The easing of political life and the relaxation of private morals which came to characterize the long reign of Louis XV was mirrored by the development of a new conception of art, an art more intimate, decorative, generally amorous and often erotic. It is these last two related dimensions which are the basis of a new visual aesthetic which constitute the subject matter of this course. Artistic subjects, the mechanisms to represent them, their metaphorical stakes, and their phenomenological effects on the beholder will therefore be considered as the expression of a particular historical and ideological context.
It is in this context that love became the symbol of a king who privileged peace against war, and where emotional pleasure triumphed over moralizing values and asserted itself as a new aesthetic category.
- Melmoth, Lhomme Errant (French Edition).
- Santiago de Liniers (Spanish Edition)?
In this course we read selections from Antonio Gramsci's Letters and Prison Notebooks side by side with their sources. Gramsci's influential interpretations of the Italian Renaissance, Risorgimento, and Fascism are reviewed testi alla mano with the aim of reassessing some major turning points in Italian intellectual history. Readings and notions introduced include, for the Renaissance, Petrarch the cosmopolitan intellectual , Savonarola the disarmed prophet , Machiavelli the modern prince , and Guicciardini the particulare; for Italy's long Risorgimento, Vico living philology , Cuoco passive revolution , Manzoni questione della lingua , Gioberti clericalism , and De Sanctis the Man of Guicciardini ; and Croce the anti-Croce and Pirandello theater and national-popular literature , for Italy's twentieth century.
In this seminar we will focus on the literary practices of early modern popular soldiers in order to explore the multiple relations between war and literature in the Hispanic world. How does literary discourse intervene in military conflict? How does war literature represent, legitimize, or oppose imperial warfare and violence? How does what the observers witness on the battlefield unsettle their previous ideas and values about war? Taking up the French historical technologies of the guillotine and the barricade, this doctoral seminar explores the history of political spectacle, violence, death, and resistance as also part of a history of figuration—conceptualized by Julia Kristeva as the establishment of a relation between two historical realities—across media.
This seminar thus seeks to examine the methodological stakes of inter-medial and interdisciplinary history and historiography that draws equally from French history, literature, visual art including sculpture , architecture, and film. While our sessions, including film screenings, will at times be devoted to understanding the function of the guillotine and the barricade in French history, others will demand a more abstract conceptualization of these forms and technologies. How do both figures suggest something of their value and development at various revolutionary moments that extend the political into the realm of signification, art and aesthetics?
How do we reconcile these figures in a history of architectural or built form, and how do we situate them within contemporary debates on resistance, the death penalty, and extremist violence? This class will be taught in English; French reading and research skills are not necessary, but would be beneficial. Henri Focillon advanced an account of form that influenced work in many fields and provoked vehement critique.
Kumler in advance to discuss how appropriate accommodations might be made. A leur suite, nous essayerons de remonter aux origines de ces croyances et superstitions. Quelle perception [sociale] suscitent-elles? In recent decades we have undergone a radical transformation in the ways in which we look at and understand representation and identity. In this course, we will read a sample of the prominent voices to have emerged from the literature of the Cuban Diaspora since the triumph of the socialist revolution in We will look at the problematics of migration and exile specifically as a literary and cultural problem.
We will thus explore these broad themes in an array of readings from throughout the Cuban Diaspora. Among the many questions to be raised, we will consider the ways in which literature can represent and reproduce the human, social, cultural, historical and political experiences of exile. Through these multiple visions of the self and homeland, we will examine expressions of how that self remembers, imagines and reconstitutes the homeland as well as its Diasporic community. Readings and class meetings will be in Spanish.
We often perceive this as a rupture with the once eternal-seeming book form, as it gradually creeps into obsolescence.
It is easy to forget that the book, far from being timeless, is a specific technology that was designed for a particular mode of reading. This seminar is premised on the argument that the modes of reading engendered by the technology of the book shaped the transmission of knowledge for centuries in the Iberian Peninsula.
- Casco de Clockwerk.
- Certainly Uncertain: The IT Rush?
Histories of reading will consider the way in which different disciplines converge in the study of this process of knowledge-making. In this class we will explore examples of medieval and early modern Iberian manuscripts and early printed books transmitting works by Ramon Llull, Arnau de Vilanova, and Alfonso X, among others, paired with critical pieces by the likes of Ann Blair, Roger Chartier, Fernando Bouza, Sarah Kay, D.
McKenzie, and Cornelia Vismann. We will also have working sessions at the Special Collections section of the Library of the University of Chicago and the Newberry Library. In this seminar we will examine classic theories the avant-garde, canonical histories of avant-garde film, and contemporary scholarly works.
Our central objective will be to explore how theories of the avant-garde simultaneously present models of history, while we will also consider how the inclusion or exclusion of the film medium transforms or challenges purportedly resolved questions in the theory and history of vanguardism. Designed to span the twentieth century, this seminar will consider topics ranging from the historical European avant-garde, the first film avant-gardes, the neo-avant-garde, New Wave film movements, structural film, and contemporary moving image practice.
Authors may include P. Pogolli, P. Sitney, J. Kristeva, G. Marcus, R. Krauss, B. Buchloh, M. Calinescu, and others. Attendance at all screenings is mandatory. The mid-thirteenth-century Roman de la Rose was arguably the single most influential vernacular text of the French Middle Ages. A sprawling, encyclopedic summa composed by two separate authors writing some forty years apart, whether taken as a source of inspiration or an object of condemnation, the Roman de la Rose became an obligatory point of reference for generations of authors.
