Syllabus and Calendar for CB 275 01K & 02K Spring 2009
CHANGING CULTURES:
Peoples in the Modern World
Instructor:
Place:
Time:
Maria Thacker, MAT, MA
Bookstore Classroom
Wednesday, 12:30-3:15
E-mail: mthacker@ringling.edu
Date: January 14 –April 29, 2008
Description:
This wide-ranging survey course teaches cultural appreciation of the diversity of humankind within the context of
the current globalizing world. Using standard concepts of cultural anthropology, it gives special emphasis to
facilitate each student’s awareness of his/her cultural identity as well as others’ identity around the world. This is
done with respect and without judgment. It demonstrates ways in which cultural bias, ethnocentrism, racism, and
cultural imperialism create serious problems in our globalizing world. This course directs attention to the power of
image makers as they design and structure visual information to shape the way media audiences perceive people in
other cultures. You will be challenged both personally and professionally to think critically about your future in the
global community.
Goals:
The course is designed to attain the objectives outlined for Global Perspectives using the transformation
process of cultural awareness. These goals are the attainment of:
An informed appreciation of difference and variation in human societies;
Familiarity with world views, beliefs, customs, and art forms of other cultures;
An exploration of problems and issues from the perspectives of cultural others;
The awareness of the impact of globalization;
Conceptualization of your roles and responsibilities as members of a global community;
An understanding of your cultural foundation which is the basis of an ethical professional livelihood.
Competencies:
The course reinforces the following Student Learning Outcomes as presented by NASAD and RCAD:
demonstrate flexibility in understanding other cultural viewpoints;
show a fluency both written and verbal, in expressing thoughtful responses to complex issues;
recognize the broad range of culture/history from a variety of perspectives.
Special Note:
During the semester we will discuss and view materials that might be considered by some to be
controversial, adult, or otherwise “politically incorrect”. Culture and ideas perceived as containing such
content are presented for their educational value, not for reasons for exploitation or confrontation.
The Ringling College of Art and Design makes reasonable accommodations for qualified persons with
documented disabilities. If you have a learning disability, a chronic illness, or a physical or psychiatric
disability that may have some impact on your work in this class and for which you may require
accommodations, please notify the Director of the Academic Resource Center (Student Center, 2 nd FL),
preferably before the end of the drop/add period, so that such accommodations may be arranged.
If you are not a documented student with disabilities but find that it occasionally takes an excessive
amount of time to understand the readings or write the required assignments, please exercise personal
responsibility and seek help from the Academic Resource Center or The Writing Lab; these two resources
are here to help you succeed. As a student at Ringling you have access also to the services of the Research
Librarian whose office is adjacent to the Main Desk in the library lobby. This professional is a good
resource to help you effectively and efficiently use the library resources.
If at any time during the semester you have a problem with this class and would like to meet with me,
please contact me directly. Together we will try to find a mutually acceptable solution to the issues you
bring up. I will be happy to talk with you before or after class but not during class. Please remember that I
will not discuss your individual situation in the presence of other students. You may e-mail me
(mthacker@ringling.edu) to set up another time/place to meet if that is more convenient.
Attention graduating seniors. Second semester senior year is usually a hectic time, therefore carefully plan
your time in relation to the course requirements.
Attendance Policy:
Attendance in this class is very important. If you must miss a class for any reason, in order to receive credit,
assignments due for that day must be in my Faculty Mail Box or delivered to me BEFORE class begins. You also have
the option of attending another section on the same day of the class. Attendance will be taken by sign-in during the
first ten minutes of the class. The following is the attendance policy related to grading.
Perfect Attendance – .50 point added to your final grade
One absence – no effect on your final grade
Two absences – will drop your grade by .50. ONE class may be made up by special assignments. These
assignments usually mean effort equivalent to three hours. It is your responsibility to take the initiative to see
me to arrange this make-up upon your return to class. Do not wait until the end of the semester to make-up a
class.
Three absences – automatic D
ONE class may be made up by special assignments. These
assignments usually mean effort equivalent to three hours. It is your responsibility to take the
initiative to see me to arrange this make-up upon your return to class. Do not wait until the end of the
semester to make up a class.
