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Indiana University Bloomington - - Repertoire Appraisal for Arts Managers

Y 500 Topics in Arts Administration (1-6 cr.) Selected research and discussion topics organized on a semester by semester basis.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - Performing Arts Center Management

Y 511 Performing Arts Center Management (3 cr.) This course focuses on the aspects of managing a performing arts program and facility. Indiana University Auditorium and other performing arts facilities will serve as laboratories to provide you with a balance between academic and real-world issues.
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Indiana University Bloomington - - Museum Management

Y 525 Museum Management (3 cr.) General management of art and historical museums. The museum, its legal status, the building, management and staff, goals and objectives, fund raising and budgeting, collections and exhibitions, education and community outreach.
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Indiana University Bloomington - - Arts Admin & the Cultural Sector

Y 535 Arts Administration and the Cultural Sector (3 cr.) The market structure of the cultural sector, especially the implications of the differences between artistic goods and other goods and services. Topics include the process by which artistic creations pass through various “gatekeepers” en route to the customer, and the structure of contracts in creative industries.
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Indiana University Bloomington - - Practicum in Arts Administration

Y 550 Practicum in Arts Administration (3 cr.) Managerial and administrative experience in three of six arts groups: Musical Arts Center, Department of Theatre and Drama, IU Auditorium, IU Foundation, IU Art Museum, or Mathers Museum.
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Indiana University Bloomington - - Public Policy and the Arts

Y 559 Public Policy and the Arts (3 cr.) This course considers the public aspect of cultural policy in the U.S. and elsewhere. Topics include the ends and means of government funding for the arts, multiculturalism, freedom of expression, copyright, other legal rights of artists, international trade in cultural goods, and international treaties on cultural diversity.
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Indiana University Bloomington - - Seminar in Arts Administration

Y 650 Seminar in Arts Administration (3 cr.) Seminar involving the promotion of the arts: planning, management, labor relations, fundraising, funding sources, communications, and similar topics in relation to arts centers, museums, and performing organizations. Course includes guest speakers.
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Indiana University Bloomington - - Readings in Arts Administration

Y 680 Readings in Arts Administration (cr. arr.) P: consent of instructor and departmental chairperson. Supervised readings in arts administration.
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Indiana University Bloomington - - Independent Study in Arts Admin

Y 690 Independent Study in Arts Administration (cr. arr.) P: consent of instructor and department chairperson.
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Indiana University Bloomington - - Internships in Arts Administration

Y 750 Internship in Arts Administration (3 cr.) The internship is ordinarily not taken until the student’s last semester of course work. A minimum of one semester or its equivalent of field work or internship in a managerial office of a museum, theatrical or musical organization, or community, state, regional, or national arts council.
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Indiana University Bloomington - - Seminar on Contemporary Africa

Topic: The Twentieth Century II: Afro-cosmopolitanism This is a seminar on the intellectual relationships between the African continent and the progressive world in the second half of the 20th century, focusing upon three related historical and aesthetic formations: the recovery of African agency in the pre-1945 collaborations between nationalists and diasporic and liberal intellectuals and activists; the rise of tricontinental liberation movements and anti-colonial artistic cultures (cinema, literature, music) for which the journal Presence Africaine and the Cuban revolution were catalysts; and the unfolding reassessments of postcolonial political culture in the aftermath of Soviet communism and apartheid regime. The course works with the premise that these formations are unavoidably internationalist, given that the leading figures are diasporic intellectuals dealing with issues of race and class in multiple contexts. Readings will be organized around the decisive role of the African continent in the structural relations between contemporary discourses of cosmopolitanism and the global migrations of the late-19th century. Authors may include Abrahams, Césaire, Conde, Derrida, Du Bois, Edwards, Fanon, Guevara, James, Pasolini, Soyinka, and Wright.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - Topics in African Studies

Development & Globalization in Africa Development and Africa have often appeared as twin terms in popular and policy discourses whereas Africa has been conspicuous by its absence or its inclusion as a negative case in most discussions of globalization. Why is Africa so strongly identified with development but not with globalization? What are Africans’ experiences with development and globalization? These questions underpin our inquiry in this course. We begin with an overview of development and globalization theories and debates and consider how development and globalization have come to overlap in recent years. We then study development practices and processes of globalization and the ways in which Africans (women and men, young and old, rural and urban, elite and non-elite) have lived, engaged with, and responded to the ideas, institutions, and actors implicated in development and globalization. Topics such as the role of non- governmental organizations in development, commodities and markets, consumption and transnational migration, education, religious movements and media, resource extraction and the environment, and human rights will frame our readings and discussions.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - Topics in African Studies

