SPRING 2012
Spanish Language and
Culture Program
CONTENT
COURSES
Culture, Politics and Economy in Contemporary Spanish Society (3
US Credits)
DESCRIPTION AND GOALS:
This course offers an introduction to Spanish culture and civilization so that students can become familiar
with the social, economic and political structures of Spain today. Our study will be focused on some
specific aspects which make Spain both appealing and richly varied: its ancestral monarchy recently
restored, its organization in autonomous areas which may be a solution to historical conflicts, the fact that
it is one of the main tourist destinations in the world and, at the same time, the country of Don Quijote,
Don Juan, Lorca, bullfighting and soccer. All these features of life, history and politics will be analyzed
all through the course, both in the lectures and in the tour that will take students to some of the most
historically relevant cities in Spain.
SYLLABUS
Week 1
1. SPANISH GEOGRAPHICAL SPACE
¿A privileged strategic position?
Geographical situation of the country and its influence in history
Relief, rivers, climate and countryside
Week 2
2. LINGUISTIC SITUATION IN SPAIN
Spanish or Castilian?
Vocabulary building
Official languages
Dialects
Week 3
3. SPANISH POPULATION
Distribution of population
Demographic development
Immigrant population
Weeks 4-5
4. SPAIN SINCE 1975
The reign of Juan Carlos I
Transition governments
Spanish Constitution
Separation of powers
A democratic country
Weeks 6-7
5. POLITICAL AND ADMINISTRATIVE SPAIN
The Spain of Autonomies
Autonomic divisions
Competences of the State and Autonomous Communities
Political parties
Labor unions
Parliamentary Monarchy
Head of State and symbols: the Royal Family
Roles of the King: highest representative of the nation
Weeks 8-9
6. ECONOMIC SECTORS
The primary sector:
- Agriculture, livestock farming and fishing
- Active population of the sector
- Crisis of the rural world, solution attempts and impact of the
country’s entry in the E.U.
The secondary sector:
- Industry and mining
- Energy sources
- Regional imbalance in the distribution of industry
The tertiary sector:
- Services
- Commercial balance: imports and exports
- Tourism
Week 10
7. SPAIN: FROM A RURAL TO AN “URBANITE” SOCIETY
Large population centers.
Week 11
8. SPANISH SOCIETY
The society of democratic Spain
The state of wellbeing: education, sanitary system, pensions
Weeks 12-13
9. A COUNTRY OF ART
Major figures of painting, literature, show business, fashion and sports
Week 14
10. MAIN EVENTS IN SPANISH HISTORY
BIBLIOGRAPHY
Alborg, J.L.: Historia de la literatura española, Gredos, Madrid 1966
Deyermond, A.: Historia de la literatura española, Ariel, Barcelona 1973-1983
Díez Borque, J.M.: Historia de la literatura española, Taurus, Madrid 1980 (4 vols.)
Rico, F.: Historia y crítica de la literatura española, ed. Crítica, Barcelona,1980
Maeztu, R.: Don Quijote, Don Juan y La Celestina, Espasa-Calpe, Madrid 1968
Watt, I: Myths of Modern Individualism: Faust, Don Quijote, Don Juan, Robinson
Crusoe, Cambridge University Press, UK 1996
Buendía, R (dir.) : Historia del arte hispánico, Alhambra, Madrid, 1978 y ss
VVAA: Ars Hispaniae, Plus Ultra, Madrid, 1980 ( serie que contiene libros de gran interés)
Pérez Sánchez, A.: Pintura barroca en España 1600-1750, Cátedra, Madrid 1992.
Lafuente Ferrari, R.: Breve historia de la pintura española, Tecnos, Madrid 1987
Vila Valenti, J.: La península Ibérica, Ariel, Barcelona 1968
Bleiberg,G.: Diccionario Histórico de España
Vilar, P.: Historia de España, Crítica, Barcelona 1978
Russell, P.E. (ed): A Companion to Spanish Studies, Pitman, UK, 1973
Perez, J.: Historia de España, Crítica, Barcelona 1999
Pierson, P.: The History of Spain, Greenwood Press, USA 1999
Marías, J.: Ser español, Planeta, Barcelona 1987
Ubieto, A.: Introducción a la historia de España, Teide, Barcelona 1967
Sánchez Albornoz, C.: España, un enigma histórico, ed. Sudamericana, B. Aires 1971
Carr, R.: España de la dictadura a la democracia, Planeta, Barcelona 1989
Preston, P.: Franco, Grijalbo, Barcelona 1994
Preston, P.: Revolución y Guerra en España 1931-1936, Alianza, Madrid 1986
García de Cortázar, F.: Breve historia de España, Alianza, Madrid 1994
Historia de España: de Atapuerca al euro, Planeta,
Barcelona 2002
Fusi, J.P.: España: Autonomías, Espasa Calpe, Madrid 1989
Hooper, John: The New Spaniards, Penguin Books,UK 1995.
