日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
文学部/College of ArtsCollege of Arts |
| 科目コード等/ Course CodeCourse Code |
AM115/AM115AM115 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
歌となったアメリカ詩を読む──愛国や戦争の歌を中心に |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
演習・ゼミ/SeminarSeminar |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木4/Thu.4 Thu.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
EAL3813 |
| 使用言語/ LanguageLanguage |
その他/OthersOthers |
| 履修登録方法/ Class Registration MethodClass Registration Method |
その他登録/"Other" Registration"Other" Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
It is hardly imaginable, if one looks back from the 21st century, that poetry had occupied a foremost position in literature until just a hundred years ago. Poems were prevalent: they were memorized at home, recited at school, and even set to music to be sung aloud.
In this course, students will experience the world of those American poems that were received not just as literature but also as music. Emphasis will be placed on the poetic devices and imagination of those poems. Students will also work towards the goals of gaining a general understanding of British and American literary methodology and being able to produce high quality, critical presentations and reports as outlined in the Curriculum Map.
When it comes to song lyrics as literary works, one often thinks of the lyrics of folk singers including Bob Dylan, who won the 2016 Nobel Prize in Literature. In this seminar, however, we will focus on poems that are even older, such as patriotic songs like the US national anthem and Civil War songs. This is because many of these poems were not originally intended to be circulated as songs.
Students will also learn about the American culture and society that surrounded those song lyrics. If one does not understand the cultural and societal context, one can hardly understand the literature of a nation.
This seminar will be carried out by the student in charge giving a presentation based on his/her handout. Those who are not in charge are also expected to appreciate each work on their own initiative.
| 1 | Introduction: 「詩」と「歌」の関係、アメリカ文学史における「詩」 |
| 2 | 英詩の基本 |
| 3 | Francis Scott Key, “The Star-Spangled Banner” Samuel Francis Smith, “America” |
| 4 | Richard Shuckburg, “Yankee Doodle” John Dickinson, “The Liberty Song” |
| 5 | Joseph Hopkinson, “Hail Columbia” Robert Treat Paine, Jr., “Adams and Liberty” |
| 6 | Katharine Lee Bates, “America the Beautiful” Alexander Coffman Ross, “Tippecanoe and Tyler Too” |
| 7 | William Lloyd Garrison, “Song of the Abolitionist (I Am an Abolitionist)” Jesse Hutchinson, “Get Off the Truck” |
| 8 | Dan Emmett, “Dixie’s Land” Thomas B. Bishop, “John Brown’s Body” |
| 9 | George F. Root, “Battle Cry of Freedom” James Ryder Randall, “Maryland, My Maryland” |
| 10 | Henry Timrod, “Ethnogenesis” James S. Gibbons, “We Are Coming, Father Abra’am” |
| 11 | Julia Ward Howe, “The Battle Hymn of the Republic” John Greenleaf Whittier, “Barbara Frietchie” |
| 12 | Henry Clay Work, “Marching through Georgia” Henry Clay Work, “Come Home, Father!” |
| 13 | Traditional, “Lonesome Valley” Edmund Hamilton Sears, “It Came upon the Midnight Clear” |
| 14 | Recapitulation |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
授業時間外の学修に関する指示は,履修登録完了後に「Canvas LMS」上で履修者に対して行います。各回の予習・復習にはそれぞれ2時間程度を要します。
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
発表と応答（議論・貢献度など）(60%) 最終レポート(Final Report)(40%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| プリントを配付します。 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | John Hollander, ed. | American Poetry: The Nineteenth Century, vol. 1 | The Library of America | 1993 | 9780940450608 |
| 2 | John Hollander, ed. | American Poetry: The Nineteenth Century, vol. 2 | The Library of America | 1993 | 9780940450783 |
| 3 | ウェルズ恵子 | 『アメリカを歌で知る』 | 祥伝社 | 2016 | 4396114591 |
21世紀の今日から顧みると信じがたいことに、詩は20世紀の初期まで文学の花形でした。それは暗記され、朗唱され、そしてしばしば曲が付せられ歌われました。
そこで本演習では、アメリカ社会でじっさいにメロディが付けられて歌われてきた詩をとりあげ、その世界を愉しむことによって、カリキュラム・マップに示された「英米文学の知識と方法論を総合」し、高度な「議論・発表・レポート作成」を実現することを目指します。
It is hardly imaginable, if one looks back from the 21st century, that poetry had occupied a foremost position in literature until just a hundred years ago. Poems were prevalent: they were memorized at home, recited at school, and even set to music to be sung aloud.
