Fall 2011 | Spring 2011 | Spring 2010 | Spring 2009
MSCP. 80500 - Interdisciplinary Approaches Late Medieval Lyric GC: W, 2:00-4:00 p.m., Rm. TBA, 3 credits, Prof. Stone,  Cross listed with MUS 86800
ART. 82000 - Ancient Medieval Art at the Dawn of the Classical Age GC: R, 9:30-11:30 a.m., Rm. TBA, 3 credits, Prof. Kousser,  Course open to Art History Ph.D. students only Permission required by all others
This course will meet at the Metropolitan Museum of Art.
This Mellon seminar will explore the artistically rich and globally interconnected world of the ancient Mediterranean in the early first millennium B.C.E. It draws on a major loan show, “From Assyria to Iberia: Crossing continents at the dawn of the Classical age,” as well as the Metropolitan Museum’s rich permanent collections of Near Eastern, Egyptian, Greek, and Etruscan art. The course will combine close study of rarely accessible objects with discussions with curators and conservators involved in the exhibition; the goal is an enhanced understanding of Iron Age Mediterranean art. Though less familiar than the later Classical era, the Iron Age was a critical period in the development of the ancient Mediterranean. It was significant above all due to three interrelated developments: the growth of the Assyrian empire; Phoenecian exploration from North Africa to Spain; and the transformation of Greece during the so-called Orientalizing era. This course examines the three developments in tandem; in doing so, it challenges the disciplinary boundaries that generally separate the study of European art from that of the Ancient Near East.
Topics to be addressed include the creation of an imperial Assyrian identity through art; artistic exchange via Phoenecian trade networks; local artistic responses to imperial and colonial activity; Greek self-fashioning in light of Near Eastern precedents; ancient and modern collecting practices; and the ways Biblical and Homeric scholarship have both reflected and helped to construct contemporary analyses of Iron Age art. Auditors accepted.
Mies van de Mieroop, A history of the Ancient Near East, ca. 3000-323 B.C. (Oxford, 2004), Chapters 11-12
Sarah Morris, “Bridges to Babylon: Homer, Anatolia, and the Levant,” in Beyond Babylon: Art, trade, and diplomacy in the second milennium B.C., ed. Joan Aruz, Kim Benzel, and Jean Evans (New York, 2008).
ART. 83000 - Thingness & Matter in Medieval Objects GC: T, 11:45 a.m.-1:45 p.m., Rm. TBA, 3 credits, Prof. Hahn,  Course open to Art History Ph.D. students only Permission required by all others
Art history has returned to the object and "materiality" with enthusiasm. Nevertheless, our approach to the object is not/cannot be unmediated. This course will explore medieval materiality through the use of "Thing Theory," a multi-disciplinary consideration that will include the "social life of things," philosophy's "speculative realism," and historical investigations of matter and material. We will read Appadurai, Bynum, Harman, and others. Students will choose an object or group of objects to re-vision using these methodological approaches, examples might include reliquaries and other art objects of "use" from the Middle Ages (or other eras with permission).
Bryant, Levi, Nick Srnicek, and Graham Harman, eds. The Speculative Turn: Continental Materialism and Realism. Victoria, Australia: re.press, 2011.
Bynum, Caroline. Christian Materiality: an Essay on Religion in Late Medieval Europe, New York: Zone Books, 2011
CLAS. 85300 - Latin Poetry Seminar GC: W, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Ancona,  Course open to CUNY students only.
The purpose of this course is to provide training in (1) the research and performance skills involved in producing and delivering oral papers, (2) the research skills involved in producing publishable writing, and (3) some of the relevant professional skills needed for career and research development. Course Requirements: Attendance and Class Participation•Use of Blackboard•Weekly Assignments: Writing of a Paper Abstract to be submitted to a conference•One Oral Paper (written and delivered) 15 minutes (6 double-spaced typed)•One Publishable Paper (written), length as appropriate (probably 10-30 pages)
ENGL. 80900 - The Vernacularity Debate GC: M, 2:00-4:00 p.m., Rm. TBA, 2/4 credits, Prof. Sargent, 
The role of literature in the vernacular was strongly contested at the end of the fourteenth and the beginning of the fifteenth century in England – including particularly the theoretical debate over the appropriateness of the translation of scripture. According to one school of modern literary criticism, the debate was definitively ended by the ecclesiastical authorities with the promulgation of Archbishop Arundel’s Lambeth Constitutions of 1409. Yet we must also observe the expansion of literary translation into English throughout this period, including not just the French literature that had often been translated into English throughout the medieval period, but also, e.g., translations of Italian literature by Chaucer and others.
PHIL. 76200 - Early Medieval Philosophy GC: R, 11:45 a.m.-1:45 p.m., Rm. TBA, 4 credits, Prof. Lackey, 
PHIL. 76600 - Naturalism in the Philosophy of Science GC: M, 6:30-8:30 p.m., Rm. TBA, 4 credits, Prof. Cordero, 
Naturalist projects grant exceptional cognitive status to the empirical sciences. In this course we’ll focus on major naturalist moves in recent philosophy of science and the debates around them. About one third of the sessions will be on background seminal papers. The other two-thirds will be devoted to naturalism in action in ontology, metaphysics, epistemology, and empirical philosophy.
MSCP. 80500 - Ecology, Animals, and Culture in the Middle Ages (and Afterwards) GC: M, 11:45 a.m.-1:45 p.m., Rm. TBA, 3 credits, Prof. Steel,  Cross listed with ENGL 80700.
