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Language and Option Courses in Hispanic Studies 2013-14

For details, including a brief description, of option courses, click on the title to read the course specification document.

First Year SN1001 Spanish 1 SN1002 Introduction to Translation from English to Spanish and Spanish to English SN1010 Intensive Spanish1 SN1002 Introduction to Translation from Spanish into English SN1102 Text and Image in the Hispanic World SN1105 Culture and Identity in Latin America SN1108 Authors & Readers in 20th-Century Spanish American Fiction SN1109 Comparative Hispanic Culture SN1106 Re-mapping the Amexicano Border in Visual Culture ML1301 Visual Arts 1: An Introduction to Visual Media Second Year SN2001 Spanish 2 (compulsory for students on post A level pathway) SN2010 Intensive Spanish 2 SN2011 Principles & Practice of Translation (Spanish into English) SN2012 Principles & Practice of Translation (English into Spanish) SN2013 Constructing Identity in Contemporary Spanish Film SN2113 20th-Century Mexican Visual Arts and Film SN2118 Religion and Society in the 16th- and 17th-century Hispanic World SN2120 Love in the Contemporary Spanish American Novel SN2121 The Romancero: The Spanish Ballad Tradition from the Reconquista to Lorca Final Year SN3001 Spanish 3 SN3002 Advanced Literary Translation from Spanish to English and English to Spanish (to be confirmed) ML3204 The Gothic Mode in Spanish and English Fiction SN3108 Research project (5,000 words) SN3109 Short Fiction by Spanish Woman Writers SN3111 Contemporary Mexican Cinema SN3116 Culture and Society in Golden-Age Spain SN3112 Spanish American Literature: An Overview T2 only SN3113 Dissertation (8,000 words) SN3119 Conflict in 20th-Century Latin American Literature and Culture

The information contained in these course outlines is correct at the time of publication, but may be subject to change as part of the School’s policy of continuous improvement and development. Every effort will be made to notify you of any such changes.

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Code: SN1001 Course Value: 1.0 cu Status: Core PR

Title: Spanish I Availability: Autumn & Spring Terms

Prerequisites: A2 in Spanish or equivalent Recommended: N/A

Co-ordinator: Alba Chaparro

Course Staff Alba Chaparro and team (tba) Aims:

• To consolidate and build upon the four skills of speaking, listening, reading and writing in

Spanish. • To form and consolidate a sound structural and grammatical base for further development

of Spanish communicative skills. • To teach language-learning study skills that will maximize students’ learning potential. • To provide enjoyment and intellectual stimulation as well as a rewarding learning

experience which will equip students for year two of the degree in Hispanic Studies.

Learning Outcomes:

By the end of this course students should: • Be able to demonstrate good lexical and grammatical competence in the four skills of

speaking, listening, reading and writing in Spanish. • Understand and communicate effectively in Spanish across a complete range of tenses. Participate competently in conversation using the target language with a native speaker.

Course Content:

This course has a minimum of 2 contact hours per with some possible extra oral practice hours a year (tba). You should devote 1 daily hour minimum of self-study. The first contact hour is devoted mainly at textual analysis and grammar consolidation, combining in situ exercises with homework revision that students will have already prepared. The second hour is devoted mainly at developing lexical and communicative skills through the use of varied media such as the use of audio-visual equipment, oral presentations, etc. The course follows a weekly outline provided through Moodle. On Moodle there is a weekly description of the lesson content as well as material prepared and designed by the tutor, audio-visual materials such as podcasts, news, documentaries, etc. The course also uses a set texts that the student must purchase (please see compulsory bibliography).

Teaching & Learning Methods

Classes are arranged flexibly; moving between formal oral presentations and written work, to communicative work in pairs and small groups. Spanish is used as much as possible in the classroom. Multimedia backup is recommended for students’ use in their own time. Regular written and oral work is set for homework.

Key Bibliography:

The students must purchase their own copies of the following compulsory bibliography: Spanish Grammar Drills, Rogelio Alonso Vallecillos. McGraw-Hill Contemporary, (2007). ISBN: 978-0071472692 (also available in KINDLE) Students should purchase one of the following bi-lingual dictionaries and reference grammars. Use of a monolingual dictionary is also recommended, although purchase is not necessary. Oxford Spanish Dictionary (Oxford University Press) Collins Spanish Dictionary (London: Harper Collins) RECOMMENDED DICTIONARIES AND GRAMMAR BOOKS: 1. Lee Six, Abigail, Upgrade your Spanish, (London: Hodder Arnold, 2001) ISBN978-0-340-76186-

1 2. Javier Muñoz Basols, Speed up your Spanish, (London: Routledge, 2010) ISBN 978-0-415-

49332-1 3. Juan Kattán-Ibarra and Angela Howkins, Spanish Grammar in Context, (Hodder Arnold,

2003) SBN 978-0-340-80790-3 4. Juan Kattán-Ibarra and Irene Wilkie, Modern Spanish Grammar (Routledge, second edition)

ISBN HB 041527303X ; PB0415273048 5. Juan Kattán-Ibarra and Irene Wilkie, Modern Spanish Grammar Workbook (Routledge,

second edition 2003) ISBN 0-415-27306-4 6. Spanish Grammar de Conrad J. Schmitt (McGraw-Hill, 1989) ISBN 0-07-055437-4 7. Uso de la gramática española intermedio de Francisca Castro (Madrid, Edelsa, 1997) y

Clave.

In-course Feedback:

Regular assignments are returned with written feedback and where appropriate mistakes are gone through in class. Some assignments can be wholly self-corrected with in-class discussion for support.

Assessment: Coursework and oral presentation 20% average coursework marks.

Exam: 50% is formally examined via a three-hour written examination 30% in an oral examination in the Summer Term.

Deadlines: work is set with ample deadlines.

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Department/School: School of Modern Languages, Literatures and Cultures

With effect from Academic Session: September 2012

Course Title: Intensive Spanish I

Course Value: (UG courses = unit value, PG courses = notional learning hours)

1.0 cu

Course Code: SN1010 Course JACS Code: (Please contact Data Management for advice)

Availability: (Please state which teaching terms)

Autumn and Spring Status: (i.e.: Core, Core PR, Compulsory, Optional)

Compulsory for beginners’ pathway

Pre-requisites: At least B in A2 level mod. or classical lang. Co-requisites: Co-ordinator: Marta Pérez Carbonell

Course Staff: Marta Pérez Carbonell and Anna Kingsley Aims: • • To provide a grounding in the four skills of speaking, listening, reading, and writing in

Spanish for those with very little or no previous knowledge of the language • • To give students some basic understanding of Hispanic culture as this relates to the Spanish

language • • To teach language-learning study skills that will not only maximize their learning potential

on this course, but give them the techniques that will be useful in higher-level language courses

• To give them a rewarding learning experience which fires their enthusiasm to further their language learning to a higher level in subsequent years of study.

Learning Outcomes: By the end of this course, students should:

• Be able to demonstrate basic lexical and grammatical competence in the four skills of speaking, listening, reading, and writing in Spanish

• Feel relatively confident about using Spanish in a range of everyday situations.

Course Content: This is a very intensive course with 5 hours per week of contact in each term.

The first three hours are devoted to work on reading, writing and listening comprehension skills combining both in situ exercises with homework revision that students will have prepared for the day. The fourth hour is reserved for the oral practice of students, this happens in the form of debates, role plays or text commentaries. The last hour is a grammar lecture in which new verb tenses and grammatical structures are introduced. The course principally follows the "Aula" series (textbook with accompanying CDs), with supplementary grammar support from "Complete Spanish Grammar and Spanish Verb Tenses".