Valdeón, Julio; Pérez, Joseph; Juliá, Santos: Historia de España, Austral, Espasa-Calpe, Madrid 2003.
Domínguez Ortiz, A: España. Tres milenios de historia, Marcial Pons, Madrid 2000.
Thomas, Hugh: El imperio español, Planeta, Madrid 2003.
ASSESSMENT:
The final grade will be calculated according to the following percentages:
- Regular tests throughout the course: 50%
- Participation: 10%
- Final exam: 40%
Notes:
1. The absence of an asterisk indicates that this course is open to students of all levels of Spanish.
Therefore, the course will be taught in Spanish, but the instructor will resort to the English
language occasionally to make the integration of the students enrolled in Spanish I easier.
2. Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.
Basque Culture and Language (3 US Credits)
DESCRIPTION AND GOALS:
The history of the Basque Country has come a long way from the ancient times before the Roman
conquest of the Peninsula to the present day. What we can see nowadays is a highly modernized
European country which is going through a promising time.
The course will help students become familiar with Basque geography, history and economy, as well as
with the Basque culture, traditions and language (euskera, an ancient language of unknown origin). These
topics, whose aim is to offer a global vision on the Basque Country, will be dealt with by means of group
activities and discussions.
SYLLABUS
Weeks 1-2
Introduction to the course and the Basque Country.
1.-Geographical and human space
- Geography
- Population
Weeks 3-7
2.- The Basque Country throughout history
- Pre-history
- Middle Ages
- The old laws (“fueros”)
- The rural world
- Basque symbols, legends and myths
- Carlist Wars
- Industrialization in the Basque Country
- The First Basque Government
- The Civil War
- The Franco era and the way to democracy
- The Basque conflict
Weeks 8-9
3.-The Basque Country today
- Government and Parliament: Current political institutions
- Basque economy: Basic figures
- The Guggenheim effect
Weeks10-11
4.-Euskera: the Basque language
- History of the language: origins and development
- Introduction to the langue: linguistic characteristics and vocabulary
- Current sociolinguistic situation
Week 11
5.-The literature
- Introduction to Basque literature
- Two writers: Gabriel Aresti and Bernardo Atxaga
Weeks 12-13
6.-The music
- Traditional instruments
- Popular music.
- Punk movement in the Basque Country
Week 14
7.-(Rural) Basque sports
- Rural sports
- Soccer: Athletic of Bilbao
ASSESSMENT
The final grade will be calculated according to the following percentages:
♦ Participation: 10%
♦ Written assignments: 20%
♦ Project and presentation: 20%
♦ Midterm exam: 20 %
♦ Final exam: 30%
BIBLIOGRAPHY
-CARO BAROJA, J. Los vascos, Istmo, Madrid, 1975.
-DOUGLASS, W. A.: Basque cultural studies, University of Nevada (Reno). Basque Studies
Program, 1999.
-GARCÍA DE CORTÁZAR, F.: Historia del País Vasco, Txertoa, San Sebastián, 1998.
-INTXAUSTI, J.: El euskera, la lengua de los vascos, ELKAR, Donostia, 1992.
-KORTAZAR, J. Literatura vasca. Siglo XX, Etor, San Sebastián, 1990.
-KURLANSKY, M.: The Basque History of the World, Vintage, London, 2000 .
-LARREA, M. Y MIEG, R: Introducción a la Historia del País Vasco, Bizkaiko Batzar
Nagusiak.
-QUESADA, S.: España siglo XXI, Edelsa, Madrid, 2005.
-VILLA, I. Historia breve del País Vasco, Sílex, Madrid, 2006
-XAMAR: Orhipean. El país del euskera, Pamiela, Pamplona, 2005.
