National Research University – Higher School of Economics Department of History Syllabus of the course: “History of Historical Knowledge” Master’s program “Applied and Interdisciplinary History «Usable Pasts»” Government of the Russian Federation National Research University Higher School of Economics Department of History Syllabus of the course: RESEARCH SEMINAR I Master’s program « Applied and Interdisciplinary History «Usable Pasts»» Author of the syllabus: Julia Lajus, Alexandra Bekasova, Ivan Sablin, Elena Kochetkova Approved by the Department of History day/month/year «___»____________ 2015 Head of the program: Julia Lajus (signature) Saint Petersburg, 2015 This syllabus cannot be used by other university departments and other higher education institutions without the explicit permission of the department of History. 1 Scope of Use This syllabus outlines the requirements for students’ knowledge and skills and the content of the course. It is developed for the department of History, its faculty members, and students of the graduate program ‘Applied and Interdisciplinary History «Usable Pasts»’. This syllabus meets the standards required by Standards of National Research University Higher School of Economics of Federal Masters’ Degree Program History (46.04.01). Curriculum of the master’s program ‘Applied and Interdisciplinary History «Usable Pasts»’ as of 2015. 2 Objectives of the course Today education in history reveals a need to look for an appropriate combination of applied and fundamental knowledge which enables graduates to choose between careers in applied areas and academic path. The MA program in applied and interdisciplinary history has the objective to realize a unique combination of fundamental and applied training to prepare graduates who will demonstrate interdisciplinary commitments and academic research skills as well as expertise and skills related to the key elements of applied history. The Master`s studies imply active involvement into research activities, in particular into a research seminar. These seminars are designed to help students gain advanced research skills and enable them apply these skills into practice. Research seminar aims at providing students with a thorough understanding of the central components of research design, development of a wellstructured research project, development of MA Thesis proposal, presentation of research results, giving and receiving academic critique, and implementation of research design in the MA Thesis. Through the seminar the students will be introduced to high quality research in the broad realm of applied and interdisciplinary history, production, translation, and application of historical knowledge. As a result, the seminar is expected to help students produce high quality Master`s theses on a publishable level. Students are expected to receive deep experience of working with academic literature, participation in academic discussions, and skills required for producing and reasoning their own point of view as well as participation in project-based activities built up on the experience and knowledge they got during the internship periods. These skills will simplify and conceptualize dissertational research, improve the quality of Master`s thesis, enable the concerned students to continue their academic activities on the PhD level, as well as help shape the setting of analytical tools necessary for professional work in applied history. At the seminar students will develop the skills and ability to critically conduct a research problem. The seminar will thereby specifically address the following core aspects as research design, academic practice in history and practices in applied history, interdisciplinary approach, Master Thesis proposal and Master Thesis writing. The received knowledge and skills would be of high importance and value for those students aimed at entering academia as well as for those aiming into seeking a job in museums, media, consultancy and other fields where historical education might be needed. Research seminars, thus, pursue a two-fold aim: they prepare students for the final academic assessment and offer paths to orient in the activities which correspond to a chosen track in the program. The seminar has the following objectives: o o o o o Introduce students to leading research works in the field of history and to develop their ability to evaluate research performed by others; Help students formulate their view on the