Purpose of Course

This Honors College seminar will examine the human body, both its evolutionary significance in the history of human sexuality and its cultural construction as a marker of social and sexual identity. The course will comprise a comparative analysis of primate mating strategies, current theories about the role of sexual selection in hominid evolution, archaeological evidence about body representation from prehistoric sites, and the cultural construction of the human body as a societal symbol and identity marker in ethnographic perspective. The pedagogical purpose of the course is to introduce the student to the historical diversity of representing the human body as a culturally constructed social symbol. The focus will be on cross-cultural attitudes about nudity, body adornment and alteration. A central question is the extent to which the body symbolizes attitudes about gender relations and socially sanctioned sexual practices. The course will conclude with discussion of the moral implications of current representation of the human body in popular culture. Note: This course will analyze images of the naked body and sexual acts that some people find offensive.

Required Course Texts

•• Ruth Barcan, Nudity: A Cultural Anatomy. Oxford: Berg, 2004. ISBN 1-85973-872-

• John W. Burton, Culture and the Human Body: An Anthropological Perspective. Prospect Heights, Ill: Waveland Press, 2001. ISBN 1-57766-180-X

• Desmond Morris, The Naked Woman: A Study of the Female Body. New York: Thomas Dunne Books, 2004. ISBN 0-312-33853-8 (paperback)

• Timothy Taylor, The Prehistory of Sex: Four Million Years of Human Sexual Culture. New York: Bantam Books, 1997. 055337527X (paperback)

•• Blackboard pdfs and internet sites as noted in syllabus

Course Schedule

1/26 Introduction to Course

1/28 Introducing the Human Body

SURF: "Google Earth for the Human Body" http://www.youtube.com/watch?v=9o-AMwU9Fgw&feature=related and "The Virtual Body" (click on "Skeleton", then "Bones Narrated" and click the arrow after each explanation is done) http://www.medtropolis.com/vbody.asp

READ: Taylor, "Introduction," pp. 1-18.

2/4 Evolution of Human Sexuality

READ: Taylor, chs. 1, pp. 19-51, ch. 2 only pp. 57-61; ch. 3, pp. 72-96

Venus of Willendorf (ca. 24,000-22,000 BCE), found in Austria

2/9 Special Guest Lecture: Professor Bryan Turner (Wellesley College) on Bodies as Culture/Bodies as Practice. Go directly to Breslin 100 for today only

[Abstract: In the last decade and across a wide range of disciplines, the human body has become a key issue in research. However, the dominant approach denies the materiality of the body, treating it as culture or text. The body is always a sign of something else. The result is that we lose any understanding of practice and embodiment. In my own work and in this talk, I look at a number of examples - dance, old age and disease - where practical embodiment cannot be avoided. This denial of materiality and practice has wider ramifications for sociology and anthropology in terms of the equally problematic status of 'Culture'.]

READ: Turner on "The End(s) of Humanity (pdf on class Blackboard site)

2/11 Art and the Body in Prehistory
READ: Taylor, chs. 4-5, pp. 97-141.

CAE #1: Being Naked and Being Sexy in Prehistoric Time

2/16 No Class

Marilyn Monroe, Mickey Mouse and the Roman god Priapus (from Pompeii fresco, 1st century CE)

2/18 Breast Milk and Golden Penis
READ: Taylor. chs. 6-7, pp. 142-192.

2/23 Born to be Naked (but not for long)
READ: Taylor, ch. 8, pp. 193-226

Part II. The Body as Anthropologists See It [The human body is one of the most significant symbols in the history of human society, all the more so, since reproductive success has been the key to our evolution.This section of the course looks at the ways anthropologists study and make sense of the human body as a social and cultural symbol.]

2/25 The Social Life of the Body
READ: Burton, ch. 2, pp. 25-49

CAE #2: Could There Have Been Real Amazon Warrior Women?

3/2 Race and Ethnicity: Othering the Body
READ: Burton, ch. 3, pp. 51-68; Taylor, ch. 9, pp. 227-259.

3/4 Initiation and the Body
READ: Burton, ch. 4, pp. 69-87.

3/9 Midterm Exam

Part III. Naked and Nude and the Shame of it All [Humans are the only animals that cover their bodies and alter their bodies. So why is it shameful to see the naked human body? In exposing the body what do we expose about our ability to live with other people?]

