CMLT

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.

Drawing on the European, Russian and North American writings from the end of the eighteenth to the middle of twentieth centuries, this graduate seminar will examine the emergence of the modern conception of identity and its literary representation through the genre of fictionalized autobiography. We will explore the influences of social mobility, political exile or immigration, and democratic education on the transformation of personal identity in the works by Jean-Jacques Rousseau, Stendhal, Alexander Herzen, Vladimir Nabokov, W.E.B. Du Bois and Ralph Ellison. The readings will also include philosophical works by John Locke, Rousseau, Benjamin Constant, Alexis de Tocqueville, Charles Taylor and Jean-Luc Nancy, which will help us understand the relationship between identity and subjectivity and account for the growing intellectual prestige of identity in the contemporary democratic public sphere. All readings will be available in English. Those who know French and Russian are encouraged to read all works in their original languages. The course is open to advanced undergraduates only by the instructor's permission.

The relation between fashion and modernity has always been taken for granted. Indeed, it is guaranteed in the very etymology of the French and German words “mode” and “modernité” (Mode und Moderne). Yet, on closer inspection, there is a blind spot in this relation in that fashion seems rather to be the other of modernity. The modern discourse of fashion testifies to the ambivalences and paradoxes in this relation. From the beginning until now, it is strangely split: there is fashion and fashion. Properly speaking, men's fashion is not really fashionable. The perfectly functional suit without superfluous adornment is, in its world-wide constancy through the centuries, almost invariably classical. Its staggering universal success is due to the fact that it is the ideal modern dress: beautiful, because functional. Women's fashion, on the contrary, is a remnant of the old, effeminate aristocracy — a frivolous frill, an all-in-all dysfunctional ornament, badly in need of thorough modernization. The “new woman“ is born in agonizing pain and perpetual fallbacks: while Chanel almost lead us toward a functional feminine form, Dior's new look was a setback. It brought back the unhealthy, restrictive corset and offered a slap in the face to the modern aesthetic dogma of “form follows function”. Fashion therefore seems to be the locus of a strange intimation of the political set against the common politics of modernity. The course will center around this blind spot between fashion and modernity and the new gendering of fashion in the bourgeois, post-feudal era. Texts by Jean Jacques Rousseau, Barbey d'Aurevilly, Charles Baudelaire, Heinrich Heine, Georg Simmel, René König, Alfred Loos, Roland Barthes, Anne Hollander. There will be a reader for the students.

The seventeenth century was the age of theatre in both France and Spain. This course will explore both the common themes and the diverging practices of the two national stages. Among the topics to be examined will be baroque theatricality and meta-theatricality, the social and moral uses of comedy, and competing theories of drama. PQ: Strong reading knowledge of either French or Spanish required. Course will be conducted in English; students registering for French or Spanish credit will write papers in the relevant language. Readings will be offered in the original language and in English.

The poet Philip Larkin once stated: “I have never been to America, nor to anywhere else, for that matter.” Unlike him, most people believe that there are advantages to going to places, witnessing events, or meeting people. The topic occurs often in matters of art, philosophy, anthropology, and, not least, history: is, for instance, acquaintance required for knowledge or understanding? Is acquaintance required by truth? The class will mainly discuss three very different books that will help us describe the problem: Claude Lévi-Strauss's Tristes tropiques (an anthropological memoir of a series of travels in South and Central America and India), Marie Vassiltchikov's Berlin Diaries 1940-1945 (a description of the fall of the Third Reich from the viewpoint of a minor clerk in the German Foreign Office, with a double life), and Céleste Albaret's Monsieur Proust (a memoir of the novelist Marcel Proust by his housekeeper). All texts will be read in English.

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.

PQ: Consent of instructor and Director of Undergraduate Studies. Students are required to submit the College Reading and Research Course Form. Must be taken for a quality grade. This course does not satisfy distribution requirements for students who are majoring in CMLT unless an exception is made by the Director of Undergraduate Studies.

Shakespeare's Hamlet has probably inspired the most criticism of any play in world literature, and it has certainly inspired some of the greatest criticism. This course explores the goals, presuppositions, strengths, and limitations of different kinds of scholarship and criticism by focusing upon the variety of approaches that have been (or in some cases, could be) applied to Shakespeare's play. The course will focus on modern editorial theory and practice; classical and neoclassical discussions of mimesis, plot, and theatrical affect; Romantic, psychoanalytic, and postmodern discussions of Hamlet as character; recent literary historical discussions of sources and genre; new critical, new historicist, and feminist analyses of the play's imagined world; as well as performances and literary adaptations of Hamlet conceived of as interpretations of the play.