Teaching & Learning Methods:

Classes are arranged flexibly; moving between formal exposition and written work, to communicative work in pairs and small groups. Spanish is used as much as possible in the classroom. Multimedia backup is recommended for students’ use in their own time. Regular written work is set for homework.

Details of teaching resources on Moodle:

Moodle is used for SN1010 on a weekly basis to set oral tasks and provide information of the topics covered every week. It also provides information about the assignments and upcoming tests as well as any relevant information to the course.

Key Bibliography:

Students must purchase their own copies of 1. Jaime Corpas, Eva García, Agustín Garmendia, Carmen Soriano, 2005, Aula Internacional 1, Difusión, Barcelona. 2. Jaime Corpas, Agustín Garmendia, Carmen Soriano, 2005, Aula Internacional 2, Difusión, Barcelona. 3. Gilda Nissenberg, 2004, Complete Spanish Grammar, Mc Graw Hill.

4. Dorothy Devney Richmond, 1996, Spanish Verb Tenses, Mc Graw Hill. Formative Assessment & Feedback:

Regular assignments are returned with written feedback and where appropriate mistakes are gone through in class. Some assignments can be wholly self-corrected with in-class discussion for support. There are two further formative grammar tests which are compulsory for all students.

Summative Assessment:

Exam (80%). This is divided into written (50%) and oral (30%). They consist of two hours for the written exam and 10 minutes for the oral. Coursework (20%) Four written assignments of 150-200 words each and an oral presentation of 5 minutes. Deadlines: Work is set with weekly deadlines.

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Department/School: Modern languages With effect from

Academic Session: 2013-14

Course Title: Introduction to Translation from Spanish to English and English to Spanish


0.5



Terms 1 & 2 Status: (i.e.: Core, Core PR, Compulsory, Optional)

optional

Pre-requisites: A-level Spanish or equivalent Co-requisites: SN1001 or SN2001

Co-ordinator: Professor Abigail Lee Six Course Staff: A. Lee Six, M. Pérez Carbonell, and one other Aims:

• To enable students to acquire Spanish to English and English to Spanish translation

skills

• To improve comprehension of written Spanish

• To develop awareness (at basic level) of issues beyond literal comprehension, such

as style, register, tone, in Spanish and English

• To develop intercultural awareness between Spanish- and English-speaking

communities as this emerges through differences between the two languages

• To improve written English and written Spanish

Learning Outcomes:

At the end of the course students should have:

• acquired Spanish to English and English to Spanish translation skills

• improved comprehension of written Spanish

• developed awareness (at basic level) of issues beyond literal comprehension, such as

style, register, tone, in Spanish and English

• developed intercultural awareness between Spanish- and English-speaking

communities as this emerges through differences between the two languages

• improved their written English and Spanish

Course Content: Classes will mostly focus on a piece of Spanish or English from a literary or (quality)

journalistic source. Students will be required to draft an English or Spanish translation of it in preparation for the class, which will be spent discussing the relative merits of different versions. Some time will be devoted to vocabulary acquisition and the consideration of professional translations too.


Classes will be discussion-based and practical, with students working in small groups where appropriate and whole-class format mainly reserved for opening and concluding remarks. The purpose of not assessing coursework is to be able to encourage teamwork and collective effort.


Passages for preparation available on Moodle at least one week in advance.

Key Bibliography:

N/A. Texts for translation will be provided via Moodle.

Formative Assessment & Feedback:

This will be given weekly as the prepared translations are discussed in class.


Exam 100%

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Code: SN1102 Course Value: 0.5 Status: Option

Title: Text & Image in the Hispanic World Availability: Autumn & Spring Terms

Prerequisites: None Recommended: N/A

Co-ordinator: Dr Tyler Fisher

Course Staff Dr Tyler Fisher Aims:

• to introduce students to the study of Hispanic culture at university level • to equip students with the critical tools for reading and evaluating texts • to provide intellectual stimulation and enjoyment • to encourage students to explore and develop their responses to the works studied • to enhance Spanish reading skills (except for CLC students)

Learning Outcomes:

By the end of the course students will be able to • read, understand, and evaluate texts in Spanish • discuss texts and the visual arts with informed interest and sophistication, with reference to the

author’s or artist’s social-historical context • write about cultural works in an appropriate critical style and register.

Course Content:

The study of Hispanic culture at Royal Holloway includes the analysis of a variety of literary texts, whether novels, short stories, plays, poetry, or film (studied as ‘text’). This course is designed to equip students with the critical tools and vocabulary they will need as they embark on their studies. This is a survey course which focuses on literature and the visual arts and which ranges from the medieval period to the twentieth century. It also provides an overview of Spanish history. The course is available as an option for students of Comparative Literature and Culture, as well as those taking Spanish language.


The course comprises 20 hours of lectures/seminars. Student participation in class is actively encouraged and the course handbook contains questions and discussion topics which students are expected to prepare before each class.

Key Bibliography:

Students must acquire the following books:

Miguel de Cervantes, ‘Rinconete y Cortadillo’ in Novelas ejemplares I, ed. Harry Sieber (Madrid: Cátedra, 2000 or any reprint since). Pedro Calderón de la Barca, El médico de su honra, ed. D. W. Cruickshank (Madrid: Castalia, 1989 or any reprint since). José Martí, Ismaelillo in Poesía completa, ed. Carlos Javier Morales (Madrid: Alianza, 2005). Juan Pedro Aparicio, Luis Mateo Díez, and José María Merino. Words in the Snow / Palabras en la nieve: A Filandón. Trans. Simon Breden Santos. Hastings: ChristieBooks, 2007.

Other primary reading is included in the course handbook, along with an ample bibliography of secondary reading. The primary texts are all readily available in bilingual, Spanish-English editions for CLC students (e.g. Aris & Phillips for ‘Rinconete y Cortadillo’ and El médico de su honra, Wings Press for Ismaelillo). In-course

Feedback: Formative feedback of a general kind is given in class; individual feedback is provided in writing on the coversheets of both essays.

Assessment: Coursework (50%): The course is examined via two essays in English (1,500-2,000 words each), each

worth 20% of the final mark. The remaining 10% of the coursework mark comprises in-class assessment in the form of reading quizzes that test whether students have read the set texts before the class devoted to them. Exam (50%): written essay-style exam, closed book; 2 hours Deadlines: Essay deadlines will be advertised on Moodle and on the SMLLC website. Essays should be submitted to the Coursework and Exams Administrator for Modern Languages via the box outside room IN123. In order to be accepted, all essays must also be submitted electronically to the Turnitin.UK system <http:submit.ac.uk> by the given deadline as well as in hardcopy.

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Code: SN1105 Course Value: 0.5 cu Status: Optional

Title: Culture and Identity in Latin America Availability: Autumn & Spring

Prerequisites: Minimum B at A2 in Spanish or equivalent qualification. Recommended:

Co-ordinator: Dr. Miriam Haddu

Course Staff Dr. Miriam Haddu Aims:

To build upon and expand the provision of Latin American Studies at undergraduate level within the Department of Hispanic Studies. Throughout this course students will be encouraged to think independently and to develop their analytical skills.