The proposed seminar will initiate students into the complex allegorical narrative of the Roman de la Rose. Through discussion of topically organized scholarship on the Rose and its historical ambient the seminar will provide students with the historical and historiographical orientation required for sophisticated interpretation of the work. Taught in English, with a separate discussion section in French. Taught at Newberry Library. This course will provide a historical overview of the configuration of Peninsular Hispanism, analyze current debates on Iberian Studies, and use a selection of Iberian literary works to discuss and explore the disciplinary and practical implications of this change.
The Latin American boom is surrounded by superlative as well as controversial terms.
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They range from its international repercussions, its best-selling novels, and its commitment to aesthetic innovation to its elitism, its lack of space for women writers, and its market-oriented dynamics. Besides reading some of the most representative works of the boom, this course will focus on discourses of self-legitimation and criticism by and about the boom authors.
We will revisit the beginnings of this literary phenomenon, its attack on previous regionalist fiction, its flourishing years, some aspects of the participation of its authors in the geopolitics of the Cold War, and the exclusion of certain authors, especially women. We will also carefully examine attempts and problems of bringing Brazilian authors to the boom. This course is taught in Spanish, with readings available in Spanish, Portuguese, and English. This six-week course sequence FREN will help students build a solid foundation in the basic patterns of written and spoken French and their use in everyday communication.
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Attention will be given to all four language skills listening, speaking, reading, and writing. Completing this sequence is the equivalent of FREN during the regular academic year, and it will fullfill the College language competency requirement for University of Chicago students. This course sequence ITAL provides beginning students with a solid foundation in basic written and spoken Italian and the cultural norms necessary for everyday communication in Italy. It is specifically designed to help you obtain functional competency in speaking, reading, writing and listening in Italian.
The curriculum in this sequence is the equivalent of ITAL during the regular academic year, and successful completion of the sequence fulfills the College language competency requirement for University of Chicago students. This elementary sequence SPAN will help students build a solid foundation in the basic patterns of written and spoken Spanish and their use in everyday communication.
The curriculum of this sequence is equivalent to SPAN offered during the regular academic year at the University of Chicago. Successful completion of the sequence fulfills the College language competency requirement.
This intensive, three-quarter sequence brings students with no prior background in French to advanced-low levels in all four skills—reading, writing, speaking, and listening—thus preparing students to take third-year level courses in French. Learners who are starting French late in their College careers or who wish to move forward swiftly will gain skills corresponding to two full years of study by completing the entire sequence.
Although the three classes constitute a sequence, students may enter the sequence whenever it is appropriate for them based on prior courses or placement exam results. Students may also exit the sequence after any given class and continue in the appropriate course in the Elementary or Intermediate French track. NOTE: Each course is units and corresponds in workload to taking two courses. This intensive, three-quarter sequence brings students with no prior background in Spanish to advanced-low levels in all four skills—reading, writing, speaking, and listening—thus preparing students to take third-year level courses in the language.
Learners who are starting Spanish late in their College careers or who wish to move forward swiftly will gain skills corresponding to two full years of study by completing the entire sequence. Students may also exit the sequence after any given class and continue in the appropriate course in the Elementary or Intermediate Spanish track. This course is a general review and extension of all basic patterns of the language for intermediate students. Students explore selected aspects of Luso-Brazilian tradition through a variety of texts.
This course will examine the philological notion of interpolation—the insertion of new material into a text perceived to be faulty or lacking—not only as an operation of textual reparation or editorial alteration, but more importantly as constituting in and of itself a form of literary writing or authorship, whose poetics we will explore. What is, we will ask, the relation between literary scholarship and literary creation?
We will concentrate primarily, but not exclusively, on early-modern writings, employing a comparative perspective which will allow the examination of other artistic practices beyond the literary, including music and sculpture. In addition, theoretic readings will be discussed to examine problems such as the coherence and identity of literary texts, the role of the author, and the status of philology and literary criticism.
The course will be in English, but students registering under the French course number will read French texts in their original language and conduct all written work in French. This seminar will be conducted on two tracks. On the one hand, we will study major contributions to hermeneutic theory including positions that understand themselves as anti-hermeneutic.
During the twentieth century, literature, social thought, music and cinema were completely intertwined in Brazil. This class is an introduction to Brazilian culture through these four types of cultural production and their interaction. We will read authors such as Euclides da Cunha, Gilberto Freyre, Mario de Andrade, Clarice Lispector, and listen to samba, bossa nova and tropicalismo. This course will examine an array of representative texts written in Spanish America from the colonial period to the late nineteenth century, underscoring not only their aesthetic qualities but also the historical conditions that made their production possible.
Nos dedicamos al estudio de la narrativa comenzando con ejemplos de don Juan Manuel, y continuando con las Novelas ejemplares de Cervantes. Students in this course study an array of texts written in Spanish America from the late nineteenth century to the present, including the literature of the Hispanic diasporas. This course examines an array of representative texts written in Spanish America from the colonial period to the late nineteenth century, underscoring not only their aesthetic qualities but also the historical conditions that made their production possible.
Through a variety of representative works of Hispanic literature, this course focuses on the discussion and practical application of different approaches to the critical reading of literary texts. We also study basic concepts and problems of literary theory, as well as strategies for research and academic writing in Spanish. This course traces the history of the autobiographical genre in France from the eighteenth century to the present. The study of key texts will be accompanied by an introduction to some critical perspectives. We will give special emphasis to questions of reference and authenticity, identity and subject formation, and gender and the family.
This course includes close readings and discussions of major literary and dramatic works by twentieth-century authors e.
Topics might include surrealism, absurdism, existentialism, gender and sexual identity, social upheaval, the post-modern condition, and the rise of cinema. Readings, discussions and papers in French.
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