thematic field in order to enable them to choose a topic of their research; Provide students with methodologies required for dissertational research; Enable students to gain research skills which include work with sources, reviewing academic literature, and interpretation of received results; Enable students to develop skills in presenting their research and its practical application while producing presentations, articles, taking part in conferences; Research seminar is being held during the whole period of studies: 1-4 modules at the 1st year. It implies twice a week regular meetings and independent work in proportion 25 : 75. This proportion is related to a large amount of independent work required by research seminar design Students will be involved into various research activities, such as: o o o o o 3 Discussions of course works with other students in class in the first year of studies; Discussion of topics of Master`s theses and introductory presentations given by students; Presentation of detailed research plans of Master`s dissertations; In the beginning of the first year the seminar will be organized around presentations of lecturers who will introduce their own research and methods, as well as organizational aspects of the seminar including presentations of leading scholars on key theoretical issues, research cases, and methodology in the field of applied and interdisciplinary history; During the whole period of study students will learn about historiography of the field, focusing on papers offered by courses. Also, they will work on their individual projects – course work in the first year, and Master`s thesis in the second. In so doing they will have to make presentations and take part into discussions of current results, sources, theoretical issues, and other questions related to their research. Supposed results. The students are supposed to adopt the following competences: System competencies Code (RUS) Code (ENG) Competence description СК-4 SC-4 СК-6 SC-6 Ability to develop and enhance one’s own intellectual and cultural levels and to build the trajectory of one’s professional development and career. Ability to analyze, verify, and estimate the entirety of information in one's professional performance, ability to fill the gaps and synthesize required information when needed. Professional competencies Code (RUS) Code (ENG) Competence description ПК-3 PC-3 ПК-5 PC-5 ПК-6 PC-6 ПК-7 PC-7 Ability to read scholarly texts and to epitomize scholarly literature in Russian and in foreign languages. Ability to present the results of the research in Russian and foreign languages, to analyze and generalize the results of the scholarly research based on the contemporary interdisciplinary approaches. Ability to search, handle and present information, work with the databases in the Humanities. Ability to formulate scholarly problems of current interest that can enrich historical scholarship through their study, ability to reach perspective research and applied goals. Personal and social competencies Code (RUS) Code (ENG) Competence description ПК-16 PC-16 ПК-17 PC-17 ПК-20 PC-20 Ability to shape the skills of perception of the historical text. Ability to analyze and present a scholarlygrounded interpretation of historical events in their connection and entanglement. Ability to set and transmit legal and ethical norms in the professional and ethical activity. Research tasks Code (RUS) Code (ENG) Competence description НИД 1 NID 1 НИД 4 NID 4 Identification and structuring of a research problem in the sphere of professional activity, independent choice, justification of the object, matter, final aim, goals and methods of the research in relevant problem in the professional field and their implementation – independent organization of scholarly research in a relevant field, in the interdisciplinary sphere, preparation and implementation of the research projects related to the profile of the OOP of the master’s program. Analysis and generalization of the scholarly research according to the requirements of the up-to-date historical scholarship. Educational tasks Code (RUS) Code (ENG) Competence description ПеД 1 PeD 1 Teaching of the course of history on all levels of basic and professional education. Pre-requisites, course type, role of the discipline within the structure of Master program 4 This is a core seminar course taught in the first year of the master’s program “Applied and Interdisciplinary History «Usable Pasts»”. The following knowledge and competences are needed to study the discipline: ● Basic knowledge of history of the world from the times of Antiquity till the early twentieth century. ● Upper-intermediate or advanced reading and speaking skills in English. Course description. The content of the course. Part 1. Meanings of the Pasts. 