UPF Barcelona Summer School 2017
Course Syllabus- Barcelona on Stage: Documentary Workshop
Language of Instruction: English
Professor: Ricardo Íscar
Professor’s Contact and Office Hours: to be announced in the Aula Global
Course Contact Hours: 45
Recommended Credit: 5 ECTS credits
Course Prerequisites: None
Language Requirements: None
Course Description:
The goal of this seminar is to provide the student with a basic, but professional, level of
knowledge of documentary film making. Special attention will be given to the successful
renewal of the Spanish -and in special cases, the Catalan- film scene in the last 15 years. The
seminar includes a practical exercise where the student can discover his particular way of seeing
Spanish reality. The seminar consists in theoretical and practical lessons. During six weeks
(three days per week; each class meeting for three hours) students and the tutor Ricardo Iscar
will meet and discuss ideas and the situation of the contemporary documentaries.
Learning Objectives:
At the end of this course the students:
Will be have a general theoretical knowledge of the history and styles of the
Documentary
Will learn how to write a script and a Documentary project
Will participate in the shooting and editing of a short documentary movie.
Course Workload
Students will work in small teams of four people to develop a project suitable to be filmed and
presented at the end of the course. At the beginning of the seminar, students will present a
project idea to be approved by the professor. Films should be no more than 15 minutes long and
will be shot Barcelona by each group.
Methods of Instruction:
The seminar consists of lecture and practical lessons. During lecture classes the professor will
present the history of Spanish and Catalan Documentary and will set the theoretical basis for the
production of a Documentary. During practical sessions students will exercise this production,
from the conception of the idea to the editing of the film; this process, of course, includes the
writing of the script and shooting of the film.
Method of Assessment
Student’s final grade will be determined as it follows:
Class participation: 25%
Project synopsis: 25%
Final Documentary Project: 50%
UPF Barcelona Summer School 2017
Absence Policy
Attending class is mandatory and will be monitored daily by professors. The impact of absences
on the final grade is as follows:
Absences Penalization
Up to two (2) absences No penalization.
Three (3) absences 1 point subtracted from final grade (on a 10
point scale)
Four (4) absences 2 points subtracted from final grade (on a 10
point scale)
Five (5) absences or more The student receives an INCOMPLETE for
the course
The UPF Summer School attendance policy does not distinguish between justified or unjustified
absences. The student is deemed responsible to manage his/her absences.
Emergency situations (hospitalization, family emergency, etc.) will be analyzed on a case by
case basis by the Academic Director of the UPF Summer School.
Classroom Norms:
No food or drink is permitted in the classrooms
Students will have a ten-minute break during each hour session
Students will have access to UPF professional facilities and technical equipments
necessary to develop the course and its assignments. The students are responsible for
the appropriate use of materials borrowed from the UPF, including lamps, microphones,
professional cameras and other materials. Students are also responsible for the correct
use of the studios and facilities, etc. Students enrolled in this course will assume the
responsibilities that the UPF audiovisual material loan implies, including eventual
student’s dismissal from the program in the case of inappropriate use of facilities and/or
materials.
Course Contents:
Course Contents: (please note that, given the hands on approach of this course, day and time
meetings for class sessions may vary each week. Theory sessions will last 3 hours and practical
sessions will last 4 hours)
WEEK 1 HISTORY AND STYLES OF DOCUMENTARY
SESSION 1 INTRODUCTION ( TU, June 27, 3 hours)
A brief history: Robert Flaherty and “Nanook of the North”.
Discussion of the reality versus fiction, taking special care of the manipulation and the limits of
reality in the films.
The importance of how to look at reality and rediscover the world
Observational filmmaking.
SESSION 2 FRAMES AND INFLUENCES (We, June 28, 3 hours)
The influence of Flaherty in Spanish contemporary filmmakers like José Luis Guérin, Mercedes
Álvarez, and Ricardo Íscar.
Exposition of the diferent ideas of the course participants.Public discussion.
UPF Barcelona Summer School 2017
SESSION 3 THE CINEMA WITH SOCIAL CONCERN (THU, June 29, 3 hours)
The British Documentary Movement (John Grierson, Cavalcanti,Wright ...)
Filming the work.
WEEK 2 HISTORY AND STYLES OF DOCUMENTARY. PRESENTATION OF
SYNOPSIS
SESSION 4 TO WRITE A DOCUMENTARY SCRIPT (TU, June 4, 3 hours)
To write a Documentary Script: from the first idea to the Script.
Synopsis and Treatment.
Written examples and films. SESSION 5 FILMING THE REAL (WEN, July 5 , 3 hours)
Filming the real (cinéma du reél- cine de lo real).
Dziga Vertov and the Kino Pravda.
The beginnings of cinema verité with Jean Rouch and Edgar Morin (1960).
Cinéma Verité from Passolini until today.
Main Features.
Presentation of Synopsis.
SESSION 6 THE CAMERA AS A WITNESS (THE, JULY 6 , 3 HOURS)
The camera as a witness: The Direct Cinema in USA.
The films from Pennebacker, Leacock, Drew and Frederick Wiseman.
Differences between other styles.
STUDENTS’ PROJECTS Selection of students’ projects.
EACH GROUP (4/5 MEMBERS) SHOULD REHEARSE THE PROJECT, WRITE AND PRESENT THE SCRIPT,
AND DISCUSS IT WITH THE REMINDER OF THE CLASS.
WEEK 3 SCRIPT AND GETTING READY FOR SHOOTING
SESSION 7 LOOKING BACK IN SPAIN. First Steps: the Importance of Transmission
and Education. (TU, July 11, 3 hours)
Looking back 15 years in Spain: how the production of new documentaries started up in
Catalunya. Contemporary Spanish Documentaries.
SESSION 8 SHOOTING PREPARATION (WEN, JULY 12, 3 HOURS)
Preparation of the Shooting of the different students’ projects. Each group will have a digital
camera and sound equipment to shoot their projects around Barcelona.
Introduction to camera and sound equipment
SESSION 9 SHOOTING (THE, July 13, 3 hours)
Shooting of the different students’ projects. Each group will have a digital camera and sound
equipment to shoot their projects around Barcelona.
Professor will host tutorials with each group to accompany their shooting.
*PLEASE, NOTE THAT STUDENTS ARE EXPECTED TO SHOOT THE FILMS OUTSIDE OF CLASS MEETING
HOURS AND WILL HAVE ACCESS TO AUDIOVISUAL MATERIALS ALL THROUGHOUT THE WEEK.
WEEK 4 SHOOTING
SESSION 10 SHOOTING (TU, July 18, 3 hours)
Shooting of the different students’ projects. Each group will have a digital camera and sound
equipment to shoot their projects around Barcelona.
Professor will host tutorials with each group to accompany their shooting.
UPF Barcelona Summer School 2017
*Please, note that students are expected to shoot outside of class meeting hours and will have
access to audiovisual materials all throughout the week.
SESSION 11 SHOOTING (WEN, July 19, 3 hours)
Shooting of the different students’ projects. Each group will have a digital camera and sound
equipment to shoot their projects around Barcelona.
Professor will host tutorials with each group to accompany their shooting.
*Please, note that students are expected to shoot outside of class meeting hours and will have
access to audiovisual materials all throughout the week.
SESSION 12 EDITING (THU, July 20, 4 hours)
Editing of the material with supervision by the tutor.
*Please, note that this class session will last 4 hours and will be meeting in the Editing Rooms).
WEEK 5 SHOOTING AND EDITING (CLASSES WILL BE MEETING IN EDITING ROOMS)
SESSION 13 EDITING (TU, July 25, 4 hours)
Final Editing of the material with supervision by the tutor.
*PLEASE, NOTE THAT THIS CLASS SESSION WILL LAST 4 HOURS AND WILL BE MEETING IN THE
EDITING ROOMS).
WEEK 6 EDITING AND FILM VIEWINGS (Classes will be meeting in editing rooms)
SESSION 14 FINAL EDITING (WEN, July 26, 4 hours)
Final Editing of the material with supervision by the tutor.
*PLEASE, NOTE THAT THIS CLASS SESSION WILL LAST 4 HOURS AND WILL BE MEETING IN THE
EDITING ROOMS).
SESSION 15 FINAL EDITING (THE, JULY 27, 4 HOURS)
Film viewings
Projection and analysis of the different projects.
FINAL CONCLUSIONS AND COURSE CLOSURE
Required Readings:
Barnow, Eric: “El documental. Historia y Estilo” Gedisa. Barcelona,2002.
Barnow, Eric: “Documentary: A History of the Non Fiction Film”. New York. Oxford
University Press. 1974
Macdonald,Kevin y Cousins, Mark (Eds): “Imagining Reality: The Faber book of
Documentary”. Faber & Faber. Londres.1996
Nichols, Bill: “La Representación de la realidad. Cuestiones y conceptos sobre el documental”,
Paidós, Barcelona, 1997
Nichols, Hill: “Representing Reality: Issues and Concepts in Documentary” Indiana University
Press. 1991
Barbash, Ilisa and Taylor, Lucien: “Cross- Cultural Filmmaking. A handbook for making
ethnographic films and videos”.University of California Press. Berkeley, Los Angeles, London.
1997
Barsam, Richard: “Nonfiction Film: A Critical History”. New York. Dutton. 1973
Barsam, Richard: “The vision of Robert Flaherty”. Indiana UniversityPress. 1988
Vertov, Dziga: “Memorias de un cineasta bolchevique”. Las ediciones liberales. Editorial labor
s.a. Barcelona.1974
UPF Barcelona Summer School 2017
Barthes, Roland: “La cámara lúcida”, Paidós. Barcelon.1990
Sontag, Susan: “Sobre la fotografía”,Edhasa. Barcelona.1989
Cerdán, Josetxo, y Torreiro Casimiro (Eds): “Imagen, Memoria y Fascinación. Notas sobre el
documental en España”. Ocho y Medio. Madrid.)
Last revised, Feb 2017
UPF Study Abroad Program 2017
1
Course Syllabus: Contemporary Barcelona and Its Cultural History
Language of Instruction: English
Professor: Stephen Jacobson ([email protected])
Room: TBA
Professor’s Contact and Office Hours: Mondays, 11:00 – 11.30 (office 20.255).
Course Contact Hours: 45
Recommended Credit: 5 ECTS credits
Course Prerequisites: None
Language Requirements: None
Course Description:
Throughout its history, the city of Barcelona has undergone dramatic and
intriguing changes. From an industrial city characterized by textile factories and
low life expectancies that gained an international reputation as a hotbed of
working-class agitation, it became transformed into a cosmopolitan city within a
globalized world, boasting an enviable urban plan adorned with gems from the
fin-de-siècle modernist movement to contemporary international architects. This
course will penetrate and analyze this glossy and gritty city by focusing on its
cultural history during the past two centuries. In so doing, we will employ cross-
disciplinary methods. In addition to readings in history, we will survey
perspectives from urban, Hispanic, and cultural studies as well as anthropology
and sociology. We will combine the critical study of "high" or "bourgeois" culture
with an analysis of popular, working-class, immigrant and consumer culture. The
course will include a number of on-site visits so that students interact
dynamically with the urban environment. We will also discuss contemporary
issues facing the city today.
UPF Study Abroad Program 2017
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Learning Objectives:
At the end of the course, the student:
· will have acquired survey knowledge of the history of Barcelona from
the Enlightenment to the present.
· will have developed critical skills needed to analyze high and popular
culture, art, and architecture in an urban environment.
· will have become versed in contemporary issues facing Barcelonese
today.
Course Workload:
The course is divided into lectures, discussions, and field studies. Since this is an
intensive summer course, students should be prepared to read between 100 to
200 pages per week.
Methods of Instruction:
The course includes both lectures and field studies. Two-hour class sessions are
normally divided into one-hour lecture and one-hour seminar. Students are
expected to treat field studies in the same manner as lectures, by taking notes
and assuming the requisite academic responsibilities.
In addition, students will be required to undertake one field study on their own.
They will be required to take a guided tour of the Palau de la Música
(http://www.palaumusica.cat/ca/) or visit the Hospital Sant Pau
(http://www.santpaubarcelona.org/en/visits) for which they will be reimbursed.
Failure to attend will be counted as a classroom absence.
Books for Purchase:
All required readings will be contained in a coursepack available for purchase.
Method of Assessment
UPF Study Abroad Program 2017
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Class Participation: 33 percent
Paper: 33 percent
Final Exam: 33 percent
Topics Covered:
1. The Barcelona Model
2. The Making of a Nation
3. The Industrious City
4. The Industrial City
5. The Cosmopolitan City
6. The Defeated City
7. The Resurgent City
Absence Policy:
Absences Penalization
Up to two (2) absences No penalization.
Three (3) absences 1 point subtracted from final grade
(on a 10 point scale)
Four (4) absences 2 points subtracted from final grade
(on a 10 point scale)
Five (5) absences or more The student receives an INCOMPLETE
for the course
The UPF Summer School attendance policy does not distinguish between
justified or unjustified absences. The student is deemed responsible to manage
his/her absences. Emergency situations (hospitalization, family emergency, etc.)
will be analyzed on a case by case basis by the Academic Director of the UPF
Summer School.
Classroom Norms:
· No food or drink is permitted.
· There will be a ten-minute break during the class.
· Students may not consult mobile phones or use computers in class,
except for taking notes and following powerpoint presentations.
UPF Study Abroad Program 2017
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Course Contents and Required Readings:
Session 1: Course Description (Mon, 26 June)
Review of syllabus, classroom requirements, and expectations.
Overview of course contents.
Session 2: The Barcelona Model I (Tues, 27 June)
Introduction to the Barcelona Model.
Is there a relationship between the Barcelona Model and Catalan
secessionism?
