Course Descriptions
Locating Europes and European Colonies
Spring Quarter (S18)
Dept/Description | Course No., Title | Instructor |
---|---|---|
ENGLISH (S18) | 102C YOUNG ROMANTICS | ROBERTS, H. |
Emphasis/Category: Locating Europes and European Colonies In this course we will explore the writings of the "second generation" of English Romantic poets. We will look at the ways in which the redemptive promise of High Romanticism is increasingly called into question by the writers who emerge after the great achievements of Wordsworth and Coleridge. In the tense political context of the collapse of the Napoleonic Empire and the repressive European order which followed in its wake, writers as diverse as Byron, Thomas de Quincey, Percy Bysshe Shelley, John Keats and Felicia Hemans explored extremes of feeling, of estheticism, of political protest, and of ironic detachment which have in common a fascination with incompletion or "failure". | ||
AFAM (S18) | 143 SOUNDS OF RESISTANC | MITCHELL, N. |
ITALIAN (S18) | 150 RENAISSANCE EPIC | CHIAMPI, J. |
Emphasis/Category: Locating Europes and European Colonies An overview of the development of epic in the West, its themes, topoi and motifs. Understanding the role, nature and identity of the hero; the role of women and the figuration of gender; the development of the person; the nature and possibility of civic life; virtue, vice and their consequences; the relationship between city and countryside, private satisfaction and civic concern. Familiarity with the development of such themes and topoi as the Earthly Paradise; the locus amoenus; vows; rigidity versus flexibility; the meaning of Christian epic; control and containment; disguise; unity and multiplicity; illusion and reality; prudence and recklessness - and their interpenetration and redefinition. | ||
ENGLISH (S18) | 102A RENAISSANCE AND REFORMATION | HELFER, R. |
Emphasis/Category: Locating Europes and European Colonies This course explores English Renaissance literature with a particular focus on the cultural, political, and religious transformations of the 16th and 17th centuries. We will cover a range of genres – drama, prose, and poetry – and a variety of authors, including Shakespeare, Marlowe, More, Cavendish, Spenser, and Milton. Course requirements include a midterm and final, as well reading quizzes. | ||
GERMAN (S18) | 150 JEWISH LIFE IN GERMANY 800-2018 | LEVINE, G. |
Emphasis/Category: Locating Europes and European Colonies The goal of this course is to explore the long and fascinating relationship between Jews and Germans in | ||
ART HIS (S18) | 120 ITALIAN RENAISSANCE | MASSEY, L. |
Emphasis/Category: Locating Europes and European Colonies The Italian Renaissance was one of the most intense and exciting periods of artistic invention and production in the history of Western Europe. In this course we will examine the careers and works of a broad range of famous artists (Brunelleschi, Donatello, Botticelli, Michelangelo, Leonardo, Giorgione and Titian, etc) who contributed to this era of cultural revitalization. In addition, we will explore how the arts contributed to and interacted with the political, social and cultural life of the important urban centers of Italy (Florence, Rome, Venice). Throughout the course we will move between lectures and group activities/discussions: among other things, we'll try to recreate Brunelleschi's famous experiments with linear perspective (the geometrical technique used by artists to create the illusion of 3-D space on the flat picture plane); we'll discuss "contracts" between patrons and painters; come up with solutions to erecting the Duomo in Florence; we'll look at issues of gender and sexuality in Renaissance painting and sculpture; and discuss the newly emergent concept of genius in the Renaissance and how it was applied to artists such as Leonardo and Michelangelo. Course requirements: two midterms, one final paper, and participation in discussions. | ||
GREEK (S18) | 104 GREEK POETRY | STAFF |
EURO ST (S18) | 103 FRNCE NATION/MDRNTY | FARMER, S. |
Emphasis/Category: Locating Europes and European Colonies When the French destroyed their monarchy in the Revolution of 1789, they created a republic based on ideas of nationhood and citizenship specifically tied to France, its language and its people -- but with universal inspirations. Students will learn about the tumultuous century, from the reign of Napoleon to the eve of World War I, during which the French forged a nation based on republican principles. Fought over at home and imposed abroad in the French empire, these principles also inspired revolutionaries around the globe. We will study the dynamism of French culture and society that gave France an importance in world history disproportionate to its size. We will end the class by considering the ways in which contemporary developments (particularly the rise of Islam in Europe) have challenged the French republican model elaborated in the nineteenth century. | ||
FRENCH (S18) | 101B FRENCH CLASSICS | FREI, P. |
Emphasis/Category: Locating Europes and European Colonies This course will offer an overview of Early Modern French Literature, from the Renaissance of the 16th to the Enlightenment of the 18th century. We will read and discuss key passages from the works of classics such as Rabelais, Labé, Du Bellay, Montaigne, Molière, Racine, Rousseau, Montesquieu and Voltaire. | ||
ART HIS (S18) | 128 DUTCH GOLDEN AGE | POWELL, A. |