-ZALLO, R. El Pueblo Vasco, hoy. Cultura, historia y sociedad en la era de la diversidad y el
conocimiento, Alberdania, Irún, 2006
Notes:
1. The absence of an asterisk indicates that this course is open to students of all levels of Spanish.
Therefore, the course will be taught in Spanish, but the instructor will resort to the English
language occasionally to make the integration of the students enrolled in Spanish I easier.
2. Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.
Business Spanish ** (3 US Credits)
DESCRIPTION AND GOALS:
The objective of the course is to help students improve their communicative skills in the area of business.
The course is mainly based on a textbook focused on the use of language in different areas of the working
world. The communicative approach (both oral and written) will be used in the classroom, which means
the four language skills will be worked on: listening and written comprehension, writing and oral skills.
The textbook will be implemented with complementary material taken from newspapers, magazines,
and/or other textbooks of Business Spanish, according to the interests and necessities of the students.
SYLLABUS
Weeks 1/2
INTRODUCTION
THE NEW COMPANY (the structure of a company: departments, positions within a
company).
Weeks 2/3
STARTING A JOB IN A COMPANY (resumé, job ads, business correspondence:
writing an application letter).
Weeks 4/5
HUMAN RESOURCES (benefits, creating a good job environment, staff´s
concerns).
Weeks 6/7
CONSUMERS AND PRODUCTS (trademarks and international success).
Weeks 8/9
COMMUNICATION (marketing and advertising: analyzing ads and commercial;
creating an advertising campaign).
Weeks 10/11
MONEY (banks, finances)
Weeks 12/13
MANAGEMENT STRATEGIES
Weeks 13/14
INTERNATIONAL COMMERCE
Weeks 14/15
GENERAL REVIEW and FINAL EXAM
ASSESSMENT
The final grade will be calculated according to the following percentages:
Participation: 10%
Final project: 20%
Homework (presentations and compositions): 15%
Tests: 25%
Final exam: 30%
BIBLIOGRAPHY
Textbook: Prost, G. and A. Noriega Fernández. Al dí@. Madrid, SGEL, 2003.
Martínez, L. and M.L. Sabater. Socios 2: Libro del alumno. Barcelona, Difusión, 2000.
De Prada, M. and M. Bovet. Hablando de negocios. Madrid, Edelsa, 1998.
Escribir cartas. Barcelona, Difusión, 1998.
1000 palabras de negocios. Barcelona, Difusión, 1994.
**The student must be registered for Spanish II or have an equivalent level.
Note: Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.
Europe in the World ** (3 US Credits)
DESCRIPTION AND GOALS
The goal of the course is to provide a general vision of current Europe in the world at different levels. It
will focus on the analysis of the European Union both as the main and practically only European actor in
the international scenario, and as one of the main most recent experiences in terms of social
organizations. The so-called European social and economic model and the limits of the European Union
will also be addressed, as well as the role of the E.U. in the field of foreign relations.
SYLLABUS
1.-What Is the European Union? (weeks 1 and 2)
1. A polity in the making.
2. Intergovernmental v. Supranational International Organizations.
3. Consequences.
2.-How Does the European Union Work? (weeks 3, 4 and 5)
1. U.S.A. vs. European government system: a comparative analysis.
2. The political institutions: European Parliament, European Commission, Council.
3. The technical bodies: ECJ, Court of Auditors, ECB.
3.-Geographical and Cultural Limits of Europe: Enlargements. (weeks 6 and 7)
1. From 6 founding members to the current 27 member states.
2. Perspectives of further enlargements.
3. Criteria for countries to join the E.U.
4. Limits to enlargements?
4.- European Union and Foreign Relations. (weeks 8 and 9)
1. A civil power vs. traditional military powers.
2. A true non-military power?
3. The European Security Strategy. Its implementation.
5.- European Economic and Social Model. (weeks 10 and 11)
1. Post-war European economic development.
2. The European social model at stake. Contributing factors.
6.-The European Union and World Trade: Protectionism and Liberalism (weeks 12 and 13)
1. World trade as peacemaker.
2. Contribution to development of regions. The negative side.
7.-Economic Giant and Political Dwarf? (week 14)
1. A summary.
2. Conclusions on the actual role of the E.U. in the current international scenario.
METHODOLOGY
Classes will be based on lectures and the discussion of different readings that students will need to
previously do at home. Students are expected to actively participate in the classes, and to write several
essays to be assigned throughout the course. All this, together with the final exam, will determine their
final grade.
