TOPICS  OFFERED  FOR  SPRING  2006

 

Please note that the books listed for each course are only possible candidates. 
Do not buy any until the coordinators advise you what they will use as a core text, if any.

 

 

 

1.      (AMH)  THE  ARTS  AS  A  MIRROR  OF  HISTORY

The Arts are a reflection of mankind, the ideas and the society in which we live.  Just how do the arts and cultural expression reflect what has happened in a society? How do the accomplishments of writers, composers, musicians, painters, sculptors, architects, filmmakers and photographers interpret and provide insights into their societies?  Does society influence the arts or do the arts impact society?  In this S/DG we will choose artists of various disciplines who are representative of a particular time in history.  We will then examine the politics, philosophies, economics, religious factors, technologies and social conditions of that era and discuss the ways in which these factors and the arts influenced and affected one another.  And finally we'll have lively discussions and attempt to answer the question: Whose truth is more reliable, the historian's or the artist's?

Suggested topics include examples of various art forms from different periods of history representing the products of different cultures and societies of the world.

Common Reading:        TBD

AM1:  1st & 3rd Thursday, a.m.

AM2:  1st & 3rd Monday, p.m.

 

 

 

2.   (ARC)  ARCHAEOLOGY

         While Omnilore has conducted many courses involving written history, we have not covered history prior to written records.  This course will fill part of that gap.  Archaeology is said to be “the systematic study and interpretation of antiquities as a means of reconstructing the story of man from material remains.”  This course’s common reading provides a scholarly overview of the subject.  The first part covers the scope and history of archaeology.  It discusses choosing a site, techniques for digging, identifying what is important, and keeping records.  It also devotes a chapter to dating techniques.  The second part shows how human experiences such as the organization of societies, diet, environmental relations, tools, communications, etc. can be derived from archaeological finds.  The third part provides four case histories illustrating what has been covered previously and closes with some modern issues.  The book has many pictures and feature boxes which subtract from the average reading assignment of about sixty-five pages per meeting.  Presentations will be selected to supplement the common reading by covering specific sites and/or specific archaeologists or archaeological teams.

         Common Reading:     Archaeology – Theories, Methods and Practice

                                                by Colin Renfrew and Paul Bahn

ARC:   2nd & 4th Wednesday, p.m.

 

 

 

3.      (DET)  RIVERS:  DETERMINERS  OF  CIVILIZATION?

What makes one group of people “civilize” so differently from another?  Rivers and civilizations were synonymous for thousands of years.  In the history of most great civilizations, you find a river.  For instance: the Nile in Egypt; the Euphrates and Tigris in Mesopotamia; the Indus and the Ganges in India; the Danube, the Ring, the Thames and the Seine in Western Europe; the Volga in Russia, the Yangtze and the Yellow River in China; the Mississippi, Colorado and the Saint Lawrence River in North America.  These great arteries of water are the source and reason for settlements.  The geographic, historic, economic and political impact of rivers on the development of cultures and civilizations will be discussed:  What caused different cultures to arrive and their impacts to last for thousands of years?  Why did the people of Southwest Asia domesticate animals, invent the wheel, design high productivity agriculture and establish bureaucracy thousands of years before the British, only a few thousand miles away?  Why did Christendom enthusiastically adopt the wheel, key to most machinery, while Islamic and Native American societies did not?  Does a group’s culture influence its ability to emigrate successfully to other areas of the world?

No Common Reading.  There are many sources for presentations. Each presenter(s) can follow a great river showing how it influences the culture and civilizations that arose around the river.

DET:   1st & 3rd Thursday, p.m.

