Teaching

[teaching philosophy in development]

 

Take a look at my First Year Writing Courses: ENG 101 and ENG 181.

ENG 101 Expository Writing (Fall 2016): Ethics of Immortality

ENG 181 Writing About Literature (Spring 2017): Around About Shakespeare

 

Future Courses and Ideas:

  • Renaissance Lit: Difference and Belonging
    • This course tracks the development of categories of difference (race, sex, disability, nationality, etc.) over the course of the 16th Century with a few texts in the first decades of the 17th Cent.
      • Columbus to Milton (incl. Shakespeare, Marlowe, Spenser, Donne, Cary, and Sidney)
      • *This could also be adapted to fit the scope of a first year writing composition course
  • Renaissance Lit: Shades of Melancholy
    • I could focus on a theme of melancholy and organize units around the various understandings, performances, and expressions of melancholy in early modern literature
      • Units: pathological melancholia, melancholy as genius, religious melancholy, lovesickness, melancholy and depression, madness, women’s melancholy, fashionable melancholy, curing melancholy
      • Authors might include: Robert Burton, Timothie Bright, Galen, Aristotle, William Shakespeare, Edmund Spenser, Philip Sidney, Christopher Marlowe, John Donne, Amelia Lanyer, Mary Wroth, Ben Jonson,¬† Richard Brome
      • *This could be adapted, by expanding the scope, to fit the needs of a composition course or a survey course from medieval to early modern lit
  • Renaissance¬†Lit: The Early Modern World in White and Black
    • Follows the work of Arthur L Little Jr and others by analyzing the dynamics of whiteness as a discourse created by negation and oppression of “the other” in the early modern period.
    • Authors may include: William Shakespeare, Christopher Marlowe, John Milton, Ben Jonson, John Donne, Elizabeth Cary, James I, Aphra Behn, Edmund Spenser, Elizabeth I, Leo Africanus, Martin Luther, Christopher Columbus, John Smith
  • Shakespeare (three ideas)
    • A: “Shakespeare’s Politics” – This course takes an existing political issue and traces the ways in which it presents itself, or not, in early modern literature, while making sure we attend to contextual differences across time and space
      • Texts may include: Othello, As You Like It, The Tempest, Richard III, The Comedy of Errors, Twelfth Night, Hamlet, Macbeth, Antony and Cleopatra
    • B: “History, Fake News, and Alternative Facts” – This course is a survey of the histories, an often overlooked genre of the plays, to evaluate the ways in which Shakespeare rewrote history and dramatized current events, why he may have done it, and what the effects of such practices were in his day and are in our own. In a creative component, students will have the chance to choose a significant event in their own time to narrate, and provide a rationale for their choices.
      • Texts may include: Richard II, Henry IV pts 1 and 2, Henry V, Henry VI pts 1-3, Richard III, King John, Julius Caesar, Macbeth, Antony and Cleopatra, King Lear, The Tempest
    • C: “Forms of Love and Loss” – This course intentionally highlights Shakespeare poetry (sonnets, Venus and Adonis, Rape of Lucrece) alongside a number of plays to evaluate early modern notions, through Shakespeare’s eyes, of love and loss – two sides to the melancholic disposition.
      • *This course could be adapted and expanded to fit the needs of an upper level poetry course.
  • Upper Lvl Poetry: Love and Hip Hop
    • This course would look at the dynamics, conventions, subversions, and aesthetics of love (religious love, romantic love, lust, platonic love, familial love, heartbreak, puppy love, etc) across an array of poetry, but specifically by comparing Renaissance poetry and contemporary hip hop music.
      • Authors may include: Plato, Philip Sidney, John Donne, Castiglione, Amelia Lanyer, Mary Wroth, Shakespeare, Beyonce, Kendrick Lamar, T-Pain, Kanye West, Erykah Badu, Rihanna, and more.
  • Upper Lvl Fiction: The Nature of Evil
    • What does it mean to be evil? Is evil a state of being, or a practice? Is one born evil or does one become evil? This course takes a variety of literature as its centerpiece to explore these questions about the nature of evil, and by extension, of good.
      • Case Studies: fictional portrayals in Othello, Frankenstein, Paradise Lost, and Batman; character types such as the “Machiavellian” and the “nemesis”; political figures such as Hitler, Obama, and Trump; groups such as slaveowners, scientists, the Black Panther Party, and the NRA.
  • Upper Lvl Fiction: Loving Black Women in Fiction
    • This course evaluates constructions of black womanhood and feminine subjectivity as represented by a number of black writers. We examine the successes and inevitable failures of writing about women as a man, and the problems with making assumptions about black female writers, and the instability of those categories in the first place which may allow for the creative act to take place.
      • Authors may include: Toni Morrison, Octavia Butler, Maya Angelou, Phyllis Wheatley, Zora Neale Hurston, Audre Lorde, Chimamanda Adichi, Jesmyn Ward, Nnedi Okorafor, Harriet Jacobs, bell hooks, W. E. B. Du Bois, Ernest P Jones
  • Upper Lvl Fiction: Fictions of Black Masculinity in British and American Lit
    • Surveys a collection of literature in order to deconstruct various notions of black male identity and masculine stereotypes, sexism, sexuality, and power.
    • Authors may include: William Shakespeare, Ralph Ellison, Jesmyn Ward, James Baldwin, Olaudah Equiano, Toni Morrison, Walter Mosley, W. E. B. Du Bois, Octavia Butler, Mark Anthony Neal, bell hooks
  • Survey of British Literature (to Restoration)
    • Thematic focuses:
      • Disability and Care
      • Physical and Social Deformity
      • Whiteness and Power
      • Love and Lust
      • Desire and Consumption
  • Survey of British Literature (Restoration to present)
    • Thematic focuses:
      • Language and Control
      • Slavery and Science
      • Bodies and Movement
      • Deformity as Power
      • Immobility and Frustration
  • Survey of American Literature (to 1865)
    • Thematic focuses:
      • The Birth of Exceptionalism
      • Whiteness and Theology
      • American Lit as British Lit
      • Power and Narrative Perspective
      • Secret Languages

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