ENGL 695 "Hamilton in Context"
The weekly online discussion will run from Saturday to Friday to encourage you to post right after as well as before our weekly class discussions, but I encourage you to contribute your ideas throughout the week and to check the discussion for others’ postings. Your postings do not need to be long, but they do need to be substantive: they must be long enough to convey clearly the problem you are taking up and your point of view, connecting your comment to others’ comments whenever possible. I will offer models of successful comments early in the semesterr.
To post to the online discussion, follow these directions:
1. Go to my homepage at http://www.ksu.edu/english/westmank/ and click on our course (ENGL 695), and then “Online Discussion” to login to Canvas and go directly to the “Discussions.” (You may also login to the K-State Online course page for ENGL 695, click on “Discussions.”)
2. You should see all the messages posted to date and the newest threads ones first.
3. To post, choose to “reply,” so you can engage directly in the conversation and your message can “thread” beneath the one you’re responding to.
You will have a choice of three topics for Paper #1, and you will have a choice of many topics for Paper #2; I will distribute detailed assignment sheets for each paper. Both papers should follow the general rules of composition and be typed or word-processed with standard double-spacing, 1-inch margins, and either 11- or 12-point typeface. Title pages and cover sheets are unnecessary. Pages should be numbered, stapled together, and spell-checked. Papers are due by the date and time on the syllabus; late papers will be penalized one grade (i.e.: A to B) for each day late. (Note: The University's Honor Code obliges you to cite the source of any idea that is not your own. Otherwise, you have plagiarized. If you do plagiarize, you will fail this course.)
You will also write four response papers (2 pages in length) in response to our readings or viewings. Response papers are designed to prepare you for class discussion and to explore ideas you could develop further in your longer papers. In your response paper, you should not repeat previous class discussions or provide a mere summary of our assigned texts. Instead, your response should begin to analyze the text or texts assigned for that class session, responding to the assigned prompt or selecting an issue or theme or question you feel to be significant. I recommend that you select a word, phrase, or short quotation to initiate your response. (See the sample response distributed on the first day of class as an example.)
Everyone will write a response paper for our first reading assignment from Chernow’s biography (Alexander Hamilton 1-309), for 1776, and for our discussion of Hamilton on stage; for the fourth response paper, you may choose from the remaining assigned texts on the syllabus. Response papers are due at the start of class on the day we begin our discussion of the texts. Responses will be graded on a 1-5 scale: 5=A, 4=B, 3=C, 2=D, 1=F. I do not accept late response papers.
Note: If you have any condition such as a physical or learning disability that will make it difficult for you to carry out the work as I have outlined it or which will require academic accommodations, please notify me in the first two days of the course. Any student with a disability who needs a classroom accommodation, access to technology, assistance during an emergency evacuation, or other assistance in this course should contact the Student Access Center and/or me. The SAC serves students with a wide range of disabilities including, but not limited to, physical disabilities, sensory impairments, learning disabilities, attention deficit disorder, depression, and anxiety.
Academic Honesty: Kansas State University has an Honor System based on personal integrity, which is presumed to be sufficient assurance that, in academic matters, one’s work is performed honestly and without unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full and part-time students enrolled in undergraduate and graduate courses on-campus, off-campus, and via distance learning. The honor system website can be reached <http://www.k-state.edu/honor/>. A component vital to the Honor System is the inclusion of the Honor Pledge which applies to all assignments, examinations, or other course work undertaken by students. The Honor Pledge is implied, whether or not it is stated: "On my honor, as a student, I have neither given nor received unauthorized aid on this academic work." If you have any questions about your work in relation to the Honor System, please ask.
Expectations for Student Conduct: All student activities in the University, including this course, are governed by the Student Judicial Conduct Code as outlined in the Student Governing Association By Laws, Article VI, Section 3, number 2. Students who engage in behavior that disrupts the learning environment may be asked to leave the class.
Note: All assigned reading should be completed by the date listed.
[CP] = Class Pack, via K-State Online. [H] = Hamilton: The Revolution. [W] = web.