 

 

 

4.      (EGR)  THE  ANCIENT  ENGINEERS

“Civilization, as we know it today, owes its existence to engineers.  These are the men who, down the long centuries, have learned to exploit the properties of matter and sources of power for the benefit of mankind.  By an organized, rational effort to use the material world around them, engineers devised the myriad comforts and conveniences that mark the differences between our lives and those of our forefathers thousands of years ago.”  These engineers were responsible for the pyramids of Egypt, the walls of Babylon, the Parthenon, the lighthouse of Alexandria, and the aqueducts of Rome; but no less were their contributions to agriculture, transportation and weaponry.  This group will study the engineers in ancient Egypt, Mesopotamia, Greece, Rome, the Orient and Europe – who they were, what they did, and how they did it.

Our goal is to gain an understanding of the role of engineers in the development and flourishing of ancient civilizations and how their contributions influence our lives today.

Common Reading:       The Ancient Engineers, by L. Sprague de Camp

EGR:   1st & 3rd Wednesday, p.m.

 

 

 

5.      (ESS)  THE  BEST  AMERICAN  ESSAYS  OF  2005

The "Best" American essays, which cover a wide range of topics, are selected by a review panel from periodicals every year. In our S/DG each member will select one or two essays for presentation and discussion.  The responsibility is to present background and related information about the author(s), and to prepare questions and lead discussions about the essays.  Discussions include techniques, styles, dilemmas, and especially an analysis of the issues raised or resolved.  The goal is to learn about and evaluate the top American essays of the year.

Common Reading:        Best American Essays of 2005, edited by Susan Orlean

ES1:    2nd & 4th Wednesday, a.m.

ES2:    1st & 3rd Tuesday, p.m.

 

 

 

6.      (HRD)   HARD  TIMES:  THE  GREAT  DEPRESSION  IN  THE  U.S.

Most of us are children of the Great Depression and still bear the scars of that dreadful time.  We each have unique memories.  It would be interesting and informing to compare them with others in the group.  More enlightening would be the exploration of ways in which the Depression affected our views on the role of government, welfare, Wall Street, and economists.  Can such a cataclysm recur?

Suggested texts:  Hard Times, by Studs Terkel (Pantheon Books, 1970).  Also, there  innumerable books current on the Roosevelt years.  Some deal primarily with the early years of Roosevelt’s presidency, before the war, among them: The New Deal Years: 1933-37; A History, by K.S. Davis (Random House, 1986).

HRD:   2nd & 4th Friday, p.m.

 

 

 

7.   (ICH)  INDIA  AND  CHINA   21ST  CENTURY  SUPERPOWERS?

         According to the year 2000 almanacs, in the next 25 years, India, the largest democracy in the world, will surpass China to become the most populous nation on earth.  In fact today, with each nation sporting over a billion people, every third person in the world is either an Indian or a Chinese.  This S/DG will compare the characteristics and qualities of the two countries.  To the extent practicable, we’ll also compare the histories of these peoples to understand the influences that play out today.  Each person will select a topic with the approval of the coordinator.  Possible topics include: India’s Democracy vs. China’s Communism supporting market driven Capitalism; Today’s Business Picture; Effect of Globalization; Medical/Birth Control Philosophies; facets of Hindu/Moslem Religion vs. Buddhism/Confucianism; Hindu Cast System Today; Trading Partners and Military Enemies; Sun Yat Sen/Mao vs. Gandhi/Nehru; Geography; Effects of Conquerors, such as Alexander the Great, the Mughal (Moslem) Emperors; British Raj vs. British exploration of tea and opium trade; etc.  Our objective is to better understand the forces that will shape these extremely influential countries in the 21st century.

No Common Reading.

ICH:   2nd & 4th Wednesday, p.m.

 

 

 

8.      (JAZ)  JAZZ  FOR  THE  CLASSICAL  MUSIC  LOVER 

Jazz has been called “America’s Classical Music”; the only art form created by Americans; America’s contribution to the arts.  Nonetheless, jazz has not always been given the acceptance and respectability that have been accorded European classical music.  This paradox has existed despite the fact that jazz counts among its fans many who love classical music, as well.