Learning Outcomes:

By the end of the course students should: • Be able to identify specific cultural productions from Latin America. • Have acquired knowledge of some of the most important literary, visual and cinematic

works from Latin America. • Be able to recognize literary movements that are unique to Latin America. • Have acquired an understanding of the socio-political and historical contexts from which

the texts have emerged. • Have a basic understanding of how to read visual and literary texts.

Course Content:

Students on this course will be introduced to some of the most important literary, visual and cinematic works from twentieth century Latin America. The works from selected writers pertaining to the Latin American Literary Boom will feature on this course, as well as some of the Nobel Prize winning poets from Latin America. Students on this course will be provided with samples of the artistic wealth (both in styles and techniques) from artists across the Latin American continent. Attention will be paid to the question of identity as reflected in the cinemas of Cuba and Mexico; two of the most important film industries from Spanish speaking America.


This course will be taught during a 1-hour seminar format over 22 weeks. The methodology will be Socratic in nature encouraging debate and discussion as well as developing analytical and critical skills in the student.

Key Bibliography:

• Abel Posse’s Los perros del paraíso • Octavio Paz’s Piedra de sol • Friday Kahlo: paintings • Tina Modotti: photography • Mexican Film: Como agua para chocolate (1992)

• Gabriel García Márquez’s Cine años de soledad • Visions of Cuba part I: Fresa y chocolate • Cuba part II: Azúcar amarga Set Filmic Texts on the Course (in chronological order):1 • Como agua para chocolate • Fresa y chocolate • Azúcar amarga Bibliography/Recommended Reading:

Patricia D’Allemand, Latin American Cultural Criticism- Reinterpreting a Continent, Edwin Mellen Press, 2000. 801.950980.

George Cabello Castellet (ed), Cine-Lit III Essays on Hispanic Film and Fiction, Oregon State University, 1997.

Catherine Davies/ Anny Brooksbank Jones, Latin American Women’s Writing, Clarendon Press, 1996, IBSN 0198715137

Davies, Catherine, Companion to Hispanic Studies, London: Arnold, 2002. Djelal Kadir, , The Other Writing: Essays in Postcolonialism and Latin America’s Writing

Culture, Purdue University Press, 1993, IBSN 1557530327. John King, Magical Reels: a history of cinema in Latin America, London: Verso, 1990, Mario B Mignone, (ed), Columbus: Meeting of cultures, New York: Forum Italicum, 1993, Neil Larson, Reading North by South: On Latin American Literature, Culture, Politics,

Minneapolis: University of Minnesota Press, 1995, Santiago, Juan-Navarro/ Theodore Robert Young, (eds); A Twice Told Tale: Reinventing

the Encounter in Iberian/Iberian American Literature and Film, Univesity of Delaware Press, 2001.

In-course Feedback:

Students will be required to perform one assessed presentations in small groups or pairs during the course. Feedback will follow these presentations. In addition and essay writing workshop prior to assessment dates takes place once a term and students are welcome to discuss essay plans with the tutor. Students also receive a detailed coversheet with all marked work outlining errors, room for improvement and praising sound academic work.

Assessment: The course is examined via two essays in English (1,500 - 2,000 words), worth 30% and 60% of the

final course mark, respectively. The remaining 10% component will be devoted to in-class assessment. Deadlines: Essay 1 (30%) first Tuesday of Spring Term. Essay 2 (60%) first Tuesday of Summer Term. Essays should be submitted to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy. In addition to the piece’s word count (excluding bibliography but including footnotes and quotations) students must indicate whether their knowledge of Spanish is of post-A level standard.

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Department/School: Hispanic Studies With effect from


Course Title: Re-Mapping the Amexicano Border in Visual Culture


0.5

http://submit.ac.uk/

Course Code: SN1106

Course JACS Code: (Please contact Data Management for advice)


Term 1 & 2 Status: (i.e.: Core, Core PR, Compulsory, Optional)

Pre-requisites: None Co-requisites: Co-ordinator: Dr Miriam Haddu Course Staff: Anna Kingsley Aims:

• To introduce students to contemporary visual and literary representations of the U.S.-Mexico border

• To provide students with a basic understanding of key spatial theories and Mexican cultural concepts that will be applied to the reading of set texts

• To encourage students to think creatively and independently • To develop students’ analytical skills

Learning Outcomes:

By the end of the course students should: • Have acquired a basic understanding of the varied representations of the

U.S.-Mexico border and the contemporary issues arising in this geographical territory

• Have acquired the basic skills to analyse visual and literary texts • Be able to draw upon spatial theories and Mexican cultural concepts in order

to substantiate their analyses

Course Content:

This course is designed to expose students to a range of contemporary visual, cinematographic and literary representations of the U.S.-Mexico borderspace. Particular attention will be devoted to observing visions of two Mexican border cities, Tijuana and Ciudad Juárez, through the mediums of art, photography, literature and film. Throughout this course, students will also gain an understanding of modern-day issues occurring in this border territory, notably the narco-wars, the Juárez femicides and the socio-economic impact of NAFTA. Alongside the set texts, students will be introduced to key spatial theories in order to understand the complex dynamics of a borderspace upon society and culture and will be encouraged to draw upon these theories and Mexican cultural concepts when analysing the texts.


Classes will be held one hour per week during term one and term two and will follow a seminar format. Throughout both terms students will be required to read and see all the set texts featured on the course. The viewing of films will be conducted during specially allocated screening times. During this course students will be encouraged to engage in discussion and debate, developing analytical skills and intellectual thought.


Course booklet and links to visual texts.

Key Bibliography:

Key Texts: • Gloria Anzaldúa: Borderlands/La Frontera • Frida Kahlo: paintings (My Dress Hangs There & Self-Portrait on the

Borderline between Mexico and the United States) • Judithe Hernández: artwork (The Juárez Series) • Francisco Mata Rosas: photography Set Filmic Texts on the Course (in chronological order): • Espaldas Mojadas, (1955) dir. Alejandro Galindo • Border Brujo, (1988) dir. Guillermo Gomez Peña • El Jardin del Edén, (1994) dir. María Novaro • Sleep Dealer, (2008) dir. Alex Rivera • El Traspatio, (2009) dir. Carlos Carrera • Miss Bala, (2011) dir. Gerardo Naranjo

Bibliography/ Recommended Reading: • Bhabha, Homi, The Location of Culture (New York: Routledge, 2004) • Bowden, Charles, Murder City (New York: Nation Books, 2010) • Dehaene, Michiel, Heterotopia and the city: public space in a postcivil society

(London; New York: Routledge, 2008) • Gaspar de Alba, Alicia, Making a Killing: Femicide, Free Trade, and La

Frontera (Austin: University of Texas Press, 2010) • Lefebvre, Henri, The Production of Space (Oxford: Blackwell, 1994) • Lugo, Alejandro, Fragmented lives, assembled parts: culture, capitalism, and

conquest at the U.S.-Mexico border (Austin: Texas University Press, 2008) • Soja, Edward, Thirdspace: Journeys to Los Angeles and Other Real-and-

Imagined Places (Oxford: Blackwell, 1996) • Staudt, Kathleen, Monárrez Fragoso, Julia and Fuentes, César, Cities and

Citizenship at the U.S.-Mexcio Border: The Paso del Norte Metropolitan Region (New York: Palgrave Macmillan, 2010)

• Vulliamy, Ed, Amexica: War Along the Borderline (London: Bodley Head, 2010)


The course is examined via two essays in English (1,500 – 2,000 words), worth 30% and 60% of the final course mark, respectively. The remaining 10% component of assessment will be devoted to in-class assessment, which will be in the form of student presentations. General advice about essay planning will be provided in class towards the end of the first and second term. Oral and written feedback will also be provided for both essays.