Reading: Mellissa Rossi, “The Barcelona Model,” Newsweek
International (2 February 2004); Lisa Abend, "Barcelona Warns Madrid:
Pay Up or Catalonia Leaves Spain," Time International (11 September
2012); Raphael Minder, "Catalonia Overwhelmingly Votes for
Independence From Spain in a Straw Poll," New York Times (9 November
2014), and "Artur Mas, Former Catalan Leader, Is Barred From Holding
Office," New York Times (13 March 2017); and Tobias Buck, "Madrid
Considers 'Nuclear Option' to Halt Catalan Referendum" Financial Times
(26 May 2017).
Session 3: The Barcelona Model II (Wednesday, 28 June)
Urban planners and the Barcelona Model.
Balancing cosmopolitan ideas and local identities.
Reading: Lawrence A. Herzog, “‘City of Architects’: Public Space and
the Resurgence of Barcelona” in Return to the Center: Culture, Public
Space, and City Building in the Global Era, ed. Lawrence A. Herzog
(Austin: University of Texas Press, 2006), 91-104; Antoni Luna-Garcia,
“Just another Coffee! Milking the Barcelona Model, Marketing a Global
Image, and the Restoration of Local Identities,” in Consuming the
Entrepreneurial City: Image, Memory, Spectacle, ed. Anne M. Cronin and
Kevin Hetherington (London: Routledge, 2007), 143-160.
Session 4: The Barcelona Model III (Thursday, 29 June)
Globalization and commodification: Barcelona in a post-industrial
economy and the problem of tourist-dependency
UPF Study Abroad Program 2017
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Reading: Mari Paz Balibrea, “Urbanism, Culture, and the Post-Industrial
city: Challenging the ‘Barcelona Model,’” in Journal of Spanish
Cultural Studies, 2, no. 2 (2001): 187-210; Ian Mount, "Besieged by
Tourists, Barcelona Rolls up the Welcome Mat," Financial Times (August
7, 2015). http://www.ft.com/intl/cms/s/0/129dae26-3690-11e5-bdbb-
35e55cbae175.html#axzz44yDELixT. "Radical Mayors of Madrid and
Barcelona take on Tourism and Luxury," Newsweek (8 July 2015).
Session 5: The Barcelona Model IV (Monday, 3 July)
Critiquing the model: poverty and immigration.
Movie: Alejandro González Iñarritu, Biutiful, 2 hours, 28 minutes.
Session 6: The Barcelona Model V (Tues, 4 July)
Reading: Benjamin Fraser, "A Biutiful City: Alejandro González Iñárritu's
Filmic Critique of 'The Barcelona Model," Studies in Hispanic Cinemas, v.
9, no. 2 (2012): 19-34.
Session 7: The Barcelona Model VI (Wed, 5 July)
Complicating the Model: the inner city versus the outer barris; the
twentieth versus the twenty-first century; environmental issues and the
problem of sustainability.
Reading: Ismael Blanco, "Does a Barcelona Model Really Exist? Periods,
Territories and Actors in the Process of Urban Transformation," Local
Government Studies, 35, no. 3 (2009): 355-369; Mónica Degen and
Marísol García, "The Transformation of the Barcelona Model: An Analysis
of Culture, Urban Regeneration, and Governance," International Journal
of Urban and Regional Research, 36.5 (2012): 1022-38.
Session 8: The Making of a Nation (Thurs, 6 July)
Medieval and early modern roots of contemporary modernity.
Field Study: Museu d’Història de Catalunya (http://www.mhcat.net)
Hand in papers.
Session 9: The Industrious City (Mon, 10 July)
UPF Study Abroad Program 2017
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Enlightenment Barcelona: textiles, prints, coffee, tobacco, and sugar.
Urban romanticism in poetry, art, and architecture.
Reading: Robert Hughes, Selections from "Blind with a Love for
Language," 289-306; and “Going to the Fair,” in Barcelona (New York:
Vintage, 1992), 323-343, 354-373.
Session 10: The Metropolitan City (Tues, 11 July)
The bourgeois spatial and cultural transformation of the city.
From revolutionary liberalism to Catalan nationalism
Reading: Joan Ramon Resina, “The Bourgeois City,” in Barcelona’s
Vocation of Modernity: Rise and Decline of an Urban Image (Stanford:
Stanford University Press, 2008), 10-62
Session 11: The Industrial City I (Wed, 12 July)
Visit to the Barcelona Industrial Museum, Oliva Artés
(http://museuhistoria.bcn.cat/ca/node/1071)
Session 12: The Industrial City II (Thurs, 13 July)
Barcelona industry becomes cosmopolitan: The World's Fair of 1888.
Reading: Stephen Jacobson, “Interpreting Municipal Celebrations of
Nation and Empire: The Barcelona Universal Exhibition of 1888,” in
Nationalism and the Reshaping of Urban Communities, ed. William
Whyte and Oliver Zimmer (Basingstoke: Palgrave MacMillan, 2011), 74-
109.
Session 13: The Cosmopolitan City I (Mon, 17 July)
The architectural and artistic boom.
Reading: Colm Toiben, “City without Walls,” “A Dream of Gaudí,”
“Picasso’s Quarter,” and "Miró in Barcelona," in Homage to Barcelona
(London: Simon & Schuster, 1990), 30-96.
Session 14: The Cosmopolitan City II (Tuesday, 18 July)
The "roaring twenties" in Barcelona.
UPF Study Abroad Program 2017
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Reading: Robert Davidson, “Vantage Point: Barcelona’s Mirador (1929-
31)” in Jazz Age Barcelona (Toronto: University of Toronto Press, 2011),
104-40.
Session 15: The Cosmopolitan City III (Wednesday, 19 July)
The zenith of the cosmopolitan era: The World's Fair of 1929
Field Study: Visit to the World's Fair site of 1929.
Session 16: The Cosmopolitan City IV (Thursday, 20 July)
"The Rose of the Fire": Anarchism and republican popular culture in the
bourgeois city.
Reading: Chris Ealham, “The Making of a Divided City” and “Mapping
the Working Class City” in Class, Culture, and Conflict in Barcelona,
1898-1937 (London: Routledge, 2004), 1-53.
Session 17: The Defeated City (Monday, 24 July)
Barcelona, the Spanish Civil War and the Francoist Repression.
Street, youth, and immigrant culture amid urban poverty.
Readings: Juan Marsé, Shanghai Nights, trans. Nick Castor (London:
Vintage Books, 2007; original edition, 1998), 1-51.
Session 18: The Resurgent City (Tuesday, 25 July)
Student, popular, and immigrant culture during the transition to
democracy
The Barcelona Model in Historical Perspective.
Catch-up day, lecture, and review for final exam.
Session 19: Final Exam (Wed, 26 July)
Session 20: Concluding Matters (Thursday, 27 July)
UPF Study Abroad Program 2017
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Recommended bibliography:
In addition to the articles, chapters, and books cited above, students are
encouraged to consult the following sources on their own.
James S. Amelang, “Comparing Cities? A Barcelona Model,” Urban History 34
(2007): 173-89.
Josep Maria Anaud et al., Barcelona Contemporánea (1856-1996) /
Contemporary Barcelona (1856-1996) (Barcelona, Centre de Cultura
Contemporània de Barcelona, 1996)
Joan Busquets, Barcelona: The Urban Evolution of a Compact City (Cambridge,
MA: Harvard University Press, 2005)
Antònia Casellas, “Barcelona’s Urban Landscape: The Historical Making of a
Tourist Product,” Journal of Urban History, 35, no. 6 (2009): 815-32.
Brian Chalkey and Stephen Essex, “Urban Development through Hosting
International Events: The Barcelona Olympic Games,” Planning Perspectives, 14
(1999): 369-94.
Robert A. Davidson, “Observing the City, Mediating the Mountain: Mirador and
the 1929 International Exhibition of Barcelona,” in Visualizing Spanish
Modernity, ed. Susan Larson and Eva Woods (Oxford: Berg, 2005), 228-244.
Chris Ealham, “The Myth of the Maddened Crowd: Class, Culture and Space in
the Revolutionary Urbanistic Project in Barcelona, 1936-37,” in Splintering of
Spain: Cultural History and the Spanish Civil War (Cambridge: Cambridge
University Press, 2005).
Michael Eaude, Catalonia: A Cultural History (Oxford: Signal Books, 2007)
A.G. Espuche et. al., “Modernization and Urban Beautification: The 1888
Barcelona World Fair,” in Planning Perspectives 6, no. 2 (1991).
Féliz Fanès, “Joan Miró 1929: High and Low Culture in Barcelona and Paris,”
Visualizing Spanish Modernity, ed. Susan Larson and Eva Woods (Oxford: Berg,
2005), 245-62.
UPF Study Abroad Program 2017
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Felipe Fernández-Armesto, Barcelona. A Thousand Years of the City’s Past
(London: Sinclair-Stevenson, 1991)
Helen Graham, “Against the State: A Geneology of Barcelona’s May Days
(1937),” European History Quarterly, 29, no. 4 (1999): 485-542.
J.E.R. Hargreaves, Freedom for Catalonia? Catalan Nationalism, Spanish Identity
and the Barcelona Olympic Games (Cambridge: Cambridge University Press,
2000)
John Hargreaves and Manuel Garcia Ferrando, “Public Opinion, National
Integration and Identity in Spain: The Case of the Barcelona Olympic Games,”
Nations and Nationalism, 3, no. 1 (1997): 65-87.
F. Xavier Hernàndez, The History of Catalonia (Barcelona: Dalmau, 2007)
Temma Kaplan, Red City, Blue Period: Social Movements in Picasso’s Barcelona
(Berkeley: University of California Press, 1993)
Tim Marshall ed., Transforming Barcelona (London: Routledge, 2004)
Gary Wray McDonogh, “Barcelona: Forms, Images, and Conflicts,” Journal of
Urban History 20 (2010): 1-7.
Gary Wray McDonogh, Good Families of Barcelona: A Social History of Power in
the Industrial Era (Princeton: Princeton University Press, 1989)
Francisco-Javier Monclús, “The Barcelona Model: and an Original formula? From
Reconstruction to Strategic Urban Projects (1979-2004),” 18, no. 4 (2003): 399-
421.
Roser Nicolau-Nos and Josep Pujol-Andreu, "Urbanization and Dietary Change in
Europe: Barcelona, 1870-1935," in Food and the City in Europe since 1800
(Aldershot: Ashgate, 2007).
George Orwell, Homage to Catalonia (original edition, 1952; multiple editions
available).
UPF Study Abroad Program 2017
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José Luis Oyón, “The Split of a Working-Class City: Urban Space, Immigration,
and Anarchism in Inter-War Barcelona, 1914-1936,” Urban History 36 (2009):
86-112.
Oriol Pi-Sunyer, “Under Four Flags: The Politics of National Identity in the
Barcelona Olympics,” Political and Legal Anthropology Review, 18, no. 1 (1995):
35-56.
William H. Robinson, Jordi Falgàs, and Carmen Belen Lord, eds. Barcelona and
Modernity: Picasso, Gaudí, Miró, Dalí. (New Haven, CT: Cleveland Museum of Art
in association with Yale University Press, 2007).
J. Romero Maura, “Terrorism in Barcelona and its Impact on Spanish Politics,
1904-1909,” Past and Present, 41 (1968): 130-83.
Peter G. Rowe, Building Barcelona: A Second Renaixença (Barcelona: Actar, 2006)
Michael Seidman, “Work and Revolution: Worker’s Control in Barcelona during
the Spanish Civil War,” Journal of Contemporary History, 17, no. 3 (1982): 409-
33.
Angel Smith ed. Red Barcelona: Social Protest and Labour Mobilization in the
Twentieth Century (London: Routledge, 2002)
J.K.J. Thomson, A Distinctive Industrialization: Cotton in Barcelona, 1728-1832
(Cambridge: Cambridge University Press, 1992)
Ricard Zapata-Barrero, "Immigration, Self-Government and Management of
Identity: The Catalan Case," in The Long March to the West: 21st Century
Migration in Europe and the Greater Mediterranean Area, ed. Michael Korinman
and John Laughland (London: Vallentine, Mitchell and Co., 2007), 168-202.
Last revised, June 2017
UPF Barcelona Summer School 2017
Programa del Curso- CULTURA Y LITERATURA DEL SIGLO DE ORO
Lengua de docencia: Español
Profesora: Anna Serra
Horas de visita: A concertar
Horas de contacto: 45
Créditos recomendados: 5 ECTS créditos
Prerrequisitos del curso: Ninguno/indicar prerrequisitos si los hubiera
Prerrequisitos de lengua: Tres semestres de español en la universidad o
equivalente. Nivel suficiente para leer textos literarios.
Descripción del curso
En este curso se presentarán los principales textos de la literatura española
desde los inicios del Imperio español hasta su decadencia, es decir, el llamado
Siglo de Oro (siglos XVI y XVII). Se atenderán tanto los aspectos de historia
literaria como la relación con los contextos de creación y recepción de los títulos
escogidos con el fin de trazar el desarrollo del imaginario social y cultural. Se
estudiarán textos de diferentes géneros (poesía, narrativa, teatro), empezando
por los antecedentes medievales y siguiendo un orden cronológico.
Objetivos de aprendizaje
— Conocer el nacimiento de la lengua castellana y sus primeras manifestaciones
literarias desde el siglo XII.
— Conocer el contexto histórico y cultural de los siglos XVI y XVII. Identificar los
temas principales que dominaron el pensamiento español y los principales
movimientos espirituales.
— Analizar y comprender las obras más relevantes de los Siglos de Oro (Lazarillo
de Tormes, Don Quijote de la Mancha, poesía renacentista y barroca, literatura
mística, teatro barroco).
— Contar con las herramientas retóricas y poéticas esenciales que permitan
detectar las innovaciones y las tradiciones literarias de los distintos textos.
— Ser capaz de abordar desde un punto de vista multidisciplinar los textos
literarios como reflejo de una época determinada.
