College of Humanities and Fine Arts

204 South College

Contact: Anthony Terrizzi Office: Arts & Sciences Advising Center E-24 Machmer Hall Phone: 545-2192 E-Mail: [email protected] http//www.umass.edu/artsci_advising

Dean: Lee R. Edwards. Associate Dean: Harlan Sturm. Associate Dean for Undergraduate Ad- vising: Anthony Terrizzi.

All departments in the College offer programs leading to the Bachelor of Arts. There are also programs leading to the Bachelor of Music (B.Mus.), and to the Bachelor of Fine Arts (B.F.A.) in Studio Art, Design, and Dance. Students have great freedom in choosing a program of study and a major. However, a student may be admitted to the Art and Design majors through portfolio acceptance only, and to the Dance and Music majors only by audition. The B.F.A. and B.Mus. programs require sequences of courses which can extend over seven or eight semesters. Likewise, the language majors require pre-major preparation which may take several semesters before com- mencing the major. Students who do not consider this in their course selection during their first year may have to use summer sessions or extra semesters to accommodate these sequences.

The Field

The humanities focus on human creativity, endeavor, and culture. The imaginative and creative arts—literary and performing—derive from life, and teach about human behavior and constructs of social reality. The history of social, political, and economic systems illumi- nates and shapes our present and future lives. Students in the College are expected to broaden their perspectives on individual and cultural expression within their own and other societies, to understand the development and evolution of the discipline of study in relation to the culture from which it emanates, and to learn the methods by which knowledge in the discipline is gained.

Academic Advising Services

All students in the College are encouraged to meet regularly with an academic adviser. Fac- ulty and staff advisers are available to assist

41 College of Humanities & Fine Arts

students with questions or concerns they have ments of the major. These requirements do not Latin, Polish, Portuguese, Russian, and Span- as they progress through their academic ca- apply to the Bachelor of Music, or to the Bach- ish. Students who have not yet completed the reers. This includes advice on course selection; elor of Fine Arts. Foreign Language requirement may not apply departmental, College and University require- their Pass/Fail option to foreign language ments; career guidance; assistance with aca- Arts and Sciences courses outside the Col- courses numbered below 240. demic problems; and referral information about lege: Students must complete two courses in other services. the College of Social and Behavioral Sciences Students who are certified by the Disability Each department in the College has a chief and/or the College of Natural Sciences and Services Office as having a significant hearing undergraduate adviser who facilitates advising Mathematics. These two courses may carry a impairment that is seriously limiting to the to students concerning the major. Advising General Education designation, but must be auditory reception of language may fulfill the regarding College requirements, general aca- completed in addition to all courses applied to Foreign Language requirement either by dem- demic advising, and information concerning General Education requirements. The courses onstrating proficiency in American Sign Lan- other academic matters (e.g., repeat options, may not be graded on a Pass/Fail basis. Stu- guage at the intermediate level, or by complet- repeat course substitutions, late course adds, dents may not apply to this requirement any ing two semesters (6 cr.) of foreign language, late course drops, academic discipline) and practicum, independent study, thesis, or intern- plus two courses (6 cr.) taught in English on the programs within the College are handled ship course, or any course below the 100 level. history, culture, or literature of non-English through the Arts and Sciences Advising Cen- Students may petition the undergraduate dean speaking countries or regions. These courses ter, in E-24 Machmer Hall. This office also to apply certain experimental, seminar and spe- must be in addition to courses used to fulfill the houses the College Records Office. cial topics courses (courses with numbers end- General Education requirements, and may not ing in 90, 91-95, or 97). be graded on a Pass/Fail basis. A list of courses that may be used in this manner is available Foreign Language: All students must demon- from the Arts and Sciences Advising Office. Career Opportunities strate proficiency in a foreign language at the intermediate level, by one of the following Students with a documented learning disabil- Humanities majors acquire a broad liberal arts methods: ity may submit a request for a foreign language background and communication skills, which a. Completion of a foreign language course at modification to the Foreign Language Com- are an excellent foundation for many fields of the fourth semester level (Intermediate II or mittee of Learning Disabilities Support Ser- employment and graduate study. Graduates of Intermediate Intensive courses numbered 240- vices (LDSS). For more detailed information the College have gone on to careers in teaching, 249). Intermediate II courses may be graded on about the petition process and required docu- journalism, social and community work, medi- a Pass/Fail basis. mentation, students should contact LDSS, tel. cine, law, technology, management, interna- b. Degree credit equivalent to such a course 545-4602. tional relations, television and radio broadcast- earned through an appropriate score on a Col- ing, corporate and technical communications, lege Board Foreign Language Test or a College and public relations. Graduates of the fine arts Board Advanced Placement Test. programs have also been successful visual and c. Proficiency demonstrated in a test designed performing artists. by a University of Massachusetts language Career and Field Experience Advising department, or a test administered and vali- Students are encouraged to explore the world dated by a local faculty member if the language beyond the University as early as possible in is not one offered by a department at the Uni- their education. The humanities majors are versity. flexible enough to accommodate international d. Satisfactory completion in high school of study, which is encouraged, and internships either a fourth-level foreign language course, and other learning opportunities outside the or of a third-level course in one language and a classroom. The Campus Career Network oper- second-level course in another language. ates the College of Humanities and Fine Arts e. Successful completion of one year in a high Career Planning and Field Experience Offices, school in which English is not the language of with offices in 262 and 264 Barlett Hall. Staff instruction. are available to help students make intelligent, f. Successful completion of a semester or year’s well-informed career choices, and to provide study abroad program that leads to foreign opportunities to obtain experience through in- language proficiency at the fourth semester ternships, cooperative education, and service (Intermediate II) level as approved by the ap- learning programs. propriate language department. Students who have not satisfied the Foreign Language requirement on admission to the College Requirements for College must select a foreign language course the B.A. each term in residence until the requirement has been satisfied. The University offers se- All students pursuing a Bachelor of Arts are quences that satisfy this requirement in the subject to College requirements in addition to following languages: Arabic, Chinese, French, the University’s requirements and the require- German, Greek, Hebrew, Italian, Japanese,

42 Afro-American Studies Afro-American Studies

325 New Africa House A. 101 Introduction to Black Studies. POLSCI 341 Government and Politics of Cen- B. At least two courses in the Humanities group: tral America and the Caribbean Degree: Bachelor of Arts 111 Survey of African Art POLSCI 343 Government and Politics of East 112 Introduction to Clay and Plaster Africa Contact: Esther M. A. Terry 113 Aesthetics of Afro-American Art POLSCI 346 Government and Politics of West Office: 324 New Africa 151 Culture and Literature Africa Phone: 545-2751 155 Concepts in Afro-American Music I POSLCI 397 Comparative Politics of Cuba, 156 Concepts in Afro-American Music II Puerto Rico and Haiti Chair of Department: Associate Professor MUSIC 102 Afro-American Music SOCIOL 340 Race Relations Esther M.A. Terry. Associate Chair: Profes- MUSIC 103 History of Jazz SOCIOL 397 Martin Luther King Jr. and the sor Ernest Allen. Professors Bracey, Du Bois, Civil Rights Movement Richards, Shepp, Thelwell, Wolff; Associate C. At least two courses in the History and WOST 394 Black Feminist/Womanist Thought Professors Hill, Stevens, Strickland, Tracy; Social Science group: 132 Afro-American History, 1619-1860 III. Junior Year Writing Assistant Professor Sinha; Adjunct Profes- 365 Composition: Style and Organization sors Bowman, Chametzky, Higginson, Laurie, 133 Afro-American History, Civil War to 1954 Paynter, Skerrett, Wideman. 161 Introduction to Afro-American Political IV. Senior Thesis (6 cr.) Science All majors are required to write a six-credit ECON 144 Political Economy of Racism senior thesis or equivalent under the supervi- The Field HIST 160 History of Africa to 1500 sion of a faculty member, and to attend a related HIST 161 History of Africa since 1500 senior seminar. Students ready to undertake their thesis projects must contact the depart- The W.E.B. Du Bois Department of Afro- II. Advanced Courses ment secretary to begin the process. For May American Studies is one of the largest such Twelve credits hours in courses numbered above graduation the process begins at the beginning departments in the country, offering an under- 200. Students may choose to concentrate their of the preceding fall semester, for February graduate major for all students who desire studies in a particular area (history, social sci- graduation at the beginning of the preceding indepth knowledge of the history and culture ences, literature, arts), or may select from a spring semester. At that time students must of Black people in Africa and the New World. number of areas. Courses include: read and sign a copy of the “Senior Thesis The course of study is interdisciplinary with 211 Textile and Design Project Rules, Regulations and Deadlines.” courses in African and Afro-American history, 212 Sculpture: Welded Sheet Metal art, political science, and literature. Taught are 232 History of Black Nationalism such graphic arts as sculpting in clay, plaster, 234 Literature of the Harlem Renaissance Career Opportunities and metal and African textile design and fabric 235 Black Sociological Thought printing. Music offerings include dance, music 236 History of the Civil Rights Movement Graduates of the W.E.B. Du Bois Department history, and performance workshops. Students 318 Black Music and Theater of Afro-American Studies have gone into gradu- have opportunity to participate in a variety of 331 Life and Writings of W.E.B. Du Bois ate schools in the fields of African and Afro- on- and off-campus learning situations. The 345 Southern Literature American studies, history, political science, training and experience of the faculty provides 354 Contemporary African Novel public health, industrial relations, urban plan- a perspective on the history, culture, and place 361 Revolution in the Third World ning, law, literature, and several other areas. in the world of Africans and Afro-Americans 394 Seminar in African Art They have secured employment in areas such that differs markedly from that of the tradi- Special problems and Honors courses, which tional disciplines. This approach to the study of as teaching, journalism, television communi- may be applied to this requirement, are also cations, criminal justice, insurance sales, and human beings offers a better understanding of offered by the department. the totality of the individual or group experi- community organizing. ence. Courses Outside the Department Students may receive permission to apply to this requirement courses taught in other Five The Minor The Major College Black Studies departments or in other departments at the University. Written approval Requirements The major in Afro-American Studies requires for this must be obtained from a Du Bois A minor sequence in Afro-American Studies that a student complete a minimum of 33 credit Department adviser prior to enrollment in the requires that a student elect a minimum of 15 hours in the Du Bois Department in addition to outside course. The departments of Anthropol- credit hours in the Du Bois Department. Any the Junior Year Writing requirement. Indepen- ogy, History, Journalism, Music, Political Sci- department-based course not taken as an inde- dent study credits do not count toward the ence, and Sociology and the Program in pendent study counts towards the minor re- major requirements. Women's Studies regularly offer such courses; quirement. Credits earned in any regular courses a list is available at the Du Bois Department. taught in other Five College Black Studies I. Introductory Courses (15 cr.) These include: The following required courses introduce the departments count towards the minor require- discipline of Black Studies; the concepts, skills, ANTH 382 Caribbean Cultures ment as well. Students who intend to fulfill the and tools of modern scholarship; and the his- ANTH 470 Cultures of Africa minor requirements in Afro-American Studies tory, literature, and culture of Black people FREN 564 Literature of Africa and the Carib- are required to register with the department at from their African origins to contemporary bean the beginning of their junior year. Graduating times. POLSCI 307 Black Politics seniors must submit a Declaration of Minor

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form to the department main office at the begin- 132 Afro-American History, 1619-1860 works in detail and surveying 20th-cen- ning of the semester in which they intend to (HSD) (1st sem) tury Afro-American literature. What the graduate. Overview of the history of African-Ameri- poetry, short stories, novels, drama, and cans from the development of colonial folklore of the period reveal about the slavery and the rise of African-American social, economic, psychological and artis- The Courses communities and culture. African back- tic lives of the writers and their characters, ground; Black protest tradition including both male and female. Explores the con- (All courses carry 3 credits unless otherwise abolitionism; the distinct experience of ventions of each of these genres in the noted.) Black women. periods under discussion to better under- 101 Introduction to Black Studies stand the relation of the material to the 133 Afro-American History, Civil War to dominant traditions of the time, and the Interdisciplinary introduction to the basic 1954 (HSD) (2nd sem) writers’ particular contributions to their concepts and literature in the disciplines Major issues and actions from the begin- own art. covered by Black Studies. Includes his- ning of the Civil War to the 1954 Supreme 190G Racism and the American Experience tory, the social sciences, and humanities Court decision. Focus on political and as well as conceptual framework for in- social history: transition from slavery to Some present-day examples of racism in vestigation and analysis of Black history emancipation and Reconstruction; the Age the workplace and criminal justice sys- and culture. of Booker T. Washington; urban migra- tem. The roots of racism in North America. 111 Survey of African Art (ATD) tions, rise of the ghettoes; the ideologies Examination of the various uses and pur- (both sem) and movements from integrationism to poses of racism as they developed over the black nationalism. course of the nation’s history. The World Major traditions in African art from pre- War II incarceration of Japanese-Ameri- historic times to present. Allied disciplines 151 Culture and Literature (ALD) cans and the FBI’s suborning of the civil of history and archaelogy used to recover Relevant forms of Black cultural expres- rights movement in the 1960s. The inves- the early history of certain art cultures. sions contributing to the shape and char- tigation and analysis of contempory rac- The aesthetics in African art and the con- acter of contemporary Black culture; the ism as expressed in, and revealed by, the tributions they have made to the develop- application of these in traditional Black print media of today. ment of world art in modern times. writers. Includes: West African cultural 191 Seminar: Afro-American Short patterns and the Black past; the transition- 112 Introduction to Clay and Plaster Stories (both sem) slavery, the culture of survival; the cultural patterns through literature; and Black per- Workshop. Basic techniques and con- Examines African-American short stories ceptions versus white perceptions. ceptualizations in traditional African and to define, discover, and analyze perspectives with the goal of ascertaining com- Afro-American sculpture forms, e.g., 155 Revolutionary Concepts in Afro- monality, uniqueness of vision, tension, masks. Relation of clay and plaster to American Music I (ATD) (1st sem) and artistry. Attempt to place the African- metal sculpture. Projects in plaster. No Introduction to history of Black music experience required. American perspective within the frame- from its African origins to the end of the work of American culture. 113 Aesthetics of Pan-African Art 19th century. 211 Textile Design and Fabric Printing (both sem) 156 Revolutionary Concepts in Afro- Workshop. To produce repeat and non-re- Visual expression in the Black Diaspora American Music II (ATD) (2nd sem) (United States, Caribbean, and Latin peat designs for furnishing or dress fabric. African-American music from the begin- Each design printed on cloth using con- America) from the early slave era to the ning of the 20th century to the present. present. ventional silkscreening techniques and 161 Introduction to Afro-American the direct method. Emphasizes use of lac- 117 Survey of Afro-American Literature Political Science (SBD) quer stencil or the direct photographic (ALD) (1st sem) emulsion technique for making screens. Survey of the politics of the Black com- The major figures and themes in Afro- Pigment and fiber reactive dyes used for munity in the U.S. The history of Black printing the designs on cloth. American literature, analyzing specific political development, major theories works in detail and surveying the early which explain Black political life, social, 212 Sculpture: Welded Sheet Metal history of Afro-American literature. What economic, psychological and institutional (both sem) the slave narratives, poetry, short stories, environment from which Black politics Workshop. Forms and techniques of Afri- novels, drama, and folklore of the period flows. Attention paid to 1988 presidential reveal about the social, economic, psy- can masters and Afro-American adapta- campaign and the rise of Jesse Jackson tions in metal sculpture. Attention to aes- chological, and artistic lives of the writers and the Rainbow Coalition. and their characters, both male and fe- thetic and conceptual problems. Work pri- male. Explores the conventions of each of 190F Survey of Afro-American Literature II marily in steel. Individual projects. these genres in the period under discus- (ALD) (2nd sem) 222 The Black Church in America sion to better understand the relation of the The major figures and themes in Afro- Survey of West African religions. The material to the dominant traditions of the American literature, analyzing specific development of the Black Christian Church time and the writers’ particular contributions to their own art.

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in its visible and “invisible” institutional 257 Afro-American Novel portunity to learn to improvise by playing forms during the colonial period, and the Survey of the Black novel from 1940 to compositions of professional artists. merging of these two branches, free and the present; major Black novelists of the Knowledge of chords and scales prerequi- slave, following the Civil War. Also the contemporary period. Emphasis on what site; intermediate students invited to par- emergence of Holiness and Pentecostal these novelists have to say about the black ticipate. The musical repertory will in- sects, the impact of urban migrations on experience in the latter half of the 20th- clude works of Parker, Monk, Ellington, black spiritual expression, the Black century. Themes include alienation and etc. Church and civil rights, gender issues, and identity, revolution, and existentialism. 326 Black Women in U.S. History (HSD) the recent challenge of Islam. Attention to the styles of various writers and their use of the language. The history of African American women 232 History of Black Nationalism from the experience of slavery to the Black nationalism in the United States, 262 The Radical Tradition in American present. Emphasis on the effect of racist beginning with voluntary associations de- History institutions and practices on women. The veloped by free blacks in the late 19th The rise and fall of various radical move- ways in which women organized them- century up to the Afrocentric “hiphop” ments in the United States from the Ameri- selves to address the needs of African expressions of the 1990s. The interrela- can Revolution to the 1960s. The success Americans in general and their own in tionships between the economic, political, and limitations of ideologies and strate- particular. The achievements of such lead- and cultural forms of African American gies adopted by American radicals to ad- ers as Mary Church Terrell, Harriet nationalism analyzed along with its secu- dress the problems of political inequality Tubman, Ella Baker, and Mary McLeod lar and religious expressions. The inti- and social injustice. Topics include aboli- Bethune as well as lesser known women. mate connections between nationalist and tionism, labor movements, populism, so- 331 Life and Writings of W.E.B. Du Bois (D) assimilationist tendencies in African cialism, feminism, and the civil rights American life. movement. Examination of the life and thought of perhaps America’s greatest intellectual 234 Literature of the Harlem Renaissance 290A The Afro-American Press (D) activist and one of Massachusetts’ native (ALD) The role of minority journalism in the sons. Microfilm research in the Du Bois Exploration of the cultural explosion also American past and present. Notable edi- archives in the Tower Library. termed the New Negro movement, from tors and newspapers in the 160-year his- 345 Southern Literature (ALD) W.E.B. Du Bois through the early work of tory of the black press, and their contribu- Richard Wright. Essays, poetry, and fiction to the major issues of their times. The Southern literature by African Americans, tion, and the blues, jazz, and folklore of black press of today and its prospects. including slave narratives, autobiography, the time examined in terms of how Harlem fiction and poetry. Concepts and issues of Renaissance artists explored their spiri- 290C Seminar: The Blues Came Down Like time, oppression and violence, culture and tual and cultural roots, dealt with gender Dark Night Showers of Rain (ATD) tradition, family and community, roots of issues, sought artistic aesthetic and style social change as they impact factors of A comprehensive exploration of the Afri- adequate to reflect such concerns. Read- identity, race, class, and gender. can American musical genre known as the ings supplemented by contemporary re- blues, including definitions; African and 350 African American Islam cordings, visual art, and videos. African American roots; social, psycho- A history of Islamic influences among 235 Black Sociological Thought (SBD) logical, and spiritual uses; common and peoples of African descent in North Assessment of current sociological views uncommon themes and images; music and America: Muslim beliefs of enslaved Af- of the African-American experience. lyric structures; regional and chronologi- ricans, the spread of Ahmadi and Sunni cal stylistic variations; and employment Islam in the 20th-century, and the Nation 236 History of the Civil Rights Movement in African American literature. Includes of Islam and its offshoots. (HSD) live performances and a wide variety of Examination of the civil rights movement recordings, films, and videos. No prior 361 Revolution in the Third World from the Brown v. Topeka decision to the knowledge of the blues or reading knowl- Changing nature of revolution in the Third rise of Black power. All the major organi- edge of music required. World, from the “classical” revolutions in zations of the period, e.g., SCLC, SNCC, 290D Afro-American Poetry: Beginnings to Cuba, China, Algeria and Vietnam to the CORE, NAACP, and the Urban League. 1900 (ALD) popular insurgencies of Grenada, Iran, the The impact on white students and the anti- Philippines and Haiti. Internal and exter- war movement. An intensive look at the poetry of Afro- nal factors which have contributed to the Americans, encompassing orature and lit- fall from grace of many of these once 254 Introduction to African Studies (HSD) erature, including spirituals and seculars popularly supported struggles. Introduction to Africa from an interdisci- as well as the literary output of Afro- plinary perspective. The chronological se- Americans from Lucy Terry to Paul 365 Composition: Style and Organization quence from pre-history to contemporary Laurence Dunbar. (both sem) times. Political development and pro- 318 Black Music and Theater Expository writing focusing primarily on cesses, the arts, ethnography, social struc- argumentative and narrative essays. Dis- tures, and economies. Performance class; improvisation with in- cussion and practice of logic-inductive ternationally acclaimed saxophonist. Op- and deductive reasoning—as it relates to

45 Afro-American Studies Art

the argumentative essay form. Topics as Creative Writing Fine Arts thesis on main idea, organization, style, unity, supporting evidence, avoiding Techniques, strategies, and craft of writ- 358 Fine Arts Center logical fallacies, and basic writing me- ing short fiction. Format includes class chanics, including constructing sen- analysis of student’s work, exercises in Degrees: Bachelor of Fine Arts tences, paragraphing, transitions, and cor- specific techniques such as narrative, de- Bachelor of Arts rect grammar. scription, dialogue, etc. 390A Jazz and Blues Literature (ALD) The Political Economy of Class and Contact: Paul E. Bérubé Race A representative sampling of poetry, nov- Director, Undergraduate Program els, short stories, and plays by black and Analysis of foundations of political Office: 357 Fine Arts Center white, male and female writers who draw economy, with special reference to nature Phone: 545-1904 upon jazz and blues music and lyrics ei- of capitalism, and an application of this ther formally, stylistically, thematically, analysis to role of race in capitalist Chair of Department: Ronald Michaud. Associ- or spiritually. economy and society. The theoretical ate Chair: Jeanette Cole. Professors Davies, framework drawn from the writings of Hendricks, Jahoda, Kearns, Lasch, Miller Pollin, 390C Afro-American Literature of the Karl Marx and the classical political econo- Ozereko, Patterson, Retz, Schlappi, Yarde; 1930s (ALD) mists; the applications based on contem- Associate Professors Coblyn, Galvis Assmus, An intensive look at the literature of Afri- porary materials. Giloth, LaPointe, Taunton; Assistant Profes- can Americans between the Harlem Re- sors Benn, Gatter, Gerbracht, Kinoshita, naissance and the emergence of Richard Seminar in African Art Lugosch, Richardson, Wetmore; Lecturer Brenneman; Visiting Lecturers Barrett, Clark, Wright and his naturalistic vision. The Reliable chronology for African art his- Holland, Porter, Riccitelli; Adjunct Faculty historical context, the continuing influ- tory of placing of the art forms of some of Dabrowski, Martin. ence of the Harlem Renaissance, other art the ethnic cultural groups, associations or of the period, the influence of the political countries in Africa in historical perspec- climate on the poetry and prose of repre- tive. Allied disciplines of anthropology sentative African American writers of the and archaeology used to recover early The Field 1930s, and the directions for African history of certain cultures. Related oral American literature of the 1940s mapped sources discussed. Artists help people to understand the world and out in the 1930s. themselves. They develop personal expressions The Writings of Chinua Achebe which are meaningful to society. The study of 390E Race, Ethnicity and Gender in U.S. fine arts is as varied as the forms of visual History (HSD) Review of Achebe’s writings, concentrat- communication and human expression itself ing on his five novels and his writings on Examination of situations which illumi- and is as old as the history of humankind. The culture, literature, and politics. Achebe’s nate intersection of race, ethnicity, and undergraduate major in fine arts is a general contribution to the literature of the mod- gender in antebellum U.S.: contact and degree with a broad background in the fine arts ern world. Works read in the context of interaction between American Indians, Af- and a concentration in one area. Many students tradition of modern African literature, of rican-Americans and European-Ameri- go on to graduate schools. The concentration in which Achebe is a seminal figure. cans in colonial New England; relation- Art Education leads to certification for teach- ship between white and black women— Black Philosophy ing at the elementary or secondary level. The both slave and free—in the South; and the major in Design leads to licensing qualification development of racist ideologies and be- Examination of the possibility and nature and a professional career in design. Students havior in the white working classes. of a distinctively black philosophy, ex- with a B.F.A. emphasis in graphic design, com- ploring African philosophers and Afri- puter graphics, interior design, or art education 391-395 Seminars can-American contributions; a systematic may go directly into professional positions or investigation of ways in which reflection The Political Thought of Malcolm X pursue further study at the graduate level. upon African-American experience ques- and Martin Luther King, Jr. Art students may take advantage of the options the presuppositions of Western philo- portunity to study abroad for one or two semes- The contrasting philosophies of Malcolm sophical tradition. ters or in a summer program. Internships are X and Martin Luther King, Jr. on race and 491 Seminar: Sculpture: Advanced Metal available to students in a variety of disciplines racism, non-violence and self-defense, in- such as computer graphics, interior design, and tegration and separatism, Christianity and Students having a basic knowledge of graphic design. Islam; their interaction and involvement metal sculpture further develop their artis- with the Civil Rights Movement; the north- tic abilities. Work in bronze, using the ern and southern political and social cul- lost-wax method. Prerequisite: AFRO-AM The Majors ture that shaped their thoughts and world- 212 or ART 360. views; and their changing conceptions of The department offers a Studio Art major lead- the appropriate tactics and strategy for the ing to the Bachelor of Fine Arts or the Bachelor black freedom struggle in America. of Arts, and a Design major leading to the Bachelor of Fine Arts. Students completing the B.A. are subject to the foreign language and

46 Art

other College requirements of the College of Art Major tive re-use, and historical context, and for a Humanities and Fine Arts. Students complet- The B.A. program is based on aesthetic and wide spectrum of design project types, e.g., in ing the B.F.A. programs are not. historical knowledge of the visual arts and health care, educational, instututional, retail, There are four concentrations in the studio development of creative ability in several me- corporate, residential, financial services and Art B.F.A. program, and two in the Design dia. Students must meet the College require- public organizations. The program emphasizes major. A variety of subdisciplines are offered ments of the College of Humanities and Fine the relationship between architecture and inte- within each area. For example, the Sculpture Arts, including a foreign language. The B.A. riors with strong relationships to the social area includes welding, bronze casting, wood program requires about 56 credits, including sciences, business, hotel, restaurant and travel carving, clay, plaster, and site-specific works. Art History. administration, engineering, art and related Students are encouraged to take advantage of The B.F.A. program is a more comprehen- design desciplines (planning and landscape ar- course offerings and faculty beyond the bound- sive studio program. It requires approximately chitecture). Models, two-dimensional drawings, aries of declared departmental areas. The Uni- 77-83 credits, including Art History. It offers photography, verbal and writing skills are em- versity and the Five College consortium mem- concentrations in Two-Dimensional Studies phasized. bers offer rich opportunity for expansive study (painting, printmaking); Three-Dimensional Interior Design: The majority of majors take in the arts and sciences. Studies (ceramics, sculpture); CDP (computer this option, which requires four intensive de- During the first year all majors take the arts, graphic design, photography); and Art sign studios followed by the B.F.A. Degree Foundations program. This two-semester ex- Education. Project and Workshop. In addition, students perience evolves through a weekly seminar The B.F.A. Art Education concentration pro- select course work as professional electives which provides concepts, art history, demon- vides the student with a strong background in (architectural lighting, furniture design, shelter strations, guest artists, and field trips to major studio work, and courses necessary for certifi- technology, materials and methods of construc- museums in New York City and Boston. The cation application at the elementary and section, dynamics of human habitation, CAD, pho- program develops proficiency in drawing, two- ondary levels in the Commonwealth of Massa- tography, etc.), professional practice and ren- and three-dimensional design, and color, and chusetts. Through reciprocal arrangements, dering. All students are encouraged to under- provides an introduction to a variety of media teachers certified in Massachusetts may be take the practicum to provide a stronger link to and techniques basic to all the upper-level ma- qualified to teach in several other states. Stu- the profession. jor disciplines. All students are required to take dent teaching is done for a full semester, usu- Architectural Studies: Ten percent of the a minimum of four art history courses beyond ally at schools within a 45-minute drive from students in the Design major elect to take the the foundations year. Sophomores continue to campus. option in Architectural Studies. Design studios take courses in drawing and may begin to take during the first year are taken with those in the courses in specialized areas. By the beginning B.F.A. Degree in Design Interior Design option followed by two semes- of their junior year, students usually seek ad- The Design program is a fully accredited ters of Architectural Design studio. In addition, mission to one of the concentrations. All B.F.A. (FIDER) program leading to qualification for course work in engineering, physics, furniture candidates are required to complete a B.F.A. the national licensing exam (NCIDQ). Two design, statistics, etc. is selected as profes- Degree Project (written thesis and exhibition) options are provided within the Design Area: sional electives. Applicants considering this in their senior year. the concentration in Interior Design, for the program should be recommended for admis- student who plans to enter into the profession sion to the Design program by the Director of Admission to the Majors after graduation; and the concentration in Ar- Architectural Studies for consideration by the Admission is selective and competitive. A port- chitectural Studies, for the student who plans to Design Area faculty. folio of slides is required to apply to all pro- prepare for entry into a graduate program in grams. Freshman and transfer applicants are architecture. given more specific information by the Admis- Admission is selective. Applicants must be Career Opportunities sions Office after applying to the University. accepted into the Art Department (refer to Art Students already attending the University should Department entrance procedures) and have com- A fine arts studio background provides excel- contact the department. pleted all Art Foundations course work prior to lent opportunities in related areas such as graphic Students may initially apply only for admis- consideration. Applications are accepted in the design, illustration, textiles, publications, ad- sion to the Art major. Admission to this major fall and spring and require a portfolio of slides vertising, and gallery work. Continued profes- does not guarantee acceptance into any particu- or original work placed in a portfolio with sional work in specific areas of concentration lar concentration. The computer arts, graphic transcript and statement of intent for consider- and exhibitions remain a major career goal for design, photography (CDP) concentration, for ation. Transfer students are not automatically many artists. example, is very competitive, generally admit- accepted into the B.F.A. Design major and Graduates who concentrated in Art Educa- ting only eight to ten students per year. Stu- should plan to contact the Design Program tion often teach at levels from elementary dents interested in the Design major must al- Director as soon as acceptance to the Univer- through high school, in public and private ready be accepted into the Art major and have sity and the Art Department are certain in order schools, in education departments of museums completed all Foundations courses before ap- to have their portfolios reviewed to avoid delay and in community art programs. They often plying to the Design major. Students interested in academic progression. become art supervisors through additional train- in the Art Education concentration must pass The goal of the Design program is to develop ing at the graduate level. In addition, they the Communication and Literacy Skills sec- individuals as problem-solvers capable of cre- enroll in advanced degree programs (M.A. and tions of the Massachusetts Educators Certifica- ative, sensitive, and viable solutions to impact Ed.D or Ph.D.) and develop and refine skills in tion Test as a prerequisite for admission to the the built environment. Students are exposed to research to further their training in studio art or concentration and the MECT Subject Area test a broad range of issues including concept de- choose to specialize in fields related to art in Visual Arts before student teaching and velopment, design for special populations, adap- graduation. 47 Art

education. While teaching, they continue in 110 Basic Studio/Drawing I (AT) the individual students’ personal insights their own art production, exhibitions, and re- (both sem) and objectives. Prerequisite: ART 201. search. Studio for majors. A comprehensive in- The Design major enters the profession in a 220 Painting I: Representation 1 troduction to drawing as a basic founda- (both sem) variety of capacities within the government, tion for expression intrinsic to all visual public and private sectors. Work in the private arts disciplines. Variety of media applied Studio. Basic practice and theory of paint- sector includes entry- to mid-level positions to study of line, value and mark-making in ing developed through study of traditional within notable architectural, engineering or pictorial, compositional and content prob- and contemporary procedures used in de- interior design practice; government opportu- lems in extensive image development in- velopment of pictorial form. Emphasis on nities exist at the international, federal, and cluding landscape, still-life, and figure. still life, landscape, and the human figure. state levels; positions with organizations em- Materials: oil and/or aqueous media. Pre- ploying facility designers to provide in-house 120 Drawing II/Thematic Development requisite: foundation courses; for non-ma- services include banks, colleges, universities, Compositional exploration, evolving per- jors, ART 104. corporations, and hospitality and health care sonal imagery and advanced techniques in 221 Painting II: Representation 2 facilities. In addition, graduates find employ- various media. Thematic development and (both sem) ment in design specialties including lighting, the pursuit of individual attitudes and ideas graphic design, rendering, model-making, tex- stressed. Studio. Basic practice and theory of paint- tiles, furniture and exhibit design. CAD oppor- ing developed through the study of tradi- tunities also provide a new avenue for employ- 131 Two-Dimensional Design I (AT) tional and contemporary procedures used ment to those electing to develop this capabililty Studio for majors. Design concepts evolv- in the development of pictorial form. Em- through advanced course work. ing from a flat surface. Elements of de- phasis on still life, landscape, and the Other art related careers: museum/gallery sign, principles of organization and basic human figure. Materials: oil and/or aque- director or curator, recreation director, archi- color theory using a broad variety of ma- ous media. Prerequisite: foundation tect, photographer, display artist, clothing de- terials. Image development, content and courses; for non-majors, ART 104. signer, stage designer, art critic, educational breadth of expression stressed. 223 Painting III: Painting Methods and media director, package designer, art editor, Materials (both sem) jeweler, art therapist, textile designer, film ani- 132 Two-Dimensional Design II mator. Studio. Application of two-dimensional Studio. Study of formal and informal paint- design concepts to situations inherent to ing procedures. Focus on development of various selected media. form as content. Information provided re- The Minor garding painting processes and associated 141 Three-Dimensional Design I materials. Includes related theoretical con- The Studio Art Minor is intended for students Studio. Introduction to the fundamentals temporary and historical issues. Varying who have a strong interest in art and who major of three-dimensional design and imagery materials and techniques. Prerequisite: in an unrelated area. A total of 18 credits is stressing the inter-relationship of materi- ART 220 and 221, or consent of instructor. required: 3 in Art History, 6 in Foundations, als, concepts and techniques in the explo- 230 Photography I and 9 in upper level studio courses. A portfo- ration of structural and volumetric form. Introduction to photographic tools and lio is required for acceptance to a Studio Art 142 Three-Dimensional Design II methods. The balance between self-in- Minor. Studio. Exploration of plastic concepts quiry and the importance of process and through a variety of methodologies ap- materials as vehicles of meaning. Theory The Courses plied to varied media specified for study in explored through class critiques and slide each section. presentations. Photography examined and discussed both from a personal point of (All courses carry 3 credits unless otherwise 201 Advanced Drawing (both sem) view and in its wider cultural context. noted.) Studio. For intermediate and advanced 231 Photography II students interested in making a transition 104 Basic Studio/Drawing (AT) (both sem) from known and seen objects and figures In-depth exploration of techniques and Studio. A comprehensive introduction to toward a freer and more imaginative con- materials including zone system, large drawing as a basic foundation for expres- cept and statement. The use of drawing format, and non-silver processes. Slide lec- sion intrinsic to all visual arts disciplines. media such as ink, crayon, collage, water- tures, discussions, and readings. Prerequi- Same as 110, but open to non-majors. color. Figure drawing, still life, landscape, site: ART 230 or consent of instructor. 105 Basic Studio/Design (AT) (both sem) and interior problems. Materials list given 240 Relief Printmaking I in class. Prerequisites: ART 110, 120. Studio. Design concepts evolving from a Studio, workshop. The creative print- flat surface. Elements of design, principles 202 Advanced Drawing Problems making process of cutting and printing the of organization and basic color theory. (both sem) raised surfaces of a block. Cutting and Same as 131, but open to non-majors. Studio. Advanced investigation of con- printing from various materials including temporary drawing problems. Emphasis wood, lucite, plaster, masonite, box wood on foundations of graphic communica- and linoleum. Collograph included. Self- tion. Solutions to problems in relation to motivated workshop situation. Visual ideas

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and executions (design and drawings) tions during project juries. Prerequisite: 281 3-D Studies: Throwing (both sem) stressed. Final portfolio required, atten- ART 250 or consent of instructor. Limited Studio, demonstration. Introduction to dance mandatory. Prerequisite: basic draw- to B.F.A. Design majors. potter’s wheel. Emphasis on throwing tech- ing and design, or consent of instructor. niques and functional design. Exploration $35 materials fee. 256 Art Education Practicum Seminar (2nd sem) of oxidation glazes and surface decora- 241 Intaglio I tion. Active participation, attendance re- To be taken in conjunction with ART ED quired. Prerequisite: ART 131 or 132 for Studio, workshop. Engraving, etching and 501/502. Focuses on current issues in stu- majors; ART 110 or 131 or consent of printing images from metal plates. Em- dent teaching experience and the field of instructor for non-majors. phasis on drawing and design in exploring art education. Includes certification re- and experimenting creatively with vari- quirements, teaching strategies for a di- 297 Special Topics ous techniques in group self-motivating verse student population, curriculum re- workshops. Includes line etching, engrav- sources, professional opportunities and Color Theory ing, aquatint and related techniques. Stu- responsibilities, and teacher and student Introduction to the use of color in art and dents print their work and submit final evaluation. Art Education majors only. design; emphasis on the visual effects of portfolio. Attendance mandatory. Prerequi- colors due to context. Various color phe- sites: basic drawing, basic design, or con- 260 3-D Studies: Figure Modeling (both sem) nomena isolated and studied indepen- sent of instructor. Cost of materials: $50. dently. Review of major color order sys- Representational work in clay using the tems. 244 Lithography I human figure as subject. Use of model, Studio, workshop. Planographic print- training in observation and anatomical Animation Fundamentals making process—images drawn on metal focus. Projects, reviews, presentations. With studio. Introduction to methods and plates, fixed chemically, rolled with ink Prerequisites: for non-majors, ART 110 techniques of animation, as well as history and printed. Emphasis on visual ideas; or equivalent; for majors, ART 120, 131, of experimental film. Hands-on work with drawing and design aid in exploration and 141. object, sand, line and clay animation among creative uses of litho techniques. Basic others. Basic audio and video skills. Stu- litho techniques include crayon, tuche, 261 3-D Studies: Wood (both sem) dents develop projects of their own design reversal, and transfer. Final portfolio re- Studio. Three-dimensional form through resulting in a fully edited videotape of quired; attendance mandatory and addi- a sequence of assignments, stressing vi- their work. Prerequisite: ART 271 or con- tional workshop activity during sched- sual design principles. Projects primarily sent of instructor. uled monitored periods expected. Prereq- in wood using woodshop equipment and uisites: basic drawing and design or con- power tools. Projects, reviews, presenta- 310 Visual Arts and Human Development I sent of instructor. Cost of materials: $75. tion. Prerequisites: for non-majors, ART (1st sem) 110 or equivalent; for majors, ART 120, Exploration of art as taught in the public 250 Interior Design I (1st sem) 131, 141. schools and in community settings. Top- Studio. Development of a conceptual ba- ics include: introduction to art education, sis for design and planning. Basic spatial 271 Introduction to Computing in the Fine artistic and aesthetic development, teach- concepts, design skill development and Arts ing methodologies for diverse student communications skills applied to presen- Brief historical overview of the develop- populations, special education in art class- tation of design solutions. Model-making, ment of computer art and the significant rooms, and lesson planning. Readings, 2-D presentations of abstract and simple events leading to the development of the written assignments, class presentations, spaces. Enriched by an historic overview field, as well as a survey of the major types and extensive off-campus field experi- of 20th-century architecture and design, of graphics display devices used with com- ences. Prerequisite: B.F.A. major or con- including products, furniture and major puters. Projects include hands-on experi- sent of instructor. trends. Students must successfully com- ence with a computer graphics system to plete this studio in order to enroll in any create both graphics “output” and pro- 311 Visual Arts and Human Development subsequent design courses. Prerequisites: grams. Prerequisite: completion of foun- II (2nd sem) dation courses or consent of instructor. Art Foundations course work, admission Continuation of ART 310. Exploration of to the major or consent of instructor. 280 3-D Studies: Handbuilding (both sem) art as taught in public schools. Topics 251 Interior Design II (2nd sem) Studio, demonstration. Introduction to all include: artistic and aesthetic development, approaches to teaching art history, Studio. Continuation of ART 250. Intro- basic methods of handbuilding and deco- criticism, and studio, museum education, duction to programming, interior construc- rating techniques. Focus both on vessel problem solving and concept development tion and detailing, socially relevant issues tradition and ceramic sculpture. Introduc- in art, multicultural approaches to the art and the planning of increasingly complex tion to glazes, slips, and firing in the stone- curriculum and special education in art space results in the completion of a sig- ware tradition. Hands-on, active partici- classrooms. Readings, written assign- nificant planning and design exercise. pation, attendance required. Overview of ments, class presentations, and extensive Major projects considered along with a ceramic historical, cultural tradition. Pre- off-campus field experiences. Prerequi- minor project, written assignment(s) and requisite: for majors, ART 131 or 132; for site: B.F.A. major or consent of instructor. in-class exercises. Visiting professionals non-majors, ART 110 or 131 or consent of provide basis for critique of design solu- instructor.

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320 Painting IV: Advanced Painting monitored periods expected. Prerequisite: ning and presentation techniques. An in- Problems 1 (both sem) ART 240 or consent of instructor. $35 cost terdisciplinary and/or large-scale team Studio. Thematic development based on of materials. project undertaken. Focus on culmination of design experiences in preparation for the study of objects, the environment, the 341 Intaglio II human figure, and non-objective vocabu- the B.F.A. Project. Emphasis placed on laries. Includes related contemporary and Studio, workshop. Continuation of ART individual design approach illustrating historical issues. Individual and group cri- 241. In-depth exploration of various tech- student’s strengths. Prerequisites: ART tiques used to develop continuity of work. niques; emphasis on individual creative 151, 250, 251, 350. Limited to B.F.A. De- Materials: unspecified. Prerequisite: ART development. Extensive use of color in sign majors. 223, or consent of instructor. etching techniques. Final portfolio of all printed work required. Attendance man- 352 Construction Methods and Materials 332 Rendering (both sem) datory; additional workshop activity dur- (2nd sem) Studio. The natural extension of architec- ing scheduled monitored periods expected. With studio. Combines with ART 353 to tural drawing. Mechanical perspective de- Prerequisite: ART 241 or consent of in- present a broad survey of construction veloped into representational drawings structor. $50 cost of materials. technology. Manufactured products in building: cabinets, stairs, doors and exits, suitable for presentation work. Shades and 342 Lithography II shadows developed more intensely. Vari- acoustics, and HVAC considerations. Lec- ous media explored, including the appli- Studio, workshop. Continuation of ART tures followed by drawing assignments in cation of color. Prerequisite: ART 151 or 224 (see description). In-depth explora- working drawing style, ending with a par- consent of instructor. Limited to B.F.A. tion of various lithography techniques in tial set of working drawings. Students design majors. self-motivating group workshop. Empha- must have basic drawing instruments. Pre- sis on individual creative development. requisites: ART 151, 250. Limited to 336 Graphic Design I (1st sem) Advanced litho techniques, including vari- B.F.A. Design majors. ous methods of color printing from stone Studio, crits—an intensive general over- 353 Shelter Technology (1st sem) view of the field of Graphic Design. Cre- and aluminum plates. Final portfolio re- ative problem solving in advertising de- quired. Attendance mandatory; additional With studio. Basic elements of construc- sign, illustration, print media, logo, poster, workshop activity during scheduled moni- tion: masonry, wood, metals, concrete, and environmental graphic design. Out- tored periods expected. Prerequisite: ART sheathing, and surfacing materials. Lec- side readings/research, text, client related 244 or instructor’s consent. $75 cost of tures followed by drawing assignments projects, deadlines, weekly professional materials. leading to a final assignment of a rudimen- tary set of working drawings. Prerequi- critiques, final portfolio review, regular 350 Interior Design III (1st sem) class attendance required, very heavy work sites: ART 151, 250. Limited to B.F.A. schedule, art oriented projects. Prerequi- Studio. Continuation of ART 251. In-depth Design majors. sites: foundation art courses (drawing and exploration of increasingly complex planning with significant emphasis on cost, 354 Furniture Technology and Design design) or consent of instructor. Heavy (1st sem) materials/supply costs. special detailing, behavioral and architectural programming, social context of de- Drawing studio. Furniture design in draft- 338 Graphic Design II (2nd sem) sign and planning and opportunities to ing and sketch models only. One-of-a- Studio, crits—continuation of ART 336. work with actual clients. Problem-solving kind and mass produced furniture, free- Advanced studio projects, emphasis on for mass housing, entertainment, com- standing and built-in architectural wood- continued skill and concept development. mercial, and institutional environments work. Advanced drafting and small-scale Includes 3 dimensional graphics projects includes a focus on code analysis, pro- sketch model making. Three furniture de- (package design, point-of-purchase) and gram definition and development, cost sign projects in presentation drawings and/ television story board, magazine layout, and construction issues, creativity and or models, plus materials and methods and general work on comprehensives with communication and an integration of pre- research, field trips and special lectures. a variety of mediums. Student local and sentation with construction documenta- Prerequisites: ART 151, 250, Art Foun- national graphics competitions and client tion. Continued exploration of design dations. Limited to B.F.A. Design ma- related projects. Prerequisite: ART 336 or through written, visual, and dimensional jors, or consent of the Program Director. opportunities. Extensive out of class work, consent of instructor. Required texts, and 356 Architectural Lighting (1st sem) heavy materials cost and work load. portfolio development, advanced presentation techniques, and class participation/ Studio and lecture. Lighting hardware, 340 Relief Printmaking II attendance required. Prerequisites: ART color, and psychological impact, quantita- Studio, workshop. Continuation of ART 151, 250, 251. Limited to B.F.A. Design tive and qualitative lighting design, intro- 240 (see description). In-depth explana- majors. duction to special lighting. Preparation of electrical plans, reflected ceiling plans for tion of various relief techniques; empha- 351 Interior Design IV (2nd sem) sis on individual creative development. the development of engineering packages. Extensive use of color and experimental Studio. Continuation of ART 350. Several Visits to actual lighting installations, evalu- uses of relief techniques. Final portfolio complex interior planning and design ation, and discussion. Focus is on lighting required. Attendance mandatory; addi- projects selected and explored from com- as creative and supportive design element tional workshop activity during scheduled mercial, institutional, hospitality and re- in the development of architectural spaces. tail perspectives. Emphasis on refined plan-

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Prerequisites: ART 151, 250. Limited to dimensional design. Emphasis on first- 397 Special Topics B.F.A. Design majors. hand experience using an interactive CAD system. Basic tools of the system; students Advanced Printmaking 357 Architectural Design I (1st sem) use them to develop projects of their own Studio. Emphasis on individual projects in Studio. Projects developed to explore the design. Prerequisite: drafting experience. either relief, intaglio, or lithography. Pre- principles and process of architectural de- 374 Computer Animation I requisites: completion of 1st and 2nd level sign and the development of structure and of either relief, intaglio, or lithography. enclosure. Individual attention by instruc- First half of a two-semester sequence. tor with visiting critics. Design projects, With studio. Principles and applications Computer Animation II sketch problems. Limited to B.F.A. De- of computer animation in film, video, With studio. Continuation of ART 374 sign and Architectural Studies majors. music, and technology. Introduction to 2D (prerequisite). Prerequisites: ART 151, 250, and 251. and 3D animation programs. Skills acquired in preparation for production in Critical Issues: Theory and Practice 361, 460 3-D Studies: Sculpture IV, V second semester. Emphasis on profession- (both sem) alism and quality. Prerequisites: ART 271, Analysis of major theoretical traditions as With studio. Students select mediums, and 297Q. Should be followed by 397, 3D they relate to contemporary visual pro- develop a personal sculptural vocabulary Computer Animation. duction. Projects include creating visual and imagery. Group discussions and cri- and written works addressing connections tiques balanced with independent work in 375 Introduction to Electronic Still between art-making and theory. Readings, any sculpture facility. Midsemester and Photography discussions, collaborative work, slide lec- end of semester reviews. Prerequisites: With studio. Aspects of image processing tures, film/video screenings and critiques ART 110, 120, 131, 141, and 2 of the 3 in the context of electronic still photogra- for the basis of in-class work. Prerequi- lower division sculpture courses, with the phy. Topics include: image acquisition, site: consent of instructor. third taken concurrently with ART 361. image enhancement, image analysis, spa- Computer-Aided Graphic Design Technical competency in sculpture funda- tial and color transformation, image dis- mentals required. play and recording. Students develop im- With studio. Beginning class, developing ages and algorithms for display on various skills using PageMaker program on Macin- 362 3-D Studies: Metal Casting (both sem) devices. Prerequisites: ART 271 and ART tosh. PageMaker is geared to quick and Studio. Basic skills in creating sculpture 230 or consent of instructor. effective integration of text, typography, by casting bronze and/or aluminum into photographs, illustration, and other graphic ceramic shell and investment molds. De- 380 3-D Studies: Mold Making/Production elements. Prerequisite: background in velopment of the ability for self criticism, Studio, lecture, demonstration. Produc- computer graphics/graphic design or con- applying formal elements of three-dimen- tion, slip-casting. One-, two-, three- and sent of instructor. sional design as well as contemporary multipiece molds made for slip cast and issues in art. Prerequisite: non-majors, press mold production. Prerequisite: ART 400 B.F.A. Degree Project/Design ART 110 or equivalent; majors, all 100 131 or 132 for majors; ART 110 or 131 or (both sem) level foundations courses, or consent of consent of instructor for non-majors. Design students initiate a project selected instructor. in consultation with the B.F.A. Design 381, 480 3-D Studies: Ceramics IV, V Workshop instructor and the B.F.A. Com- 363 3-D Studies: Welding (both sem) (both sem) mittee. Projects require a minimum of one Studio. Basic skills in fabricating welded Independent study, development in ce- semester of design exploration and usu- steel sculpture using oxy-acetylene, elec- ramic technique and expression; empha- ally carry 6 credits. Students encouraged tric arc, metallic inert gas (MIG) welders sis on advance design concepts and crite- to make project decision during prior se- and metal cutting and brazing techniques. ria for evaluation. Strong direction, self- mester. Projects with an emphasis on adap- Development of the ability for self criti- motivation necessary. Lectures on safety tive re-use of existing structure desirable; cism, applying formal elements of three issues, glaze chemistry and contemporary theoretical explorations considered. Plans dimensional design as well as contempo- ceramic history. Active participation. Stu- of existing conditions, photographs, field rary issues in art. Prerequisites: non-ma- dent chooses techniques, firing tempera- measurements, and complete program re- jors, ART 104 or equivalent; majors, all ture. Prerequisites: ART 280, 281, 380. quired before project can be started. Project 100-level foundations courses, or consent consists of 12 to 24 boards plus 10 to 50 395A Design Theory Seminar of instructor. pages of written text. Research may deal with historical aspects of the building, 370 Junior Year Writing Program Focus on theory and methodology as a framework for practice in the design pro- behavioral attitudes of users, and/or the Required for all art majors during their fessions. Values, conceptual structures, program. Students expected to work inde- junior or senior year. A grade of C or better social context and business issues affect- pendently and under faculty guidance as needed to graduate. ing and shaping current practice investi- well as to attend the B.F.A. Workshop 372 Introduction to Computer Aided gated through symposia, readings, pa- (ART 491D). Completed projects pre- Design in the Arts pers, and group project. Prerequisites: sented to faculty and students for profes- ART 250, 251. sional and peer evaluation. Project in- With studio. Interactive computer aided structions available in department office. drafting techniques in the context of two

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Prerequisite: completion of Design Studio Emphasis on the awareness of individual 497R Research Studio sequence. professional image and role within the Guided research in theory, technology and/ profession. Requires use of New York or or experimental practice. 401 B.F.A. Degree Project/2-D Studies Boston showrooms for budget problem Individually defined student project de- development. Prerequisite: Design se- 515/516 Advanced Problems in Art veloped with guidance of a committee quence through ART 350. Education (1st sem) made up of at least two 2-D Studies fac- Organization, development, and teaching ulty members. Students produce a coher- 457 Architectural Design Problems II (2nd sem) of on-campus art classes for community ent body of work consistent with their children and young people. Topics in- personal vision. The project concludes Similar to ART 357/557; different series clude: history of art education, rationales with a One Person Exhibit of work, a of problems. Prerequisites: ART 151, 250, for art education, curriculum development, written thesis, an oral defense and photo- 251. Limited to B.F.A. Design majors or teaching art in public schools, art budgets, documentation of the project, all subject by consent of instructor. lesson planning, and teaching evaluation. to approval by the faculty committee. 461 Senior Seminar 3-D Studies: Sculpture Readings, written assignments, teaching Prerequisite: ART 420 or consent of com- classes, and extensive off-campus field mittee. Prethesis writing experience and group experience. Art Education majors only. 402 B.F.A. Degree Project/3-D Studies critique to achieve focus and direction to create independent work for B.F.A. De- 584 3-D Studies: Clay/Glaze Processes Individually defined student project degree Project. The application of clay and glaze technol- veloped with guidance of a committee ogy in the creation of fine arts ceramics. made up of at least two 3-D Studies fac- 471 Senior Seminar: Computing Studio Study of clay body formulation and glaze ulty members. Students produce a coher- Students develop and complete individual calculation for low, medium and high fire ent body of work consistent with their semester-long projects of personal inter- temperatures. Development of color in, personal vision.The project concludes with est in preparation for B.F.A. Degree under, and over glazes through the use of a One Person Exhibit of work, a written Project. Involves written component and oxide and carbonates of heavy metals and thesis, an oral defense, and photo-docu- weekly critiques. Prerequisites: at least soluble metallic salts in oxidation and mentation of the project, all subject to five prior courses in area of specialization reduction atmospheres. approval by the faculty committee. Pre- and all area core requirements. requisite: ART 461/481 or consent of committee. 481 Senior Seminar 3-D Studies: Ceramics 404 B.F.A. Degree Project/CDP Prethesis writing experience and group Art Education Students initiate semester project in con- critique to achieve focus and direction to sultation with area faculty and B.F.A. create independent work for B.F.A. De- ART ED 501 Student Teaching Practicum committee. Students encouraged to make gree Project. K-9 (2nd sem) decisions during prior semester. Project 491 Seminars Art Education student teaching grades concludes with an exhibition of work, a K-9. Taken in conjunction with ART written thesis, an oral defense, and docu- B.F.A. Design Workshop 256. Prerequisites: major in Art Educa- mentation of the work executed—all sub- tion concentration; ART 310, 311, 515 ject to approval by the faculty committee. Restricted to students working on their or 516, and consent of instructor. Prerequisite: ART 471. Interior Design B.F.A. Degree Project. Seminar/studio providing week-to-week ART ED 502 Student Teaching Practicum 420 Painting V: Advanced Painting guidance and criticism. 5-12 (2nd sem) Problems 2 491A New York Professional Outreach Art Education student teaching grades Studio. Emphasis on cultivation of an in- (both sem) 2 sections 5-12. Taken in conjunction with ART dividual painting vocabulary based upon 256. Prerequisites: major in Art Educa- development of themes derived from per- Independent studio and seminar. Intro- tion concentration; ART 310, 311, 515 sonal experience. Includes related con- duction to the professional art system in or 516, and consent of instructor. temporary and historical issues. Individual New York City. Five overnight trips. Vis- and group critiques used to develop con- its to artist studios and art critiques. Meet- tinuity of work. Materials: unspecified. ings with curators at non-profit, alterna- Prerequisite: ART 320 or consent of in- tive, and museum spaces. On Friday nights, structor. performance art, video screenings, art openings, underground films, dance 450 Professional Practice (2nd sem) events. Independent work from student’s Lecture. Budgeting, professional practices, studio discussed in critiques with class portfolio and interview procedures. and instructor in Amherst. Prerequisites: NCIDQ orientation, resources and materi- Completion of foundations program. Re- als, strategies for success (marketing and stricted to upper-level art history, B.F.A., financial business structure) and field trips. B.A., B.F.A. Ed, B.F.A. DES, and graduate M.F.A., M.A. majors.

