Fall 2013 First Year Course Descriptions



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*BEST BET* indicates that a class has 2 or more available seats

   

Course Key:
First Year Advising Course
First Year Writing Course
First Year Elective
 
  
 
SUBJ CRSE
TITLE
COURSE DESCRIPTION
JMUH 2810 Credits: 3
Classical Music History *BEST BET*
A one-semester survey of the great tradition of Western classical music before 1900. Students study the formal and aesthetic qualities of selected works and consider them in relation to their historical and social context. Special attention is given to developing an understanding of the relevance of this musical tradition to contemporary improvising musicians.
LANT 2023 Credits: 4
Money *BEST BET*
Can we imagine life without money? And why would we want to imagine life without money? In this seminar we will examine the ways that coins, cash, currencies, and commodities mediate interactions between human beings. We will study various ethnographies relating to many parts of the world so as to better understand the histories and meanings of money, or how money can be understood as an economic and cultural practice. What forms does money take? What distinguishes barter from exchange, gifts from commodities, official monies from alternative monies? And why do we make such distinctions? To answer these questions, we will study the history of money forms as well as the history of anthropological thought about money in its different forms. This seminar aims to give critical consideration to the ways in which money has been understood by both local communities and anthropologists. This course satisfies requirements in Reading and Doing. Permission of the Instructor is required for students outside of the Lang Division.
LANT 2815 Credits: 4
The Politics of Giving: Philanthropy, Charity, and Humanitarianism *BEST BET*
Should we give our spare change to a homeless woman on the subway? Or would we feel better if we donated to a local charity, where the donation can be monitored and accounted for and we can know exactly how the money was spent? What goes into our decisions of when, how and to whom to give? In his classical work The Gift (1990) Marcel Mauss emphasized the gift's role in maintaining social and moral order. Mauss hints that the social obligation to give forms the philosophical basis of charity. In this course we will explore anthropological approaches to various forms of giving, including religious charity, 'rational' philanthropy, and 'universal' humanitarianism. What kinds of relationships and moral communities do these different forms of giving constitute between giver and receiver? Is secular giving different from religious giving? We will attend to the historical evolution of practices of giving, reading anthropological studies of the gift ranging from the exchange rituals of ancient societies examined by Mauss, to the organized humanitarian assistance programs of modern industrial nations. We will explore conceptions of giving and charity in various philosophical texts (Aristotle, Derrida) and religious traditions (Buddhim, Hinduism, Christianity, Islam). This course will satisfy requirements in Reading.
LARS 2022 Credits: 4
History and Theory of Exhibitions *BEST BET*
This course explores the history, theory, and practice of art exhibitions as well as the larger context of the historical, social, and ideological function of artistic institutions (from the museum, to criticism, to the gallery). Through and integrated series of seminar sessions, visits to museums, and programs coordinated with different institutions, students examine key events and issues, among which include: the notion of the national museum; ideological critiques of the museum; exhibitions and politics; the recent transformation of the museum into a global, tourist destination; the shifting nature and roles of exhibitions and curating, and their relationship to new trends in artistic practice. The emphasis is on how museums and exhibitions are both physical entities as well as ideological places, in which certain types of knowledge are generated and particular histories are produced. Readings and seminar discussions provide a context for the viewing, critique, and discussion of current exhibitions; meetings with professionals in the field; and lectures or seminars with working artists. The course also addresses recent issues in curatorial practice, and the emerging role of the curator as arbiter of contemporary art. Students view, critique, and discuss current exhibitions; meet with professionals (i.e. curators, education directors); attend lectures with working artists. (Please note: for some of these programs, availability outside of regular class hours may be required). This course also includes a required online and/or out of class component.
LARS 2080 Credits: 4
Enlightenment Embodied: Buddhist Art and Thought in Tibet and China *BEST BET*
This class will provide an introduction to Buddhist art and philosophy with a focus on the Himalayas and China. After a discussion of early Buddhist art in India, we will trace its transmission and evolution as it traveled across the Silk Road. Major topics will include the development of esoteric Buddhism in Tibet, Buddhism's evolution in China under the Mongols, and how Buddhist iconography was used in Ming and Qing painting as a tool of personal and political expression. In addition to reading original Buddhist texts, the class will actively utilize the work of modern scholars including Craig Clunas, Jonathan Hay, Wen Fong, Wu Hung, and Denis Cosgrove. In-class lectures will be supplemented with museum/gallery trips, where we will carefully work to provide context and meaning to a wide range of Buddhist art, including statues, frescoes, Chinese ink paintings and calligraphy, and maps.
LARS 2209 Credits: 3
Skybridge Sound
The Skybridge Art & Sound Space, which bridges the 11th- and 12th-street college buildings on the third floor, is a vibrant and exciting laboratory for aural concepts and critical thinking. Students will learn the history and practice of audio artùincluding discussions of works by innovators such as Walter Ruttman; John Cage; Pauline Oliverosùin the context of exhibition conceptualization, the gallery arts, and installation practice. Students will work towards the creation of at least one, and possibly two, installations in the Space. Sound recording basics will also be covered so that students may work independently. Field trips to galleries, radio stations and other sonically intriguing environments, as well as guest speakers, will enhance classroom discussions and reading. Students meet once a week, and must have flexible schedules particularly on the days before an opening. See the instructor for further information.
LARS 2215 Credits: 4
Introduction to Art History & Visual Studies
This course introduces students to the fundamentals of art history and the related field of Visual Studies. Based upon close looking at artistic objects, as well other visual and material objects (taken from, for example, film and performance, advertising and design), the class familiarizes students with key terms and debates, and those methods (from formal analysis to interdisciplinary theoretical approaches) that are employed in the interpretation of cultural objects. Through close visual analysis of diverse objects in tandem with a range of readings (drawn from literature and literary criticism; social theory and gender studies; postcolonial and global studies, to name a few), students will gain insight into how one builds an interpretation, stressing the centrality of skills of critical thinking and reading as objects are brought into dialogue with texts. In addition, the class demonstrates how the study of art history entails the very question of what is considered "art," emphasizing that medium, form, and discourse all possess a history. Further elucidating the historical dimensions of the discipline, the course follows its recent expansion under the aegis of Visual Studies, Cultural Studies, and Media Studies.
LCST 2120 Credits: 3
Introduction to Cultural Studies
*Intro to Cultural Studies* [Tracks C & M] This course examines the pivotal role of culture in the modern world, including the ideas, values, artifacts, and practices of people in their collective lives. Cultural Studies focuses on the importance of studying the material processes through which culture is constructed. It highlights process over product and rupture over continuity. In particular, it presents culture as a dynamic arena of social struggle and utopian possibility. Students read key thinkers and examine critical frameworks from a historical and a theoretical approach, such as Raymond Williams, Stuart Hall and the Birmingham School; the work on popular culture, identity politics, and postmodernism in America; and the emergence of a 'global cultural studies' in which transnational cultural flows are examined and assessed. Class sessions are set up as dialogic encounters between cultural theory and concrete analysis. [Tracks C & M]
LCST 2122 Credits: 3
Introduction to Screen Studies
*Introduction to Screen Studies* [Track S] The goal of this course is to deepen your appreciation of the history of cinema and to explore possible ways of thinking about films. By analyzing influential films from the cinematic canon, as well as theoretical approaches that have been brought to bear on that canon, we will explore the complex relationship between the moving image and critical thought. The course will survey/include the main historical periods and movements from film history û silent cinema, the classical Hollywood film, Italian Neo-realism, the French New Wave, American Independent Cinema and the Dogma 95 movement. The course will also cover some of the major film genres, key films from various national cinemas, and select auteurs from the history of cinema. [Track S]
LCST 2450 Credits: 3
Introduction to Media Studies *BEST BET*
*Introduction to Media Studies* [Track M] This course introduces the student to basic concepts and approaches in the critical analysis of communications media. Drawing on contemporary critiques and historical studies, it seeks to build an understanding of different forms of media, such as photography and cinema, television and video, the internet and hypermedia, in order to assess their role and impact in society. Since media are at once technology, art and entertainment, and business enterprises, they need to be studied from a variety of disciplinary perspectives. The readings for the course reflect this multi-pronged approach and draw attention to the work of key thinkers and theorists in the field. Moreover, the readings build awareness of the international dimensions of media activity, range, and power. [Track M]
LCST 2901 Credits: 3
Contemporary Independent Cinema *BEST BET*
*Contemporary Independent Cinema* [Track S] This course explores contemporary independent cinema through the viewing and analysis of recent films with, in each instance, the director in attendance to answer questions about the film. Each screening will be introduced by the course instructor who will also moderate the Q & A session with the director afterwards. Students are required to write weekly papers on each film screened, including the Q & A itself. [Track S]
LDAN 2027 Credits: 1 TO 2
Moving with Somatics Introduction
This is a movement practice course, at the introductory level, grounded in the perspective of a specific somatic technique - such as Alexander Technique, Klein Technique, Body-Mind Centering, Feldenkrais Technique, or Laban/Bartenieff Movement Studies - employing concrete anatomical information as a springboard for fully realized, full-blown dancing. A primary focus is to help each student find a connection to the floor from which she or he can stretch and move out into space. Attention is given to educating the body to move with specificity; to sharpening each student's rhythmic, spatial and energetic acuities; and to augmenting each student's range of qualitative possibilities. The course, which presents movement practices that are being utilized by some of the field's most progressive choreographers, gives students experience learning choreographed sequences, while also fostering students' ability to self-direct as dancers. Space is limited and priority is given to dance majors. Interested students outside of the Dance Program must contact the instructor for permission to enroll in the course. Students who register for Moving with Somatics, Intro are also expected to enroll in Ballet Practices, Intro. Students planning to also enroll in LDAN 2800 should take this course for 1 credit.
LDAN 2040 Credits: 4
Dance History: Ritual to Romanticism *BEST BET*
This course will explore the function of dance amongst indigenous peoples and in various countries and throughout the world. Covering a wide overview of rituals and cultural traditions, we will delve into how dance is used in myriad purposes, from being a societal necessity in rites of passage to being extravagant theatrical entertainment. Dance as devotion will be studied in terms of propitiating the gods in India, Bali, Hawaii, and in Native American tribes. Ancestor worship through dance and trance in the Yoruba and Dogon tribes of Africa and Aboriginal Australia will be explored, as well as dances of purification and healing such as the Korean Kut ritual, the Zar of Northern Africa, and the Num Tchai of the African Bushman. Dance as a means of conveying political power will be viewed through the court dance traditions of Java, Ashanti tribal displays in Africa, lavish ballets during the Renaissance and Baroque eras, and in the "model plays" of China's Cultural Revolution. Dance as entertainment will be viewed in terms of Japanese Noh and Kabuki Theater, French Romantic Ballet, and Beijing Opera. In addition to written texts and video documentation, we will review examples of related art forms and the rare audio-visual records available in the Dance History Collection at the Performing Arts Library at Lincoln Center.