UPF Barcelona Summer School 2017
Trabajo requerido
— Asistencia a clase
— Adquisición y lectura del dossier de la asignatura (en papel), que contiene
textos varios seleccionados.
— Adquisición (compra o préstamo bibliotecario) y lectura de dos libros:
Lazarillo de Tormes y El Caballero de Olmedo.
— Realización de dos exámenes parciales (breves) y un examen final.
— Elaboración de un ensayo breve (4-5 págs.) a propósito de los temas
expuestos en el curso. Se podrá elaborar el ensayo sobre cualquiera de los textos
o temas que se hayan tratado en clase (se propondrá una lista de temas pero
el alumno podrá proponer otros).
Método de instrucción
El curso combinará las lecciones teóricas para introducir cada tema, movimiento
o autor, con los ejercicios prácticos / lecturas en los que se trabajará
directamente sobre los textos, aplicando los contenidos dados en las
explicaciones teóricas, fomentando la participación en clase y la lectura y
discusión en grupo. Cada tema ocupará unas 5-6 horas de clase
aproximadamente. Se proyectará una película.
Método de evaluación
Participación en clase: 5 %
Examen parcial 1: 15 %
Examen parcial 2: 20 %
Examen final: 30 %
Ensayo: 30 %
Política de asistencia:
Asistir a clase es obligatorio y la asistencia será controlada diariamente por los
profesores. El impacto de las ausencias en la nota final es como sigue:
Ausencias Penalización
hasta (2) ausencias No hay penalización
tres (3) ausencias 1 punto menos en la nota final (sobre
10)
cuatro (4) ausencias 2 puntos menos en la nota final (sobre
UPF Barcelona Summer School 2017
10)
cinco (5) ausencias o más El estudiante recibe un NO
PRESENTADO por el curso
La política de asistencia de la UPF Summer School no distingue entre ausencias
justificadas o injustificadas. El estudiante es responsable de gestionar sus
ausencias.
Situaciones de emergencia (hospitalización, emergencia familiar, etc.) serán
analizadas caso por caso por la Directora Académica de la UPF Summer School.
Normas de clase
· No está permitido comer o beber en clase.
· Habrá un descanso de 10 minutos en cada clase.
· Los estudiantes deben asistir a clase perfectamente preparados.
Contenidos del curso
1. Antecedentes. Nacimiento de la lengua y literatura medieval en España
2. Humanismo, Renacimiento, Barroco. Características y evolución. El contexto
histórico: de los Reyes Católicos a Felipe IV. El concepto de Siglo de Oro.
3. Los nuevos géneros
a. Realismo, idealismo, historiografía, ficción.
b. El género picaresco: Lazarillo de Tormes
4. Las corrientes espirituales y la literatura mística. Francisco de Osuna, Santa
Teresa de Jesús y San Juan de la Cruz. // Fray Luis de León.
5. Cervantes y la novela. Don Quijote de la Mancha. Teoría literaria y visión del
mundo.
6. Las corrientes poéticas de los siglos XVI y XVII
a. La nueva estética italianizante: Garcilaso de la Vega.
b. Conceptismo y culteranismo. Góngora y Quevedo.
c. La pervivencia de los modelos medievales; romancero nuevo.
7. El teatro como espectáculo y como ideología
a. La comedia nueva: Lope de Vega.
b. Calderón de la Barca.
UPF Barcelona Summer School 2017
Lecturas obligatorias
* Dossier de la asignatura con la selección de obras necesarias para seguir el
curso. El dossier se puede comprar en el servicio de reprografía de la universidad
(Ricoh).
* 2 libros (ambos disponibles en la Biblioteca de la UPF):
* Anónimo. Lazarillo de Tormes. Madrid: Cátedra. [varias ediciones]
* LOPE DE VEGA, Félix. El caballero de Olmedo. Madrid: Cátedra. [varias
ediciones]
Bibliografía recomendada
Obras de consulta general
ALVAR, Carlos [et al.]. Breve historia de la literatura española, Madrid: Alianza,
2002.
ARELLANO, Ignacio. Historia del teatro español del siglo XVII. Madrid: Cátedra,
1995.
CANAVAGGIO, J. (dir.). Historia de la literatura española: Tomo 2: El Siglo XVI;
Tomo 3: El Siglo XVII, Barcelona, Ariel, 1995.
RICO, Francisco (coord.). Historia y crítica de la literatura española (9 vols.),
Barcelona: Crítica, 1979-2000. Vol. 2 y 3.
VV.AA., Historia de la literatura española. Barcelona: Ariel, 1973-1984. Vols. 2-4.
Contexto cultural e histórico
BENNASSAR, B., La España del Siglo de Oro, Barcelona, Crítica, 1983.
ELLIOTT, John, Imperial Spain 1469-1716, Londres, Penguin, 2002.
FEROS, Antonio y Juan GELABERT (coord.), España en tiempos del Quijote.
Madrid, Taurus, 2004.
Last revised, Feb 2017
UPF Barcelona Summer School 2017
Course Syllabus- Current Issues of the European Union in a Global World
Language of Instruction: English
Professor: Maria Gundín Castro
Course Contact Hours: 45
Recommended Credit: 5 ECTS credits
Course Prerequisites: Basic knowledge in economics is highly recommended
Language Requirements: English
Course Description:
This course aims at providing an economic analysis of the European Union countries, with a
special focus on the Eurozone. It also covers basic historical and critical tools for the
understanding of the construction and integration processes of the European Union after the II
World War.
Special reference will be made to the implications on member countries economies derived from
sharing a single currency and solving the present economic crisis. The role of the European
Central Bank when facing the danger of deflation will also be studied, together with the
asymmetries and economic disparities across the Economic and Monetary Union. We will
reflect together, from an economic standpoint, on the Brexit, the new orientation of US politics
and their expected effects on the EU economy. We will also use our knowledge of
macroeconomic and microeconomic to give the students a clearer understanding of the
Economic policies applied across the EU.
Learning Objectives:
With regard to Knowledge, by the end of the course students are able to outline the historical
process of the European integration and the reasons behind those ones; to indicate the present
debates around economic policy surrounding the EU. Also, the student will be capable of
analysing the economic situation of the European area and reasons behind inequalities and
asymmetries in economic indicators across the Eurozone.
With regard to Skills, by the end of the course students are able to: demonstrate presentational
abilities, justify diverse economic arguments in class discussions, assess the methodological
virtues/deficiencies of the academic works handled and presented along the term and to develop
research techniques. They will be familiar with database from eurostat, ECB or OECD.
Course Workload:
During all the sessions there will be a lecture, student presentations and student discussions on
the readings assigned for that specific session. Readings should be deeply read prior to class.
Students should be prepared to read around 50 pages per week.
Methods of Instruction:
The course includes lectures, student presentations and student discussion. Two-hours class
sessions (plus 15 minutes break in between) are normally divided into one-hour lecture and a
second hour focused on student presentations and student discussions on readings, which they
have read in advance. Each topic proposed (11) will be covered during two sessions. Starting on
week 2, at the beginning of each session, students must answer, and hand in, soe questions on
the required readings of the day. See E below
UPF Barcelona Summer School 2017
Method of Assessment:
The final grade will be determined on:
A/ One Essay and its presentation (15%). Groups of two people.
B/ Two Presentation Topics (5% + 5%). Individual
C/ Mid term exam (30%). Individual
D/ Final exam (30%). Individual
E/ Questions on readings (before the lecture): 10%
F/ Class participation (5%)
A/ In the case of Essay (15%), you must work in groups of two people
- write a paper (between 8 and 10 pages, 1.5 space, size char. 12) and hand it in the day
of the presentation.
- present it to all of us using ppt or similar (upload it the same day of the presentation.
B/ The Presentation topic is an individual work (10%each), you do not need to write a paper
but you are expected to prepare a good presentation (It must uploaded prior to the corresponding
session) in order to clearly explain the topic proposed (10 minutes presentation aprox , never
more than 15mi).
C/ and D/ Exams (30% each): The midterm and final exams will consist of short questions on the
topics covered along the course. The midterm exam will cover the first half of the syllabus. The
final exam will cover the rest of the syllabus.
- During the exams you can take your notes and readings with you, computers are not allowed
E/ Questions on readings, before the lecture, (10%): Starting on week 2, at the beginning of each
session, students must answer, and hand in, some questions on the required readings of the day.
F/ Class participation (5%): During the Sessions I will be proposing some short questions and
open discussions and, working in groups, you are invited to answer those.
Absence Policy:
Attending class is mandatory and will be monitored daily by professors. The impact of absences
on the final grade is as follows:
Absences Penalization
Up to two (2) absences No penalization.
Three (3) absences 1 point subtracted from final grade (on a 10
point scale)
Four (4) absences 2 points subtracted from final grade (on a 10
point scale)
Five (5) absences or more The student receives an INCOMPLETE for
the course
The UPF Summer School attendance policy does not distinguish between justified or unjustified
absences. The student is deemed responsible to manage his/her absences.
Emergency situations (hospitalization, family emergency, etc.) will be analyzed on a case by
case basis by the Academic Director of the UPF Summer School.
Classroom Norms:
No food or drink is permitted.
There will be a ten-minute break during the class: Class 17.15 to 18.15 and from 18.30 to 19.30
UPF Barcelona Summer School 2017
Students must come to class fully prepared.
Computers are not allowed during sessions.
Course Contents:
1. Description of the course and reading/discussing exercise: content, methods of work,
guidelines for writing an essay, organising groups of work...
2. Reconstruction of Western Europe From the Marshall Plan to the Treaty of Paris.
Compulsory Readings:
- Papadimitriou, Dimitri B. “Greece Needs a 21st Century Marshall Plan”, Bloomberg Business,
2013
- Eichengreen, Barry “Lessons form the Marshall Plan” for WORLD DEVELOPMENT
REPORT 2011, University of California, Berkeley , April 2010
- Crafts, N. “Saving the Eurozone: Is a ‘Real’ Marshall Plan the answer?”, in Vox Research-
based policy analysis and commentary from leading economists, June 2012
Recommended readings:
- “The Two Postwar Eras and the Conditions for Stability in Western Europe", American
Historical Review, Vol. 86, No. 2, 1981, pp. 327-352
3. An overview of Europe´s evolution of openness: late 50s to late 70s. From the Treaty of
Rome to European Monetary System.
* Presentation Topic 1: Referring to the post war period in Europe we talk about
“reconstruction” instead o f “recovery” . Explain why is it so.
From Guirao, F. A detailed history of the European Union. 2008. UOC, Barcelona. Pp: 15-21
* Presentation Topic 2: Why is German recovery so important for European reconstruction and
US economic growth?
From Guirao, F. A detailed history of the European Union. 2008. UOC, Barcelona. Pp: 38-42
4. EU evolution of integration: From EMS crisis to the Treaty of Lisbon
Compulsory Readings:
- Dorrucci, E. et al “Europe s challenging economic integration: Insights from a new index”, in
VOX, April 2015
- Michael J. Baun, "The Maastricht Treaty as high politics: Germany, France and European
Integration" in Political Science Quarterly, Vol. 110, No. 4, 1995-96, pp. 605-624. (SNU CUL
and SNU SSL on line access)
- Campos, N. Coricelli, F. Moretti, L. How much do countries benefit from membership in the
European Union? April 2014, VOX
* Presentation Topic 3: Maastricht Treaty: German French tension. See Baun
* Presentation topic 4: How much do poorer countries benefit from membership in the European
Unión? see Campos et all
UPF Barcelona Summer School 2017
* Presentation topic 5: Homework to be done, see Dorrucci et al
5. Convergence or divergence within the EU?
Compulsory Readings:
Andrea Boltho, Wendy Carlin, The problems of European monetary union – asymmetric shocks
or asymmetric behaviour? VOX 31 March 2012
Rodica CRUDU. Economic Crisis And Economic Disparities In European Union
http://ceswp.uaic.ro/articles/CESWP2015_VII2A_CRU.pdf
* Presentation Topic 6: Asymmetries in the EU. From Boltho & Carlin
* Presentation topic 7: To be determined
6. Evolution of GDP structure, productivity and economic growth in the EU.
Compulsory Readings:
- Riccardo Faini, “Europe: A continent in Decline?”, in Paul W. Rhode and Gianni Toniolo
(eds.), The Global Economy in the 1990s. A Long-Run Perspective, Cambridge, Cambridge
University Press, 2006, pp. 69-88
- The Economist “Smart Work” Oct 2010
- The Economist “How to grow?” Oct 2010
* Presentation topic 8: European productivity: homework to be done.
Reading: “Smart Work” The Economist Oct 2010
* Presentation topic 9: What can be done to foster Economic growth?
Reading: “How to grow?”. The Economist Oct 2010
7. Workshop (for all students): Can Marshall Plan inspire a mechanism for boosting a
healthy economic growth nowadays? Proposals are welcomed! In groups of three students
8. The case of Spanish model of economic growth versus Irish one: 80s & 90s.
Compulsory Readings:
- Martín, Carmela. “Growth and Structural Changes,” Chapter 1 in her The Spanish economy in
the new Europe. MacMillan. 2000. Pp. XX-XX.
- “The wealth effect,” in The Economist (17 May 2001).
- “Ireland's crash, After the race” in The Economist Feb 17th 2011
* Presentation topic 10: Irish model of economic growth late XX century.
9. Mid term on previous topics. Essay presentations .
10. To understand the implications of European Monetary Union: An overview of
exchange rate regimes
Compulsory Readings:
- “Fix or Float?,” in The Economist (28 January 1999).
- other reading to be determined
UPF Barcelona Summer School 2017
* Presentation topic 11: Advantages and drawbacks derived from a Flexible exchange rate
system
11. Flexible exchange rates (II), European currencies prior to European Monetary System
Compulsory Reading to be determined
12. Fixed-exchange-rates and quasi-fixed exchange rates regimes. The cases of EMS and
EMU
Compulsory Readings:
“A much devalued idea”. The Economist, March 1995
* Presentation topic 12: Why can a devaluation translate into inflation? Why not?