1. Introduction. Research seminar content and requirements. Requirements for the 1st year course paper. Schedule and requirements for MA Thesis. Discussion on steps towards fulfilment of the requirements. Introduction to useful sites, databases etc. 2. Why the Past Matters? Role of studies of the past in contemporary politics and everyday life. Reflections on the role of experts. Required reading: William Cronon. Why the Past Matters? Wisconsin Magazine of History, 84:1 (Autumn 2000), p.2-13. 3. History as Social Memory History and collective memory. Sociology of memory by Mauris Halbwacks and its importance for historical scholarship. Historians of the “Annales” (Marc Bloch, Philippe Aries and others) on memory and history. Required reading: Mauris Halbwachs. On collective memory. Ed., trans., and with introduction by Lewis A. Coser. Chicago and London, 1992, pp. 46-61 (The reconstruction of history) Marc Bloch, From "Memoire collective, tradition et coutume: A propos d'un livre recent", Jeffrey K. Olick, Vered Vinitzky-Seroussi, Daniel Levy, eds. The Collective Memory Reader. New York: Oxford University Press, 2011. pp. 150-155 Patrick H. Hutton, Collective Memory and Collective Mentalities: The Halbwachs Aries Connection, Historical Refiections/Reflexions historiques 15, no. 2 (Summer 1988): 311-22. Optional reading: Peter Burke, History as Social Memory, Varieties of Cultural History, Cornell University Press, 1997, pp. 43-59. 4. History, memory, and heritage Legacy and heritage as forms of memory. Historical objects, historians and the public. Forming identity through experiencing heritage. Required reading: David Lowenthal. The Heritage Crusade and the Spoils of History, 7th Printing Cambridge Univ. Press, 2009. Catherine Palmer. An ethnography of Englishness. Experiencing Identity through Tourism. Annals of Tourism Research, 2005, Vol. 32, No. 1, pp. 7–27. 4. Landscapes and memory Landscape as a unity of nature and culture. Buildings, monuments, natural sites as a part of landscape. Cityscapes, waterscapes and other forms of landscapes. Role of landscapes in memory and history. Required reading: David Lowenthal. Past time, present place: Landscape and memory. Geographical Review, 1975, 65, pp. 1–36. Simon Schama. Landscape and Memory. London: Harper Perennial, 2004, Introduction, pp. 3 – 19. Optional reading: Denise Meringolo. Museums, Monuments, and National Parks: Toward a New Genealogy of Public History (Public History in Historical Perspective). Amherst, Boston: University of Massachusets Press, 2012. Part 2. Turning Nature into History. 5. Histories, stories, narratives. Narratives in history. How to write historical texts? Required reading: William Cronon. A Place for Stories: Nature, History, and Narrative. Journal of American History 78:4 (March, 1992), p.1347-1376. 6. How to do historical research? Part 1 How to set research questions? Strategy and tactics of historical research. Searching for information, finding documents. Required reading: Learning to Do Historical Research. A Primer for Environmental Historians and Others http://www.williamcronon.net/researching/index.htm 7. Imagining and constructing places: landscapes and regions Social construction of historical places and heritage sites. ‘Nationalization’ of natural landscapes. Required reading: Thomas Lekan. A “Noble Prospect”: Tourism, Heimat, and Conservation on the Rhine, 1880– 1914. The Journal of Modern History 81 (December 2009): 824–858. Christopher Ely. The Origins of Russian Scenery: Volga River Tourism and Russian Landscape Aesthetics, Slavic Review, Vol. 62, No. 4, Tourism and Travel in Russia and the Soviet Union (Winter, 2003), pp. 666-682. 8. How to do historical research? Part 2 Taking notes, arguing and telling stories. Student’s presentations. Discussion on how to design the research project. 9. Selling places and social exclusion. Construction, marketing and promotion of landscapes. Social inequality in the cities. Tourism and social exclusion. Required reading: Stephan Ward, Selling suburb; Selling the industrial town, in: Stephan Ward, Selling places: The Marketing and Promotion of Towns and Cities 1850–2000, Taylor & Francis e-Library, 2005. pp. 99-228. Tom Mordue, Tourism, performance and social exclusion in ‘‘Olde York’’, Annals of Tourism Research, 2005, Vol. 32, No. 1, pp. 179–198. 