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51 - 60 of 196 results for: COMPLIT

COMPLIT 142B: Translating Japan, Translating the West (JAPAN 121, JAPAN 221)

Translation lies at the heart of all intercultural exchange. This course introduces students to the specific ways in which translation has shaped the image of Japan in the West, the image of the West in Japan, and Japan's self-image in the modern period. What texts and concepts were translated by each side, how, and to what effect? No prior knowledge of Japanese language necessary.
Last offered: Winter 2020 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP

COMPLIT 144: The Idea of the "Poetic": Poetry and Other Arts in the Twentieth Century

In this course, we will explore the relationship between poetry and other art forms. What does it mean to say that something is "poetic," especially when we are talking about a non-poetic genre or artistic medium. Is the "poetic" a formal feature? An aesthetic quality? A stylistic choice? Or a mode of creative faculty? And does the way we talk about the "poetic" inform us of something about poetry itself? Together we will read narrative prose, photographs, films, paintings, and of course, poetry itself. Authors and artists we study might include Rainer Maria Rilke, Paul Klee, Fei Ming, Virginia Woolf, Paul Celan, Pier Paolo Pasolini, Michelango Antonioni, Andre Tarkovsky, W.G Sebald, Jia Zhangke, and Gerhard Richter.
Terms: Aut, Spr | Units: 3-5
Instructors: Ding, G. (PI)

COMPLIT 145C: Narratives of Enslavement (AFRICAAM 145, CLASSICS 145, CLASSICS 245)

Widely dispersed narratives by and about enslaved persons are our focus. We'll explore the concept of 'slave narrative' by comparing texts from the ancient Mediterranean, the Cape of Good Hope, West Africa and the United States. We'll consider famous autobiographies alongside less familiar material such as court trial records. What are the affordances, what are the limits of such narratives as historical evidence? What notions of enslaved experience emerge? How close can we come to understanding the experiences of the enslaved? How different do such experiences seem when compared across time and space? Note: graduates and advanced undergraduates wishing to read original Greek and Latin texts should register for Reading Greek and Roman Slavery ( Classics 142/242) in addition.
Terms: Win | Units: 5
Instructors: Parker, G. (PI)

COMPLIT 147: Facts and Fictions: Writing the New World in Early Modernity (1500-1700)

How was knowledge about the colonies in America established? What was the role of fiction in this process? This course introduces students to major problems at the intersection of literature and history. It provides students with an overview of historical and fictional writings that shaped the early modern imagination about colonial spaces in Europe and the Americas. Students will look into the process whereby poets and novelists made unfamiliar places more familiar to their European and American audiences, as well as into how historians used myths and fictions to build knowledge about those foreign places and cultures. Readings span fictional prose, histories, epic poems, philosophical writings, engravings and maps. Authors may include St. Teresa, Camões, Cervantes, Inca Garcilaso, Catalina de Erauso, Mendes Pinto, Bacon, Sor Juana, Antonio Vieira, and Margaret Cavendish. Students will practice close reading techniques and historical analysis, writing papers combining the two. Texts will be available in English.
Last offered: Autumn 2019

COMPLIT 148: Transcultural Perspectives of South-East Asian Music and Arts (COMPLIT 267, FRENCH 260A, MUSIC 146N, MUSIC 246N)

This course will explore the links between aspects of South-East Asian cultures and their influence on modern and contemporary Western art and literature, particularly in France; examples of this influence include Claude Debussy (Gamelan music), Jacques Charpentier (Karnatak music), Auguste Rodin (Khmer art) and Antonin Artaud (Balinese theater). In the course of these interdisciplinary analyses - focalized on music and dance but not limited to it - we will confront key notions in relation to transculturality: orientalism, appropriation, auto-ethnography, nostalgia, exoticism and cosmopolitanism. We will also consider transculturality interior to contemporary creation, through the work of contemporary composers such as Tran Kim Ngoc, Chinary Ung and Tôn-Thât Tiêt. Viewings of sculptures, marionette theater, ballet, opera and cinema will also play an integral role. To satisfy a Ways requirement, this course must be taken for at least 3 units. WIM credit in Music at 4 units and a letter grade.
Terms: Win | Units: 2-4 | UG Reqs: WAY-A-II
Instructors: Kretz, H. (PI)

