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Time & Day Offered
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Credits
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Total Theory — SCT4111.01) (new course code as of 11/2/2021

Spring 2022
Instructor: Jonathan Pitcher
Credits: 4
Whether we love “theory” or hate it, rejecting it on the basis of a lack of understanding of its esoteric hermeneutics or jargon isn’t really a viable position, and certainly not an excuse. It’d be nice to know why, thus debating it on its own terms and perceiving its implications in all manner of contexts beyond them. The plan is to give at least an introduction to historicism
Society Culture and Thought

Total Theory — HIS4215.01

Spring 2017
Instructor: Jonathan Pitcher
Credits: 4
Whether we love “theory” or hate it, rejecting it on the basis of a lack of understanding of its esoteric hermeneutics or jargon isn’t really a viable position, and certainly not an excuse. It’d be nice to know why, thus debating it on its own terms and perceiving its implications in all manner of contexts beyond them. The plan is to give at least an introduction to historicism
Society Culture and Thought

Total Theory — HIS4215.01

Spring 2015
Instructor: Jonathan Pitcher
Credits: 4
Whether we love theory or hate it, rejecting it on the basis of a lack of understanding of its esoteric hermeneutics or jargon isn’t really a viable position, and certainly not an excuse. It’d be nice to know why, thus debating it on its own terms and perceiving its implications in all manner of contexts beyond them. The plan is to give at least an introduction to historicism,
Social Science Literature

Toward a Just Transition — ENV2121.01

Spring 2026
Instructor: John Hultgren
Days & Time: TU,FR 10:30am-12:20pm
Credits: 4

How do we transition to a low-carbon economy in a manner that doesn’t reinscribe the social and environmental injustices that have plagued our fossil-fueled economy? On one hand, the continued burning of fossil fuels is producing environmental crises that threaten to destabilize the very foundations of collective life, with poor and historically

CAPA Environment Society Culture and Thought

Toward a Rigorous Art History — AH2109.01

Fall 2018
Instructor: J. Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Spring 2017
Instructor: J. Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Spring 2023
Instructor: Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Fall 2025
Instructor: Vanessa Lyon
Days & Time: TU,FR 10:30am-12:20pm
Credits: 4

A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”

Striking

Art History

Toward a Rigorous Art History — AH2109.01

Fall 2024
Instructor: Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Fall 2016
Instructor: Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Fall 2017
Instructor: Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Fall 2021
Instructor: Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Fall 2023
Instructor: Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Toward a Rigorous Art History — AH2109.01

Fall 2019
Instructor: J Vanessa Lyon
Credits: 4
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Visual Arts

Traces, Mistakes, and Leftovers — Canceled

Spring 2015
Instructor: Mary Lum
Credits: 4
The role of drawing has changed over the history of art, from primitive recording to preliminary sketch, to documentation, to works that function independently. How can we expand these categories to include the remnants of the making process. Can the research done before a project, the many mistakes made in process, or the discards left after completion of an artwork be
Visual Arts

Traces, Mistakes, and Leftovers — DRW4237.01

Spring 2020
Instructor: Mary Lum
Credits: 2
The role of drawing has changed over the history of art, from primitive recording to preliminary sketch, from documentation to works that function independently. How can we expand these notions to include the remnants of the making process. Can the research done before a project, the many mistakes made in process, or the discards left after completion of an artwork be
Visual Arts

Tracing a Wound: In Usdan Gallery with artist Emilio Rojas — VA4317.01

Spring 2023
Instructor: Anne Thompson
Credits: 1
In his practice, multimedia artist Emilio Rojas embodies a series of encounters—or tracings—through the intersecting bio-politics of pandemic, systemic racism, border closures in tandem with the rise of nativist rhetoric, and disproportionate vulnerabilities for BIPOC communities. This course extends from Rojas’s exhibition in Usdan Gallery, "tracing a w̶o̶u̶n̶d̶ through my
Advancement of Public Action Visual Arts

Traditional Music Ensemble — MPF4221.01

Fall 2014
Instructor: john kirk
Days & Time: TBA
Credits: 2
We will study and perform from the string band traditions of rural America. Nova Scotia, Quebecois, Irish, New England, Scandinavian, African American, dance and ballad traditions will also be experienced with listening, practice (weekly group rehearsals outside of class) and performing components. Emphasis on ensemble intuition, playing by ear, and lifetime personal music
Music

Traditional Music Ensemble — MPF4221.01

Spring 2024
Instructor: John Kirk
Credits: 2
We will study and perform from the string band traditions of rural America, Nova Scotia, Quebecois, Irish, New England, Scandinavian, African-American dance and ballad traditions. In addition, these will be experienced with listening, practice (weekly group rehearsals outside of class), and performing components. Emphasis on ensemble intuition, playing by ear, and lifetime
Music

Traditional Music Ensemble — MPF4221.01

Fall 2018
Instructor: John Kirk
Credits: 2
We will study and perform from the string band traditions of rural America. Nova Scotia, Quebecois, Irish, New England, Scandinavian, African American dance and ballad traditions will also be experienced with listening, practice (weekly group rehearsals outside of class), and performing components. Emphasis on ensemble intuition, playing by ear, and lifetime personal music
Music

Traditional Music Ensemble — MPF4221.01

Spring 2015
Instructor: John Kirk
Credits: 2
We will study and perform from the string band traditions of rural America. Nova Scotia, Quebecois, Irish, New England, Scandinavian, African American dance and ballad traditions will also be experienced with listening, practice (weekly group rehearsals outside of class), and performing components. Emphasis on ensemble intuition, playing by ear, and lifetime personal music
Music

Traditional Music Ensemble — MPF4221.01

Spring 2020
Instructor: John Kirk
Credits: 2
We will study and perform from the string band traditions of rural America. Nova Scotia, Quebecois, Irish, New England, Scandinavian, African American dance and ballad traditions will also be experienced with listening, practice (weekly group rehearsals outside of class), and performing components. Emphasis on ensemble intuition, playing by ear, and lifetime personal music
Music

Traditional Music Ensemble — MPF4221.01

Fall 2023
Instructor: John Kirk
Credits: 2
We will study and perform from the string band traditions of rural America. Nova Scotia, Quebecois, Irish, New England, Scandinavian, African-American dance and ballad traditions. In addition, these will be experienced with listening, practice (weekly group rehearsals outside of class), and performing components. Emphasis on ensemble intuition, playing by ear, and lifetime
Music

Traditional Music Ensemble — MPF4221.01

Fall 2024
Instructor: John Kirk
Credits: 2
We will study and perform from the string band traditions of rural America. Nova Scotia, Quebecois, Irish, New England, Scandinavian, African-American dance and ballad traditions. In addition, these will be experienced with listening, practice (weekly group rehearsals outside of class), and performing components. Emphasis on ensemble intuition, playing by ear, and lifetime
Music