Chapman University
Spring 2017
English 472: Film, Gender, Sexuality
Statement on Diversity and Inclusion
Department of English, Chapman University
December 2016
For at least half a century now, English as an academic discipline has been at the forefront of scholarly work and pedagogy in feminist theory, critical race studies, ecocriticism, queer theory, disability studies, working-class studies, postcolonial theory, multiculturalism, linguistic diversity, and student agency. The English Department at Chapman University works in all these areas and endorses Chapman’s commitment to diversity and inclusion. We pledge to vigorously support all our students; to welcome all students into our classrooms irrespective of immigration status; to contest racism, sexism, classism, ableism, homophobia, transphobia, Islamophobia, xenophobia, imperialism, anti-Semitism, and anti-environmentalism; and to resist deportations.
Instructor Contact Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- In-Person Office Hours: M 1-2 p.m., W 12-1 p.m., and by appointment
- Email Office Hours: [email protected]
Graduate Assistant:
- Alison Williams
- Email: [email protected]
Catalog Course Description:
Student Learning Outcomes for This Course:
you will
This Course is a GE Artistic Inquiry Course, Counts Toward the English Major, the Writing and Rhetoric Minor, the Women's Studies Minor, the LGBTQ Studies Minor, and Fulfills the Following Program Learning Outcomes for the BA in English:
This Course Fulfills the Following Artistic Inquiry Learning Outcome:
you will
Required Texts:
% = available at the University Bookstore
* = also on reserve in the Leatherby Libraries
Films You'll Need to Watch On Your Own:
All are on reserve in the Leatherby Libraries
In-Class Videos and Film Excerpts:
Grade Distribution:
Graded Assignments:
Additional Course Policies:
- Prerequisite: written inquiry. Enrollment limited to juniors and above. This course examines the relationship among film, gender, and sexuality. Topics covered may include cinematic representations of gender and sexuality, GLBT issues in film, feminist film theory, censorship, transgression, screening the body, psychoanalysis and cinema. May be repeated for credit.
Student Learning Outcomes for This Course:
you will
- understand the political, social, and cultural significance of cinematic representations of women, men, and glbt people
- understand how to analyze film form and content from multicultural and global queer and feminist perspectives
- know the history of feminist and queer films and film theory, including anti-imperialist and anti-racist interventions into film theory
- demonstrate your engagement with queer and feminist film theory and your ability to analyze films in oral, written, and other forms
This Course is a GE Artistic Inquiry Course, Counts Toward the English Major, the Writing and Rhetoric Minor, the Women's Studies Minor, the LGBTQ Studies Minor, and Fulfills the Following Program Learning Outcomes for the BA in English:
- ability to explain and apply significant theoretical and critical approaches in the field of English studies
- skill in critical reading, or the practice of identifying and interpreting the formal, rhetorical, and stylistic features of a text
- skill in writing grammatically, coherently, and persuasively
This Course Fulfills the Following Artistic Inquiry Learning Outcome:
you will
- compose critical or creative works that embody or analyze conceptually an artistic form at a baccalaureate / pre-professional level
Required Texts:
% = available at the University Bookstore
* = also on reserve in the Leatherby Libraries
- Aaron, Michele, ed. New Queer Cinema: A Critical Reader. * %
- Corrigan, Timothy. A Short Guide to Writing About Film. 9th edition. %
- Thornham, Sue, ed. Feminist Film Theory: A Reader. * %
- I will post additional articles on Blackboard for you to read. You are also required to watch many films and videos for this class. You will watch most on your own as homework assignments (you may purchase some of the films inexpensively or stream them via Netflix, etc.; I will place most on reserve in the library). I will screen some of the short films in class. If you miss class during one of these screenings, it's your responsibility to watch the films in your own time.
Films You'll Need to Watch On Your Own:
All are on reserve in the Leatherby Libraries
- Ahn, Andrew, dir. Spa Night.
- Al-Mansour, Haifaa, dir. Wadjda.
- Cohen, Etan, dir. Get Hard.
- Epstein, Rob, and Jeffrey Friedman, dirs. The Celluloid Closet.
- Fassbinder, Rainer Werner, dir. Fox and His Friends.
- Haynes, Todd, dir. Carol.
- Livingston, Jennie, dir. Paris is Burning.
- Miller, George, dir. Max Max: Fury Road.
- Puenzo, Lucía, dir. XXY.
- Ramaka, Joseph Gaï, dir. Karmen Geï.