Deadlines: Essay 1 (30%) second Tuesday of Spring Term. Essay 2 (60%) second Tuesday of Summer Term. Student Presentations (10%) will take place in-class at the end of term one and term two.

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Department/School: Hispanic Studies Academic Session: 2012-2013

Course Title: Authors and Readers in 20th-Century Spanish American Fiction


0.5



Terms 1 and 2 Status: (i.e.: Core, Core PR, Compulsory, Optional)

Optional

Pre-requisites: Co-requisites: Co-ordinator: Dr Olivia Vázquez-Medina Course Staff: Dr Olivia Vázquez-Medina Aims: • To stimulate the students’ analytical thinking and imagination in their initial

approaches to the study of fiction at undergraduate level.

• To introduce students to some key concepts in literary analysis, such as the author, the reader and the narrator.

• To introduce students to a range of texts by a number of prominent 20th-century Spanish American writers.

• To introduce students to some debates around the relations between reality and fiction in 20th-century Spanish American literature.

Learning Outcomes: By the end of the course, students should:

• Be able to identify some narrative techniques and themes in the writings of Julio Cortázar, Jorge Luis Borges, Mario Vargas Llosa and Gabriel García Márquez.

• Be able to engage critically with texts that render problematic the notions of the author, the reader, the narrator, and the relations between reality and fiction.

• Have strengthened their ability to read and to elaborate critical responses to sophisticated literary texts.

Course Content: This course provides an introduction to the study of literary texts through the

discussion of fiction by Julio Cortázar, Jorge Luis Borges, Mario Vargas Llosa and Gabriel García Márquez. In particular, the course explores the notions of the author, the reader, the narrator and the relations between reality and fiction suggested in a range of short stories and novels.


Classes will be held one hour per week during the autumn and spring terms. They will consist of lectures and seminars conducted in English. All students are expected to come to class prepared to participate in discussion.


Reading notes, bibliography, questions and topics for class discussion, e-resources, reading quizzes.

Key Bibliography:

CLC students with no reading knowledge of Spanish may use English translations. Students of ab-initio Spanish are permitted to read texts in English in the first term, but in the second term they must read and quote in Spanish. All other students are expected to read and quote from the Spanish texts for the entirety of the course.

Students are expected to purchase their own copy of the set texts (the following are the recommended editions, but any edition is acceptable):

A. For students reading Spanish:

• Jorge Luis Borges. Ficciones. Edited with introduction, notes, bibliography & vocabulary by Gordon Brotherston & Peter Hulme. London: Bristol Classical Press, 1999 (short stories in Spanish, notes and vocabulary in English).

• Julio Cortázar. Siete cuentos. Edited with introduction, notes and vocabulary by Peter Beardsell. Manchester: Manchester University Press, 1999 (short stories in Spanish, introduction and notes in English).

• Gabriel García Márquez. Crónica de una muerte anunciada. Barcelona: De Bolsillo (Random House Mondadori), 2010.

• Mario Vargas Llosa, La tía Julia y el escribidor. Madrid: Punto de lectura, 2006.

B. For students using English translations:

• Jorge Luis Borges. Labyrinths. Selected stories and other writings. Ed. Donald A. Yates and James E. Irby, preface by André Maurois. London: Penguin, 2000.

• Julio Cortázar. Blow Up and Other Stories. Translated by Paul Blackburn. New York: Pantheon Books, 2004.

• Gabriel García Márquez. Chronicle of a Death Foretold. Translated by Gregory Rabassa. London: Penguin, 1982.

• Mario Vargas Llosa. Aunt Julia and the Scriptwriter. Translated by Helen R. Lane. London: Faber and Faber, 1998.


General advice on essay planning will be provided in class towards the end of the first term. Oral and written feedback will be provided on both essays.


Coursework: 100%. The course is examined via two essays in English (1,500 - 2,000 words), worth 30% and 60% of the final course mark, respectively. The remaining 10% component of assessment will be devoted to Moodle quizzes. Deadlines: Essay deadlines will be published at the start of the academic season. Essays should be submitted on time to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy.

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DEPARTMENT OF: Hispanic Studies Academic Session: 2012-13

Course Code: SN1109 Course Value: 0.5

Status:

Optional

Course Title: Comparative Hispanic Culture Availability: Terms 1 and 2

Prerequisites: None Recommended: Co-ordinator: Dr Arantza Mayo Course Staff Dr Arantza Mayo Aims: • To introduce students to a wide range of Hispanic cultural manifestations (from

literature to visual arts, music and architecture) and their socio-historical contexts (from Early Modern Spain to 20th-century Latin America) from a thematic perspective.

• To enable students to explore and engage with materials comparatively across genres and periods, developing critical and analytical skills.

• To provide students with a basic understanding of a number of key historical events and cultural movements in the Hispanic world through the study of related artefacts.

Learning Outcomes:

By the end of the course students should: • Be able to engage critically and analytically with a wide range of cultural

materials both as independent works and with reference to other related manifestations.

• Be familiar with the basis of a range of key historical events and cultural movements in the Hispanic world.

• Students in the post-A-level and native Spanish pathways should have improved their reading ability in their target language and increased their vocabulary through exposure to multiple varieties of Spanish.

Course Content:

The course provides a selective but wide-ranging introduction to culture in the Hispanic world. It explores a broad range of cultural manifestations from different socio-historical contexts both independently and comparatively from a topic-based perspective. Materials may include plays, narratives, poems, paintings, sculptures, musical compositions and architectural works, while topics may be drawn from (but not be limited to) the following: ‘Discovery’, ‘Destruction’, ‘Subversion’, ‘Self-fashioning’, ‘Power’ and ‘the Body’.


The course is taught over 20 contact hours. Classes combine lecture-based sessions with seminar-style meetings. Students are expected to have read the set texts in advance of each meeting. Classes are conducted in English. Students who have an A-level (or similar) qualification in Spanish are expected to read the set texts in the original Spanish. Students in the Beginners’ Pathway or who are taking the course as part of a Comparative Literature or other degree may read the texts in English translation.

Key Bibliography:

Students are expected to purchase their own copy of Lope de Vega’s Fuente ovejuna (the bilingual Spanish-English edition by Aris and Phillips Hispanic Classics, translated by Victor Dixon is recommended for all students; post-A-level Spanish or native speakers can also use any post-1980 critical edition with line numbering). All other primary texts will be made available to the students in digital form via Moodle.


Students will be able to discuss their first essay plan briefly with the course tutor no later than two weeks before the essay’s deadline, if they so wish, provided they submit a plan well in advance of an agreed meeting. All students will receive an annotated copy of their first essay with first examiner’s comments before they come to prepare their second piece. Any student whose first essay scores lower than 50% will be offered a one-to-one tutorial to address shortcomings in detail.


Coursework (100%) The course is examined via two essays in English (2,000-2,500 words), worth 30% and 60% of the final, end-of-year mark, respectively. The remaining 10% component of assessment will be devoted to in-class assessment (such as presentations) and Moodle-based activities (such as quizzes). Deadlines: Dates will be advertised through Moodle Essays should be submitted to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy. In addition to the piece’s word count (excluding bibliography but including footnotes and quotations) students must indicate whether their knowledge of Spanish is of post-A level standard.