10. Places, History, Memory. How to do historical research? Part 3 Positioning yourself relative to others, drafting, editing, and revising. Presentations and discussion of student’s essays. Part 2. Use of the Pasts. 11. Making histories in museums: visitors, history, pasts, and the museum. Historical museums, historical objects in museums. How visitors use history in the museums. Required reading: Gaynor Kavanagh, Making Histories, Making Memories, in: Making Histories in Museums, Leicester University Press, 1996 (1999), pp. 1-14. Colin Divall, Transport museums another kind of historiography. The Journal of Transport History, 2003, vol. 24/2, pp. 259 - 265. Optional reading: R. Sykes, A. Austin, M. Fuller, T. Kinoshita and A. Shrimpton. Steam attraction: railways in Britain's national heritage. The Journal of Transport History, 18 (2), 1997. 12. What People want from visits to historical sites? Tourists, visitors , and search for authenticity. Tourism and memory. Required reading: Dean MacCannell. The Tourist: A New Theory of the Leisure Class. Third Edition. Berkeley: University of California Press, 1999. (Introduction, Ch. 1 pp. 17-38, Ch. 5 pp. 91-108) Catherine M. Cameron and John B. Gatewood, Excursions into the Un-Remembered Past: What People Want from Visits to Historical Sites. The Public Historian, Vol. 22, No. 3 (Summer, 2000), pp. 107-127. 13. Construction and uses of “the Other.” Required reading: Iver Neumann. Uses of the Other "The East" in European Identity Formation, Minneapolis: University of Minnesota Press, 1991. Preface, Ch.1, pp. 1-38. 14. Tourist gaze or tourist’s optics. Travel and tourist practices. Visions, power and practices of tourism. ‘Gaze’ and ‘optics’ as useful concepts in historical research. Tourist practices and use of history. Required reading: John Urry and Jonas Larsen, The Tourist Gaze 3.0, 3d ed., Sage publications, 2011. Preface, pp. Ch. 3-4, pp. 49-96. Rudy Koshar, What Ought to be Seen: Tourists’ Guidebooks and National Identities in Modern Germany and Europe, Journal of Contemporary History, vol. 33, pp. 323-340. Optional reading: Alon Confino and Rudy Koshar, Regimes of Consumer Culture: New Narratives in TwentiethCentury German History, German History 19 (2001): 135–161. 15. Vision and photography. Use of visual materials. Photography as a visual evidence in historical practice. Required reading: John Urry and Jonas Larsen, The Tourist Gaze, 3d ed., Sage publications, 2011. Ch. 7, pp.155216. Ludmilla Jordanova. The Look of the Past: Visual and Material Evidence in Historical Practice. Cambridge: Cambridge University Press, 2012. 16. Pasts, present, future and mission of the historian. What is Public history? Recent trends in historiography Required reading: Ludmilla Jordanova. History in Practice. London : Arnold, 2000. Ch. 6. Public History, pp. 141 – 171. Public History. A Practical Guide. London, NY: Bloomsbury Academic, 2015. Ch. 1, 3, 6. Ronald J. Grele. Whose public? Whose history? What is the goal of a public historian? The Public Historian, vol. 3, no. 1 (Winter, 1981), pp. 40-48. Optional reading: Heather Lee Miller, The Business of History: Working as a Historical Consultant. Journal of Women's History, Volume 25, Number 4, Winter 2013, pp. 342-349. Denise Meringolo. Museums, Monuments, and National Parks: Toward a New Genealogy of Public History (Public History in Historical Perspective). Amherst, Boston: University of Massachusets Press, 2012. Conclusion. Towards a New Geneology of Public History, pp. 153 – 168. 17 – 20. Student presentations of their research projects. Discussion. Required reading: William Cronon. Getting Ready to Do History,"Carnegie Essays on the Doctorate, Carnegie Initiative on the Doctorate, Carnegie Foundation, Palo Alto , 2004, 1-18. Part 3. Methods in digital history. 1. Digital Humanities. History and computing: the birth of digital humanities. Multimedia sources and online publishing. Copyright issues. 2. Academic databases. Preservation and systematization of historical information. 3. History online. Blogs, podcasts, video games. Multimedia depositories. 4. Bibliographical databases. Creating databases with Zotero. 