In-Class Videos and Film Excerpts:
- Akerman, Chantal, dir. Jeanne Dielman.
- Hammer, Barbara, dir. Dyketactics.
- Hilferty, Robert, dir. Stop the Church.
- Julien, Isaac, dir. The Attendant.
- Keith, Thomas, dir. Generation M: Misogyny in Media and Culture.
- Moore, Iris, dir. Beyond the Mirror's Gaze.
- Mulvey, Laura, and Peter Wollen, dirs. Riddles of the Sphinx.
- Sanders, Jessica, dir. Fox Directors.
- Stajnfeld, Danijela, dir. The Hole.
- Sun, Chyng Feng, dir. Mickey Mouse Monopoly.
- Troche, Rose, dir. Elliot King is Third.
Grade Distribution:
- Collaborative Oral Presentation..............................20%
- Film Blog..................................................................35%
- Final Project.............................................................35%
- Other Assignments....................................................10%
- Due to the highly interactive nature of this course and the emphasis on collaborative work and class discussions, I expect you to attend all class meetings and to be on time. You may miss four class meetings without penalty. If you miss more than four class meetings, I will lower your final course grade for each additional absence. Two tardies (arriving late or leaving early) count as one absence. I will also mark you tardy if you are unprepared for class. Please note that, according to the university catalog, Chapman University "recommends as a minimal policy that students who are absent 20 percent of the course should be failed" (i.e., more than 5 class meetings).
Graded Assignments:
- Collaborative Oral Presentation: You and one to three colleagues will give an oral presentation on an assigned subject that will introduce or contextualize one of the films/readings/topics we will be discussing. Your presentation should include at least two digital media components (e.g., websites, Prezi slides, YouTube video clips) and reference to at least one scholarly source other than class readings. All presentations will be followed by questions from the class. The presentation should last no longer than 15 minutes (excluding questions). My evaluation of your presentation will be based on the quality of your research and material/analysis, how well you present your material, your ability to answer questions, how well your group members work together, and your adherence to the time limit. If you use PowerPoint or Prezi, do not read your slides! All team members will earn the same grade unless a team member fails to make a substantial contribution to the project. Your team is welcome to meet with Alison or me before the date of your presentation to discuss your presentation plans.
- Film Blog: You will keep a scholarly WordPress blog that charts your ongoing engagement with the course over the semester (you may author the blog under your own name or you may use a pseudonym, though class members will know who you are). Some blog entries will be fairly open-ended, while for others I will solicit your response to specific questions. I will post prompts for eight blog entries on Blackboard. Complete any six of these eight blog posts (including responses to colleagues). Blog posts should be 250-1000 words long. Responses to class members' blog posts should each be at least a paragraph long. You must disable comment moderating for your blog, so that class members' responses to your blog can be displayed promptly. Keep track of whose blogs you respond to. You should not respond to the same class members each time. Since the blog is a digital medium, I expect you to include links, images, and other digital materials to illustrate and complement your points. Be sure to cite your sources and to acknowledge sources of images if you use images that aren't your own. Remember that anyone in the world can read your blog; you will need to frame your blog entries so that they make sense to readers outside our class. Post blog entries and responses by the deadlines listed in the schedule below in order to receive credit for each blog assignment. The Film Blog is designed to help you prepare for class discussions, develop your independent thinking and research on the course topics, get feedback on your ideas, and engage in dialogue on course topics. See the blog rubric for information on grading criteria for the blog.
- Final Project: You will have the option of developing a critical or creative final project. I will give you specific guidelines and suggested topics for the final project in class. You'll have the opportunity to get feedback from Alison and me on a draft of your project before you post the final version on your Film Blog. You are welcome to use material from your blog or your responses to colleagues' blogs in your final project.
- Other Assignments: These include Blackboard posts, a draft of your Final Project, responses to colleagues' work, responses to oral presentations, and in-class activities. Alison and I grade these assignments on a credit/no credit basis. Be sure to log in to WordPress or sign your name when you respond to colleagues' blogs, so that you can earn credit for your responses. In class we will discuss the criteria for earning credit on these assignments. Since we will be working on Blackboard in class, you need to bring your laptop or tablet with you to class. You cannot make up a missed in-class assignment.
Additional Course Policies:
- Citation of Sources: Plagiarism is a contested and context-specific topic. We will discuss effective ways of using sources and issues around plagiarism in class.
