Second Semester 2008/2009
Daily 2 10:35-11:30
Overview:
NOTE: This is a foundation course for upper division high school students intending to go to college. It is classified as a WIC (Writing Intensive Course) for the purposes of tracking on a transcript as AP or college preparatory.
The theme of this class deals with philosophical paradigm of Postmodern literature, thought, and artistic and expression. In fact, this is still considered the predominate artistic paradigm of your lives! We will focus most of our time and energy on literature produced during this period, but we will also examine how painters, film makers and musicians express it. Class members will be expected to interpret the texts we study through the lens of Postmodernism generally, as well as through specific movements of Postmodern thought.
Texts:
Wallace Stevens, “The Snowman” and “Man Carrying Things”
Thomas Pynchon, excerpts from Crying of Lot 49 and Gravity's Rainbow
T.S. Eliot, The Wasteland and The Love Song of J. Alfred Prufrock
Jorge Luis Borges, selected short stories
Samuel Beckett, Waiting for Godot
Toni Morrison, Jazz
Being John Malkovich
Run, Lola, Run
selected Postmodern Poets, various
TBA Novel
Attendance: You are expected to attend every single class, be on time and be prepared (having done the readings, homework, have the necessary materials). Obviously, Life Happens and everyone will end up missing a day or two. If you miss a day, it is up to YOU to talk to your classmates and get notes, assignments, etc. You can also check Kurtattrillium.blogspot.com for major assignments and syllabus updates.
You are considered to be absent if you are more than Ten (10) minutes late.
Absence issues will be dealt with on a case by case basis and may involve different consequences for different students.
Consequences for tardies (from 1 sec - 9:59 min late) will be dealt with on a case by case basis.
Five skipped classes and you will be dropped from class with no grade given.
Skipped Class = You leave class for more than five minutes without instructor acknowledgement or permission OR you have been in the school for the previous period or are in the school during Daily 2 and do not attend this class.
Grading Policy:
The grading is based on a point system with a possible 100 points being the maximum. Completion of the course awards .5 Language Arts credit.
Participation = discussion and attendance 15 points
Paper 1 10
Paper 2 10
Paper 3 10
Postmodern Art Project 20
“Emergent” assignments/homework 15
Final Exam 20
Breakdown:
100 A+
99 - 92 A
91 - 90 A-
89 - 88 B+
87 - 82 B
81 – 80 B-
79 – 78 C+
77 – 72 C
71 – 70 C-
69 – 60 D
59 – 0 F
NOTE: While it is officially “passing”, Oregon colleges (as well as some others) do not accept credit for classes that receive a D grade or lower.
Final Exam:
A multiple choice/essay test at the end of the term will be administered to cover plot, character, author’s purpose, sub-text, symbolism and metaphor, and how each selection reflects specific and general ideas of Postmodernism
Papers:
Three papers will be assigned. All are required. All papers must be typed, using standard margins and fonts and meet MLA formatting and style guidelines. Students will be able to select from a set of provided essay topics or present their own (based on instructor pre-approval!). Always print up two copies: one for me and one for you to have just in case. Always make sure to save a copy of your paper to a disc, back up hard drive or even something like Google Docs. All papers turned in after the due date will be penalized with 10% off the final grade for each school day they are late. All papers are due at the START of the class on the day they are due. The instructor reserves the right to suggest or REQUIRE A RE-WRITE. If a re-write is assigned the student and instructor will agree upon a new due date with the same late penalties as before. Suggested or required re-writes will earn new (usually better!) grades if the work improves. Details TBA.
Art Project:
One major art project will be assigned. The student must create a piece of visual art (painting, collage, interpretive dance, etc.) that exemplifies or questions the artistic paradigm in question. All Art Projects must include a short essay that interprets and explains how the work of art fulfills the given criteria. Details TBA.
COURSE CALENDAR
Please note that due to class interest and our school's emergent curriculum philosophy, unforeseen events, etc. the assignments and due dates are subject to change. As you can clearly see the Syllabus becomes less specific towards the end of the semester. Those of you who know Trillium will understand that these unplanned weeks will allow for more time to follow avenues of study as they arise as well as to catch up and complete what was already assigned. Specific reading assignments (by chapter and/or page) will be given on a daily and weekly basis once the semester begins.
