English 4150/425.01 Bob Dylan: Lyric Poetry
Fall 2009 TTh 12:15-1:30pm Stabler Hall 401
Office: Stabler Hall 501V Office Hrs.: TTh 9:00-10:00am; W 4:00-5:00pm; also by appt.
Office Phone: 569-8321 email: firstname.lastname@example.org webpage: www.ualr.edu/rpyoder
Dylan, Bob. Bob Dylan: Lyrics 1962-2001 (Simon & Schuster, 2004; ISBN 0-7432-282708)
Doc Yoder's Dylan Discography: Compiled into a convenient list from BobDylan.com.
Annotated Bob Dylan: Not great, but about the best you can do online.
- The primary goal of this class is to come to some sort of terms with Bob Dylan. We shall listen to songs and read and discuss lyrics to his songs.
- We will try to place Dylan's work into the cultural traditions (literary/songs/politics/religion) from which he draws.
- We will not try to strip Dylan's work of its essential strangeness, haunting beauty, or failure.
- We will explore the dynamics of Dylan's self-representation, as an original artist, but also in the implicit autobiography of the songs he chooses to cover.
- We will consider how Dylan has responded to American culture and history, and how they have responded to him.
- We will necessarily have to stretch our understanding of how meaning is made.
- We will find out what price you have to pay to get out of going through all these things twice.
- Students will read and discuss a lot of song lyrics and interviews by Bob Dylan.
- Students will write weekly informal journals about the readings and class discussions.
- Students will each choose an album by Dylan for which he or she will be the "expert" during the discussion.
- Students will write more formal papers about Dylan's work.
- Students will generate playlists that demonstrate ideas about Dylan's themes and / or influences.
- Students will build a fire on Main Street and shoot it full of holes.
This course will include an ongoing assessment of my teaching in the form of weekly
journals. These journals consist of a 250 word (minimum requirement) written response to the
class readings or discussion. These journals allow me to assess how well students are
understanding what I think I am teaching them, and I make adjustments to my class
presentations and assignments accordingly. Taken as a whole, the journals count for 20% of
the student's final grade, thus insuring that the students take this assessment seriously.
The journals also serve other classroom purposes outlined on the "House Rules" page.
Secondary Education Assessement:
See "For Secondary Education Majors" page.
For Secondary Education Minors
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