PAPVB_26 Understanding the Phenomenon Orientalism

Faculty of Arts
Autumn 2014
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Dr. phil. Maximilian Wilding (lecturer)
Guaranteed by
prof. PhDr. Zdeněk Měřínský, CSc.
Department of Archaeology and Museology – Faculty of Arts
Contact Person: Mgr. Lucie Valášková
Supplier department: Department of Archaeology and Museology – Faculty of Arts
Timetable
each odd Monday 14:10–17:25 N51
Prerequisites
Due to the subject of the course the following is considered crucial: attendance, efficient note-taking, verbalizing of own/others' views.
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
'Orientalism' in this context is understood as an assumption about SW-Asia and connected world regions, derived from a coarse-grained notion of ‘the East’ and claims the existence of an essential and inevitable rift with so-called Western societies, a divide that occurs at all levels - from the rather superficial down to the very societal foundations. At closer look - despite its considerable leverage in society & politics - the familiar concept ('Orient') proves to be hollow. It almost entirely lacks authenticity, context, real measure and socio-cultural detail, making it: a projection. Whilst in humanities Said’s ‘Orientalism’ (1978) has become iconical and has helped influence minds on a larger scale, blunt orientalising stereotypes are invariably used as codes in cinema, scientific derivates etc. In the archaeological practice the highly standardized visual representations play not only a (hegemonial) role initially, in the self-recruiting of candidates of SW-Asian archaeology. The stereotype also pounces back on the practicing excavator - either as certain attitudes displayed/faced during work, or as the outright expectation, that quickly limits the choices of researchers trying to reaching out to the general public. At least some facts about the phenomenon ‘Orientalism' should be known to persons that plan to become excavators in SW-Asian countries. In the course the students will be encouraged to make their visions of the ‘Near East’ explicit, before actually entering the new cultural ambient (e.g. as members of archaeological projects). In the wake of the course the students will acquire the ability to see & adequately name and avoid orientalising stereotypes. As a necessary precondition this sets them on the track of a more responsible stance towards the host communities, the researchers of other disciplines and the public.
Syllabus
  • Lect. (1-6): Basic information 1+2: ‘Orientalism’ (Historical and socio-political roots) 3: ‘The Orient’ (Identifiers of the cliché) 4: ‘Canvas of Orientalism’ (Overview of the material expressions of Orientalism in paintings, sculpturing, music, stage performance, literature, fashion, events, marketing, newspapers, AV media) 5+6 ‘Nexus’ (Orientalism & Archaeology) Sem. (7-12): Application 7-10: ‘Scrap-booking’ (Active handling of visual material by the students combined with a demonstration of ways-of-interpretation) 11+12: Concluding sessions (Discussions) #11: Recap/Summing-up: 'The outcome of 7-10'. #12: Mapping-out: ‘What could be features of a sustainable position of archaeologists/prehistorians?’
Literature
  • Doporučená literatura bude zadána a začátku semestru.
Teaching methods
Following an introduction to the topic (lecture units 1-6) the main didactical element is the analytical ‘precedence’ that is based on imagery (seminary units 7-12). In the first seminary units (7-10) the students are encouraged to actively reach out to visual materials and make conscious decisions whilst creating assorted image collections using the full range of figurative art in public places, paintings, book illustrations, photos, feature films, TV reports, documentary film, newspapers, touristy souvenirs, logos/advertisement, images of theatre productions and events (work groups). As a joint effort each item of this imagery pool will be specifically commented, contrasted with complementary visual information or otherwise contextualized (‘precedence’) in a joint effort of teacher & class (intermediary in-class discussions). In concluding sessions (plenary discussion) the progress in the over-all understanding will be stated, and it will be tried turn principal insights to into practical advice for the students.
Assessment methods
The evaluation (tripartite) will consider the student's overall achievement in: 1. attendance, 2. in-class activity, 3. the result of a final exam.
Language of instruction
English
Further Comments
Study Materials
The course is taught once in two years.
The course is also listed under the following terms Autumn 2016.
  • Enrolment Statistics (Autumn 2014, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2014/PAPVB_26