 war
 stories,
 national
 identity,

family
 resilience,
issues
 of
 guilt
 and
innocence,
cross‐writing,
amnesia
 and
 recovered

memory,
terrorism
and
 expectations
 of
 a
 happy
 ending
play
in
 representing
children

under
fire?

HUMS 334.001 Topics in the Humanities; The Harlem Renaissance: “The New Negro
Movement”; MW 4-5:30 (Davis) (HU)
The
 Harlem
 Renaissance
 is
 regarded
 as
 one
 of
 the
 greatest
 moments
 in
 American

history.
 
Most
readers
 have
a
general
understanding
of
 the
 literary
 movement.
 
Who

among
us
doesn’t
know
the
names
Langston
Hughes
 and
Zora
Neale
Hurston?

In
this

class
 we
 endeavor
 to
 consider
 the
 oft‐ignored
 aspects
 of
 the
 period:
 why
 the

Renaissance
was
brought
to
life
and
why
it
was
maintained;
how
the
intellectuals
went

about
defining
and
 imagining
their
 work;
 and
why
 it
remains
so
difficult
for
 scholars

to
 come
 to
 consensus
 about
 when
 the
 movement
 took
 place.
 
 We
 will
 go
 beyond

simplistic
 discussions
 of
 Langston
 Hughes
 and
 Zora
 Neale
 Hurston
 in
 order
 to

challenge
 some
 of
 the
 prevailing
notions
 about
 what
the
 Harlem
Renaissance
 was
 all

about.

HUMS
342
Representing
Genocide:
From
History
to
Story,
Memory
to

Postmemory;
MWF
9‐10
(Goertz)
(HU)
No
memory
 or
 physical
trace
 of
 the
 Holocaust
was
 meant
to
survive.
Yet
in
its
wake,

this
 genocide
 left
a
vast
body
 of
 literature
 by
 survivors
 and
 their
 children.
Holocaust

testimonies
 demand
 active
 moral,
 intellectual
 and
 emotional
 engagement;
 they
 call

upon
readers
to
become
co‐witnesses.
This
seminar
explores
the
various
forms
bearing

witness
 has
 taken
 over
 several
 generations
 from
 personal
 testimony
 and
 memoir
 to

fiction,
poetry,
film
and
the
visual
arts.
We
will
ask
the
following
questions:
what
are

the
 particular
 merits
 and
 pitfalls
 of
 each
 genre?
 How
 do
 autobiographical
 and

imaginary
accounts
enhance,
transform
or
compromise
the
 historical
 document?
We

will
be
reading
work
about
the
Holocaust
and
other
genocides
in
Armenia,
Cambodia,

Bosnia
 and
 Rwanda
 to
 examine
 the
 transition
 from
 history
 into
 story,
 memory
 into

post‐memory.
 Our
 readings
 will
 draw
 on
 larger
 discussions
 in
 the
 fields
 of

historiography,
 psychology,
 film
 and
 literary
 criticism
 about
 the
 disruptive
 effect
 of

trauma
on
memory
and
representation.

HUMS
348
Survey
of
Russian
Literature:
Russian
Fiction
of
the
Late
Nineteenth

Century;
TTh
11:30‐1
(Maiorova)
(HU)
This
 course
 provides
 an
 introduction
 to
 the
 major
 masterpieces
 of
 Russian
 fiction

written
 in
the
last
 third
 of
 the
 19th
century.
Among
the
 works
 to
be
studied
are
such

classic
 of
 world
 literature
 as
 Tolstoy’s
 Anna
Karenina
and
 Dostoevsky’s
 The
Brothers



26 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Karamazov.
We
also
will
read
some
 of
Chekhov
and
 Leskov’s
 best
short
stories.
Texts

will
be
analyzed
in
a
broad
cultural
framework
and
in
 the
context
of
the
monumental

changes
 Russian
 society
 was
 undergoing
 at
 that
 time.
 We
 will
 trace
 how
 writers

positioned
 themselves
 with
 regard
 to
 the
 social,
 intellectual,
 and
 religious
 issues

dividing
 their
 contemporaries.
 Topics
 include
 gender
 relations,
 violence
 and

repentance,
utopia,
suicide,
love
and
modernity,
the
metaphysics
of
beauty,
Russia
and

the
 West.
 This
 class
 fulfills
 Upper
 Language
 Writing
 Requirement.
Two
 papers
 and

final
test.
No
knowledge
of
Russian
language,
literature,
or
history
is
required.


HUMS
361
Psychoanalysis
and
the
Modern
Novel;
TTh
3:30‐5
(Peters)
(HU)
First,
this
 course
will
offer
a
 basic
introduction
to
the
Freudian
 and
Jungian
 theory
of

human
 psychology
 and
 psychopathology;
 the
 nature
 of
 the
 personal
 and
 collective

unconscious;
theories
 of
 the
 instincts
 and
 their
transformation;
the
 development
and

function
of
the
ego;
the
mechanisms
 of
defense
and
repair,
and
theories
 and
methods

for
 the
 interpretation
 of
 dreams
 and
 works
 of
 art.
 Second,
this
 course
 will
 conclude

with
two
studies
in
applied
psychoanalysis.
1)
Ka•a
and
Freud:
Ka•a’s
childhood
and

his
 relationship
to
his
 father
 will
 be
examined
in
light
of
 the
 trauma
 of
 the
 bourgeois

nuclear
 family
 as
 described
 by
 Freud.
 Also,
 the
 Freudian
 theory
 of
 dream

interpretation
 will
 be
 applied
 as
 a
 technique
 for
 the
 analysis
 of
 Ka•a’s
 literary

fantasies
 of
 guilt,
 punishment
 and
 suicide.
 Texts:
 Freud’s
 The
 Interpretation
 of

Dreams;
 Ka•a’s
 short
 stories
 and
 The
 Trial.
 2)
 Hesse
 and
 Jung:
 “the
 search
 for

identity”
 of
 Hesse’s
 protagonists
 will
 be
 examined
 in
 the
 perspective
 of
 Jung’s

individuation
 process,
 the
 persona,
 the
 shadow,
 archetypes
 of
 the
 Collective

Unconscious,
 and
 man’s
 quest
 for
 mystical
 illumination.
 Texts:
 selections
 from
 The

Portable
Jung;
Hesse’s
 Siddhartha
 and
Steppenwolf.
Ka•a’s
 and
Hesse’s
lives
will
also

be
 analyzed
 from
the
 perspective
 of
 theories
 of
 neurosis
 and
 artistic
 creativity.
Mid‐
term
and
final
exams,
and
term
paper
required.

Books:

Introductory
Lectures
to
Psychoanalysis,
Freud,
(Liverwright)

The
Future
of
An
Illusion,
Freud,
(Norton)

The
Portable
Jung,
Jung
(Viking)

Death
in
Venice,
Mann
(Vintage)

Siddartha,
Hesse
(Penguin)

Steppenwolf,
Hesse
(Henry
Holt)

Dr.
Jekyll
and
Mr.
Hyde,
Stevenson
(Boston)

The
Basic
Ka•a,
Ka•a
(Schocken)


IDIV
 302
 Advanced
 Topics
 in
 STS:
 Environmental
 Literature
 &
 Social
 Justice:

What’s
the
Connection?;
TTh
9:30‐11
(Murphy)
(ID)

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

unthinking.