- Email Protocol: I acknowledge all email messages within 48 hours. If you email me but don’t get a response, I haven’t received your email. Feel free to email me concerning any questions you have about the course or about your work. Do not email your work to me for feedback; I’d be happy to discuss your work with you in person. It’s important to practice composing professional emails: be sure that your emails to me include appropriate subject lines, salutations, and closes.
- Classroom Dynamics: I do not spend much time lecturing and expect you to participate vigorously in the many discussions around which the course is organized. We all teach and learn in this course--I do not believe in a one-way transmission of “knowledge” from instructor to students. I don’t have all the answers, and I look forward to learning as much as teaching in this course. You should direct your questions and comments in class to your colleagues as much as to Alison and me. I encourage you to talk in class and to encourage your colleagues to do the same.
- Diversity: Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman's Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students, and/or otherwise reported in accordance with this policy. Click here to read Chapman University's Statement on Diversity.
- Students With Disabilities: Please see me early in the semester if you have a documented disability, so that we can discuss what accommodations, if any, I might make to help you to succeed in this class. Click here to read Chapman University's Policy Statement for Assisting Students with Disabilities.
- Electronic Devices: Please bring your laptop to seminar meetings, but do not use electronic devices for non course-related work during class time.
- I do not permit video or audio recording of class sessions unless you get prior permisson from me.
tentative schedule
Readings marked * are on Blackboard
Readings marked @ are in Feminist Film Theory: A Reader
Readings marked & are in New Queer Cinema: A Critical Reader
Week 1
1/30/17
- In-Class Activities: introduction to the course; watch and discuss Beyond the Mirror's Gaze
- Homework Assignments: read pp. 1-19 in Thornham@
2/1/17
- In-Class Activities: discuss reading; class member introductions; set up blog; review blog rubric
- Homework Assignments: post your 1-3 minute video introduction on your blog by 4 p.m. on 2/6; post a link to the home page of your blog on Blackboard by 4 p.m. on 2/6; watch Mad Max: Fury Road; Blog Post #1 due by 4 p.m. on 2/6
Week 2
2/6/17
- In-Class Activities: discuss Mad Max: Fury Road and blog posts; discuss Bechdel test; review criteria for blog responses
- Homework Assignments: read Corrigan Chapters 1-3 for Wednesday; respond to at least two colleagues' Blog Post #1 by 4 p.m. on 2/13
2/8/17
- In-Class Activities: discuss reading; how to read a film; review presentations; draw presentation dates and topics
- Homework Assignments: respond to at least two colleagues' Blog Post #1 by 4 p.m. on 2/13; read Thornham pp. 51-57 and 287-92@, De Lauretis, "Oedipus Interruptus"@, and hooks, "The Oppositional Gaze"@; if you have an iPad, download the Nearpod app and bring your iPad to class
Week 3
2/13/17
- In-Class Activities: introduction to psychoanalysis and feminist film theory; discuss readings and blog responses; watch excerpts from Generation M and The Mickey Mouse Monopoly
- Homework Assignments: read Mulvey, "Visual Pleasure and Narrative Cinema" @ and "The Male Gaze in Retrospect"*
2/15/17
- In-Class Activities: discuss reading; watch and discuss excerpts from Jeanne Dielman and Riddles of the Sphinx
- Homework Assignments: browse Jessica Sanders' website
Week 4
2/20/17
- In-Class Activities: women directors and/in Hollywood; special guest: Jessica Sanders
- Homework Assignments: read Williams, "Film Bodies: Gender, Genre and Excess"@ and The Hole "Director's Statement"*
2/22/17
- In-Class Activities: pornography and the feminist sex wars; watch and discuss The Hole; Make Love Not Porn
- Homework Assignments: watch Wadjda; Blog post #2 due by 4 p.m. on 2/27; read Gaines, "White Privilege and Looking Relations"@
Week 5
2/27/17
- In-Class Activities: assign presentation respondents; presentation on the making of Wadjda; discuss Wadjda and blog posts; introduction to transgender theory