5. Photography, newsreels and movies. History of photography and cinematography. The role of visual sources in the history of the 19th and 20th centuries. Photography and anthropology. Photography in the media. Montage. Photography as art. Documentaries. Feature Films and historical memory. Gender asymmetries in visual representations. 6. Discussion and analysis of the mid-20th century photographs and newsreels. Editing images. 7. Musical works and sound recordings. History of music and sound recordings. Music as a language. Interpreting music. Music and philosophy. Music and politics. Falsification of audio recordings. Folk music and identity. Music and power. Radio broadcasts in the history of the 20th century. 8. The image of the Orient in classical music. Discussion and analysis of protest music. Working with sound. 9. Maps. History of Cartography. Map as a historical source. Interpreting maps. Global positioning system. Custom maps. Geographical maps and power claims. 10. Discussion and analysis of 19th and 20th century population maps. 11. Software for working with spatial data. Google Earth. Quantum GIS. Software for threedimensional modeling. 12. Map projections. Georeferencing. Editing maps. 13. Vector and raster graphics. Vectorization of maps. Point, line, polygon. Merging data into a system. Geospatial data formats. 14-15. Students project presentations. Discussions. Literature for Part 3: Agawu, Kofi. 2008. Music as Discourse: Semiotic Adventures in Romantic Music. Oxford: Oxford University Press. Aufderheide, Patricia. 2007. Documentary Film: A Very Short Introduction. Oxford: Oxford University Press. Bagrow, Leo. 1975. A History of the Cartography of Russia up to 1800. Edited by Henry W. Castner. Wolfe Island, Ontario: Walker Press. Cadava, Eduardo. 1997. Words of Light: Theses on the Photography of History. Princeton, NJ: Princeton University Press. Chaudhary, Zahid R. 2012. Afterimage of Empire Photography in Nineteenth-Century India. Minneapolis: University of Minnesota Press. Cook, Nicholas. 1998. Music: A Very Short Introduction. Oxford: Oxford University Press. Edwards, Steven. 2006. Photography: A Very Short Introduction. Oxford: Oxford University Press. Dougherty, Jack, and Tennyson O’Donnell, eds. 2015. Web Writing: Why and How for Liberal Arts Teaching and Learning. Ann Arbor, MI: University of Michigan Press. Gardiner, Eileen, and Ronald G. Musto. 2015. The Digital Humanities: A Primer for Students and Scholars. Cambridge: Cambridge University Press. Gartner, Georg, and Felix Ortag, eds. 2010. Cartography in Central and Eastern Europe: Selected Papers of the 1st ICA Symposium on Cartography for Central and Eastern Europe. Heidelberg: Springer. Gengnagel, Jörg. 2011. Visualized Texts: Sacred Spaces, Spatial Texts and the Religious Cartography of Banaras. Wiesbaden: Harrassowitz Verlag. Gold, Matthew K. 2012. Debates in the Digital Humanities. Minneapolis: University of Minnesota Press. Harley, J. B., and David Woodward, eds. 1987. The History of Cartography. 3 vols. Chicago: University of Chicago Press. Kitchin, Rob, Chris Perkins, and Martin Dodge. 2009. “Thinking about Maps.” In Rethinking Maps, edited by Martin Dodge, Rob Kitchin, and Chris Perkins, 1–25. London: Routledge. Kivelson, Valerie A., and Joan Neuberger, eds. 2008. Picturing Russia: Explorations in Visual Culture. New Haven: Yale University Press. Knowles, Anne Kelly. 2002. “Introducing Historical GIS.” In Past Time, Past Place: GIS for History, edited by Anne Kelly Knowles, xi–xx. Redlands, CA: ESRI Press. Kramer, Lawrence. 2002. Musical Meaning: Toward a Critical History. Berkeley, CA: University of California Press. Kramer, Lawrence. 2007. Why Classical Music Still Matters. Berkeley, CA: University of California Press. Marcel, Gabriel. 2005. Music and Philosophy. Milwaukee: Marquette University Press. Moore, Robin D. 2006. Music and Revolution: Cultural Change in Socialist Cuba. Berkeley, CA: University of California Press. Olson, Laura J. 2004. Performing Russia: Folk Revival and Russian Identity. New York: Routledge. Taruskin, Richard. 