GERMAN WOMEN WRITERS & FILMMAKERS

Gesa Zinn

Fall 2009

M, F: 14 Uhr bis 15 Uhr 50 H 464

Bürostunden: Mo: 12-1 Uhr, F: 13-14 Uhr und nach Vereinbarung

Büro: Hum 459

Tel: (218) 726-8990

Email: gzinn@d.umn.edu

TEXTS : Herta Müller. Herztier . Reinbek: Rowohlt Verlag, 1994 (or 2007 edition: München: Carl Hanser Verlag) [required]          

Seyran Ates. Grosse Reise ins Feuer. Die Geschichte einer deutschen Türkin. Berlin: Rowohlt Verlag, 2006 [required]

Ceija Stojka. Wir Leben im Verborgenen. Wien: Piccus Verlag, 1995 (or the 1988 edition: same publisher) [required]

May Ayim. Blues in Schwarz Weiß . Berlin: Orlanda Verlag, 1995 (optional)

Additional readings (hand-outs; material on reserve)

Beteiligung: 20%                                                                          Hausarbeiten (reaction papers) : 20%

(Midterm) Examen: 15%                                                               Vortrag: 10%

(Final)   Examen: 15%                                                                  Diskussionen online: 10%   

 Quizzes: 10%

              The Department is committed to making its courses available to all students who are adequately prepared and are willing to participate. If there is any reason why you may have trouble meeting any of the expectations as they are outlined, please contact me right away and we will work out an accommodation.           

              If you miss more than six classes, you cannot earn an A in this course. You should have six “free passes” for illness and other unexpected difficulties. If you miss more than 9 classes, you cannot earn a B. If you miss more than 12 classes, you cannot earn a C.

              This class is an introduction to the socio-historical background of Germany in the 1970s, 1980s, 1990s and the 21 st century and an exploration of issues relating to women's lives with the help of written and visual texts. In particular, we will discuss and analyze women's oppression within repressive political systems and within Western democracies; female subjectivity or women's exploration of their selves; discrimination of Afro-Germans and Roam, and the question of an ecriture feminine , a ‘female writing' of texts. In particular, we will   discuss women's lives in exile, East German women's gain and losses after unification, and German women minority groups in the Federal Republic today. Our goal is not only to learn about German-speaking women in the second half of the 20 th century, but also to reflect upon the language they speak and/or refuse to speak as writers, filmmakers, political activists, citizens. Although all of the artists we get to know in this class represent particular f(r)actions of the German population, they are individuals and thus stand alone. We will thus ask ourselves throughout the semester what exactly they contribute (if they contribute) to discussions involving gender and race issues in the 70s, 80s, and 90s and in the 21st century.

              The difficultyof our written and visual texts vary. Some are easier to understand than others. That has not only to do with the German language these writers and filmmakers employ, but also with the subject matter and literary/film language that is part of their vocabulary. In general, the texts from the 70s and early 80s are more difficult to understand, since this was a period of soul-searching and theoretical and practical experiments. Thus for keeping up with the readings – even the easier ones -   I'd suggest you make it a habit of reading 45 to 60 minutes of our major texts every day (Look up only the important vocabulary words – those you'll need to understand the gist of the text) and leave the other 45 to 60 minutes for additional readings or writing. Shortly before we start discussing a text, you will answers to questions I have prepared on a worksheet. These serve as a basis for in-class discussions. The same applies to some, not all, of the films we will analyze. For some of them you will also prepare a hand-out beforehand that serves as a point of departure for our discussion the next day. Should you be unable to watch a film in class, you may be able to borrow my video tape/DVD and watch it on your own, but you will need to arrange for that at least four days before our in-class screening!).

              This class requires a lot of commitment and organization. Since it is conducted in German and since almost all the readings are in German, you will need to stay on top of things and not fall behind. Thus besides reading, reading, reading, spend time learning and retaining new vocabulary words. An active vocabulary will help you in- and outside of class and, of course, will boost your German skills at large (see me for tips on how to store important information in   your long term memory).

              The majority of your written assignments come in form of reaction papers. In these 2-page Hausarbeiten (ca. 500 words, typed you react to a particular reading, film, and issues we have been discussing in class. Your responses can be emotional, but for the most part they need to be analytical, i.e. well informed by our readings and discussions. You will be graded on content and communication, i.e. your structure does not have to be perfect, but good enough as not to interfere with what you want to say. Should your language need improvement, I will return your paper for a re-write to be handed back to me within seven days. The lowest grade of the seven reaction papers will be dropped.

              Vorträge are individual presentations which last 10-15 minutes and deal with an aspect of a topic we have studied in more general terms. You need to sign up for a presentation ahead of time (a sign-up sheet will be passed out at the beginning of the semester) and prepare an outline of your presentation for all of us at least three days prior to your presentation in class. In your Vortrag, you should provide your fellow students with hand-outs and a list of pertinent names, objects, theories, etc., and difficult vocabulary. Visual aides are always helpful for listeners and speaker alike. During your presentation, do not attempt to read from a piece of paper; you may, however, use note cards with key words and concepts. I will grade you presentation on content (2/3) and fluency (1/3).

              Our midterm and final exams will consist of short answers and narration. I will ask general questions pertaining to the texts we have studied and the social historical background they are part of and give you a chance to compare/contrast or express a particular point of view. You are allowed to bring supporting material to these exams, but you are not allowed to bring any written notes (Bring a blue book!). You will be graded on content and communication.

              Participation is extremely important. Because most languages are spoken, and German is one of them, speaking German is a large component of this seminar. Make it a habit to volunteer at least three answers during each class session. Mistakes are okay (you only learn by making them), it is your involvement that counts! I will not correct grammar mistakes directly, so not to embarrass you. But I will repeat what you have said in correct German. To the native- or near-native speakers in this class: If I feel that your contributions (which might well be thought-provoking and substantial!) are inhibiting non-native speakers, I will give you a signal to refrain yourself. Please do not take this as a sign from me that your input is not welcome or that you should be less involved in future discussions; I am merely trying to establish a non-threatening (or less threatening) working atmosphere for all.

              This class will be work-intensive but also a lot of fun if you open yourself up to different viewpoints and intellectual challenges as well as those related to learning a foreign language. Make every effort you can and you will succeed. Should you have trouble with the assignments, your fellow students, or with me, please don't hesitate to speak with me right away. Despite my high expectations, I am a “Mensch,” and I want everyone to succeed!

ARBEITSPLAN (Das Dickgedruckte zeigt an, was Sie für unseren Unterricht vorbereiten sollten)