LDAN 2050 Credits: 2
Choreographic Research Introduction
This is a studio practice course, at the introductory level, that approaches choreography as a practice of research and discovery. The course surveys varied strategies and models for dance making, with the goal of assisting each student to formulate her or his own questions, ideas and methods. Students will learn a basic research methodology for the creation of choreographic works, developing palettes of material through directed improvisation and other means, and experimenting with strategies of organization to give that material shape and potency. Issues of craft will be explored as methods to keep an audience watching and engaged. Students will work both collaboratively and as choreographers authoring their own works, and will learn methods to describe, analyze and critique each other's choreographic research. Required reading and additional research assignments will support the students' studio practice. Open to all students.
LDAN 2060 Credits: 1
Modern Dance for Non-Majors *BEST BET*
This course introduces students to basic practices and principles of modern dance. Students explore concepts of alignment and work to develop strength, flexibility, coordination, and articulation. The class begins with exercises that warm up the torso, stretch the legs, and prepare the body for standing work. The standing work emphasizes coordination of full body movement with the use of breath. The class progresses across the floor using traveling phrases to build movement vocabulary. Open to all students.
LDAN 2300 Credits: 1
Ballet Practices Introduction *BEST BET*
This studio practice course builds on principles of movement, shape, and alignment as grounded in the perspectives of classical ballet practices. Students work at the ballet barre, as well as explore center work that includes adagio, pirouettes, petite allegro and grand allegro. This course is required for all incoming first-year dance majors, and is only open to additional students by permission. Contact instructor for details. Students who register for Ballet Practices, Intro are also expected to enroll in Moving with Somatics, Intro.
LDAN 2503 Credits: 1
Capoeira *BEST BET*
"Capoeira is an Afro-Brazilian practice that uniquely combines self-defense, dance and fitness. One "plays" capoeira - rather than "dances" or "fights" - as capoeira was created as a martial art and disguised as a dance to hide its dangers from slave owners in Brazil. In this studio course, students explore capoeira in a challenging, yet safe, class that builds strength, flexibility, balance, agility, reflexes, and coordination. Playing capoeira with a Mestre, students learn the ""ginga,"" a side-to-side swinging movement that is capoeira's base; the ""au,"" a capoeira cartwheel with eyes on one's opponent; and ""Role,"" a roll from the ground to standing. Students learn how to play the game of capoeira, which emphasizes flow and dialogue between two players. The course also explores the importance of music in capoeira, and students practice singing in Portuguese. The course provides a supportive environment for the practice of mindful capoeira, welcoming those with prior capoeira experience, as well as total beginners."
LDAN 2800 Credits: 1
Sarah Michelson Studio Research *BEST BET*
This movement practice course introduces students to the studio research practice of NYC-based choreographer Sarah Michelson as she prepares for her upcoming one-person exhibition at the Whitney Museum of American Art. Students will participate in the physical research for Michelson's Whitney project, which investigates how the execution possibilities of a seemingly simple and stark movement can raise important questions regarding work ethics, industry, labor, aesthetics, ego and performance. Issues of abstraction, naturalism and industrialism will also be examined in this ongoing engagement with a single step, and within the body of the performer, as will questions of a dancer's autonomy, archetypes of dancer and director, and the patterned neurological configurations influencing dancing and performing. The class will rely on good will, seriousness, team effort, and commitment to hard work without apparent result. Prerequisite: any LDAN movement practice course, or by permission of instructor.
LDAN 2920 Credits: 4
IHAD Dance Seminar
The 'DANCE IN EDUCATION: I HAVE A DREAM SEMINAR AND PRACTICUM' will allow Lang students to participate in running an After School Dance Program at the Harlem based 'I Have a Dream' Program at PS 7. In this course students will explore the connection between engaged dance and elementary school literacy, mathematics and social studies. Along with field work at the IHAD program at PS 7 in Harlem, Lang students will participate in a Tuesday seminar where collectively they will engage in an in depth exploration of the field of Dance in Elementary Education. The Tuesday seminar will serve as a tool for reflection about the activities and interactions which take place at the 'I Have a Dream' Program, and allow for planning and shared curriculum development of the After School Dance Program. At the end of the semester, Lang students will help facilitate a performance and/or individual project by the Dreamers for their families and the 'I Have a Dream' community. Lang students will also create a syllabus for use in their own future teaching endeavors, based on an area of interest identified over the course of the semester.
LECO 2029 Credits: 4
Economics of Disasters
This seminar examines the concepts of disaster and crisis from the perspective of economics. Analysis is extended from natural calamities (including draughts, floods and earthquakes) to 'man-made' disasters (including famines, industrial-technological accidents and violent conflicts) and financial crises-- to argue that disasters are not discrete random occurrences, but are products of social, political and economic environments. The seminar draws upon social and natural sciences to construct 'a model of disaster occurrence' in real space and time. In terms of this 'model', it examines how economic principles can be applied [a] to investigate the preconditions of a disaster, [b] to determine its impacts, and [c] to evaluate the options available to mitigate the disaster. The theory is illustrated in terms of different case studies, including the Hurricane Katrina in New Orleans in 2005 and Bangladesh flood disaster in 1998; Exxon-Valdez oil spill in Alaska in 1989 and the Union Carbide disaster in Bhopal in 1984; Irish famine in the 1840s and Sudanese famine in 1997; earthquakes in San Francisco in 1906 and in Lisbon in 1755; and violent ethnic conflicts in Great Lakes Region of Africa in 1996-97; worldwide recession and the economic crisis of 2007-08.
LEDU 2013 Credits: 4
Media and Education
This course will explore the interaction between the media and education. As sources of entertainment, art, information, education and multi-billon dollar industries, the media are powerful tools of socialization and sites of knowledge production and distribution that shape our perceptions of the world and our place in it. Drawing from scholars and practitioners in disciplines ranging from education to anthropology, and from communication and media and film studies, this course offers a critical introduction to the mutually constructive relationship of media, education and society. This course positions "education" broadly, as a complex and continual process that extends beyond the boundaries of school to the community and throughout adulthood.
LEDU 2511 Credits: 4
Theories of Teaching and Learning *BEST BET*
This course explores theoretical and empirical perspectives on the questions: What is knowledge and knowing? What is learning? What is teaching? How do contexts influence teaching, knowing, and learning? A central goal of the course if o encourage students to consider these questions and their interconnections for themselves to examine ways scholars and practitioners have answered them, and to develop an analytical framework to use in examining contemporary practices in settings that include formal and informal, urban and international.
LEDU 2801 Credits: 4
Introduction to Educational Theory *BEST BET*
By exploring the beliefs, goals, and practices of education in American life, this course examines the relationship between schooling, democracy, and American society. Drawing on classic and contemporary thought from the intellectual traditions of educational anthropology, history, philosophy, and sociology, it introduces students to some of the important texts and ways of thinking about education in the U.S. Seminar topics include the role of schools and education in American society; the development and organization of schools; philosophical and pedagogical theories of how people learn and the purposes of education; how schools reproduce (or can interrupt) larger social inequalities; historical and contemporary issues surrounding race and ethnicity in schools; and the role of families and communities in the education of young people.
LFYW 1000 Credits: 4
Writing the Essay I: America as Idea
By considering various formulations of what America means, this seminar introduces students to the practice of academic writing. Through investigations of polyform texts defining, emending, and contesting ideas of America, students develop an array of skills fundamental to critical writing: reading analytically, using evidence, developing original ideas, and crafting arguments. Topics may include citizenship, multiculturalism, democracy and equality, borders/boundaries, and national identity. Readings may include Alexander Hamilton, Walt Whitman, James Baldwin, Eric Foner, Toni Morrison, Malcolm X, Henry David Thoreau, Gloria Anzaldua, Allen Ginsburg, and others.
LFYW 1000 Credits: 4
Writing the Essay I: Everyday Aesthetics: Writing about Art
Aesthetics is rooted in sensation and emotion, capabilities all of us have. While valuing the contributions of trained art historians and critics, all of us, as sensing and feeling social beings, are entitled to have an opinion about the aesthetics in our everyday lives. This writing-intensive class will help students develop the perceptual and critical abilities needed to write about aesthetic experiences. In addition to reading key works by art historians and critics, we will explore how writers from a wide variety of disciplinary backgrounds explore the aesthetic dimension. Possible readings will include essays on art by novelists, poets, and critics, such as John Updike, Frank O'Hara, Susan Stewart, Susan Sontag, Joan Didion, and John Ashbery. In addition to course readings and writing assignments, students will have an opportunity to visit local art museums and to explore the New School's own impressive collection of modern and contemporary art, with the goal of finding the art that moves and inspires us, and then exploring how our own distinctive background can inform the way we write about our aesthetic experiences.
LFYW 1000 Credits: 4
Writing the Essay I: Great Short Fiction
This writing course offers a survey of the Twentieth Century short story. Authors are both canonical and contemporary, from Joyce, Kafka, Updike, and O'Brien to Carver, Amy Hempel, E.L. Doctorow, and García-Márquez, among others. The course explores character and conflict, experimental and psychological fiction, moral fiction, as well as the role of voice, descriptive language, and symbols in interpreting fiction. The course emphasizes close reading and requires ongoing shorter assignments plus multiple drafts of formal essays, along with the cultivation of research skills toward a longer final paper.
LFYW 1000 Credits: 4
Writing the Essay I: Media and the Public Sphere
This writing-intensive course examines the relationship between the media and the public sphere. Students investigate how various forms of media from newspapers to social media, including blogs, vlogs, YouTube, and WikiLeaks, participate in the formation of publics and counter-publics. Specific attention is paid to the role of Twitter and Facebook in both the formation and undoing of contemporary social movements.
LFYW 1000 Credits: 4
Writing the Essay I: Radical Arguments
This writing-intensive course explores the construction of political arguments outside of the purview of mainstream political ideologies. We will investigate the writings and thoughts of right and left-wing activists, scholars, artists, and theorists whose work has been described as radical. We look across partisan beliefs as well as throughout modern history in order to understand how political ideas are expressed, packaged, and received within different historical contexts. The readings will focus on primary documents, mission statements, speeches, polemics, and political essays including selected works from W.E.B. Dubois, Emma Goldman, Eugene McCarthy, Harry Hay, James Baldwin, William F. Buckley, the Scratch Orchestra, the John Birch Society, the Black Panthers, Radical Feminists, Grizzly Mammas, Queer Activists, Glenn Beck, Ann Coulter, and contemporary Internet communities such as Anonymous.