Department/School: Modern Languages, Literatures, and Cultures Academic Session: 2012/13

Course Title: Visual Arts 1: Artists and their Materials Course Value: (UG courses = unit value, PG courses = notional learning hours)

0.5

Course Code: ML1301 Course JACS Code: (Please contact Data Management for advice)

V350


T1 and T2 Status: (i.e.: Core, Core PR, Compulsory, Optional)

Core for VA Minor; Optional for other SMLLC students

Pre-requisites: None Co-requisites: None Co-ordinator: Giuliana Pieri Course Staff: Ruth Harvey, Ruth Hemus, Arantza Mayo, Giuliana Pieri, Eric Robertson and others Aims: • To enhance awareness and appreciation of the different media encountered in the

study of visual cultures • To develop understanding of the technical characteristics as well as the expressive

and stylistic possibilities offered by different media • To develop students’ ability to write about visual material in a structured and

analytical manner • To introduce students, through different media, to a rich variety of visual cultures in

Europe and Latin America from the Middle-Ages to the present day • To equip students to read and interpret visual images across cultural contexts • To encourage and facilitate comparative analysis between different media

Learning Outcomes: After successful completion of this course, the prescribed reading and the hand-in

assignments, students are expected to be able to: • demonstrate their awareness of different artistic techniques and media • demonstrate the ability to use their understanding of such media to inform their

analysis of a variety of artworks and artefacts • demonstrate their ability to form critical judgments of artistic works, based on

carefully analysed technical features • demonstrate their ability to make appropriate use of both primary and secondary

material in their critical analyses • compare the cultural productions of a range of countries and draw conclusions about

their similarities and differences.

Course Content: The course will take the form of 20 one-hour sessions focusing on media such as:

• Painting • Sculpture • Illustrated books • Drawings • Photography • Mural painting • Contemporary media • Design • Craft • Fashion and Textiles

A selection of the following topics will be studied each year depending on staff specialism and availability:

• Italian mural painting: 14th-century fresco and the rebirth of mural painting in Fascist Italy

• The Illustrated Book in Mediaeval France • Sculpture in Italy: Roman sculpture, its links with Italian Renaissance sculpture

(Donatello, Michelangelo, Cellini) and its neoclassical reconfiguration • Spanish polychrome sculpture • Italian Renaissance ceramics • Sculpture in France after Rodin • Italian Fashion under Fascism • Art or Craft? The stitch in modern and contemporary art • Design and International Modernism • Expressionism in German 20th-century Painting


The course will be taught through 20 hours of lectures and seminars. The course will include at least one comparative session in each term.


Reading lists and general bibliographies; links to library resources; course description; schedule of classes; guided preparatory reading and instructions for classes; assignment questions; general essay feedback and advice; coursework topics; handouts and PowerPoint presentations from classes; links to web resources.

Key Bibliography:

General texts: Berger, John Ways of Seeing (London: Penguin, 1972) Gombrich, E. H. The Story of Art (London: Phaidon, 1995) Osborne, H. (ed.) The Oxford Companion to Art. (Oxford: Clarendon Press, 1987) Preziosi, D. The Art of Art History. A critical anthology (Oxford: Oxford University Press, 1998) Taylor, Joshua C. Learning to Look. A Handbook for the Visual Arts (Chicago and London: University of Chicago Press, 1981) Websites: http://www.wga.hu/ Sample content Sculpture in Italy This session aims to introduce students to different techniques in sculpture by focusing on two traditional materials associated with this media: marble and bronze. Students will consider the rebirth of bronze casting and marble sculpture in Italy during the Renaissance. They will be encouraged to consider how Renaissance sculpture relates to classical examples and they will analyse how artists in later centuries have used these traditional media to different effect. Students will also be encouraged to compare the work of artists such as Donatello, Michelangelo, Cellini and Canova with the work of postwar sculptors. The session will include a gallery visit to the V&A. Bibliography for this session will include: Cellini, B. The Treatise of Benvenuto Cellini on Goldsmithing and Sculpture. Translated by C.R. Ashbee. (New York: Dover, 1967) Cennini, C. The Craftsman’s Handbook. Translated by D.V. Thompson. (New York: Dover Publications, 1978) Hall, J. Michelangelo and the Reinvention of the Human Body (London: Chatto and Windus, 2005)

http://www.wga.hu/

Hartt, F. Michelangelo: The Complete Sculpture. (London: Thames and Hudson, 1969). Olson, R.J.M. Italian Renaissance Sculpture. (London, Thames and Hudson, 1992) Radke, G.M., The Gates of Paradise: Lorenzo Ghiberti’s Renaissance Masterpiece (New Haven: Yale University Press, 2007) Vasari, G. Vasari on Technique. Edited by G. Baldwin Brown and translated by L.S. Maclehouse. (New York, 1960) first edition Welch, E. Art in Renaissance Italy. (Oxford and New York, Oxford University Press, 1997, reissued 2000) Sample content Collage: A Century of Experimentation This part of the course considers some of the key ways in which artists over the past century have incorporated into their work a variety of other materials, often of an ordinary, everyday nature. While expanding the traditional medium of oil paint on canvas, the artists’’ use of these materials often calls into question more established artistic conventions. Typically we shall consider some of the following areas: Cubist papiers collés; the subversive collages of Dada and Surrealism; the political uses of collage and photomontage in the 1930s; the holed, tarred and patched canvases of Italian artists Burri, Fontana and Rotella in the 1950s; the ‘décollage’ artworks of Jacques Villeglé and Raymond Hains in the 1960s; post-modernist collage; collage in the digital era. Bibliography for this session will include Adamowicz, Elza, Surrealist Collage in Text and Image: Dissecting the Exquisite Corpse (Cambridge: Cambridge University Press). Bon, François and Nicolas Bourriaud, Jacques Villeglé (Paris: Flammarion, 2007). Golding John, Cubism: A History and an Analysis, 1907-1914 (Harvard University Press, 1988). Hemus, Ruth, Dada’s Women (New Haven and London: Yale University Press, 2009). Krauss, Rosalind, The Picasso Papers (London: Thames & Hudson, 1998). Robertson, Eric, Arp: Painter, Poet, Sculptor (New Haven and London: Yale University Press, 2006). Taylor, Brandon, Collage: The Making of Modern Art (London: Thames & Hudson, 2006).


Feedback is provided through detailed comments on the set pieces of work which make up the formative element of the assessment. General feedback on the written assignments will also be offered, in class and/or on Moodle. Feedback on class discussions and will be given informally.


Coursework: 2 essays of 1,500-2,000 words (essay 1: 30% each; essay 2: 60%) 10% of the mark to be awarded for Moodle tests. All assessment criteria to be confirmed in course material and via Moodle at the start of course.

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Department/School: Hispanic Studies, SMLLC With effect from


Course Title: Spanish II


1.0 cu

Course Code: SN2001




Core PR

Pre-requisites: Minimum B at A2 in Spanish and/or successful completion of SN1001. Co-requisites:

Co-ordinator: Alexandra Hibbett (Autumn term only,Marta Pérez-Carbonell, Spring Term) Course Staff: Tyler Fisher, Marta Perez-Carbonell, Olivia Vazquez-Medina Aims:

• To build upon the four skills of Speaking, Listening, Reading, and Writing in Spanish previously acquired on SN1001 Spanish I.

