An analysis of historical structures is presented in this class, presented in themed sections based around construction materials. Structures from all periods of history are analyzed. The goal of the class is to provide an understanding of the preservation of historic structures for all students.

An itemized confluence of the change agents responsible for cultural paradigm shift from medieval to early modern circa 1453-1604.

The period between the Renaissance and the Modern Era are referred to as the long 18th and 19th centuries, meaning that they span from around 1680-1830 and 1775-1910 - a time in which so many literary movements and cultural changes took place. In this course, the student will examine these formative cultural and literary developments such as the Enlightenment and Restoration Literature; the Rise of the Novel; Romanticism; and the Victorian Period. The student will identify and contextualize the principal characteristics of each of these movements/developments by reading representative texts. Upon completion of this course, students will be able to: identify the major literary trends of the 18th and 19th century, from Restoration comedy and satires through Victorian poetry and prose; outline the major developments in philosophical thought during the Enlightenment and identify these strains of thought in works like Voltarie's Candide; identify the factors that led to the rise of the novel as a literary form; identify the specific traits that characterize early sentimental, Gothic, and picaresque novel; describe the political factors that led to the popularity of Romanticism; describe the shift in thought that led to the split between Romanticism and Enlightenment; identify the themes, conventions, and tropes of Romantic poetry; define and explain the significance of the term/concept of Ňthe Romantic imagination; define the political, social, and economic factors that led to the surge in popular Victorian fiction; explain the significance of poetic experimentation in the 19th century works of writers like Tennyson, Hopkins, and Browning. (English Literature 203)

In this course, the student will consider Dante's literature for its stylistic and thematic contributions to the body of Medieval and Italian literature, as well as for its inventive appraisal of Christianity. First, the student will examine the context of Dante's life and works, followed by taking a look at some of Dante's shorter works. Then, the student will devote the majority of the course to the study of Dante's masterpiece,The Divine Comedy. Upon completion of this course, students will be able to: summarize Dante's philosophy on the use of language in literature; identify Dante's attitude towards the relationship between Church and State based on readings from his essays; complete an autobiographical reading of Dante's work, with attention to the influence that specific romantic, political, and religious aspects of his life had on his texts; define important terms related to the study of Dante's work specifically, the poetic devices on which he relied most frequently; identify the structural aspects of The Divine Comedy, and in particular discuss the importance of the overarching circular structure of the text; point to the major biblical, historical, and literary allusions in The Divine Comedy and discuss the significance of these references; perform a cogent reading of the important symbols in Dante's texts (i.e. the presence of light, fire, and roses); critically discuss the key themes in Dante's writings, such as the narrator as pilgrim, divine judgment, and the physical reality of hell. (English Literature 409)

Major developments in the political, social, and religious history of Western Europe from the accession of Diocletian to the feudal transformation. Topics include the conversion of Europe to Christianity, the fall of the Roman Empire, the rise of Islam and the Arabs, the "Dark Ages," Charlemagne and the Carolingian renaissance, and the Viking and Hungarian invasions.

Studies key genres and styles of vocal and instrumental music that developed across Europe in churches, courts, and public venues prior to the age of "common practice" harmony. After a survey of the Medieval background, focuses on works by great Renaissance and early Baroque composers, including Dunstable, Dufay, Ockeghem, Josquin, Willaert, Palestrina, Lasso, Victoria, Byrd, Gibbons, Monteverdi, Gabrieli, Praetorius, and Schutz. Student assignments explore selected repertoires in depth, such as chant, madrigals, motets, species counterpoint models, Lutheran chorales, the first operas, or early styles of keyboard, wind, or string music. Minimal score-reading ability needed for papers, oral presentations, and possible performance projects. This class covers the history of Western music from antiquity until approximately 1680, about 2000 years worth of music. Rather than cover each topic at the same level of depth, we will focus on four topics in particular and glue them together with a broad overview of other topics. The four topics chosen for this term are (1) chant structure, performance, and development; (2) 14th century music of Italy and France; (3) Elizabethan London; and (4) Venice in the Baroque era. The class will also introduce many of the tools we use in studying music history such as manuscript study, original notation work (the musical equivalent of foreign language study), and historical performance practice.

This course provides an introductory survey of the Western classical tradition, exploring music as a phenomenon of both sound and culture. The focus of this course is the development of aural skills that lead to an understanding and appreciation of music; making use of live performances and streaming audio available on the Internet, the student will listen to and explore some of the most important and influential repertoires and genres of music that emerged in the last four centuries. Upon successful completion of this course, the student will be able to: Identify aesthetic qualities and compositional processes by studying and listening to significant works of music in both live performances and recorded media; Explain the historical and/or cultural contexts of musical works studied in this course; Demonstrate an aural ability by identifying specific forms, genres, musical techniques, and historical styles of Western classical music; Describe subjective reactions to musical examples and analyze specific expressive qualities that evoke responses; Write about music analytically and effectively, using vocabulary, language and a style appropriate to the discipline and expressing ideas clearly. (Music 101)

" Through a progressive series of composition projects, students investigate the sonic organization of musical works and performances, focusing on fundamental questions of unity and variety. Aesthetic issues are considered in the pragmatic context of the instructions that composers provide to achieve a desired musical result, whether these instructions are notated in prose, as graphic images, or in symbolic notation. No formal training is required; this version of the class is a general elective suitable for a relatively large-enrollment class. Weekly listening, reading, and composition Assignments and Labs draw on a broad range of musical styles and intellectual traditions, from various cultures and historical periods."