Four Absences or beyond – automatic failure Keep a careful record of your absences
Excused Absence -If you wish an excused absence due to sickness, please contact Student Life for proper
documentation. They may e-mail me or you may bring a written note from Student Life. THIS IS TO BE
DONE THE CLASS OR THE WEEK FOLLOWING YOUR ABSENCE.
IMPORTANT: It is the student’s responsibility to appraise themselves on what occurred in the class they missed and
to learn what assignments etc. are due for the following class. Contact other students for this information. Do not
contact the professor. During class there will usually be at least one film clip which will be placed on Reserve in the
library following its use. All A/V resources used will be part of the materials covered on exams/quizzes. Students
who do not commit to attend class every week will very quickly find themselves out of the flow of this fast pace
course. Keep your absences to the bare minimum.
Lateness Policy; When a student is late to class it puts the student at a distinct disadvantage in participating in class
activities and is disruptive to the group. An occasional lateness may occur but chronic lateness will severely effect
your class preparation score. Chronic lateness will be noted on the attendance sheet.
Course Requirements with Percentage of Final Grade:
Mandatory Class attendance. Please see details of this policy above.
50% Written/Visual Response Submissions and one semester exam:
Response submissions are designed to focus your attention on specific pertinent questions. This
will prepare you to discuss meaningfully the topic in class. The response may be written in a chart
or paragraph manner. CHART form: The submission should be a one page, use 12 pt. or less font,
and be detailed to adequately explain the topic at hand. PRARAGRAPH form: The response
submissions should be two/three full pages in length, typed double-spaced, have one inch margins,
and use 12 point font. The submission should be a hard paper copy. Do not e-mail the paper to
the instructor except under special circumstances.
There are eleven response choices during the semester. You are required to complete EIGHT
with each one worth five points for a total of 40%. The response is due on or before the date due.
After that the response MAY NOT be turned in for credit because the purpose of the paper is to
prepare you for class discussions. All seniors must have their response submissions completed
by April 1st. Keep all returned response papers for verification of your completed work. The exam
is not April Fools but will be on April first and worth 10%.
Evidence of reading counts supremely! This understanding of the reading is reflective in your
response submissions, in your class discussions, and on your one exam. Keep your reading
current.
20% Short Assignments:
10% Attend the Embracing Our Differences outdoor exhibit in Sarasota’s Island Park, during
April 2008. Write a three page paper, following instructions, explaining how three of the
submissions comment on differentiation in our society. Be prepared to speak about it in class on
April 22.
OR
10% Create a Family Tree. Must include all relatives in three generations. Clearly show the
relationship between generations and between siblings. Use any design from any perspective you
wish. American families are changing so the ‘family trees” should reflect this. Be creative! Be
professional! Be prepared to explain it in class.
AND
10% Issue Debate: Prepare for and participate in one Anthropology: Clashing Views debate.
This will involve you choosing one topic, reading the material posted on Resources, searching
for addition information, compiling a one page position paper, and presenting it to the class.
Know your position and convince others!
20 % A Cross-Cultural Art Presentation:
Choose a culture and study how an aspect of its art has emerged from the components, similar to
what we have studied throughout the semester, of that culture. Write a full two page concept sheet
reflecting your findings. Share what you have learned with the class in a presentation of seven
minutes or less. Finally create a piece of art which reflects the inspired synergy of you as a North
American artist and your chosen culture’s tradition. Be prepared to answer questions. Student
critiqued. Creativity counts more than expertise. Experiment!
10% Professional conduct:.
Relative to the amount of material to be covered there is minimal in-class contact hours which
will be lecture/experiential learning/discussion format. Therefore while you are in class you are
expected to engage fully in the activities of the course. Not to do so is impolite to your fellow
students and impacts the culture/spirit of the class. Laptops, except when needed by the entire
class, will not be used in class unless you have a documented need form the ARC or you have
been specifically requested by the instructor to do so. Because this is a communication class your
full attention is required. Drawing, except when required for classroom activities, is not to be
practiced. Additionally side conversations, sleeping, and inappropriate comments to the
professor or fellow students will not be allowed. You will be ask to leave the classroom for that
day. You may return the following week.