This core curriculum offering will explore the history of jazz music, with special emphasis on the interface between jazz and classical music.  Members will be asked to study and discuss the various periods in the development of jazz, the artists who contributed to that development, and the styles of jazz that resulted (e.g., from New Orleans, through the Swing and Big Band Eras, to the advent of modern jazz).  The particular focus will be the interchange between jazz and classical music. 


Shared music will exemplify:

§         Jazz interpretations of the classics (e.g., by Duke Ellington and Dave Brubeck); there are nearly three hundred recorded jazz interpretations of the music of J. S. Bach alone, to which participants will have access;

§         Music in the jazz idiom composed by classical composers (e.g., Gershwin, Ravel, Leonard Bernstein, Shostakovich and Stravinsky);

§         Music by classical artists as they explore the jazz idiom (e.g., Yo Yo Ma and Itzak Perlman);

§         Music by jazz artists as they explore the classical idiom (e.g., Stan Kenton and Wynton Marsalis);

§         Jazz music played on typically classical instruments (such as the string quartet, oboe, bassoon, and French horn).

 

Each student will do a presentation, with an emphasis on jazz history, critical writing, listening, comparing/contrasting, and discussing musical styles.

Common Reading:     The History of Jazz, by Ted Gioia

                                    (Oxford University Press, New York, 1997).

JAZ:   1st & 3rd Thursday, p.m.

 

 

 

 

 

9.   (MDL)  MORAL  DILEMMAS  OF  THE  20TH  CENTURY 

If you were President, would you decide to shorten a war by dropping a nuclear bomb on an enemy city?  Would you opt for tight restrictions on immigration from oppressive or Third World countries?  This S/DG will examine significant ethical dilemmas of the 20th century, with an eye on history and psychology.  Drawing on examples from the text, we explore the controversial political and moral situations that continue to shape our society and our lives.

Coordinators and members will determine presentation topics.

Common Reading:     Humanity: A Moral History of the 20th Century, by Jonathan Glover (Random House, 1999)

MDL:   2nd & 4th Thursday, p.m.

 

 

 

 

10.   (MID)   CREATION  OF  THE  MODERN  MIDDLE  EAST

The history of the Middle East has taken many turns, but perhaps none more decisive in modern times than the events surrounding and following World War I.  The break-up of the centuries-old Ottoman Empire, the European mandates, the formation and dissolution of new countries and alliances, the rise of Zionism, and many other issues of current interest will be appropriate for study and discussion. 

Common Reading:     A Peace to End All Peace, by David Fromkin

MID:   2nd & 4th Tuesday, p.m.

 

 

 

 

11.     (NPW)  NOBEL  PRIZE  WINNING  WOMEN

How many women have won a Nobel prize?  Most of us have heard of Marie Curie (Chemistry & Physics), Mother Teresa (Peace), and Toni Morrison (Literature).  But, how many of you know about Barbara McClintock (Medicine), Regoberta Menchu (Peace), or Jody Williams (Peace)?  Most of us are hardly aware of their accomplishments.  These three-dozen-plus women, whose awards range from the early 1900’s to today, accomplished wonder things and lived fascinating lives.  They persevered in spite of the discrimination they found in universities, business, politics and the world in general.  So, how did they succeed?  Our purpose is to find out how these pioneering women managed to achieve greatness, often raising a family, under such adverse circumstances.  This S/DG is centered around these women.  Each member will select one of these giants and research material on her personal and public careers.  As there is abundant material on each of theses winners, their disciplines and the times they lived in, it is suggested that no common reading be used.  However, it is suggested that the first presentations be on the Nobel prizes themselves: how they came into being, what is their purpose, and how winners are selected.

No Common Reading.

NPW:   2nd & 4th Thursday, a.m.

