The Ottoman Empire (Dr. Steve Rosenthal)

For Monday's blog - read the selection on Ottoman history (the pages are continuous, not cut off, just scroll down in the pdf document and the next page shall appear) and speak about two things of interest.

Also - try to come with a question for Professor Rosenthal.

THE DECAMERON - THE MOVIE

Here is the Andreuccio story from the "Decameron" film I mentioned briefly in class - there are no subtitles but you know the story and can follow along nonetheless!

http://www.youtube.com/watch?v=8LfDrDSgXZw

http://www.youtube.com/watch?v=LAIUCSJnCQA

Dr. Maria Frank's Lecture on Italian Culture

Please read Dr. Frank's essay sent to you via email ("Dante's Muhammad") and write about one topic that you find interests you in her discussion.
Also - come with a question to ask Dr. Frank in class.

The Decameron - Day Two

As with last Wednesday, please bring up topics from at least two of the stories that tie in to overarching themes we have discussed over the semester.
In addition - please bring one question to class to share in the discussion.

The Decameron - Day One

For today's readings, focus on a theme that you feel speaks to aspects of the Mediterranean culture/s we've discussed over the semester - travel, religion, ethnicity, education, love, trade, etc. How does this theme manifest itself in the stories? Why? Speak about specific scenes within the text to support your analysis.

Book of Good Love (the movie) - who knew?

Travel Literature (Dr. Amanda Walling)

Please consider both questions forwarded by Dr. Walling for your blog posting:

Travel around the Mediterranean world in the Middle Ages and Renaissance was driven by several factors, including trade, warfare, and religious pilgrimages. For Monday's class, we'll be looking at two very different travel accounts by travelers from England who made their way to the Mediterranean. Margery Kempe (c. 1373-c. 1440) was a rather eccentric English mystic, an ordinary wife, mother, and businesswoman who began experiencing religious visions. As you read about her pilgrimage to Jerusalem and Rome, think especially about the importance of physical space--what does it mean to a woman like Kempe to be in a place where something sacred happened long ago? Think also about the travel itself--a pilgrimage like Kempe's would have taken many months; what does she emphasize about her journey? Is it just about getting to her destination or are there valuable spiritual and cultural experiences along the way?

Our other readings are from the Travels of Sir John Mandeville, a French book that claims to have been written by an English knight who traveled in Egypt, the Middle East, India, and China between 1332 and 1366. We can't be sure if he was the real author, or even how many of these places the author actually visited; he relies heavily on legends and magical tales. When you read Mandeville's account, think especially about how he describes foreign cultures (especially non-Christian ones), and about the kinds of details he thinks are worth sharing about foreign lands. In his stories, what is the appeal of the world beyond Western Europe for readers who would never see it?

Book of Good Love (Libro de buen amor) - DAY TWO

1. What do you make of the "Mountain Girls" section? What do these girls represent? If we read the text as a journey of the human soul or condition, how then do you read this part of the text?

2. How do you interpret the battle between Carnal and Lent? What does this have to say about human desire / nature? About the human begin as an image of the divine?

3. Feel free to bring up any other aspect of the text that interests you.

Book of Good Love (Libro de buen amor) - DAY ONE

Please answer at least two questions or come up with your own topics and analyses for discussion.

1. Prologues are always important in medieval literature. Here we have two, one in verse and one in prose. Examine them both and write about what you think are the main themes here. How do these themes relate to the text as a whole (or at least what you have read for today)?

2. The author properly "begins" the text with the fable of the Greeks and Romans. Apart from the comedy (which I hope you enjoy), there is a serious message here concerning reading, interpretation (and more). How do you 'read' this fable?

3. What is the portrayal of Love (Don Amor) in this text (as opposed to or in conjunction with what we saw in the poetry we have studied)? Why do you think this is the case? (If you want, do a "close reading" of one of the fables presented in the "tirade against love" to help in your answer.)

4. Focus on the "code of love" presented by Love to the Archpriest - specifically upon the woman he verbally paints here. What do you make of the fact that the Archpriest states that such a woman does not exist and yet he will continue to compose poetry? (Or, how might desire, the image, and poetic language / expression be connected?)

5. Why do you think there is such an emphasis upon fables in the text? What does a fable do? How does one have to read a fable? How might the use of fables comment upon the text as a whole (how much they get right to what the author is trying to do here)? Choose one or more fables to illustrate your point.

