Harry Potter Studies
Harry Potter Studies
The Pre-academic Programme in Harry Potter Studies Course Catalogue and Programme Specifications 2013-14 School Year Harari College Worldwide The Interdepartmental Unit of Harry Potter Studies and the Department of Secondary Education
2 Why Our Pre-academic Programme? Upon exiting high school, an average 70 percent of all graduates plan to continue their educations in two- or four-year institutions and according to the US govern- ment, 75 percent of these students are not academically mature enough to handle a college curriculum. It’s usually not their fault.
Students who are not being prepared will never come ready. Our program combines Harry Potter Studies, an emerg- ing field that can’t wait to be discovered and college preparation. The students will acquire necessary aca- demic tools that are not available in this form anywhere else.
The 8 courses of the programme are built by lecturers for college students. They are not adapted in any way to high school students, in any possible ways. Students will learn how to read critically, how to write papers and how to deal with a college level workload, while still at high-school! The program, being taught this year in a blended He- brew-English mode, also fosters Academic English stud- ies and requires the academic use of English in order to pass the program. As for the content, we expose our students to a variety of different disciplines: linguistics, literature, religious studies, political science, communications and more.
3 Why Should We Study Harry Potter? Why Harry Potter? We can answer this questions in so many ways and forms, but the first way must be - be- cause it’s a lot of fun! Harry Potter is a full world. It’s a world that we all want to be a part of. It is much better than our simple world. When we speak about Harry Potter as an academic dis- cipline, we speak about much more than just literary analysis. Creating a world requires much more than that: you involve linguistics in every word your write; you put much historical and religious thought if you want it to be that good; and a good lawyer will always tell you - law is in everything and everything is in the law.
We are going to expose here everything that you missed when you read it for fun: why was Fleur Delacour named thisway?WhatistheimportanceoftheGhoul,thePhoe- nix and any other mythical creature? We chose this field to be in the first pre-academic pro- gramme because we all know it. It is not boring. We’re all dreaming to get a glimpse of Hogwarts.
We look at Harry Potter as a cheese that didn’t get the chance to grow old. It is only waiting for the academy to embrace it, like they are doing with Tolkin at the mo- ment. We consider ourselves pioneers in that field. We’re go- ing to bring Harry Potter, with its 1,084,170 words that include the entire thought of humanities in it, to the aca- demic attention it deserves. Join us! Join a wonderful trip to the different fields of humanities through the book series we all love, and even love better after having researched it!
The Programme This programme grants a Certificate of Completion which is not equivalent to Associate’s Degree.
Students may choose to take a CGC (Credit Granting Course) in order to receive an AP or CLEP Credit. 4 Qualification Awarded 25 applicants will be admitted after successfully passing an exam about the content of the book. Students must not be younger than 13 years old nor can they be older than 18 years old, unless a special approval was granted. Admission Criteria The certificate will be granted to those who graduate with a passing grade of minimum 65. Students may not fail more than one course in order to get the certificate.
Qualification Requirements The program is available in eLearning mode only. It is taught partially in Hebrew and the rest is taught in English. Mode of Study The Inter-departmental Unit of Harry Potter Studies email@example.com Skype: harari.college.worldwide Phones: see our website Extension: 750 Contact
5 The Courses Guided Reading The course is a guided reading course of the Harry Potter book series and the literature they evoke. The students will learn about the charac- ter development in the series, their design and characteristics and re- late the Harry Potter books into the world audience they were written for.
The course will help the students develop a critical eye so they won’t take any detail for granted both in HP and in literature as a whole. Guided Research Thiscourse,takeninthelastsemesteroftheprogramme,isanindividual research module guided by one of the programme’s lecturers. It allows the student to investigate an issue in Harry Potter Studies and publish a paper about the research. The guided research will include 3 workshop sessions with methodology. This course uses a “Pass/Fail” grading scale. Harry Potter in Translation: Arabic, Persian, Chinese, Japanese, Vietnamese This course investigates the cultural and linguistic gaps that must be solved in order to translate Harry Potter to a culturally-distant lan- guage.