Special note on the classroom environment: BKSTCL 115 does not have natural light. There will
be a mid session break when you will be requested to leave the classroom. Please assume
personal initiative to take whatever actions you need to stay fully alert in class.
TEXTS AND SUPPLIES:
Cultural Anthropology by Nancy Bonvillain, 2006, Required
A dedicated course folder used to organize all related course material. Required
Both are available from the bookstore.
ASSIGNED READINGS:
Most sessions will have assigned reading from the text, as well as optional pieces which will complement
and support the topic of the day. Unless otherwise noted, these brief readings are taken from readers from
the following sources:
Angeloni, Elvio, Editor, Annual Editions: Anthropology 07-08, 08-09, Dubuque, IA: McGraw-Hill
Contemporary Learning Series,
Editor, Sources: Anthropology, Dubuque, IA: McGraw-Hill Contemporary
Learning Series, 2008
Endicott, Kirk, Welsch, Robert, Taking Sides: Clashing Views in Anthropology, Dubuque, IA:
McGraw Hill Contemporary Learning Series, 2008
Haviland, William, Gordon, Robert, and Vivanco, Luis, Editors Talking About People, New York:
McGraw-Hill, 2006
These will be posted in the course’s Resources in Campus Connection or are on Ms. Thacker’s Open
Reserve shelf in the Library. A copy of the textbook is on Closed Reserve. This syllabus is subject to
change. Therefore always check during the class period prior to the assignment for deletions and additions.
Introduction to the syllabus:
This weekly syllabus is designed to shake up your worldview. The Readings are assigned for the day they
are listed. Be prepared to discuss the assigned resources in class and bring to class your response presented
in a written format. Your response will facilitate class discussions. Familiarity with optional readings will
enhance your ability to respond in an even more meaningful way. An outcome of this, as in all Liberal Arts
courses, is to be able to read a piece, reflect upon its meaning, and then communicate in a systemic way
how it may or may not be part of your world view, professionally and personally.
LIVE BROADLY, CREATE BOLDLY
Wed,. Jan.14
WELCOME
Culture
Welcome to class. Overview of the class content and how it supports being an effective
multi-cultural artist and designer in a multi dimensional global world. You will begin by
making a decision about your own journey into the wider world, taking into consideration
your curiosity level, the course requirements, and your willingness to reflect on new views
of reality you may learn.
In class The Academic Resource Center will present “Short Cuts to Big Benefits in the
Readings.”
PART ONE: MY
CULTURAL SELF
Wed.. Jan. 21
Read Bonvillain pp. 23-47
CULTURE
Optional reading:
Thomas, David, Inkson, Kerr. “Understanding Culture: What Culture Is and Is Not”,
Cultural Intelligence. (2003), pp 18-28 ( The basics of culture)
Morgan, Lynn. “How Does Life Begin? A Cross-Cultural Perspective on the Personhood
of Fetuses and Young Children”. 9 pages ( a wide perspective)
Kluckhohn, Clyde. (1949) “The Meaning of Culture”. 3 pages (explains cultural relativity)
Linton, Ralph. (1936) “One Hundred Percent America”, pp.142-3 (short, funny,
important)
As will be true each week, develop your response paper choosing one of the several
topics offered. The optional readings will combine with the chapter readings to
contribute specific examples and/or provide background information to enable you to
answer the questions.
1.
2.
3.
Culture
Wed. Jan. 28
METHODOLOGY
Name five universal characteristics of culture. Give two examples of each.
Why is culture referred to as a functional integrated system? Cite one example in
detail of this integration.
Distinguish between internal and external forces that bring about cultural change.
Cite examples of each of these forces.
Bonvillain pp. 58-69
Optional:
Sta Starret, Gregory.(2004) ”Culture Never Dies: Anthropology at Abu Grab”. 4 pages (proFou found cultural differences)
Mead, Margaret. (1939) Coming of Age in Samoa. pp vii-viii, 10 pages (a classic on doing
fieldwork)
Boas, Franz. (1940) “The Aims of Ethnology”. 3 pages (father of modern fieldwork)
Roldan, Arturo Alvarez. “Malinowski and the Origins of the Ethnographic Method”. (an
explanation of the functional approach)
McFate, Montgomery. “Anthropology and Counterinsurgency: The Strange Story of their
Curious Relationship” 4 pages ( cultural knowledge is imparative)
1.