1997. Defining Russia Musically: Historical and Hermeneutical Essays. Princeton, NJ: Princeton University Press. Wood, Denis, and John Fels. 2008. “The Natures of Maps: Cartographic Constructions of the Natural World.” Cartographica: The International Journal for Geographic Information and Geovisualization 43 (3): 189–202. Part 4. Oral history methods. The students must fulfill individual assignments at choice from two options. The first option is an individual oral history project related to their course work or useful for other research purposes. The project implies preparing for and taking an interview, including all the stages of interviewing from a questionnaire to transcribing. The length of interviews should be between 20 minutes and one hour. The students must submit a transcribed interview and give a short presentation on the purpose of interview, used methods of interviewing and analysis, main conclusions, and the applicability to course work or other research (for instance, valuable for other courses). The project is assessed on 10 marks scale based on the following grading: Class discussions: Draft questions: Transcripts: Final presentations: 30 % 15 % 20 % 35 % The second option is to watch two interviews done by the Montreal Life Stories (http://www.lifestoriesmontreal.ca/en/educational-resources-on-life-stories-and-testimonies) or other project (to be discussed first with the instructor) and write 4-6 page reflection on methods of interviewing used as well as what you learnt about oral history interviewing. In addition, the students must prepare a questionnaire on any topic that might be useful for further interviewing. This work is assessed on 10 marks scale based on the following grading: Class discussions: Draft questions: Essays: Final presentations: 30 % 15 % 20% 35 % 1. Introduction to oral history. Historiography, methods, and perspectives Required reading: 1. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 1 2. Thomson A. “Four Paradigm Transformations in Oral History,” Oral History Review 34, 1 (2007), pp. 49-70. 3. Thompson P. “The Voice of the Past: Oral History,” The Oral History Reader, ed. by R. Perks and A. Thompson, (1998), pp. 21-29. Recommended reading: 1. Shopes L. What Is Oral History? Available at http://historymatters.gmu.edu 2. Interviews: types and techniques. Individual and group interviews, individual and group projects Required reading: 1. “Coming into Presence”. Available at https://www.academia.edu/1110638/Coming_into_Presence_Discovering_the_Ethics _and_Aesthetics_of_Performing_Oral_Histories_within_the_Montreal_Life_Stories_ Project 2. Portelli P. The Death of Luigi Trastulli. Massachusetts, 2003. Chapter 3 3. Principles and Best Practices: Principles for Oral History and Best Practices for Oral History. Adopted October 2009. Available at http://www.oralhistory.org/dooralhistory/principles-and-practices/ Recommended readings: 1. MacKay N., Quinlan M.K., and Sommer B. Community Oral History Toolkit. 5 vols. Left Coast Press, 2013. 2. Yow, Valerie Raleigh. Recording Oral History: A Practical Guide for Social Scientists. Sage Publications, 1994. 3. Respondents and interviewers: interactions and research ethics. The power of space. Questionnaires Required reading: 1. James D. Dona Maria’s Story: Life History, Memory and Political Identity. Durham, Duke University Press, 2000. 2. “Holocaust testimonials”. Available at http://storytelling.concordia.ca/sites/default/files/Holocaust%20Educators%20Intervie w%20Guide.pdf 3. “Human Rights Activists”. Available at http://storytelling.concordia.ca/sites/default/files/Interview%20Guide_Human%20Rig hts%20Activists.pdf 4. Preparing and conducting interview: methods and equipment Required reading: 1. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 3 and Appendix 1 Recommended readings: 1. Greenspan H. and Bolkosky S. “When is an Interview an Interview? Notes from Listening to Holocaust Survivors,” Poetics Today 27, 2 (2006), pp. 431-449 Drafts of questionnaires due to this seminar (assignment option 1 and 2) 5. Transcribing, editing and preservation Required reading: 1. Mackay N. Curating Oral Histories: From Interview to Archives. Walnut Creek: Left Coast Press, 2007, pp. 41-56. Chapters “Transcribing” and “Recording Technology” 2. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 6 Recommended readings: Veen Jon van der. “Lost in Transcription: Oral and Textual Readings of Interviews from Bruce County,” Available: http://megaprojects.fims.uwo.ca/transcription. 6. Interpreting an interview. Oral history as source and evidence Required reading: 1. The Oral History Reader, ed. by R. Perks and A. Thompson, (1998). Part II “Interviewing” Transcripts (assignment option 1) and essays (assignment option 2) due to this seminar 7. Students` presentations/discussion of interview experience. Who speaks in oral history? Required reading: 1. