MLL 625 Gastronomy and Cuisine, Krepps

MLL 625­01 Spring 2009 French Cuisine and Gastronomy OFFICE: 408 Grubbs Hall OFFICE PHONE: 235­4710 EMAIL: [email protected] INSTRUCTOR: Myriam Krepps OFFICE HOURS: TW: 8­9; F: 9­10 M/W/F: 11­12; MW: 1­2 TTh: 2­3 and by appointment FRENCH TABLE: W: 12­1 TEXTS (required): Jean­Anthelme Brillat­Savarin, Physiologie du goût. Paris: Flammarion, 1982. Priscilla Parkhurst Ferguson, Accounting for Taste: The Triumph of French Cuisine. Chicago & London: The U of Chicago P, 2004. TEXTS (recommended): See suggested bibliography on Angel COURSE DESCRIPTION: This course is designed for advanced students of French (sixth semester and above); authentic texts in French and English will be used as primary or secondary sources. Students will explore the cultural aspects and roots of French cuisine and its gastronomic art form. The learning, reading and analysis of the history of cooking, regional cuisine, and cooking in literary examples will improve students’ understanding of French culture and skills of analytical thinking, as well as written and oral communication in French. Though this course is not a “cooking class,” students may try on their own some hands­on practice for the most popular French dishes. STUDENTS RESPONSIBILITIES: Students are expected to do the assigned reading and be prepared to participate in class discussions. All topics of discussion will be prepared in writing, so students can lead class discussions. Attendance and participation / discussion count heavily in the final grade and should be taken seriously. Two absences (excused or unexcused) are permitted, after which students will be dropped from the class. Missing a class period will affect the Discussion & Attendance portion of the student’s final grade. Students will have two mandatory works to read and a choice of readings of historical and critical sources. There will be a written preparation to be turned in for each class. Students will also be required to view three films in their entirety and to give a critical gastronomic analysis of all three films. Students will participate in formal discussions on the films and readings. Students will be asked to write:
· Four papers (3­4 pages each): 3 papers on a gastronomical analysis of each film, and 1 paper on a gastronomical analysis of a literary passage (students can choose a passage of their choice or choose among the texts discussed in class);
· One final paper (6­8 pages): Recherchez et analysez un aspect de la gastronomie française. For this project, students will use the suggestions of topics offered in
lesson presentations (power­point summaries including topics of research will be available on Angel), or research a topic of their choice. All projects must be well documented and accompanied by a complete list of sources. Students will do two formal in­class 20­minute presentations accompanied by a power­point to report on:
· Sharing their views on one chapter / aspect from the material of the suggested reading list;
· Sharing their findings and knowledge on a French regional culinary tradition of their choice. Reports must be presented orally accompanied by a power point presentation (10­12 slides each); students must turn in a print out of their power point presentations on the day of the presentation. All papers, reports, and discussions will be in French. Papers and reports (power point print­out) must be turned in on time. One­half of a letter grade will be deducted for each day a paper / power point print­out is late. All papers and reports must be typed (including accent marks). For papers, you must use a standard format: double spaced, size 12 font, 1” margins top and bottom, 1.25” right and left. All papers must include the following information on the title page: student name, class # and name, teacher’s name, paper title, date. Students will also be required to spend a ½ hour per week in conversation with a native French speaker. Her/his schedule will be made available to you, and you will sign up for a permanent time­slot to meet with her/him each week (location to be decided with your conversation partner). If you miss your appointment the Modern Languages and Literature Department budget cannot afford to pay your conversation partner double—for the time you miss and for the make­ up appointment; so make sure to call your Conversation Partner in advance to cancel an appointment. You may call to reschedule only if you cancel in advance. Students are also encouraged to attend the French Table throughout the semester. . . this is the perfect setting to discuss French gastronomy! SPECIAL CONCERNS: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact me as soon as possible to make necessary accommodations. GRADE DISTRIBUTION: Your grade will be calculated as follow: Discussion & Attendance Papers Reports Final paper 20% 40% 20% 20%
