COURSE DESCRIPTION and OBJECTIVES


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Many of our culture’s most fascinating and compelling stories involve monstrous characters or the marvelous realms of the otherworld. Goblins and fairies, Grendel and Circe, dragons and gargoyles are all creations from earlier periods that have inspired the imaginations of writers and artists since ancient times and continue to engage contemporary audiences. This course focuses on how conceptions of the imaginary creatures and worlds both reflect and comment on cultural ideologies important to earlier peoples as well as on the manner in which individual creativity expresses those same cultural ideologies. Although removed from “real life,” the fantastical visions we will study provide windows that open on a wide range of historical ideas, social constructs, cultural patterns, and spiritual themes. For example, we may discuss whether werewolves are always evil and fairies always good, whether believing in dragons makes us more or less human, whether fantasy themes are only escapist entertainment or appropriate metaphors for how we live our lives, and whether modern people care more about vampires and unicorns than ancient peoples. Through exploration of the supernatural in literature, art, and architecture, students will be introduced to the historical traditions of monsters and marvels as these are reflected in epic literature, Celtic sculpture, classical mythology, gothic novels, Northwest American Indian legends, religious architecture, and courtly romances, among others. Through vigorous discussion, concentrated critical thinking, energetic writing in a variety of modes, and dynamic oral presentations, we will examine how the conventions of otherworldly beings and events have become integral to our own U.S. popular culture.

LEARNING OBJECTIVES:
By the end of this course, successful students will have accomplished the following measurable objectives:

● Strengthened their critical thinking skills through many types of written and oral exercises;

● Expanded their abilities in creative expression and problem-solving;

● Developed basic skills for constructing effective college-level analytical papers and informative presentations;

● Learned to incorporate fundamental concepts of college-level research into course assignments;

● Enhanced their ability to contribute ideas collaboratively and individually in small and large group discussions to improve their own and other students’ learning process.

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