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The Art Institute of Los Angeles
World Literature: Culture, Imperialism and Resistance
Course number: G270 Session/Year: Spring 2003
Instructor: Julie the Bolt Email: juliethebolt@aol.com
 Instructor Availability Outside of Class:
Tues. 2-5 in The Writing Center
Course Description: This course focuses on international literary selections. Topics include the literary genres: short story, poetry, drama, and the novel. Students will respond to texts critically in discussion and essays, as well as research critical evaluations of literary topics, authors, or selections.
Course Length: 11 Weeks Contact Hours: 44 hrs
Anticipated Student Learning Outcomes:
Ø Apply literary analysis in readings and research assignments.
Ø Identify authors and social-historical contexts of literary selections
Ø Compare and contrast texts
Ø Respond critically to texts in discussions and essays.
Ø Research and write a research paper using primary and secondary sources in MLA format.
Ø Demonstrate through writing and discussion a mastery of the literature read, connections between the material and original thinking.
Ø Effective persuasion.
Course Prerequisites: English 1 and English 2
Required Text(s): Mayra Montero, The Red of His Shadow
Salmon Rushdie, East, West Stories
On-line Readings: *Carlos Fuentes, “On Chiapas”
*Gabriel Garcia Marquez, “A Very Old Man with Enormous Wings”
*Edward Said, “The Alternative America,” "Orientalism” etc.
*Derek Walcott, “Midsummer, Tobago,” “A City’s Death by Fire,” “Love After Love”
Films: *Emir Kusterica, Time of the Gypsies
*Julian Schnabel, Before Night OR Walter Salles, Central Station
*Tianming Wu, King of Masks
*Mira Nair, Monsoon Wedding
OR Lee Tamahori, Once Were Warriors
Methods of Instruction: In this class we will…
Read, write, contemplate, discuss, guffaw, teach, listen, read, look askance, decipher, ruminate, listen, debate, read, craft essays, analyze films, research, interpret, create stories, analyze, infer, read, muse, expound, illuminate, reveal, explore, chew the fat, read, take notes, sit in circles, sit in rows, sit on floors, move about, stay still, ruminate, engage, write, read.
Materials and Supplies:
Pen, paper, folder, disk, computer access, an open and active mind.
Estimated Homework Hours: 8 per week
Technology Needed: Access to a computer for writing and internet for assignments
Process for Evaluation:
1) Ongoing reading and discussion of reading 20%
(note that all the below are also dependent on this)
2) Teaching the class OR running a discussion
OR preparing international cuisine 20%
3) Personal essay/story, 3-4 pages 20%
4) Analytic essay, 4-5 pages 20%
5) Short story, 4 –5 pages, 20%
Attendance will also be figured in as stated below.
Grading Scale: The official AI scale is: A (100-93), A- (92-90), B+ (89-87), B (86-83), B- (82-80), C+ (79-77), C (76-73), C- (72-70), D+ (69-67), D (66-65), F (64 or below; F is the only failing grade.) Since writing is a complex and subjective process I will grade holistically using the scale above. As appropriate, I will assign letter grades and/or comments and not numerical grades to your writing. Feedback will be provided for your teaching assignments or discussion leader assignments.
Plagiarism:
You are smart and you have something to say. In this class you will have opportunities to express what is important to you. Writing is a process, a journey, and an expression of self. Plagiarism isn’t only a crime that may result in expulsion from school, it is just plain goofy. However, I know this is obvious to you. Therefore, I look forward to encountering the creativity that is you and your voice.
Attendance will be figured into the final grade as follows:
During classes that meet twice a week, 2 substantial lates equal an absence, 3 absences will result in a grade drop, 4 may result in a failure. During classes that meet once a week, 2 absences will result in a grade drop and 3 in a failure. But who would want to miss with such fascinating literature to ponder and ideas to discuss? Onwards!
WEEKLY BREAKDOWN
Note: Your assignments will be posted on-line at juliethebolt.net
Week One: Introduction to Course Themes and Theory
Questions about identity, colonization and post-colonization.
HOMEWORK:
1) Go to juliethebolt.net and read Day One Questions. Print out articles in “Homework: Introduction to Edward Said” and bring these to class.
2) Over the weekend write the personal essay/story: “WHO AM I? The Issue of Identity During the Era of Globalism and Post-colonialism.” Go to juliethebolt.net for details.