ASSESSMENT
The final grade will be calculated according to the following percentages:
Assignments: 20%
Essays: 30%
Participation: 10%
Final exam: 40 %
BIBLIOGRAPHY
- Comisión Europea, El funcionamiento de la Unión Europea. Guía del ciudadano sobre las instituciones
de la Unión Europea, OPOCE, Bruselas, 2005.
- --- Una potencia mundial. Las relaciones exteriores de la Unión Europea, OPOCE, Bruselas, 2004.
- Craig, Paul; de Burca, Grainne, EU Law: Text, Cases and Materials, 4th edition, OUP, oxford, 2007.
- Dreier, David, The Next Superpower?: The Rise of Europe and Its Challenge to the United States,
Rowman & Littlefield Publishers, Inc., 2007.
- Duverger, Maurice, La Europa de los Hombres. Una metamorfosis inacabada, Alianza Editorial,
Madrid, 1995.
- Fernández Gayoso, Julio, Retos del modelo social y económico europeo, Fundación Alternativas,
Madrid, 2007.
-Hix, Simon, The Political System of the European Union, 2nd edition, Palgrave, New York, 2005.
- Leonard, Mark, Why Europe Will Run the 21st Century, PublicAffairs, 2006.
- Mangas, Martín, Araceli; Liñán, Diego, Instituciones y Derecho de la Unión Europea, 5th edition,
Tecnos, Madrid, 2005.
- McCormick, John, Understanding the European Union. A Concise Introduction, 3rd edition, Palgrave,
New York, 2005.
-Nugent, Neil, The Government and Politics of the European Union, 6th edition, Duke University Press,
2006.
- Pinder, John, The European Union: A Very Short Introduction, Oxford University Press, USA; 2nd
edition, 2008.
-Phinnemore, David; McGowan, Lee, A Dictionary of the European Union, Europa, London, 2004.
-Reid, T. R., The United States of Europe. The New Superpower and the End of the American Supremacy,
Penguin, 2004.
- Van Gerven, Walter, The European Union. A Polity of States and Peoples, Hart Publishing, Oregon,
2005.
**The student must be registered for Spanish II or have an equivalent level.
Note: Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.
Introduction to Hispanic Linguistics *** (3 US Credits)
DESCRIPTION AND GOALS
The course is aimed at students with a high level of Spanish. The goal is to provide students with a basic
knowledge of linguistics. The course consists of a general introduction to Spanish linguistics, the nature
of language, and linguistic analysis. It will survey some of the major areas of linguistics, such as
Phonetics and Phonology, Morphology, and Syntax. The syllabus will cover both theoretical and practical
issues, and will focus on the development of the students’ analytical skills. In order to achieve this goal,
all theoretical classes will be implemented with practical (individual) exercises which will challenge the
students’ understanding of the main linguistic notions.
SYLLABUS
Language and linguistic knowledge
- What is language? What is linguistic knowledge?
- Competence versus Performance.
- The creativity of language.
- Universal grammar and the innatist hypothesis.
An introduction to Spanish Phonetics and Phonology
- Definition of basic concepts: phoneme, allophone, free variation and complementary
distribution.
- Classification of consonants according to articulation point, articulation mode and activity
of vocal chords.
- Spanish vowels and main allophones.
- Vowels and semi-vowels.
- Syllabification. Stress and Intonation.
- The historical evolution of sibilants across the Spanish speaking world.
Spanish Morphology
- Definition of basic concepts: word, morpheme, affix and allomorph.
- Inflectional morphology: nouns and verbs.
- Derivational morphology: nominalization, adjectivization, verbalization, adverbialization
and prefixation.
- Compound words.
Syntax
- Sentence structure: syntactic categories and phrases.
- Lexis and subcategorization.
- Projection principle, Thematic theory and Case theory.
- Movement: traces, NP and Wh- movement and constraints.
- Spanish syntax..
- Null subject in Spanish: Pro-drop.
- Sentence classification: simple and complex sentences.
- Historical development of Hispanic clitics.
- Syntactic distribution of clitics across Spanish varieties.
- Word order in Spanish: from verb sentence initial order in old Spanish to present day word
orders in Spanish varieties.
ASSESSMENT
The final grade will be calculated according to the following percentages:
Participation: 10%
Assignments: 50%
Final exam: 40%
Note: Specific requirements for graduate credit will be assigned at the beginning of the course.
BIBLIOGRAPHY
Akmajian, A., R. Demers, A.K. Farmer, R.M. Harnish. 1993. Linguistics. An Introduction to Language
and Communication, MIT Press, Cambridge (Mass.).
