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Course Information - Fall 2008KHP courses are for KHP students only and do not appear in the regular listings of CU courses because registration must be done through KHP.
Friendly Reminder: You must use the call # acquired from KHP to register for the course. MUEL 1832 -888 The goals of this course are for each student to develop and learn to apply: 1) understanding of musical language components and listening skills to recognize such components, and 2) the perspective that making music is a life activity through which individuals and cultural groups create and express their identities and values. This is an introductory course; no prior knowledge of music or particular cultures is expected. The course is organized around a systematic exploration of elements of musical language, with a constant recognition that music is an activity rooted in the lives of individuals and cultural groups. The main focus of this exploration is a set of recorded musical examples (prescribed by text), drawn from a variety of musical styles: non-western as well as western, folk and popular as well as classical. Additional sources—e.g., live music events, recorded pieces beyond text examples, including of your own choosing—will also be used to enlarge this focus and introduce flexibility into the materials. Assignments will include multiple short papers in which students apply the current unit’s topic to a piece of music, one somewhat lengthier project (not necessarily a paper) in which students apply any/all course topics to a piece of their choosing or creation, two objective exams, one library worksheet, and one turn leading class discussion on a piece chosen/brought in by the student. Biography: Daniel Jones ENGL 1800 -888 This course explores the complexities of cultural identity and attitudes through various contemporary works of ethnic fiction and poetry. Authors such as Sandra Cisneros, N. Scott Momaday, and Toni Morrison, write about their own individual identities by creating characters whose lives may be understood differently through different cultural perspectives. We find that people from different cultures often have common concerns and desires, and that American literature itself is often the interaction of cultural differences in a common world. The course now also includes works from other than the standard American minority groups, including stories and poems from authors with cultural ties to the Dominican Republic, the Philippines, Haiti, Japan, Korea, Jewish America, and even Latin American backgrounds. Students will have a chance to read and discuss not only cultural heritage, but the very manifestation of identity as difference in many of these authors. Primarily a reading and discussion format, there will also be chances in the class to write responses to works and develop critical perspectives. Biography: George Moore My teaching is a natural extension of my interests in literature. Literature has always intrigued me, for its power to evoke new worlds and engage our lives on many levels. As a writer, I find that reading involves me in human consciousness and social interactions on deeper levels. Although I see the world as others do, I feel it in part by my own awareness made acute by what I have read and studied. Early in my life, reading led me to a fascination with the world at large, and so I travel a good deal, spending time in places like India, China, Tibet, Thailand, and then Scotland, Ireland, and central Europe. I also like to travel the western United States, and to hike and climb in the back country areas of Colorado, Utah, Arizona and the Northwest. I received my Ph. D. from the University of Colorado in English, and my Masters degree in Creative Writing here as well. My first degree was in both Philosophy and Literature from Lewis and Clark College, in Portland, Oregon. The philosophical connection to literary ideas continues to be important for me, and in the classroom I like to discuss ideas as much as literary history. My own writing has been primarily poetry, with three collections published so far; but I am working currently on a motorcycle guide to the American West, which has grown out of rides I have done in the Southwest and up the West Coast.
The informal theme for this honors writing course—“Composing Knowledge”—offers a play on words that hints at our working during the semester. Higher education has its own rules—rules about who is heard, who is silenced, what counts as knowledge, what works as persuasion. Students must learn a new set of conventions, a secret handshake if you will, as they enter college and become apprenticed in a particular discipline. This course will consider how we “compose” knowledge, and in the process it will offer some “composing knowledge.” We’ll read essays on academic culture drawn from a variety of disciplines and perspectives, with the goal of providing students with intellectual tools for investigating their own ways across the university experience. Three short essays will lay the foundation for an extended project of the student’s own design that incorporates ethnographic fieldwork on one facet of academic culture. **(Please note: One lower division and one upper division writing course is required for all students in College of Arts & Sciences. Biography: Rolf Norgaard A faculty member at CU since 1987, I have most recently led the effort to design and implement a new first-year writing curriculum for the campus. I have also coordinated upper-division writing courses in Business and Engineering. After recently serving a two-and-a half-year stint as associate director of the Program for Writing and Rhetoric, I have returned full time to the classroom, where my teaching has been honored with the Boulder Faculty Assembly Teaching Award, the highest such award on campus. I have taught in the Kittredge Honors Program for the last several years, and look forward to returning this fall. As an active writer and scholar, I can speak first hand to the challenges—and joys—of writing. Come November and December, I won’t be able to contain my enthusiasm for Nordic skiing. My wife is a linguist and also a faculty member at CU-Boulder. We have two teenagers (need I say more!).