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 8 8. Reflections. Oral history and memory Required reading: 1. The Oral History Reader, ed. by R. Perks and A. Thompson, (1998). Chapters 24, 31 Part 5. Introduction in social network and content analysis, 4 classes, 8 h.a. This part of the course includes practical classes on building networks and discussing ways of their applicability in social sciences. The evaluation will include readings (50 %) and participation in class work (50 %). 1. What are networks? Network approach and its possibilities and meaning for social sciences Required reading: 1. Hanneman R. and Riddle M. Introduction to Social Network Methods, 2005. Available at http://www.faculty.ucr.edu/~hanneman/nettext/index.html, Chapters 1-3. Recommended readings: 1. Cuesta H. Practical Data Analysis. Packt Publishing, 2013 2. The variety of network software. Application of network analysis: Gephi Required reading: 1. Hanneman R. and Riddle M. Introduction to Social Network Methods, 2005. Available at http://www.faculty.ucr.edu/~hanneman/nettext/index.html, Chapter 6. 3. Content-analysis. Content quality, descriptions and interpretations Required reading: 1. Hsieh H.-F., Shannon S. “Three Approaches to Qualitative Content Analysis”, Health Policy and Services, vol. 15, no. 9, (2005), pp. 1277-1288. 4. Tools of content-analysis: QDA Miner Required reading: 1. Mayring P. “Qualitative Content Analysis”, Art, vol. 1, no. 2, (2000). Available at http://www.qualitative-research.net/index.php/fqs/article/view/1089/2385 Recommended readings: 1. Swemler S. “An Overview of Content Analysis”, Practical Assessment, Research and Evaluation. Available at http://pareonline.net/getvn.asp?v=7&n=17 Part 6. Course work consultations, presentations and discussions. 3 seminars. Requirements and Grading Type of grading Current Final Type of work Parameters Discussion in the class and homework Discussion in the seminars and individual presentations of readings. Paper Exam Work on the project which will be discussed on the seminars Oral exam by the end of the semester. Course Evaluation Criteria Students are expected to attend seminars and to regularly do the homework reading. On seminars, students are expected to take active part in the discussion and demonstrate knowledge of the content of readings. They should constantly work on their own projects, present them for discussion in the class in the assigned time. The deadlines should be met. The project will lead to a course paper in the end of the academic year. The oral exam by the end of the course will be provided in the form of a conversation of the student with the course instructor on one of the topics of the course. Grading system The grade will be composed of class attendance, participation in the discussions during the seminars (based on the readings), response papers and oral exam. Students will be required to fulfill grading tests. The score for the seminar will be compiled of current marks for various steps of course work and Master`s thesis, presentations, and group discussions. This will also include involvement into research projects, publication of articles, presentations at conferences on seminar topics. The final grade consists of: o o o o 1) Class participation and discussion (25%) 2) Home tasks and critical reflections (25%) 3) MA Thesis Proposal (not less than 15 pp.) (50%) In the first year students have to: Present a research plan of course work; Provide a written historiography (review on academic literature) on a chosen topic; Present course work; Participate in research projects / internships. All the materials must be a result of individual research under supervision of experienced teachers. Each presentation should be followed up by discussions. Course paper will be reviewed by one of the lecturers of the program who will provide critique and suggestions for improving. Equipment Projector needed for presentations. For parts 3 and 5 a computer class with the following software is needed: Microsoft Word, Microsoft Excel, QGIS, Google Earth, Adobe Photoshop, Mozilla Firefox. Module 3 (13 classes), Sablin I. Для проведения занятий требуется компьютерный класс с установленным программным обеспечением: Microsoft Word, Microsoft Excel, QGIS, Google Earth, Adobe Photoshop (или бесплатный аналог), Mozilla Firefox, Занятие 1. История и компьютер: рождение Digital Humanities. Мультимедийные источники и публикация результатов в сети. Проблема авторских прав. History and computing: the birth of digital