Also note that possible essay topics will most usually be developed as the material is presented and discussed as a class. This allows class interest and discussion to truly guide our study and curriculum as much as possible.
Week 1 2/2
Introduction: From Romanticism to Modernism to Postmodernism
“Postmodern” defined...or not
What is a “text” and how do I “deconstruct” one?
Excerpts from Crying of Lot 49 and Gravity's Rainbow
Week 2 2/9
“The Snowman” and “Man Carrying Things”
“The Love Song of J. Alfred Prufrock”
1st paper assigned
Week 3 2/16 (No school on Monday)
“The Wasteland”
Begin Borges stories
Week 4 2/23
More Borges
Waiting for Godot
1st Paper Due
Week 5 3/2
Finish Waiting for Godot
Ism-Fest '09! (Postmodern Theories)
Week 6 3/9
Being John Malkovich
Week 7 3/16
Begin Jazz
2nd Paper assigned
POMO Art Project Assigned
Week 8 3/23 SPRING BREAK: NO SCHOOL
read Jazz
Week 9 3/30 SPRING BREAK: NO SCHOOL
read Jazz
Week 10 4/6
Finish Jazz
Week 11 4/13
2nd Paper due
Week 12 4/20
Begin our last TBA Novel
Week 13 4/27
TBA Novel
3rd Paper Assigned
Week 14 5/4
TBA Novel
POMO ART PROJECT DUE
Week 15 5/11 (Camping Trips?)
Finish TBA Novel
Week 16 5/18
Run Lola Run
POMO poetry
Week 17 5/25
3rd paper Due
more POMO poetry
Week 18 6/1 INTENSIVES WEEK: NO CLASS
Week 19 6/8
Probable Exhibitions this week
TBA
FINAL EXAM
Week 20 6/15 There might be two or three days of class this week.
TBA
Tuesday, February 3, 2009
Monday, December 8, 2008
Art Project
Romanticism to Modernism Art Project
REMEMBER THAT THIS IS NOW CONSIDERED TO BE WORTH 20 PTS AND REPLACES THE TWO SEPARATE ART PROJECTS THAT HAD BEEN LISTED ON THE SYLLABUS.
Due Wednesday Jan 14th, 2009
1. Create a work of “art” that must present/deal/question/struggle with the concept of Romanticism or Modernism or the transition between the two.
2. Use the medium of your choice. (Poems must be min. 150 words long)
3. Must clearly make use of either Romantic or Modern ideals/concepts as presented and discussed in class. (see below)
4. Must be accompanied with a short essay of 1-2 pages (typed, MLA formatting, etc.) in which you accurately describe how Romanticism and/or Modernism is dealt with and presented in your art AND which also clearly points out and explains which of the Romantic or Modern ideals/concepts are used and how they are conveyed. In addition the essay must explain the subject matter, symbolism, and a self-critique of how well or not the subject was conveyed.
5. Must be presented/explained by you to the entire class
Romanticism late 1700’s-1900
Artistic/Literary paradigm valuing:
feeling > reason
art > science
extremism > moderation
nature > man made world
“Christian” themes as allegory
The language is often color centered, poetic, and emotional
Originally a reaction to the Enlightenment’s/Age of Reason’s emphasis on the rationalization of nature, in art and literature. It legitimized the individual imagination as a critical authority rather than State, Church, or Scientist.
Modernism: Early to mid 20th Cent.
Precise and concise
Topical references
Belief in science and technology
Breaking with traditions
Minimalist prose
Truth/Meaning comes from the thing itself and not through human interpretation/metaphor.
…For the purposes of this class Modernism = Anti-Romanticism
REMEMBER THAT THIS IS NOW CONSIDERED TO BE WORTH 20 PTS AND REPLACES THE TWO SEPARATE ART PROJECTS THAT HAD BEEN LISTED ON THE SYLLABUS.
Due Wednesday Jan 14th, 2009
1. Create a work of “art” that must present/deal/question/struggle with the concept of Romanticism or Modernism or the transition between the two.
