| Undergrad | graduate |
Selected Undergraduate Course Descriptions
Spring Semester, 2005
101: First Semester German, 4 cr.
102: Second Semester German, 4 cr.
112: Second Semester Dutch, 4 cr.
203: Third Semester German, 4 cr.
204: Fourth Semester German , 4 cr.
214: Fourth Semerster Dutch, 4 cr.
221: Introduction to German Literature and Culture I, 3 cr.
222: Introduction to German Literature and Culture II, 3 cr.
225: Composition and Conversation I, 3 cr.
226: Composition and Conversation II, 3-4 cr.
236: Multiculturism in Germany, 3 cr.
274: Introduction to German Literature, 5 cr.
278: Topics in German Culture: Weimar Culture, 3 cr.
278: Topics in German Culture: What Is Enlightenment? Readings in German Intellectual History, 3 cr.
284: Honors Introduction to German Literature, 5 cr.
285: Honors Colloquium for German 284, 1 cr.
303: Literatur des 19. Jahrhunderts, 3-4 cr.
325: Topic - Dutch Literature: Kolonialisme en daarna in de Nederlandse letteren , 3 cr.
Literature in Translation 326: Colonialism & Its Aftermath in Dutch Literature, 3 cr.
337: Advanced Composition and Conversation, 3-4cr.
352: Topics in German Linguistics: Social Dimension of Foreign Language Teaching / Learning, 3-4cr.
411: Kultur des 20. Jahrhunderts, 3-4 cr.
510: Jewish Salons of Berlin (1780-1806), 3 cr.
601: Kultur bis 1648, 3-4 cr.
625: Kolonialisme en daama i.d. Nederl. Letteren, 3-4 cr.
644: Theory and Practice of German Drama, 3 cr.
651: Introduction to Middle High German, 3 cr.
677: Seminar, Topic: Literatur und Film, 3 cr.
101: First Semester German, 4 cr.
Lecturer, Lec 1, MTWRF, 8:50
Lecturer, Lec 2, MTWRF, 9:55
Lecturer, Lec 3, MTWRF, 11:00
Lecturer, Lec 4, MTWRF, 12:05
Lecturer, Lec 5, MTWRF, 2:25
Prerequisites: Open to Freshmen.
Presumes no knowledge of the German language. In the course students learn basic vocabulary around topics such as classroom objects, daily routines, descriptions of people and objects, simple narration in present time, etc. Currently German 101 covers material presented in the textbook VORSPRUNG from Kapitel 1 to Kapitel 6.
Required Textbooks:
Vorsprung - An Introduction to the German Language and Culture for Communication. UPDATED EDITION! New York, Houghton Mifflin Company, 2002.
Vorsprung Arbeitsbuch, ISBN: 0618142517
Optional Textbooks:
Cecile Zorach and Charlotte Melin. English Grammar for Students of German. Olvia & Hill Press (latest edition). ISBN 0934034311.
Vorsprung CD-Rom 1.0, ISBN: 0618152946
102: Second Semester German, 4 cr.
Lecturer, Lec 1 MTWRF,9:55
Lecturer, Lec 2 MTWRF,11:00
Lecturer, Lec 3 MTWRF,12:05
Lecturer, Lec 4 MTWRF,2:25
Lecturer, Lec 5 MTWRF,7-8:20PM
Prerequisites: German 101 or appropriate score on placement exam.
Continues the learning begun in German 101. Students learn to narrate using past time markers, to express wishes and conditional ideas, to expand on their ability to describe, and to understand and produce extended texts on everyday topics. Currently German 102 covers material presented in the textbook VORSPRUNG from Kapitel 7 to Kapitel 12.
Required Textbooks:
Vorsprung - An Introduction to the German Language and Culture for Communication. UPDATED EDITION! New York, Houghton Mifflin Company, 2002.
Vorsprung Arbeitsbuch, ISBN: 0618142517
Optional Textbooks:
Cecile Zorach and Charlotte Melin. English Grammar for Students of German. Olvia & Hill Press (latest edition). ISBN 0934034311
Vorsprung CD-Rom 1.0, ISBN: 0618152946
112: Second Semester Dutch, 4 cr.
Lecturer, Lec 1, TWRF, 9:55
Prerequisites: Dutch 111 or consent of instructor..
One of the advantages of studying at the UW is being able to take courses in Dutch. Although the study of Dutch linguistics and literature has steadily expanded at major American universities in recent years, many universities do not offer this language. Since Dutch is a Germanic language--linguistically related to both German and English-and since Dutch culture and literature have always had close ties to both German and English-speaking cultures, Dutch is a logical choice as an additional language for American students of German language, literature and culture. See our website at http://german.lss.wisc.edu/dutch. Note that 112 does NOT meet on Mondays.
Required Textbooks:
Kalsbeek, A. van, Code Nederlands / Tekstboek / deel 2 / druk 2. Meulenhoff Educatief ISBN: 9028011234
Kalsbeek, A. van, Code Nederlands / Oefenboek / deel 2 / druk 2. Meulenhoff Educatief ISBN: 9028024573
Kalsbeek, A. van, Code Nederlands / Tekstboek deel 1 / druk 2 Kuiken, F., Meulenhoff Educatief ISBN: 9028012249.
Kalsbeek, A. van, Code Nederlands / Oefenboek / deel 1 / druk 2 Kuiken, F., Meulenhoff Educatief ISBN: 9028024883.
A good dictionary
203: Third Semester German, 4 cr.
Lecturer, Lec 1, MTWF, 9:55
Lecturer, Lec 2, MTWF, 12:05
Lecturer, Lec 3, MTWF, 2:25
Prerequisites: German 102 or appropriate score on placement exam.
Required Textbooks:
Moeller, Liedloff, Adolph & Mabee: Kaleidoskop textbook. Houghton Mifflin, 6th edition, ISBN 0618142495.
Moeller, Liedloff, Adolph & Mabee: Kaleidoskop, workbook. Houghton Mifflin, 6th edition ISBN 0618142517.
204: Fourth Semester German , 4 cr.
Lecturer, Lec 1, MTWF, 9:55
Lecturer, Lec 2, MTWF, 1:20
Lecturer, Lec 3, MW, 7-8:40 pm
Prerequisites: German 203 or appropriate score on placement exam.
Required Textbooks:
Moeller, Liedloff, Adolph & Mabee: Kaleidoskop textbook. Houghton Mifflin, 6th edition, ISBN 0618142495.
Moeller, Liedloff, Adolph & Mabee: Kaleidoskop, workbook. Houghton Mifflin, 6th edition ISBN 0618142517.
214: Fourth Semerster Dutch, 4 cr.
Taylor, Lec 1, MTWR, 2:25
Prerequisites: Dutch 213 or consent of instructor.
See description for Second Semester Dutch - German 112.
Note that 214 does NOT meet on Fridays.
Required Textbooks:
Donaldson, B. C.: Beyond the Dictionary in Dutch: A Guide to Correct Word Usage for the English-Speaking Student. I B D Ltd; (1990). ISBN: 9062838146
Brink, H.M. van den, Over het water. Meulenhoff Uitgeverij. ISBN: 9029072970.
Florijn, A.: De regels van het Nederlands , 2 nd edition. Groningen: Wolters-Noordhoff B.V. ISBN: 9001141986
Florijn, A.: De regels van het Nederlands / Werkboek. 2 nd edition.
Groningen: Wolters-Noordhoff B.V. ISBN: 9001141978
Code Nederlands / Tekstboek / deel 2 / druk 2. Kalsbeek, A. van. Meulenhoff Educatief. ISBN: 9028011234
Code Nederlands / Oefenboek / deel 2 / druk 2. Kalsbeek, A. van. Meulenhoff Educatief. ISBN: 9028024573
Kramers vertaalwoordenboek , Dutch-English. ISBN:0785975330.
Kramers vertaalwoordenboek , English-Dutch. ISBN:0785975349.
