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JOHN CABOT UNIVERSITY

COURSE CODE: "CMS 355"
COURSE NAME: "Media and Genre: Queer Cinema"
SEMESTER & YEAR: Fall 2021
SYLLABUS

INSTRUCTOR: Kwame Phillips
EMAIL: [email protected]
HOURS: TTH 1:30-3:30 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:

COURSE DESCRIPTION:
This course aims to investigate key theoretical aspects of film, television and/or other media in relation to the question of "genre." The course will primarily examine genre in three ways: 1) as an industrial category used for marketing purposes; 2) as a system of narrative and audiovisual codes; and 3) as a contract between mediamaker and audience to deliver certain negotiated and contested expectations.
SUMMARY OF COURSE CONTENT:

The course is designed to provide an understanding of, and an ability to analyze and evaluate chosen media texts, from the perspective of genre, where each iteration of the course will focus on a chosen genre focus of the instructor. Students will deconstruct the texts using a variety of critical lenses, including class, race, gender, sexuality, and disability.

 

Each student will work on a paired final research paper and genre specific creative project that expresses their individual voice and perspective, that involves careful research and a critical understanding of the course material. Students are required to read/listen/watch critically and class sessions will be structured as seminars where student engagement is essential.

 

The course is divided into screenings and seminar discussions.

LEARNING OUTCOMES:

By the end of the course, students will:

·       To describe some of the major conventions and concerns of the chosen genre and its history

·       Be a more critical consumer of media with requisite knowledge and skills

·       Have acquired advanced competence in contextualizing media objects in relationship to broader socio-cultural and historical processes

·       Be competent in advanced critical analysis of a media text

·       Be able to conduct your own research and critical interrogations of media texts.

·       Write a work of media criticism (2500-3000 words)

·       Create an academic creative project

 

***TRIGGER WARNINGS***

On occasion, films will feature uncomfortable material. Feel free to step out of class if material is too triggering. Be sure to communicate your concerns with me so we can come up with a manageable plan.

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
New Queer Cinema: The Director’s CutB. Ruby RichDuke University Press9780822354284     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Attendance and discussionAttendance and discussion in the class are absolutely vital. Students are expected to be engaged and participating fully. 10
Weekly reflectionsEach week, students are required to reflect on the films and provide a question or observation based on the readings10
Literature reviewA 1-2 page review of literature relevant to the final papers/projects is required.5
Outlines A one-page outline for the midterm and final papers/projects is required. 5
Midterm genre remix project For the midterm, students will be required to create a remix trailer for one of the films screened or the film they intend to use in their final project.15
Final project draft  10
Final research projectChoose between a 3000-3500 word essay or a 7-10 min long video essay. APA formatting (https://johncabot.libguides.com/APAstyle) should be used for citations and bibliography. Students are required to turn in a self-grading rubric with their final assignment. OPTION 1: Write a research paper that is appropriate to the course material and that fits the thematic focus of the semester. The topic is open, but may focus on a film, a number of related films, a director, a genre, a theoretical perspective, etc. OPTION 2: Submission of an analytical video essay. The topic is open, but must fit the thematic focus of the semester. 30
Final creative project and presentationStudents are required to produce a creative project (form is open) that is connected to their final project. 15

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

All students are expected to be active participants in their own and each other’s learning process. SIMPLY SHOWING UP IS NOT “ATTENDING” or “PARTICIPATING”.

 

•   Please make sure that all observations, comments, and criticisms are constructive, respectful, and spoken in a neutral tone.

•   Students may use laptops provided they are assisting in the educational process in the moment. Please silence all electronic devices for the consideration of others. 

•   Please do not use social media or email during class if it is not relevant to the topic/discussion at hand. 

•   Sleeping and side conversations in class are not permitted. Excessive occurrences will lead to consequences at the professor’s discretion.

•   You are allowed 2 unexcused absences. Any additional unexcused absence will lower your final grade by one-half the letter.

•   Arriving late to class is extremely disruptive both for your peers and for me. Be on time. Three late arrivals (past 15 minutes) will equal one absence.

•   Persistent absence will result in failing the course.

 

Students unwilling to comply with these policies will be asked to leave the class and will be marked absent for that class period.

 

COMMUNICATING WITH ME:

There are 3 ways to be in touch with me:

1.          Before or after class. If you would like to casually discuss homework, quizzes, essays,

absences etc. you can do so before or after class.

2.          By appointment. You can set up an appointment to meet in my office via email. I am

happy to talk with you about the course – as well as your life goals and interests.

3.          Via e-mail. If you have any questions, do not hesitate to e-mail me. I will ONLY

respond to e-mails that include a subject and a salutation. Please allow 24 hours for a response.