John
Maynard
Keynes

The
 proper
 balancing
 of
 environmental
 protection,
 biodiversity,
 and
 sustainable


development
 is
 a
 complex
 equation
 in
 an
 industrialized
 society.
 
 Long
 before
 An

Inconvenient
Truth
brought
global
warming
to
theaters
across
America,
environmental

issues
 were
 at
 the
 forefront
 of
 public
 policy
 debates.
 
 Much
 of
 the
 debate
 centered

around
 issues
 of
 environmental
 justice:
 Access
 to
 safe
 and
 clean
 drinking
 water,



27 Winter
2009
|
Residen.al
College
Course
Descrip.ons
hazardous
 industrial
 waste,
 superfund
 sites
 and
 garbage
 dumps
 in
 the
 poorest

neighborhoods.
 
In
 the
1970’s,
when
the
modern
 environmental
movement
was
born,

our
country
enacted
sweeping
anti‐pollution
laws.
 
In
the
 decades
 since,
however,
our

commitment
 to
 environmental
 protection
 and
 environmental
 justice
 has
 waned
 as

economic
considerations
took
precedence.
Events
 such
 as
 the
 Bhopal
 tragedy,
 the
 Rwandan
 Genocide,
 and
 Hurricane
 Katrina

reminded
us
that
we
ignore
the
connections
between
 ecological,
economic,
and
social

degradation
 at
our
peril.
 
There
are
 a
 steadfast
few
 who
have
continued
to
champion

the
cause
of
 environmental
justice
both
in
 the
poorest
neighborhoods
 in
 America
and

abroad.
 
 We
 will
 learn
 about
 the
 work
 of
 people
 like
 Majora
 Carter
 of
 Sustainable

South
Bronx,
and
Wangari
Maathai,
the
first
African
woman
to
win
the
Nobel
Prize
for

her
work
on
sustainable
development,
democracy,
and
peace.

This
 seminar
 considers
 efforts
 to
 promote
 environmental
 protection
 alongside

economic
prosperity,
and
explores
 cases
where
that
balance
has
gone
awry,
with
often

tragic
consequences
for
the
affected
communities.

We
will
detail
the
success
of
efforts

in
the
United
States
to
address
air
and
water
pollution
during
the
1970's
and
1980's
and

contrast
 that
 progress
 with
 the
 country’s
 failure
 to
 come
 to
 grips
 with
 issues
 of

environmental
 justice.
 
 We
 will
 look
 at
 the
 latest
 scientific
 data,
 in
 addition
 to

exploring
 exciting
 developments
 in
 bio‐diesel
 fuel,
 green
 architecture,
 and

sustainability
 programs,
and
 the
 impact
 these
 areas
 could
 have
 on
 job
 creation
 and

economic
development.

Texts
may
include:
Rachel
Carson,
Silent
Spring
Roderick
Frazier
Nash,
Wilderness
and
the
American
Mind

F.
Marina
Schauffler,
Turning
to
Earth,

James
“Gus”
Speth,
Red
Sky
At
Morning

Mike
Tidwell,
The
Ravaging
Tide
Jack
Turner,
The
Abstract
Wild



28 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Social
Theory
and
Practice

an RC Concentration

SSCI
220
Political
Economy;
TTh
11‐12:30
(Weisskopf)
(SS)
This
 course
 serves
 as
 a
 gateway
 course
 for
 the
 RC
 Social
 Theory
 and
 Practice

concentration,
meets
the
LS&A
social
science
distribution
requirement,
and
is
open
to

all
 undergraduates;
 there
 are
 no
 prerequisites.
 
 The
 course
 explores
 human
 society

from
an
 interdisciplinary
 social
scientific
perspective
 anchored
 in
 political
 economic

analysis,
 which
 brings
 a
 variety
 of
 social
 science
 perspectives
 to
 the
 analysis
 of

economic
 systems.
 
 The
 primary
 focus
 is
 on
 modern
 capitalism,
 especially
 as
 it
 has

developed
in
 the
United
 States.
 
Historical
and
 theoretical
analyses
 are
considered
in

close
relation
to
current
affairs
and
economic
policy
issues.

The
main
textbook
for
the

course
 is
 Bowles,
 Edwards
 &
 Roosevelt,
 Understanding
 Capitalism;
 but
 selected

writings
by
other
contemporary
political
economists
will
also
be
assigned.

IDIV
224
Global
Justice;
MW
1‐2
and
Discussion

(Anderson/Thompson)
(SS)
Current
 controversies
 over
 globalization
 take
 place
 against
 a
 background
 of
 severe

poverty
 in
 much
 of
 the
 world,
extreme
economic
 inequalities
 between
 rich
 and
poor

countries,
 and
 profound
 international
 effects
 of
 domestic
 policies.
 To
 understand

these
 controversies,
 we
 must
 engage
 both
 normative
 and
 social
 scientific
 questions.

This
 interdisciplinary
 course
 on
 global
 justice
 integrates
 approaches
 from
 political

philosophy
and
 political
economy.
It
 is
 co‐taught
by
 faculty
 from
the
 departments
 of

philosophy
and
economics.

Foundations
 of
 development
 economics
 and
 theories
of
 global
 justice
are
 introduced

and
 applied
 to
 specific
 issues
 such
 as
 immigration,
 trade,
 sweatshops,
 and
 climate

change.
 This
 course
 counts
 as
 a
 gateway
 for
 the
 Social
 Theory
 and
 Practice

concentration.

SSCI
260
Theorizing
Knowledge;
TTh
1‐2:30
(Burkam/Dillard)
(SS)
This
 course
 explores
 various
 methods
 of
 inquiry
 that
 scholars
 and
 practitioners

employ
 to
answer
 both
 historical
 and
contemporary
questions
 having
to
 do
 with
 the

connections
between
inequality,
power
and
 knowledge.
Using
both
 a
 broad
thematic

focus
and
a
series
 of
“real
world”
questions
to
structure
readings
and
activities,
the
key

concern
 is
 with
 how
 knowledge
 is
 acquired
 and
 produced,
 whether
 from
 a
 text,
 a

person
or
group
of
people,
a
survey,
a
semiotic
system
or
a
combination
thereof.

Over
 the
 course
 of
 a
 semester,
 students
 will
 be
 introduced
 to
 four
 broad
 strategies

used
 by
 social
 scientists
 for
 data
 collection:
 archival
 research;
 quantitative

methods;
 ethnography/fieldwork;
and
 interviewing/survey
research.
 In
 each
 of

the
 four
major
 sections
 of
 the
course,
students
will
grapple
 with
 both
 the
theory
 and

the
 application
 of
 the
 methodology.
 Each
 method
 will
 be
 presented
 both

sympathetically
as
well
as
critically
through
a
series
of
readings
and
in‐class
visits
from

actual
practitioners.
Care
 will
be
 taken
 to
help
 students
evolve
 an
understanding
of
a

strategy
 or
 strategies
 that
 will
 help
 to
 frame
 and
 guide
 their
 own
 future
 research

projects
and
questions.