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Art History Courses in art history must be completed with museology, conservation, archaeology, and arts a grade of C or above in order to be counted management. All Ph.D. programs require read- toward the major. All 500-level courses are ing knowledge of German and French. 317B Bartlett Hall open to undergraduates who have satisfied prerequisites. Degree: Bachelor of Arts Majors are encouraged to select courses in a The Minor Contact: Chief Undergraduate Adviser wide range of media, historical periods, and Office: 317B Bartlett Hall geographical areas. They are also urged to gain Students must complete five courses (15 cred- Phone: 545-3595 a reading knowledge of at least two foreign its) in art history, as follows: languages; knowledge of languages is essential Two 100-level surveys: Director: Professor Walter Denny. Professor for further study, for research, and for many 100 Ancient to Medieval Harbison; Associate Professors Haney, La careers in the field. 110 Renaissance to Modern Follette, Mochon, Oedel; Assistant Professor For the degree with Departmental Honors a Three upper-level courses Schmitter. student must meet the requirements for the or major, maintain a high GPA, complete four honors courses in art history, and successfully One 100-level course: The Field complete either a thesis or an independent study 115 Introduction to the Visual Arts project. Four upper-level courses The study of art history provides the opportu- Special Programs Courses must be completed with a grade of at nity to explore that aspect of human creative least C to be counted toward the minor. endeavor which has been expressed through Majors are encouraged to enrich the required the visual arts. Courses cover the major periods program of courses with study abroad and a in western European art from ancient times to museum internship. Internship information is The Courses the present. Other regular offerings include available from departmental advisers and from the Field Experience Office. modern architecture, the history of the decora- (All courses carry 3 credits unless otherwise Study Abroad: The International Programs Of- tive arts, the history of photography, and Ameri- noted.) can and Islamic art. Both introductory and fice provides information about study in various programs outside the United States for one specialized courses address the wide-ranging The 100-level courses are introductory surveys semester, for the year, or during the summer. questions of style, connoisseurship, and ico- intended primarily for freshmen, although they Majors have studied at institutions in Florence, nography within various historical and intel- may be taken at the sophomore level or above. Siena, Oxford, Dublin, and elsewhere abroad. lectual contexts. The 500-level courses (ARTHIS 500-543) Internships: Working directly with works of are the immediate continuation of the introduc- art in museums or galleries, dealing with mate- tory courses for students at the sophomore level The Major rial related to art history in libraries, or work- and above. They offer a more detailed survey of ing in the field of historical preservation can be the art and architecture of a particular period. The major requires a minimum of 13 courses part of the major. Students in their junior years For most, the 100-level survey is a prerequisite. (39 credits) in Art History, distributed as should contact the Undergraduate Adviser for The Topical and Great Themes Courses follows: information about specific programs. Majors (ARTHIS 551-585) offer the more advanced Two survey courses: have interned at many institutions, including student the opportunity to explore select prob- 100 Ancient to Renaissance the Museum of Fine Arts, Boston, the Museum lems in greater detail. They require an art his- 110 Baroque to Modern of Fine Arts, Springfield, and the Guggenheim tory course or equivalent experience in the area Museum, New York. The internship can pro- One upper-level course in each of the following as prerequisite. Qualified undergraduates also vide practical experience helpful in finding a six areas: Ancient, Medieval, Renaissance, Ba- may enroll in 600-level graduate seminars. job. roque, Modern, Non-Western. These, as well as the Great Themes courses, vary from semester to semester; detailed de- Four upper-level electives. Three of the four scriptions are available in the Art History Of- upper-level electives must be in Art History. Career Opportunities fice, 317B Bartlett. Where appropriate, students will be encouraged to enroll in related courses in other depart- The major in art history provides such a solid 100 Survey of Art: Ancient to Renaissance ments as well. With an adviser’s approval, one foundation in the humanities that it prepares (ATD) (1st sem) such course, at the 300 level or higher, may be students for careers in any discipline within the First half of a survey of art history from applied toward the upper-level elective require- liberal arts. Within the field itself, the major ment. A course applied to this major require- prehistoric times to the 20th century. Chro- prepares students for work at museums, galler- nological and systematic approach; either ment may not also be applied to General Edu- ies, historic sites, libraries, and agencies in arts cation requirements. a basis for more detailed study of indi- management. A graduate degree is required for vidual periods in upper-level art history The departmental writing course, ARTHIS 370. teaching and most upper-level museum work. courses, or a solid general foundation for All majors must take the writing course in the Students should consult the Undergraduate Ad- a heightened appreciation of the heritage fall semester of their junior year. viser for information on M.A. and Ph.D. pro- of art. More professionally oriented than grams in art history and such related areas as ARTHIS 115. Background for upper-level

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art history courses; required of majors. junior and senior Art History majors. Lim- 513 High Renaissance and Mannerist May register for Honors. ited enrollment. Italian Art (1500-1600) 110 Survey of Art: Baroque to Modern 500 Greek Art (1st sem) Sixteenth-century visual arts produced in (AT) (2nd sem) the major artistic centers of Italy, includ- The visual arts against the cultural history ing Florence, Rome, and Venice. The lives Historical survey of art, architecture, and of Greece. The origins, unfolding, and and works of specific artists, such as urban development from the Baroque to flowering of Greek painting, architecture, Leonardo, Raphael, Titian, and Michel- the present; the social context in which and sculpture from roughly 900 to 100 angelo. Focus on the relationship between style has developed. Discussion of the B.C. Possible museum field trip. Prereq- art and society. Themes include: the rise in same material from a critical and topical uisite: ARTHIS 100, 115 or consent of social status of the artist and the notion of point of view. Background for upper-level instructor. May register for Honors. artistic genius; the influence of patronage art history courses; required of majors. 506 Early Medieval Art (1st sem) and collecting; women as subjects, pa- May register for Honors. trons, and practitioners of art; classicism The development of Christian art in West- and “anti-classicism” (Mannerism); art and 115 Introduction to the Visual Arts (ATD) ern Europe from the early Middle Ages to religious reform; government and city (both sem) the beginning of the Romanesque period. planning; and the role of art in the cre- The discipline of art history and the tools Focus on the Early Christian, Byzantine, ation of political identities. of visual analysis it employs. Focus on Hiberno-Saxon, Carolingian, and Ottonian issues such as Classicism, “primitive” art, periods and the related political, intellec- 516 Italian Baroque Art (1st sem alt yrs) realism, and modernity, presented in tual, and cultural developments. Prerequi- Architecture, sculpture, and painting from roughly chronological order. Discussion site: ARTHIS 100 or consent of instructor. 1600-1750, especially in Rome, and, in of these issues in relation to contemporary 507 Romanesque and Gothic Art (2nd sem) painting, in the Bolognese school. The visual culture. spread of the Baroque style. Emphasis on The development of architecture, sculp- Caravaggio, Annibale Carracci, Bernini, 370 Junior Year Writing Course ture, painting, and the minor arts from Borromini, and Pietro da Cortona. Prereq- (1st sem) 1050 to 1400 in France, England, and uisite: ARTHIS 110, 115, 511 or 513. Course projects which give practice in Italy. The society in which these art forms different types of art historical writing developed; the relationship of the monu- 517 Northern European Art, 1600-1700 (catalogue entry, book or exhibition re- ments to contemporary political, social, (2nd sem) view, interpretative essay, technical re- intellectual, and literary trends. Prerequi- Survey of 17th century painting outside port) combined with in-class exercises in site: ARTHIS 100 or consent of instructor. Italy. Emphasis on Velazquez, Poussin, the writing of analytical and explanatory 511 Early Italian Art (1250-1500) (1st sem) Rubens, Rembrandt, Vermeer. Meaning prose. Topic focuses from semester to and function of the art in historical and Chronological survey organized by city semester on a period, culture and/or indi- cultural context. Prerequisite: some col- rather than artist to provide a stronger vidual artist. Required of all art history lege-level art history, preferably introduc- sense of the social context in which works majors in their junior year. tory, e.g., ARTHIS 100, 110, 115. May of art were produced. How city-states de- register for Honors. 390B Impressionism and Post- velop distinctive artistic styles, and how impressionism different govenmental systems favored 521 European Art 1780-1880 Introduction to modern art of the later 19th various forms of patronage. Cities include: Surveys major artists and developments century through the major figures of these Naples, Rome, Siena, Florence, Milan, from David through Impressionism; em- two movements. Analysis of their tech- Mantua, Ferrara, Padua, Urbino, and phasis on historical context and related niques, subjects, and the shape of their Venice. Central themes: the revival of cultural and intellectual developments. careers. ARTHIS 110 or 115 recommended interest in classical antiquity and the de- Prerequisites: ARTHIS 110, 115 or con- as background. velopment of the mathematical system of sent of instructor. May register for Honors. one-point perspective. 392 Seminar: Museum Studies (2nd sem) 522 Modern Art 1880 to Present (1st sem) 512 Northern European Art, 1400-1600 Lecture, discussions, demonstrations, vis- (1st sem) Introduction to directions and major is- its to area museums and conservation labo- sues in 20th-century art. Focus on move- ratories, organization of a small exhibi- Topical survey of the art of the Renais- ments from Post-Impressionism, Symbol- tion. Theoretical and practical approaches sance in Northern Europe: van Eyck and ism, Expressionism, Cubism, Dada, Sur- to the museum profession: history and disguised symbolism, late Gothic spiritu- realism, to post-World War II and con- typology of museums, financial and staff alism; Bosch and the fantastic; Durer and temporary directions from Abstract Ex- organization, exhibition preparation and the Reformation; the rise of landscape and pressionism to Post-Modernism. Prereq- installation design, cataloguing and the art of Pieter Bruegel. Primary atten- uisite: ARTHIS 110 or 115 or consent of accessioning works of art, connoisseur- tion to painting; the expressive value of instructor. ship, art conservation, education programs. the works in cultural context. Prerequi- Written reports and class presentations. site: some college-level art history, pref- 524 American Art I (1st sem) Prerequisites: consent of instructor and erably introductory, e.g., ARTHIS 100, Painting, architecture, and sculpture in the ARTHIS 521 or 522 or equivalent. For 110, or 115. May register for Honors. English North American colonies and the

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United States to 1860. Emphasis on paint- of Western art. Background in either art 567 History of Photography ing. Prerequisite: ARTHIS 110 or 115. history or Near Eastern history useful. Introduction to the history of the medium May register for Honors. Alternates with ARTHIS 537. from 1839 to the present. Lectures focus 525 American Art II (2nd sem) 537 History of Islamic Art and on the social and cultural factors underly- Architecture II (1st sem alt yrs) ing each type or form of photography, Painting, architecture, and sculpture in relation of the medium to other arts, and the United States from 1860 to 1940. Continuation of ARTHIS 536. The artistic visual analysis of the images themselves. Emphasis on painting. Prerequisite: expression of the various Islamic peoples Prerequisite: ARTHIS 110 or 115 or con- ARTHIS 110 or 115. May register for from the 14th through 18th centuries sent of instructor; ARTHIS 522 helpful. Honors. through important art works and related historical material. Any one of three 100- 568 Contemporary Art (2nd sem) 527 History of the Decorative Arts level art history courses, or ARTHIS 536 Issues and developments in American art Historical survey of the decorative arts or a course in Islamic history desirable. A after 1940 from the present perspective. from the middle ages into the present trip to the Metropolitan Museum in New Cultural and art historical context of the century; emphasis on the European and York, at student option. Alternates with postwar work of American artists from American period styles of the 18th cen- ARTHIS 536. Abstract Expressionism through the tury onward. Various media of the decora- 551 Roman Art (2nd sem) most recent options raised in the works tive arts, including furniture, glass, tex- themselves, artists’ writings, critics’ in- tiles. Prerequisite: ARTHIS 100, 110, or The origins and unfolding of Roman art terpretations, public reception, and sup- 115. from the Etruscans through the late Em- port. Prerequisite: ARTHIS 522. Enroll- pire, roughly 600 B.C. to 300 A.D. Con- 531 19th-Century Architecture (1st sem) ment limited to about 20. May register for centration on the flowering of Roman ar- Honors. Architecture as an art; proper architec- chitecture and sculpture, especially por- tural terms, architecture as a tool of soci- traiture, in the Late Republic and High 581-5 Great Themes in Art History ety. The flow of architectural style from Empire, 100 B.C.-200 A.D., and the de- (both sem) 1750 to 1910 in Europe and America; velopment of a large-scale, influential, Changing treatment of central themes, background to the frequent changes in and lasting imperial iconography. Prereq- issues, and problems in art history. Topics style, from Romanticism and through the uisite: ARTHIS 100, 115 or consent of change; offerings usually available in debatable tastes of the mid-century, to the instructor. May register for Honors. Modern and Islamic. List of current offer- rise of the skyscraper and early Frank 556 Medieval Painting ings available in Art History Office, 317B Lloyd Wright. Valuable as humanistic Bartlett. Prerequisite: upper-level survey study of architecture; basic for architects, The history of the illustrated book from course on theme to be examined, or con- regional planning, landscape and town early Christian period through the high sent of instructor. planning, and preservation. Middle Ages. Problems in materials and technique; stylistic and iconographic ques- 582 Contemporary Women’s Art and 532 20th-Century Architecture (2nd sem) tions. Prerequisite: ARTHIS 506 or 507. Criticism The stylistic trends of our era; Frank Lloyd Seminar. Directions and definitions of Wright and other 20th century innovators 562 Aspects of Baroque Art in Northern Europe women artists’ work from the 1970s to the to contemporary developments. Chang- present in the social and critical context in ing theories of modern architecture and Selected aspects of art and architecture in which it developed. Feminist theory and their historical sources. Views of modern England, France, Flanders, Holland, Ger- art criticism central to each phase exam- architects through reading and criticizing many, and Austria from 1600 to 1750. ined. Prerequisite: ARTHIS 522 or 568 or their ideas. Preparation for careers in ar- Prerequisite: ARTHIS 517 or consent of consent of instructor. chitecture, environmental design, interior instructor. decoration, and art history. An art history 583 History of Prints (2nd sem) 563 Vernacular Architecture (1st sem) survey course and ARTHIS 531 helpful. Seminar. History of printmaking as fine Seminar. Concentrates on American Co- art; emphasis on major printmakers, Durer, 536 History of Islamic Art and lonial architecture of New England and a Architecture I (1st sem alt yrs) Lucas van Leyden, Rembrandt, Goya. Is- variety of vernacular structures in later sues of collecting and prints as vehicle of History of Islamic art from its origins in periods; e.g., barns, windmills, factories. popular and propagandistic communica- the Byzantine and Sasanian traditions of For students of architectural preservation tion. Required field trips. Prerequisite: the Near East, to its development under and renovation, as well as art history. previous courses in art history. the Arab Empire and under subsequent Turkish and Persian dynastic patrons 566 Criticism of Modern Art through the 13th century. The Islamic Practical exercises and studies in the evalu- world from Spain to India; emphasis on ation of modern painting, including sup- the central Islamic lands of the Near East. porting theory and/or relationships to the Media include architecture, painting, tex- other arts. Prerequisite: ARTHIS 522 or tiles, ivories, ceramics, glass and crystal, consent of instructor. and others seldom encountered in the study

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26 Thompson Hall Language and Literature, and Japanese Lan- 241 Contemporary Chinese Literature guage and Linguistics, as well as minors in 242 Chinese Vernacular Literature Degree: Bachelor of Arts Chinese and in Japanese. These programs offer HIST 114 History of China I students a sound command of the language as HIST 115 History of China II For Chinese well as a solid background in literature, linguis- Contact: Alvin P. Cohen tics, culture, and civilization. The minors in Joint Major in Chinese and Linguistics Office: 22 Thompson Chinese and Japanese offer a combination of (See Linguistics section) Phone: 545-4954 skills which can greatly enrich one’s educa- Japanese Language and Literature tional experiences and enlarge postgraduate For Japanese possibilities. The Department of Asian Lan- Prerequisite: Contact: Stephen M. Forrest guages and Literatures administers study abroad The successful completion of four semester Office: 10 Thompson programs in Japan, the People’s Republic of courses in Japanese: 126, 246, 326 and 327 (24 Phone: 545-4950 China and Taiwan which are aimed at increas- credits) or the equivalent. ing students’ fluency in Chinese and Japanese Departmental Requirements: 33 credits total Head of Department: Professor Chisato and the understanding of those cultures. A. Required Courses (6 credits) Kitagawa. Professors Cohen, Gjertson; Asso- 426 Readings in Modern Japanese I ciate Professor Bargen; Assistant Professors Iwasaki, Shen; Visiting Assistant Professors The Majors B. 12 credits from among the following: Forrest, Shi, Xiao; Visiting Lecturers Shingu, 427 Readings in Modern Japanese II Toyooka; Associate Faculty Drake, Gaubatz, Chinese Language and Literature 430 Scientific and Technical Japanese 496T Practicum and Tutorial Katzner, Miller, Minear. Adjunct Research Prerequisite Professor Brooks; Adjunct Associate Profes- 498Y Practicum The successful completion of four semester 532 Media Japanese I sor Nguyen; Adjunct Lecturers Domier, Fos- courses in Mandarin Chinese: 126, 246, 326, ter-Moore, Sato. 533 Media Japanese II 327 (24 credits) or the equivalent. 536 Advanced Modern Japanese I Departmental Requirements 537 Advanced Modern Japanese II The Field 31 credits for the major, distributed as follows: C. 9 credits from among the following: A. Required courses (16 credits) 291A Japanese Women Writers Chinese is spoken by one-fourth of the world’s 375 Introduction to Chinese Linguistics 375 Introduction to Japanese Linguistics population and is the vehicle for an extremely 426 Advanced Modern Chinese I 391A Landscape and Travel in Japanese Lit- large body of literature, in the broadest sense, 427 Advanced Modern Chinese II erature that began to develop over three thousand years 450 Elementary Classical Chinese 528 Japanese Language in Context ago. Chinese civilization reached high levels in 451 Intermediate Classical Chinese 556 Introduction to Classical Japanese I the development of literature and the arts, gov- B. 9 credits from among the following: 557 Readings in Classical Japanese II ernment and economics, historical documenta- 430 Scientific and Technical Chinese 560 Seminar in Japanese Literature tion, and philosophy and religion, as well as in 432 Media Chinese 570 Introduction to Reference & Bibliography technology and material culture. China is rap- 433 Business Chinese 575 Syntactic Structures of Japanese idly becoming a major economic and political 498Y Practicum (1-6 credits) 580 Teaching Japanese as a Foreign Language power in the modern world. Consequently, 526 Readings in Modern Chinese Literature I 581 Issues in Foreign Language Learning and China will play a crucial role in world events in 527 Readings in Modern Chinese Literature II Teaching the next twenty-five years, and the Chinese 528 Chinese Language in Contexts CHINSE 450H Elementary Classical Chinese language will be an essential tool for communi- 536 Premodern Vernacular Literature D. 6 credits from the following: cating with and understanding this large coun- 537 Modern Vernacular Literature 135 Japanese Arts and Culture try that occupies the geographic and cultural 552 Readings in Chinese Historical Texts 143 Japanese Literature: Classical & Medieval center of Eastern Asia. 555 Classical Chinese Poetry 144 Japanese Literature: Modern Japanese is the language of more than one 556 Classical Chinese Prose 197A Japanese Poetry and Song hundred million people who are heirs to an 570 Research in Chinese Source Materials HIST 116 Survey of Japanese Civilization exceptionally rich tradition in literature and the 575 Syntactic Structures of Chinese arts. It is the language of the world’s second 576 History of the Chinese Language Joint Major in Japanese and Linguistics greatest economic power and of much impor- 577 Chinese Dialectology (See Linguistics section) tant innovation in such fields as engineering, 580 Teaching Chinese as a Foreign Language I Restrictions chemistry, linguistics, management, and mar- 581 Teaching Chinese as a Foreign Language II A minimum grade of C in courses used to satisfy keting. It is the language of one of the most C. 6 credits from among the following: the major requirement; no Pass/Fail option in important trading partners of the United States, 136 Introduction to Chinese Cinema such courses; only six credits from other insti- and of a literary tradition in which many of the 138 Religion in Chinese Culture tutions in the Five College consortium may be most important works were written by women. 153 Chinese Literature: Poetry applied to the major; students who begin the The University of Massachusetts Amherst is 154 Chinese Literature: Tale, Short Story, Novel major at an advanced level must take enough the only public institution of higher education 155 Chinese Myths and Legends courses at that level to accumulate the required in New England to offer Bachelor of Arts 197A Chinese Script I number of credits from the major; double ma- degrees in Chinese Language and Literature, 197B Chinese Script II jors need to complete the Junior Year Writing Chinese Language and Linguistics, Japanese

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requirement in only one of their majors. No 526 Readings in Modern Chinese Literature I 560 Seminar in Japanese Literature student who passes the department’s foreign 527 Readings in Modern Chinese Literature II HIST 116 History of East Asia: Japan language exemption exam may enroll in 110/ 528 Chinese Language in Contexts 120/126/127/246/247. 536 Premodern Vernacular Literature Note: Students who begin taking language 537 Modern Vernacular Literature courses at a level above the elementary level 552 Chinese Historical Texts must take advanced courses sufficient to accu- Career Opportunities 570 Research in Chinese Source Materials mulate 24 credits for the minor. A grade of C or 575 Syntactic Structures of Chinese better is required for courses used to satisfy the minor requirement. Courses for the minor may Asia-related courses can play an important role 576 History of the Chinese Language not be taken Pass/Fail. No more than six credits in general education, and a major in Chinese or 577 Chinese Dialectology taken through the Five College consortium will Japanese can lead to exciting career prospects II. Literature be accepted for the minor. No student who in the following areas. 136 Introduction to Chinese Cinema passes the department’s foreign language ex- Teaching: English as a Second Language in the 138 Religion in Chinese Culture emption exam may enroll in 110/120/126/127/ U.S. and Asia; Asian literature courses in jun- 151 Fiction East and West 246/247. ior high and high school; basic language skills 153 Chinese Literature: Poetry in elementary schools. 154 Chinese Literature: Tale, Short Story, Novel Business: International and national banking; 155 Chinese Myths and Legends The Courses travel organizations; publishing houses; ship- 197A Chinese Script I ping firms; import-export houses; advertising/ 197B Chinese Script II public relations. (All courses carry 3 credits unless otherwise 241 Contemporary Chinese Literature noted.) Government Service: National Security 242 Chinese Vernacular Literature Agency; Central Intelligence Agency; Depart- HIST 114 History of China I ments of State, Defense, Treasury; Diplomatic HIST 115 History of China II Corps; Peace Corps; Public Relations. Professional: Librarian; museum research/cu- Japanese Chinese rator; ministry; international law; international Requirements (24 credits as follows) Note on Elementary and Intermediate Chi- labor relations. A. 12 credits of Japanese language: nese: No more than six credits may be earned Graduate Study: Comparative literature; lin- 126 Intensive Elementary Japanese I or for any combination of courses at the El- guistics; East Asian languages; history; law; 110 Non-intensive Elementary Japanese I ementary level (Chinese 110, 120, 126). No international law; international management; 120 Non-intensive Elementary Japanese II more than six credits may be earned for any international marketing research; library sci- and combination of courses at the Intermediate ence; art history; business administration; com- 246 Intensive Elementary Japanese II level (Chinese 246). puter science; economics. B. Any courses from among the following (from either Group I or Group II or from both) for a 110 Non-intensive Elementary Chinese I The Minors total of 12 credits: (2nd sem) Group I. Language and Linguistics Introduction to modern standard Chinese Chinese 326 Intensive Intermediate Japanese I (Mandarin): romanization, phonetics system (Hanyu pinyin), essential sentence Requirements (24 credits as follows): 327 Intensive Intermediate Japanese II 375 Introduction to Japanese Linguistics structures, basic vocabulary, approxi- A. 12 credits of Chinese language: 426 Readings in Modern Japanese I mately 180 traditional characters. Basic 126 Intensive Elementary Chinese I or 427 Readings in Modern Japanese II skills in listening, reading, and writing. 110 Non-intensive Elementary Chinese I 528 Japanese Language in Context Content and structure same as first half of 120 Non-intensive Elementary Chinese II and 532 Media Japanese I CHINSE 126. 246 Intensive Elementary Chinese II 533 Media Japanese II 120 Non-intensive Elementary Chinese II B. Any courses from among the following (from 536 Advanced Modern Japanese I (1st sem) either Group I or Group II or from both) for a 537 Advanced Modern Japanese II total of 12 credits: 556 Introduction to Classical Japanese I Equivalent to the second half of CHINSE 126 in content. Further development of I. Language and Linguistics 557 Introduction to Classical Japanese II 570 Introduction to Reference and Bibliog communicative skills in listening, speak- 326 Intensive Intermediate Chinese I ing, reading and writing. Introduction to 327 Intensive Intermediate Chinese II raphy 575 Syntactic Structures of Japanese the next 200 traditional characters. Prereq- 375 Introduction to Chinese Linguistics uisite: CHINSE 110. 426 Advanced Modern Chinese I Group II. Literature and Culture 427 Advanced Modern Chinese II 135 Japanese Art and Culture 126 Intensive Elementary Chinese I 430 Scientific and Technical Chinese 143 Japanese Literature: Classical and Me- (1st sem) 6 cr 432 Media Chinese dieval Beginning course on modern standard 433 Business Chinese 144 Japanese Literature: Modern Chinese (Mandarin). Introduction to the 450 Elementary Classical Chinese 197A Japanese Poetry and Song romanization phonetic system of Chinese 451 Intermediate Classical Chinese 291A Japanese Women Writers (Hanyu pinyin), essential sentence struc- 498Y Practicum (1-6 credits) 391A Landscape and Travel in Japanese tures, basic vocabulary. Rigorous training Literature

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in pronunciation and tones, accuracy and 197 Special Topics 375 Introduction to Chinese Linguistics fluency in speaking. Emphasis on overall Chinese Script I (1st sem) Introduction to the general nature of mod- development of communicative compe- ern Chinese syntax. Survey of phonologi- tence in listening, speaking, reading, and Historical and contemporary variations of cal and syntactic structures, vocabulary writing. 380 Chinese characters in tradi- the Chinese writing system. Analyzes the makeup and development in this century, tional form. structure of Chinese characters from a current changes in writing system, progress 127 Intensive Elementary Chinese I: historical perspective. Develops ability to in standardization, major typological char- Reading and Writing (1st sem) 6 cr recognize Chinese characters in a variety acteristics. Mandarin and other major dia- of printed and non-printed forms. Hands- lects included. Prerequisite: CHINSE 327. A special course for heritage speakers of on experience. Conducted in English. Mandarin Chinese who have little knowl- 391G Junior Year Writing Program edge of Chinese literacy. Introduction to Chinese Script II (2nd sem) Required of all Chinese majors during the romanization phonetic system (Hanyu Continuation of CHINSE 197A. Further their junior or senior year. Prerequisite: pinyin) and 500 characters in both tradi- analysis of Chinese characters from the successful completion of the GenEd Col- tional and simplified forms. Emphasis on historical perspective. Prerequisite: Chi- lege Writing (CW) requirement. development of reading and writing skills. nese Script I or consent of instructor. Con- Prerequisite: consent of instructor. 426 Advanced Modern Chinese I (1st sem) ducted in English. 136 Introduction to the Chinese Cinema A continuation of Intermediate Chinese. 246 Intensive Elementary Chinese II (ATD) Further expansion of vocabulary and ex- (2nd sem) 6 cr tensive practice of listening, reading, Chinese cinema, broadly defined to in- Continuation of CHINSE 120 or 126, fur- speaking, and writing. Review of Chinese clude films from Hong Kong and Taiwan, ther developing aural-oral skills in mod- grammar as needed. Conducted in Chi- from its inception at the turn of the century ern standard Mandarin. Focus gradually nese. Prerequisite: CHINSE 327 or con- to the present. Explores Chinese film as an shifts toward reading and writing. Intro- sent of instructor. art form, an instrument of political propa- duces next 400 characters in traditional ganda, and a medium of mass entertain- 427 Advanced Modern Chinese II form, principles of character simplifica- ment. No background required, although (2nd sem) tion, and use of Chinese-English dictio- some knowledge of modern Chinese his- naries. Further expansion of vocabulary and ex- tory is helpful. Conducted in English. tensive listening, reading, speaking and 247 Intensive Elementary Chinese II: 138 Religion in Chinese Culture (ID) writing. Review of Chinese grammar as Reading and Writing (2nd sem) (1st sem) needed. Conducted in Chinese. Prerequi- Continuation of CHINSE 127. Introduc- site: CHINSE 426 or consent of instructor. Introduction to the major religious tradition to next 700 Chinese characters and tions in Chinese culture: Taoism, Bud- 430 Scientific and Technical Chinese I expansion of vocabulary. Further devel- dhism, the state religious cult, popular ops reading and writing skills while im- Readings in contemporary Chinese mate- religion, and Islam. Emphasis on histori- proving oral communication. Prerequisite: rials related to the physical and natural cal developments, and political, social, CHINSE 127. sciences, engineering, medicine, agricul- and cultural influences. ture, and other areas according to student 285 Language Suite Conversation 153 Chinese Literature: Poetry (ALD) interest. Provides vocabulary necessary to (both sem) 2 cr with 1-cr Honors option read ordinary science journalism, and the Historical introduction to Chinese poetry Designed as part of the living-learning foundation for reading technical publica- from earliest times to the modern period; community in Thatcher Language House. tions. Prerequisite: CHINSE 327. emphasis on major poets and periods. Improves knowledge of the Chinese lan- Conducted in English. 432 Media Chinese guage with emphasis on oral skills. Builds 154 Chinese Literature: Tales, Short vocabulary, develops ability to understand Improves reading and listening compre- Stories, Novels (ALD) and communicate more freely in the lan- hension through the use of authentic materials in Chinese media such as newspapers Chinese fictional works from early times guage by focusing on social and cultural issues. and television programs. Learn special vo- to fall of the empire in 1911. Approach cabulary and style commonly used in jour- combines historical with thematic. Read- 326 Intensive Intermediate Chinese I nalistic Chinese. Learn Chinese word-pro- ings concerning adventure, love, revenge, (1st sem) 6 cr cessing, browsing news in Chinese on the crime and detection, manners, religious Develops ability in spoken Mandarin and World Wide Web. Prerequisite: CHINSE allegory, karma, and the supernatural are increases knowledge of Chinese charac- 426. in English translation. ters. Prerequisite: CHINSE 246. 433 Business Chinese 155 Chinese Myths and Legends (ALD) 327 Intensive Intermediate Chinese II Introduction to terminology and basics of Introduction to myths and legends of tra- (2nd sem) 6 cr foreign trade in Chinese. Builds fluency in ditional China: gods, goddesses, immor- Develops reading and speaking abilities reading authentic texts and documents of tals, dragons, and deified heroes. Their in Mandarin. Should recognize 1800 business Chinese. Training in writing and ancient forms and how they appear in characters by year’s end. Prerequisite: translating business letters regarding im- literature and art. Conducted in English. CHINSE 326. port and export, and conducting business

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negotiation in Chinese. Prerequisite: 555 Classical Chinese Poetry son planning, teaching techniques, mate- CHINSE 426 or consent of instructor. Critical reading and appreciation of selec- rial development, testing, and teacher development. Prerequisite: consent of in- 450 Elementary Classical Chinese 4 cr tions from major anthologies and authors of various poetic genres written in classi- structor. Introduction to the literary language of cal Chinese from the Chou dynasty to the 581 Teaching Chinese as a Foreign China and to methods for study and philo- present. Prerequisite: CHINSE 451. logical analysis of Chinese texts. Prereq- Language II uisite: CHINSE 246 or JAPAN 327. 556 Classical Chinese Prose Examines research and significant issues concerning Chinese language teaching and 451 Intermediate Classical Chinese Critical reading and appreciation of selected essays of various forms in literary learning, and their implications for class- Develops facility in the literary language Chinese written by classical and neoclas- room instruction. Topics include: language of China, increases reading speed, ex- sical masters. Prerequisite: CHINSE 451. acquisition, interlanguage and error cor- pands vocabulary, further introduces meth- rection, testing and assessment, culture ods for the study and philological analysis 570 Research in Chinese Source Materials and language learning, heritage learners, of Chinese texts. Readings from a variety Introduction to a variety of basic research learning strategies, use of technology. Pre- of medieval and ancient literature, Tang tools necessary for the study of Chinese requisite: CHINSE 580. poetry, and Buddhist texts. Prerequisite: primary sources. Extensive use of Univer- CHINSE 450. sity Library’s East Asia Collection. How 526 Readings in Modern Chinese to use dictionaries, biographical and geo- Literature I (1st sem) graphical references, indices, bibliogra- Japanese phies, calendrical concordances, etc. Pre- Critical reading and appreciation of selec- requisite: CHINSE 450. Note on Elementary and Intermediate Japa- tions from modern Chinese literary works nese: No more than six credits may be earned of various genres, including short stories, 575 Syntactic Structures of Chinese for any combination of courses at the Elemen- novels, plays, and poems. Reading and Introduction to general nature of Chinese tary level (JAPAN 110, 120, 126). No more discussion in Chinese. Prerequisites: syntax: Mandarin in particular. Analysis than six credits may be earned for any combi- CHINSE 426 and 427 or consent of in- of major syntactic constructions of Man- nation of courses at the Intermediate level structor. darin. Current issues in Chinese linguis- (JAPAN 246). 527 Readings in Modern Chinese tics: special references to topics of contro- 110 Non-Intensive Elementary Japanese I Literature II (2nd sem) versy on Mainland China before the cultural revolution. Prerequisites: CHINSE (2nd sem) Continuation of critical reading and ap- 327 and 375. Course develops basic skills in modern stan- preciations of selections from modern dard Japanese: speaking, listening, reading, Chinese literary works of various genres, 576 History of the Chinese Language and writing. including short stories, novels, plays, and Develops the ability to use source materi- poems. Reading and discussion in Chi- als in Chinese linguistics. Historical sur- 120 Non-Intensive Elementary Japanese II nese. Prerequisite: CHINSE 526 or con- vey of the nature and development of (1st sem) sent of instructor. Chinese grammatical and phonological Further development of the basic skills in 528 Chinese Language in Contexts structures in three stages: Archaic, An- Japanese as listed above. Prerequisite: JA- (2nd sem) cient and Modern. Prerequisite: CHINSE PAN 110. 375. For upper-division undergraduate and 126 Intensive Elementary Japanese I graduate students. Explores aspects of Chi- 577 Chinese Dialectology (1st sem) 6 cr nese language as studied in traditional Focus on geographical distribution and Modern standard Japanese: speaking, read- Chinese linguistics, historical linguistics, historical development of modern Chi- ing, and writing. sociolinguistics, and Chinese dialectol- nese dialects. Systematic survey of pho- ogy. Topics include historical sources, nological, lexical, and syntactic structures 135 Japanese Art and Culture (ID) traditional divisions, formation of the stan- of seven major Chinese dialectal groups. Exploration of Japan’s secular and religious dard dialect (Mandarin), social variations Reconstruction of phonological systems arts and their impact on gendered literary and geographical distributions. Prerequi- of Old Chinese and Middle Chinese. Pre- texts, such as early aristocratic women’s sites: CHINSE 375 and 427 or consent of requisite: CHINSE 375. writings and medieval warrior epics. Films instructor. about the traditional theater, which influ- 580 Teaching Chinese as a Foreign 552 Readings in Chinese Historical Texts enced the culture of sexuality, and about the Language I Zen-inspired art of the tea ceremony, which Furthers the study of Classical Chinese Introduction to theory and research re- reflected political upheaval. Locating points through advanced readings. Introduction lated to Chinese and other foreign lan- of intersection between art and literature, to content, conventions, and styles of vari- guage teaching and learning. Survey of religion and politics in modern Japan under ous types of Chinese historical writings. major teaching methods with emphasis on Western influence. Conducted in English. Prerequisite: CHINSE 451. their application to Chinese teaching. Other topics include: language pedagogy, les-

59 Asian Languages & Literatures

143 Japanese Literature: Classical and 327 Intensive Intermediate Japanese II comprehension for uncontrolled and col- Medieval (ALD) (2nd sem) 6 cr loquial conversation. Prerequisite: JAPAN Introduction to Japanese poetry, prose, and Strengthening of reading skills through 426 or consent of instructor. plays, from the creation myths to the court- reading, grammatical analysis, and dis- 533 Media Japanese II ly romance (The Tale of Genji) to the cussion of text. Building spoken fluency warrior epic (The Tale of the Heike) to Noh by discussion of lesson contents and oral Continues to build upon acquired skills in drama. Linking humanistic, aesthetic, and drills on new vocabulary and grammar. conversation and listening comprehen- religious values to literary expression and Emphasis on building vocabulary through sion. Regular assignments and exams. development. Conducted in English. learning kanji. Part 2 of two-part course. Prerequisite: JAPAN 532 or consent of Prerequisite: JAPAN 326. instructor. 144 Japanese Literature in Translation (ALD) 375 Introduction to Japanese Linguistics 536 Advanced Modern Japanese (1st sem) Introduction to Japanese literature from General nature of modern Japanese pho- Students read modern Japanese literary, around 1600 to present. Alternating between nology and syntax. Detailed analysis of scholarly, and popular materials; develop reading poetry and prose and viewing clas- major syntactic construction of modern skills in composition and English-Japa- sics of Japanese film. Discussion of the “standard” Japanese. Controversial issues nese/Japanese-English translation. For ad- construction of love and death during centu- in Japanese linguistics. Prerequisite: JA- vanced students. Prerequisite: JAPAN ries of national seclusion and in the era of PAN 246. Linguistics 101 or 401 may be 427. Western influence. Focus on changing gen- taken concurrently. 537 Advanced Modern Japanese II der relations and on the status of discrimi- (2nd sem) nated against minorities. Conducted in En- 391A Landscape and Travel in Japanese Further reading in literary materials with glish. Literature Seminar traces tradition of travel writing concentration on translation from English- 197A Japanese Poetry and Song in Japanese literature; explores cultural Japanese and Japanese-English. Prereq- Introduction to Japanese poetry and song. encoding of landscape, Chinese literary uisite: JAPAN 536. Exploration of 58 texts ranging from pop precedents and Western parallels, politi- 556 Introduction to Classical Japanese I lyrics to eighth-century love poetry; their cal implications of writing about place. Introduction to the literary language of poetic forms; relationship to Chinese and Japanese through the study of classical Western literary traditions; issues of gen- 391G Junior Year Writing Program grammar and the linguistic analysis of der/role playing and authorship/authority. Required of all Japanese majors during their junior or senior year. Prerequisite: poetry and prose. Prerequisite: JAPAN 426. 246 Intensive Elementary Japanese II succcessful completion of College Writ- 557 Introduction to Classical Japanese II (2nd sem) 6 cr ing (CW) requirement. Critical reading and appreciation of se- Acquisition of basic competence in the areas lected major masterpieces in cultural and of speaking, reading, and writing. Part 2 of a 426 Readings in Modern Japanese I literary contexts; improving grammar and two-part course. Prerequisite: JAPAN 126. (1st sem) 6 cr Extensive reading of general interest ma- dictionary skills. Prerequisite: JAPAN 556 285 Language Suite Conversation terials. Use of Japanese reference collec- or consent of instructor. (both sem) 2 cr with 1-cr Honors option tion in the department and library. Instruc- 560 Seminar in Japanese Literature Designed as part of the living-learning tion primarily in Japanese. Prerequisite: community in Thatcher Language House. JAPAN 327. Exploration of varied topics such as the Improves knowledge of the Japanese lan- construct of masculinity, women’s issues, guage with emphasis on oral skills. Builds 427 Readings in Modern Japanese II warfare and its consequences, or of spe- vocabulary, develops ability to understand (2nd sem) 6 cr cific genres, such as diaries, poetry or the and communicate more freely in the lan- Reading of wide selection of modern Japa- theater. Emphasis on the transformation guage by focusing on social and cultural nese literary materials and newspaper ar- of literary forms into cinematographic issues. ticles. Discussion primarily in Japanese. expressions. Topics change from semes- Emphasis on improving reading compre- ter to semester; may be repeated up to four 291A Japanese Women Writers hension and writing fluency. Prerequisite: times. Readings in English. Prerequisite: Seminar on achievements of Japanese JAPAN 426. JAPAN 144 or grounding in other areas of women writers. Examines classical and European or Asian literature with consent modern ages, separated by 500-year hia- 528 Japanese Language in Contexts of instructor. tus in women’s literary productivity. Sociolinguistic aspects of modern Japa- nese, with special attention to culture- 570 Introduction to Reference and 326 Intensive Intermediate Japanese I dependent assumptions and their relevance Bibliography (1st sem) 6 cr to language use. Prerequisite: JAPAN 427 Introduction to Japanese resources avail- Reading and analysis of literary texts. Much or consent of instructor. able through general reference works, bib- time devoted to understanding Japanese liographies, and the Internet, to important grammar and oral practice. Prerequisite: 532 Media Japanese I special reference materials. Prerequisite: JAPAN 246. Helps advanced students improve their consent of instructor. conversational skills, especially listening