“For anyone who doubts that a horse is by its very nature better than wood, and that a human being is more excellent than a horse, should not even be called a human being.” Anselm, Monologion
This course will explore two countervailing strands in medieval thought. The first is anxious to prove the superiority of humans to every other living thing. In keeping humans at the center of its concerns, it is a key resource for the ongoing insistence that only humans or quasi-humans are worthy of direct ethical consideration, and that others, whether animals or animalized humans, are fit only for exploitation or charity. The other strain, however, is willing to admit that humans inhabit and make a world with other things as one grouping among many. In being willing to think of all of us as at once caring subjects and as food for worms, or even in being entirely indifferent to us, this second strain offers resources for building a more generous and unpretentious nonhumanism.
In exploring these two strains, the course will serve both as an introduction to some main strands in critical animal theory and ecocriticism and as a wedge to open these critical methods to the range of texts and ways of thought offered by medieval cultures. For the most part, we will be examining medieval literary works, though we will also consider medieval manuscript and sculptural art and a wide range of medieval nonfiction. Apart from theoretical readings from thinkers like Jane Bennett, Judith Butler, Jacques Derrida, Cora Diamond, Timothy Morton, and Cary Wolfe, our reading will focus mostly on works from the twelfth to the fifteenth centuries. We will read dream visions by Chaucer, fables by Robert Henryson, lais by Marie de France, and a wide set of other works, including a romance about a serpentine woman, a failed epic about the French encounter with the Canary Islands, a story of Alexander the Great's debate with vegetarian philosophers, and an Icelandic saga. Works originally written in Latin, French, and Old Norse will be read in translation, and those in Middle English in their original language.
ART. 74000 - Islamic Art & Architecture GC: R, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Macaulay Lewis,  This section open to Art History students only. Permission required for all others. Cross listed with MES 78000 & MALS 74400.
Since the emergence of Islam in seventh century Arabia, the world of Islam, which spans continents and centuries, has produced art and architecture that is as remarkable as it is diverse. However, what is Islamic art is a more complex question. Unlike Christian, Jewish or Buddhist art, the art produced in the lands where Islam was a dominant religious, political or cultural force is commonly referred to as “Islamic art”. The goal of this course is to introduce students to the art and architecture of the Islamic world from its earliest monuments, such as the Dome of the Rock, to those of the early modern Islamic Empires: the Ottomans, Safavids and Mughals. The course introduces the major theoretical and methodological issues involved in the study of Islamic art and architecture and focuses on the development of critical visual skills. This course will present an overview of a period or dynasty in Islamic art, and then focus on an extended discussion of a monument or object in each class. The class will also visit the Islamic Galleries in the Metropolitan Museum of Art. Rather than write a traditional final research paper for this course, students will be required to create and complete a digital project. Requirements: Completion of all readings, attendance at class and informed participation in class; participate in weekly blogging; Object / Building Report; Final Digital Project; SmartHistory essay or video.
• Richard Ettinghausen, Oleg Grabar, and Marilyn Jenkins-Madina. The Art and Architecture of Islam: 650-1250. New Haven and London: Yale University Press, 2001.
• Sheila Blair and Jonathan Bloom, The art and architecture of Islam 1250-1800. New Haven: Yale University Press, 1994.
ART. 83000 - The Reliquary Effect GC: T, 11:45 a.m.-1:45 p.m., Rm. TBA, 3 credits, Prof. Hahn,  Course open to PH.D Art History students only. Permission required for all others.
If the reliquary can be said to be a container, a box, it is akin to the gift box. As it performs its function of presentation, it is erased in the “presence” of the relic. Thus, precisely as the medieval reliquary is materiality glorified, sparkling silver, gold and gems, it simultaneously denies its own existence, standing only as a setting or context for the staging of the relic. Such a theatrical ‘reliquary effect’ makes use of a number of strategies—viewer involvement, the exploration of text-image relationships and visual effects (and opacities), the creation of meaningful spaces and controlled POV, and the exploitation of materials. We will consider reliquaries from the early to late middle ages, as well as touch on those from other periods and cultures. No auditors permitted.
Requirements: Weekly readings and discussion, museum visits, student presentations and papers
• Cynthia Hahn, Strange Beauty, Penn State Press, 2012.
CLAS. 70200 - Latin Rhetoric and Stylistics Ford: R, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Thibodeau,  Permission of Executive Officer required. Course meets at Fordham Lincoln Center campus.
This course provides students advanced reading proficiency in Latin through the study of morphology and syntax, stylistic analysis of Caesar, Cicero, and other classical authors, and exercises in prose composition.
CLAS. 72400 - Latin Elegy NYU:: M, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Landrey,  Course meets at NYU:.
CLAS. 72600 - Latin Palaeography Ford: F, 4:00-6:00 p.m., Rm. TBA, 3 credits, Prof. Clark,  Course meets at Fordham University Rose Hill campus.
C L. 70700 - Medicine/Medieval Intellectual Debates: a Scientific Thread in XIII Century Italian Literature GC: T, 6:30-8:30 p.m., Rm. TBA, 4 credits, Prof. Ureni, 
Medical thought deeply contributes to medieval intellectual debates about the definition of the human soul and its happiness and specifically about the relationship between intellectual activity and the individual soul. The presence of medical thought in Dante’s writings (as well as other medieval literary texts) raises questions that pertain to both philosophical and theological fields. The scientific nature of medical investigation prompts to question the interaction between corporeal and intellective dimensions, and more specifically the nature of human intellection, its location, and its eventual limits.
