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391 - 400 of 1219 results for: all courses

DANCE 196: Dancing Black: Embodying the African Diaspora in the United States and the Caribbean (TAPS 196, TAPS 396)

What does it mean to dance black? How can studying comparative dance practices across the United States and the Caribbean expose continuities and differences in African diaspora experience? How can we draw strategies from black performance to inform our current movements for social change? This class will explore how dance and writing about performance have shaped notions of what it means to identify or be marked as an African diaspora subject. From the ring shouts of captive Africans to the 20th-century concert dance stage, from New York queer ballroom culture to Tiktok fads, this class will expose students to both historical and ethnographic methods for using dance to study the formation of black community in the New World. Looking beyond the surface of skin, we'll explore how race is experienced in muscle and flesh, and how black performers have historically taken advantage of or disavowed racialized ideas of how they can/should move. We will read theories of diaspora, queer of colo more »
What does it mean to dance black? How can studying comparative dance practices across the United States and the Caribbean expose continuities and differences in African diaspora experience? How can we draw strategies from black performance to inform our current movements for social change? This class will explore how dance and writing about performance have shaped notions of what it means to identify or be marked as an African diaspora subject. From the ring shouts of captive Africans to the 20th-century concert dance stage, from New York queer ballroom culture to Tiktok fads, this class will expose students to both historical and ethnographic methods for using dance to study the formation of black community in the New World. Looking beyond the surface of skin, we'll explore how race is experienced in muscle and flesh, and how black performers have historically taken advantage of or disavowed racialized ideas of how they can/should move. We will read theories of diaspora, queer of color critique and black feminist theory, and performance theory. We will search for the common questions and conversations about embodiment, the spectator's gaze, and black belonging that run through all three disciplines. Students will be required to do some movement research (through accessible, at-home dance practice), write weekly journals, and complete short essay projects. Students develop will skills for writing, speaking, and making performance to explore the intersections between race, sexuality, and dance.
Last offered: Autumn 2021 | UG Reqs: WAY-A-II

DLCL 11: Great Books, Big Ideas from Ancient Greece and Rome (CLASSICS 37, HUMCORE 112)

This course will journey through ancient Greek and Roman literature from Homer to St. Augustine, in constant conversation with the other HumCore travelers in the Ancient Middle East, Africa and South Asia, and Early China. It will introduce participants to some of its fascinating features and big ideas (such as the idea of history); and it will reflect on questions including: What is an honorable life? Who is the Other? How does a society fall apart? Where does human subjectivity fit into a world of matter, cause and effect? Should art serve an exterior purpose? Do we have any duties to the past? This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Last offered: Autumn 2022 | UG Reqs: WAY-A-II

DLCL 12Q: Humanities Core: Great Books, Big Ideas -- Europe, Middle Ages and Renaissance (FRENCH 12Q, HUMCORE 12Q, ILAC 12Q)

This three-quarter sequence asks big questions of major texts in the European and American tradition. What is a good life? How should society be organized? Who belongs? How should honor, love, sin, and similar abstractions govern our actions? What duty do we owe to the past and future? The second quarter focuses on the transition from the Middle Ages to Modernity, Europe's re-acquaintance with classical antiquity and its first contacts with the New World. Authors include Dante, Shakespeare, Machiavelli, Cervantes, and Milton. N.B. This is the second of three courses in the European track. These courses offer an unparalleled opportunity to study European history and culture, past and present. Take all three to experience a year-long intellectual community dedicated to exploring how ideas have shaped our world and future. Students who take HUMCORE 11 and HUMCORE 12Q will have preferential admission to HUMCORE 13Q (a WR2 seminar).
Last offered: Winter 2019 | UG Reqs: WAY-A-II

DLCL 21N: Ecologies of Communication (ENGLISH 21N, SUSTAIN 51N)

What remnants of our culture will future generations discover and decipher and how will they interpret these? How will they access the technologies we have created? How will they understand the environmental changes that current humans have caused? And how will their encounters with the past inform their own future? This IntroSem explores a humanistic perspective on sustainability, viewing the human record itself as a resource and exploring how it might be sustained in an ethical and meaningful way. Broadly, we ask what is the science behind sustaining the ecology of historic heritage?
Last offered: Winter 2023 | UG Reqs: WAY-A-II, WAY-SI

