|
|
Prof.
Maryanne Horowitz Rise of French Culture |
|
Instructor
Prof. Maryanne Horowitz Office S. Swan 314. Phone
323-259-2583
Class Meets: Mon., Wed. 8:00-9:25 Location: Fowler 110
Office
Hours: Mon & Wed 10-10:30 and Friday
8-9:50 a.m. and by appointment
Students: please use the updated on-line syllabus.. On-line syllabus has links.
|
Horowitz Home Page https://sites.oxy.edu/horowitz |
|
Campus mail to
Horowitz, |
e-mail horowitz@oxy.edu |
To learn basic methods of historical investigation, particularly
analysis of textual and visual sources.
To experience the process of interpreting major movements in medieval
and early modern French culture.
To develop skills in historial argument,
writing, and oral presentation.
Books & Internet
For
purchase:
Alistair Home, Seven Ages of Paris NY: Vintage (l copy on reserve)
Montaigne, Selections form the Essays, trans. J. M. Cohen (Penguin pb.)
Margaret
C. Jacob, The Enlightenment: A Brief
History with Documents (Bedford/St. Martin's pb.)
George
Huppert, The Style of Paris:
Renaissance Origins of the French Enlightenment (Indiana Univ. Press pb.)
Recommended
choice between:
Abelard
and Heloise, Forbidden Fruit: From
the Letters of Abelard and Heloise: (Penguin pb.)
(see electronic reserve ) or
Daily Living in the Twelfth Century Based on the
Observations of Alexander Neckam in London and Paris (reserve)
Other readings on Electronic Reserve through Oxy Moodle
La Boetie, The
Politics of Obedience, Marie de France, poems,
Additional
resources:
- Davies, Penelope, et al., Janson's
History of Art (2006) (Reserve)
- ArtSTOR (access as Occidental College student)
·
Colin Jones, Cambridge
Illustrated History of France (Cambridge pb.)
- Ancient,
Medieval and Renaissance Links
- Document Analysis Form
Requirements
GRADE:
25% each: Attendance and Participation, Mid-Term Exam, Exam 2, 6-8 page
paper plus endnotes and primary and secondary source bibliography.
1) Attendance, class participation and discussion
(includes short written assignments).
2 & 3) Mid-Term Exam1 and Exam 2 will include a 40-minute essay
and paragraph responses to “Identify and give the significance” or “Relate one
item to another item.”
4)
Paper: 6-8 page paper plus endnotes & primary and secondary source
bibliography 1) Compare Montaigne to 2-3 authors in Jacob, Enlightenment to
argue for or against Huppert's thesis in The Style of Paris: Renaissance
Origins of the French Enlightenment. Or 2) Evaluate the extent which
radical political theory appeared in Montaigne and La Boétie
in the context of 16th century France. In either
case, use Univ. of Chicago Endnotes as in Hacker's
guide (on reserve)
CLASS PARTICIPATION:
This class will have lectures and discussion. To keep up, it's best to
complete assigned reading by Monday. The reading assignments are varied: a textbook
focused on politics and culture in Paris with images, letters between Abelard
and Heloise or student diary of Alexander Neckham, essays by Michel de Montaigne
and La Boétie of late 16th century Renaissance,
and a short historical interpretation of relationship of Renaissance to the
Enlightenment (Huppert), an anthology on the Enlightenment (students to focus
on the French philosophes of late 17th and 18th
centuries)
Schedule by weeks
Bring Forbidden
Fruit for discussion (may be printed
from electronic reserve)
1)
Wed. Aug. 31
Introduction to course and student interests. Emergence in Feudal
France of Romanesque Architecture (images in Jansons's,
ch. 11, on reserve) Read Alistair Horne, Seven Ages of Paris, pp. 7-27. Abelard and Heloise, Forbidden Fruit, ch. 1, "Lessons in Love" (electronic reserve
print from part 1 and part 2)
2) Mon. Sept. 5 Bring Horne and printout of
Abelard and Heloise. Material culture previous to 1000.
Individual analysis of images/text in Horne. Background to Abelard and Heloise. Discuss ch. 1, “Lessons in Love.”
Wed. Sept. 8. 8:00 am Arrive at film viewing room 124 in
library. In-class seeing of The Name is the Rose-131 minutes (or
can be seen from reserve desk over the weekend)
Forbidden Fruit. ch. 2 Heloise
"Fresh Wounds of Love,"ch. 3 Abelard
"Loving the Living"
3) Mon. Sept. 12 Discuss The Name is the Rose for portrayal of
monasticism, views of women, diverse attitudes towards manuscripts, beginnings
of empirical investigation in natural science and in law. Bring
your printout from electronic reserves to discuss first Letters of
Abelard and Heloise. Differences of A and H on relationship and on public
reputation, misogyny from texts, societal sexism, monastic life, aspects of
12th century Christianity, impact of relationship on women's education, etc. Rise of Towns. Gothic Architecture continues. (images in Jansons's, ch. 12 on reserve)
Wed. Sept. 14. Bring Horne to class. Discuss ch. 4 Heloise
"Forbidden Pleasures" and ch. 5 Abelard
"Flesh & Bones." Bring text or use computer to MOODLE to
compare viewpoints of Abelard and Heloise in stage of passionate love
and in later monastic life
See images in Jansons's, ch. 14, pp. 469-474. From medieval French and Latin
manuscripts to 15th-16th Century French and
Latin printed books. Rise of University.
