Additional course details include enrollment limits, requirements or approaches met, and meeting times are available in Bionic and on the TriCo catalog.
This course encourages students to think critically about major developments in Chinese culture and society that have occurred during the twentieth and twenty-first centuries, with an emphasis on understanding both cultural change and continuity in China. Drawing on ethnographic material and case studies from rural and urban China over the traditional, revolutionary, and reform periods, this course examines a variety of topics including family and kinship; marriage, reproduction, and death; popular religion; women and gender; the Cultural Revolution; social and economic reforms and development; gift exchange and guanxi networks; changing perceptions of space and place; as well as globalization and modernity. Prerequisite: ANTH102 or permission of instructor
An exploration of approaches to writing personal essays and lyric essays designed to strengthen skills of experienced student essayists as practitioners and critics. Requires writing at least five pages each week, workshopping student essays, and reading texts ranging from long personal essays to book-length essays, to explore how writers can work within the broader parameters of the long essay. Suggested Preparation: ARTW B265 or work demonstrating equivalent expertise in writing personal and lyric essays. Students without the ARTW B265, must submit a writing sample of 10-15 pages in length (nonfiction prose) to the Creative Writing Program during the preregistration period to be considered for this course.
What might ancient classics say about the modern world? In this course we explore intersections between ancient, Greco-Roman texts and the genre that is most characteristic of the modern, technoscientific world, science fiction. Raising questions about genres and traditions; the role of the 'humanities' in relation to 'technology'; and ways of discovering and evaluating 'knowledge', we consider the possibility that, although antiquity and the present day differ, at base ancient literature has given science fiction its profound sense of wonder about the world. Texts from authors such as Sappho, Sophocles, and Plato; Lucretius, Ovid, and Apuleius; Shelley, Borges, Dick, and Eco; Le Guin, Morrison, Atwood, and Edson; Cameron, Cronenberg, and Demme; and Benjamin, Baudrillard, Haraway, and Hayles.
This is a topics course. Course contents vary. Prerequisite: At least one course approved as an EAST core course and sophomore standing. This advanced-level seminar explores how East Asian culture has been defined at home and abroad through the medium of food. We will think about food and food practices from different and interdisciplinary perspectives.
This course will explore popular representations of pirates from the seventeenth century to the present, in memoirs, first-hand and fictional accounts (including children's literature), and films. The context will be global, with an emphasis on the transatlantic world. Topics will include slavery, gender/sexuality, captivity, class, race, and imperialism/colonialism.
This course assesses how the "Middle Ages" has been and continues to be constructed as a period of history, an object of inquiry, and a category of analysis. It considers how the past is formulated and called upon to conduct the ideological and cultural work of the present, and it reads historical documents and literary texts in dialogue with one another. Prerequisites: At least one 200-level course in any area of medieval studies (although more than one course is preferred), or by permission of the instructors. Additionally, this course is not open to students who took ENG/HIST 246 in 2013.
This course explores the cultural and historical entanglement of photography and identity. We will engage critical writings on both photography and identity, especially racial identity, in order to better understand how photography has been deployed historically to fix identities, as well as how it is used to undermine the notion of identity as 'fixed.' Case studies include: Francis Galton, Carleton Watkins, W.E.B. Dubois's Paris Exposition, Dorothea Lange, Aaron Siskind, Edward Steichen's Family of Man exhibition, Ana Mendieta, Cindy Sherman, Robert Mapplethorpe, Lorna Simpson, Carrie Mae Weems, Cao Fei, Taryn Simon.
This course explores over 80 etchings by American artist John Sloan (1871-1951) held in the collections of Bryn Mawr College's Special Collections. Only two of these etchings have been exhibited before at the College, but both were shown without context. Students will be expected to master material in several different areas: 1) John Sloan: art, interpretation, problems, 2) prints and illustrations, 3) museum display. Beyond researching the little known histories of these objects, students will use postmodern theory to explore simultaneous claims made on these objects: original and reproduction, book illustration and independent art object, social commentary and comic depiction, commissioned work and artistically-motivated expression. Moreover, students will gain practical experience in the production of an exhibition: conceiving a curatorial approach, articulating themes, writing didactics, researching a checklist, designing gallery layout, producing print and web materials, developing programs, and marketing the exhibit. The course will provide opportunities for students to consult with on campus and local resources, including museum and collections experts, at the same time that it will provide Special Collections with fuller records on these otherwise unresearched objects in the ever-expanding TriArte database.
This course examines cross-cultural interactions in medieval Italy played out through the patronage, production, and reception of works of art and architecture. Sites of patronage and production include the cities of Venice, Palermo, and Pisa. Media examined include buildings, mosaics, ivories, and textiles.
What more is there to politics than power? What is the force of the “political” for specifying power as a practice or institutional form? What distinguishes power from authority, violence, coercion, and domination? How is power embedded in and generated by cultural practices, institutional arrangements, and processes of normalization? This course seeks to address questions of power and politics in the context of domination, oppression, and the arts of resistance. Our general topics will include authority, the moralization of politics, the dimensions of power, the politics of violence (and the violence of politics), language, sovereignty, emancipation, revolution, domination, normalization, governmentality, genealogy, and democratic power. Writing projects will seek to integrate analytical and reflective analyses as we pursue these questions in common.
The course is intended for non-science majors and will explore the deep connection between physics and music. Basic principles of physics and scientific reasoning will be taught in the context of the production and perception of music, emphasizing the historic and scientific interplay between physics and music. No previous knowledge of physics or music is assumed. Through learning the physical concepts used to describe music, students will be able to extend their understanding to additional examples of physical phenomena. Lecture three hours, laboratory two hours, per week. Also see PHYS156 for the lecture only course.
This course provides an introduction to a variety of computational tools and programming techniques that physical science graduates might encounter in graduate work or employment in STEM-related fields. Tools explored will include both command-line and GUI programming environments, both scripting and scientific programming languages, basic programming concepts such as loops and function calls, and key scientific programming applications such as integration, finding of roots and minima/maxima, least-square fitting, solution of differential equations, boundary-value problems, finite-element analysis, Fourier analysis, matrix operations, Monte Carlo techniques, and possibly neural networks. Where possible, examples will be taken from multiple scientific disciplines, in addition to physics. This course is intended for second semester sophomores, juniors and seniors. Co-requisite: MATH B203 and three units of science (Biology, Physics, Chemistry or Geology)
This course will probe the cinematic oeuvre of the great Soviet filmmaker Andrei Tarkovsky, who produced some of the most compelling, significant film work of the 20th century. Looking at not only Tarkovsky’s films but also those films that influenced his work, we will explore the aesthetics, philosophy, and ideological pressure underlying Tarkovsky’s unique brand of cinema.
J.K. Rowling’s Harry Potter series is a worldwide phenomenon that has sold hundreds of millions of books and been translated into dozens of languages. Over the last decade, academic studies of Harry Potter have taken root in English and Theology departments, but very few sociologists have taken a scholarly look at the rich society Rowling has created. This course will introduce students to the fundamental concepts of sociology using the lens of the Harry Potter series. We will explore questions of hierarchy, inequality, terrorism, consumption, race, class, and gender, and we will discuss the ways in which stratification in the wizarding world compares and contrasts to similar issues in the Muggle world. Class discussions and exercises will assume that students have read all seven Harry Potter books.
An introductory course to the work of José Martín. Starting with his texts in La Edad de Oro, a magazine for children the course will study his essays on the arts, the U.S., indigenous America, political struggle, independence and mutual respect. Prerequisite: SPAN 120 or 110.