2. Use the medium of your choice. (Poems must be min. 150 words long)
3. Must clearly make use of either Romantic or Modern ideals/concepts as presented and discussed in class. (see below)
4. Must be accompanied with a short essay of 1-2 pages (typed, MLA formatting, etc.) in which you accurately describe how Romanticism and/or Modernism is dealt with and presented in your art AND which also clearly points out and explains which of the Romantic or Modern ideals/concepts are used and how they are conveyed. In addition the essay must explain the subject matter, symbolism, and a self-critique of how well or not the subject was conveyed.
5. Must be presented/explained by you to the entire class
Romanticism late 1700’s-1900
Artistic/Literary paradigm valuing:
feeling > reason
art > science
extremism > moderation
nature > man made world
“Christian” themes as allegory
The language is often color centered, poetic, and emotional
Originally a reaction to the Enlightenment’s/Age of Reason’s emphasis on the rationalization of nature, in art and literature. It legitimized the individual imagination as a critical authority rather than State, Church, or Scientist.
Modernism: Early to mid 20th Cent.
Precise and concise
Topical references
Belief in science and technology
Breaking with traditions
Minimalist prose
Truth/Meaning comes from the thing itself and not through human interpretation/metaphor.
…For the purposes of this class Modernism = Anti-Romanticism
Thursday, October 30, 2008
Scarlet Letter Response Essay
Pick one of the below passages from the Scarlet Letter. Write a well crafted essay in which you reflect on the meaning of the quote.
It must be typed, double spaced, use MLA formatting, proper grammar, punctuation, and spelling. The length should be between 2 and 4 pages.
You may explain:
-how the passage connects to your own life/world view
-how it reflects themes and concepts from the novel
-how it expresses a Romantic ideal
-any combination of the above
a. Be true! Be True! Be True! Show freely the world, if not your worst, yet some trait whereby the worst may be inferred.
b. Love, whether newly born, or aroused from a deathlike slumber, must always create sunshine, filling the heart so full of radiance, that it overflows upon the outward world.
c. It is a curious subject of observation and inquiry, whether hatred and love be not the same thing at bottom. Each, in its utmost development, supposes a high degree of intimacy and heart-knowledge; each renders one individual dependent for the food of his affections and spiritual life upon another; each leaves the passionate lover, or the no less passionate hater, forlorn and desolate by the withdrawal of his object.
d. To the untrue man, the whole universe is false,- it is impalpable,- it shrinks to nothing within his grasp.
e. No man for any considerable period can wear one face to himself and another to the multitude, without finally getting bewildered as to which may be the true.
f. In our nature, however, there is a provision, alike marvelous and merciful, that the sufferer should never know the intensity of what he endures by its present torture, but chiefly by the pang that rankles after it.
It must be typed, double spaced, use MLA formatting, proper grammar, punctuation, and spelling. The length should be between 2 and 4 pages.
You may explain:
-how the passage connects to your own life/world view
-how it reflects themes and concepts from the novel
-how it expresses a Romantic ideal
-any combination of the above
a. Be true! Be True! Be True! Show freely the world, if not your worst, yet some trait whereby the worst may be inferred.
b. Love, whether newly born, or aroused from a deathlike slumber, must always create sunshine, filling the heart so full of radiance, that it overflows upon the outward world.
c. It is a curious subject of observation and inquiry, whether hatred and love be not the same thing at bottom. Each, in its utmost development, supposes a high degree of intimacy and heart-knowledge; each renders one individual dependent for the food of his affections and spiritual life upon another; each leaves the passionate lover, or the no less passionate hater, forlorn and desolate by the withdrawal of his object.
d. To the untrue man, the whole universe is false,- it is impalpable,- it shrinks to nothing within his grasp.
e. No man for any considerable period can wear one face to himself and another to the multitude, without finally getting bewildered as to which may be the true.
f. In our nature, however, there is a provision, alike marvelous and merciful, that the sufferer should never know the intensity of what he endures by its present torture, but chiefly by the pang that rankles after it.