In this course, students will experience the world of those American poems that were received not just as literature but also as music. Emphasis will be placed on the poetic devices and imagination of those poems. Students will also work towards the goals of gaining a general understanding of British and American literary methodology and being able to produce high quality, critical presentations and reports as outlined in the Curriculum Map.
「歌の詩」すなわち「歌詞」というと、2016年度のノーベル文学賞を受賞したボブ・ディランなど、いわゆるフォーク歌手の歌詞がしばしば考察されます。しかし本演習では、さらに古い18世紀の愛国歌や19世紀の南北戦争の歌など、主義主張が込められた詩を取りあげます。というのは、それらの詩には、歌曲として流通することを前提にしていなかった作品も多いからです。
なお詩人たちを取り巻いていたアメリカの文化や社会についてもしばしば光を当ててゆきます。文化や社会が理解できなければ、文学を理解したことにはなりません。
本演習は、あらかじめ定められた担当者がハンドアウトに基づいて発表することによって進められます。担当でない参加者もみずからすすんで翫味しなければなりません。
When it comes to song lyrics as literary works, one often thinks of the lyrics of folk singers including Bob Dylan, who won the 2016 Nobel Prize in Literature. In this seminar, however, we will focus on poems that are even older, such as patriotic songs like the US national anthem and Civil War songs. This is because many of these poems were not originally intended to be circulated as songs.
Students will also learn about the American culture and society that surrounded those song lyrics. If one does not understand the cultural and societal context, one can hardly understand the literature of a nation.
This seminar will be carried out by the student in charge giving a presentation based on his/her handout. Those who are not in charge are also expected to appreciate each work on their own initiative.
| 1 | Introduction: 「詩」と「歌」の関係、アメリカ文学史における「詩」 |
| 2 | 英詩の基本 |
| 3 | Francis Scott Key, “The Star-Spangled Banner” Samuel Francis Smith, “America” |
| 4 | Richard Shuckburg, “Yankee Doodle” John Dickinson, “The Liberty Song” |
| 5 | Joseph Hopkinson, “Hail Columbia” Robert Treat Paine, Jr., “Adams and Liberty” |
| 6 | Katharine Lee Bates, “America the Beautiful” Alexander Coffman Ross, “Tippecanoe and Tyler Too” |
| 7 | William Lloyd Garrison, “Song of the Abolitionist (I Am an Abolitionist)” Jesse Hutchinson, “Get Off the Truck” |
| 8 | Dan Emmett, “Dixie’s Land” Thomas B. Bishop, “John Brown’s Body” |
| 9 | George F. Root, “Battle Cry of Freedom” James Ryder Randall, “Maryland, My Maryland” |
| 10 | Henry Timrod, “Ethnogenesis” James S. Gibbons, “We Are Coming, Father Abra’am” |
| 11 | Julia Ward Howe, “The Battle Hymn of the Republic” John Greenleaf Whittier, “Barbara Frietchie” |
| 12 | Henry Clay Work, “Marching through Georgia” Henry Clay Work, “Come Home, Father!” |
| 13 | Traditional, “Lonesome Valley” Edmund Hamilton Sears, “It Came upon the Midnight Clear” |
| 14 | Recapitulation |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
授業時間外の学修に関する指示は,履修登録完了後に「Canvas LMS」上で履修者に対して行います。各回の予習・復習にはそれぞれ2時間程度を要します。
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
発表と応答（議論・貢献度など）(60%) 最終レポート(Final Report)(40%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| プリントを配付します。 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | John Hollander, ed. | American Poetry: The Nineteenth Century, vol. 1 | The Library of America | 1993 | 9780940450608 |
| 2 | John Hollander, ed. | American Poetry: The Nineteenth Century, vol. 2 | The Library of America | 1993 | 9780940450783 |
| 3 | ウェルズ恵子 | 『アメリカを歌で知る』 | 祥伝社 | 2016 | 4396114591 |