This course will explore the impact of medicine on philosophical and theological debates, as well as the literary response to such discussion. More specifically, we will focus on the resurgence of Galenic tradition and the renewed interest in Galenic texts which significantly characterize for instance, medical teaching in Bologna during the 13th century, and particularly within the circle of Taddeo Alderotti. We will highlight how this rise of Galenism in medieval medicine went together with the rediscovery of Aristotelian natural science: based on their mutual scientific approaches and demonstrative methodologies the renewed diffusion of both Aristotelian and Galenic texts in the 13th century proceeds along parallel lines that sometimes intersect. We will consider Galenic and Aristotelian trends through the medical works of Taddeo Alderotti, Bartolomeo da Varignana, Avicenna, Averroes, and Albert the Great. Besides its dialogue with Aristotelianism, we will consider medicine in relation to the broader philosophical and theological discussion through the analysis of literary texts as well; among others, we will focus on authors such as Guido Cavalcanti, Dante Alighieri, and Cecco d’Ascoli. Through the focus on the literary level, we will address the question of whether the rhetorical level of medieval poetry allows the simultaneous presence of a plurivocal knowledge, which includes intellectual, mystical, and medical discourses. We will finally hint at the possible legacy of this medical discourse even in later authors – such as Boccaccio – and in the later philosophical discussion that involves both Aristotelian and Neoplatonic trends.
ENGL. 89500 - Darwinian Philology: The Evolutionary Model and Textual Authority GC: W, 6:30-8:30 p.m., Rm. TBA, 2/4 credits, Prof. Sargent, 
In this course, we will explore the dominance of what Michel Foucault identified as the “modern epistémè” of evolutionary development in the establishment of textual authority in late nineteenth and twentieth century critical editions of medieval texts. Using recent editorial work on three much-discussed texts, Piers Plowman, Ancrene Wisse and Walter Hilton’s Scale of Perfection, we will examine the strengths and shortcomings of recensionist and other forms of textual criticism, focusing particularly on the work of Joseph Bédier, Bernard Cerquiglini, Sebastiano Timpanaro, Edward Said, Allen J. Frantzen, Jerome McGann and David Greetham, and the interventions in textual critical theory of George Kane, Lee Patterson, Ralph Hanna, Bella Millet and others. We will also look at the mirror-image of the establishment of the authoritative pre-modern text in examination of post-medieval texts and "avant-textes” in present-day Genetic Criticism. Our aim throughout will be to question the assumptions and methods that bring “authoritative” texts before our eyes: to ask what it is that authorization consists in, who it is who performs the cultural work of authorization, and how this work is done. Our concern will not be just with the disembodied, ideal text, but with the self-presentation of the actual textual artifacts that we hold in our hands, and how they came to present themselves as they do.
MES. 78000 - Classical/Medieval/Renaissance Culture GC: M, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Akasoy,  Cross listed with MALS 70500.
MUS. 87000 - Mdvlsm/Modrnlt Mus Imagntn GC: W, 2:00-4:00 p.m., Rm. GSUC3389, 3 credits, Prof. Stone, 
MSCP. 70100 - Introduction to Medieval Studies
GC: T, 6:30 - 8:30 p.m., Rm. TBA, 3 credits, Prof. Sautman, 
Introduction to Medieval Studies (Contours of the Medieval West) The course requirements include completion of assigned readings, class attendance, a take-home midterm essay, a final research project (about 20 pages), and an online presentation of individual project. The topics to be taken up during the semester are as follows:
1 What does "medieval" mean? what does it encompass? From
temporalities to Dinshaw's "Touching the Past"
2 Time and events: Roncevaux--Hastings--Navas de Tolosa
3 Spiritual time, daily time: what is the medieval calendar?
4 Real time: work, labor, and their symbolic expression
5 Inside and outside of Time: feast and celebration
6 Proximity to the sacred: churches, cathedrals, cemeteries and lived space
7 Touching the sacred, material traces: relics and cult objects
8 Political power: how is it asserted and maintained?
9 Power and gender
10 Power, gender and the patronage of the arts
11 Transgression: heresy
12 Transgression: sexualities
13 Systems of exclusion--creating the margin
14 Exclusion, race and the ethnic other
MSCP 80500 - The Medieval Turn
GC: T, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Burger,  Cross listed with ENGL 80700 & WSCP 81000.
This course will consider various theoretical frameworks-both contemporary and medieval-useful in discussing the production and management of affect and emotion. It could be said that the Middle Ages invented affective devotion,and the course will begin by focusing on medieval emotional relationships with texts,devotional objects and religious drama concerned with Christ's passion: for example,"The Wooing of Our Lord," Richard Rolle's Meditation, Nicholas Love's Mirror of the Blessed Life of JesusChrist, and lyric laments of The Virgin. We will track the ways that affect in courtly love poetry provided medieval readers with intimate scripts to put inner and outer states of feeling into contact with one another,particularly as the individual perceives herself in relation to (private) desires and (public) pressures. We will examine such texts as Guillaume de Lorris's Romance of the Rose, Machaut's Dit de Ia Fonteinne Amoureuse, Chaucer's Book of the Duchess, and John Lydgate's Complaynt of the Loveres Lyfe. We will also examine the crucial role that affect management played in late medieval conduct literature,and we will consider how the production of self-restraint in such texts,particularly within the structures of the married household, helps form emotional communities that allowed emergent social groups new modes of self-identification. We will examine conduct texts such as The Good Wife's Guide (Le Menagier de Paris) and The Book of the Knight of La Tour Landry, as well as literary texts such as Chaucer's Legend of Good Women and The Wife of Bath's Prologue and Tale, as well as Thomas Hoccleve's Series, and Boccaccio's,Petrarch's, and Chaucer's versions ofthe Griselda story. Student work in the course will include one or two oral presentations as well as a 20-25 page research paper.
ART. 80010 - Medieval & Renaissance Manuscripts/Morgan Library GC: T, 2:00-4:00 p.m., Rm. TBA, 3 credits, Prof. Lane,  Open to Ph.D. Art History students, permission required for all others.
