Spring Syllabus 2009: The Monsters We Make: The Monsters Within

Instructor Information 

Name: Matthew Wappett, Ph.D.
Office Hours:T/Th 11-12 pm or by appointment
Office Location: Center on Disabilities and Human Development, 121 West Sweet Avenue, Room 116B
Phone: 208-885-6144
Fax: 208-885-6145
Email address: wappett@uidaho.edu
Website: http://www.idahodisability.blogspot.com/ or http://www.idahocdhd.org

 

Course Meeting Information

Meeting Dates: January 13, 2010 - May 14, 2009
Day and Time: MWF 1:30-2:20
Location: ALB 112

 

Course Description

This class is a year-long exploration of monsters and the themes surrounding the concepts of evil and monstrosity. We will look at the creation, development, and multiple reiterations of the monstrous, through both classic and contemporary works in literature, film, and art. Application of this information will help the student identify the philosophical, social, political, and cultural mechanisms used to influence and shape contemporary conceptions of the monster in the real world.

 

Course Learning Objectives

To discover the methods and explore the creation of the "monster myth." This exploration will examine the monstrous from a multitude of literary and visual sources--most important, the interrelationship of the monster to both culture and society.

  • To transfer an understanding of the monster in fiction to the monster in real life, creating an awareness of the process of monster making both from the perspective of the monster and the perspective of the monster maker.
  • To examine and discuss the theories of literary, visual, and theatrical analysis that will help unlock both the hidden symbolism of the monstrous and sublime cultural intellect found in the creation of the monster.
  • To understand and apply critical thinking and problem solving techniques to resolve abstract concepts, social organization, and mental perception as they relate to the human need for the monster.
  • To learn research skills.
  • To demonstrate achievement of course goals through seminar discussions of cultural issues, film viewing critiques, and course projects combining the thought of the class surrounding these wide-ranging discussions and discoveries.

Common Core Discovery Course Objectives

  1. Develop academic skills necessary for success in this and other college courses.
    a. Enhance note-taking abilities
    b. Practice active reading
    c. Develop a working knowledge of university library computer databases
    d. Develop successful time management skills
    e. Enhance computer skills
  2. Develop effective communication skills 
    a. Practice conveying your ideas in written and oral form
    b. Develop interpersonal skills that include participating in class discussions, posing thoughtful questions, listening to others, and responding to others
    c. Accomplish tasks through group work 
  3. Develop the ability to think critically 
    a. Learn how to identify and evaluate arguments
    b. Learn how to identify and question assumptions
    c. Develop the ability to assess multiple perspectives on a single issue/topic 
  4. Develop the ability to use effectively a variety of methods of inquiry 
    a. Develop an awareness of methods of inquiry used in a variety of academic disciplines
    b. Practice gathering data from a variety of sources, e.g., texts, public documents, interviews, panels, surveys, observation, internet sites develop the ability to synthesize insights and information from various disciplines. 
  5. Be introduced to a number of academic disciplines and their interdependence 
  6. Become aware of and sensitive to the diversity of humankind 
    a. Develop an understanding of diverse values, attitudes, and interpretations
    b. Become aware of how values are shaped by culture
    c. Critically examine personal values and attitudes 
  7. Understand contemporary experience in light of past events that have shaped present circumstances 
  8. Experience the diversity of campus culture by attending lectures, concerts, theater productions, gallery exhibits, etc.
 
Course Texts and Materials
You are responsible for obtaining your own copy of the required texts.
Spring Semester:
  • V is for Vendetta by Alan Moore and David Lloyd.(1995). Vertigo Press. ISBN-10: 0930289528
  • On Monsters by Stephen T. Asma (2009). Oxford University Press
  • Batman: The Dark Knight Returns by Frank Miller (1997). DC Comics. ISBN-10: 1563893428
  • Frankenstein (Norton Critical Editions) by Mary Wollstonecraft Shelley (1995). W.W. Norton Publishers. ISBN-10: 0393964582
  • Do Androids Dream of Electric Sheep? By Philip K. Dick (1996). Del Rey Publishers. ISBN-10: 0345404475
  • Dracula (Norton Critical Editions) by Bram Stoker (1996). W.W. Norton Publishers. ISBN-10: 0393970124
  • The Strange Case of Dr. Jekyll and Mr. Hyde (Norton Critical Editions) by Robert Louis Stevenson (2002). W.W. Norton Publishers. ISBN-10: 0393974650

 

Assignments

  1. Attitude and Participation (100 points): You are expected to attend class, participate, and to contribute to group discussions and projects. This does not mean piping up in class every day, but it does require attention and engagement. This is a graded element of the course. Half of this portion of the grade will be determined by the instructor and half by group members, who will describe and grade your group contributions at the end of the semester.

