City University of Hong Kong Course Syllabus. offered by Department of Asian and International Studies with effect from Semester A 2017 /18

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1 City University of Hong Kong Course Syllabus offered by Department of Asian and International Studies with effect from Semester A 2017 /18 Part I Course Overview Course Title: The Nuclear Imagination: Japan and Beyond Course Code: GE3105 Course Duration: One semester Credit Units: 3 Level: Proposed Area: (for GE courses only) Medium of Instruction: Medium of Assessment: Prerequisites: Precursors: Equivalent Courses: Exclusive Courses: B3 Arts and Humanities (1) Study of Societies, Social and Business Organisations Science and Technology (2) English English Nil Nil Generally none Nil 1

2 Part II Course Details 1. Abstract This course explores the complex historical, social and aesthetic relations between the nuclear technology and landmarks of popular culture: Godzilla series (1954-), Mighty Atom [Astroboy] (1952-), Space Battleship Yamato (1974-), Akira (1988) The Silent Service (1988-), Ghost in the Shell (1995-) and others. The course will follow how recurring themes of warfare and destruction are combined with themes of peace-keeping and salvation, as well as how the nuclear imagination behind these works can be credited for the creative elaboration of staple figures of the inhuman: the monster and the robot. Works of photography, literature, film and contemporary art will be discussed in order to enrich the context of the world-famous images from comics and animation and dialogues will be generated with the fields of science and engineering. Reading, essay writing, team project are among the learning activities. The main focus of the course is on Japan due to historical circumstances, but students will undertake group research on the nuclear imagination in other cultures. 2. Course Intended Learning Outcomes (CILOs) (CILOs state what the student is expected to be able to do at the end of the course according to a given standard of performance.) No. CILOs # Weighting* (if applicable) 1. Apply a systematic approach to works of global Japanese popular culture with an emphasis on the nuclear imagination affecting the plot and characterization paired with basic literacy in nuclear technology 2. Critically evaluate the ways in which the cultural production reflects historical and political concerns (war and peace) as well as engages in topics related to the development of science and technology 3. Develop the ability to discover connections between popular culture icons and other cultural production (literature, film, photography, visual art) as well as discover parallels between samples of Japanese cultural production and that of other countries (e.g. America) 4. Apply analytical tools and creative approaches in a cultural discussion of the concepts human/non-human, cyborg, artificial life, etc Discovery-enriched curriculum related learning outcomes (please tick where appropriate) A1 A2 A3 30% v v v 25% v v v 25% v v 20% v v * If weighting is assigned to CILOs, they should add up to 100%. 100% # Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes (PILOs) in Section A of Annex. A1: Attitude Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together with teachers. A2: Ability Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines or applying academic knowledge to self-life problems. A3: Accomplishments Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing creative works/new artefacts, effective solutions to real-life problems or new processes. 2

3 3. Teaching and Learning Activities (TLAs) (TLAs designed to facilitate students achievement of the CILOs.) Please be sure to consider how the TLAs align with the desired characteristics of GE courses (c.f. explanatory note 10). TLA Brief Description CILO No. Hours/week (if applicable) Lecture, Readings and Tutorial Discussion Screenings and Viewing sessions with response papers Invited guest discussants Essay writing Team presentation (short drama performance) The lectures are structured around nodal topics in the cultural history of nuclear power supplemented by a selection of academic readings to the related themes; Significant works of artistic value will be viewed and connected to the material in the readings and lectures Scholars in nuclear physics, creative writers and artists are among the potential guests This is the outcome of the independent research carried out by individual students This a team work involving research and interpretation of an example of cultural production presented to peers in a creative manner 4. Assessment Tasks/Activities (ATs) (ATs are designed to assess how well the students achieve the CILOs.) Assessment Tasks/Activities CILO No. Weighting* Remarks Continuous Assessment: 100 % Reading/viewing journal 20% summarizing students thoughts on the lecture content and the readings Quiz on the readings 10% Final Essay 40% Team Project (including a short 30% drama performance) Examination: Nil % (duration: N/A, if applicable) * The weightings should add up to 100%. 100% 3

4 5. Assessment Rubrics (Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.) Assessment Task Reading/viewing journal Quiz Essay Team Presentation Criterion Informed commentary on academic or creative piece Familiarity with basic concepts and ideas Sustained independent research and work on articulation of an original argument Collaboration on producing an informed interpretation and present in a creative manner Excellent (A+, A, A-) Superior materials and ability to synthesize the comments into a well articulated statement Superior grasp of basic concepts with demonstrated ability to reconfigure the ideas in various contexts Evidence of in-depth research based on work sources and ability to structure the findings in an organized piece of original research based on in-depth research and work sources; presentation in a highly creative format emphasizing the content. Good (B+, B, B-) Good level of materials and effort to synthesize the comments into a well articulated statement Good grasp of basic concepts with demonstrated effort to reconfigure the ideas in various contexts Evidence of adequate research based on work sources and ability to structure the findings in an organized piece of original research based on adequate research and work sources; presentation in a creative format relating to the content Fair (C+, C, C-) Partial materials Partial grasp of basic concepts Evidence of research based on work with secondary sources and effort to structure the findings in an organized piece of original research based on rudimentary research and work sources; effort for presenting in a creative format Marginal (D) Limited materials Limited grasp of basic concepts Evidence of limited research based on work sources with insufficient work materials a little concern with creativity in the presentation format Failure (F) Lack of materials No evidence of grasp of basic concepts No evidence of work sources Fail in collaboration with peers in producing an original interpretation of a creative work based on i research and work sources 4