Fromkin, V. and R. Rodman. 1974. An Introduction to Language, Holt, Rinehart and Winston, New
York.
Haegeman, L .1991. Introduction to Government and Binding Theory, Blackwell Publishers, Cambridge
(Mass.)/Oxford.
Hualde, José Ignacio, Antxon Olarrea y Anna María Escobar. 2001. Introducción a la lingüística
hispánica. Cambridge: Cambridge University Press.
Ladefoged, P. 1975. A Course in Phonetics. Harcourt Brace Jovanovich. New York.
Quilis, A. 1993. Tratado de fonética y fonología españolas, Editorial Gredos, Madrid.
Santiago, M., R. Estapa, E. Montolío, C. Figueras. 2000. Sintaxis española I, Publicaciones de la
Universitat de Barcelona.
*** The student must be registered for Spanish III or have an equivalent level of Spanish.
Note: Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.
Introduction to the Analysis of Hispanic Literature ***
(3 U.S. credits)
DESCRIPTION AND GOALS
The main goals of the course are to enhance students’ ability to use techniques for reading,
writing, and analyzing literary texts by means of appropriate methodological and critical tools, as
well as to help them to acquire a general knowledge of Spanish and Latin American literature,
from their origins to the present, through representative works from different genres. By
analyzing those texts, students will also explore the underlying social, cultural, and literary
values shown in them.
SYLLABUS
WEEKS 1-7
1. ESSAY
1.1. Introduction to the genre of essay.
1.2. Methodological procedures for the analysis of essays.
1.3. Texts:
• Miguel de Unamuno: excerpts from En torno al casticismo
• Rosario Castellanos: “¿Y las madres qué opinan?”
• Javier Marías: “Palabras sobre la literatura”
2. POETRY
2.1. Introduction to the genre. Poetic language.
2.2. Methodological procedures for the analysis of poems.
2.3. Poems:
•
•
•
•
•
•
•
•
•
•
•
Romancero: “El enamorado y la muerte”
Garcilaso de la Vega: “A Dafne ya los brazos le crecían”
Francisco de Quevedo: “Es hielo abrasador, es fuego helado”
Sor Juana Inés de la Cruz: “A su retrato”/ “Esta tarde, mi bien, cuando te hablaba” /
“Hombres necios que acusáis”
Gertrudis Gómez de Avellaneda: “Al partir”, “A él”
Rubén Darío: “Sonatina”
Federico García Lorca: “La aurora”
Juana de Ibarbourou: “La higuera” / “Rebelde”
Pablo Neruda: “Puedo escribir los versos más tristes esta noche”
Gloria Fuertes: “Sale caro ser poeta” / “Mis mejores poemas”
Octavio Paz: “El sediento” / “Piedra de toque”
WEEKS 8-12
3. FICTION
3.1. Introduction to the genre of fiction.
3.2. Methodological procedures for the analysis of narrative texts.
3.3. Spanish narrative texts:
•
Don Juan Manuel: “Lo que le sucedió a un zorro con un cuervo que tenía un pedazo de queso
en el pico”, from El conde Lucanor
•
•
•
•
•
•
•
•
Gustavo Adolfo Bécquer: “El monte de las ánimas”
Ricardo Palma: “La camisa de Margarita”
Benito Pérez Galdós: Marianela (*)
Jorge Luis Borges: “Los dos reyes y los dos laberintos”
Carmen Martín Gaite: excerpt from El cuarto de atrás
Elena Poniatowska: “El recado”
Isabel Allende: excerpt from La casa de los espíritus
Antonio Skármeta: El cartero de Neruda (*)
WEEKS 13-15
4. DRAMA
4.1. Introduction to the genre of drama.
4.2. Methodological procedures for the analysis of plays.
4.4. Plays:
•
•
•
•
Fernando de Rojas: excerpts from La Celestina
Lope de Vega: excerpts from Fuenteovejuna
Antonio Buero Vallejo: En la ardiente oscuridad (*)
Osvaldo Dragún: Historia del hombre que se convirtió en perro
NOTE: The texts marked with an asterisk (*) are full books.
METHODOLOGY
Theoretical and critical explanations about the features of the different literary genres will be
combined with works of various periods and authors, and the practical analysis of the chosen
texts and books. Therefore, students will need to read and prepare the texts to be commented on
in class beforehand at home.