60 Classics Classics

575 Syntactic Structures of Japanese 524 Herter Hall Hall or from Arts and Sciences Advising or Detailed analysis of major syntactic struc- the Robsham Visitors Center. The brochure de- tures of modern “standard” Japanese. Degree: Bachelor of Arts scribes the programs of the Classics Depart- Discussion of current and controversial ment, as well as career opportunities for those issues in Japanese syntax. Prerequisite: Contact: Rex Wallace majoring or double-majoring in Classical JAPAN 427 or consent of instructor. Office: 520 Herter Studies. Phone: 545-5779 Every student majoring in Classics, in con- 580 Teaching Japanese as a Foreign sultation with the Chief Undergraduate Ad- Language Chair of Department: Associate Professor viser, chooses a faculty member for regular Seminar in the theoretical and practical Keitel; Chief Undergraduate Adviser: Profes- advice on course selection, career choice, gradu- approaches to learning and teaching. Top- sor Rex Wallace. Professors Grose, Kitchell, ate level studies, internships, and study abroad. ics include language proficiency and skill Philippides; Assistant Professors Breed, Felton; Study abroad, especially in Greece or Italy, acquisition, evaluation and development Associated Faculty: Professors La Follette (Art is strongly recommended for majors in clas- of curriculum materials, teaching meth- History); Moebius (Comparative Literature); sics. The Intercollegiate Center for Classical odology, testing, and teacher development. Barton, (History); Freeman (English); Studies in Rome offers a semester (either fall or Requirements: presentations, discussion, Matthews (Philosophy). spring) in residence in Rome, Italy. Valuable demonstrations, class observation and cri- summer programs are sponsored by the tiquing, and papers. Prerequisite: consent Vergilian Society in Cuma, Italy; the American of instructor. The Field Academy in Rome; and the American School of Classical Studies at Athens. The Department 581 Issues in Foreign Language Learning Classical studies is an interdisciplinary field, of Classics is affiliated with most of the above Examination of significant issues in re- embracing every aspect of the cultures of an- organizations. search on foreign language learning and cient Greece and Rome and the formidable Internships, both short-term and long-term, teaching and their implications for class- influence of those cultures on the subsequent are available in a wide variety of regional and room instruction. Topics include language development of western civilization. Classical national businesses, art and history museums, development, classroom instruction, learn- studies provides valuable insight into the ways and archives. Classics students also regularly ing and teaching culture, assessment and in which the past has shaped the world’s present participate in archaeological excavations, both testing, learner factors such as learning languages, literatures, religions, political and in the United States and abroad. strategies and styles. Prerequisite: con- scientific thought, and artistic traditions. The A separate major, Classics and Philosophy, sent of instructor. first requirement of a student in classics is a is jointly administered by the Departments of knowledge of the original language. All Clas- Classics and Philosophy. sics majors, therefore, are expected to complete a four-semester sequence in one of the classical languages. Students may take Greek Career Opportunities (ancient or New Testament) or Latin (nonintensive or intensive sequences). The in- A major in classics, the oldest discipline in the tensive sequence of Latin is taught both during liberal arts, is excellent preparation for any the academic year and during the summer ses- occupation or profession, including business, sions. Modern Greek is also taught in the de- government, law, politics, management, com- partment. puting, publishing, seminary, medicine, teaching; and is especially valuable for vocations requiring refined analytical and verbal skills. The Major The major also prepares a student for graduate work in all areas of classical studies: archaeol- Students who major or double-major in Clas- ogy, language and literature, ancient history, sics must complete at least 10 courses (30 and museum studies. credits) in classics, Greek, or Latin in addition There is currently, throughout the United to the University General Education courses. States, a critical shortage of qualified teachers Approved courses in other departments or in of Latin at the secondary level. Because teach- the Five Colleges may be substituted. Only ing at the high school level in public schools three of these credits may be taken Pass/Fail, requires a teaching certificate, prospective and normally a grade of C or better must be teachers of Latin should concentrate in the earned in each course. Greek and Latin Languages area (see above) Students interested in a Classics major should and continue their studies at the Master’s level, contact a member of the department, or seek either at the University or elsewhere, in Latin advice from the Chief Undergraduate Adviser, and Education. The Commonwealth of Massa- Professor Rex Wallace, Herter 520, tel. 545- chusetts does not grant teaching certificates 5779. Students may obtain a full descriptive without an M.A. degree or its equivalent. brochure with the exact requirements for the major from a rack on the fifth floor of Herter

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The Minors 102 Roman Civilization (HS) (both sem) ods, progress, and ethics of archaeologi- Survey of Roman literature, art, and his- cal research. Emphasis on remains displaying the architectural and urbanistic The Classics Department offers minors in three tory. The expansion of Rome and its po- development of Roman cities and colo- areas: Greek Language, Latin Language, and litical, social, and cultural development nies in Italy, North Africa, and Britain, Classical Civilization. Each acquaints the stu- (Republic and Empire). Emphasis on Ro- and on their contribution to western civi- dent with an important facet of Greek and/or man influences on western civilization. lization. Roman society. The minors are designed not 105 Greek and Latin Elements in English only to be useful and enjoyable, but also to (1st sem) 326 Egyptian and Indo-Iranian Mythology furnish a sound foundation in each of the three (AL) Practice in language skills, particularly in areas. They also offer an easy transition from Structure and meaning of ancient Egyp- the minor to the major. learning roots, prefixes, and suffixes in- corporated from Indo-European, Greek, tian, Hindu, and Persian myths. Political, Students interested in a classics minor should social, artistic, and religious expression of consult with the Chief Undergraduate Adviser. and Latin into English. Emphasis on correct use of language and etymological myths in both ancient and modern times. The Greek Minor: at least 18 credits, to in- dictionaries and understanding nuances of Emphasis on ritual, creation, funerary, he- clude the completion of courses in Greek English meaning. roic, and royal myths from Pharaonic Giza through GREEK 320 and two classics courses and Karnak, India, and Iran. at the 200-level or above. 224 Greek Mythology (AL) (both sem) 328 Religions of the Greek World (HS) The Latin Minor: at least 18 credits, to include Structure and meaning of ancient Greek the completion of two courses in Latin at the myths. Political, social, artistic, and reli- Ritual, theology, and myth in ancient 300-level, and two classics courses at the 200- gious expression of myths in both ancient Greece, from the Neolithic to the Helle- level or above. and modern times. Emphasis on creation, nistic periods. Interactions, rivalries, and reconciliations. Emphasis on types of wor- The Classical Civilization Minor: at least 18 transformation, and heroic myths as told by Homer, Hesiod, Ovid, Vergil, and ship: public state religions, private mys- credits in classics courses at the 200-level or tery cults, chthonic and heroic sacrifices. above, in addition to CLSICS 100 or 102. Apuleius. Students wishing to transfer credits from other 261 Greek Voices (AL) 329 Religions of the Roman World (HS) institutions to meet the requirements for a mi- Various voices of Homer, Hesiod, lyric Ritual, theology, and myth in the Roman nor at the University, to substitute equivalent poets, dramatists, Herodotus, Thucydides, world, from the Republican period to the courses, to obtain an authorizing signature, or and Plato. Their meaning and wisdom for triumph of Christianity. Interactions, ri- simply to get information about a minor, should later generations. Emphasis on content valries, and reconciliations of Roman consult the Chief Undergraduate Adviser, Pro- rather than genre. religion, Judaism, Isiacism, Mithraism, fessor Wallace, 520 Herter. and Christianity. Emphasis on types of 262 Roman Voices (AL) worship: public state religions, private mystery cults, missionary doctrines. The Courses Various voices of Lucretius, elegiac and lyric poets, Vergil, Juvenal, Tacitus, and 335 Women in Antiquity (HS) Apuleius. Their meaning and wisdom for (All courses carry 3 credits unless otherwise later generations. Emphasis on content Lives, roles, contributions, and status of noted.) rather than genre. women in Greek and Roman societies, as reflected in classical literature and the 263 Classical Echoes (AL) archaeological record. The literary genres and/or themes intro- 365 World of Greek Drama (AL) (2nd sem) Classics duced by the Greeks and Romans, and traceable in subsequent literatures through Survey of ancient Greek drama, with attention to themes, dramaturgy, and local Courses labeled “Classics” contribute towards the Middle Ages and Renaissance down to our own times. or universal meanings. Emphasis on the a liberal education and most carry AL, HS, or major tragedies of Aeschylus, Sophocles, AT General Education designations. They re- 300 Greek Archaeology (AT) (1st sem) and Euripides. quire no knowledge of Latin or Greek. Archaeology of ancient Greece in Minoan- 381 Introduction to Classical Scholarship 100 Greek Civilization (HS) (both sem) Mycenaean, Geometric, Archaic, and Clas- (2nd sem) sical Periods. Methods, progress, and eth- Survey of ancient Greek literature, art, ics of archaeological research. Emphasis Practice in writing and in oral communi- and history. The major Greek states and on remains displaying the architectural cation skills. Assignments drawn from their political, social and cultural develop- and urbanistic development of major cit- different areas of classical scholarship: ment (Mycenae, Cnossus, Sparta, Athens, ies and sanctuaries, and on their contribu- language and literature, art and archaeol- Macedonia). Emphasis on Greek influ- tion to western civilization. ogy, or history and civilization. For clas- ences on Roman and later western civili- sics majors, satisfies Junior Year Writing zation. 301 Roman Archaeology (AT) (2nd sem) requirement. Archaeology of the Roman world during the Republic and Empire period. Meth-

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532 Roman Republic (2nd sem) eign language requirement. At the advanced 462 Drama (1st sem) Survey of the Roman world from the Iron level, small seminars tailored to the individual Selections from Greek tragic and/or comic Age through the development of a Medi- needs of students are available in the depart- drama. Analysis of structure, style, and terranean empire to the assassination of ment and at other of the Five Colleges. context of the works. Prerequisite: 300- Julius Caesar. Problems of historical in- Students who are fluent in Modern Greek level course in Greek or equivalent. terpretation. Emphasis on political, so- may arrange to take an examination for credit in cial, and cultural aspects. Prerequisite: Modern Greek with Professor Philippides, 527 HIST 301 or equivalent. Herter. 533 Roman Empire 110 Elementary Modern Greek I Latin Survey of the Roman world from the Age Introduction to word forms and construc- Note on Elementary and Intermediate Latin: of Caesar and of Augustus to the collapse tions. Development of skills in reading, No more than six credits may be earned for of the Empire in the western Mediterra- writing, understanding, and speaking. Se- any combination of courses at the Elementary nean. Problems of historical interpreta- lected readings. level (Latin 110 through 126). No more than tion. Emphasis on political, social, and 120 Elementary Modern Greek II six credits may be earned for any combination cultural aspects. Prerequisite: HIST 301 of courses at the Intermediate level (Latin 230 or equivalent. Continuation of Greek 110. Development through 246). of skills in reading, writing, understand- 592 Hellenistic Kingdoms (1st sem) ing, and speaking modern Greek. Selected The following Latin courses are offered by the Survey of the Greek world from the 4th readings. Prerequisite: GREEK 110. Department of Classics. Those at the elemen- through 1st centuries B.C.; focus on the tary and intermediate levels fulfill the Colleges career of Alexander the Great and his 126 Elementary Intensive Classical Greek of Arts and Sciences foreign language require- legacy, the Hellenistic Kingdoms of the 6 cr (1st sem) ment. Near East. Problems of historical interpre- Study of pronunciation, grammar, and syn- LATIN 310 and the other advanced courses, tation. Emphasis on archaeology, history, tax of classical Greek. Selected readings together with those in Greek, fulfill the basic and literature. Prerequisite: HIST 300 or from Plato, Herodotus, and Aristophanes. requirements of the classics major or minor equivalent. 246 Intermediate Intensive Classical Greek (Greek and Latin Languages concentration) 608 The Teaching of Classical Humanities 6 cr (2nd sem) and are often taken by those preparing for in Secondary Schools (1st sem) Continuation of GREEK 126. Study of the graduate work in classics, English, compara- Guidance in preparing enrichment mate- grammar, vocabulary, syntax of Greek; tive literature, Romance languages, linguistics, rial in language classes and in designing readings and analysis of texts, especially ancient philosophy, and ancient, medieval, or and teaching courses dealing with classi- Plato, Herodotus, and Aristophanes. Pre- church history, as well as by those preparing for cal life and institutions, drama, art, my- requisite: GREEK 126. Fulfills the CAS professional degrees in business, law, manage- thology, and literature on the secondary language requirement. ment, medicine, or religion. level. Combined with prepracticum: ob- Elementary and Intermediate Latin Se- servation and practice at high school level. 310 Classical Greek Poetry: Homer (AL) (2nd sem) quences The Department of Classics offers two elemen- Survey of vocabulary, grammatical struc- tary-intermediate Latin sequences: intensive ture, literary formulae, and dialectical and nonintensive. LATIN 126-246 are inten- Greek, Classical and variations from Attic Greek. Historical sive courses which allow the student to com- background from the Bronze and Archaic plete the foreign language requirement in one Modern periods. Readings from Homer’s Iliad and academic year or during two summer sessions. Odyssey. Prerequisite: GREEK 242 or LATIN 110-120-230-240 is a four-semester, Note on Elementary and Intermediate Greek: equivalent. nonintensive sequence for the students who No more than six credits may be earned for 320 Classical Greek Prose (AL) (1st sem) wish to meet the foreign language requirement any combination of courses at the Elementary in two years. level (Greek 110, 120, 126). No more than six Survey of vocabulary, grammatical struc- credits may be earned for any combination of ture, and dialectical variations from Attic Notes: Students who fail a course cannot con- courses at the Intermediate level (Greek 230, Greek. Historical background from the tinue to the next course in a sequence until they 240, 246). Classical period. Readings from Herodotus have retaken and passed the failed course. and Demosthenes. Prerequisite: GREEK LATIN 240 or LATIN 246 may be taken The following Greek courses are offered by the 242 or equivalent. Pass/Fail, but LATIN 110-120-230 or 126 must Department of Classics for students majoring be taken for graded credit. 452 History in classics or other fields such as comparative Latin Placement Examination literature, English, or philosophy. At the el- Selections from various Greek historians: Students who wish to fulfill all or part of the ementary and intermediate levels, there are two Herodotus, Thucydides, Xenophon, foreign language requirement by examination language tracks (Classical and Modern), re- Polybios, etc. Emphasis on the evolution in Latin may take the Latin placement exami- flecting the different character of the language of historiography in the ancient world. nation. This examination is administered by the at different times. Each of these two tracks Prerequisite: 300-level course in Greek or Department of Classics on the first Friday of fulfills the Colleges of Arts and Sciences for- equivalent.

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each semester at 3-5 p.m. Students who wish to LATIN 240 or 246 or 4 years of high 600-Level Courses — undergraduate Classics take this examination should register at the school Latin. majors may audit with instructor’s consent. departmental office, 524 Herter, at least one Latin author courses at the 600-level are listed week before the examination date. 425 Vergil’s Aeneid only in the Graduate Bulletin. Selections from Vergil’s Aeneid. Analy- Note: Students are only allowed to take the sis of structure, style, and context. Pre- 607 Teaching the Latin Language placement examination twice, once as new requisite: 300-level course in Latin or Survey of methods of teaching Latin: gram- students, and once later. equivalent. mar-translation, audiolingual, grammar- in-context. Evaluation of elementary and 110 Elementary Latin I (1st sem and 430 Satire intermediate Latin textbooks. Also off- wintersession) Selections from Horace, Petronius, and campus observations, micro-teaching, and Introduction to classical Latin word-forms Juvenal. Analysis of structure, style, and counseling sessions. and constructions; English similarities and context of their works. Prerequisite: 300- differencfs; introduction to life and habits level course in Latin or equivalent. 608 Teaching Latin Literature of Roman people in imperial times. Survey of materials and methods of teach- 435 Lyric and Elegy ing Latin literature at the secondary level. 120 Elementary Latin II (2nd sem) Selections from Latin lyric and elegiac Emphasis on curriculum development and Continuation of LATIN 110. Prerequi- poetry, including Catullus, Horace, effective teaching. Writing and teaching site: LATIN 110 or equivalent. Tibullus, Propertius, and Ovid. Analysis of mini-units in off-campus schools. Pre- of structure, style, and context of their requisite: LATIN 691. 126 Intensive Elementary Latin 6 cr works. Prerequisite: 300-level course in (1st sem & Summer Session I) Latin or equivalent. 612 Advanced Prose Style Combination of LATIN 110 and 120. Analysis of prose styles of major classical 440 History or Biography Latin authors, Cato to Tacitus. Attention 230 Intermediate Latin I (2nd sem) Selections from Livy, Sallust, Caesar, to stylistic imitation and development Continuation of LATIN 120: classical Tacitus, or Suetonius. Analysis of struc- among authors. Reinforcement through Latin word-forms and constructions; En- ture, style, and context of their works. setting of Latin prose compositions in glish similarities and differences; intro- Prerequisite: 300-level course in Latin or preassigned styles. duction to life in the city of Rome and to equivalent. government in early imperial times. Pre- 616 Advanced Latin Grammar (2nd sem) requisite: LATIN 120 or equivalent. 445 Drama Grammatical system of Classical Latin: Selections from Latin dramas of Plautus, sounds, inflection and word-formation, 240 Intermediate Latin II Terence, and Seneca. Analysis of style, sentence structure. Historical background. (2nd sem and wintersession) structure, and context of their works. Greek origins and Roman innovations. Continuation of LATIN 230, with short Prerequisite: 300-level Latin course or Readings, in the original, from Varro, readings from original Latin prose and equivalent. Quintilian, Palaemon, Charisius, and verse. Fulfills the CAS foreign language Priscianus. requirement. Prerequisite: LATIN 230 or 450 Cicero’s Orations equivalent. Selections from Ciceronian orations. 620 History of the Latin Language Analysis of structure, style, and historical Overview of major philological and mor- 246 Intensive Intermediate Latin 6 cr context. Prerequisite: 300-level course in phological developments of Latin from (2nd sem & Summer Sessions I & II) Latin or equivalent. Indo-European. Prehistoric and historic Combination of LATIN 230 and 240. changes. Epigraphical evidence from ar- 505 Oral Interpretation (1st sem) 1 cr Fulfills CAS foreign language require- chaic, post-archaic, classical, and ment. Prerequisite: LATIN 120 or 126 or Oral reading and interpretation of Latin postclassical periods. equivalent. prose and poetry, with a final classroom performance. Required of M.A.T. candi- 691 Seminar: History of Latin Literature 310 Latin Prose (AL) (1st sem) dates, and recommended for all students (1st sem) Selected readings from Latin prose; em- of Latin who wish to improve their knowl- Close readings of selections from the en- phasis on Cicero or Pliny or Tacitus: gram- edge of the restored pronunciation of clas- tire scope of Latin literature, from earliest matical and contextual analysis of a major sical Latin. Prerequisite: 300-level Latin antiquity through the middle ages. Atten- work by one of these authors; social and course or 4 years of high school Latin. tion to materials suitable for teaching at cultural background in Late Republican or the secondary level. Early Imperial Rome. Prerequisite: LATIN 592 Seminar 240 or 246 or 4 years of high school Latin. Latin Prose Composition 1-3 cr 320 Latin Poetry (2nd sem) Drill of Latin grammatical structures. Fre- Selected readings from Latin poetry. Gram- quent English-to-Latin translation, free matical and textual analysis. Social and composition, and dictation. Prerequisite: cultural background in late Republican 300-level Latin course. and/or Early Imperial Rome. Prerequisite:

64 Comparative Literature Classics and Comparative Philosophy Literature

The Classics and Philosophy major is adminis- 303 South College 6 credits of elementary work in a third lan- tered jointly by the two departments. It is for guage, preferably ancient philosophers who wish to read Plato and Degree: Bachelor of Arts 15 upper-level credits in Comparative Literature Aristotle in Greek and study the prephilo- B. With upper-level work in a third language sophical origins of Western thought, and for Contact: David Lenson 12 upper-level credits in the major literature classicists with a primary interest in the history Office: 312 South College 6 upper-level credits in the minor literature of ancient ideas. Phone: 545-0929 6 upper-level credits in a third literature Requirements 15 upper-level credits in Comparative Literature Chair of Department: Professor William 12 hours of credit in Elementary and Interme- Moebius. Director of Undergraduate Studies: III. Literature and a Related Discipline diate Greek Professor Maria Tymoczko. Professors Delany, 12 upper-level credits in the department of the 6 credits in Greek Readings Dienes, Lawall, Lenson, Miller, Petroff, related discipline 6 credits in Classics Portuges, Rothstein; Associate Professors 12 upper-level credits in a major literature 6 credits in Philosophy Gentzler, Levine; Associated Faculty: 6 upper-level credits in a minor literature 6 credits in Ancient Philosophy Gjertson (Asian Languages and Literatures); 15 upper-level credits in Comparative Literature 6 credits in special seminars taken in the junior Kinney, Mariani, Radhakrishnan, Spivak, For a full description of Film Study as a related and senior years. Young (English); Maddox, Schwartzwald, discipline, see description available from the Questions may be directed to the Classics De- Stone, Sturm-Maddox (French and Italian); Comparative Literature Department. partment or the Philosophy Department. Beekman, Lennox (Germanic Languages and Requirements and Recommendations Literatures); Patai, Scott (Spanish and Portu- Related Departments guese). Adjunct Faculty: Pasquale. A. Language Departments: Only upper-level courses in literature (not literature in transla- The Field tion) may be counted toward the major. To define “upper-level,” Comparative Literature Comparative Literature is the international, in- recognizes each department’s definition as ap- terdisciplinary study of literary and other texts plied to its own majors. Usually, a course as modes of human expression. Courses in numbered 240 or higher is considered to be Comparative Literature examine literary works upper-level; please inquire at particular depart- from many national traditions, and also study ments for details. the relations between literature and the other B. One 3-credit course in Creative Writing may arts. The Comparative perspective includes be counted upon written request (including a insights from philosophy, history, linguistics, description of the particular course and its sociology, the media, and the other human relation to the student’s major program) to sciences. the Undergraduate Studies Committee of Three tracks lead to the B.A. degree in Com- Comparative Literature. parative Literature. All emphasize analysis and Comparative Literature Courses comparison of works from several national literary traditions (one of which may be En- A. Courses at or above the 300 level will count glish), and the study of these works in their toward the major. In addition, one 200-level original language. The third track also explores COMLIT course may be counted. Students the relation of literature to an extraliterary may count a maximum of two film courses for discipline, such as sociology, history, music or the COMLIT segment of the major, one of film. which must be 400-level or above. B. A senior seminar in literary theory is required. Students should consult with an adviser The Major before their senior year to learn which course(s) will fulfill this requirement in the appropriate Students select one of the following four inter- year. Students selecting the third major track departmental options: may use the term paper to focus on the connection between literature and their related disci- I. General Language/Literature Track pline. Any COMLIT graduate course satisfies 12 upper-level credits in the major literature the theory requirement. 12 upper-level credits in the minor literature C. 391 Literary Criticism is required. 15 upper-level credits in Comparative Literature D. A non-Western or African American hu- II. Advanced Language/Literature Track manities course is strongly recommended. A. With elementary work in a third language E. No more than 6 credit hours of Indepen- 12 upper-level credits in the major literature dent Study courses may be counted toward the 9 upper-level credits in the minor literature major.

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F. COMLIT 397B Junior Year Writing meets B. Courses numbered 300-599: the student night of the soul and the role of suffering the University requirement for a second writ- must select a minimum of three such courses. in personal growth. Reading from a vari- ing course. This course is in addition to the 15 One 200-level course may count toward this ety of spiritual diaries, autobiographies, required upper-level credits of Comparative part of the requirement if the student makes from East and West, written by women Literature, and is offered in the fall semester. special arrangements with the instructor to do and men, believers and heretics. Ancient Grade Restrictions work in a foreign language. and modern examples. No course graded lower than C may be counted Proficiency in the foreign language will be 131 Brave New Worlds (ALD) toward the major. No courses counting toward determined by the Comparative Literature Un- Utopian and dystopian novels. The ability the major may be taken on a Pass/Fail basis. dergraduate Studies Committee on the basis of of literature to generate social critique. level of prior foreign language courses and Readings include works by Huxley, Study Abroad grades, or a University exam, or the equivalent. Orwell, Kafka, Atwood, Burgess, Gibson, Just as the Department of Comparative Litera- Piercy, Gilman, Dick, and others. ture often plays host to exchange students from If English is not the native language, students abroad, universities in Brazil, Ecuador, France, can offer their native language to fulfill the 141 Good and Evil, East and West (ALD) Germany, Italy, Russia, Spain and in other foreign language requirement, but must then show evidence of proficiency in English. The imaginative representation of good countries have provided opportunities for se- and evil in Western and Eastern classics, mester and year-long study to majors in Com- Transfer credits: The Department will allow a folktales, children’s stories, and 20th-cen- parative Literature. Interested students should maximum transfer of 6 upper-level Compara- tury literature. Cross-cultural comparison consult International Programs, tel. 545-2710, tive Literature credits. The determination of of ethical approaches to moral problems for specific information on such overseas study. transfer credits toward the minor will be made such as the suffering of the innocent, the Costs are usually very reasonable, most credits by the Undergraduate Studies Committee upon existence of evil, the development of a transfer to the University, and financial aid is petition by the student. moral consciousness and social responsi- available. The Pass/Fail option is not available for courses bility, and the role of faith in a broken to be credited toward the minor. world. Contemporary issues of nuclear war, holocaust, AIDS, abortion, marginal Career Opportunities Independent study courses: The student may persons, anawim, unwanted children. count toward the minor only one 3-credit inde- Education/Teaching: Elementary, high school pendent study course taken in the Comparative 151 Fiction East and West (ALD) and college-level teaching, English as a Sec- Literature department at the 300-level or above. Introduction to traditional and modern ond Language in the U.S. and abroad, textbook Any such course requires knowledge of and Chinese, Indian, and Japanese fiction. The and educational policy writing. work in a minimum of one foreign language. encounter between Asian cultures and the Business: Banks, travel organizations, publish- “West” in 20th-century fiction. Cross- ing houses, shipping firms, mail-order firms, cultural views of self and society East and sales organizations, advertising agencies, pub- The Courses West, and of writers who work between lic relations firms, the media. Asian and Western worlds. Government Agencies: Foreign service re- (All courses carry 3 credits unless otherwise searcher or writer, diplomatic corps, archivist, noted.) 152 Modern Japanese Literature public relations or civilian support for military See JAPAN 144, under Asian Languages installations abroad, cultural affairs consultant, 101C Ghosts and Apparitions (AL) and Literatures. Peace Corps/Vista member. Examines the history of apparitions be- 153 Chinese Literature: Poetry Professional: Librarian, archivist, minister, ginning with the Phantoms, Shades and lawyer specializing in international law or in- Erinyes of antiquity, continuing to ghosts See CHINSE 153, under Asian Languages ternational labor relations, medical practitio- of the middle ages and on to modernity, and Literatures. ner, foreign correspondent. addressing the reappearance of appari- 154 Chinese Literature: Tale, Story, Novel Arts: Artist/writer, editor, arts management, tions, unexpected in the wake of the scien- consultant, museum researcher, and curator. tific revolution, in the transformed guise See CHINSE 154, under Asian Languages of ‘ghosts in the machine’. and Literatures. The Minor 121 International Short Story (AL) 190C Introduction to Science Fiction (ALD) (both sem) Socially critical writers on the margin of the 20th-century literary establishment, 15 credits in courses at the 200 level and Russian, Czech, German, French, Italian, including Bester, Sturgeon, Shepard, above constitutes a minor in Comparative Lit- Spanish, English, American, and Latin- Zelazny, Russ, Butler, Varley, and Gibson. erature. Proficiency in one foreign language is American stories from Romanticism to required. All courses should be selected with the present. Fantastic tales, character 204 Women, Man, and Myth (AL) sketches, surprise endings; main types of the help of an adviser. The heroic tradition in European litera- the short story. A. 200-level courses: a maximum of two such ture from ancient Sumeria to the Medi- courses. This part of the requirement should be 122 Spiritual Autobiography (ALD) eval period. Emphasis on the myths of fulfilled, if possible, prior to taking courses Exploration of the individual psyche, masculine and feminine—male and fe- numbered 300-599, since 200-level courses are growth of self-consciousness; the dark male divinities, male and female heroes— introductory to the discipline. and the problem of war and peace.

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233 Fantasy and World Literature (AL) mental activity, higher function of lan- 384 Vietnam: Literature and Film (ALD) Fantasies as escape into strange realms guage, outcropping of social or moral Focus on “images” of the war as presented where time and space are not our own. imperatives, scandal-sheet, etc. How lit- in poetry, fiction, and film , often compar- Exploration of fantastic voyages to learn erature represents myth, e.g., as subject, ing the same image as it has been “rewrit- about human desires and dreams, and the theme, motif, bipolar tension, or equation. ten” in literature and film. How images are reality they grow out of. Interdisciplinary 355 Modern African Literature (ALD) manipulated by (re)writers to reinforce or approach; psychological theories of subvert powerful cultural and political in- dreams and individual fantasies related to Comparative introduction to black Afri- stitutions. the structure and effects of fantasy litera- can literature: poetry, folk tales, novels, ture. Honors section available, with greater and plays from Senegal, the Ivory Coast, 387 Myths of the Feminine attention to theoretical material and his- Ghana, Nigeria, and Cameroon. The Myths about women and the life cycle torical background. writer’s role in changing cultural con- from many cultures: ancient near east, sciousness. Negritude; the impact of a classical antiquity, Old Europe, India, Asia, 234 Myth, Folk Tale, and Children’s non-Western cultural context on a Euro- the Islamic world. Women writers from Literature (AL) pean literary tradition; adaptation of Eu- those same cultures, showing the inter- Reading and analysis of selected tradi- ropean literary language to the spirit of a play between the cultural construction of tional European and African folk narra- non-Western culture. the feminine and personal voices. tives and of contemporary stories for chil- 356 American Literature in the European 391 Seminars dren from picturebooks to chapter books. Context Addresses questions of personal and so- Literary Criticism (2nd sem) cial identity, of narrative presentation and American fiction and essays, mostly of the response, of power and authority in chang- 19th century, in light of European literary A survey of the basic questions philoso- ing environments focused on the child. and social developments. The supernatu- phers and poets have posed about the ral tale pioneered by E.T.A. Hoffmann nature of literature: What literature is, 236 Digital Culture (I) and adapted by Poe and Hawthorne; En- what it imitates, how it can be studied, An introduction to digital culture, includ- glish Gothic novels as background for its function in human community. Major ing study of actual works of art in their major American works of fiction; Massa- texts in the history of literary criticism new digital forms and the implications of chusetts Transcendentalism as an out- East and West, in the classical and medi- “hypertext” for creative writing, theory, growth of German Idealist philosophy. eval periods. and criticism. Potential for academic re- 381 Self-Reflective Avant-Garde Film (AT) Modern Novel search on the Internet, the World Wide Modern origins of experimentation in film Web, and electronic libraries. A reading of selected texts. Attention to and literature in avant-garde schools such the balance between realism and symbol- 321 The Artist Novel as Expressionism and Surrealism, with ism, myth, fantasy, humor, exaggeration. contemporary results of this heritage. The artist as depicted in the European Reading knowledge of French or Spanish Whether film is the most modern of the artist-novel of the later 19th and early 20th helpful. century; definition of lifestyle, roots in media, the results of two obsessive con- landscape, mythical and legendary proto- cerns: 1) the poetic, dreamlike, and fantas- Reading Poetry types, languages of the art. Concentration tic, 2) the factual, realistic, and socially critical or anarchic. Addresses the problem among literature on Joyce, Mann, and Proust. Also majors of those who are unable to read Lawrence, Hesse, Rilke, Stendhal, and 382 Cinema and Psyche (AT) poetry happily. Begins with soliloquies Huysmans. Exploration of contemporary international and dramatic monologues, made acces- 331 Contemplative Literature: East and cinema through film history and psycho- sible by their relationships to drama and West (ALD) analytic theory. Focus on comparative fiction. Review of progressively more dif- ficult and abstract types of poetic narra- A critical reading of contemplative litera- representations of nationality, childhood, tive. ture from Buddhist, Taoist, Jewish, and and social dislocation. Topics addressed: Christian traditions. The imaginative pre- inscriptions of the autobiographical; trans- Rock and Roll sentation of emptiness, self and salvation cultural readings of visual texts; cinematic in selected Eastern and Western texts. constructions of gender and subjectivity; Rock and roll as a cultural complex, its How contemplatives and contemporary dreams, fantasy, and memory; the “family origins and early form, and its musical seekers from different traditions perceive romance.” character. Rock’s commercial growth and development (Money, Rock, Race, ultimate reality, and how writers evoke the 383 Narrative Avant-Garde Film (AT) absolute through language and literature. Records and Radio), its pretensions to Focus on narrative problems of love, de- radical cultural critique, its relationships 334 Myth and Literature sire, sexual identity, daily life, and death. to the “sexual revolution,” and to “drug Readings from traditional myth and an- These films’ investigations of how we culture” and revolutionary politics. cient and modern literatures seen in the might gain distance on our life fictions by light of cross-disciplinary interpretations questioning and undermining viewer iden- and approaches. Myth as autonomous tification with narrative.

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Introduction to Freudian Thought: literary systems, the connections between 529 Symbolist Movement Lay Analysis translation and women’s writing, post- The literature of England and France in colonial translation practices and needs, A background in ideas which have be- the middle and late 19th century. The and the relationship between translation concept of the imagination, and concur- come part of American culture and of and political power. everyday language and symptoms: e.g., rent aesthetic, epistemological, and ethi- Oedipus complex, anxiety, compulsion, 394 Seminar: Decadent Literature cal questions traced primarily through po- defense, denial, fixation, inhibition, nar- etry, but also through drama and the novel. cissism, neurosis, obsession, projection. Certain 19th- and 20th-century texts that celebrate and promote what would appear 531 Cross-Cultural Theory and Text: The The usefulness of Freudian concepts for New Novel literary and cultural analysis. The history, to be a diseased and exhausted condition development and dissemination of psy- of civilization. Historical approach: The applicability of European literary choanalysis. aestheticist and apocalyptic sensibilities, theory to Third World literature. The work with attention to psychological and socio- of several major European theorists within Local Literature: The Sense of Place logical issues, as well as a concern for the Marxist/sociological tradition formal obsessions. (Goldmann, Lukacs, Leenhardt, and Readings of short novels, stories, poems Eagleton); usefulness of their theories with and plays from around the world that 396W Special Problems respect to the Latin American boom; com- emphasize local settings to examine how Junior Year Writing parison to several theories of the novel the sense of place is evoked, how it influ- which have developed within Latin ences themes, characterization and plot, 491 Seminar: Surrealism America. and how it contributes to the work’s significance in a larger context. Authors in- The Surrealist “revolution of the mind” in 590A Narrative Technique 20th-century literature and art. Central clude Ronsard, Balzac, Austen, Faulkner, Study of controversial recent theorists of themes of liberty, anti-rationality, dreams Narayan, Chekhov, Mann, Senghor, reading and writing; testing this under- and the unconscious, “mad love,” the role Lessing. standing on fiction. of women, creative imagination and the Medieval Celtic Literature “marvelous,” the problem of active politi- 590B Literature and Myth All the major genres of Celtic literature— cal commitment for “pure” revolutionar- Narrative patterns of myth and folk tale in stories of the old gods, tales of the great ies. Major texts in prose, poetry, visual relation to the patterns of literary narra- heroes, bardic poetry, tales of kinds, voy- arts, film. tives. Emphasis on theory of myth as it ages to the otherworld, and nature poetry. 513 Autobiography and Gender sheds light on “the order of events” and on Comparisons of literary traditions from character-relationships in both mythical The literary nature of autobiography and Ireland, Wales, Scotland, and Brittany, and literary narratives. Sumerian, Greek, the psychology of its composition and and a historical/cultural background. and African myths; selections from theory reading, based on works by Simone de and fiction from 1850 to present. The Literary Double Beauvoir, Jean-Paul Sartre, Nathalie Sarraute, Marguerite Duras, Roland 591 Seminar: Comparative Directors Representations of doubles (look-alikes, Barthes, Walter Benjamin, Primo Levi, would-be look-alikes, or life-usurpers) in Sigmund Freud. Selected films and videos The cinematic culture of contemporary fiction, beginning with E.T.A. Hoffman, screened in conjunction with readings. Eastern Europe; emphasis on feature film- then tracing the use of such devices to makers from the former Soviet Union, and Poe, Hawthorne, Balzac, Gogol, 514 Modern Poetry and Poetics from Eastern Europe. The ideological, his- Dostoevsky and Nabokov. Examination Selected major authors and movements in torical, and artistic tendencies character- of some relevant psychoanalytic work on poetic modernism, considering back- istic of these national cinemas as they schizophrenia and multiple personalities. grounds in European and American intel- inform the practice of directors. In Sickness and Health lectual and literary history; modernistic 592 Seminar: Medieval Women Writers experiments in poetic form; the interrela- and Feminist Theory An examination of literary responses to tionship of politics and poetry. issues of illness and health. Illness as The writings of selected medieval and metaphor, mode of enlightenment. Dis- 527 Romanticism Renaissance women writers from the point eases of language. Healing texts. Texts Romanticism as an international move- of view of current feminist theory. Critical about healing. Readings include selected ment in literature and the other arts. The approaches include French feminism, novels, poems, and essays from Western assimilation by the arts of the newly dis- feminist theologians, Marxist critiques, and non-Western traditions, works by po- covered Individualism of French and Ger- and object-relations theory. Focus on the ets, novelists, and scientists, by the sick man philosophy. Rejection of mimesis for themes of love and desire in women’s and the well. an idea of art as a synthetic, original power writings, and how recent theory offers a which gains universality through the ge- way to understand those themes. 393 Theory and Practice of Translation nius of the individual creator. A theoretical foundation for the study and practice of literary translation. Emphasis on the role translation plays in shaping

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595 Seminar: International Film Noir 170 Bartlett Hall British Literature prior to 1900 (3 courses) 221 or 222 Shakespeare Film noir from its American heyday (1944- Degree: Bachelor of Arts 201 Major British Writers I 1958) to the new European cinema of the One course in literature 1700-1900: 202, 348, sixties and seventies. How filmic texts Contact: Randall Knoper 349, 358 or 359, or other appropriate survey explore the relationship between the rep- Director of Undergraduate Studies course subject to prior departmental approval. resentation of “reality” and the technical Office: 252 Bartlett American Literature (2 courses) imperatives of cinema as an artistic me- Phone: 545-0388 270 American Identities dium. Film noir’s displacement of social One additional course (200-level or above) mores and their constitution of reality in Chair of Department: Professor Anne Writing and Criticism (1 course) the light of formalist, feminist, and psy- Herrington. Associate Chair: Professor Ernest 330 Practical Criticism or 419 Games Thinkers choanalytic theory. Gallo; Director of Undergraduate Studies: As- Play or a 400-level course designated as meet- sociate Professor Randall Knoper. Professors ing the same objectives. (The list of these Ashton, Burt, Cheney, Clingman, Culley, courses changes from semester to semester; Davidov, Diamond, DiMarco, Donohue, students should contact the department.) A Edwards, Egan, Espada, Farrell, Freeman, 400-level course may also be used to meet one Gallo, Keefe, Kerrigan, Kinney, Leheny, of the requirements in British, American or Lowance, Moran, Nelson, Neugeboren, 20th-century literature, below. Noland, Quick, Radhakrishnan, Shadoian, Twentieth-Century Literature (1 course) Skerrett, Smith, Spivack, Tate, Wideman, Wier, One course (200-level or above) in 20th-cen- Young; Associate Professors Bartolomeo, tury literature written in English (British, Bromell, Carlin, Doyle, O’Brien, Spencer, American, post-colonial, etc.) Welburn; Assistant Professors Collier, Coo- Departmental Electives (3 or 4 courses) per, Harris, Holland, Maira; Lecturer Bra- Additional courses to bring the total number of dley. courses to ten (not including the pre-major). These may be chosen from 203, 279, other 200-level courses with prior departmental The Field approval, and courses numbered 300 or higher. Perhaps the greatest value in the study of En- Restrictions on acceptance of transfer credit: glish language literature and its cultures is that The department normally accepts a maximum it provides powerful visions of what it is like to of three courses from other institutions, includ- live in the world, visions which foster an ing other members of the Five College system, individual’s personal growth. Literary study for the fulfillment of major requirements. For teaches empathy with others and a critical judg- transfer students, a maximum of three upper- ment that recognizes ideology and rejects slo- level courses (nine credits) designed for juniors gans. Reading and writing, both at increasingly and seniors can be transferred from other insti- sophisticated levels of complexity, are the two tutions. different but intricately intertwined approaches Options within the English Major by which students of literature and culture There is no requirement that students choose a pursue their work. particular focus for their upper-level courses, As a department of writing and literature, but they may choose to concentrate on one area English offers an excellent humanistic educa- of literature. In American literature, for ex- tion, a solid foundation both for students who ample, specialized courses and work on indi- intend to go directly into a career upon gradu- vidual authors (Melville, Dickinson, etc.) are ation and for those who will go on to graduate offered, as is a concentration in American Stud- or professional schools. ies which cuts across a number of disciplines. In British literature, a solid curriculum of courses is offered in the literary periods (e.g., the Ro- The Major mantic period, the Middle Ages, the time of Shakespeare), individual authors (e.g., Chaucer, Admission to the English major is restricted. Dickens, Joyce, Lawrence), and genres (e.g., Students who intend to major in English will be lyric poetry, the epic, the novel, satire, com- designated as Pre-English. Admission to the edy). major is guaranteed by the completion of the pre-major requirement, ENGL 200 Seminar in Majors interested in enhancing their major cur- Literary Studies, with a grade of BC or better. riculum with work in technical and professional writing should contact Prof. John Nelson, The English major requires ten courses in addi- 210A Bartlett, tel. 545-3560. tion to the pre-major requirement.

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English majors are urged to consider the possi- 116 Native American Literature (ALD) 142 Reading Drama (AL) bility of study abroad by taking advantage of An introduction to the literatures of Na- An introduction to themes and techniques the department’s summer program in Oxford or tive peoples of North America. Major and of drama through a reading of selected one of the academic year programs at the Uni- recent writers, and their narrative forms, plays. Emphasis on such matters as struc- versities of East Anglia, Kent, York, Manches- considered in relation to oral and mne- ture, style, staging, and tragic and comic ter, Sheffield, Sussex, and others. monic traditions and in the larger context modes. Honors in English of “world literatures.” The departmental Honors track addresses the 144 World Literature in English (ALD) interests of students with the most intense pas- 117 Ethnic American Literature (ALD) Study of major literary texts in English sion for writing and criticism, providing both American literature written by and about from different parts of a postcolonial “third enriched courses and independent studies. To ethnic minorities, from the earliest immi- world”—African countries, the Caribbean, join the program, students must have a mini- grants through the cultural representations and India. Commonalities and differences mum G.P.A. of 3.2, and should arrange to meet in modern American writing. in literary development in postcolonial with the English department honors coordina- nations. 125 Masterpieces of Western Literature I tor as soon as possible after enrolling, ideally at (AL) 162 Science Fiction and Imagination the end of the sophomore year or early in the junior year, to discuss course scheduling and Epic, drama, philosophical dialogue, and A course in literature, with some attention thesis plans. An appointment may be made in sacred history as major sources of West- to films. Emphasis on themes such as the Undergraduate Office, 252 Bartlett, and ern culture. Aims to enrich the apprecia- time, relativity, dystopia, and apocalypse subsequent meetings need to be arranged as the tion of literary values and develop the as they relate to the historical develop- thesis year approaches. Enrolled students must understanding of abiding human issues by ment of science fiction. focusing on Homer, the Bible, Plato, Dante. complete ten honors courses with a grade of B 196 Independent Study 1-6 cr or better, four of which must be English depart- 126 Masterpieces of Western Literature II ment courses, including research and thesis. (AL) 200 Seminar in Literary Studies All Honors students are also required to complete a research-based, critical thesis or a cre- Masterworks in the modern languages (as Introduction to literary study, concentrat- ative writing project, or a combination of these. distinguishable from the classical ones) ing on close reading and analysis of texts, from the Renaissance and beyond. Aims writing and revising critical essays, and to enrich the appreciation of modern tech- discussion of the issues that underlie the The Minor niques and themes in contact with eternal study of literature. Prerequisite: ENGLWP questions. 112 or equivalent. Students wishing to minor in English must 131 Society and Literature (ALD) 201 Major British Writers complete six courses, including ENGL 200, Literature that deals with our relationship The growth of English literature from Seminar in Literary Studies; and one course to society. Topics may include: the uto- the Middle Ages to the end of the 17th each in two of the areas of British literature, pian vision; the notion of the self, politics century, with emphasis on major writ- American literature, and 20th-Century litera- and literature. ers in historical context, major works as ture, as described under the requirements for responses to the social and political situa- the major. Students must also take three depart- 132 Man and Woman in Literature (ALD) tions and revisions of earlier literary vi- mental electives, as described under major re- Literature treating the relationship between sions. Prerequisite: ENGLWP 112 or quirements. man and woman. Topics may include: the equivalent. Of these six courses for the minor, no more than nature of love, the image of the hero and two may be writing courses. Courses with a heroine, and definitions, past and present, 202 Major British Writers grade below C will not be accepted towards the of the masculine and feminine. The development of British literature from minor. the Enlightenment of the 18th century 140 Reading Fiction (AL) through the Romaticism and Realism of An introduction to themes and techniques the 19th century to the Modernism of the Courses of fiction through a reading of selected early 20th century; literary response to short stories and novels with emphasis on scientific and industrial changes, political (All courses carry 3 credits unless otherwise structure, style, point of view, and theme. revolution and the technical and social noted.) reordering of British society. Prerequi- 141 Reading Poetry (AL) site: ENGLWP 112 or equivalent. 115 The American Experience (ALD) An introduction to themes and forms of poetry through a reading of selected po- 203 The Bible: Myth, Society and Primarily for nonmajors. Introduction to ems in English. Emphasis on such poetic Literature the interdisciplinary study of American techniques as word choice, imagery, and The literary influence of the Bible; the culture, with a wide historical scope and structure, and on such modes as the ballad, most important genres; creation myths, attention to diverse cultural experiences lyric, sonnet, ode, and dramatic mono- hero tales, erotic poetry, prophecy, short in the U.S. Readings in fiction, prose, and logue. stories, devotional verse, gospels. Avoids poetry, supplemented by painting, pho- the interpretations of the later religions. tography, film, and material culture.

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Various themes from folklore, archeol- have contributed to American identities. 311 Legends of Arthur ogy, and history; what the literature meant Prerequisite: ENGLWP 112, or equiva- Introduction to the Arthurian legends, in to its originators. How certain biblical lent. both romance and chronicle, in medieval topics have interested secular artists. Pre- 271 Early American Literature English literature, stressing both their sig- requisite: ENGLWP 112 or equivalent. nificance to the societies they reflect and The development of American literature Malory’s use of the earlier romances and 204 Introduction to Asian American from the early 17th century through the Studies (ID) chronicles in his great achievement, the writings of Washington Irving, whose Morte Darthur. Prerequisite: ENGLWP Introduction to Asian American studies as Sketch Book appeared in 1819. Chrono- 112 or equivalent. an evolving field and to the history, poli- logically, the evolution of New England tics, and cultural production of Asian Puritanism, 18th-century Rationalism, the 314 Middle English Literature Exclusive of American communities. Themes may in- beginnings of 19th-century American Ro- Chaucer clude citizenship, borders, space, youth manticism. Prerequisite: ENGLWP 112 Readings of selected works written in culture, labor, and the body, using texts by or equivalent. the later Middle Ages in England, exclu- and about Asian Americans, including 272 American Romanticism sive of Chaucer’s. Lyrics, drama, dream- theoretical works, fiction, ethnographic vision allegories, romances. The works as studies, and documentary film. Prerequi- The cultural life of 19th-century America poetry and as expressions of medieval site: ENGLWP 112 or equivalent. in selected poetry and prose by Hawthorne, consciousness; how authors grapple with Thoreau, Douglass, Cooper, Whitman, 221 Shakespeare (AL) the problems of love, war, faith, social Poe, Melville, and Lincoln. Emphasis on corruption and revolution. Prerequisite: A study of Shakespeare’s dramatic art and the symbolic and ethical idealism of se- ENGLWP 112 or equivalent. poetic style through approximately a doz- lected ante-bellum poetry and prose, and en plays. Students may earn degree credit on the themes of Puritanism, Transcen- 319 Representing the Holocaust (ALD) for only one of ENGL 221 and 222. Pre- dentalism, Manifest Destiny, Jacksonian Major writers, works, themes, and critical requisite: ENGLWP 112 or equivalent. Democracy, and Slavery. Prerequisite: issues comprising the literature of the Ho- ENGLWP 112 or equivalent. 222 Shakespeare (AL) locaust. Exploration of the narrative re- 273 American Realism sponses to the destruction of European A study of Shakespeare’s dramatic art and Jewry and other peoples during World poetic style through approximately a dozen “Realism” as the mode and attitude that War II (including diaries, memoirs, fic- plays. Limited to English majors. Stu- dominates American literary expression. tion, poetry, drama, video testimonies, dents may earn degree credit for only one Major texts from the period 1865-1925; and memorials). Prerequisite: ENGLWP of ENGL 221 and 222. Prerequisite: writers defining, refining, revising, and 112 or equivalent. ENGLWP 112 or equivalent. reversing the realist aesthetics of the age as they cope with new facts and ideas— 320 Religion in Western Literature (AL) 254 Writing and Reading Imaginative Darwin, freed slaves, big business, immi- Literature (AL) Examination of literature from a variety of grants, “the woman problem,” crime in religious experiences—Roman Catholic, Analysis of problems of form, elements of the streets, the making of new fortunes, Protestant, Jewish, Native American, and genre, style and development of themes of the loss of a usable past. Prerequisite: other traditions—to gain a fuller under- stories and poems, written by class mem- ENGLWP 112 or equivalent. standing of religion and the religious ex- bers and in class texts. Lecture, discus- perience and the role it plays in the lives of sion, 5 poems, 2 stories, 2 essays. 279 Introduction to American Studies (ALD) individuals and societies. Prerequisite: ENGLWP 112 or equivalent. 266 Literature and Human Development Interdisciplinary approach to the study of (AL) American culture. Focus on issues of race, 326 Elizabethan and Jacobean Drama Works of literature and contemporary class, gender, and ethnicity. Readings The drama of the English Renaissance. theories of human development analyzed, drawn from literature, history, the social Selected works by several major Elizabe- to comment on self-concept, identity, re- sciences, philosophy and fine arts. Supple- than and Jacobean playwrights, including lationship, and maturity. How literature mented with audio-visual materials— Marlowe, Jonson, Chapman, Middleton, and psychology help us form a dynamic films, slides of paintings, architecture, pho- Webster, and Ford. Emphasis on the artis- definition of humanity. Prerequisite: tography and material culture, and music. tic and intellectual character of the En- ENGLWP 112 or equivalent. Required for students with a concentra- glish Renaissance as reflected in drama. tion in American Studies. Prerequisite: 270 American Identities Prerequisite: ENGLWP 112 or equivalent. ENGLWP 112 or equivalent. Explores the ways literature participates 327 Modern Business Writing 296 Independent Study 1-6 cr in the definition of national identity. Read- For students going into business. Deals ings focus on ways American issues of Special problems. with clarity, organization, tone and per- creed, class, status, gender, self and com- 298 Practicum 1-15 cr suasion, business document formats, and munity, possession and dispossession, grammar basics. Prerequisite: ENGLWP nationhood and ethnicity, and language 112 or equivalent.

