Winter

This course explores crises of placelessness and displacement as modern and contemporary verse has attempted to map them: from modernist cosmopolitan collage to poetry of exile, migration, and diaspora, the work we will study, lodged between tongues, gives traction to discourse surrounding the abstraction of space in globalizing contexts. We will examine the formal and social prompts and repercussions of experiments in polylingualism, dialect, creole, barbarism, and thwarted translation; we will delve ultimately into some examples of poetic reckoning with the transformation of the site of reading, in the form of new media, installation and otherwise ambient poetics. Poets to include William Carlos Williams, Charles Olson, John Ashbery, Amelia Rosselli, Andrea Zanzotto, Paul Celan, Theresa Hak Kyung Cha, Pamela Lu, Etel Adnan, M. Nourbese Philip, C.S. Giscombe, Édouard Glissant, Kamau Brathwaite, Caroline Bergvall. Readings in geography, aesthetics, translation by David Harvey, James Clifford, Marc Auge, Rem Koolhaas, Timothy Morton, Toni Morrison, Lucy Lippard, Juliana Spahr, others.

Required of fourth-year students who are majoring in CMLT. This workshop begins in Autumn Quarter and continues through the middle of Spring Quarter. While the BA workshop meets in all three quarters, it counts as a one-quarter course credit. Students may register for the course in any of the three quarters of their fourth year. A grade for the course is assigned in the Spring Quarter, based partly on participation in the workshop and partly on the quality of the BA paper. Attendance at each class section required.

This course is centered on several canonical works of classical modernism: Hugo von Hofmannsthal's Ein Brief, Robert Walser's Jakob von Gunten , Thomas Mann's Tod in Venedig , Franz Kafka's Die Verwandlung , Arthur Schnitzler's Fräulein Else , and Bertolt Brecht's Mutter Courage und ihre Kinder ; and poetry by Stefan George, Hofmannsthal, Gottfried Benn, Rainer Maria Rilke, and Georg Trakl; as well as essays by Georg Simmel, Walter Benjamin, and Robert Musil. On the basis of the works studied, we endeavor to develop a concept of modernism sufficiently capacious to embrace radically opposed literary and cultural agendas. All work in German.

This course meets the critical/intellectual methods course requirement for students who are majoring in Comparative Literature. This course covers the Celtic tradition, Old and Middle English, Anglo-Norman French, and a late text from Scotland. Texts include: from Old English, Beowulf; from Irish, The Battle of Moytura and the Tain, and two of the immrana or voyages that concern Bran Son of Ferbal and Mael Duin; from Anglo-Norman French, The Lays of Marie de France; from Welsh, The Four Branches from the Mabinogion; from Middle English, selections from The Canterbury Tales and Sir Gawain and the Green Knight; and from Scotland, Dunbar.

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.

The first part of this course is designed as an overview of some major theories of narrative. We will focus on structuralist approaches such as those of Roland Barthes and Gérard Genette's, but also discuss texts such as Benjamin's analysis of the narrator, Bakhtin's theory of polyphony, and new approaches to narratology in the field of cognitive poetics. In the second part, we will analyze literary examples taken especially from German and French literature from the 18th to the 20th century. A special emphasis will lie on different narrative representations of consciousness, in free indirect speech (Flaubert), the stream of consciousness (Joyce), or narrative styles that try to render more visual forms of consciousness (Musil). Finally, we will consider some experimental forms of narrative from the later 20th century (Queneau, Perec, D. Grossman).

This course will ask how the experience of insanity is conveyed and represented. What are the face and look of madness? How does madness make itself visible? How has it been treated as exhibition and spectacle? These questions will be approached while keeping two considerations at the forefront: first, how madness is understood to manifest itself; second, how it is in turn displayed and represented in a number of different (western) cultures. The first of these two considerations engages the history of the concept—the place of madness in medicine and the political-cultural framing of the insane as a legal, social, and clinical category. This includes as well what the conventions of madness are and how they change with the history of medicine as well as of cultural givens. The aim here is not to undertake such a historical account fully. Rather, students will be looking at moments in the history of madness when the idea is redefined or at issue. The second of the considerations for the seminar is the theater of madness—that is, how madness is represented graphically, from drawings to the modern media of photography, painting, cinema, architecture, and literature. Theoretical readings will include Freud, Foucault and Lacan, among other theorists and practitioners. In literature, students will be reading passages from texts such as Don Quixote , Breton's Nadja , Marat/Sade , late Nietzsche, and Hölderlin. Students will explore a number of films (e.g A Beautiful Mind , Vertigo and David and Lisa ), early photographs, drawings and paintings, and blue prints from various eras for the housing of the insane.

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 and PhD students in the Divinity Scbool (Philosophy of Religion). 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 will examine some of the salient texts of postmodernism. Part of the question of the course will be the status and meaning of post-modern, post-structuralist. The course requires active and informed participation.

PQ: Prior college-level course in either African studies or film studies. This course examines cinema in Africa and films produced in Africa. It places cinema in SubSaharan Africa in its social, cultural, and aesthetic contexts ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, and art cinema to TV. We begin with La Noire de... (1966), a groundbreaking film by the father of African cinema, Ousmane Sembene. We compare this film to a South African film, The Magic Garden (1960), that more closely resembles African American musical film. Other films discussed in the first part of the course include anti-colonial and anti-apartheid films from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga , Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's Afrique , Je te Plumerai (1995). We then examine cinematic representations of tensions between urban and rural, traditional and modern life, and the different implications of these tensions for men and women, Western and Southern Africa, in fiction, documentary and ethnographic film.

A study of classical epic in the Renaissance or Early Modern period. Emphasis will be both on texts and on classical epic theory. We will read Tasso's Jerusalem Delivered , Camões' Lusiads , and Milton's Paradise Lost . A paper will be required and perhaps an examination.