221: Introduction to German Literature and Culture I, 3 cr.
Prerequisites: German 204 or 273 with a grade of A or B, or German 215 or 225, or placement at 5 th semester level and consent of instructor.
Calomino, Lec 1, MWF, 9:55
The goal of this course is to introduce students to the study and interpretation of German literature and cultural topics. Readings will include representative works of twentieth-century prose, lyric poetry, and drama by Mann, Kafka, Brecht, Böll, Rilke, Frisch, Wolf, Celan, and Braun. Also to be included for discussion are essays on cultural topics (arts and politics) as well as letters and selections from historical and autobiographical writings. Regular attendance and participation are expected. Class discussion will be conducted in German. In addition to mid-semester and final examinations, several short interpretive papers are required.
Required Textbooks:
Kafka, Brecht, Böll: Erzählungen .
Thomas Mann, Tonio Kröger / Mario und der Zauberer (Fischer)
Franz Kafka, Das Urteil (Fischer)
Bertolt Brecht, Mutter Courage (Suhrkamp)
Max Frisch, Andorra (Suhrkamp)
Andreas Lixl-Purcell, Stimmen eines Jahrhunderts, 1888-1990 (Holt, Rinehart)
Volker Braun, Unvollendete Geschichte (Suhrkamp)
Optional Textbooks:
H. Kinder/W. Hilgemann, ed. dtv-Atlas zur Weltgeschichte, Band 2. (DTV)
Kaiser, Lec 2, MWF, 11:00
As an introduction to 20th-century literature and culture in German-speaking countries, the course will focus on museums and memorials in the public realm and the topic of the family as a social unit. Students read, view, discuss, and analyze material from the internet, works of art, film and video productions, literary and non-literary texts. The class is conducted in German, and students will also work on further developing reading, speaking, and writing skills.
Required Textbooks:
Stimmen eines Jahrhunderts 1888-1990. Deutsche Autobiographien, Tagebücher, Bilder und Briefe. Ed. Andreas Lixl-Purcell (Heinle:1991) ISBN 0030491827.
Volker Braun. Unvollendete Geschichte (St. Martin’s Press, 1989) ISBN 0719024021.
Bertolt Brecht. Furcht und Elend des dritten Reiches (Suhrkamp: 1970) ISBN 351810392X.
Barbara Frischmuth. Die Ferienfamilie (Aufbau tb: 2001) ISBN 3746617235.
222 : Introduction to German Literature and Culture II, 3 cr.
Mödersheim, Lec 1, MWF, 11:00
Prerequisites: German 221 or consent of instructor.
The goal of this course is to introduce students to the study and interpretation of German literature and cultural topics. Readings will include representative works of nineteenth-century prose, lyric poetry, and drama. Class discussions will also be based on essays on cultural topics and examples of nineteenth-century visual art and music.Readings and class discussion in German. In addition to mid-semester and final exams, students will write several short interpretive essays and response papers. Regular attendance and participation are expected.
Course webpage: http://palimpsest.lss.wisc.edu/~moeders/gr222/
Required Textbooks:
Heinrich von Kleist, Die Verlobung von St. Domingo (Reclam)
E.T.A. Hoffmann, Der Sandmann (Reclam)
Georg Büchner, Woyzeck (Reclam)
Theodor Fontane, Stine (Reclam)
225: Composition and Conversation I, 3 cr.
Lecturer, Lec 1, MWF, 9:55
Louden, Lec 2, MWF, 11:00
Lecturer, Lec 3, MWF, 1:20
Prerequisites: German 204 or 273 or appropriate score on placement exam.
The aim of German 225 is to develop the students' ability to speak and write in German on everyday matters and current events through daily oral work (in-class discussions and presentations) and weekly essays. A systematic grammar review is an integral part of the course. The final grade is based equally on the following 5 components: class participation, essays, grammar quizzes, in-class exams, and the final exam. Course language is German.
Required Textbooks:
Handbuch zur deutschen Grammatik. Ed. J. Rankin, L. Wells. Houghton Mifflin / Fourth Edition
Course reader at Bob’s Copy Shop.
226: Composition and Conversation II, 3-4 cr.
Steakley, Lec 1, MWF, 11:00
Steakley, Dis 301, T, 2:25
Lecturer, Lec 2, MWF, 1:20
Lecturer, Dis 302, R, 1:20
Prerequisites: German 225.
This course, a requirement for all German majors, continues and strengthens the skills practiced in 225. In-class work will include student presentations, discussion of readings, informal conversation, and grammar and vocabulary exercises. Written work will include frequent grammar and vocabulary exercises and short essays. Course language is German.
Required Textbooks:
Rankin, Jamie and Larry Wells. Handbuch zur deutschen Grammatik. Houghton Mifflin. 4th edition.
Turneaure, Brigitte M. Der treffende Ausdruck: Texte, Themen, Übungen. W. W. Norton. 2nd edition.
Recommended:
Harper Collins German Dictionary. Concise Edition. 2nd revised & updated paperback edition. HarperResource. ASIN 0062760580.
German Grammar. Spark Charts. ISBN 1586639137.
236: Multiculturism in Germany, 3 cr.
Mani, Lec 1, TR, 11:00-12:15
Prerequitites: Successful completion of or exemption from Com A requirement. Open to freshmen.
What is multiculturalism? How does multiculturalism manifest itself in the geographical West today? What is the relationship between immigration and multiculturalism? Are there differences between North American and European understanding of the term and phenomenon, multiculturalism? How (and if) have Western nations' understandings of themselves and their citizens undergone a change since the end of the Second World War? What kind of visible effects has large-scale migration from Asia and Africa had on initiating and promoting multiculturalism in European and North American societies? How has multiculturalism found expression in literature and cinema?These and other similar questions form the core of the seminar "Multiculturalism inGermany." In this seminar we shall explore the aforementioned questions in the context of Germany in the 20th and 21st centuries, with special emphasis on Germany's peculiar relationship to the phenomenon of colonialism in the 19th century, the period of exclusionary nationalism between 1933 and 1945, its division (and then reunification) after the Second World War, and its conflicted relationship with the expression 'country of immigration' at present. To this end, we will be discussing short stories, dramas, historical, philosophical, journalistic texts, memoirs, and films that depict dialogue and conflicts of German multiculturalism. Our goal is not to indulge in merely listing and identifying multicultural aspects of Germany. Instead, the seminar is designed as a critical introduction to--but also as a constant critique of--terms minority, majority, race, sexuality, gender, ethnicity, diversity, religion, nation, and culture, against the backdrop of democratic societies' commitment to egalitarianism. The language of the course is English.
Course Requirements
Class Participation (Preparation and Discussion on readings): 30%
One Presentation: 10%
Two critical essays (5 pages each): 30%
Final paper (10 pages): 30%
Required Texts:
Course Reader
Harnisch, Antje, et al. Fringe Voices: An Anthology of Minority Writing in the Federal Republic of Germany. Berg Publishers, 1999. ISBN: 1859731325
Panayi, Panikos. Ethnic Minorities in Nineteenth and Twentieth Century Germany: Jews, Gypsies, Poles, Turks and Others : Longman Publishing Group, 2000. ISBN: 0582267609
274: Introduction to German Literature, 5 cr.
Love, Lec 1, MWF, 9:55
MW, 11:00
Prerequisites: German 273 with a grade of A or B, or 204 with an A, or placement at 5 th-semester level and consent of instructor.Students may receive degree credit for no more than one of the following courses: German 221/222 or 284.Meets with German 284.
In this intensive, seminar-style course we will read and discuss a selection of German literary texts from the 18th to the 20th century, including prose fiction, lyric poetry, and drama. Through close and careful reading and class discussion, students will become familiar with the major literary periods, while short lectures will provide the cultural and historical background of the texts. The main work of the course is discussion of the readings; this involves a cooperative effort to which everyone is expected to contribute. Working in pairs or small groups, students will be responsible for planning and leading some of the discussions. Course work will also include weekly informal response papers, formal essays, and a final exam. Though nominally a 5-credit course, this course fulfills the 6 credit literature requirement for students in L&S. The course is taught in German.
