日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
文学研究科/Graduate School of ArtsGraduate School of Arts |
| 科目コード等/ Course CodeCourse Code |
JB139/JB139JB139 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
詩人たちの想像──アメリカン・ルネサンス期の詩を読む |
| 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 |
月4/Mon.4 Mon.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 |
EAL6313 |
| 使用言語/ LanguageLanguage |
その他/OthersOthers |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code 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 |
－（履修中止制度なし/ No system 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 |
後期課程用科目コード：PB321 |
In his late essay “Poetry and Imagination” (1876), which consolidated several lectures, Emerson asserted that the true significance of nature lies not in its tangible reality but in its symbols. He stated that poets, utilizing their imagination, perceive these symbols as if seeing through its actuality. Only those with such imaginative power, he maintained, are worthy of the title of poet.
In this course, we will meticulously and critically read the imaginative works of poets from the broader American Renaissance period. By exploring the reasons behind their status as poets, students will be able to appreciate the appeal of their works and to develop “the ability to analyze as well as synthesize content” and “the skills to conduct accurate and objective surveys” as outlined in the Curriculum Map.
In this course, we will take a broad view of the “American Renaissance period,” spanning from Bryant’s “Thanatopsis” (written around 1811, first published in 1817), which can be considered the dawn of new American poetry, to Melville’s “In a Bye-Canal” (written around 1857, first published in 1891). Our selection includes works like “Thanatopsis,” which, though often referenced in literary history, are seldom closely examined, as well as pieces that may not be the poets’ representative works but are delightful for their imaginative flights.
This seminar will proceed through presentations conducted by assigned individuals based on provided handouts. Participants who are not presenting are also required to actively engage in savoring and exploring the materials on their own.
| 1 | 英語詩入門 |
| 2 | アメリカン・ルネサンスの詩人たち |
| 3 | William Cullen Bryant, “Inscription for the Entrance to a Wood” |
| 4 | William Cullen Bryant, “Thanatopsis” 1 |
| 5 | William Cullen Bryant, “Thanatopsis” 2 |
| 6 | Henry Wadsworth Longfellow, “The Belfry of Bruges” |
| 7 | Henry Wadsworth Longfellow, “The Children’s Hour” |
| 8 | John Greenleaf Whittier, “Telling the Bees” |
| 9 | Edgar Allan Poe, “Alone,” “A Dream within a Dream” |
| 10 | Oliver Wendell Holmes, “The Chambered Nautilus” |
| 11 | Jones Very, “The Prayer,” “The Dead” |
| 12 | Henry David Thoreau, “Fog,” “Smoke,” “The Inward Morning” |
| 13 | Walt Whitman, “Song of Myself” Section 11 (Michael Moon, “The Twenty-Ninth Bather”) |
| 14 | Herman Melville, “In a Bye-Canal,” “Shiloh” |
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
準備学習の指示は、 履修登録完了後にオンラインでおこないます。
| 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 | Richard Gray | A History of American Poetry | Wiley Blackwell | 2015 | 1118795350 |
| 2 | John Hollander, ed. | American Poetry: The Nineteenth Century, vol. 1 | The Library of America | 1993 | 0940450607 |
エマソンは複数の講演をまとめた晩年のエッセイ“Poetry and Imagination” (1876)の中で、自然の真の意義は、その実相ではなくその象徴の中にあるとし、詩人は想像力を使って、その象徴を透かし見る、と述べていました。そのような想像力をもった者のみが詩人の名に価する、というのです。
そこで本科目では、広義のアメリカン・ルネサンス期の詩人たちの想像力ゆたかな秀作を地道にそしてクリティカルに読み、その詩人たる所以を探ることによって、カリキュラム・マップに示された「内容を分析総合する能力」と、「的確で客観的な調査を行う技能」を養うとともに、作品の魅力を翫味することができるようになります。
In his late essay “Poetry and Imagination” (1876), which consolidated several lectures, Emerson asserted that the true significance of nature lies not in its tangible reality but in its symbols. He stated that poets, utilizing their imagination, perceive these symbols as if seeing through its actuality. Only those with such imaginative power, he maintained, are worthy of the title of poet.
In this course, we will meticulously and critically read the imaginative works of poets from the broader American Renaissance period. By exploring the reasons behind their status as poets, students will be able to appreciate the appeal of their works and to develop “the ability to analyze as well as synthesize content” and “the skills to conduct accurate and objective surveys” as outlined in the Curriculum Map.
本科目では、「アメリカン・ルネサンス期」を広くとらえ、新しいアメリカ詩の黎明を告げたというべきブライアントの“Thanatopsis”（執筆1811頃、初出1817）からメルヴィルの“In a Bye-Canal”（執筆1857頃、初出1891）までカバーしています。“Thanatopsis”のような、文学史には必ず言及されるものの精読されることが少ない作品や、詩人たちの代表作とはいえないが想像力の飛翔が愉快な作品を集めました。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。
In this course, we will take a broad view of the “American Renaissance period,” spanning from Bryant’s “Thanatopsis” (written around 1811, first published in 1817), which can be considered the dawn of new American poetry, to Melville’s “In a Bye-Canal” (written around 1857, first published in 1891). Our selection includes works like “Thanatopsis,” which, though often referenced in literary history, are seldom closely examined, as well as pieces that may not be the poets’ representative works but are delightful for their imaginative flights.
This seminar will proceed through presentations conducted by assigned individuals based on provided handouts. Participants who are not presenting are also required to actively engage in savoring and exploring the materials on their own.
| 1 | 英語詩入門 |
| 2 | アメリカン・ルネサンスの詩人たち |
| 3 | William Cullen Bryant, “Inscription for the Entrance to a Wood” |
| 4 | William Cullen Bryant, “Thanatopsis” 1 |
| 5 | William Cullen Bryant, “Thanatopsis” 2 |
| 6 | Henry Wadsworth Longfellow, “The Belfry of Bruges” |
| 7 | Henry Wadsworth Longfellow, “The Children’s Hour” |
| 8 | John Greenleaf Whittier, “Telling the Bees” |
| 9 | Edgar Allan Poe, “Alone,” “A Dream within a Dream” |
| 10 | Oliver Wendell Holmes, “The Chambered Nautilus” |
| 11 | Jones Very, “The Prayer,” “The Dead” |
| 12 | Henry David Thoreau, “Fog,” “Smoke,” “The Inward Morning” |
| 13 | Walt Whitman, “Song of Myself” Section 11 (Michael Moon, “The Twenty-Ninth Bather”) |
| 14 | Herman Melville, “In a Bye-Canal,” “Shiloh” |
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
準備学習の指示は、 履修登録完了後にオンラインでおこないます。
| 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 | Richard Gray | A History of American Poetry | Wiley Blackwell | 2015 | 1118795350 |
| 2 | John Hollander, ed. | American Poetry: The Nineteenth Century, vol. 1 | The Library of America | 1993 | 0940450607 |