This
 course
 is
 open
 to
 all
 sophomore
 and
 junior
 undergraduates
 but
 is
 a
 required

gateway
 course
 for
 students
 who
 are
 considering
 concentrating
 in
 the
 RC’s
 Social

Theory
 and
 Practice
 program.
 Students
 who
 are
 considering
the
 STP
 program
 must



29 Winter
2009
|
Residen.al
College
Course
Descrip.ons
also
enroll
in
the
one‐credit
seminar
SSci
290.
Seniors
and
freshmen
may
enroll
in
this

course
only
with
permission
from
David
Burkam.
For
more
information
contact
either
one
of
the
instructors:
Angela
Dillard
(adillard@umich.edu)
or
David
Burkam
(dtburkam@umich.edu).

SSCI
275
Science,
Technology,
Medicine,
and
Society;
MW
1‐2:30
and
Discussion


(Hecht/Roberts)
(SS)
From
automobiles
 and
 computers
 to
 immunizations
 and
 genetically
 modified
 foods,

science,
technology,
engineering,
 and
medicine
 are
 omnipresent
elements
 of
 modern

lives
and
lifestyles,
and
have
been
for
many
decades.

This
four‐credit
course
will
help

students
 think
 in
 an
 informed,
 critical,
 and
 sophisticated
 manner
 about
 the
 social

dimensions
 of
 science,
technology,
 engineering,
and
 medicine
 and
 their
implications

for
modern
life.






 

We
 will
 explore
 questions
 such
 as:
 How
 have
 culture
 and
 politics
 affected
 the
 goals

and
designs
of
technologies?
How
has
 science
 been
shaped
by
society,
and
vice‐versa?


How
can
history
help
us
understand
the
ethics
of
medical
experimentation?
 


There
will
be
two
lectures
and
one
discussion
session
per
week,
and
requirements
will

include
weekly
reading,
a
midterm,
and
at
least
one
paper.
 

We
 welcome
 and
encourage
students
 with
 backgrounds
 in
 the
humanities,
the
 social

sciences,
the
sciences,
and
engineering.

You
do
NOT
need
to
be
a
History
major
or
an

RC
student
to
enroll.

RCSSCI
275/HIST
285
 fulfills
 the
 LSA
social
sciences
distribution
requirement,
as
well

as
the
core
course
requirement
for
those
wanting
to
pursue
an
STS
minor
through
the

Program
in
Science,
Technology,
and
Society.



SSCI
290
Social
Science
Basic
Seminar;
ARR
(Burkam/Dillard)
(Excl)
This
one‐credit
seminar
(elected
in
conjunction
with
SSci
260)
is
designed
for
students

who
are
seriously
 considering
a
Social
Theory
and
Practice
 [STP]
concentration
in
the

Residential
College.
The
seminar
is
a
requirement
in
the
STP
program;
its
purpose
is
to

prepare
students
to
pursue
a
concentration
in
STP.
Periodic
seminar
sessions
will
feed

off
of
the
discussions
in
Ssci
260,
and
will
center
on
how
to
turn
general
interests
into

problems
 that
can
 be
 investigated
 systematically
through
subsequent
coursework
and

possible
 research
 projects.
The
 principal
 goal
 of
 the
 seminar
 is
 to
design
 a
coherent,

individualized
program
of
study
for
the
STP
major.

SSCI
302
Contemporary
Social
and
Cultural
Theory;
TTh
3‐4:30
(Caulfield)
(Excl)
This
 course
 fulfills
 the
 second
 STP
 concentration
 requirement
 for
 a
 course
 dealing

with
 social
 and
 cultural
 theories.
 This
 course
 will
 provide
 students
 with
 an

introductory
 look
 at
 some
 of
 the
 theories
 that
 have
 been
 prominent
 across
 the

disciplines
 of
 twentieth‐century
 social
 science,
 with
 special
 emphasis
 on

psychoanalysis,
anthropology,
sociology,
political
 economy,
 and
 history.
 
 The
 course

considers
 a
 selection
 of
 influential
 theories
 posited
 by
 social
 scientists
 at
 different

times
 over
 the
 course
 of
 the
 twentieth
 century,
 focusing
 on
 how
 they
 constructed

categories
 that
 have
 become
 hallmarks
 of
 late
 twentieth‐century
 understandings
 of

human
 societies
in
the
West:
race,
class,
gender,
sexuality,
and
culture.

Our
goal
is
to

understand
 how
social
 scientific
disciplines
 have
structured
 how
we
 develop
theories

about
individuals
 and
 societies,
as
 well
 as
 how
 some
 of
 these
 theories
 have,
in
 turn,

challenged
the
boundaries
around
the
disciplines.



30 Winter
2009
|
Residen.al
College
Course
Descrip.ons
CORE
305.141:
Hospital
Volunteers’
Service‐Learning
Experience;
ARR
(Evans)

(Excl)
Students
 volunteer
 at
 University
 Hospital
 on
 the
 adult
 inpatient
 unit
 of
 the

Department
 of
 Physical
 Medicine
 and
 Rehabilitation.
 
 Duties
 include
 assisting
staff

and
 interacting
 with
 patients,
 most
 of
 whom
 have
 neurological
 injuries
 (stroke,

traumatic
 brain
 injury,
 spinal
 cord
 injury)
 or
 chronic
 illnesses.
 
 Meetings
 with

neuropsychologist
and
RC
faculty
member
Jeff
Evans
will
be
arranged.
Shortly
before
the
start
of
the
semester
in
which
you
would
like
to
volunteer,
schedule

a n
 i n t e r v i e w
 w i t h
 h o s p i t a l
 V o l u n t e e r
 S e r v i c e s
 ( 9 3 6 ‐ 4 3 2 7
 o r
 e m a i l

UMHS.Volunteer@umich.edu).


Questions?

Email
Jeff
Evans
at
jeevans@umich.edu


SSCI
315
International
Grassroots
Development;
TTh
10‐12
(Fox)
(SS)
(ULWR)
What
does
 "good
 development”
mean
 to
 you?
Do
impoverished
communities
around

the
 world
 need
 democracy?
 High
 quality
 "Western"
 medicine
 for
 all?
 Spiritual

enlightenment?
 Debt
 forgiveness?
 High
 tech
 education?
 Liberation
 from
 U.S.

corporations?
Gender
 equality?
A
return
to
ancient
values
 and
practices?
Equality
on

the
 world
 stage?
Or
 to
just
be
left
 alone?
In
 this
course
we
will
look
at
 how
 different

assumptions
 about
 the
 Global
 South
 drive
 conflicting
 solutions
 proposed
 by

governments,
 aid
 agencies,
 religious
 groups,
 human
 rights
 activists,
 the
 business

community,
 rebels,
 idealists,
 and
 grassroots
 organizations.
 Be
 prepared
 for
 lively

discussion,
 a
 deep,
 personal
 examination
 of
 your
 own
 beliefs
 and
 values,
 lots
 of

writing‐‐and
 lots
 of
 help
 with
 your
 writing.
 Junior
 or
 Senior
 status
 required.

Some
 previous
 courses
 in
 economics,
 political
 science,
 anthropology,
 and/or
 lived

experience
 in
 the
 Global
 South
 may
 be
 helpful.
 This
 class
 satisfies
 the
 Advanced

Writing
in
the
Disciplines
requirement.


SSCI
 330
 Urban
Community
Studies
I:
 Historical
and
 Theoretical
Perspectives;


MW
2‐4
(Ward)
(Excl)

This
 course
is
designed
to
help
students
develop
historical
perspectives
 and
analytical

frameworks
 that
 will
 guide
 them
 as
 they
 study
 and
 work
 in
 urban
 communities.