13. Economic and Monetary Union I Steps towards the common currency. The Maastricht
Criteria: what for?
Compulsory Readings:
- De Grauwe, P. “The politics of the Maastricht convergence criteria”. Vox Research-based
policy analysis and commentary from leading economists. 15 April 2009
- Cukierman, A. “The Revolution in Monetary Policymaking Institutions”. Vox Research-based
policy analysis and commentary from leading economists
27 September 2007
- Wyplosz, Ch. “Eurozone reform: Not yet fiscal discipline, but a good start” . Vox Research-
based policy analysis and commentary from leading economists. October 2010
Recommended Reading:
- Jonas, J. “Euro adoption and Maastricht criteria: Rules or discretion? ZEI working paper, No. B
14-2004 https://ideas.repec.org/p/zbw/zeiwps/b142004.html
* Presentation Topic 13: Reasons for having Maastricht criteria regarding discipline in public
finances.
* Presentation Topic 14: Are Maastricht fiscal rules too soft? see Jonas, pp 17-28
14. Economic and Monetary Union II. Advantages and disadvantages of the euro. The
optimal currency area debate.
Compulsory Readings:
- Bordo, Michael and Lars Jonung. Lessons for EMU from the History of Monetary Unions.
Reading No. 50. London: Institute of Economic Affairs. June 2000. Pp. 1-3, 11-15.
- “The merits of one money,” in The Economist (22 October 1998).
- “A primer in economics,” in The Economist (9 April 1998).
* Presentation Topic 15: Is the EMU an Optimal currency area?
* Presentation Topic 16: Is the EMU a good club? Reasons for the Uk to remain out.
UPF Barcelona Summer School 2017
15. Housing boom and bust in Spain: causes and effects over economy. effects to the
financial sector and to the citizens. Guest lecturer José María Raya,
Compulsory Reading:
http://www.funcas.es/publicaciones/viewarticulo_PDF.aspx?IdArt=20769
* Presentation topic 17: Which were the main causes and consequences of the housing bubble in
Spain?
* Presentation topic 18: Which was the mechanism that expanded this housing bubble to the
financial sector?
16. EMU crisis: background and effects. Greece, Portugal and Ireland.
Compulsory Readings:
- De Grauwe, P. “Panic-driven austerity in the Eurozone and its implications”, Vox Feb 2013
- Burda M. & Gerlach, S. “A credible Stability and Growth Pact: Raising the bar for budgetary
transparency “ Vox Research-based policy analysis and commentary from leading economists.
17 June 2010
- Baumeister, Ph. “Should the Stability and Growth Pact Revisited after EU enlargement?
Department of Economics, University of Konstanz, Germany. Pp. 15-18 and Conclusions.
* Presentation Topics to be determined.
17. The Monetary policy of the European Central Bank versus the Federal Reserve and the
Bank of England. Essay presentations
Compulsory Reading:
- Fernández-Villaverde, Jesús & Garicano, Luis & Santos, Tano. “Did the euro kill governance
in the periphery?” Vox 30 April 2013
- The Economist, Why giving politicians influence over monetary policy is a bad idea, Mar 10th
2016 http://www.economist.com/blogs/economist-explains/2016/03/economist-explains-7
- Dae Woong Kang, Ligthart,N. , Mody, A. The ECB and the Fed: A comparative narrative,
VOX 19 January 2016
* Presentation Topic : Advantages of Central Bank independence and evolution of the main ones
during last decades.
* Presentation Topic : ECB and Fed Monetary policies fighting crisis
18. Other policies in the EU to handle economic crisis.
Compulsory Reading:
- De Grauwe, Paul. “Fighting the wrong enemy” in VOX, 19 May 2010
- Cottarelli Carlo, “Fiscal adjustment: Too much of a good thing?2, VOX 08 February 2012
- Wood, Richard “A pro-growth economic plan” Vox 11 May 2013
- Wood, Richard “Economic policies pursuant to the Global crisis: a critique” VOX July 2014
* Presentation topic: Fiscal adjustment, what for?
UPF Barcelona Summer School 2017
19. Around present situation from an economic perspective: refugees and migration;
outcome of Britain´s EU referendum. Essay presentations
Readings to be determined.
20. Final exam. Essay presentations.
María Gundín, Last revised March 2017
ESPAÑOL NIVEL SUPERIOR – Barcelona Summer School 2017
© Idiomes UPF 1
Barcelona Summer School 2017
ESPAÑOL PARA HISPANOHABLANTES Nº total de horas: 45 h Créditos: 5 ETCS Calendario lectivo: del 20 de junio al 27 de julio Horario lectivo: de lunes a jueves, de 9.00 a 11.00
I. CARACTERÍSTICAS DEL CURSO:
Este curso está dirigido a estudiantes hispanohablantes de procedencia estadounidense que desean mejorar sus recursos comunicativos y dominio del español, y mantener así la lengua heredada de sus familias. En este sentido, el principal objetivo del curso es que el alumno tome conciencia de la diversidad
lingüística del español y que adquiera las competencias necesarias para poder desenvolverse tanto en registros formales como informales.
La orientación del programa es comunicativa y su metodología de trabajo se basa en la realización de actividades de uso que le permitirán al alumno ampliar sus destrezas comunicativas. Dichas actividades se centran sobre todo en la lectura y en la producción oral y escrita en español, y van siempre
acompañadas de los necesarios procesos de reflexión sobre la lengua a fin de facilitar la interiorización y el dominio de sus diversas estructuras y unidades. II. PROFESOR/A: ___________________
Correo electrónico: ________________ Oficina: 40.159 (Edificio Roger de Llúria)
Horas de visita: ________________
III. REQUISITOS: Prueba de Nivel IV. OBJETIVOS DEL CURSO:
Reconocer y valorar las diversas variantes regionales y dialectales del español. Llevar a cabo una reflexión lingüística sobre la lengua a fin de que el alumno alcance un buen
dominio de la gramática, el léxico y la ortografía. Desarrollar la capacidad de producir textos claros y detallados en registros formales e informales,
y en variados contextos (personal, académico, profesional, etc.). Ampliar los recursos comunicativos en español a través de la lectura, el análisis y la crítica de
textos con el objetivo de que el alumno llegue a ser capaz de expresarse con convicción y claridad, adecuando su registro a la situación y a la persona o personas implicadas.
Desarrollar una noción de estilo a través de la producción y la corrección de textos en español. V. CONTENIDOS DEL CURSO:
El español en el mundo: unidad y diversidad.
Las diferencias regionales y dialectales del español. El inglés y el español en contacto: el spanglish. La precisión léxica en el discurso escrito y en el discurso oral: diferentes registros de lengua. La corrección ortográfica:
o Ortografía de las letras. o Reglas de acentuación.
o Signos de puntuación. o Uso de mayúsculas y minúsculas.
La corrección gramatical: o Sistematización y consolidación de la morfología de los distintos tiempos y modos
verbales, y de los usos y contrastes entre ellos. o Conjunciones y conectores de coordinación y subordinación asociados a distintos
registros, formales e informales.
o Usos especiales en el sistema pronominal y en la determinación. o Sistematización y consolidación de las diversas construcciones sintácticas subordinadas.
ESPAÑOL NIVEL SUPERIOR – Barcelona Summer School 2017
© Idiomes UPF 2
VI. SISTEMA DE EVALUACIÓN:
Se detalla a continuación el sistema de evaluación que regirá este curso:
40% tareas realizadas a lo largo del curso 10% participación en clase 20% examen parcial 30% examen final
TOTAL = 100% Nota global del curso*
(* A la nota global del curso le será aplicada la política de asistencia del programa)
TAREAS REALIZADAS A LO LARGO DEL CURSO.
El profesor contará al menos con 4 notas de cada estudiante que reflejarán la evaluación de distintos
trabajos realizados por el alumno durante el curso. De estas notas, 2 notas corresponderán a sendas actividades de expresión escrita, realizadas en casa como deberes o bien en el aula, mientras que las otras 2 notas corresponderán a actividades de expresión oral preparadas con antelación y que deberán exponerse en clase. Las pautas para realizar dichas actividades, así como las fechas de entrega y/o de presentación se facilitarán con suficiente antelación durante el curso. PARTICIPACIÓN EN CLASE.
La participación activa en clase constituye una parte esencial de la nota global del curso. En este sentido se espera del alumno que realice las lecturas asignadas para cada sesión de clase y que participe activamente en las discusiones y los debates que se vayan generando durante el curso. El alumno deberá contribuir aportando su opinión e ideas sobre el tema que se discuta y planteando preguntas que promuevan el debate así como la comunicación en el grupo. La falta de interés o una actitud negativa
influirán desfavorablemente en la nota final del curso. EXAMEN PARCIAL.
A mitad del curso se realizará, dentro del horario de clase, un examen parcial con una duración
aproximada de 2 horas con el fin de evaluar los conocimientos adquiridos por el alumno hasta ese
momento. El examen constará de 2 partes: en la primera parte se responderán preguntas sobre temas lingüísticos analizados en clase, y en la segunda parte se realizará un breve ensayo, a partir de unas pautas dadas, en el cual el alumno deberá analizar e interpretar determinadas cuestiones planteadas y discutidas durante el curso. EXAMEN FINAL.
Se realizará un examen final, con una duración de 2 horas, durante el último día de clase, en el que se evaluarán los conocimientos adquiridos por cada alumno a lo largo del curso. El examen constará de 2 partes: en la primera parte se responderán preguntas sobre temas lingüísticos analizados en clase, y en la segunda parte se realizará un breve ensayo, a partir de unas pautas dadas, en el cual el alumno deberá analizar e interpretar determinadas cuestiones planteadas y discutidas durante el curso. POLÍTICA DE ASISTENCIA DEL PROGRAMA.
Con el fin de reflejar la extrema importancia otorgada en este programa a la asistencia continuada y
regular a las clases, se aplicará la siguiente política de asistencia sobre la nota global del curso: para tener derecho a la calificación final el estudiante tendrá que haber asistido a lo largo del mismo como mínimo a un 90% de las clases. Eso quiere decir que:
En el curso de 45 horas se admite hasta un máximo de 4,5 horas de no asistencia sin que ello afecte a la nota global del curso. Sin embargo, perder 5,5 horas de clase sin causa justificada supondrá la reducción de un punto de la nota global del curso; perder 6,5 horas de clase sin causa justificada supondrá la reducción de dos puntos de la nota global del curso, y perder 7,5 o más horas de clase sin causa justificada supondrá la obtención de la calificación de “no presentado”.
ESPAÑOL NIVEL SUPERIOR – Barcelona Summer School 2017
© Idiomes UPF 3
VII. ESCALA DE NOTAS Y CALIFICACIONES:
Tanto en los distintos trabajos evaluados por el profesor a lo largo del curso, como en los exámenes, parcial y final, se empleará la siguiente escala de notas y calificaciones:
NOTA
CALIFICACIÓN EQUIVALENCIAS SISTEMA
NORTEAMERICANO
Matrícula de Honor A+ Excellent Performance
9-10 Sobresaliente A
7-8,9 Notable B Good Performance
5-6,9 Suficiente C Adequate Performance
0-4,9 Insuficiente F Unsatisfactory Performance
VIII. EXIGENCIA DE TRABAJO POR PARTE DEL ALUMNO: Para el máximo aprovechamiento de este curso se espera por parte de los estudiantes, no sólo una
asistencia continua y un alto grado de participación en clase, sino también un mínimo de una hora diaria dedicada al estudio fuera del aula. Durante este tiempo se prevé la realización de los deberes diarios y la lectura de los textos asignados por el profesor, la revisión y el refuerzo de los contenidos vistos en clase,
el estudio necesario para la preparación de los exámenes, etc. Asimismo, los estudiantes deberán presentar todas las actividades requeridas por el profesor en el plazo indicado por este o en el programa. Se penalizará la entrega fuera de plazo. IX. MATERIAL DEL CURSO:
Los alumnos deberán comprar en el servicio de copistería el dossier de material didáctico que emplearán a lo largo de este curso. X. MATERIAL DE CONSULTA: Diccionario en línea de la Real Academia Española: http://www.rae.es/rae.html
Diccionario en línea panhispánico de dudas de la Real Academia Española: http://www.rae.es/dpd/
Ortografía esencial. Con el español que se habla hoy en España y en América Latina. Madrid:
Ediciones SM (2002). El español de España y el español de América. Vocabulario comparado. Madrid: Ediciones SM
(2002). VVAA. Gramática básica del estudiante de español. Barcelona: DIFUSIÓN (2005). Castro, F. APRENDE Gramática y Vocabulario 4. Madrid: SGEL (2007). Cortés M. y Fontecha M. Gramática y recursos comunicativos 4 (C1). Madrid: SANTILLANA (2007). Gramática práctica del español. Instituto Cervantes. Madrid: ESPASA (2007). Ortografía práctica del español. Instituto Cervantes. Madrid: ESPASA (2009).
Guía práctica de escritura y redacción. Instituto Cervantes. Madrid: ESPASA (2011). El libro del español correcto. Claves para hablar y escribir bien en español. Instituto Cervantes.
Madrid: ESPASA (2012).
ESPAÑOL NIVEL SUPERIOR – Barcelona Summer School 2017
© Idiomes UPF 4
PROGRAMA DEL CURSO - ESPAÑOL PARA HISPANOHABLANTES SUMMER 2017
SEMANA 1 (20-21 junio)
M – Presentación del curso. Actividad de conocimiento del grupo. El español en el mundo. El español: una lengua viva. El
español en Estados Unidos.
X – Variedades dialectales del español y el español estándar. El inglés y el español en contacto: el spanglish. SEMANA 2 (26-29 junio)
L – La corrección ortográfica. La importancia de escribir correctamente. Revisión ortografía; resolución dudas.
