The New German Studies Curriculum at CSB/SJU
Level Three Courses -- Descriptions, Essential Elements, Goals
FIRST DRAFTS
These drafts give an idea of which direction we are going, but over the next few months we will be doing considerable work at refining our goals, establishing assessments
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Survey I draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft
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I. Sample Catalog Description: Survey I
A. A survey of some of the great figures and periods of German art, literature, music, and public life in German-speaking countries which have made significant cultural contributions to world civilization up to the early 19th century. B. An overview of the principal literary, historical, political, and artistic periods in German civilization from the Middle Ages through the mid 19th century. C. Literary and cultural trends and movements of the Middle Ages, the Reformation, The Baroque, the Age of Goethe and German Idealism. Selected readings will include court epics, lyric poetry, drama, and prose texts and narratives from the principal authors. II. Possible longer description of Survey I A. This course offers an introductory survey of representative works of German literature and culture from the oldest records to the early 19th century. The objective of the course is to familiarize students with early German literature in addition to its cultural, sociopolitical, and artistic background. The course will concentrate on the development of lyric, epic, and dramatic forms especially through interpretation of major works and writers of the different periods. Topics may include: early Germanic literary texts; medieval narrative, philosophical and dramatic texts; the Reformation and its implications for German literature and culture; the emergence of German as a world literature. B. This [survey I or II specific title] course will familiarize students with the major periods and issues of German literature and culture through the examination of a significant cluster of literary and cultural texts. In this course students will read, discuss, and analyze selected texts from all genres: including prose, poetry, drama and other texts. Students will become familiar with basic techniques of approaching and interpreting texts which will enhance their appreciation of a wider range of other courses. C. A survey of German literature civilization from the time of early European tribal migrations to the rise of nationalism in the nineteenth century. Taking a socio-historical perspective, students will be acquainted with a selection of key developments within the German-speaking cultures, including aspects of history, literature, music, and art. Assigned readings, lectures, discussions and use of media aim at raising an awareness of the interrelationship between cultural heritage, historical and political developments, and artistic expression. Essential Components to consider in teaching the German Survey Course I The notion of a German national character as it is formulated in literature and as it influences our “popular” or, perhaps stereotypical perceptions of German speaking people. General background, e.g. definition of terms, our sources of knowledge, discussion of factors which influence a nation’s development Germanic migrations and settlements; Germanic mythology, social structure, language, culture and early “literature.” Charlemagne and the Carolingian Renaissance. Partition of Carolingian empire and development of Germanic part. Early Middle Ages; the role of the Church. Power struggles between Church and State. The rise of the city culture and decline of knights’ power. The importance of Martin Luther’s influence on the German language (for example the use of the Kanzleisprache and the translation of the Bible). The impact of the Protestant Reformation. The Age of Absolutism (Baroque and Rokoko) Enlightenment (Leibniz, Lessing, Kant). The significance of Lessing, Schiller, Herder, Kleist, and Betina von Arnim, to the emergence of German as a world literature. The Weimar era: Idealism, Classicism (Goethe and his circle), and the emergence of German as a literary language. The Romantic Movement. Philosophical and social foundation, including the gradual emergence of nationalism. Junges Deutschland and the failed revolution.