• To expand students’ understanding of Hispanic culture as this relates to the Spanish language.

• To form and consolidate a sound structural and grammatical base for further development of Spanish communicative skills.

• To provide enjoyment and intellectual stimulation as well as a rewarding learning experience which will equip students for the future year abroad programme in Year Three of the degree in Hispanic Studies.

Learning Outcomes:

By the end of the course, the students should • Be able to demonstrate good lexical and grammatical competence in the four

skills of Speaking, Listening, Reading, and Writing in Spanish. • Understand and communicate effectively in Spanish across a complete range

of tenses. • Participate competently in conversation using the target language with a

native speaker.

Course Content: This is a course with 2 hours per week of contact, for 20 weeks (10 weeks Autumn Term, 10 weeks Spring), plus 7 to 10 hours per week of independent study. The first hour is focused on Reading, Writing and Grammar combining in situ exercises with homework revision that students will have prepared for the day. The second hour is reserved for Oral and Listening skills, and debates and discussions. The course follows a weekly outline provided through Moodle. The page will be updated week by week, and there you will be able to find materials and resources to complement what was seen in class (exercises, summaries but also textual and audiovisual material from the Hispanic world), as well as materials used in class and details on homework and revision. There will be formative assessments The course also uses prescribed text books, please see Bibliography.


The first weekly hour moves between formal exposition of grammar; individual, pairs and group work; and class discussions on exercises and texts. The second weekly hour is based on oral skills, either as a class, in small groups, in pairs or in individual presentations. The themes being discussed will be themes of relevance to the Hispanic world, be it cultural, social, historical, or political. Term one will be focused on group work and class debates on the basis of materials made available on Moodle the week before. Term two will involve (assessed) individual presentations (prepared in advance) and their class discussion. In both hours Spanish must be used at all times in the classroom. In addition, the course requires students to invest a significant amount of time

outside the classroom, both in preparing for next lesson and in the revision and practice of what has been learnt in class. Materials for this can be found in the course’s textbooks and on Moodle (released week by week), and the tutor will provide weekly guidance on what exercises and resources you should be looking at. Lastly, there are four written assessments, two in term one and two in term two, which are set one week before submission. These assessments receive individual and group feedback and should be thought of as a learning tool – a chance to practice and improve your skills.


Materials will be released week by week to pace your workload and progress. Every week you will be able to access materials provided in class, materials for revision (or an indication as to the pages of the text books you should be revising), resources for preparation for the following week’s lessons and details on homework for the coming week. At the top of the page there is also a link to a Spanish Grammar e-book which students should consult as a reference if they have any doubts about grammar seen in class.

Key Bibliography:

Students must purchase the following books and bring them to every class unless advised otherwise by the tutor. These texts have been ordered to the college book shop. They should also be available online at Amazon.com

1. Grammar exercise book (for the basics): Author: Nissenberg, Gilda. Complete Spanish Grammar. Series: Practice Makes Perfect. Publisher: McGraw Hill. Second edition, 2011. ISBN 978-0-07-176343-1 2. Classroom text book: Author: Equipo Prisma. PRISMA Nivel B2. Libro del alumno + CD. Publisher: Edinumen. 2009 edition. (NB comes with audio CD) ISBN: 978-8498480030 3. More advanced grammar and reading exercise book: Author: Equipo Prisma. PRISMA de Ejercicios Nivel B2. Publisher: Edinumen. 2004 (Re-edición 2006). ISBN978-84-95986-50-7 4. A medium sized Spanish-English dictionary, either Collins or Oxford

A recommended book for students who feel they need to work on their vocabulary is the following:

5. Author: Richmond, Dorothy. Spanish Vocabulary, Publisher: Mc Graw Hill, 2007. ISBN 9780071458061


There are five assessed pieces of coursework: four written (two in each term) and one oral presentation (Spring term). These will receive individual written feedback, and time will also be dedicated in class to the discussion of common mistakes.


Written Exam (50%) (3 hours) Oral Exam (50%) (10 minute presentation plus 5 minutes of questions)

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Department/School: School of Modern Languages, Literatures and Cultures

With effect from Academic Session: September 2012

Course Title: Intensive Spanish II


1-0 cu




Compulsory for students in th ebeginners’ pathway

Pre-requisites: Students must have successfully completed SN1010 Co-requisites:

Co-ordinator: Marta Pérez Carbonell

Course Staff: Marta Pérez Carbonell and Miriam Haddu Aims: • To build upon the four skills of speaking, listening, reading, and writing in Spanish

previously acquired on SN1010 Intensive Spanish I • • To expand students’ understanding of Hispanic culture as this relates to the Spanish

language • • To form and consolidate a sound structural and grammatical base for further

development of Spanish communicative skills. • • To provide enjoyment and intellectual stimulation as well as a rewarding learning

experience which will equip students for the future year abroad programme in year three of the degree in Hispanic Studies.

Learning Outcomes: • By the end of this course, students should:

• • • Be able to demonstrate good lexical and grammatical competence in the four skills

of speaking, listening, reading, and writing in Spanish • • Understand and communicate effectively in Spanish across a complete range of

tenses. • • Participate competently in conversation using the target language with a native

speaker.

Course Content: This is a very intensive course with 4 hours per week of contact, for 20 weeks (10 weeks

Autumn Term, 10 weeks Spring), plus 4 to 5 hours per week of independent study. The first two hours are devoted to work on reading, writing and oral skills combining in situ exercises with homework revision that students will have prepared for the day (usually a journalistic text). The third hour is reserved for the listening comprehension exercises which take place in language laboratories. The last hour is a grammar lecture in which new verb tenses and grammatical structures are introduced and subsequently put into practice during the next two hours of the following week. The course principally follows a weekly outline provided through Moodle. On Moddle there is a weekly description of the weekly lesson content as well as material prepared and designed by the tutor, audiovisual material in the form of podcasts, TV and radio programmes . Links to online learning resources are also provided via Moodle . Supplementary materials as necessary will be provided by the teacher on a weekly basis. The course also uses a prescribed text book, please see Bibliography.

The course principally follows "Prisma Progresa B1+B2" and "Complete Spanish Grammar".


Classes are arranged flexibly, moving between formal exposition and written work, to communicative work in pairs and small groups. Spanish is used as much as possible in the classroom. Multimedia backup is recommended for students’ use in their own time. Regular written work is set for homework.


Key Bibliography:

Students must purchase their own copies of: Course book: Equipo Prisma, 2001, PRISMA Progresa B1 +B2, Edinumen Grammar books: Gilda Nissenberg, 2004, Complete Spanish Grammar, Mc Graw Hill. Dorothy Richmond, latest edition, Spanish Vocabulary, Mc Graw Hill Recommended dictionaries: Either Collins or Oxford.


Regular assignments are returned with written feedback and where appropriate mistakes are gone through in class. Some assignments can be wholly self-corrected with in-class discussion for support. There are two further formative grammar tests which are compulsory for all students.


Exam (80%). This is divided into written (50%) and oral (30%). They consist of two hours for the written exam and 10 minutes for the oral. Coursework 20%) Four written assignments of 150-200 words each and an oral presentation of 5 minutes. Deadlines: Work is set with weekly deadlines.

