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|Discipline and Nbr:
AFRICAN AMER ARTS & LIT||
African American Arts and Literature
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5 max.||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0||17.5 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
Reading, discussion and writing about significant African-American writers and artists and their works from slave period to present. Both a thematic and historical approach to the literature and arts including folk tales, slave narratives, political essays, spirituals, poetry, plays, cinema, music, art, biographies, and novels.
Course Completion of ENGL 1A
Limits on Enrollment:
Schedule of Classes Information
Reading, discussion & writing about significant African American writers & artists and their works from slave period to present.
(Grade or P/NP)
Prerequisites:Course Completion of ENGL 1A
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Major Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Spring 1991||Inactive:||
American Cultures/Ethnic Studies
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C2||Humanities||Fall 1991||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||3B||Humanities||Fall 1993||
|CSU Transfer:||Transferable||Effective:||Spring 1991||Inactive:||
|UC Transfer:||Transferable||Effective:||Spring 1991||Inactive:||
At completion of this course, students will be able to:
1. Identify themes and concerns in texts of African-American writers and,
when significant, recognize parallel directions in film, music, and the
2. Demonstrate an awareness of historical patterns and emerging traditions
embodied in texts;
3. Assess historical, sociological, and psychological trends and
theoretical positions taken on works, illustrating internal cultural
needs and responses to external social conditions;
4. Critically analyze the roles of stereotypical and archetypal patterns
in creation of texts, as a reflection of race, ethnicity, gender, and
5. Identify diversity of experience represented in texts within and
outside the African-American community relative to factors such as
class, age, gender, religion, disabilities, and Deaf culture;
6. Compose logical and coherent analyses of texts;
7. Evaluate effectiveness and significance of individual works.
Topics and Scope
Through discussion and presentation of historical and contemporary
African-American texts, the course will cover:
(1) Historical patterns that have influenced literary and artistic
production, including the European-American canon and other works of
appropriate cultural or ethnic groups,
(2) Central or unique African-American literary and thematic responses
represented in individual works,
(3) Critical approaches to African-American literature, appropriate to
eras, race, gender, and class in the United States,
(4) The role of African-American writing, music, film, and art on the
predominant culture, both as an historical catalyst of change and an
understanding of common experience.
Students will be assigned both in-class and out-of-class expository and
critically analytic essays on assigned readings. Music, film, and the arts
will be incorporated as integrated in the tradition. Classroom
presentations, research projects, personal responses, and visits to
museums, musical, or literary events will supplement required literary
analysis of selected works.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
60 - 75%
|Written homework, Reading reports, Essay exams, Term papers||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
5 - 10%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
5 - 10%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
5 - 10%
|Assigned as appropriate||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
10 - 20%
|Oral presentation, group work, participation in class discussion||
AMERICAN CAPTIVE NARRATIVES: OLAUDAH EQUAINO, MARY ROWLANDSON, AND OTHERS.
Gordon M. Sayre, ed. Boston: Houghton Mifflin, 2000.
BELOVED. Toni Morrison, New York: Plume, 1998.
BLACK AMERICAN SHORT STORIES. John Henrik Clarke, ed. New York: Hill and
CULTURAL CONTEXTS FOR RALPH ELLISON'S INVISIBLE MAN. Eric J. Sundquist.
Boston: Bedford, 1995.
INVISIBLE MAN. Ralph Ellison. 2nd ed. New York: Vintage, 1995.
NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS. David W. Blight, ed. Boston:
NORTON ANTHOLOGY OF AFRICAN AMERICAN LITERATURE. Henry Louis Gates, ed.
New York: W. W. NORTON, 1996.
THE INTERESTING NARRATIVE OF THE LIFE OF OLOUDAH EQUIANO, WRITTEN BY
HIMSELF. Robert J. Allison, ed. Boston: Bedford, 1995.
THE PIANO LESSON. August Wilson. New York: Plume, 1990.
THE PRENTICE HALL ANTHOLOGY OF AFRICAN AMERICAN LITERATURE. Rochelle Smith
& Sharon L. Jones, eds. Upper Saddle River, NJ: Prentice Hall, 1999.
THE SOULS OF BLACK FOLK. W.E.B. Du Bois. David W. Blight and Robert
Gooding-Williams, eds. Boston: Bedford, 1995.
THEIR EYES WERE WATCHING GOD. Zora Neale Hurston. New York: Harper, 1990.
TROUBLE THE WATER, 250 YEARS OF AFRICAN-AMERICAN POETRY. Jerry W. Ward,
Jr. ed. New York: Mentor/Penguin, 1996.