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961 - 970 of 974 results for: all courses

THINK 59: Worlds of Sound: Learning to Listen

We live in a world of sound. In ways that we do not always see, our social practices and machines lead us to understand certain sounds as signal and filter out others as noise. Drawing on thinking from linguistics, musicology, science and technology studies, and literature, this class challenges freshmen to become aware of their own listening practices and to learn how to listen actively and critically. We ask students to think about how listening can give them knowledge about themselves; how it relates to memory and identity; and how it is like or unlike reading. We will then introduce issues related to listening and technology: how technology influences the perception of sound; the perceived lack of fit between noise and an individual's perception of it. Finally, we will address varies cultures of musical listening, the classical Western tradition, South Asian musical traditions, and the listening experiences of immigrant and minority communities.
Terms: Win | Units: 4 | UG Reqs: THINK, WAY-A-II | Grading: Letter (ABCD/NP)

THINK 60: American Enemies

It would seem that an enemy should be easy to identify, but this course proposes that this involves deliberation, choice, and an assessment of consequences. We will explore modern American experiences in defining enemies, here defined as mortal threats to the state and the national collective. We will focus on ideas, thinking and assumptions rather than historical chronology. Who are enemies? How are they defined and by whom? How are enemies characterized and perceived? The narrative content of the course would be a historical study of the American engagement with enemies from 1942 to 1990. We will begin with the war or terror, return to consider the experience of the Japanese enemy of World War II, and then come up through the years of the Cold War and beyond.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

THINK 64: Healing, Illness, Stories

This course focuses on multiple genres of narratives about illness and recovery: memoirs, graphic novels, poetry, fiction, essay, and documentary film. It asks what the power, if any, of narrative is in healing. Drawing upon the fields of literature and the practice of medicine, students will begin to grapple with the power of stories in illuminating the experience of illness and disability and in offering the possibilities for (self) transformation.
Terms: Win | Units: 4 | UG Reqs: THINK, WAY-A-II | Grading: Letter (ABCD/NP)

THINK 66: Design that Understands Us

What is the nature of design¿and the meaning it holds in human life? Why do we bother to design beautiful things? Is it possible to design truth and conscience into technology? How do we reconcile deep uncertainties brought on by new technology, with the underlying values we hold as humans?nnWhat we make, in turn, makes us. This course examines the nature, purpose, and meaning of design in human life, seeking to understand its underlying universality as an interweaving of engineering, art, philosophy, and a radical synthesis of means-to-ends (things done for the sake of another purpose; e.g., technology) and ends-in-themselves (things valued for their intrinsic worth; e.g., truth, beauty, morality, the idea of play). It explores design as something that both embraces and confronts technology, not purely as means to yet another end, but also in its potential for humanistic meaning, understanding, and poignancy. It examines the idea that we should not always design from practical needs (as we are often taught) but also from the values underlying the needs; that technology should not be only an agent of change, survival, or happiness, but through what we do with it, also a mirror to define our own humanness.
Terms: Win | Units: 4 | UG Reqs: THINK, WAY-A-II, WAY-CE | Grading: Letter (ABCD/NP)

THINK 67: What Makes Music Classical?

This course asks a question that can elicit a variety of responses. Classical music means different things to different people. For some it connotes Western art music of a particular historical era. According to this understanding, classical music follows baroque music and is superseded by romantic music; it develops a style, the classical style, as perfected by Haydn and Mozart. For others classical music has broader significance, referring to a cultural practice that predates the eighteenth century, going as far back as Gregorian chant and extending through the present. There are a variety of factors that define that practice, some more enduring than others: transmission through musical notation, theories of tonal systems, techniques of composition. Formal analysis, though often considered a sub-discipline of music theory and hence purely descriptive and objective, is hardly value free. Aesthetic interests and prejudices come into play, whether implicitly or explicitly.
Terms: Aut | Units: 4 | UG Reqs: THINK, WAY-A-II | Grading: Letter (ABCD/NP)

