Exploring Music (aka Introduction to Music) examines how music communicates and embodies social and personal ideas, beliefs, and values relevant to both music makers and users. Musical elements and listening skills are introduced and developed throughout the course in order to explicate musical meanings. We will investigate topics such as music and love, music and gender, music and politics, war, ethnicity, et cetera. We will also examine how these topics are embedded in different genres of music, including popular music, world music, and Western art music (also known as classical music). No previous musical expertise such as knowledge of musical notation is required to succeed in this class. At the end of this semester, students will better understand how different musics function within their social context.

In-person, non-major introduction to music featuring quizzes in combination with a midterm presentation and final project. Assigned textbook: Esther M. Morgan-Ellis’ Resonances: Engaging Music in its Cultural Context.

The following two rubrics were created for the 2-credit course LIBR 110: Information in the Digital Age and can be adapted to any annotated bibliography assignment.

LBSCI 730: Archival Appraisal, Arrangement, and Access is the first course in the core sequence for the Advanced Certificate in Archives and Preservation of Cultural Materials at the Queens College Graduate School of Library and Information Studies. The key principles of this course represent the hierarchy of archival practice: access to archives is dependent on the description of archives, which in turn is dependent on the arrangement of archives.
This OER and companion site is both a course tool and an evergreen hub for resources. Students can return to it at any time to revisit readings, check resources, and develop their own practice.
Course site: https://lbsci730.commons.gc.cuny.edu/

This course is designed to address the National Science Education Standards vision of instruction that should enable all students to successfully interact with the natural world. These principles include, (1) Science for all students, (2) Learning science is an active process, (3) School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science, and (4) Improving science education is part of systemic education reform.

This project asks students to both analyze an existing design rooted in Historical research and to create their own original contributions by adding themselves to the film in historically accurate garb. In this way the students must synthesize their understanding of primary historical research and the principles of design.

This is an exercise to teach Theater Design students the basic principles of color theory, texture, and composition

A small group activity in which students interpret an example of Renaissance dance notation: “The Washerwoman’s Branle,” taken from Thoinot Arbeau’s 1589 book Orchesography. Students are tasked with figuring out what information is communicated by each column, imagining how one might use the example to learn this dance, and considering the strengths and weaknesses of the notation method. This worksheet includes space to summarize the group discussion and an image of the dance notation divided by rectangles.

In this class we will examine a constellation of British “realist” novels that are set in fictional county towns in England. Fictional towns such as Coketown and Mudfog in Dickens’ work (based on Preston in Lancashire), Wessex in Thomas Hardy’s (said to include Dorset, Wiltshire, Hampshire, Berkshire among others), Raveloe and Middlemarch in George Eliot’s (speculated to be based on Coventry in Warwickshire), Barchester in Trollope’s (said to be based on a combination of Winchester and Exeter).

The course studies the topographical imagination in these realist novels. It asks: What does the decision to rename a place that is adjacent to an actual place do for the symbolic construction of that reality? How do these fictional spaces explore the heterogeneities of the periphery as distinct from (and similar to) the popular metropolitan characterizations of the peripheries? How do they attend to the specific vernacular language-scapes of these regions? How does the chronotope of these regionally-specific novels explore the working conditions and social life in smaller industrial and semi-rural parts of England?

In this course, we will treat fictional spatial geography as an essential part of time, narrative and plot-construction of the realist novel. Studying theories of the novel such as Bakhtin’s “chronotope” and Paul Ricoeur’s “threefold mimesis” we see how the fictional naming of spaces provides the opportunity for salience, symbolism and specificity in realist novels. Realism, therefore, is not an exercise in inventorying reality, but imaginatively constructing it (what Barthes, noting the lack of novelistic cohesion in Flaubert, calls the “reality effect” in his 1989 essay of the same title). The fictionalization of actual spaces allows the reader to avoid easy identifications or preconceptions and instead “come into” the constructed world of realist narrative. It is in this manner that the realist novel inscribes within itself the seemingly opposite paradigm of escapism and representation. Keeping in mind this dialectic between the imagined and the real, we will explore the multiple realisms that emerge from the deliberately selected sample size of Victorian realist novels included in this course, and how their regional and fictional vantage point allows them to respond to the modernizing epoch of the Victorian era and the crises that lie therein.

This syllabus was designed as an Open Educational Resource for Writing about World Literature, a comparative literature course focused on the writing of research papers. The course theme, Philosophical Literature, will be of interest to those in the academic community who are engaged in the teaching and learning of interdisciplinary writing. Students choose a philosophical concept that interests them the most, among three-- the absurd hero, lightness versus weight, and the will to power-- and they use it as a lens through which to better understand literary works from different cultures. They learn to write recursively, putting literature and philosophy into a dialogue with each other. The course culminates in the creation of pedagogical materials, including samples of writing assignments and student works, that will be published on an open educational forum.

This course surveys Modern Greek literature in translation from the middle of the nineteenth century to the present. We will consider authors and their works not only for their individual stylistic elements, but also within the context of European literary and cultural movements. As a “W” course, we will also focus on the development of writing skills. We will devote several class sessions to reviewing the essential elements of writing.

This course introduces education leadership candidates interested in serving at the school district level to the concepts and methods of action research. Participants learn to develop skills for problem diagnosis, analysis, interpretation and action.