Textbooks:
Thomas Brussig, Am kürzeren Ende der Sonnenallee.Fischer ISBN: 3596148472
Bertolt Brecht: Mutter Courage und ihre Kinder. Suhrkamp Verlag ISBN: 3518100491
Georg Büchner: Woyzeck/ Leonce und Lena Reclam #7733 ISBN 3150077338
Johann Wolfgang von Goethe: Urfaust Klett ISBN: 312351420X
Franz Kafka: Das Urteil, Fischer ISBN: 3596200199
Heinrich von Kleist: Das Erdbeben in Chili/ Die Verlobung in St. Domingo, Klett ISBN: 3122618508
Gotthold Ephraim Lessing: Emilia Galotii DTV. ISBN: 3423026200
278: Topics in German Culture: Weimar Culture, 3 cr.
Hermand, Lec 1, TR, 1:00-2:15
Prerequisites: Open to Freshmen. Does not fulfill foreign language requirement and cannot be applied towards German major. Repeatable for credit with different topic.
The period of the Weimar Republic (1918–1933) is politically and culturally the most fascinating episode in the dramatic history of Germany in the 20th century. After the November Revolution of 1918 brought an end to World War I, Germany enjoyed for the first time a democratic government and a cultural plurality that made it the centerof European “modernism.” In all the arts one major accomplishment followed the other: the Bauhaus, the Threepenny Opera by Bertolt Brecht and Kurt Weill, the film Metropolis, the music of Arnold Schönberg, expressionist painting, anti-war novels such as All Quiet on the Western Front by Erich Maria Remarque, the works of Thomas Mann, the novels of the “New Objectivity” – to name just a few. It is the aim of this course to introduce you to as many of these works and their creators as possible. Besides lecture and general discussions of the three textbooks you will also see excerpts of films, listen to rarely heard music, and see slide presentations of paintingsand buildings from this culturally vibrant period. No knowledge of German is required. All tests will be in English.
Required Textbooks:
Bertolt Brecht, Threepenny Opera, ed. John Willett. Arcade Publishing 1994 ISBN: 1559702524
Peter Gay, Weimar Culture: The Outsider as Insider. Norton 2001 ISBN: 0393322394
Thomas Mann, Death in Venice and Other Tales, trans. Joachim Neugroschel Penguin Classics 1999. ISBN: 0141181737
278: Topics in German Culture: What Is Enlightenment? Readings in German Intellectual History, 3 cr.
Richter, Lec 2, T, 3:30-5:30
Prerequisites: Open to Freshmen. Does not fulfill foreign language requirement and cannot be applied towards German major. Repeatable for credit with different topic.
Since its canonical formulations in 18 th-century Europe, the question of what constitutes Enlightenment has continued to preoccupy major German thinkers and writers. For Kant, Enlightenment famously is the “human being’s departure from his self-inflicted minority.” Yet what does it mean to dare to use one’s own “reason,” to think critically for oneself, as Kant admonishes us to do? What is the place of the subject in this debate and how does this subject engage with abiding questions of responsibility, the psyche, aggression, peace, religion, cosmopolitanism, democracy, and the ethics and politics of art and media? Through close and careful readings of prominent German thinkers and writers since the 18 th century, we will ask what constitues an affirmation of, and a challenge to, enlightened thinking, understood broadly as the establishment of a critically disenchanted world. Beginning with Immanuel Kant’s fundamental essay “Answering the Question: What Is Enlightenment?” (1784), we will study selected texts by Moses Mendelssohn, Gotthold Ephraim Lessing, Friedrich Schlegel, G.W.F. Hegel, Karl Marx, Friedrich Nietzsche, Sigmund Freud, Ernst Bloch, Walter Benjamin, Martin Heidegger, Max Horkheimer and Theodor W. Adorno. On occasion we also will draw on French perspectives on the German tradition, including those by Michel Foucault and Jacques Derrida. This course will be taught in English, and the readings will be in English. However, copies of the texts also will be made available in the original German upon request.
Required Textbooks: TBA
284: Honors Introduction to German Literature, 5 cr.
Love, Lec 1, MWF 9:55, MW 11:00
Prerequisites: German 204 with an A, or placement at 5 th-semester level and consent of instructor.
See description for German 274.
285: Honors Colloquium for German 284, 1 cr.
Love, Lec 1, F 11:00
Prerequisites: Concurrent registration in German 284.
See description for German 274.
303: Literatur des 19. Jahrhunderts, 3-4 cr.
Kluge, Lec 1, MWF 9:55
Kluge, Dis 301, W 11:00
Prerequisites: German 221 and 222 or 274 or 284 or consent of instructor.
The enormous and wide-ranging changes and advances of the nineteenth century are reflected in the work of this course, which includes prose, drama, and poetry from Romanticism, Vormärz, Realism, and Naturalism, by Hoffmann, Kleist, Büchner, Droste, Heine, Stifter, Keller, Fontane, Hauptmann, Robert Reitzel, and others. Students will read and analyze texts, use research tools and secondary literature in Memorial Library, and participate in and lead class discussions. Required work includes short written and oral reports, two mid-term exams, and the final.
Required Textbooks:
Georg Büchner, Lenz. Der hessische Landbote, Reclam, ISBN 3-15-007955-1
Annette von Droste-Hülshoff, Die Judenbuche, Reclam 1858
Theodor Fontane, Frau Jenny Treibel, Reclam, ISBN 3-15-007635-8
Gerhart Hauptmann, Fuhrmann Henschel, Ullstein Taschenbücher, ISBN 3548235557
Heinrich Heine, Deutschland. Ein Wintermärchen, Reclam, ISBN 3-15-002253-3
E. T. A. Hoffmann, Rat Krespel. Die Fermate. Don Juan, Reclam, ISBN 3-15-005274-2
Gottfried Keller, Romeo und Julia auf dem Dorfe, Reclam 6172
Heinrich Kleist, Die Marquise von O... Das Erdbeben von Chili, Reclam,
ISBN 3-15-008002-9
Adalbert Stifter, Bergkristall, Reclam 3912
There will also be a packet of materials to purchase from one of the copy shops.
325: Topic - Dutch Literature: Kolonialisme en daarna in de Nederlandse letteren , 3 cr.
Taylor, Lec 1, TR 1:00-2:15
Prerequisites: Four semesters Dutch or consent of instructor.
This course will offer an introduction to a range of literary texts written in Dutch that deal with the history and consequences of Colonialism (including culture contact and hybridity) from a variety of perspectives and in different styles. We will look at texts written by colonials who report or reflect various degrees of discontent with the business at hand, including Max Havelaar, the work that the Indonesian dissident writer Pramoedya Ananta Toer has credited with having undone Colonialism in general. We will also look at works by colonials who return to their “homeland” with mixed feelings (for different reasons at different times), and at works by citizens of the former colonies that explore their complex relationships with the former colonial power. This constellation is rounded out by texts by citizens of the foreign colonial power who reflect on contemporary realities.
Required Textbooks:
Beekman, E. M., ed. Two Tales of the East Indies: The Last House in the World, Beb Vuyk. André Lefevere, trans. and The Counselor, H. J. Friedericy. Hans Koning, trans. (1983) ISBN 0-87023-403-X.
Beekman, E. M., trans. Fugitive Dreams: An Anthology of Dutch Colonial Literature (1988) ISBN 0-87023-575-3.
Dis, Adriaan van: Indische duinen Amsterdam: Meulenhoff. ISBN: 9029071427
Couperus, Louis.: De stille kracht. ISBN: 9025306608
Dekker, Eduard Douwes (pseudonym Multatuli): Max Havelaar. Amsterdam: Querido.
