The following are my slides for teaching Little Red Riding Hood and Snow White, two texts that I regularly teach in my World Literature course.
The following are slides introducing fairy tales, folklore, and my unit on Little Red Riding Hood and Snow White.
Gilgamesh has always been one of my favorite texts to teach. Few works of literature embody their themes so intimately and materially. With each ellipses, gap, and discontinuity in the text, we are reminded of the central brokenness of what it means to be mortal.
Here some more lecture slides from my Introduction to World Literature course. These cover Ryunosuke Akutagawa’s “Rashomon” and “In a Bamboo Grove,” setting the stories within the context of modernism and Samurai Japan.
The following are slides created for my lecture on Kafka’s parables “Before the Law” and “An Imperial Message.” The lecture introduces the problem of interpretation and meaning in literature through a focus on matters of form and medium.
My slides on The Arabian Nights, the art and seduction of storytelling, frame narratives, and other “entertainment” related to the demonic power of stories and seduction. The first English language edition of the stories was titled The Arabian Nights’ Entertainment.
The following are slides to a guest lecture that I delivered on teaching 19th-Century American Literature in the high school classroom. Thanks to Dr. Kate Cochran for the invite, and to her wonderful group of students in English 402: Literature Study for Teachers. I enjoyed talking about the intersection of American literature, digital media, and recent methodological debates in the field of literary studies.
Here are some slides I made for my lesson on Don DeLillo’s “Videotape,” one of my favorite stories to teach.
Another set of slides I created for the first week of my course on “Realism & Recording.” Whereas the previous slides focused on matters of “recording,” these pivot around the age-old problem of representation.
Here are some slides I created to set the scene for class on “Realism & Recording.”
Try to attend steadfastly to a dot on the paper or on the wall. You presently find that one or the other of two things has happened: either your field of vision has become blurred, so that you now see nothing distinct at all, or else you have involuntarily ceased to look at the dot in question, and are looking at something else