I have lived
in my body
and still need
maps and lights
to find my way
to how I feel.
Fall 2014 Classes!
ENMC 4500: Modern Painters and Writers
When the poet and art critic Charles Baudelaire created a poetic manifesto of Modernism entitled “The Painter of Modern Life,” he imagined a kind of art, a mode of criticism, and an ideal artist which to this day illuminate efforts to make and appreciate art. Taking this document and the questions it raises as our inspiration, we’ll consider a wealth of beautiful, fascinating, and disturbing works, exploring the genesis of Modernism through the interactions among painters and writers in Paris of the nineteenth and early twentieth centuries. We’ll look at relations of many sorts across paintings and literary texts by Charles Baudelaire, Eugene Delacroix, Paul Cézanne, Gustave Flaubert, Arthur Rimbaud, Guillaume Apollinaire, Gertrude Stein, and Pablo Picasso –as well as others more briefly as we deem them helpful. This course does NOT require prior knowledge of either French literature or art history, although both will be welcomed and cultivated.
ENGL 3830: History of Literature in English III:
The final stage of the English Department’s three-part sequence of literary history, ENGL 3830 will follow the fate of a long tradition as it crossed the twentieth century. The course will begin with the modernist achievement of James Joyce, William Butler Yeats, Virginia Woolf, Ernest Hemingway, William Faulkner, and T.S. Eliot. It will then widen its scope to engage important writing from Africa, India and the Caribbean, including the work of Derek Walcott, Chinua Achebe, Junot Diaz, and Arundhati Roy. ENGL 3830 attempts to reflect the rich literary legacy that our new millennium inherits.
ARAD 3100: Principles and Practices of Arts Administration:
Offered in the fall semester, this survey course of the field of Arts Administration places practices for effective management within some broader principles of the role of the arts in American society. The course uses cases, discussions, and participatory pedagogy to address a central question of how one manages artistic creativity and the artistic experience while facilitating the creative impulse.
MDST 4559: Radio and Sound Production:
*No Course Description*
MDST 2000: Intro to Media Studies
This course is a survey introduction to the complex and increasingly pervasive impact of mass media in the U.S. and around the world. Our lives, as individuals and as citizens of a developing global village, are perpetually intersected by numerous forms of mass media. Newspapers and magazines, television, Hollywood cinema, advertising, and the Internet significantly help us determine how we make sense of ourselves and of the world around us. This course provides a foundation for helping you to understand how mass media – as a business, as well as a set of texts – operates. The course also explores contextual issues – how media texts and businesses are received by audiences and by regulatory bodies.
I don’t know why, but it seems like people who don’t like themselves are drawn to the stage. Maybe it’s so that other people can love them.
“Your name is Tasbeeh. Don’t let them call you by anything else.”
My mother speaks to me in Arabic; the command sounds more forceful in her mother tongue, a Libyan dialect that is all sharp edges and hard, guttural sounds. I am seven years old and it has never occurred to me to disobey my mother. Until twelve years old, I would believe God gave her the supernatural ability to tell when I’m lying.
“Don’t let them give you an English nickname,” my mother insists once again, “I didn’t raise amreekan.”
My mother spits out this last word with venom. Amreekan. Americans. It sounds like a curse coming out of her mouth. Eight years in this country and she’s still not convinced she lives here. She wears her headscarf tightly around her neck, wades across the school lawn in long, floor-skimming skirts. Eight years in this country and her tongue refuses to bend and soften for the English language. It embarrasses me, her heavy Arab tongue, wrapping itself so forcefully around the clumsy syllables of English, strangling them out of their meaning.
But she is fierce and fearless. I have never heard her apologize to anyone. She will hold up long grocery lines checking and double-checking the receipt in case they’re trying to cheat us. My humiliation is heavy enough for the both of us. My English is not. Sometimes I step away, so people don’t know we’re together but my dark hair and skin betray me as a member of her tribe.
On my first day of school, my mother presses a kiss to my cheek.
“Your name is Tasbeeh,” she says again, like I’ve forgotten. “Tasbeeh.”
Roll call is the worst part of my day. After a long list of Brittanys, Jonathans, Ashleys, and Yen-but-call-me-Jens, the teacher rests on my name in silence. She squints. She has never seen this combination of letters strung together in this order before. They are incomprehensible. What is this h doing at the end? Maybe it is a typo.