 

GRADING RUBRIC:

Papers will be graded using the following criteria (and judged whether excellent, good, fair, needs work or insufficient):

 

1.      Formatting (page numbers, bibliography, quotes, citations)

2.      Sources (diverse, academic)

3.      Organization (good transitions, definitions, structured argument)

4.      Adherence to assignment guidelines (follows instructions, answers questions, covers topic)

5.      Clarity (thesis stated and supported with examples, evidence, background, context)

6.      Understanding terms and grasp of concepts

7.      Originality

8.      Style (readable, lucid, flow, makes sense, creative, academic, command of English)

9.      Grammar, spelling, typos, sentence structure

10.   Effort, passion, interest

 

LATE WORK:

All work must be completed and submitted on time for full credit.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

COURSE CALENDAR

 

Unit 1: An Introduction to Queer Cinema

 

WEEK 1 (Aug 31/Sept 2): WHAT IS QUEER CINEMA?

 

Viewing

History of Homosexuality on Film (Just Write, 2015): https://youtu.be/SeDhMKd83r4

A Brief History of Western Queer Cinema (Diawyn, 2020): https://youtu.be/fQtPInSCGlU

 

For second class read:

 

Richard Dyer, “Queer Noir” in The Culture of Queers (2002)

Judith Butler, “Critically Queer,” in Bodies That Matter (1993)

 

THU, SEPT. 2: QUEER NOIR

Screening

Rope (Alfred Hitchcock, USA/UK, 1948, 81 min)

 
WEEK 2 (Sept 7/9): CODED WITHIN THE CODE

Screening

The Children’s Hour (William Wyler, USA, 1961, 108 min)

 

For second class read:

 

Patricia White, “Reading the Code(s)” and “Lesbian Cinephilia,” in unInvited: Classical Hollywood Cinema and Lesbian Representability (1999)

Alexander Doty, “There’s Something Queer Here,” in Making Things Perfectly Queer (1990)

                        Eve Kosofsky Sedgwick, “Epistemology of the Closet”

 

Viewing

Meeting of Two Queens (Cecilia Barriga, 1991): https://youtu.be/l3xa7AoI_YE

The History of Queer Coding (Jessica Kellgren-Fozard, 2020): https://youtu.be/GsO4fZYHQic

 

WEEK 3 (Sept 14/16): QUEER AVANT-GARDE AND SURREALIST CINEMA

Screening

Funeral Parade of Roses (Toshio Matsumoto, Japan, 1969, 107 min)

 

For second class read:

 

Maurizio Viano, “Teorema” in A Certain Realism (1993)

Angelo Restivo, “Pasolini and the Limits of Resistance” in The Cinema of Economic Miracles (2002)

 

Viewing

Un chant d’amour (Jean Genet, France, 1950, 26 min)

 

Unit 2: Post-Stonewall

 

WEEK 4 (Sept 21/23): QUEER DOCUMENTING

 

Screening

Portrait of Jason (Shirley Clarke, USA, 1967, 105 min)


 

For second class read:

 

B. Ruby Rich, “Before the Beginning: Lineages and Preconceptions,” in New Queer Cinema (2013)

            John Powers, “Peeling Away the Layers in A 'Portrait of Jason'” (2013)

                        Manohla Dargis, “One Man, Saved from Invisibility” (2013)

 

Viewing
Songs, Skits, Poetry, and Prison Life (Bedford Hills Correctional Facility, 1974) or

Scorpio Rising (Kenneth Anger, USA, 1964, 30 min)

 

 

WEEK 5 (Sept 28/30): QUEER EXPERIMENTING

 

Screening

Je, tu, il, elle (Chantal Akerman, Belgium, 1974, 90 min)

 

For second class read:

 

                   Barbara Hammer, “Lesbian Filmmaking: Self-Birthing” (1978)

       Richard Dyer, “Underground and After” in Now You See It (1990)

 

Viewing
Dyketactics (Barbara Hammer, USA, 1974, 4 min)

Home Movie (Jan Oxenberg, USA, 1972, 12 min)

Women I Love (Barbara Hammer, USA, 1976, 23 min)

 

 

WEEK 6 (Oct 5/7): RACE, SEX AND THE CINEMA OF AIDS

 

Screening

Tongues Untied (Marlon T. Riggs, USA, 1989, 55 min)

Paris is Burning (Jennie Livingston, USA, 1990, 78 min)

 

For second class read:

 

Marlon T. Riggs, “Black Macho Revisited: Reflections of a Snap! Queen” (1991)