Occultism in Africa COURSE DESCRIPTION Belief in the occult has been solidly established as a universal dimension of human experience. There is always the tendency to limit occultism to witchcraft and magic, but the spectrum of the occult is broad enough to cover aspects of what might otherwise be termed religion (Kiernan, 2006). This course examines the concept of the occult, identifying some of the major forms it takes among Africans in the region of Sub-Saharan Africa, and exploring its power and influence within the selected region. At the end of the course students will have a clear intellectual understanding of occult practice in Africa and the major role it plays in the traditional society. PREREQUISITE For the purposes of this course, the student must be willing to set aside all his or her preconceptions about paranormal claims. The goal of the course is not to persuade the student to believe or disbelieve any particular proposition, and he or she must be willing to examine all paranormal questions objectively.
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Indiana University Bloomington - - Topics in African Studies

Umhlanga Reed Dance The aim of this course is to introduce the students into the Umhlanga Reed Dance Ceremony, one of the rich cultures of the Swazi and Zulu people of Southern Africa which is also one of two major ceremonies of Swaziland that has given the country its uniqueness. The couse will focus on the Swazi experience because Swaziland is the country that has fully maintained this culture without fail since the foundation of the Swazi nation. It is designed to increase students’ appreciation of African cultures and particularly Umhlanga Reed Dance as a domain for expression of ideas about politics, corruption, citizenship, national history, identity, as well as being a platform for social criticism.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - Topics in African Studies

Children's Images in African Cinema The course examines the particular interest that Francophone African filmmakers have for the cinematographic representation of the African child. It analyzes the linguistic, social, political, cultural and economic developments that have shaped the lives of African children. Also to be explored are issues relating to Indigenous African Language(s) in Education, Modernism versus Tradition, Identity, and Immigration. We will use an interdisciplinary framework, drawing on recent scholarship in disability theory, post-colonial theory, women studies, anthropology, history and sociology to understand the experiences and challenges faced by the African child.
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Indiana University Bloomington - - What is America

TR 1-2:15p (3cr. hrs.) A&H Students compare and contrast ideas about citizenship, national identity, and the social contract across the hemisphere; focusing on the most basic building block of the nation-state: the formal terms of membership in civil society. Students situate the meaning of the concept in the United States within a hemispheric context.
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Indiana University Bloomington - - What is America

SECOND 8 WEEKS ONLY TR 1 - 3p Students compare and contrast ideas about citizenship, national identity, and the social contract across the hemisphere; focusing on the most basic building block of the nation-state: the formal terms of membership in civil society. Students situate the meaning of the concept in the United States within a hemispheric context.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - What is America

FIRST 8 WEEKS ONLY Instructor: K. Inouye TR 1 - 3p Students compare and contrast ideas about citizenship, national identity, and the social contract across the hemisphere; focusing on the most basic building block of the nation-state: the formal terms of membership in civil society. Students situate the meaning of the concept in the United States within a hemispheric context.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - What is America

Second 8 WEEKS ONLY K. Inouye TR 1 - 3p Students compare and contrast ideas about citizenship, national identity, and the social contract across the hemisphere; focusing on the most basic building block of the nation-state: the formal terms of membership in civil society. Students situate the meaning of the concept in the United States within a hemispheric context.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - What is America

MW 2:30p - 3:45p Students compare and contrast ideas about citizenship, national identity, and the social contract across the hemisphere; focusing on the most basic building block of the nation-state: the formal terms of membership in civil society. Students situate the meaning of the concept in the United States within a hemispheric context.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - Comparative American Identities

This course has been canceled.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - Comparative American Identities: Race & Labor from World War II & Beyond

11a - 12p (3 cr hr) A&H In this course, we will examine race and labor through the experiences of a variety of groups. We will examine questions such as: Are race and labor defined differently during wartime? How so? What is the relationship between race and labor? How are the lived experiences and representations of these experiences both different and similar?
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - U.S. Movements and Institutions/The American Suburbs

