Chapman University
Spring 2017
honors 242: Beyoncé, Madonna, Nina Simone
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]
Catalog Course Description:
Student Learning Outcomes for This Course:
you will
Honors Program Learning Outcomes:
Upon completing a course in the University Honors Program students will have
GE Learning Outcomes:
Required Texts:
* = out of print; please purchase a used copy from ebay, amazon.com or another online site
& = available at the University Bookstore
Grade Distribution:
Course Requirements:
- Prerequisite, acceptance to the University Honors Program, or consent of instructor. In a New York Times conversation following Beyoncé’s explosive 2016 Superbowl performance, critic Wesley Morris suggested that Beyoncé “lands somewhere between” Madonna and Nina Simone. This course brings these three artists from different generations together, situating their work historically, within contemporary critical discussions around race/gender/sexuality and cultural appropriation, and in dialogue with one another. The course offers a cultural studies-based examination of the work of the three artists; our method is not primarily sociological or biographical, though relevant biographical and sociological evidence may inform our analysis. We listen to the music of the three artists, watch their music videos, and read scholarship in critical race studies and feminist cultural criticism. Students develop collaborative oral presentations on each of the three artists and a final critical or creative mashup or disentangling of Beyoncé /Madonna/Nina Simone. Discussion-based seminar. (Offered as needed.) 3 credits.
Student Learning Outcomes for This Course:
you will
- understand the historical, political, and cultural contexts that inform the work of Beyoncé, Madonna, and Nina Simone, in keeping with Honors Program Learning Outcome #1’s call for developing a starting point for intellectual exploration (see below)
- intervene in scholarship in critical race studies and feminist cultural studies, orally, in writing, and using New Media, in keeping with Honors Program Learning Outcome #4’s emphasis on the development of effective communication skills (see below)
- develop nuanced critical and creative interdisciplinary analyses of a variety of cultural artifacts through the application of terminology, perspectives, and texts from the fields of critical race studies and feminist cultural studies, in keeping with Honors Program Learning Outcome #2’s focus on analysis and synthesis and Honors Program Learning Outcome #3’s attention to the application of interdisciplinary understandings (see below)
Honors Program Learning Outcomes:
Upon completing a course in the University Honors Program students will have
- 1) Obtained a starting point for integrative exploration of the development of cultures and intellectual achievements through a variety of disciplinary and interdisciplinary perspectives;
- 2) Sharpened their ability to critically analyze and synthesize a broad range of knowledge through the study of primary texts and through engagement in active learning with fellow students, faculty, and texts (broadly understood);
- 3) Understood how to apply more integrative and interdisciplinary forms of understanding in the advancement of knowledge and in addressing complex challenges shaping the world;
- 4) Developed effective communication skills, specifically in the areas of written and oral exposition and analysis.
GE Learning Outcomes:
- Artistic Inquiry: Students compose critical or creative works that embody or analyze conceptually an artistic form at a baccalaureate/pre-professional level.
- Social Inquiry: Provides students an opportunity to explore processes by which human beings develop social and/or historical perspectives.
Required Texts:
* = out of print; please purchase a used copy from ebay, amazon.com or another online site
& = available at the University Bookstore
- Metz, Allan, and Carol Benson, eds. The Madonna Companion: Two Decades of Commentary.*
- Redmond, Shana L. Anthem: Social Movements and the Sound of Solidarity in the African Diaspora.&
- Taylor, Keeanga-Yamahtta. From #BlackLivesMatter to Black Liberation.&
Grade Distribution:
- Collaborative Oral Presentation on Nina Simone.....................................................................20%
- Collaborative Oral Presentation on Madonna..........................................................................20%
- Collaborative Oral Presentation on Beyoncé............................................................................20%
- Final Project: Mash-Up............................................................................................................30%
- Other Assignments....................................................................................................................10%
- Due to the highly interactive nature of this course and the emphasis on seminar-style 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).