LFYW 1000 Credits: 4
Writing the Essay I: Reading and Writing the City: Urban Ethnography
Ethnographies are written descriptions of cultural phenomena based on immersive experience. In this writing-intensive course, students explore approaches to observing and writing about the city. Two questions guide this seminar: (1) What distinguishes the ways that cities are imagined and lived from other forms of social organization? and (2) What forms of writing are adequate to the task of critically reflecting on and representing the timing, spacing, and movement of urban life? Students will read and discuss examples of ethnographic writing by sociologists and anthropologists, which may include Claude Lévi-Strauss, Mitchell Duneier, Teresa Caldeira, Philippe Bourgois, Clifford Geertz, Sherry Ortner, Eva Illouz, Setha Low, and João Biehl. We will also consider journalism, cultural criticism, fiction, and film as resources for thinking both about the city and about ethnographic sensibilities. Students' major writing assignments will be based on observations carried out in the city, and the seminar will conclude with a significant research paper that combines empirical research, critical reflection and reasoned analysis.
LFYW 1000 Credits: 4
Writing the Essay I: The Age of Memoir
In a recent history of autobiography, critic Ben Yagoda claims that 'memoir has become the central form of our culture.' This course considers both the truth and the consequences of this claim, and aims to sharpen students' analytic writing skills by asking them to think and write critically about the role of memoir in American print culture. Students read excerpted memoirs ranging from Olaudah Equiano's eighteenth-century slave narrative to Alison Bechdel's contemporary graphic novel Fun Home, as well as critical essays on memory and memoir by Sigmund Freud, H.G. Wells, Paul Ricoeur, Jean Starobinski, Henry Louis Gates Jr., and Lisa Lowe. Specific attention is paid to debates concerning fabricated memoirs, so-called 'misery memoirs,' and the relationship between memoir and identity formation.
LFYW 1000 Credits: 4
Writing the Essay I: The Future of Feminist Theory
This writing intensive course will look at how several innovative scholars are envisioning the future of feminist theory. Rather than presume to know what feminist theory entails, we will develop a working definition of the field from our engagement with course texts. As a result, no prior knowledge of feminist theory is required, but students will be expected to demonstrate a willingness to listen to challenging texts and new ideas. Class discussions will explore strategies for transforming current inequities into a more just future, and consider how feminist theory can contribute to this kind of radical social change in the world. Students will have an opportunity to use the ideas, concepts, and practices introduced in course to think through a contemporary topic of their choosing.
LFYW 1000 Credits: 4
Writing the Essay I: The Modern Fairytale
This writing intensive course explores the necessity of storytelling and story making through its most basic and natural histories: the fairytale. What is necessary about the invention of a story and why do we repeat it? How does the story change as it passes across cultures and over time? Most importantly, what does it say about us? In addition to reading fairytales and literary criticism on tales and their circulation, students will investigate the prevalence of fairytales in contemporary literature and popular culture. Texts may include Italio Calvino, Bruno Bettelheim, Washington Irving, Christopher Vogler, Ludmilla Petrushevaskaya, Kelly Link and among others.
LFYW 1000 Credits: 4
Writing the Essay I: Theater and Politics
From ancient Greek tragedies of tyrants to contemporary direct action protests, theater has appeared as both a vehicle and a metaphor for expressing our collective life. This writing-intensive course will explore connections between theatrical depictions of politics, or politics on stage, and the performative nature of politics, or politics as stage. What is the part of the artist in public life, historically and in the present? What roles must individuals adopt in daily life in order to have their voices heard? What does the language of "performance" contribute to our understanding of politics? Readings include analytical and journalistic treatments of these questions, alongside selections from Sophocles, Shakespeare, Brecht, Havel, Stoppard, Judith Butler, David Graeber, and Augusto Boal.
LFYW 1000 Credits: 4
Writing the Essay I: Too Cool For School
This writing course encourages students to consider the ways they are taught and the unspoken assumptions about their education. To do this effectively, students hone skills for reading, analyzing, and thinking critically about structures of thought implicit in formal education. They think through complicated issues, write to examine that thinking, share their ideas, and make arguments based on their perspectives and understandings. Authors include Paulo Freire, Adrienne Rich, Mary Louise Pratt, and Susan Griffin.
LFYW 1000 Credits: 4
Writing the Essay I: War Stories: Militarism, Trauma, and Resilience in Literature
As long as there have been wars, there have been war stories, but what is the cultural purpose of this particular kind of narrative and what makes one more effective than another? This writing intensive course examines the war story as a literary genre with a specific set of conventions, narrative themes, and styles. Students will read a variety of war stories, both new and old, in order to critically assess their aims, intended audience and cultural value while also developing their own critical writing skills.
LFYW 1000 Credits: 4
Writing the Essay I: Writing about Values
In this course, students are encouraged to explore the fundamental issues of their lives in order to develop key analytic and argumentative skills. By discussing texts about values, students will consider what is worth striving for and what makes a good or meaningful life. Topics include questions of priorities, definitions of good and evil, questions of cultural and moral relativity, the nature of love, the challenges of suffering and death, and the nature of self-realization. Students will likewise write about social and political issues, including imperialism, minority rights, feminism, food production, and the effect of human "progress" on the environment. Texts may include short works and excerpts by Dr. Martin Luther King Jr., Plato, Aristotle, Dante, Montaigne, Conrad, Orwell, Achebe, Said, Al Gore, and Michael Pollan, as well as Eastern and Western religious texts and topical newspaper articles.
LHIS 2016 Credits: 4
Doing History
History is both the story of the past and the discipline that examines the past and writes its story. This course explores the varieties of evidence and problems of interpretation that historians work with to produce the story. At the same time, it considers the differences between academic histories and the historical accounts that are generated by memory, film and literature, public ceremony, and the internet. It asks: If there are always conflicting interpretations of the past, how do we determine which understanding is most reliable? What is the relationship between the nature of the evidence and the explantion that results from it? How do cultural biases of the present inform our take on the past, and how can these be scrutinized? And finally, in what ways is this retrieved past put to use for political or cultural ends? The answers to these questions themselves are contested, producing highly charged conversations both within and outside of the academy. By examining historical practices and interpretations, this course sheds light not only on the study of the past, but on what is at stake in doing history. In sum, it explores why history matters.
LHIS 2060 Credits: 4
From the Founding to Facebook: Democracy in American History *BEST BET*
We all know that we live in a democracy. But what it has actually meant to be citizens in a democratic republic has changed dramatically over the course of American history -- as have the bounds of citizenship. In this course, we will look at how new ideas, social movements, and technological changes have reshaped American democracy. We will examine how founders such as Benjamin Franklin and James Madison envisioned the relation between the people and the government; how workers, African Americans, and women fought to participate in American politics; and the ways in which new technologies such as Facebook and Twitter are reshaping democratic participation for the 21st century.
LHIS 2151 Credits: 4
Slavery and Capitalism: The Economic World of Early America *BEST BET*
This course is a survey of American economic history from Colonization through Reconstruction, and traces the emergence of slavery and capitalism as the dominant modes of production and social organization in the United States. How should we view America's past, and present in light of slavery? Was plantation slavery simply a Southern anomaly or rather a driving force in American economic development? We will explore these issues through a consideration of the histories of slavery and capitalism. We will also examine the power relations that shaped economic life in early America. Additionally, this course will consider various approaches to the economic past, using tools from several disciplines and applying the insights of social and cultural history to ask how notions of economic "rationality" and "morality" have changed. In the process we may develop insights regarding contemporary issues like globalization, environmental sustainability, and wealth inequality.
LHIS 2221 Credits: 4
Power and Biology: The Global South and the History of Science *BEST BET*
This seminar approaches the history of science from the perspective of the global margins. We will study the contextual connections between biological research, imperialism and postcolonial societies. We will analyze case studies from the history of Eugenics and racism, military research, sexually transmitted diseases and the social and environmental impact of science in the Global South. The course places special emphasis on historical case studies from Latin America and Africa.
LHIS 2222 Credits: 4
Ads, Brands and Ballyhoo: A History of Advertising in America
This course explores the rise of national brands, techniques of persuasion, the new science of marketing and consumer psychology, alliance of Madison Ave and wartime propaganda, consumer society, the emergence of irony and pop, beauty culture and gender protocols, and resistance to selling and materialism. Course materials will use visual, audio and moving images and engage with new histories of the senses to understand how advertising has penetrated public and personal space and shaped identities. Another important thread for discussions will be the shadow cast over democratic politics by the power of advertising.
LHIS 2844 Credits: 4
History, Authority & Power *BEST BET*
This course introduces students to reading and analyzing primary sources that deal with the interaction of political life with religious sanction. It examines the role of interpretation in appropriating the past and dreaming the future. It includes texts from a variety of fields and cultural geographies, to investigate intellectual commonalities while recognizing cultural differences. We begin with excerpts from the Histories of Herodotus, one of the world's first complete prose works. Then we proceed with the Peloponnesian Wars of Thucydides, whose historical methodology differed emphatically from the epic and hero-centered style of Herodotus. We move on to Plato's Republic and Aristotle's Politics, and from there to the Bible, St Augustine's City of God, and the Qur'an. Proceeding to the medieval world, we read selections from European and Islamic mirrors for princes, and four different perspectives on the Crusades. The investigation ends in the thirteenth century, with the collapse of the 'Abbasid caliphate in Baghdad and the drafting of the Magna Carta in Europe.
LINA 2009 Credits: 4
Performance/Phenomenon *BEST BET*
"This course explores, through physical practice, what it is to move from ""natural"" states to ""performance"" states. The primary aim is to consider performance from alternate viewpoints, including performer, creator, viewer, and thinker. Conceptual and perceptual frameworks involving time, space, place and the body are introduced and considered via practical application in the studio with each student's body being their primary resource. All feedback is theorized through discussion and writing, which leads to additional rounds of practice, experimentation and creation. The course emphasizes learning by doing and is geared toward individuals looking to develop and better understand the fundamental phenomenon underlying a "performed" body. Students examine written texts, create and perform."
LINA 2018 Credits: 4
How to be Modern: The 1913 Armory Show at 100 *BEST BET*
Officially known as The International Exhibition of Modern Art, the 1913 New York Armory Show introduced the American public to European avant-garde painting and sculpture for the first time, signaling the beginning of the integration of modernism into American culture. The exhibition included works by such well-known European modernists as Paul C?zanne, Marcel Duchamp, and Pablo Picasso, as well as budding American modernists, such as Charles Sheeler, Marsden Hartley and Stuart Davis. The100th anniversary of the legendary Armory Show offers a unique opportunity to assess the continuing relevance of modernism and its prevailing influence on contemporary artists. Placing the show within the context of the socio-political climate of New York and the United States ca. 1913, this course will shed new light on the artists that were represented and examine the way New York audiences and critics responded to the shock of Modernism.