URBANST 27Q: The Detective and the City

This seminar will analyze the social reality of three historic cities (London in the 1880s and 90s, San Francisco in the 1920s and 30s, and contemporary Shanghai) through the prism of popular crime fiction featuring three great literary detectives (Arthur Conan Doyle's Sherlock Holmes, Dashiell Hammett's Sam Spade, and Qiu Xiaolong's Chief Inspector Chen). As a student in this course, you will explore why crime fiction is so popular, why the fear of crime is so much a part of modern urban culture, and why the police detective and the private investigator have become iconic code heroes of pulp fiction, movies, TV shows, and even video games. If you take this class, you will have the opportunity to write a paper and present your research on one of the classic literary detectives or on one of today's related manifestations of the same impulse in mass-market tales of superheroes, vampires, and the zombie apocalypse.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: Stout, F. (PI)

URBANST 140F: Casablanca - Algiers - Tunis : Cities on the Edge (AFRICAAM 236B, CSRE 140S, FRENCH 236, FRENCH 336, HISTORY 245C)

Casablanca, Algiers and Tunis embody three territories, real and imaginary, which never cease to challenge the preconceptions of travelers setting sight on their shores. In this class, we will explore the myriad ways in which these cities of North Africa, on the edge of Europe and of Africa, have been narrated in literature, cinema, and popular culture. We will look at the historical development shaping their respective architecture and why they became the three major urban centers in North Africa. Home to Muslims, Christians, and Jews, they are an ebullient laboratory of social, political, religious, and cultural issues, global and local, between the nineteenth and twenty-first centuries. We will look at mass images of these cities, from films to maps, novels to photographs, sketching a new vision of these magnets as places where power, social rituals, legacies of the Ottoman and French colonial past, and the influence of the global economy collude and collide. Special focus on class, gender, and race. Open to both undergrad and grad students!
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Ulloa, M. (PI)

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

This course takes students on a trip to major capital cities, at different moments in time: Renaissance Florence, Golden Age Madrid, Colonial Mexico City, Enlightenment and Romantic Paris, Existential and Revolutionary St. Petersburg, Roaring Berlin, Modernist Vienna, and bustling Buenos Aires. 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); authors we will read include Boccaccio, Dante, Sor Juana, Montesquieu, Baudelaire, Gogol, Irmgard Keun, Freud, and Borges. Note: To be eligible for WAYS credit, you must take the course for a Letter Grade.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

URBANST 180Q: How to be Governed Otherwise: Art, Activism, and the City (ARTSINST 180Q, CEE 131Q)

This course will introduce you to contemporary art¿s engagement with political activism. This introduction will focus on the city as, at once, a field and target of activism¿a field of public appearance, artistic intervention, and political action, as well as a target of claims to residence, livelihood, recognition, justice, and collectivity. We will pose activist politics, artistic intervention, and urban space as mutually imbricated, each shaping the possibilities, programs, and histories of the other¿a perspective that offers insights into the spatiality, materiality, and visuality of political identity, agency, and action. Over the quarter, we will study some of the many artistic interventions that are encompassed by urban activism, from informal and everyday practices to protest, resistance, and occupation. Comparative case studies will be drawn from a global context. You will investigate these case studies through both research on urban activism and activist practice; the seminar will therefore invite you to explore the militant possibilities of research, the research possibilities of activism, and the implications of each for the production of art.
Terms: not given this year, last offered Winter 2017 | Units: 4 | UG Reqs: WAY-A-II | Grading: Letter (ABCD/NP)

URBANST 181A: Art, Gentrification, & Intersectional Racial Politics (AFRICAAM 181, ARTSINST 181)

This course addresses the role of artists and art bureaucracies in the gentrification of minority neighborhoods, examining contested sites in New York, Oakland, East LA, and New Orleans. Students consider histories of underdevelopment and displacement, asking what these processes may reveal about greater contests over space, aesthetics, power, and knowledge. The course serves as an opportunity to engage urban cultural politics from the perspectives of critical race theory, queer studies, and feminist critique as well as through encounters with works by William Pope.L, Laura Aguilar, Paul Chan, and others.
Terms: Win | Units: 4-5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Gamso, N. (PI)
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