Songs of Holy Mary (Cantigas de Santa Maria)

If you are interested in hearing more of these Cantigas, just search for them on Youtube under the Spanish name (Cantigas de Santa Maria) - there are a lot that have been uploaded.

More about Occitan

You can read more about Occitan (the language of the troubadours and trobairitz) here if interested:

http://en.wikipedia.org/wiki/Occitan_language

http://www.omniglot.com/writing/occitan.htm

And here are some useful phrases in Occitan:

http://www.omniglot.com/language/phrases/occitan.php

Occitan is even one of the languages Google supports:

https://www.google.com/webhp?hl=oc

(SEE BELOW FOR WEDNESDAY'S ASSIGNMENT AND MORE TROUBADOUR SONGS VIA YOUTUBE)

Songs of Holy Mary (Cantigas de Santa Maria)

For today's reading, please do a "close reading" of at least two of the narrative songs (meaning the songs that tell a story). What themes do you find in these songs that you deem important? Why? How do these themes manifest themselves within the plot? What is the role of Mary in the song? What political / social / religious commentary do you see in these songs?

Feel free to bring up anything else you find interesting / intriguing about these songs.

Comtessa de Die - "A chantar m'er de so"

Bernard de Ventadour - "Can vei la lauzeta mover / When I see the lark flying"

Troubadour / Trobairitz Poetry

For today's blog, please choose two poems (one by a troubadour and one by a trobairitz) and speak about the important themes / images each text raises.

Also - do you see similarities or fundamental differences between these poems? Can we say there is definite "gendering" of the poetry going on here?

Arabic Poetry

I have placed the readings for Wednesday (two attachments) on Blackboard under "Readings" - (1) "Hispano-Arabic Poetry" and (2) "The Dove's Necklace."

You can get some background information on Ibn Hazm, author of "The Dove's Necklace" and some of the poetry you'll read, on Wikipedia here:

http://en.wikipedia.org/wiki/Ibn_Hazm

Read both and I would like you to address two things:

1) Address two themes / ideas raised Ibn Hazm's "The Dove's Necklace" that interest you. How do these themes relate to the overall ideas of love that you find in this reading.

2) How do the themes raised in "The Dove's Necklace" carry over into the poetry? Address at least two specific poems.

Your responses should involve, as always, a short cohesive argument. Feel free to bring up anything else you deem important in your discussion.

Islamic Art

Dr. Fran Altvater will come and speak to the class the Monday after spring break on Islamic Art.

She has asked that you take a look at this website and read both the "History" and "Art" sections for the "Early Islamic Period," "Early Medieval Period" and "Late Medieval Period."

http://www.lacma.org/islamic_art/islamic.htm

For your blog posting, please comment on the ways in which certain cultures borrow from other cultures - why, how, etc.

Also - come up with a question that you can ask Professor Altvater.

Ovid's 'Metamorphoses' (Day Two: Books 4 and 6)

For today's readings, we have five main myths: The Minydes, Hermaphroditus, Perseus, Arachne, and Tereus / Philomena. Choose at least two of these five myths and look for a common theme within them. What is the theme? In what ways do these myths deal with this theme? Use quotes from the text to support your ideas. Remember - I'm looking for thought and analysis, not a retelling of the plot.

Mid-Term Exam

The mid-term exam will be next Wednesday - be present and on-time. If you are absent, I'll happily give you a zero (one less exam for me to grade!).

It will consist of two sections.

1. You will be given nine quotations from the four texts we have studied (Genesis, The Odyssey, The Republic, The Metamorphoses). For each quotation you must give the following information: (1) the text from which it comes, (2) the author if possible, (3) the speaker and (4) a short paragraph (around four sentences) explaining and analyzing the significance of the quotation in and of itself as well as to the text as a whole. Full credit will NOT be given for retelling a text's plot. 6 identifications x 10 points each = 60 points.

2. You will have a choice of three essay topics to write one essay. Hints I will give now: Topics will include gender, education / didacticism and the role of the human body. You will be asked to include specific scenes / characters from two to three texts in your discussion. 40 points.

Ovid's 'Metamorphoses' (Day One: Books 1 and 3)

For the discussion in-class I will focus mainly on Book 3, and more specifically on the Tireseas - Narcissus myths. Answer at least two questions or bring up your own topics and analyses for discussion.

Book One

1. How do you interpret the opening of the text? What themes, ideas, concepts does Ovid present here that you feel influences Book One or possible the work as a whole?