Analyze structure of scholastic argument from handout example of Thomas
Aquinas, Summa Theologica, question 44, art. 1 and beginning of art.
2, concerning Catholic doctrine of Creation "ex
nihilo"(from nothing). Read Horne, pp. 1-7 on ancient and early
medieval background on Paris.
4) Read Horne, pp. 28-56. Read electronic reserve by Marie de France.
Mon. Sept 19
Introduction to Eleanor of Aquitaine, Marie de France, and Courtly Love. Bring text of Marie for group telling
of tale of Yonec. Analzye moral of the fables.
Images from 15th Century French Material Culture
Wed. Sept. 21 Start Horne age two pp. 57-74. Bring
Horne for reviewing. Montaigne and his times.
5) Mon. Sept. 26 Read in Montaigne "To the
Reader, " I: 8 "Of Idleness," I:
27"That it is folly to measure truth and error by our own capacity,”
I:47 “On the uncertainty of our judgement” Bring Montaigne to discuss.
Optional: English translation of Marie de Gournay on
reserve.
Wed. Sept. 28 “Skepticism in Philosophy:
Montaigne”
Read Horne pp. 75-87 on rise of Henry IV. Bring
Montaigne to discuss in depth ch. I:28 “On Friendship” which concerns his relationship with La Boétie.
6) Read Horne pp. 88-90. Read On intellectual climate in mid-16th
century France, read George Huppert, The Style of Paris:
Renaissance Origins of he French Enlightenment, ch. 1-3, pp. 1-49. Students emailing chapter
bullet points should email to horowitz@oxy.edu by Sun Oct. 3 5 pm. All students
are to read the chapters themselves, but emails may help finding major
points. (At beginning of the film Da Vinci Code, one
enters rooms in the Louvre containing paintings Da Vinci brought
to France under King Francis I. Film recommended.) Read Montaigne, I:31 "On Cannibals"
Mon. Oct. 3 Student
presentation on Montaigne's "On Cannibals" Bring Huppert and Horne to
discuss France in 16th century and to death of Henry IV. (See also images inJanson's
History of Art (Reserve) ch. 18,
pp.621- 628). Introduce historical context of Judge Coras's
pamphlet on Martin Guerre.
Images from 16th Century
Material Culture.
Wed. Oct. 5 Lecture on
Early Readers of Montaigne. Review Handout passed out for studying for essay exams next
week.
7)
See The Return of Martin Guerre Room 124 of library. Discussion of film on Mon. Oct. 17.
No class this week. Office
hours only Friday.
8) Read Huppert, chs. 4-9, pp. 50-120. Students emailing chapter
bullet points should email to horowitz@oxy.edu by Wed. Oct. 20 5 pm.
Read La Boétie, The
Politics of Obedience (electronic reserve) Montaigne, from Bk. II
"On cruelty" and I:26 "On the Education
of Children,"
Mon. Oct. 17
What did you learn about 16th century French
life from the film? propertied peasants,
diversity of judges, judicial system, literacy, storytelling, issue of how one
knows something for sure..
Wed. Oct. 19 Exam
I through Mon. Oct. 17.Abelard and Heloise, Horne (Introduction, Age one
and Age two and first 3 pages of related color images), and Huppert and lectures, Montaigne, story of
Martin Guerre, and visual evidence of France in medieval and Renaissance
periods.
Report on and discuss arguments of Huppert.
Individuals assigned to specific chapters. Have
La Boétie in class to
analyze the arguments.
9) Read Montaigne III:6
"On Vehicles." III:2 "Of
Repentance"
Mon. Oct. 24 Bring
Montaigne to discuss his essays. French Religious Wars.
Montaigne, III, 13,"On Experience" Read Horne, age three pp. 90-101. Counter-Reformation,
Marie de Medici, Louis XIII.
Wed. Oct.
26 Bring Montaigne to discuss "Of Experience" and
earlier essays. Begin
lecture on Lecture on Trends towards Absolutism under
Richelieu, Mazarin, and then Louis XIV.
Evaluate originality of Montaigne in relationship
to Huppert's analysis of 16th century thought. Some
images from Janson's, ch. 21 on
Versailles.
10) Read Horne, pp. 104-118.
Age of Louis XIV
Recommend dvd Vatel (R)
Monday. Submit proposal for your paper with a primary and secondary source bibliography
in Univ. of Chicago format. Paper starts
with class books, but can include other books, and especially appropriate
articles.
Mon. Oct. 31
Lecture on French Moralist Tradition, the Libertines, and Freedom of Thought
Wed. Nov.2 Lecture on Crisis of the European
Conscience, 1680-1715 (considering argument of historian Paul Hazard) Discussion of changes and continuities in French
intellectual expression, 16th through 18th centuries.
