The Second Time is No Easier
I start teaching a prep for the second time next term, i.e., in TWO WEEKS(!!!!!), and I have no effing idea what I'm doing. This is in part due to where I teach, in part due to the outcomes I've been driving for my department, which are more skills- than content-based, and in part from the resulting attempts to try to balance content and skills when I am the only damned medievalist in the department, and I am not sure what content is all that important anymore. No, seriously. This is the problem with not being able to teach one's own field very often. I seem to have lost a survey-level grasp of it and what my colleagues would consider important. (Hmmm... I have just realized I can search for syllabi online, and have done so, and haven't found a lot, but thank goodness for Jacqui Long and for Steve Muhlberger, who put up lots of sources at ORB). It doesn't help that I'm using the Innes textbook (which I like in many ways) and the newest James, so I'm sort of heading into uncharted territory. On the other hand, this means that I'm sort of caught up in the question of letting the texts dictate the shape of the course, or the ideas of what I want to teach dictate the ways I assign reading.
In my ideal world, I would have a list of topics, and then assign the readings as appropriate (and yes, I'm using primary sources -- the Rosenwein reader, possibly Tacitus, Beowulf (the dread Heaney translation, because it's in a Norton edition with good essays), Two Lives of Charlemagne, and probably some selections from the Tierney and Geary readers, as well as some stuff from the Fordham site. But my students do not have the narrative. We teach World Civ here, so there isn't a lot of time for Rome and the MA. Moreover, my students are not particularly likely to go find simple narratives for themselves, and they are also very likely to need to rely on the textbook for a narrative crutch. So somehow, I have to figure out how to balance narrative (possibly podcasts?), topical approaches, and the heavy discussion of primary sources that most of my courses rely on.
Now, this might be easy-ish if the course had worked last time, but in some ways it didn't. This was in part the composition of the class -- only two students really accepted the ideas that they were responsible for learning the narrative and that, for us pre-modern folks, a working knowledge of some basic primary sources and of types of primary sources is fundamental. Most of the people in the class saw the primary sources as being no more than those little boxes in big survey textbooks -- things that illustrate what the authors tell us, rather than the information the authors work from. I think this time, that will be less of a problem, if only because the students are all used to me and many have taken courses with me from the very beginning of their uni careers.
Still, I'm trying to work the balance, and also they sorts of assessments I'll be using. There will be a review essay, and I think a presentation each (how I'll fit those in, I'm not sure, but the topics will be biographical, I think -- Augustine, Gregory (of Tours, but maybe the Great), Bede, Boniface...suggestions?
Well, hell. I just got sidetracked by responding to some ideas about our thesis seminar syllabus, which a colleague and I have entirely re-written... what was I saying?
Oh, right. So does anybody have any brilliant ideas about this balancing act? I'm really thinking of sticking to Innes for a chronological (mostly) narrative, but taking in a break for James and then, within that chronology, pulling out some topics that I think need highlighting, and just forcing the students to work the topics into the larger narrative. Like wot I had to do.
Oh. And then there is geography. gotta work that in, too. bleargh.
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