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  • Spring 2020

    : "Sexuality" in the Making: Gender, Law, and the Use of Pleasure in Ancient Greek Culture [Greek], Prof. Eirene Visvardi

    The parent course (CCIV 281/FGSS 281) examines the construction of gender roles in ancient Greece and approaches gender as an organizing principle of private and public life in ancient Greek society by using literary, scientific, historical, and philosophical sources as well as material evidence. Issues addressed include: the creation of woman, conceptions of the male and female body, the legal status of men and women; what constitutes acceptable sexual practices and for whom (e.g., heterosexual relationships, homoeroticism, prostitution, etc.); ideas regarding desire, masculinity and femininity, and their cultivation in social, political, and ritual contexts such as rituals of initiation, marriage, drinking parties (symposia), the law court, and the theater.

    The textual sources used in the course cover a spectrum of genres: medical texts, Homer, lyric poetry, tragedy, comedy, law-court speeches, and philosophy among others. In the CLAC connected to this course students with some background in ancient Greek will read selections from these genres and will be able to compare different discourses and registers in the original. In the past, even though brief lexical examples--e.g., pointing at the use of ta Aphrodisia (the things/matters related to Aphrodite) in a culture that has no one term/concept for our notion of "sexuality"--students were intrigued by how different terms and discursive media in the original may offer access to perspectives, visions, and values that differ from and can, in turn, inform our own. The CLAC will create an opportunity precisely for this kind of access and a better informed and nuanced conversation.

    The Communist Experience in the Soviet Union [Russian], Prof. Victoria Smolkin

    Like the parent course, HIST353: The Communist Experience in the 20th Century, this CLAC course will engage with the problem of experience through a series of themes: subjectivity; engaging in the political process of building socialism; aesthetics; travel and tourism; East and West; race and ethnicity; production and consumption; time and space; political engagement and disengagement; science and technology; and emotions. We will work with sources from oral histories, diaries, film, television, and the press. The final project would involve close reading and paper on a theme covered in class using both primary and preapproved secondary sources in Russian. The student language background appropriate for this class is (preferably advanced) intermediate to native. 

    From Black and White to Colors: Israeli Cinema [Hebrew], Prof. Dalit Katz

    This Hebrew course will be linked to the English-language film course, From Black and White to Colors: Israeli Cinema, a Melting Pot Fragmented. This course is targeted towards heritage Hebrew speakers and students with very advanced knowledge of the Hebrew language. Students will view the same films as the parent class with special attention to the Hebrew language. We will analyze, discuss, and write on each of the films. In addition, students will be required to attend all the screenings in the Ring Family Wesleyan University Israeli Film Festival and to meet with native guest speakers. The focus of the course will be to map the cultural and social changes in Israeli society reflected in the transformation in format and themes of Israeli films. This course may be repeated for credit. 

    Parent Course: CJST 249 (From Black and White to Colors: Israeli Cinema, a Melting Pot Fragmented)

    : Narrating China in the Chinese Original [Chinese], Prof. Mengjun Liu

    This 0.5 credit course is conducted in Chinese and designed to supplement the standard English-language Narrating China: Introduction to Modern Chinese Literature (CEAS 202) course. It allows students to encounter a selection of modern and contemporary Chinese literary texts in their original Chinese. As the parent course guides students through major literary movements and themes from 20th-century China, students in the CLAC tutorial will read poems, short stories, or excerpts of longer texts from the same periods in the original Chinese. In weekly meetings, students will discuss the readings in Chinese, to delve deeper into their stylistic and linguistic characteristics unobservable in translations.

    Both advanced learners of Chinese (fourth-year level or above) and native speakers are welcome. Evaluation is based on students' preparedness, participation, and formal oral presentations, and will be tailored to students' language background. If you are unsure about whether your language background is sufficient for the course, please contact the instructor.

    History of Spanish Cinema for Spanish Speakers [Spanish], Prof. Antonio Gonzalez
    Students with proficiency in Spanish and who are enrolled simultaneously in SPAN 301 will have the opportunity to further their knowledge of Spanish cinema in its cultural and historical context through secondary readings in Spanish. Discussions in this class and all written work are conducted in Spanish, and they will pertain to the films and other readings included on the syllabus for SPAN 301.

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