Graduate Spanish Course Descriptions

Fall 2008

Spanish 530 / CPLT751 / WS585:     Architecture and the Body in Early Modern Spain
Carrión            Monday 1:00-4:00pm          Maximum enrollment: 15 (SPAN:7 / CPLT:3 / WS:5)

Content: This course traces theoretical and applied dimensions of architecture and the role the body played in its development as discipline, experience, science, method, and practice in Early Modern Spain.  Class discussions will be based on comparative representations of space, time, and the body as they flow between architectural boundaries established in imagined, designed, printed, and built texts.  Through the use of theoretical and historical materials the class will examine the role played by race (ethnicity / religion) and gender (sexuality / sex) in the processes of design, writing, drawing, and erection of buildings, artistic personas, subjects, architectural structures, and rhetorical constructs.

Architectural texts: Synagogues: El Tránsito and Santa María la Blanca, Toledo. Mosque: La Mezquita, Córdoba.  Palaces: La Aljafería, Zaragoza; La Alhambra, Granada; Alcázar, Segovia and Madrid; El Escorial, Madrid.  Castles: Buen Amor, Salamanca; La Calahorra, Granada; Simancas, Valladolid.  Convents: San José de Ávila and Alba de Tormes (Discalced Carmelites); Sancti Spiritus, Toro (Dominicans); Santa María, Tordesillas (Clarisas); Descalzas reales, Madrid (Discalced Franciscans).  Houses: Ribad al-Bayyazin; Casa de Lorenzo el Chapiz; Casa de Hernán López el Feri.  Monasteries: Hyeronimite, San Lorenzo de El Escorial; Discalced Carmelites, Úbeda.  Prisons: galleys; Almadén, Toledo; secret inquisitorial prisons.  Theatres: El corral del Príncipe; Alcázar de Madrid; Coliseo de Madrid; Coliseo de Valencia.

Literary texts: Vitruvius, De architectura; al-Magribi, El libro de las banderas de los campeones: Ibn Hazm, El collar de la paloma; de Leon, Sefer Zohar; Llull, Llibre de Amic e Amat; Alfonso X's collaborative, Cantigas de Santa María; Amadís de Gaula; de San Pedro, Cárcel de amor; Alberti, De re aedificatoria; Antonio Averlino "Il Filarete," Trattato di architettura; Giulio Caillo, L'Idea del Theatro; Colonna/Aldus, Hypnerotomachia Poliphilii; Boscán (traductor), El libro del Cortesano; Sagredo, Medidas del Romano; de Herrera, Discurso de la figura cúbica; Vandelvira, Libro de traças de cortes de piedras; Montemayor, Los siete libros de la Diana; de Jesús, Castillo interior; Cervantes, El ingenioso hidalgo Don Quijote de la Mancha and poetry;  López de Arenas, Breve compendio de la carpintería de lo blanco y tratado de alarifes;  Calderón, La vida es sueño; Caro, El Conde Partinuplés;  Zayas, Desengaños amorosos; Quevedo, poetry.

Particulars: Attendance and class participation (40%), a presentation (20%), and a research project (40%).
   
Spanish 560.000: Avatares del Neobarroco    
José Quiroga    Tuesday 1:00-4:00pm Maximum Enrollment: 15

Content: En años recientes, la discusión sobre la estela dejada por el origenismo en la literatura cubana, se ha centrado en torno a lo que significó, o todavía puede significar, un proyecto cultural apropiado por amplias zonas políticas, estéticas, y culturales latinoamericanas. Si bien la discusión sobre el origenismo o el neobarroco en el presente está centrada en el pasado o futuro de la tradición literaria y cultural cubana—y se remite más bien al origenismo, y no al neobarroco—es importante deslindar términos y examinar las lecturas del neobarroco que tomaron lugar en poéticas latinoamericanas a partir de Lezama. El curso comienza, estrictamente, con las re-lecturas presentadas en el cincuenta aniversario de Orígenes en La Habana en 1994, y marca un recorrido por las variantes del neobarroco tanto en el pasado, como en el presente.

Autores y textos: Nestor Perlongher, Poemas completos, Arturo Carrera, Potlach, Marosa di Giorgio, Los papeles salvajes, Pedro Lemebel, De perlas y cicatrices, Reinaldo Arenas, El portero, Severo Sarduy, De donde son los cantantes y Cobra, Jose Lezama Lima, Paradiso y La expresión americana, Lorenzo García Vega, Los años de Orígenes.

Spanish 560.001: Latin American Narratives of Homecoming
Ricardo Gutierréz-Mouat Wednesday 1:00-4:00 p.m. Maximum Enrollment: 15

Content: The course critically surveys  different varieties of homecoming narratives that make up a subgenre of contemporary Latin American literature (some motivated by exile, others by a cosmopolitan imperative, still others by historical reflection) and asks what elements these otherwise divergent stories share and how they relate to historical, political, and social crisis.

Primary Readings.

Juan Villoro, El testigo
Carlos Franz, El desierto
Jesús Díaz, La piel y la máscara
Tununa Mercado, En estado de memoria
Juan José Saer, La pesquisa; El entenado Rodrigo Rey Rosa, Piedras encantadas Luisa Valenzuela, Realidad nacional desde la cama José Donoso, La desesperanza Carlos Fuentes, Diana o la cazadora solitaria Severo Sarduy, Colibrí Abel Posse, El largo atardecer del caminante Juan Rulfo, Pedro Páramo Sylvia Iparaguirre, La tierra del fuego Fernando Vallejo, La virgen de los sicarios

Grading: Class participation (discussing previously assigned critical articles on the novels studied) and a final paper. Graduate students in the Spanish department must write the final paper in Spanish. Others may do so in English.

SPANISH 620: Seminar on Pedagogy      
Donald Tuten     Thursday 1:00-4:00 pm Maximum Enrollment: 15

Content: This course is designed to introduce graduate students to the practice and theory of teaching foreign languages and cultures, with particular attention to the issues of teaching Spanish language and Hispanic cultures in US academic contexts. The course begins with a short orientation which focuses on practical issues such as classroom management and teaching techniques in lower-division courses. Subsequently, readings and assignments focus on broader issues: implications of SLA research for language pedagogy, history of foreign language pedagogy in the US, teaching and testing of linguistic knowledge and skills, teaching of culture and literature, and current debates on the goals of language and culture study at all levels of the curriculum. All students are required to teach a lower-division Spanish course concurrently in order to help them relate pedagogical theory and practice. This link is also reinforced through class discussion and micro-teachings, video self-recording/analysis, observations and analyses of other classes, observations and feedback sessions on their own teaching, as well as a textbook analysis and a final philosophy of teaching.
Students are also encouraged to familiarize themselves with relevant journals and publications through preparation of a journal review.
Texts: Alice Omaggio Hadley, Teaching Languages in Context; Claire Kramsch, Context and Culture in Language Teaching. Richard Kern, Literacy and Language Teaching.
Particulars: Graduate student status in Spanish or permission of instructor.