Baruch College • CUNY
Honors Feit Interdisciplinary Humanities Seminar
Spring 2024
Course: IDC 4050H-NRH Performing the Caribbean
Professor: Harold Ramdass, Ph.D and Rojo Robles, Ph.D
Email: [email protected] /[email protected]
Office (Student) hours: Professor Ramdass (Tuesdays 2 pm – 3 pm by Zoom)/ Professor Robles (Thursdays 11 am-12 pm in-person Room 4-272) or by appointment.
This designated time is to discuss any questions or concerns about the class. We can meet briefly if you have a quick question or schedule a more extended session if you need help with coursework or content. If you would prefer to meet at another time, write to us.
Course Google Folder (you have editor access): https://drive.google.com/drive/folders/1GlXtqxZU3cTkRATWCyRM4zMrN_ao3Jx6?usp=sharing
Course blog: https://blogs.baruch.cuny.edu/performingthecaribbean/
Class meets: Thursdays 2:30 PM -5:25 PM Room B – Vert 8-190
Weekly announcements: Mondays
Course description: Performing the Caribbean explores various modes and genres of cultural performance across different societies in the Caribbean basin. A central animating question involves how collective public performances such as Carnival, Crop Over, Dancehall, Reggaeton, Dembow, and their constituent artistic expressions (music, song, film, art, fashion, theatre, dance) engage in the creation and negotiation of national narratives and trans-Caribbean identities. We will explore how such processes and representations are influenced and contested because of state involvement, tourism, evolving gender roles and sexual identities, (im)migration and diasporic influences, social media, and climate change, and how the resulting Caribbean cultural products, in turn, influence global culture.
Student-centered pedagogy: The student-centered approach puts participants’ interests first by acknowledging their needs as central to the learning experience. Rather than designing the course entirely from the professor’s perspective, we will create it as a collaboration centering on the learners’ perspective. Each student will select their study path via an option-based practice.
Learning goals: Our focus is on studying Caribbean cultures and their transnational intersections as we develop these learning goals:
.Using interdisciplinary methods to build and support arguments addressing issues and ideas that center Caribbean people’s knowledge production.
.Communicating ideas and arguments in written, oral, and digital forms.
.Evaluating issues of ethnic and cultural hybridity using multi/transdisciplinary perspectives.
.Assessing and identifying reliable sources of research and information.
.Develop skills for research, problem-solving, and artistic curation.
Course objectives:
.Survey critical and theoretical debates about Caribbean history, societies, and cultures.
.Deepen knowledge of how the Caribbean archipelago’s values, traditions, achievements, and histories produce unique cultural expressions and hybridizations across different societies.
.Demonstrate understanding of the dynamics of colonialism, race, ethnicity, class, migration, and diasporic formations concerning the experiences of Caribbean people.
.Gain greater awareness of how Caribbean artists reflect upon and translate these experiences into multiple performative genres for local and international consumption.
.Understand how artistic expressions are influenced by state and/or corporate interventions such as funding, promotion, or censorship and how artists negotiate such interventions.
Statement on grades and assessments: People learn when they are curious and find stimulus and, many times, joy and pleasure to study. Grades do not reflect the subjective character of learning nor societal issues of access and equity. Everybody learns in complex ways that grades usually cannot reflect. This course will focus on qualitative assessment. Qualitative assessment is driven by understanding how people make meaning of and experience the sources they engage with. We will not use grades for individual assignments but add points based on your self-evaluations. We will also comment and ask questions that engage your work. At the end of the term, we will add all the points you have to determine your final grade.
Grade breakdown:
Weekly free-write reflections (3 collected): 15%
Class Presentation: 10%
Annotated playlist and presentation: 30%
Reflective Letter: 25%
Attendance: 10%
Participation: 10%
Self-evaluation: You will reflect critically on your learning (with specific questions and rubrics) and evaluate your midterm and final project. After interacting with your work, we will give you feedback on your midterm and, optionally, on your final. We reserve the right to change your self-assessment if there is a significant disparity between your self-evaluations and our appreciation of your work.
Grading:
93-100 A; 90-92 =A-; 87-89 =B+; 83-86 =B; 80-82 =B-; 77-79 = C+
73-76 = C; 70-72 = C-; 67-70 = D+; 63-66 = D; 60-62 = D-; <60 = F
Attendance and punctuality: Students are expected to attend, be on time, and stay for the full duration of all in-person sessions. Lateness is counted as arrival beyond the first 10 minutes of class. After two unexcused absences and/or lateness, your standing in class will be affected, and we will lower your final grade accordingly (for example, an A becomes a B). Chronic lateness and/or absence will result in dismissal from the course.
Assignments: Students will engage with the course objectives by doing these assignments.
I. Class presentation
Pairs of students will research and analyze an assigned source from the syllabus. Your class presentation is an opportunity for you to practice your communication skills. It should also demonstrate your ability to design an argument based on your close analysis of the text assigned for the day’s discussion. You are strongly encouraged to use slides, images, sound, or text to help visualize and engage the class. Upload an outline of your presentation and any slides, clips, or other materials used into the course folder.
Present your breakdown orally based on the prompts below (8-10 minutes):
.What are the central ideas of this writer, poet, thinker, filmmaker, or artist?
.Analyze one specific section by your chosen author or creator that best communicates what you identified in the question above.
.Discuss how the text or piece’s structure enhances the author’s or creator’s conceptual goals.
.How does your analysis of this piece relate to or is informed by our course texts?
*After the presentation, you will respond to a short Q&A with the professors and classmates. *
II. Free-write reflections
Through writing exercises, students will actively engage in critical thinking and reflective growth throughout the semester.