2. How might the initial myths of this text raise similar issues to those we found in Genesis? What are these issues? What do you find to be original then about the 'scope' of what Ovid raises here?

Book Three

3. The story of Tireseas appears to be just plain 'weird.' Where do you find its weirdness? What do you make of a person who can change from male to female and back again? How do you interpret the snakes? Tireseas's punishment?

4. Do a close reading of the conversation between Narcissus and Echo. Do you find anything strange going on here? Is Echo simply and "echo"? What does an echo do and what should an echo not do?

5. Deceptively simplistic question: With what or whom does Narcissus fall in love? What is the problem with this? Many writers see in this myth the foundation of love found in all relationships (I would agree!) - what does the myth have to tell us about human desire?

Plato's 'Republic'

For this reading, please pick two passages from the text that interest or intrigue you and write about them. What do you think Plato reveals in this dialogue through the passages you have chosen (themes, ideas, analyses, etc.).

Also - Please post on your blog at least one question you have about the reading that you can address to Professor Borck.

Odyssey (Day Four: Books 16-20; Day Five: Books 21-24)

Consider at least two of the following topics from each day for your blog discussions (or bring up your own topics with analyses). Use specific quotes from the text to support your statements. Remember - I would like to see your own thoughts and analysis of the text, NOT general statements about plot or incoherent sentences that say nothing.

For Day Four (Books 16-20):

1. Meeting of father and son, hiding identity from Eumaeus

2. The character of Melanthius

3. Odysseus's test of the suitors

4. The character of Irus

5. The text's treatment of Penelope

For Day Five (Books 21-24):

1. The symbolism of Odysseus's bow

2. The violence against the suitors and guilty women - can this violence be justified when Odysseus's entire journey is one away from the violence of his past? Can further murders negate his murderous past?

3. The symbolism of the bed

4. The resolution of the final book

5. Final thoughts about the epic poem (possible topics of discussion: appearance vs. reality, intelligence, hospitality, gender, violence vs. peace, loyalty vs. infidelity, etc.)

Clip from "Outnumbered" I mentioned in class

Calypso - Suzanne Vega

The Odyssey (Day Three: Books 11-15)

These questions are for Wednesday. Questions for Monday are below.

Please answer two questions or bring up your own topics and analyses for discussion.

1. Book 11 is Odysseus's descent into Hades. How do you interpret this descent (metaphorically)? This is really a descent into what? To whom does he speak in Hades? Why?

2. Book 12 presents a series of tests for Odysseus: (1) the sirens, (2) Scylla and Charybdis and (3) the Cattle of the Sun. Choose one of these tests and analyse it by answering these questions: (1) what does this test represent? (2) What do the elements of this test represent (the sirens, Scylla / Charybdis, the Sun)? (3) Who succeeds and who fails? What does this success and / or failure represent?

3. How do Odysseus's tests and trials ready him for his return to Ithaca in Book 13? Why the need for a disguise (yes a literal reading is obvious, I'm looking for the symbolism of the disguise)?

4. What does Eumaeus represent in book 14? Why the need to move from the seashore to his hut? What does this transition represent?

Trailer to Werner Herzog's "Cave of Forgotten Dreams"

This is the trailer to the film I mentioned in class last week:

Homer's Odyssey (Day Two: Books 6-10)

Please answer two questions or come up with your own topics of discussion (with analyses).

Remember, your answers should reflect that you have READ and THOUGHT critically about the text. No short two-sentence "answers" that say nothing except general statements my eight year-old niece could make because they are so obvious.

Please use specific scenes / quotes from the text to justify your responses.

1. What do Calypso (Book 5) and her island represent within the overall story? How might she be an ambiguous character within the text? How might Calypso be a kind of "anti-Penelope?"

2. The central characters of Books 6-7 are Naucisaa, Arete and King Alcinous. What do they (along with where they live) represent in Odysseus's journey (remember, these are the first characters he meets after Calypso - how does this move represent the beginning of his "journey home"?).

3. Book 8 introduces Demodocus, the blind singer. This book introduces what important theme into the work (that we have already discussed, but here is it quite obvious). How does Demodocus become a "key player" in Odysseus's journey home? Why?

4. Book 9 with its Cyclops is one of the most famous episodes of 'The Odyssey.' What do the Cyclops represent? How does what he represents indicate a kind of "starting point" for Odysseus's trials on his journey? Why the need for these trials? How do you interpret Odysseus's statement that he is "Nobody"?

