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CHL 137 - Harry Potter: Literary Allusion, Children’s Literature and Popular Culture | GEKH
Students will read novels in J.K. Rowling’s Harry Potter series; myths, legends and folktales on which they are based; and criticism written about the novels. They will focus on literary terminology, literary allusion, literary merit and the public debates about the role of the humanities in contemporary culture.
Credit 3 hrs
Grade Mode Normal (A-F)
Since the books in the Harry Potter series are children’s texts and a cultural phenomenon, they also have become symbols in larger cultural battles over religious values, literacy and the role of the children’s literature in shaping the next generation’s beliefs about gender, social class, race, imperialism, capitalism and spirituality. This makes these books an ideal model to use in a classroom to illustrate the relevance of literature and literary studies to society. A close study of these novels as complex literary works that have roots in classic literature, as cultural phenomena and as the objects of public debates can highlight for students all that is at stake in literary interpretation and cultural producing. Therefore, students in this course will explore questions such as: Do the books have literary value, or are they just commercial products? Are the book dangerous for children to read, or do they benefit children? Where is the line between literature, media and mass-produced products and should there/can there be a line? Why are these books so popular, and what does their popularity tell us about how we are and what we, as a culture, believe ourselves to be?
This engages students in current public debates about the Harry Potter novels, which can lead to an emphatic understanding of other points of view; because it will introduce students to basic literary terms and concepts and to current debates in the field; because students will be required to analyze and think critically about literary works in class discussion and in various writing assignments; and because students will be asked to develop their own interpretations of texts.
Summer 2024 Course Sections
Fall 2024 Course Sections
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CHL 207 - Introduction to Children’s Literature | GEKH
A concentrated reading course designed to impart the knowledge necessary for an appreciation and understanding of children’s literature and its use in the schools. In addition to reading the classics and the critically acclaimed works of both fiction and nonfiction by modern writers, students will study poetry, folklore and mythology, and examine the relationship between illustration and text. Does not count toward a major or minor in curricula for teachers in junior and senior high school.
Credit 3 hrs
Grade Mode Normal (A-F)
Students will learn about the ways that children’s literature cultivates aesthetic appreciation for both adults and children; they will learn literary terms and concepts and use these to discuss and to carefully read, research, interpret and write about works of children’s literature; they will apply discursive practices of the field by completing a variety of written assignments; they will study works within social and historical contexts considering such factors as the publishing industry, printing technology, literacy development and the cultural construction of the child; and students will gain an understanding of the importance of diverse children’s literatures to our culture. Students in the course will study a rich body of texts that can help to develop students’ cultural literacy and knowledge of the humanities. A course introducing students to children’s literature should cover not only contemporary works, but also the mythology, legends and folktales upon which many contemporary texts are based. Students also will read and study class texts from the Golden Age of children’s literature such as Alice’s Adventure in Wonderland or The Wizard of Oz. A necessary focus of the course is also the role of literature in a society and the ways that literature both affects and reflects cultural values: the books a culture writes for its children often reflect deeply-held beliefs about children, childhood and the role of literature their construction. Conversely, a culture’s values and beliefs also are reflected in the books it chooses to keep away form its children. Therefore, the history of censorship of children’s books also must be discussed and analyzed.
Updates Prerequisite and Class Restriction Change 05/2012, effective Winter 2013
Summer 2024 Course Sections
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CHL 208 - Multicultural Children’s Literature | GEUS
Introduction to literature for children and young adults by and about African Americans, Asian Americans, Latinos and Native Americans, including history of multicultural writing for the young; major issues of multiculturalism; historical and cultural background of each group; and critical apparatus for the selection, interpretation, and evaluation of such literature.
Credit 3 hrs
Grade Mode Normal (A-F)
A study of children’s literature is also a study of the values, beliefs and attitudes of a society, since what adults offer to children reflects contemporary adult views. This course exposes students to multicultural literature for young readers, as well as the history, beliefs, values and attitudes of underrepresented groups in the United States. Course design assures adequate representation of the literature by and about a wide selection of minorities in our country, with emphasis on four major cultures- African, Asian, Latino and Native Americans- as well as the diversity within each culture. Supplementary materials in history, cultural anthropology and philosophy provide a sound basis for the discussion of the literary works, but the primary focus is on the literature itself. The history of the development of multicultural literature for young readers, criteria for evaluation, literary criticism, as well as cultural authenticity are explored. Since this is an introductory course, it will also include a discussion of basic literary terms and literary criticism, as well as fundamental issues such as why we study literature, what culture means, how literature for young readers can inform us about culture, etc.
Summer 2024 Course Sections
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CHL 451W - Writing about Controversy in Literature for the Young | GEWI or GELB
This course will deal with strategies for the collection, organization and presentation of materials dealing with controversial issues in literature for young adults.
Credit 3 hrs May not be repeated for additional credit
Grade Mode Normal (A-F)
Prerequisite(s) ENGL 121 and CHL 207
Notes | Students who do not meet prerequisite requirements may request department permission to enroll in the course.
This course is an academic service-learning course that allows students to integrate knowledge learned through class readings and discussions with service in the community. By working with a community-based organization that shares the course’s own focuses on reading and writing, find and evaluate specific and relevant research pertaining to the presentation of controversial issues in children’s and young adult literature, and demonstrate appropriate and effective leadership, interpersonal, small group, organizational, and verbal and written communication skills.
Equivalent Courses CHL 551
Updates Graduate Credit Rescinded 12/2015, effective Fall 2016; Approved for LBC 1/2015, effective Fall 2015; Graduate Credit 07/2011; Links 04/2011
Summer 2024 Course Sections
Fall 2024 Course Sections
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CLAS 106 - Rome and America | GEKH
An investigation into problems and pressures comparing the people and culture of ancient Rome and modern America, considering individual hopes and ideals, religious beliefs and ideas about death, government, morality, love and sex. Team taught by a member of the English Department and a classicist. These courses must be taken concurrently and satisfy two literature requirements..
Credit 6 hrs
Grade Mode Normal (A-F)
Cross-Listed with
Notes | See honors humanities courses
This course introduces students to the humanities disciplines of the study of American literature and of ancient Roman literature. By its strong emphasis on comparative analysis, the course facilitates a clear understanding of the literary concept of genre (e.g., satire, epic, lyric, novel, etc.). Besides issues of literary theory, the course also encourages the appreciation of continuity in major themes, such as the definition of “heroism” or of the “successful” life, the gender system of the relevant cultures, and social class distinctions, as well as the techniques (e.g., parody, irony, allegory, symbolism, etc.) common to the literatures of classical Roman antiquity and present-day American. By examining literary works from two cultures remote in time and place from each other, students learn to grasp and evaluate what is traditional and what is innovative in each.
Updates Links 04/2011
Summer 2024 Course Sections
Fall 2024 Course Sections
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