ISBN: 902533413x
Haasse, Hella S.: Oeroeg. Amsterdam: Querido. ISBN: 9021467240
Brouwers, Jeroen: Bezonken Rood. Amsterdam: Arbeiderspers, 1981. ISBN 9029507446.
Optional Textbooks:
Rob Nieuwenhuys: Mirror of the Indies: A History of Dutch Colonial Literature (Library of the Indies) Publisher: Periplus Editions; (October 1, 1999) ISBN: 9625935096
Literature in Translation 326: Colonialism & Its Aftermath in Dutch Literature, 3 cr.
Taylor, Lec 1, TR 1:00-2:15
This course will offer an introduction to a range of literary texts written in Dutch that deal with the history and consequences of Colonialism (including culture contact and hybridity) from a variety of perspectives and in different styles. We will look at texts written by colonials who report or reflect various degrees of discontent with the business at hand, including Max Havelaar, the work that the Indonesian dissident writer Pramoedya Ananta Toer has credited with having undone Colonialism in general. We will also look at works by colonials who return to their “homeland” with mixed feelings (for different reasons at different times), and at works by citizens of the former colonies that explore their complex relationships with the former colonial power. This constellation is rounded out by texts by citizens of the foreign colonial power who reflect on contemporary realities.
Required texts :
Beekman, E. M., ed. Two Tales of the East Indies: The Last House in the World, Beb Vuyk. André Lefevere, trans. and The Counselor, H. J. Friedericy. Hans Koning, trans. (1983), ISBN 0-87023-403-X.
Beekman, E. M., trans. Fugitive Dreams: An Anthology of Dutch Colonial Literature (1988) ISBN 0-87023-575-3.
Dekker, Eduard Douwes (pseudonym Multatuli): Max Havelaar or the Coffee Auctions of the Dutch Trading Company (Penguin Classics), New York: Penguin Books; Reissue edition (September 1, 1995). ISBN: 0140445161
Couperus, Louis; Alexander Teixeira De Mattos (transl.): The Hidden Force.
pref paperback (Library of the Indies Ed.), If paperback is unavailable: Hardcover:University of Massachusetts Press; Reprint edition (March 1, 1990). ISBN: 0870237152
Haasse, Hella S.; Margaret M. Alibasah (transl.): Forever a Stranger and Other Stories (Oxford in Asia Paperbacks). Oxford: Oxford University Press; (August 1, 1996).
ASIN: 983560003
Van Dis, Adriaan; Claire Nicolas White (transl.): My Father's War: A Novel (New Press International Fiction Series). Publisher: New Press; (August 1, 1996). ISBN: 156584033X
Brouwers, Jeroen; Adrienne Dixon(transl.): Sunken Red (Twentieth Century Lives). List
Publisher: New Amsterdam Books; Reprint edition (January 1, 1990). ISBN: 1561310255
Optional Textbooks:
Rob Nieuwenhuys. Mirror of the Indies: A History of Dutch Colonial Literature (Library of the Indies). Periplus Editions; (1999). ISBN: 9625935096
337: Advanced Composition and Conversation, 3-4cr.
Roth, Lec 1, MWF 2:25
Roth, Dis 301, F 1:20
Prerequisites: German 225 and one of 222, 274, 284, or consent of instructor; may be repeated once only for credit.
Verschiedene sprachliche Übungen und Aktivitäten für Fortgeschrittene, sowohl schriftlich als auch mündlich. Grammatikwiederholung und Vokabularerweiterung; aber vor allem werden wir mit unterschiedlichen Stilmöglichkeiten des Deutschen experimentieren und nicht zuletzt auch mit Sprache spielen. Parodien, Scherzgedichte, Schüttelreime und ausgesuchte Werke aus dem (auch im Deutschen so genannten) Nonsense-Bereich werden uns sicher beschäftigen. Außerdem habe ich vor, besonders auf die hitzig geschriebenen Glossen und Artikel zur Rechtschreibreform einzugehen und schöne Blüten und Geistesblitze aus dieser Debatte zu sammeln. Stichwort "Debatte": Aktive mündliche Mitarbeit ist unbedingt erforderlich; außerdem ist Gruppenarbeit eine wichtige Komponente des Kurses (auch beim Verbessern Ihrer schriftlichen Arbeiten).
Required Textbooks:
em Hauptkurs. Deutsch als Fremdsprache für die Mittelstufe. By Michaela Perlmann-Balme and Susanne Schwalb. Newest edition. Max Hueber Verlag . ISBN 3-19-001600-3.
Arbeitsbuch em Hauptkurs. Deutsch als Fremdsprache fuer die Mittelstufe. Max Hueber Verlag . ISBN 3-19-011600-8.
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352: Topics in German Linguistics: Social Dimension of Foreign Language Teaching / Learning, 3-4cr.
Chavez, Lec 1, TR 8:30-9:45
Chavez, Dis 301, R 9:55
Prerequisites: German 351 or Consent of Instructor.
When most people first think of a foreign-language classroom, what comes to mind are "the language" and its didacticization. However, interwoven with those two, there is a social dimension, which is emphasized in some of its aspects and remains hidden in others.
For example, when we strive to teach language "communicatively," we try to prepare learners for social encounters with native speakers. We encourage learners to express themselves and share their opinions on a variety of topics. We even aim to (re)create an "authentic" environment, with evident social parameters. Teachers and learners are familiar with the concepts of anxiety and motivation, both recognized as powerful social forces. Last, there usually is an implicit understanding of "what teachers do" and "what students do".
Other, often uncomfortable, aspects of the social dimension of language learning / teaching are ignored as much as possible. These include biases (e.g., gender, age; socioeconomic, or cultural biases) that teachers and students and native speakers and non-native speakers hold of each other; authority derived from native-speaker (e.g., claims to linguistic and cultural proficiency) or non-native speaker status (e.g., claims to an empathic disposition); the complicated and sometimes shifting balance of power between different parties (e.g., between teachers and students; native speakers and non-native speakers; or teaching assistants and faculty), which may or may not become evident in language use; stereotypical (condescending or idealizing) views of the target culture; and socially-motivated challenges that "learners" (or users) may encounter when they attempt to, in fact, interact with or integrate into a target-language community.
In this course, we will look at recent research pertaining to various aspects of the social dimension; try different methods of assessing and analyzing social behavior and motivation; and investigate how the social dimension affects learning and teaching.
Required Textbook: Course Reader
411: Kultur des 20. Jahrhunderts, 3-4 cr.
Silberman, Lec 1, TR 11:00-12:15
Silberman, Dis 301, R 9:55
Prerequisites: German 221 and 222 or 274 or 284 or consent of instructor.
The catastrophes of Germany’s twentieth century have given rise, many claim, to a culture of melancholy, misery, and melodrama. Yet there is a long German tradition of comedy, satire, and humor that has not disappeared, indeed that has accompanied the shocks and ruptures we generally associate with this German history. The course will examine a variety of “texts” - prose, plays, poetry, cabaret songs, caricatures, posters, films - that respond to historical catastrophe and everyday life by means of laughter. We will begin with an exercise in definitions: how do we distinguish comedy, satire, the grotesque, irony, farce, parody, the absurd, and Schadenfreude? and what are the functionsof these various forms of humor? We will read excerpts from two early but influential texts by Nietzsche (Die fröhliche Wissenschaft) and Freud (Witz und seine Beziehung zum Unbewussten) and then proceed more or less chronologically with 3 plays (Sternheim, Brecht, Dürrenmatt), selected poetry and prose (von Hoddis, Ringelnatz, Schwitters,Tucholsky, Böll, Th. Rosenlöcher, Peter Schneider), caricatures and collages (Grosz, Dix, Heartfeld, Staeckl), political jokes from the Third Reich and the DDR, and film comedies, including a Holocaust comedy. This course is taught in German and all readings will be in German. A sense of humor is helpful but not a prerequisite. There will be an in-class midterm and a take-home final exam as well as several short writing and oral assignments to prepare.Students enrolled for Honors credit will prepare a Referat in consultation with the instructor. Students enrolled for the additional, fourth credit (Dis 301), will work on group projects in close consultation with the instructor.