5 Part III Other Information (more details can be provided separately in the teaching plan) 1. Keyword Syllabus (An indication of the key topics of the course.) Representations of Nuclear Technology and Threat, Representations of the Atomic Bomb, Role of Japan in Popular Culture, Military and Peace imagination, world destruction, dystopia, science fiction, the in-human (monsters, robots). 2. Reading List 2.1 Compulsory Readings (Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of e-books, e-journals available from the CityU Library.) 2.2 Additional Readings (Additional references for students to learn to expand their knowledge about the subject.) Text(s): Allison, Anne. Millennial Monsters: Japanese Toys and the Global Imagination, University of California Press, Azuma Hiroki. Trans. Kono Shion and Abel, J. Otaku: the Database Animals. Dower, John. War Without Mercy. Duras, Marguerite. Hiroshima, mon amour. Frayn, Michael. Copenhagen. Goodman, David (trans). After Apocalypse: Four Japanese Plays of Hiroshima and Nagasaki. *Grenville, Bruce (ed.). The Uncanny: Experiments in Cyborg Culture, Vancouver Art Gallery: Arsenal Pulp Publ., Hearsy, John. Hiroshima Ivy, Marilyn. Trauma's Two Times: Japan's Wars and Postwars, positions: east asia cultures critique, 16:1, Jacobs, Robert (ed.). Filling the Hole in the Nuclear Future: art and popular culture respond to the bomb. Plymouth, UK: Lexington Books, Kelts, Roland. Japanamerica: How Japanese Pop Culture has Invaded the US, Palgrave Macmillan, Kerner, Aaron. Representing the Catastrophic: Coming to terms with Unimaginable Suffering and Incomprehensible Horror in Visual Culture, Edwin Mellen Press, *Mizuno Hiromi. When Pacifist Japan Fights: Historicizing Desire in Anime in Lunning, Fr. (ed.) Mechademia2: Networks of Desire, Minneapolis: University of Minnesota Press, *Napier, Susan. Panic Sites: The Japanese Imagination of Disaster from Godzilla to Akira in Journal of Japanese Studies, 19:2, Treat, J. W. (ed.) Contemporary Japan and Popular Culture, Honolulu: University of Hawaii Press, Oe Kenzaburo. Hiroshima Notes. *Otsuka Eiji, trans. Lamarre, Th. Disarming Atom: Tezuka Osamu's Manga at War and Peace in Lunning, Fr. (ed.) Mechademia3: Limits of the Human, Minneapolis: University of Minnesota Press, Rhodes, Richard. The Making of the Atomic Bomb. Shapiro, Jerome. Atomic Bomb Cinema: the Apocalyptic Imagination in Film, Routledge, West, Mark. The Japanification of Children s Popular Culture. Scarecrow Press, *preliminary coursepack 5

6 Online Resources: Tanaka, Yuki. War and Peace in the Art of Tezuka Osamu: the humanism of his epic manga, The Asia Pacific Journal: Japan Focus, , September 20, The Atomic Age, lucian.uchicago.edu/blogs/atomicage Resource Planning and Consultation: (Please indicate the requirements and planning for special resources to support the course offering, and consult expertise in other related disciplines if the proposal covers content beyond your own discipline.) Contact with Dr. Bing Luk from MBE department is established and cooperation between the proposed course and Dr. Luk's Our Life in the Atomic Age is under consideration. I am also thinking of establishing a collaboration with Prof. Norma Field s course Hiroshima, Nagasaki and Beyond (University of Chicago) 6

7 Annex (for GE courses only) A. Please specify the Gateway Education Programme Intended Learning Outcomes (PILOs) that the course is aligned to and relate them to the CILOs stated in Part II, Section 2 of this form: GE PILO PILO 1: Demonstrate the capacity for selfdirected learning PILO 2: Explain the basic methodologies and techniques of inquiry of the arts and humanities, social sciences, business, and science and technology PILO 3: Demonstrate critical thinking skills PILO 4: Interpret information and numerical data Please indicate which CILO(s) is/are related to this PILO, if any (can be more than one CILOs in each PILO) CILO1, CILO4 CILO1, CILO3 CILO2 CILO1 PILO 5: Produce structured, well-organised and fluent text PILO 6: Demonstrate effective oral communication skills PILO 7: Demonstrate an ability to work effectively in a team PILO 8: Recognise important characteristics of their own culture(s) and at least one other culture, and their impact on global issues PILO 9: Value ethical and socially responsible actions PILO 10: Demonstrate the attitude and/or ability to accomplish discovery and/or innovation CILO4 CILO1, CILO4 CILO1, CILO4 CILO3 CILO2, CILO3 CILO2 GE course leaders should cover the mandatory PILOs for the GE area (Area 1: Arts and Humanities; Area 2: Study of Societies, Social and Business Organisations; Area 3: Science and Technology) for which they have classified their course; for quality assurance purposes, they are advised to carefully consider if it is beneficial to claim any coverage of additional PILOs. General advice would be to restrict PILOs to only the essential ones. (Please refer to the curricular mapping of GE programme: B. Please select an assessment task for collecting evidence of student achievement for quality assurance purposes. Please retain at least one sample of student achievement across a period of three years. Selected Assessment Task Report on the group presentation analysing a piece of cultural production 7