Students will need to read three books:
- Marianela, by Benito Pérez Galdós
- El cartero de Neruda, by Antonio Skármeta
- En la ardiente oscuridad, by Antonio Buero Vallejo
and will need to write four 2-3-page-long essays on those books based on topics suggested by the
instructor. The deadlines to hand in the essays will be announced well in advance.
Students will work on two types of materials:
- A reader with texts to work on in class and at home.
- The three books mentioned above.
ASSESSMENT
Students’ grades will be calculated according to the following breakdown:
-
Participation: 10%
Class assignments: 10%
Written assignments: 40%
Final exam: 40%
BIBLIOGRAFÍA
-
DÍEZ BORQUE, José Mª., Comentario de textos literarios. Método y práctica, Madrid: Playor, 1988
(15ª ed.)
FERRERAS, Juan Ignacio (dir.), Historia crítica de la Literatura Hispánica, 36 vols., Madrid:
Taurus.
FLORES, Ángel (ed.), Narrativa Hispanoamericana (1816-1981), 8 vols., México: Siglo XXI, 1981.
FRANCO, Jean, Historia de la literatura hispanoamericana, Barcelona: Ariel, 1987.
FRIEDMAN, Edward H., VALDIVIESO, Teresa L., VIRGILIO, Carmelo, Aproximaciones al
estudio de la literatura hispánica, New York: McGraw-Hill, 1998 (4ª ed.).
MADRIGAL, Luis Íñigo (ed.), Historia de la literatura hispanoamericana, 2 vols., Madrid: Cátedra,
1987.
OVIEDO, José Miguel, Historia de la literatura hispanoamericana, 4 vols., Madrid: Alianza, 2001.
QUILIS, Antonio, Métrica española, Barcelona: Ariel, 1988.
RICO, Francisco (dir.), Historia y crítica de la Literatura Española, 9 vols., Barcelona: Crítica.
RICO, Francisco, La poesía española. Antología comentada, 3 vols., Barcelona: Círculo de Lectores,
1991.
VV. AA., Curso de Literatura. Español Lengua Extranjera, Madrid: Edelsa, 2006.
VV. AA., Lengua Castellana y Literatura, Madrid: Oxford University Press, 2003.
VV. AA., Literatura en Lengua Castellana (“La Enciclopedia del Estudiante, 3”), Madrid: Santillana
Educación, 2005.
*** The student must be registered for Spanish III or have an equivalent level of Spanish.
Note: Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.
Spanish Cinema and Literature *** (3 US credits)
DESCRIPTION AND GOALS
The main goal of this course is to study the close relationship between Spanish literature and cinema
during the 20th century. The first half of the course, “From cinema to literature”, will cover the use of
movie techniques in literary works, mainly in the works of the writers of the Generation of 27th. In the
second half, “From literature to cinema”, the course will focus on the movie adaptations of some of the
most important 20th century literary works.
Main goals:
To recognize and analyze the main literary procedures used in movies and the main movie procedures
used in the literature.
To acquire a basic knowledge of the history of Spanish cinema and literature.
To analyze the influence of Spanish literature on Spanish cinema: Transfer modes (recreations,
adaptations...).
To get to know the most relevant movie adaptations in the Spanish literature.
To be able to analyze the movie adaptation procedures of different literary works.
SYLLABUS
A) From Cinema to Literature
1. The beginnings. First movie projectors in Spain. The pioneers. Cinema vs. traditional shows.
2. Men of arts versus the seventh art.
2.1. The generation of ’98: Unamuno and Azorín
2.2. Ramón Gómez de la Serna: Cinelandia.
2.3. The Generation of ‘27.
2.3.1. Poetry: Guillermo de Torre, César M. Arconada, Rafael Alberti, Pedro Salinas,
Federico García Lorca, Concha Méndez
2.3.2. Fiction: Francisco Ayala, Benjamín Jarnés, César M. Arconada
2.3.3. Movie essay: Antonio Espina, César M. Arconada, Benjamín Jarnés
2.4 Luis Buñuel: Un Chien andalou (1929) y L’Age d’or (1930).
B) From Literature to Cinema
1. Introduction. Recreation of a text on the screen. Transfer modes from literature to cinema: Movie
translation. Movie adaptation. Inspiration movie. Homage movies.
2. Movie adaptations of literary works.
2.1. Drama. Federico García Lorca: La casa de Bernarda Alba*(1936). Movie adaptation by
Mario Camus (1987).
