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731 - 740 of 762 results for: all courses

TAPS 156X: Theater of Dissent: Social Movements, Migration, and Revolution in the Americas (CSRE 156X)

TAPS 156X is an introductory level course that considers how theatre and performance provide a vital platform to examine political dissonance, the mobilities and (im)mobilities that shape transnational migration, and the formation of Latinx/Chicanx identity in the Americas. We will further examine the differences between key terminology in performance, including the notion of Latinidad, by looking at different aesthetic and socio-cultural performance practices and methodologies, re-occuring performance themes, and site-specific performance in the Americas. This course will primarily concentrate on works written in/about the Western Pacific US Southwest, Mexico, Argentina, Peru, Cuba, and Colombia through a variety of theatrical play texts, recorded performances, workshops, and creative projects.
Terms: Spr | Units: 4 | UG Reqs: WAY-A-II, WAY-ED

TAPS 157: World Drama and Performance (TAPS 357)

This course takes up a geographically expansive conversation by looking at modern and contemporary drama from nations including Ghana, Egypt, India, Argentina, among others. Considering influential texts from the Global South will also enable us to explore a range of themes and methodologies that are radically re-shaping the field of Performance Studies. We will examine the relationship between colonialism and globalization, empire and capital, cosmopolitanism and neoliberalism. Re-situating our perspective from the Global South and the non-western world, we will ¿provincialize Europe¿ and probe the limits of its universalizing discourses.
Last offered: Spring 2018 | UG Reqs: WAY-A-II, WAY-ED

TAPS 160: Performance and History: Rethinking the Ballerina (DANCE 160, FEMGEN 160, TAPS 260)

The ballerina occupies a unique place in popular imagination as an object of over-determined femininity as well as an emblem of extreme physical accomplishment for the female dancer. This seminar is designed as an investigation into histories of the ballerina as an iconographic symbol and cultural reference point for challenges to political and gender ideals. Through readings, videos, discussions and viewings of live performances this class investigates pivotal works, artists and eras in the global histories of ballet from its origins as a symbol of patronage and power in the 15th century through to its radical experiments as a site of cultural obedience and disobedience in the 20th and 21st centuries.
Last offered: Winter 2017 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED

TAPS 160M: Introduction to Representations of the Middle East in Dance, Performance, & Popular Culture (CSRE 160M, DANCE 160M, FEMGEN 160M)

This course will introduce students to the ways in which the Middle East has been represented and performed by/in the 'West' through dance, performance, and popular culture in both historical and contemporary contexts. A brief look through today's media sources exposes a wide range of racialized and gendered representations of the Middle East that shape the way the world imagines the Middle East to be. As postcolonial theorist Edward Said explains, the framework we call Orientalism establishes the ontological character of the Orient and the Oriental as inherently `Other'. Starting with 19th century colonialism and continuing into the post-9/11 era, this course will trace the Western production, circulation, and consumption of representations of the Middle East as 'Other' in relation to global geopolitics. We will further examine dance forms produced in mid-twentieth century Iran and Egypt, with particular attention to nation-state building and constructions of gender. Finally, we will examine artistic productions and practices from the Middle East and Middle Eastern diasporic communities that respond to colonialism, war, displacement, secularism, and Euro-American Empire. Using dance studies, postcolonial feminist, and critical race theoretical frameworks, we will consider the gender, racial, political, and cultural implications of selected performance works and practices in order to analyze how bodies produce meaning in dance, performance art, theater, film, photography, and new media. Students will engage in multiple modes of learning; the course will include lectures, engaged group discussions, viewing of live and recorded performance, embodied participation in dance practice, student oral presentations, and a variety of writing exercises. Course assignments will culminate in a final research project related to class themes and methods.
Last offered: Spring 2018 | UG Reqs: WAY-A-II, WAY-ED

TAPS 161D: Introduction to Dance Studies: Dancing Across Stages, Clubs, Screens, and Borders (CSRE 61, DANCE 161D, FEMGEN 161D)

