Arab Day 1

Course Introduction and Overview

  • Welcome and introductions:
    • Dr. Murphy introduces Zane, the TA for the course.
    • Course is casual with a focus on content, scope, and methodologies.

Syllabus and Canvas Overview

  • Syllabus:
    • Not printed, as it may change.
    • Canvas is the primary source for up-to-date information.
    • Announcement on Canvas should be reviewed.
  • Readings:
    • Suggestions rather than hard requirements.
    • Modules page contains all 5 weeks of content, allowing students to work ahead.
  • PowerPoints:
    • Uploaded before each class.
    • Technology is welcome, and outlets are available.
  • Readings Location:
    • Found on the module page for each class day.
    • Required readings are short, mostly primary sources like artist statements.
    • Recommended screenings or viewings may occasionally be assigned.
  • Lecture bibliography:
    • Will contain secondary and historical sources.

Participation and Assignments

  • Participation:
    • Includes in-class discussions (pair-share, whole class).
    • Independent reflection time at the end of each class (10-15 minutes).
    • Prompts for solo reflection to develop authorial voice and writing confidence.
  • Assignments:
    • Submitted online.
    • First writing assignment due on Monday.

World War One as a Global Conflict

  • Traditional Perspective:
    • Often focused on the Western Front and Allied vs. Axis Powers.
  • Course perspective:
    • World War One and its aftermath should be understood as a global conflict.
    • Waged among rival imperial powers depending on colonial possessions.
    • Also viewed as a colonial war.
  • Geographic Focus:
    • The Middle East and North Africa were of particular importance.
    • The Arab Revolt is examined as a lesser-known facet of this war.
    • It is a jumping-off point for the course.

The Arab Revolt

  • Definition:
    • British and French sought to take the Middle East away from the Ottoman Empire.
  • The Ottoman Empire:
    • Established in present-day Turkey around the 14th century.
    • Golden age during the 15th-17th centuries.
    • Began to crumble in the 19th century, losing North African provinces to France and Egypt to the British.
  • Ottoman Empire Role in WWI:
    • Joined the Axis powers, still holding key territories in the Middle East (Iraq, Syria, Lebanon, Palestine).
  • Allied Strategy:
    • Relied on Arabs under Ottoman rule to revolt and end Ottoman control.
  • The Revolt (1916):
    • Led by Sharif Hussein, Emir of Mecca, and his son Faisal.
    • Faisal was advised by T.E. Lawrence (Lawrence of Arabia).
  • T.E. Lawrence:
    • British officer who assimilated into Arabian culture to gain trust.

Sykes-Picot Agreement

  • British promise:
    • To support a unified and sovereign Arab nation contradicted their secret agreements.
  • Definition:
    • A secret agreement between Britain and France to carve up Iraq, Syria, Lebanon, and Palestine for themselves.
    • It divided lands inhabited by minority ethnic groups and created socio-political upheaval, such as with the Kurds.
  • Post-War:
    • Faisal attended the Paris Peace Meetings in 1919 to defend Arab interests, but failed.
    • The League of Nations established mandates: Iraq and Palestine (British), Syria and Lebanon (French).

Significance of World War One for the Middle East

  • Impact:
    • It was the most important historical event for the region, fundamentally changing the political and cultural order.
    • These impacts persist to the present day.

The Balfour Declaration

  • Definition:
    • Another outcome of World War I was the emergence of Zionism (Jewish nationalism).
  • Declaration:
    • In 1917, British Foreign Secretary Arthur James Balfour declared support for establishing a national homeland for Jewish people in Palestine.
    • Conflicted with British support for the Arab revolt.
  • Aftermath:
    • The declaration became part of the British Mandate of Palestine (1922), leading to Jewish immigration and disputes over borders, security, and land ownership.
    • The Israel-Palestine conflict is a direct result, remaining a divisive and urgent issue.

Classroom Discussion Etiquette

  • Acknowledgement of Divergent Opinions:
    • Recognizing potential disagreements about Israel-Palestine.
  • Emphasis on Source Material:
    • Using visual media to unpack complex issues.
  • Think-Pair-Share activity:
    • Identifying attributes for a safe, welcoming, and rigorous classroom.
  • Student-Generated Rules:
    • Respectful communication: Avoid attacking others for their thoughts and share ideas respectfully.
    • Words have impact: Acknowledge the weight of words and their potential effects.
    • Share opinions respectfully: Engage without harshness.
    • Encourage diverse perspectives: Recognize value of conflicting, yet coexisting ideas.

Instructor's Commitments (Classroom Rules)

  • Bias-Free Environment:
    • Promise of a classroom free of bias, prejudice, discrimination, harassment, or harm.
  • Respect and Safety:
    • Guarantee that no one will be ridiculed, marginalized, or alienated.
    • Ensure a safe space for authentic participation.
  • Challenge by Choice:
    • Considering personal boundaries and sustainable conversations.
    • Option to opt out, listen, or leave if emotionally or mentally difficult.
    • Encouragement to remain engaged in the learning process through alternative means.
  • Content and Trigger Warnings:
    • Content warnings and trigger warnings will be provided.