We will read the translations, retranslated, and analyse the dif- ferent options of translations. Students will not be tested on this mod- ule. Grades will be based on participation and small assignments. ECTS Credits: 5 Course ID: HAPO1PA01 Semester: A Language: Hebrew Course Leader: Anna Roitman firstname.lastname@example.org ECTS Credits: 10 Course ID: HAPO4PA01 Semester: S Language: Hebrew/English ECTS Credits: 5 Course ID: HAPO1PA02 Semester: A Language: Hebrew Course Leader: Orel Beilinson email@example.com
6 History, Culture and Mythology This course surveys the mythological, historical and cultural basis of the series. The course deals extensively with the mythological creatures in the series, as well as other topics such as the historical and cultural background. We will consider the literary thought behind ideas such as the phoenix, whie comparing it to different pieces and especially differ- ent cultures. We will speak about the messages hidden behind this ba- sis, and we’ll provide a brief overview of ex-Potteristic mythology. Introduction to Japanese Literature Japanese literature is a journey from our place to somewhere else.
Its milestones are very different, which is why this course will allow you, the tourist, to use a special pair of glasses and a special pair of head- phones, those will adjust our way to contexts in the Japanese culture, and in the same time - to itself.
Japanese literature is the minority that holds the majority. Just like the beautiful Japanese writing, so is the piece - a combination of a word with an image, and an invitation to complete it with your imagination. We’ll concentrate on the experience of reading, comparing between cultures and on the tools that the Japanese asthetics give us. Harry Potter: Law & State This seminar looks into the legal and political aspects of Harry Potter. We will read selected passages and shed some legal and political light on them: who forces 11-year-olds to go to Hogwarts? Who allowed Dumbledore the right to put Harry at the Dursley’s possesion? Is the Ministry of Magic democratic? What do they really do? The students will be asked to write a paper investigating a legal or political issue in the book series.
ECTS Credits: 5 Course ID: HAPO1PA03 Semester: A Language: Hebrew Course Leader: Ofer Chizik firstname.lastname@example.org ECTS Credits: 5 Course ID: CORE01 Semester: B Language: Hebrew Course Leader: Shunit Shahal Porat email@example.com ECTS Credits: 10 Course ID: HAPO4PA02 Semester: B Language: Hebrew Course Leader: Orel Beilinson firstname.lastname@example.org
7 Latin The course provides an introduction to the Latin language, including pronunciation and oral reading, vocabulary, grammar, style, and tech- niques in reading comprehension and translation. While the most ob- vious and immediate objective of the course isto learn to pronounce, read, comprehend , and translate Latin.
Other major objectives include: a) increased knowledge of Roman culture, through discussion of au- thors and contexts of passages. b) improved mastery of English gram- mar and vocabulary, through the study of Latin grammar, root words, prefixes, and suffixes, and c) general improvement of language and com- munication skills.
Harry Potter and the Graphic Novel: Coming of Age in the Postmodern Era This is a survey course in which the students will be exposed to vari- ous graphic novels from the 1980s ,1990s of the 20th century and the 2000s from our century. There will be a thematic discussion regarding to the various aspects of bildungsroman (coming of age novel) as they are manifested both in graphic novels and in the Harry Potter book se- ries , as they are the products of the same chronological era and there- fore, deal in similar ways with the different aspects of socialization. The students will engage in comparative –analytical thinking and gain fur- ther skills in critical thinking and thematic comparative literary study.
ECTS Credits: 5 Course ID: CORE02 Semester: S Language: Hebrew Course Leader: Orel Beilinson email@example.com ECTS Credits: 5 Course ID: HAPO1PA05 Semester: B Language: Hebrew Course Leader: Anna Roitman firstname.lastname@example.org
8 The Entrance Exam Instructions: Please answer 4 out of 8 questions. Please read the questions carefully, then write a well developed answer. Please answer 1 question in English. Questions marked with an asterisk(*) might require an additional research. Choosing question 7 or 8 must also include the second one (i.e. you must take 7+8 together), as they are require low order thinking skills. They will count as a single question. You must answer question number 5 and 9. In the actual exam, question 9 will be mandatory and any other question from the exam.