Monday, October 6, 2008
The Scarlet Letter revised reading schedule:
Make sure to have read the chapters BY THE DATE INDICATED.
Oct. 6: Chap.3 and 4
Oct. 7: Chap. 5 and 6
Oct. 8: Chap 7 and 8
Oct: 13: Chap 9, 10, 11, 12
Oct 14: Chap 13 and 14
Oct 15: Chap 15 and 16
Oct 16: Chap 17 and 18
Oct 20: Chap 19, 20, 21, 22
Oct 21: Chap 23 and 24 THE END!
Oct. 6: Chap.3 and 4
Oct. 7: Chap. 5 and 6
Oct. 8: Chap 7 and 8
Oct: 13: Chap 9, 10, 11, 12
Oct 14: Chap 13 and 14
Oct 15: Chap 15 and 16
Oct 16: Chap 17 and 18
Oct 20: Chap 19, 20, 21, 22
Oct 21: Chap 23 and 24 THE END!
Tuesday, September 16, 2008
1st Paper Assignment
1st Paper Assignment
• 3-4 pages, typed, double spaced
• MLA formatting
• You Must have an introduction paragraph that clearly states your thesis and outlines the main points of each of your supporting paragraphs.
• You must have a concluding paragraph that accurately sums up the points you just made.
Topic List:
1. Select one poem from Songs of Innocence AND one from Songs of Experience that we did not discuss in class. Make sure as best you can that they are PAIRED. That is, each poem discusses/presents one “side” of a concept. Then:
Compare and contrast how the poems each present the similar topic. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
Explain how each poem exemplifies the traits of Romanticism that we have discussed in class. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
2. Select one poem from either Songs of Innocence OR Songs of Experience. Compare and contrast that to one of the Goethe poems we discussed in class. How are they similar and different? Discuss style, subject matter, philosophical issues. (SEE ABOVE FOR EXPECTATIONS). Then:
Explain how the Blake poem exemplifies the traits of Romanticism that we have discussed in class. (SEE ABOVE FOR EXPECTATIONS).
Explain how the Goethe poem exemplifies both traits of Romanticism and the The Age of Reason. (SEE ABOVE FOR EXPECTATIONS).
3. Your own topic covering any material we have discussed in class and/or read as home work. This can include any of the paintings we have viewed. This topic must be approved by the instructor in advance.
• 3-4 pages, typed, double spaced
• MLA formatting
• You Must have an introduction paragraph that clearly states your thesis and outlines the main points of each of your supporting paragraphs.
• You must have a concluding paragraph that accurately sums up the points you just made.
Topic List:
1. Select one poem from Songs of Innocence AND one from Songs of Experience that we did not discuss in class. Make sure as best you can that they are PAIRED. That is, each poem discusses/presents one “side” of a concept. Then:
Compare and contrast how the poems each present the similar topic. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
Explain how each poem exemplifies the traits of Romanticism that we have discussed in class. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
2. Select one poem from either Songs of Innocence OR Songs of Experience. Compare and contrast that to one of the Goethe poems we discussed in class. How are they similar and different? Discuss style, subject matter, philosophical issues. (SEE ABOVE FOR EXPECTATIONS). Then:
Explain how the Blake poem exemplifies the traits of Romanticism that we have discussed in class. (SEE ABOVE FOR EXPECTATIONS).
Explain how the Goethe poem exemplifies both traits of Romanticism and the The Age of Reason. (SEE ABOVE FOR EXPECTATIONS).
3. Your own topic covering any material we have discussed in class and/or read as home work. This can include any of the paintings we have viewed. This topic must be approved by the instructor in advance.
Wednesday, September 10, 2008
Age of Reason to Modernism Explained
Age of Reason c. 1700-1800
-Part of the “Enlightenment”
-Emphasis on finely crafted detail and order
-An ideal of the perfection of the individual and of society and vice-versa
-Materialistic instead of spiritual
natural laws govern human behavior
-Either it “is” or it “isn’t”
-American and French Revolutions
Age of Reason con’t.
Reason frees people from ignorance and superstition; thus they become enlightened, and enlightened people can perfect themselves as well as their community at large.