WRTG 1250 aims to prepare you for and help you succeed in the academic writing you will do here at the university. Using your own experience, curiosity, knowledge, beliefs, and research, you will write a variety of essays through which you will practice critical thinking, reading, and writing skills. While we will read a variety of essays exploring the issues of race, class, gender, we will also explore various visual media like film and political cartoons to talk about these issues. That being said, the main text for the course will be your work and the work of your classmates. The essays you write will be something you have chosen, something that ignites your curiosity about the issues we discuss in class. To best facilitate this exploration, class will frequently be conducted as a full-class or small-group workshop in which you give feedback and respond critically to your classmates’ work and in which you receive feedback about your own work. Class will also be conducted as a seminar in which you discuss assignments, readings, and writing strategies and share particular insights or questions about the work at hand. **(Please note: One lower division and one upper division writing course is required for all students in College of Arts & Sciences. Biography: Sigman Byrd Sigman Byrd was born and raised in Houston, Texas, and has lived all over the United States and in Oxford, England, and Presov, Slovakia. He has taught writing at the University of Colorado for four years and has a B.A. in Liberal Arts from Sarah Lawrence College, an M.F.A, in Creative Writing from the University of Iowa, and a Ph.D. in Literature and Creative Writing from the University of Utah. He is also a poet who has published poetry in this country's best literary journals and has published a book of poetry called Under the Wanderer's Star (Marsh Hawk Press 2006).
Special emphasis will be placed on exploring the differences in ideology between the fast food industry and the newly-emerging slow food movement. Other popular topics will include: obesity in the U.S., fad diets, weight loss, nutritional quackery, functional foods, genetically-engineered foods, organic foods, body image and eating disorders. There is no doubt about it, nutrition is an exciting topic of discussion these days. There is mention of health and nutrition everywhere – on television, in magazines, on the radio and on the internet. Through our class discussions and critical thinking exercises, students should become capable of determining their own, individual dietary needs. One primary goal of the course is to assist students in interpreting the almost constant bombardment of nutritional articles and advertisements, to help them become better-informed consumers. Texts: (1) The Science of Nutrition by Janice Thompson, Melinda Manore and Linda Vaughan, First edition, copyright 2007 (2) CD: My Diet Analysis – available at CU bookstore second week of classes Biography: Mary Beth Lynch I am an exercise physiologist by degree and at heart. I received my Ph.D. degree in exercise physiology at Arizona State University in the late 90’s. My dissertation topic was related to nutrition, exercise, metabolism and obesity and was performed at the NIDDK Obesity Research Center in Phoenix, Arizona. I came to CU-Boulder in 1997 to do a post-doctoral fellowship in the IPHY department. I stayed on as an instructor and have been teaching the Nutrition course since 1999.