2.
3.
How do anthropologists gather cultural data? What is their primary method?
What are examples of how ethnographic data is used? What are ethical issues
that may arise from this use?
How have anthropologists explained cultural diversity?
Culture
Wed. Feb. 4
LEARNING OUR
CULTURE
Debate Question: Was Margaret Meads’s Fieldwork in Samoa Flawed?
Bonvillain pp.103-135; Fulghrum, R. All I Really Need to Know I Learned in
Kindergarten. pp. 6-7
Optional:
Ojeda, Amparo, (1993) “Growing Up American: Doing the Right Thing”. 3 pages (A
Filipino National’s comments on the US.)
Small, Meredith. (1997) “Our Babies, Ourselves”. 5 pages (child development research)
Nelson, Richard. “Understanding Eskimo Science” 3 pages (traditional hunters insights)
1.
2.
3.
What are the social and psychological functions of rites of passage? Site
examples from other cultures as well as our own.
What are examples of how societies, including our own, deal with deviant or
abnormal behavior?
Compare and contrast informal with formal methods of enculturation. Give
specific examples of each.
Culture
Wed. Feb.11
Debate Question: Do Some Illnesses Exist Only Among Members of a Particular Culture?
Bonvillian pp 73-74, 80-101
LANGUAGE
Optional:
Reyhner, Jon. (2001) Cultural Survival vs. Forced Assimilation: The Renewed War on
Diversity”. 5 pages ( the effects of change)
Hall, Edward T. and Hall, Mildred Reed.(1971) “The Sounds of Silence”. 5 pages
(nonverbal communication)
Tannen, Deborah. (1994) “Why Don’t You Say What you Mean?” 4 pages (direct/indirect
communication)
Listen: A Navajo Student Feels the Tug of Home, NPR Seven mins.
http://www.npr.org/templates/story/story.php?storyId=6845552
1. Explore ethnosemantics and the connection between language and
social behavior.
2. Compare and contrast the Ebonics controversy with the current bilingual debate in the US. Do this within the context of the status of
English in the U.S.
3. Explain and give examples of the Sapir-Whorf Hypothesis.
Language
Wed. Feb 18
Debate Question: Should We Be Concerned About Losing Endangered Languages?
Bonvillian pp. 193-203;
Schneider, American Kinship: A Cultural Account. On Reserve 8 pages
DESCENT/KINSHIP
Optional:
Friedl, Ernestine. “Society and Sex Roles.” 5 pages (patriarchy vs. egalitarianism)
1.
2.
3.
Compare and contrast the matrilineal with the patrilineal societies.
What is descent and why is it significant in organizing human relationships?
Compare the American kinship model with other cultures models.
Relationship
Family Tree is due. Present in Class
PART TWO: OUR MULTICULTURAL WORLD.
Wed. Feb. 25
Bonvillian pp. 221-241, 245-249
MARRIAGE AND
FAMILY
Optional:
Egan, Timothy, (1999) “The Persistence of Polygamy” 4 pages (contemporary Utah)
Garrett, Williams. “The Decline of the Western Family: A Review of Evidence” 5 pages
(why people divorce)
Kristof, Nicholas. (1996)” Who Needs Love! In Japan Many Couples Don’t. 3 pages
(paradoxical)
Goldstein, Melvyn. “When Brothers Share a Wife”. 3 pages (rationale for polyandry)
Nanda, Serena. (2000) “Arranging a Marriage in India”. 4 pages
Wood, Peter. (2000) and Lewin, Ellen (2004). “Anthropology and Public Debate: Should
Gays and Lesbians Have the Right to Marry?”(pros and cons) 6 pages
1.
2.
3.
Identify the forms of marriage. Elaborate on the social function (why it
makes sense) of each society.
What are the effects of exogamy, endogamy, and the incest taboo on social
organization? Define each.
How is marriage a form of political alliance or economic exchange?
Relationship
Debate Question: Is Gay Marriage Natural?