Required Textbooks:
Carl Sternheim, Die Hose (Luchterhand Literaturverlag)
Bertolt Brecht, Der aufhaltsame Aufstieg des Arturo Ui (Suhrkamp Verlag, Basis Bibliothek)
Friedrich Dürrenmatt, Der Besuch der alten Dame (Diogenes Verlag)
Reader available for purchase at beginning of Spring semester
510: Jewish Salons of Berlin (1780-1806), 3 cr.
Berghahn, Lec 1, W 3:30-5:20pm
Prerequisites: Junior standing.
This seminar deals with one of the most unusual periods of German-Jewish culture, the Jewish salons of Berlin, which existed for a quarter century. Here the intellectual elite of Berlin gathered in the homes of a few wealthy, cultivated women to discuss literature, philosophy and the arts. In this mixed society of princes, noblemen, high civil servants, writers, philosophers, and actors, the Jewish salonnieres were for the first time accepted as equals in German society. The salons of Henriette Herz, Rahel Levin, Sara and Marianne Meyer, Dorothea von Courland and others (altogether 16) created a social mixture of classes unprecedented in the German past.The seminar offers a detailed history of these salons, their social and cultural context, the rise and fall of this unusual social institution. That they were led by marginalized Jewish women is one of the most astonishing facts of these salons. These women not only escaped the restrictions of Jewish life, but more importantly the boundaries of their social ghetto. The collective biographies of these extraordinary women will be another important aspect of the seminar. The intellectual and social history of the salons will be embedded in the context of the age of tolerance with all its contradictory tendencies. To understand this short-lived Utopia, we will use a cluster of concepts like friendship, dialogue, tolerance, sociability, Bildung , emancipation, and assimilation. How and why this transitory period of a German-Jewish dialogue came to a crushing end, will be final chapter of the seminar.The seminar is designed for undergraduates in German, Jewish Studies, and History, as well as for graduates at the MA level. All students are expected to write a protocol of one seminar session (2 pages) or a report of a concept or event (5 pages), and a seminar paper on a topic of their choice (up to 15 pages)
Optional Textbooks:
Deborah Hertz: Jewish High Society in Old Regime Berlin. Yale UP 1988. (Paperback)
The Jew in the Modern World. A Documentary History. Ed. by Paul Mendes-Flohr and Jehuda Reinharz, Oxford UP 1995.
Steakley, Lec 1, TR 1:00-2:15
Steakley, Dis 301, T 2:25-4:25
Prerequisites: Senior standing or consent of instructor.
Conducted in German, this course surveys the principal developments in German cultural history from its prehistoric antecedents up through the early modern era. Particular attention is given to the Neanderthals and other Central European peoples, including the Celts, following the most recent Ice Age, the clash between the Roman Empire and invading Germanic tribespeople, the medieval German nation under Emperor Charlemagne and his successors, the participation of German noblemen in the Crusades and Middle Eastern influences on German culture, and the crisis in the Roman Catholic Church leading to the Lutheran Reformation and the subsequent wars of religion. Students will write two 5-page papers in German as well as one longer research paper in English and give an oral report in German on their research paper topic. Students who enroll for a 4th credit will write brief respones to seven films. These will be screened during the weekly discussion section; alternatively, students may view the films on their own at the language lab at any time during the week.
Required books:
The Nibelungenlied. Penguin. ISBN 0140441379.
Neuer Bildatlas zur deutschen Geschichte . Chronik Verlag. ISBN 3577145986.
625: Kolonialisme en daama i.d. Nederl. Letteren, 3-4 cr.
Taylor, Lec 1, TR 1:00-2:15
Taylor, Dis 1, W 1:20
Prerequisites: German 314 or consent of instructor.
This course will offer an introduction to a range of literary texts written in Dutch that deal with the history and consequences of Colonialism (including culture contact and hybridity) from a variety of perspectives and in different styles. We will look at texts written by colonials who report or reflect various degrees of discontent with the business at hand, including Max Havelaar, the work that the Indonesian dissident writer Pramoedya Ananta Toer has credited with having undone Colonialism in general. We will also look at works by colonials who return to their “homeland” with mixed feelings (for different reasons at different times), and at works by citizens of the former colonies that explore their complex relationships with the former colonial power. This constellation is rounded out by texts by citizens of the foreign colonial power who reflect on contemporary realities.
Required Textbooks:
Beekman, E. M., ed. Two Tales of the East Indies: The Last House in the World, Beb Vuyk. André Lefevere, trans. and The Counselor, H. J. Friedericy. Hans Koning, trans. (1983) ISBN 0-87023-403-X.
Beekman, E. M., trans. Fugitive Dreams: An Anthology of Dutch Colonial Literature (1988) ISBN 0-87023-575-3.
Dis, Adriaan van: Indische duinen. Amsterdam: Meulenhoff. ISBN: 9029071427
Couperus, Louis.: De stille kracht ean: ISBN: 9025306608
Dekker, Eduard Douwes (pseudonym Multatuli): Max Havelaar. Amsterdam: Querido. ISBN: 902533413x
Haasse, Hella S.: Oeroeg Amsterdam: Querido. ISBN: 9021467240
Brouwers, Jeroen: Bezonken Rood. Amsterdam: Arbeiderspers, 1981. ISBN 9029507446.
Optional Textbooks:
Rob Nieuwenhuys: Mirror of the Indies: A History of Dutch Colonial Literature (Library of the Indies) Periplus Editions; (October 1, 1999) ISBN: 9625935096
644: Theory and Practice of German Drama, 3 cr.
Gross, Lec 1, T 6:00-8:00 PM
Prerequisites: A 300-level German literature course with B or better, or consent of instructor.
Dieser Kurs verbindet Theorie und Praxis des Theaters. Er bietet wesentlich mehr als "normale" 3-credit-Kurse, aber verlangt auch viel mehr von den TeilnehmerInnen.
Während der ersten Phase des Kurses (ungefähr bis zu den Frühjahrsferien) werden wir in Seminarsitzungen ausgewählte Texte über das Theater lesen – zunächst Klassiker wie Aristoteles, Lessing und Brecht, weiterhin eine Reihe von Texten zum Schwerpunkt Kinder- und Jugendtheater sowie 2 Theaterstücke von Margarete Steffin und Peter Hacks. Außerdem werden wir erste praktische Übungen machen.
Wesentliches Element des Kurses ist unsere eigene Aufführung eines Stücks: Gastregisseur Manfred Roth aus Deutschland wird mit den TeilnehmerInnen das Märchen-Parabel-Jugendstück Der Vogelkopp von Albert Wendt inszenieren. Das heißt: Ab ca. Mitte März gibt es eine intensive Probenphase mit ca. drei mehrstündigen Proben pro Woche. An diesem praktischen Teil des Kurses kann man nicht nur als SchauspielerIn, sondern auch beispielsweise als BühnenmanagerIn, BeleuchterIn, TechnikerIn, RequisiteurIn, ProgrammgestalterIn oder Pressekontakt teilnehmen. Aufführungen in Madison finden statt am 2., 3. und 4. Mai, danach kann es je nach Wunsch der TeilnehmerInnen noch ein Gastspiel in Green Bay geben.
Es ist möglich, an der Aufführung teilzunehmen (auch für Independent Studies credit), ohne den ganzen Kurs zu machen - sprechen Sie mit Sabine Groß (262-0647, 246-9937, sgross@ wisc.edu).
Required Textbooks:
Aristoteles: Poetik. Übersetzt und herausgegeben von Manfred Fuhrmann. Reclam 7828.
Brecht, Bertolt: Dialoge aus dem Messingkauf. (Suhrkamp/KNO) ISBN 3-518-01140-5 .