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330 Practical Criticism families, coping with social changes. Pre- 361 Modern Novel, 1900-1945 (AL) Seminar-sized course in critical reading requisite: ENGLWP 112 or equivalent. The novel as reflecting the passing of the and writing. Satisfies Junior Year Writing 350 Expository Writing old and the start of the new age. Social, requirement for English majors. Reading political, ideological themes; critical ap- and writing about the main genres of lit- Note: Upper-level course. Should not be preciation of the novel form and the trying erature—fiction, poetry and drama from elected by freshmen or by anyone who has out of new ways of writing. How new critical perspectives that attempt to define not completed the Writing requirement. formal techniques emerge for probing the how we read. For English majors only. Should not be taken Pass/Fail; nor taken to meanings of “self” and “consciousness,” Prerequisite: ENGLWP 112 or equivalent. satisfy requirements of some major other hence of individual, interpersonal, and than English. “social” experience. Prerequisite: 332 Woman as Hero 351 Technical Writing ENGLWP 112 or equivalent. The concept of heroism as modified and developed in literary works having women The Junior Year Writing requirement for 362 Modern Novel, 1945-Present (AL) as central characters. Prerequisite: the College of Engineering. Emphasis on Close reading and analysis of novels to ENGLWP 112 or equivalent. forms for engineering communication ap- achieve an awareness of the aesthetic and propriate to federal, industrial, environ- social characteristics of the modern novel 339 Film and Literature mental, and research areas. Prerequisite: and a critical appreciation of the possibili- Film-works as extensions, continuations, ENGLWP 112 or equivalent. ties and varieties of point of view, time, syntheses, and reconstitutions of cultural 353 Expository Writing and psychology in literary modernism. and artistic traditions. The historical, for- Prerequisite: ENGLWP 112 or equiva- Provides students with techniques for clear, mal, and aesthetic relationships between lent. literature and the cinema. Emphasis on accurate, and persuasive writing. Topics problems raised in literary aesthetics as a include: style and clarity, layout and de- 363 Modern British Drama (AL) result of film. Prerequisite: ENGLWP 112 sign, practical grammar, formats for per- Intensive study of major British and Irish or equivalent. suasion, proofreading and revision. Pre- dramatists from the 1890s to the 1950s, requisite: ENGLWP 112 or equivalent. such as Pinero, Jones, Shaw, Wilde, 342 Tragic Drama 354 Creative Writing: Introduction Granville Barker, Synge, Yeats, Gregory, An examination of plays (mostly Greek, O’Casey, Coward, Eliot, Beckett, and Writing in the various modes of fiction, Elizabethan, and modern) and critical theo- Pinter. Close readings of plays; consider- poetry, drama, and essay. Analysis of stu- ries (modern, but with attention to Aristotle ation of the relationship between popular dent writing in class and in tutorial; devel- and Hegel) in an attempt to sharpen per- and experimental forms, intellectual is- opment of critical skills. Prerequisite: ception of the genre “tragedy.” Prerequi- sues, and cultural and social contexts. Pre- ENGLWP 112 or equivalent. site: ENGLWP 112 or equivalent. requisite: ENGLWP 112 or equivalent. 355 Creative Writing: Fiction 343 The English Epic Tradition 364 Modern European Drama A seminar in writing short stories and Introduction to the epic as complex and Masterworks by important European dra- other fiction for students who demon- comprehensive literature—which includes matists of the 19th and 20th centuries, in strate familiarity with the basis of scene romance, drama, history. Gods and god- perspectives of broad social change and and story. Students write regularly, read desses, kings and queens, heroes and hero- rapid development of theatrical and dra- and criticize one another’s writing, read ines, ships and swords. Cultures and na- matic art. Intensive study of plays, read in in contemporary fiction. Prerequisite: tions celebrating their past, present, and translation, by major playwrights— ENGL 354. future. Prerequisite: ENGLWP 112 or Buchner, Ibsen, Strindberg, Chekhov, equivalent. 356 Creative Writing: Poetry Pirandello, Brecht, Genet, Beckett. Focus on particular artistic, social, moral, and 348 Rise of the Novel A seminar in writing poetry for students philosophical concerns characterizing each Reading and discussion of novels by who demonstrate familiarity with the basics of imagery, rhythm, and form. Stu- author’s vision of contemporary life. Pre- Defoe, Richardson, Fielding, Sterne, requisite: ENGLWP 112 or equivalent. Austen, and reports by individuals on read- dents write regularly, read and criticize ings by Behn, Congreve, Goldsmith, one another’s writing, read in contempo- 365 20th-Century Literature of Ireland Smollett, Walpole, Burney, Beckford, rary poetry. Prerequisite: ENGL 354. (AL) Edgeworth. Main stress on themes, social 358 Romantic Poets Nineteenth-century background: the Irish context, moral and social ideas; some dis- Poetry of Blake, Coleridge, Wordsworth, Renaissance; such major figures as Yeats, cussion of form and technique. Prerequi- Shelley, Keats, and Byron read in detail. Synge, Joyce and O’Casey; recent and con- site: ENGLWP 112 or equivalent. Political, religious, and psychological temporary writing. Prerequisite: ENGLWP 112 or equivalent. 349 English Novel: Scott to Hardy frames of critical reference brought to Exploration of some great novels of the bear in order to define the consciousness 366 Modern Poetry of English romanticism and its contribu- 19th century, with emphasis on their his- Examination of some of the major poems tion to modern poetry. Prerequisite: torical context, themes of individual and written in America, England and Ireland ENGLWP 112 or equivalent. community, faith and doubt, orphans and from the beginning of World War I to the

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end of World War II. Poets vary; usually 378 American Women Writers 419 Games Thinkers Play include Yeats, Frost, Stevens, Williams, Fiction “rediscovered” by scholars in the Course in critical thinking requiring the Eliot, Pound, H.D., Hart, Crane, Langston last 10 years exploring the social and sexual writing of twelve essays examining some Hughes, Cummings, Jeffers, and Wilfred arrangements of American culture. The primary texts as well as the assumptions of Owen. Background lectures in the poetry perspective brought by women writers to various schools of criticism. Prerequisite: of Dickinson, Whitman, Hopkins, Hardy, the American Literature canon of tradi- ENGLWP 112 or equivalent. and Robinson. Prerequisite: ENGLWP 112 tional literature. Prerequisite: ENGLWP or equivalent. 112 or equivalent. 421 Advanced Shakespeare 367 Contemporary Poetry Advanced study of Shakespeare within 379 Technical Writing the frame of specific topics which will Reading in a dozen or more major Presents skills required in technical edit- vary from semester to semester. Restricted contemporary poets—Berryman, Lowell, ing and technical writing, and the forms to students who have taken ENGL 221 or Ginsberg, Clifton, Kinnell, Rich, Merrill, required by scientific, industrial, and cor- 222. Hacker, Walcott, Levine, Harper, Heaney, porate communication. Emphasizes ap- Plath, Wright, for example—to map the propriate style, graphics, and diagrams. 437 Milton territory and the emotional and formal Prerequisite: ENGLWP 112 or equivalent. The poems of John Milton in the epic, range of some of the most successful lyric, pastoral, and dramatic modes; em- writers. Prerequisite: ENGLWP 112 or 380 Professional Writing and Technical phasis on Paradise Lost. These and selec- equivalent. Communication I tions from the prose read as products of 368 Modern American Drama (AL) Introduces principles of software techni- the classical tradition, the climax of Re- cal writing and documentation. Simulates naissance thought and Baroque art, and A survey of modern American drama from the writing/editing process used in the com- the point of transition to the modern the beginning of the century to the 1960s, puter industry. Prerequisite: ENGL 379. world. Prerequisite: ENGLWP 112 or with attention to dramatists such as O'Neill, equivalent. Glaspell, Wilder, Hellman, Odets, Wil- 381 Professional Writing and Technical liams, Miller, and Albee. Emphasis on the Communication II 450 Advanced Expository Writing social, cultural, and intellectual contexts Continuation of ENGL 380. Production of Writing extensive essays; for those who out of which American theatrical tradi- documentation of portfolio quality; ex- wish to achieve or improve upon profes- tions developed. Prerequisite: ENGLWP amples of technical editing and writing of sional writing skills. Prerequisite: ENGL 112 or equivalent. entry-level quality. Prerequisite: ENGL 350 or equivalent. 380 or consent of instructor. 369 Studies in Modern Fiction (AL) 468 James Joyce Examination of current directions in fic- 382 Professional Writing and Technical Major works of James Joyce in prose, tion written in English, traditional and Communication III drama, and lyric poetry, emphasizing experimental, demanding close reading of Directs students toward particular types Ulysses or Finnegans Wake. Prerequisite: texts, a good deal of writing, and an under- of techical editing and writing: report ENGLWP 112 or equivalent. standing of the cultural context. Prerequi- writing, grant proposals, speechwriting, site: ENGLWP 112 or equivalent. voiceovers, and integration with video 469 Aspects of British Literature Topics vary. 374 20th-Century American Literature and films, etc. Prerequisite: ENGL 381. A survey of movements, modes and repre- 396 Independent Study 1-6 cr 470 Individual British Authors sentative voices in both fiction and poetry Special problems. Topics vary. published between 1900 and 1960. Pre- requisite: ENGLWP 112 or equivalent. 412 History of the English Language 480 Aspects of American Literature The exploration of the current state of the Topics vary. 375 American Poetry English language and how it got that way; 481 Individual American Authors The development of American poetry from case studies in language change from the colonial period to the 20th century, Anglo-Saxon to Middle English to Mod- Topics vary. especially the changes in language and ern English and its regional, national, and 491-495 Seminars form, method and content that mark the cultural variants. Prerequisite: ENGLWP shift to an American tradition and a con- 112 or equivalent. Topics in English Literary History temporary mode in poetry. Prerequisite: ENGLWP 112 or equivalent. 416 Chaucer’s Canterbury Tales Topics vary. Discussion of the greatest pre-Shakespear- 376 American Fiction 496 Independent Study 1-6 cr ean English literary work, in the light of Classic texts exploring and creating myths late-Medieval art, thought, and aesthetics. Special problems. about the American character. The craft of Emphasis on Chaucer’s sense of making a 591 Seminar: Advanced Imaginative fiction and themes preoccupying major book, and his notions of the purpose (and Writing American writers; emphasis on issues of limits) of fictions. Prerequisite: ENGLWP gender and race. Prerequisite: ENGLWP 112 or equivalent. Seminars in the writing of poetry or fiction 112 or equivalent. for advanced students. Consent of instructor required.

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Chair of Department: Professor Robert Intermediate Proficiency Admission to Program Schwartzwald. Professors Berwald, Busi, Carre, Students must demonstrate proficiency at the In addition to meeting other University, Col- Garaud, Maddox, Martin, Sturm-Maddox; As- intermediate level by achieving a grade of AB leges of Arts and Sciences, School of Educa- sociate Professors Mazzocco, Sears, Stone, in FREN 240. Students who do not do this tion, and individual program admission crite- Terrizzi; Assistant Professors Lamb, Mensah; must complete FREN 250. ria, undergraduate students must achieve a pass- Adjunct Professors Lawall, Portuges. Advanced Language Proficiency ing score on the Communication and Literacy 371 Advanced Grammar Skills Test of the Massachusetts Educator Certi- 372 Phonetics and Conversation fication Tests (MECT) before admission to pro- 473 Composition (Students who can demon- fessional preparation programs for educators. French and Francophone strate oral competence by study abroad may Admission to Practicum Studies be exempted from 372.) In addition to meeting other preparation pro- Introduction to Literature and Culture gram requirements, all students in a program for which there is an MECT Subject Test must 312 or 309 Herter Hall 324 Introduction to French Literature, Poetry, Novel and Theater pass the appropriate Subject Test as a prerequisite for enrolling in their practicum. Degree: Bachelor of Arts 386 French Civilization to 1945 Literature and Culture The following are the education-related courses: Contact: Christian Garaud At least one course in three of the following EDUC 524 The Work of the Middle and High Office: 312 or 309 Herter five areas of French literature and culture: School Teacher Phone: 545-2314/6702 Medieval and Renaissance; 17th and 18th cen- PSYCH 305 Educational Psychology or EDUC E-mail: [email protected] turies; the Revolutionary period through the 594I Psychology in the Schools late 19th century; the 20th century; the EDUC 377 Multicultural Education or EDUC Francophone world. 597R T.E.A.M.S. (Tutoring in the Schools) The Field Additional courses at the 300-level or above to FREN 572 Basic Methods Teaching Foreign complete the 36 credit major are electives. Languages The field of French and Francophone Studies EDUC 592S Microteaching Junior Year Writing: 303 Writing on Language encompasses not only the mastery of language FREN 500U Student Teaching (fulfills the University requirements only). skills but also the study of the literature and EDUC 510 Student Teaching Seminar thought, culture, history, and institutions of The Major With Concentration in Teaching EDUC 615J Educational Law France, French Canada, and other Francophone Students planning to teach French at levels 5- Students completing this program receive the countries in Europe, Africa, and the Caribbean. 12 should contact the Foreign Language Teacher Provisional Certificate with Advanced Stand- Along with a high level of competence in an Training Program director, Professor Jean- ing which enables them to find a teaching post. important world language, majors acquire a Pierre Berwald, and apply formally through the They then have five years in which to complete broad knowledge of one of the world’s most STEP program at the School of Education, coursework for the Standard Certificate which dynamic cultural traditions and its complex Furcolo Hall. The application should be sub- generally entails the completion of the Master’s relations with other countries around the world mitted as early as possible in order to plan the degree. in colonial and postcolonial times. Require- program, which includes both the foreign lan- Those seeking the Standard Certificate should ments are flexible enough to allow students to guage major and the necessary courses in pro- complete the following courses: combine the liberal arts and skill oriented com- fessional education. FREN 573 Advanced Methods of Teaching ponents of their major with other related pro- Foreign Languages grams of study, including majors and minors in Required Courses FREN 774 Research Studies in Foreign Lan- other fields and certification programs. An aca- Students are normally required to complete a guage Education or EDUC 691G Action demic-year or semester program in Paris, major in French which includes courses in Research in the Schools France, is sponsored by the department and is language, literature, civilization and linguis- EDUC 560 Methods and Materials in Special recommended for all students interested in tics. In addition, they are required to complete Education French language and culture. Students are also 23 to 26 credits in courses in professional EDUC 591M Education for Cultural Under- encouraged to pursue double majors. education and related practica. Study abroad in a francophone setting is strongly advised. standing French teaching candidates should also plan EDUC 681 Teaching Reading and Writing at The Major on beginning a second foreign language. Post- the Secondary and Adult levels baccalaureate certification students should EDUC 691G Action Research in the Schools EDUC 698A Clinical Site Experience The prerequisite to the French and Franco- consult Professor Berwald. The requirement phone Studies major is proficiency in French for linguistics may be satisfied by one of the Other Optional Concentrations following: LING 101, People and their Lan- at the elementary level (French 120 or 126 or Students are encouraged to develop concentra- equivalent). guage, or LING 401, Introduction to Linguis- itic Theory, or LING 411 Introduction to Psy- tions and programs for certificates in other The major requires a total of 36 credits. A areas. Each generally requires the completion maximum of six credits of courses at the inter- cholinguistics or EDUC 670, Language and Language Learning. of additional credits. A great variety of pro- mediate level (230, 240, 250) may be counted grams is available at the University and in the in these 36 credits; all others must be in courses Five Colleges. Among these are the concentra- at the 300-level or higher. tions in Journalism, Social Thought, Modern

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European Studies, Canadian Studies, African The Minor tinue in French beyond the intermediate Studies, Film Studies, and the certificate in level. Prerequisite: FREN 120 or equiva- General Language Interpretation. lent (two to three years of high school Prerequisite: Same as prerequisite for the ma- French). Restrictions jor. A total of 15 credits are required for the All prospective majors must make an appoint- French minor. French 240 (with a grade of AB Please note that there are four different tracks ment to see an Undergraduate Adviser. Majors or better) or French 250 will count for three at the Fourth Semester level. Each track em- must secure an adviser’s signature of approval credits towards the minor. A total of 12 credits phasizes different skills: 240 is a Four Skills when registering for courses. must be earned at the 300 level or above (with course designed for students planning to con- It is the student’s responsibility to check a grade of C or better in each course). This shall tinue beyond the fourth semester level and with an Undergraduate Adviser in advance of include FREN 371 Advanced Grammar, FREN perhaps major or minor in French. 244-249 the last semester of the senior year in order to be 473 Composition, and at least one 300-level offer readings in different fields. 246 is the 6- sure that all departmental requirements for course in literature or culture. Some transfer credit intensive course. Credit may be earned graduation have been fulfilled. credit from other institutions or foreign pro- for only one course at the 240 level. Any 240- The grade of D in a French course or in a grams may be applicable. level course will fulfill the foreign language related course required for the major is not requirement of the Colleges of Humanities acceptable and will not be counted toward the and Fine Arts and Natural Sciences and Math- number of major credits. These D credits may The Courses ematics. be made up either by repeating the course for no credit or by successfully passing an equiva- (All courses carry 3 credits unless otherwise 240 Intermediate French II lency exam to be given by the Department. This noted. Staffing logistics may necessitate the Practice with the four skills: reading, writ- second option is possible only in language omission of some of the following courses and ing, understanding, and speaking. Read- courses taken in the senior year. Grades of the addition of others.) ings of contemporary plays, short stories, Pass/Fail for major courses taken here or else- Note on Elementary and Intermediate French: journal articles. Frequent short written where are not accepted. At least 12 of the 36 No more than six credits may be earned for exercises. Review of grammar as ques- major required credits must be taken on the any combination of courses at the Elementary tions arise. Suitable for students planning University of Massachusetts’ Amherst campus. level (French 110 through 126). No more than to continue beyond the 240 level. Prereq- six credits may be earned for any combination uisite: FREN 230 or equivalent. Note: of courses at the Intermediate level (French Students in 246 need not take this course. Study Abroad 230 through 249). 244 Intermediate French: Fiction An academic year or semester program in Paris, 110 Elementary French I (1st sem) Translation, discussion. Improves skills France, is sponsored by the department and is Beginning training in four skills: reading, in reading and translating from French recommended for all students interested in writing, speaking, and understanding. into English and introduces 20th-century French language and culture. Depending upon Freshmen with one senior year of high French literature through the reading of interests and abilities, students enroll in pro- school French with a grade of A or B or selected short works. Prerequisite: FREN grams offered by the Université de Paris VII, with two years of high school French are 230 or equivalent. Completes language the course in French Civilization of the encouraged to enroll in FREN 120 rather requirement in French. English used in Sorbonne, the Institute of French Language than this course. class. and Culture of the Institut catholique, and the Institut d’études politiques. Students may also 120 Elementary French II (2nd sem) 246 Intensive Intermediate French 6 cr take semester or year-long programs of study in Training in four skills: reading, writing, (2nd sem) Quebec universities, with favorable tuition rates speaking, understanding. Prerequisite: Develops speaking, reading, and writing offered through the Quebec-New England Stu- FREN 110, one semester of college skills. Discussion of cultural material from dent Exchange program. French, or two years of high school France and other French-speaking areas French. Freshmen with senior year high (Québec, the Caribbean, West Africa). school French with a grade of A or B are Selective review of grammar based on Career Opportunities encouraged to enroll in FREN 120 rather student needs. Prerequisite: FREN 120 or than 110. 126, or equivalent, high level of profi- French majors are encouraged to combine their ciency. major in French with courses of study that may 126 Intensive Elementary French 6 cr 248 Intermediate French: Math and prepare them for graduate school in different (1st sem) Science fields or for careers in international business With lab. Four-skills course for beginning and management, journalism, travel, and gov- students requiring active and regular partic- Develops ability to read contemporary ernment service. French majors may also com- ipation in class and lab. material (short articles, excerpts from plete the department’s teacher training pro- books) drawn from various fields in natu- 230 Intermediate French I (1st sem) gram, which prepares students for certification ral and physical sciences (medicine, ecol- in Massachusetts. With lab. Review of French grammar plus ogy, environmental, genetic engineering, additional training in four skills: reading, and other topics of current interest). Pre- writing, speaking, understanding. Should requisite: FREN 230 or equivalent or con- be elected by students intending to consent of instructor.

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250 Language and Literature erature, art, philosophy, spirituality, and tive-French speakers. Prerequisite: Inter- Four Skills course for students with four popular culture; complemented by video mediate French or equivalent. years’ high school French or equivalent. and other resources and by discussion groups. Taught in English. 384 Themes in French Intellectual and Active and regular participation in class Literary History required. Text and short literary selections 303 Writing on Language from works of great authors. Some of the major contributions of French Discussion, weekly writing assignments, writers over the centuries to an explora- 260 Phonetics and Phonemics peer critiques, tutorial. Fulfills the Junior tion of the human condition. Focus on With lab. Intensive oral practice of French Year Writing requirement. Develops skills several different aspects of the relations pronunciation with emphasis on the com- in both writing and literary analysis using between such intellectual inquiry and the parison of the French and English sound a wide selection of French and Italian evolution of literary forms and genres. systems. Systematic study of sounds; pho- short stories in English translation. All The specific themes chosen by the instruc- netic theory and practice applied to dia- texts and writing in English. Prerequisite: tor. First semester: love and hate in trag- logue, narrative readings, and poetry; 2 Freshman Writing course. Limited to ma- edies, comedies, poems and novels; sec- class and 2 lab hours; develops accurate jors in French and Italian except by ar- ond semester: adolescence, identity and pronunciation of French. Prerequisite: rangement. individuation. May be used for the major requirement instead of FRENCH 324. French at the 240 level. 350 French Film (AT) 272 Conversation With screenings. The development of 386 French Civilization: Origins to 1945 (HS) (1st sem) The study of print and broadcast media. French film from the 1930s and its rela- Focus on speaking, listening, and reading tions to French society. Analysis and Introduction to the way the French look at comprehension. Prerequisite: completion reading of specific films, the ideology of their own political, social, and cultural of fourth semester French course. different film practices, and relevant as- history; a study of some institutions, events, pects of film theory, including questions and figures that help understand French 285 Language Suite Conversation of representation. Films by directors such people today. Prerequisite: FREN 240 level (both sem) 2 cr with additional 1-cr as Vigo, Carné, Renoir, Bresson, Resnais, or equivalent, preferably 250 level. Taught Honors option Godard, Truffaut, Ackerman, Kurys, in French. Nonmajors may write papers Designed as part of the living-learning Tavernier. Taught in English. and exams in English. community in Thatcher Language House. 353 Francophone African and Caribbean 388 Francophone Civilization Outside of Improves knowledge of the French lan- Film (ATD) France guage with emphasis on oral skills. Builds vocabulary, develops ability to understand Histories and development of African Introduction to culture and political forces and communicate more freely in the lan- Francophone and Caribbean film, from its that shaped French-speaking regions out- guage by focusing on social and cultural inception to the present day. The sociocul- side of Europe, and idea of francophonie. issues. tural, economic, and political forces and Topics may include: history and ideology imperatives defining its forms and direc- of French colonialism; cultural, as distinct 290B Knights and Narratives: Medieval tions. Questions this work raises in film from political, colonialism; cultural na- French Literature in Translation aesthetics and theory as a whole. Screen- tionalism; bilingualism and its social, cul- Reading and discussion of some of the ings and analysis of films by Sembene, tural, and linguistic consequences. Pre- great heroic and romantic fictions of the Achkar, Kaboré, Mweze, Cissé, Drabo, requisites flexible—consult instructor. French Middle Ages: the legends of Bekolo, Teno, Peck, Palcy, Lara, Haas, Nonmajors may write in English. and others. Taught in English. Charlemagne and King Arthur, the courtly 389 Québec Civilization romances of Chrétien de Troyes, the myth 371 Advanced Grammar of Tristan and Iseut, the fictions of Camelot The development of Québec culture and and the Holy Grail, works that have helped The first of a two-semester sequence de- society from New France to the present; to shape the modern imagination and raise voted to grammar review, vocabulary de- the major ideological currents and politi- issues concerning individual and collec- velopment, and composition writing. Stu- cal crises that have shaped Québec’s iden- tive heroism, the ideal society, fatal and dents read a number of literary excerpts tity; contemporary issues including ennobling passion, and the quest. Special and articles from various sources. Quizzes Québec and “la francophonie,” Québec attention to the Arthurian world, its ideals, taken on-line via the OWL system. In- nationalism, feminism, language and the and its end; screening of significant recent cludes weekly writing exercises. arts. Field trip to Québec City or Montreal. films based on this material. Taught in 372 Phonetics and Conversation 390G Fictions of the Grail in Literature English. Lecture and lab practice. Introduction to and Film 290M Introduction to Medieval Studies (I) the sound system of French through lec- Includes a selection of medieval romances, A broad introduction to medieval studies tures on phonology and practice in the modern novels, and films by major direc- and a framework within which to integrate language laboratory. Correct pronuncia- tors. Begins with the original twelfth-cen- studies in various disciplines. Lectures by tion and sound recognition, essential when tury French Grail story by Chrétien de medievalists from several departments, traveling abroad and attempting to com- Troyes. Subsequent readings and screen- on medieval topics including history, lit- municate with native French-speakers who ings examine a wide variety of literary may not know English. Not open to na-

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settings, both medieval and modern, and Prerequisite: fluency in one or more for- sance lyric, and to the literary phenom- various European and American films. eign languages. enon known as “Petrarchism” as it evolved in Italy and France in the 15th and 16th 397P Introduction to Critical and Textual 482 Techniques of Simultaneous centuries. Poets include Petrarch, Veronica Analysis Interpretation (2nd sem) Franca, Lorenzo de’ Medici, Maurice Introduction to recent developments in With lab. Introduction to theoretical as- Scève, Louise Labé, Du Bellay, Ronsard. the field of theory disciplines, including pects of simultaneous interpretation and Emphasis on mythological elements, gen- dialogism, semiotics, ideology, structur- to current research in field. Acquisition of der, questions of intertextuality, and the alism, deconstruction, psychoanalysis, skills through lab practice in interpreter’s close cultural relations between Italy and feminism, and cultural and postcolonial booth, with and without the text. Histori- France in the period. Taught in English. studies, with examination of pertinent texts cal background; organization of the inter- Texts available in both English and French and application of theory to specific prob- preting profession. Requires fluency in or Italian; majors in French or Italian do lems in textual analysis. one or more foreign languages. some of the course work in the original language. Same as ITAL 597B. 411 Introduction to Medieval French 511 Introduction to Medieval French Literature Studies 597C The Colonial Other Representative works from various genres Introduction to the literary culture of me- Critical analysis of novels, plays, essays, (epic, romance, lyric, drama) read in mod- dieval France, focusing on the origins of and travel narratives written during the ern French translation, relation of medi- some major themes of Western literature: various phases of France’s colonial en- eval literature to medieval culture and l’amour passion, le merveilleux, chivalric gagement. How colonized and colonizer society. Prerequisite: FREN 324/325 or ideals, and the Grail Quest. Contemporary figure through the literary deployment of consent of instructor. critical approaches emphasized along with universalist, exoticist, Orientalist, and close readings of texts. Introduction to erotic discourses, and their rearticulation 424 Renaissance Prose (AL) Old French through the reading of some in pradigms of anti- and neo-colonialism. Critical examination of French Renais- texts, others read in modern French trans- Prerequisite: 300-level French course or sance thought through readings of major lation. consent of instructor. Students pursuing a representative prose writers. Ability to degree other than in French may complete 564 Literature of Africa and the understand spoken French required. work in English. Caribbean 433 French Classicism 1660-1700 Cultural colonization and decolonization, A study of literary texts in different genres: the Negritude movement, contemporary Tragedy, Racine; Comedy, Molière; Novel, writing in francophone West Africa, Haiti, Italian Studies Mme De Lafayette; Essai, Pascal; Poetry, and the French West Indies. Prerequisite: La Fontaine. a 400-level course or consent of instructor. 469 20th Century Theater 312 or 306 Herter 572 Basic Methods of Teaching Language Focuses on major playwrights and on such (1st sem) Degree: Bachelor of Arts topics as surrealism, theater of the absurd, and comedy. Ideas and techniques for teaching all foreign languages at the secondary and post- Contact: Anthony Terrizzi 473 Advanced Composition secondary levels. Presentations made in Office: 312 or 306 Herter, E24 Machmer class and in area schools. Prerequisites: Phone: 545-2314, 6716, 2192 Quizzes on-line via the OWL system. In- E-mail: [email protected] cludes weekly writing exercises. Prereq- fluency in the teaching language and uisite: FREN 371. completion of all other courses in professional education sequence. 475 Business French The Field 573 Advanced Methods of Teaching Lecture and practice. A four-skill course Language (2nd sem) conducted in French. Overview of French The major in Italian Studies provides opportu- business, business practices, and the busi- The latest ideas and methods for teaching nities to study the field of Italian culture from ness environment within France and the all foreign languages at the intermediate several interdisciplinary perspectives. Students European community. Frequent oral and and advanced levels. For graduate stu- gain knowledge of Italian language and litera- written practice, including Internet re- dents and practicing teachers. Topics in- ture together with aspects of Italy’s art, culture, search. clude the use of authentic materials, tech- cinema, architecture and design, economy, ge- nology, small group instruction, litera- ography, history, institutions, politics, and 481 Techniques of Consecutive ture, poetry, and culture. thought. Popular and dialect culture and Ital- Interpretation (1st sem) ian-American writings are a component. The 590R Renaissance Lyric: Petrarchan With lab. Historical background of con- program offers both scholarly and career orien- Poetry in Italy and France secutive interpretation. Acquisition of tations. skills through lab practice in notetaking, An intensive introduction to Petrarch’s organizing, and presenting information Canzoniere, the “founding text” of the from one foreign language into English. dominant tradition of European Renais-

77 French & Italian Studies

The Major The Courses Improves knowledge of the Italian language with emphasis on oral skills. Builds vocabulary, develops ability to understand Students may pursue a broad curriculum in (All courses carry 3 credits unless otherwise and communicate more freely in the lan- general Italian Studies, or combine Italian Stud- noted.) guage by focusing on social and cultural ies with one of the following emphases: lan- Note on Elementary and Intermediate Ital- issues. guage and literature, history, film analysis, ian: No more than six credits may be earned Italian-French critical theory, art history, busi- for any combination of courses at the Elemen- 324 Introduction to Italian Literature (AL) ness studies. tary level (Italian 110 through 126). No more (1st sem) The prerequisite to the Italian Studies major is than six credits may be earned for any combi- Selections from a variety of literary texts; proficiency in Italian at the elementary level nation of courses at the Intermediate level attention to methods of literary study and (ITAL 120 or 126 or equivalent). (Italian 230 through 246). critical perspectives. Prerequisite: inter- Majors complete 36 credits: mediate-level proficiency or consent of in- 110 Elementary Italian I (1st sem) structor. Not suitable for native speakers. Preliminary language requirement (6 credits): The four basic skills—speaking, reading, 230 and 240 Intermediate Italian I and II or 246 writing, and understanding Italian. For 350 Italian Film (AT) (2nd sem) Intensive Intermediate Italian. those with no previous experience in the Re-examines Italian neo-realism and the Two core courses (6 credits): 371 Advanced language. filmmakers’ project of social reconstruc- Grammar and Composition; and one introduction after Fascism. How Italian film pro- tory course in the selected emphasis (e.g., In- 120 Elementary Italian II (2nd sem) duces meaning and pleasures through troduction to Italian Literary Studies, Italian Continuation of ITAL 110; further devel- semiotics and psychoanalysis, as a means Film, Modern Italy). opment of the four skills: speaking, under- to understand the specific features of Ital- Eight emphasis courses (24 credits), which standing, reading, and writing Italian. Pre- ian cinema, its cultural politics, and the further the study of the area of emphasis se- requisite: ITAL 110. Italian contribution to filmmaking. Taught in English. lected for the major. 126 Intensive Elementary Italian 6 cr Copies of the courses required in each empha- Acquisition of the four language skills: 371 Advanced Grammar and Composition sis are available from the department office, speaking, understanding, reading, and writ- (1st sem) 312 Herter, and from Prof. Terrizzi, 306 Herter, ing Italian. No previous knowledge of Intensive and systematic review of the Prof. S. Maddox, 304 Herter, Prof. Stone, 305 Italian required. Covers same material as structural patterns of Italian; development Herter, and Prof. Sarti, 604 Herter. 110, 120 with greater efficiency. Success- of competence and ease in writing Italian ful completion of ITAL 126 followed by expository prose of various types and lev- 246 allows satisfaction of CAS language els. Prerequisite: ITAL 240 or equivalent. The Minor requirement in one year. 450 Italian-American Film: Visions of The minor in Italian Studies requires comple- 230 Intermediate Italian I (1st sem) Everyday Violence (1st sem) tion of 21 credits: Review of first year grammar and further Films made by Italian-American directors 230 and 240 Intermediate Italian I and II or 246 development of the four skills: speaking, influenced by Italian neo-realism and other Intensive Intermediate Italian reading, writing, and understanding. Prereq- European traditions. Also Italian-Ameri- 324 Introduction to Italian Literary Studies uisite: ITAL 120 or consent of instructor. can actors. Key directors from the East Coast School (Scorsese, De Niro, Ferrara) 371 Advanced Grammar and Composition 240 Intermediate Italian II (2nd sem) Three electives (9 credits) contrasted with those whose work is de- Toward fluency in reading, writing, and rived from the Hollywood code (Coppola, Minors may also be able to take further elec- speaking Italian. Introduction to a variety tives from any one emphasis area. Leone, Tarantino). The problem of “ev- of texts; grammar review as appropriate. eryday violence” examined from a Freud- Siena Program Prerequisite: Italian at the 230 level. ian psychoanalytic perspective in terms of Students are encouraged to attend the Univer- 246 Intensive Intermediate Italian 6 cr paranoia, psychosis or the alternative of sity’s Italian Program in Siena, Italy, during the healthy sublimation. Questions of genre spring semester. Courses offered apply to areas Improvement of basic language skills for (Western mythology), urban seriality, and of emphasis in the major. the motivated student. Particularly for those European immigration explored in terms who plan to continue in Italian and/or to of identity and psychopathology. Italian Five Colleges study in Italy. Follows and builds on ITAL directors engaged in Hollywood genres Students may also participate in the offerings 126 (or ITAL 110 and 120). Successful and Americans exploiting Italian charac- pertinent to Italian Studies in the Five colleges. completion satisfies the CAS foreign lan- ters (Wertmuller, Jarmusch, Leone). Film (Courses followed in Siena and in the Five guage qualification and prepares for more screenings in English. Taught in English. Colleges may serve as credit towards the advanced courses. major, after consultation with an Italian Stud- 481 Italian Civilization (1st sem) ies Major adviser.) 280 Language Suite Conversation (both sem) 2 cr with additional 1-cr Historical, literary, philosophic ,and artis- Honors option tic aspects of Italian civilization. Under- standing of Italian life, culture, and insti- Designed as part of the living-learning tutions. community in Thatcher Language House.

78 French & Italian Studies

487 Contemporary Italian Culture and 524 The High Renaissance (AL) in the Commedia; literary and artistic Society A critical review of high Renaissance cul- achievements; urban and religious archi- The construction of modernity in Italian ture in 16th-century Italy: poetry and tecture; trade and the origins of European culture and society. Emphasis on contem- magic, the prince and the courtier, history banking; contrade and the Palio; “civic porary European developments and issues and political thought. Readings from religion” and its monuments; the Black of economic integration. Topics include: Ariosto, Machiavelli, Guicciardini, Death of 1348; public and private piety literary and social movements (Scapi- Castiglione. and excess; Siena’s humanist Pope; St. gliatura, Futurism, and Fascism); institu- Catherine and the cult of holy women; the tions of art, architecture, design, fashion, 554 Neoclassicism and Romanticism 16th-century “academies”; Siena under politics, psychoanalysis, religion, and tele- Italian literature of the late 18th and early the dominion of Florence and of Spain. vision; the status of women; questions of 19th centuries within the context of Euro- Slides, videos, and substantial individual antisemitism and Jews. Documents exam- pean culture of the period: tragedy and projects. Taught in English. ined include journalism, video interviews, revolution, poetry and self-portraits, the and the writings of Eco, Gramsci, Landolfi, poetics of solitude. Readings from Vittorio Musatti, Pasolini, Pirandello, Tabucchi, Alfieri, Ugo Foscolo, Giacomo Leopardi. Saba, Svevo, Zanotto, others. Taught in 564 Pirandello English; majors study texts in Italian. Pirandello’s “revolutionary” impact on 497 Italian Critical Thought and 20th-century theater through close study Interpretation of Six Characters in Search of an Author, Examines the influences of Hegel, Henry IV, and As You Desire Me. Prob- Heidegger, Nietzsche and Freud on con- lems of avant-garde aesthetics as encoded temporary Italian critical theory. Writers in Futurism and Fascism. Recent theater of literary theory, psychohistory, and productions and films of Pirandello’s work postmodernism discussed in relation to discussed. deconstruction. Texts include Agamben, 565 20th-Century Italian Novel: Transition Eco, Corti, Ginzburg, Orlando, Timpanaro, and Vattimo, as well as Derrida and Lacan. The struggle of the individual and of groups to survive in a world often at war and 507 Dante and His Century almost always hostile. Works from such Close reading and discussion of Dante’s writers as Buzzati, Calvino, Cassola, Vita Nuova and the Commedia. Asks why Morante, Moravia, Vittorini, Levi, after almost seven centuries the Commedia Ginzburg, Sciascia. Prerequisite: ITAL remains central to the European literary 325 or equivalent. Taught in Italian; tradition. Includes questions of medieval nonmajors may write in English. poetics, historiography, political theory, 567 Modern Poetry religion, philosophy, and art raised by Dante’s work. Taught in English. Italian Italian poetry from Carducci to the present. majors are expected to read substantial Readings from Saba, Montale, Ungaretti, portions in Italian. Zanzotto. 514 Italian Chivalric Epic 597C Calvino The early Italian epic and the world of Explores the wide range of the fiction of Quattrocento Italian chivalric myth. Works Italo Calvino, one of the most acclaimed studied include Luigi Pulci’s Morgante and inventive European writers of the sec- and Matteo Maria Boiardo’s Orlando ond half of the 20th century. Calvino’s Innamorato, as well as other, minor liter- vision of modern man and of the dilemma ary works. Topics include the female war- of the individual in relation to society, and rior, magic, incantations and sorcery, the the role of the ficiton-writer as both social birth of an Italian self, historical vs. liter- conscience and social critic. Taught in ary chivalric practices, the ideal knight, English; all texts available in English. the destruction/creation of chivalric myth, Italian majors and minors encouraged to the blurred boundaries between chivalric read some of the works in Italian. game and war, dragons and winged horses, 597S Medieval and Renaissance Siena the education of a knight, and various (1st sem) other topics to be chosen as a class. Stu- dents write several papers and deliver oral Interdisciplinary study of the city of Siena, presentations. All work, oral and written, its history and culture, from 1200 to the in Italian. end of the Sienese Republic in the mid- 16th century. Topics include Dante’s Siena

79 Germanic Languages and Literatures

510 Herter Hall Program of the University of Massachusetts. 370 19th Century German Thought Exceptional undergraduates may be permitted 372 Vienna 1890-1914 Degree: Bachelor of Arts to take graduate courses in the department. 374 Crisis of World War I 375 Hitler’s Myth of a Thousand-Year Reich Contact: Harry Seelig 376 Holocaust in German Literature Office: 519 Herter The Major 377 Politics and Culture Phone: 545-4245 379 Contemporary Germany The flexibility of the German Studies major 380 Weimar Germany Head of Department: Professor Frank R. Hugus. permits students to develop a program of study 390D Fascism and Film Professors Beekman, Cathey, Cocalis, Lennox, which emphasizes either culture or literature. 592C German Poem—Lied Malsch, Peter; Associate Professors Byg, In addition to the traditional courses in litera- German Literature (taught in German) Seelig; Assistant Professor Sullivan. ture and language, the department offers a 401 Lessing and His Time series of courses in English (with readings and 402 Goethe discussion in English), on aspects of cultural, 403 Schiller The Field political, and intellectual life in German-speak- 412 Goethe’s Faust ing countries. Students who wish to do so may 413 Romanticism The Department of Germanic Languages and combine study in the department with work in 421 19th Century Literature Literatures concerns itself primarily with the a different field (e.g., Hotel, Restaurant and 431 Early 20th Century Prose languages and cultures of more than 100 mil- Travel Administration; Management; Compara- 432 Brecht and Modern Drama lion people living in Central and Northern Eu- tive Literature; Linguistics; or History. 433 20th Century Prose rope: Germany, Austria, Switzerland, the Neth- Double majors are encouraged. All students, 434 Contemporary German Literature erlands, Denmark, Iceland, Norway, and Swe- particularly those who intend to become sec- 490 Senior Seminar den. In a time of political transformation in ondary school teachers, are strongly advised to Europe and increasing cooperation between include one other modern foreign language in All majors must complete the Junior Year Writ- these nations and the United States in trade and their curricula in order to enhance their career ing requirement. commerce, technology and science, the envi- opportunities. Note: To receive major credit for a required ronment, the arts, and leisure and sports, a The department also offers elementary and course, a student must earn a grade of C or mastery of their languages and a deeper under- intermediate language instruction in Danish, better. standing of their societies and cultures can Dutch, and Swedish, as well as courses in the open diverse opportunities for personal de- literatures of Scandinavia and the Netherlands. velopment and preparation for a professional Majors in German Studies are urged to broaden Career Opportunities career. their competence in Germanic languages and The program is structured to set the study of literatures by participating in the Dutch and The German major prepares students for gradu- the Germanic languages and their literatures Scandinavian offerings. ate school as well as employment in business, within the contexts of their respective cultures, The Max Kade German Studies Center in government, and education. The ability to read, including their historical, economic, political, Thatcher Residence Hall provides language write, and speak in a major world language philosophical, and cultural aspects. Strong in- practice and cultural activities in the context of other than English can greatly enhance an terdisciplinary ties with other departments (mu- campus living. Interested students should in- individual’s career options. In the expanding sic, drama, the visual arts, history, philosophy, quire when applying for campus housing. global economy, most of the nations of eastern political science, business) are encouraged. Europe and western Asia are using German as Members of different American and European Requirements for the Major their common (second) language, and multina- faculties appear as speakers before the depart- A total of 12 departmental courses is required tional corporations are seeking highly skilled ment or teach as visiting professors. Close from the following distribution: translators and interpreters on an unprecedented cooperation with the Goethe Institute in Boston A. The basic seven courses: scale. Graduates of the department are em- enriches the extracurricular program and ac- 310 Advanced German I ployed in many different fields, including law, quaints students with many aspects of contem- 320 Advanced German II international management, medicine, compara- porary Germany, far beyond the strictly literary 311 Readings in German Literature tive literature, film studies, history, political realm. German drama is occasionally performed 331 German Literature 800-1700 or science, book publishing, and organizations and German film series are regularly offered, 341 Early German Culture 800-1700 concerned with trade and commerce, technol- often in conjunction with the surrounding col- 342 Modern German Culture 1700-Present ogy and science, leisure and sports, the envi- leges. Lectures and performances which are 425 Advanced Composition, ronment, and the arts. sponsored by the German departments of Translation and Conversation Amherst, Mount Holyoke, and Smith colleges 584 The German Language are open to all students and greatly diversify the B. Five additional courses in either German The Minor cultural offerings in this field. Literature or German Studies from the follow- Advanced undergraduates have the opportu- ing, provided that at least one course is taken Students considering a minor in German are nity to spend a year at the University of Frei- from German Literature: burg or at one of the other universities in the encouraged to contact Professor Seelig or Pro- German Studies (taught in English) state of Baden-Württemberg (Germany), in con- fessor Byg for advising on courses best suited 304 German Film nection with the Freiburg/Baden-Württemberg to their interests. 365 Scandinavian Mythology

80 Germanic Languages & Literatures

Requirements and psychoanalytical interpretations of the 341 Survey of Early German Culture 800- Five departmental courses including: tales; the Grimms and their theories of 1700 (HS) 310 Advanced German I folk literature; the origins and sources of A broad survey of medieval to early 311 Readings in German Literature the tales; and their modern reception and modern German social and cultural his- 320 Advanced German II adaptation as children’s tales and adults’ tory—music, art, architecture and litera- 341 German Civilization to 1700 (or German literature and film. Conducted in English. ture, including The Nibelungenlied and 331 or 342) 285 Seminar: Language Suite Hildegard von Bingen. Conducted in En- Plus one additional course in German Litera- Conversation (both sem) 2 cr with glish. ture or German Studies (as listed under Major additional 1-cr Honors option 342 Survey of Modern German Culture: requirements). Designed as part of the living-learning 1700 to the Present community in Thatcher Language House. Social, cultural, and intellectual history of The Courses Improves knowledge of the German lan- German-speaking countries since the 17th guage with emphasis on oral skills. Builds century. Emphasis on great social and vocabulary, develops ability to understand political shifts—the rise of the modern (All courses carry 3 credits unless otherwise and communicate more freely by focusing state, unification and division of Germany, noted.) on social and cultural issues. the phenomenon of urban culture, the emergence of the modern family, the role of 110, 120 Elementary German (both sem) 297A Crusades and the Image of Islam women; major intellectual and cultural Dialogues, reading selections from print The medieval crusades and the image of movements—Enlightenment, Romanti- and electronic sources, and grammar ex- Muslims and Islam in early historiogra- cism, Realism, Social Democracy, ercises for basic communication, a good phy, theology, and especially literature, Jugendstil, 20th-century avant-gardes and understanding of the fundamentals of Ger- such as The Song of Roland, Wolfram’s right wing reaction leading to National man grammar, and an introduction to the Willehalm, and Arabic accounts. How Socialism, and contemporary issues. Con- traditions and institutions of the German- European views of Islam and the East ducted in English. speaking countries. For those with no pre- contributed to European expansionism vious training in German. GERMAN 110 and self-definition. Conducted in English. 363 Witches: Myth and Reality (ID) or equivalent is prerequisite to GERMAN The image of the witch in witchcraft trials; 120. 304 German Film: From Berlin to what kind of women were accused of Hollywood (AT) being witches in early modern Europe and 197 Vikings and Their Stories: Saga A survey of prewar German cinema, in- North America. Mythological texts, stud- Literature cluding works of great directors who emi- ies on popular magic, prosecution records The reading in translation of selected Old grated to the U.S., such as Lang, Murnau, of witch trials, theories about female witch- Icelandic sagas, the content and style of and Lubitsch, followed by the Nazi cin- craft, the social role of women, early dra- which emerged during the first European ema, post-war cinema in both German mas and poems about witches, woodcuts expansion towards the west. These excit- states, and the recent “second American- and paintings of witches. Conducted in ingly told early ‘westerns’ discussed both ization” of (West) German film. English. as stories and in their historical and cultural framework. 310, 320 Advanced German I, II (both sem) 365 Scandinavian Mythology (AL) Expansion of vocabulary and extensive (1st sem) 230, 240 Intermediate German (both sem) practice in speaking and writing, grammar The evolution from primitive, shamanis- Literary and expository texts as well as review as needed. Prerequisite for 310, tic ritual to the sophisticated, multifaceted audio-visual materials prepare students to GERMAN 240 or equivalent; for 320, cosmology of the Vikings. Emphasis on read and discuss German fiction and non- GERMAN 310 or equivalent. the various aspects of mythology during fiction with understanding and enjoy- the first millennium A.D. The myths and 311 Readings in German Literature ment. Review of the chief aspects of Ger- legends associated with members of the (both sem) man grammar. Stresses improvement of Nordic pantheon through written sources, reading facility and vocabulary with con- Introductory course to increase reading archaeological evidence, and findings in tinued practice in speaking and writing. comprehension and fluency. Selected lit- the field of comparative mythology. Con- Prerequisite for 230, GERMAN 120 or erary texts, mainly from the 19th and 20th ducted in English. equivalent; for 240, GERMAN 230 or centuries. Prerequisite: GERMAN 240 or equivalent. GERMAN 240 fulfills the equivalent. 370 19th Century German Thought: Marx, Language requirement. Nietzsche, Weber, Luxemberg, and 331 Survey of German Literature from Freud (I) (2nd sem) 270 From Grimm to Disney: The German 800-1700 (AL) Introduction in English to leading German Folktale (AL) (1st sem) A survey of older German literature and thinkers of the 19th century, mainly Marx, The Brothers Grimm fairy tales, first col- cultural and social history, from the early Nietzsche, and Freud, with emphasis on lected in the early 19th century and includ- medieval beginnings to the High Courtly philosophical rather than economic or psy- ing such well-known tales as Snow White, Period (Tristan und Isolde, Nibelungen- chological aspects and on the overall con- Cinderella, Rumpelstiltskin, and Little Red lied), the Reformation (Hans Sachs, Luth- tinuity of development. Readings from Riding Hood. Modern social, feminist, er) and the Baroque. Conducted in English.