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| Survey II draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft |
Possible Catalog copy Survey II A. A survey of some of the great figures and periods of German art, literature, music, and public life in German-speaking countries which have made significant cultural contributions to world civilization from the early 19th century to the present. B. An overview of the principal literary, historical, political, and artistic periods in German civilization from the mid 19th to the end of the 20th century. C. A survey of the interrelationship between the major social/political developments of German-speaking Europe, and their cultural manifestations in art, literature, music, and every day life, from the beginning of the ‘modern age’ to the end of the 20th century. Possible longer descriptions: Survey II A. Chronological study of German literature and its cultural background from the early 19th century to the 20th century. Selected representative literary and cultural texts will be read and analyzed. The course will include literary and cultural trends and movements of Naturalism, Impressionism, Neo-Romanticism, Expressionism, Epic Theater, and post-World War II contemporary developments. Selected texts include novels, novellas, plays, poetry and other texts from various authors. Essential Components to consider in teaching the German Survey Course II A sense of the breadth and richness of German literature, philosophy, the sciences and artistic creativity from the mid-nineteenth century to today. (e.g. Freud, Nietzsche, Marx, Spengler, Einstein, for that matter one could teach a separate course just on the German speaking individuals who receive the Nobel Prize). The ability to critically analyze literature on both its own aesthetic terms and within a socio-historical context should be emphasized. One could, for example ask why the literature and writers of Romanticism, especially in the Novelle, were so far removed from “real” life. And follow up by asking why and how did naturalism, and ultimately Dada and Expressionism come about? An understanding of the complexities, politics and intrigues of canon construction, and the study of literary history may be helpful to students. This is obviously a difficult task, but an attempt should be made to establish a link between the nation building of the 19th century to the eventual rise of National Socialism. While this may not be clearly evident in the works of the better known writers, there are numerous other resources available to broach the topic. A discussion of the various literary trends ranging from Poetic Realism to the “innere Emigration” through the “Kahlschlag” of “die Gruppe 47” the diverse literatures of the two Germanys, and eventually to existentialism would give students an appreciation of the complexity and dynamic nature of history and German culture. “Women have actively shaped literature in German-speaking countries from the Middle Ages to the present day. These authors continue to enrich the world of letters, and an increasing amount of scholarly attention is given to their writings. In spite of their contributions, however, most of these writers are virtually unknown to English-speaking scholars and students. And though one of the explicit goals of feminist literary and cultural studies has been to provide a voice to a multitude of diverse authors, feminist research still seems to focus heavily on texts by authors such as Christa Wolf, Ingeborg Bachmann, and Bettina von Arnim, or on certain periods in 19th- and 20th-century German literature and culture. As a result, many other women authors have faded into obscurity.” (Women Writers in German-Speaking Countries A Bio-Bibliographical Critical Sourcebook). It would be beneficial to correct this and include the writings of such writers as: Nelly Sachs, Anna Seghers, Ricarda Huch and Elfriede Jelinek to name just a few. Encourage students to evaluate and present, through writing and oral presentations, their own research on aspects of the literary and cultural period in question. -- From Andreas |
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| Medieval draft draft draft draft draft draft draft draft draft draft draft |
Ger 346: Medieval
German Literature Rename: German Lands in Religious Transition: (The Light and Dark of the MiddleAges Germanic Tribes moved into central Europe and affected the culture of the continent. This course explores the origins and impact of the United European Empire myth and ways in which religions impacted the culture, actions and art of a variety of peoples. Necessary Components: 1. Introduction to the tribal cultures of the pre-Christian German tribes and the linguistic impact of Germanic languages. 2. Exploration of the conflicts between and within religious groups (Christian Muslim, Jew, Pagan as well as highlights of adaptations in Christian thought across the “period”. (Could include such things as, St. Augustine, Aquinas, the Benedictine Rule, mysticism, the Universalienstreit etc. ) 3. Exploration of gender issues, lay versus religious life, 4. A sense of the path to Luther and Luther’s significance 5. A sense of art changes (music, architecture, painting, etc.) 6. Use of HMML to give students a taste of the profession and make the work more real. 7. A sense of the impact of the European Reich concept on the future. -- from Wendy |
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| Age of Goethe draft draft draft draft draft draft draft draft draft draft |
341 The Age of Goethe. (4) Goethe’s genius challenges inherited literary forms, creates new ones, and develops the expressiveness of German so profoundly that still today he exerts influence on German culture and literature. Born upper bourgeois but employed at court, Goethe recognizes attempts by men and women to cross barriers--literary, cultural, national, gender, and spiritual. Along with Schiller founder of German Classicism, Goethe’s early and late works display Romantic thought and his cosmopolitan views. Offered every third year. Prerequisite: 212; 311 and 312, or concurrent enrollment in 311 or 312.
-- From Lisa |
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| 19th Century draft draft draft draft draft draft draft draft draft draft |
338 19th Century German Literature and Culture (1830-1890). (4) Building on the Classical and Romantic ideals of the Age of Goethe, this course takes a closer look at society. The 19th century brings an explosion of scientific discoveries, and new political and social thought shakes the world view of sturdy peasants, staid citizens, and trembling monarchs. Industrialism challenges traditional concepts of public and private life, raising questions familiar to us today. Many socially conscious 19th-century writers begin to base their prose on true incidents, often shrouded in mystery or unsolved crimes. Poetry wanes as early realism is expressed in drama, some seeming like our modern soap opera. In the late 19th-century, Realism evolves into Naturalism; Naturalist drama centers around the Norwegian Henrik Ibsen, whose plays influence Germany's Naturalists and give new direction to 20th-century drama. Offered every third year. Prerequisite: 212; 311 and 312, or concurrent enrollment in 311 or 312.
