COURSE DESCRIPTION AND APPLICATION INFORMATION
| Course Name | Code | Semester | T+A+L (hour/week) | Type (C / O) | Local Credit | ECTS |
|---|---|---|---|---|---|---|
| Climate Change in Literature, Art and Film | KHAS 1452 | Spring | 03+00+00 | Compulsory | 3 | 5 |
| Academic Unit: | Department of Common Courses – Core Program |
| Mode of Delivery: | Face to face |
| Prerequisites: | None |
| Language of Instruction: | English |
| Level of Course Unit: | Undergraduate |
| Course Coordinator: | - - |
| Course Objectives: | This course aims to examine the aesthetics of climate change across media in order to understand how narrative, image, and sound help us witness a planetary disaster that is often imperceptible. The course is designed to be comparative and aims to ask: what kind of story about climate change can a science fiction novel about a dystopian future tell, and how is this story different than, say, that of an art installation made of melting blocks of Arctic ice? Do different media tend to emphasize different aspects of ecological crisis? Readings and discussions will introduce students to some of the ways that humanities scholarship is contributing to climate change research. |
| Course Contents: | The components of this course addresses aesthetic responses to four major climate impacts: Arctic warming, climate refugees, and biodiversity extinction. The course deals with how different media--drama, art installations, art or documentary photography, fiction, etc.--represent and frame these impacts both globally and locally. |
| Learning Outcomes of the Course Unit (LO): |
|
| Planned Learning Activities and Teaching Methods: | Lectures & Writing-Discussion Sessions ● 60-90 min. of lectures per week ● 90 min of discussion and group work per week Reading and Writing Sessions ● Synchronous reading and writing tasks completed both individually and in groups ● 1. Summary and response paragraphs, 2. Essay outline, 3. Final paper draft, 4. Oral presentation, 5. Final essay draft, 6. Final Essay |
WEEKLY SUBJECTS AND RELATED PREPARATIONS
| Week | Subjects | Related Preperation |
|---|---|---|
| 1 | Orientation, syllabus overview and introduction | |
| 2 | The Anthropocene and the Climate Change Katie Pavid, “What is the Anthropocene and why does it matter?” https://www.nhm.ac.uk/discover/what-is-the-anthropocene.html Dipesh Chakrabarty, “The Human Condition in the Anthropocene” (excerpts) | Reading the assigned article, preparing for the in-class writing activity |
| 3 | The Artic Zachary Provant and Mark Carey “ Who is Killing Glaciers?” https://edgeeffects.net/glacier-funerals/ Sally Flint, “When Climate Science Met Poetry” Kathy Jetñil-Kijiner, “My poem to my daughter” https://www.kathyjetnilkijiner.com/united-nations-climate-summit-opening-ceremony-my-poem-to-my-daughter/ | Reading the assigned article, preparing for the in-class writing activity |
| 4 | Stef Craps, “Climate Trauma” Marybeth Holleman, “How to Grieve a Glacier” (poem) | Reading the assigned article, preparing for the in-class writing activity |
| 5 | Clarie Armitstead, “Stories to save the world: the new wave of climate fiction.” https://www.theguardian.com/books/2021/jun/26/stories-to-save-the-world-the-new-wave-of-climate-fiction Selected stories from | Reading the assigned film, preparing for the in-class writing activity |
| 6 | Selected stories from | Reading the assigned article, preparing for the in-class writing activity |
| 7 | Reading the assigned article, preparing for the in-class writing activity | Watching the assigned film, preparing for the in-class writing activity |
| 8 | Group Assignment | Poster Presentation |
| 9 | Biodiversity Loss & Extinction (The Sixth Mass Extinction) Ursula Heise, “Lost Dogs, Last Birds, and Listed Species: Cultures of Extinction.” (excerpts) Lucienne Rickard, Extinction Studies (art installations) Deniz Gündoğan İbrişim, Ecological Grief in Beykoz (video-art) | Reading the assigned article, preparing for the in-class writing activity |
| 10 | Toni Morrison, Beloved (excerpts) | Reading the assigned article, preparing for the in-class writing activity |
| 11 | Derek Walcott, The Sea Is History (poem) | Reading the assigned article, preparing for the in-class writing activity |
| 12 | Challenge of Climate Change and Trauma in the 21st century Stef Craps, Climate Trauma & Ecolgical Trauma (Excerpts) | Reading the assigned article, preparing for the in-class writing activity |
| 13 | Anil Narine Eco-trauma Cinema, Introduction Deniz Gündoğan İbrişim, Ecological Grief (video-art) | Reading the assigned article, preparing for the in-class writing activity |
| 14 | Overview | Preparing the final paper |
At Kadir Has University, a Semester is 14 weeks; The weeks 15 and 16 are reserved for final exams.
REQUIRED AND RECOMMENDED READING
| Chakrabarty, Dipesh. “The Human Condition in the Anthropocene,” Tanner Lectures, 2015. Craps, Stef. “Climate Trauma.” in Routledge Companion to Literature and Trauma, eds. Colin Davis and Hanna Meratoja, Routledge,2020. Eschrich, Joey; Meredith Martinez, Manjana Milkoreit. Everything Change: An Anthology of Climate Fiction. ASU Imagination and Climate Futures Initiative, 2017. Heise, Ursula K. “Lost Dogs, Last Birds, and Listed Species: Elegy and Comedy in Conservation Stories.” In Imagining Extinction: The Cultural Meanings of Endangered Species University of Chicago Press, 2016. Chicago Scholarship Online, 2017. https://doi.org/10.7208/chicago/9780226358338.003.0002. Kemal, Yashar. The Sea Crossed Fisherman. Translated by Thilda Kemal. Minerva, 1990. Kemal Yashar. The Birds Have Also Gone. . Translated by Thilda Kemal. Collins Harvill, 1987. Film: Climate Refugees (2010); Michael P. Nash Midway (2013); Chris Jordan |
OTHER COURSE RESOURCES
ASSESSMENT METHODS AND CRITERIA
| Semester Requirements | Number | Percentage of Grade (%) |
|---|---|---|
| Attendance / Participation | 1 | 20 |
| Homework Assignments | 3 | 20 |
| Midterms / Oral Exams / Quizes | 1 | 20 |
| Final Exam | 1 | 40 |
| Total: | 6 | 100 |
WORKLOAD
| Events | Count | Duration (Hours) | Total Workload (hour) |
|---|---|---|---|
| Course Hours | 14 | 3 | 42 |
| Practice / Exercise | 12 | 1 | 12 |
| Extra-Class Activities (reading,individiual work, etc.) | 12 | 3 | 36 |
| Midterms / Oral Exams / Quizes | 1 | 15 | 15 |
| Final Exam | 2 | 10 | 20 |
| Total Workload (hour): | 125 | ||
1 ECTS = 25 Hours Workload
THE RELATIONSHIP BETWEEN COURSE LEARNING OUTCOMES (LO) AND PROGRAM QUALIFICATIONS (PQ)
| # | PQ1 | PQ2 | PQ3 | PQ4 | PQ5 | PQ6 | PQ7 | PQ8 | PQ9 |
| LO1 | |||||||||
| LO2 | |||||||||
| LO3 | |||||||||
| LO4 |
Contribution: 1 Low, 2 Average, 3 High