This seminar will give students the rare opportunity to study original illuminated manuscripts at the Morgan Library and Museum. Introductory lectures will cover manuscript terminology and a review of illumination from its origins through the Gothic period, before focusing on fourteenth- and fifteenth-century books of hours produced in France and the Netherlands. Two classes on original manuscripts will be held at the Morgan, led by the curators of Medieval and Renaissance Manuscripts. Students will work on Corsair, the Morgan’s online database, in which their Medieval and Renaissance manuscripts are catalogued with full bibliographies and links to all of their miniatures. Seminar papers may concentrate on a single manuscript or a theme traced through many manuscripts, such as the iconography of an unusual cycle of miniatures or the relationship of a manuscript to panel paintings or to other French or Netherlandish manuscripts of the same period. After choosing a topic and reading the major sources on their working bibliographies, students will be given access to the Morgan’s Reading Room to consult material they cannot find elsewhere. Students are urged to visit the summer exhibition at the Morgan, Illuminating Faith: The Eucharist in Medieval Life and Art (May 10 through September 1), as an introduction to the course. Auditors will be accepted if space permits.
Preliminary Readings: De Hamel, Christopher. A History of Illuminated Manuscripts. London, 1994.
Wieck, Roger. Time Sanctified: The Book of Hours in Medieval Art and Life. New York and Baltimore, 1988.
CLAS. 75200 - Latin Sight Translation
GC: W, 2:00-4:00 p.m., Rm. TBA, 3 credits, Prof. Clayman,  Course open to Graduate Center students only.
ENGL. 80900 - Old English
GC: F, 11:45 a.m.-1:45 p.m., Rm. TBA, 2/4 credits, Prof. Whatley, 
A knowledge of “Old English” (OE) is essential for understanding (or teaching) the history of the English Language, as well as for serious work in much Middle English and Scots literature. But as students who take a course like this invariably discover, OE is of abiding interest in itself, as the first documented phase of the English language, and as a treasure-horde of challenging and intriguing texts (along with Old Irish, OE is by far the oldest and greatest surviving corpus of early literature in any European vernacular). At first glance it looks like a “foreign” tongue (elþēodiga reord), but long experience has shown that motivated students routinely succeed in acquiring a competent reading knowledge during a 14-week introductory course like this one. After a month or so of “boot camp” (elementary grammar and short translation exercises), the focus shifts to reading more extensive passages of secular and religious prose, including prose texts from chronicle, scripture, and hagiography (including Ælfric’s legends of the “virgin martyr” St. Agnes and/or the martyred virgin king Edmund), and then shifts to some of the classic anonymous lyric/elegiac poems (such as Dream of the Rood, Wanderer and Seafarer, The Wife's Lament, some riddles), and selections from a biblical epic (Judith). In addition to working on the weekly texts, students will occasionally report briefly on pertinent secondary sources, and also do research for a modest paper (10-12 pp) on a suitable text or topic in Anglo-Saxon literary culture. To compensate for only 2 hrs of class a week (three 1-hr classes would be ideal), there are good web sites to help with learning and practicing the language, and researching the literature and culture of the Anglo-Saxons. Contact me with any queries, and please register early if you plan to take the course: E.Whatley@QC.cuny.edu.
MUS. 87600 - Analysis of Early Music
GC: W, 2:00-5:00 p.m., Rm. 3389, 3 credits, Prof. Stone, 
P SC. 70100 - Ancient & Medieval Political Thought
GC: R, 2:00-4:00 p.m., Rm. TBA, 3 credits, Prof. Fontana, 
The course focusses on basic texts of selected political thinkers, from the ancient Greeks to the Renaissance, namely, Plato, Aristotle, Cicero, Augustine, Aquinas, and Machiavelli. In the process central political ideas (for example, liberty, equality, law, justice, community, property, meaning and change in history) are examined and related to the writers’ political and theoretical projects. In addition, it considers the relation between the nature of rule and the forms of rule (types of government or regimes): monarchy, aristocracy, democracy, tyranny, despotism, oligarchy, dictatorship, constitutionalism, republicanism, and the master/slave (domination/subordination) relation.
MSCP. 80500 - Medieval Hagiography
GC: W, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Head,  Cross listed with HIST 70400. COURSE CANCELLED
MSCP. 80500 - Romance, Medieval & Beyond
GC: T, 2:00-4:00 p.m., Rm. TBA, 3 credits, Prof. Kruger,  Cross listed with ENGL. 80700
At the center of this course will be the genre of medieval romance, and we will examine intensively a series of (mostly poetic) medieval texts, stretching from the romances and lais of Chretien de Troyes and Marie de France (in the 12th century) to Thomas Malory (in the 15th).
Along the way, we will consider romances about Charlemagne, Alexander, the Crusades, Arthur, the Grail, ancient Greece and Rome, “modern” England and France.
Although we begin with texts written in French, we will examine mainly English-language texts, and we will read these in the original Middle English.
One goal of the course will be to consider what we mean by the genre of romance, and how we might approach the question of genre more generally. Alongside the romance texts, we will therefore consider a wide range of approaches to theorizing genre, and specifically the genre of romance: formalist approaches like Todorov’s; feminist readings like Radway’s; reception theory like Jauss’s; Marxist/materialist formulations like Lukács’s; cultural studies projects like Modleski’s; quantitative methods like Moretti’s.
Additionally, we will be concerned with examining some of the later developments of medieval romance: about one-third of the syllabus will be devoted to works in later periods that take up romance structures and themes. Thus, for instance, we might read Philip Sidney or Mary Wroth; Sir Walter Scott or Nathaniel Hawthorne; Virginia Woolf’s Orlando; a Harlequin romance, with an eye to considering how these take up the mantle of the romance genre while transforming it.