81 Germanic Languages & Literatures History

each. Majors required to read certain texts Aspects of German literary history and 612 Herter Hall in German. lyric poetry. Equal emphasis given to the poem and its setting, so that students whose Degree: Bachelor of Arts 372 Vienna 1890-1914 (AL) previous experience is chiefly either liter- Examines art, literature, and music in ary or musical are not at a disadvantage. Contact: Joye Bowman turn-of-the-century Vienna in a social- Office: 611 Herter historical cultural context with a focus on Phone: 545-6757 gender. Multimedia presentations. Con- ducted in English. Danish Chair of Department: Professor Kathy Peiss. 375 Hitler’s Myth of a Thousand-Year Professors Barton, Berkman, Bowman, Cantor, Reich 190A Hans Christian Andersen: Tales, Drake, Glassberg, Higginson, Jones, Laurie, Plays, and Prose (1st sem) McFarland, Minear, Nissenbaum, Owens, Peiss, Historical, political, economic, and cul- Pelz, Rausch, Rearick, Richards, Sarti, tural development of National Socialism A representative sampling from Ander- Shipley, Story, Swartz, Tager, Wickwire, Wil- and its consequences, World War II, and sen’s tales. Some of the author’s lesser- son; Associate Professors Altstadt, Boyle, Gor- the Holocaust. Readings supplemented by known poems, plays, novels, travel books. don, Levy, Nightingale; Assistant Professors films. Conducted in English. All readings and discussion in English. Bliss, Miller, Nash, Ogilvie; Adjunct Faculty 379 Contemporary Germany (I) Berkowitz, Bracey, Hafertepe, Lester, O’Brien, Sinha, Shannon, Stern. Historical, political, economic, and cultural aspects of post-war Germany. The Dutch development of the two German states as reflected in their different social systems, The Field 110, 120 Elementary Dutch their literature, arts, education, religious life, media, and their way to unification. Emphasizes understanding, grammar, and History is the study of the past based on finding, Readings in recent German history, es- reading. Class participation essential. evaluating, and interpreting recorded evidence. It is a discipline that seeks both to understand says and novels. German majors required 230, 240 Intermediate Dutch to read texts in German. Conducted in the past in its own terms and to explain the English. Emphasizes advanced reading comprehen- present in light of the past. Historical fields are sion, conversation, and composition skills. usually defined by period, place, and theme— 425 Advanced Composition, Translation, Participation essential. Prerequisites: for example, modern American cultural his- and Conversation DUTCH 110 and 120, or DUTCH 126, or tory. The history curriculum is intended to Continuation of 310 and 320. Emphasis consent of instructor. encourage the exploration of the past in a vari- on writing German (translation into Ger- ety of fields and to foster the skills necessary to man and free composition). Prerequisite: discover and express effectively an understand- GERMAN 320 or equivalent. ing of the past. Generally, courses of greater Swedish breadth are offered at the 100 level and courses 432 Brecht and Modern Drama of greater depth are offered at the upper levels. Includes student reports. Twentieth-cen- 110, 120 Elementary Swedish Often but not always, the higher the level the tury drama in German, concentrating on smaller the class. The department offers honors Introduction to Swedish for students with Bertolt Brecht, his principal plays and courses at all levels and encourages qualified no previous knowledge of the language. theory (epic theater, estrangement). Post- majors to enroll in Commonwealth College. Reading, speaking, and writing empha- World-War-II dramatists mainly in rela- History honors courses are generally taught as sized. SWEDSH 110 or equivalent is pre- tion to tradition created by Brecht: seminars. requisite for SWEDSH 120. Friedrich Dürrenmatt, Peter Weiss, and The department offers a variety of prizes, some works from East Germany. Pre- 230, 240 Intermediate Swedish internships, scholarships, and extracurricular activities to reward academic achievement in requisites: GERMAN 311 and 310, or Vocabulary, grammar, discussion, read- equivalent. history and to enrich classroom learning. A ings, speaking practice. Some cultural and history club, organized and run by students, is 584 The German Language (2nd sem) historical background. Weekly essays in open to both majors and non-majors. Club Swedish. Prerequisites: SWEDSH 110 and The origins and history of the German activities include trips to historic sites, lectures, 120 or 230 or consent of instructor. language, its relation to the Indo-Euro- and social events. The national history honor pean language family, particularly in rela- society, Phi Alpha Theta, has a chapter at the tion to English. Prerequisite: GERMAN University. Any undergraduate or graduate 240 or equivalent. student with a GPA in history of 3.1 or above, with at least 12 completed history credits and a 592C Seminar: The German Poem—Lied general GPA of at least 3.0, may apply. The (1st sem) department also encourages majors to take part A detailed study of the poetic and musical in study abroad programs. structure in representative art song settings of the 19th and early 20th centuries.

82 History

The Major information from a variety of sources, to present 102H Honors Western Thought to 1600 information effectively in oral and written form, (HS) (1st sem) 4 cr and to make an informed judgment and to argue History majors must complete 12 courses total- Honors version of HIST 100. Seminar its merits. Students of history learn how to ask ling at least 36 credits with a minimum GPA of with extensive reading, discussion, and pertinent questions and to find answers through 2.0, distributed as follows: writing. Limited to 15 students. research and logical thought. In short, history is A. Two to five 100-level courses. a particularly appropriate preparation for ca- 103H Honors Western Thought Since 1600 1. One of the following pairs required: reers in law, journalism, government service, (HS) (2nd sem) 4 cr 100-101 Western Thought and Culture diplomacy, business, resource management, Honors version of HIST 101. Seminar 102-103 Western Thought and Culture, Honors and teaching. with extensive reading, discussion, and 140-141 European History writing. Limited to 15 students. 142-143 Western Thought and Culture, Honors 2. Optional: Up to three other 100-level The Minor 110 Problems in World Civilization I courses if one is a Third-World course. (HSD) B. Six to nine courses 200-499 Requirements An exploration of some of the most an- C. One course numbered 591-595. This An undergraduate minor in history requires a cient cultures of the world: Mesopotamia, proseminar involves research and writing, to be minimum of six courses totalling not less than Egypt, India, China, and Meso-America completed before the second semester of the 18 credits and distributed among the lower and through ancient primary sources and arti- senior year (normally in the junior year) upper level as follows: facts. D. A pre-1500 course from among the follow- Any two introductory courses (100 level), and 111 Problems in World Civilization II ing: 100, 102, 114, 130, 160, 180, 300, 301, any four upper-level courses (200 and above). (HSD) 302, 303, 304, 340, 345 or the equivalent. (The Guidelines The development of the modern world, list is updated each semester by the Chief Ad- 1. Transfer credits toward the minor will be with particular attention to colonialism, viser.) granted only for introductory courses. imperialism, and the revolutionary move- E. At least two non-western courses (100-level 2. The four upper-level courses must be taken ments for national liberation. or upper-level, in any combination) to be se- at this University. lected from the following areas: Africa, East 3. No history course taken on a Pass/Fail basis 112 Introduction to World Religions (ID) Asia, Latin America, Middle East. A fifth 100- may count toward the minor. Focus on major world religions—their level course may be taken to fulfill this require- 4. No history course in which a grade of D or history, teachings, and role today in Islam, ment. lower has been earned will satisfy requirements Judaism, and Christianity; the interrela- for the minor. tions of religion and culture in the modern Restrictions world. 1. No upper-level history course may be taken elsewhere without prior approval of the Direc- The Courses 114 History of Chinese Civilization: tor of Undergraduate Studies. Majors, includ- Ancient Origins to the End of the Mongol Era (HSD) ing transfer students, must take a minimum of (All courses carry 3 credits unless otherwise four upper-level courses in the department. noted.) The historical patterns and salient cultural 2. History courses taken Pass/Fail will not be elements of China from ancient times to counted toward requirements for a major. 100 Western Thought to 1600 (HS) the beginning of the early-modern era. 3. No history course in which a grade of D or (both sem) Topics include: ancient myths and the lower has been earned will satisfy requirements archaeological record; Confucianism, Survey of the history and culture of for the major. Daoism, and Legalism; Buddhism; impe- Western Civilization through the age of 4. If appropriate in subject matter and with rial rule; law, crime, and punishment; so- the Reformation. Topics: Greece and prior approval of the Director of Undergradu- ciety; artistic and literary traditions; ur- Rome; rise of Christianity; “decline and ate Studies, the proseminar (591-595) may be banization and commercialization; China’s fall” of the Roman Empire; formation of used to satisfy requirements D and E above. interaction with neighbors. the Medieval World; Renaissance and 5. Majors may count no more than 20 history Reformation. 115 History of Chinese Civilization: Early courses toward the B.A. degree (a total of no Modern to the Present (HSD) more than 60 credits, in lower- and upper-level 101 Western Thought Since 1600 (HS) work). (both sem) The history and culture behind China’s emergence as a modern power. Topics Major historical developments from the include: heritage of the Ming and Qing Career Opportunities beginning of secular state systems in the dynasties; Western maritime trade and 17th century, with emphasis on Europe. naval power; Christian missionaries and Topics include the Scientific Revolution, The study of history provides majors with the Western educators; peasant rebellion and Enlightenment, nationalism, socialism, overthrow of imperial rule; Chinese na- research, analytical, and communication skills diplomacy and war. Coverage extends to necessary to every type of career. These skills tionalism, the Marxist-Maoist order; China the declining role of Europe in world af- as contender for superpower status. include the ability to read quickly and pick out fairs since World War II. important points, to assimilate and synthesize

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116 History of East Asian Civilization: ormation and the religious controversies 154 Social Change and the 1960s (HSD) Japan (HSD) and wars associated with it, the formation (alt yrs) Japanese civilization. Emphasis on rac- of the modern state, the rise of absolute Beginning with the Supreme Court school ism and ethnocentrism in non-Japanese monarchs, and the reaction to absolutism desegregation decision in 1954 and end- perceptions of Japan; on Japanese litera- that culminated in American and French ing with the death of Martin Luther King, ture; on the era of the Pacific War; and on Revolutions. Jr., in 1968, a year-by-year examination of Japan’s economic development since 1945. 141 European History, 1815 to Present events and persons that created the period known as the Sixties. 120 Latin American Civilization: The (HS) (both sem) Colonial Period (HSD) Industrialism, liberalism, socialism, the 160 History of Africa to 1500 (HSD) General view of the cultural, economic, unifications of Italy and Germany, politi- Africa’s ancient past from the migration and political development of Latin cal and social change, imperialism, the of people out of Africa in the Paleolithic America, 1492 to 1824. Topics include Russian Revolution, the two world wars, era to the growth of empires and states in the Iberian and Indian backgrounds; Span- and postwar trends. Africa’s western and central savanna re- ish and Portuguese imperial organization; 142H Honors European History, 1500-1815 gions; the role of religion in the making of role of Indians, Blacks, and Europeans in (HS) (1st sem) 4 cr African states and cultures. the New World; the coming of independence. Honors version of HIST 140. Seminar 161 History of Africa Since 1500 (HSD) with extensive reading, discussion, and African and European imperialism, na- 121 Latin American Civilization: The writing. Limited to 15 students. tionalism, and independence; how these National Period (HSD) (both sem) 143H Honors European History, 1815 to developments have changed the life and A survey of the political, economic, and Present (HS) (2nd sem) 4 cr culture of African people. cultural development of Latin America from 1824 to the present. Emphasis on Honors version of HIST 141. Seminar 170 Indian Peoples of North America Mexico, Argentina, Brazil, and Cuba. Top- with extensive reading, discussion, and (HSD) ics include social and economic change, writing. Limited to 15 students. The diverse histories of Indian Peoples of 20th-century revolutions, and Latin Ameri- 150 Development of American Civilization North America from their origins to the can-U.S. relations. to 1876 (HS) (both sem) present. The Indian perspective on events through understandings of native culture 130 Middle Eastern History I (HSD) The development of social, political, eco- and self-determination, examining social, (1st sem) nomic, and intellectual life in the United economic, and political issues Indian Survey of social, political, and cultural States from Native American settlements people have experienced. Emphasis on life in the Middle East from the rise of to 1876. Topics include Puritanism, sla- diversity, continuity, and change, and Islam in the seventh century to the Otto- very and antislavery, Indian relations, re- emerging pan-Indianism. man Turkish conquest of Constantinople ligious reform as well as such events as the in 1453. Topics include end of the Classi- Revolution and Civil War. 180 Western Science and Technology I: cal Mediterranean world; Arab Islamic From the Greeks to the Scientific 151 Development of American Civilization Revolution (HS) (1st sem) conquests; development of Islamic societ- Since 1876 (HS) (both sem) ies, culture, and politics; rise of the Otto- Focus on the birth of Western science in The development of social, political, eco- man Empire; relations between the Middle the rational cosmology of the ancient nomic, and intellectual life in the United East and Europe. Greeks, on its transmission to medieval States from 1876 to the 1980s. Topics Europe, and its eventual overturning in the 131 Middle Eastern History II (HSD) include late 19th-century industrialization, Scientific Revolution of the 16th and 17th (2nd sem) the farm crisis, urbanization; emergence centuries. Survey of social, political and cultural life as a world power; the Progressive Era; the in the Middle East from the Ottoman Turk- 1920s, the Depression, World War II; do- 181 Western Science and Technology II: ish conquest of Constantinople in 1453 to mestic problems and foreign relations since From the Enlightenment to the Cold the post-World War II period. Topics in- 1945. Several sections, some emphasiz- War (HS) (2nd sem) clude impact on the Middle East of the ing films. Science in the modern world from the shift in world trade from the Mediterra- 152H Honors American Civilization to Enlightenment to the Cold War. Key sci- nean to the Atlantic; social, political, and 1876 (HS) (1st sem) 4 cr entific issues of the modern age, the social cultural change in the Ottoman Turkish organization of science, the place of the Honors version of HIST 150. Seminar empire; Ottoman, Persian, and European scientific community in larger social and with extensive reading, discussion, and rivalries; imperialism and revolution; cultural context, and the expanding rela- writing. Limited to 15 students. World War I and its aftermath. tionship between science and modern tech- 153H Honors American Civilization Since nology. 140 European History 1500-1815 (HS) 1876 (HS) (2nd sem) 4 cr (both sem) 300 Ancient Greece Honors version of HIST 151. Seminar A survey of European history, 1500-1815. A political and cultural history of Ancient with extensive reading, discussion, and Topics include the Renaissance, the dis- Greece from the Trojan War to Alexander. writing. Limited to 15 students. covery and conquest of America, the Ref-

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Emphasis on how the Greeks themselves 310H European Political Diplomacy, 317 Russian Revolution saw and understood their world. Text 1870-1914 The revolutionary period in the Russian and primary sources: Homer, Hesiod, The internal politics and foreign policies Empire from circa 1900 to the revolutions Archilochus, Herodotus, Sophocles, of the major European powers before 1914. of 1917 and the mechanisms of establish- Euripides, Thucydides, Aristophanes, Emphasis on interpreting the interrela- ing Soviet power. The 19th century intel- Plato. tionship between domestic developments lectual and social trends that form the 301 The Roman Republic and international alignments in the period basis of later revolutions. The Russian after the unification of Germany and the Empire and the USSR as multinational Rome from its origins through the 6th Franco-Prussian War. empires; the non-Russian as well as Rus- century; the development of Roman po- sian populations; the differences in their litical, social, and religious concepts in 311H European Political Diplomacy, thought and experiences in all revolu- relationship to the historical events and 1914-1945 tions, the civil war, and relationship to social conflicts that gave rise to them. Domestic and international developments Russian power. HIST 397 The Roman Empire is the se- in the histories of the major European quel to this course. states. The interrelationship between do- 321 Modern Scandinavia 302 Early Middle Ages mestic affairs and international politics; Emphasizes the development of Sweden the adjustments necessary from the war, and Finland from the 1800s to the 1960s. European history from 3rd to 11th cen- the peace treaties, and vain efforts to re- Norway, Denmark, Russia, and Germany, tury. Disintegration of Roman Empire, turn to prewar normalcy. Developments as related to the history of northern Eu- Germanic invasions, rise of Christianity, leading up to World War II. rope. origin and expansion of Islam, age of Charlemagne, Vikings, feudalism, and 313 European Intellectual History of the 325 Military History of Modern Europe: manorialism. 19th Century the First World War 303 Later Middle Ages Romanticism and positivism as twin heirs The First World War in terms of back- of the Enlightenment in about 20 French, ground, historiography, specific battles, European history, ca. 1050-ca. 1350 A.D. German, and English thinkers from Kant and the home front. The war and related Revival of learning, scholasticism, medi- and Hegel to Nietzsche and Freud. Secu- issues from the point of view of all partici- eval capitalism, church-state conflicts, larization and tension between individual- pants. The literature of the war and its evolution of national states, “decline and ism and collectivism stressed. Applica- cultural and psychological consequences. fall” of medieval world. tions to current problems. At least four films shown outside class time. 304 Late Middle Ages/Early Renaissance, 314 European Intellectual History of the 1300-1494 20th Century 327 Modern Italy Italian culture, society, and politics from Existentialism, socialism, psychoanalysis, The history of Italy since national unifica- Dante to Machiavelli. Development of and their applications to cultural criticism tion. How liberalism, fascism, commu- historical consciousness and idealization in a wide variety of thinkers. About two nism, and Catholicism have shaped the of antiquity, social structure and urban dozen excerpts illuminate the nature of contours of Italian society. Modern Italy environment in Italian city-states, litera- humanism, responses to concentration in a comparative perspective that includes ture and art in their ideological settings, camps, and the state of culture in the European and non-European societies. formation of balance of power, develop- 1970s. ment of political theory. 330 English History to 1688 315 History of Russia I: The Tsarist Era 305 Late Renaissance and Protestant The growth of monarchy, struggle for par- Reformation, 1494-1600 Survey of Russian history from the 9th to liamentary liberty and individual freedom, 20th centuries. Major themes: the devel- English Reformation, Puritanism, English Origins of modern Europe through trans- opment of absolute, centralized monar- Civil War, and Glorious Revolution. The formations in Christianity, political chy; Russia’s cultural and political inter- importance of dominant personalities— thought, and culture, including origins, action with its neighbors, including the William the Conqueror, Henry II, Edward course, and effects of the Protestant and Byzantine Empire, the Tartars, Poland, I, Henry VIII, Elizabeth I, and Cromwell. Catholic Reformations, rise of the modern and Western Europe. Changes in English society. state system, beginnings of European colonialism, social and economic changes; 316 History of Russia II: The Soviet Era 331 English History 1688 to Present developments in education, literature, Russian history in the 20th century. Cov- Georgian England, American Revolution, philosophy, and the arts. ers the fall of the tsarist monarchy, the Industrial and Agricultural Revolutions, 307 The Enlightenment Russian Revolution of 1917, and the rise, French Revolution and Napoleonic Wars, development, and collapse of Soviet com- parliamentary reform, growth and decline European and American thought in the munism. Themes: Communist ideology, of British Empire, Darwinism, Liberal- 18th century. The emergence of public economic development, political terror, ism, World Wars I and II, and the welfare intellectuals, social science, democratic dictatorship, and the non-Russian mi- state. Dominant personalities such as discourse, and revolutionary ideology. norities. Walpole, both Pitts, Peel, Gladstone, Disraeli, Lloyd George, and Churchill.

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337 Victorian England 346 History of Modern China: The 20th 368 U.S. Between the Wars British history from 1815 to 1901. All Century An examination of the dramatic social, major aspects of Victorian life and soci- The personalities, events, and forces that political, cultural, and technological ety; effort to relate subjects to their cul- shaped China during the last century: col- changes experienced by the generations tural and literary context. lapse of the imperial order; warlordism, coming of age in the 1920s and 1930s. foreign invasion; political and cultural Through class discussions, short essays, 339 British Empire and Commonwealth revolutions; Mao and the Chinese Com- and an optional research paper, students Since 1783 (HS) munist Party; the struggle to “modernize” analyze a variety of sources from and Broad survey of the many parts of the China’s economy, society, and culture; about the period, including statistical sur- British Empire, why and how those parts role of China in today’s world. veys, motion pictures, art, and literature. were acquired, what political or social philosophy motivated the types of govern- 354 History of Mexico 369 The U.S Since Pearl Harbor ment they were given, and why and how History of Mexican culture, society and The Cold War, from Hiroshima through they obtained their freedom. politics from the late 18th century to the Vietnam, the New Politics of post-New present. Emphasis on the legacy of Span- Deal era; multiple crises of American so- 340 Civilization of Islam I ish colonialism, popular social movements ciety and culture in postwar years. Some History of Islam from the time of of the 19th century, origins, process, and knowledge of postwar history, politics, or Mohammed to the present. The develop- outcome of the Revolution of 1910, the culture desirable. ment of Islamic thought, practice, beliefs, student movement of 1968, and the ongo- and institutions. Teachings of the Qu’ran, ing quest for economic and political sta- 372 American Thought and Culture I (HS) the Traditions of the Prophet, Islamic Law, bility against the backdrop of the 1980s A survey of American social, cultural, and Sufism (mysticism) and the Islamic re- debt crisis, NAFTA, and the 1994 Zapatista intellectual history from 1630 to the Civil sponse to the modern world. uprising in Chiapas. Previous Latin Ameri- War. Subjects include Puritanism, reli- can history survey desirable. gious revivals, republicanism, and such 342 Civilization of Islam II reform movements as anti-slavery, phre- A survey of Islamic thought in the 20th 360 American Colonial History to 1763 nology, and sexual hygiene. Emphasis on century. The encounter of Islam with the The complex and varied forces which in- close reading of primary sources: sermons, west, the reaction to colonialism and teracted to create the British North Ameri- poems, essays, and fiction (e.g., Uncle zionism; the development of Islamic mod- can Colonies. The evolution of New En- Tom’s Cabin). HIST 150 or the equiva- ernism, socialism and revolutionism; read- gland, Middle, and Southern Colonies from lent useful. ings from translated works of ideologies early beginnings to maturity in the 1760s. such as Afghani, Abduh, Khomeini, Previous American history survey course 373 American Thought and Culture II (HS) Qadhafi, Shariati, and Mawdudi. helpful. Honors option available. A survey of American social/cultural/intellectual history from the post-Civil War 343 Europe and the Middle East 361 American Revolutionary Era period to the recent past. Developments in Imperialism and its effects in the Middle Colonial American preconditions, origins art, architecture, literature, philosophy, re- East and North Africa in the 19th and 20th of the Revolution, controversies leading ligion; major social themes and trends. centuries; emphasis on Algeria, Egypt, to independence, the role of individuals, Survey course in post-Civil War Ameri- Palestine/Israel, and Iran. war period, structuring new governments can history helpful. and society, problems of the nation to 344 History of Canada 1789. Social, political, intellectual issues, 374 U.S. Constitutional History I The fur trade, the struggle between Britain and new interpretations stressed. Previous Survey of American legal and constitu- and France, immigration, the political American history survey course desirable. tional history from its Anglo-Saxon ori- struggle by reformers, growth of indepen- gins through Lincoln’s use of presidential dence from Great Britain, federation, west- 362 The Early Republic power during the Civil War. Topics in- ward expansion, the Northwest Mounted The age of Washington, Jefferson, and clude English common law, early colonial Police, Riel’s rebellions, the Canadian Pa- Jackson, with special emphasis on the legal practices, the Constitution, the Ar- cific Railway, the growth of French sepa- political, social, and economic develop- ticles of Confederation, the Marshall and ratism. ments of the period. Taney courts, presidential power under Lincoln. Some background in American 345 History of China: Song to the End of 363 The Civil War Era history to the Civil War useful. the 19th Century The Civil War era as the central epoch in Late-imperial China during the Song, American history; the crucial issues: de- 375 U.S. Constitutional History II Yuan, Ming and Qing dynasties, with spe- velopment of sectional hostilities; why The history of American constitutional cial emphasis on China’s contacts with the and how the war came, course and conduct law from the Reconstruction to the present. maritime nations of the West and Japan of the war; attention to Lincoln and eman- Not a casebook course. Major legal con- from the 16th through the 19th centuries. cipation. Emphasis on the people. Biogra- stitutional developments, especially the How and why the Middle Kingdom’s an- phies, narratives, and historical fiction. 14th Amendment—its evolving character cient cultural traditions were assailed by and its application. In the 20th century, internal and external forces. civil liberties issues and cases; litigation

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involving nation-state relations, the com- 386 A Survey of World War II Industrialization and Social Change merce clause, apportionment, criminal jus- Emphasis on European origins and world in Southern Africa tice cases, etc. Survey course in post-Civil consequences; the role of ideologies and War America to the present helpful. The social origins and historical evolution social systems on military strategy; weap- of the present crisis in southern Africa. 379 American Westward Expansion (HSD) ons development, major battles, key individuals. Attention to U.S. participation, Women in Contemporary African Expansion of European population in notably in the Pacific. History North America from the earliest settlements to 1900. Patterns of conflict and 387 History of the Holocaust Women in 20th-century Africa as reflected cooperation with native peoples. The di- Destruction of the Jews of Europe. Topics in the literature of several of the brightest verse meaning of the “frontier experi- include antisemitism, the rise of Nazism, young African writers; attention to Nige- ence” for men, women, and various racial treatment of Jews within Germany be- ria, Senegal, Mali, Botswana, and South and ethnic groups. tween 1933 and 1939, plans for the “final Africa. 381 The U.S. and the Cold War, 1917-1990 solution” and their execution, life and death National Liberation Struggles within the concentration camps. Lengthy Events in American diplomatic history readings, some of them emotionally tax- The roots of African underdevelopment, from 1900 to present, stressing habits, ing. Sophomore level and above. the European partition of and scramble for patterns, and trends that may have influ- Africa, and the general nature of enced these events. 388 U.S. Women’s History to 1890 (HSD) decolonization and the problems of inde- 382 The City in Modern U.S. History Surveys the social, cultural, economic and pendence and neo-colonialism. political developments shaping American (HSD) U.S. Political History women’s lives from the colonial period to The origins of the social, political and 1890, and explores women’s participation Changes in American political conflicts spatial dimensions of the modern urban in and responses to those changes. Topics and institutions from the adoption of the environment. Emphasis on the common include: the transformation of work and constitution to the present. Focus on po- factors that engendered the modern city; family life, women’s culture, the emer- litical parties, public policy, and ideology. rural-urban migration, “community,” gence of the feminist movement, sexual- housing crisis, political machines and re- ity and women’s health, race and ethnic The Scientific Revolution 1500-1700 formers, rise of the black ghetto, urban issues. Sophomore level and above. disorders, the skyscraper and city plan- The transformation of Western ideas about ning. Good factual knowledge of U.S. 389 U.S. Women’s History since 1890 the constitution of Nature and the place of history required. (HSD) natural knowledge in society. The nature of that transformation and the new rela- 383 American Environmental History (HS) Explores the relationship of women to the tionships between authority, political social, cultural, economic and political The interaction of humans with the natural power, and the natural knowledge gener- developments shaping American society ated by the New Science and the experi- environment of North America since Eu- from 1890 to the present. Examines ropean settlement; the ways in which mental philosophy. Focus on Copernicus, women’s paid and unpaid labor, family Galileo, Descartes, Bacon, and Boyle. Americans acted over four hundred years life and sexuality, feminist movements to shape their environment, as well as and women’s consciousness; emphasis on 402 U.S. and East Asia Relations shared their perceptions of the environ- how class, race, ethnicity, and sexual ment through painting and photography, American and East Asian relations from choice have affected women’s historical both sides of the Pacific over the past 150 nature writing, travellers’ accounts, fic- experience. Sophomore level and above. tion, and material culture. years. Each week, discussion of one of the 397 Special Topics core readings or more. Students write re- 385 History of Modern Boston, Early 19th search paper on an aspect of the subject of Century to Present (HSD) Roman Empire their choice, which forms basis of a report and class discussion later. Some back- Survey/analysis of origins of modern Bos- Political, social, and psychological uni- ground in U.S. or Asian history helpful. ton and its development as a metropolis in verse of the Roman Empire through an- the context of Massachusetts and U.S. cient texts and artifacts. 425 History of Christianity history, from 19th-century industrial beginnings to present. Boston and the state Islamic Revolutionary Movements History of Christianity from Judaic roots as typologies for urbanization in the na- to present. Rise of Christianity in the Ro- Modern revolutionary movements in Is- tion. Subjects include: creation of factory man World; evolution of religious prac- lam. Exploration of the context, dynam- towns and women and child labor, Irish tices, beliefs, and institutions; interaction ics, structures, leadership, and ideologies immigration, industrial history in the with secular authority, science and phi- of Islamic revolutionary movements in Gilded Age; urbanization, class conflict, losophy, other religions; Protestant and India, West Africa, Iran, and the Arab immigration/assimilation, machine poli- Catholic Reformations; global mission- World from 1700 to the present. tics and reform, urban renewal and the rise ary activity; Christianity in the modern of service and high-technology industries, world. All Christian denominations; the racism, school desegregation, and vio- total Christian experience. Upperclass lence in Boston and the metropolitan area. standing and some history background desirable.

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427 Fascist Movement and Ideas 108 Bartlett Hall enrich the academic experience, and intern- European fascist movements; compara- ships enhance career opportunties in journal- tive approach, promises and performance. Degree: Bachelor of Arts ism and related fields. Students thinking about The ideology, social bases of regimes, international study or internships should meet personalities and aims of leaders, role of Contact: Norman Sims with an academic adviser as soon as possible to racism and war. Office: 108 Bartlett schedule requirements for the major during Phone: 545-1376 semesters in residence on campus. 433 U.S. Science and Technology II: From Edison to the Bomb Chair of Department: Professor Norman Sims. Edison and Oppenheimer bridge two fun- Professors Blais, List, Whitehead; Associate Admission to the Major damental transformations in modern sci- Professor McBride; Assistant Professor Israel; ence—its linkage to late 19th century in- Visiting Associate Professor Du Bois; Adjunct New majors are admitted to the program after dustrialization and its essential involve- Professors Newton, Roche, Simurda. they have made substantial progress in General ment with national security. The course of Education and language requirements. Enter- science and technology from the first ing members of the freshman class can desig- through the second transformation. The Field nate a pre-Journalism major, CAS/J. Applica- tion to the major requires a grade transcript; 440 Modern Central America The goal of the Journalism curriculum is, in the please check with the department for deadlines Regional history from 1821 to the pre- words of one teacher, “the challenging of intel- in applying. Students should apply during the sent. Topics: colonial background, inde- lectually curious students to think self-criti- first semester of the sophomore year. Transfer pendence movement, conservativism, lib- cally about the world in which they live . . . students admitted as sophomores or juniors are eralism, economic dependency, U.S. for- producing a thinking journalist who is skilled urged to obtain application materials from the eign policy, covert operations, regional rather than a mere ‘skilled journalist.’ ” The department office during the advising period. integration, foreign capital, militarism, major provides a grounding in a liberal arts changing role of the church, guerilla war- context in the basic journalistic disciplines of fare, revolution. reporting, writing, and editing, and in the criti- Career Opportunities cal approach to the cultural, historical, philo- 492 Seminar sophical, legal, and ethical foundations of jour- Journalism majors acquire qualifications for Development of Modern Warfare nalism. positions in which reporting, research, writing, and editing are central. These may include The transformation of warfare from its work for newspapers and other news organiza- early aristocratic forms to the modern era The Major tions, book publishing, public relations, and of industrialized, popular, and revolution- government agencies. The major is also recog- ary conflict. 1. JOURN 300 Newswriting and Reporting nized as strong liberal-arts preparation for 493A Colonial Africa (4 cr), plus at least one advanced writing graduate study in such fields as journalism, course offered by the department. mass communication, history, advertising and The meaning of colonialism in Africa. 2. Any two of the following five courses: public relations, or law. The evolution, implemention, and devel- JOURN 312 Journalism and Law; JOURN 320 opment of European colonialism. Also, History of American Journalism; JOURN 345 the demise of the system. The meaning of Media Criticism; JOURN 360 Ethics; and The Courses colonialism for the common people. JOURN 450 Freedom of the Press. 493H Intellectual Origins of Colonialism 3. At least four additional elective courses from (All courses carry 3 credits unless otherwise The last vestiges of colonialism are fast the department, numbered 200 and above, for noted.) becoming historical artifacts, but few a total of at least 26 credits in Journalism people in the former colonizing countries courses, but no more than 36. Neither Pass/Fail 225 Readings in Journalism understand colonialism: the origins of credits nor internship credits may be counted A tour of journalism during this century, colonial policy, its conjuncture with other toward these requirements. No more than three including works by such journalists as Ida economic and political programs. credits of independent study may be applied to Tarbell, H.L. Mencken, A.J. Liebling, the major. Walter Lippmann, James Agee, Jessica 591-595 Proseminar in History 4. A formal minor in another department or Mitford, Hunter Thompson, Joan Didion, program (except Communication), or, when no and Bob Woodward. Focus on the respon- Research and writing of one or more sub- formal minor exists, 15 credits in courses num- stantial papers. Various topics of broad sibility of the press in a democratic society bered 200 or above in an individual concentra- and the growing awareness of journalists interest. See department for specific list. tion, with the writtten approval of the depart- Majors only. as social commentators and artists. Topics ment chair. vary from semester to semester. Students are encouraged to consider studying at a university outside the United States, or 296, 396 Independent Study completing an internship. International study and mastery of a language other than English

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298, 398 Practicum: Journalism 335 Introduction to Pubic Relations tography; ethics, and credibility in the age Internship (both sem) 1-9 cr A basic introduction to the practice of of the digital image. Individual field study and practice for a public relations as a management tool in Writing Broadcast Narratives 4 cr semester or a summer in news organiza- corporations, non-profits, and government. tions, public agencies, or elsewhere. Analysis of media campaigns, the influ- The techniques of writing and producing Part-time arrangements possible. Intern- ence of public relations on the news, and stories and narratives for broadcast. In- ship credit divided between Pass/Fail in the relationship between news organiza- volves writing, conducting interviews, JOURN 298 and 1-6 graded credits in tions and government agencies. field research, working with tape, on-air delivery, producing newscasts, and re- JOURN 398. Prerequisites: JOURN 300, 345 Media Criticism (both sem) 45 completed credit hours, and a grade viewing and editing others’ work. The shift in the role of the journalist from point average of 2.5, or consent of direc- Web Site Journalism (2nd sem) tor of internships. describing events to theorizing about conditions; different ways of evaluating Basic HTML programming; production 300 Newswriting and Reporting (both sem) American television. Students write at least of sound, images, and graphics for the 4 cr two critical essays and several short pieces. Web; writing for Internet publishing; Web With lab, field work. Standards and prac- 360 Journalism Ethics authoring tools (Adobe Pagemill, Macro- tices in gathering and writing news; small media Dreamweaver); and fundamentals sections under intensive instruction. Ba- Case studies, discussion, research. Rights, of graphic design for on-line publications. sic keyboard skill necessary. Required for moral obligations, social responsibilities Students also create a complete Website majors; satisfies Junior Year Writing re- of journalists; relation of philosophic eth- for a client. quirement. ics to the professional ethics of the journalist; development and relevance of pro- Philosophy of Journalism 301 Intermediate Reporting 4 cr fessional codes of conduct; typical moral Examines several aspects of philosophic dilemmas that face the journalist in areas Lecture, discussion, field work. Report- traditions. These traditional truth quests in such as privacy, truth-telling and respect ing theory and practice beyond the el- the light of problems faced by journalists; for the rights of others. ementary level, emphasizing reporting of how and why we ply the trade. public affairs. For majors, with preference 375 News Editing 4 cr by seniority. Prerequisite: JOURN 300. Computer-Assisted Reporting 4 cr Lecture, discussion, newsroom practice. 310 The Press and the Third World Theory, techniques, and standards of edit- Using spreadsheet and relational database (2nd sem) ing news. Intensive practice in story edit- manager programs to analyze public records and create informative news sto- Examines U.S. media efforts to report the ing, headline writing, publication layout. ries. Negotiating for databases and public problems and achievements of Third World For majors. Prerequisite: JOURN 300. records, doing research on the Internet, nations; Third World nations’ charges of 391 Seminar: Travel Writing and using the census and other records to cre- imbalance in the flow of information be- Photojournalism ate meaningful social portraits of commu- tween developed and developing coun- nities, properly interpreting statistics and tries; the efforts spearheaded by Third Requires a group trip to Europe or Mexico. quantitative information, incorporating World nations, within and outside the Students learn about travel writing, cul- CAR materials into ordinary news stories. United Nations, to expose and correct this tural reporting, and digital photography Computer ownership recommended. imbalance. using Photoshop. A photo essay, a travel article, and several readings required. Fall 395 Seminars: Women, Men and 312 Journalism and Law semester sign-up. Journalism (1st sem) Legal concepts underlying freedom of the press, censorship, defamation, privacy, 392 Seminar: Advanced Reporting The participation and portrayal of women free press/fair trial, contempt, obscenity, (both sem) 4 cr in American journalism from colonial to access, fairness doctrine. Case study ap- Seminars in such specialties as court re- contemporary times, focusing on outstand- proach emphasizing the principles and porting, social reporting, broadcast narra- ing women journalists and the obstacles philosophy behind media law. tives, nonfiction narrative writing, sci- women have faced from the 18th century through today. 320 History of American Journalism (HS) ence writing, and other areas. Offerings (1st sem) vary each semester. Covering the Courts 4 cr The 18th-century development of press 393 Seminars How to report legal procedures accurately, freedom under the First Amendment, how Introduction to Photojournalism concisely and in an interesting format. that freedom played out in the 19th cen- Taught by a former reporter who is now a tury, and the constraints on 20th-century Modern image processing for both print prosecuting attorney. Includes sections on media. Attitudes of government, society, and on-line media. Topics include: basic the use of testimony in a legal proceeding, and the media toward press freedom em- camera, flash, and lens techniques; film the law behind legal procedures, writing phasized. and exposure; composition; digital image courtroom stories, and public records. processing; news, feature, and sports pho-

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397 Special Topics ideas behind the First Amendment were Art and Craft of Nonfiction 4 cr altered over time; how those ideas stand The Afro-American Press (2nd sem) today. A writing workshop that explores legiti- mate uses of the imagination in a form The role of a minority journalism in the 491 Seminars governed by fact. Students may write on a American past and present. Notable edi- variety of topics, but all work must be tors and newspapers in the history of the Public Strategies based on experience and direct observa- Black press, and their contribution to the Preparation for reporting fairly on persua- tion. Intended for writers who seek to major issues of their times. The Black realize both literary and journalistic ambi- press of the 1990s and its prospects. sion campaigns, without getting spun. The design and execution of political cam- tions. Art of the Essay 4 cr paigns, marketing campaigns, public rela- 493 Literary Journalism in the 20th tions campaigns. Primarily for senior Jour- Century Students read ancient and modern essays, nalism majors. studying the breadth of subject matter, A readings and research course covering approach, and tone that the essay form Press and Politics the classic works of literary jounalism, invites. Students produce a substantial including Hersey’s Hiroshima, Herr’s Dis- How the press covers political campaigns, portfolio of their own work in this classic patches, and works by Crane, Reed, Agee, and how it should. Relationship between genre. Orwell, Didion, and others. Discussion of politicians and the media; issues such as memoir, accuracy, fact vs. fiction, and the Irish-American Experience in coverage of presidential campaigns, con- place of literary jounalism in 20th-century Nonfiction gressional issues and the legislative pro- journalistic history. cess. The ways political campaign organi- An exploration of the Irish-American ex- zations try to influence press coverage. 497 Special Topics perience in nonfiction as expressed by writers such as Frank McCourt, James 492 Seminars Journalist as Novelist, Novelist as Carroll, Mary Gordon, Andrea Barrett, Journalist Mary McCarthy, and others. A major cul- Newsletter Publication and Writing tural reporting and research project re- 4 cr Exploration of similarities and differences in the two visions, with emphasis on what quired. The basics of newsletter editing and pro- constitutes literature in journalism and duction, including design and layout, writ- Murder They Wrote: Ethics and journalism in literature. Readings selected ing, dealing with clients and printers, and Crime Reporting (2nd sem) from Twain, Crane, Agee, Capote, Wolfe, using desktop publishing programs. Stu- Hersey, Mailer, Didion, others. Ethical questions involved in the media’s dents produce at least one issue of a news- coverage of crime, focusing on treatment letter for an on-campus academic depart- Diaries, Memoirs and Journals 4 cr of victims, sensationalizing grief, invad- ment or club during the semester, and will ing privacy, considerations of gender, race, be responsible for maintaining a relation- Reading of selected memoirs. Students and others; treatment of the accused and ship with their “clients.” subsequently write a personal history that convicted; press-bar guidelines and other combines personal honesty with high lit- policies. Magazine Article Writing (both sem) erary standards. Readings may include 4 cr the works of Mary McCarthy, Tobias Objectivity and Power and Geoffrey Woolf, Russell Baker, and Instruction and practice in magazine jour- others. Evaluates the conflict between objectivity nalism. Students propose, research, re- as the defining value in professional port, write, and revise articles. Readings Covering Race 4 cr journalism in the U.S. and the growing in current and classic magazine literature. body of research indicating that news of- A hard look at history to reveal the com- ten is not at all objective. Frequent clear Advanced Nonfiction Writing plexity, nuance, and ugliness which is the themes in the news as to who’s right and (both sem) 4 cr legacy of racism, colonialism, and slavery. That history as a foundation for who’s wrong, often from viewpoints pro- Limited to nine students who wish to work understanding ourselves and for a journal- tecting existing power. Also identifies on a major nonfiction project with a goal istic prose that both elevates discourse and some of journalism’s consequent limits of publication. as a democratic force. enlightens readers. Substantial readings Social Reporting 4 cr and writings. 450 Freedom of the Press The changes in the American social ladder Historical and philosophical foundations since roughly 1975, particularly changes of the idea of freedom of the press. Writ- in the shape of the middle class. Readings ings by Milton, Jefferson and Mill on from Whyte, The Organization Man; classical liberal ideas that shaped the First Friedan, The Feminine Mystique; Amendment; neo-liberal ideas from the Harrington, The Other America; and a 20th century, including works by Dewey, variety of current portraits of the society. Lippmann, the Hutchins Commission on Freedom of the Press. Why the original

90 Judaic & Near Eastern Studies Judaic and Near Eastern Studies The Major course (JUDAIC 398W), or two one-credit 398W courses taken over two semesters. In either case, each single credit will be associated The following requirements must be fulfilled: 744 Herter with a Judaic Studies course designated as “Writing-intensive.” 1. JUDAIC 101 and 102 The Jewish People I Degree: Bachelor of Arts and II An Honors option is available for qualified students. Office: 744 Herter 2. Three years of Hebrew. Students may take 5. Courses with a Pass grade or a grade lower Phone: 545-2550 Hebrew courses in a combination of language (modern and/or biblical), literature, or linguis- than C cannot be accepted for major credit. Chair of Department: Professor James Young. tics. However, a first-year or second-year se- Hebrew Language Professors Berkovitz, Bolozky, Lester, quence in Modern Hebrew or in Biblical He- Students can fulfill the University language Rothstein; Associate Professor Shapiro; Assis- brew followed by its Biblical Hebrew or Mod- requirement with either modern or biblical He- tant Professors Ben-Ur, El-Hibri; Senior Lec- ern Hebrew counterpart at the same level does brew. For course listings, see above. turer Jiyad; Lecturer Schwarz. Adjunct Profes- not constitute an additional year in the three- sors Busi, Dienes, Ellis, Erdman, Katsh, Rubin, year language requirement. Schwartzwald, Stone, Swartz. 110, 120 Elementary Modern Hebrew Career Opportunities 126, 246 Intensive Modern Hebrew 230, 240 Intermediate Modern Hebrew A major in Judaic Studies is suitable prepara- 301, 302 Advanced Modern Hebrew tion for any preprofessional training which Judaic Studies 111, 121 Elementary Biblical Hebrew requires an undergraduate liberal arts educa- 231, 312 Readings in Hebrew Bible, Classical tion. Many of our majors have plans for a career Hebrew Texts related to Judaica or graduate study. Alumni 351, 352 Readings in Modern Hebrew and alumnae who have majored in Judaic Stud- The Field 361, 362 Modern Hebrew Literature ies have gone to graduate schools such as 411 Hebrew Linguistics 298, 398 Practica Brandeis, Harvard, Hebrew University of The program in Judaic Studies seeks to culti- Jerusalem, Yeshiva University School of So- vate an appreciation of the central role played 3. Six 3-credit upper-division Judaic Studies cial Work, and have entered fields such as by Jewish culture in the development of human courses (at or above the 300 level), with at least Jewish communal service, social work, the arts civilization. As an interdisciplinary program, three in a field of concentration, determined in and communications, teaching, and advanced Judaic Studies exposes students to a variety of consultation with the Chief Undergraduate Ad- graduate study. perspectives on issues of enduring importance viser. Areas such as Bible, literature, or a and global concern. Students may choose from particular period of history would be appropri- a wide selection of introductory and advanced ate. courses in Jewish history and thought, a full 301 Bible and Archaeology The Minor program in Hebrew language and literature, 305 Judaism and Christianity in the Ancient and Yiddish language. Beyond the core area of World The Judaic Studies or Hebrew Minor enables instruction, the curriculum also includes courses 325 Jews, Christians and Muslims in the Medi- students to gain grounding in some particular offered by several distinguished faculty hold- eval World facet of the discipline, without fulfilling the full ing joint appointments in Judaic Studies. 333 Jewish Philosophers of the 20th Century range of major requirements. Students may supplement the Judaic Studies 335 The Jewish Experience in Europe In Judaic Studies course offerings with the following options: 345 The Making of Modern Jewry 1. JUDAIC 101 and 102, or their equivalent. Special Problems courses in the area of a 350 Jewish Law and Society 2. Four additional courses, at or above the 300 student’s particular interest may be arranged 365 Antisemitism in Historical Perspective level, with two in a field of concentration (see with adjunct Judaic Studies faculty. Approved 366 Zionism and the State of Israel course listings above). 367 Israel in the 20th Century: Society and Lit- one-credit courses offered through the Hillel In Hebrew Foundation or Chabad House may be taken by erature 375 The Jewish Experience in America Any six courses (18 credits) in Hebrew lan- enrolling in either JUDAIC 191 or JUDAIC guage (beyond Hebrew 120 Elementary Mod- 192. Consult the department’s Course Descrip- 385 The Jews of Eastern Europe 390B World Jewry Since 1945 ern Hebrew II), literature or linguistics (see tion Guide produced each semester. course listings above). Students are also encouraged to spend one or 390D Sephardic Cultures and Literatures of the two semesters of study at a recognized Israeli Spanish Diaspora university, and may, with prior permission, 392 Blacks and Jews: A Comparative Study of The Courses apply Judaic and Hebrew credits toward their Oppression major in Judaic Studies. Information on avail- 392A Jewish Music 395A Family and Sexuality in Judaism. (All courses carry 3 credits unless otherwise able programs may be obtained at the Depart- noted.) ment of Judaic and Near Eastern Studies. 497 Special Topics: The Writings of Elie Wiesel ENGL 319 Representing the Holocaust ENGL 320 Religion in Western Literature 101 The Jewish People I (AT) (both sem) HIST 387 The Jewish Holocaust A survey of the literature and culture of 4. The Junior Year Writing requirement: two the Jewish people in the formative years of credits of the Junior Year Writing practicum its history. Emphasis on the development