2.2. Post-war fiction. Camilo José Cela: La familia de Pascual Duarte (1942). Movie adaptation
by Ricardo Franco (1975)
2.3. Social realism in the 50s. Ignacio Aldecoa: “Young Sänchez” (1957). Movie adaptation by
Mario Camus (1963)
2.4. Fiction in the democratic transition period. Adelaida García Morales: El sur (1985). Movie
adaptation by Víctor Erice (1983)
2.5. Spanish drama at the end of the 20th century. Fernando Fernán Gómez: Las bicicletas son
para el verano. Adaptación de Jaime Chavarri (1983)
METHODOLOGY
Students will need to read and prepare the texts to be commented on in class beforehand at home, as they
are expected to actively participate in the classes
Students will need to read the following books:
Federico García Lorca: La casa de Bernarda Alba
Camilo José Cela: La familia de Pascual Duarte
Adelaida García Morales: El sur
Fernando Fernán Gómez: Las bicicletas son para el verano
VV. AA. Cuentos de cine
and will need to write four 2-3-page-long essays on those books based on topics suggested by the
instructor. The deadlines to hand in the essays will be announced well in advance.
Students will work on two types of materials:
- A reader with texts to work on in class and at home.
- The five books mentioned above.
ASSESSMENT
The final grade will be calculated according to the following percentages:
-
Participation: 10%
Class assignments: 10%
Written assignments: 40%
Final exam: 40%
BIBLIOGRAPHY
ARCONADA, César M, Tres cómicos del cine, Edición de Francisco Soguero y Nigel Dennis, Sevilla:
Renacimiento, 2007.
BORAU, José Luis et alii, Diccionario del cine español, Madrid: Alianza, 1998.
CAPARRÓS LERA, José Mª, Historia crítica del cine español (desde 1897 hasta hoy), Barcelona: Ariel,
1999.
GUBERN, Román, Proyector de luna. La Generación del 27 y el cine, Barcelona: Anagrama, 1999.
GUBERN, R. et alia, Historia del cine español, Madrid: Cátedra, 1995.
GUTIÉRREZ CARBAJO, Francisco, Literatura y cine, Madrid: UNED, 1993.
JAIME, Antoine, Literatura y cine en España (1975-1995), Madrid: Cátedra (Signo e Imagen), 2000.
PEÑA-ARDID, Carmen, Literatura y cine: una aproximación comparativa, Madrid: Cátedra, 1992.
SÁNCHEZ NORIEGA, José Luis, De la literatura al cine. Teoría y análisis de la adaptación, Barcelona:
Paidós, 2000.
URRUTIA, Jorge, Imago litterae. Cine. Literatura, Sevilla: Alfar, 1984.
UTRERA, Rafael, Escritores y cinema en España: Un acercamiento histórico, Madrid: Ed. JC, 1985.
—, Literatura cinematográfica. Cinematografía literaria, Sevilla: Alfar, 1987.
VV. AA. Cuentos de cine, Madrid: Castalia, 2003
ZUNZUNEGUI, Santos, El cine en el País Vasco, Bilbao: Diputación Foral de Vizcaya, 1985.
*** The student must be registered for Spanish III or have an equivalent level of Spanish.
Note: Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.
Practicum: Spanish Language in Context ** (4 US Credits)
⌦ Please see note below.
DESCRIPTION AND GOALS
The course aims at improving students’ communicative competence in Spanish by allowing them to use
the language in an interactive environment where they will all be both providers and recipients of incontext, meaningful input. Task performing activities will be the basis of the course, where students will
have the chance to practice and improve their Spanish by enhancing their lexicon, grammar resources,
and communicative strategies and, therefore, their fluency. There are two sections to the Practicum:
Spanish Cuisine (2 U.S. credit) and Spanish Through Drama (2 U.S. credits):
-
On the Spanish Cuisine workshop, students will learn how to prepare some of the most
representative dishes of Spanish and Basque cuisine, and also participate in the process of
elaboration of the dishes, while learning vocabulary and idioms specific to the field. They will
also become familiar with cultural links between food and social relations in Spain.
-
On the Spanish Through Drama workshop, students will work on group and pair activities
involving body and oral expression, such as roleplays, characterization and creative storybuilding exercises, pronunciation and intonation issues... Cultural notes involving daily life
situations in Spain (e.g. exchanges at the supermarket, at the bar...) will also be addressed.