Focusing
on
 the
 collective
 experience
 of
 African
 Americans
 in
 the
 second
 half
 of
 the

twentieth
 century,
 we
 will
 conduct
 an
 interdisciplinary
 investigation
 into
 the

processes
 of
 community
 formation
 and
 social
 change
impacting
contemporary
urban

life.
 
 Course
 texts
 therefore
 include
 historical
 studies,
 urban
 sociology,
 social
 work,

autobiography,
 ethnography,
 community
 studies,
 and
 film.
 
 We
 will
 begin
 with
 a

review
of
the
various
meanings
and
uses
 of
the
idea
of
“community,”
moving
next
to
a

brief
 consideration
 of
 the
 historical
 development
 of
 American
 cities.
 
 Then
 we
 will

explore
 the
 processes
 of
 African
 American
 migration
 and
urbanization,
including
the

exploration
 of
 specific
 urban
 areas
 and
 their
 dynamics
 of
 community
 formation.


Finally,
we
 will
examine
case
studies
of
community
organizing,
leading
us
 to
consider

broad
questions
 concerning
our
understanding
of
 contemporary
 urban
 communities,

the
 challenges
 they
 face,
 and
 the
 prospects
 for
 engaged
 social
 action.
 
 Our
 guiding

concern
 throughout
 the
 semester
 will
 be
 the
 relationship
 between
 universities
 and

their
 surrounding
 communities—including
the
 historical
 expressions,
 contemporary

realities,
and
future
prospects
of
this
 relationship.
This
 is
 the
 one
required
course
for

the
Urban
and
Community
Studies
minor.

SSCI
357
History
and
Theory
of
Punishment
MW
4‐6
(Bright)
(Excl)


31 Winter
2009
|
Residen.al
College
Course
Descrip.ons
In
 this
 course,
 we
 will
 explore
 the
 history
 and
 theory
 of
 punishment
 in
 the
 19th
 and

20th
 Centuries.
 The
 main
 focus
 will
 be
 on
 the
 history
 of
 punishment
 in
 the
 United

States,
 but
 we
 will
draw
on
 broader
 theoretical
 traditions
 and
 use
 comparative
 cases

from
other
 places.
 
 Central
 to
 the
 study
 will
 be
 patterns
 of
 change
 in
 punishment

practices
and
how
these
reflected
and/or
foster
new
perspectives
on
who
criminals
are

and
 what
 makes
 them
 misbehave.
 
 We
 will
 seek
 to
 understand
 how
 punishment

systems
create
and
defend
coherent,
if
changing
narratives
about
deviance,
crime,
and

correction,
 and
how
 these
 narratives
 work
to
 organize
 the
 internal
 practices
 and
 the

public
 discourse
 about
 punishment.
 
 Topics
 will
 include
 the
 invention
 of
 the

penitentiary
 in
 the
 early/mid‐19th
 Century,
 the
 development
 of
 industrial
 penology

and
the
“big
house”
in
the
early
 20th
Century,
contract
labor
systems
and
 chain
gangs

that
 comprised
 penal
 practice
 in
 the
 American
 South
 after
 the
 Civil
 War,
 and
 the

emergence
 of
 rehabilitative
 models
 of
 corrections
 and
 their
 crisis
 after
 the
 second

World
 War.
 
 These
 historical
 explorations
 will
 frame
 a
 critical
 examination
 of

contemporary
 penology
 and
 discourses
 on
 punishment.
 
 
 Class
 sessions
 will
 mix

lectures
with
discussions
 and
small
group
work.

There
 will
be
several
assigned
books

and
a
coursepack;
two
essays
and
a
final
paper
will
supplant
midterm
and
final
exams.


This
 is
 one
 of
 two
 required
 core
 courses
 for
 the
 Crime
 and
 Justice
 undergraduate

minor.



SSCI
 360.001
Junior
 Seminar:
 Political
 Struggles
in
 Mexico:
 Seminar
 and
 Field


Study;
MW
10‐12
(Robinson)
(SS)
In
 the
 last
20
 years,
Mexico
 has
 moved
 from
 what
novelist
 Mario
 Vargas
 Llosa
 once

called
Latin
America's
"perfect
dictatorship"
‐‐
a
political
system
dominated
by
a
single

party,
 the
 Party
 of
 the
 Institutionalized
 Revolution
 (PRI),
 from
 1928
 to
 2000
 ‐‐
 to
 a

system
in
 which
an
 opposition
party
candidate
 won
the
Presidency
 in
 2000,
no
single

political
party
controls
 Congress,
different
parties
control
different
state
governments,

and
the
judiciary
is
 beginning
to
 manifest
 some
independence.
 
The
southern
 border

state
 of
 Chiapas
 ‐‐
 and
 the
 Zapatista
 rebellion
 launched
 there
 on
 January
 1,
 1994
 ‐‐

played
 an
 important
 part
 in
 these
 changes.
 
 But
 Chiapas
 ‐‐
 Mexico's
 third
 most

indigenous,
and
 its
 most
 agrarian,
 poorest
 and
 (since
 1994)
 most
 militarized
 state
 ‐‐

also
 demonstrates
 the
 limits
 of
 this
 transformation.
 
 
 Politics
 in
 Chiapas
 remains

polarized
 and
 volatile,
 and
 the
 lives
 of
 its
 primarily
 rural
 population
 are
 extremely

precarious.
 
The
Zapatistas
 and
their
international
NGO
allies
 are
 fostering
important

experiments
 in
autonomous
local
government
and
rural
economic
development
based

on
small
farmer
cooperatives
connected
to
a
global
fair
trade
movement,
eco‐tourism,

and
more.

Still
the
depopulation
 of
the
state
‐‐
much
of
it
in
the
form
of
 migration
to

the
United
States
‐‐
has
never
been
more
precipitous.
 
In
 January
2006,
migrants
 from

Chiapas
 made
 up
 almost
 one
 quarter
 of
 those
 who
 passed
 through
 the
 CCAMYN

shelter
 in
 Altar,
Sonora,
the
 town
 that
is
 the
 staging
point
 for
the
 largest
 number
of

border
 crossings
 anywhere
 along
the
 2,000
 mile
 US‐Mexico
border.
 
 These
 statistics

tell
 us
 something
 important
about
 the
 limitations
 of
 such
 “alternative
 development”

efforts.
 
 The
 limits
 of
 Mexico's
 democratization
 are
 also
 evident
 in
 the
 violence

unleashed
 by
 the
 Governor
 of
 Oaxaca
 against
 the
 teachers'
 union
 there,
 and
 in
 the

still‐disputed
 outcome
of
 the
presidential
 election
of
2006.
 
 
This
course
will
explore

these
developments
during
the
Winter
term.

In
 the
 first
two
 weeks
 of
 May,
12
 students
 will
 participate
 in
 a
two‐week
 field
 trip
 to

Chiapas,
 Oaxaca
 and
 Mexico
 City.
 
 
 In
 Chiapas,
 we
 will
 meet
 with
 Mexican
 and

international
 NGOs
 working
 on
 a
 wide
 variety
 of
 issues:
 globalization,
 rural



32 Winter
2009
|
Residen.al
College
Course
Descrip.ons
development,
 militarization,
and
 migration.
 
 We
 will
 also
 spend
 several
 days
 in
 the

countryside,
 visiting
 Zapatista
 communities
 to
 discuss
 their
 efforts
 to
 create

autonomous
 and
 democratic
 municipal
 governments
 in
 the
 areas
 where
 they
 have

strength,
and
farmer
coops
that
produce
coffee
for
fair
trade
organizations.