LINA 2025 Credits: 3
Arts Digital Toolkit
This course provides students the practical and conceptual skills to integrate digital media into their research presentations and art-making practice. It covers techniques of capture and manipulation of digital media with conventional video cameras and other input tools such as mobile phone, still cameras, and sound recorders; software applications such as Final Cut Pro, Adobe Photoshop, and Illustrator; and selected sound design applications. Students prepare their material for various output scenarios ranging from print graphics to Internet distribution to large-scale projection. Students must own an external hard drive for saving their work. Owning a digital still or video camera is helpful but not mandatory.
LINA 2030 Credits: 4
Collaboration *BEST BET*
This course explores collaborative process in art and performance through research and study of the history of multi- and interdisciplinary artistic production and engaged exercises in collaborative work. Students investigate the merging of artistic disciplines in the growth and development of integrated performance practice, including early 20th century challenges to formal constraints in visual art, writing and performance, including the integrated work of John Cage, Merce Cunnningham and Robert Rauschenberg, along with study of contemporary collaborative artists such as Meredith Monk, Pina Bausch and Tanztheater Wuppertal, Forced Entertainment, Meg Stuart and Damaged Goods, Anne Bogart and SITI Company, etc. The course also focuses on integrating text, music/sound, and visual elements into frames of theatrical presentation. Writers, musicians, visual artists, actors, dancers, directors, choreographers and those wishing to explore their creative potential are encouraged to enroll.
LLSL 2019 Credits: 4
Greek & Roman Drama *BEST BET*
The tragedies and comedies of Aeschylus,Sophocles, Euripedes, and Aristophanes continue to give impetus to European and American theater. Students read Greek plays in the context of the rise and decline of 5th century B.C.Athens in order to locate modern theater in relation to the questions that Athenian Drama raises: the relation of a theater to the political institutions of a culture, the optimal relation between audience, author, theater, and society, the roots of drama in communal ritual and myth.Texts include Aeschylus's Orestaia; Sophocles's Oedipus plays, Electra, Philoctetes; Euripedes's Bacchae, Electra, Orestes; Aristophanes' Birds. A brief look at Roman Comedy (Plautus, Terence) will follow.
LLSL 2332 Credits: 4
18th Century English Novel *BEST BET*
This course surveys the development of the novel in England in the eighteenth century. We will read eight pivotal novels: Daniel Defoe (Roxana), Samuel Richardson (Pamela), Charlotte Lennox (The Female Quixote), Laurence Sterne (Tristram Shandy), Jonathan Swift (Gulliver's Travels), Horace Walpole (The Castle of Otranto). Henry Fielding (Tom Jones), Henry Mackenzie (The Man of Feeling), plus one 'memoir' (The Life of Olaudah Equiano). These narratives unfolded the imaginative potential of the novel form as well as its capacity to educate the heart. In reading the work of an era that jump-started the history of the novel as we know it, we will gain insight into the sources of our own literary sensibilities and tastes by studying the roots of a major modern genre.
LLSL 2343 Credits: 4
Renaissance English Literature *BEST BET*
This course will survey the poetry, prose, and drama of the English Renaissance. We will focus on Spenser, Shakespeare, Donne, and Milton, but we will also attend to less-familiar authors, such as Wyatt, Sidney, Marlowe, Jonson, Bacon, Herbert, and Marvell. Topics for discussion will include humanism, court politics, reformation theology, early modern gender, the new science, the English civil war, and colonialism. Requirements: attendance, two papers, a midterm, and a non-cumulative final.
LLSL 2350 Credits: 4
Origins of the Novel *BEST BET*
"This course examines problems in defining the genre ""novel,"" specifically the claims to ""newness"" and ""modernity"" that seem inherent in the word. Students are encouraged to examine their own generic expectations of novels in light of a selection of essays that attempt to define the genre and trace its history. They then read ancient and medieval narratives to see how these fulfill (or fail to fulfill) those expectations, as well as to derive other possible generic expectations that might inhere in them. Works include various Hellenistic Greek romances, Petronius' Satyricon, Apuleius' Golden Ass, Chaucer's Troilus and Criseyda and the early modern novel, The Princess of Cl?ves."
LLSL 2360 Credits: 4
French Drama, French Film *BEST BET*
This class explores the interconnections between literature, theater and film and the interdisciplinarity of writers such as Marguerite Duras, Eric Rohmer, Antonin Artaud and others. We will also explore how filmmakers and theater directors experiment with text and each other's medium. If the medium is the message, how does changing the medium inflect the message. Students will explore all these issues through various writing projects.
LLSL 2412 Credits: 4
Terrorism Modern Lit & Cinema *BEST BET*
This course explores the various forms of terrorism as it has been experienced in Europe, Asia, Africa, Russia, the Middle East, and the Americas over the past 150 years. Through readings, film screenings, lectures, and discussion of a number of literary and cinematic works, we will confront the complex historical, cultural, and moral dimensions of what is turning out to be the central political and moral issue of the 21st century. This course also satisfies requirements in Culture and Media.
LLSL 2501 Credits: 4
Shakespeare:Journey *BEST BET*
"In all the genres Shakespeare wrote-comedy, history, tragedy, romance-he describes journeys into a ""second reality."" From these journeys characters usually return changed beings. This course examines how this motif and the particular genre shape and intertwine with one another. Plays studied include As You Like It, Henry IV Parts One and Two,Othello, and The Winter's Tale."
LLSL 2660 Credits: 4
Becoming Modern: British Lit *BEST BET*
"This course examines 19th and 20th-century British literature in its historical context, with a particular emphasis on literary innovation and the dilemmas of modernity. Topics include anti-Victorianism, imperialism, the ""New Woman,"" World War I and II, fascism, new theories of psychology, the representation of sexuality and censorship, and the search for a language adequate to modern life. Special focus is on literary techniques that were developed in this period, including impressionism, unreliable narration, and stream of consciousness. Authors include Conrad, Ford, Joyce, Lawrence, Forster, Woolf, Rhys, Isherwood, and Barker."
LLSL 2663 Credits: 4
Anglophone Poetry 1 *BEST BET*
This course explores the story of Anglophone poetry from the mid-16th century until the accession of Queen Victoria in 1837. It is a history of the development of forms such as the sonnet, introduced from Italy along with other forms by courtierûpoets Wyatt and Surrey. We also explore aspects of the strong folk tradition of oral verse. We follow the development of English poetry through the Civil War, the eighteenth century, the establishment of empire, and we end with the Romantics. The course aims to provide a historical map of English poetry, as well as a training in close reading and analysis of poetry. Both students with experience in reading poetry and those without are welcome.
LMTH 2020 Credits: 3
Statistics
This course covers techniques used to collect, organize, and present data graphically. Students learn how to calculate measures of center and dispersion, apply probability formulas, calculate confidence intervals, and test hypotheses. This course also provides an introduction to software used to analyze and present statistical information. This course is designed for students in marketing and does not use SPSS, which is commonly employed in psychological studies. If you are a student in Lang, you may wish to check with your department to see if SPSS is required for your field of study. This course does not satisfy any requirements for the Interdisciplinary Science major.
LMTH 2020 Credits: 3
Statistics *BEST BET*
This course covers techniques used to collect, organize, and present data graphically. Students learn how to calculate measures of center and dispersion, apply probability formulas, calculate confidence intervals, and test hypotheses. This course also provides an introduction to software used to analyze and present statistical information. This course is designed for students in marketing and does not use SPSS, which is commonly employed in psychological studies. If you are a student in Lang, you may wish to check with your department to see if SPSS is required for your field of study. This course does not satisfy any requirements for the Interdisciplinary Science major.
LMTH 2030 Credits: 4
Statistics with SPSS
This course is an introduction to statistics using the software package SPSS. Emphasis is on exploring quantitative data and applying concepts to a range of situations. Topics include descriptive statistics, basic probability, normal distributions, correlation, linear regression, and hypothesis tests. The course combines lectures, discussions, and computer assignments. During the semester, students meet at a computer lab to learn specific software skills. Students are expected to go to the lab on a regular basis to complete homework assignments and explore the functionality of SPSS. This course fulfills the second math requirement for the IS major, is a requirement for the ES major, and is taught Fall & Spring.
LMTH 2050 Credits: 4
Math Models in Nature *BEST BET*
This course combines aspects of quantitative reasoning and mathematical modeling. Quantitative reasoning is the ability to make sense of the numbers that surround us: to find patterns, to estimate, and to create mathematical models that help us make informed decisions. In this course, students learn to use difference equations to describe complex natural phenomena. Using spreadsheets as computational and graphical aids they develop the basic algebraic, computational, graphical, and statistical skills necessary to understand these models, and learn why difference equations are the primary tools in the emerging theories of chaos and complexity. This is a required course for the Interdisciplinary Science Major and is taught in Fall & Spring.
LMTH 2101 Credits: 4
Mathematics of Game Theory *BEST BET*
Game theory is a fascinating branch of mathematics which looks at situations in which players must chose among several different actions to achieve the best possible outcome. Originally developed as a tool in economics, game theory is now used to explore many different fields, including politics, psychology, biology, ecology and philosophy, as well as to analyze standard recreational games. In this course, we will explore the basic ideas of game theory and some of its many applications, including the Prisoner's Dilemma and its relationship to the Cold War, evolutionary theory and popular culture.
LMUS 2010 Credits: 4
Fundamentals of Western Music
This course is a study of basic concepts and skills in Western music theory, with a focus on learning to read and write music notation in both treble and bass clefs. Topics include intervals and ratios; music terminology; melodic, rhythmic, and harmonic structures; traditional musical forms; and beginning composition and analysis. The course focuses on common practice tonality, but also considers other historical developments in the organization of musical sound. The course is designed for students who do not yet read music notation and/or students who wish to improve their listening skills and understanding of music theory. This four-credit course meets for fewer in-class hours than others but requires additional outside of class activities.
LMUS 2015 Credits: 4
Music of Gershwin & Bernstein *BEST BET*
While classical composers have a long tradition of borrowing from popular music, only a few composers have been able to succeed in both the "pop" and the straight "classical" world, One was George Gershwin, who started as a Tin Pan Alley songwriter and went on to write the opera Porgy and Bess. The other was Leonard Bernstein, who began in the classical world but went on to write the highly successful musical West Side Story. This course will look at why both American composers were able to "cross-over" constantly between popular and classical music, and how this ability made both the "popular" and "classical" compositions of each composer standards in their respective repertoires.