METHODOLOGY
Both workshops will therefore encompass the four language skills: listening, speaking, writing and
reading.
For the Spanish Cuisine workshop, instructors will show the process of cooking a particular dish while
they explain the different steps and comment on the vocabulary and expressions, as well as cultural notes
relevant to the context of cooking and eating in Spain. At the end, students will need to prepare their own
recipe of a dish and do a presentation in class. In the Spanish Through Drama workshop, ice-breaking,
trustwork and group dynamic-building exercises will lead to more acting-related exercises including work
on actual excerpts of Spanish literature. In the end, students will work on the script of their own brief play
or sketch, which they will perform for their fellow students at the end of the semester.
Important: Students do not need to have previous experience in cooking or drama to take the course. All
students are welcome. Please notice the goal of the course is not to turn students into cooks or actors;
cooking and drama will be used as tools for students to improve their Spanish language skills.
ASSESSMENT
Students’ grades will be calculated according to the following breakdown:
Spanish Cuisine (1/2 of final grade): Class activities: 45%
Participation: 10%
Final presentation: 45%
Spanish Drama (1/2 of final grade): Class activities: 30%
Participation: 10%
Homework: 25 %
Final project (script writing, rehearsals, mini-tasks): 35%
⌦ FEE
Fee for class materials (not included in tuition fees): 150 €
** The student must be registered for Spanish II or have an equivalent level of Spanish.
Note: Class attendance is essential in all courses. Therefore, it will be checked daily. Missing
classes will negatively affect the student’s final grade.
Service Learning: Social Participation and Development *** (4 US
Credits)
DESCRIPTION AND GOALS
The objective of the course is to favor the holistic training of students as individuals,
professionals and citizens. It focuses on developing attitudes and values such as opening up to
social reality and sensitivity towards global injustice, social exclusion, and the situation of the
victims of such reality. The course will be based on the service learning methodology, and
includes a solidarity service that aims at meeting actual community needs and favoring students’
learning process through experience.
SYLLABUS
1.- Fairness and Inequality (weeks 1 and 2)
– Fairness and unfairness locally and globally.
– Social inclusion and exclusion.
2.- Identity and Diversity (weeks 3, 4, 5, and 6)
– Individual and collective construction of identity.
– Living together in a plural society.
3.- Human Rights (weeks 7 and 8)
– Concept and foundation of human rights.
– 3 generations of human rights.
– International system for human rights protection.
4.- Global Development (weeks 9, 10, 11, 12)
– Development concept and methods.
– Dimensions of development.
– Millennium Development Goals.
5.- Citizen Participation (week 13)
6.- Conclusions (week 14)
METHODOLOGY
–
In-class activities:
Training sessions on social inclusion, human rights, and global
development.
Group work to share and reflect on the impact that experience has on the
world of values and the personal and professional development of the
student.
–
Social involvement activities: Students will participate in NGO activities and the Global
Campaign for Education at the University of Deusto.
ASSESSMENT
Final grades will be awarded according to the following breakdown:
– Participation in in-class activities: 10%
– Oral presentations and class discussions: 15%
– Participation in NGO activities and the Global Campaign for Education: 30 %
– Written assignments: 25%
– Final report: 20%
Attendance is mandatory.
BIBLIOGRAPHY
ALBOAN, Horizontes de futuro, Alboan, Bilbao 2007.
—, Participación ciudadana y sistematización de experiencias, Alboan, Bilbao 2007.
CÀRITAS DIOCESANA DE BARCELONA; CRISTIANISME I JUSTÍCIA, Una mirada a la pobreza
(Cuadernos CJ 167), Barcelona 2010.
CORTINA, ADELA, Ciudadanos del mundo. Hacia una teoría de la ciudadanía, Alianza Editorial.
Madrid 1997
GUEDÁN MENÉNDEZ, MANUEL; JARQUÍN, EDMUNDO, Los objetivos del milenio: tomarse la
cooperación verdaderamente en serio, Dykinson, Madrid 2005.
MAALOUF, AMIN, Identidades asesinas, Alianza Editorial, Madrid 2004.
SASIA, PEDRO M.; CRUZ, CRISTINA DE LA, Banca ética y Ciudadanía, Trotta, Madrid 2008.
*** The student must be registered for Spanish III or have an equivalent level of Spanish.
Note: Class attendance is essential in all courses. Therefore, it will be checked daily. Missing classes
will negatively affect the student’s final grade.