DLCL 52: Global Humanities: The Grand Millennium, 800-1800 (HISTORY 206D, HUMCORE 52, JAPAN 52)

How should we live? This course explores ethical pathways in European, Islamic, and East Asian traditions: mysticism and rationality, passion and duty, this and other worldly, ambition and peace of mind. They all seem to be pairs of opposites, but as we'll see, some important historical figures managed to follow two or more of them at once. We will read works by successful thinkers, travelers, poets, lovers, and bureaucrats written between 800 and 1900 C.E. We will ask ourselves whether we agree with their choices and judgments about what is a life well lived.
Last offered: Winter 2020 | UG Reqs: WAY-A-II, WAY-ER

DLCL 100: CAPITALS: How Cities Shape Cultures, States, and People (COMPLIT 100, FRENCH 175, GERMAN 175, HISTORY 206E, ILAC 175, ITALIAN 175, URBANST 153)

This course takes students on a trip to major capital cities at different moments in time, including Renaissance Florence, Golden Age Madrid, colonial Mexico City, imperial Beijing, Enlightenment and romantic Paris, existential and revolutionary St. Petersburg, roaring Berlin, modernist Vienna, and transnational Accra. While exploring each place in a particular historical moment, we will also consider the relations between culture, power, and social life. How does the cultural life of a country intersect with the political activity of a capital? How do large cities shape our everyday experience, our aesthetic preferences, and our sense of history? Why do some cities become cultural capitals? Primary materials for this course will consist of literary, visual, sociological, and historical documents (in translation).
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI

DLCL 103: Future Text: AI and Literatures, Cultures, and Languages (ITALIAN 103)

How do AI language models work and what is their impact on education? In this course we will: Experiment with translation; Experiment with textual analysis of specific texts from different contexts and historical periods and cultures; Experiment with large data questions that are very hard to do by a single person; Experiment with ways to fact-check an AI generated work: we know AI creates false assertions, and backs them up with false references; Experiment with collaborating with AI to write a final paper, a blog, a newspaper article, etc.
Terms: Aut | Units: 4 | UG Reqs: WAY-A-II, WAY-EDP

DLCL 111Q: Texts and Contexts: Spanish/English Literary Translation Workshop (COMPLIT 111Q, ILAC 111Q)

The Argentinian writer and translator, Jorge Luis Borges, once said, 'Cada idioma es un modo de sentir el universo.' How are modes of feeling and perception translated across languages? How does the historical context of a work condition its translation into and out of a language? In this course, you will translate from a variety of genres that will teach you the practical skills necessary to translate literary texts from Spanish to English and English to Spanish. By the end of the term, you will have translated and received feedback on a project of your own choosing. Discussion topics may include: the importance of register, tone, and audience; the gains, in addition to the losses, that translations may introduce; the role of ideological, social-political, and aesthetic factors on the production of translations; and comparative syntaxes, morphologies, and semantic systems. Preference will be given to sophomores but freshman through seniors have enjoyed this course in the past. Course taught in Spanish.
Last offered: Winter 2023 | UG Reqs: WAY-A-II, WAY-CE

DLCL 113Q: Borges and Translation (ILAC 113Q)

Borges's creative process and practice as seen through the lens of translation. How do Borges's texts articulate the relationships between reading, writing, and translation? Topics include authorship, fidelity, irreverence, and innovation. Readings will draw on Borges's short stories, translations, and essays. Taught in Spanish. Prerequisite: 100-level course in Spanish or permission of instructor.
Last offered: Autumn 2017 | UG Reqs: WAY-A-II, WAY-CE

DLCL 121: Performing the Middle Ages

Through an analysis of medieval courtly love, religious, satirical, and Crusade lyrics, we will study the rise of a new subjectivity; the female voice; the roles of poet, audience, and patron; oral and manuscript transmission; and political propaganda. Special attention will be given to performance as a reimagining of self and social identity. Authors include Bertran de Born, Marie de France, Hildegard von Bingen, Walther von der Vogelweide, Dante, and Chaucer. Students will have the opportunity to produce a creative project that brings medieval ideas about performance into dialogue with modern conceptions. Taught in English, all texts in translation. NOTE: for AY 2018-19 FRENCH 166 Food, Text, Music: A Multidisciplinary Lab on the Art of Feasting counts for DLCL 121.
Last offered: Autumn 2016 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-CE
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