Wed. March 4
Bonvillian pp 252-264, 269--282
GENDER
Optional:
Listen: Los Angles Exhibits Shines Light on Women in Art. NPR/ seven mins.
http://www.npr.org/templates/story/story.php?storyId=7829860
Holding, Reynolds. Time (6/18/07) “The Law: Stumble on the Bench”. 2 pages (Supreme
Court ruling on pay discrimination.)
Small, Meredith. (1997) “A Woman’s Curse?” 5 pages ( a challenge to the Western ideas
about contraception)
Lindholm, C. and Lindholm, C. “Behind the Vail” 5 pages (traditional women in Iran)
1.
2.
How do gender roles and relations vary cross-culturally? Use many examples in
your explanation.
How do gender constraints relate to a culture’s ideological system? Give
examples.
3.
How is gender ideology affected by economic change? While discussing this
cross-culturally, include the transformation of the American 20 th century
workplace
Organization
Debate Question: Do Men Dominate Women in All Societies?
MIDTERM
Progress Report Due March 9
A positive Progress Report requires that you have completed five response assignments,
exhibited professional conduct in class, and have no more than one absence.
Wed. March 18
Bonvillian pp. 136-161
SUBSISTENCE
STRATEGIES
Optional:
Diamond, J. (1987.May) “The Worst Mistake in the History of the Human Race”.
Discover 3 pages( a pivotal moment in history)
Sahlins, Marshall. (1972) “The Original Affluent Society”. 5 pages (hunters/gatherers as
affluent societies)
(Meeting basic survival
needs)
Complete a visual comparative of cultural components that meet basic survival needs of
hunting and gathering through agriculture societies. Be aware of the effect of
environment.
Debate Question: Are Humans Inherently Violent?
Organization
Wed. March 25
ECONOMICS
In class: The Research Librarian will guide you in the most efficient manner to do your
cross-cultural arts research.
Bonvillian pp.163-169, 176-190
Optional:
Luba, Steven. Infoculture: The Smithsonian Book of Information Age Inventions. Pp. 9 –
15 (includes effective cartoons)
Pink, Daniel. A Whole New Mind: Moving From the Information Age to the Conceptual
Age pp. 48-60 ( design gives value)
Friedman, Thomas. The World is Flat. pp. 48-172 (engaging & entertaining)
1. What are the characteristics of an economy based on capitalism?
2. Explain the impact of industrialism and globalization on indigenous
societies. Cite at least two case studies.
3. When analyzing economic systems, what practice must be considered?
Explain each.
Guest speaker, Mr. Jonathan Taylor, Economic Planner
Organization
Wed. April 1
SOCIAL
STRATIFICATION
Cross-cultural Arts Project Topic Due
Bonvillain pp. 284-309
Optional:
Scan-Lutz and Collins. “The Color of Sex, Postwar Photographic Histories of Race and
Gender”, reading the National Geographic, pp 155-185
Scan – Shaheen J. (1988) “Perspectives on Television Arabs” in Image Ethics pp. 203-219
Listen – Black and White Health Care Differences, NPR/ Five minutes. Photography used
to show discrimination. http://www.npr.org/templates/story.php?storyId=6658388
1.
2.
3.
What is social stratification? How does inequality begin and then increase in
human societies?
What is meant when it is said that race is cultural and not biological?
Within the context of India, Japan, and the US, compare the class and cast
system. How so they differ as two forms of social stratification?
Embracing Our Differences exhibit is now open in Sarasota.
Organization
________________________
PART THREE: ART,
CULTURE AND IMAGE
Wed, April 8
Semester Exam
________________________________________________________________________
Bonvillian pp. 394-405
1. Respond to whether the concepts of “beauty” and “meaning” are universal
or culturally specific, using examples from the text.
2. How does art relate to social institutions such as education and religion?
3. How is art embedded in culture?
The Arts
Two page Concept Sheet due on cross-cultural art project. This should include the culture
choice, a description of the relationship of art to the social realities of that culture, and
sources you have explored so far (Part of the Cross-Cultural Art Project grade).
Arts
In Class: Effective Presentation Skills will be introduced in preparation for the Crosscultural Arts Presentation next week.
Wed. April 15.