Course Requirements:
- Collaborative Oral Presentation on Nina Simone: With one or two colleagues you will give an oral presentation on one political Nina Simone song of your choice. I will provide a list of suggested songs. You should research your song and listen to multiple recordings of your song before deciding which version to use. For your presentation, you'll play your chosen song to the class, give us pertinent background information about the song (e.g., composer, date of the recording you have chosen), discuss its historical and political contexts and references, offer your own analysis of the song, and say why you find the song interesting/significant/problematic. You must reference at least one outside scholarly source during your presentation. In addition, you may reference class readings (including Anthem) and other sources. All presentations will be followed by questions from the class. Your 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 analysis, how well you present your ideas, 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 group members will earn the same grade unless a group member fails to make a substantial contribution to the presentation. You are welcome to meet with me before the date of your presentation to discuss your presentation plans.
- Collaborative Oral Presentation on Madonna: With one or two colleagues you will give an oral presentation on one Madonna music video (excluding the music videos we analyze in class). I will provide a list of suggested music videos. You should show your chosen video to the class and offer your own analysis of the video. Your analysis could include discussion of camerawork, editing, lyrics, music, singing, costumes, and ideas around gender, sexuality, race, and class. You must reference at least one outside scholarly source during your presentation. In addition, you may reference class readings and other sources. All presentations will be followed by questions from the class. Your 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 analysis, how well you present your ideas, 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 group members will earn the same grade unless a group member fails to make a substantial contribution to the presentation. You are welcome to meet with me before the date of your presentation to discuss your presentation plans.
- Collaborative Oral Presentation on Beyoncé: With one or two colleagues you will give an oral presentation on one Beyoncé "event." Example of Beyoncé "events" include the 2017 Grammy Awards, Lemonade, the 2016 Country Music Awards, the 2016 Superbowl half-time show, the 2016 MTV Video Music Awards, The Formation World Tour (2016), and the 2014 MTV Video Music Awards. You should explain your chosen event to the class, show media exerpts if applicable, and offer your own analysis of it. You must reference at least one outside scholarly source during your presentation. In addition, you may reference class readings and other sources, including Professor Magosaki's presentation. All presentations will be followed by questions from the class. Your 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 analysis, how well you present your ideas, 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 group members will earn the same grade unless a group member fails to make a substantial contribution to the presentation. You are welcome to meet with me before the date of your presentation to discuss your presentation plans.
- Final Project: Mash-Up: You have the option of developing a collaborative or individual critical or creative final project. Your mash-up should bring together Beyoncé, Madonna, and Nina Simone to make connections among the three artists or perhaps to point out differences among them (or both?). You may create your mash-up in any form/genre/medium (e.g., video, audio recording, essay, story, website, tabloid, zine). You'll include a brief (one paragraph) introduction to your project, explain what you have done and your goal for the project. You'll have an individual conference with me to discuss a draft of your mash-up before you post the final version (or a link to it) on Blackboard.
- Other Assignments: These include your contributions to in-class discussions, a draft of your Final Project, a mid-semester course evaluation, responses to readings and to colleagues' posts, your selection of a reading for the class, your conference, responses to presentations, and other in-class activities. I grade these assignments on a credit/no credit basis. In class we will discuss the criteria for earning credit on these assignments. You cannot make up a missed in-class assignment.
- 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. Click here to read Chapman University's policy on academic integrity.
- 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: Honors seminar are discussion-oriented. 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 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
1/30/17
- In-Class Activities: introduction to the course; in-class reading/video and discussion; introduction to Nina Simone
- Homework Assignments for 2/1: listen to Nina Simone songs
Nina Simone
2/1/17
- In-Class Activities: class member introductions; discuss Nina Simone songs
- Homework Assignments: read up to the end of Chapter 3 in Anthem; Blackboard post #1 due by 2 p.m. on 2/6
- In-Class Activities: discuss reading and Blackboard posts; assign collaborative oral presentation on Nina Simone
- Homework Assignments: respond to at least two colleagues' Blackboard posts by 2 p.m. on 2/8
2/8/17
- In-Class Activities: select presentation songs; draw presentation dates; meet with presentation partners; discus Blackboard responses
- Homework Assignments: read pp. 141-288 in Anthem
2/13/17
- In-Class Activities: discuss reading; work on oral presentations
- Homework Assignments: work on your presentation
2/15/17
- In-Class Activities: watch What Happened, Miss Simone?
- Homework Assignments: work on your presentation
2/20/17
- In-Class Activities: finish watching and discuss What Happened, Miss Simone?