LMUS 2050 Credits: 4
Music Technology
New and evolving technologies provide unprecedented creative opportunities for musical composition/production and performance/reproduction. This course surveys the field of music technology from historical, philosophical, and hands-on practical perspectives. Topics include the physics of sound and the technology of acoustic instruments; case studies on compositional techniques such as musique concrete and electronic synthesis; studio mixing, recording and production techniques; and digital sampling and editing software. All of these topics are framed in a broader understanding of music technology as both concept and construct.
LMUS 2200 Credits: 4
Global Perspectives on Music *BEST BET*
This course explores some of the many ways that people perform, experience, enjoy, and discuss music around the world. Case studies of specific culture areas and significant musicians are tied to local ethnography projects, enabling students to take advantage of the stunning diversity of global music traditions practiced in New York City. The course also covers basic elements of music and terminology, so previous musical experience and familiarity with Western music notation are not required.
LPHI 2007 Credits: 4
Feminism and Literature *BEST BET*
Can literature be used as a tool to articulate feminist claims? If it is true that language speaks, what is the feminist practice of writing telling us? What does it mean to write? What is the difference, if any, between feminist philosophical and literary forms of writing? How do the production and reception of feminist narratives interact with one another? The aim of this seminar is to explore the connection between feminism and literature, at the crossroads of philosophy, literary theory and psychoanalysis. In the first part of the seminar, we will explore the feminist critique of the western philosophical canon. We will compare some key texts written by male philosophers with the use (or misuse) that has been done by feminist philosophers and writers, who have reworked, reshaped or, indeed, subverted them. In the second part, we will focus on a particular constructive literary practice -- that of women's autobiographies -- both as a tool for speaking without telling and for the articulation of feminist claims in the public sphere.
LPHI 2010 Credits: 4
Philosophy I: Ancient
This required course is an introduction to the major themes and important texts of ancient philosophy, covering such philosophers as Heraclitus, Parmenides, Plato, and Aristotle.
LPHI 2020 Credits: 4
Philosophy II: Modern *BEST BET*
This course introduces students to the main problems of early modern philosophy from early seventeenth century until late eighteenth century. By exploring various philosophical works of Descartes, Hobbes, Spinoza, Rousseau and Kant, we will deal with issues in epistemology, metaphysics, moral and political philosophy.
LPOL 2015 Credits: 4
Constitutional Law
The American Constitution creates the structure and allocation of power for federal government and establishes the relationship between the federal government and the states, as well as between the government and its citizens. Ratified in 1788, the American Constitution is the oldest working written Constitution in the world and has been an important model for all other Constitutions. Through class discussions and some lecturing, this course provides an introduction to the Constitution's major doctrines and explores how and why this document has remained vital and active while other Constitutions have failed. After examining the drafting and ratification of the Constitution in the late 1780s, the course uses a close reading of significant Supreme Court decisions to examine the Constitution's major doctrines and the Supreme Court's interpretation of those doctrines. Among other topics, the course will cover the allocation of power among the three branches of federal government, the role of the federal judiciary, federalism, the power of Congress to regulate, due process, and individual rights.
LPOL 2018 Credits: 4
Gender, Family, State in American Politics
What is the relationship between culture and politics? Is it unidirectional? Or are culture and politics in perpetual dialog, mutually reinforcing and reworking one another over time? This course will introduce students to the field of American politics with a particular focus on the relationship between culture and politics. The course is divided into two sections. The first half of the course analyzes the institutions of American politics and the cultural shifts that have shaped them. Students will learn about the various founding moments in American history and the impact they have had on the three branches of government. The second half of the course takes up contemporary political issues to think critically about the relationship between culture and politics. We focus on the evolving political coalitions that have produced the modern political parties and galvanizing political issues such as gay rights, gun control, abortion access, labor unions, and America's role in the world. Students will emerge from the course with a nuanced understanding of the history of American politics as well as a firm grasp on the contours of contemporary political culture.
LPSY 2008 Credits: 4
Abnormal Psychology *BEST BET*
This course introduces students to the study of abnormal psychology. Students learn the current classification system (DSM IV) for psychiatric disorders and become familiar with theories of etiology and treatment for individual disorders. Historical and contemporary conceptions of abnormal behavior are explored as well as controversies within the field regarding the classification, assessment, and treatment of psychological disorders.
LPSY 2038 Credits: 4
Fundamentals in Visual Percept *BEST BET*
This is a survey course of the research and theories associated with human visual perception.
LPSY 2040 Credits: 4
Fundamentals in Social Psychology
This course provides students with a broad overview of social psychological research and theorizing. Central to the course is the idea that human beings are not isolated entities who process information like computers, but social animals engaged in a complex network of social relations, driven by goals and motivations and constrained by cultural worldviews. We will analyze how this affects our perceptions of and attitudes towards individuals (including ourselves) and groups. We will examine why people conform, how they influence each other, why they firmly hold on to stereotypes and why they engage in pro- or antisocial behaviors. By analyzing these phenomena we will see how theories of human behavior can be tested rigorously via laboratory experiments and field studies.
LPSY 2048 Credits: 4
Fundamentals in Cognitive Neuroscience *BEST BET*
This course is an introduction to the basic structural and functional properties of the human nervous system and their relationship to various aspects of human cognition.
LREL 2030 Credits: 4
Religion in South Asia
This course is a comprehensive introduction to Indian philosophy and religion. It covers all the major philosophical schools, concepts, issues, and debates in a chronological framework. Students read both translations of primary sources as well as materials from secondary sources. This course aims to familiarize students with the kinds of questions asked by Indian thinkers such as: What really exists (metaphysics)? How do we know what we know (epistemology)? And how should we live our lives (ethics)? Students gain exposure to the practice of Indian philosophy and religion through local fieldwork projects.
LREL 2051 Credits: 4
Women's Spirituality and Contemporary Religion *BEST BET*
"Beginning with the ""second wave"" of the feminist movement in the early 1960s, this course explores the contours of women's spirituality within mainstream and (so-called) alternative religious traditions in contemporary America, including Judaism, Christianity, Islam, Wicca/neo-Paganism, and Buddhism. Using primary and secondary texts by Euro-American women and women of color; traditionalists, reformers, and radicals; we will consider a range of issues at the intersection of religion and gender including: the role of hierarchy and authority; the individual in relation to her religio-spiritual community; the boundaries of normative religious practice; tradition, innovation, and continuity; the role of ritual and concepts of the sacred; and issues involving race, power, class, and social justice. We will consider the ways in which women from diverse backgrounds and orientations articulate their religious and spiritual legacies, their struggles and yearnings, and we will explore their common concerns as well as their significant differences."
LREL 2065 Credits: 4
Introduction to Islam *BEST BET*
This course provides an introduction to the key texts, beliefs and practices of the religion of Islam. The course begins with an examination of the rise of Islam, the life of its Prophet and the early appearance of the main sectarian divisions. Topics explored will include the nature and history of the Qurßn and the Hadith, particular aspects of Islamic practice and belief, as well as religious law, theology, philosophy, Sufism, literature, and art and architecture from the earliest period to the present. Students will also explore major developments in the political, social and cultural history of the Muslim world from its origins in seventh century Arabia to rise of the nation-state in the twentieth century, especially its expansion into South and Southeast Asia and sub-Saharan Africa.
LREL 2070 Credits: 4
Hebrew Bible as Literature *BEST BET*
A thousand years in the editing, the Hebrew Bible is an anthology of literary genres, an historical digest, an ethical law collection, and a record of one people's experience of their deity. In this course, students read the myths of Genesis, the narratives of slavery and liberation, the Joseph novella, the short stories of Ruth and Esther, selections from the prophets, and from the political epic of Kings. The Bible's methods of characterization, elliptical storytelling techniques, and poetic parallelism are explored. The literary emphasis of the course is grounded by discussions of ancient near eastern history, archaeology, and anthropology. Biblical conceptions of monotheism, prophecy, mortality, human failure and redemption, creation, and humankind's interaction with "mother" earth are discussed, along with modern "problems" with the Bible, such as the flattened fairytale quality of its early stories, and the anti-literary tendencies of fundamentalism.
LREL 2106 Credits: 4
Intro to Phil of Religion
Through analysis of classic formulations, students investigate arguments concerning the existence of God, the divine attributes, and religious experience. Topics include the questions raised to religious commitment by the existence of evil, freedom, and science? The course also explores the nature of faith and religious commitment, and the relation of philosophical argument to them.
LSCI 2040 Credits: 4
Genes, Environment & Behavior *BEST BET*
This course uses a critical pedagogy to challenge the normative assumptions made about the dynamic relationship between our genetic make up and our environments and explore the field of epigenetics. Course sessions and assignments will retrace the experiments that led to the discovery of genes and their inheritance patterns, review molecular analyses to understand the functional products of genes, and reveal how the acquisition and accumulation of mutations and sex lead to diverse human behaviors that can be influenced by environmental factors in changing social environments. Course readings include newspaper articles, secondary scientific literature, and a textbook, while videos and CD-ROMS depicting molecular DNA techniques and their automation will clarify the more technical aspects of the course. Prerequisite for all biology intermediate level courses, satisfies the Foundation requirement for the Interdisciplinary Science major, satisfies the elective for Psychology, satisfies the elective for the Gender Studies Minor, and is offered every fall.
LSCI 2300 Credits: 4
Introduction to Urban Environmental Health *BEST BET*
In this course, we will look at a broad range of factors affecting public health in urban environments. In 2009, for the first time in human history, more than half of the world's population resides in urban areas. Urban growth has outpaced the ability of governments to build essential infrastructures, and one in three urban dwellers lives in slums or informal settlements. The pace of urbanization results in built and social environments that place stress on human immune systems, increase exposures to industrial toxins, and present sanitation challenges. In addition, the effects of climate change have led to concerns about renewed incidence of infectious diseases that disproportionally affect urban populations. We will study how these factors collectively affect a city's health, as well as how these cities can respond to meet the increased challenges.
LSCI 2700 Credits: 4
Energy & Sustainability *BEST BET*
Why are we a "fossil-fuel-based" economy? Why have we been unable to transition to a cleaner energy source? Are there feasible alternate sources of energy? What are the arguments for and against fracking? By the way, what is fracking? This interdisciplinary course will investigate these questions through physical, chemical, and biological perspectives. It explains energy, why we need it, and the consequential impact of energy use, including the nexus of energy, air pollution and climate change. It includes a student-led project that applies the science of energy to debate a current energy-related topic such as hydraulic fracturing (fracking). This course serves as a gateway course to the Interdisciplinary Science major, and is a required course for the IS majors.
