RTF 359S: History of the Black Sitcom: From Beulah to Blackish Course Instructor: Adrien Sebro, Ph.D. Email: [email protected] Seminar Day and Time: MWF 11:00AM-12:00PM (BMC 4.206) Screening: M 5:00PM-7:30PM (CMA 3.124) Office Hours: TBA Course Description: For cultural critics to ignore television’s potential as a forum of resistance is to misread levels of vernacular meaning inherent in many Black television texts. Often viewed as a medium of buffoonery or harsh stereotyping, situational comedies that focus on Black communities have in fact had a crucial role in political progress, activism, and evolving social conditions in the United States. With close attention to themes such as socioeconomics, gender, religion, and politics, Black sitcoms address American social injustices in ways that other sitcoms simply are unable to. This course will chronicle a history of American Black sitcoms over time, that worked to respond to their political moment and have radically transformed television as a space for pedagogy. It is important to mention, that this course’s focus on the sitcom genre is deliberate. The sitcom can be read to help lay bare the mores, images, ideals, prejudices, and ideologies in its topical moment. There is much history that can and must be captured from the sitcom. As Darrell Hamamoto states, “the study of the television situation comedy is an exercise in examining the relationship of popular art to its historically specific setting.” Surveying histories of television sitcoms in general offers a unique history of what is understood as national American humor. American humor in general, and Black humor specifically, began as a “wrested freedom,” the freedom to laugh at that which was unjust and cruel in order to create distance from what would otherwise obliterate a sense of self and community. In this course, students will watch, read, and discuss popular themes and trends in Black sitcoms over time (1950s to the present). Through these efforts they will be encouraged to understand the representations of Black communities in these sitcoms beyond the often-popular discussions of their stereotyping and buffoonery. Rather, I will help them to read these art forms as narratives of Black agency and resilience within an established racial and social order. Ultimately, I aim to use this course to help students understand how television continues to redefine the ontological status of Blackness. In addition, this course will introduce students to basic theoretical concepts fundamental to understanding social conditions and social change including, power, ideology, hegemony, institutions, etc. What Do I Need from You? Your active participation and attendance (class and screenings) is integral to the success of yourself and the seminar collective. What will drive this course are the discussions that will take place in response to screenings and readings. Readings for each week must be completed by the seminar section. It is important that you come to class on time, prepared, and stay until class is over. Also, paying attention during seminar and avoiding distracting behaviors like texting or doing other work in class will offer you the ability to actively contribute and get the most from discussion. If you foresee needing to miss class(es), then you’ll need to contact me via email at your earliest convenience. This course will often discuss readings and view screenings that address gender, sexuality, race, religion, socioeconomics, etc. This classroom will be a safe space for these conscious discussions and opinions. Any prejudices, bigotry, homophobia, etc. will not be allowed. Every student’s discussions and opinions can of course be challenged but must be done respectfully. *All readings will be available via PDF on the course website* Overall Class Grade Breakdown: 1. Weekly Reading Responses 30% 2. Attendance 5% 3. Discussion Lead 5% 4. Thesis Statement Submission 5% 5. Mandatory Office Hour 5% 6. Paper Presentation 10% 7. Final Paper 40% Weekly Reading Responses To help drive seminar discussion and participation each student is required to submit (via the course website) 2-3 critical comments or questions in response to one or more of the week’s readings. Reading responses are due on the class website by 11:59 PM on the evening before that week’s seminar. The readings must be done before the start of the class corresponding to the week in which they are listed under. Discussion Lead During Week 1, students will be able to choose the class that they will be responsible for leading one of that week’s reading discussions. They can lead the discussion via short PowerPoint, screening, etc. but they must pose questions to the class as a whole. Thesis Statement Submission By Week 9, each student is required to submit (via hard copy in class) a rough thesis statement and bibliography for their final papers. These statements will help with the direction, clarity, and organization for your final paper. Paper Presentation In Weeks 13 and 14 each student will conduct a power point presentation to the class on the subjects that their final papers intend to cover. These presentations will aid in strengthening presentation skills as well as mining through any questions or concerns that one may still have while completing their final papers. Great work requires constructive peer feedback. Final Paper The seminar final paper is due via hard copy during Finals Week. The final paper is to be 10-12 pages, double-spaced, Times New Roman 12-point font, and 1-inch margins. Students have the choice of TWO options for the final paper: 1. Critically compare and contrast two Black sitcoms (one before 1989 and one after 1989) and the modes in which the characters, episodes, and/or themes responded to their political moment. Textual analysis of select episodes is encouraged. 2. Discuss popular themes, cultural impact, and/or critical reception of a single Black sitcom. Textual analyses of select episodes is strongly encouraged. *If you are interested in writing a paper that doesn’t fall within these categories, we can discuss this possibility in office hours. Mandatory Office Hour Another crucial component of this seminar is attending office hours. These will serve as one on one meetings to discuss the course, readings, final paper, etc. Office hours will only benefit your course experience and grade for the better. Each student will be given a 15-20min block if necessary. Attending a portion of AT LEAST one allotted office hour segment is required per student. If you are unable to attend my scheduled office hours due to work or other classes, please email me so that we can set up additional hours. Plagiarism Plagiarism, or the manipulation of another’s work as your own of ANY kind is strictly prohibited by myself and the University at large. If you are confused whether something you are writing may be perceived as plagiarism, please do not hesitate to clear it with me first, before submission. If a plagiarized paper is submitted, a student will automatically fail the course. Writing assistance: Carefully read through guidelines for the research and writing assignments, passed out well before each due date, as these guidelines will influence the grading of the assignments you turn in. It is recommended that you consult with your TA or me prior to the due dates in order to obtain further clarification regarding the assignments and to discuss possible topics, reference materials, and/or writing difficulties. The Writing Center offers individualized assistance to students who want to improve their writing skills. There is no charge for using the Writing Center, and students may come in on a drop-in or appointment basis. Call 471-6222 for hours and/or an appointment. For more information, visit their website at www.uwc.fac.utexas.edu. You may also want to use UT's Learning Center for assistance with studying and writing. It is located in the Jester Center, Room A332. For hours and/or an appointment, call 471-3614. For more information, see the Learning Center’s web pages at www.utexas.edu/student/lsc. The Moody College Writing Support Program, located in BMC 3.322, offers one-on-one assistance without charge to undergraduates seeking to improve their professional writing in all fields of communication. We have student specialists in Journalism, RTF, CSD, CMS, Communication & Leadership and PR & Advertising. In addition, they offer workshops to strengthen core writing skills in each field and to inspire students to strive for excellence. Students may guarantee their time by booking half-hour appointments on their website for assistance during all stages of the writing process. Writing coaches also will take drop-ins if they are not working with appointments. Personal Pronoun Preference: Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. Services for Students with Disabilities: Upon request, The University of Texas at Austin provides appropriate academic accommodations for qualified students with disabilities. Students with physical or learning disabilities should provide the professor with a letter requesting reasonable academic accommodation, and work directly with the professor to determine what accommodations are needed. This letter can be obtained from Services for Students with Disabilities, located in the Student Services Building. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY, or visit their website.