5. How is Book 10 in many ways the "opposite" of Book 9? Aeolus and the Laestrygonians represent what themes? Why do they both cast him away?

Homer's Odyssey (Day One: Books 1-5)

Please respond to two questions or bring up your own topics (and analyses) for discussion:

1. The opening verses (the prologue) of Book One (approximately verses 1-25) sets the stage for this epic poem. What are the main themes / ideas you find here. Why do you think this is the case (something more than "Because this is what the story will be about..." - that is too obvious)? What about the speaker of this epic - what purposes does this poetic voice serve? How does it accomplish what it sets out to do?

2. After the prologue, Book One is a study in contrasts. We have two groups (the gods and the humans) described in detail here. How does the text juxtapose one group against the other? Why do you think this is the case?

3. Do a character study of Telemachus. Use specific quotes from the text to defend your analysis.

4. Why do you think we have to hear Telemachus's story before we ever get to Odysseus? Why the son before the father (especially if this is a story about Odysseus - or is it?)?

5. Why does Telemachus go where he does? How might his physical journey also represent a symbolic journey of growth? Think about whom he visits - why these specific characters? Use specific quotes from the text to defend your analysis.

Jacob's Ladder with String

Genesis (Day Five: Chapters 37, 39-50)

For today's blog, bring up at least two topics of interest and write a short and cohesive argument explaining why these themes are important to an understanding of the Joseph narrative.

Revised Syllabus

Monday - February 13 - Genesis (Chapters 37, 39 - 50)

Wednesday - February 15 - The Odyssey (Books 1 - 5)

Monday - February 20 - The Odyssey (Books 6 - 10)

Wednesday - February 22 - The Odyssey (Books 11 - 15)

Monday - February 27 - The Odyssey (Books 16 - 20)

Wednesday - February 29 - The Odyssey (Books 21 - 24)

Monday - March 5 - Presentation on Greek politics by Dr. Borck

Gauguin's "Jacob Wrestling with the Angel (The Vision after the Sermon)"

Some of you may be familiar with Gauguin's painting inspired by one of our readings for this week.

Genesis (Day Four: Chapters 25-28, 32-33)

Please answer at least three questions or bring up your own topics (and answers) for discussion.

Isaac, Rebekah, Jacob and Esau (Chapters 25-27)

These chapters present us with even more family drama revolving around brothers (we have already seen Cain and Abel, Isaac and Ishmael and now Jacob and Esau). Jacob and Esau though are twins.

1. What problems arise from these two "firstborn" sons? How does twinship in this story only seem to compound the problems we have already seen with brothers? Do a character study of Jacob and / or Esau. Use specific quotes form the text to support your reasoning.

2. Look at the role of the parents in this conflict. Do a character study of Isaac and / or Rebecca. Use specific quotes from the text to support your reasoning.

3. What do you make of Isaac's (and ultimately Esau's) deception? What do you make of Rebecca's role in this deception? She gives two important speeches (27:43-45 and 27:46) - what do you make of these speeches?

Jacob's Dream (Chapter 28)

4. How do you interpret the various elements of Jacob's dream and what might they mean within the larger scope of Genesis?

Jacob Wrestling (Chapters 32-33)

5. We are told here that "Jacob was left alone" (32:24). How do you interpret this with what follows - the wrestling with "something"? How do you interpret this wrestling? What or whom exactly might Jacob wrestle? Why?

Genesis (Day Three: Chapters 12, 16-18, 21-23)

Please answer at least three questions or bring up your own topics (and responses) for discussion:

THE JOURNEY TO EGYPT

1. Why does Abram / Abraham react the way he does before going to Egypt? There is no textual evidence to support the fact that the Egyptians will kill him (and as it turns out, Pharaoh is morally outraged at the outcome of the situation). What does this say about one's encounter with the other?

2. What if we look at the story from Sarah's perspective. Why does she remain silent and complicit? (She certainly speaks later on, so we cannot blame this on some kind of misogynistic editing.) What does she gain here?

ABRAHAM, SARAH AND HAGAR

3. This is the first love triangle in Genesis. What very human problems arise from this triangle? How do you analyze the story along lines such as gender, class, ethnicity? What does the story reveal about suffering (from Hagar's point of view)?