3/11 Naked to Nude
READ: Barcan, Introduction and Ch. 1, pp. 1-76

The Birth of Venus, Botticelli, ca. 1482–1486

3/16 The Nude in the History of Art
READ: continue reading Barcan ch.1

3/18 Good and Bad: The Body as Ethical Metaphor
READ: Barcan, ch. 2, pp. 77-105

3/23 Nudi[r]ty
READ: Barcan, ch. 2, pp. 106-139

CAE# 3: The Wealth of Erotic Possibilities in the Figurative Arts

3/25 Exposing the Body
READ: Barcan, ch. 3, pp. 143-169, 179-200

3/30-4/1 Spring Recess

4/6 Naked World: The Nude Photography of Spencer Tunnick
SURF: HBO Naked World Website (read the synopsis and interview) http://www.hbo.com/docs/programs/naked_world/

Film: Naked World (HBO, 2009)

Part IV. Student Projects: Nudity and Sex in Popular Culture [We hardly need Madison Avenue ad agencies to tell us that "sex sells." The reason it sells is both biological (we are wired with libido as a survival mechanism for the species) and cultural (we learn to get turned on by the human body, whether real or imagined). This part of the course looks at the role of nudity and sex in the vast media and the commercial realm of and bordering on "pornography" and "erotica."]

4/8 Student Project Presentations #1: The Nude in Satire
SURF: Naked News (click on the free video) http://www.nakednews.com/ and Naked News Daily Male on Youtube http://www.youtube.com/watch?v=rguvCnpAUZg&feature=related

4/13 Student Project Presentations #2: Nudism and Naturalism
READ: Barcon, pp. 169-179, ch. 4, pp. 207-244

4/15 Student Project Presentations #3: Pornography
READ: Barcon, ch. 4, pp. 245-262

Part V. The Naked Ape in Zoologist Clothing [Zoologist Desmond Morris published his best-selling The Naked Ape in 1967. In this recent book, The Naked Woman, he describnes in anecdotal narrative each part of the female body, largely from a male voyeuristic point of view. Based on what you have learned in the course, read his text critically, looking for the bias that treats the female body as a sex object differently than the male body is treated.]

4/20 Head Start

READ: Morris, Introduction, chs. 1, 2, 5, 6.

Surf: Desmond Morris Website http://www.desmond-morris.com/

4/22 Lip Service and Necking

READ: Morris, chs. 8, 9, 10, 12, 13

4/27 Absolutely Safe

Film: VD-2205 For a synopsis, click here.

READ: Morris, ch. 14, 15

4/29 Genitalia

READ: Morris, chs. 16, 19, 20, 21

5/4 Can We Be Natural and Naked? Class discussion

5/7 Student Project Paper (final copy) due by 1:30-3:30 pm in professor's office (200E Davison)

5/13 THURSDAY Final Exam (1:30-3:30 pm in class room)

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Course Requirements

1. READING THE ASSIGNMENTS by the date noted in the course schedule or as directed by the professor. It is is important to read the assigned material before class so that you can participate fully in class discussion and bring up questions or explore issues you are not clear about. Bring the assigned text with you to class on the relevant day.

3. EXAMS. There will be two exams, a midterm and a final exam. Each will consist of two essay questions (given in advance) and 12 short answer questions. Each exam essay (each worth 6 points) will be graded according to the following criteria):

a. Demonstration that the information is understood
b. Use of relevant and appropriate information and examples from the course (worth 2 points)
c. Critical analysis of key concepts and perspectives (worth 2points)
d. Clarity, completeness and coherence of response

The exam cannot be made up without advance notice for a legitimate reason.

Each student is required to write 3 essays related to assigned reading and discussions in class. The student must hand in the CAE assignment on the day due. These assignments must be typed and at least 3 pages (750 words) in length. The idea of the assignment is to show how you interact with the material you are reading or seeing. You must relate your ideas and opinions directly to the assigned reading or topic.

The grading for these essays is "outcome based," which means that a particular assignment can be revised or expanded as necessary to meet the established criteria for full credit of 7 points per assignment, assuming it is handed in on time. Please hand back your revised assignment as quickly as you can. No revisions will be accepted after the last official day (May 5) of class. The criteria for grading the CAE are:

• a. Level of effort (appropriate length and degree you interact with the material)
• b. Appropriate and relevant examples
• c. Critical analysis of key concepts and perspectives (worth 2 points)
• d. Coherent argument and clear presentation of points
• e. Level of effort (including length)
• f. Handed in on time (no exceptions)

The following are the specific class assignments for the CAEs:

CAE#1 (due 2/11) Being Naked and Being Sexy in Prehistoric Time: Charles Darwin speculated that the loss of body hair in humans was due to "sexual selection." Read the evidence for this provided by Taylor pp. 35-38. What is his basic argument and say what you find most persuasive and what you find least persuasive. Be specific. In your response, you need to explain what the term "sexual skin" implies for human relationships.