Romanticism late 1700’s-1900
Artistic/Literary paradigm valuing:
feeling > reason
art > science
extremism > moderation
nature > man made world
“Christian” themes as allegory
Therefore, the language is often color centered, poetic, and emotional
Originally a reaction to the Enlightenment’s/Age of Reason’s emphasis on the rationalization of nature, in art and literature. It legitimized the individual imagination as a critical authority rather than State, Church, or Scientist.
Modernism: Early to mid 20th Cent.
Precise and concise
Topical references
Belief in science and technology
Breaking with traditions
Minimalist prose
…For the purposes of this class Modernism = Anti-Romanticism
-Part of the “Enlightenment”
-Emphasis on finely crafted detail and order
-An ideal of the perfection of the individual and of society and vice-versa
-Materialistic instead of spiritual
natural laws govern human behavior
-Either it “is” or it “isn’t”
-American and French Revolutions
Age of Reason con’t.
Reason frees people from ignorance and superstition; thus they become enlightened, and enlightened people can perfect themselves as well as their community at large.
Romanticism late 1700’s-1900
Artistic/Literary paradigm valuing:
feeling > reason
art > science
extremism > moderation
nature > man made world
“Christian” themes as allegory
Therefore, the language is often color centered, poetic, and emotional
Originally a reaction to the Enlightenment’s/Age of Reason’s emphasis on the rationalization of nature, in art and literature. It legitimized the individual imagination as a critical authority rather than State, Church, or Scientist.
Modernism: Early to mid 20th Cent.
Precise and concise
Topical references
Belief in science and technology
Breaking with traditions
Minimalist prose
…For the purposes of this class Modernism = Anti-Romanticism
Sunday, September 7, 2008
Romanticism to Modernism Syllabus
Romanticism To Modernism
Course Syllabus
Fall Semester 2008/2009
Daily 2 10:35-11:35
Instructor: Kurt Maier
Overview:
NOTE: This is a foundation course for upper division high school students intending to go to college. It is classified as a WIC (writing intensive course) for the purposes of tracking on a transcript as AP or college preparatory.
The theme of this class deals with the paradigm shift from Romanticism to Modernism in the philosophical and artistic world of Western Europe and America. This shift in how individuals thought about/expressed themselves is still reverberating even today. We will focus most of our time and energy on literature produced during this period, but we will also examine how painters and composers expressed this change. Class members will be expected to interpret the texts and works we study through the lens of each movement as well as to tap into their own life experiences and ideas in order to synthesize and explain (through papers and projects) what they think/see/feel.
Reading List:
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
Emily Dickinson, selected poems
Nathaniel Hawthorne, The Scarlet Letter
Joseph Conrad, Heart of Darkness
F. Scott Fitzgerald, The Great Gatsby
selected Modernist poets, TBA
Grading Policy:
The grading is based on a point system with a possible 100 points being the maximum. Completion of the course awards .5 Language Arts credit.
Participation = discussion and attendance 10 points
Paper 1 10
Paper 2 15
Paper 3 15
Romanticism Art Project 10
Modernism Art Project 10
Heart of Darkness Exam 10
Final Exam 20
Breakdown:
100 A+
99 - 92 A
91 - 90 A-
89 - 88 B+
87 - 82 B
81 – 80 B-
79 – 78 C+
77 – 72 C
71 – 70 C-
69 – 60 D
59 – 0 F
NOTE: While it is officially “passing”, Oregon colleges (as well as some others) do not accept credit for classes that receive a D grade or lower.
Final Exam:
A multiple choice/essay test at the end of the term will be administered to cover plot, character, author’s purpose, sub-text, symbolism and metaphor, and how each selection reflects specific and general ideas of Romanticism and/or Symbolism.
Papers:
Three papers will be assigned. All are required. All papers must be typed, using standard margins and fonts and meet MLA formatting and style guidelines. Students will be able to select from a set of provided essay topics or present their own (based on instructor pre-approval!). All papers turned in after the due date will be penalized with 10% off the final grade for each school day they are late. All papers are due at the START of the class on the day they are due. The instructor reserves the right to suggest or REQUIRE A RE-WRITE. If a re-write is assigned the student and instructor will agree upon a new due date with the same late penalties as before. Suggested or required re-writes will earn new (better!) grades if the work improves.
