基本素養 Basic Literacy
課程概述 Course Description吸血鬼是當代文化想像中最醒目的角色形象之一。此一傳說中非人/超人的智識生命體，從其本質衍生想像而出的各種行為與活動（或許可概括稱之為其「御血行徑」）都成為可隨手運用的象徵比喻，用來指涉我們這個極度複雜的現代社會中、南轅北轍的經驗場域裡的包羅萬象。本課程將綜觀「御血行徑」的象徵意涵如何以繁複博雜的形式迴響於當代有關社會、文化、政治、醫療議題的思辨當中。將血液視為情愛春藥、誓盟信物、不死仙丹、遺傳標記、感染媒介，進而取之、予之，留之、棄之，改之、換之的各類情境，搬演出各類奇幻想像，應對著當代流行文化消費者面對益形渾沌與危險的世界時懷有的慾望與焦慮。除了文化評論的取向，本課程也有意處理流行文化市場中一種普遍操作手法，亦即對同一文本做跨媒材的改編與翻譯，所衍生的議題。將文學文本與其電影改編加以檢視比較，不僅是在辨識之間的差異，也是要探究何以致之的意識因素與形式考量。
Vampire is one of the most prominent icons in contemporary cultural imagination, and all the imagined behaviors and activities derived from the presumed nature of this legendary para-human being (loosely covered by the rubric of vampirism) become ready tropes utilized to describe a wide range of phenomena across highly diversified fields of experiences in our extremely complex modern world. This course intends to survey the multifarious manners in which the topological implications of vampirism reverberate through contemporary thoughts about relevant social, cultural, political, medical issues. It is assumed that the scenarios of giving and taking, keeping and dropping, changing and exchanging of blood—as aphrodisiac, as pledge of committment, as elixir of immortality, as marker of hereditary essence, as agent of contagion—play themselves into various kinds of fantasies that address the desire and anxiety of modern pop-culture consumers in facing their increasingly mystified and risky world. Besides the orientation of culture critique, this course also aims to dead with issues revolving around the customary practice of intermedia adaptation or translation of a text in the pop-culture market. A literary text and its film adaptation are examined comparatively to identify not only the differences but also the ideological factors and formalistic concerns that produce them.
課程學習目標 Course Objectives
課程進度 Progress Description
|進度說明 Progress Description|
|2||Introduction to the Course|
|3||An Overview William Hughes, “Fictional Vampires in the Nineteenth and Twentieth Centuries” Aspasia Stephanou, Introduction and Chapter One of Reading Vampire Gothic through Blood|
|4||Vampire Horde or Community Richard Matheson, “I Am Legend” The First Five Chapters of Part 1 in Reading Richard Matheson: A Critical Survey|
|5||Film Adaptations of I Am Legend Ragona & Salkow (dir.), The Last Man on Earth (film) Boris Sagal (dir.), The Omega Man Francis Lawrence (dir.), I Am Legend (film)|
|6||Richard Matheson, “I Am Legend” The First Five Chapters of Part 1 in Reading Richard Matheson: A Critical Survey|
|7||Sympathetic Vampire Anne Rice, Interview with the Vampire|
|8||Anne Rice, Interview with the Vampire|
|9||Neil Jordan (dir.), Interview with the Vampire (film)|
|10||Para-human Vampire Whitley Strieber, The Hunger|
|11||Whitley Strieber, The Hunger|
|12||Tony Scott (dir.), The Hunger (film)|
|13||Reluctantly Humanized Vampire Suzy McKee Charnas, The Vampire Tapestry (PROPOSAL DUE)|
|14||Suzy McKee Charnas, The Vampire Tapestry|
|15||John Ajvide, Let the Right One In (novel)|
|16||Tomas Alfredson, Let the Right One In (film) Matt Reeves, Let Me In (film)|
|18||FINAL PAPER DUE|
Survey of the conntent relevant to SDGs
This course is relevant to these items of SDGs as following:
- 教育品質 (Quality Education)
- 減少不平衡 (Reduced Inequalities)
- 和平與正義制度 (Peace justice and strong institutions)
有關課程其他調查 Other Surveys of Courses1.本課程是否規劃業界教師參與教學或演講?
Is there any industry specialist invited in this course? How many times?
Are there any internships involved in the course? How many hours?
Is this course recognized as an academic ethics course? In the course how many hours are regarding academic ethics topics?
Is this course recognized as a Community engagement and Service learning course? Which community will be engaged?