- Homework Assignments: respond to at least two colleagues' Blog Post #2 by 4 p.m. on 3/1; read Stryker, "My Words to Victor Frankenstein..."*
3/1/17
- In-Class Activities: watch and discuss Elliot King is Third; discuss reading and blog responses; presentation on Lucía Puenzo
- Homework Assignments: watch XXY; Blog Post #3 due by 4 p.m. on 3/6; read Corrigan Chapter 4
Week 6
3/6/17
- In-Class Activities: discuss XXY and blog posts; discuss reading
- Homework Assignments: respond to at least two colleagues' Blog Post #3 by 4 p.m. on 3/8; read Wood, "From Buddies to Lovers"*
3/8/17
- In-Class Activities: discuss reading and blog responses; discuss GLAAD Studio Responsibility Index
- Homework Assignments: watch Get Hard; Blog Post #4 due by 4 p.m. on 3/13
Week 7
3/13/17
- In-Class Activities: discuss Get Hard and blog posts; mid-semester course evaluations
- Homework Assignments: respond to at least two colleagues' Blog Post #4 by 4 p.m. on 3/15; read Pick, "New Queer Cinema and Lesbian Film"&
3/15/17
- In-Class Activities: presentation on Barbara Hammer; watch and discuss Barbara Hammer short films; discuss blog responses and reading
- Homework Assignments: watch The Celluloid Closet; Blog Post #5 due by 4 p.m. on 3/27
SPRING BREAK
Week 8
3/27/17
- In-Class Activities: discuss The Celluloid Closet and blog posts; introduction to the New Queer Cinema
- Homework Assignments: respond to at least two colleagues' Blog Post #5 by 4 p.m. on 3/29; read Aaron, "New Queer Cinema: An Introduction"& and Rich, "New Queer Cinema"&
3/29/17
- In-Class Activities: presentation on Rainer Werner Fassbinder; discuss blog responses; discuss reading
- Homework Assignments: watch Fox and His Friends; Blog Post #6 due by 4 p.m. on 4/3; read Pidduck, "New Queer Cinema and Experimental Video"&
Week 9
4/3/17
- In-Class Activities: discuss Fox and His Friends and blog posts; discuss reading; presentation on Derek Jarman
- Homework Assignments: respond to at least two colleagues' Blog Post #6 by 4 p.m. on 4/5; read Pearl, "AIDS and the New Queer Cinema"&
4/5/17
- In-Class Activities: discuss reading and blog responses; presentation on ACT UP; watch and discuss Stop the Church
- Homework Assignments: watch Paris is Burning; read Contreras, "New Queer Cinema: Spectacle, Race, Utopia"&, Butler, "Gender is Burning"@, hooks, "Is Paris Burning?"*, and Harper, "The Subversive Edge"*
Week 10
4/10/17
- In-Class Activities: discuss Paris is Burning; special guest: Skye Maul-O'Brien
- Homework Assignments: Blog Post #7 due by 4 p.m. on 4/12
4/12/17
- In-Class Activities: presentation on Paris is Burning aftermath; watch and discuss The Attendant; discuss blog posts
- Homework Assignments: watch Spa Night; respond to at least two colleagues' Blog Post #7 by 4 p.m. on 4/17; read Wallenberg, "New Black Queer Cinema"&
Week 11
4/17/17
- In-Class Activities: discuss Spa Night; presentation on Marlon Riggs; discuss reading and blog responses
- Homework Assignments: read Leung, "New Queer Cinema and Third Cinema"&
4/19/17
- In-Class Activities: introduction to Karmen Geï; discuss reading
- Homework Assignments: watch Karmen Geï; Blog Post #8 due by 4 p.m. on 4/24
Week 12
4/24/17
- In-Class Activities: discuss Karmen Geï and blog posts; assign Final Project
- Homework Assignments: respond to at least two colleagues' Blog Post #8 by 4 p.m. on 4/26; read DeAngelis, "The Characteristics of New Queer Filmaking: Case Study--Todd Haynes"&
4/26/17
- In-Class Activities: presentation on Todd Haynes; work on final projects; sign up for conferences
- Homework Assignments: watch Carol; read Corrigan Chapters 5-7
Week 13
5/1/17
- In-Class Activities: discuss Carol; discuss reading
- Homework Assignments: work on your Final Project
5/3/17
- In-Class Activities: course debrief; course evaluations; party?
- Homework Assignments: post a complete draft of your Final Project or a link to your draft on Blackboard by 4 p.m. on 5/7
Week 14
5/8/17
- In-Class Activities: no class--conferences with Alison and Ian
- Homework Assignments: work on your Final Project
5/10/17
- In-Class Activities: no class--conferences with Alison and Ian
- Homework Assignments: post your revised Final Project or a link to it on your blog by 4 p.m. on 5/17 (for collaborative projects, each collaborator posts the Final Project or link on their blog)