This introduction to dance studies course explores dance practice and performance as means for producing cultural meaning. Through theoretical and historical texts and viewing live and recorded dance, we will develop tools for analyzing dance and understanding its place in social, cultural, and political structures. This uses dance and choreography as a lens to more deeply understand a wide range of identity and cultural formations, such as gender, race, sexuality, (dis)ability, (trans)nationality, and empire. We will analyze dancing bodies that move across stages, dance clubs, film screens, and border zones. We will examine dance from diverse locales and time periods including ballet, modern and contemporary dance, contact improvisation, folkloric dance, burlesque, street dance, queer club dance, drag performance, music videos, TV dance competitions, and intermedia/new media performance. In addition to providing theoretical and methodological grounding in dance studies, this course develops performance analysis skills and hones the ability to write critically and skillfully about dance. No previous experience in dance is necessary to successfully complete the course.
Last offered: Autumn 2017 | UG Reqs: WAY-A-II, WAY-ED

TAPS 162L: Latin/x America in Motion: An Introduction to Dance Studies (CHILATST 162, CSRE 162D, DANCE 162L, TAPS 262L)

This course introduces students to the field of Dance Studies by examining the histories of Latin American and Caribbean dances and their relationship to developing notions of race and nation in the Americas. We will study the historical emergence and transformation of ¿indigeneity,¿ ¿blackness,¿ ¿whiteness,¿ and ¿Latin/@/x¿ and consider how dance practices interacted with these identifications. No prior experience with Dance or Latin America and the Caribbean necessary.
Terms: Aut | Units: 3-4 | UG Reqs: WAY-A-II, WAY-ED
Instructors: Schwall, E. (PI)

TAPS 165: Introduction to Comparative Studies in Race and Ethnicity (CSRE 196C, ENGLISH 172D, PSYCH 155, SOC 146)

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI

TAPS 258: Black Feminist Theater and Theory (AFRICAAM 258, CSRE 258, FEMGEN 258X)

From the rave reviews garnered by Angelina Weld Grimke's lynching play, Rachel to recent work by Lynn Nottage on Rwanda, black women playwrights have addressed key issues in modern culture and politics. We will analyze and perform work written by black women in the U.S., Britain and the Caribbean in the 20th and 21st centuries. Topics include: sexuality, surrealism, colonialism, freedom, violence, colorism, love, history, community and more. Playwrights include: Angelina Grimke, Lorriane Hansberry, Winsome Pinnock, Adrienne Kennedy, Suzan- Lori Parks, Ntzoke Shange, Pearl Cleage, Sarah Jones, Anna DeVeare Smith, Alice Childress, Lydia Diamond and Zora Neale Hurston.)
Last offered: Winter 2018 | UG Reqs: WAY-A-II, WAY-ED

THINK 31: Race in American Memory

How have Americans remembered the Civil War - what it meant, what it accomplished, and what it failed to accomplish? How did Americans reimagine the United States as a nation after the war? Who belonged in the national community and who would be excluded? In 1865, the peace treaty was signed at Appomattox and the Thirteenth Amendment outlawed slavery, but the battle over memory and national identity had just begun. The questions that the Civil War addressed - and failed to address - continue to affect our lives today. We will focus on how Americans negotiated issues of cultural memory and national identity through a close analysis of historical texts, novels, poems, films, paintings, cartoons, photographs, and music. Our interpretations will foreground the particular themes of race and nationhood, freedom and citizenship, and changing notions of individual and collective identity. Our assumption in this course is that history is not available to us as a set of events - fixed, past, and unchanging. Rather, history is known through each generation's interpretations of those events, and these interpretations are shaped by each generation's lived experience. What stories get told? Whose stories? And in what ways? The stories we choose to tell about the past can shape not only our understanding of the present, but also the kind of future we imagine and strive to realize.
Terms: Aut | Units: 4 | UG Reqs: THINK, WAY-A-II, WAY-ED

THINK 42: Thinking Through Africa: Perspectives on Health, Wealth, and Well-Being

What is human well-being? How do we define it? How do we measure it? What do we mean when we talk about certain parts of the world as "developed" and others as "underdeveloped" or "developing"? How do improvements in human well-being come about? What happens when some people become much better off and others do not? In this course, we will use African experiences, past and present, to think critically and reflectively about concepts whose meaning we all too often take for granted: not only well-being and development, but also wealth and health, equality and inequality. Using the tools and techniques of four different disciplines -- history, anthropology, public health, and engineering -- we will tackle essential questions about the meaning of well-being and the indices by which we measure it, the role of politics in the development process, the importance of historical and cultural contexts, and the sometimes unanticipated challenges that individuals, institutions, and societies face when they seek to promote development and improve human well-being.
Last offered: Winter 2017 | UG Reqs: THINK, WAY-ED, WAY-SI
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