M – Con los cinco sentidos. Precisión léxica: la adjetivación y el vocabulario descriptivo.
X – Revisión de los usos y la morfología del presente de indicativo. La descripción en presente.
J – Un recuerdo imborrable. La narración en pasado. Revisión de los usos, la morfología y el contraste de los tiempos del pasado. Entregar: ACTIVIDAD ESCRITA nº 1 (1ª versión). SEMANA 3 (3-6 julio) L – EXPRESIÓN ORAL 1.
M – Relatar anécdotas personales. Narrar la historia. Entregar: ACTIVIDAD ESCRITA nº 1 (2ª versión). X – REPASO. J – EXAMEN PARCIAL. SEMANA 4 (10-13 julio)
L – Mantén la calma y usa el subjuntivo. Introducción al mapa del modo: indicativo / subjuntivo. Revisión de los usos y la
morfología de los tiempos del subjuntivo.
M – Revisión de los usos y la morfología de los tiempos del subjuntivo.
X – Precisión léxica: el uso de Internet y las nuevas tecnologías.
J – ¿Y tú qué opinas? Precisión léxica: el lenguaje periodístico. Entregar: ACTIVIDAD ESCRITA nº 2 (1ª versión). SEMANA 5 (17-20 julio) L – Algunos usos del subjuntivo y del indicativo: declarar lo que sabemos, rechazar ideas y expresar nuestras dudas. El pretérito imperfecto de subjuntivo.
M – El artículo de opinión. Entregar: ACTIVIDAD ESCRITA nº 2 (2ª versión).
X – Todo es relativo. Relativos y oraciones de relativo.
J – El subjuntivo en las oraciones de relativo y en las oraciones temporales. SEMANA 6 (24-27 julio) L – EXPRESIÓN ORAL 2. M – Precisión léxica: el ámbito profesional. El currículum vitae y la carta de motivación.
X – REPASO.
J – EXAMEN FINAL.
UPF Study Abroad Program 2017
Programa del Curso- IMÁGENES DE ESPAÑA EN EL CINE CONTEMPORÁNEO
Lengua de docencia: Español
Profesor/a: Alan Salvadó
Horas de visita: Enviar previamente un email para contactar a ([email protected]).
Despacho 52.929 (Campus Poble Nou)
Horas de contacto: 45
Créditos recomendados: 5 ECTS créditos
Prerequisitos del curso: Ninguno
Prerequisitos de lengua: Tres semestres de español en la universidad o equivalente
Descripción del curso:
El curso ofrece una introducción al cine español desde el inicio de la democracia, en los años 70,
hasta la actualidad, con una atención particular hacia aquellos cineastas que destacan tanto por su
valor artístico como por su capacidad para reflejar los rasgos más destacables de la realidad y la
cultura española contemporánea. Las diferentes sesiones del curso exponen el imaginario plural
del cine español más reciente, a través de la obra de autores como Pedro Almodóvar, Víctor
Erice, Alejandro Amenábar, José Luis Guerín o Carlos Vermut.
Objetivos de aprendizaje:
Al final del curso el estudiante habrá aprendido:
· Interpretar y reconocer las poéticas particulares de los autores trabajados y los géneros
cinematográficos propios del cine español.
· Teoría del cine y recursos para analizar películas y establecer relaciones con otros
ámbitos de expresión como la literatura y la pintura.
· Utilizar las herramientas teóricas necesarias para contextualizar estas cuestiones
dentro de la evolución social, política y económica de España en las últimas décadas.
Trabajo requerido
El curso incluye presentaciones en grupo en clase a partir de los visionados realizados, lecturas
obligatorias (20-30 páginas por semana aproximadamente), clases magistrales alrededor de
temas fundamentales del cine español, discusiones, debates y un ensayo final acerca de la
película y el tema que el estudiante haya elegido.
Método de instrucción:
El curso será impartido con el apoyo de numerosos ejemplos audiovisuales. Las explicaciones
del profesor se combinarán con debates y exposiciones de los estudiantes a partir de las películas
visionadas en clase.
Método de evaluación:
Participación en clase: 15 %
Presentación en clase de un trabajo de análisis: 35 %
Trabajo final de curso: 50 %
Política de asistencia:
Asistir a clase es obligatorio y la asistencia sera controlada diariamente por los profesores. El
impacto de las ausencias en la nota final es como sigue:
UPF Study Abroad Program 2017
Ausencias Penalización
hasta (2) ausencias No hay penalización
tres (3) ausencias 1 punto menos en la nota final (sobre 10)
cuatro (4) ausencias 2 puntos menos en la nota final (sobre 10)
cinco (5) ausencias o más El estudiante recibe un NO PRESENTADO
por el curso
La política de asistencia de la UPF Summer School no distingue entre ausencias justificadas o
injustificadas. El estudiant es responsable de gestionar sus ausencias.
Situaciones de emergencia (hospitalización, emergencia familiar, etc) serán analizadas caso por
caso por la Directora Académica de la UPF Summer School.
Normas de clase:
· No está permitido comer o beber en clase.
· Habrá un descanso de 10 minutos en cada clase.
· Los estudiantes deben asistir a clase perfectamente preparados.
Contenidos del curso:
Clase 1 – Lunes 26 de junio
Clase 2 – Martes 27 de junio
Presentación del curso. Introducción al cine como
forma de pensamiento.
Presentación y Proyección: Viridiana (Luis Buñuel,
1961)
Clase 3 – Miércoles 28 de junio Clase 4 – Jueves 29 de junio
Tema 1: El cine español bajo el franquismo. La
censura. Luis Buñuel, padre del cine español en el
exilio.
Tema 2: Nuevas perspectivas del cine español en la
transición: la vía alegórica Carlos Saura y Víctor
Erice.
Clase 5 – Lunes 3 de julio Clase 6 – Martes 4 de julio
Presentación y Proyección: Belle Époque (Fernando
Trueba, 1992)
Tema 3: El cine de género. La comedia española:
del humor negro a la comedia posmoderna.
Clase 7 – Miércoles 5 de julio
Clase 8 – Jueves 6 de julio
Presentación y Proyección: Volver (Pedro
Almodóvar, 2006)
Tema 4: El cine de Pedro Almodóvar. De la
Movida Madrileña de los 80 al relato posmoderno.
Clase 9 – Lunes 10 de julio Clase 10 – Martes 11 de julio
Presentación y Proyección: Lo imposible (J.A.
Bayona, 2012)
Tema 5: El cambio de paradigma de los años 90, las
influencias de una cultura global. El thriller
español, de terror y de acción. De Alejandro
Amenábar a J.A. Bayona.
Clase 11 - Miércoles 12 de julio
Clase 12 - Jueves 13 de julio
Tema 6: El Quijote y el cine. Imaginarios
“quijotescos” a lo largo de la Historia del Cine.
Presentación y Proyección: El día de la bestia
(Álex de la Iglesia, 1995)
UPF Study Abroad Program 2017
Clase 13 - Lunes 17 de julio Clase 14 - Martes 18 de julio
Tema 7: La parodia y la reinterpretación
posmoderna de los géneros. Álex de la Iglesia.
Presentación y Proyección: Los lunes al sol
(Fernando León de Aranoa, 2002)
Clase 15 – Miércoles 19 de julio
Clase 16 - Jueves 20 de julio
Tema 8: Realismo, sociedad y cine. El imaginario
de la picaresca y la supervivencia. Fernando León,
Iciar Bollaín y Paco León.
Presentación y Proyección: Magical Girl (Carlos
Vermut, 2014)
Clase 17 - Lunes 24 de julio
Clase 18 - Martes 25 de julio
Tema 9. La producción independiente. Jaime
Rosales, Marc Recha y Carlos Vermut.
Tema 10. La eclosión del documental de creación.
Joaquim Jordà, José Luis Guerín y Neus Ballús.
Clase 19 - Miércoles 26 de julio
Clase 20 - Jueves 27 de julio
Exposiciones en grupo, sobre alguno de los 4
temas propuestos al inicio del curso:
1. La feminidad en el cine español contemporáneo.
2. Las poéticas de autor en el cine español.
3. Los géneros cinematográficos en el cine español.
4. El cine español como espejo de la realidad.
Conclusiones del curso.
Lecturas obligatorias:
Edwards, Gwynne, Indecent Exposures. Buñuel, Saura, Erice & Almodóvar. Londres-Nueva
York: Marion Boyars, 1995.
Benet, Vicente, El cine español. Barcelona: Paidós Ibérica, 2012.
Bibliografía recomendada:
Allison, Mark, Un laberinto español. Las películas de Pedro Almodóvar. Madrid: Ocho y medio,
2003.
Arocena, Carmen, Víctor Erice. Madrid: Cátedra, 1996.
Borau, Jose Luis, Diccionario del cine español. Madrid: SGAE, 1998
Buñuel, Luis, Mi último suspiro. Barcelona: Plaza & Janés, 1982.
Gubern, Román y Domenec Font. Un cine para el cadalso. 40 años de censura cinematográfica
en España. Barcelona: Euros, 1975.
Gubern, Román, Historia del cine español. Madrid: Cátedra, 1995.
Heredero, Carlos. 20 nuevos directores del cine español. Madrid: Alianza, 1999.
Heredero, Carlos. Espejo de miradas. Entrevistas con nuevos directores del cine español de los
noventa. Madrid: Ed. 27 Festival de Cine de Alcalá de Henares, 1997.
Holguín, Antonio, Pedro Almodóvar. Madrid: Cátedra, 1994.
UPF Study Abroad Program 2017
Hopewell, John. El cine español después de Franco. Madrid: El Arquero, 1989.
Huici, Adrián. Cine, Literatura y Propaganda. De Los santos inocentes a El día de la bestia.
Sevilla: Alfar, 1999.
Kinder, Marsha. Blood Cinema. The Reconstruction of Nacional Identity in Spain. Berkeley:
University of California Press, 1993.
Lopez García, José Luís. De Almódovar a Amenábar. El nuevo cine español. Madrid: Notorius,
2005.
Monterde, J. E. Veinte años de cine español. Un cine bajo la paradoja. (1973-1992). Barcelona:
Paidós, 1993.
Ordóñez, Marcos, La bestia anda suelta. Álex de la Iglesia lo cuenta todo. Barcelona: Glénat,
1997.
Pena, Jaime. El espíritu de la colmena. Barcelona: Paidós Ibérica, 2004.
Ponga, Paula et. al. Hipótesis de realidad. El cine de Fernando León de Aranoa. Melilla: UNED,
2002.
Rodríguez, Hilario J. (coord.), Miradas para un nuevo milenio. Fragmentos para una historia
futura del cine español. Madrid: Festival de Cine de Alcalá de Henares, 2006.
Sánchez Navarro, Jordi. Freaks en acción. Alex de la Iglesia o el cine como fuga. Madrid:
Calamar Proyectos, 2005.
Smith, Paul Julian, Desire unlimited: the cinema of Pedro Almodóvar. Londres: Verso, 1994.
VV.AA., Imagen, memoria y fascinación : notas sobre el documental en España; IV Festival de
Cine Español de Málaga. Madrid: Ocho y medio, libros de cine Málaga: el Festival, 2001
Yarza, Alejandro, Un caníbal en Madrid. Madrid: Ediciones Libertarias, 1999.
Last revised, February 2017
Barcelona Summer School 2017
Programa del Curso- LA EDAD DE PLATA: INTELECTUALES Y ARTISTAS EN LAS VANGUARDIAS
ESPAÑOLAS DE ENTREGUERRAS. LITERATURA, ARTE, MÚSICA Y CINE.
Lengua de docencia: Español
Profesor/a: Joan de Dios Monterde
Horas de visita: email de contacto: [email protected]
Horas de contacto: 45
Créditos recomendados: 6 UPF credits-5 ECTS créditos
Prerrequisitos del curso: Ninguno.
Prerrequisitos de lengua: Tres semestres de español en la universidad o equivalente.
Descripción del curso:
La época que conocemos como Edad de Plata (1902-1939) constituyó un brillantísimo periodo
en todos los dominios de la actividad intelectual en España: las ciencias, las disciplinas
humanísticas, el arte, la literatura, la arquitectura y el cine. España se integró en el movimiento
de la modernidad occidental y llegó a liderar en algunos ámbitos el espíritu de búsqueda e
innovación con figuras como Pablo Picasso, Juan Gris, Salvador Dalí, Maruja Mallo en pintura,
José Ortega y Gasset en el pensamiento, Juan Ramón Jiménez, Federico García Lorca o Luis
Cernuda en la poesía, Miguel de Unamuno, Ramón Gómez de la Serna y Benjamín Jarnés en el
ensayo y la novela o Luis Buñuel en el cine. Este curso pretende ser una introducción a esa etapa
fascinante, un hervidero de energías creativas del que surgió la más deslumbrante generación de
escritores y artistas de la Europa moderna, la generación del 27.
Objetivos de aprendizaje:
Al final del curso el estudiante:
-habrá aprendido qué fue la Edad de Plata española, el proceso de modernización
cultural y la incidencia en el arte y la literatura de los movimientos de vanguardia.
-habrá leído obras fundamentales de Miguel de Unamuno, José Ortega y Gasset,
Federico García Lorca, Luis Cernuda y otros poetas del 27.
-habrá penetrado en la interacción creativa de las obras de Luis Buñuel, Salvador Dalí y
García Lorca.
-habrá conocido la interacción entre las distintas artes (pintura, narrativa, poesía,
música, cine...) en la vanguardia española, su vinculación con el vanguardismo
internacional y las propuestas teóricas más innovadoras.
Trabajo requerido
El curso incluye lecturas y discusiones en torno a algunos textos. Los estudiantes deben esperar
leer unas 100 páginas por semana entre las lecturas obligatorias y los textos del dossier y el aula
global.