General Content Warning

  • Explicit Content:
    • Racial and religious discrimination including hate speech and slurs.
    • Islamophobia and xenophobia.
    • Genocide.
    • Graphic violence in films.
    • Self-harm, torture, religious images that may be considered inappropriate.

Course Policies (Instructor's Boundaries)

  • Deadlines:
    • Deadlines are final.
    • Extensions possible with 48 hours' notice.
  • Submission:
    • Late assignments submitted without prior approval will not be accepted, except in emergencies.
  • Etiquette:
    • Eating/drinking is allowed, but don't leave to purchase food.
    • Water and bathroom breaks are permitted without asking.
    • Habitual lateness, early departure, sleeping in class, or misuse of technology will result in a warning, followed by a deduction of participation points.
    • Avoid packing up belongings before the end of class due to the disruption it causes.

Grade Breakdown

*   Journal Activity (20%): Daily prompts responded to in class and submitted online before the next class.
*   Verbal Participation (10%): Consistent verbal engagement in class discussions.
*   Short Essays (40%): Two 3-4 page essays. First is a visual analysis essay. Second is a reading response essay.
*   Final Seminar Project (30%): Lead a 20-25 minute seminar, followed by a reflective essay.

Course Content and Objectives

  • Objectives:
    • Unpacking the creation of The Middle East and North Africa through painting, sculpture, photography, film, graphic narrative, and social media.
    • Treating various visual media as part of a continual visual and auditory landscape.
  • Guiding Question:
    • How have artists in the Arab world and diaspora narrated, mediated, and shaped pivotal historical moments, and vice versa?

Defining Key Terms

  • Arab vs. Islamic:
    • Arab is an ethnic group primarily from the Arabian Peninsula, unified by the Arabic language.
    • Islamic refers to cultural, scientific, and artistic achievements influenced by Islam
  • Modern, Modernism, Modernity:
    • Modern is a historical period from the late 19th to mid-20th century, involving shifts in science, technology, and politics.
    • Modernity refers to the historical and cultural context produced by these shifts.
    • Modernism denotes artistic and intellectual responses challenging these conditions.
  • Modern Arab Artists:
    • Artists address the encounter with colonial powers and the influence of orientalism.

Orientalism

  • Formulated by Edward Said:
    • Western countries create a biased, simplified image of the East.
  • Characteristics of Orient:
    • Exotic, mysterious, dangerous, backward, repulsive.
  • Meaning for Control:
    • A means of controlling regions by making them seem like they need Western guidance.
  • Modern Arab history:
    • Demonstrates the change in the Arabs' conception of the world, precipitated by encounter and subsequent confrontation with colonial powers of Europe.
    • Largely formulated through interaction with orientalism, which argues that Arabs believed in internally.

Visual Analysis

  • Importance:
    • The basic unit of art historical pursuit.
  • Purpose:
    • To recognize and understand the visual choices an artist made.
  • Focus:
    • Addresses formalelements (color, line, texture, scale) and design principles.
  • Process:
    • Look again and go beyond your first impressions, it's to look differently.
    • Observe the artwork and note all observations.

Visual Analysis: Case Study & Practical Tasks

  • Descriptive Statements: (Mahmoud Mukhtar's Egypt Awakening).
    • Size of artwork. Monumental in scale, public space.
    • Description. Monumental statue in public space, likely 50 - 100 feet tall.
    • Subject. Sphinx rising, female figure standing.
    • Color balance. Grayish color with red hues. Reddish brown texture with oxidation.
    • Balance and Harmony. Unification of humanistic and animalistic attributes. Close interaction between figures.
    • Material. Pink granite.
    • Texture. Smooth finish.
  • Interpretations of Egypt Awakening:
    • Title gives insights. Egyptian artist Mahmoud Mukhtar created this sculpture, and names it Egypt Awakening.
    • Egypt was amid an anti-colonial struggle and undergoing nationalist reforms (achieving independence from Great Britain in 1922).
    • The sculpture is meant. Emotions, values, or political message.
    • The female figure in the sculpture symbolizes. Interconnectedness between figures.
    • Mukhtars formal choices contribute to a message or symbolic meaning.

Reminders and Information

  • Tomorrow is the first museum visit, and the Saint Louis Art Museum.
  • Location: Saint Louis Art museum near Forest Park, a twenty minute walk
  • Meeting at 12:40 in the courtyard area or meet at front entrance at 1:10 to reach 1:20 Egyptian Gallery.
  • Backpack Restrictions.
  • Water Allowed, but no other drinks or snacks.
  • Pencil Allowed, no pens.
  • Upload Finished Journal Entry One Tonight.