In
Oaxaca

we
will
meet
with
 representatives
of
the
teachers'
union
(SNTE/CNTE),
students
 from

the
Benito
Juarez
Autonomous
University,
APPO
activists,
and
human
and
indigenous

rights
 organizations.
 
 In
 the
 national
capital,
 we
 will
 visit
 the
 Mexican
Congress
 and

meet
with
representatives
of
the
 three
major
 political
parties.
 
 We
 will
also
talk
with

supporters
of
the
"shadow
government"
formed
by
PRD
Presidential
candidate
Andres

Manuel
Lopez
Obrador,
as
well
as
people
who
participated
in
La
otra
campaña.





SSCI
360.002
Junior
Seminar:
Art,
Mind
and
Medicine;
WF
11‐12:30
(Evans)
(SS)
This
course
explores
psychological
and
neuropsychological
underpinnings
of
creativity

in
 art
 and
 science,
 including
 problem‐solving
 and
 the
 aesthetic
 response.
 Special

reference
 will
 be
made
to
the
use
 of
 creative
 activities
 and
 of
 exposure
to
the
arts
 in

promoting
mental
and
physical
health.
 
So,
in
 addition
to
considering
how
brain
 and

mind
are
involved
in
creativity,
this
course
is
about
practical
applications
in
fields
such

as
 the
 arts
 therapies
 (art,
 music,
 dance,
 drama,
 creative
 writing),
 and
 the
 Arts
 in

Medicine.

 Questions
we
will
address
throughout
the
semester
include:

• Is
the
creative
process
the
same
or
different
across
people
and
across

mediums
of
expression?


• How
does
creativity
in
the
arts
and
in
the
sciences
differ?
• What
behaviors
are
associated
with
creativity
and
how
does
the
brain

provide
for
those
behaviors?
• What
are
the
roles
of
innate
talent,
acquired
skills,
self‐efficacy
and

perceived
control
at
various
moments
of
the
creative
process?


• Can
creativity
be
learned?
• How
can
creative
behaviors
and
aesthetic
experience
affect
mood
and
the

immune
system?
• What
does
controlled
research
reveal
about
the
effect
of
creative
activity

and
aesthetic
experience
on
mental
and
physical
health?
• How
do
art
and
creative
activity
function
in
hospitals
and
other
therapy

settings?

This
 course
 satisfies
 the
University’s
 Junior/Senior
 writing
requirement.
 
 All
 students


will
be
evaluated
on
 class
participation,
on
 completion
and
comprehension
of
 reading

assignments,
and
on
several
writing
assignments,
including
a
substantial
term
project.
Note:
 
 Please
 do
 not
 register
 for
 this
 course
 if
 you
 completed
 the
 Fall,
 2007,
 RC

minicourse,
Art,
Mind
and
Medicine.

SSCI
360.003
Junior
Seminar:
Theory
and
Practice
of
Community
Organizing;
W

10‐12,

(Markus)
(SS)

The
 purpose
 of
 this
 course
 is
 to
develop
 your
 capacities
 as
 "leaders
 and
 citizens
 who

will
 challenge
 the
 present
 and
 enrich
 the
 future."
 
 (That
 phrase
 is
 from
the
 official

mission
 statement
 of
 the
 University
 of
 Michigan.)
 
 Through
 readings,
 discussion,

writing,
 and
 practical
 action,
 you
 will
 learn
 how
 to
 develop
 organizations
 that
 build

the
 leadership
capacities
 of
 individuals
 and
 the
democratic
 power
of
communities
 to



33 Winter
2009
|
Residen.al
College
Course
Descrip.ons
advance
their
 shared
interests.
 
 In
 addition,
you
 will
 gain
 insight
 into
 how
 this
 work

can
 inform
 basic
 knowledge
 about
 political
 participation,
 democratic
 theory
 and

practice,
 and
 organizational
 processes
 –
 and
 vice
 versa.
 
 Expect
 to
 devote

approximately
 20
 hours
 (plus
 travel
 time)
 to
 participating
in
 activities
 and
 events
 in

metropolitan
 Detroit
 as
 part
 of
 this
 course,
 in
 addition
 to
 reading,
 classroom

discussions,
and
periodic
writing
assignments.


SSCI
460
STP
Senior
Seminar;
Social
Science
Research
and
Practice;
TTh
10‐11:30

(Caulfield)
(Excl)
This
 course
 is
 designed
 as
 the
 capstone
 of
 the
 Social
 Theory
 and
 Practice

concentration.

It
provides
a
forum
for
discussion
among
students
who
are
completing

the
 required
 senior
 project
as
 well
as
 a
 loose
structure
 to
 guide
 each
 student
toward

the
 final
 product.
 
 Group
 meetings
 will
 be
 organized
 around
 common
 readings
 on

research
 and
 writing
 methods
 for
 the
 first
 few
 weeks.
 
 For
 the
 remainder
 of
 the

semester,
students
 will
distribute
written
 reports
 or
 portions
of
their
 final
 project
for

group
 discussion,
culminating
in
 the
 oral
presentation
 and
 discussion
 of
 a
 first
 draft

and
final
version
of
each
project
at
the
end
of
the
semester.

IDIV
 302
 Advanced
 Topics
 in
 STS:
 Environmental
 Literature
 &
 Social
 Justice:

What’s
the
Connection?;
TTh
9:30‐11
(Murphy)
(ID)

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

unthinking.

John
Maynard
Keynes

The
 proper
 balancing
 of
 environmental
 protection,
 biodiversity,
 and
 sustainable


development
 is
 a
 complex
 equation
 in
 an
 industrialized
 society.
 
 Long
 before
 An

Inconvenient
Truth
brought
global
warming
to
theaters
across
America,
environmental

issues
 were
 at
 the
 forefront
 of
 public
 policy
 debates.
 
 Much
 of
 the
 debate
 centered

around
 issues
 of
 environmental
 justice:
 Access
 to
 safe
 and
 clean
 drinking
 water,

hazardous
 industrial
 waste,
 superfund
 sites
 and
 garbage
 dumps
 in
 the
 poorest

neighborhoods.
 
In
 the
1970’s,
when
the
modern
 environmental
movement
was
born,

our
country
enacted
sweeping
anti‐pollution
laws.
 
In
the
 decades
 since,
however,
our

commitment
 to
 environmental
 protection
 and
 environmental
 justice
 has
 waned
 as

economic
considerations
took
precedence.
Events
 such
 as
 the
 Bhopal
 tragedy,
 the
 Rwandan
 Genocide,
 and
 Hurricane
 Katrina

reminded
us
that
we
ignore
the
connections
between
 ecological,
economic,
and
social

degradation
 at
our
peril.
 
There
are
 a
 steadfast
few
 who
have
continued
to
champion

the
cause
of
 environmental
justice
both
in
 the
poorest
neighborhoods
 in
 America
and

abroad.
 
 We
 will
 learn
 about
 the
 work
 of
 people
 like
 Majora
 Carter
 of
 Sustainable

South
Bronx,
and
Wangari
Maathai,
the
first
African
woman
to
win
the
Nobel
Prize
for

her
work
on
sustainable
development,
democracy,
and
peace.