-- From Lisa |
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| 20th Century draft draft draft draft draft draft draft draft draft draft |
Germany Between the
Wars and after / (Literature of the Weimar Period): (Retitle?) Ger 348: Into the Twentieth Century A time of tremendous creativity in art, architecture, literature and music as Germany finds itself caught between democratic freedom and fascism. This course will examine the influence of the “Weimar” period’s freedom and decadence on society art and politics and touch on the rise beginnings and aftereffects of the “Third Reich.” Necessary Components: 1. A sense of the realism/neorealism that preceded the expressionistic and modernist movements. 2. A taste of the artistic, musical, architectural and philosophical changes of the times. 3. A sense of the social upheavals related to workers’ movements, women’s rights, Jewish segregation, inflation etc. and how they relate to the past (Bismarck and aftermath of the war). 4. A sense of the loss of direction following the Second World War in literature, politics and culture, (including the Trümmerfrauen, East West divide and Economic rebuilding.) 5. Some canonical literary texts will probably be used and referred to (but are not required) and can be supplemented by newspaper materials and articles related to cultural phenomena. -- from Wendy |
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| Seminar on a Specific Period (e.g., Romanticism; Turn of Century (1900); Weimar; Contemporary) | coming! | ||||||||
| Current Debates and Issues draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft |
Eavesdropping on Germany Catalog Description This course explores current debates and issues in German speaking countries. Materials for the course will come from the internet, German radio, television and film, and from German magazines and newspapers. Current Issues and Debates: long description If you enjoy debating, reading controversial issue and listening to provocative news program, then this course is for you. The course offers a flexible approach to the study of current issues and debates. You will study contentious issues and topical areas of interest in contemporary German speaking countries. Facilities include numerous German radio stations, audio programs from mainstream and alternative radio and TV stations. There will be music videos, current German film, videotapes and scintillating reading materials from magazines and newspapers together with the use of satellite television and language laboratory work. And of course you will get to browse the internet in search for late breaking controversies, rumors and exposes, which you will share with your classmates. For the adventurous you may even be able to establish a chat room with German students. The possibilities are endless! Essential components The possibilities for this course are endless and challenging. Topics may come from such diverse sources as Bild Zeitung , Der Spiegel or Die Franfurter Allgemeine Zeitung. They may be humorous or deeply moving, or just purely entertaining. The main objective should be to have students immerse themselves in an ongoing project that will entertain, edify, increase exposure to German language and culture. and above all, arouse interest in matters German. If there is a limit to the potential of this course, then it is merely in the mind of the instructor, not the subject matter. The internet is inundated with German cultural materials, German radio stations ranging from Deutsche Welle to Schuhplattler- and Schunkelmusik in lower Bavaria. So what is there to do? Pick a topic, create a chat room, have students comment on current issues and share it with German speakers, or perhaps they can write their own opinions and reaction to events in the US or Germany. -- From Andreas |
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| Poetry draft draft draft draft draft draft draft draft draft draft |
German 343 Deutsche Lyrik Literary and Cultural Goals By the end of this seminar, you will · have read and discussed a wide range of great poets from medieval times to the present · have an understanding of how these works interrelate thematically and chronologically and know something about their place in the history of ideas. · have a personal library several dozen poets for the sake of lifelong reading. · demonstrate proficiency in the use of various approaches used to discuss and write about great works of literature and social thought, including the following approaches: structural, new historical, reader response, genre-historical, biographical, deconstructionist, gender-centered and ethical. · have memorized about eight poems which you regard as particularly meaningful. · understand the importance of reading well-known and representative poets for life-long pleasure and insight. · be able to enjoy a wide range of poems and become fluent in your use of the following interpretive terms:
a.