For non-medievalists, projects on later cultural materials are encouraged. For medievalists, interdisciplinary approaches (e.g., thinking about Crusades-related romances in relation to the historiography of the Crusades; considering works across different linguistic/national traditions; thinking comparatively about the representation of something like “courtly love” or “chivalry” in both literary works and non-literary modes like the visual arts) are encouraged.
Course requirements will include at least one in-class presentation; shorter writing during the semester; a final seminar paper of 15-20 pages.
ART. 83000 - Jerusalem in the Middle Ages
GC: F, 2:00-4:00 p.m., Rm. TBA, 3 credits, Profs. Ball/Holcomb,  Course open to Art History students only permission required for all others.
This course will meet at the Metropolitan Museum of Art
Jerusalem in the Middle Ages was a bustling, commercial city home to Jews, Muslims, Orthodox and Catholic Christians, all of whom regarded the city as integral to their various faiths.
Typically, art historians have studied Medieval Jerusalem through a Crusader lens, focusing on the Islamic-influences found in Western Medieval material culture set to a backdrop of violence, a view that ignores the many cultures within Islam that ruled Jerusalem through the centuries as well as the thriving Orthodox Christian and Jewish communities found in the city.
Each week’s discussion will spring from a different object in the Metropolitan’s collection to highlight various aspects of the living and imagined city – a fragment of the True Cross from Golgotha was encased in a precious enamel reliquary and found its way to the Vatican as a gift to the Pope; a group of molded glass vessels some with Jewish symbols and some with Christian designs were made for the many pilgrims of all faiths who came to Jerusalem; diagrams and maps of Jerusalem attest to the many attempts made by scholars to understand how this Biblical city fit into their own histories. The format also affords opportunity to test a variety of methodological approaches to the art object.
Requirements: Discussion, a research paper focusing on an object(s) in the Metropolitan’s collection and presentation of one’s research are required.
No auditors accepted.
Preliminary Readings: Jaroslav Folda, “Reflections on the Historiography of Crusader Art,” and “The Beginnings of Crusader Art: 1099-1100,” in The Art of the Crusaders in the Holy Land 1098-1187.
Hillenbrand, Robert, “The Art of the Ayyubids: An Overview” in Ayyubid Jerusalem, ed. R. Hillenbrand and S. Auld (London, 2009), 22-44.
Montefiore, Simon Sebag, Jerusalem: The Biography (London, 2011), chapters 15-30.
ENGL. 70700 - Mystic Bodies
GC: W, 4:15-6:15 p.m., Rm. TBA, 2/4 credits, Prof. Hennessy, 
This seminar will examine a broad range of texts written on the topic of sex and gender in the Middle Ages.
From the scandalous fabliaux to the orthodox lives of the saints, from mystical writings to medical treatises, the texts read in this course will be used to explore some of the dominant ideas about gender and sexuality, as well as the often paradoxical discourses of medieval misogyny, present in medieval literature and religious culture.
Texts to be read include works by major authors such as the women troubadours, Marie de France, Heloise and Abelard, Geoffrey Chaucer, and Richard Rolle.
In addition, we will read several anonymous texts, including women’s weaving songs (chansons de toile), “The Ballad of a Tyrannical Husband,” and (in translation) the Anglo-Latin Book of Monsters.
Topics to be studied include: blood, body, and Christian materiality; chaste marriage and clerical sexuality; the erotics of courtly love; transgender persons and hermaphrodites; the sexuality of Christ and other issues of iconography and visual representation; and masculinity in the earliest Robin Hood texts.
Throughout the course we will engage with recent developments in criticism (including historical, literary, feminist, queer, and art historical approaches) by authors such as Judith Bennett, Glenn Burger, Caroline Walker Bynum, Jeffrey Jerome Cohen, Carolyn Dinshaw, Dyan Elliott, Ruth Mazo Karras, Sarah McNamer, and Leo Steinberg, among others, as well as theoretical approaches by Judith Butler, Michel de Certeau, and Judith “Jack” Halberstam.
In addition, we will consider how the topics of sex, gender and religion in the Middle Ages intersect with affect theory and the history of the emotions.
Requirements: one research paper (15-20 pages); and 20 minute oral report based on one of the optional readings for the week on the syllabus.
FREN. 71000 - Enigmes medievales
GC: W, 4:15-6:15 p.m., Rm. TBA, 2/4 credits, Prof. Sautman,  Course taught in French.
En ce qui concerne la littérature médiévale, il n’est sans doute pas injuste de supputer que, pour nombre de lecteurs non médiévistes, cette littérature se dérobe à l’entreprise théorique, souffre d’ un affligeant dénuement de pertinence, et est marquée par sa transparence, voire sa simplicité, sa prévisibilité, sa redondance—ou au contraire, est le champ onirique d’ un imaginaire a-historique et sans freins. A l’opposé, les médiévistes en loueront la complexité, les multiples ancrages historiques, les intertextes qui tissent d’ immenses réseaux de conversations, les strates symboliques qui affleurent à la peau des textes, leur étonnante matérialité, à la fois artefacts et traces, et l’enrichissement vertiginieux que lui apportent les approaches théoriques modernes.
Recherchant un point de rencontre entre ces deux perspectives, ce cours entreprend une approche multiple envers quatre textes particulièrement significatifs, chacun à sa manière, et chacun dans sa période. Il s’agira du Perceval (ou Conte du Graal) de Chrétien de Troyes, du Roman de Mélusine de Jean d’ Arras, du Livre de La Mutacion de Fortune de Christine de Pizan, et du Testament de François Villon.
Reconnaissant à la fois l’importance d’ un concept tel que “l’étrangeté” du Moyen Age et l’indispensable appareil critique des lectures historisantes, la valeur des approches modernes et post-modernes et le fondement des connaissances médiévistes, le travail du cours consistera à “compliquer” les interprétations trop simples et définitives, à proposer des ouvertutres sur de multiples fenêtres dans et à travers ces textes, et à explorer les sens divers (et contradictoires) qui puissant en conserver intactes ces énigmes fondamentales qui font que ces textes continuent, en fait, à inciter, provoquer, et stimuler.
