SYLLABUS

ENGLISH 304, SPRING 2017, POETRY & PAINTING, 2-4:20, MON., Taper 105, Professor Carol Muske-Dukes

BOOKLIST:

Among Flowers, Susan Kinsolving

2. to 1. How 3. See by David Salle, Looking, Talking and Thinking about Art

An Eye for Art, Focusing on Great Artists & Their Work, National Gallery of Art

This is a course for students whose interest in poetry has brought them to the idea of the ekphrastic – and how pictures and painting both inspire and embody poems

FIRST WEEK – Introduction to the workshop. Instant bios. Discussion of grading and procedures in class, REVISION & PORTFOLIOS. Making copies, etc. First assignment: choose a painting for first poem

Reading & Exhibits – including Rilke, Auden, Moore, Keats,

Ashbery, Boruch (+ Mark Strand, “Hopper”?)

Koons, Lichtenstein, Sherman, Hirst, Walker, Beuys, Lockhart --

Walter Benjamin, “The Work of Art in the Age of Mechanical Reproduction”

+ Critical Readings in “Ekphrastic” Poetry

Grading breakdown

Weekly reading journal (30%)

Poem drafts / participation/discussion, REVISION, portfolio,

Poem final (70%)

SECOND WEEK: Discussion of Assignment – PRESENTATIONS: List for presenting a poem based on a painting - discussion

Poem-Painting relationship. Second assignment, poem. Also, PRESENTATIONS: choose an artist you wish to present to the workshop, in particular an artist about whom poems have been written? (Auden: “Musee des Beaux Arts”, Keats, “Ode on a Grecian Urn”, etc. & Poems from the Harlem Renaissance

THIRD WEEK: Presentation - Discussion, poems. (Thoughts on Artists: Jeff Koons,

Roy Lichtenstein, Cindy Sherman, Joseph

Beuys, Damien Hirst, Kara Walker, Sharon

Lockhart – connection to the Broad grad course I’m teaching.)

Write an ekphrastic poem.

FOURTH WEEK: Presentation - Discussion: Ekphrastic poems: Auden’s

“Musee des Beaux Arts”, (Breughel’s “Icarus”), Rainer Maria Rilke, “Archaic Torso of Apollo”, Marianne Moore, “Nine Nectarines & Porcelain”, “Self-

Portrait in a Convex Mirror”, John Ashbery

John Keats, “Ode on a Grecian Urn”, “Harriet Tubman” by Margaret Walker, ekphrastic relationship to writing/image

FIFTH WEEK: Presentation - Choosing the Image. Assignment.

SIXTH WEEK: Presentation - Discussion of history of images, discuss Booklist. Thinking about portfolio.

SEVENTH WEEK: Race & Gender Imagery, Assignment.

EIGHTH WEEK: Notes toward writing the poem, assignment

NINTH WEEK: Portfolio check – questions re the ekphrastic

TENTH WEEK: Assignment - choice

ELEVENTH WEEK: Assignment - choice

TWELFTH WEEK: Assemble portfolio - provide visuals

THIRTEENTH WEEK: Portfolio

FOURTEENTH WEEK: Portfolio

FIFTEENTH WEEK: Reading/PARTY

FINAL

Statement on Academic Conduct and Support Systems

Academic Conduct

Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards https://scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate-sanctions. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct.

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu or to the Department of Public Safety http://adminopsnet.usc.edu/department/department-public-safety. This is important for the safety of the whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage http://sarc.usc.edu describes reporting options and other resources.

Support Systems

A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.html provides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.

Emergency Preparedness/Course Continuity in a Crisis

In case of a declared emergency if travel to campus is not feasible, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies.

Here’s to a wonderful semester! My email address is and my office is Taper Hall 409, 213 740 2824. We will meet when not at the Broad Museum - in the Creative Writing Library on 4th floor of Taper Hall.

Our hosts at the Broad Museum are Ed Patuto, Director of Audience Engagement & Darin Klein.