11) Read Horne, 119-127 Read Jacob, Enlightenment, Introduction. Work on paper.
Mon. Nov. 7 Written
suggestions for exam questions welcome especially via email. Bring Enlightenment to
make comparisons and contrasts between different authors Go directly to room
124 in library for experiencing Molière Tartuffe (110
minutes) in English from British Broadcasting, following by analysis.. (An English translation of this comedy is
available on Google books and might be printed ahead)
Wed. Nov.9 Discussion
of Tartuffe and of
preparing for exam 2.
12)
Mon.
Nov. 14 Lecture on French
Revolution.
Wed. Nov. 16
Discussion on whether Enlightenment is the main source for French Revolution.
Review for exam through Mon. Nov. 14.
Essay question may cover material since the beginning of class, but I.D.
questions will be since Exam 1.
13) Read
in Horne, pp. 128-134. Read in Enlightenment,
Voltaire Letters concerning the English Nation and
Diderot, Encyclopedia.
Mon. Nov. 21 Exam
2.
Paper is next task.
14) Read Horne, pp. 135-158 on movements toward
French Revolution. Read in Enlightenment, Introduction by
Jacob, anonymous "The Three Imposters, “ Rousseau The Social Contact, and Kant,What is
Enlightenment? Review Voltaire, Diderot assigned last week.
Bring Enlightenment to
class this week.
Mon. Nov. 28 Bring Enlightenment to
discuss " Voltaire and Diderot and
Jacob's Introduction and
Treatise of the Three Imposters"
Wed. Nov. 30. Bring Enlightenment to discuss Rousseau, The
Social Contact, and Kant,What
is Enlightenment? Lecture on French Classicism: Poussin,
Claude Lorraine & on Rococo: Watteau, Boucher, Fragonard, Vigée-Le Brun
(Images inJansons's ch.
21, 22 on reserve) .
Fri. Dec. 2
**Paper
in hard copy and in email (for a student to read) Friday by 9:25 a.m. at
Horowitz office Swan 314.
15) Recommended dvd Marie Antoinette.
Mon. Dec. 5
15) Mon. Dec. 5 Bring 2 copies of written
comments on a student paper. Sum up thesis and argue with the thesis. Read Diderot, Supplement
to Bourgainville’s Voyage. Last Class.
For discussion, bring Horne and Enlightenment. Compare Diderot on
Tahitians to Montaigne on Amerindians.
POLICIES in Hist. 223:
ESSAY EXAMINATIONS:
Medical note required for taking a makeup exam. Lateness on a written assignment
or absence from assigned group presentation requires a medical note (with
advance planning, one might change a group assignment).
Students will type short and long
essay exams in a PC lab. The exams will provide some choice. A long
essay focuses on a major topic treated in class lecture and
discussion in which you will interpret an aspect of a historical period
(especially politics and culture) by its specific primary sources ( texts or
visual artifacts). A general question may ask you to include a certain number
of specific people, events, texts or images from a list. The second exam
will include an interpretative essay comparing an aspect of different
historical periods or interpreting causes for a transformation from one period
to the next.
Short essays worded "Identify
and give the significance" or “Compare one item to another item”
will highlight items emphasized and given significance during class, as
well as items emphasized in lectures.
The lecture topics indicate the
likely exam questions. Citing primary
sources will strengthen your essays.
College Policy on Academic Honesty:
Current policy at http://www.oxy.edu/student-handbook/academic-ethics/academic-ethics.
This class helps prevent plagiarism by teaching you how to endnote either
quoted or summarized material in Univ. of Chicago format. It is appropriate to
bring an early draft of your paper to faculty office hours to discuss whether
you are properly putting reading into your own words and putting quotation
marks when borrowing phrases, and whether you are endnoting
both your summaries and your quotations.
Computers are encouraged for reference
to an e-book or e-article or for note-taking, but for no other activities such
as messaging, emailing, or browsing.
College Policy on Disabilities: Students with documented
disabilities who are registered with Disability Services are required to present
their accommodation letter to the instructor at the beginning of each semester
or as soon as possible thereafter. Any student who experiences significant
physical or mental impairments may contact Disability Services at (323)
259-2969 to learn about available services and support. More information is available at
Extra Credit: 1) Each student may write l extra credit report on a
historical film (medieval through early modern)
recommended on this list in supplement to class work. In a typed sheet, present
and evaluate the historical interpretations presented by the film and the
issues the film raises; then write questions you would need to pursue further
in historical sources to ascertain the historical accuracy of the film.
Possibilities: Lion in Winter, Ever After,
Vatel, Marie Antoinette. 2) Students who read
French may write up in English answers to questions on some of the French
readings on electronic reserve. Variety of assignments from which to choose;
it's best to do readings appropriate to century we're then studying. 3) Reports
on field trips such as French decor rooms in Getty Center, medieval
or Renaissance works in Norton Simon Museum or LACMA,
or to a performance of medieval to early modern time
period. Write 1 typed page describing and analyzing key objects you viewed
or the performance you witnessed. Share orally with classmates.