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Fall 2020 RTF 359S: Black Television Comedy-WB Course Instructor

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Fall 2020 RTF 359S: Black Television Comedy-WB Course Instructor Fall 2020 RTF 359S: Black Television Comedy-WB Course Instructor: Adrien Sebro Email: [email protected] Seminar Day and Time: Tuesday and Thursday 9:30AM-11:00AM Office Hours: Tuesday 12:00PM-1PM or by appointment Teaching Assistant: Email: Office Hours: By appointment Course Description: For cultural critics to ignore television’s potential as a Forum of resistance is to misread levels of vernacular meaning inherent in many Black television texts. Often viewed as a medium of bufFoonery or harsh stereotyping, situational comedies that Focus on Black communities have in fact had a crucial role in political progress, activism, and evolving social conditions in the United States. With close attention to themes such as socioeconomics, gender, religion, and politics, Black sitcoms address American social injustices in ways that other sitcoms simply are unable to. This course will chronicle a history of American Black sitcoms over time, that worked to respond to their political moment and have radically transFormed television as a space For pedagogy. It is important to mention, that this course’s Focus on the sitcom genre is deliberate. The sitcom can be read to help lay bare the mores, images, ideals, prejudices, and ideologies in its topical moment. There is much history that can and must be captured From the sitcom. As Darrell Hamamoto states, “the study of the television situation comedy is an exercise in examining the relationship of popular art to its historically speciFic setting.” Surveying histories of television sitcoms in general ofFers a unique history of what is understood as national American humor. American humor in general, and Black humor speciFically, began as a “wrested Freedom,” the Freedom to laugh at that which was unjust and cruel in order to create distance From what would otherwise obliterate a sense of selF and community. In this course, students will watch, read, and discuss popular themes and trends in Black sitcoms over time (1950s to the present). Through these eFForts they will be encouraged to understand the representations of Black communities in these sitcoms beyond the often-popular discussions of their stereotyping and bufFoonery. Rather, I will help them to read these art Forms as narratives of Black agency and resilience within an established racial and social order. Ultimately, I aim to use this course to help students understand how television continues to redeFine the ontological status of Blackness. In addition, this course will introduce students to basic theoretical concepts Fundamental to understanding social conditions and social change including, power, ideology, hegemony, institutions, etc. What Do I Need from You? Your active participation and attendance is integral to the success of yourselF and the seminar collective. What will drive this course are the discussions that will take place in response to screenings and readings. Readings For each week must be completed by the seminar section. It is important that you come to class on time, prepared, and stay until class is over. Also, paying attention during seminar and avoiding distracting behaviors like texting or doing other work in class will ofFer you the ability to actively contribute and get the most from discussion. If you Foresee needing to miss class(es), then you’ll need to contact me via email at your earliest convenience. This course will often discuss readings and view screenings that address gender, sexuality, race, religion, socioeconomics, etc. This classroom will be a safe space For these conscious discussions and opinions. Any prejudices, bigotry, homophobia, etc. will not be allowed. Every student’s discussions and opinions can of course be challenged but must be done respectFully. *All readings will be available via PDF on the course website* Overall Class Grade Breakdown: 1. Weekly Reading Responses 30% 2. Attendance 10% 3. Thesis Statement Submission 10% 4. Paper Presentation 10% 5. Final Paper 40% Weekly Reading Responses To help drive seminar discussion and participation each student is required to submit (via the course website) at least 1 page in response to one or more of the week’s readings AND screenings. Reading responses are due on the class website by 11:59 PM Wednesday evenings beFore our Thursday lectures. Thesis Statement Submission By Week 9, each student is required to submit a rough thesis statement and bibliography (via Canvas) For their Final papers. These statements will help with the direction, clarity, and organization For your Final paper. Each statement must utilize AT LEAST 3 course readings From the class. Paper Presentation Starting in Week 13 each student will virtually present on the subjects their Final papers intend to cover. These presentations will aid in strengthening presentation skills as well as mining through any questions or concerns that one may still have while completing their Final papers. Great work requires constructive Feedback. The order of the virtual presentations will be announced in Week 12. Final Paper The seminar Final paper is due during Finals Week, Thursday Dec 10th. The final paper is to be 8- 10 pages, double-spaced, Times New Roman 12-point font, and 1-inch margins. Students have the choice of TWO options For the Final paper: 1. Critically compare and contrast two Black sitcoms (one beFore 1989 and one after 1989) and the modes in which the characters, episodes, and/or themes responded to their political moment. Textual analysis of select episodes is encouraged. 2. Discuss popular themes, cultural impact, and/or critical reception of a single Black sitcom. Textual analyses of select episodes is strongly encouraged. *IF you are interested in writing a paper that doesn’t fall within these categories, we can discuss this possibility in ofFice hours. Plagiarism Plagiarism, or the manipulation of another’s work as your own of ANY kind is strictly prohibited by myselF and the University at large. If you are confused whether something you are writing may be perceived as plagiarism, please do not hesitate to clear it with me first, beFore submission. If a plagiarized paper is submitted, a student will automatically fail the course. Personal Pronoun Preference: Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. Services for Students with Disabilities: Upon request, The University of Texas at Austin provides appropriate academic accommodations for qualified students with disabilities. Students with physical or learning disabilities should provide the professor with a letter requesting reasonable academic accommodation, and work directly with the professor to determine what accommodations are needed. This letter can be obtained from Services for Students with Disabilities, located in the Student Services Building. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY, or visit their website. Please inform me within the first three weeks of class if you have a physical, learning, sensory, or psychological disability and need accommodation to take part in or to complete the required work for this course. University Resources for Self Care: Taking care of your general well-being is an important step in being a successful student. If stress, test anxiety, racing thoughts, feeling unmotivated or anything else is getting in your way, there are options available for support. For immediate support, visit/Call the Counseling and Mental Health Center (CMHC): M-F 8-5p | SSB, 5th floor | 512-471-3515 |cmhc.utexas.edu • CMHC Crisis Line: 24/7 | 512.471.2255 |cmhc.utexas.edu/24hourcounseling.html • CARE Counselor in the Moody College of Communication is: Abby Simpson, LCSW o M-F 8-5p | CMA 4.134 | 512-471-7642 (Please *leave a message* if she is unavailable) • FREE Services at CMHC include: o Brief assessments and referral services o Mental health & wellness articles -cmhc.utexas.edu/commonconcerns.html o MindBody Lab - cmhc.utexas.edu/mindbodylab.html o Classes, workshops, & groups -cmhc.utexas.edu/groups.html Important Safety Information: If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns. The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. • Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. • Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. • In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. • Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency The University of Texas Honor Code: The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the University is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.
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