Método de instrucción:
El curso se basa en las clases en el aula, en las que se tratará de presentar los distintos temas del
programa a través de un acercamiento multidisciplinar, con la lectura de textos, audiciones y
visualizaciones de distintos documentos literarios, artísticos y audiovisuales. Estas clases tendrán
Barcelona Summer School 2017
como objetivo suscitar un diálogo sobre la interpretación de los objetos a estudio y, por tanto,
exigirán una participación activa del alumnado.
Método de evaluación:
Participación en clase: 20 %
Actividades de curso: 20 %
Examen parcial: 30 %
Examen final: 30 %
Política de asistencia:
Asistir a clase es obligatorio y la asistencia será controlada diariamente por los profesores. El
impacto de las ausencias en la nota final es como sigue:
Ausencias Penalización
hasta (2) ausencias No hay penalización
tres (3) ausencias 1 punto menos en la nota final (sobre 10)
cuatro (4) ausencias 2 puntos menos en la nota final (sobre 10)
cinco (5) ausencias o más El estudiante recibe un NO PRESENTADO
por el curso
La política de asistencia de la UPF Summer School no distingue entre ausencias justificadas o
injustificadas. El estudiante es responsable de gestionar sus ausencias.
Situaciones de emergencia (hospitalización, emergencia familiar, etc.) serán analizadas caso por
caso por la Directora Académica de la UPF Summer School.
Normas de clase:
· No está permitido comer o beber en clase.
· No está permitido consultar el teléfono móvil en ningún caso ordinario, excepto en
algún caso puntual y con el permiso del profesor.
· Habrá un descanso de 10 minutos en cada clase.
· Los estudiantes deben asistir a clase perfectamente preparados.
Contenidos del curso:
1. «La Edad de Plata»: la modernidad y su crisis.
2. La eclosión vanguardista: Ramón Gómez de la Serna y los primeros movimientos.
3. Ficción narrativa y polémicas del Arte Nuevo: Miguel de Unamuno y Benjamín Jarnés.
4. Pensar el arte deshumanizado: José Ortega y Gasset.
5. El enigma de la genialidad: Federico García Lorca, Luis Buñuel y Salvador Dalí.
6. La vanguardia en sus distintas vías: teatro, cine y música. De Maruja Mallo a Manuel de
Falla.
7. Poesía y deseo: las razones de amor de Pedro Salinas y los placeres prohibidos de
Luis Cernuda.
8. Del arte de vanguardia al arte de urgencia: desde Valle-Inclán hacia el arte en la República y
la Guerra Civil.
Barcelona Summer School 2017
Lecturas obligatorias:
Cuadernos de lectura y trabajo. Estos cuadernos podrán adquirirse en el Servicio de Reprografía
de la UPF. Algunas de las lecturas ahí incluidas, también se podrían adquirir separadamente en
las siguientes ediciones, si así lo prefiere algún alumno:
Unamuno, Miguel de: La novela de don Sandalio, jugador de ajedrez. Madrid: Siruela, 2005.
Ortega y Gasset, José: La deshumanización del arte. Madrid: Castalia, 2010.
Bibliografía recomendada:
Bonet, Juan Manuel: Diccionario de las vanguardias en España. 1907-1936. Madrid: Alianza,
1995.
Brihuega, Jaime: Las vanguardias artísticas en España. 1909-1936. Madrid: Istmo, 1981.
Crispin, John: La estética de las generaciones de 1925. Valencia: Pre-Textos/ Vanderbilt
Univesrity, 2002.
García de la Concha, Víctor (ed.): Poetas del 27. La generación y su entorno. Antología
comentada. Madrid: Espasa Calpe, 1998.
Gracia, Jordi; y Domingo Ródenas de Moya: El ensayo español. Siglo XX. Barcelona: Crítica,
2009.
Mainer, José-Carlos: La Edad de Plata (1902-1939). Madrid: Cátedra, 1981.
————: Historia de la literatura española, 6. Modernidad y nacionalismo (1900-1939).
Barcelona: Crítica, 2009.
Ródenas de Moya, Domingo (ed.): Prosa del 27. Madrid: Espasa Calpe, 2000.
Rozas, Juan Manuel (ed.): La generación del 27 desde dentro. Madrid: Istmo, 1986.
Sánchez Vidal, Agustín: Buñuel, Lorca, Dalí. El enigma sin fin. Barcelona: Planeta, 1988.
UPF Barcelona Summer School 2017
Programa del Curso- MOVIMIENTOS SOCIALES Y CAMBIO POLÍTICO-CULTURAL EN ESPAÑA S.XXI
Lengua de docencia: Español
Profesor/a: Jordi Mir Garcia
Horas de visita: Martes y jueves a partir de las 19:30h.
Horas de contacto: 45
Créditos recomendados: 5 ECTS créditos
Prerequisitos del curso: Ninguno
Prerequisitos de lengua: Tres semestres de español en la universidad o equivalente
Descripción del curso:
Ejemplo:
¿Cómo es posible que hoy gobiernen las ciudades de Barcelona o Madrid proyectos políticos
impulsados por activistas provenientes de movimientos sociales enfrentados a las instituciones?
¿Cómo es posible que en el Parlament de Catalunya haya una mayoría a favor de la
independencia de España? En 2011 las movilizaciones del 15M en España reivindicando
democracia real dieron la vuelta al mundo. No era un caso aislado, también era tiempo de
movilizaciones en Islandia, Túnez, Egipto, Grecia, Estados Unidos… Cada país tiene su
realidad, pero hay elementos de conexión. España vive hoy un periodo de cambio político-
cultural en el que los movimientos sociales tienen un gran protagonismo. Esta asignatura busca
analizar estos cambios desde una perspectiva interdisciplinar (filosofía, ética, sociología, ciencia
política, economía...) y con un interés principal en sus contribuciones a la democracia, los
derechos, la ética y la política. Atendiendo, también, a otros países donde en este inicio del siglo
XXI han surgido movimientos sociales con estas reivindicaciones.
Objetivos de aprendizaje:
Al final del curso, los estudiantes serán capaces de:
- conocer las propuestas de los movimientos sociales estudiados
- analizar su evolución, su impacto y su influencia en el mundo actual
- reflexionar sobre los debates planteados por los movimientos que están presentes en la
actualidad y que están siendo decisivos para que tengan lugar los cambios socio-políticos
señalados.
Trabajo requerido
El curso incluye clases magistrales, seminarios, lecturas, debates en el aula y elaboración de un
trabajo
Método de instrucción:
El curso está estructurado en clases magistrales y seminarios que buscan fomentar el debate de
ideas a partir de las lecturas recomendadas.
Método de evaluación:
Participación en clases y en seminarios: 10%
Examen a mitad de curso (elaborado en casa): 30%
Examen a final del curso (elaborado en casa): 30%
Trabajo (a entregar a final de curso): 30%
UPF Barcelona Summer School 2017
Política de asistencia:
Asistir a clase es obligatorio y la asistencia será controlada diariamente por los profesores. El
impacto de las ausencias en la nota final es como sigue:
Ausencias Penalización
hasta (2) ausencias No hay penalización
tres (3) ausencias 1 punto menos en la nota final (sobre 10)
cuatro (4) ausencias 2 puntos menos en la nota final (sobre 10)
cinco (5) ausencias o más El estudiante recibe un NO PRESENTADO
por el curso
La política de asistencia de la UPF Summer School no distingue entre ausencias justificadas o
injustificadas. El estudiante es responsable de gestionar sus ausencias.
Situaciones de emergencia (hospitalización, emergencia familiar, etc) serán analizadas caso por
caso por la Directora Académica de la UPF Summer School.
Normas de clase:
· No está permitido comer o beber en clase.
· Habrá un descanso de 10 minutos en cada clase.
· Los estudiantes deben asistir a clase perfectamente preparados.
Contenidos del curso:
1. España, una sociedad de cambios políticos y sociales
2. Catalunya, el crecimiento de la voluntad independentista
3. Movilizaciones globales y locales
Lectura: CASTELLS, Manuel (2015), Redes de indignación y esperanza, Madrid, Alianza
(breve selección).
4. Características de los movimientos sociales
Lectura: TARROW, Sidney (2012), El poder en movimiento. Los movimientos sociales, la
acción colectiva y la política, Madrid, Alianza. Capítulo 5 “El repertorio de protesta”, pp. 173-
211.
5. Los movimientos sociales y la democracia
Lectura: TILLY, Charles, WOOD, Lesley J. (2010), Los movimientos sociales, 1768-2008.
Desde sus orígenes a Facebook, Barcelona, Crítica. Capítulo 6 “Democratización y movimientos
sociales”, pp. 241-277.
6. La globalización y sus efectos
Lectura: STIGLIZ, Joseph (2002), El malestar en la globalización, Madrid, Taurus. Capítulo 1
“La promesa de las instituciones globales”, pp. 27-48, y capítulo 3 “¿Libertad de elegir?”, pp.
81-119.
7. El movimiento altermundista
Lectura: TARROW, Sidney (2012), El poder en movimiento. Los movimientos sociales, la
acción colectiva y la política, Madrid, Alianza. Capítulo 12 “La acción colectiva transnacional”,
pp. 399-437.
8. El altermundismo y la justicia global
Lectura: FERNÁNDEZ BUEY, Francisco (2004), Guía para una globalización alternativa,
Barcelona, Ediciones B. Capítulo 3 “Cambiar el mundo de base”, pp. 167-233.
UPF Barcelona Summer School 2017
9. Seminario
10. La reivindicación de “Democracia real”, las movilizaciones del 15-M
Lectura: MIR GARCIA, Jordi; PRAT CARVAJAL, Enric (2013), “15-M: intentos de aproximar
ética, política y democracia”, Oximora, núm. 3.
11. Los movimientos sociales como garantes de los derechos sociales: La plataforma de
afectados por las hipotecas, Alianza contra la pobreza energética, Cerremos los CIEs...
Lectura: MIR GARCIA, Jordi (coord.) (2013), “Fundamentos de la Plataforma de Afectados por
la Hipoteca: activismo, asesoramiento colectivo y desobediencia civil no violenta”, Educación
social, núm. 55.
12. De las calles a los palacios, los movimientos llegan a los Ayuntamientos (Barcelona,
Madrid…)
13. La crisis de la representatividad política y la aparición de nuevos partidos
MIR, Jordi (2016), Movimientos sociales construyendo democracia: 5 años de 15M, Barcelona,
El Viejo Topo (breve selección).
14. El soberanismo y el independentismo en Catalunya
15. Alternativas a la actual relación Catalunya – España
16. Occupy Wall Street y la movilización “Occupy”y otras propuestas en USA
Lectura: CHOMSKY, Noam (2012), Ocupar Wall Street. Indignados en el epicentro del
capitalismo mundial, Barcelona, Urano (breve selección).
17. Las primaveras árabes y sus consecuencias: Túnez, Egipto, Siria…
Lectura: CASTELLS, Manuel (2015), Redes de indignación y esperanza, Madrid, Alianza
(breve selección).
18. Movilización en Europa: de Islandia a Francia pasando por Grecia
19. Política para unir legitimidad y legalidad
MIR, Jordi (2016), Movimientos sociales construyendo democracia: 5 años de 15M, Barcelona,
El Viejo Topo (breve selección).
20. ¿Qué ética para qué política?
MIR, Jordi (2016), Movimientos sociales construyendo democracia: 5 años de 15M, Barcelona,
El Viejo Topo (breve selección).
Lecturas obligatorias:
Las lecturas seleccionadas para las sesiones del curso estarán disponibles en versión electrónica
en el aula virtual. Además de las señaladas se ofrecerá una selección de documentales y artículos
de actualidad.
Bibliografía recomendada:
CASTELLS, Manuel (2015), Redes de indignación y esperanza, Madrid, Alianza.
UPF Barcelona Summer School 2017
CHOMSKY, Noam (2012), Ocupar Wall Street. Indignados en el epicentro del capitalismo
mundial, Barcelona, Urano.
FERNÁNDEZ BUEY, Francisco (2004), Guía para una globalización alternativa, Barcelona,
Ediciones B.
FERNÁNDEZ, Joseba; SEVILLA, Carlos; URBÁN, Miguel (eds.) (2012), ¡Ocupemos el
mundo! Occupy the world!, Barcelona, Icaria.
GONZÁLEZ DEL MIÑO, Paloma (ed.) (2014), Tres años de revoluciones árabes. Procesos de
cambio: repercusiones internas y regionales, Madrid, Catarata.
KRUGMAN, Paul (2012), ¡Acabad ya con esta crisis!, Barcelona, Crítica.
MIR, Jordi (2016), Movimientos sociales construyendo democracia: 5 años de 15M, Barcelona,
El Viejo Topo.
PORTA, Donatella della y DIANI, Mario (2011), Los Movimientos Sociales, Madrid, Editorial
Complutense / Centro de Investigaciones Sociológicas.
ROITMAN, Marcos (2012), Los indignados. El rescate de la política, Madrid, Akal.
STIGLITZ, Joseph (2012), Caída libre, Madrid, Taurus.
TARROW, Sidney (2012), El poder en movimiento. Los movimientos sociales, la acción
colectiva y la política, Madrid, Alianza.
Last revised, Feb 2017
UPF Barcelona Summer School 2017
Course Syllabus- Society & Politics in Contemporary Spain
Language of Instruction: English
Professor: Andrea Noferini
Professor’s Contact and Office Hours: Office hours Mondays (to be confirmed) – Office
20.100
Course Contact Hours: 45
Recommended Credit: 5 ECTS credits
Course Prerequisites: This course is oriented to students interested in Spanish politics. The
course does not assume prior knowledge of Spanish and/or European politics.
Language Requirements: None.
Course Description:
Spain is a pluri-national democracy which is usually characterized as the most decentralized
among the unitarian national states that compose the European Union. The complexity of its
territorial politics and the persistent social disparities among the Spanish regions constitutes a
relevant scenario to be investigated. This course is designed to give both political science and
non-political science majors an overview of fundamental issues in the study of Spanish Politics.
