YCC1112_A5 Rajeev Patke Seminar
2013/2014, Semester 2
Yale-NUS College (Yale-NUS College)
Modular Credits: 5
In the second semester, students will travel forward in time to read creative works on how different cultures represent and define “becoming modern.” This half of Great Works presents comparative readings of an increasingly interconnected world, weaving together developments in literature and the visual arts into meaningful historical narratives. We will emphasize the relation between artistic production and the particularities of each culture and society as we encounter the vast range of modern artistic expressions from the picaresque novel to new urban arts. These works pinpoint cultural responses from artists and audiences to a broad variety of transformations: the formation of national identity in the development of vernacular literatures; the trials and challenges of modern urbanisms; the experiences of cross-cultural encounters; and the creation of new ideologies, utopias, and protests.
While we foreground the aesthetic dimensions of human experience, we will be in dialogue with the intellectual discourses in Philosophy and Political Thought to arrive at more comprehensive narratives of cultural production. The visual arts are historically central for periodization, and we will pay special attention to pivotal moments in the history of artistic practices. As in semester 1, students will continue to refine approaches to visual literacy in an ever increasing range of media and aesthetic possibilities.
1. Foundational knowledge and skills
developed in primary engagement with course materials and instruction:
● Understand the historical context and broader cultural significance of each work.
● Analyze the formal elements of artistic works in a variety of media through critical reading and close looking.
● Develop persuasive oral and written arguments grounded in informed judgment and necessary evidence.
● Evaluate and engage the claims of others on factual, logical, and rhetorical criteria through careful listening and civil, rational discourse.
2. Transformative and experiential goals
. Students will foster an enhanced capacity to:
● Recognize and appreciate detail and complexity in aesthetic, intellectual works and in one’s self.
● Utilize a comparative perspective: apprehend the holistic structure of a work or system, and present relevant comparisons that enhance evaluation of both.
● Seek alternative modes of thought by drawing on a rich body of ideas and experience from the past and the imaginary.
● Cultivate “critical feeling”: empathize with another’s experience (real or fictional) while maintaining critical reflection.
Some English, and an openness of mind to new ideas and new experiences.
Schedule for Sections A5 and B5
Section meetings - Venue: TR2
B5: Tue 9:00 am - 10:30 am Fri 10:15 am - 11:45 pm
A5: Tue 10:45 am - 12:15 pm Fri 12:45 pm - 2:15 pm
Course Teaching Schedule
Wed 29 Jan
Journey to the West
Journey to the West
9 Feb Sunday:
Manuel Godinho de Erédia
RECESS WEEK 22
22 Feb – 2 March
18 Mar (Baudelaire)
21 Mar (Shackles, Part 1)
Sun 13 April
Screening of Ozu,
Wondering Where to Turn
; cinema; and
26 April – 10 May
(available at NUS Book Haven; students are required to purchase hard copies. Additional texts will be available as PDFs on IVLE.)
The Monkey and the Monk
(Anthony Yu translation and abridgement of
Journey to the West
Songs of Innocence
(Dover Fine Art, History of Art)
Songs of Experience
: Facsimile Reproduction with 26 Plates in Full Color (Dover Fine Art, History of Art)
Diary of a Madman and Other Stories
Cervantes, M. Don Quixote (Edith Grossman trans.)
Assessment for Sections A5 and B5
40% of the marks for this course will be awarded for section activity, for which the assignments will be as follows:
1. Oral participation during the semester 20% all seminars
2. One oral presentation 20% 1 per seminar, wks 4-11 (4 Feb-4 April)
3. Written assignment 1: essay 20% 14 February
4. Written assignment 2: creative format 20% 21 March
5. Written assignment 3: class test 20% 11 April
Notes on assignments
1. Oral participation during the semester: Objective: active critical engagement in class discussion.
2. One oral presentation: Each student in each section will make one oral presentation during the semester. Length: approx. 15 minutes. Topic will be decided upon a week in advance in class. No supplementary materials or devices to be used during presentation, except the text. A schedule will be compiled for all the presentations in each section by the star of week 2.
3. Written assignment 1: an essay (approx. 1,000-1,200 words): topic to be decided by student in consultation with me, latest by 31 January. Objective: the ability to construct a coherent and sustained critical argument making use of scholarly sources and materials.
4. Written assignment 2 (approx. 1,000-1,200 words): creative format: examples: dialogue, interview, letter, newspaper report, parody, extrapolation. Objective: ability to engage imaginatively with texts and issues discussed in class.
5. Written assignment 3: class test: This will be 30 to 40 minutes in duration, and will feature short-answer questions. Objective: accurate and precise knowledge of texts.
Notes on grading
I will grade spoken and written work with the following criteria in mind:
1. The ability to speak and write coherently and concisely;
2. The ability to build, draw upon, and make critical use of a critical and interpretive position developed through the independent use of course-materials;
3. The ability to analyse texts with sensitivity to issues concerning language, form, history, ideas, beliefs, feelings and emotions;
4. The ability to develop a coherent argument and viewpoint that makes plausible use of relevant data, and shows the capacity to engage with alternative premises and counter-arguments.
In general, grading will depend on how a student performs in any given assignment in these four areas of skill. A grade work will have shown excellence in all of the above skills; B grade work will have shown competence in some of the above skills; C grade work will represent work that is passable but needs improvement, and D grade work will be deemed to have failed.