COMPLIT 149: The Laboring of Diaspora & Border Literary Cultures (CSRE 149, ILAC 149)

Focus is given to emergent theories of culture and on comparative literary and cultural studies. How do we treat culture as a social force? How do we go about reading the presence of social contexts within cultural texts? How do ethno-racial writers re-imagine the nation as a site with many "cognitive maps" in which the nation-state is not congruent with cultural identity? How do diaspora and border narratives/texts strive for comparative theoretical scope while remaining rooted in specific local histories. Note: This course must be taken for a letter grade to be eligible for WAYS credit.
Last offered: Winter 2023 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP

COMPLIT 155: Rivers That Were: Latin American Ecopoetry (ILAC 155)

For over a century, poetry in Latin America has been tracing the connections between the human and the nonhuman. We will examine closely the ways in which such poetry registers environmental degradation and its disproportionate impacts along axes of race, gender, and class. How does such poetry unearth a history of colonialism and extractivism that continues to manifest socio-politically and economically in the Latin American landscape? What futures do these eco-poets imagine and advocate? In its encounter with the natural world, poetry makes us feel: how might it inspire us to act? Texts include works by Mistral, Neruda, Parra, Cardenal, Pacheco, Aridjis, Calderón, and Huenún. Taught in Spanish.
Last offered: Autumn 2022 | UG Reqs: WAY-A-II, WAY-EDP

COMPLIT 156: Stories at the Border (ENGLISH 155, GLOBAL 120)

How authors and filmmakers represent the process of border-making as a social experience? How do the genres in which they work shape our understandings of the issues themselves? We will explore several different genres of visual and textual representation from around the world that bear witness to border conflict - including writing by China Miéville, Carmen Boullosa, Joe Sacco, and Agha Shahid Ali - many of which also trouble the borders according to which genres are typically separated and defined.
Last offered: Spring 2023 | UG Reqs: WAY-A-II, WAY-EDP

COMPLIT 157: Time Travel in Abya Yala: Decolonising Time (CHILATST 157)

What if we saw time as malleable? In this course, we will examine how indigenous, latinx, and black artists manipulate experiences of time through music, visual art, and storytelling to reclaim their worlds. Understandings of time have been used to control the populations of Abya Yala (the Americas) since the beginning of the colonial period. But through different cultural understandings of time, experimental bookmaking, and other modes of creative expression, time can be experienced anew. We will pay attention to how different formats for storytelling and art alter our experience of the present. We will also identify how different ways of arranging events, visuals, and words reconfigure the relationships between the past, present, and future. The class will include fictional and theoretical works by Gloria Anzaldúa (Chicana), Manuel Tzoc (K'iche'), Patrick Chamoiseau (Martinique), Kency Cornejo (El Salvador/USA), and Dylan Robinson (Xwélmexw), amongst others.
Terms: Spr | Units: 3-5
Instructors: Martinez, N. (PI)

COMPLIT 158: RebeliĆ³n: Black Resistance in the Caribbean (AFRICAAM 158, HISTORY 177C)

In 1978, Afro-Columbian artist recorded his hit song "Rebelión," including lines such as "esclavitud perpetua," a reference to the 1455 Romanus Pontifex Papal Bull, and lines like "No le pegue a la negra," which evince a slave resistance based on a bond of kinship and affection. This is an introductory course in Caribbean history with a focus on labor and rebellion. In this course, we will discuss slave revolts and revolutions in the Caribbean from the beginning of the Transatlantic Slave trade through present-day labor strikes in the Caribbean. Using Caribbean resistance music as the backdrop to many of our discussions, this course will engage with the metaphors and motifs found in riotous iconography, such as the machete (i.e. "El machete de Maceo," in Celia Cruz¿s "Guantanamera"). Revolts covered include the 1500s slave revolts in Quisqueya, the Haitian Revolution, the 1843 La Escalera conspiracy in Cuba, the 1831 Christmas Rebellion in Jamaica, the Cuban Ten Years War, Little War, and present-day labor strikes in Haiti and the Dominican Republic. We will review and study historical records, as well as take in archival and musical sources. No prior knowledge in Caribbean history is required.
Last offered: Autumn 2022 | UG Reqs: WAY-EDP, WAY-SI
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