Shakespeare has long fascinated audiences with his deep insights into human nature through the creation of characters who in their various struggles show the nature of good and evil. Shakespeare for Non-Majors gives students the chance to read, watch, and engage some of the great works of the Renaissance master. With plays from the four genres, comedies, histories, tragedies, and late romances, the course explores both the language and poetry of Shakespeare’s best creations, and his development as a playwright and author. From the wit and confidence of Beatrice in Much Ado About Nothing, the cross-dressing disguise and legal sagacity of Portia in Merchant of Venice, the innate evil of Iago and Richard III, the magic and cruelty of Prospero and Caliban in The Tempest, to the tragic demise of Othello’s love, Hamlet’s wisdom, and Macbeth’s ambition, the plays center on conflicts in the human world that remain relevant today. Students will write and discuss the many aspects of the plays in the context of performance, language, and psychology. Exploring as they do so Renaissance culture through Shakespeare’s writing and his challenge to social and political conventions. The course is a seminar style discussion, augmented by viewing of various versions of the plays, writing essays on key characters and themes, and possibly attending a performance. Questions? mooreg@colorado.edu My interest in Shakespeare did not start with teaching this course for the first time some ten years ago, but it quickly grew from that point to heighten my fascination with Shakespeare’s time and dramatic theatre generally. In 2003, I flew to London, picked up my rental car, and after a nine hour flight and a two hour drive (on the left hand side of the road no less), arrived weary but excited in Stratford-upon-Avon, Shakespeare’s home town. It was the culmination of my long desire to see the real birthplace and countryside of the playwright and poet. That same night, although barely able to keep my eyes open, I attended a performance of Othello at the Royal Shakespeare Company in Stratford-upon-Avon, and it was the most spectacular performance of a pay I have seen to date. Now I have also seen performances at the rebuild Globe Theatre in London, a replica down to the dowels and planks, of the theater Shakespeare himself partly owned back in 1600, and others in Denver and across the country. But in Shakespeare’s home town, the experience was like the culmination of my desires to understand the writer and his world. Today, teaching Shakespeare for Non-Majors, I try to replicate that moment of excitement for students, with as many different aspects of Shakespeare’s world in the classroom as we can explore. My teaching covers many more areas than the Renaissance, include Modern Literature and Creative Writing, but Shakespeare remains one of the most vital parts of my teaching experience.
Myth, Song, Riddle, Epistle, Visionary Tellings: The Stuff of the Bible. A survey of materials of the Jewish and Christian Bibles, this course will introduce students to both content and critical reading strategies. The course will explore the Bible’s various genres and the historical contexts that produced them. Classes will be participatory and include a variety of visual components. Biography: Judith Streit Judith Streit received an undergraduate from the University of Colorado after her children started school. She holds a Ph.D. in Biblical Interpretation, with an emphasis on Hebrew Bible/ Old Testament. Her dissertation was a study of the deity as a literary character, and her academic interests include reading the biblical text as literature and the history of interpretation. She is energized by teaching, which she has done in a wide variety of contexts. A child of the 60’s, Judith values community as the context for independent thinking and creative problem solving. She enjoys hiking, has eclectic tastes in music, and is active in a Quaker community. HIST 2112-888 Using primarily histories that are based on the remarkable records of the so-called Spanish Inquisition, this course seeks to explore and better understand the characteristics of ordinary people in Spain and Spanish America at the beginning of the modern era (roughly speaking, the time of Columbus). Among the questions that will be considered are these: What was “personality” then? How were individual and collective identities formed and maintained? How did early modern Iberian families function? What were the meanings of gender, ethnicity, religion? Were early modern Spaniards superstitious, courageous, lazy? In addition, we’ll constantly consider the historian’s problem: How can we know these things? Biography: Robert Ferry A great-grandson of Colorado pioneers, Robert Ferry graduated from CU in 1969. He received his graduate degrees in Latin American history from the University of Minnesota. During the better part of the 1970’s he lived in Caracas, Venezuela, where he played semi-professional baseball, traveled extensively throughout the country looking for old newspapers for the National Library of Venezuela, and met his wife (while doing research for his doctorate.) He taught at Tulane University and Indiana University before returning to his alma mater in 1982. For the last ten years his research interest has focused on colonial Mexico, but he teaches on a broad range of topics in Latin America and Spanish history. He considers himself to be something of a specialist in the methods and objectives of the Spanish Inquisition. During the academic year 2002-2003 he was a Fulbright fellow at the Universidad Veracruzana in Xalapa, Veracruz, Mexico, where he taught courses in United States history to Mexican students.