Weitere Texte bekommen Sie von mir oder als Kurs-Reader.
651: Introduction to Middle High German, 3 cr.
Calomino, Lec 1, MWF 11:00
Prerequisites: Advanced knowledge of German
This course will introduce students to Middle High German grammar and vocabulary with the goals of fluency and accuracy in reading medieval texts. Lectures and discussions will cover topics in phonology, morphology, syntax, and lexicon. During the course of the semester students will read Das Nibelungenlied and a representative selection from various genres of Middle High German literature. Class time will be devoted to translation and to discussion of grammatical/lexical topics. Participants will write mid-semester and final examinations.
Required Textbook:
Weinhold/Ehrismann/Moser, Kleine mittelhochdeutsche Grammatik.
Lexer, Mittelhochdeutsches Taschenwörterbuch.
Weddige, Mittelhochdeutsch. Eine Einführung.
Bartsch/De Boor, ed. Das Nibelungenlied.
Optional Textbooks:
Hennig, Kleines Mittelhochdeutsches Wörterbuch
Paul/Wiehl/Grosse, Mittelhochdeutsche Grammatik.
Saran/Nagel, Das Übersetzen aus dem Mittelhochdeutschen.
677: Seminar, Topic: Literatur und Film, 3 cr.
Silberman, Lec 1, T 3:30-5:30PM
Prerequisites: German 410 or 411 or 601 or consent of instructor.
Gegenstand des Seminars sind filmische Bearbeitungen von “klassischen” Werken der deutschen Literatur und damit die Problematik des Übersetzens von einem Medium in ein anderes. Im ersten Schritt analysieren wir Struktur, Figurenkonstellation, Themen, Motive, Symbole und sprachliche Besonderheiten der literarischen Vorlage. Im zweiten Schritt untersuchen wir die Verfilmung der Vorlage auf Grund der vorhergehenden Diskussion. Ist sie eine eigenständige Interpretation des literarischen Textes? wie verwandelt sie den Text durch das neue Medium? was verliert man, was gewinnt man in dieser medialen Transformation? Folgende Texte/Filme sind u.a. vorgesehen: J. W. von Goethe, Faust - F. W. Murnau, Faust (1925)B. Brecht, Die Dreigroschenoper - G.W. Pabst, Die Dreigroschenoper (1931) H. von Kleist, Der zerbrochene Krug - G. Ucicky, Der zerbrochene Krug (1937)F. Kafka, Der Prozess - O. Welles, The Trial (1962)Th. Mann, Der Tod in Venedig - L. Visconti, Death in Venice (1971)Studententeams werden die jeweiligen Filmdiskussionen vorbereiten undleiten. Jeder Student wird auch eine Seminararbeit von etwa 18 Seitenauf Deutsch vorbereiten, die die Gesamtanalyse einer Verfilmung nach demModell des Seminars unternimmt. In den letzten Seminarsitzungen werdendiese Arbeiten von den Studenten vorgestellt.
Required Textbooks:
Goethe, Faust, ed. by Bernd Mahl (Klett Verlag)
Brecht, Die Dreigroschenoper, ed. by Joachim Lucchesi (Suhrkamp Verlag) ISBN 3-518-18848-8
Kleist, Der zerbrochene Krug, ed. Peter Haida (Klett Verlag)
Thomas Mann, Der Tod in Venedig (Fischer Taschenbuch)
Franz Kafka, Der Process (Reclam, ISBN 3-15-009676-6)
Joachim Paech, Literatur und Film (Metzler Verlag, 1997) ISBN 3-476-102351
Selected Graduate Course Descriptions
Spring Semester, 2005
312: Second Semester Dutch for Graduate Students, 3 cr.
314: Fourth Semester Dutch for Graduate Students, 3 cr.
392: German for Graduate Reading Knowledge II, 3 cr.
625: Topic in Dutch Literature: Kolonialisme en daarna in de Nederlandse letteren, 3-4 cr.
644: Theory and Practice of German Drama, 3 cr.
651: Introduction to Middle High German, 3 cr.
711: Spiegel der Welt: Utopische und satirische Entwürfe in der Literatur der frühen Neuzeit, 3 cr.
755: Old Germanic Languages: Old Saxon, 3 cr.
804: Interdisciplinary Western European Area Studies Seminar, 3 cr.
947: Moderne Lyrik im Kontext, 3 cr.
948: Indien in der deutschen Literatur und Film, 3 cr.
960: Seminar: Social Dimension of Foreign Language Teaching/Learning, 3 cr.
970: Advanced Seminar in German Linguistics: German Dialect Syntax, 3 cr.
312: Second Semester Dutch for Graduate Students, 3 cr.
Lecturer, Lec 1, TWRF 9:55
Prerequisites: Graduate Student and German 111 or 311 or consent of instructor.
See description for 112.
314: Fourth Semester Dutch for Graduate Students, 3 cr.
Taylor, Lec 1, MTWR 2:25
Prerequisites: Graduate Student and German 213 or 313 or consent of instructor.
See description for 214.
392: German for Graduate Reading Knowledge II, 3 cr.
Love, Lec 1, MWF 1:20
Prerequisites: Senior or Graduate student plus German 391 or consent of instructor.
This is the second course in a two-semester sequence (German 391 and 392) that is designed to help graduate students develop the skills needed to read German scholarly writing. The course is primarily intended to enable graduate students to satisfy the foreign language reading requirement of their department. German 392 includes extensive practice in reading authentic passages drawn from various disciplines in the humanities. Speaking, writing, and listening skills are excluded. German 391 and 392 are self-contained; i.e., German 391 does not serve as a prerequisite for multi-skill courses such as German 203 or 273. German 391 and 392 may not be applied to a graduate minor in German.
Required Textbooks:
Jannach & Korb, German for Reading Knowledge, 4th edition, Heinle & Heinle Publishers
Optional Textbooks:
German-English/English-German Dictionary (Harper-Collins 3d. ed.)
625: Topic in Dutch Literature: Kolonialisme en daarna in de Nederlandse letteren, 3-4 cr.
Taylor, Lec 1, TR 1:00-2:15
Taylor, Dis 301, W 1:20
Prerequisites: German 314 or consent of instructor.
This course will offer an introduction to a range of literary texts written in Dutch that deal with the history and consequences of Colonialism (including culture contact and hybridity) from a variety of perspectives and in different styles. We will look at texts written by colonials who report or reflect various degrees of discontent with the business at hand, including Max Havelaar,the work that the Indonesian dissident writer Pramoedya Ananta Toer has credited with having undone Colonialism in general. We will also look at works by colonials who return to their “homeland” with mixed feelings (for different reasons at different times), and at works by citizens of the former colonies that explore their complex relationships with the former colonial power. This constellation is rounded out by texts by citizens of the foreign colonial power who reflect on contemporary realities.
Required Textbooks:
Beekman, E. M., ed. Two Tales of the East Indies: The Last House in the World, Beb Vuyk. André Lefevere, trans. andThe Counselor, H. J. Friedericy. Hans Koning, trans. (1983) ISBN 0-87023-403-X.
Beekman, E. M., trans. Fugitive Dreams: An Anthology of Dutch Colonial Literature(1988) ISBN 0-87023-575-3.
Dis, Adriaan van: Indische duinen Amsterdam: Meulenhoff. ISBN:9029071427
Couperus, Louis.: De stille kracht ean ISBN: 9025306608
Dekker, Eduard Douwes (pseudonymMultatuli): Max Havelaar.Amsterdam: Querido. ISBN: 902533413x
Haasse, Hella S.: Oeroeg Amsterdam: Querido. ISBN:9021467240
Brouwers, Jeroen: Bezonken Rood. Amsterdam: Arbeiderspers, 1981. ISBN 9029507446.
Optional Textbooks:
Rob Nieuwenhuys: Mirror of the Indies: A History of Dutch Colonial Literature(Library of the Indies) Publisher: Periplus Editions; (October 1, 1999) ISBN: 9625935096.