CAE#2 (due 2/25)   Could There Have Been Real Amazon Warrior Women? Read the following account by the Greek historian Herodotus on the Amazons. Based on the evidenc presented in Taylor (pp.199-205) for female warriors in Central Asia and Ukraine, how might the account of Herodotus contain actual history? Cite specific evidence in making your argument. Also, what do you find not supporting the idea of real Amazon warriors in the past, based on the account given by Herodotus?

Excerpt from Book IV, The History of Herodotus
It is reported of the Sauromatae, that when the Greeks fought with the Amazons, whom the Scythians call Oior-pata or "man-slayers," as it may be rendered, Oior being Scythic for "man," and pata for "to slay"- It is reported, I say, that the Greeks after gaining the battle of the Thermodon, put to sea, taking with them on board three of their vessels all the Amazons whom they had made prisoners; and that these women upon the voyage rose up against the crews, and massacred them to a man. As however they were quite strange to ships, and did not know how to use either rudder, sails, or oars, they were carried, after the death of the men, where the winds and the waves listed. At last they reached the shores of the Palus Maeotis and came to a place called Cremni or "the Cliffs," which is in the country of the free Scythians. Here they went ashore, and proceeded by land towards the inhabited regions; the first herd of horses which they fell in with they seized, and mounting upon their backs, fell to plundering the Scythian territory.

The Scyths could not tell what to make of the attack upon them- the dress, the language, the nation itself, were alike unknown whence the enemy had come even, was a marvel. Imagining, however, that they were all men of about the same age, they went out against them, and fought a battle. Some of the bodies of the slain fell into their hands, whereby they discovered the truth. Hereupon they deliberated, and made a resolve to kill no more of them, but to send against them a detachment of their youngest men, as near as they could guess equal to the women in number, with orders to encamp in their neighbourhood, and do as they saw them do- when the Amazons advanced against them, they were to retire, and avoid a fight- when they halted, the young men were to approach and pitch their camp near the camp of the enemy. All this they did on account of their strong desire to obtain children from so notable a race.

So the youths departed, and obeyed the orders which had been given them. The Amazons soon found out that they had not come to do them any harm; and so they on their part ceased to offer the Scythians any molestation. And now day after day the camps approached nearer to one another; both parties led the same life, neither having anything but their arms and horses, so that they were forced to support themselves by hunting and pillage.

At last an incident brought two of them together- the man easily gained the good graces of the woman, who bade him by signs (for they did not understand each other's language) to bring a friend the next day to the spot where they had met- promising on her part to bring with her another woman. He did so, and the woman kept her word. When the rest of the youths heard what had taken place, they also sought and gained the favour of the other Amazons.

The two camps were then joined in one, the Scythians living with the Amazons as their wives; and the men were unable to learn the tongue of the women, but the women soon caught up the tongue of the men. When they could thus understand one another, the Scyths addressed the Amazons in these words- "We have parents, and properties, let us therefore give up this mode of life, and return to our nation, and live with them. You shall be our wives there no less than here, and we promise you to have no others." But the Amazons said- "We could not live with your women- our customs are quite different from theirs. To draw the bow, to hurl the javelin, to bestride the horse, these are our arts of womanly employments we know nothing. Your women, on the contrary, do none of these things; but stay at home in their waggons, engaged in womanish tasks, and never go out to hunt, or to do anything. We should never agree together. But if you truly wish to keep us as your wives, and would conduct yourselves with strict justice towards us, go you home to your parents, bid them give you your inheritance, and then come back to us, and let us and you live together by ourselves."

The youths approved of the advice, and followed it. They went and got the portion of goods which fell to them, returned with it, and rejoined their wives, who then addressed them in these words following:- "We are ashamed, and afraid to live in the country where we now are. Not only have we stolen you from your fathers, but we have done great damage to Scythia by our ravages. As you like us for wives, grant the request we make of you. Let us leave this country together, and go and dwell beyond the Tanais." Again the youths complied.