humanities. Multimedia sources and online publishing. Copyright issues. Занятие 2. Научные базы данных. Хранение и систематизация исторической информации. Academic databases. Preservation and systematization of historical information. Занятие 3. История в сети. Блоги, подкасты, компьютерные игры. Мультимедийные репозитории. History online. Blogs, podcasts, video games. Multimedia depositories. Занятие 4. Библиографические базы данных. Создание баз данных с помощью Zotero. Bibliographical databases. Creating databases with Zotero. Занятие 5. Фотография, кинохроника и кино. История фотографии и кинематографии. Роль визуальных источников в истории XIX и XX вв. Фотография и антропология. Фотография в средствах массовой информации. Фотомонтаж. Фотография как искусство. Документальное кино. Художественные фильмы и историческая память. Гендерные асимметрии в визуальных репрезентациях. Photography, newsreels and movies. History of photography and cinematography. The role of visual sources in the history of the 19th and 20th centuries. Photography and anthropology. Photography in the media. Montage. Photography as art. Documentaries. Feature Films and historical memory. Gender asymmetries in visual representations. Занятие 6. Обсуждение и анализ фотографий и кинохроники середины XX в. Редактирование изображений. Discussion and analysis of the mid-20th century photographs and newsreels. Editing images. Занятие 7. Музыкальные произведения и аудиозаписи. История музыки и звукозаписи. Музыка как язык. Интерпретация музыкальных произведений. Музыка и философия. Музыка и политика. Фальсификация аудиозаписей. Народная музыка и идентичность. Музыка и власть. Радиотрансляции в истории XX в. Musical works and sound recordings. History of music and sound recordings. Music as a language. Interpreting music. Music and philosophy. Music and politics. Falsification of audio recordings. Folk music and identity. Music and power. Radio broadcasts in the history of the 20th century. Занятие 8. Образ Востока в классической музыке. Обсуждение и анализ протестных музыкальных произведений. Работа со звуком. The image of the Orient in classical music. Discussion and analysis of protest music. Working with sound. Занятие 9. Карты. История картографии. Карта как исторический источник. Интерпретация карт. Глобальная система навигации. Пользовательские карты. Географические карты и властные притязания. Maps. History of Cartography. Map as a historical source. Interpreting maps. Global positioning system. Custom maps. Geographical maps and power claims. Занятие 10. Обсуждение и анализ карт населения XIX и XX вв. Discussion and analysis of 19th and 20th century population maps. Занятие 11. Программы для работы с пространственными данными. Google Earth. Quantum GIS. Программы для трехмерного моделирования. Software for working with spatial data. Google Earth. Quantum GIS. Software for threedimensional modeling. Занятие 12. Картографические проекции. Геореференцирование. Редактура картографических изображений. Map projections. Georeferencing. Editing maps. Занятие 13. Векторная и растровая графика. Векторизация картографических изображений. Точка, прямая, полигон. Объединение данных в систему. Форматы геоинформационных данных. Vector and raster graphics. Vectorization of maps. Point, line, polygon. Merging data into a system. Geospatial data formats. Литература по разделу: Agawu, Kofi. 2008. Music as Discourse: Semiotic Adventures in Romantic Music. Oxford: Oxford University Press. Aufderheide, Patricia. 2007. Documentary Film: A Very Short Introduction. Oxford: Oxford University Press. Bagrow, Leo. 1975. A History of the Cartography of Russia up to 1800. Edited by Henry W. Castner. Wolfe Island, Ontario: Walker Press. Cadava, Eduardo. 1997. Words of Light: Theses on the Photography of History. Princeton, NJ: Princeton University Press. Chaudhary, Zahid R. 2012. Afterimage of Empire Photography in Nineteenth-Century India. Minneapolis: University of Minnesota Press. Cook, Nicholas. 1998. 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Performing Russia: Folk Revival and Russian Identity. New York: Routledge. Taruskin, Richard. 1997. Defining Russia Musically: Historical and Hermeneutical Essays. Princeton, NJ: Princeton University Press. Wood, Denis, and John Fels. 2008. “The Natures of Maps: Cartographic Constructions of the Natural World.” Cartographica: The International Journal for Geographic Information and Geovisualization 43 (3): 189–202.