Art Projects:
Two different art projects will be assigned. In each one the student will create a piece of visual art (painting, collage, interpretive dance, etc.) that exemplifies the artistic paradigm in question. All Art Projects must include a short essay that interprets and explains how the work of art fulfills the given criteria.
COURSE CALENDAR
Please note that due to class interest, teacher illness, unforeseen events, etc. The assignments and due dates are subject to change. As you can clearly see the Syllabus becomes less specific towards the end of the semester. Those of you who know Trillium will understand that these unplanned weeks will further allow for more time to follow avenues of study as they arise as well as to catch up and complete what was already assigned. Specific reading assignments (by chapter and/or page) will be given on a daily and weekly basis once the semester begins.
Week 1 9/8-9/11
Introduction: From Reason to Romanticism to Modernism
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
Week 2 9/15- 9/18
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
1st paper assigned
Week 3 9/22-9/25 (US campouts)
Romantic Painters and Composers
Emily Dickinson, selected Poems
Week 4 9/29-10/2
Nathaniel Hawthorne, The Scarlet Letter
more Romantic Painters and Composers
1st paper due 10/2
2nd paper assigned
Week 5 10/6-10/19
The Scarlet Letter
Week 6 10/13-10/16
The Scarlet Letter
2nd paper due 10/16
Romanticism Art Project Assigned
Week 7 10/20-10/23
Joseph Conrad, Heart of Darkness
Week 8 10/27-10/30
Heart of Darkness
Week 9 11/3-11/6
Heart of Darkness
Romanticism Art Project due 11/6
Week 10 11/10- 11/13
Heart of Darkness
Modernist painters and composers
Heart of Darkness Exam
Week 11 11/17-11/20
F. Scott Fitzgerald, The Great Gatsby
more Modernist painters and composers
3rd paper assigned
Week 12 11/24-11/27 NO SCHOOL Thanksgiving Break
The Great Gatsby
Week 13 12/1-12/4
The Great Gatsby
Modernist Poets, TBA
Week 14 12/8-12/11
The Great Gatsby
Modernist Poets, TBA
Modernism Art Project Assigned
3rd paper due 12/8
Week 15 12/15-12/18 (Middle School Intensives)
Short Stories, TBA
more Modernist painters and composers
Week 16 NO SCHOOL Winter Break
Week 17 NO SCHOOL Winter Break
Week 18 1/5-1/8
Short Stories, TBA
In Class Short Story Essay Test
Week 19 1/12-1/15
TBA
Modernism Art Project Due 1/14
Week 20 1/19-1/22 (no school on 1/19)
A taste of Post Modernism
All late Projects/ Re-write Papers are Due by 1/21/09!!!
Week 21 1/26-1/29
review
Comprehensive Final Exam 1/28 and 1/29
Course Syllabus
Fall Semester 2008/2009
Daily 2 10:35-11:35
Instructor: Kurt Maier
Overview:
NOTE: This is a foundation course for upper division high school students intending to go to college. It is classified as a WIC (writing intensive course) for the purposes of tracking on a transcript as AP or college preparatory.
The theme of this class deals with the paradigm shift from Romanticism to Modernism in the philosophical and artistic world of Western Europe and America. This shift in how individuals thought about/expressed themselves is still reverberating even today. We will focus most of our time and energy on literature produced during this period, but we will also examine how painters and composers expressed this change. Class members will be expected to interpret the texts and works we study through the lens of each movement as well as to tap into their own life experiences and ideas in order to synthesize and explain (through papers and projects) what they think/see/feel.
Reading List:
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
Emily Dickinson, selected poems
Nathaniel Hawthorne, The Scarlet Letter
Joseph Conrad, Heart of Darkness
F. Scott Fitzgerald, The Great Gatsby
selected Modernist poets, TBA
Grading Policy:
The grading is based on a point system with a possible 100 points being the maximum. Completion of the course awards .5 Language Arts credit.