This
 seminar
 considers
 efforts
 to
 promote
 environmental
 protection
 alongside

economic
prosperity,
and
explores
 cases
where
that
balance
has
gone
awry,
with
often

tragic
consequences
for
the
affected
communities.

We
will
detail
the
success
of
efforts

in
the
United
States
to
address
air
and
water
pollution
during
the
1970's
and
1980's
and

contrast
 that
 progress
 with
 the
 country’s
 failure
 to
 come
 to
 grips
 with
 issues
 of



34 Winter
2009
|
Residen.al
College
Course
Descrip.ons
environmental
 justice.
 
 We
 will
 look
 at
 the
 latest
 scientific
 data,
 in
 addition
 to

exploring
 exciting
 developments
 in
 bio‐diesel
 fuel,
 green
 architecture,
 and

sustainability
 programs,
and
 the
 impact
 these
 areas
 could
 have
 on
 job
 creation
 and

economic
development.

Texts
may
Include:
Rachel
Carson,
Silent
Spring
Roderick
Frazier
Nash,
Wilderness
and
the
American
Mind

F.
Marina
Schauffler,
Turning
to
Earth,

James
“Gus”
Speth,
Red
Sky
At
Morning

Mike
Tidwell,
The
Ravaging
Tide
Jack
Turner,
The
Abstract
Wild


IDIV
 350.001
 Special
 Topics:
 Pills,
 Politics
 and
 the
 Public
 Good:
 Ethical

Crossroads
in
the
Pharmaceutical
Industry;
T
7‐9PM
(Greenspan)
(Excl)


This
 one‐credit
 course
 draws
 on
 current
 debates
 about
 ethical
 practice
 within
 the

pharmaceutical
industry
 with
 an
 eye
 toward
 wider
 questions
about
 corporations,
the

politics
of
regulation,
and
social
responsibility.


Major
 topics
 include:
 
 A
 perceived
 “ethics
 problem”
 within
 the
 pharmaceutical


industry,
critiques
of
industry’s
relationship
with
 the
FDA,
post‐Vioxx
concerns
about

drug
safety,
statutes
 shielding
drug
companies
 from
civil
liability
 (lawsuits),
direct‐to

consumer
advertising,
direct‐to‐physician
advertising
(e.g.,
“drug
reps,”
etc.),
industry‐
funded
research
 and
medical
 journals,
the
 role
 of
 consumer
 and
 patient
advocacy
 as

responses
to
perceived
problems.
The
 course
 will
 include
 brief
 video
 excerpts
 and
 guest
 speakers,
 including

representatives
from
industry,
pharmacology,
medicine,
law,
and
patient
advocacy.


Requirements
 include
 attending
 class
 meetings
 and
 completing
 a
 series
 of
 one‐page

assignments.

Students
who
want
to
explore
these
issues
in
greater
depth
(and
receive

3
 credits
 in
 total)
 may
 consider
 also
 taking
 RCIDIV
 351.001:
 
 “Research
 Seminar
 on

Ethics,
Politics,
and
the
Pharmaceutical
 Industry.”

 The
research
seminar
 supplements

the
 mini‐course
 for
 interested
 students,
 but
 it
 is
 perfectly
 fine
 to
 take
 only
 the
 mini‐
course
Minicourse
begins
immediately
after
Spring
break
and
runs
from
March
3
–
April

14.

IDIV
 351.001
 Special
 Topics:
 Research
 Seminar
 on
 Ethics,
 Politics,
 and
 the

Pharmaceutical
 Industry;
 T
 6‐8
 (Greenspan)
 (
 Excl)
 
 Course
 runs
 the
 full

semester.

SEE
REGISTRATION
INFO
BELOW***
This
 class
 supplements
 the
 mini‐course,
“Pills,
Politics,
and
 the
 Public
 Good:
Ethical

Crossroads
 in
 the
Pharmaceutical
Industry.”
 
It
 is
 intended
 for
students
 who
wish
 to

delve
more
deeply
into
issues
presented
in
that
course
through
 small
group
discussion

and
 research
 projects
 supervised
 by
 the
 instructor.
 
 This
 is
 a
 class
 for
 people
 with

initiative,
independence,
and
a
taste
for
adventure.


Students
 in
 the
 research
 seminar
 will
 also
 serve
 as
 discussion
 leaders
 for
sessions
 in

the
 mini‐course,
 work
with
the
instructor
 on
 aspects
 of
 course
 planning,
and
 present

their
research
projects
to
the
larger
class.

Sessions
 will
 include
 whole
 class
 meetings,
 individual
 research
 consultations,
 some

“field
trips,”
and
the
chance
to
meet
with
guest
speakers
in
a
small
group
setting.


35 Winter
2009
|
Residen.al
College
Course
Descrip.ons
There
 will
 be
 an
 emphasis
 on
 learning
 how
 to
 use
 fieldwork,
 informants,
 internet‐
based
investigation,
and
other
resources
to
explore
questions
in
depth.

Thus,
a
love
of

“following
leads”
will
also
be
essential.

During
the
first
half
of
the
term,
the
class
will
meet
on
Tuesdays,
6‐8
pm.

After
Spring

Break,
 we
 will
 continue
 to
 meet
 from
 6‐7,
 and
 then
 join
 the
 large
 mini‐course
 that

meets
from
7‐9.

During
this
period,
there
will
also
be
individual
meetings
on
research

projects.
***PREREQUISITES:
 
 Concurrent
enrollment
 in
 RC
 IDIV
350.001,
 “Pills,
 Politics

and
 the
 Public
 Good:
 Ethical
 Crossroads
 in
 the
 Pharmaceutical
Industry.”
 
 As

above,
 351
 meets
 from
 6‐8
 pm
during
 the
 first
 half
 of
 the
 semester.
 
 
 After
 Spring

Break,
 351
 meets
 from
 6‐7
 pm
 and
 then
 joins
 350
 from
 7‐9
 pm.
 
 Because
 of
 this

technicality,
 students
 may
 need
 a
 “time
 override”
 which
 they
 can
 do
 on
 Wolverine

Access.
 
However,
 anyone
 who
has
 any
 difficulty
 registering
for
both
 courses
 should

contact
Charlie
Murphy
(clmurph@umich.edu)
at
the
RC.


36 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Core
and
Interdivisional
Core
100.001
First‐Year
Seminar;
Unteaching
Racism;
TTh
3‐5
(Fox)
How do children learn to accept a certain level of racism as “normal,” even in the most
progressive communities? How can we convince skeptics that racism continues to flourish on
campus, in schools, and in the media? How can we develop new materials, methods, and
forms of education that include more perspectives than the dominant Eurocentric model?
How can white students and students of color become allies when their life experiences are
often so different? Through readings, videos, experiential activities, and discussion, students
will inquire into how race consciousness and its associated taboos are taught, sometimes
unwittingly, in U.S. society. We will explore definitions of race, racism, and 'reverse racism,"
look at the histories of various ethnic groups in America including ways some groups have
managed to "become white," learn how white privilege and institutional racism work,
examine racial identity development theory, and look deeply at the messages we ourselves
received as children about America's most sensitive, volatile, and hushed-up topic. Frequent
reading, journal assignments and several 5-7 page papers. Activities may include in-class
presentations on topics chosen and researched by student groups, and the opportunity to "un-
teach" racism in area schools or on campus through discussions, art projects, theater games,
or other innovative projects of students' own design. Expect lively discussion, disagreement
and frustration, hard thinking, and lasting friendships.