- Homework Assignments: work on your presentation
2/22/17
- In-Class Activities: assign presentation respondents; collaborative oral presentations on Nina Simone
- Homework Assignments: work on your presentation
2/27/17
- In-Class Activities: assign presentation respondents; collaborative oral presentations on Nina Simone; introduction to Madonna
- Homework Assignments: watch Madonna music videos and Nightline interview
Madonna
3/1/17
- In-Class Activities: discuss Madonna music videos and interviews
- Homework Assignments: read selections from The Madonna Companion: Paglia (161-67), Wilson and Markle (204-14), Paglia (215-16), Miller (240-49), Schwichtenberg (249-67); Blackboard post #2 due by 2 p.m. on 3/6
3/6/17
- In-Class Activities: discuss reading and Blackboard posts; assign collaborative oral presentation on Madonna
- Homework Assignments: respond to at least two colleagues' Blackboard posts by 2 p.m. on 3/8
3/8/17
- In-Class Activities: discuss Blackboard responses; select music videos for presentations; draw presentation dates; discuss "American Life"
- Homework Assignments: read hooks, "Madonna: Plantation Mistress or Soul Sister" * and excerpts from The Madonna Companion
3/13/17
- In-Class Activities: discuss readings; work on presentations
- Homework Assignments: read Madonna's Sex book
3/15/17
- In-Class Activities: discuss Sex; work on presentations; mid-semester course evaluations
- Homework Assignments: work on your presentation; watch Madonna: Truth or Dare or Paris is Burning or Strike a Pose
SPRING BREAK
3/27/17
- In-Class Activities: discuss films; assign presentation respondents; collaborative oral presentations on Madonna
- Homework Assignments: work on your presentation
3/29/17
- In-Class Activites: assign presentation respondents; collaborative oral presentations on Madonna; discuss mid-semester course evaluations; introduction to Beyoncé
- Homework Assignments: read From #BlackLivesMatter to Black Liberation up to p. 106; Blackboard post #3 due by 2 p.m. on 4/3
Beyoncé
4/3/17
- In-Class Activities: discuss reading; discuss "Hymn for the Weekend" music video
- Homework Assignments: respond to at least two colleagues' Blackboard posts by 2 p.m. on 4/5
4/5/17
- In-Class Activities: special guest: Professor Rei Magosaki; watch and discuss Beyoncé's "Formation" music video
- Homework Assignments: read From #BlackLives Matter to Black Liberation pp. 107-223
4/10/17
- In-Class Activities: discuss reading; assign collaborative oral presentation on Beyoncé
- Homework Assignments: watch "Are You Still a Slave?"; find an article about Beyoncé that you'd like the class to read and discuss--post on Blackboard
4/12/17
- In-Class Activities: select your Beyoncé event; draw presentation dates; discuss "Are You Still a Slave?"
- Homework Assignments: read student-selected articles about Beyoncé*
- In-Class Activities: work on presentations; discuss readings
- Homework Assignments: read student-selected articles about Beyoncé*
4/19/17
- In-Class Activities: work on presentations; discuss readings
- Homework Assignments: work on your presentation
4/24/17
- In-Class Activities: assign presentation respondents; collaborative oral presentations on Beyoncé
- Homework Assignments: work on your presentation
4/26/17
- In-Class Activities: assign presentation respondents; collaborative oral presentations on Beyoncé
- Homework Assignments: read articles about mash-ups*
5/1/17
- In-Class Activities: assign final project; sign up for your conference; course debrief
- Homework Assignments: work on your mash-up
5/3/17
- In-Class Activities: work on final project; discuss conference protocol; course evaluations; party?
- Homework Assignments: if you have a conference on 5/8, post a draft of your final project (or a link to it) on Blackboard by 11:59 p.m. on 5/7; prepare for your conference
5/8/17
- In-Class Activities: no class--meet in my office for your conference
- Homework Assignments: if you have a conference on 5/10, post a draft of your final project (or a link to it) on Blackboard by 11:59 p.m. on 5/9; prepare for your conference
5/10/17
- In-Class Activities: no class--meet in my office for your conference
- Homework Assignments: post your final project or a link to it on Blackboard by 2:30 p.m. on 5/17
Thanks to Rei Magosaki, Skye Maule-O'Brien, Aneil Rallin, and Alison Williams for ideas and resources for this syllabus.