Graduate

This course is an overview of Balkan folklore from ethnographic, anthropological, historical/political, and performative perspectives. We become acquainted with folk tales, lyric and epic songs, music, and dance. The work of Milman Parry and Albert Lord, who developed their theory of oral composition through work among epic singers in the Balkans, help us understand folk tradition as a dynamic process. We also consider the function of different folklore genres in the imagining and maintenance of community and the socialization of the individual. We also experience this living tradition first hand through our visit to the classes and rehearsals of the Chicago-based ensemble “Balkanske igre”.

This course meets the general education requirement in the dramatic, musical, and visual arts. May be taken in sequence with CMLT 20500/30500 or individually. This course is a survey of major trends and theatrical accomplishments in Western drama from the late seventeenth century into the twentieth (i.e., Molière, Goldsmith, Ibsen, Chekhov, Strindberg, Wilde, Shaw, Brecht, Beckett, Stoppard). Attention is also paid to theorists of the drama (e.g., Stanislavsky, Artaud, Grotowski). The goal is not to develop acting skill but, rather, to discover what is at work in the scene and to write up that process in a somewhat informal report. Students have the option of writing essays or putting on short scenes in cooperation with other students. End-of-week workshops, in which individual scenes are read aloud dramatically and discussed, are optional but highly recommended.

This seminar will consider Goethe's work after 1805 with the aim of delineating the characteristics of Goethe's post-classical style and thought. One could also say: Goethe's modernity. It has become a commonplace in the study of Goethe to refer to the allegorical nature of his late works. We shall contest this reading. 1805, the year of Schiller's death, is taken as the starting point of a reassessment of the nature of artistic activity that finds expression in Goethe's poetic works as well as in his theoretical and critical writings. Among the texts to be discussed: the Winckelmann essay, Pandora, Wahlverwandtschaften, Wilhelm Meisters Wanderjahre, essays from Kunst und Altertum, selected scientific writings.

PQ: Consent of instructor. Outside students will be accepted, with the class size limited to 15 students, as long as the majority of the students are CompLit Grad students. Fulfills the core course requirement for CompLit students. Students who wish to take this course but have already taken a Comparative Literature core course may take this course with permission of the instructor. This course explores some of the fundamental conceptual issues raised by novels: in what way do plot, character, and authorial intention function in the novel, as opposed to other genres? How are novels formally unified (if they are)? What special problems are associated with beginnings and endings of novels? How do such basic features as titles and chapter divisions contribute to novelistic meanings? What are the ideological presuppositions — about gender, race, class, but also about the nature of social reality, of historicity, and of modernity -- inherent in a novelistic view? What ethical practices and structures of affect do novels encourage? Readings include Goethe, The Sorrows of Young Werther; Austen, Pride and Prejudice; Flaubert, L'Education Sentimentale; Salih, Season of Migration to the North. Critics covered include Lukacs, Bakhtin, Watt, Jameson, McKeon, D.A. Miller, Woloch, Moretti, and others.

The idea of the class is to read attentively selected poems by five distinguished poets representing five cultures and languages: English, Russian, German, Modern Greek and Polish: Philip Larkin, Joseph Brodsky, Hugo von Hofmannsthal, C.P. Cavafy and Wislawa Szymborska. These five poets are different and yet their work can be put on the same map - the map of the European Modernism. We'll read and discuss these poems; students will be required to participate actively in the conversations and to write a final paper. Undergraduates can attend the class with my consent.

This class has a simple premise: to read closely poems which offer an interesting form and a rich and complex content (if these two can be separated). To read great poems. What's expected here is an intellectual detective work. Among the poets there will be representatives of different generations of literary Modernism: Guillaume Appollinaire, Gottfried Benn, Elizabeth Bishop, Paul Celan, Zbigniew Herbert, Paul Valery, C.K. Williams. Technically speaking, we'll only read one or two poems each week. Students will be required to participate actively in the conversations and to write a final paper.

This course investigates the complex relationship between South East European self-representations and the imagined Western “gaze” for whose benefit the nations stage their quest for identity and their aspirations for recognition. We also think about differing models of masculinity, the figure of the gypsy as a metaphor for the national self in relation to the West, and the myths Balkans tell about themselves. We conclude by considering the role that the imperative to belong to Western Europe played in the Yugoslav wars of succession. Some possible texts/films are Ivo Andric, Bosnian Chronicle ; Aleko Konstantinov, Baj Ganyo ; Emir Kusturica, Underground ; and Milcho Manchevski, Before the Rain .

This course is designed as an overview of major cinematic works from Bulgaria, Albania, Greece, Rumania, former Yugoslavia and Turkey. While the main criterion for selection is the artistic quality of the work, the main issues under consideration are those of identity, gender, the poignant relation with the “Western World,” memories of conflict and violence, and socialism and its disintegration and subsequent emigration. We compare the conceptual categories through which these films make sense of the world, especially the sense of humor with which they come to terms with that world. Directors whose work we examine include Vulchanov and Andonova (Bulgaria); Kusturica, Makavejev, and Grlic (Former Yugoslavia); Guney (Turkey); Boulmetis (Greece); and Manchevski (Macedonia).

PQ: Prior or concurrent enrollment in CMST 10100. This is the first part of a two-quarter course. Taking these courses in sequence is strongly recommended but not required. This course introduces what was singular about the art and craft of silent film. Its general outline is chronological. We also discuss main national schools and international trends of filmmaking.

May be taken in sequence with CMLT 20600/30600 or individually. This course meets the general education requirement in the dramatic, musical, and visual arts. This course is a survey of major trends and theatrical accomplishments in Western drama from the ancient Greeks through the Renaissance: Aeschylus, Sophocles, Euripides, Aristophanes, medieval religious drama, Marlowe, Shakespeare, and Jonson, along with some consideration of dramatic theory by Aristotle, Horace, Sir Philip Sidney, and Dryden. The goal is not to develop acting skill but, rather, to discover what is at work in the scene and to write up that process in a somewhat informal report. Students have the option of writing essays or putting on short scenes in cooperation with other members of the class. End-of-week workshops, in which individual scenes are read aloud dramatically and discussed, are optional but highly recommended.