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of Judaism in the biblical, Graeco-Roman, Judaism. Last third: early Christianity: its from ancient times to the present. Primary and rabbinic periods. Final unit treats the origins, essential documents, and spread focus on the intellectual, religious, politi- Jewish life-cycle and the system of reli- in first four centuries of Common Era. cal, and social roots of Jew-hatred. Spe- gious practices. cial attention to its impact on Jewish life 325 Jews, Christians and Muslims in the and thought, and to the range of Jewish re- 102 The Jewish People II (HSD) (both sem) Medieval World (HSD) (both sem) sponses to anti-semitism. Topics include: The life and history of the Jews in the Jewish life, literature and thought in the the Jews in Graeco-Roman society; medi- medieval and modern worlds. Topics in- Middle Ages. Social and intellectual life eval Christendom and Islam; the emer- clude Jewish-Christian relations; devel- of Jewish communities in Muslim Spain gence of modern political and racial anti- opment of Jewish philosophy and mysti- and North Africa, as well as Christian semitism. cism; Jewish life in Eastern Europe; the Europe. Topics include Jewish-Gentile Holocaust; State of Israel; Jews and Juda- relations; everyday life; philosophy and 366 Zionism and the State of Israel ism in North America. ethics; mysticism and messianic move- The struggle to establish the State of Is- ments. rael, focusing on the forces which have 101/H01; 102/H02 Honors Colloquia for shaped contemporary Israeli society and The Jewish People I/II (both sem) 1 cr 333 Jewish Philosophers of the 20th culture. Emphasis on the ideological foun- Weekly meetings to discuss supplemental Century dations of Zionism, its religious and intel- readings—primary historical and literary Examination of major philosophical prob- lectual roots, and its relationship to the documents of various kinds. In-depth re- lems of contemporary Jewish existence in rise of modern antisemitism. Topics in- search paper concerning topic agreed upon the modern world, including thought as clude: Zionist ideologies; Kibbutz move- with instructor. seen through the writings of Buber, ment; British and U.S. policies in the Rosenzweig, Heschel, Soloveitchik, modern Near East; Arab-Israeli conflict; 191, 192 Seminars (both sem) 1 cr Fackenheim, and others. religion and politics in modern Israel. Offered through either Hillel Foundation 345 The Making of Modern Jewry (HSD) 375 The Jewish Experience in America or Chabad House. Topics vary. Consult (2nd sem) (HSD) (both sem) the department Course Description Guide each semester. The emergence of modern Jewish identity The development of Jewish identity and and culture, focusing on the socio-eco- social institutions in the United States 195A Anti-Semitism and Racism in nomic, political, and intellectual forces examined in socio-historical perspective. Western Civilization which led to improved treatment of Jews. Topics include immigration patterns, la- Anti-Semitism and racism as part of hu- Topics include: Hasidim, Enlightenment, bor movement, Yiddish culture, religious man nature, or as products of history. How and the impact of the French Revolution. innovations, women’s experiences, inter- Jews and Blacks define themselves. How Analysis of the implications of modernity action with American culture. they were defined by others throughout for the Jewish community and family, the 385 The Jews of Eastern Europe (HSD) Western history. Concepts of anti- synagogue, secular Judaism, and Jewish- Semitism and race from ancient Egypt Gentile relations. Jewish life in Poland, Russia, and East through Greek and Roman civilizations, Central Europe. Origins of Ashkenazic 350 Jewish Law and Society (SBD) culture, communal institutions and folk- the Middle Ages, the Renaissance, the (2nd sem) Enlightenment to the present. Changes in ways, interaction with the surrounding these concepts examined in the literature, Introduction to major issues in Jewish society, immigration, Jews under commu- drama, historical writings, and art from legal thought. Historical development of nism, destruction of East European Jew- the various historical periods. Jewish law and the interplay of religious, ish life. Readings from various historical social, and moral considerations. Reading and literary sources. 301 The Bible and Archaeology selected Talmudic texts in translation; fo- 390A Women in Jewish History (HS) The history and contents of the Hebrew cus on various ethical dilemmas. Students Bible in the light of Near Eastern archae- with sufficient Hebrew background, or A survey of some recent works on Jewish ology. Chronological approach; topics in- desiring credit toward the Hebrew minor, women, analyzing them in terms of histo- clude ancient Near Eastern creation and may arrange to read texts in Hebrew. riographic approaches. Focus on women as historical actors, how acknowledging flood stories, the patriarchal period, con- 360 Biblical Tales and Legends (1st sem) quest of Canaan, the cities and kingdoms women’s experiences might change tradi- of Israel and Judah through the Hellenistic Examines such Biblical figures as tional periodizations of Jewish history, period. Abraham and Sarah, Isaac and Rebecca, and how historians have used methods Jacob, Joseph, and others through the study from other disciplines to uncover the role 305 Judaism and Christianity in the of traditional midrashim as well as con- of women. Comparison of works on the Ancient World (HS) temporary ones by Elie Wiesel, Rabbi roles of women in Jewish history to works First two-thirds: Jewish history and intel- Marc Geller, and others. on women in other specific subject areas. lectual life from Alexander the Great to 365 Antisemitism in Historical Perspective 390B World Jewry Since 1945 end of rabbinic period. Topics include (HSD) (1st sem) meeting of Judaism and Hellenism, Jew- A chronological view of the last fifty ish Hellenism in Alexandria, confronta- Survey of antisemitism through its vari- years of Jewish history. The Jewish expe- tion with Rome, formation of rabbinic ous stages of historical development, rience in the U.S., Israel, and Europe from

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a political, social, and cultural perspec- “Americanization” experiences; Yiddish present. Topics include love, sexuality, tive. The impact of the Holocaust, the in America; women and the chains of and desire in the Bible and Talmud; mar- founding of the state of Israel, the anti- tradition; the political novel; the Holo- riage and divorce through the ages; posi- semitic policies of the Soviet Union, the caust in the American mind; urbanity tion and treatment of children; sexuality baby-boom generation, the resurgence of and suburbanity; humor; and fracture and spirituality in the Kabbalah; sexual feminism and shifting notion of minority identities. stereotypes in American Jewish culture identity. Term paper involves primary and Israeli society. Interdisciplinary read- source research into a topic in recent Jew- 391C The Proverb ings draw on biblical and rabbinic litera- ish history. The folkloric genre that has been charac- ture, comparative Christian and Islamic terized as “the minimal poetic utterance.” sources, historical and scientifc research 390C Jewish Mysticism Topics include the use of proverbs in vari- on family and sexuality, and contempo- The esoteric dimension of Jewish thought ous cultures, the connection between prov- rary fiction. and practice known as ‘Kabbalah’. The erbs and other literary and folkloric genres, rich symbolic language of kabbalistic con- the poetic and linguistic structure of prov- 396I Independent Study—Israel Trip sciousness, the mystical longings at the erbs, the linguistic status of proverbs and Independent study work based on the heart of Jewish spiritual devotion,and the related genres (proverbial comparisions, Intersession study trip to Israel. Typically, esoteric elements of Jewish ritual and ethi- curses and blessings, taunts, riddles, etc.), 1 credit awarded for a journal, 2 credits for cal practices. The historical development and the role of metaphor in language and a paper stemming from the trip experi- of the Kabbalah. Focus on the spiritual folklore. Material includes American, ence, 3 credits for a major project, or a experience that is at the core of kabbalistic Russian, Polish, Yiddish, Yoruba, Maori, combination of a journal and a paper. A teachings. Includes group discussion of and other proverbs. All readings in En- journal cannot be merely descriptive; it classical mystical texts, in English trans- glish; students with a reading knowledge must contain observations on Israeli cul- lation, that teach kabbalistic psychology, of another language encouraged to ex- ture and how it differs from the student’s, theology, and praxis. plore the relevant literature in that lan- and on how the study trip affected him or guage. her (academically, socially, spiritually, etc.). 390D Sephardic Cultures and Literatures of the Spanish Diaspora 393J American Jewish History 398R Residential Area Programmers The literatures and cultures of Judeo-Span- The history of the Jewish people in A practicum course intended to provide ish peoples from “Golden Age” Spain to America from the first settlement until the training for students planning, initiating, contemporary America; “Sephardic” de- present. Includes the development of Ju- and conducting programming of a Jewish fined as all Jewish or secret-Jewish com- daism in America; the economic, social, cultural, social, religious, educational, and/ munities who either dwelled in the Iberian and political evolution of American Jewry or community service nature with and for peninsula (Spain and Portugal) or who do and its institutions; Jewish immigration to Jewish students in their residential areas. or did self-consciously trace their origins the U.S. and the issues created by this Student programmers plan events, serve to that peninsula. All readings in English process; American Jewish self-perception as resources, and are the catalyst for Jew- or in English-translation from the He- and the relationship between Jews and ish student life in their residential areas. brew, Spanish, Ladino (Judeo-Spanish), non-Jews in American society. Assign- Portuguese, and German, with an option ments draw upon secondary historical 398W Junior Year Writing Requirement to read texts in the original languages. studies, primary documents, fiction, and Completion of two credits mandatory. Two film. Students present certain readings to one-credit courses taken over two semes- 390G Women in Patriarchy (HSD) the class and participate actively in class- ters or one two-credit course associated (both sem) room discussions as part of their overall with a “writing-intensive” Judaic Studies The image and status of women in patriar- evaluation. course at or above the 300 level. Arrange chal cultures from the perspective of Ju- with faculty member, approval by Chair. daic and Near Eastern Studies. Historical 394A Major Issues in Contemporary instances of patriarchy rooted in Judaism; Jewish Life and Culture 497 Special Topics: The Writings of Elie the position of Jewish, Christian, and Mus- An examination of major issues in con- Wiesel (both sem) lim women in ancient, medieval and mod- temporary Jewish life, with focus on the The essays and fiction of Elie Wiesel, ern times through a cross-cultural per- role of the past in the shaping of Jewish survivor of the Holocaust and Nobel Prize spective and a social science orientation. identity. Topics include: Israel and the winner. Topics and themes include the The degree of personhood assigned to Palestinians; Black-Jewish relations; Jew- Holocaust, Hasidism, Torah study, and women by religious law and custom; the ish life and culture in American society; the meaning of Jewish existence today. impact of the past on the contemporary the Jewish-Christian debate; the Holo- Some knowledge of Jewish history and western quest for equal participation of caust as icon. Reconsiderations of these customs recommended. Open to fresh- the sexes in public religious life. topics in the last quarter-century. Guest men and sophomores with consent of in- lectures and panel discussions. 391B Jewish-American Literature structor. The multiple voices and themes of Jew- 395A Family and Sexuality in Judaism ish-American literature and culture, from An examination of transformations in the the turn of the century to the present. Jewish family and attitudes toward sexu- Issues include early immigrant and ality in Judaism, from antiquity to the

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Hebrew 246 Intensive Modern Hebrew II 361 Modern Hebrew Literature I (2nd sem) 6 cr (1st sem) Twelve credits of Hebrew (HEBREW 110- Continuation of HEBREW 126. Further Introduction to the modern Hebrew short 120-230-240, or 126-246, or 111-121-231-312) intensive work aimed at the acquisition of story and to modern Hebrew poetry start- fulfill the College of Arts and Sciences lan- basic modern Hebrew; emphasis on lis- ing from the “Revival” period, with a guage requirement. Judaic Studies majors tening and reading, comprehension, vo- concentration on Israeli short stories. must take 18 credits of Hebrew to fulfill ma- cabulary study, and oral as well as written Some Israeli nonfiction (satire, journalis- jor requirements (see above). No more than expression rather than on formal gram- tic writing, etc.). Videotapes introducing six degree credits may be earned in courses at mar. Prerequisite: HEBREW 120 or 126 Hebrew literary works and Israeli cul- the Intermediate level (HEBREW 230/240 or consent of instructor. ture. Prerequisite: HEBREW 240 or 246 or consent of instructor. and 246). 298 Practicum (both sem) 1-12 cr Note on Elementary and Intermediate He- 362 Modern Hebrew Literature II brew: No more than six credits may be earn- For advanced students in Hebrew. Appli- (2nd sem) ed for any combination of courses at the cation of knowledge of the language to a Elementary level (Hebrew 110, 120, 126). No teaching or tutoring situation. Student sub- Gradual introduction to literary forms other more than six credits may be earned in courses mits proposal of project to instructor, and than short stories and poems, particularly at the Intermediate level (HEBREW 230/240 supplies weekly lesson plans and lesson novels and drama. Some readings from and 246). evaluations. Summary report and evalua- the “Revival” period; mostly more recent tion of project required. Mandatory Pass/ Israeli novelists and playwrights. Selected 110 Elementary Modern Hebrew I Fail. Consent of instructor required. nonfiction pieces (satire, journalistic writ- (both sem) ing, etc.). Videotapes introducing Hebrew 301 Advanced Modern Hebrew I literary works and Israeli culture. Prereq- Preparation for basic proficiency in speak- (1st sem) uisite: HEBREW 240 or 246 or consent of ing, writing, listening to, and reading Mod- instructor. ern Hebrew. Emphasis on speaking. Lan- To improve third year students’ grammar, guage lab. vocabulary, and fluency through graded 398 Practicum (both sem) 1-12 cr readings to advanced level of reading, 120 Elementary Modern Hebrew II listening, oral, and written proficiency. A For advanced students in Hebrew. Appli- (both sem) structured approach to literature. Prereq- cation of knowledge of the language to a Continuation of HEBREW 110. Further uisite: HEBREW 240 or 246 or equiva- teaching or tutoring situation. Student sub- preparation for basic proficiency in all lent, or consent of instructor. mits proposal of project to instructor, and four basic language skills, with emphasis supplies weekly lesson plans and lesson 302 Advanced Modern Hebrew II evaluations. Summary report and evalua- on speaking. Language lab. Prerequisite: (2nd sem) HEBREW 110 or consent of instructor. tion of the project required at end of se- For third year students. Grammar, vo- mester. Consent of instructor required. 126 Intensive Elementary Modern cabulary, and fluency through graded read- Hebrew I (1st sem) 6 cr ings to advanced level of reading, listen- Intensive approach to the acquisition of ing, oral, and written proficiency. A struc- basic Modern Hebrew. Emphasis on oral tured approach to literature. Prerequisite: Yiddish communication, listening comprehension, HEBREW 301 or equivalent, or consent reading, and writing, rather than on formal of instructor. 101 Elementary Yiddish (1st sem) grammar. Language lab. 351 Readings in Modern Hebrew I Students learn to read, write, and speak 230 Intermediate Modern Hebrew I (1st sem) Yiddish as a step toward understanding (1st sem) Selected short stories, adapted and the Eastern European Jewish cultural legacy. For beginning students with no Continues study of modern Hebrew; in- abridged but maintaining the literary co- prior knowledge of the language. creases proficiency in conversation, lis- hesion and flavor of the original pieces, tening, and writing skills. Adapted short starting from the “Revival” period. Em- 102 Elementary Yiddish II (2nd sem) phasis on the Israeli short story. Pre- stories, audiovisual aids. Language lab. Continuation of YIDDSH 101. Further Prerequisite: HEBREW 120 or 126, or requisite: HEBREW 240 or 246 or consent of instructor. study of grammar, reading, and writing consent of instructor. Yiddish. Greater facility in conversation 240 Intermediate Modern Hebrew II 352 Readings in Modern Hebrew II and reading texts. Audiovisual materials (2nd sem) (2nd sem) and guest lecturers elucidate the linkage between the Yiddish language and the Continuation of HEBREW 230. Further Selected short stories, drama and novel- Eastern European Jewish culture. Pre- work in Hebrew conversation, listening, las, adapted and abridged but maintaining requisite: YIDDSH 101 or consent of in- reading, and writing. Introduction to He- the literary cohesion and flavor of the structor. brew word-formation. Adapted short sto- original pieces, starting from the “Re- ries, videotapes. Language lab. Prerequi- vival” period. Emphasis on Israeli litera- site: HEBREW 230 or consent of instructor. ture. Prerequisite: HEBREW 240 or 246 or consent of instructor.

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397A Readings in Yiddish Literature and 3. 24 upper-level credits (300-level courses and development of Islamic societies and cul- Culture above) in Middle Eastern subjects in a variety tures, relations with Europe. See HIST 130. of disciplines including Arabic, Art History, An introduction to Yiddish literature with 101 Middle Eastern History II (2nd sem) readings in English of selections from Economics, Political Science, Religion, Soci- Yiddish prose, poetry, and non-fiction. ology; with adviser’s approval some of these Survey of social, economic, political and Focus primarily on cultural analysis and courses may be taken at the other four colleges cultural change in the Middle East from only secondarily on literary analysis. in the Five College system; ca. 1800. Topics include: imperialism and Students with a knowledge of Yiddish 4. Junior Year Writing requirement (usually tak- revolution, end of the Ottoman Empire, may do some of the reading in the original en in the History Department, HIST 591-595). rise of nationalism, relations with Europe, in an associated Independent Study. World War I, state formation, Arab-Israeli crisis, relations with the United States, The Minor rise and spread of political Islam. See HIST 131. Middle Eastern Studies The minor in Middle Eastern Studies requires students to complete one year of a language of the region, MEAST 100 and 101, and three 744 Herter Hall upper level courses chosen from an approved Arabic list of courses offered by the Five College Degree: Bachelor of Arts consortium. For a minor in Arabic language, 126, 146 Elementary Arabic 4 cr non-native speakers are required to take one Contact: Tayeb El-Hibri, Director Introduction to Modern Standard Arabic, year (6 cr) beyond the intermediate level. Na- Office: 729 Herter Hall also known as classical Arabic. This two- tive speakers are required to take six courses Phone: 545-5874 semester course covers the basics in first- (18 cr) beyond the intermediate level. year Arabic; study of the alphabet, sounds, Professors Denny, Wilson; Assistant Professors and writing style, and development of basic El-Hibri, Mednicoff; Senior Lecturer Jiyad. grammatical structures and communica- Study Abroad tion skills. Students read and write short Middle Eastern Studies Advisory Committee: passages on various real-life situations. Shmuel Bolozky, Judaic and Near Eastern; In addition to the courses offered, the Univer- ARABIC 126 or consent of instructor re- Walter Denny, Art History; Tayeb El-Hibri, sity has an exchange program with the Ameri- quired for ARABIC 146. Judaic and Near Eastern Studies; Mohammed can University in Cairo, which offers both 226, 246 Intermediate Arabic 4 cr Jiyad, Mount Holyoke; Mednicoff, Legal Stud- summer and full-year scholarships through the ies; Robert Sullivan, German; Mary Wilson, Center for Arabic Study Abroad (CASA). The The second year of Modern Standard Ara- History. summer program at AUC concentrates only on bic; expanding the grammatical and syn- colloquial Egyptian Arabic, while the full-year tactical structures necessary for reading program offers Modern Standard Arabic as basic forms of literary Arabic. Samples The Field well as courses in history, religion, political include: newspaper excerpts, short sto- science, economics, and literature. Credits earn- ries, descriptive narratives. Emphasis also ed may be transferred to the University as part The Middle Eastern Studies Program is an placed on writing short essays and devel- of a Middle Eastern Studies concentration, interdisciplinary program that includes courses oping oral skills, using a broader range of subject to approval of the program adviser. related to the Middle East offered through vari- regular and irregular verbs. At the end of Other programs in Tunisia, Morocco, and Syria ous departments. The program also includes the second semester, students examine a are also available to qualified students. various levels of Arabic and Hebrew courses range of Arabic news broadcasts. ARA- For detailed information on Study Abroad op- offered through the Department of Judaic and BIC 146 or consent of instructor required portunities, contact the Middle Eastern Studies Near Eastern Studies. In addition to the for ARABIC 246. Program or the International Programs Office. University’s courses, students can draw on 326, 346 Advanced Arabic Middle Eastern Studies courses offered at the other four colleges in the Five College system. Focuses on reading sustained samples of A Middle Eastern Studies major allows stu- The Courses Arabic prose in various fields—fiction, dents to explore various academic and profes- biography, history, journalism, political sional prospects after graduation, including (All courses carry 3 credits unless otherwise critiques. Students explore a range of teaching, journalism, international relations, noted.) complex grammatical structures and idi- business, and joining non-profit organizations. omatic expressions in these texts. Equal 100 Middle Eastern History I (1st sem) emphasis placed in reading, writing, speak- Survey of the development of social, po- ing, and oral comprehension. ARABIC The Major litical and cultural life in the Middle East 326 or consent of instructor required for consequent to the rise of Islam in the 7th ARABIC 346. Requirements for a major are as follows: century. Topics include: rise and spread of 391 Modern Arabic Literature in 1. MEAST 100 and 101; Islam, formation of a Middle Eastern/Is- Translation 2. Fulfilling the intermediate level requirement lamic world, relationship of religion and politics, Arab conquests and empires, A representative sample of modern Ara- (two years) in a Middle Eastern language; bic poems, short stories, novels and plays,

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with a brief account of the critical back- 226 South College Linguistics ground of the various genres. Class dis- Twelve courses (37 credits minimum), includ- cussions concentrate on the students’ ap- Degree: Bachelor of Arts ing Junior Year Writing. preciations of the texts assigned. Required core (16 credits): Contact: F. Roger Higgins Note: Internships may take the place of upper- 201 Introduction to Linguistic Theory Director of Undergraduate Studies level courses at the rate of 1-3 cr for the minor 401 Introduction to Syntax Office: 124 South College and 1-6 cr for the major. 402 Speech Sounds and Structure Phone: 545-0889/545-6828 410 Introduction to Semantics 414 Introductory Phonetics for Linguists Professors Borer, Frazier, Kratzer, McCarthy, Language requirement (6-7 credits): Partee, Roeper, Selkirk, Woolford; Associate Two courses, from any combination of the Professors Higgins, Johnson, Kingston, Speas; following: Assistant Professors Matthewson, Pater. 404 Field Methods Courses on a language other than English at the 300-400 level The Field Courses on the structure of a language other than English Linguistics is the study of human language: its formal structure, its use in communication, and Departmental electives (at least 12 credits): its role as part of human psychology. It has Four additional courses are required from the undergone rapid change and development in following list. No course that is applied to any the last 30 years, and our faculty is at the other requirement can be applied to this one. forefront of that change. Undergraduates thus 113 Language and Diversity in the U.S.A. have an excellent opportunity to find out what 397 Special Topics linguistics is, how linguistics has advanced our 404 Field Methods understanding of the nature of human language, 409 Formal Foundations of Linguistic Theory and how the results of linguistic research may 411 Introduction to Psycholinguistics relate to such fields as communication studies, 412 Language Processing and the Brain computer science and artificial intelligence, 413 Sociolinguistics philosophy, psychology and human develop- 503 Intermediate Syntax ment, and speech therapy. Linguistics is nearly 505 Introduction to Historical Linguistics unique in relating to all three of the broad areas Students may apply up to two courses from of research at the University: humanities, the certain related departments (e.g., Anthropol- natural sciences and mathematics, and the so- ogy, Computer Science, Communication Dis- cial and behavioral sciences. It therefore may orders, Legal Studies, Philosophy, Psychol- appeal especially to those who have broad ogy) to this requirement, but must receive prior interests spanning these domains. Linguists do approval from the undergraduate adviser. Prior not necessarily have to know a large number of approval must also be obtained to apply any languages, but a background in foreign lan- Linguistics course not listed above to any ma- guages can certainly be an asset, since concen- jor requirement. trated investigation of one language or a few Linguistics and Anthropology related ones is a typical mode of inquiry. In addition, a grounding in mathematics can be Two years (or equivalent) of a foreign lan- very helpful for the formal side of linguistic guage, to be completed before the junior year. theory. A minimum of 44 credits in Linguistics and Anthropology including the following: ANTH 102 Archaeology and Prehistory or The Majors ANTH 103 Human Origins and Variation ANTH 104 Culture, Society and People The department offers a Linguistics major, and ANTH 105 Language, Culture and Communi- seven interdisciplinary majors combining Lin- cation guistics with one of the following: Anthropol- ANTH 233 Kinship and Social Organization ogy, Chinese, German, Japanese, Philosophy, LING 201 Introduction to Linguistic Theory Psychology, or Russian. LING 401 Introduction to Syntax LING 402 Speech Sounds and Structure Common requirements for all majors: A grade LING 404 Field Methods of C or better must be earned in any course used LING 414 Introductory Phonetics for Linguists to satisfy major requirements. All majors must One of the following: complete the Junior Year Writing requirement ANTH 363 Linguistic Anthropology: Com- in the department. A specific course is desig- parative Dimensions nated each year. Contact the department for LING 505 Historical Linguistics details. 96 Linguistics

One of the following: Linguistics courses (17 credits): Linguistics and Philosophy ANTH 360 Language in Culture and Society 201 Introduction to Linguistics Theory Two years (or equivalent) of a foreign lan- LING 413 Sociolinguistics 401 Introduction to Syntax guage, to be completed before the junior year. One of the following: 402 Speech Sounds and Structure At least 42 credits in courses distributed be- ANTH 317 Primate Behavior 411 Introduction to Psycholinguistics tween Philosophy and Linguistics, including ANTH 368 Old World Prehistory 414 Introductory Phonetics for Linguists those listed below. At the discretion of the ANTH 369 North American Archaeology German courses (14 credits): directors of undergraduate studies in each de- Two additional three-credit courses in Linguis- 310 Advanced German I partment, other senior-level courses in Lin- tics or Anthropology numbered 200 and above. 320 Advanced German II guistics and Philosophy may be substituted for 425 Advanced Composition those listed. Linguistics and Chinese 584 The German Language or 585 The Struc- Required Linguistics courses (19 credits): The successful completion of four courses in ture of German 201 Introduction to Linguistics Theory Mandarin Chinese (24 credits): CHINSE 125, Students are encouraged also to take graduate 401 Introduction to Syntax 246, 326, and 327, or the equivalent. At least 37 courses in the older Germanic languages for 402 Speech Sounds and Structure credits distributed between Linguistics and undergraduate credit (e.g., German 701, 702, 409 Formal Foundations of Linguistic Theory Chinese. 703, 704, 705, 810, 811, 812). They may also 410 Introduction to Semantics Linguistics courses (18-21 credits): opt to take courses in German literature or 411 Introduction to Psycholinguistics 201 Introduction to Linguistic Theory civilization, and courses, including language Required Philosophy courses (12 credits): 401 Introduction to Syntax instruction, in Danish, Dutch, or Swedish. 310 Intermediate Logic 402 Speech Sounds and Structure Linguistics and Japanese 550 Epistemology or 551 Metaphysics Three of the following: The successful completion of four courses in One of the following: 404 Field Methods Japanese (24 credits): JAPAN 126, 246, 326 511 Modal Logic 410 Introduction to Semantics and 327 (or the equivalent). At least 36 credits 512 Philosophy and Logic 411 Psycholinguistics distributed between Japanese and Linguistics 513 Mathematical Logic I 414 Introductory Phonetics for Linguists courses. 514 Mathematical Logic II 503 Intermediate Syntax One of the following: 505 Introduction to Historical Linguistics Linguistics courses (18-20 credits): 201 Introduction to Linguistic Theory 335 Contemporary Analytic Philosophy Chinese courses (19 credits): 401 Introduction to Syntax 382 Philosophical Approaches to Science 375 Introduction to Chinese Linguistics 402 Speech Sounds and Structure 582 Philosophy of Science 450 Elementary Classical Chinese 584 Philosophy of Language Three of the following: Three courses from the following group, at 404 Field Methods Linguistics and Psychology least one of which must be CHINSE 575, 576, 410 Introduction to Semantics or 577: The courses listed below (36 credits), plus an 411 Introduction to Psycholinguistics additional 18 credits in courses numbered 300 575 Syntactic Structures of Chinese 414 Introductory Phonetics for Linguists 576 History of the Chinese Language and above in Linguistics and Psychology. A 503 Intermediate Syntax senior thesis may contribute up to six credits 577 Chinese Dialectology 505 Introduction to Historical Linguistics 426 Advanced Modern Chinese I toward this requirement. 427 Advanced Modern Chinese II Japanese courses (18 credits): LING 201 Introduction to Linguistic Theory 432 Media Chinese Three of the following: LING 401 Introduction to Syntax 433 Business Chinese 375 Introduction to Japanese Linguistics LING 402 Speech Sounds and Structure 451 Intermediate Classical Chinese 556 Introduction to Classical Japanese LING 409 Formal Foundations of Linguistic 570 Research in Chinese Source Materials 575 Syntactic Structures of Japanese Theory 580 Teaching Japanese as a Foreign Language One of the following: LING 411 Introduction to Psycholinguistics 138 Religion in Chinese Culture Six credits chosen from the following: PSYCH 100 Elementary Psychology 153 Literature: Poetry 426 Readings in Modern Japanese I PSYCH 240 Statistics in Psychology 154 Literature: Tales, Short Stories, Novels 427 Readings in Modern Japanese II PSYCH 241 Methods of Inquiry in Psychology 241 Contemporary Chinese Literature 430 Scientific and Technical Japanese Two of the following: HIST 114 Chinese Civilization: Ancient Ori- 498Y Practicum (1-3 credits) PSYCH 315 Cognitive Psychology gins to the End of the Mongol Era 532 Media Japanese I PSYCH 330 Physiological Psychology HIST 115 Chinese Civilization: Early Modern 533 Media Japanese II PSYCH 350 Child Behavior and Development to the Present 536 Advanced Japanese I 537 Advanced Japanese II One of the following: Linguistics and German LING 412 Language Processing and the Brain One of the following: PSYCH 318 Psychology of Language Successful completion of four courses in Ger- 135 Japanese Art and Culture man (12 credits): 110, 120, 230 and 240 (or 143 Literature: Classical and Medieval Linguistics and Russian equivalent). Thirty-one credits distributed be- 144 Literature: Modern Successful completion of four courses in Rus- tween Linguistics and German, as follows. 560 Seminar in Japanese Literature sian: RUSS 110, 120, 230 and 240 (or equiva-

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lent). Thirty-two credits distributed between 402 Speech Sounds and Structure (if not cho- 201 Introduction to Linguistic Theory (R2) Linguistics and Russian, as follows: sen as a“core”) (both sem) Linguistics courses (17 credits): 404 Field Methods Introduction to the basic methodology and 201 Introduction to Linguistic Theory 410 Introduction to Semantics results of modern linguistics. Focus on 401 Introduction to Syntax 411 Introduction to Psycholinguistics developing, evaluating, and improving hy- 402 Speech Sounds and Structure 412 Language Processing and the Brain potheses concerning the structure and ac- 411 Introduction to Psycholinguistics 413 Sociolinguistics quisition of the language user’s uncon- 414 Introductory Phonetics for Linguists 496 Independent Study scious linguistic knowledge. Emphasis on 505 Introduction to Historical Linguistics Russian courses (15 credits): sentence structure (syntax), secondarily 301 Advanced Russian I Notes: See “Interdisciplinary Programs” under on sound structure (phonology), word 302 Advanced Russian II Linguistics for details of prerequisites. structure (morphology), and meaning (se- 560 Russian Phonetics mantics). 561 Structure of Russian LING 201 is prerequisite to 401, 404, 409, 410, 412, 505. 397A Special Topics: English Historical 563 Contrastive Structures of Russian and En- Syntax and Morphology glish All of these courses are currently taught as part (not offered ’01-’02) Additional courses may be selected from the of the departmental curriculum. offerings of the Slavic languages departments Up to 6 transfer credits may be accepted. Fulfills Junior Year Writing requirement. in the Five Colleges. An introduction to changes in the mor- One non-“core” course may be taken Pass/Fail. phology and syntax of English, insofar as (“Core” courses are 201, 401, 402.) these can be explored without knowledge Career Opportunities One 3-credit independent study is allowed as of the medieval language. Includes the part of the minor. regular reading of (largely prose) texts of gradually increasing age, and analysis of The primary job market in pure linguistics is the language of the texts as exemplifying academic, for those with Ph.D.s, and is rather The Courses various changes. Prerequisites: LING 201, limited. However, training in linguistics can be 397B or 401; LING 505 recommended. valuable for those specializing in any field in (All courses carry 3 credits unless otherwise which language is at the center of attention, noted.) 397B Special Topics: Discourse Analysis such as communications, communication dis- (2nd sem) orders and speech and reading therapy, infor- 101 People and Their Language (SB) mation retrieval, natural language processing, The study of discourse, approached from (both sem) foreign language teaching, law, philosophy, a variety of perspectives (deriving from pre-school and elementary education, psychol- Relatively non-technical introduction to linguistics, anthropology, sociology, phi- ogy, and teaching English and other languages. study of human language: the wealth of losophy, communications theory, artifi- Notions from linguistics have been influential unconscious knowledge that every user of cial intelligence, and other disciplines). in a number of other fields in recent years, a language has about its sounds, word Several of these approaches examined, especially in the study of literature, and in the structure, sentence structure, meaning, and looking at their assumptions, methodolo- social and behavioral sciences. There are con- its use in society. Child language acquisi- gies and goals, and at samples of research siderable opportunities currently in the devel- tion, language and brain, and the language carried out within these approaches. Top- opment of computer processing of text, both change. Note: students intending to pur- ics include the discourse of advertising, spoken and written. In general, the field pro- sue further work in Linguistics are en- conversational analysis and style, interac- vides an excellent opportunity for training both couraged to start with LING 201 rather tive sociolinguistics, politeness. No prior theoretical and observational powers, by prac- than 101. knowledge of linguistics assumed. tice in the development of techniques of analy- 113 Language and Diversity in the U.S. 401 Introduction to Syntax (both sem) sis, and hypothesis formation and testing, all (SBD) (not offered ’01-’02) applied to data which can be collected readily Introduction to syntactic theory, with im- by the student. Social and cultural diversity in the U.S. plications for universal grammar and gram- through the lens of language. Language matical theory in general. Topics include uses of past and present immigrant popu- theories of phrase structure, the form and The Minor lations; bilingualism, cultural assimila- functioning of transformations, grammati- tion, the English-only movement. Lan- cal relations, anaphora and control, word order problems, universals of grammar, Two of the following courses must be chosen as guage and Native Americans; classifica- relations between grammatical theory and “cores”: tion of the language families of native learnability, language acquisition. Prereq- 201 Introduction to Linguistic Theory North America, oral vs. written literature, uisite: LING 201 or consent of instructor. 401 Introduction to Syntax the role of language in maintaining a distinct culture. Varieties of English spoken 402 Speech Sounds and Structure 402 Speech Sounds and Structure (1st sem) in the U.S.; differences reflecting region, Three of the following courses must be chosen: class, education, ethnicity, and race. Fulfills Junior Year Writing requirement, 401 Introduction to Syntax (if not chosen as a 2001-02. The character of sound pattern- “core”) ing in language; the kinds of sounds that serve as elements of a linguistic pattern;

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regularities found in the shape of words; 412 Language Processing and the Brain a background in phonology; may appeal flow of speech; rules and representations. (1st sem) to those in anthropology, sociology, clas- How the theory of phonology contributes Introduction to psycholinguistics and sics, and modern languages. Prerequisite: to our understanding of human language neurolinguistics, with emphasis on tech- LING 201. capacity. Skill at phonological analysis niques and results of recent theoretical developed by working out problems of 523 Study of Native Language: and experimental work, the mental repre- Algonquian (1st sem) increasing complexity. sentation and processing of language. Pri- Introduction to research on Eastern 404 Field Methods (not offered ’01-’02) 4 cr mary focus on comprehension, and the biological basis of language, relation of Algonquian languages, including West- Provides hands-on experience in linguis- linguistic capacity to brain structure and at ern Abenaki and Massachusett. Focus on tic analysis and theory construction. Stu- most limited discussion of language pro- the structure of these complex and fasci- dents elicit language data from the speaker duction and language acquisition. Prereq- nating languages using written records, of an unfamiliar language, both as a group uisite: LING 201 or consent of instructor. tapes, linguistic descriptions, grammars, and individually. Under the guidance of and lexicons. Valuable to anthropologists, the instructor, analysis of the syntax and 414 Introductory Phonetics for Linguists historians, and others concerned with the phonology of the language constructed in (not offered ’01-’02) 4 cr study of the New England and eastern class. Prerequisite: LING 201 or 401 or Fundamentals of articulatory and acoustic Canadian peoples. Requires basic knowl- 402 or consent of instructor. phonetics, with a particular emphasis on edge of linguistic analysis. 409 Formal Foundations of Linguistic the application of experimental results to 595A Seminar: Language Patterns of Theory (1st sem) theoretical problems in phonetics and pho- African-American English (1st sem) nology. Topics also include the compo- Introduction to some basic mathematical nents of models of speaking and listening, Current issues in the study of African- concepts and techniques central to lin- from the feature up to the phrase. Students American Vernacular English. Recent lit- guistic theory and related disciplines. Set carry out experiments investigating as- erature on theoretical topics, such as the theory, logic and formal systems, modern pects of speaking or listening in the pho- syntax and semantics of aspect, negative algebra, automata theory, and model netics laboratory. concord, inversion phenomena, the auxil- theory. No prior mathematics assumed. iary system, and intonation patterns. The Not open to math majors. Prerequisite: 501 Linguistic Theory and Grammar of relevance of AAVE research for a general LING 201 or 601 or consent of instructor. English (2nd sem) typology of human languages, and of cur- 410 Introduction to Semantics (2nd sem) Introduction to the central ideas of theo- rent linguistic research to social issues retical linguistics and their potential influ- such as the teaching of reading and Stan- The investigation of meaning from a lin- ence on language teaching and English dard English to AAVE speakers and the guistic, philosophical, and psychological language arts. Introduction to phonology, diagnosis of communication disorders in point of view. How people know the mean- syntax, and semantics, and the cultural, speakers of AAVE. Prerequisite: basic ings of words and sentences of their lan- political, economic and social environ- knowledge of linguistics. Tutorials avail- guage. How semantics relate to syntax on ments within which a language is acquired. able for students who have not completed the one hand and logic, mental representa- Basic facts about the patterns of English an introductory course in syntax or se- tions, and the world on the other. The and how the scientific analysis of lan- mantics. relationship between meaning and form in guages reveals a new perspective on how natural language, and between meaning children learn their native language. and thought. How meanings are repre- sented in the brain, and how semantic 503 Intermediate Syntax (2nd sem) knowledge is acquired by a child. Prereq- (not offered ’01-’02) uisite: LING 201. The common properties underlying the 411 Introduction to Psycholinguistics syntactic principles of all human lan- (2nd sem) 4 cr guages. How to construct and evaluate theories of syntactic phenomena such as How a child acquires language; aspects of phrase structure, grammatical relations, a child’s growing mental powers. Stresses case, agreement, and long distance syn- the child’s use of a systematic linguistic tactic dependencies. structure to produce creative sentences. Acquisition of language (primarily syn- 505 Introduction to Historical Linguistics tactic and semantic) from the one-word (2nd sem) stage through complex utterances. Lin- Survey of the goals, methods, and results guistic ability as an inborn capacity. Re- of research into the history and prehis- cent discoveries in the area of complex tory of languages; theories of the neo- syntax. Prerequisite: 201 or consent of grammarians, structuralists, and gener- instructor. ativists. Focus on change, reconstruction, and variation; examples from the Indo- European language family. For those with

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Music Common Core Requirements Massachusetts Teacher Certification with Ad- Both the B.Mus. and the B.A. programs require vanced Standing. During the past several years, positions have been available for graduates in 271 Fine Arts Center the following core courses: music education throughout the U.S. Massa- Theory I through V (112, 113, 212, 213, 312) chusetts has signed contracts under the Inter- Degrees: Bachelor of Music Aural Skills I through IV (114, 115, 214, 215) state Agreement with 32 states and overseas Bachelor of Arts Music Literature (101) dependent schools for reciprocal certification. Music History (300, 301) Admission to the program, and completion of a Contact: Admissions Director Applied Lessons (MUS AP 117, 217, 317) practicum, require passing scores on certain Office: 271 FAC Ensembles Massachusetts Educator Certification Tests Phone: 545-6048 Bachelor of Music (MCET). Contact the Music Education director for details. Interim Chair of Department: Professor Roger In addition to the common core, the B.Mus. Rideout. Professors Abercrombie, Bestor, requires the following: African-American Music and Jazz—This pro- Chesnut, Cohen, Coxe, Hill, Holmes, Piano: MUSIC 130-133 Class Piano I-IV gram in jazz performance (either vocal or in- Humphrey, J. Jenkins, Laura Klock, Lynn Conducting: MUSIC 325 Basic Conducting strumental) requires junior and senior recitals. Students must complete required courses in Klock, Macchia, May, Olevsky, Ornest, Parks, Applied Music (private study) throughout the African-American music including jazz his- Rowell, Rubin, Shank, Sporny, Stark, Stern, curriculum Sussman, Treger, Whaples; Associate Professors tory, jazz arranging and composition, and Afri- Brown, Karpinski; Visiting Professor Lateef; Vis- Completion of a concentration: There are five can-American vocal techniques. Graduates find iting Associate Professor Hanley; Visiting As- concentration areas in the B.Mus. program; many performance opportunities; however, as sistant Professors Duerksen, Haimovitz, Jensen- each requires special courses. A list of require- in all performance areas, competition is intense Hole, Krueger, Leandro, Tarlow, Wiens; Lectur- ments for each is available in the Music Office. and employment opportunities are very limited. Foreign Language: B.Mus. students are not ers Bryant, Eisenstein, M. Jenkins, Kolker, Man- Bachelor of Arts subject to the requirements of the College of ning, Nyman, Parker, Smar, Snedeker, Stoia, In addition to completing the common core, Humanities and Fine Arts. However, some Walt. students pursuing a B.A. with a major in Music B.Mus. concentrations include a two-semester must complete the requirements of the College foreign language requirement. of Humanities and Fine Arts, including a for- The Field Concentrations: eign language through the intermediate level. The Department of Music offers diverse areas Performance—Twenty-eight hours of applied of concentration for students who wish to ob- lessons, and the performance of junior and The Minor tain a professional degree in the field. The senior recitals are required. This concentration prepares students for careers as professional department also offers a Music Minor, and has Admission to the program leading to the Minor a number of music courses for non-music ma- musicians. Graduates may also teach privately or at the college level. Music performance is in Music Performance is by audition only. The jors including Music Theory, Music Apprecia- following courses are required: tion, Jazz History, African-American Music, the most restricted of all music fields. Full-time American Popular Music and The Lively Arts. career opportunities are highly competitive. Theory I and II (112 and 113) In addition, more than twenty-five vocal and Music History—The study of music history as Aural Skills I and II (114 and 115) instrumental ensembles are available to Uni- a profession requires advanced music history Music Literature (101) versity students through an audition procedure courses and a senior thesis. The program pre- Applied Lessons held during the first week of each semester. pares students for graduate work in musicol- Ensembles Contact the Music Office, tel. 545-2227, for ogy. Advanced degrees in these areas are re- Contact the Music Office for further informa- audition information. quired for college-level teaching. tion, tel. 545-2227. Theory/Composition—This concentration is primarily concerned with theoretical and com- The Major position techniques of Western classical mu- The Courses sic. The program prepares students for gradu- The Music major can lead to the Bachelor of ate work in theory and/or composition. Those (All courses carry 3 credits unless otherwise Music or the Bachelor of Arts. The B.Mus. is an holding advanced degrees in theory or compo- noted.) intensive, professionally oriented degree. The sition teach at the college level or compose in B.A. has a less intensive curriculum, designed the private sector. 100 Music Appreciation (AT) (both sem) as part of a liberal arts education experience Music Education—Students complete courses Survey of music of the European classical rather than as preparation for a professional in music education methods, instrumental tech- tradition. Music fundamentals, forms, and career in music. Students wishing to pursue niques, and student teaching. Students must styles from the Medieval period to the either degree must audition. Audition dates and earn a grade of C or higher in required music 20th century. Listening to representative requirements are available at the Music Office. courses. The program prepares students to teach recordings of various stylistic periods. music in the public schools grades PreK-9, Concert attendance outside class time re- 5-12, or both. Graduates receive Provisional quired.

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101 Introduction to Music Literature (AT) 121 Voice Class 2 cr (MUS ED) 160 American Popular Music (AT) (both sem) Principles of basic voice production; rep- Colonial times to present: pre-revolution- Introduction to style analysis through lis- ertoire for beginning singers; vocal per- ary and Civil War songs, slave songs, tening to masterworks; basic concepts and formance techniques. For music majors spirituals, minstrel and vaudeville songs, practice of listening for ethnic and/or his- only. blues and ragtime, jazz, Tin Pan Alley, torical styles in music; the application of Sousa marches, swing, country-western, style-analytic listening to performance, 130 Class Piano I (1st sem) 2 cr rock, rap and others. Requirements: con- criticism, and musical commentary. Pre- For music majors only. Development of a cert attendance, guided listening activities requisite: ability to read music. proper technical approach to the piano and in and out of class, and written critical of the basic keyboard skills of reading, evaluations. Substantial required reading 102 African-American Music (ATD) transposition, harmonization, improvisa- and written assignments. (1st sem) tion, and simple score reading. Techniques Listening to examples of and reading about of class piano methodology and insight 191A Seminar: Introduction to Music the African-American musical tradition. into the literature of the piano. Education (2nd sem) 1 cr (MUS ED) Includes spirituals, blues, jazz, gospel, and 131 Class Piano II (2nd sem) 2 cr For music majors only. Aspects of music classical music of African-Americans. education in the public schools. In-school Continuation of MUSIC 130. Prerequi- 103 History of Jazz (ATD) (2nd sem) observations, guest lecturers; discussions site: MUSIC 130. of current trends and problems. Chronological survey covering pre-jazz, ragtime, blues, New Orleans/Chicago, 132 Class Piano III (1st sem) 2 cr 191B Seminar: Lab Band (2nd sem) 1 cr early swing, swing, bop, the ’50s (cool, Continuation of MUSIC 131. Prerequi- (MUS ED) hardbop, thirdstream), ’60s, ’70s, ’80s to site: MUSIC 131. present, through lectures, listening, read- Practical experience in organizing and 133 Class Piano IV (2nd sem) 2 cr ings, writing, and live performances. Guest teaching elementary school band; playing lecturers usually include Dr. Billy Taylor Continuation of MUSIC 132. Prerequi- experience on techniques instruments. Stu- and many members of the music faculty. site: MUSIC 132. Final examination. dents responsible for all aspects of re- hearsals including evaluation and selec- 104 Piano Technology (2nd sem) 150 The Lively Arts (ATD) tion of repertoire and preparation of les- Class participation in repairs and regula- Weekly lectures by guest artists and fac- son plans. ulty, small group discussions in residence tion of upright and grand pianos. Some 192 Seminar: Marching Percussion halls, attendance at Fine Arts Center Per- tuning instruction. Techniques (2nd sem) 2 cr (MUS ED) forming Arts Series events and guided 110 Fundamentals of Theory (both sem) visits to University Gallery exhibitions of Playing and reading fundamentals. Some Fundamental musical concepts and asso- sculpture, painting, and photography. Pre- performances. Prerequisite: consent of in- ciated symbols through one possible theo- sents an international perspective empha- structor. retical model of its structure. Requires sizing cultural and social diversity. Topics reasonable analytical skills only; no prior include elements and styles of Western 195V, 195W Vocal Diction (2 cr) music experience. European “classical” music; artistic ex- For graduate and undergraduate singers, pression of African-American culture in coaches, and accompanists. English/Ger- 112 Theory I (1st sem) jazz, spirituals, gospel and contemporary man and French/Italian in alternate se- Rudiments, notation, two-voice counter- music; styles, choreography and produc- mesters, using International Phonetic Al- point, harmony and voice leading, analy- tion of dance; photography and photojour- phabet. sis by score and sound of music literature nalism; theater; sculpture and modern art; from various style periods, original com- a walking tour of campus site sculpture. 202-211, 320, 321 Instrumental Technique position. Prerequisite: music major stand- Each topic illustrated by an exhibition or Courses 2 cr (MUS ED) ing or by placement test. performance to which the Fine Arts Cen- Methods, pedagogy and playing. For Mu- ter provides tickets. sic Education Majors only. 113 Theory II (2nd sem) Continuation of MUSIC 112. Prerequi- H01 The Lively Arts Honors Colloquium 202 Percussion (both sem) site: MUSIC 112. Students register for MUSIC 150H for 3 204 Trombone (2nd sem) credits and may also elect concurrently 205 Flute (2nd sem) 114 Aural Skills I (1st sem) 1 cr Honors Colloquium H01 for one addi- 206 Trumpet (1st sem) Music listening and reading skills. Tran- tional credit. Honors section adds an expe- 207 French Horn (1st sem) scription, sight-singing, error detection, riential dimension in photography, music, 208 Saxophone (2nd sem) and dictation. Prerequisite: music major dance and multi-cultural arts. Intended for 209 Clarinet (2nd sem) standing or consent of instructor. students who enjoy working in a less struc- 210 Oboe (1st sem) tured environment, are experimental- 211 Bassoon (1st sem) 115 Aural Skills II (2nd sem) 1 cr minded and willing to take a risk. 320 Violin (1st sem) Continuation of MUSIC 114. Prerequi- 321 Cello (2nd sem) site: MUSIC 114.