Code: SN2011 Course Value: 0.5 Status: Core PR for native speakers; optional for others

Title: Principles and Practice of Translation from Spanish to English Availability: Term 1 and 2

Prerequisites: Pass in SN2001 for native speakers; pass in SN1001 for others Recommended:

Co-ordinator: Prof. Abigail Lee Six

Course Staff As above Aims:

• to sensitize students to key ideas relating to translation • to improve students’ comprehension of written Spanish • to improve students’ command of written English • to give students the skills they need to be able to translate from Spanish to English at

intermediate level

Learning Outcomes:

At the end of the course, students should be:

• aware of key ideas relating to translation • better at understanding written Spanish • better at writing in English • confident that they can tackle Spanish to English translation at intermediate level

Course Content:

Classes are grouped around a range of themes that present specific translation problems. Details will be provided in class.


Classes are interactive and practical, with students required to prepare a text for each class. They have the option of submitting it if they would like it marked.

Key Bibliography:

All students need to have a good quality Spanish-English bilingual dictionary and should have access to good quality monolingual dictionaries of Spanish and of English. Some may find it useful to have a book of verb tables as well.

In-course Feedback:

Feedback is given in writing for all submitted work (optional as well as assessed). Verbal feedback is given in every class based on students’ contribution to the work undertaken there.

Assessment:

Exam (%) 80% Coursework (%) 20%

The information contained in this course outline is correct at the time of publication, but may be subject to change as part of the Department’s

policy of continuous improvement and development. Every effort will be made to notify you of any such changes.

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Code: SN2013 Course Value: 0.5 unit Status: ie:Core, or Optional Optional

Title: Constructing Identity in Contemporary Spanish Cinema

Availability: (state which teaching terms) Normally terms 1 & 2

Prerequisites: Successful progression into the second year Recommended: None

Co-ordinator: Dr Sarah Wright Course Staff Dr Sarah Wright Aims:

• To develop students’ knowledge of film criticism and analysis. • To examine issues of national and cultural identity in contemporary Spanish cinema by use of

relevant filmic texts. • To encourage students to explore and develop their critical responses to the films studied.

Learning Outcomes:

On completion of the course, students are expected:

• To have developed their knowledge of how to ‘read’ a film and evaluate it in relation to other Spanish films and to the film industry as a whole.

• To be able to relate Spanish films to their cultural context. • To write about film in an appropriate critical style and register and demonstrate knowledge of

key selected film theories.

Course Content:

In this course students will study films from the last twenty years in Spain. The films selected will in different ways express representations of identity in Spain. We will explore issues such as national and regional identities, cultural memory, urban versus rural experience, cultural diversity, immigration and the portrayal of gender within new family paradigms. The films to be studied are as follows: Jamón, Jamón (1992), Bigas Luna; Tierra (1996), Medem; Flores de otro mundo (1999), Bollaín; El espinazo del diablo (2001), Del Toro; Abre los ojos (1997), Trueba; El Bola (2003), Achero Mañas, Todo sobre mi madre (1999), Almodóvar.


The course will normally be taught through a 1-hour seminar format over 20 weeks. The methodology will encourage debate and discussion as well as developing analytical and critical skills.

Key Bibliography:

Bordwell and Thompson, Film Art: An Introduction (New York: McGraw Hill, any edition). Pam Cook (ed), The Cinema Book, (London: British Film Institite, 1985). Susan Hayward, Key Concepts in Cinema Studies, (London: Routledge, 1996). John Hill and Pamela Church Gibson (eds) The Oxford Guide to Film Studies, (Oxford: Oxford University Press, 1998). John Hopewell, Out of the Past: Spanish Cinema After Franco, London: British Film Institute, 1986. Marsha Kinder, Blood Cinema: The Reconstruction of National Identity in Spain (Berkeley: University of California Press, 1993). Gerald Mast, Marshall Cohen and Leo Braudy (eds), Film Theory and Criticism, (Oxford: Oxford University Press, 1992). Rob Stone, Spanish Cinema, Harlow: Pearson Education, 2002. Nuria Triana Toribio, Spanish National Cinema, London: Routledge, 2003.

Formative Assessment and Feedback:

Students will normally be required to perform two short presentations in groups during the course. Feedback and questions will follow these presentations. Students are welcome to discuss essay plans with the tutor. Students will also receive a detailed coversheet with all marked work detailing room for improvement or praising sound academic work.


As with all other content courses in Hispanic Studies, the course is examined entirely through two 2,500-3,000-word coursework essays each worth up to 50% of the final mark for the course.

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Title: Twentieth Century Mexican Visual Arts and Film Availability: Autumn & Spring

Prerequisites: Successful completion of Year One. Recommended:

Co-ordinator: Dr. Miriam Haddu

Course Staff Dr. Miriam Haddu Aims:

To build upon and expand the provision of Latin American Studies at undergraduate level within the Dept of Hispanic Studies. This course will introduce students to specific areas of Mexican visual arts and films from the Twentieth century. Throughout this course students will be encouraged to think independently and to develop their analytical and presentational skills.

Learning Outcomes:

By the end of this course students will be able to:

• Identify some of the key artistic movements from Mexico. • Recognize fundamental genres in Mexican filmmaking. • read a visual image • place Mexican paintings, photographic images and films in their socio-historical contexts. • identify key cinematic and pictorial works from recent Mexican history and their contexts

of making.

Course Content:

During the first term this course will be devoted to analysing samples from early Twentieth century Mexican visual arts. Students will study the Mexican Mural Movement and will analyse the work of its most prominent members. Attention will be paid to the works of Diego Rivera, David Alfaro Siqueiros and José Clemente Orozco. The first term of this course will also cover the photographic works of Edward Weston, Henri Cartier-Bresson,Tina Modotti, Mariana Yampolski, Araceli Herrera and Graciela Iturbide. In the second term, students will be introduced to some of the most significant cinematic works from Mexico’s century of filmmaking. Students will analyse some of the most important filmic genres from a wide range of directors and periods in Mexican cinematic history. On this course students will be introduced to some areas of film theory and will learn how to apply theoretical concepts to a reading of Mexican visual arts and films.



Key Bibliography:

Set Filmic Texts on the Course (in chronological order):

• Río escondido (1948) dir. Emilio ‘el indio’ Fernández • Aventurera (1950) dir. Alberto Gout • Los olvidados (1950) dir. Luis Buñuel • Canoa (1975) dir. Felipe Cazals • El lugar sin limites (1978) dir. Arturo Ripstein • Frida, naturaleza viva (1984) dir. Paul Leduc • Sexo, pudor y lágrimas (1998) dir. Antonio Serrano.

Bibliography/Recommended Reading:

For Term One:

• Ballinger, James, K, Frida Kahlo, Diego Rivera and Twentieth Century Mexican Art: The

Jacques and Natasha Gelman Collection, San Francisco: Museum of Contemporary Art, 2000.

• Cruz, Barbara, José Clemente Orozco: Mexican Artist (Hispanic Biographies), Enslow Publishers Inc, 1998.

• Hamill, Peter, Diego Rivera, Harry N Abrams, 1999.

• Marnham, Patrick, Dreaming with his Eyes Open: A life of Diego Rivera, Knopf, 1998. • Newham Helms, Cynthia, (ed), Diego Rivera: A Retrospective, W.W. Norton & Company,

1998. • Reed, Alma, José Clemente Orozoco, Hacker Art Books, 1985. • Rochfort, Desmond, Mexican Muralists: Orozco, Rivera, Siqueiros, Chronicle Books, 1998. • Stein, Philip, Siqueiros: His Life and Works, International Publishers Co. 1994.