Emphasis/Category: Locating Europes and European Colonies In 1566, the Netherlands saw widespread iconoclastic events. Churches were purged of images, altars stripped, and walls whitewashed. Two years later the Dutch Revolt against the ruling Spanish Monarchy commenced. In this course, we will begin by asking what iconoclasm is and why it happened in the Netherlands. We then turn to the lasting impact iconoclasm had on sixteenth and seventeenth-century art production. We will consider its effects on patronage and art markets, and we will look at the more and less obvious marks it left on the work of key artists: from the motif of blindness in Rembrandt’s work to the painting of purified church interiors by Pieter Saenredam to the “domestication” of painting in the works of Vermeer. Finally, we will consider the secular genres that flourished in the wake of iconoclasm. | ||
EURO ST (S18) | 101A CRUSADES | MCLOUGHLIN, N. |
Emphasis/Category: Locating Europes and European Colonies In 1095, Pope Urban II called upon the military elite of Western Europe to undertake an arduous journey to rescue their fellow Christians and the holy city of Jerusalem from Muslim rule. His words marked the beginning of a crusade movement of warriors fighting under the sign of the cross, which resulted in the establishment of European colonies in Syria and Palestine. This movement had a profound effect upon the development of European society and inspired other wars of expansion and colonization. Although the prolonged and violent contact among European crusaders, Byzantine Christians and Muslims in the eastern Mediterranean profoundly changed all three cultures, this course will primarily focus on medieval Europe for the purpose of answering two questions. First we will ask what caused the Europeans to engage in what they understood to be a holy war against eastern Mediterranean Muslims in 1095. Second, we will ask how did the active engagement in a prolonged crusade movement change European culture, institutions, and attitudes towards those they perceived to be religious others. | ||
HISTORY (S18) | 110D CRUSADES | MCLOUGHLIN, N. |
Emphasis/Category: Locating Europes and European Colonies In 1095, Pope Urban II called upon the military elite of Western Europe to undertake an arduous journey to rescue their fellow Christians and the holy city of Jerusalem from Muslim rule. His words marked the beginning of a crusade movement of warriors fighting under the sign of the cross, which resulted in the establishment of European colonies in Syria and Palestine. This movement had a profound effect upon the development of European society and inspired other wars of expansion and colonization. Although the prolonged and violent contact among European crusaders, Byzantine Christians and Muslims in the eastern Mediterranean profoundly changed all three cultures, this course will primarily focus on medieval Europe for the purpose of answering two questions. First we will ask what caused the Europeans to engage in what they understood to be a holy war against eastern Mediterranean Muslims in 1095. Second, we will ask how did the active engagement in a prolonged crusade movement change European culture, institutions, and attitudes towards those they perceived to be religious others. | ||
CLASSIC (S18) | 176 ANCT & MED SENSES | BETANCOURT, R. |
Emphasis/Category: Locating Europes and European Colonies Considering the interrelations between the senses and the imagination, this course surveys classical, late antique, and medieval theories of vision to elaborate on how various spheres of the medieval world categorized and comprehended sensation and perception. The class focuses on how the affordances and limitations of the senses came to contour the manner in which art and rhetoric communicate. This would similarly come to define how ancient and medieval religious culture could also go about accessing the sacred, the image serving as a site of desire for the mediated representation of the Divine. | ||
CLASSIC (S18) | 170 ANCIENT MEDICINE | GIANNOPOULOU, Z. |
Emphasis/Category: Locating Europes and European Colonies This course will offer an overview of the origins and development of Western medicine in ancient Greece and Rome. It will track the trajectory of ancient medicine starting from the Pythagoreans (c. 6th century BCE) and their belief in the special powers of numbers (e.g. they considered the number 40 to be sacred—hence, quarantine) and ending with Galen (2nd century AD), the physician and philosopher of the late Roman empire. We will begin with a brief account of medicine in Mesopotamia and Egypt (the Edwin Smith Papyrus) and work our way through Homer, the Greek rationalists, the Hippocratic writers, the theory of humors, Thucydides, the tragedians, Plato, Aristotle, Herophilus, Soranus, the Gospel of Matthew, and Galen. We will ask questions such as: how did western medicine begin? What led the Greeks and Romans to “invent” medical theories and practices? How did they think of medical effectiveness and failure? How did the Greeks and Romans understand the complex relationships between mind, body, and spirit? What led them to prescribe regular exercise, healing baths, special diets, the use of specific herbal remedies, and healing ointments? How do we separate medicine from other healing methods such as folk medicine, magic, and especially the cult of the god Asclepius? How did purges, cold baths, and prayers to the gods affect health and wellness? |
Courses Offered by Global Cultures or other Schools at UCI
Locating Europes and European Colonies
Spring Quarter (S18)
Dept | Course No., Title | Instructor |
---|