Through selected readings in classical literature on ethics and through more contemporary readings and films, including a film by Woody Allen, Crimes and Misdemeanors, students will have the opportunity to acquire the language and skills of critical ethical analysis, and to exercise these skills by examining the ambitions and the alternative styles of choosing between courses of action in our dangerous world. Students will present their analysis and insights to the class from the reading of a biography or autobiography of their choice. Biography: Paul Strom CAMW 2001-888 This interdisciplinary course introduces the American West as a unique region and explores the region's literature and history in order to provide a context for understanding key issues that people living in the West (that's you!) face today, including land use and public lands policy, energy development, water allocation, native peoples' rights, and borderlands concerns. So don't let the title "The American West" fool you into thinking this is a class about the "Old West." Through our readings and class discussions, we will consider popular and less well-known stories about the West, trace the historical roots of current western issues, and consider how today's debates over those issues might shape the West's (and the nation's) future. This semester (only in the Fall!) you will also have the amazing opportunity to meet several of the writers we will study. This class serves as the foundation course for the Western American Studies Certificate program offered by CU's nationally recognized Center of the American West. The course aims to introduce students to the Center and to contribute to the Center's mission of helping "citizens of the West become agents of sustainability - citizens who recognize that their actions determine the region's future and who find satisfaction and purpose in that recognition" (www.centerwest.org). Biography: Karen Ramirez Karen Ramirez is a Core Faculty member at the Sewall Residential Academic Program, and she teaches courses at Sewall and across the CU campus on the American West, Native American literature, American Indian Women, and American Literature. She has received the Dorothy Martin Faculty Award for excellence in teaching and activism concerning women's issues as well as a Marinus G. Smith award for her impact on CU undergraduate students.
To what extent can we use science to answer traditional philosophical questions about the nature of the world? In this class, we'll look at three core philosophical issues, and see what (if anything) science has to say about them. Does science provide evidence for the existence of God? Does science tell us what the nature of time is? Does science show that the world is fundamentally holistic? In the course of addressing these questions, we'll take up three core issues about how to understand the nature of science itself. Is there a scientific method, and if so what is it? Should we treat science as giving us truths about the world? Can scientific practice be rationally justified? Biography: Bradley Monton I work in philosophy of science (especially physics) and in probabilistic epistemology. I'm currently interested in critically examining why people do philosophy of quantum mechanics, and in developing a probability theory which can handle indexical propositions (i.e. self-locating beliefs), an area where standard probabilistic epistemology breaks down. In addition, I'm working on a book which will (eventually) come out with Broadview Press, arguing that physics does not provide evidence for the existence of God.
The objective of this course is to help students improve critical thinking and writing skills by focusing on the rhetorical strategies employed by the writers of slave narratives. I will share my enthusiasm with you for the richness, variety, and complexity of these narratives, and will provide a sense of the historical context that helped to produce them. Since these narratives were written self-consciously, with an eye to how they would be perceived by readers, they are a natural vehicle through which to examine writing strategies as you fine-tune the writing strategies you employ in your own papers. While skills in interpreting narrative will be covered and practiced in class, students should already possess the ability to read for inferences. * Prerequisite: WRTG 1150 or WRTG 1250 or AP Score of 5 in English Language & Composition. Junior standing is waived for KHP students only. Biography: Christine MacDonald
The intent of this course is to investigate a wide spectrum of artistic expression as it reflects cultural attitudes, gender and diversity issues. No art experience is necessary for this course, although supervision of a public art project will probably be an aspect of the course. The course content will overlap with current exhibitions at local museums and galleries, as we explore together the dynamic and exciting world of art and architecture. Topics of discussion will be regional, national and international, and will include the following: a brief overview of the elements of art; projects dealing with art in public spaces; museum exhibition practices architecture on the CU campus, as well as the new addition to the Denver Art Museum and the new Denver Museum of Contemporary Art; This course will include a visit to the Denver Art Museum, as well as possible visits to other regional and campus galleries and collections. Biography: Robert Nauman Bob Nauman received dual Masters degrees in music and fine arts before completing his PhD in Art and Architectural History at the University of New Mexico. He currently teaches in the Department of Art and Art History at the University of Colorado in Boulder, where his research focuses on art and architectural history of the 19th and 20th centuries.
This course provides more aggressive students with an introduction to the study of western political thought. Through a critical reading of the works of eight seminal thinkers: Plato, Aristotle, Augustine and Aquinas, Machiavelli, Hobbes, Locke, Rousseau, and Mill, students investigate some of the most important perspectives that have emerged over the past 2500 years for discussing political issues. The course is broken into four sections: Biography: Vincent McGuire Friendly Reminder: KHP students must take one KHP course each semester. Enrollment in KHP and housing in Buckingham is dependent upon it. All CU first year Honor students may only take one Honors course during Fall semester, and for KHP students that Honors course must be in KHP. Spring semester, and thereafter enrollment in more than one Honors course is allowed. |
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