The core of the course is the study of the nature and functioning of the Spanish political
democratic system, paying special attention to the main political processes, institutions, actors,
political culture and electoral behaviour. We will spend also some time at the beginning of the
course studying the previous Spanish democratic experience and the authoritarian rule imposed
by Franco and the Spanish transition to democracy (1975-1978) which has strongly influenced
the current features of the Spanish political system. A special emphasis will be also dedicated to
the current Spanish political scenario in order to evaluate the impact of the historical heritage on
it. Press article and public report will be used in this case.
Learning Objectives:
At the end of this course the students will be able: 1) to understand the development and working
of the Spanish political system in the last decades; 2) to comprehend the relationship between
democracy and Spanish politics; 3) to become familiar with the key literature on Spanish and
European comparative politics.
Course Workload:
The workload of the course rests on the assigned readings that students are expected to complete
prior to coming to class and to contribute to discussion during seminars. That is, during lectures,
I will pose questions to encourage students´ participation and developing critical thinking.
Students are expected to actively participate along the course with exercise, in-group activities
and debates. Finally they will have to make a home midterm exam and also home final exam.
Methods of Instruction:
The course is structured in both lecture and seminar formats. Classes usually start with an
introductory lecture where the professor will present the most relevant issues of the topic at
stake. Topics are grouped into weekly format which include students’ activities oriented to relate
concepts, to express original ideas as well as to develop their critical thinking on the topics under
study. In addition, we will make a number of selected field studies during the course aimed at
visiting the most relevant international and national organization here in Barcelona such as the
Parliament of Catalonia and the representation of the institutions of the European Union in
Barcelona.
UPF Barcelona Summer School 2017
Method of Assessment:
The final grade will be calculated as follows:
Class attendance and participation: 10%
Group activities: 30 %
Take Home Midterm exam: 30%
Final exam: 30%
Absence Policy:
Attending class is mandatory and will be monitored daily by professors. The impact of absences
on the final grade is as follows:
Absences Penalization
Up to two (2) absences No penalization.
Three (3) absences 1 point subtracted from final grade (on a 10
point scale)
Four (4) absences 2 points subtracted from final grade (on a 10
point scale)
Five (5) absences or more The student receives an INCOMPLETE for
the course
The UPF Summer School attendance policy does not distinguish between justified or unjustified
absences. The student is deemed responsible to manage his/her absences.
Emergency situations (hospitalization, family emergency, etc.) will be analyzed on a case by
case basis by the Academic Director of the UPF Summer School.
Classroom Norms:
- No food or drink is permitted in class
- Students will have a ten-minute break after one- hour session
Course Contents:
Daily Schedule
Session 1 - Course description
Introduction to the Course, Objectives, Course format, Principal contents and overview of the
course.
No readings
Session 2 – Basics Facts of the Spanish Political System and Spanish Society
Readings:
Raymond Carr and Juan Pablo Fussi, Spain Dictatorship to Democracy: pp. 15-48.
Gunther, Richard, José Ramón Montero and Joan Botella, Democracy in Modern Spain. New
Haven: Yale University Press, 2004, pp. 65-78.
Chislett, William, 2016, A New Course for Spain: Beyond the Crisis, Real Instituto Elcano:
http://www.realinstitutoelcano.org/wps/wcm/connect/4042b2804bb4115fa0a5ba6e9c1af357/Chi
slett-New-course-for-Spain-beyond-
crisis.pdf?MOD=AJPERES&CACHEID=4042b2804bb4115fa0a5ba6e9c1af357
Recommended reading:
Preston, Paul, The Triumph of Democracy in Spain, pp. 1-52.
UPF Barcelona Summer School 2017
Session 3 –The Legacy of History: the Institutional legacy of Francoism
Institutional legacies – The absence of a tradition of democratic stability- From dictatorship to
democracy- The Emergence of democratic institutions.
Readings:
Heywood, Paul, Institucional Legacy of Francoism, in the Government and Politics of Spain, pp.
57-80.
Gunther and Montero, 2009, The State and Democracy in Spain: A historical Overview, pp. 1-
41.
Recommended readings:
North, ´An Introduction to Institutions and Institutional Change`, in Institutions and Institutional
Change and Economic Performance, pp. 3-10.
Encarnación, Omar, 2001, ´Civil Society and the Consolidation of Democracy in Spain´,
Political Science Quarterly, 116: 53-79.
Session 4 - Transition from Dictatorship to Democracy I: Theories of Democratization
The democratic moment- What democracy is … and is not-Democracy´s Third and Fourth
Waves – Dangers and dilemmas of democracy – Explanatory factors for the consolidation of a
democracy.
Reading:
Bunce, Valery. 2000. "Comparative Democratization: Big and Bounded Generalizations",
Comparative Political Studies 33(6/7):703-734.
Recommended reading:
Adam Przeworski, Michael Alvarez, José Antonio Cheibub and Fernando Limongi. "What
Makes Democracies Endure?" Journal of Democracy, 7 (1), 1996: 39-55.
Session 5 – Transition from Dictatorship to Democracy II: The Spanish Case
Institutionalizing a new regime – The Constituent Process- The Constitution of 1978 –
Analytical perspectives about the transition process to democracy – Explaining successful
democratic consolidation.
Reading:
Gunther, Richard, José Ramón Montero and Joan Botella, Democracy in Modern Spain. New
Haven: Yale University Press, 2004, pp. 79-107.
Recommended reading:
Preston, Paul, The Triumph of Democracy in Spain, pp. 53-121.Maravall, José María and Julián
Santamaría, "Political Change in Spain and the Prospects for Democracy." In: O´Donnell,
Schmitter and Whitehead, Transitions form Authoritarian Rule.
Session 6 - The Institutions of the Spanish Democracy I: Parlamentarism versus
Presidentialism, the Central Government, the executive and the Monarchy
Constitutional choices for new democracies – The virtues of parliamentarism – The virtues of
presidentialism – The primacy of the particular – European and Spanish Parliamentarism- The
Head of the State- The Prime Minister – The Cabinet – Making Laws in Spain: executives and
legislatives – Monarchy in the Spanish Constitution
Readings:
Lijphart, ´Parliaments: Concentration vs. Sharing of Legislative Power`, in Democracies, pp. 90-
105.
UPF Barcelona Summer School 2017
Van Biezen, I., y J. Hopkin. 2005. The Presidentialization of Spanish Democracy: Sources of
Prime Ministerial Power in Post-Franco Spain, in The Presidentialization of Politics, edited by T.
Poguntke and P. Webb, Oxford University Press: 106-127.
Recommended readings:
Linz, ´The Virtues of Parliamentarism` in The Global Resurgence of Democracy, pp. 154-161.
Eaton, Ken, ´Parliamentarism versus Presidentialism`, Comparative Politics 32 : 355-376.
Session 7 – The Institutions of the Spanish Democracy III- The structure of the Spanish
state: The Autonomous Regions (Comunidades Autónomas)
From authoritarian centralism to the Estado de las Autonomías – Theoretical models of
decentralised power -Institutionalizing the Estado de las Auntonomías – The natura of the sytem
– The problems and the consequences of the system.
Reading:
Colomer, J.M., 1998. ´The Spanish State of Autonomies: non-institutional federalism`, West
European Politics, 1998 21(4): 40-52.
Recommended readings:
Lijphart, A., 1999, Patterns of democracy: government forms and performance in thirty-six
countries, Yale University Press, pp. 185-199.
Bache, I and R. Jones, 2000, ´Has EU Regional Policy Empowered the Regions? A Study of
Spain and the UK. Regional and Federal Studies 10 (3): 1-20.
Session 8 - The Institutions of the Spanish Democracy IV: Political Parties and Party
System in Spain
Theory of political parties and party systems – Parties and party system in Spain – Party
membership – Power within parties - Party families in Spanish Politics – The role of national
parties – The role of regional parties – New parties and movements in Spain.
Reading:
Gunther, Richard, José Ramón Montero and Joan Botella, Democracy in Modern Spain. New
Haven: Yale University Press, 2004, pp. 198-237.
Recommended reading:
Gallagher, M., M. Laver and P. Mair. 2006. ´Party politics and party systems in Europe`, in
Representative Government in Modern Europe, pp. 187-227.
Session 9 – Simulation session
Session 10 - The Institutions of the Spanish Democracy V: Legislatives in Spanish Politics
Theories of democratic institutions: consensus and majoritarian systems – The functions of
legislatures – Bicameralism in Spanish politics - Checks and balances in the Spanish political
system – The relationship between the legislative and the executive in Spain.
Reading:
Maurer, L. 1999. ´Parliamentary Influence in a New Democracy : The Spanish Congress´,
Journal of Legislative Studies, 5: 24-45.
Recommended readings:
Gallagher, M., M. Laver and P. Mair. 2006. ´Parliaments`, in Representative Government in
Modern Europe, pp. 57-82.
Mújica, A.; Sánchez-Cuenca, I. 2006. "Consensus and Parliamentary Opposition: The Case of
Spain". Government and Opposition 41 (1): 86-108.
UPF Barcelona Summer School 2017
Field, B, 2009, ´Minority Government and Legislative Politics in a Multilevel State: Spain under
Zapatero`, South European Politics and Society 14(1): 417-434.
Session 11 – Midterm (take home exam)
Session 12 – The Institutions of the Spanish Democracy VI: The judiciary within the
Spanish Political System
The Spanish ´State of the Law`- The judiciary in the 1978 Constitution –The Main judicial actors
in Spanish politics – Judges and Lawmaking: the politization of justice and the judicialization of
politics in Spain.
Reading:
Heywood, The Judiciary and the State of the Law, pp. 103-120.
Recommended readings:
Maravall, El Estado de Derecho como arma política, in ´El Control de los Políticos`, pp. 168-
222.
Stone-Sweet, A., 2000, Governing with judges: Constitutional politics in Europe, Oxford
University Press, pp. 31-60.
Session 13 - The Institutions of the Spanish Democracy VIII: The Spanish Media as
political actors
Mass media and democracy – Regulating the media (the public service model/ the market
model) – Theories of mass media – The impact of the media in the legislative, the executive and
the judiciary in Spain – Ownership and control of the media in Spain.
Reading:
Hallin, D., and P. Manzini. 2004, ´The Mediterranean or polarized pluralist model´, in
Comparing Media Systems. Three Models of Media and Politics. Cambridge University Press,
pp. 89-142.
Recommended readings:
Gunther, R., J.R. Montero, and J.I. Wert, 2000, ´The Media and Politics in Spain: From
Dictatorship to Democracy`, in R. Gunther y A. Mughan (eds.), Democracy and the Media: A
Comparative Perspective. Cambridge University Press.
González, J., R. Rodriguez and A. Castromil, 2010, ´A Case of Polarized Pluralism in a
Mediterranean Country: The Media and Politics in Spain`, Global Media Journal 5 (1):1-9.
Session 14 – The Institutions of the Spanish Democracy IX: The Electoral System in Spain
Types of electoral system – Plurality and majority systems – Proportional representation in Spain
– Why the electoral system matter.
Reading:
Heywood, ´The Electoral System`, in The Government and Politics of Spain, pp 165-173.
Recommended reading:
Lijphart, A. 1990, The Political consequences of electoral laws, American Political Science
Review 84 (2): 481-496.
UPF Barcelona Summer School 2017
Session 15 – Elections, political competition and the Spanish voter
Theories of electoral behavior – Voting turnout -Who vote in Spain? – When do people vote? –
Determinants of election turnout - Change in Spanish Cleavage structures and electoral behavior
– Evaluating change and stability in Spain elections – Referendums.
Reading:
Gunther, Richard, José Ramón Montero and Joan Botella, Democracy in Modern Spain. New
Haven: Yale University Press, 2004, pp. 237-279.
Recommended reading:
Pradeep Chhibber and Mariano Torcal, "Elite Strategy, Social Cleavages, and Party Systems in a
New Democracy." Comparative Political Studies, 30 (1), 1997: 27-54.
Session 16 – Political culture and political participation in Spain
Cultural legacies: a tradition of discontinuities – Political attitudes in Spain - Dissatisfaction and
Disaffection – Moderation and (Center) Leftism – Materialism and postmaterialism - Regional
subcultures – Regionalist and nationalist identities.
Reading:
José Ramón Montero, Richard P. Gunther and Mariano Torcal, "Democracy in Spain:
Legitimacy, Discontent, and Disaffection," Studies in Comparative International Development,
32 (3), Fall 1997: 124-60.
Recommended reading:
José Ramón Montero and Mariano Torcal, "Voters and Citizens in a New Democracy. Some
Trend Data on Political Attitudes in Spain," International Journal of Public Opinion Research, 2
(2), 1990: 116-40.
Session 17 - Visit to the Parliament (to be confirmed)
Session 18 – The Europeanization of the Spanish Political System
The European integration process – Europeanization and institutional analysis – Effects of the
Europeanization process in the Spanish political system – The merger between the domestic and
the European policy processes.
Reading:
Closa and Heywood, 2004, `Institutional adaptation: reshaping political structures`, in Spain and
the European Union. London: Palgrave.
Recommended reading:
Arregui, Javier, 2007, Europeización y Transformación Institucional del Sistema Político
Español, in España en Europa, Europa en España (1986-2006). Barcelona: CIDOB.
Session 19 – visit to Eu institutions in Barcelona (to be confirmed)
Session 20 – General Conclusion: The Spanish Democracy. Majoritarian or Pluralistic?
Formal conclusions of the course with respect to the main political and institutional
characteristics of the Spanish political system within a comparative perspective.
UPF Barcelona Summer School 2017
Required Readings:
CARR, R., and Juan Pablo FUSSI, 1979, Spain Dictatorship to Democracy: pp. 15-48.
GUNTHER, Richard, José Ramón MONTERO and Joan BOTELLA, 2004, Democracy in
Modern Spain. New Haven: Yale University Press, pp. 65-78.