3 credit hours A & H Credit The United States is officially a suburban nation. The 2000 U.S. Census reported that slightly more than half of the nation's residents live in the suburbs. The suburban phenomenon has revolutionized American politics, family life, work, leisure, transportation, schooling, and race relations. The suburbs have also captured the American imagination. Novelists, filmmakers, songwriters, and TV producers have painted visions of what suburbia is and what it should be. We have seen portrayals of suburbia in the TV shows The Wonder Years, The Sopranos, and Weeds, and in films such as American Beauty and the Truman Show. In this class, we will examine historical documents, advertisements, newspaper articles, and radio programs; commentary and interpretation by historians, sociologists, and cultural critics; and novels, photographs, films, TV programs, and popular songs. We will explore how the suburbs came to be, what their impact has been, how they are imagined, and where they are going.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - U.S. Movements & Institutions: "Where the Wild Things Are": Children and Youth in American Culture and History

A201 U.S. Movements & Institutions Topic: “Where the Wild Things Are”: Children and Youth in American Culture and History Instructor: Susan Eckelmann This upper-level undergraduate class overviews the characteristics of American children’s experiences and culture from the first colonies to our present time. The course looks at the changing conditions of Children’s lives and attitudes toward children and childhood. Furthermore, the class investigates how children themselves and groups invested in the lives of children and youth understood their cultural and political roles in American Society. Through weekly reading assignments, students will learn about children’s material culture (toys, dress codes, and furniture); institutions and spaces (schools, playgrounds, the work place and the streets); and media (children’s books, advertisements, comics, pictures, films and sound bytes). While the course follows chronological order, each section focuses on specific themes that will allow us to explore recurring and changing conceptions and conditions over time.
Score: 6.9374547 Details | Listing | Web page

Indiana University Bloomington - - U.S. Arts and Media/Theories and Transformations of Whiteness in the US Context

A202 – U.S. Arts & Media Topic: Theories and Transformations of Whiteness in the US Context This course, which analyzes whiteness critically, is not a validation of “white people” but rather an investigation of what it means to be “white” and how such an ideology shapes the attitudes of the “majority” (i.e. those with access to resources and power) toward those who are deemed to be “different” or “nonwhite.” In reality, nobody is actually white; whiteness nonetheless remains a powerful structuring logic in the United States. It has for centuries validated both inequality and inhumanity in a country that has historically held itself above such behaviors and ideals. Whiteness, and the associations that “white” carries in the cultural context of the United States, conveys meaning not only in terms of ideas of “race”. It shapes how those in the United States view themselves and “others” along the lines of race, gender, ethnicity, class, and so on. It plays a critical role in our sense of identity yet remains unacknowledged as such; it occupies the status of the “norm” against which all difference is judged to be “abnormal.” In this course we will follow the lead of the many scholars, writers, and cultural critics who have tried to make whiteness ‘strange,” we will likewise seek to push it to the forefront of cultural consciousness and remove it from its unquestioned and familiar status. Our focus is based primarily in the areas of theory, history, and media. We must first be able to understand the essence of whiteness on a theoretical level to understand how it functions later in our exploration of historical transformations in and mediated representations of whiteness. What whiteness is, what it does, and how it affects our world views and everyday experiences will be explored. The remainder of the course examines whiteness historically and representationally. Our historical exploration of whiteness reveals its numerous shifts to meet new ways of thinking about identity; nowhere is this more evident than in its various mediated representations. The literature, photographs, and films that we will examine are therefore not only “historical” but are also instructional and reflective texts that participate in the shaping of cultural attitudes toward “white” and “nonwhite” peoples. Media thus function both as the critical lenses through which we can gauge the “racial” pulse of the United States at a particular historical moment and as the nodes in the greater network of cultural transformation that enables us to critically examine the function of whiteness in the past, present, and the future. This is an interdisciplinary class, and the critical approaches that we will utilize are just as diverse as the voices and the texts that we will explore. We will draw on a vast array of disciplinary fields that include Literary Criticism, Film Studies, Critical Race Theory, History, Cultural Studies, and American Studies. Additional areas will also be utilized, and student contributions from their respective departments will contribute further to our analysis of this dominant yet elusive cultural ideology. There are no prerequisites for this course and students from any department are encouraged to sign up.
Score: 6.9374547 Details | Listing | Web page

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