Medieval and early modern Russia stood at the crossroads of Europe and Asia. In this course we will examine some of the native developments and foreign influences which most affected the course of Russian history. Particular topics include the rise of the Kievan State, the Mongol Yoke, the rise of Muscovy, Ivan the Terrible, Peter the Great, relations with Western Europe. How did foreigners perceive Russia? How did those living in the Russian lands perceive foreigners? What social relations were developing between nobility and peasantry, town and country, women and men? What were the relations of each of these groups to the state? How did state formation come about in Kievan and Muscovite Russia? What were the political, religious, economic, and social factors affecting relations between state and society? In examining these questions we will consider a variety of sources including contemporary accounts (both domestic and foreign), legal and political documents, historical monographs and interpretive essays.

The Medieval Period, or the Middle Ages, occurred between the fall of the Roman Empire and the beginning of the European Renaissance. The student will identify and examine the forms, genres, literary conventions, and topics of concern that typify medieval literature. This course will approach literature as a product of specific historical and cultural circumstances, including topics such as Anglo-Saxon England and Old English poetry; Anglo-Norman England and the Romances; and Middle English Literature. Upon successful completion of this course, students will be able to: situate the literature of the Medieval period within its historical context, particularly in relation to the development of Christian culture; explain the relevance of central themes in Medieval texts, including those relating to economic, social, and religious issues; recognize and identify the different genres in which Medieval writers worked and explain these genres relate to one another both historically and stylistically; identify the stylistic and formal elements of Medieval poetry and prose; define and use important literary terms related to major works of the Medieval period; trace the evolution of language (Old, Middle, and New English) within the context of Medieval literature; describe the literature of the period as a product of oral culture; identify and describe the alliterative line. (English Literature 201)

Illuminated manuscripts are the survivors of the Middle Ages, shedding light on both the great events of the period and the everyday life of ordinary people. In this web resource you will be able to examine evidence in a number of medieval manuscripts, finding out more about the social history of the period.

In this course, the student will examine the writings of a diverse group of medieval women and analyze the perceptions of reality that they present, taking into account critics' views on their works as well. The student will begin by acquainting ourselves with the major socio-historical developments that shaped women's role in the period. The student will then take a look at some major feminist and gender/sex-related approaches to literature, followed by readings of women-authored texts, examining their styles, techniques, and representations of the world around them. Upon completion of this course, students will be able to: explain Medievalism as both a historical period and a movement in literature and the arts; provide an account of the role of women in the Middle Ages; explain the general intellectual climate of the Middle Ages; explain the significance of the Fall of the Roman Empire; explain the importance of Medieval oral traditions, the rise of literacy, cultures of chivalry, courtly love, Scholasticism, and the Church; describe the lives of Medieval women, wives, virgins, lovers, and mothers; explain the relationship between Medieval women and the Church in terms of theology, emerging religious communities, persecution, nunnery, scripture, hagiography, martyrdom, and sainthood; discuss Medieval concepts of gender and sexuality; explain the notion of secular female authorship; describe Medieval class structure and especially the nature of aristocratic and working-class women in the Middle Ages; identify and describe the formal and structural conventions of the Medieval lay; detail the themes of love, desire, romance, marriage, widowhood, and literary self-expression in the Medieval text; describe the major tenets, ideals, and ideas investigated in ChaucerŐs Canterbury Tales, especially from the perspective of the women in this complex text. (English Literature 407)

The Western cultural paradigm shift from medieval to early modern is illustrated by the evolving portrayals of the meme of David's killing Goliath from 1430 to 1604 with a modern post script.

Through tracing the evolution of a specific cultural meme -- the portrayal of David's killing Goliath -- the paradigm shift for the restructuring of Western culture from its medieval (more absolutist) to early modern (more relativist) periods is represented.

Many musical traditions, in history as well as in the modern world, are based on modes or ragas rather than on major and minor scales.

" This class explores the relationship between music and the supernatural, focusing on the social history and context of supernatural beliefs as reflected in key literary and musical works from 1600 to the present. Provides a better understanding of the place of ambiguity and the role of interpretation in culture, science and art. Explores great works of art by Shakespeare, Verdi, Goethe (in translation), Gounod, Henry James and Benjamin Britten. Readings will also include selections from the most recent scholarship on magic and the supernatural. Writing Assignments and Labs will range from web-based projects to analytic essays. No previous experience in music is necessary. Projected guest lectures, musical performances, field trips."