die Alliteration
(alliteration) The following questions are relevant in all our courses which have a literary component: Intermediate 1) Can
the student describe characters? Intermediate High In
addition to the skills listed above Advanced In
addition to the skills listed above Advanced Plus In
addition to the skills listed above Superior In
addition to the skills listed above Superior Plus In
addition to the skills listed above -- From Mark |
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| Novel, Novella, Story and
Tale draft draft draft draft draft draft draft draft draft draft draft draft draft draft draft |
Novels, Novellas, Stories, and Tales. Tell me a story! In this course teacher and students will explore the world of storytelling in Germany, Austria and Switzerland. We will investigate the phenomenon of narrative, its elements, techniques, and forms; its relation to other modes of discourse; its power and influence in cultures past and present. Students will also have several opportunities to try their own hand at writing stories and explaining to their classmates what theoretical considerations are at the heart of their stories (e.g., genre, kind of narrator, their own biography, what is happening in the world today). Students will also develop their skills in reading and interpretation by exploring various interpretive strategies and the relative merits of each. Classroom storytelling, Nacherzählungen, interpretive presentations and skits, as well as small-group and full-group discussions will give seminar members opportunities to improve their speaking skills in German. Listening to audio versions of stories – sometimes by the authors themselves -- will enable students to heighten their listening skills and enjoy the beauty of the spoken word. By the end of the term students will: ● Gain an understanding of three or four different narrative genres in German and what is special about each type. (genre perspective) ● Become acquainted with such well-known storytellers as Goethe, The Grimm Brothers, ETA Hoffmann, Thomas Mann, Franz Kafka, Hermann Hesse, Ilse Aichinger, Ingeborg Bachmann, and Anna Seghers. ● Explore how each story relates to the political and literary-historical context of its time: Classical; Romantic; Realist; Fin-de-siècle, Post WWII; Communism; Reunification; Multi-Cultural Germany (cultural-historical perspective; period perspective) ● Gain an understanding of biographical criticism and how particular kind of storytelling may fit a particular author's purpose and relate to the other works in an author's oeuvre. (biographical perspective) ● Explore how stories can motivate us to question what we value in life and why. (ethical perspective) ● Address the question of why different readers (in different cultures or economic surroundings) may interpret a story differently (reader-response perspective) ● Understand and use the basic terms of narrative theory (e.g., First- and Third-Person Narrators, The Omniscient Narrator, The Objective Point-of-View, Narrative Reliability, Suspense and Point-of-View, Levels of Narration: (author, implied author, narrator, characters who speak – characters who listen, narratee, implied reader, actual reader), Irony, Motifs, and other elements. (structural perspective) ● Understand what the various interpretive strategies bring to the study of stories. (comparison of perspectives) The following questions are relevant in all our courses which have some literary component: Intermediate 1) Can
the student describe characters? Intermediate High In
addition to the skills listed above Advanced In
addition to the skills listed above Advanced Plus In
addition to the skills listed above Superior In
addition to the skills listed above Superior Plus In
addition to the skills listed above -- from Mark |
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| Seminar on a Specific
Theme or Genre (e.g.
Women in German Culture and Literature;
The Novel; Islamic Culture in Germany;
immigration; The Holocaust) draft draft draft draft draft |
Possible Course Title Ger 348 (20th Century/Weimar): From Democracy to Fascism and Back Again: The Culture of German Speaking Lands in the 20th Century Seminar in Themes and Genres: Students will have the opportunity to explore a specific theme or genre more intensively across an historical or cultural spectrum. The course may focus on a topic such as, The Novelle from its Beginnings into Modernity, The Holocaust: its origins and effects, What happens when Guest(worker)s aren’t wanted any more, German New wave Cinema and Political Revolt, The Discourse of Evil in German Language Culture, Marx, Freud and Nietzsche in the Modern World. Etc. Our Guidelines/Expectations
-- from Wendy |
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| Senior Project | |||||||||
The New German Studies Curriculum at CSB/SJU
Introduction
Chronology -- From Proposal to
New Program
Proposal to Faculty Committee for
Summer Workshops 2005
Interaction Strategies, Action Plans, Meeting Review Forms
Motivations for Changing Our Program Focus
Mission - Vision - Action
Workshop Minutes
Level Three Courses: New Course Descriptions and Goals (Cultural, Literary and
Linguistic)
Assessing Literary
Interpretation Skills
German Option Form