Presentations of Cross-Cultural Arts Projects
CROSS-CULTURAL
ARTS PRESENTATIONS
The peer reviewed class presentations should be seven minutes or less, professionally
presented. Your goal is to show the class how the art of a particular group of people is
embedded in that group’s quest to meet its basic needs.
Present one original example of art of any type that you created using as inspiration the art
of your chosen “culture of interest”.
Arts
Wed. April 22
CROSS-CULTURAL
ARTS PRESENTATIONS
(CONTINUED)
Arts
Wed. April 29
Bonvillain, pp. 419-445
A FINAL SYNTHESIS
In class we will draw connections between various cross-cultural components from the
semester’s course. You will take a final look at your cultural self in a multicultural ever
changing world. How do you find your place as an image maker?
Arts
Final Grades Due
Graduating seniors’ grades due to IQ Web by May 6, 9:00AM
All other grades due on I Q Web by May 12, 9:00 AM
GREAT ART IS NOURISHED BY GREAT IDEAS
Grading Policy:
Grading CB 275
The grading on the response papers (written or
visual) is on a 4-1 scale, equivalent to A through F.
The grading standards for longer papers, projects,
and the final course grade are awarded also on a
letter scale A through F according to the following
criteria.
Grade Standard for Final Grades of Ringling
College of Art and Design
A = Outstanding Work: Outstanding writing or
visual presenting commands attention and provides
numerous supporting facts, ideas and images. It
reflects thoughtful consideration. It is done in a
professional manner with correct spelling, grammar,
and appealing style. It arrives on time and more
than fulfills the assignment.
B – Better Than Expected: These papers or projects
may exceed the assignment quality expectations.
They are done in a professional manner with
appealing style. It is turned in on time. The
occasional errors in spelling, grammar, or factual
authenticity do not interfere with the understanding
of the assignment.
A Superior Performance 4:00
C = Meets Expectations: Papers or projects have
done exactly the minimum of what the assignment
requires. In the submission there are numerous
errors and not fully developed or supported. It still
must be turned in reflecting professionalism and be
on time.
C+
C Average 2:00
C-
D =You did it but it is incomplete. Submissions
are not meeting the minimum expectations for the
paper or the project. They do not reflect thoughtful
consideration of the assignment. They may be
redone and resubmitted for consideration.
Submissions turned in after the due date are in this
D category. Please speak with the instructor.
D+
D
Below Average 1:00
D - Lowest Passing Grade
F= You never turned it in: This means that an F is
always a zero.
F = Failing
Keep all graded/returned papers and projects.
Monitor your progress throughout the semester.
Papers submitted after the due date will be
automatically dropped a letter grade.
Incompletes and Pass/Fail –See Instructor
B+
B Above Average 3:00
B-
Note: You will do well in this class if you commit to an open, vigorous, and serious exploration of the
abundant ideas, concepts, and experiential activities made available to you in the course.
Your Instructor: Maria Martin Thacker
is an applied cultural anthropologist specializing in global and domestic workplace diversity issues. Her
M.A from The University of Virginia at Charlottesville was based on participant-observation field research
in The Sudan in 1981 and was focused on the emergence of an indigenous Christian church in the midst
of conflict. During the summer of 2008, Ms Thacker conducted fieldwork among the Ye’kwana
indigenous people of southern Venezuela where she investigated the connection between their basketry art
and their creation narrative.
Ms. Thacker has a Master's in Multicultural Education from Antioch-Putney Graduate School of Education.
She has taught in an Islamic boys’ secondary school in Sierra Leone, an inner city school in Washington,
DC, a university in Tokyo, a high school and college in Bermuda, and colleges and universities in
Virginia, West Virginia, and New York.
Over the last twenty years she has been an intercultural consultant and trainer for multinational
corporations and not-for-profit institutions specializing in issues of cultural adjustment , multi-cultural
team building and diversity in the workplace. She was the founder and first director of Cultural
Connections/Bermuda, an intercultural training company concentrating on race relations.
She served as a Peace Corps Volunteer in Sierra Leone, led Habitat for Humanity Builds in India and
Mongolia, and traveled extensively for business as well as pleasure on the continents of Africa, Asia, and
Europe. She has been a member of SIETAR (Society of Intercultural Education, Training, and Research)
and has presented before this body in Curacao, Germany, Japan, and Canada.