LSCI 2820 Credits: 4
Chemistry of Life *BEST BET*
"This course investigates basic chemical concepts in the context of topics relevant to chemical evolution and the chemistry that supports life today. Through an understanding of the chemistry and environmental conditions of early earth, the course considers ideas on how the environment supported the synthesis of molecular building blocks of life and how these building blocks become more complex molecules. Also covered is current research on how these complex molecules set the stage for ""proto-life"". The course incorporates computational molecular modeling and simulation software packages to investigate and visualize chemical concepts. This course satisfies the Foundation requirement for Interdisciplinary Science majors and is offered every year in the fall."
LSOC 2001 Credits: 4
Sociological Imagination *BEST BET*
In this course, students begin to think about how society works. The course examines relationships among individual identity and experience, social groups and organizations, and social structures. They examine the economic, political, and cultural dimensions of social life and question social arrangements that seem natural or unchangeable. Topics covered include social inequality, politics and power, culture, race and ethnic relations, gender, interaction, and socialization. The course also introduces students to major sociological theorists and sociological research methods.
LSOC 2004 Credits: 4
Culture and Society
What is culture? Should we understand it as ideas floating in our head? As ways of acting? And where do cultures come from? Following both theoretical debates as well as empirical work on music, fashion, film, and food this course is an introduction to the study of meaning in social life. Through these studies and debates, we will try to think about the role of power relations in culture, as well as the place for creativity and ways of challenging power; To see how cultural industries are organized, and how sub-cultures provide alternative ways for people to imagine their world.
LSOC 2100 Credits: 2
Seminar Slam
In Seminar Slam: The Debate Studio, students will explore diverse styles and methods of argumentation and learn how to apply these methods in the seminar classroom as well as debate competition. Primarily a practice studio, the course helps students understand the strategies of cross-examination debate, the types and structure of formal debate, affirmative and negative strategies, research methods and cross-examination techniques. Students will also learn the range of articulation methods from formal, traditional debate to performative argumentation utilizing prose, poetry, etc. Most debate practice will center on the 2011-12 national cross examination debate association topic, which will be U.S. democracy promotion in the Middle East and North Africa. The class will touch on political and current event issues, as well as classical and modern philosophical arguments. Interested students will also have the opportunity to research, develop, and advocate their opinions and positions on current public policy issues for the Project Pericles Debating for Democracy (D4D) conference.
LSOC 2153 Credits: 4
Social Inequality
This course analyzes conflicting theoretical perspectives on the origins, significance and experiences of social inequality. Empirical studies of inequality will be examined as they reveal issues of the nature and representation of work, property rights and relations, differential experiences of embodiment, and different assessments of the mind and intelligence. The approach is phenomenological and asks: How are inequalities made social and how might they be disrupted?
LTHR 2008 Credits: 0 TO 4
Fall Prdction Wrkshp-By Audtn *BEST BET*
Students work on a play.
Auditions TBA. Open to all.
LTHR 2009 Credits: 4
Introduction to Playwriting
This course begins at the beginning, employing a series of exercises to arrive at characters, settings, scenes, and eventually, a one-act play. Student plays are read and discussed in class as they are written and revised. Students also read and discuss a variety of plays to discover individual voice and to understand structure.
LTHR 2016 Credits: 4
Dramatic Literature: Modern Drama *BEST BET*
This course explores European dramatic literature of the Modern Era, from the late 19th to the mid 20th century. The course addresses three main styles of theatrical presentation: the birth and growth of Realism; challenges to Realism from Expressionism to Epic Theater; and the elemental performance texts of the Avant-Garde from the Symbolists to Absurdist Drama and formal challenges of the 1960's. Each section will proceed chronologically exploring a range of core texts paired with outside readings. The emphasis will be on dramaturgical analysis of plays as vehicles for performance and placing theatrical practice within a broader cultural continuum.
LTHR 2050 Credits: 4
Acting Fundamentals
TThis course is an introduction to basic acting techniques. It challenges student's creativity, stimulates the range of their imagination and sharpens their abilities to observe themselves and others. Through physical observations, improvisational work in every class session, monologues and finally a fully rehearsed scene,students will explore the fundamentals of acting.
LTHR 2052 Credits: 2
Voice
This course focuses on the progression of vocal exercises developed by Kristin Linklater. It expands the student's expressive range by working on breathing, developing resonance, and freeing specific areas of tension. Students explore the connection between the breath and their emotional and intellectual impulses and learn to connect to any text through freeing their natural voice.
LTHR 2080 Credits: 2
Physical Theater for the Actor *BEST BET*
This course offers instruction on the physical techniques used to create the illusion of violence for stage and screen. Students will build on previous acting training and learn a methodology to safely and convincingly portray all forms of action and violence, from a simple stage slap or fall, to a fully choreographed fight sequence. (Prerequisite: any 2000 level Acting class.)
LTHR 2103 Credits: 4
Hist of World Theater
This seminar examines the history of theater from Ancient Greece to today, focusing on European and Asian Classical theater forms. Students explore plays, historical contexts, dramatic conventions, audience, purpose, and technologies across cultures and eras. The course includes online presentations and discussion, as well as field trips to experience theater history as it lives on today. This course counts toward the theater history requirement in the Theater Track. For theater majors or anyone interested in the interaction of theater and culture.
LTHR 2500 Credits: 2
Theater Production Toolkit *BEST BET*
This course will familiarize students with the technical aspects of theater production. Topics of study include producing, lighting, scenery, sound, costumes,as well as technical vocabulary and the roles of key players on the technical team. The learning objectives of this course include practical and conceptual skills in production organization, planning and design, management and marketing, and technology. Students in this course will participate in Lang College's fall theater production to practice their learned skills.
LTHR 2917 Credits: 3
IHAD Theater
This course will offer Lang students the unique opportunity of engaging in both the practice and history of Theater in Education while working one afternoon a week at the I HAVE A DREAM: HARLEM afterschool drama/literacy program. Students will connect their work with the Second Graders at IHD with seminar classes that will expose them to the field of Theater & Education and delve into the important links between literacy and performance.
LURB 2461 Credits: 4
Gentrification Globalized *BEST BET*
"It has been nearly five decades since Ruth Glass initially coined the term gentrification, yet the concept has become the leitmotif of urban change, as well as one of the most hotly debated and researched topics within urban studies. This process of 'social upgrading' of neighborhoods seems to have proliferated to cities around the globe with widely different histories, policy contexts, and levels of development. Through exploring gentrification in New York, Chicago, London, Seoul, Istanbul, Sydney and other cities around the world, this course will examine how gentrification has transformed from the process first identified by Glass to what has been more recently described as a ""global urban strategy"", discussing the diverse contexts, drivers and outcomes of gentrification. The course is aimed at teasing out the historical and geographic specificity of various gentrification processes and tracing the changing forms and processes that have emerged. Topics explored will include gentrification and ""creative cities"", gentrification as an extension of urban policy and new?build gentrification??among others. Students will be required to write regular reflection papers as well as working on more substantial midterm and final projects."
LURB 2981 Credits: 4
Urban Transportation *BEST BET*
This course is an introduction to urban transportation planning with a focus on pedestrian, bicycle,and transit use in dense urban environments. Transportation planning is an interdisciplinary field with interwoven, and often conflictual elements, of history, politics, funding, user costs, design, demographics, environmental consequences, and land use. From this perspective, planning can be seen as a process with a myriad of constraints, challenges, and opportunities. This course is designed to introduce students to the foundational components of transportation planning as well tools of analysis to best combine the theory and practice of transportation planning. The course will feature field trips and workshops with transportation planning professionals. The final project will be a comprehensive proposal for a specific site or transportation issue.
LWEL 2210 Credits: 2
Lang Public Art Squad
Students investigate the diversity and complexity of NYC?s public art. From graffiti to the murals of the WPA, street art, wheat-pasting, city funded public art projects, activist interventions, stenciling and community murals, the urban landscape of New York consists of a rich tapestry of visual culture executed in the public realm. Each week the team travels to different sites or meets with guest presenters and visiting artists. Students traverse the city to understand how art functions as a tool for social engagement and intervention in the public arena. Visits include: the South Bronx (home of graffiti), tours of community murals, interviews with artists in their studios or with government agencies that fund public art. Students also have the opportunity to observe the creation of public art first hand.
NARB 1001 Credits: 0 OR 2
Arabic Level 1
This first course in Arabic introduces the Modern Standard Arabic alphabet and sound system (FuS-Ha) along with basic conversation using the Levantine dialect (the language of Syria, Lebanon, Palestine, and Jordan). Students acquire basic reading, writing, and speaking skills while learning about contemporary cultures of the Middle East.
NARB 1101 Credits: 4
Arabic Intro 1 *BEST BET*
This course is an introduction to Modern Standard Arabic (MSA) intended for students with no prior knowledge of Arabic. It aims at laying the foundation for the four language skills: listening, speaking, reading and writing. The students will spend the semester recognizing and producing Arabic language sounds accurately, talk about simple daily life situations, read and understand words, phrases, and sentences, and write various forms of the Arabic alphabet, graduating on to basic sentences, short notes and memos. This course is based on the communicative approach in language teaching and learning. It focuses on the functional usage of the language and on communication in context.
NARB 1103 Credits: 4
Arabic Intro 3 *BEST BET*
NARB 3001 Credits: 0 OR 2
Arabic Level 5 *BEST BET*
In this intermediate-level course, students engage in nuanced conversations and write short compositions about their own daily lives and current events. Listening, speaking, reading, and writing are taught by integrating Modern Standard Arabic (FuS-Ha) and spoken Levantine Arabic. Supplementary materials and online resources are used to enhance vocabulary and conversational skills as well as cultural competence. Prerequisite: Arabic Level 4, the equivalent, or permission of the instructor.
NCHM 1101 Credits: 4
Chinese Intro 1 *BEST BET*
NCHM 2101 Credits: 4
Chinese Intermediate 1 *BEST BET*
NCHM 3101 Credits: 4
Adv.1: Chinese Pop Culture in Media: Sitcoms and Films *BEST BET*
This course introduces Chinese contemporary society through the dynamic lens of pop culture and media. While advancing Chinese language proficiency level, students will be fully exposed to various media resources. Music videos, major newspaper articles, episodes and clips of popular sitcoms and films (such as "Dwelling Like a Snail" (Woju), "Golden Marriage" (Jinhun), and "Unknown Pleasures" (Ren xiaoyao)) will be studied and discussed in detail. The class will focus on various themes including Chinese urbanism, gender politics and youth culture. Colloquial speech/vocabulary, slang, grammatical points and structures will be introduced and explained for each of the media productions.