HEYWOOD, Paul, 1995, Institucional Legacy of Francoism, in the Government and Politics of
Spain, pp. 57-80.
BUNCE, Valery, 2000, "Comparative Democratization: Big and Bounded Generalizations",
Comparative Political Studies 33(6/7):703-734.
GUNTHER, Richard, José Ramón MONTERO and Joan BOTELLA, Democracy in Modern
Spain, 2004, New Haven: Yale University Press, pp. 79-107.
LIJPHART, A., 1999, ´Parliaments: Concentration vs. Sharing of Legislative Power`, in
Democracies, pp. 90-105.
VAN BIEZEN, I., y J. HOPKIN, 2005, The presidentialization of Spanish democracy: sources of
prime ministerial power in post-Franco Spain´, en The presidentialization of politics, editado por
T. Poguntke y P. Webb. Oxford University Press. pp. 106-127.
COLOMER, J.M., 1998, ´The Spanish State of Autonomies: non-institutional federalism`, West
European Politics, 1998 21(4): 40-52.
GUNTHER, Richard, José Ramón MONTERO and Joan BOTELLA, Democracy in Modern
Spain, 2004, New Haven: Yale University Press, pp. 198-237.
MAURER, L, 1999, ´Parliamentary Influence in a New Democracy : The Spanish Congress´,
Journal of Legislative Studies, 5: 24-45.
HEYWOOD, P., 1995, The Judiciary and the State of the Law, pp. 103-120.
HALLIN, D., and P. MANZINI. 2004, ´The Mediterranean or polarized pluralist model´, in
Comparing Media Systems. Three Models of Media and Politics. Cambridge University Press,
pp. 89-142.
HEYWOOD, P., 1995, ´The Electoral System`, in The Government and Politics of Spain, pp
165-173.
GUNTHER, Richard, José Ramón MONTERO and Joan BOTELLA, 2004, Democracy in
Modern Spain. New Haven: Yale University Press, pp. 237-279.
GUNTHER, Richard, and José Ramón MONTERO, 2009, The Policits of Spain, Cambridge:
Cambridge University Press, pp. 1-41.
MONTERO, José Ramón., Richard P. GUNTHER and Mariano TORCAL, 2006, "Democracy
in Spain: Legitimacy, Discontent, and Disaffection," Studies in Comparative International
Development, 32 (3): 124-60.
CLOSA, C. And P. HEYWOOD, 2004, `Institutional adaptation: reshaping political structures`,
in Spain and the European Union. London: Palgrave, pp. 59-82.
LIJPHART, Arend, 1999, Patterns of Democracy. Government Forms and Performance in
Thirty-Six Countries. New Haven: Yale University Press, pp. 9-47 and pp. 275-300.
Recommended bibliography:
Chislett, William, 2016, A New Course for Spain: Beyond the Crisis, Real Instituto Elcano:
http://www.realinstitutoelcano.org/wps/wcm/connect/4042b2804bb4115fa0a5ba6e9c1af357/Chi
slett-New-course-for-Spain-beyond-
crisis.pdf?MOD=AJPERES&CACHEID=4042b2804bb4115fa0a5ba6e9c1af357
PRESTON, Paul, 1987, The Triumph of Democracy in Spain, pp. 1-52.
NORTH, D., 1990, ´An Introduction to Institutions and Institutional Change`, in Institutions and
Institutional Change and Economic Performance, pp. 3-10.
PRZEWORSKI, A., Michael ALVAREZ, José Antonio CHEIBUB and Fernando LIMONGI,
1996, "What Makes Democracies Endure?" Journal of Democracy, 7 (1): 39-55.
Encarnación, Omar, 2001, ´Civil Society and the Consolidation of Democracy in Spain´,
Political Science Quarterly, 116: 53-79.
Eaton, Ken, ´Parliamentarism versus Presidentialism`, Comparative Politics 32 : 355-376.
Bache, I and R. Jones, 2000, ´Has EU Regional Policy Empowered the Regions? A Study of
Spain and the UK. Regional and Federal Studies 10 (3): 1-20.
PRESTON, Paul., 1987, The Triumph of Democracy in Spain, pp. 53-121.
UPF Barcelona Summer School 2017
MARAVALL, José María and Julián SANTAMARIA, 1986, "Political Change in Spain and the
Prospects for Democracy." In: O´Donnell, Schmitter and Whitehead, Transitions form
Authoritarian Rule, pp. 71-108.
LINZ, J., 1996, ´The Virtues of Parliamentarism` in The Global Resurgence of Democracy, pp.
154-161.
HEYWOOD, P., 1995, ´Central Government, Monarchy, Core Executive and Parliament`, en
The Government and Politics of Spain, Macmillan Press, pp. 83-102.
LIJPHART, A., 1999, Patterns of democracy: government forms and performance in thirty-six
countries, Yale University Press, pp. 185-199.
Field, B, 2009, ´Minority Government and Legislative Politics in a Multilevel State: Spain under
Zapatero`, South European Politics and Society 14(1): 417-434.
GALLAGHER, M., M. LAVER and P. MAIR. 2006, ´Party politics and party systems in
Europe`, in Representative Government in Modern Europe, pp. 187-227.
GALLAGHER, M., M. LAVER and P. MAIR. 2006, ´Parliaments`, in Representative
Government in Modern Europe, pp. 57-82.
MÚJICA, A.; SÁNCHEZ-CUENCA, I. 2006, "Consensus and Parliamentary Opposition: The
Case of Spain". Government and Opposition 41 (1): 86-108.
MARAVALL, J.M., 2003, El Estado de Derecho como arma política, in ´El Control de los
Políticos`, pp. 168-222.
STONE-SWEET, A., 2000, Governing with judges: Constitutional politics in Europe, Oxford
University Press, pp. 31-60.
GUNTHER, R., J.R. MONTERO, and J.I. WERT, 2000, ´The Media and Politics in Spain: From
Dictatorship to Democracy`, in R. Gunther y A. Mughan (eds.), Democracy and the Media: A
Comparative Perspective. Cambridge University Press, pp. 28-84.
LIJPHART, A. 1990, The Political consequences of electoral laws, American Political Science
Review 84 (2): 481-496.
CHHIBBER, P., and Mariano TORCAL, 1997,"Elite Strategy, Social Cleavages, and Party
Systems in a New Democracy." Comparative Political Studies, 30 (1): 27-54.
MONTERO, JR., and Mariano TORCAL, 1990, "Voters and Citizens in a New Democracy.
Some Trend Data on Political Attitudes in Spain," International Journal of Public Opinion
Research, 2 (2): 116-40.
ARREGUI, Javier, 2007, Europeización y Transformación Institucional del Sistema Político
Español, in España en Europa, Europa en España (1986-2006). Barcelona: CIDOB, pp. 123-148.
COLOMER, JM., 2001, Political Institutions. Democracy and Social Choice. Oxford: Oxford
University Press, chapter 1, pp. 1-17.
Last revised, March 2017
UPF Study Abroad Program 2017
Course Syllabus- SPANISH POSTMODERNITY AND BEYOND
Language of Instruction: English
Professor: Eloy Fernández Porta, Ph.D.
Professor’s Contact: [email protected]
Course Contact Hours: 45
Recommended Credit: 5 ECTS credits
Course Prerequisites: None
Language Requirements: None
Course Description:
This course provides a dynamic, multi-disciplinary introduction to Postmodern Culture in Spain. It covers
nearly forty years of local artistic production, from the raise of democracy in the mid seventies to the
establishment of the globalized paradigma during the first decade of the XXI Century. We will discuss
recent classics as well as emerging artists, and we will cover a wide range of artistic practices, from
photography to afterpop music, including installation art, performance art and comic art. Although the
course offers several relevant clues to understand the historical context and particular conditions in Spain,
it is also intended as a more general insight into contemporary
Learning Objectives:
At the end of the course students will be able to identify and discuss some of the masterworks and most
important currents of change-of-the-century culture in Spain. They will also be capable to understand and
relate to key notions regarding postmodernity and media culture. They will develop a contemporary
artistic sensibility, and they will acquire several notions and ideas that will be useful for them in order to
understand and analize globalized pop culture. Significant analogies between peninsular artistic
production and North American art will be frequent.
Course Workload:
Students will be required to read short, informative articles (provided in the Courspack) on a daily basis.
The articles in question will serve as a basis for class discussion and they will offer the conceptual
framework for every session of the course. There will also be two tests (Midterm and Final); each exam
will cover 50% of the course. Two Zap Papers on the field trips will be required. Students will also be
asked to prepare a presentation on a Spanish artist of their choice. Their work will be presented to the
class in a 10-minute, powerpoint-style.
Methods of Instruction:
Every class will begin with a group of two students giving a 7-minutes summary of required reading.
Thursday’s sessions will consist on a guided field trip to a local art center, gallery or museum. Proper
indications will be given in advance. Part of the session will be lecture-based, but participation and debate
is required. When going on a field trip students will be asked to comment and discuss the artworks on
display.
UPF Study Abroad Program 2017
Method of Assessment:
Class participation: 10%
Zap Paper 1: 10%
Midterm Exam: 25%
Oral Presentation: 15%
Zap Paper: 10%
Final Exam: 30%
Absence Policy:
Attending class is mandatory and will be monitored daily by professors. The impact of absences on the
final grade is as follows:
Absences Penalization
Up to two (2) absences No penalization.
Three (3) absences 1 point subtracted from final grade (on a 10
point scale)
Four (4) absences 2 points subtracted from final grade (on a 10
point scale)
Five (5) absences or more The student receives an INCOMPLETE for
the course
The UPF Summer School attendance policy does not distinguish between justified or unjustified
absences. The student is deemed responsible to manage his/her absences.
Emergency situations (hospitalization, family emergency, etc.) will be analyzed on a case by case basis
by the Academic Director of the UPF Summer School.
Classroom Norms:
There will be a ten-minute break during the class.
Students must come to class fully prepared.
Course Contents:
MON 26: Welcome to Disney-Dalí. Land. Enjoying cultural shock, or, how the Spanish tradition and
American pop make an unlikely yet lovely couple. The birth of a transnational dynamics in the 60s. Self-
guided field trip: Three public artworks at El Born.
TUE 27: Public Art: Reimagining the community in Spain and the US. The sculptures of Jaume Plensa.
Read: Interviews with Daniel Canogar.
WED 28: Public Art, III: Trans-national landscapes and video installations. The works of Daniel Canogar.
Read: Public art article.
THU 29: Field Trip 1: La Pedrera. Frederic Amat, Zootrop public art projects exhibition. Read: Joan
Fontcuberta, The Post-Photography Manifesto.
MON 3: Zap Paper 1 Due. Photography in Disney-Dalí Land: From family albums to the post-
photograhic paradigm. Reimagining the community. Read: Joan Fontcuberta, “From Here On”.
TUE 4 : Portrait and identity in the age of digital photography. Aesthetics of self-portrait: how every
selfie is a corporative portrait. Read: The Telegraph, Cristina de Middel: The Afronauts.
WED 5: The photocollage genre, from Dada to Meme. Vernacular images, photobooks and the question
of the archive.
THU 6: Field Trip 2: Museu d’Art Contemporani de Barcelona (MACBA). A visit to the permanent
collection. Watch: Carles Congost, Un Mystique Determinado.
UPF Study Abroad Program 2017
MON 10: The aesthetics of music video. From the avant-garde music film to the postmodern visual short
story. From Ballet Mécanique to Canada. Zap Paper 2 Due. Read: Marcel.lí Antúnez, Transpermia.
TUE 11: Cyborgs and cybercultures. A story of the world according to machines. New media and mutant
identities in the works of Aviador Dro, Marcel.lí Antúnez and Marina Núñez.
WED 12: Midterm Exam. Read: Javier Gimeno Martínez, Narratives of Fashion and Nation.
THU 13: Field Trip 3: Museu del Disseny. Watch: Interview With Alicia Framis @ Oral Memories.
MON 17: Fashion, anti-fashion and the reinvention of subjectivities. Fighting gender wars with style. The
works of Ana Laura Aláez, Joan Morey and Alicia Framis. Presentation Proposal Due. Read: Cuahutémoc
Medina and David Florido del Corral’s articles on Pilar Albarracín.
TUE 18 : Spanish feminist art. Gender codes as prison and gender codes as game. Read: Hans Haacke,
Obra Social.
WED 19: The Superproduction of Affection. Art and the affective turn. Representations of love in
financial capitalism. Read: Marcelo Expósito’s articles.
THU 20: Field Trip 4: Museu Nacional d’Art de Catalunya (MNAC). Israel Smith, The Beauty and the
Monsters. Read: Landscapes of Cinema: Almería.
MON 24: Presentations. Watch: Álex de la Iglesia, 800 bullets.
TUE 25: Learning from Tabernas’. Almería’s paella western, global regionalism and the postmodern
reinvention of virility. Read: José Miguel G. Cortés, Fallen Idols? Masculinity and Representation.
WED 26: Whatever happened to the macho? Milksop and manful: The fall of classic masculinities and
the emergence of new gender codes.
THU 27: Final Exam.
Required Readings:
Book chapters, articles and required viewing material (interviews with artists, videos and movies) can be
found at Aula Global.
Recommended bibliography:
- CONGOST, Carles, Say I’m Your Number One, León: MUSAC, 2007.
- MILLÁN, Fernando y Jesús García Sánchez (Eds.), La escritura en libertad, Madrid: Alianza,
1975. [Visual poetry anthology]
- SANDLER, Irving, Art of the Postmodern Era: From the Late 1960s to the Early 1990s, New
York: Harper Collins, 1996.
- VV.AA., Héroes caídos / Fallen Angels, Castelló: EACC, 2001.
- VV.AA., Antes que nada / Before Everything, Madrid: CA2M, 2011.
Last revised: March 2017.