 

 

 

12.   (OPR)  OPERA  101:  LEARNING  AND  LOVING  OPERA

Fred Plotkin, author of the core text, said in 1998, "Opera is the only art form in the United States that continues to grow in popularity and audiences (up 26% each year) as new opera goers discover what the rest of us have known all along.  Opera is about beauty, passion, love and all the important and essential feelings that many of us don't spend enough time considering in our daily lives." This S/DG will not have any playing of music but will learn what is an opera, the history of opera, what makes it unique, and what must the operagoer listen to and watch for in order to fully appreciate and enjoy the performance.

The suggested core text is the best-selling book overall for people who want to learn about opera.  It was written by a performance manager of the Metropolitan Opera.  Placido Domingo provides an insightful introduction.  It includes a brief history of opera, a guide to operatic terms, a minute-by-minute listener's guide to eleven operatic works, and a list of recommended books and recordings.

Suggestions for research presentations are origins of the opera form, operas, composers, operatic artists, opera houses, and others.

Common Reading:     Opera 101: A Complete Guide to Learning and Loving Opera,
                                    by Fred Plotkin (Introduction  by Placido Domingo), 1994

OP1:    1st & 3rd Tuesday, p.m..

OP2:    2nd & 4th Monday, a.m.

 

 

 

13.     (SUP)  THE  SUPREME  COURT

Although it has profoundly altered the life of the country, its role, function and scope remain little understood or appreciated.  For the first time a sitting Chief Justice has written a book about its operations and functions, plus the complicated economic, social and legal influences that stem from its rulings. Using the common reading, the course will review ideas set forth by Justice Rehnquist as well as exploring interesting and illustrative court cases that may not have been included in the book. Your interest and curiosity about this important institution will define the limits for you. Another suggested method is for each participant to take a judge or famous case(s) decided by the court.

Common Reading:     The Supreme Court – How It Was, How It Is, by William H. Rehnquist

SUP:   2nd & 4th Tuesday, p.m.

 

 

 

14.     (THK)  THINK  LIKE  A  GENIUS

Not everyone can be a genius, but we can learn to think like one and unlock the creative power within.  Michael Gelb, author of the common reading, introduces the seven da Vincian principles, essential elements of genius taken from Leonardo’s notebooks, inventions and works of art.  Exercises are provided in the book that will help in the mastery of these principles.  Some research/presentation possibilities are: detailed explanation, description and analysis of specific da Vinci accomplishments; examples of accomplishments by other “geniuses” and their relation to da Vincian principles.  Our goal is to find the genius within each of us.

Common Reading:        How to Think Like Leonardo da Vinci, by Michael Gelb

THK:   2nd & 4th Monday, p.m.

 

 

 

15.     (WRI)  THE  WRITING  MIND

Ever consider writing your autobiography or significant memoirs of' your life for children and future family generations?  The Writing Mind is a S/DG devoted to sharing your written thoughts with supportive colleagues.  Prose and poetry, fiction and non-fiction, personal or fairy tale!  Simply satisfy your writing pleasure.  Class members will be responsible for at least one presentation on any facet of writing or a written submission of at least two pieces of original work and constructive criticism of works submitted by other members.

No Common Reading.

WR1:  2nd & 4th Tuesday, a.m.

WR2:  2nd & 4th Thursday, p.m.

 

 

 

 

16.     (CSU)  PORTRAYAL  OF  THE  LAW  IN  AMERICAN  FILM  AND  TV

Lecture Course at CSUDH - January 4th through April 27th

This series will explore how the legal system, laws, rules and lawyers’ roles are represented in the popular culture, specifically the fictional forms created for film and TV.  Presentations will cover issues such as  how films and TV programs show lawyers and the culture of their profession;  the messages that TV and cinema give us about  law, lawyers, courtrooms and judges;  “law films” distinguished from crime films and detective stories”; and how cinematic portrayals affect popular understanding of the law. Clips from a variety of  American films and TV programs across the decades will be used to discuss how popular culture portrays the law. 

No Common Reading

1st & 3rd Wednesday, a.m.