CORE
 100.002
 First‐Year
 Seminar;
 Medicine
 and
 Health:
 West
 and
 East;
 MW

3‐4:30
(Sloat)
In
 this
 seminar
 we
 will
examine
 western
understandings
 of
health
and
 disease
 in
 the

light
 of
 other
 cultural
 traditions
 of
 health
 and
 healing.
 
 We
 will
 first
 study
 the

concepts,
assumptions,
and
 methodologies
 that
underlie
 western
 science
 and
modern

biomedicine,
as
 well
as
 their
implications
 for
 practitioners
and
patients.
 
In
 turn,
we

will
 spend
 time
 examining
 philosophies
 and
 practices
 of
 the
 classical,
 centuries‐old

medical
 systems
 of
 India
 and
 Tibet.
 
 To
 what
 extent
 can
 we
 understand
 such
 very

different,
so‐called
“eastern,”
approaches
to
health
and
medical
practice?

Will
current

revolutions
 in
 fields
 such
as
 molecular
genetics,
immunology,
and
neurobiology
serve

to
 further
 separate
 or
 bring
 together
 modern
 and
 age‐old
 understandings
 of
 health

and
 healing?
 
 Can
 one
 tradition
 inform
 another?
 Our
 perceptions
 of
 ourselves
 as

humans
 are
 profoundly
 influenced
 by
 what
 happens
 in
 the
 realms
 of
 science
 and

medicine.
 
 This
 seminar
proposes
 that
a
 study
 of
 the
 medical
 and
 healing
traditions

that
we
 call
 “western
 and
eastern”
will
 help
to
 inform
us,
and
allow
 us
 to
explore
the

larger
 cultural
paradigms
that
help
define
modern
 worldviews.
Articles,
essays,
books,

films
 and
guest
speakers
 will
form
a
 rich
context
for
discussions
 and
writing.
Writing

assignments
 will
 include
 weekly
 papers
 (with
 an
 emphasis
 on
 revision),
 frequent

commentary
papers,
and
symposia
and
presentations
at
the
end
of
the
term.

Required
books:
(all
paperbacks):
The
Spirit
Catches
You
and
You
Fall
Down,
Anne
Fadiman
(1997)
 

The
Lost
Art
of
Healing,
Bernard
Lowe,
MD
(1999)
Genome,
Matt
Ridley
(2006)

In
Search
of
the
Medicine
Buddha,
David
Crow
(2000)
Course
Packs
of
required
articles
(Parts
1
and
2)


37 Winter
2009
|
Residen.al
College
Course
Descrip.ons
RCCORE
309.006
Independent
Study:
Spanish
Language
Internship
Program;

ARR;
(Sanchez‐Snell)
(Excl)
See
LANG
descriptions
above

CORE
 334.001
 Field
 Study:
 Russian
 Service
 Learning
 in
 Action
 Network

(RUSLAN)
(Makin)

See
LANG
descriptions
above

CORE
305.141:
Hospital
Volunteers’
Service‐Learning
Experience;
ARR
(Evans)

(Excl)
See
Social
Theory
and
Practice
descriptions
above

SEMESTER
IN
DETROIT
Classes
meet
at
the
UM
Detroit
Center

HUMS 334.001 Topics in the Humanities; Writing in Detroit: Journey to the Interior; T
10-1 (Hernandez) (HU)
The
 other
 day
a
visitor
 to
Detroit
 noticed
a
peacock
strolling
across
 a
 dilapidated

park,
its
tail
in
full
colorful
spread,
and
wondered
aloud
at
this
remarkable
survivor
of

Detroit’s
industrial
collapse.
Detroit
may
well
have
its
peacocks,
foxes
and
 all
 manner

of
 wildlife
 emerging
 from
 abandoned
 neighborhoods,
 but
 it
 also
 has
 writers
 who

steadfastly
 rebuild
 the
 city
 with
 words.
Detroit
 writers
 are
 a
 hardscrabble
 lot,
 gritty

but
full
of
love
for
a
city
that
so
generously
feeds
their
creative
juices.

During
 the
 term
 we
 will
 read
 the
 works
 of
 several
 Detroit
 writers,
 including

Harriette
 Arnow’s
 The
 Dollmaker,
 a
 1954
 novel
 about
 an
 Appalachian
 family’s

struggles
 to
 adjust
 to
 WWII
 Detroit.
 
 It
 provides
 a
 snapshot
 of
 the
 city
 when
 its

multinational
 workforce
 populated
 factories
 in
 full
 war
 production,
 earning
 Detroit

the
 moniker,
 Arsenal
 of
 Democracy.
 
 Then
 we
 will
 read
 Abandon
 Automobile,

Detroit
City
Poetry
2001
in
order
to
understand
how
its
writers
describe
Detroit
in
its

industrial
 decline.
 Additionally,
 students
 will
 have
 the
 opportunity
 to
 attend
 poetry

readings,
music
sessions
and
other
events
off
the
beaten
Detroit
cultural
path.
When
the
going
gets
tough,
Detroit
writers
dig
deep
into
the
city’s
interior,
filter
it

through
 their
 hearts
 then
 let
 the
 words
 flow
 from
their
 fingertips.
 Detroiters
 reflect

and
 write,
 reflect
 again,
 talk
 it
 out
 somewhere,
 then
 write
 some
 more.
 That’s
 the

process
we’ll
use
in
this
class,
beginning
with
regular
journal
entries
capturing
student

reflections
on
 the
city,
in‐class
writing
exercises,
visits
 with
Detroit
writers
and
lots
of

talking
and
sharing.
The
journal
entries
and
writing
exercises
 will
then
be
mined
for
a

final
 project
determined
 by
 the
student,
be
 it
poetry,
 a
 short
story
 or
 a
 creative
 non‐
fiction
piece.
This
course
is
part
of
the
Semester
in
Detroit
program.


Required
Reading:


The
Dollmaker
‐
Harriette
Arnow
Abandon
Automobile
–
Eds:
Melba
Boyd
&
M.L.
Liebler


38 Winter
2009
|
Residen.al
College
Course
Descrip.ons
SSCI
 360.004
Junior
Seminar:
Planning
Detroit:
 
Past,
Present,
 Future;
 T
2‐5
(J.

Thomas)
(SS)
This
 course
will
offer
an
overview
of
planning
in
improving
central
cities,
with
a
 focus

on
Detroit.

It
will
allow
students
to
review
the
history
of
 planning
in
 Detroit,
through

both
written
material
and
guided
visits
to
various
redevelopment
sites,
in
order
to
gain

a
 sense
 of
 the
 vision
 of
 past
city
 boosters
 and
 the
 challenges
 facing
 planning
today.


Time
 periods
will
include
the
 early
postwar
years,
dating
from
World
War
II
until
the

early
 1990s;
 the
 “present,”
 defined
 as
 the
 period
 spanning
from
the
 beginning
 of
 the

awarding
of
the
first
U.S.
Empowerment
Zone
designations
in
1994
until
2009;
and
the

“future,”
 which
 will
 mean
 by
 necessity
 discussing
 existing
 proposed
 projects
 and

apparent
 strategies
 for
 improving
 Detroit
 and
 cities
 and
 metropolitan
 areas
 like

Detroit.