Participation = discussion and attendance 10 points
Paper 1 10
Paper 2 15
Paper 3 15
Romanticism Art Project 10
Modernism Art Project 10
Heart of Darkness Exam 10
Final Exam 20
Breakdown:
100 A+
99 - 92 A
91 - 90 A-
89 - 88 B+
87 - 82 B
81 – 80 B-
79 – 78 C+
77 – 72 C
71 – 70 C-
69 – 60 D
59 – 0 F
NOTE: While it is officially “passing”, Oregon colleges (as well as some others) do not accept credit for classes that receive a D grade or lower.
Final Exam:
A multiple choice/essay test at the end of the term will be administered to cover plot, character, author’s purpose, sub-text, symbolism and metaphor, and how each selection reflects specific and general ideas of Romanticism and/or Symbolism.
Papers:
Three papers will be assigned. All are required. All papers must be typed, using standard margins and fonts and meet MLA formatting and style guidelines. Students will be able to select from a set of provided essay topics or present their own (based on instructor pre-approval!). All papers turned in after the due date will be penalized with 10% off the final grade for each school day they are late. All papers are due at the START of the class on the day they are due. The instructor reserves the right to suggest or REQUIRE A RE-WRITE. If a re-write is assigned the student and instructor will agree upon a new due date with the same late penalties as before. Suggested or required re-writes will earn new (better!) grades if the work improves.
Art Projects:
Two different art projects will be assigned. In each one the student will create a piece of visual art (painting, collage, interpretive dance, etc.) that exemplifies the artistic paradigm in question. All Art Projects must include a short essay that interprets and explains how the work of art fulfills the given criteria.
COURSE CALENDAR
Please note that due to class interest, teacher illness, unforeseen events, etc. The assignments and due dates are subject to change. As you can clearly see the Syllabus becomes less specific towards the end of the semester. Those of you who know Trillium will understand that these unplanned weeks will further allow for more time to follow avenues of study as they arise as well as to catch up and complete what was already assigned. Specific reading assignments (by chapter and/or page) will be given on a daily and weekly basis once the semester begins.
Week 1 9/8-9/11
Introduction: From Reason to Romanticism to Modernism
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
Week 2 9/15- 9/18
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
1st paper assigned
Week 3 9/22-9/25 (US campouts)
Romantic Painters and Composers
Emily Dickinson, selected Poems
Week 4 9/29-10/2
Nathaniel Hawthorne, The Scarlet Letter
more Romantic Painters and Composers
1st paper due 10/2
2nd paper assigned
Week 5 10/6-10/19
The Scarlet Letter
Week 6 10/13-10/16
The Scarlet Letter
2nd paper due 10/16
Romanticism Art Project Assigned
Week 7 10/20-10/23
Joseph Conrad, Heart of Darkness
Week 8 10/27-10/30
Heart of Darkness
Week 9 11/3-11/6
Heart of Darkness
Romanticism Art Project due 11/6
Week 10 11/10- 11/13
Heart of Darkness
Modernist painters and composers
Heart of Darkness Exam
Week 11 11/17-11/20
F. Scott Fitzgerald, The Great Gatsby
more Modernist painters and composers
3rd paper assigned
Week 12 11/24-11/27 NO SCHOOL Thanksgiving Break
The Great Gatsby
Week 13 12/1-12/4
The Great Gatsby
Modernist Poets, TBA
Week 14 12/8-12/11
The Great Gatsby
Modernist Poets, TBA
Modernism Art Project Assigned
3rd paper due 12/8
Week 15 12/15-12/18 (Middle School Intensives)
Short Stories, TBA
more Modernist painters and composers
Week 16 NO SCHOOL Winter Break
Week 17 NO SCHOOL Winter Break
Week 18 1/5-1/8
Short Stories, TBA
In Class Short Story Essay Test
Week 19 1/12-1/15
TBA
Modernism Art Project Due 1/14
Week 20 1/19-1/22 (no school on 1/19)
A taste of Post Modernism
All late Projects/ Re-write Papers are Due by 1/21/09!!!
Week 21 1/26-1/29
review
Comprehensive Final Exam 1/28 and 1/29
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