Summer 2015
English 117B: Global Film, Literature, and Culture (3 units of SJSU
credit, satisfies a GE requirement, Area V) June 15-19 at SJSU, June 26-July 13 in Dublin and Galway
Overview: This summer course will introduce students to Ireland’s rich literary and cultural history, set
in a context of contemporary global film and literature. The course spans 6 weeks: 1 week of classes at
SJSU, 3 weeks in Ireland, plus a free week in between.
Course Description (as defined by the GE committee): “Using films and literary works, students will
appreciate and understand the narratives that create and define cultural identity, explore cultural
interaction, and illustrate cultural preservation and cultural difference over time.” This particular version
of the course will focus on literature and films from Ireland (obviously) and other countries with a legacy
of imperialism: including India, South Africa, New Zealand, and Vietnam.
Course Themes: Some of the common themes we will explore include the ways in which national and
cultural identities are formed and contested, particularly in the telling of stories and the recording of
history; imperialism, occupation, and war; the role of the artist in society, and dynamics of class, gender,
race, and religion.
Why Ireland? Ireland is a great place to study how cultural identity is formed and changed over time and
how identity is affected by contact with other cultures. Because the Irish struggled to maintain their
cultural identity over 700 years of domination by the British empire, their literature offers many insights
into the process of cultural definition and preservation. In modern times, because Ireland has become a
magnet for immigrants after its “Celtic Tiger” revival in the 90s, it is also an excellent place to study how
different cultures influence each other in the era of accelerating globalization. Finally, despite its small
population, Ireland has produced 4 Nobel laureates in literature and has a thriving, award-winning film
industry. We will visit Ireland’s two film institutes (in Galway and Dublin) and some of their many
cultural and literary pilgrimage sites.
Film List (still tentative):








L'Auberge Espagnole (Set in Spain)
The Hanging Gale (Ireland)
Michael Collins (Ireland)
The Mission (South America)
Whale Rider (New Zealand)
Cry Freedom (South Africa)
The Beautiful Country (Vietnam/America)
Lagan or Swades (India)
Irish Films to watch at the SJSU Irish Film Festival, May 7th-9th (if possible)





Song of the Sea (a new Oscar-nominated animated feature)
Death of a Superhero (part “graphic novel” style animation, part live action)
Five Minutes of Heaven (aftermath of The Troubles)
Blood Fruit (documentary)
Selected short films
Updated Reading List (Still Tentative):





Translations: A Play by Brian Friel
TransAtlantic: A Novel by Colum McCann (we’ll read 2 chapters)
The Shadow of a Gunman by Sean O’Casey (we’ll see this play at the Abbey)
John Bull’s Other Island OR Captain Brassbound’s Conversion plays by Bernard Shaw
The Deportees (we’ll read the title short story, maybe a few more) by Roddy Doyle
And there will be a Course Reader (selections of essays, poetry, memoir, flash fiction, film reviews,
and some formal film criticism)
Assignments




4 Reflections on the reading: (250-350 words each)
Film Comparison/Analysis, informed by research (1400 words)
Small Assignments: reflections on the sites, film responses, etc.
Final essay: Reflection/reminiscence/analysis (1200 words)
200 points
200 points
200 points
200 points
Small assignments will include daily journal entries reflecting on the day’s excursions, informal
interviews with locals, responses to performances, informal presentations on individual students’ research
and analysis, short responses to reading questions, and (optional) fictional riffs on the readings. These
assignments will have enough variety and flexibility to encourage students to capitalize on their talents,
whether in writing fiction, analyzing historical documents, or writing travel essays. Mixed media projects
(such as photo essays with commentary or podcasts including interviews of local people) will also be
encouraged.
For the film comparison/analysis/research project, individually or in pairs, students will choose a
global film to research and present to the class, along with a written version of their findings. This will
include analysis and evaluation, as well as background information to provide context.
Most of the writing (final versions) will be submitted in a portfolio a couple of weeks after we get back.