644: Theory and Practice of German Drama, 3 cr.
Gross, Lec 1, T 6:00-8:00PM
Prerequisites: A 300-level German literature course with B or better, or consent of instructor.
Dieser Kurs verbindet Theorie und Praxis des Theaters. Er bietet wesentlich mehr als "normale" 3-credit-Kurse, aber verlangt auch viel mehr von den TeilnehmerInnen.
Während der ersten Phase des Kurses (ungefähr bis zu den Frühjahrsferien) werden wir in Seminarsitzungen ausgewählte Texte über das Theater lesen – zunächst Klassiker wie Aristoteles, Lessing und Brecht, weiterhin eine Reihe von Texten zum Schwerpunkt Kinder- und Jugendtheater sowie 2 Theaterstücke von Margarete Steffin und Peter Hacks. Außerdem werden wir erste praktische Übungen machen.
Wesentliches Element des Kurses ist unsere eigene Aufführung eines Stücks: Gastregisseur Manfred Roth aus Deutschland wird mit den TeilnehmerInnen das Märchen-Parabel-Jugendstück Der Vogelkopp von Albert Wendt inszenieren. Das heißt: Ab ca. Mitte März gibt es eine intensive Probenphase mit ca. drei mehrstündigen Proben pro Woche. An diesem praktischen Teil des Kurses kann man nicht nur als SchauspielerIn, sondern auch beispielsweise als BühnenmanagerIn, BeleuchterIn, TechnikerIn, RequisiteurIn, ProgrammgestalterIn oder Pressekontakt teilnehmen. Aufführungen in Madison finden statt am 2., 3. und 4. Mai, danach kann es je nach Wunsch der TeilnehmerInnen noch ein Gastspiel in Green Bay geben.
Es ist möglich, an der Aufführung teilzunehmen (auch für Independent Studies credit), ohne den ganzen Kurs zu machen - sprechen Sie mit Sabine Groß (262-0647, 246-9937, sgross@ wisc.edu).
Required Textbooks::
Aristoteles: Poetik. Übersetzt und herausgegeben von Manfred Fuhrmann. Reclam 7828.
Brecht, Bertolt: Dialoge aus dem Messinghauf. (Suhrkamp /KNO) ISBN 3-518-01140-5
Weitere Texte bekommen Sie von mir oder als Kurs-Reader.
651: Introduction to Middle High German, 3 cr.
Calomino, Lec 1, MWF 11:00
Prerequisites: Advanced knowledge of German
This course will introduce students to Middle High German grammar and vocabulary with the goals of fluency and accuracy in reading medieval texts. Lectures and discussions will cover topics in phonology, morphology, syntax, and lexicon. During the course of the semester students will read Das Nibelungenlied and a representative selection from various genres of Middle High German literature. Class time will be devoted to translation and to discussion of grammatical/lexical topics. Participants will write mid-semester and final examinations.
Required Texts
Weinhold/Ehrismann/Moser, Kleine mittelhochdeutsche Grammatik.
Lexer, Mittelhochdeutsches Taschenwörterbuch.
Weddige, Mittelhochdeutsch. Eine Einführung.
Bartsch/De Boor, ed. Das Nibelungenlied.
Optional Textbooks:
Hennig, Kleines Mittelhochdeutsches Wörterbuch
Paul/Wiehl/Grosse, Mittelhochdeutsche Grammatik.
Saran/Nagel, Das Übersetzen aus dem Mittelhochdeutschen.
711: Spiegel der Welt: Utopische und satirische Entwürfe in der Literatur der frühen Neuzeit, 3 cr.
Mödersheim, Lec 1, MW 1:00-2:15
Prerequisites: Graduate Standing.
Die literarische Utopie der frühen Neuzeit hat ihren Ursprung in der Renaissance mit Thomas Morus' "Utopia". In der deutschen Literatur der frühen Neuzeit finden sich utopische Entwürfe in vielen verschiedenen literarischen Formen: als utopische und satirische Romane, Reisebeschreibungen zu imaginären Orten, Beschreibungen von fiktiven idealen Gesellschaften, Staatsromane, Fürstenspiegel und Manifeste von Geheimgesellschaften bis hin zu frühaufklärerischen Reformkonzepten.Die utopischen Ideale, die in diesen Schriften entwickelt werden, beziehen sich auf die Organisation und Hierarchie sozialer Gemeinschaften, wobei Ehe- und Familiensysteme und das Geschlechterverhältnis eine wichtige Rolle spielen. Sie befassen sich mit Fragen der Ethik, Philosophie und Religion, mit ökonomischen Verhältnissen und den Bedingungen der Wissensproduktion und Erziehungssystemen.Solche Reformkonzepte und Idealvorstellungen alternativer Gesellschaftssysteme entstehen in Reaktion auf die Erosion des mittelalterlichen Feudalsystems und die Expansion des Weltbildes durch die "Entdeckung" der Neuen Welt. Die Auswirkung der religiösen Reformation Luthers in weitreichenden sozialen Reformideen schlägt sich z. B. in Johann Valentin Andreaes "Christianopolis" nieder. Das relativ neue Medium des Buchdrucks trägt zur Verbreitung dieser Schriften - besonders im aufkommenden Bürgertum - erheblich bei.Im Seminar lesen wir repräsentative Texte der Primär-und Sekundärliteratur zum Thema, Teilnehmer halten ein Kurzreferat zu einem der Texte, die im Kurs behandelt werden, und schreiben eine Seminararbeit oder wahlweise eine Abschlußprüfung. Course web page: http://palimpsest.lss.wisc.edu/~moeders/gr711/
Required Textbooks:
Andreae, Johann Valentin: Christianopolis. Hrsg., Übers., Komm. u. Nachw.: Biesterfeld, Wolfgang. 168 S. ISBN 3-15-009786-X. (Reclam UB 9786).
Brant, Sebastian: Das Narrenschiff. Hrsg., Anm. u. Nachw.: Mähl, Hans-Joachim. Übers.: Junghans, H. A. 536 S. 115 Abb. ISBN 3-15-000899-9 (Reclam UB 899)
Reuter, Christian: Schelmuffskys warhafftige curiöse und sehr gefährliche Reisebeschreibung zu Wasser und Lande. Hrsg.: Barth, Ilse-Marie. 207 S. ISBN 3-15-004343-3 (Reclam UB 4343).
Schnabel, Johann Gottfried: Insel Felsenburg. Hrsg.: Meid, Volker; Springer-Strand, Ingeborg. 607 S. ISBN 3-15-008421-0 (Reclam UB 8421)
755: Old Germanic Languages: Old Saxon, 3 cr.
Salmons, Lec 1, MWF 12:05
Prerequisites: Consent of Instructor or German 651.
This course introduces you to Old Saxon, the ancestor of modern Low German. We will read texts, both from the Hêliand and minor texts. At the same time, we will cover core points of phonology, morphology or syntax along with some historical and cultural issues. The last three weeks or so, we will look briefly at Old Low Franconian and Old Frisian texts. (These are very closely related and the texts are fun.)
Required Textbooks:
Cathey, James. 2002. Hêliand: Text and commentary. Morgantown: West Virginia University Press.
804: Interdisciplinary Western European Area Studies Seminar, 3 cr.
Frank and Garrett, Sem 1, W 11:00-1:00
Prerequisites: Graduate Standing or Consent of Instructor.
Topic: Citizenship and Identity in Central Europe.
947: Moderne Lyrik im Kontext, 3 cr.
Berghahn, Sem 1, M 3:30-5:20
Prerequisites: Graduate Standing.