  2. Reading Summaries and Presentations  (100 points):  This semester we are going to explore Stephen Asma's new book On Monsters together...that means you will have an opportunity to teach each other.  During the second week of class I will break you into small study groups and assign each group several chapters from Asma's book.  Each group member will read the assigned chapter(s) and will write a short 1/2 page, single spaced summary of the chapter and will come up with 5 potential discussion questions for the entire class.  The group will then get together and develop a 15-20 minute PowerPoint on the main ideas in the chapter that will conclude with 30-40 minutes of class discussion around a set of 5 discussion questions that the group agrees on.  You will be graded on your individual summaries, presentation, and ability to engage the class in the ideas presented in your assigned chapter(s).

  3. Movie Responses (25 points x 10 responses = 250 points): We will be showing several films this semester that deal with the readings and issues we are discussing in class. You are encouraged to attend each showing, although you may be able to rent some of these movies on your own for home viewing.  You will be required to respond to all of the films.  The films this semester are artistic representations of events, issues, and archetypes related to the ideas about monstrosity we’re dealing with this semester.  Your response for each film will adhere to the following format and should be approximately approximately 300-500 words.

 Each movie response should include the following:

1 paragraph synopsis of the movie's plot

1 paragraph describing the main thesis / theme(s) of the movie...what was the message the filmmakers were trying to communicate?

1 paragraph describing how the main themes of the movie connect with the theories of monstrosity and ethics that we've discussed in class.

1 paragraph of your personal reaction to the movie.

Do not try to copy, paraphrase, or plagiarize movie reviews or criticism from online movie review sites or other copyrighted resources.  Any plagiarism will result in a zero for this assignment.

Preliminary Movie Schedule:

1 generic monster movie of your choice (writeup due:   )

1 generic monster movie of your choice (writeup due:   )

Dr. Strangelove (writeup due:   )

Them (writeup due:   )

Frankenstein (1930) (writeup due:   )

 Blade Runner (writeup due:   )

Ghost in the Shell (writeup due:   )

Dracula (1930) (writeup due:   )

Bram Stoker's Dracula (writeup due:   )

Batman: The Dark Knight or Fight Club (writeup due:   )

  1. Final Project  (450 points): The majority of Spring Semester will be spent working on your final project.  This project will consist of four discrete components: 

-A Proposal (50 points):  Towards the beginning of the semester you will be asked to submit a proposal for the final project you'd like to work on.  Your final project will be based upon one of Cohen’s Seven Theses, and you will work with a group to develop a holistic research agenda on a particular topic that intersects with one of the Seven Theses. I will provide feedback on your proposal and will help you refine it.  This will be due on February 9.  2009.

-An Annotated Bibliography (50 points x 2 = 100 points): Yes, you're going to have to do some extra reading.  After your proposal has been approved you need to go and see what others have written about your topic.  You will turn in your annotated bibliography in 2 chunks.  4 sources by March 6, 2009, and then another 4 sources by April 3, 2009, for a total of at least 8 sources of research. We will talk about where to find your sources and how to structure towards the end of January.

-A Final Paper (200 points): Your final project will be due on April 30, 2009.

-Final Documentary Style Film/Presentation (100 points):  You, with your group, will be required to develop a 15-20 minute documentary style movie clip that presents the main idea of your research project(s). You will post this film to YouTube and class members will be required to watch them during the week of May 4-8 so that we can discuss and critique them in class. We will discuss this more in class, so don’t stress out…yet….these will need to be posted online by May 4 at noon.

 

Late Assignment Policy

Normally, all late assignments are penalized 10% for each day late (20% for any paper due on a Friday and turned in on the following Monday). After three days late assignments will receive a grade of no higher than "C". Assignments will not be accepted more than one week late, and a grade of 0 will be recorded for that assignment.

 

Grading Scale and Grading Policies

Your final grade will be based upon the percentage of total points earned by you over the semester:

  • A = 90% - 100%
  • B = 80% - 89%
  • C = 70% - 79%
  • D = 60% - 69%
  • F = Less than 60%
I do give A's, and I do give F's. Both require work and are earned; neither should be a surprise. If you're concerned about the quality of your work, or don’t understand a grade please come and talk to me. Here’s what grades in my class mean:
  • A = Exceptional work that goes beyond the expectations of the course.
  • B = Very good work that meets all expectations.
  • C = Good work that just demonstrates a basic understanding of course material.
  • D = Less than satisfactory work that demonstrates little understanding or effort. D’s are also earned by a failure to attend regularly
  • F = Failure. Students most regularly fail courses in three ways: failing to complete assignments, failing to complete assignments on time, and failing to attend class is also a good way to earn an F.
The final grade students receive is based entirely on points earned and lost through assignments, homework, attendance, and contribution to discussions. Unless I have made a mathematical error, final grades are non-negotiable. Also, I won’t grade you down because I don’t like you, and I won’t grade you up because I do like you.