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721 - 730 of 1084 results for: all courses

ITALIAN 237: Michelangelo: Gateway to Early Modern Italy (ARTHIST 218A, ARTHIST 418A, ITALIAN 337)

Revered as one of the greatest artists in history, Michelangelo Buonarroti's extraordinarily long and prodigious existence (1475-1564) spanned the Renaissance and the Reformation in Italy. The celebrity artist left behind not only sculptures, paintings, drawings, and architectural designs, but also an abundantly rich and heterogeneous collection of artifacts, including direct and indirect correspondence (approximately 1400 letters), an eclectic assortment of personal notes, documents and contracts, and 302 poems and 41 poetic fragments. This course will explore the life and production of Michelangelo in relation to those of his contemporaries. Using the biography of the artist as a thread, this interdisciplinary course will draw on a range of critical methodologies and approaches to investigate the civilization and culture of Italy in the fifteenth and sixteenth centuries. Course themes will follow key tensions that defined the period and that found expression in Michelangelo: physical-spiritual, classical-Christian, tradition-innovation, individual-collective.
Last offered: Spring 2020 | UG Reqs: WAY-A-II

ITALIAN 240: Great Minds of the Italian Renaissance and their World (ITALIAN 340)

What enabled Leonardo da Vinci to excel in over a dozen fields from painting to engineering and to anticipate flight four hundred years before the first aircraft took off? How did Michelangelo paint the Sistine Chapel Ceiling? What forces and insights led Machiavelli to write "The Prince"? An historical moment and a cultural era, the Italian Renaissance famously saw monumental achievements in literature, art, and architecture, influential developments in science and technology, and the flourishing of multi-talented individuals who contributed profoundly, expertly, and simultaneously to very different fields. In this course on the great thinkers, writers, and achievers of the Italian Renaissance, we will study these ¿universal geniuses¿ and their world. Investigating the writings, thought, and lives of such figures as Leonardo da Vinci, Niccolò Machiavelli, and Galileo Galilei, we will interrogate historical and contemporary ideas concerning genius, creativity, and the phenomenon of ¿Renaissance man¿ known as polymathy. Taught in English.
| UG Reqs: WAY-A-II

ITALIAN 248: Cinema and the Real: Italian Neo-Realism and the French New Wave (FRENCH 148, FRENCH 248, ITALIAN 148)

Between the 1940s and 1960s, in Italy and France, a handful of movie directors revolutionized the art of cinema. In the wake of World War II they entirely re-defined the aesthetics of the 7th art in films such as "Bicycle Thieves," "400 Blows," "Rome Open City," and "Breathless." These works shared an aesthetic and a philosophy of "the real" - they eschewed big studios and sets in favor of natural light, on-location shooting, and non-professional actors to capture the present moment. This survey course will explore how the dialogue between Italian neo-realism and the French New Wave has yielded some of the most revolutionary filmic masterpieces of both traditions, while raising theoretical and philosophical questions about form, time, space, fiction, representation, and reality. Films: Roberto Rossellini, Vittorio de Sica, Luchino Visconti, Federico Fellini, François Truffaut, Jean-Luc Godard, Alain Resnais and Agnès Varda.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II
Instructors: Alduy, C. (PI)

ITALIAN 265: Word and Image (ARTHIST 265A, ARTHIST 465A, COMPLIT 225, ITALIAN 365)

What impact do images have on our reading of a text? How do words influence our understanding of images or our reading of pictures? What makes a visual interpretation of written words or a verbal rendering of an image successful? These questions will guide our investigation of the manifold connections between words and images in this course on intermediality and the relations and interrelations between writing and art from classical antiquity to the present. Readings and discussions will include such topics as the life and afterlife in word and image of Ovid's "Metamorphoses," Dante's "Divine Comedy," Ludovico Ariosto's "Orlando Furioso," and John Milton's "Paradise Lost;" the writings and creative production of poet-artists Michelangelo Buonarroti, William Blake, and Dante Gabriel Rossetti; innovations in and correspondences between literature and art in the modern period, from symbolism in the nineteenth century through the flourishing of European avant-garde movements in the twentieth century.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II
Instructors: Prodan, S. (PI)