Travail: lectures des textes premiers et d’un appareil critique et théorique substantiel. Un travail continu sous forme de “research paper” à developer en étapes et ébauches programmées au cours du semestre avec présentation orale du projet individuel. Un court essai de midterm “take-home”. NB: la technologie du GC le permettant, ce cours utilisera E-Portfolio.
Le noyau du syllabus sera disponible vers la fin du semestre de Fall 2012: me contacter (firstname.lastname@example.org) par e-mail pour ces informations ou consulter Blackboard.
HIST. 70800 - The Byzantine "Dark Ages"
GC: M, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Ivison, 
This course focuses on the East Roman or Byzantine Empire and its world during the period ca. 580-843: a period of far-reaching crisis, transformation and change often dubbed the Byzantine “Dark Ages”.
This period witnessed the final end of Roman imperial hegemony in the Mediterranean, first weakened by war with Sassanid Persia, and then made permanent by the Islamic conquests of the Roman Middle East and the settlement of the Slavic peoples in the Roman Balkans and Greek lands. These momentous events threatened the very existence of the east Roman state and reduced the Empire to portions of Italy, Greece and the Balkans, and the provinces of Asia Minor (Anatolia). Military defeat and political instability shook the ideological foundations of the state and led to the collapse of the economy and urban society of Late Antiquity.
The East Roman Empire survived by the skin of its teeth, however, and initiated policies of retrenchment, reorganization and reconstruction that transformed it into what historians recognize as its medieval or `Byzantine' form. By the early 9th century, these developments had set in train a process of military and economic recovery that supported the successes of middle Empire of the Macedonian epoch (867-1056). New rivals emerged during this period, most importantly the Islamic Caliphate and the Bulgar state in the Balkans, resulting in the militarization of the Byzantine state, society, and economy.
Although the Empire maintained a hold on southern and central Italy, this period also saw the emergence of an independent Roman papacy and the challenge of rival ‘Roman Empire’ in the form of the Carolingians after 800. The political and military crises of this period also produced major ideological controversies, the most important of which was Byzantine Iconoclasm.
This course discusses these developments and therefore offers a case study of an empire in crisis, exploring the effects of these changes and the imperial response.
This course offers an introduction to the secondary historiography and primary sources for the period, and is conceived as a reading and discussion class.
The first weeks will introduce students to the range, uses, and issues of the primary sources, both textual and archaeological. Subsequent meetings will discuss major historiographic questions in modern scholarship, using readings from monographs and journal articles, as well as translations of primary sources. No prior knowledge of medieval languages is required (translations will be used) but any such knowledge would be welcomed.
Secondary readings will be mostly in English, but some readings will be in French and possibly German.
Each week we will all read major critical and paradigmatic studies, while select students will present on individual readings that illuminate aspects of the question under discussion.
Grading is divided between a choice of two historiographical essays, and class participation based on discussions that review assigned readings and present mini-research projects.
Assigned Readings available at Mina Rees Library will be put on Reserve; hard-to-find items will be placed on Blackboard as PDFs. Some readings will have to be consulted in other NYC libraries; some photocopied handouts will be distributed. For ease of reference, these books are available for purchase (soft-cover):
• Haldon, J.F., Byzantium in the Seventh Century: The Transformation of a Culture (Cambridge UP: Cambridge, 1997, revised ed.). ISBN 052131917 X, list price $58.00 – a classic, we will read a lot of JFH.
• Kaegi, W.E., Byzantium and the Early Islamic Conquests (Cambridge UP: Cambridge, 1995). ISBN 0521484553, list price $45.00 – detailed discussion of the conquests.
• Schönborn, C., God's Human Face: The Christ Icon (Ignatius Press, 1994). ISBN 0898705142, list price $16.95 – a very readable scholarly overview.
• Brubaker, L., Inventing Byzantine Iconoclasm (Studies in Early Medieval History) (Bristol Classical Press: Bristol, 2012), ISBN-10: 1853997501, ISBN-13: 978-1853997501, list price $27.95 – new!
• Howard-Johnston, J., Witnesses to a World Crisis: Historians and Histories of the Middle East in the Seventh Century (Oxford UP: Oxford, 2011), ISBN-10: 0199694990, ISBN-13: 978-0199694990, list price $75.00 – a significant synthesis and revision of the historiography and chronology of the 7th century.
MSCP. 80500 - Medieval Dress in Society GC: M, 4:15-6:15 p.m.,
Rm. TBA, 3 credits, Prof. Ball,  Cross listed with ART 83000.
Anne Hollander, writing in Seeing Through Clothes (1993), characterizes medieval dress as having a Astatic simplicityY with no kind of aesthetic or stylistic superiority. (p. 363)@ She declares, as most in fashion studies do, that fashion itself does not begin until the very late Middle Ages and is really a phenomenon of Renaissance society.
Since the 1990s however much attention has been given to Medieval dress, east and west, arguing for a re-examination of the dress made between the 4th-14th centuries as fashion. Furthermore, scholars have explored the importance of dress in comprising Medieval identities and for understanding gender, in addition to the frequent transgressions of such categories through dress.
The rich use of dress in literary imagery, its place in the economy of Medieval Europe, ceremonial and sacerdotal dress, have also been well documented in contemporary scholarship. Yet, the study of dress in the academy still remains rare in part because few Medieval garments survive. This seminar will study Medieval dress from three perspectives where a plethora of primary evidence remains: in literary descriptions, representations in art and its impact on the economy, where textiles comprised one of the largest sectors. Some attention will also be paid of course to actual garments and textiles where they exist. These bodies of evidence will highlight dress and its relationship to identity, group and individual, the importance of dress in communication, especially in diplomacy, and the importance of it as a high art form.
