Draft Course Outline

WE WANT YOUR BRAINS!

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Wall Street Journal article about zombies in academia:

 http://blogs.wsj.com/speakeasy/2014/03/04/feed-your-brain-with-brains-six-real-zombie-college-classes/

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HUM 240: The Zombie In Media And Popular Culture

Note:     Dates and assignments may be subject to change.

               Please bring assigned text(s) to class.

               Readings should be completed before the dates indicated below.

               Pursuant to the character of the genre, some of the course material is graphic in nature.

                             

WEEK 1:  Introduction

WEEK 2:  Studying Media, Popular Culture, and Zombies

Read - Generation Zombie: “Zombies as Internal Fear or Threat”  (18-26),

American Zombie Gothic: “The Zombie Film and Its Cycles ” (9-36)

                             

WEEK 3:  The Voodoo Zombie

View - White Zombie (1932)
Read –The Serpent and the Rainbow (Excerpts, Handout), American Zombie Gothic: 
“Raising the Living Dead: The Folkloric and Ideological Origins of the Voodoo Zombie” (37-63), 
“The Return of the Native: Imperialist Hegemony and the Cinematic Voodoo Zombie” (64-93)
Journal #1: White Zombie

WEEK 4:  George Romero I

View - Night of the Living Dead (1968)
Read - American Zombie Gothic: “The Rise of the New Paradigm: Night of the Living Dead
and the Zombie Invasion Narrative” (94-128), Generation Zombie: “Lost Bodies/Lost Souls: Night
 of the Living Dead . . . as Vietnam Narrative” (67-76)
Journal #2: Night of the Living Dead

                             

WEEK 5:  George Romero II

View - Dawn of the Dead (1978)
Read - American Zombie Gothic: “The Dead Walk the Earth: The Triumph of the Zombie Social
Metaphor in Dawn of the Dead” (129-157)
Journal #3: Dawn of the Dead

WEEK 6:  George Romero III

View - Day of the Dead (1985)
Read - American Zombie Gothic: “Humanizing the Zombie Via Cinematic Suture “ (166-174),
“The Pathetic Dead of Day of The Dead” (174-190)
Journal #4: Day of the Dead

WEEK 7:  Romero Revisited
Read - Generation Zombie: “Ztopia: Lessons in Post-Vital Politics in George Romero’s Zombie
Films” (90-100), “Bootstraps for the Psyche” The Early Work of George Romero” (232-234),
“The Dead Trilogy: A Case of Governmental Ineptitude and Personal Survival”  (234-237)
Journal #5: George Romero’s Influence

WEEK 8:  Other Media: Pop Music and Video Gaming

View: “Thriller” (1983)
Read – Generation Zombie: “Rhetoric Goes Boom(er): Agency, Networks, and Zombies at Play”
 (219-230)
Journal #6: “Thriller”

                                                           

WEEK 9:  Spring Recess – No Classes

WEEK 10:  The Zombie Re-imagined

View - 28 Days Later (2002)
Read – “Zombies in a ‘Deep, Dark Ocean of History’: Danny Boyle’s Infected . . . as Metaphors
of Postwar Britain“ (165-181)
Journal #7: 28 Days Later

WEEK 11:  Laughing at the Zombie

View - Shaun of The Dead (2004)
Read – Generation Zombie: “Mass Psychology and the Analysis of the Zombie: From Suggestion 
to Contagion” (113-129)
Journal #8: Shaun of the Dead

WEEK 12:  The Zombie as Other

View - American Zombie (2007)
Read - Generation Zombie: “Gray is the New Black: Race, Class, and Zombies” (130-146)
Journal #9: American Zombie

                               

WEEK 13:  Zombies on The New York Times Best Sellers List (Fiction)

Read - The Zombie Survival Guide (2003) and World War Z (2007)

Journal #10: The Zombie Survival Guide and World War Z

WEEK 14:  The Merging of Comics and Television

Read and View – The Walking Dead (Vol. 1 2006/ TV Premier 2010)

Journal #11: The Walking Dead

WEEK 15:  Zombiemania: Zombie Walks, College Courses and More 
Read - Generation Zombie: “Generation Z, and Age of Apocalypse” (1-17), “The E-Dead:
Zombies in the Digital Age” (194-205)
Final Project Due (early projects encouraged)

FINAL EXAM: TBA

Draft Syllabus

Zombie Jamboree

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Wall Street Journal article about zombies in academia:

 http://blogs.wsj.com/speakeasy/2014/03/04/feed-your-brain-with-brains-six-real-zombie-college-classes/

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HUM 240: The Zombie In Media And Popular Culture

TEXTS:

The Zombie Survival Guide - Brooks

World War Z – Brooks

The Walking Dead (v.1 ) – Kirkman

Generation Zombie – Essays on the Living Dead in Modern Culture – Boluk & Lenz

American Zombie Gothic – Bishop

I Am Legend - Matheson

Note: It is assumed that students will have a good dictionary and thesaurus for reference.

COURSE DESCRIPTION:

From the course catalog: A critical and analytical study of the representation of the zombie in 
various forms of mass media, including film, television, print, music, and video games.
Students examine the use of the zombie figure as a vehicle to express the social and 
cultural anxieties of the times.

Prereq: ENG 101, 103, or 105

Recommended: HUM 153

OBJECTIVES:

Summarize the history of the use of the zombie in various mass media.

Recognize and articulate symbolic and metaphoric meanings of the zombie in various mass 
media.