Grading scale: A = 90% ­100% B = 80% ­ 89% C = 70% ­ 79% D = 60% ­ 69% F = 0% ­ 59% STATE STANDARDS Students make progress towards meeting standards required for the PreK­12 Teaching Field in Foreign Language, including: Standard # 1: The teacher of a foreign Language has knowledge in specific areas related to the target language, its literature, and its culture appropriate to the developmental needs and interests of students. Knowledge # 1: The teacher is aware that language manifests itself in all aspects of life. Knowledge # 2: the teacher knows how the target culture and target language interrelate. Knowledge # 3: The teacher understands linguistic and cultural realities as dynamic and complex and views perspectives of language and culture in relation to practices and products. Knowledge # 4: The teacher knows both formal and informal aspects of the target language: geography, history, economics, the arts, religion, politics, daily living and customs, social sciences, literature, and origins of the language. Standard # 5: The teacher of a second language demonstrates knowledge of second­language instructional methods, resources, and classroom management techniques conducive to critical and creative thinking. Knowledge # 2: The teacher understands foreign language instructional principles and techniques and knows how to integrate cultural knowledge, literature, history, and customs through group learning, discussions, journals, oral presentations, drama, and multi­media projects into instruction. Knowledge # 3: The teacher knows about foreign language learning and the need to vary material with human and technological resources. Standard # 7: The teacher of a foreign language models a variety of effective communication and instructional techniques to address the diverse needs of students. Knowledge # 1: The teacher understands the value of listening, reading, and writing in the communication process. Standard # 8: The teacher of a foreign language integrates knowledge of and encourages interactions with the local cultures and the general school curriculum through a foreign language. Knowledge # 1: The teacher understands the culture(s) of the foreign language. Knowledge # 2: The teacher knows how to integrate aspects of the foreign language with other curricula.
PROGRAMME TENTATIF 21 janvier Présentation : Introduction générale à la cuisine française ; La cuisine régionale / sources secondaires Accounting for Taste p. 1­13 & 30­35 Physiologie du goût, « De la gastronomie » p. 60­66 28 janvier Accounting for Taste p. 15­30 Physiologie du goût p. 33­60 La cuisine française au Moyen Age et à la Renaissance Analyse gastronomique de textes littéraires: Passage de Gargantua de François Rabelais 4 février Accounting for Taste p. 30­47 Gourmand ou gourmet: Physiologie du goût p. 141­154 La cuisine française au Moyen Age et à la Renaissance Analyse gastronomique de textes littéraires: Passage du Cinquième livre de François Rabelais 11 février Accounting for Taste p. 49­66 La cuisine française au 17 e siècle Analyse gastronomique de textes littéraires: Passage de la lettre de Madame de Sévigné Film: Vatel Commencez à préparer votre rapport sur un des textes secondaire 18 février Vatel (le film et la lettre) Accounting for Taste p. 67­82 La cuisine française au 18 e siècle A rendre le 4 mars: Analyse gastronomique du film Vatel 25 février Accounting for Taste p. 83­92 La cuisine française au 19 e siècle La table: Physiologie du goût p. 168­180 4 mars Accounting for Taste, « Babette’s Feast: A Fable for Culinary France » p. 187­ 201 Film: Le Festin de Babette 11 mars Le Festin de Babette Les restaurants : Physiologie du goût p. 276­285 A rendre le 25 mars: Analyse gastronomique du film Le Festin de Babette
18 mars Vacances de Printemps 25 mars Présentation des rapports sur un des textes secondaire et discussion 1 er avril Discussion des textes secondaires (suite) Accounting for Taste p. 92­109 La cuisine familiale: Physiologie du goût “le Pot­au­feu” p. 81­82 La cuisine des jours de fête: Analyse gastronomique de textes littéraires Préparation d’un festin: Passage de L’Assommoir d’Emile Zola Commencez à préparer votre rapport sur une cuisine régionale 8 avril Accounting for Taste p. 111­121 La cuisine des jours de fête: Analyse gastronomique de textes littéraires Le repas de noces: Passage de Madame Bovary de Gustave Flaubert A rendre le 22 avril: Analyse gastronomique d’un passage littéraire 15 avril Accounting for Taste p. 121­148 Les spécialité culinaires­­Film: Chocolat 22 avril La cuisine française de nos jours: Accounting for Taste p. 149­165 Chocolat Analyse gastronomique de textes littéraires: Passage de Du côté de chez Swan de Marcel Proust A rendre le 29 avril: Analyse gastronomique du film Chocolat 29 avril Présentation des rapports sur une cuisine régionale et discussion 6 mai La cuisine française de nos jours: Accounting for Taste p. 165­186 Discussion sur la cuisine régionale (suite) A rendre: Essai final