ART. 72000 - Great Digs: Important Sites of the Classical, Late Antique and Islamic Worlds GC: W, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Macaulay Lewis,  Course open to Art History students only. Department permission required for all others. Cross listed with MALS 74500.
This course introduces students to major archaeological methods and important archaeological sites from the Classical, Late Antique and Islamic worlds. It seeks to broaden students= awareness of archaeological methods and types of evidence, while demonstrating how interconnected the Classical, Late Antique and Islamic worlds are.
The two primary methods of archaeological inquiry, excavation and survey, are first introduced, discussed and problematized in this course. We will then survey specific sites B cities, towns and, in certain cases, residences B to understand how archaeology has contributed to our knowledge of these sites. Athens, Alexandria, Rome, Hadrian=s Villa (Tivoli), Pompeii, Dura Europos, Constantinople, Ravenna, Jerusalem, Samarra will each be the focus of a lecture. Archaeological evidence B art, architecture and other types of material culture, such as ceramics and glass B from each site will be discussed in detail. By the end of the course students will gain a knowledge of the principles of archaeological excavation and survey; an understanding of major classes of archaeological evidence; and knowledge of important archaeological sites from the Classical, Late Antique and Islamic worlds.
The course is composed of lectures at which attendance is mandatory. The course assumes no previous knowledge of archaeology. Two papers are required. First, a 7-10 page paper that discusses a methodology or type of evidence that archaeologists use to understand a site or region; for example a student could discuss numismatic evidence, dendrochronology, or field survey and the benefits and problems that it presents to archaeologists in this paper. Students will be graded on this paper; however, it must be revised and resubmitted, as this course also aims to help students develop their academic writing. Second, students must prepare a 15-20 page report on the historical and significance of a site of their choice from the Classical, Late Antique or Islamic worlds that has not been discussed in class; this site can be a city or a specific excavation site or area. This report should be based on the study of all published archaeological and historical sources for the site and it aims to teach students an understanding of a site=s topography and to develop an ability to describe a site in clear and precise archaeological and architectural terms. It should also enable a student to understand and interpret archaeological sites and publications and demonstrate the significance of the selected site.
All papers are double-spaced and must be properly referenced. Images should be included when appropriate.
Office Hours: Wednesday, 2-4. GC 3300.6
Renfrew and Bahn, Archaeology, Theories, Methods and Practice (pp.9-160)
Alcock, S. Graecia Capta
C L. 80100 - The Tristan Legend GC: W, 6:30-8:30 p.m., Rm. TBA, 4 credits, Prof. Oppenheimer, 
For at least a thousand years, torturous human conflicts between passion, or undying, obsessive love, and politics, or public responsibility, as well as between love and art, have found some of their most influential and fascinating representations in versions of the Tristan legend. The legend itself has exerted a profound influence, which lasts into the present, on Western cultures, poets, musicians, painters, film-makers, and novelists. Starting with what may be its earliest appearance, in the eleventh-century Persian epic Vis and Ramin by Fakhraddin Gorgani (to be read in translation, as will other works, unless students have the languages), the course will investigate the Tristan story=s extraordinary flourishing in the West, in such masterpieces as the medieval Tristan by Béroul , Gottfried von Strassburg's thirteenth-century Tristan, and the Morte D'Arthur by Malory, plus the important modern changes in its characters and situations brought about by Swinburne, Richard Wagner (whose operatic treatments of the legend will be considered in detail), Thomas Mann, and F. Scott Fitzgerald, whose Tender Is the Night will be examined from the point of view that it reflects many of the poisonous, seductive, psychological, and mystical motifs of the original story.
Cinematic treatments will be explored, and where possible, shown.
A brief, in-class presentation of a research topic. One research essay.
Texts (addenda to be supplied later)
:Fakhraddin Gorgani. Vis and Ramin. Dick Davis trans. Penguin Classics
Gottfried von Strassburg. Tristan. A. T. Hatto trans. Penguin.
Béroul. The Romance of Tristan: The Tale of Tristan's Madness. Alan S. Fedrick trans. Penguin Classics.
Malory. Le Morte D'Arthur, etc. Keith Baines trans., Robert Graves intro. Signet Classics.
Richard Wagner (TBA): both opera and libretto.
Charles Algernon Swinburne. Tristram of Lyonesse. Various editions: see also editions of his complete poems.
(Optional text.)Thomas Mann. Death in Venice and Seven Other Stories. Lowe-Porter trans. Various editions.
F. Scott Fitzgerald. Tender Is the Night. Various editions.
C L. 88200 - Philosophical Approach to 13C Italian Poetry GC: T, 6:30-8:30 p.m., Rm. TBA, 4 credits, Prof. Ureni 
Far from being dominated by a single tradition of thought, the medieval intellectual debate constantly challenges the definition of the individual soul and its faculties, the possibility for earthly happiness, the boundaries between sensitive and rational spheres, and the (im)mortality of the rational part of the soul. Multifaceted philosophical approaches, ranging from the Aristotelian tradition and its heterodox forms to the Augustinian speculative tradition, offer diversified answers to those questions, and raise a series of debates that permeates thirteenth-century thought in Italy and Europe.
This course will explore the poetic response to these medieval speculative debates. We will focus on the poets of the Sicilian School, and on Guido Guinizzelli, Guido Cavalcanti, and Dante Alighieri.
We will highlight how thirteenth-century Italian poetry shares its roots and its creative moment B as well as a lexicon - with theological and philosophical discussions and with scientific investigations, particularly medicine. Within the context of a broad exploration of the relations between philosophy, medicine, and poetry, we will also focus on more specific themes that are key to medieval philosophical debates, such as memory and imagination.