“Tasbeeh,” I mutter, with my hand half up in the air. “Tasbeeh.”
“Do you go by anything else?”
“No,” I say. “Just Tasbeeh. Tas-beeh.”
“Tazbee. All right. Alex?”
She moves on before I can correct her. She said it wrong. She said it so wrong. I have never heard my name said so ugly before, like it’s a burden. Her entire face contorts as she says it, like she is expelling a distasteful thing from her mouth. She avoids saying it for the rest of the day, but she has already baptized me with this new name. It is the name everyone knows me by, now, for the next six years I am in elementary school. “Tazbee,” a name with no grace, no meaning, no history; it belongs in no language.
“Tazbee,” says one of the students on the playground, later. “Like Tazmanian Devil?” Everyone laughs. I laugh too. It is funny, if you think about it.
I do not correct anyone for years. One day, in third grade, a plane flies above our school.
“Your dad up there, Bin Laden?” The voice comes from behind. It is dripping in derision.
“My name is Tazbee,” I say. I said it in this heavy English accent, so he may know who I am. I am American. But when I turn around they are gone.
I go to middle school far, far away. It is a 30-minute drive from our house. It’s a beautiful set of buildings located a few blocks off the beach. I have never in my life seen so many blond people, so many colored irises. This is a school full of Ashtons and Penelopes, Patricks and Sophias. Beautiful names that belong to beautiful faces. The kind of names that promise a lifetime of social triumph.
I am one of two headscarved girls at this new school. We are assigned the same gym class. We are the only ones in sweatpants and long-sleeved undershirts. We are both dreading roll call. When the gym teacher pauses at my name, I am already red with humiliation.
“How do I say your name?” she asks.
“Tazbee,” I say.
“Can I just call you Tess?”
I want to say yes. Call me Tess. But my mother will know, somehow. She will see it written in my eyes. God will whisper it in her ear. Her disappointment will overwhelm me.
“No,” I say, “Please call me Tazbee.”
I don’t hear her say it for the rest of the year.
My history teacher calls me Tashbah for the entire year. It does not matter how often I correct her, she reverts to that misshapen sneeze of a word. It is the ugliest conglomeration of sounds I have ever heard.
When my mother comes to parents’ night, she corrects her angrily, “Tasbeeh. Her name is Tasbeeh.” My history teacher grimaces. I want the world to swallow me up.
My college professors don’t even bother. I will only know them for a few months of the year. They smother my name in their mouths. It is a hindrance for their tongues. They hand me papers silently. One of them mumbles it unintelligibly whenever he calls on my hand. Another just calls me “T.”
My name is a burden. My name is a burden. My name is a burden. I am a burden.
On the radio I hear a story about a tribe in some remote, rural place that has no name for the color blue. They do not know what the color blue is. It has no name so it does not exist. It does not exist because it has no name.
At the start of a new semester, I walk into a math class. My teacher is blond and blue-eyed. I don’t remember his name. When he comes to mine on the roll call, he takes the requisite pause. I hold my breath.
“How do I pronounce your name?” he asks.
I say, “Just call me Tess.”
“Is that how it’s pronounced?”
I say, “No one’s ever been able to pronounce it.”
“That’s probably because they didn’t want to try,” he said. “What is your name?”
When I say my name, it feels like redemption. I have never said it this way before. Tasbeeh. He repeats it back to me several times until he’s got it. It is difficult for his American tongue. His has none of the strength, none of the force of my mother’s. But he gets it, eventually, and it sounds beautiful. I have never heard it sound so beautiful. I have never felt so deserving of a name. My name feels like a crown.
“Thank you for my name, mama.”
When the barista asks me my name, sharpie poised above the coffee cup, I tell him: “My name is Tasbeeh. It’s a tough t clinging to a soft a, which melts into a silky ssss, which loosely hugs the b, and the rest of my name is a hard whisper — eeh. Tasbeeh. My name is Tasbeeh. Hold it in your mouth until it becomes a prayer. My name is a valuable undertaking. My name requires your rapt attention. Say my name in one swift note – Tasbeeeeeeeh – sand let the h heat your throat like cinnamon. Tasbeeh. My name is an endeavor. My name is a song. Tasbeeh. It means giving glory to God. Tasbeeh. Wrap your tongue around my name, unravel it with the music of your voice, and give God what he is due.”