Crossing the Tanais they journeyed eastward a distance of three days' march from that stream, and again northward a distance of three days' march from the Palus Maeotis. Here they came to the country where they now live, and took up their abode in it. The women of the Sauromatae have continued from that day to the present to observe their ancient customs, frequently hunting on horseback with their husbands, sometimes even unaccompanied; in war taking the field; and wearing the very same dress as the men.

The Sauromatae speak the language of Scythia, but have never talked it correctly, because the Amazons learnt it imperfectly at the first. Their marriage-law lays it down that no girl shall wed till she has killed a man in battle. Sometimes it happens that a woman dies unmarried at an advanced age, having never been able in her whole lifetime to fulfil the condition.

CAE# 3: (due 3/23 ): The Wealth of Erotic Possibilities in the Figurative Arts: Ruth Barcon (p. 113) describes the view of Mario Perniola that "eroticism in art relies on the possibility of movement, or what he calls 'transit.'" Read her analysis on pp. 113-116. Then explain how this view of eroticism is said to have arisen and find three examples of art that illustrate the point. Show how each of these illustrates the argument of Perniola. For your examples you can use works of art (e.g., http://en.wikipedia.org/wiki/Depictions_of_nudity and http://www.ocaiw.com/galleria_niah/gallery.php), advertisements, or photographs you come across. Please include the images in your essay or else cite the url where they can be found.

5. READING ANALYSIS GUIDE (RAG):For the major readings in the class, certain passages will be noted for analysis as you read the assignments. Please see the RAG website (http://people.hofstra.edu/daniel_m_varisco/huhc10rag1.html) for details. You are required to keep notes on these (any format you prefer, as long as your name is attached when handing it in for review) as a guide to prepare before class to enhance the seminar discussion. The RAG is both a guide to key issues in the readings and a stimulus for following up during class discussion on points in the readings. The RAG will also serve as the review for the short answers on the exams. Every student will be asked to show the professor his or her RAG at some point during the semester.

Each RAG is worth 10 points, for a total of 20 points. Yes it is a lot of work, but it serves as a study guide for class discussion and questions on the exams. It also allows you as a student to monitor your own progress in understanding the material. The grading criteria for each RAG are as follows: 2 points (impressive), 1 point (adequate).

a. Comprehensive responses to most questions (more than phrase or simple gist)
b. Recognizes key issues involved
c. Raises further questions about what is read
d. Provides personal views and opinions (you will not be graded on what you say, but you must make an effort to state how the course material affects your understanding of the material)
e. Overall level of effort and engagement with material

You may bring your RAG at any time to discuss it with the professor in his office. Each student is requested to do this at least once during the term.

6. STUDENT PROJECTS

• Purpose: The aim of this project is to explore aspects of how nudity as represented in American media, especially the internet, and how we respond to nudity and near-nudity. Students will do both individual research and prepare a joint presentation in class with at least two other students. Details of the project are provided on a separate website at http://people.hofstra.edu/daniel_m_varisco/huhcstudpro.html. Time will be provided in class for short planning sessions. Each student must submit an individual 4-5 page summary, according to the guidelines provided.

• Grading of Student Project: (16 points). The major criteria I will use to grade the webservation are listed below. Each criterion is worth 2 points: 1 if your work is adequate and 2 if it is impressive.

Written Paper: (12 points)

a. demonstration that the information presented is understood
b. use of relevant and appropriate examples from the course
c. recognizes key issues involved
d. pays attention to use of rhetoric
e. effective critique of website style and format
f. clarity and coherent explanation of points made

Group Presentation: (4 points)

a. Relates presentation to specific class materials (readings, etc.)
b. Engages rest of class in discussion of ethical issues involved

• Length: 4-5 pages or 1000-1250 words

• Due Date: You may hand in a draft or outline at any time (within reason) for comments without a grade. All students are strongly encourage to discuss the project and show me a draft for help. You may hand in your final draft on the last day of class, or no later than May 7 between 1:30-3:30 pm in 200F Davison.

7. GRADING

Grading in this course is based on a 100 point scale (although the student has the opportunity to earn 105 points in the course). In general, the "A" range will extend from 90-105, the "B" range from 80-90, the "C" range from 70-80, the D-range starting at 64. The point accumulation breaks down as follows:

• Midterm Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

• Final Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

• Class Assignment Essays (CAE) . . . . . . . . . . . . . 21

• Reading Analysis Guide (RAG) . . . . . . . . . . . . . . 20

• Student Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105