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212 Theory III (1st sem) 326 Instrumental Conducting 336 Jazz Arranging and Composition II Advanced harmony including modulation, (2nd sem) 2 cr (2nd sem) mode mixture, Neapolitan and augmented Lab. Continuation of basic conducting. Continuation of MUSIC 335. Prerequi- sixth chords. Structure of phrases through Score analysis, interpretation, rehearsal site: MUSIC 335. periods, two- and three-part forms. Pre- techniques, repertoire selection. Conduct- requisite: MUSIC 113. ing in class. Prerequisite: MUSIC 325. 350 Writing About Music (2nd sem) The Junior Year Writing requirement for 213 Theory IV (2nd sem) 327 Choral Conducting (2nd sem) 2 cr music majors. Prerequisites: upper-divi- Continuation of MUSIC 212. Large forms Choral conducting techniques for begin- sion standing and ENGLWP 112 or including rondo, variation, sonata, and ning and advanced ensembles. Score study equivalent. invention. Prerequisite: MUSIC 212. and vocal development. Laboratory experience required. Prerequisite: MUSIC 325. 359 Composition (both sem) 1-3 cr 214 Aural Skills III (1st sem) 1 cr Semester 1: Exercises in free composition Continuation of MUSIC 115. Prerequi- 330 Techniques in African-American concentrating in small forms. Individual site: MUSIC 115. Vocal Music I lessons or small group instruction (no more Performance seminar. Analysis, prepara- than 3). Semester 2: Continuation of basic 215 Aural Skills IV (2nd sem) 1 cr tion, and performance of jazz swing (up- compositional materials with emphasis on Continuation of MUSIC 214. Prerequi- temp) and lyrical (ballad) songs, and scat- larger forms. Prerequisites: MUSIC 312 site: MUSIC 214. ting. Readings of musical scores. Audi- or equivalent, or consent of instructor. tion required. May be repeated for credit. 300 Historical Survey I (1st sem) The history of Western European art mu- 332 Techniques in African-American 393A, 393B Sight Reading I, II sic from Gregorian chant to 1750. Read- Vocal Music II Provides the pianist with systematic prac- ing, listening, score study. Prerequisites: Performance seminar. Analysis, prepara- tice in the various skills needed for fluent MUSIC 101 and 113 or consent of in- tion, and performance of blues, soul, and sight-reading. Exercises stress rapid eye structor. Honors colloquium offered. gospel songs. Readings of musical scores. movement, touch and transposition as a Audition required. means to read by intervals and patterns 301 Historical Survey II (2nd sem) rather than by individual notes. Sight read- Western art music from 1750 to the present. 333 Jazz Theory and Improvisation I ing repertoire given in a well-graded pro- Reading, listening, and score study. Pre- (1st sem) gressive order and analyzed for note and requisites: MUSIC 101 and 113 or con- Hands-on development of the theoretical chord patterns. Two-semester course. sent of instructor. Honors colloquium of- and improvisational vocabulary of jazz. fered. Development of the visual and aural aware- 394A, 394B Accompanying I, II ness of chords, scales, harmonic move- Designed to provide the pianist with an 312 Theory V (1st sem) ment, rhythm, phrasing, etc., and implica- overall knowledge of the art of accompa- Continuation of MUSIC 213. The princi- tions thereof. Must have sufficient theo- nying, coaching, and ensemble perfor- pal forms in Western music from Bach to retical background, comparable command mance. Encompasses both the vocal and the present through the study of scores. of an instrument, and applicable reading instrumental repertoire, dealing with the Forms include, but not restricted to, so- skills. diverse periods and stylistic differences of nata, rondo, variation, concerto, fugue, the respective repertoire. Each class pe- and various free designs. Prerequisite: 334 Jazz Theory and Improvisation II riod includes lecture on historical and bio- MUSIC 213 or equivalent. (2nd sem) graphical background and specific coach- Continuation of MUSIC 333 with empha- 323 Music in Elementary Education ing and critical evaluation of individual sis on styles, group performance, and his- (2nd sem) (MUS ED) performances. Two-semester course. torically researched perspectives on jazz With observations, micro teaching. For performers and composers. Prerequisite: 420 Instrumental Music in the Public Music Education majors only. Teaching MUSIC 333. School (1st sem) (MUS ED) methods and materials for classroom Materials, techniques, and methods for music teachers. Current techniques and 335 Jazz Arranging and Composition I teaching instrumental music in the public trends in classroom music. Use of sol-fa. (1st sem) schools, K-12. Field observations, reports, Includes observations and prepracticum. Structural analysis of the components used and micro-teaching experience. Prerequi- Prerequisite: MUS ED 191A. in big band arranging and composition sites: instrumental techniques courses, con- (ranges, styles, woodwinds, brass, rhythm 325 Basic Conducting (1st sem) 2 cr ducting, or by consent of instructor. For section, etc.). Much in-process writing. Music Education majors only. Introduction to conducting, patterns, trans- Strong theoretical background knowledge positions, score reading, conducting in of transpositions, and familiarity with the 421 Choral Music in the Public School class. Prerequisite to MUSIC 326 or 327. jazz idiom recommended. Some piano (1st sem) (MUS ED) Prerequisites: MUSIC 213 and 215. skills valuable. Prerequisite: MUSIC 334 Organization of the choral program in the or consent of instructor. junior and senior high school. Materials and methods of teaching small and large

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vocal ensembles. Study of sol-fa. Field ob- 503 The 19th Century (1st sem) 566 Marching Band 2 cr servations. For Music Education majors A survey of Romantic and post-Romantic 567 Symphony Band 1 cr only. music in small and large forms and vari- 568 Wind Ensemble 1 cr 422 Vocal Pedagogy (1st sem) 2 cr ous media, including keyboard works, Lieder, chamber music, symphony, opera. 569 Concert Band 1 cr Discussion, private and group teaching. Reading, listening, score study. Prerequi- 570 Jazz Ensemble 1 cr Teach practice students under supervi- site: MUSIC 301. sion. Vocal problems and possible solu- 572 Trombone Choir 1 cr tions. Prerequisite: Applied Voice; admis- 504 Music of the 20th Century (1st sem) 574 String Bass Ensemble 1 cr sion of other voice students by consent of The history of 20th-century music from 575 Chamber Jazz Ensemble 1 cr instructor. Strauss to Minimalism, emphasizing mas- 576 Percussion Ensemble 1 cr terpieces, but with reference to develop- 423 Marching Band Techniques 577 UMass Marimbas 1 cr (2nd sem) 2 cr (MUS ED) ments in the other arts, psychology, science, and technology. Prerequisite: MUSIC 578 Collegium Musicum 1 cr History of the marching band movement; 301. 579 Vocal Jazz Ensemble 1 cr charting and show design; judging a field show; flag, rifle, and drum major tech- 505 History of Opera (2nd sem) 582 Opus One 1 cr niques. Modern trends through films and A survey of opera from its beginnings ca. 593A Brass Choir 1 cr video tapes. Prerequisites: 3 semesters Uni- 1600 to the present. Emphasis on formal versity or college marching band, consent and stylistic developments, opera as 580 Performance Workshop for Singers of instructor. drama, literary sources and libretti. Read- (both sem) 2 cr 459 Composition 1-4 cr, may be repeated ing, listening, score study, and viewing Performance, solo and ensemble. Satisfies videotaped performances. Prerequisite: ensemble requirement for vocal applied Creative writing. Individual lessons. Free MUSIC 301. music. Use of opera ensemble literature to composition in various forms and media. achieve ease, confidence, and some com- Prerequisite: MUSIC 359 or consent of 506 Music of the Renaissance (1st sem) mand of the stage as actors as well as instructor. A survey of Renaissance music from singers. Class and public performance. Pre- 500 The Middle Ages (1st sem) Dunstable and Dufay to Gesualdo, requisites: Applied Voice, audition, and Monteverdi, and Gabrieli—from faux consent of director. Survey of Western European art music to bourdon to the invention of opera. Em- 1400 with emphasis on Gregorian Chant, phasis on musical masterpieces; reference 585 Fundamentals of Electronic Music Notre Dame and Ars Nova repertoires. to parallel developments in the visual (1st sem) Historical, liturgical, analytic, and per- arts. Prerequisite: MUSIC 300. Elementary study of the literature and formance-practice considerations. Prereq- techniques of electronic music. Extensive uisite: MUSIC 300. 507 The Age of Bach and Handel (2nd sem) listening assignments in the serious elec- 500K,U Practicum: Student Teaching Bach and Handel studied from the music- tronic repertory: elementary composition (both sem) 3-12 cr (MUS ED) historical, personal, and analytical per- projects for tape and analog synthesizer. spectives. Emphasis on biography, per- Prerequisite: consent of instructor. Student teaching in the public schools. A formance practice, and the major master- semester-long program consisting of not pieces. Prerequisite: MUSIC 300. 586 MIDI Studio Techniques (2nd sem) less than 300 clock hours of supervised Introduction to MIDI and computer mu- student teaching. Prerequisites: success- 510 Counterpoint (2nd sem) sic synthesis. Prerequisite: consent of in- ful completion of required techniques, Writing in the 16th-century sacred poly- structor. method, and pedagogy courses in music phonic style. Analysis of Lasso, Palestrina education. and others. Prerequisite: MUSIC 312. 591 Seminars 501 17th Century (2nd sem) 511 Orchestration (2nd sem) Electronic Composition (both sem) A survey of Baroque music from Scoring problems for various size ensem- Free composition using electronic means. Monteverdi to Corelli, emphasizing com- bles. Score study. Prerequisite: MUSIC May be repeated for credit. Prerequisites: posers, forms, theory, performance prac- 312. MUSIC 586 and consent of instructor. tice, and selected masterpieces. Prerequi- site: MUSIC 300. All ensembles open by audition only, either 20th Century Performance Practice semester. (both sem) 2 cr 502 Haydn, Mozart, and Beethoven (2nd sem) 551, 552, 553 Small Ensemble 1 cr each Study of basic pitch and rhythmic materi- 560 University Chorale 1 cr als of 20th-century music. Emphasis on A study of the music of the Classical aural skills during class time in addition period based on a reading of Rosen’s 562 Women’s Choir 1 cr to required instrumental/vocal perfor- The Classical Style: Haydn, Mozart, 563 Chamber Choir 1 cr mance of above mentioned materials dur- Beethoven; listening and score study. Pre- 564 Madrigal Singers 1 cr ing selected meetings of Composition requisite: MUSIC 301. Laboratory. 565 University Orchestra 1 cr

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Computers in Music Education Dance Repertory (MUS ED) Scientific Foundations of Dance I, II Senior Project (A Five College Department) Designed for the music educator inter- Rhythmic Analysis from a Dancer’s Perspective ested in using computers in the music Dance Group I, II 11 Totman classroom. Topics include multimedia pro- Concert Dance Group grams and interactive application design, University Dancers Degree: Bachelor of Fine Arts music on the Internet, and MIDI. Laban Movement Analysis I Bachelor of Arts French Art Song (2nd sem) A survey of the history of the French art Contact: Andrea Watkins, Coordinator of Dance The Five College Dance song from the perspective of the vocalist Office: 11 Totman and the collaborative pianist. Extensive Phone: 545-2413 Department study of vocal accompanying techniques with the practical experience of perform- Coordinator: Professor Andrea Watkins. Pro- The educational and artistic mission of the Five ing with vocal majors. fessor Schwartz; Assistant Professor Brown. College Dance Department is to champion the Lecturer Ascenzo; Visiting Lecturer Lipitz. imaginative, expressive powers of human move- Post-Tonal Theory Adjunct Faculty Devi. ment. The curriculum emphasizes in-depth study of a broad spectrum of dance as an art Introduction to the theory and analysis of Five College Dance Faculty: Chair: Professor form, including technical, creative, historical, post-tonal music, drawn from the work of Jim Coleman. Professors Daniel, Freedman, cultural, and scientific perspectives. Students Forte, Rahn, Perle, and others. Basic con- Waltner; Associate Professors Lowell, are encouraged to balance performance and cepts including pitch class, integer nota- Nordstrom, Woodson; Assistant Professors creative studies with a comprehensive under- tion, pitch-class sets, normal form, set Flachs, C., Flachs, R. class relatedness, symmetry, and interval standing of the historical and cultural contexts cycles. Analytic applications to composi- of different dance traditions. They may shape tions of Schoenberg, Berg, Webern, The Field their major studies in either traditional or inter- Bartók, Debussy and others. disciplinary ways—reflecting the wide range of career options and new directions of the 592 Seminar: Continuo (both sem) 2 cr The program is intended to prepare the student contemporary field. in both the technical and theoretical aspects of The Five College Dance Department com- The realization of figured and unfigured dance for either performance careers or gradu- bines the programs of Amherst College, Hamp- bass at the keyboard (primarily harpsi- ate study in dance. At the same time the dance shire College, Mount Holyoke College, Smith chord). Practical instruction in weekly major provides elective opportunities for study College, and the University of Massachusetts. private lessons; weekly seminar meeting in other subject areas. The faculty operates as a consortium, coordi- for study of performance practice through nating curricula, performances, and services. 17th-and 18th-century documents (fall), The Five College Dance Department supports and comparison of exemplary perfor- The Major a variety of philosophical approaches to dance mances (spring). Students perform in pub- and provides an opportunity for students to lic as ability permits. May be taken for two The Dance major, leading to either the B.F.A. experience a wide spectrum of performance semesters. Consent of instructor required. or B.A. degree, includes study in ballet, mod- styles and techniques. Course offerings are ern dance, and jazz techniques, as well as courses 595O Seminar 1 cr coordinated among the campuses to facilitate in dance theory. Guest artists visit campus registration, interchange, and student travel; Orchestra Repertoire regularly for master classes. In addition, dance students may take a dance course on any of the majors may spend one semester in New York Applied Music five campuses and receive credit at the home City (or any major dance city) as a part of the institution. Private study is offered each semester in piano, University’s Internship Program. Two major organ, voice, violin, viola, cello, string bass, concerts are produced each year, and the Uni- Note: Five College Course lists, specifying flute, oboe, clarinet, bassoon, saxophone, trum- versity Dancers tour annually during January times, locations and new course updates, are pet, French horn, trombone, baritone, tuba, and intersession. available two weeks prior to pre-registration at percussion. Classes are open by audition only. both the Dance Office, 11 Totman, and in the Students must register concurrently for an en- Dance Courses Offered: Undergraduate Exchange Programs Office, semble during each semester of applied music. Technique Courses: E-26 Machmer. They are also available at the Lessons are offered under MUS AP 116 (elec- Modern Dance I-VI Five College Dance Department Office, loca- tive); MUS AP 117, 217, 317, 417 (Music Ballet I-VI ted in the Music and Dance Building at Hamp- majors); MUS AP 218, 318, 418 (majors in the Jazz I-VI shire College. Performance concentration). Theory Courses: Dance and Culture Dance in the 20th Century Career Opportunities Composition I, II, III Production The B.F.A. degree program prepares students to seek careers as performing artists. The B.A.

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degree program provides a liberal arts back- 151 Elementary Composition 222 Ballet III 2 cr ground, allowing students to combine studies Introductory elements of dance composi- Intermediate study of the principles and in dance with other fields of interest. Both tion, including space, energy, rhythm, and vocabularies of classical ballet. Emphasis programs prepare students to seek entrance into personal imagery. Emphasis on improvi- on correct alignment, whole body move- graduate school. Graduate school is required sation and development of personal voice. ment, musicality, and embodiment of perfor those wishing careers in dance therapy, Also taught at Amherst, Hampshire, Mount formance style. Pointe work included as dance science, dance history/aesthetics, and Holyoke, and Smith. appropriate. Also taught at Mount Holyoke those wishing to teach at a college or univer- and Smith. sity. Dance criticism and dance journalism may 171 Dance in the 20th Century (AT) or may not require further graduate study. An overview of dance as a performing art 223 Ballet IV 2 cr Those interested in this field need to develop in the 20th century, focusing especially on A continuation of Ballet 222. Also taught journalistic skills as well as an understanding major American stylistic traditions and at Mount Holyoke and Smith. of dance history, philosophy, technique, and artists. Readings, videos, research projects, choreography. and discussions explore principles, his- 232 Jazz Dance III 2 cr torical and cultural contexts. Also taught Intermediate jazz techniques, including at Mount Holyoke and Smith. body isolations, syncopation, specific jazz The Courses dance traditions, and movement analysis. 195R Seminar: Classical Indian Dance I Emphasis on musical and rhythmic phras- (All courses carry 3 credits unless otherwise (both sem) ing, efficient alignment, performance clar- noted.) An introduction to Classical Indian Dance ity, and performance style. Also taught at Technique. Readings and discussions in- Mount Holyoke and Smith. 113 Modern Dance I 2 cr clude cultural context. Students have the 233 Jazz Dance IV 2 cr Introductory study of modern dance tech- opportunity to perform in several concerts during the year. Location rotates among A continuation of DANCE 232. Also niques. Topics include kinesthetic per- taught at Mount Holyoke and Smith. ception, efficient alignment, strength, flex- the Five Colleges. ibility, movement qualities, exploring new 197D Seminar: Comparative Caribbean 241 Scientific Foundations of Dance vocabularies and phrasing styles, and in- Dance An introduction to selected scientific as- dividual embodiment of movement mate- pects of dance, including anatomical iden- rial. Also taught at Hampshire, Mount Flexibility, strength, and endurance train- tification and terminology, physiological Holyoke, and Smith. ing within Caribbean dance styles includ- principles, and conditioning/strengthening Haitian, Cuban, and Brazilian tradi- 114 Modern Dance II 2 cr ing methodology. Also taught at Mount tional dances. Cultural contexts of secular Holyoke. A continuation of DANCE 113. Also and religious dance forms also empha- taught at Hampshire, Mount Holyoke, and sized. This course is taught on one or two 252 Intermediate Composition Smith. campuses each semester. Location rotates Intermediate elements of dance composi- among the Five Colleges. 120 Ballet I 2 cr tion including phrasing, musical forms, 205 Beginning Dance Group 1 cr character development, and personal im- Introductory study of the principles and agery. Emphasis on organizing and de- vocabularies of classical ballet. Emphasis Performance and back stage experience signing movement creatively and mean- on correct alignment, whole body move- for Dance majors. Not taught on other ingfully in solo, duet, and group forms. ment, musicality, and embodiment of per- campuses. Also taught at Amherst, Hampshire, Mount formance style. Pointe work included as Holyoke, and Smith. appropriate. Also taught at Mount Holyoke 206 Intermediate Dance Group 1 cr and Smith. Performance and back stage experience 273 Issues in Dance History: Baroque and for Dance majors. Not taught on other Renaissance Dance 121 Ballet II 2 cr campuses. Overview of dance in the Baroque and A continuation of DANCE 120. Also 215 Modern Dance III 2 cr Renaissance through lectures, discussions, taught at Mount Holyoke and Smith. readings, research, and learning selected Intermediate study of modern dance tech- 130 Jazz Dance I 2 cr dances. Emphasis on principles and tradi- nique. Topics include kinesthetic perceptions with special attention to historical Introductory jazz technique, including tion, efficient alignment, strength, flex- and cultural contexts. Not taught on other body isolations, syncopation, specific jazz ibility, movement qualities, exploring new campuses. dance traditions, and movement analysis. vocabularies and phrasing styles, and in- Emphasis on musical rhythmic phrasing, dividual embodiment of movement mate- 287 Rhythmic Analysis from a Dancer’s efficient alignment, performance clarity, rial. Also taught at Amherst, Hampshire, Perspective and performance style. Also taught at Mount Holyoke, and Smith. An overview of rhythm, harmony, and Smith. 216 Modern Dance IV 2 cr various musical styles as they relate to 131 Jazz Dance II 2 cr teaching dance, choreographing, and per- A continuation of DANCE 215. Also forming. Also taught at Mount Holyoke A continuation of DANCE 130. Also taught at Amherst, Hampshire, Mount and Smith. taught at Smith. Holyoke, and Smith.

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292S Seminar: Teaching Methods traditions, and movement analysis. Empha- 352 Bartlett Hall sis on musical and rhythmic phrasing, effi- Overview of dance pedagogy. Lectures, cient alignment, performance clarity, and Degree: Bachelor of Arts readings, discussions, and teaching pro- performance style. Taught on one campus jects explore the various ways of teaching each semester. Location alternates between Contact: Vere Chappell dance. Focus on teaching in a dance studio the University and Smith. Placement in the Office: 380 Bartlett or university setting. Not offered on other course is by Five College audition. Phone: 545-2330 campuses. 335 Jazz VI 2 cr 295R Seminar: Classical Indian Dance II Head of Department: Professor Phillip Bricker. A continuation of DANCE 334. Taught Director of Undergraduate Studies: Profes- A continuation of Classical Indian Dance on one campus each semester. Location sor Vere Chappell. Professors Aune, Baker, 195R. Not taught on other campuses. alternates between the University and Feldman, Ferguson, Gettier, Matthews, O’Neill, Smith. Placement in the course is by Five 307 Concert Dance Group 1 cr Partee; Associate Professor Hardegree; Assis- College audition. tant Professors Klement, Schaffer. Performance and back stage experience for Dance majors. 342 Scientific Foundations of Dance II A continuation of DANCE 241. Not taught 308 University Dancers 1-4 cr The Field on other campuses. Performing ensemble. Open by audition. 353 Advanced Composition Whatever your career aspirations, the study of 317 Modern Dance V 2 cr philosophy can help in strengthening your Advanced elements of dance composition preparation, through developing your capaci- Advanced study of modern dance tech- using various devices and approaches, e.g., ties to think and reason well, to deal critically nique. Topics include kinesthetic percep- motif and development, theme and varia- and analytically with the ideas, the concepts, tion, efficient alignment, strength, flex- tion, text and spoken language, collage, the problems, and the methodologies central to ibility, movement qualities, exploring new structured improvisation, and others. Also your chosen profession. Yet, the study of phi- vocabularies and phrasing styles, and in- taught at Amherst, Hampshire, Mount losophy equips you not just with skills for a dividual embodiment of movement mate- Holyoke, and Smith. rial. Taught on two campuses each se- trade or profession; it equips you with an im- mester. Location rotates among Mount 365 Dance Production portant skill for living. No matter where you go Holyoke, Smith, and the University. Place- Overview of dance production. Lectures, or what you do, you will always live day by day ment in the course is by Five College readings, projects, and discussions focus with yourself. One of the things philosophy audition. on the costumes, make-up, lighting, stage does is to prepare you for this most important management, touring, sound, and public- activity of living for and with yourself. This 318 Modern Dance VI 2 cr ity. Not taught on other campuses. does not mean that it teaches you a selfish A continuation of DANCE 317. Taught activity; rather that it helps to instill self-under- on two campuses each semester. Location 495 Seminar: Senior Project standing. Philosophy helps you to learn by rotates among Mount Holyoke, Smith, and doing, by actively doing analysis, questioning, Required of all Dance majors during the reflecting, and understanding. the University. Placement in the course is senior year. Students demonstrate excel- by Five College audition. The range of topics is broad, encompassing lence in choreography, performance, and issues of values, knowledge, reality, religion, 324 Ballet V 2 cr written expression. Requirements include science, language, society, and more. The core a written thesis, a solo, and a creative Advanced study of the principles and vo- fields in philosophy are logic, ethics, meta- process paper. Not taught on other cam- cabularies of classical ballet. Emphasis on physics, and the theory of knowledge. There puses. correct alignment, whole body movement, are also many specialized fields, such as the musicality, and embodiment of perfor- Other Courses Available Through the Five philosophy of science, the philosophy of art, mance style. Pointe work included as ap- College Dance Department the philosophy of religion, and the philosophy propriate. Taught on two campuses each Anthropology of Dance of language. A student may wish to develop a semester. Location rotates among Mount Ballet Pedagogy special competence in one of the specialized Holyoke, Smith, and the University. Place- Contact Improvisation fields, or in the philosophy of a given period ment in the course is by Five College Dance and Culture (for example, in ancient philosophy or the phi- audition. Dance as an Art Form losophy of the 17th century), or in a particular Embodiment and Interpretation school or style of philosophy (for example, in 325 Ballet VI 2 cr Floor Barre existentialism or in analytic philosophy). A continuation of DANCE 324. Taught Introduction to Dance Students are encouraged to consider spend- on two campuses each semester. Location Laban Movement Analysis ing one or two semesters studying abroad. rotates among Mount Holyoke, Smith, and Tap Study abroad offers a valuable opportunity to the University. Placement in the course is Technique Courses in Various World Dance enrich oneself and gain perspective on the field by Five College audition. Forms of philosophy. 334 Jazz Dance V 2 cr Advanced jazz technique, including body isolations, syncopation, specific jazz dance

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The Major philosophy should consult the undergraduate 163 Business Ethics (AT) adviser. Survey of basic concepts and theories of Students who major in philosophy must com- ethics. Consideration of specific ethical plete at least 10 courses (30 credits) in philoso- problems that businesses and business phy, including the following: The Courses people are apt to face. 1. One course in logic; for example: 164 Medical Ethics (AT) (both sem) 110 Introduction to Logic (All courses carry 3 credits unless otherwise 310 Intermediate Logic noted.) An introduction to ethics through issues of 511 Modal Logic medicine and health care. Topics include 2. One course in ethics; for example: 100 Introduction to Philosophy (AL) abortion, euthanasia, truth-telling, medi- 160 Introduction to Ethics (both sem) cal experimentation, and the allocation of 164 Medical Ethics Content varies somewhat depending on scarce medical resources. 562 History of Ethics instructor; students are encouraged to read 165 Engineering Ethics (AT) 563 Ethical Theory the detailed descriptions published each 3. Four courses in the history of philosophy; for semester in the Course Description Guide. Consideration of several ethical theories example: The following are typical. 1) Introduction which then guide discussions on such top- 320 History of Ancient Philosophy to philosophical thinking, focusing pri- ics as whistleblowing, acceptable risk, pri- 321 History of Modern Philosophy marily on Plato’s early dialogues and vacy, intellectual property rights, profes- 329 Medieval Philosophy Descartes’s Meditations, and concluding sional responsibility, and professional li- 330 Continental Rationalism with a contemporary dialogue on some of ability. Emphasis on writing assignments. 331 British Empiricism the problems raised by Plato and Descartes. 310 Intermediate Logic (2nd sem) 332 Kant Heavy emphasis on the nature of argu- Continuation of PHIL 110. Three new logi- 335 Contemporary Analytic Philosophy ment. 2) Introduction to argument analy- cal systems examined: 1) Function Logic, 336 Existential Philosophy sis and the interpretation of philosophical 2) Identity Logic, 3) Description Logic. 381 Marxism texts, with skepticism the central theme; topics include the structure of skeptical Work divided between translating English Note: Either PHIL 320 or PHIL 321 fulfills the sentences into symbolic notation and con- Junior Year Writing requirement. arguments, skeptical worries about sense perception and the intellect, and the prob- structing formal derivations. Prerequisite: For the Departmental Honors Program a stu- lem of induction. 3) Introduction to philo- PHIL 110 or consent of instructor. dent must, in addition to meeting these major sophical thinking, stressing the formula- 320 History of Ancient Philosophy (HS) requirements, maintain a high grade point aver- tion and evaluation of logical arguments, (1st sem) age, complete an advanced course in logic and with readings from Plato and Descartes, Reading and discussion of three or four of two departmental honors courses, and write an and recent works on good and evil, im- Plato’s dialogues and of representative honors thesis. For details, consult the Director mortality, and personal identity. of Undergraduate Studies. selections from the writings of Aristotle. 110 Introduction to Logic (R2) (both sem) Fulfills the Junior Year Writing require- Introduction to symbolic logic. Two sys- ment for philosophy majors. Career Opportunities tems examined: 1) Sentential Logic, 2) 321 History of Modern Philosophy (HS) Predicate Logic. Work divided between (2nd sem) Almost all professional philosophers are teach- translating English sentences into sym- Examination of works of important con- ers of philosophy in colleges and universities. bolic notation and constructing formal deri- tributors to philosophy in the 17th and 18th To prepare for college teaching one must do vations. graduate work toward a Ph.D. Even with a centuries, including Descartes, Princess Ph.D., one’s prospects for teaching philosophy 160 Introduction to Ethics (AT) (both sem) Elisabeth, Malebranche, Astell, Berkeley, in a college or university are likely to be some- Consideration of some of the most impor- Hume, and Kant. Topics include skepti- what limited. tant theories about right and wrong, good cism, causation, free will and divine provi- A philosophy major is excellent preparation and evil, and virtue and vice. One focus on dence, mind-body problems, the nature of for law school, and for any vocation or profes- clear and accurate formulation of the theo- body, and a priori knowledge. Prerequi- sional school that rewards clear thinking and ries, another on understanding and evalu- site: one course in philosophy. Fulfills the analytical ability. ating classic objections to them. Readings Junior Year Writing requirement for Phi- from Plato, Aristotle, Epicurus, Kant, losophy majors. Bentham, Mill, and Moore. The Minor 329 Medieval Philosophy (2nd sem) 161 Problems in Social Thought (SB) Medieval conceptions of God and the cos- mos, and of the nature and destiny of man, Requirements: Introduction to social and political issues through readings by key thinkers in the as expressed in the writings of Augustine, Students must complete a minimum of five Western tradition, including Plato, Hobbes, Aquinas, and Dante. courses (15 credits) including three courses Locke, Mill, and Marx, as well as 20th- above the 100 level. Normally, students orga- 330 Continental Rationalism (1st sem) century authors. Topics include liberty, nize their study so as to focus on one area within Critical study of selected works in meta- authority, equality, democracy, justice, philosophy. A student planning to minor in physics, epistemology, and philosophical property, and the ideal society.

107 Philosophy

theology by leading 17th-century ratio- 382 Philosophical Approaches to Science 551 Metaphysics (2nd sem) nalists: Descartes, Spinoza, Malebranche, (2nd sem) Standard issues in metaphysics such as and Leibniz. Introduction to the logic and methodology identity, existence, causality, and truth. 331 British Empiricism (2nd sem) of science, and to various scientific concepts including theory, law, causation, 562 History of Ethics (1st sem) Critical study of the major works of Locke, and explanation. Prerequisite: PHIL 110 Reading and discussion of classic texts, Berkeley, and Hume. Emphasis on philo- or consent of instructor. selected from Hobbes, Hume, Kant, Mill, sophical issues of current interest. Moore, and Ross. 383 Philosophical Approaches to Religion 332 Kant (HS) (1st sem) (1st sem) 563 Ethical Theory The thought of Immanuel Kant, with em- Critical survey of some of the traditional Focus is on the formulation and evalua- phasis on the Critique of Pure Reason. philosophical problems of Western reli- tion of the most important theories in 334 American Philosophy gion, e.g., the existence of God, reason normative ethics, metaethics, and axiology. and faith, and the problem of evil. Con- Topics include: act utilitarianism, rule Consideration of the thought of Jonathan temporary criticisms of, and responses to, utilitarianism; naturalism, emotivism, and Edwards and Ralph Waldo Emerson, fol- religious belief. non-naturalism; hedonism and pluralism. lowed by substantial study of pragmatism, Prerequisite: PHIL 160 or consent of in- covering both the great classical figures 393E Epistemology (1st sem) structor. (Peirce, James, and Dewey) and contemporary pragmatists such as W.V. Quine. 393M Philosophy of Mind (1st sem) 582 Philosophy of Science 335 Analytic Philosophy (1st sem) 394M Metaphysics (2nd sem) Critical study of issues in confirmation theory. For advanced undergraduates and Consideration of British philosophy in 511 Modal Logic (2nd sem) graduate students. Prerequisites: two roughly the first half of the 20th century. Examines various modal logical systems, courses in philosophy or consent of in- Includes such topics as philosophical analy- including alethic modal logic, epistemic structor. sis, logical atomism, logical positism, and logic, deontic logic, tense logic, and the linguistic philosophy. Readings include es- logic of propositional attitudes. Empha- 584 Philosophy of Language (1st sem) says by Moore, Russell, Ayer, Wittgenstein, sis on quantification, identity, descrip- Selected topics in contemporary philoso- Ryle, and Austin. tions, scoped singular terms, and actual- phy of language. Prerequisite: consent of 336 Existential Philosophy (AL) (2nd sem) ity. Prerequisite: PHIL 310 or consent of instructor for undergraduate students. instructor. An introduction to the main themes of 585 Philosophical Theology (1st sem) Existentialism through seminal writing by 512 Philosophy and Logic (2nd sem) Technical issues such as God’s middle Kierkegaard, Nietzsche, Heidegger, and Topics in philosophical logic, selected knowledge, freedom and grace, and the Sartre. from alethic modal logic, tense logic, possibility of an afterlife. Prerequisites: 361 Philosophy of Art (AT) (1st sem) deontic logic, epistemic logic, proposi- PHIL 110 or the equivalent; two additional attitudes, supervaluations, plurals, tional philosophy courses. Philosophical questions about art and lit- questions, type theory, and higher-order erature in general and questions arising logic. Prerequisite: PHIL 310 or consent 591A Aristotle from particular works of visual and liter- of instructor. Careful consideration of selected topics ary art. in the philosophy of Aristotle, including 513 Mathematical Logic I 362 Approaches to Politics and Society the categories, essentialism, future con- Elementary metamathematics. The com- tingents, weakness of will, and happiness. Critical study of several classics of mod- pleteness and Lowenheim-Skolem theo- ern political theory, including works by rems. Elementary number theory. Godel’s 591H Hellenistic Background of Modern Machiavelli, Hobbes, Locke, Rousseau, incompleteness theorems. Philosophy (1st sem) and Mill. Readings of Descartes, Malebranche, 514 Mathematical Logic II 381 Philosophy of Women (SBD) (1st sem) Cavendish, Gournay, and Princess A mathematically rigorous introduction Elisabeth with reference to Epicureanism, Investigates the ways in which women to set theory, focusing on topics of philo- Stoicism, Skepticism, and Neoplatonism. and their bodies have been viewed by sophical relevance. Prerequisite: some Topics include theories of matter, percep- important Western philosophers, as well formal logic or consent of instructor. tion, causation, ethics, and mind, as well as writings by contemporary feminist theo- as philosophical method. Prerequisite: two rists on female embodiment. Issues in- 550 Epistemology courses in philosophy or consent of include the relation between sex, gender, Basic topics in the theory of knowledge structor. and sexuality, dichotomies such as mas- such as the distinction between a priori culine/feminine, reason/emotion, and sub- and a posteriori knowledge, our knowl- 591K Kant ject/object, oppression by race, class, sexu- edge of the external world, and the nature The critical philosophy of Immanuel Kant, ality, and gender, and theories of self, of experimental inference. with emphasis on the Critique of Pure identity, and subjectivity. Prerequisite: one Reason. For advanced undergraduates and course in philosophy or consent of in- graduate students. Prerequisites: two structor.

108 Slavic and East European Studies

courses in philosophy or consent of in- Degree: Bachelor of Arts The Major structor. Contact: Robert A. Rothstein, Director The major in Russian and East European Stud- 592P Plato (2nd sem) Office: 741 Herter Hall ies has a basic set of language requirements, Close reading of several early dialogues, Phone: 545-2052 with special attention to topics of current and options in literature and culture or area scholarly and philosophical interest. studies. The Field I. Pre-major preparation (12 credits) 592W Early Modern Women Philosophers RUSS 110 and 120, Elementary Russian I and (2nd sem) The interdisciplinary program in Slavic and II, or equivalent Examination of major female contributors East European Studies offers programs and RUSS 230 and 240, Intermediate Russian I and to 17th-century philosophy, including courses in place of those that were previously II, or equivalent Gournay, Schurman, Cavendish, Princess offered in the department of Slavic Languages II. Advanced Language Core (6 credits) Elisabeth, Astell. Topics include causa- and Literatures and the program in Soviet and RUSS 301 and 302, Advanced Russian I and tion, mind-body problems, perception, free East European Studies. The program is guided II, or equivalent will, mechanism and vitalist alternatives, by an interdepartmental committee whose mem- self-knowledge, and the relation of gender bership includes Robert Rothstein (Compara- III. Completion of track option (30 credits) to the virtues. Prerequisite: two courses in tive Literature and Judaic Studies), director; A. Literature and Culture philosophy or consent of instructor. Audrey Altstadt (History); Laszlo Dienes (Com- Ten courses, of which a minimum of four must be directly related to Russian Literature and/or 594P Political Philosophy (2nd sem) parative Literature); Robert Jones (History); Joseph Lake (Slavic Languages); and Karl culture. Of the remaining six courses, a maxi- 594S Space and Time (2nd sem) Ryavec (Political Science). Other associated mum of three may be chosen from courses in faculty include Laszlo Tikos (Slavic Lan- Comparative Literature, English, or other liter- 595S Semantics of Natural Language guages); Julie Hemment, Martin Wobst (An- ary disciplines, and a maximum of three may be (1st sem) thropology); Diane Flaherty (Economics). chosen from courses dealing with the Russian Introduction to categorial grammar and The major and minor in Russian and East and East European area in History, Political the semantics of natural language. Com- European Studies offer an interdisciplinary ap- Science, or other social science disciplines (as positionality, locality, type-driven seman- proach to the study of a large and important noted below). Course selection should be made tics, comparison with generative gram- portion of the world, East Europe and what in consultation with the major adviser. mar. Prerequisite: consent of instructor. used to be called the Soviet Union. The historic B. Area Studies events that have recently occurred in that area Ten courses dealing with the Russian and East make it even more crucial that Americans re- European area in a minimum of three disci- main informed about all aspects of life there. plines chosen from Anthropology, Economics, The prospects for rapid change and increased History, Political Science, Sociology, or Rus- contacts impel us to prepare for the challenge of sian. Appropriate courses taught at the other working harmoniously with these nations and four colleges or in an exchange program may for communicating with them in their languages also serve to meet this requirement. With the rather than ours. Russian is one of the three approval of the major adviser, a student pursu- most widely spoken languages in the world, ing this track may substitute equivalent work in and more books are published in Russian than a Slavic or East European language other than in any other language. It provides access to one Russian for the pre-major and advanced lan- of the world’s major literatures and to vast guage core requirements (I and II, above). amounts of professional literature in all fields. IV. Junior Year Writing Requirement Polish is a key to the cultural riches of a country that is part of the heritage of many Americans Restrictions and which plays a very important role in world A minimum grade of C is required in courses events. used to satisfy the major requirements; no Pass/ Courses relevant to the program are regu- Fail option may be applied in such courses. larly available in at least six University departments, and students may enroll as well in Five College courses and participate in study pro- Study Abroad grams abroad. Public lectures and other events augment formal study. The Polish Cultural The University offers unique opportunities for Series offers lectures and other programs deal- summer and semester study in Russian through ing with Poland and Polish culture. The W.E.B. its exchange with St. Petersburg Technical Uni- Du Bois Library has an extensive collection of versity. Students may also participate in ex- books, journals, and microforms dealing with changes with the universities in Pecs (Hun- the Russian and East European area. gary) and Poznan (Poland).

109 Slavic & East European Studies

Career Opportunities on short reading selections. Conducted 302 Advanced Russian II (2nd sem) primarily in Russian. Prerequisite: RUSS Continuation of RUSS 301, which is pre- 230 or equivalent. The Russian and East European Studies major requisite. can provide excellent preparation for careers in 250 Russian Culture (I) (1st sem) 353 Dostoevsky and European Literature teaching, government service, journalism, busi- General introduction to Russian culture; (AL) (1st sem) ness, and other fields. Students interested in historical roots of contemporary Russian pursuing graduate study related to the area Certain of Dostoevsky’s major novels habits and ways of thinking. History, so- (Notes from the Underground, Crime and would be well advised to combine the major cial ideas, government, literature, arts, ar- with a minor in a relevant discipline, since most Punishment, The Brothers Karamazov) in chitecture, cinema, education, etc., in se- the context of other Western European graduate programs are in single academic dis- lected historical periods; emphasis on 19th- ciplines. It may be possible to take sufficient works such as Balzac’s Père Goriot, century development. No knowledge of Dickens’ David Copperfield, Schiller’s courses to fulfill the requirements of two ma- Russian required. jors, and graduate with a double major. The Robbers and Don Carlos. Russian 251 Modern Russian Culture (I) (2nd sem) majors expected to do some reading in Russian, others use English translations. Introduction to Russian culture of the 20th The Minor century. Consideration of history, Marxist 354 Tolstoy and the Novel (AL) (2nd sem) political and economic theories and prac- Survey of Tolstoy’s major works in trans- The minor requires 18 credits in the Russian tice, education, religion, and other topics, lation. Emphasis on literary themes and and East European area chosen from such but with focus on culture and the arts. techniques; historical and cultural back- courses as those specified in the Literature Eamination of official and unofficial arts ground to Tolstoy’s life and times. Read- and Culture and Area Studies tracks, above. of Soviet and post-Soviet times, including ings: War and Peace, Anna Karenina (both Courses in Russian or another Slavic or East the work of emigres. No knowledge of in the Norton Critical Edition), and other European language at or beyond the inter- Russian required; RUSS 250 highly desir- selections. Knowledge of Russian not re- mediate level may also be included among the able. quired. required 18 credits. 255 Masterpieces of Russian Literature in Translation (AL) (1st sem) The Courses The development of Russian literature, primarily in the 19th century. Major au- Polish (All courses carry 3 credits unless otherwise thors and their masterpieces. Literary noted.) themes and techniques against their socio- 110 Elementary Polish I (1st sem) historical background. Russia’s debt and First semester of four-skill language contribution to 19th-century West Euro- course. Develops basic fluency in speak- pean fiction. Readings: major works by ing, reading, and writing. Russian Pushkin, Lermontov, Gogol, Dostoevsky, Tolstoy, Turgenev, and Chekhov. All read- 120 Elementary Polish II (2nd sem) Continuation of POLISH 110. Prerequi- 110 Elementary Russian I (1st sem) ing may be done in English. site: POLISH 110 or equivalent. Beginning of four-skill language course. 256 Modern Russian Writers in Russian spoken in class, grammar intro- Translation (AL) (2nd sem) 230 Intermediate Polish I (1st sem) duced gradually. Regular written assign- Survey of 20th-century fiction in master- Continuation of POLISH 120. Increases ments and language lab exercises to de- works by the best modern Russian writers. basic fluency in speaking, reading, and velop proficiency in all four language Emphasis on literary themes and techni- writing. Prerequisite: POLISH 120 or skills. No previous language experience ques; socio-historical background pro- equivalent. required. vided. Readings: Doctor Zhivago, 240 Intermediate Polish II (2nd sem) 120 Elementary Russian II (2nd sem) Pasternak; Petersburg, Bely; Invitation to a Beheading, Nabokov; additional selec- Continuation of POLISH 230. Prerequi- Continuation of RUSS 110. Goal: ability tions may include Solzhenitsyn, Babel, site: POLISH 230 or equivalent. to carry on elementary conversation, read Zamyatin, others. Knowledge of Russian and write simple prose. Prerequisite: RUSS not required. 110 or equivalent. 301 Advanced Russian I (1st sem) 230 Intermediate Russian I (1st sem) Conducted in Russian. Grammatical struc- Continuation of RUSS 120. Emphasis on ture, principles of word building, exer- grammar, simple conversation and read- cises, translation, readings, close analysis ings. Conducted primarily in Russian. Pre- of texts. Goal: understanding lectures in requisite: RUSS 120 or equivalent. Russian; ability to respond with some de- 240 Intermediate Russian II (2nd sem) gree of fluency; vocabulary sufficient to be able to read using a dictionary. Prereq- Continuation of RUSS 230. Emphasis on uisite: a year of intermediate Russian or grammar review and conversation based equivalent.