“Heute kommt ein Traum schwerer unter denn je,” bemerkte Ernst Bloch einmal, und gemeint war damit, dass utopisches Denken, der Vorschein der Kunst und der Tagtraum der Dichtung heute unzeitgemaess zu sein scheinen. Die Postmoderne läutete das Ende des utopischen Denkens ein, das als obsolet verabschiedet oder verketzert wurde. Doch für Bloch ist das ‘Prinzip Hoffnung’ eine anthropologische Konstante, und Kunst ist für ihn der reinste Ausdruck der utopischen Intention. Sie artikuliert, was in der Wirklichkeit als Möglichkeit noch verborgen liegt und durch Kunst ins Bewusstsein gehoben wird. Dass in der ästhetischen Erfahrung Menschheitshoffnungen aufgehoben sind, ist ein Gedanke, der in der Ästhetik (spätestens seit Schiller) immer wieder formuliert und variiert wurde und der auch in der ästhetischen Theorie der Moderne eine zentrale Rolle spielte (Bloch, Benjamin, Adorno, Marcuse, Jameson, Eagleton u.a.). Diese theoretische Debatte wird die Grundlage des Seminars sein, deren Thesen dann an der Lyrik der Moderne exemplifiziert werden. Entsprechend gliedert sich das Seminar in folgende Abschnitte:1. Die Debatte um die klassische Moderne und Postmoderne.2. Poetiken der Moderne.(Postmoderne)3. Das Verhältnis von Theorie und Praxis bei ausgewählten Autoren (Brecht, Benn, Bachmann, Celan, Enzensberger, Braun, Domin u.a.)4. Schliesslich soll das Seminar auch den Umgang mit moderner Lyrik schulen, d.h. interpretieren lehren. Jede Seminarsitzung wird Theorie und Interpretation so verbinden, dass der Theoriediskussion jeweils eine Interpretation folgt. Im idealen Falle wäre das Seminar ein Gespräch über moderne Lyrik, das durch historische, ästhetische und poetologische Reflexionen zur Theorie der Moderne ergänzt und bereichert wird.
Required Textbooks:
Karl Otto Conradi: Das grosse deutsche Gedichtsbuch. (Athnaeum or Wissenschaftliche Buchgesellschaft or latest edition)
Hugo Friedrich: Die Struktur der modernen Lyrik.
Hamburg: rowohlts anzyklopaedie 420, latest edition.
Dieter Lamping: Moderne Lyrik. Eine Einfuehrung. Goetting: Vandenhoek, 1991.
948: Indien in der deutschen Literatur und Film, 3 cr.
Mani, Sem 1, W 3:30-6:00 PM
Prerequisites: Graduate Standing.
Warum war Indien ein faszinierender Ort für deutsche Dichter, Philologen, Philosophen, aber auch Regisseure? Wie wurde Indien von deutschsprachigen Autoren imaginiert? Ist die Darstellung Indiens in der deutschsprachigen Literatur und Philosophie und im deutschen Film ein Teil des gesamteuropäischen orientalistischen Diskurses? Oder kann man in der deutschen Auseinandersetzung mit Indien die Spuren einer einmaligen Erzähltradition sehen, einer Tradition, die sich im Vergleich zu den britischen oder französischen Erzählungen über den Orient völlig anders auswirkt? Diese und andere Fragen stellen wir in dem Seminar “Vertauschte Zeichen: Deutschsprachige Literatur, Philosophie und Film imaginieren Indien.” In der ersten Hälfte des Seminars werden wir den Reiz der Religionen (Hinduismus, Islam und Buddhismus) und der alt-indischen Philosophie und Geschichte für deutsche Schriftsteller und Denker erörtern. Zu diesem Zweck lesen wir Werke von J.G. Herder, Karoline von Günderrode, F. Schlegel, G.W.F. Hegel, Schopenhauer, Nietzsche, Thomas Mann und Hermann Hesse. Danach werden wir “mit Karl Marx und Lion Feuchtwanger” das deutsche intellektuelle Engagement mit dem britischen Kolonialismus in Indien behandeln. Unsere Dikussion wird in den indischen Abenteuerfilmen von Fritz Lang ihre Erweiterung finden. Der Kurs endet mit einer Debatte über einen postkolonialen Blick auf das unabhängige Indien durch die Werke von Ingeborg Drewitz, Hubert Fichte und Günter Grass. Das Seminar wird den TeilnehmerInnen die Möglichkeit bieten, Indien als ein spezifisches Fallbeispiel der deutschen Imagination des Fremden zu verstehen. Da alle Primärtexte im Zusammenhang mit zeitgenössischen kritischen Beiträgen aus der postkolonialen Theorie besprochen werden, wird der Kurs das Fachgebiet German Studies in ein Gespräch mit postkolonialer Theorie setzen.
Anforderungen:
Aktive Teilnahme: 20%
Referat: 20%
Mid-term Paper: 10-12 Seiten 30%
Final Paper: 22 Seiten: 30%
Required Textbooks:
Course Reader
Drewitz, Ingeborg. Mein indisches Tagebuch. Stuttgart: Radius Verlag, 1988. ISBN 387173649X
Fichte, Hubert. Wollie Indienfahrer. Frankfurt am Main: Fischer (S), 1979. ISBN 3100207033
Hesse, Hermann. Siddhartha. Frankfurt am Main: Suhrkamp, 1999. ISBN 3518394312
960: Seminar: Social Dimension of Foreign Language Teaching/Learning, 3 cr.
Chavez, Sem 1, TR 8:30-9:45
Prerequisites: German 939.
When most people first think of a foreign-language classroom, what comes to mind are "the language" and its didacticization. However, interwoven with those two, there is a social dimension, which is emphasized in some of its aspects and remains hidden in others.
For example, when we strive to teach language "communicatively" we try to prepare learners for social encounters with native speakers. We encourage learners to express themselves and share their opinions on a variety of topics. We even aim to (re)create an "authentic" environment, with evident social parameters. Teachers and learners are familiar with the concepts of anxiety and motivation, both recognized as powerful social forces. Last, there usually is an implicit understanding of "what teachers do" and "what students do".
Other, often uncomfortable, aspects of the social dimension of language learning/teaching are ignored as much as possible. These include biases (e.g., gender, age; socioeconomic, or cultural biases) that teachers and students and native speakers and non-native speakers hold of each other; authority derived from native-speaker (e.g., claims to linguistic and cultural proficiency) or non-native speaker status (e.g., claims to an empathic disposition); the complicated and sometimes shifting balance of power between different parties (e.g., between teachers and students; native speakers and non-native speakers; or teaching assistants and faculty), which may or may not become evident in language use; stereotypical (condescending or idealizing) views of the target culture; and socially-motivated challenges that "learners" (or users) may encounter when they attempt to, in fact, interact with or integrate into a target-language community.
In this course, we will look at recent research pertaining to various aspects of the social dimension; try different methods of assessing and analyzing social behavior and motivation; and investigate how the social dimension affects learning and teaching.
Required Textbook: Course Reader
970: Advanced Seminar in German Linguistics: German Dialect Syntax, 3 cr.
Louden, Sem 1, MW 9:30-10:45
Prerequisites: Graduate Standing.
Nonstandard, spoken dialects are important sources of data for the analysis of natural language. In this seminar we will consider some of the most interesting syntactic structures found in regional varieties of German, both European and extraterritorial (mainly North American). Though many of the data we will examine may appear to differ from what we find in the standard language, the dialect evidence will help clarify a number of traditionally vexing problems of the analysis of Standard German. Both nominal and verbal (including and especially clausal) syntactic structures will be analyzed, and dialects from all major regions (Low, Central, and Upper) will be included. These data will be complemented by samples from supraregional nonstandard varieties of German, including Rotwelsch. Data from Western Yiddish will also be included. For the extraterritorial varieties, we will pay special attention to evidence of contact-induced change. Although the focus will be mainly synchronic, we will regularly situate the data against a historical backdrop. Students will gain experience with the analysis of primary data drawn from recordings and reliable written texts. Familiarity with the basic structures of German syntax from a generative perspective is presumed.
Required textbooks:
dtv-Atlas zur deutschen Sprache by Werner König.
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