ITALIC 91: Immersion in the Arts: Living in Culture, Creating

Creating is the first part of a year-long course that explores the ways people make and encounter a wide range of artworks, including examples from music and performance, the visual arts, literature, film and other media. In ITALIC 91 we ask: How do artists innovate? What roles can earlier artworks play in new creations? How do audiences create? How do medium and material shape the creation of an artwork? What are the aims of art? What does art aim to create in the world?
Terms: Aut | Units: 4 | UG Reqs: THINK, WAY-A-II

ITALIC 93: Immersion in the Arts: Living in Culture, Challenging

ITALIC 93, Challenging. This quarter focuses on art that challenges audiences' expectations and values. We consider what is at stake in the encounter with difficult art. How does difficult art contest cultural, political, and social assumptions and values or challenge expectations about the form and content of art? How can art challenge existing power structures in society? How does art challenge its viewers, by troubling disciplinary boundaries or the rules of genre? What are the ethical responsibilities of artists? Over the course of the quarter, students will meet with a master artist 6 times during section, honing work in their chosen medium and developing a project that will be presented in an end-quarter exhibition and published in an online magazine.
Terms: Sum | Units: 3 | UG Reqs: THINK, WAY-A-II, WAY-CE

JAPAN 21: Humanities Core: Love and Betrayal in Asia (CHINA 21, HUMCORE 21, KOREA 21)

Why are lovers in storybooks East and West always star-crossed? Why do love and death seem to go together? For every Romeo and Juliet, there are dozens of doomed lovers in the Asian literary repertoires, from Genji's string of embittered mistresses, to the Butterfly lovers in early modern China, to the voices of desire in Koryo love songs, to the devoted adolescent cousins in Dream of the Red Chamber, to the media stars of Korean romantic drama, now wildly popular throughout Asia. In this course, we explore how the love story has evolved over centuries of East Asian history, asking along the way what we can learn about Chinese, Japanese, and Korean views of family and community, gender and sexuality, truth and deception, trust and betrayal, ritual and emotion, and freedom and solidarity from canonical and non-canonical works in East Asian literatures. N.B. This is the second of three courses in the East Asian track. These courses offer an unparalleled opportunity to study East Asian 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.
Last offered: Winter 2020 | UG Reqs: WAY-A-II

JAPAN 21Q: Humanities Core: Love and Betrayal in Asia (CHINA 21Q, HUMCORE 21Q, KOREA 21Q)

Why are lovers in storybooks East and West always star-crossed? Why do love and death seem to go together? For every Romeo and Juliet, there are dozens of doomed lovers in the Asian literary repertoires, from Genji's string of embittered mistresses, to the Butterfly lovers in early modern China, to the voices of desire in Koryo love songs, to the devoted adolescent cousins in Dream of the Red Chamber, to the media stars of Korean romantic drama, now wildly popular throughout Asia. In this course, we explore how the love story has evolved over centuries of East Asian history, asking along the way what we can learn about Chinese, Japanese, and Korean views of family and community, gender and sexuality, truth and deception, trust and betrayal, ritual and emotion, and freedom and solidarity from canonical and non-canonical works in East Asian literatures. N.B. This is the second of three courses in the East Asian track. These courses offer an unparalleled opportunity to study East Asian 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.
Last offered: Winter 2019 | UG Reqs: WAY-A-II

JAPAN 24: Humanities Core: How to be Modern in East Asia (CHINA 24, COMPLIT 44, HUMCORE 133, KOREA 24)

Modern East Asia was almost continuously convulsed by war and revolution in the 19th and 20th centuries. But the everyday experience of modernity was structured more profoundly by the widening gulf between the country and the city, economically, politically, and culturally. This course examines literary and cinematic works from China and Japan that respond to and reflect on the city/country divide, framing it against issues of class, gender, national identity, and ethnicity. It also explores changing ideas about home/hometown, native soil, the folk, roots, migration, enlightenment, civilization, progress, modernization, nationalism, cosmopolitanism, and sustainability. All materials are in English. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr, Sum | Units: 3-5 | UG Reqs: WAY-A-II, Writing 2

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