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1 - 10 of 135 results for: AMSTUD

AMSTUD 1B: Media, Culture, and Society (COMM 1B)

The institutions and practices of mass media, including television, film, radio, and digital media, and their role in shaping culture and social life. The media's shifting relationships to politics, commerce, and identity.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

AMSTUD 2: Introduction to American National Government and Politics (POLISCI 2)

American political institutions (the Presidency, Congress, and the Court) and political processes (the formation of political attitudes and voting) have for some time now been criticized as inadequate to the task of making modern public policy. Against the backdrop of American culture and political history we examine how public policy has been and is being made. We use theories from Political Science and Economics to assess the state of the American system and the policy making process. We use case studies and lectures to analyze contemporary issues including environmental policy, taxes and spending , gun control , economic growth and inequality and mobility. In some of these issue areas we use comparative data from other countries to see how the U.S. is doing relative to other countries. In addition to class room lecture and discussion, student groups are formed to analyze policy issues of relevance to them. (This course has merged with Political Science 123/PubPol 101)
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter or Credit/No Credit

AMSTUD 3E: Michelle Obama in American Culture (AFRICAAM 3E, CSRE 3E, FEMGEN 3E, HISTORY 3E)

Never before has the United States had a First Lady like Michelle Obama. During her eight years in the White House, Michelle Obama transformed traditional meanings of womanhood, marriage, motherhood, and style and created new possibilities for what it means to be strong and what it means to be beautiful. No First Lady has ever been so scrutinized but also so beloved: from her J. Crew dresses to her Let's Move campaign, from her vegetable gardens to her chiseled arms, and from her powerful speeches to her casual and always authentic personality. This class examines the impact on American culture of the most popular First Lady in American history.
Terms: Spr | Units: 1 | Grading: Satisfactory/No Credit

AMSTUD 10Q: Dystopian California: Imagining the Golden State in Disaster and Science Fiction Film

Dystopian California examines the ways the Golden State has been popularly imagined both historically as the Land of Promise and more recently as the land of apocalypse in science fiction and disaster films. Through this lens, we¿ll be exploring anxieties articulated through images of natural disaster, environmental degradation, urbanization and urban decay, invasion (both viral and ¿alien¿), societal collapse, overpopulation, and nuclear holocaust ¿ as well as the tenacity of the human spirit. We¿ll be discussing conceptions of survival and the ways these films both articulate societal fears and help to neutralize them. More broadly we will discuss how these films metaphorically address, through the loss of innocence, the possibility of establishing a truly Utopian California ¿ the Golden Land of Opportunity promised to us ¿ that had been unattainable or lost in the melee of postmodernity
Terms: not given this year | Units: 3 | Grading: Letter (ABCD/NP)

AMSTUD 10SC: A Strange Land: Edward Hopper's Paintings of America (ARTHIST 11SC)

In 2015 Stanford's Cantor Arts Center acquired New York Corner (1913), an early painting by the celebrated American artist Edward Hopper (1882-1967). In honor of the acquisition, this seminar will explore Hopper's paintings in detail but with a twist. In each class meeting we will pair Hopper's paintings with the work of another artist or, in some cases, a filmmaker or novelist. The work of these other figures, all notable in their own right, will be given equal if not greater emphasis in each seminar meeting. In classroom discussion, our goal will be to build a rich description of Hopper's art and to understand something of the times when he painted (especially the late 1920s through the late 1950s). If you have wanted to learn how to look closely at a work of art, and how to interpret film and literature with equal depth doing so in intensive conversation with the professor and your peers this is the class for you. Some of the questions we will address: What is an artist?; What is an artist's career?; What does it mean for an artist (or anyone) to develop a lifelong vision of American culture, of American places, of American life?; What is a place (as opposed to a space)?; Is making a painting (or speaking or writing about a painting) a meaningful act in the world?; What does it mean (for Hopper, for any of us) to emerge out of a coherent tradition?; What is high art?; What is popular art?; What are the strengths and limitations of each?
Terms: Sum | Units: 2 | Grading: Letter (ABCD/NP)
Instructors: Nemerov, A. (PI)

AMSTUD 12A: Introduction to English III: Introduction to African American Literature (AFRICAAM 43, ENGLISH 12A)

(Formerly English 43/143). In his bold study, What Was African American Literature?, Kenneth Warren defines African American literature as a late nineteenth- to mid-twentieth-century response to the nation's Jim Crow segregated order. But in the aftermath of the Jim Crow era and the Civil Rights movement, can critics still speak, coherently, of "African American literature"? And how does this political conception of African American literary production compare with accounts grounded in black language and culture? Taking up Warren's intervention, this course will explore African American literature from its earliest manifestations in the spirituals and slave narratives to texts composed at the height of desegregation and decolonization struggles at mid-century and beyond.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Rasberry, V. (PI)

AMSTUD 15: Global Flows: The Globalization of Hip Hop Art, Culture, and Politics

This course consists of film screenings, dialogues, and performances that examine and engage Hip Hop Cultures and artists from around the world. We will explore diverse scenes and artists, from the formation of new musical genres such as hiplife in Ghana, to the impact of the first Hip Hop concert in Morocco, to comparative investigations of race and citizenship in Japan, Cuba, Palestine, France, and the United States (including Black, Mexican and Arab-Americans).
Terms: not given this year | Units: 1-2 | Grading: Credit/No Credit

AMSTUD 25Q: The Origins of the Modern American City, 1865-1920 (HISTORY 55Q, URBANST 25Q)

Are we living in a new Gilded Age? To answer this question, we go back to the original Gilded Age, as well as its successor, the Progressive Era. How did urban Americans around the turn of the twentieth century deal with stark inequalities of class, race, ethnicity, gender, and sexuality? And what can we learn from their struggles for our own time? Students use primary and secondary sources in digital and print formats. Possible field trip to San Francisco.
Terms: not given this year | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

AMSTUD 32: The 5th Element: Hip Hop Knowledge, Pedagogy, and Social Justice (AFRICAAM 32, CSRE 32A, EDUC 32, EDUC 432, TAPS 32)

This course-series brings together leading scholars with critically-acclaimed artists, local teachers, youth, and community organizations to consider the complex relationships between culture, knowledge, pedagogy and social justice. Participants will examine the cultural meaning of knowledge as "the 5th element" of Hip Hop Culture (in addition to MCing, DJing, graffiti, and dance) and how educators and cultural workers have leveraged this knowledge for social justice. Overall, participants will gain a strong theoretical knowledge of culturally relevant and culturally sustaining pedagogies and learn to apply this knowledge by engaging with guest artists, teachers, youth, and community youth arts organizations.
Terms: not given this year | Units: 1-5 | Grading: Letter or Credit/No Credit

AMSTUD 50N: The Literature of Inequality: Have and Have-Nots from the Gilded Age to the Occupy Era

Not since the turn of the last century have Americans experienced such a profound gap between those who have and those who do not, between wealthy and working poor, between defacto upper and lower classes, between those of the status quo and those who slip to the social periphery. We will be examining literary and artistic explorations of social and economic inequity, fiction and art that looks at reversals of fortune as well as the possibilities for social change. Readings include Jacob Riis¿ How the Other Half Lives, W.E.B. Du Bois¿ The Souls of Black Folk, Edith Wharton¿s House of Mirth , James Agee & Walker Evans¿ Let Us Not Forget Famous Men , T.C. Boyle¿s The Tortilla Curtain, Julie Otsuka¿s When the Emperor Was Divine and Occupy Movement art.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter (ABCD/NP)
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