1. Harry Potter and the Philosopher’s Stone Was Professor Dumbledore correct to leave the infant Harry with the Dursley family instead of keeping him in the wizarding world? 2.
Harry Potter and the Chamber of Secrets How do Harry’s and Lockhart’s attitudes toward fame act as foils to each other? 3. Harry Potter and the Prisoner of Azkaban* Why are Sirius Black, Remus Lupin, and Peter Pettigrew named as they are? 4. Harry Potter and the Goblet of Fire Why must Harry leave familiar Hogwarts territory before facing Voldemort? And why would he be safe over the summer at the Dursleys?
5. Harry Potter and the Order of the Phoenix - MANDATORY Hermione insists on freeing all of the House Elves at Hogwarts, even the ones who do not wish to be freed. What role do slavery and enslavement play in Harry Potter and the Order of the Phoenix? Who else in the book, besides the elves, is enslaved? How do notions of freedom play into the narrative? 6. Harry Potter and the Half-Blood Prince Why doesn’t Draco Malfoy kill Dumbledore? 7. Harry Potter and the Deathly Hallows Describe the meeting between Voldemort and his Death Eaters. 8. Harry Potter and the Chamber of Secrets Describe Harry’s feelings for Hogwarts, his school, as compared to the Dursley house where he lives with his aunt and uncle from what is detailed in Chapter One.
9. Cross-series Question - MANDATORY In the HP series, there are many messages and thoughts Rowling is trying to pass on to her readers. In some courses, we may even discuss a part of them. Please describe two of those thoughts or messages, and prove their existence based on the book series. This exam is a sample. It is not the actual exam you’ll take.
9 The Entrance Exam - Sample Answers 1. Harry Potter and the Philosopher’s Stone Was Professor Dumbledore correct to leave the infant Harry with the Dursley family instead of keeping him in the wizarding world? By leaving Harry with the Dursleys, Professor Dumbledore doomed Harry to spend his childhood being neglected and mistreated by Muggles who would never understand or love him.
However, Professor Dumbledore also ensured that Harry would be protected from all of the elements of the wizarding world that might ruin him. Not only was Harry safe from the threat of dark wizards determined to avenge the fallen Voldemort, but he was safe from the heavy burden and unavoidable attention given to the boy-who-lived. Because of Professor Dumbledore’s decision, Harry grows to be a kind, modest, and unassuming young man who is not forced to learn of the horrific murder of his parents until he is emotionally mature.
2. Harry Potter and the Chamber of Secrets How do Harry’s and Lockhart’s attitudes toward fame act as foils to each other? Harry grows up with fame, understanding that his past has left him with an obligation to live up to his heritage, while Lockhart views fame as the ultimate end, and cheats, lies, fakes, and smiles his way into fame. Lockhart spends the entirety of the story giving Harry pointers on how to handle fame, but Harry is entirely uninterested. It is no surprise that Lockhart is a fraud; he does exactly what the novel seems to warn against. He allows himself to become arro- gant and lists all of his awards and honors under his signatures, boasting that he could take on the Chamber monster.
Each episode of the novel, however, reveals him to be progressively more incompetent. Harry, on the other hand, never leans back on his fame as a means for special treatment or privileges. He views the marks of his past as tools he must use to the best of his ability for as long as he can, whereas Lockhart seems to believe that once he has a few books and awards under his belt, his fame is secured.
3. Harry Potter and the Prisoner of Azkaban Why are Sirius Black, Remus Lupin, and Peter Pettigrew named as they are? Sirius, the brightest star in the sky, was given its name because it is part of the Great Dog constellation; this large star moves with the seasons and was used by the ancient Egyptians to set calendars. The name Black describes Sirius Black’s dark hair and at times his dark humor. The name together is what he is as an animagus, a large black dog. Remus Lupin is an entirely wolf-related name. Remus was one of the legendary founders of Rome, who was suckled by a wolf. Lupin comes from lupus, which is Latin for wolf.
