Download Word

SYLLABUS
English 599, “A Tour of the Imagination”,
Spring, 2016, Prof. Muske-Dukes
Two units (CR), Meetings (weekly +) at USC/Broad Museum
Reading & Exhibits – including Rilke, Auden, Moore, Keats,
Ashbery, Boruch (+ Mark Strand, “Hopper”?)
+ Koons, Lichtenstein, Sherman, Hirst, Walker, Beuys,
Lockhart -Walter Benjamin, “The Work of Art in the Age of
Mechanical Reproduction”
+ Critical Readings in “Ekphrastic” Poetry
FIRST WEEK: Introductory Meeting, Broad Museum,
Tour of Galleries, Exhibits, Greeting
Staff. Discussion: Ekphrastic Poetry
SECOND WEEK: Gallery Visits, Process of Choosing
Exhibit for Poem-Painting relationship
THIRD WEEK:
Notes on Exhibits, Artists: Jeff Koons,
Roy Lichtenstein, Cindy Sherman, Joseph
Beuys, Damien Hirst, Kara Walker, Sharon
Lockhart. Discussion with Broad consultants
FOURTH WEEK: Discussion: Ekphrastic poems: Auden’s
“Musee des Beaux Arts”, (Breughel’s
“Icarus”), Rainer Maria Rilke, “Archaic
Torso of Apollo”, Marianne Moore, “Nine
Nectarines & Porcelain”, “SelfPortrait in a Convex Mirror”, John Ashbery
John Keats, “Ode on a Grecian Urn”, “Still
Life”, Marianne Boruch, etc. Discussion re
the ekphrastic relationship to writing/”image”
FIFTH WEEK: Choosing the Exhibit, Meetings with Broad
Consultants.
SIXTH WEEK: Discussion of History of Exhibits. Writing.
SEVENTH WEEK: Kara Walker, Silhouette Figures –
Race & Gender: “Danse de la Nubienne
Nouveaux” - discussion
EIGHTH WEEK: Notes toward Writing Poem.
NINTH WEEK:
Conferences: proceeding with poem
TENTH WEEK:
Conferences: revising drafts
ELEVENTH WEEK: Discussion & consulting: Broad specialists
TWELTH WEEK:
Poem revisions. Prepartion for reading,
“A Tour of the Imagination”
THIRTEENTH WEEK: Final poem preparation
FOURTEENTH WEEK: “A Tour of the Imagination” – an
Evening Poetry Reading” – The Broad,
TBA
FIFTEENTH WEEK:
Follow-up meetings, discussion –
Possible Publication of poems? Broad/USC
Collaborative
Statement for Students with Disabilities
Any student requesting academic accommodations based on a disability is
required to register with Disability Services and Programs (DSP) each semester. A
letter of verification for approved accommodations can be obtained from DSP.
Please be sure the letter is delivered to me (or to TA) as early in the semester as
possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday
through Friday. Website and contact information for DSP:
http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.html,
(213) 740-0776 (Phone), (213) 740-6948 (TDD only), (213) 740-8216 (FAX)
[email protected].
Statement on Academic Integrity
USC seeks to maintain an optimal learning environment. General principles of
academic honesty include the concept of respect for the intellectual property of
others, the expectation that individual work will be submitted unless otherwise
allowed by an instructor, and the obligations both to protect one’s own academic
work from misuse by others as well as to avoid using another’s work as one’s
own. All students are expected to understand and abide by these principles.
SCampus, the Student Guidebook, (www.usc.edu/scampus or
http://scampus.usc.edu) contains the University Student Conduct Code (see
University Governance, Section 11.00), while the recommended sanctions are
located in Appendix A.
Emergency Preparedness/Course Continuity in a Crisis
In case of a declared emergency if travel to campus is not feasible, USC executive
leadership will announce an electronic way for instructors to teach students in
their residence halls or homes using a combination of Blackboard,
teleconferencing, and other technologies.
Student Behavior that persistently or grossly interferes with classroom activities
is considered disruptive behavior and may be subject to disciplinary action. Such
behavior inhibits other students’ ability to learn and an instructor’s ability to
teach. A student responsible for disruptive behavior may be required to leave
class pending discussion and resolution of the problem and may be reported to
the Office of Student Judicial Affairs for disciplinary action. These strictures may
extend to behaviors outside the classroom that are related to the course.