Identify and analyze the cultural significance of the zombie in our society. 

Gather and appraise examples of the zombie in various mass media.

Explain in oral and written form the uses and meanings of the zombie in various mass media.

Understand and draw connections between the zombie and oneself, others, and society at 
large.

Evaluate and interpret data on the use and popularity of the zombie in various mass media.

Examine social issues such as race, class, and gender in the representation of the zombie in 
various mass media.            

PROCEDURES:

Procedures include class discussion, group work, mini-lectures and reading/writing assignments 
that emphasize critical thinking and critical analysis.

COURSE REQUIREMENTS:

Students are expected to complete all reading and writing assignments by the due date. Students
will submit periodic journal entries discussing their reactions to the various media (see
JOURNAL). A final exam will also be given.

Note:  If you have special learning needs, please talk with me as soon as possible to discuss
the assistance that would be most helpful to you.

RESPONSE JOURNAL:

The journals are meant as an opportunity for students to analyze media. Guidelines will be 
very informal, as each student should use the journals as an opportunity to explore the media
in the way he or she feels would be most beneficial. Some suggestions will be given in class,
but on the whole the journals should reflect whatever relevant thoughts, questions, etc. the 
individual student has about a particular form of media. The journals will also provide an 
excellent opportunity to brainstorm and freewrite project topics and final examination 
questions.  Journals should be typed or handwritten in blue or black ink on loose paper
(NOT in a notebook) and numbered. They will be collected on a regular basis and graded.
Journals will be graded excellent, good, satisfactory, less than satisfactory, or unsatisfactory. 
Late journals will lower your grade by one full grade and no late journal will be accepted after
one week has elapsed unless you have made other arrangements with me beforehand. Please
use a staple if your journal is over 1 page long.

ATTENDANCE:

Class activity and discussion is extremely important and cannot be made up. Thus, absences 
and tardiness will be negatively reflected in your participation grade (while each case is 
different, anything more than 1 absence could lower your grade). In the event that you
absolutely must be absent, you are required to obtain that day’s notes and assignments from 
another student. Excessive absences could result in failure. You do not need to notify me that 
you are going to be absent for a particular class. However, do speak with me if you miss several classes.

CONSULTATIONS:

Students may meet with me by appointment.

COURSE PROJECT:

The final course project is a written analysis of a representation of zombie in a particular mass 
medium, although there is room for more creative approaches (guidelines will be discussed in 
class). It is due on or before the last day of class (early submissions encouraged). Text should be 
typed, double-spaced, and have one inch borders. Pages should be numbered. Papers should 
also be stapled and include a cover page. Cover pages should include a title, your name, the
course and section #, my name, and the due date.

Note: Students may have the option to revise their graded project, subject to permission of 
instructor. Consult with me if you wish to revise. The original project must be submitted with 
the revision.

PLAGIARISM:

Plagiarism is defined by the Modern Language Handbook: Fourth Edition as “ us[ing] another 
person’s ideas or expressions in your writing without acknowledging the source” (26). DO 
NOT plagiarize in your papers or writing. Plagiarism can result in stiff classroom penalties, and 
may also lead to college disciplinary action.

GRADING (approximate percentages):

10%      Participation (attendance, in-class assignments and activities, etc.)

30%      Journal

30%      Course Project

30%      Final Exam

100%                     

A = Excellent, B = Good, C = Satisfactory, D = Poor, F = Failing

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Criteria for Essay Evaluation

The A Paper

The A paper develops a clear central idea with originality and depth of thought and displays a consistent sense of audience. Its topic is developed with clear and logical supporting ideas.

The organization is sound. Each paragraph has a core idea supported by fitting examples and illustrations. Paragraphs are joined to those following and those before with smooth links.

Sentences are well put together and varied.

The paper is free of common errors in grammar, punctuation, and spelling.

The B Paper

The B paper has a clearly stated central idea but lacks energy or depth of thought. It draws safe conclusions. The topic is interesting, focused adequately and logically developed.

Organization is correct and logical, but strains a little. Each paragraph has a central idea, examples,
 or illustrations, and a logical point. Some of the transitions between paragraphs are smooth.

Sentences have little variety in structure.

The paper is largely free of common errors in grammar, spelling, and punctuation.

The C Paper

The C paper has a reasonably clear central idea and shows adequate grasp of the reason for the assignment (such as direction, description, persuasion) but focus is blurred in places. The 
development with examples or illustrations is sketchy in some spots.

The organization is not altogether clear. Most paragraphs have a sense of organization, but 
development is vague and transitions between paragraphs are awkward or lacking.

There are some patterns of mistakes in grammar, spelling, and punctuation, but overall, the paper 
is without serious errors.

The D Paper

The D paper does not state of develop a central idea, though the pattern shows the writer has some central concept. The sense of audience is inconsistent.

The organization is hard to follow, and frequently paragraphs seem to lack a central idea. 
Transitions between paragraphs are scanty or absent.

Sentences are awkward or incorrectly constructed. The writing does not indicate college-level proficiency.

There are frequent errors in grammar, punctuation, and spelling.

The F Paper

The F paper states no central idea, and has no connection to a single topic. The writing is 
contradictory and characterized by many apparent changes of subject.

No evidence of overall editing or writing beyond a first draft stage is evident.

Most sentences have errors in construction.

Paragraphing is haphazard.

There are many errors in grammar, punctuation, and spelling.