Peter Pettigrew’s name is a bit trickier, but Peter is often a nursery rhyme or fairy tale name for a small, slightly mischievous boy. Peter Pettigrew was certainly small, and he followed his larger friends in their mischief. Pettigrew can be divided into “petti” (petty) and “grew” (past tense of grow), which may suggest that he used pettiness (turning in his friends) in order to feel that he has grown (shared some of Voldemort’s power).
4. Harry Potter and the Goblet of Fire Why must Harry leave familiar Hogwarts territory before facing Voldemort? And why would he be safe over the summer at the Dursleys? A traditional motif in folklore is the requirement of the hero to leave his own home grounds before facing the dan- gers of the unknown. Each of the books in this series finds a way to remove Harry from the safe confines of Hog- warts and pit him against a dangerous adult wizard. Harry does not know where he is or how to provide himself with protection. All of the final battles are slanted against Harry to due this removal from Hogwarts, and therefore when Harry triumphs, we know it is out of his own gifts and courage.
The Dursleys are able to protect Harry because members of the same family, whether they like each other or not, have deep bonds that allow them to provide some safety for each other. Harry and Voldemort, for example, cannot attack each other because their wands are referred to as “brothers.” Once Harry is within the realm of his Muggle relatives, he is likewise protected. This exam is a sample. It is not the actual exam you’ll take.
10 The Entrance Exam - Sample Answers 5. Harry Potter and the Order of the Phoenix Hermione insists on freeing all of the House Elves at Hogwarts, even the ones who do not wish to be freed. What role do slav- ery and enslavement play in Harry Potter and the Order of the Phoenix? Who else in the book, besides the elves, is enslaved? How do notions of freedom play into the narrative? The ideas of freedom and autonomy are extremely important Harry Potter and the Order of the Phoenix. Nearly every character is forced to contend with some kind of internally or externally imposed limits, and most would like to break away from those confines.
For most of the book, Hogwarts School of Witchcraft and Wizardry is fighting for independence from the Ministry of Magic. The students and faculty have been indefinitely enslaved by one of the Ministry’s employees, Dolores Umbridge, who goes from being Fudge’s Senior Undersecretary to become Hog- warts High Inquisitor. Umbridge denies students their right to learn how to defend themselves, play Quidditch, or speak freely with their professors. Faculty members do not fare much better: because of Umbridge’s interference, they cannot run their classes without interruption, and their jobs are subject to Umbridge’s ridiculous evaluations.
Harry’s godfather, Sirius Black, is enslaved by his past. Even though he successfully broke out of the prison at Azka- ban, he cannot leave his home at Twelve Grimmauld Place for fear of being sent back to prison. Over the summer, Harry feels similarly enslaved by the Dursleys, who don’t permit Harry to speak about magic and won’t acknowledge his life at Hogwarts. Grawp is enslaved by Hagrid, who takes him away from his home in the mountains and leaves him alone in the Forbidden Forest. Hermione is enslaved by her schoolwork. Nearly Headless Nick is enslaved by his decision to become a ghost.
6. Harry Potter and the Half-Blood Prince Why doesn’t Draco Malfoy kill Dumbledore? At the close of the book, Draco Malfoy finds Dumbledore weak and defenseless, without a wand or any kind of sup- port from Harry or the Order of the Phoenix. Draco could easily kill Dumbledore immediately, yet he stalls for sev- eral minutes. Even when Dumbledore tells Draco to get on with his mission, he still cannot bring himself to complete the task and simply stares at Dumbledore. Sensing his fear, Dumbledore reminds Draco that he is not a killer, and that killing is never as simple as the innocent believe it to be.
