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691 - 700 of 716 results for: all courses

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.
Terms: not given this year, last offered Autumn 2017 | Units: 3-4 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit
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 | Grading: Letter (ABCD/NP)

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.)
Terms: not given this year, last offered Winter 2018 | Units: 4 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

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 more »
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 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year, last offered Winter 2017 | Units: 4 | UG Reqs: THINK, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

THINK 43: What is Love?

Is love a spiritual or a bodily phenomenon? Is the concept of love timeless or ever changing? How does thinking about love lead us to ask other important philosophical and social questions? In this course we will examine the classical roots, medieval developments, and contemporary permutations of Western ideas of romantic love. With an eye to thinking about representations of love in our own culture, we consider some of the foundational love books of the Western tradition. From Plato's Symposium to Chester Brown's graphic novel Paying For It, we ask the fundamental question of whether and how we might distinguish between spiritual and physical desire. We consider how medieval and contemporary writers dealt with the relation of love to sex, power, money, marriage, and gender. We discuss these works of the past, for example the illicit love in the courtly romance Tristan, in tandem with representations of clandestine love from the present day, such as the portrayal of same-sex love in Brokeback Mountain.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

THINK 46: Why So Few? Gender Diversity and Leadership

Why there are so few women leaders and what is the cost to society for women's underrepresentation in positions of power? How can organizations and individuals increase women's leadership and be more inclusive of the diverse people that make up our society? Women make up half the population and have earned more than half of all the undergraduate degrees in the U.S. since the early 1980s; yet women comprise only 17% of US Congress, 4% of Fortune 500 CEOs, 16% of the board of directors of major corporations, 22% of tenured faculty at Stanford, and less than a fifth of law firm partners. For women of color, these numbers are considerably lower. Yet, research shows that gender diversity increases the creativity and innovation of groups. In this course, we will directly address the questions of why there are so few women leaders and what can be done, at an organizational and individual level, to increase their representation. Using the lens of sociology, we will think critically about leade more »
Why there are so few women leaders and what is the cost to society for women's underrepresentation in positions of power? How can organizations and individuals increase women's leadership and be more inclusive of the diverse people that make up our society? Women make up half the population and have earned more than half of all the undergraduate degrees in the U.S. since the early 1980s; yet women comprise only 17% of US Congress, 4% of Fortune 500 CEOs, 16% of the board of directors of major corporations, 22% of tenured faculty at Stanford, and less than a fifth of law firm partners. For women of color, these numbers are considerably lower. Yet, research shows that gender diversity increases the creativity and innovation of groups. In this course, we will directly address the questions of why there are so few women leaders and what can be done, at an organizational and individual level, to increase their representation. Using the lens of sociology, we will think critically about leadership, influence, power, status, gender stereotypes, mentorship, and negotiation. Once we understand the mechanisms underpinning the lack of women leaders, we will discuss and critique potential interventions. A unique aspect of this course will be to apply some of the scholarly research on gender and leadership to our lives outside the classroom. We will be using modules based on those used in businesses schools and corporate executive training. Students will develop practical, real-world skills to increase their own leadership capacities by working on projects and taking part in interactive sessions on negotiation and team dynamics.
Terms: not given this year, last offered Winter 2017 | Units: 4 | UG Reqs: THINK, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

THINK 48: Reading the Body: How Medicine and Culture Define the Self

How have our perceptions of what is considered normal/abnormal; beautiful/ugly; infected/uninfected changed over time? How do these changing medical and cultural representations of the body reflect larger societal shifts? How does illness change our perceptions of our bodies and our identities? Viewed through the lens of medicine, the body is a text that offers clues to health and illness, yet clinical readings are never entirely objective. Culture informs and distorts how we discern, accept, reject, and analyze our bodies. Looking at literary, medical, ethical, and anthropological texts, we ask how representations of the body affects the way we experience illness, embody gender and racial identities, and understand our rights (or lack of rights) to control our own bodies. We will critically examine our perceptions about the body and debate some of the most complex and sensitive issues surrounding the body, from the ethics of medical research trials to end of life decisions.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-ED | Grading: Letter (ABCD/NP)

THINK 50: Empathy

This course will introduce freshmen to a range of ways of thinking about empathy. How do we know and understand the other? How does knowledge of another's experience and circumstances enable us to make moral decisions and take moral actions? It will take students on an intellectual investigation of the topic of empathy from the Buddhist emphasis on compassion in the fifth century BCE to Jesus' teaching of parables in the first century CE to Enlightenment philosophy to Silicon Valley¿s adoption of empathy in the twenty-first century. The main focus will be on the modern period (from the 18th to 20th century) and students will be asked to approach different genres of text through the lens of empathy. The course will culminate with a one-week creative workshop on the question of empathy.
Terms: not given this year, last offered Autumn 2017 | Units: 4 | UG Reqs: THINK, WAY-CE, WAY-ED | Grading: Letter (ABCD/NP)
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