Course
readings
 will
draw
on
both
specific
books
and
articles
 about
planning

and
redevelopment
in
Detroit
and
on
other
materials
 concerning
the
improvement
of

central
cities
and
their
metropolitan
regions.


Urban
 planning,
 an
 interdisciplinary
 approach
 to
 improving
 human
 society,
 has

particularly
 close
 ties
 with
 the
 social
 sciences
 but
 connects
 as
 well
 with
 disciplines

such
as
architecture,
landscape
architecture,
and
resource
development.
This
course
is

part
of
the
Semester
in
Detroit
program.



SSCI
461.001
Social
Science
Senior
Seminar;
Students
on
Strike:
Race,
Education,

and
Youth
Activism
in
Detroit,
1966
and
Today;
Th
2‐5
(Ward)
(Excl)
This
 class
 is
 a
 collaboration
 with
 Detroit’s
 renowned
 Mosaic
 Youth
 Theatre.
 
It
will

provide
an
in‐depth
look
at
the
turbulent
1960s
in
 Detroit,
focusing
on
youth
activism

and
the
ways
that
struggles
 over
education
and
race
shaped
the
city’s
history.

We
will

focus,
in
 particular,
on
 a
dramatic
 but
 not
well
known
 event
 in
 Detroit’s
 history:
the

1966
 student
 walkout
 at
 Northern
 High
 School.
 
 Northern
 students
 were
 joined
 by

students
 across
 the
city
protesting
racism
in
the
schools,
leading
to
the
 establishment

of
 a
 freedom
school.
 
 The
 course
 will
 involve
 students
 in
 first‐hand
 oral
history
 and

archival
 methods
 to
 uncover
 and
 organize
 material
 about
 this
 event
 to
 be
 used
 by

Mosaic
 Youth
 Theatre
 to
 stage
 a
 new
 theatrical
 production
 during
 their
 2009‐2010

season.
 
 This
 course
is
part
 of
 the
 Semester
 in
Detroit
 program
 and
 will
 meet
 at
 UM

Detroit
Center
(non
Semester
in
Detroit
Students
may
enroll
in
the
class,
but
they
must

be
able
to
attend
class
at
the
Detroit
Center;
there
will
be
no
class
meetings
on
campus).

CORE
 306.008
 Independent
 Study;
 Semester
 in
 Detroit
 Community‐Based


Internship;
Arr
(Bright)
(Excl)
A
 required
 component
 of
 the
 Semester
 in
 Detroit
 program,
 each
 student
 will
 be

matched
 ‐‐
based
on
 their
interests
 ‐‐
with
a
community
 or
cultural
arts
organization

in
the
city
of
Detroit
for
a
part‐time
internship.

Students
will
spend
16
hours
per
week

at
their
internship
site,
in
most
cases
all
day
on
Mondays
and
Wednesdays
throughout

the
 winter
 term.
 
 In
 order
 to
 insure
 a
 positive
 internship
 experience,
 students
 will

work
closely
with
the
 Semester
 in
 Detroit
Associate
 Director
to
develop
 a
 work‐plan,

benchmarks,
and
a
process
 for
continuous
evaluation
and
review.

(NOTE:
this
course

offering
is
 only
 available
 to
students
 who
 have
 applied
 for,
 and
 have
 been
 accepted

into,
the
Semester
in
Detroit
Program.)



CORE
 306.077
 Independent
 Study;
 Semester
 in
 Detroit
 Internship
 Reflection


Seminar;
Arr
(Ward)
(Excl)


39 Winter
2009
|
Residen.al
College
Course
Descrip.ons
A
 required
component
of
 the
 Semester
 in
 Detroit
 program,
the
 primary
 goal
for
 this

weekly
 two‐hour
 seminar
 is
 to
 provide
 students
 the
 opportunity
 for
 individual
 and

group
 reflection
 on
the
 internship
 experience.
 
In
 addition,
there
 will
be
 some
 short

readings
 and
 discussion
 of
 student
 journals;
 each
 student
 will
 be
 required
 to
 lead
 a

presentation
 on
 the
 internship
 experience.
 
 The
 Associate
 Director
 for
 Semester
 in

Detroit,
 Craig
 Regester,
 will
 assist
 in
 the
 facilitation
 of
 this
 seminar.
 
 (NOTE:
 this

course
 offering
 is
 only
 available
 to
 students
 who
 have
 applied
 for,
 and
 have
 been

accepted
into,
the
Semester
in
Detroit
Program.)















40 Winter
2009
|
Residen.al
College
Course
Descrip.ons
Undergraduate
Minors
(open
to
LSA
Students)

CRIME
AND
JUSTICE

SSCI
357
History
and
Theory
of
Punishment
MW4‐6
(Bright)
(Excl)

PEACE
AND
SOCIAL
JUSTICE

RCIDIV
224
Global
Justice;
MW
1‐2

(Anderson/Thompson)
(SS)

(RCSSCI
Gateway
Course).


SSCI
315
International
Grassroots
Development;
MW
10‐12
(Fox)
(SS)

SSCI
357
History
and
Theory
of
Punishment
MW4‐6
(Bright)
(Excl)

HUMS
 312
 Central
 European
 Cinema:
 Race,
 Ethnicity
and
 Gender
 Issues;
 TTh

2‐3,
W
7‐9
(Eagle)
(HU)
(R&E)

SCIENCE,
TECHNOLOGY
AND
SOCIETY

SSCI
275
Science,
Technology,
Medicine,
and
Society;
MW
2:30‐4
(Hecht/Roberts)

(SS)

(core
course)

SSCI
360.002
Junior
Seminar:
Art,
Mind
and
Medicine;
WF
11‐12:30
(Evans)
(SS)

IDIV
 302
 Advanced
 Topics
 in
 STS:
 Environmental
 Literature
 &
 Social
 Justice:

What’s
the
Connection?;
TTh
9:30‐11
(Murphy)
(ID)

IDIV
 350.001
 Special
 Topics:
 Pills,
 Politics
 and
 the
 Public
 Good:
 Ethical

Crossroads
in
the
Pharmaceutical
Industry;
T
7‐9PM
(Greenspan)
(Excl)



IDIV
 351.001
 Special
 Topics:
 Research
 Seminar
 on
 Ethics,
 Politics,
 and
 the

Pharmaceutical
Industry;
T
6‐8
(Greenspan)
(
Excl)

TEXT‐TO‐PERFORMANCE

HUMS
 281
 Introduction
 to
 Comedy
 and
 Tragedy;
 M
 W
 1‐3
 (Mendeloff/Walsh)


(HU)


41 Winter
2009
|
Residen.al
College
Course
Descrip.ons
HUMS
481
Play
Production
Seminar;
MWF
11‐1
(Mendeloff)
(Excl)

URBAN
AND
COMMUNITY
STUDIES

SSCI
 330
 Urban
Community
Studies
I:
 Historical
and
 Theoretical
Perspectives;


MW
2‐4
(Ward)
(Excl)
See
SSCI
descriptions
above

LANG
 334.001
 Tutoring
 Bilingual
 Children;
 Working
 with
 the
 Latino


Community
in
Ann
Arbor;
TTh
6‐7:30,
M
3‐4:30;
(Espinoza)
(Excl)
See
LANG
descriptions
above


42 Winter
2009
|
Residen.al
College
Course
Descrip.ons