Week Two: Postcolonial Perspectives on the Middle East and East
Introductions to Said and Rushdie. Bring East, West Stories
TEACHERS: 1) Edward Said 2) Salman Rushdie
HOMEWORK:
1) Salman Rushdie story, “Good Advice is Rarer Than Rubies.”
2) Edward Said articles posted under the heading “Homework Assignment: Edward Said Articles 2” at juliethebolt.net
3) From Salman Rushdie: “The Free Radio”
Week Three: Middle East and East Continued
Discuss Said articles and Rushdie stories
TEACHERS: 1) Discussion leader on: “Free Radio.” 2) Discussion leader on “The Alternative America.” 3) “Islam and the West are Inadequate Barriers.”
CHEF: Middle Eastern cuisine
HOMEWORK:
From Salman Rushdie: “The Prophet’s Hair,” “The Auction of the Ruby Slippers,” and “Christopher Columbus and Queen Isabella of Spain Consummate Their Relationship.”
Week Four: East Meets West
Discuss Rushdie stories
TEACHERS: 1)Discussion leader on “The Prophet’s Hair.” 2) Discussion leader on “The Auction of Ruby Slippers.” 3) Discussion leader on “Christopher Columbus and Queen Isabella.” 4) The history of Gypsies of Eastern Europe
CHEF: Indian cuisine
HOMEWORK:
“The Harmony of the Spheres,” “Chekov and Zulu,” and “The Courter”
Week Five: Crossing the Borders of Cultures and Countries: European Gypsies
Discuss Rushdie stories and view Emir Kusterica’s Time of the Gypsies
TEACHERS: 1) Discussion leader on “The Harmony of the Spheres.” 2) “Chekov and Zulu.” 3) Director Emir Kusterica
HOMEWORK:
1) Written response to Rushdie. See class messageboard at juliethebolt.net
2) Print Derek Walcott poems
3) Begin The Red of His Shadow, pages 1-16
Week Six: Voices of the Caribbean
Introduction to Mayra Montero and begin novel.
TEACHERS: 1) Voodoo on Haiti 2) Politics of Haiti 3) History of Tobago 4) Derek Walcott
HOMEWORK:
Part 1 of Mayra Montero’s The Red of His Shadow
Week Seven: Voices of the Caribbean Continued
TEACHERS: 1) Mayra Montero 2) Discussion leader on The Red of His Shadow: pages 34-53
3) Discussion leader on The Red of His Shadow: pages 54-78
CHEF: 1) Caribbean cuisine
HOMEWORK:
Mayra Montero’s The Red of His Shadow
Week Eight: Voices of the Caribbean Continued
Conclude Montero and view Before Night Falls or Central Station.
TEACHERS: 1) Discussion leader on The Red of His Shadow: 79-99.
2) Discussion leader on The Red of His Shadow: 100- 120.
3) Discussion leader on pages 121-136
HOMEWORK:
1) Conclude The Red of His Shadow
2) Read Gabriel Garica Marquez, “A Very Old Man with Enormous Wings.”
3) Handout story by Marquez. Article by Carlos Fuentes, “On Chiapas.”
Week Nine: Introduction to the Major Writers of Latin America
Conclude Before Night Falls or Central Station.
TEACHERS: 1) Gabriel Garcia Marquez. 2) Isabel Allende. 3) Carlos Fuentes.
CHEF: Latin cuisine
HOMEWORK:
1) Write response to Montero.
2) Read on-line story TBA
Week Ten: The Fifth Generation of Chinese Filmmakers
TEACHERS: 1) Zhang Yimou 2) Wu Tianming
View Wu Tianming Wu King of Masks
Written Response to Montero
CHEF: Chinese cuisine
HOMEWORK:
Prep for Learning Quiz
Week Eleven: More World Cinema
Mira Nair’s Monsoon Wedding or Lee Tamhori’s Once Were Warriors
TEACHERS: 1) Mira Nair
HOMEWORK:
1) Plan a trip to a country or region you have never been to before.
2) Talk to someone with different views.
3) Absorb and live a new book.
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Read about Mayra Montero: 
Read about Derek Walcott
Read about Carlos Fuentes:
This is Emir Kustirica, 
Director Mira Nair)
)