First Impressions and Motivating Desires
|August||27||Hamilton (Original Broadway Cast Recording) (2015); Lin-Manuel Miranda, libretto for Hamilton [H]; video capture of Acts 1 and 2 of Hamilton [W]|
Biography, Historiography, and Adapation
Chernow, Alexander Hamilton (1-309); Hutcheon, from A Theory of Adaptation (ix-xii, 1-32, 120-28) [CP]
Chernow, Alexander Hamilton (310-738); "Introduction" (10-11), Chapter I (14-15), Chapter III (32-33), Chapter VII (58-59), Chapter XIII (107-109), Chapter XIX (164-7), Chapter XXX (263-265), Chapter XXXI (270-71) [H]
Musical Theater: Conventions and Reinventions
|17||Broadway: The American Musical: Episode 1 "Give My Regards to Broadway (1893-1927)" and Episode 5 "Tradition (1957-1975)" [W]. Optional: Episode 6 "Putting It Together (1980-2004)" [W].
Selected readings on the musical form [CP]
Chapter II (20-22), Chapter V (46-7), Chapter X (88-90), Chapter XII (102-3),Chapter XX (172-5), Chapter XXI (180-5), Chapter XXIV (214-17) [H]
|24||Styne, Sondheim, and Laurents, Gypsy (1959) [CP] and in performance with Imelda Staunton (2015), available via Amazon Video
Selection of paper topic for Paper #2 from list provided (bring 3-4 topics to class)
|October||1||Edwards and Stone, 1776: A Musical Play (1969) and in performance, directed by Peter Hunt (1972), available via Amazon Video
Response Paper #2 Due (2 pages) on 1776
|8||West Side Story (1957, 1961), available via Amazon Video, and In the Heights (2008) [CP] and soundtrack, available via iTunes, Spotify, and more.
In the Heights: Chasing Broadway Dreams [W: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6]
Discussion #3 & Discussion #4
|F 11||Paper #1 Due (4 pages) M.L.A. documentation format.|
|15||Hamilton's music and orchestration
Selected readings on hip-hop and rap by Neal, Chang, Bradley, and Bartlett [CP]; selected recordings from artists including DMX, Grandmaster Flash and the Furious Five, Mobb Deep, The Notorious B.I.G., Busta Rhymes, Big Pun, Jay Z, Pharrell, Ja Rule, and Kendrick Lamar.
Review "My Shot," "The Story of Tonight," "Ten Duel Commandments," "What'd I Miss?," "Cabinet Battle #1," and "Cabinet Battle #2" in performance and with Miranda's annotations; Chapter V (46-7), Chapter VI (52-55), Chapter VIII (68-9), Chapter IX (78-9), Chapter XI (94-5), Chapter XII (196-8), Chapter XXV (222-3) [H]
|22||Hamilton’s set design, lighting, costuming, and choreography
Selected readings and videos about the stage production [CP].
Review "Alexander Hamilton," "My Shot," "Satisfied," "Yorktown," "Dear Theodosia," "Room Where It Happens," "Hurricane," and "Burn" in performance and with Miranda's annotations; Chapter IV (38-41), Chapter XIV (112-17), Chapter XVI (132-36), Chapter XXVI (225-28) [H]
Response Paper #3 Due (2 pages) on staging Hamilton
"Who Lives, Who Dies, Who Tells Your Story": Responses to Hamilton
Selected readings about Hamilton's representation of history: Schuessler, from the NYT; Kelly, Freeman, Schocket, Carp, and Isenberg, from the Journal of the Early Republic [CP]
|November||5||Selected readings about Hamilton's representations of gender, race, and ethnicity [CP]; Chapter XXIII (205-8), Chapter XXV (222-3), "The Slavery Debate" (212) [H]; deleted songs [W]
Selected readings about Hamilton's impact on education and young audiences [CP]; Chapter XVIII (156-60) [H]
Selected readings about Hamilton's impact on Broadway and musical theater; Chapter XVII (148-50), Chapter XXVII (240-44) [H]
Paper #2 due (5 pages) to my mailbox in ECS 119 in hard-copy and to my email inbox as a Word attachment by 5:00pm.
|No class -- Thanksgiving Break|
|December||3||Selected readings about Hamilton's impact on politics, popular culture, and fandom [CP]; Chapter XXIX (256-7); Epilogue (384-5) [H]
Hamilton's America [W]
|17||Revision of Paper #2 due (5 pages) to my mailbox in ECS 119 in hard-copy and to my email inbox as a Word attachment by 8:00 p.m. Professional development tasks due by to my mailbox in ECS 119 in hard-copy by 8:00 p.m.|