ENGL. 70700 - Literature & Identity in Medieval Britain GC: F, 11:45 a.m.-1:45 p.m., Rm. TBA, 2/4 credits, Prof. Whatley, 
The course selects works both "canonical" (the kind often required in undergraduate surveys) and non-canonical, from the broad range of vernacular medieval British literature (not all of which is "English"), and will focus on the literary construction of idealized secular and religious identities (with some attention to beasts and birds).
Works from the Old English period will include three "heroic" verse narratives: Beowulf (with two recent film versions), Genesis B (an idiosyncratic account of the fall of Lucifer, Adam & Eve), and Judith (the biblical-apocryphal Hebrew heroine who decapitates an Assyrian warlord). From the late 12th-early 13th century, when England's reading public was bi-lingual in French and English, we will encounter a group of texts written by/about/for women:- Old French lais by the mysterious Marie de France (Guigemar, Equitan, Bisclavret, Yonec), Clemence of Barking's Anglo-Norman Life of St Lawrence, and two early Middle English works: Holy Maidenhood ("Letter on Virginity"), and the legend of the virgin martyr, Seinte Margarete.
Two groups of texts from the later Middle Ages mainly emphasize male, if not always traditionally "masculine," identities. First, Chaucer's learnedly innovative, late 14th c. chivalric romance, The Knight's Tale, will be read against earlier "popular" romances such as Sir Orfeo (the Orpheus myth) and Amis and Amiloun (a romance of male friendship), and these secular productions will be juxtaposed with vernacular vrsions of Christian saints' legends (Saint George, England's patron saint, and Saint Francis of Assisi, "the last Christian" from the highly successful South English Legendary (late 13th c.).
Finally, Chaucer's beautiful but enigmatic dream-vision of St Valentine's Day, The Parlement of Fowles, will be bracketed with the visionary subjectivities of William Langland's Piers Plowman (selections!) and Juliana of Norwich's Showings.
Most of the course readings will be available in translations and/or modernized versions, but afficionados may work also with the originals; everyone will be expected to handle Chaucer's English (for which there are numerous online aids).
Students will report regularly on recent critical scholarship, and for a term project will research issues of textuality, intertextuality, and historicism, and/or explore and test theoretical models for further understanding of the course readings.
MUS. 86300 - The Multimedia Machaut GC: M, 10:00 a.m.-1:00 p.m., Rm. GSUC3491, 3 credits, Prof. Stone, 
This course survey Machaut’s entire corpus: lyric poetry, songs, motets, mass, and narrative poetry. His two narrative poems with musical interpolations (the Remede de Fortune and the Voir dit) will merit special attention as multimedia artifacts--prose texts with lyric, musical, and epistolary interpolations, decorated with lavish illumination programs. The class will also consider the role of manuscript transmission in generating meaning: the way the juxtaposition on the page of music, text, and image invites reading across media, for example, and the way manuscript ordering can suggest meanings that accrue between adjacent works.
The seminar will be two hours, with an additional hour required of music students (others welcome to attend as well), in which there will be examination of Machaut’s use of notation; by the end of the seminar students will be able to sightread a Machaut song or motet in three parts.
PHIL. 76100 - Medieval Philosophy GC: M, 2:00-4:00 p.m., Rm. TBA, 4 credits, Prof. Jacobs, 
The course will focus on issues in moral psychology, philosophical anthropology, debates concerning freedom of the will, and metaethics. Our texts will come from Jewish, Christian, and Islamic thinkers. Many of the medievals had subtle, sophisticated views on issues in moral psychology and moral epistemology, and we will find that there are resources in the works of the medievals relevant to numerous significant contemporary debates, as well as being important to the history of philosophy.
There has been steadily growing interest in medieval philosophy in recent years and that interest has begun retrieving several thinkers who had been largely overlooked, and it has also involved looking at medieval philosophers’ views on a wider range of topics than previously, now including ethics and moral psychology, as well as metaphysics and philosophical theology. This course is very much in the spirit of that trend.
Neoplatonism, Aristotelianism, and Neoplatonic Aristotelianism all have a pronounced presence in medieval philosophy. Republic, the Laws, Nicomachean Ethics, and Metaphysics are all strongly relevant background for the course.
As the course proceeds we will see that certain central themes recur and that there are increasingly sophisticated articulations of them and arguments concerning them. The issue of the rationality of what is given in revelation—and thus, the relation between reason and religion—is one of those themes.
Another is the relation between intellectual virtue and ethical virtue, and related to that issue, the question of the nature of political rule. Also, the question of the nature of the authority of tradition and its epistemology is addressed by several of these philosophers.
By examining works from the three Abrahamic religious traditions we will get a good sense of the different ways in which these themes and issues have been addressed, including the different ways they appropriated the ancient philosophical heritage.
Most of the thinkers we will study had more or less rationalistic dispositions and impressively sophisticated views of the relation between revealed religion and reason. They were meticulously alert to ways in which theistic commitments have implications for matters of moral psychology, freedom of the will, the relation between ethical perfection and intellectual perfection, and even questions concerning such things as the voluntariness, plasticity, and revisability of character.
I am hoping that we can move through Augustine and Boethius fairly swiftly, and not because they are any less important than the other philosophers, but because they, and the works of theirs on the reading list are more likely to be at least somewhat familiar. My guess is that the works by the Islamic thinkers and Jewish thinkers are less familiar, and because they are actually no less philosophically interesting, it will be worthwhile to explore them as patiently as possible, within the confines of a single semester.
P SC. 70100 - Ancient & Medieval Political Thought GC: T, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Wallach,