110 Spanish & Portuguese Spanish and Portuguese

418 Herter Hall II. Major Core (12 credits) The Courses Choose two of the following four: 320 Literature of Spain I Degree: Bachelor of Arts (All courses carry 3 credits unless otherwise 321 Literature of Spain II noted.) 322 Literature of Spanish America I Contact: Department Note on all courses: Students not adequately 323 Literature of Spanish America II and Office: 418 Herter prepared for the course in which they are reg- 415 Culture and Civilization of Spain or Phone: 545-2887 istered may change to a lower level of Spanish 417 Culture and Civilization of Latin America through the fourth week of classes, on a space- and Chair of Department: Professor José Ornelas. available basis. The department reserves the 470 General View of Hispanic Linguistics Undergraduate Program Director: Assistant right to remove from any class students who Professor Luis A. Marentes. Professors III. To complete the major in Spanish, the have not satisfied its prere-quisite(s). The de- Cevallos, D’Introno, Fagundes, Patai, Scott, student is required to take four upper-level partment also reserves the right to remove from Sturm, Zamora; Associate Professor Medina; courses. Two of these courses may be taken in any class students who should be placed at a Assistant Professor Russotto. areas related to the major (History, Anthro- higher level. pology, Art, etc.). Courses within the Spanish Department must be at the 400 level or above; Notes on Elementary and Intermediate Spanish courses outside the department must be at the sequences: Spanish 300 level or above. Spanish 465 Business 1. There are three sequences that cover the El- Spanish does not qualify as an upper-level ementary and Intermediate levels. Students in- course. All upper-level courses must be cho- terested in Spanish for General Purposes may com- The Field sen with the adviser’s approval. plete SPAN 110, 120, 230 and 240. Students IV. The University Junior Year Writing re- whose interest is in Spanish for Business and The Spanish major offers courses in literature, quirement. Administration may complete SPAN 111, 121, linguistics, culture, and civilization. The litera- 231 and 241. Students who readily learn foreign ture courses emphasize not only literary analy- languages may elect the intensive two-semester sis, but also give insights into the cultures of Career Opportunities sequence SPAN 126 and 246. Those who might Spanish-speaking peoples. All the department’s pursue language study beyond the intermediate courses also develop language skills. As a The career possibilities resulting from a major level may prepare for this by enrolling in Inter- complement to the Spanish major, students can in Spanish are varied. In addition to teaching mediate Spanish for Specialists, SPAN 232 and obtain a Certificate in Latin American Studies at the secondary level, students may prepare 242. or International Relations, as well as a concen- themselves for careers in the areas of govern- 2. All courses in Elementary and Intermediate tration in other areas. ment service, law, international business, so- Spanish progressively develop students’ listening, speaking, reading, and writing skills. Gram- The department sponsors a Summer Program cial work, translation and interpreting, journalism, etc., all of which need qualified speak- mar and vocabulary are introduced to support in Salamanca (Spain), a Semester in Spain effective acquisition of communication skills. Program at the University of Oviedo and at ers of Spanish. With these possibilities in mind, students are urged to consult the Department Aspects of culture of the Spanish-speaking world Centro CEGRI in Granada, and a January Pro- form the background to topics generated for prac- gram in Cuernavaca (Mexico). Students may as soon as possible to plan wise choices of related courses. tice of communication skills. also participate in exchange programs in Cuenca 3. The foreign language requirement of the Col- (Ecuador), and Bogotá (Colombia), as well as leges of Humanities and Fine Arts and Natural in many other Spanish-speaking countries. Both The Minor Sciences and Mathematics is fulfilled by comple- majors and minors are encouraged to attend tion of one of the following: SPAN 240, 241, 242 these programs or to participate in other se- or 246. The minor in Spanish consists of 15 credits, at mester or academic year programs in Spain or 4. Students unclear of their current proficiency least six of which must be taken in the Depart- Spanish America. should see the department for a placement test. ment. None of these credits may be taken Pass/ Fail, and a grade of C or better must be earned Credit restrictions on Elementary and Inter- in each course. The Major mediate Spanish sequences: (3 cr) 311 Advanced Grammar 1. Students may receive credit for only one The undergraduate major in Spanish consists of (3 cr) Choice of one: 301 Conversation I, 302 course in each of the following groupings: 110/ 36 credits. None of these credits may be taken Conversation II, 312 Composition, 378 Pho- 111; 120/121; 230/231/232; 240/241/242. Pass/Fail, and a grade of “C” or better must be netics, 465 Business Spanish 2. No more than six credits may be earned for any obtained in each course. Entering students who (6 cr) Choice of two: 320, 321, 322, 323 combination of courses at the Elementary level wish to major in Spanish and are at the interme- (SPAN 110-126). No more than six credits may diate level are urged to take SPAN 246, an (3 cr) One upper-level elective, 330 or above earned for any combination of courses at the intensive course that enables them to begin the (except 319, 378, 465), chosen with the ad- Intermediate level (SPAN 230-246). major the following semester. viser. (This course must be taught in Spanish.) I. Pre-major Preparation (9 credits) Note: Students must declare the minor in the 311 Advanced Grammar department as soon as they begin working 319 Introduction to Literary Analysis towards it. 378 Spanish Phonetics 111 Spanish & Portuguese

110 Elementary Spanish I for General 240 Intermediate Spanish II for General short story, drama, novel and present Purposes (both sem) Purposes (both sem) women’s voices from a number of Span- First of sequence of four courses provid- With required lab. Focus on development ish-American countries as well as from ing students with skills necessary to com- of reading and writing skills within aca- the United States. Active participation in municate in Spanish on a variety of gen- demic/literary area. Prerequisite: SPAN discussion, two short papers, one final eral-interest topics. For students who have 230, 231 or 232 with grade of C or better. research paper. Not for major credit in little or no Spanish. With required lab. Spanish. 241 Intermediate Spanish II for Business 111 Elementary Spanish I for Business and and Administration (both sem) 310 Continuing Spanish for Nonmajors (AT) Administration (both sem) With required lab. Focus on development First of sequence of four courses aimed at of reading and writing skills within busi- 20th-century Latin American and Spanish students whose area of professional inter- ness/commercial area. Prerequisite: SPAN short stories, plays, poetry, a short novel. est is or will be in the commercial/busi- 230, 231 or 232 with grade of C or better. Continuation of study of the Hispanic ness world. Sequence provides skills nec- world in its literature. Taught in Spanish. essary to communicate in Spanish on a 242 Spanish for Specialists II Prerequisite: SPAN 240 or consent of in- broad variety of commercial/business top- Continuation of SPAN 232. With required structor. ics. For students with little or no Spanish. lab. Focus on development of reading and 311 Advanced Spanish Grammar With required lab. writing skills within area of academic/ (both sem) literary discourse. Honors component of- 120 Elementary Spanish II for General fered. Prerequisite: at least a B average in Advanced review of principal elements of Purposes (both sem) prior college level courses in Spanish, or Spanish grammar. For majors, minors, With required lab. Prerequisite: SPAN consent of department’s language pro- and others who plan to continue with Span- 110 or 111 with grade of C or better. gram director. ish beyond SPAN 240. Prerequisite: “C” average at intermediate college-level Span- 121 Elementary Spanish II for Business 246 Intermediate Intensive Spanish ish or consent of instructor. and Administration (both sem) (both sem) 6 cr 312 Composition (both sem) With required lab. Prerequisite: SPAN Intensive course covering contents of 110 or 111 with grade of C or better. SPAN 230 and 240 in one semester. Great- The basic principles of writing in Spanish. er focus in this course on development of Prerequisite: SPAN 240 or consent of in- 126 Intensive Elementary Spanish reading and writing skills within area of structor. (both sem) 6 cr academic/literary discourse. Not recom- 319 Introduction to Literary Analysis (AL) Intensive course covering contents of mended for slow language learners. With SPAN 110 and 120 in one semester. For required lab. Prerequisite: at least B in The basic tools of textual analysis. Devel- students with little or no Spanish. Not SPAN 126 or B average in SPAN 110 and opment of the ability to discuss literature recommended for slow language learners. 120, or consent of department’s language in a critical manner through the study of With required lab. program director. its three most representative genres: narrative, poetry, and drama. An introduction 230 Intermediate Spanish I for General 301 Conversational Spanish I (both sem) to the technical terminology needed to Purposes (both sem) Discussion, guided conversation in Span- articulate textual responses. Prerequisite: With required lab. Prerequisite: SPAN ish on specific topics. Emphasis on further SPAN 240 or consent of instructor. 120, 121, or 126 with grade of C or better. development of listening and speaking 320 Literature of Spain I (AL) (both sem) skills. Prerequisite: “C” average at inter- 231 Intermediate Spanish II for Business mediate college-level Spanish or consent Introduction to the literature of Spain from and Administration (both sem) of instructor. the Middle Ages to 1700. Emphasis on With required lab. Prerequisite: SPAN literary currents and their relation to his- 120, 121 or 126 with grade of C or better. 302 Conversational Spanish II tory and culture of the period. Representa- Continuation of SPAN 301. Prerequisite: tive poetry, narrative, drama. Prerequi- 232 Spanish for Specialists I SPAN 301 or consent of instructor. site: SPAN 311 or consent of instructor. First of two-semester intermediate se- 321 Literature of Spain II (AL) (both sem) quence for students who wish to carry out 306 Golden Age Drama in Translation more in-depth study of Spanish at the Main dramatic works of the 16th and 17th Introduction to Spanish literature from intermediate level, who may be consider- centuries in English translation. Authors: 1700 to the present; emphasis on literary ing Spanish as a major or minor, or who Lope de Vega, Calderon de la Barca, Tirso currents and their relation to culture and have reached a good level of proficiency de Molina. Not for major credit in Spanish. history of the period. Representative in the language and wish to perfect their drama, poetry, and narrative. Prerequi- skills. With required lab. Honors compo- 309 Spanish American Women Writers in site: SPAN 311 or consent of instructor. Translation nent offered. Prerequisite: at least a B 322 Spanish American Literature I (ALD) average in prior college-level courses in Introduction to selected works of major (both sem) Spanish, or consent of department’s lan- Spanish-American women writers, from guage program director. the Colonial era to the present. Topics Introduction to the literature of Spanish include: spiritual autobiography, poetry, America from the beginnings to the end of

112 Spanish & Portuguese

the Romantic period. Emphasis on literary tional business issues. Utilization of Span- 531 Prose of the Golden Age currents and their relation to history and ish terminology in commercial correspon- Major prose works of 16th- and 17th- culture of the period. Representative po- dence and business. Prerequisites: SPAN century Spain: humanism, mysticism, the etry, narrative, drama. Prerequisite: SPAN 311 or consent of instructor. Conducted in novel emphasized (excluding Don 311 or consent of instructor. Spanish. Quixote). Prerequisite: SPAN 320 or con- 323 Spanish American Literature II (ALD) 470 General View of Hispanic Linguistics sent of instructor. (both sem) Introduction to Spanish linguistics: lan- 532 Lyric Poetry of the Golden Age Introduction to the literature of Spanish guage and communication, Spanish pho- Spanish poetry of the 16th and 17th centu- America from the end of the Romantic netics, phonology, syntax, and semantics. ries from Garcilaso to Góngora. Prerequi- period to the present. Emphasis on literary Introduction to psycholinguistics, socio- site: SPAN 320 or consent of instructor. currents and their relation to history and linguistics. Analysis of Peninsular and culture of the period. Representative po- Spanish-American forms. Prerequisite: 533 Drama of the Golden Age etry, narrative, drama. Prerequisite: SPAN SPAN 378 or consent of instructor. The significant comedias of the major 17th- 311 or consent of instructor. 471 Linguistic Variety and Pluralism century playwrights, from just before Lope 354 Spanish for Native Speakers I (1st sem) de Vega to Calderón. Prerequisites: SPAN Introduction to regional and social variet- 320 or consent of instructor. Reviews Spanish grammar for native ies of Spanish in Spain, Spanish America speakers. Emphasis on writing and speak- and the U.S., and to situations of language 534 Cervantes ing. Open only to native speakers of Span- contact and multilingualism affecting Intensive reading of Cervantes’ master- ish. Spanish in those areas. Prerequisite: SPAN piece, in the context of the economic, 320 or 321 or 322 or 323 or consent of 367 Hispanic Children’s Literature sociological, and ideological factors of instructor. that time. Cervantes’ significance in world Oral and literary traditions in Hispanic 473 Contrastive Analysis of Spanish and literature stressed. Prerequisite: SPAN 320 children’s literature. Emphasis on Latin or consent of instructor. America. Useful for students in elemen- English (2nd sem) tary education. Prerequisite: SPAN 311 or Comparative analysis of structures of En- 540 Spanish Literature, 1700 through consent of instructor. glish and Spanish, including lexical, pho- Romanticism netic, phonological, morphological, and 378 Spanish Phonetics (both sem) The Enlightenment in Spain within the syntactical systems. Prerequisite: SPAN European context through works of Feijóo, Language laboratory included. Sound sys- 470 or consent of instructor. Cadalso and Jovellanos; the classical tra- tem of Spanish, improvement of pronun- 512 Spanish Language Minority in the U.S. dition and the neoclassic theater of Moratín; ciation, preparation in phonetics for future the Romantic movement: poetry of teachers. Readings on Spanish phonetics. Literary, social, psychological, and dia- Espronceda, drama of Duque de Rivas and Language lab work with videos and audio- lectal aspects of language used to study José Zorilla, and the articles of Larra. cassettes. Prerequisite: SPAN 240 or con- the characteristics and values of the His- Prerequisite: SPAN 321 or consent of in- sent of instructor. panic minorities. Emphasis on Puerto structor. Ricans and Cubans; Chicanos and other 415 Culture and Civilization of Spain Hispanos also discussed. Articles in jour- 541 19th-Century Spanish Novel Spain’s history and identity; the role of the nals and government publications. Pre- Several novels of major 19th-century Span- church, women, and social classes. Use of requisite: SPAN 322 or 323 or consent of ish peninsular writers read closely and literary and non-literary texts, and videos. instructor. discussed from the standpoint of thematics Historical periods covered depend on the 520 Spanish Literature, Beginning to 1500 and the evolution in novelistic techniques; instructor and/or semester. Prerequisite: selected works representing differing criti- SPAN 320 or 321 or 322 or 323, or consent Significant Spanish medieval works, prose cal approaches reported on in class, dis- of instructor. and poetry; their literary and historical cussed, and evaluated. Emphasis on devel- contexts. Prerequisite: SPAN 320 or con- oping competency in reading and analyz- 417 Culture and Civilization of Spanish sent of instructor. America (ALD) ing literary texts. Prerequisite: SPAN 321 or consent of instructor. The historical development of Spanish 521 Spanish Medieval Poetry American culture and civilization through Medieval poetry in authentic versions; 545 Modern Spanish Theater its different manifestations. Historical pe- epic poetry, lyric poetry and other Spanish Historical and critical view of the theater riods and topics covered depend on the medieval poetry. Prerequisite: SPAN 320 in Spain from the late 19th century to instructor and/or semester. Prerequisite: or consent of instructor. present. Includes the avant-garde and po- SPAN 320 or 321 or 322 or 323, or consent 522 Spanish Medieval Prose etic theater, the revitalization of tragedy of instructor. and farce as vehicles for innovation, and Development of prose narrative from 465 Business Spanish (2nd sem) the satirical response of contemporary exemplum to early novels of the 15th cen- playwrights to Spanish rightist regimes Presentation of major trends and develop- tury. Prerequisite: SPAN 320 or consent and contemporary society in general. ments in the Spanish-speaking world. of instructor. Prerequisite: SPAN 321 or consent of in- Analysis of economic, legal, and interna- structor.

113 Spanish & Portuguese

546 20th-Century Spanish Prose Fiction plurality of its aesthetical sources and ideo- 558 The Spanish American Essay The novel of Spain from 1898 to 1936; logical principles. The innovative impact The essay in Latin America (from the emphasis on the Generation of 1898 of modernismo in the essay, prose fiction discovery to the present) as a literary genre (Unamuno, Valle-Inclán, Baroja, Azorín) and poetry examined through works of and as a reflection of the various processes and the vanguardist prose. Special atten- Martí, Gutiérrez-Nájera, Casal, Silva, that have helped to shape that part of the tion to the novel as art form and its rela- Darío, Rodó, Larreta, and Lugones. Taught world and create its cultural identity. Pre- tions to the theories of the novel propos- in Spanish. Prerequisites: SPAN 322 and requisites: SPAN 322 and 323 or consent ed by the same novelists or their con- 323 or consent of instructor. of instructor. temporaries (especially Ortega y Gasset). 553 Spanish American Poetry Since 572 Hispanic Dialectology Prerequisite: SPAN 321 or consent of in- Modernismo structor. Introduction to dialectology. The origin The development of lyric poetry in Latin and present status of the Spanish spoken in 547 Modern Spanish Poetry America since 1916. Emphasis on the the Americas, including the U.S. Prereq- Lyric poetry in Spain from post-Romanti- avant-garde movement and its impact on uisite: SPAN 470 or consent of instructor. cism to the present. Special concerns: Gen- Latin American poetic language. Read- erations of 1898 and 1927, postwar poets, ings: poetic works of González Martínez, 574 Bilingualism and Language Contact contemporary poetry. Taught in Spanish. López Velarde, Storni, Huidobro, Vallejo, Introduction to history of language con- Prerequisite: SPAN 321 or consent of in- Neruda, and Paz. Taught in Spanish. Pre- tact; theories developed from these con- structor. requisites: SPAN 322 and 323 or consent tacts. Bilingualism as a sociological, psy- of instructor. chological, and linguistic phenomenon. 548 Modern Spanish Essay 554 Modern Spanish American Drama Active participation expected. Prerequi- Development of the essay in Spain from site: SPAN 470 or consent of instructor. the late 19th century to the present, as a Historical and critical view of the theater major vehicle for the expression of ideas in Spanish America from the beginnings 579 Structure of Modern Spanish and as a literary genre. Focus on Unamuno of the 20th century to the present. Focus Comprehensive study of Spanish language and Ortega; such figures as the Krausists, on the intention to develop a valid and structure including phonology, morphol- Ganivet; Azorín and Aranguren. Prereq- innovative drama by the critical adapta- ogy, and syntax. Prerequisite: SPAN 470 uisite: SPAN 321 or consent of instructor. tion of the experimental dramatic prin- or consent of instructor. ciples of this century to the Spanish 550 Spanish American Literature to American experience and cultural tradi- Independence tion. Authors include Florencio Sánchez, Spanish American literature from the Roberto Arlt, René Marqués, Virgilio Portuguese European arrival to the beginning of the Piñera, José Triana, and Luis R. Sánchez. Taught in Spanish. Prerequisites: either Romantic period. Emphasis on represen- Contact: F. Fagundes or J. Ornelas SPAN 322 and 323 or consent of instruc- tative authors (Bernal Díaz, Garcilaso, Office: 406 or 408 Herter Sor Juana, Ercilla), their search for origi- tor. nality and authenticity, and their relation Contact: D. Patai (Brazilian) 555 Spanish American Prose Fiction—20th Office: 423 Herter with Western cultural ideas and the reali- Century ties of the new land. Taught in Spanish. Prerequisites: SPAN 322 and 323 or con- Major Spanish American fiction writers in Phone: 545-2887 sent of instructor. 20th century. Emphasis on regional and psychological fiction, and the experimen- 551 Spanish American Literature from tal novel. Readings in literary history and The Field Independence to Modernismo criticism. Informal oral presentations. Pre- Selected works of the most representative requisites: SPAN 322 and 323 or consent The program for the undergraduate Portuguese Spanish American authors of the 19th of instructor. majors provides students with a general knowledge of the language and literatures of the century, from Independence to the early 557 Hispanic Literature of the Caribbean 1880s. Emphasis on historical as well as Portuguese-speaking nations (including aesthetical developments, European liter- The literary development of the Hispanic Angola, Mozambique, Guinea-Bissau, São ary movements and their adaptation in Caribbean (emphasis on the 20th century Tome e Príncipe, and Cape Verde) as well as of Spanish America, and the search for an in Puerto Rico and Cuba); this literary the contributions made to American culture by original way of writing. Authors studied development related to the various his- the thousands of Portuguese, Brazilian and include Lizardi, Bello, Echeverría, torical, sociocultural, and economic phe- Cape Verdean peoples living in the United Heredia, Gómez de Avellaneda, Isaacs, nomena that have influenced it. Readings: States. The Portuguese major allows the stu- Sarmiento, and Hernández. Taught in novels, drama, and poetry illustrative of dent to concentrate on the following areas: Spanish. Prerequisites: SPAN 322 and 323 these literary developments and of the Portuguese language, Portuguese or Brazilian or consent of instructor. principal cultural phenomena of the His- literature, or African Literatures of Portuguese panic Caribbean. Taught in Spanish. Pre- Expression (ALPE). 552 The Modernist Movement requisites: SPAN 322 and 323 or consent Majors and minors are encouraged to study The renovation of Spanish American lit- of instructor. abroad in a Portuguese-speaking country; ad- erature from 1882 to 1916, focusing on the visers should be consulted.

114 Spanish & Portuguese

The Major Composition. (With departmental permission 246 Intensive Intermediate Portuguese 6 cr the above may be waived in the case of native Expands on basic skills of the language. speakers.) The undergraduate major in Portuguese con- Greater oral fluency through vocabulary sists of 36 credits. None of these credits may be 2. Choice of two: 320 Introduction to Portu- building and review of fundamental lan- taken Pass/Fail, and a grade of “C” or better guese Literature I, 321 Introduction to Portu- guage structures. Active class participa- must be obtained in each course. Entering stu- guese Literature II, 322 Introduction to Brazil- tion. Prerequisite: PORT 120 or 126, or dents who wish to major in Portuguese and are ian Literature. equivalent. at the intermediate level are urged to take PORT 3. One upper-level elective (above the 300 301 Conversational Portuguese I 246, an intensive course that enables them to level) chosen with an adviser from among de- begin the major the following semester. partmental offerings. Discussion, based on varied topics of current interest and from modern Portuguese I. Pre-major preparation: and Brazilian writers to develop good (6 credits) The Courses speaking ability in Portuguese. Conversa- 301 Conversational Portuguese I tions center on everyday life situations. 311 Advanced Portuguese Grammar Intended to expand fluency, vocabulary, (All courses carry 3 credits unless otherwise and cultural awareness. Prerequisite: II. Major Core: noted.) PORT 240 or equivalent. (9 credits) Note on Elementary and Intermediate Portu- 315 Portuguese Civilization or guese: No more than six credits may be earned 302 Conversational Portuguese II 316 Brazilian Civilization for any combination of courses at the Elemen- Discussions based on varied topics of cur- Choose two of the following three: tary level (PORT 110, 120, 126). No more than 320 Introduction to Portuguese Literature I rent interest and from modern Portuguese six credits may be earned for any combination writers, to develop speaking ability in Por- 321 Introduction to Portuguese Literature II of courses at the Intermediate level (PORT 322 Introduction to Brazilian Literature I tuguese. Conversations focus on everyday 230, 240, 246). life situations. Use of current newspapers, III. Upper-level courses magazines, articles and pamphlets deal- (18 credits) 110 Elementary Portuguese I (both sem) ing with social and cultural issues. Prereq- To complete the major in Portuguese, the stu- Acquisition of basic language skills: lis- uisite: PORT 240 or equivalent. dent is required to take six upper-level courses. tening, speaking, reading, and writing. Two of these courses may be taken in areas Basic principal structures and vocabulary 309 Brazilian Women: A Multidisciplinary related to the major (History, Political Science, of Portuguese. Oral participation strongly Approach (SBD) Anthropology, Art, Literature, etc.). Courses emphasized. In English. An introduction to Brazil; the taken outside of the department must be at the situation of Brazilian women past and 300 level and above. All upper-level courses 120 Elementary Portuguese II (both sem) present. Literary works, films, essays from must be chosen with the adviser’s approval. Open lab included. Continuation of basic a variety of disciplines used to analyze IV. Junior Writing Requirement (3 credits) skills acquisition: listening, speaking, read- what has been said by and about Brazilian ing, and writing. The rest of the principal women. Focus on being female in a patri- structures and vocabulary of Portuguese. archal culture and on race and class. Career Opportunities Oral participation strongly emphasized. Prerequisite: PORT 110 or equivalent. 311 Advanced Grammar General view of basic structures of the Majors in Portuguese may enter a teaching 126 Intensive Elementary Portuguese 6 cr career either in bilingual education or at the language: concentration on significant traditional secondary level (Portuguese as a Lab included. Intensive development of problem areas of grammar. Part of the Second Language). School of Education courses four major skills: listening, speaking, read- language-skills sequence for the Portu- required for state certification are often incor- ing, and writing. Covers in one semester guese major. Prerequisite: PORT 240 or porated into the undergraduate program. There the material normally included in the first- equivalent. year course—all the principal structures are many other career opportunities open to 312 Advanced Composition Portuguese majors such as: private business and vocabulary of Portuguese. The basic principles of writing in Portu- and industry; community related services; fed- 230 Intermediate Portuguese I (both sem) eral government. Portuguese majors may do a guese. Part of the language skills sequence Expands on basic language skills. Greater certificate program in an additional area enti- for the Portuguese major. Intensive prac- oral fluency through vocabulary building tling them to a wider range of professional tice of written Portuguese. Prerequisite: and review of fundamental language struc- objectives. PORT 240 or equivalent. tures. Active class participation. Prereq- uisite: PORT 120 or 126, or equivalent. 315 Portuguese Civilization Chronological, artistic, and philosophical The Minor 240 Intermediate Portuguese II (both sem) perspective for the study of Portuguese Completes the four-semester sequence. literature and culture. Comprehensive view The minor in Portuguese consists of 15 credits, Further acquisition of basic skills to fulfill of the development of Portuguese culture, at least 6 of which must be taken within the the language requirement and lead to more mainly through plastic arts. Provides back- department. advanced courses. Prerequisite: PORT 230 ground for the in-depth study of Portu- 1. Choice of two: 301 or 302 Conversation I or or equivalent. guese literature. Prerequisite: PORT 240 II, 311 Advanced Grammar, 312 Advanced or consent of instructor. 115 Spanish & Portuguese Theater

316 Brazilian Civilization 426 Portuguese Literature from Camões 112 Fine Arts Center Introduction to Brazilian culture. Read- through the 18th Century ings cover aspects of Brazilian history, Literary foundation and perspective of the Degree: Bachelor of Arts economic and social development, folk- Portuguese world from Camões through lore and the arts. Preliminary background the 18th century. Prerequisite: PORT 320 Contact: Miguel Romero for the in-depth study of Brazilian litera- or 321 or consent of instructor. Office: 112 FAC ture. Prerequisite: PORT 240 or consent Phone: 545-3490 of instructor. 427 Literature of the Portuguese Overseas Expansion Department Co-Chairs: Professors Edward 320 Introduction to Portuguese Literature inspired by the Portuguese over- Golden and Penny Remsen. Professors Olf, Literature I (AL) seas expansion. Works include Camões’ Scott, Uno; Associate Professors Erdman, Introduction to the literature of Portugal The Lusiads and Pinto’s Peregrinacao. Gaeke, McCauley, Nelson, Romero; Lecturer from the Middle Ages to 1700. The main Emphasis on the intrinsic aesthetic value Reynolds. literary currents and techniques of the and on its documentary or historical value. period and their relation to history and Prerequisite: PORT 320 or 321 or consent culture. Selections from representative of instructor. The Field poetry, drama, and narrative. Taught in 440 19th-Century Portuguese Literature Portuguese. Prerequisite: PORT 240 or The course of study in the Department of The- consent of instructor. 19th-century Portuguese literature; prin- ater is grounded in the belief that the perform- cipal movements (romanticism, realism, ing arts draw on a unique combination of intel- 321 Introduction to Portuguese naturalism, symbolism) and their mani- lectual and artistic skills and talents which are Literature II (AL) festations in various genres. Prerequisite: most fully developed when theory and practice Introduction to the literature of Portugal PORT 321 or consent of instructor. are integrated in the learning experience. Stu- from 1700 to the present. The main liter- 446 20th-Century Portuguese Literature dents in the program gain expertise in all the ary currents and techniques of the period fundamental areas of theatrical art in graduated and their relation to history and culture. Survey of major contemporary Portuguese sequences of study designed to bring into focus Selections from representative poetry, authors and movements from the advent rigorous critical thinking, precise methods of drama and narrative. Taught in Portu- of Orpheu in 1915 to the present. Empha- research, and imaginative expression in perfor- guese. Prerequisite: PORT 240 or consent sis on the different aesthetic directions of mance. of instructor. Portuguese literature during the 20th cen- A theater major is also a member of a larger tury; examination of the sociopolitical ten- 322 Introduction to Brazilian Literature community, the Colleges of Arts and Sciences. sions that preoccupy Portuguese writers There is nothing gained by learning about the Brazilian literature from its colonial be- and intellectuals. Prerequisite: PORT 320 theater in isolation. Since the theater draws ginnings to its modern manifestations. Em- or 321 or consent of instructor. upon and touches many fields of study, the phasis on post-independence (1822) lit- 450 Brazilian Literature to Romanticism most meaningful study of theater is in a liberal erature (fiction, poetry, drama). Analysis arts context. of sample works in their historical and The major works produced in Brazil from social context. Taught in Portuguese. Pre- the 16th century to the Romantic move- requisite: PORT 240 or equivalent. ment. The influence of European litera- The Major ture; and the growing need for a truly 408 Brazil in Film and Fiction (ALD) Brazilian literary voice. Prerequisite: For the B.A. degree in Theater, majors must Introduction to Brazil through contem- PORT 322 or consent of instructor. fulfill all University General Education re- porary film and literature. Major themes: quirements as well as appropriate requirements cannibalism, colonialism, life in the back- 451 19th-Century Brazilian Literature of the College of Humanities and Fine Arts. In lands, race relations, religious syncretism, 19th- and early 20th-century Brazilian lit- addition, theater majors must complete 14 the position of women, economic and po- erature. The major literary movements courses, 42 credits in theater, as follows: litical developments. (romanticism, realism, and naturalism) studied in their social and political con- Dramaturgy (12 cr) 425 Medieval and Renaissance Portuguese texts. Prerequisite: PORT 322 or consent 120 Play Analysis for Theatrical Production Literature of instructor. 320 Classical and Neo-Classical Repertory Readings in major Portuguese authors from 321 Medieval and Renaissance Repertory the beginnings of Portuguese literature in 456 20th-Century Brazilian Literature 322 Modern Repertory the late 12th century through the late Re- Major contemporary writers from the be- Dramaturgical Elective (3 cr) naissance. Emphasis on the cantigas, ginning of modernism (1922) to the 333 Contemporary Repertory, or a dramatic Fernao Lopes, Gil Vicente, and Bernardim present. Emphasis on urban and regional literature/theater history course chosen from a Ribeiro. Prerequisite: PORT 320 or 321 or novels. Prerequisite: PORT 322 or con- list of approved courses posted during the pre- consent of instructor. sent of instructor. registration period. This course may not be applied to any other major requirement. Design (12 cr) 160 Beginning Techniques in Design

116 Theater

360 Scene Design Career Opportunities 160 Beginning Techniques for Design 361 Lighting Design (both sem) 362 Costume Design The theater major forms a sound basis for Lab, studio. Elements of theatrical design Performance (3 cr) further professional or scholarly work in the- and basic skills in the areas of costume 140 Beginning Techniques in Performance ater (for the M.A., M.F.A., and Ph.D. degrees). construction, lighting techniques, draft- Performance Electives (9 cr; choice of three) In addition to helping prepare for work in the ing and stagecraft. Required of majors. 240 Beginning Voice field, theater skills regularly prove useful in a 210 Rehearsal and Production (both sem) 340 Advanced Voice variety of related fields such as public rela- 2-6 cr 341 Stage Movement tions, broadcasting, management, advertising 342 Acting and promotion, arts administration, teaching or Participation in department productions; 345 Directing coaching, community recreation, and social principally for actors, and for other as- 441 Styles of Stage Movement work. signments by permission. Credit by ap- 442 Acting II proved contract only. Credit awarded in 443 Period Acting semester following that in which assign- 445 Directing II The Courses ment is completed. Mandatory Pass/Fail. May be repeated for credit. Management (3 cr) 110 Performance Management (1 cr; must be (All courses carry 3 credits unless otherwise 240 Beginning Voice for the Actor noted.) taken for three semesters) Studio. Training of the actor’s voice using a progression of psycho-physical exer- Note: Successful completion of THEATR 120, 100 Introduction to Theater (AL) cises developed by Kristin Linklater. 320, 321, and 322 fulfills the Junior Year Writ- (both sem) ing requirement. Emphasis on freeing the body and voice Introduces nonmajors to theater as a per- from habitual tensions and patterns. Pre- Any student starting work in the major after forming art through a wide variety of the first semester of the sophomore year may requisites: THEATR 140, consent of in- theatrical experiences including attending structor. not be able to complete the major requirements live performances and creating original within five semesters. Transfer students may plays. Topics include major styles of the- 310 Theater Practice (both sem) also find that they are not able to finish the ater throughout history and the roles of Advanced production assignments as stage major without one or more extra semesters director, actor, and designer in the con- manager, house manager, designer, or crew because of the sequence and scheduling neces- temporary theater. Recommended for first- chief for major department productions. sities of the coursework. and second-year students. Credit by approved contract only. May be With the exception of Introduction to The- repeated for credit. ater, Performance Management, Beginning Tech- 110 Performance Management (both sem) 1 cr niques in Performance, and the Dramaturgy Practical production experience, includ- 320 The Classical and Neo-Classical courses, enrollment in theater courses is by con- ing ushering, publicity, and stage crews. Repertory sent of instructors only. It is imperative, there- Specific assignments determined by Pro- Development of the theater in Greece and fore, that all majors, prospective majors, and duction Manager. Open to freshmen; re- Rome, and the rediscovery of classical nonmajors consult with a department adviser quired of majors. May be repeated. Man- models in Italy, France, and England in to determine eligibility for, and appropriate datory Pass/Fail. the 16th and 17th centuries. Reading and placement within, the various activities. analysis of at least 15 plays in their social 120 Play Analysis for Theatrical Although THEATR 120 is offered each se- and theatrical contexts. Prerequisite: Production (both sem) mester, the three required 300-level drama- THEATR 120. turgy courses are offered only once a year; Analysis of texts as blueprints for produc- therefore, the full sequence of required drama- tion; emphasis on written and oral dis- 321 The Medieval and Renaissance turgy courses takes a minimum of three semes- course about the theater. Readings from Repertory ters to complete. Currently, the design sequence the world repertory. Attendance at depart- Development of the theater in and out of takes four semesters to complete. Many of the ment productions. Required of majors. the Church in the middle ages; emphasis 300- and 400-level performance classes rotate on the development of professional the- 130 Contemporary Playwrights of Color and are not offered every semester. Although ater in England and Spain in the 16th and (ALD) taking the required four courses in three semes- 17th centuries. Reading and analysis of ters might be possible, it is not recommended. Theater movements of Blacks, Latinos, approximately 15 plays in their social Nonmajors with appropriate qualifications Asians, and Native Americans, and the and theatrical contexts. Prerequisite: are welcome to participate in the activities of body of literature by contemporary play- THEATR 120. the department. Introduction to Theater, a gen- wrights of color within a historical con- eral education course, is primarily for text. 322 The Modern Repertory nonmajors. Enrollment of nonmajors in all up- Development of the theater from the late 140 Beginning Techniques in Performance per-level courses is permitted after completing 18th century, with special emphasis on the (both sem) beginning techniques in the specific area(s) of realistic play and its antecedents. Reading interest. Department majors are given prefer- Introduction to acting. Includes all or some and analysis of plays, with an emphasis on ence in placement at all levels within the pro- of the following: improvisation, theater social and theatrical contexts. Prerequi- gram. games, monologues, scenes. Required of site: THEATR 120. majors.

117 Theater

330 American Theater (AL) (not offered uled class times. Prerequisites: THEATR 460 Scenic Design Studio (both sem) ’01-’02) 160, consent of instructor. Continuation of THEATR 360. Visualiza- Selected periods and styles in the history 361 Lighting Design (both sem) tion of multi-scene plays from initial ideas of the American stage. Selected play- through complete presentation as portfo- scripts and allied readings. Prerequisite: Studio. Study of “seeing”: concentration lio projects. Participation in Department THEATR 120. on the articulation of visual pictures de- productions in drafting, scenic painting, veloped from a dramatic text and on re- properties design, and construction. Pre- 331 Black Theater (ALD) search; functions and qualities of light and requisites: THEATR 360, consent of in- The Black presence in the American the- the development of lighting concepts. Prac- structor. May be repeated for credit. ater. Selected periods and styles; plays tical application of design through spe- and critical works by Black and white cific crew assignments on Department 461 Lighting Design Studio (both sem) authors. productions. Prerequisites: THEATR 160, Studio. Continuation of THEATR 361; consent of instructor. lighting design theory, conceptualization, 333 Contemporary Repertory 362 Costume Design (both sem) and solution of related technical prob- Trends in theatrical practice from the lems. Advanced lighting lab and paper end of the 19th century to the present; Making visual statements through study projects. Advanced lighting assignments emphasis on surrealism, expressionism, of characterization, silhouette, historical on department productions. Prerequisites: absurdism, and performance art. Prereq- periods, color and texture. Beginning draw- THEATR 361, consent of instructor. May uisite: THEATR 120. ing skills developed; basic sewing skills be repeated for credit. needed. Projects, concept papers, sketch 340 Advanced Voice book, and construction work on Depart- 462 Costume Design Studio (both sem) Studio. Training of the actor’s voice and ment productions. Prerequisites: THEATR Studio, laboratory. Continuation of speech for flexibility and clarity. Spe- 160, consent of instructor. THEATR 362. Costume design theory, cific attention paid to the connection be- 425 Playwriting (not offered ’01-’02) conceptualization, and solution of related tween the actor and the text. Prerequisites: problems. Design projects, concept pa- THEATR 240, consent of instructor. Studio, discussion. Exercises in play con- pers, sketch book, and appropriate design struction involving characterization, dia- work for department productions. Pre- 341 Stage Movement (both sem) logue, and plot development; and comple- requisites: 300-level theater courses or Studio. Development of the actor’s physi- tion of a short playscript. equivalent, consent of instructor. May be cal resources through movement analysis 439 Projects in Dramaturgy repeated for credit. and practice. Specific theatrical problems in: mask, theatrical clown, status improvi- Advanced individual projects in text analy- sation, character portrayal. Prerequisites: sis and research. Consent of instructor THEATR 140, consent of instructor. Cloth- required. May be repeated for credit. ing allowing freedom of movement re- 441 Styles of Stage Movement (2nd sem) quired. Studio. Intensive work with period cos- 342 Acting (both sem) tumes and properties, period dance, stage Studio. Script analysis and development weapons, pantomime, as required by per- of vocal and physical performance in the formance needs in given semester. Pre- building of effective stage characteriza- requisites: THEATR 341, consent of in- tions. Improvisations and scenes. Prereq- structor. uisites: THEATR 140, consent of instruc- 442 Acting Study (1st sem) tor. Studio. Further work in the preparation of 345 Directing (1st sem) stage characterizations. Classroom Studio. Theory and practice of stage direc- projects in roles and scenes. Prerequisites: tion; attention to work with actors and THEATR 342, consent of instructor. stage space for conveying theatrical in- 443 Period Acting (2nd sem) formation. Assigned scenes and exercises. Prerequisites: THEATR 140, consent of Learning to create credible characters in instructor. plays with theatrical and social conventions seemingly artificial and different 360 Scenic Design (both sem) from our own. Emphasis on dealing with Process of visual communication to an formal language and movement. Studio. audience of the designer’s response to Prerequisites: appropriate 300-level per- dramatic texts. Techniques practiced in formance courses, consent of instructor. studio/class sessions. Participation also 445 Directing II (2nd sem) required on construction crews for De- partment productions outside of sched- Studio. Intensive analysis and rehearsal of scripts for public performance. Prerequi- sites: THEATR 345, consent of instructor.

118 Women’s Studies Women’s Studies

208 Bartlett Hall interested in graduate school, the Women’s the major. Courses which meet the require- Studies Program offers a Graduate Certificate ments listed below are listed each semester in Degree: Bachelor of Arts in Advanced Feminist Studies. the Women’s Studies Five College Course De- scription Guide. Women’s Studies Five College Course De- Contact: Karen Lederer scription Guide 1) Core required courses: 201 Critical Perspec- Office: 208 Bartlett tives on Women’s Studies; 301 Theorizing Phone: 545-1922 Each semester the Program publishes, for its Women’s Issues or WOST 394H Theorizing Fax: 545-1500 majors and other interested students, a Women’s Black Feminisms. WOST 394H can fulfill the E-mail: [email protected] Studies Five College Course Description Guide theory requirement or a Women of Color re- Web site: www.umass.edu/wost which contains over a hundred University quirement, but not both; and 391W Writing for courses and over a hundred courses from Women’s Studies Majors, which fulfills the Program Director: Professor Ann Ferguson. Amherst, Hampshire, Mount Holyoke and Junior Year Writing requirement. Professor Raymond; Associate Professor Smith colleges. Women’s Studies majors or 2) At least two courses on women of color: one Avakian; Assistant Professor Deschamps. minors are able to take any of these courses, course on Women of Color in the U.S. and one Lecturers Athukorala, Fahid, Zane. and, subject to the Women’s Studies require- course on Women of Color outside the U.S., ments and restrictions, the courses may count including courses that take a diasporan or glo- toward the major or minor. Copies of the bal approach. The Field Women’s Studies Five College Course De- 3) Electives which may be earned in WOST scription Guide are available for the next se- courses include: approved courses offered in Women’s Studies is an interdisciplinary field mester during the preregistration counseling other departments at the University and the based on the assumption that women’s contri- period and may be obtained from the Women’s Five Colleges; or component courses, if the butions to human culture have been ignored or Studies Office, 208 Bartlett, tel. 545-1922, or paper or project done by the student focuses distorted. Women’s Studies goals are fourfold: viewed from the Program’s Web site, http:// on an overlapping area within Women’s Stud- to compensate for the distortion or neglect of www.umass.edu/wost. ies. Restrictions on course selection and on women’s contributions to society by determin- Additionally, the Five College Women’s “component courses” are found each semester ing the place women have actually occupied in Studies Research Center, located at Mount in the Guide. Elective credit may also be earned, various cultures and historical eras; to provide Holyoke College, facilitates the discussion and when approved, in independent studies or conceptual frameworks to illuminate the causes critical analysis of women’s studies research practica related to the major (to a maximum of and effects of women’s subordination; to de- and the University of Massachusetts Du Bois 15 credits). Students are encouraged to do field velop alternatives to traditional attitudes, theo- Library has a Women’s Studies reference li- work and assistance is available. ries, and institutional structures and to contrib- brarian available. ute to the elimination of sexism and to the Optional Concentrations creation of a more equitable society. Beginning Majors have the option of designing an indi- in the late 1960s, women scholars across the The Major vidualized course of study focused on a par- country and in all fields of inquiry developed ticular theme. Examples of concentrations com- courses on women’s experience. As the num- The Women’s Studies Program provides stu- pleted by Women’s Studies majors include ber of courses grew, faculty and students came dents with the opportunity to work closely with topics in women’s health and sexuality; cross- together to propose and institute Women’s Stud- a faculty sponsor and an academic adviser. cultural feminism; the impact of race, sex, and ies programs, many of which offered a major. Based on a wide range of courses listed in the class in American history; the construction of While Women’s Studies is a relatively new Women’s Studies Five College Course De- white privilege; Latin American women; and growing field, with over 900 undergradu- scription Guide (see section above) and op- women, peace and militarism; ecofeminism; ate programs nationwide, it is no longer in its tional field work, students design their own women in poverty; women and labor organiz- infancy. Our program offers both an under- courses of study. These can be focused in ing; feminist therapy and counseling; feminist graduate major in Women’s Studies and a mi- specific areas (see below), or they can take a writing and criticism; arts management and nor in Women’s Studies. In addition, with the more general approach. women; women and organizational develop- establishment of over 100 graduate programs There are no prerequisites for entry to the ment; women and sexual violence; women in in Women’s Studies across the country, the major, but students must complete an applica- fashion and media; and women’s studies and discipline is in a period of exciting growth. tion form, obtain a faculty sponsor, and attend Romance languages. The concentration should New work in Women’s Studies focuses on: the an orientation session, in order to be formally be designed with the faculty sponsor. intersection of race, class, and gender; com- admitted. Students considering a major in Majors choosing to focus their academic parative women’s history; African American Women’s Studies are encouraged to contact an work on a theme may also petition to have women’s history; women’s spirituality; women academic adviser in the Program, who can of- “skills courses” counted toward their major of color and activism; oral history; cross-cul- fer assistance with completing the application requirements. These are courses that are neces- tural studies, such as women in the Middle process, obtaining a faculty sponsor, and iden- sary to the components of their individualized East, or the Caribbean, or ethnic-American tifying courses best suited to a student’s inter- programs within Women’s Studies, even if the women; biomedical ethics; legal issues affect- ests. A pre-major, CAS/W, is also available. courses are not directly part of the program ing women such as pornography and censor- itself. For example, students focusing on areas ship, reproductive rights, and sexual harass- Requirements of women and health care might use BIOL 339 ment; gender and sexuality; and historical and A minimum of 36 credits in Women’s Studies Human Anatomy and Physiology to fulfill part contemporary women’s resistance. For students courses numbered 200 or above is required for of the elective credit requirement. No more

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than 12 elective credits may be earned in this The Minor basic intellectual tools of analysis by which manner. Requests for earning elective credits women’s experience may be reviewed and in this manner must be approved by the faculty analyzed across race, class, and sexuality Students majoring in other departments are sponsor and filed with the Women’s Studies and within the structures of contemporary offered the opportunity of an academic con- Office. global power and in the context of North centration in Women’s Studies through the American domination and the “new world interdisciplinary minor. Students work with a Honors Opportunities order.” Several honors opportunities in Women’s Stud- faculty sponsor to design individualized ies range from honors courses to research and courses of study reflecting their particular ar- 291-295 Seminars eas of interest. Graduates have found a minor project options. Students are encouraged to Ethics, Politics, and Feminism contact the honors coordinator in Women’s in Women’s Studies an excellent asset in Studies for details. Students who are interested competing for placement in professional fields Contemporary ethical problems raised by in pursuing Latin honors may inquire at the and graduate programs. Students considering a U.S. and international women’s move- Commonwealth College office, 504 Goodell minor in Women’s Studies are encouraged to ments. Disagreements among feminists Building. A cumulative average of at least 3.2 contact an academic adviser in the Program, on ethical concepts such as rights, equal- is required for Latin honors. Opportunities are who can offer assistance with completing the ity, freedom, democracy, power, empow- also available for upper-level honors research application process, obtaining a faculty spon- erment, violence, justice, and care; and in the department through a departmental hon- sor, and identifying courses best suited to a various political concepts including insti- ors research track. Information on Common- student’s interests. tutionalized racism, class inequalities, wealth College is provided elsewhere in this Requirements abortion and reproductive rights, sexual catalog. liberation and lesbian/gay liberation, fam- A minimum of 18 credits in Women’s Studies ily values and children’s rights, prostitu- Double Majors is required for the minor; applicable courses tion, ethical issues of work, environmen- Many Women’s Studies majors also major in are listed each semester in the Women’s Studies tal ethics, pornography, national economic another field, as the interdisciplinary and inte- Five College Course Description Guide. The rights and obligations, and the morality of grative nature of Women’s Studies allows flex- 18 credits must include WOST 201 Critical political correctness. ibility to develop coherent and complementary Perspectives on Women’s Studies, and at least programs of study in other disciplines. These one course on women of color identified in the Career and Life Choices for Women might include second majors in the depart- Course Description Guide. The remaining cred- (both sem) 2 cr ments of Afro-American Studies, Anthropol- its may be earned in WOST courses; in ap- Development of a systematic approach to ogy, Art, Communication, Comparative Litera- proved courses offered in other departments at career, educational, and life planning. Em- ture, Consumer Studies, Education, English, the University or in Five College courses; or in phasis on prioritization of values and sub- History, Journalism, Judaic Studies, Legal component courses, if the paper or project done sequent life choices. Elements of self ex- Studies, Nursing, Philosophy, Political Sci- by the student focuses on an overlapping area ploration; relating knowledge, interest, and ence, Psychology, Social Thought and Political within Women’s Studies. Restrictions on course skills for career goals; current issues for Economy, Sociology, and Theater. selection and on “component courses” are found each semester in the Guide. Elective credit may women in the workforce. Career planning also be earned, when approved, in independent skills including budgeting, writing resumes Career Opportunities studies or practica related to the minor (to a and cover letters, interviewing, and use of maximum of six credits). resources. Seniors only; preference to WOST students. Women’s Studies introduces analytical tools and basic approaches from a variety of fields, 297 Special Topics and allows students to obtain a broad liberal The Courses arts education which is an excellent background Women and Health Care for a wide variety of fields. Women’s Studies (All courses carry 3 credits unless otherwise Topics include: the history of women and graduates are working in the educational and noted.) healing, medical education and women, legal fields, as administrators and managers in midwifery, sterilization, gynecology and the public and private sectors, in human ser- 187 Introduction to Women’s Studies (ID) obstetrics, unnecessary surgery, menstrua- vices and the healing professions, the arts and (both sem) tion, and philosophies of health and health technological sciences, and in many other fields. Basic concepts and perspectives in care. A critical examination of health care The major can also be designed to provide Women’s Studies, with women’s experi- as it affects women, using interdiscipli- appropriate preparation for a range of graduate ences at the center of interpretation. Criti- nary sources. programs and professional schools. The Uni- cal reading and thinking about gender and versity of Massachusetts Graduate Certificate its interaction with race and class. Focus Women of Color and the Legal System in Advanced Feminist Studies is designed to on women’s history and contemporary Uses discussions, case studies, video clips, complement a major degree-granting discipline issues for women. documentaries and articles. Examines the and further advance feminist research and effects of public policies such as welfare, methodology. 201 Critical Perspectives in Women’s Studies (both sem) affirmative action, and anti-immigration laws, and the impact these policies have Introduction to fundamental questions and on women of color. Topics include sexual concepts of feminist thought and to the

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harassment, child custody, domestic vio- 391 Seminars 394 Seminars lence, crime, and the prison system. Writing for Women’s Studies Majors Women and Islam Lesbian, Bisexual, Gay and (1st sem) Transgendered Studies Lecture Series Analysis of Muslim women’s lives in the (both sem) 1 cr Fulfills Junior Year Writing requirement modern period within a postcolonial con- for majors. Modes of writing and argu- text and beyond an orientalist outlook. An interdisciplinary introduction to queer mentation useful for research, creative, The transformation in women’s lives and studies featuring an eclectic range of visit- and professional work in a variety of fields. women’s resistance to these changes ex- ing and local scholars. Topics vary week Analysis of texts, organization of knowl- amined by exploring historical, economic, to week and cover the range of academic edge, and uses of evidence to articulate political, and sociocultural issues, includ- disciplines from music to business, phi- ideas to diverse audiences. Includes mate- ing sexuality. losophy to economics, and film to biology. rials appropriate for popular and scholarly journal writing. Popular culture reviews, Theorizing Black Feminisms 298 Practicum responses to public arguments, mono- Introduces the theoretical contributions of Everywoman’s Center Educator/ graphs, first-person narratives and grant African American and African Diasporan Advocate Program proposals, and a section on archival and feminists working in a variety of disci- bibliographic resources in Women’s Stud- plinary fields. Black women viewed as Students serve as educator/advocates in ies. May include writing for the Internet. producers of knowledge and as transform- the Everywoman’s Center Educator/Ad- Nonmajors admitted if space available. ing agents. Identifies the major issues advocate Program, offering workshops and dressed by black feminists and the various training to colleges, high schools, and com- 392 Seminars forms of resistance to social structures. munity groups on issues of violence against Women in Economic Development women. Involves two-semester commit- The Philosophy of Gender and ment and 60 hours of training on violence Assessment of the impact of economic Sexuality against women, workshop design, and development on women’s lives in Africa, cofacilitation. Admission selective. Asia, and Latin America from the 1980s to Introduction to theories of the relations the present. Reading material from vari- between sex, gender, and sexuality from a Everywoman’s Center Counselor/ ous sources aids examination of theoreti- feminist perspective. Topics include: bio- Advocate Program cal issues surrounding economic develop- logical determinist, social constructionist, ment and women’s relationship to that historical, and performative theories of Students serve as counselor/advocates in gender and sexuality, sexual identities the Everywoman’s Center Counselor/Ad- process, how women experience this pro- (hetero-, gay, bi-, trans- and intersexuali- vocate Program, helping survivors of rape, cess, and alternatives to traditional approaches for empowering women and in- ties, and race, class, ethnic differences), battering, incest, sexual harassment, and and the politics of sexuality (identity poli- related violence. Duties include staffing a fluencing the development process. tics, conservative politics, queer theory). 24-hour hotline, providing short-term Latin American Feminisms counseling, and advocating for victims 395 Seminars and their families with police, courts, so- Contemporary Latin American women’s cial service agencies, etc. Requires 60- and feminist movements connected to their U.S. Women’s Lives in Context: hour training, four on-call shifts per month, historical context in order to understand Reading and Creating Political weekly staff meetings, short-term coun- the development of feminist theory in se- Autobiography 4 cr lected countries in Latin America and its seling for up to two participants, arrang- Women’s autobiographical and oral his- relation to political practice. Students ex- ing appropriate follow-up, adherence to tories explored in their social, political, confidentiality policy, completion of re- pected to have some background in either Women’s Studies, social theory, or Latin and cultural contexts. Emphasis on the quired paperwork, and access to car and impact and interaction of gender, race, phone. Admission selective. American studies. Elementary reading knowledge of Spanish required. class, and sexual orientation. Using their 301 Theorizing Women’s Issues (both sem) own lives as a focus, students create an 393 Seminar: Gender Debates and autobiographical work in one of a variety Ways of analyzing and reflecting on cur- Caribbean Development of forms. rent issues and controversies in feminist thought within an international context An interdisciplinary and multidisciplinary The Social Construction of Whiteness sensitive to class, race, and sexual power introduction to the field of gender and and Women 4 cr concerns. Topics may include work and development from a Caribbean perspec- international economic development, vio- tive. A gendered analysis further exam- Exploration of social construction of lence against women, racism, class and ines public policy, political activity, the whiteness, its interaction with gender, and historical and contemporary political re- poverty, heterosexism, the social construc- global economics of work, the rise of tion of gender, race and sexuality, global multinational corporations, the need for sistance to white privilege focusing pri- feminism, women, nationalism and the cooperation of all Caribbean nation states, marily on the U.S. The historical, economic, and political forces responsible for state, reproductive issues, pornography the effect of recent trends toward global- and media representations of women. Pre- ization, and the pressures to conform to construction and maintenance of white- requisite: WOST 201 or consent of in- the new rules of the global economy. ness; exploration of mechanisms which ensure that whiteness is experienced as structor.

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“the norm”; critical role of gender in the construction of whiteness. Students work in groups to design and implement activist projects. Corequisite: concurrent enrollment in a one-credit WOST practicum. Prerequisites: course work in race and gender; familiarity with historical, economic, and political bases of racism; or consent of instructor. 397 Seminar: The Impact of Globalization on Women The interrelations between the local and the global, the particular and the universal, and the national and the transnational.

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