Prerequisite: Chinese Intermediate 2, the equivalent, or permission of the instructor
NFDS 2050 Credits: 0 OR 3
Introduction to Food Studies *BEST BET*
In this course, we explore the connections between food, culture, and society, looking at the role of food in the construction of personal and collective identity in terms of body, race and ethnicity, class, gender, nationality, and social movements. We also examine cultural aspects of food politics, paying particular attention to the United States but also considering globalization and international flows of people, goods, ideas, and technologies. The course introduces analytical approaches and methods that are widely used in the growing research field of food studies.
NFDS 2101 Credits: 0 OR 3
American Culinary History: From the Erie Canal to the Food Network *BEST BET*
What does the Erie Canal have to do with Wonder Bread? Which American war gave us condensed soup? Why did American farmers turn away from organic farming in the first place? This course examines the historical, cultural, social, technological, and economic events that have influenced what Americans eat today. It is an action-packed history of home economists and fancy restaurateurs, family farmers and corporate giants, street vendors and captains of industry, mom-and-pop grocers and massive food conglomerates, burger barons and vegetarians, the hungry and the affluent, hard-hitting advertisers and health food advocates. All these players have shaped the contentious American foodscape of the 21st century.
NFDS 2350 Credits: 0 OR 2
Food Products Business: Launching and Marketing
Do you dream of being a successful food entrepreneur? Do you wonder how others do it? This inspiring, fast-paced workshop covers the crucial business and communications steps required to launch and market a food product. A guest speaker shares an entrepreneurial story, discussing lessons hard learned and offering advice best received before starting in this risky business.
NFDS 2950 Credits: 0 OR 1
Food TV: From Julia Child to Top Chef *BEST BET*
Almost everybody watches food television, whether it's programs that teach us how to cook, travel shows that tell us how others eat, or food competitions that entertain us. This overview begins with early cooking shows and ends with the latest hit programs. We take a critical look at food television: Is it educational or just entertainment? How are food television shows made? What is the relationship between food television and sponsors? How does television affect our food choices? Guest speakers enliven our discussions of these fascinating topics.
NFDS 2952 Credits: 0 OR 1
Jewish Food through Song and Film
This course offers students a taste of Eastern European and American Jewish culture through songs, films and personal narratives of food. We explore the Jewish experience and cultural and religious identity through foods that came to the United States by way of Jewish immigrants from Poland, Romania, and the Russian Pale of Settlement. Traditional foods and their modern-day incarnations guide our exploration of Ashkenazi Jewish identity, culture, and peoplehood. We translate and interpret Yiddish and Hebrew, decoding words and phrases that we encounter as we go from the Old World to the New, from the Pale to the sidewalks of the Lower East Side and the suburbs of middle America.
NFRN 1001 Credits: 0 OR 2
French Level 1
This is the first part of a three-course sequence that introduces the fundamentals of the French language through speaking, listening, reading, and writing. Students acquire elementary grammar (present tense, expressing negation, asking questions) and practice by conversing and writing about university life, hobbies, friends, and family. They acquire knowledge of France and the Francophone world while developing their communicative skills.
NFRN 1002 Credits: 0 OR 2
French Level 2 *BEST BET*
This is the second part of a three-course sequence that introduces the fundamentals of the French language through speaking, listening, reading, and writing. Students continue their study of elementary grammar (irregular present tenses, past tense, pronoun use) and practice by conversing and writing about leisure, celebrations, holidays, and travel. They continue to learn about France and the Francophone world.
NFRN 1101 Credits: 4
French Intro 1
NFRN 1101 Credits: 4
French Intro 1 *BEST BET*
NFRN 2101 Credits: 4
French Intermediate 1 *BEST BET*
NFRN 3101 Credits: 4
Adv 1: Am?lie Goes to Hollywood
In this course, we will look at recent French movies that have received acclaim in Hollywood, such as Amelie Poulain, La Vie en rose, the Artist, etc. While French cinema has long been seen as an alternative to the world domination of Hollywood cinema, we will consider what makes French cinema particularly "French" and attracting specific audiences abroad. We will also look at how Hollywood is gradually transforming the French film industry. Films, discussions, and presentations are entirely in French. Prerequisite: French Intermediate 2 or the equivalent.
NFRN 3738 Credits: 0 OR 2
Voyage en Francophonie *BEST BET*
"This course is designed for high-intermediate students who are interested in exploring the French-speaking world. Through articles, pictures, videos, and other materials, students explore ""La Francophonie"" and learn about the diverse cultures of the people who speak French around the world. Discussions and presentations are in French. Prerequisite: French Level 5 or the equivalent."
NGRM 1001 Credits: 0 OR 2
German Level 1
A first course in German for those with no previous knowledge of the language. Students learn basic speaking, reading, and writing skills while discovering aspects of German culture. Class activities include interactive exercises and role-playing. Principles of grammar and syntax are introduced as students become more comfortable with the spoken language.
NGRM 1001 Credits: 0 OR 2
German Level 1 *BEST BET*
A first course in German for those with no previous knowledge of the language. Students learn basic speaking, reading, and writing skills while discovering aspects of German culture. Class activities include interactive exercises and role-playing. Principles of grammar and syntax are introduced as students become more comfortable with the spoken language.
NGRM 1002 Credits: 0 OR 2
German Level 2 *BEST BET*
Designed for students with elementary knowledge of German, this course reviews simple grammar and introduces more complex grammatical and syntactical elements of the language. Students expand their vocabulary and knowledge of German culture in a context that emphasizes communication skills. Prerequisite: German Level 1, the equivalent, or permission of the instructor.
NGRM 2001 Credits: 0 OR 2
German Level 3 *BEST BET*
This course assumes familiarity with the basic grammatical structures of the German language. It begins with a review and moves on to cover more complex grammatical forms. The emphasis is on improving students' ability to understand spoken German and converse on topics pertaining to different times and places. Prerequisite: German Level 2 or the equivalent or permission of the instructor.
NITL 1101 Credits: 4
Italian Intro 1 *BEST BET*
NITL 2101 Credits: 4
Italian Intermediate 1 *BEST BET*
NITL 3738 Credits: 0 OR 2
Caff?, Chiacchiere e Cultura *BEST BET*
This intermediate-level conversation course offers a taste of various topics in Italian culture and society. Students develop speaking strategies and build their knowledge of grammatical structures through readings and discussions in Italian of art, cinema, music, and news. The course includes hands-on assignments such as interviews with Italians and offers suggestions for Italian cultural experiences in the city. Prerequisite: Italian Level 4 or the equivalent.
NJPN 1101 Credits: 4
Japanese Intro 1
This course is designed to introduce elementary Japanese to students with no previous background in the language. It is aimed at developing basic proficiency in the four language skills: speaking, listening, reading and writing. This course introduces the three Japanese writing systems from the beginning of the semester. Students are required to learn all 46 Hiragana and 46 Katakana, as well as Kanji (Chinese characters).
NJPN 1101 Credits: 4
Japanese Intro 1 *BEST BET*
This course is designed to introduce elementary Japanese to students with no previous background in the language. It is aimed at developing basic proficiency in the four language skills: speaking, listening, reading and writing. This course introduces the three Japanese writing systems from the beginning of the semester. Students are required to learn all 46 Hiragana and 46 Katakana, as well as Kanji (Chinese characters).
NJPN 1102 Credits: 4
Japanese Intro 2 *BEST BET*
This course is designed for students who already have a basic knowledge of Japanese vocabulary and sentence patterns, including Hiragana and Katakana. Students develop familiarity with Japanese culture by learning communicative contexts and strategies. Students are required to learn more Kanji (Chinese characters) during the semester.
Prerequisite: Japanese Intro 1, the equivalent, or permission of the instructor.
NJPN 2101 Credits: 4
Japanese Intermediate 1 *BEST BET*
Intended to enhance and increase proficiency beyond the basic level in the four language skills. Students are expected to have a good command of both Hiragana and Katakana. Students develop familiarity with Japanese culture in a Japanese-speaking environment. More Kanji (Chinese characters) are introduced during the semester.
Japanese Intro 2, the equivalent, or permission of the instructor.
NJPN 2102 Credits: 4
Japanese Intermediate 2 *BEST BET*
Students acquire complex grammatical constructions, increase vocabulary and Kanji knowledge, and continue to improve their skills, expressing themselves and exchanging information on a wide range of topics. Teaching is conducted in Japanese whenever possible. Students are expected to learn more Kanji (Chinese characters) during the semester.
Japanese Intermediate 1, the equivalent, or permission of the instructor.
NLTN 1110 Credits: 3
Latin: Philosophy from Augustine to Spinoza *BEST BET*
This course for beginning and intermediate Latin students traces the development of Western philosophy from Augustine to the Enlightenment. Students learn enough Latin to read and contemplate selected writings of such philosophers as Anselm, Aquinas, Luther, Descartes, Hobbes, and Spinoza as they were originally expressed.
NPHG 0001 Credits: 0
Introduction to Photography 1: Technical Foundation *BEST BET*
This lecture/demonstration course for beginners covers the fundamentals of digital photography. The goal is to give students a sense of the power of photography and confidence in using a camera without bogging them down in excessive technical detail. Topics include different types of cameras, how to choose a camera, and how to hold the camera to ensure sharp photographs. Aperture opening (f-stop) and shutter speed are explained in detail so that students learn how the two work together to control exposure, sharpness, and depth. There is also discussion of lighting techniques; control of image size and perspective by choice of lens and focal length; creative application of depth-of-field; how and when to use automatic features of electronic cameras; accessories such as tripods, flashes, and filters; and the digital darkroom. Shooting assignments are supported by assigned technical readings. Individual creativity is stressed, and students' work is viewed and discussed in class. All topics are handled informally, and open discussion and questions are encouraged. If you own a camera, bring it to the first class session.
NPHI 2610 Credits: 0 OR 3
Critical Thinking: Informal Logic *BEST BET*
In this course, we study and apply the principles and methods that distinguish good reasoning from poor reasoning. Working with this toolkit of techniques for evaluating arguments, we examine the logic that shapes contemporary debates about politics, media, art, and science. As a complement to the practical nature of this exercise, we also reflect on the psychological structures that make critical thinking an essential aspect of constructive civic engagement and human well-being in general.
NPRT 1001 Credits: 0 OR 2
Brazilian Portuguese Level 1
A first course in Portuguese for those with no previous knowledge of the language. Students acquire basic speaking, reading, and writing skills while learning about Brazilian culture. Class activities include interactive exercises and role-playing. The aim is for students to develop the ability to use the language effectively for practical communication.