Weekly Prompted Reflections:
Each week, you must write a reflection on the sources and themes covered in the class. This practice is designed to prompt you to analyze, connect concepts, and express your evolving thoughts on Caribbean cultures. Be genuine and explore your perspectives. Focus on your understanding.
Concise Feedback:
You will receive concise feedback from your professors on each reflection. This feedback is meant to guide you, highlighting strengths and areas for improvement. Take the feedback constructively. Use it to refine your analytical skills and enhance the quality of your reflections in the following weeks.
Revise Reflections:
During the last quarter of the semester, you will select the three reflections that best represent your thinking in the class. Rewrite and resubmit these based on the feedback received (Approx 300 words). These revisions allow you to showcase your intellectual growth and reflect on your learning journey.
Three revisions are due on April 18.
III. Midterm project: annotated playlist
In this assignment, you will dig deeper into the rich and complex musical traditions of the Caribbean. By creating an annotated playlist, you will explore various genres, historical contexts, and cultural influences that shape Caribbean music while integrating discussions and perspectives explored in the class.
Instructions:
- Genre Selection:
.Choose a specific Caribbean music genre for your playlist (e.g., Latin-Jazz, Reggae, Soca, Chutney, Calypso, Dancehall, Merengue, Bachata, Salsa, Reggaeton, Dembow, etc.).
.Provide a brief overview (300 words) of the chosen genre, highlighting its historical roots, cultural significance, and evolution.
- Playlist Creation:
.Create a playlist with 5 songs representing the chosen Caribbean genre.
.Include songs and artists from different periods demonstrating the range and variety of the genre.
- Annotations:
For each song in your playlist, write an annotation (300 words) that includes:
.Historical context: Discuss the period and any significant social, political, cultural, diasporic, or global events that influenced the song’s creation.
.Cultural influences: Explore and analyze how the song reflects the cultural identity of the Caribbean and its impact on the local community.
.Musical and or audiovisual elements: Analyze the musical components such as rhythm, instrumentation, lyrics, historical performances, and, or music videos that contribute to the relevance of each song.
- Reflection:
.Write a reflection (600 words) on the overall experience of creating the playlist. Discuss what you learned about the cultural richness of Caribbean music through this assignment.
- Presentation:
.Present one selection from your playlist and excerpts of your analysis to the class, highlighting key insights and exciting discoveries (5-minute presentation).
.Be prepared to answer questions and discuss the chosen genre and specific songs.
Assessment Criteria:
.Content (40%): Accuracy and depth of historical and cultural insights, as well as the relevance of chosen songs.
.Creativity (20%): Thoughtfulness in song selection, diversity within the playlist, and original perspectives in annotations.
.Reflection (30%): Depth of reflection on the learning experience and insights gained from the assignment.
.Presentation (10%): Clarity, engagement, and ability to communicate key points during the presentation.
IV. Final project: a letter
This assignment is a hybrid of creative and essay writing. Imagine that you are writing a letter to a friend, family member, or loved one. In your style, you will tell them what you have learned in class. Discover original ways of recounting these ideas. The letter should have at least five sections:
.In the first section of the letter, you will summarize your takeaways regarding the sources discussed during the semester and the themes we explored. This section should be an original account in your voice, not a general summary or a transposition of the syllabus.
.Through your perspective, in the following three sections of the letter, you will discuss three sources we examined in class. Find good, relevant quotes to support your analysis. Focus on close reading, not generalities. Find and explore thematic connections between the works. Be sure that these three sections connect to form a coherent narrative.
.In the last section, you will write an “all in all” reflection on what you got from these discussed sources and the class and what Caribbean topic you would like to learn more about.
(1200 words/ double space/ font size 12)
Statement on academic honesty: Learning involves pursuing honesty and dialogue, which you cannot achieve by presenting someone else’s work as your own. Writing in college means taking part in a conversation with other scholars, writers, and thinkers. By using academic citation, you demonstrate the relationship between your ideas and those of others. On the other hand, plagiarism is the failure to prove that relationship. We want to hear your voices and read how you get involved in the dialogue. Part of your academic experience is to enter these conversations by learning different ways to engage with sources. If questions remain, ask us. For the record, if you violate the precepts of academic honesty, you will receive a zero for the assignment.
Statement on missing work: If you have concerns about assignment due dates or the use of technology, please let us know ahead of time. We are ready to work with you. We will deduct the total percentage of missing work from your final grade. You are encouraged to email us or request a Zoom meeting for questions or further clarification of readings, audiovisual pieces, and assignments.
Beware of these patterns:
.Submitting AI-generated work as your own. Doing this counts as plagiarism and will be handled accordingly. We will provide detailed prompts and models for your significant assignments throughout the semester.
.Submitting work post-deadlines. If you are experiencing delays or obstacles, communicate your needs as early as possible.
.Disappearing from the class and re-appearing at the end of the semester, asking to make up all the work. Similarly unacceptable: attending classes without submitting assignments as scheduled and asking to make up all work at the end, or submitting only the final project and asking it to count as the total grade.
Baruch College guides and resources
● Online Plagiarism Tutorial for Students
● Bernard L. Schwartz Communication Institute
Course materials: All readings will be available on Google Drive as PDFs or links: https://drive.google.com/drive/folders/1GlXtqxZU3cTkRATWCyRM4zMrN_ao3Jx6?usp=sharing
Except for the required reading (Week 12): Mendez, Jasminne. “City Without Altar.” Noemi Press, 2022.
Languages: Although we will conduct the class in English, you are welcome and encouraged to do research in other languages and incorporate those sources into your projects in translation and/or paraphrase.