ABRAHAM AND ISAAC

4. This story is almost unreadable - a father who willingly will murder his own son in cold blood because a voice tells him to do so. Why does God test Abraham here (and with such a horrific test)? Abraham has already proven his fidelity to God - he has left his homeland after hearing a 'divine voice,' moved his wife and possessions to another place. Why does God need more proof? What might this story be stating about Abraham's relationship with the divine? Go to specific points within the text to support your analysis.

Noah's Ark and Green Porno

If you don't know about Isabella Rossellini's series "Green Porno" you should. Here is one she did for Noah's ark. You can check out the other videos here: http://www.sundancechannel.com/greenporno/

Genesis (Day Two: Chapters 4, 6-9)

Please answer three questions in all - two from Cain and Abel and the one from Noah.

CAIN AND ABEL: In a relatively short narrative, we have this myth concerning the first family after Eden - we have (1) the relationship between parents, children and siblings, (2) very distinct human passions related to this society – wounded pride, anger, jealousy, fear, dread; (3) violent death, crime and punishment, justice; (4) the beginning of agriculture and settlements, the arts and the city; (5) the first attempt at religion (sacrifices, relationship between humans and something greater than they are).

1. How do you see two or more of these themes working together within the story?

2. The myth seems to set up Abel as innocent (he is unable to defend himself and yet left unprotected by God). What might the story say about justice? How might the story be a kind of 'set-up' against Cain from the beginning (from his point of view)?

3. Analyze the conversation between God and Cain. What do you make of the phrases "Am I my brother's keeper?" and "Your brother's blood cries out to me from the soil"? (Remember - Cain is a farmer - linked to the soil).

4. What do you make of the mark of Cain? Is this an ambiguous mark? Is it unsettling to have the divine as someone / something that protects a murderer?

5. Why do you think that civilization (the city, music, the arts, culture, etc.) rises from the family of a murderer? What might this imply about the nature of civilization?

NOAH: Whereas in chapters 1-2 we saw a deity who created, with this story we see one who calls for (near) total destruction of that creation. What are some themes that you find within this story that can help us with our continuing understanding of the text. What do you find problematic about this text that you find warrants further analysis / discussion?

Genesis (Day One: Chapters 1-3)

Please answer at least three questions (or come up with your own topics of discussion). Remember, your answers should represent a short and cohesive critical analysis of the reading.

1. The opening verses of Genesis are extremely important. In what way can they be viewed as simultaneously concrete and ambiguous? Why does the text present itself as such? (For instance, how are we to define terms such as "God," "beginning," etc?). Or - a separate yet related question, how might this creation myth differ from other creation myths or myths about a deity / the deities you may know? Why?

2. What type of god do we have in the first creation myth of Genesis (Chapter 1)? Why do you think the text presents this deity as such? Pay close attention to the way in which creation is ordered and how this creation comes into being. (For instance, the creation of the humans in the deity's "image and likeness." What might this mean?)

3. Chapter 2 gives us a completely different yet related creation myth. Why do you think Genesis contains two myths of creation? How are they similar and different (for instance, in the first story, man and woman are created simultaneously, in the second, woman comes after man)? How do you account for these differences? How do they complicate (in a positive way) our reading of the text?

4. How does the text present this first man and this first woman? Do a "character study" of them.

5. What do you make of the Tree of Knowledge? Why is knowledge (especially that of "good and evil") forbidden to the point of death? What do you make of the fact that the tree is "lovely to look at"? Might there be a link between vision, desire and knowledge?

6. Might there be an unavoidable "positive spin" to Adam and Eve's "punishment"? (I think there is - or to ask it another way, why is this punishment inevitable. What if they had stayed within Eden eternally? Would this life have reflected the human experience?)

Mediterranean Music at Trinity

FYI:

I wanted to spread the word about what looks like an amazing concert this coming Monday, organized by Hillel, in case you're not aware of it already. The Rose Ensemble—"12 artists, 25 languages, 1000 years of music"—will be on a national tour and will perform a program entitled "Voices of Ancient Mediterranean Jews, Christians, and Muslims" at Trinity. The program consists of Arab-Andalusian dances, Sephardic laments, Spanish villancicos, Hebrew chants and Galician spiritual cantigas, and features vocal and instrumental pieces heard in the chapels, synagogues, and courts of early Italy, Spain, and Portugal.

In case you are interested, their website is:

http://www.roseensemble.org/

The concert will take place on Monday January 30, 2012, at 7:30 in Hamlin Hall. It is open to the public so you should bring anyone with an interest in music or in the middle ages and the Mediterranean.