Dumbledore senses that Draco is waiting for backup from the Death Eaters fighting below and starts to ask him questions about what he has been up to during the school year. Eventually, Malfoy admits that he is only killing Dumbledore because he fears for the safety of his family, whom Voldemort has threatened should Draco fail at this task. Dumbledore tells Draco that he and Order could protect Draco and his family, faking Draco’s death and shielding them from Voldemort and the Death Eaters, even agreeing to protect Draco’s father, Lucius Malfoy, after he is released from Azkaban. Eventually, Draco lowers his wand and seems almost ready to accept Dumbledore’s generous offer.
At that moment, Snape bursts into the room and, see- ing Draco’s inability to perform, casts the spell that kills Dumbledore. Later, after Dumbledore’s funeral, even Harry feels nearly sympathetic toward Draco, whom he does believe would have gone through with the murder had Snape not stepped in.
7. Harry Potter and the Deathly Hallows Describe the meeting between Voldemort and his Death Eaters. A meeting of Lord Voldemort and the Death Eaters is happening at the opening of the novel. Professor Snape tells Voldemort that Harry plans on leaving his uncle’s house on the next Saturday at nightfall. Snape also reveals that Harry will be well protected at the house, which belongs to one of the Order, and he will not be traveling by Floo or Apperation. Voldemort takes Lucious Malfoy’s wand to use on Harry. Throughout the meeting, there is a body magically suspended above the meeting table.
It is the body of Charity Burbage, who teaches Muggle studies at Hogwarts. Muggle is the term used for people who are not wizards. Because Charity is an activist for Muggle rights, Voldemort kills her and then feeds her to his snake, Nagini.
This exam is a sample. It is not the actual exam you’ll take.
11 The Entrance Exam - Sample Answers 8. Harry Potter and the Chamber of Secrets Describe Harry’s feelings for Hogwarts, his school, as compared to the Dursley house where he lives with his aunt and uncle from what is detailed in Chapter One. Harry feels as if he is known and liked at Hogwarts where people knew his mother and father and cared for them and care for him as well. He is treated like an outcast in his own home at the Dursleys. Most children want to come home to escape school but Harry has the opposite feelings.
Harry has strict rules when at home but has much more freedom when he gets to school. Harry even explains that his stomach aches because he misses the school so much. 9. Cross-series Question In the HP series, there are many messages and thoughts Rowling is trying to pass on to her readers. In some courses, we may even discuss a part of them. Please describe two of those thoughts or messages, and prove their existence based on the book series.
In the series, Rowling gives out a few messages. For example, the importance of love, and uselessness of war. She constantly reminds her readers how love changes a person, and how war is destructive and unneeded. She mentions, through Dumbledore, that if Voldemort was ever loved, he might not have become Voldemort. As to the war and its drawbacks, it is easy to explain where the message is shown – every page of the seven books. Harry Potter could have been a happy child, with his parents, his family’s cat and his house. War was the thing that came in-between himself and his unfulfilled future.
This exam is a sample. It is not the actual exam you’ll take.
12 Academic Schedule Each course takes 12 weeks. However you will see that each semester lasts 14 weeks. It means that the lecturer chooses when to give the students 2 weeks off in the middle. Applications Deadline: 30.09.2013 Semester A: 15.10.2013 through 21.01.2014 Exams: 22.01.2014 to 30.01.2014 Grade Posting: 2.02.2014 Semester B: 16.02.2014 through 25.05.2014 Exams: 26.05.2014 to 5.06.2014 Grade Posting: 8.06.2014 Semester S: 16.06.2014 through 3.08.2014 Exams: 4.08.2014 through 10.08.2014 Grade Posting: 14.08.2014
13 How to enrol? We are sorry, but... your ticket to Hogwarts will not arrive. However, we do welcome you to submit your application to join our programme! Just go to harari.edu.pl/courses/hpstudies/ and click on “Apply Now!” Fill the form, and we’ll contact you in order to complete the process.
www.harari.edu.pl email@example.com Skype: harari.college.worldwide See our website for phone numbers