Ronald Gregg, “PBS and AIDS” (1992)

Monica B. Pearl, “AIDS and New Queer Cinema” in New Queer Cinema (2004)

Douglas Crimp, “Mourning and Militancy”
Paul B. Preciado, “Learning From the Virus”

 

Unit 3: New Queer Cinema

 

WEEK 7 (Oct 12/14): NEW QUEER CINEMA

 

Screening

My Own Private Idaho (Gus Van Sant, USA, 1991, 105)

 

For second class read:

 

B. Ruby Rich, “The New Queer Cinema: Director’s Cut,” in NQC (2013)

Michele Aaron, “New Queer Cinema: An Introduction.” (2004)

Su Friedrich, “Does Radical Content Deserve Radical Form?” (1989

 

Viewing

New Queer Cinema: Style as Context (myfilmdiary, 2020): https://youtu.be/VyfqsFvYYHE

Me and Rubyfruit (Benning, 1990)

First Comes Love (Friedrich, 1991)

 

WEEK 8 (Oct 19/21): NATIONALIZED SEXUALITY

 

Screening

Happy Together (Wong Kar-wai, Hong Kong, 1997, 99 min)

 

For second class read:

Andrew Grossman, “The Rise of Homosexuality and the Dawn of Communism in Hong Kong Film”

Helen Hok-Sze Leung, “New Queer Cinema and Third Cinema” in New Queer Cinema: A Critical Reader

 

 

WEEK 9 (Oct 26/28): RACIALIZED SEXUALITY

 

Screening

Moonlight (Barry Jenkins, USA, 2016, 111 min)

 

For second class read:

 

Belismar Gómez, ““That Ain’t You, Chiron”: Representations of Queer Black (Hyper)Masculinity in Barry Jenkins’s Moonlight” (2020)

Kara Keeling, “’Joining the Lesbians’: Cinematic Regimes of Black Lesbian Visibility” (2005)

 

Viewing

Moonlight Explained (The Take, 2017): https://youtu.be/Ot9DX5S8aHk

Moonlight and Wong Kar-wai (Alessio Marinacci, 2017): https://youtu.be/66cIeb_nNO4

 

 

WEEK 10 (Nov 2/4): QUEER NEO-NOIR

 

Screening

Bound (The Wachowskis, USA, 1996, 109 min)


 

For second class read:

 

Chris Straayer, “Femme Fatale or Lesbian Femme: Bound in Sexual Difference” in Women in Film Noir (1998)

Lee Wallace, “Continuous Sex: The Editing of Homosexuality in Bound and Rope.” Screen 41.4 (2000)

 

Unit 4: 21st Century Queer Cinema

 

WEEK 11 (Nov 9/11): TRANSCINEMA AND MELODRAMA

 

Screening

Todo Sobre Mi Madre (Pedro Almodóvar, Spain, 1999, 105 min)

 

For second class read:

 

Jay Prosser, “Judith Butler, Queer Feminism, Transgender, and the Transubstantiation of Sex,” in Second Skins (1998)

Mark Allinson, “Mimesis and Diegesis: Almodóvar and the Limits of Melodrama” (2009)

 

 

WEEK 12 (Nov 16/18): ROMANCE

 

Screening

Weekend (Haigh, UK, 2011, 97’)

 

For second class read:

B. Ruby Rich, “What’s a Good Gay Film?” and “A Queer and Present Danger: The Death of New Queer Cinema?” in NQC (2013);

Stephanie Clare, “(Homo)normativity’s Romance: Happiness and Indigestion in Andrew Haigh’s Weekend” (2013)

 

 

WEEK 13 (Nov 23/25): NOSTALGIA AND LOOKING BACK

 

Screening

Carol (Todd Haynes, 2015, 118 min)

 

For second class read:

 

Patricia White, “Sketchy Lesbians: Carol as History and Fantasy” (2015)

Gilad Padva, “What is Queer about Nostalgia?” in Queer Nostalgia (2014)

 

Viewing

 

WEEK 12 (Nov 30/Dec 2): THE NOW, THE FUTURE

 

Screening

Appropriate Behaviour (Desiree Akhavan, USA, 90 min)

 

 

For second class read:

Alexandra Juhasz and Ming-Yuen S. Ma, “Queer Media Manifestos”

José Esteban Muñoz, “Feeling Utopia” in Cruising Utopia: The Then and There of Queer Futurity

 

**FINAL PAPER/PROJECT DUE DURING EXAM WEEK**

 

*FILMS ARE SUBJECT TO CHANGE*
*ALL READINGS AND LECTURE SLIDES WILL BE AVAILABLE ON MOODLE*