NPRT 1700 Credits: 0 OR 2
Portuguese for Spanish Speakers *BEST BET*
This is a beginner's Portuguese course for students with a strong Spanish language background and little or no knowledge of Portuguese. They learn to use their knowledge of Spanish to gain competency and confidence in speaking Portuguese. They learn to minimize the confusions that can result from the similarities of the languages. The emphasis is on eliminating Spanish phonetics, vocabulary, and sentence structure from their Portuguese speech. After completing this course, students can take Portuguese Level 3. Prerequisite: fluency in Spanish.
NPRT 2001 Credits: 0 OR 2
Brazilian Portuguese Level 3 *BEST BET*
This course assumes familiarity with the basic grammatical structures of Portuguese. The course begins with a review and moves on to more complex elements, such as the subjunctive, the conditional, and relative pronouns. The emphasis throughout is on developing the ability to understand spoken Portuguese and converse about topics pertaining to different times and places. Prerequisite: Portuguese Level 2 or the equivalent or permission of the instructor.
NPSY 2001 Credits: 0 OR 3
Fundamentals of Psychology *BEST BET*
As a subject of intellectual inquiry, psychology spans the histories of many cultures, but since antiquity, psychological interpretation has revolved around recurring themes. When philosophers, naturalists, and other scholars began to divide into separate academic departments in the 19th century, psychology, with much fanfare, sought recognition as a separate discipline. Its goals were, and are, the explanation of memory, emotion, perception, consciousness, learning, motivation, personality, development, and social influence. These fundamentals of the field are the topics of this course.
NRSN 1001 Credits: 0 OR 2
Russian Level 1
A first course in Russian for those with no previous knowledge of the language. Students acquire basic speaking, reading, and writing skills, including the Cyrillic alphabet, while learning about Russian culture. Class activities include interactive exercises and role-playing. Principles of grammar and syntax are introduced as students become more comfortable with the spoken language.
NRSN 2001 Credits: 0 OR 2
Russian Level 3 *BEST BET*
This course begins with a review of the basic structures of the Russian language and goes on to introduce more complex grammatical forms. The emphasis is on improving students' ability to understand spoken Russian and converse in Russian on a variety of topics. Prerequisite: Russian Level 2 or the equivalent or permission of the instructor.
NSLN 1001 Credits: 0 OR 2
Introduction to Sign Language *BEST BET*
The totally visual language of deaf people is now the third most commonly used language in the United States. This course introduces the culture and communication methods of the contemporary deaf community, focusing on the experience of navigating social interactions using signs, gestures, and visual cues. Topics explored and practiced include the psychology of deafness, finger spelling, the art of interpreting, and the silent speech of body language. At the end of the course, each student completes a final project dealing with a particular aspect of the language and culture of the deaf and hard of hearing.
NSLN 1011 Credits: 0 OR 2
American Sign Language: Level 1
This is a beginner's course in the system of American Sign Language (ASL), a form of communication used by thousands of deaf Americans and Canadians. ASL is an expressive, versatile, full-fledged language and not a hodgepodge of charades and hand movements. It has its own grammar, poetry, and puns. Students learn the techniques essential to basic ASL conversations, including finger spelling and facial expressions, through demonstrations and class activities, including interactive exercises and role-playing. They become familiar with the history of deaf society in the United States. This course is led by a deaf native signer. There is no prerequisite for this course.
NSLN 1012 Credits: 0 OR 2
American Sign Language: Level 2 *BEST BET*
A course for people with a basic understanding of American Sign Language (ASL) who wish to acquire more sophisticated communication skills. Guided by a deaf native signer, students develop greater conversational fluency, expand their sign vocabulary, and improve their fingerspelling ability. Practical role-playing exercises and individual presentations of the ASL face, hand, and body language give them the tools to communicate with deaf and hard of hearing people in a variety of social and professional settings. Some assigned projects take students into the deaf community. In class, students are strongly encouraged to communicate using ASL only. Prerequisite: American Sign Language Level 1 or the equivalent or permission of the instructor.
NSPN 1101 Credits: 4
Spanish Intro 1 *BEST BET*
NSPN 2001 Credits: 0 OR 2
Spanish Level 3
This is the third course in a four-term sequence that introduces the fundamentals of the Spanish language through speaking, listening, reading, and writing. Students build on the basic grammar learned in previous courses and go on to learn the different uses of past tenses, combinations of pronouns, and the various forms of commands while learning to construct complex sentences. They practice by conversing and writing about topics such as celebrations, health, technology, and personal relationships. As in previous courses, they continue learning about Spanish and Latin American cultures. Prerequisite: Spanish Level 2, the equivalent, or permission of the instructor.
NSPN 2101 Credits: 4
Spanish Intermediate 1 *BEST BET*
NSPN 2720 Credits: 0 OR 3
Actualidades *BEST BET*
This is a conversation course for students at the intermediate level who wish to refine their speaking skills through active discussions, debates, role-play, and oral projects in class. The course adopts a contextualized, content-based approach to oral communication, helping students develop the ability to converse effectively on a wide range of topics, such as current events, politics, and cultural issues. While building speaking proficiency, students increase their awareness of Spanish and Latin American culture by reading authentic materials. Prerequisite: Spanish Level 3, Spanish Introductory Intensive 2, or the equivalent.
NSPN 3101 Credits: 0 OR 4
Spanish Advanced 1
This course will offer an overview of women's artistic production in Latin America and will consider how their "texts" intersect, reflect, disrupt or resist canonical literary movements in Hispanic tradition. The material to be covered spans from short stories, novel, poetry, painting of the 20th century to film and documentaries which can reinforce students understanding of the different characteristics of women production. Students will familiarize themselves with canonical authors such as Isabel Allende, Laura Esquivel, Rosario Ferr?, Delmira Agustini and also with less well-known author such as Giovanna Pollarolo. Through the analysis and the close reading of these texts students will also sharpen their language skills.
NSPN 3730 Credits: 0 OR 3
Teatro en Espanol *BEST BET*
Permission required.This course is for Spanish speakers who are interested in learning about Spanish and Latin American plays from a bicultural perspective. Students have the opportunity to learn the basics of the Stanislavski acting method, which has been highly influential in Spain and Latin America. They improve their Spanish oral skills and diction by acting and communicating in the target language. This course is taught entirely in Spanish. Students must be assessed by Professor Galli before they can register. To make an appointment, call the Foreign Language Department at 212.229.5676 or email foreignlanguages@newschool.edu.
NURB 2000 Credits: 0 OR 3
Ways of Looking: Interpreting Cities *BEST BET*
To fully experience and understand city life, one must see the richness of urban shapes and spaces. In this foundational course, we examine cities and spaces through the prism of the eye, interpreting visual representations of change and continuity in the context of urban histories and theories. We explore the layers of shapes, spaces, cultures, functions, and symbols condensed in the contemporary city through graphics, maps, photos, films, and paintings. Visual examples are found in Barcelona, Mexico City, and New York City. Working individually and in groups, in consultation with the instructor, students select themes to examine in different cities, employing categories of urban analysis and visual representation to understand the historical origins of contemporary urban challenges and expectations for the future. Students learn to recognize categories of visual representation and analyze landscapes, infrastructure, and architecture.
NYDH 1000 Credits: 0 OR 3
Yiddish Language and Culture *BEST BET*
Yiddish, a language that is more than 1,000 years old, is being revived as a legacy language by scholars and even by hipsters. In addition to studying the vocabulary, structure, and grammar of the Yiddish language, students explore the range of cultural expressions (in areas like cuisine, fashion, and music) and contexts that shaped the development of Yiddish from the Middle Ages to the present.
PLAH 1059 Credits: 3
NYC: Exhibitions *BEST BET*
"This course will focus on museums, art galleries and auction houses in the city of New York. These institutions are repositories of material culture that promote public education and personal growth. Students will learn about the practices these institutions use to collect, protect, preserve and educate. This will be accomplished through the careful examination of objects. This careful looking will be aided by classroom lectures, writing assignments, group discussions, research and class presentations. The course will also involve trips to a variety of New York City art galleries, auction houses, and museums: for example, The Brooklyn Museum of Art, The Studio Museum of Harlem, The Museum of the Moving Image, and The Brooklyn Historical Society. When possible, this will include behind the scenes tours of museum work areas not usually seen by the general public. Students will be asked to create a virtual exhibition using the blog feature in Blackboard.""
Open to: University undergraduate degree students, freshman and sophomores only.
"
PLHT 1000 Credits: 3
Objects as History: Prehistory to Industrialization *BEST BET*
This course introduces students to major trends in world history and to the considered study of objects as expressions of a particular place and time. Its structure is roughly chronological, beginning in prehistory and continuing until the dawn of mass industrialization - a development that occurred at different times for different cultures. The focus will be on objects, from ordinary tools of daily life to extraordinary monuments of skill and design, on display in local museum collections. These objects will be explored in terms of how and why they were made, by whom and for whom, how they were used, what they meant to their users, and what social structures are embedded in them.
Open to: University undergraduate degree students, freshman and sophomores only.
UENV 2400 Credits: 4
Principles of Ecology *BEST BET*
Students learn the fundamental ecological principles starting with core concepts in evolution then building from species and populations to community dynamics and structure, the study of ecosystems, and finally landscape ecology. The course also introduces the drivers of biodiversity, the importance of genetic diversity, and the impacts of climate change on species and communities. This course is positioned to justify the statement that understanding ecology (how biological organisms interact with each other and their environment) is crucial to understanding how to move toward a more sustainable future.
This course is open to all bachelor level students at the university.
UGLB 2110 Credits: 3
[Dis]Order & [In]Justice *BEST BET*
"This class serves as an introduction to Global Studies. The focus is on the tension between order and justice as it plays out across the contemporary world, from war to migration, to the changing roles of the state, international institutions, transnational actors, and citizens. A governing metaphor for the class is the "border" and the ways in which it creates order and disorder in the modern system of states. We will examine the creation of the borders of countries, but also the borders between the local and the global, the legal and illegal, the licit and the illicit, self and other. These borders have intertwined histories, structures, and logic that we shall explore together. In particular we will seek to understand order as a dynamic relationship between territory, identity and belonging, and justice as a question of responsibility and ethics at the collective and personal level in an intimate relationship to forms of order. In other words, how did we get to where we are today, and what shouldùand canùwe do about it? We will explore these topics through ""global"" perspective with an interdisciplinary focus, emphasizing the interconnectedness between global and local spaces and the impact of global issues on the real human lives that are inevitably at the center of our investigations.
This course is open to all bachelor level students at the university.
"


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