Bibliography/Recommended Reading:

For Term Two: • Antonio Paranaua, P, Mexican Cinema (translated by Ana López)., London: British Film

Institute, 1995. • Ayala Blanco, Jorge, La aventura del cine mexicano (1931-1967), Mexico City: Posada,

1985. (On order) ISBN 9684331282 • Ayala Blanco, Jorge, La eficacia del cine mexicano: entre lo viejo y lo nuevo, Mexico

City:Girjalbo,1994. (On order) • Buñuel: una mirada del siglo XX: Feliz centenario y Buñuel mexicano, el ciclo. México:

Conaculta, 2000. 791. 430233092 BUN/BB • Cine años de cine mexicano, 1896 – 1996. Colima:IMC, 1999. Founder’s: CD-ROMS (CD-

ROM) 791.430972 CIEE • Consandaey, Mikelle (ed.,) 100 Years of Filmmaking in New Mexico, University of New

Mexico Press, 1998. ISBN 0937206547 • Carlos Salinas de Gortari: el hombre que quiso ser rey / RTC, 1999. Founder’s Videos (NTSC

videocassette) 972. 082092 • Foster, David William, Mexico City in Contemporary Mexican Cinema Austin : University of

Texas Press, 2002. Founder's : Main (Book) 791.430972 FOS • Short Loan (Book) 791.430972 FOS • García Riera, Emilio, Breve historia del cine Mexicano: primer siglo 1897 – 1997. Jalisco:

Mapa, 1998. 791.430972 • Hershfield, Joanna, Mexican Cinema / Mexican Woman 1940- 1950, University of Arizona

Press, 1996. ISBN 0816516375 • Hershfield, Joanna and Maciel, David. R, (eds.,) Mexico’s Cinema: A Century of Film and

Filmmakers, Wilmington: Scholarly Resources Inc, 1999. • King, John, Magical Reels: a History of Cinema in Latin America, London: Verson, 1990. • Medrano Platas, Alejandro, Quince directores del cine mexicano: entrevistas, México,

D.F.: Plaza y Valdés, 1999. 791.4302330922 MEDD • Millan, Margara, Derivas de un cine en femenino. Mexico: Universidad Nacional

Autónoma de México, 1999. 791.430909352 MIL • Monsivais, Carlos, Através del espejo: el cine mexicano y su público, Mexico: Ediciones El

Milagro /IMCINE, 1994. (on order) ISBN 968-6773-20-7 • Mora, Carl. J, Mexican Cinema: Reflections of a Society, Berkeley, Los Angeles/ London:

University of California Press, 1989. • Noriega, Chon. A, (ed.,) Chicanos and Film, University of Minnesota Press, 1992.) ISBN

0816622183 • Pettit, Arthur G, Images of the Mexican American in fiction and film, College Station: Texas

A&M University Press, c1980. Founder's Main (Book) • Pilcher, Jeffrey. M, Cantiflas and the Chaos of Mexican Modernity, Scholarly Resources,

2000. ISBN 0842027718 • Ramirez Berg, C, Cinema of Solitude: a Critical Study of Mexican Film, 1967-1983. Austin:

Texas University Press, 1992. ISBN 0292707916 • Torrans, Thomas. The magic curtain : the Mexican-American border in fiction, film and

song. Fort Worth : Texas Christian University Press, 2002. Founder's Main (Book) 810.9972 ROR

• Tuñon, Julia, Mujeres de luz y sombra en el cine mexicano: la construcción de una imagen (1939 – 1952) Mexico: Colegio de México, 1998. 791.430972 TUNN

In-course Feedback:

Students will be required to perform two short presentations in pairs during the course. Feedback and questions will follow these presentations. In addition and essay writing workshop prior to assessment dates takes place once a term and students are welcome to discuss essay plans with the tutor. Students also receive a detailed coversheet with all mark work outlining errors, room for improvement and praising sound academic work.

Assessment: Coursework (100%) The course is examined via two essays in English (2,000-2,500 words), worth 30%

and 60% of the final course mark, respectively. The remaining 10% component of assessment will be devoted to in-class assessment. Deadlines: Essay 1 (30%) second Tuesday of Spring Term. Essay 2 (60%) second Tuesday of Summer Term. Essays should be submitted to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy. In addition to the piece’s word count (excluding bibliography but including footnotes and quotations) students must indicate whether their knowledge of Spanish is of post-A level standard.

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Course Code: SN2118 Course Value: 0.5 Status: (ie:Core, or Optional) Optional

Course Title: Religion and Society in the 16th- and 17th-century Hispanic World

Availability: (state which teaching terms)

Terms 1 and 2

Prerequisites: Fluent reading skills in Spanish and English; successful entry into second year Recommended:

Co-ordinator: Dr Arantza Mayo

Course Staff Dr Arantza Mayo Aims:

• To provide a solid and critical understanding of the key role of religion in the social and

cultural life of the Golden Age Hispanic world. • To enable students to analyze a broad range of cultural manifestations (poetry, prose,

drama, painting and sculpture, both popular and ‘learned’) from the Early Modern period as individual works and in relation to one another.

• To familiarize students with Early Modern Spanish.

Learning Outcomes:

By the end of the course students should:

• Have a good understanding of the defining issues of the socio-historical context of the Early Modern Hispanic world.

• Be able to engage critically with a range of cultural texts with reference to their historical and social context.

• Understand the transcendence and significance of some of the artistic developments of the 16th and 17th centuries for Hispanic culture.

• Be confident readers of Early Modern Spanish.

Course Content:

This course will consider critically the socio-political and aesthetic role of religion in Hispanic Golden Age Culture through the study of a wide variety of cultural texts, both popular and ‘learned’, ranging from the poetry of canonical authors such as Lope de Vega and Francisco de Quevedo to 'how-to-die-well' manuals, festivals (Easter and Corpus Christi processions, 'justas poéticas'), the representation of 'autos sacramentales', and visual arts (mainly sculpture and painting)


Classes are held two hours per week in the second term only. They are principally discussion-based, with a small lecture element. Students will be expected to have read set texts and materials in advance of the seminars and will be required to make at least one short presentation in the course of the year (c. 10 mins).

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Classes will be conducted in English but all texts will be studied in their original Spanish.

Key Bibliography:

Most materials will be made available to students in PDF format or similar but they may wish to have their own copies of the following primary texts:

• Luis de Granada, Libro de oración (Biblioteca de Autores Cristianos)

• Ignacio de Loyola, Ejercicios espirituales (any edition)

• Teresa de Jesús, Libro de la vida (any edition)

• Juan de la Cruz, Cántico espiritual (any edition)

• Juana Inés de la Cruz, El divino Narciso (auto and loa) (Fondo de Cultura Económica)

• Francisco de Quevedo, Los sueños (Cátedra)


Students will have an individual tutorial to discuss their first essay plan, which they must submit in advance of the meeting. They will receive an annotated copy of their first essay and first examiner’s comments on it before they come to prepare their second one. Any student doing badly in their first essay (lower than 50%) will be offered an additional one-to-one tutorial to address its shortcomings in detail.


Coursework Essay 1: 30% (2,000-2,500 words) Essay 2: 60% (2,000-2,500 words) Contribution to class seminars: 10% Deadlines: Dates will be advertised through Moodle Essays should be submitted to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy.

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Department/School: Hispanic Studies Academic Session: 2012-2013

Course Title: Love in the Contemporary Spanish American Novel


0.5




Optional

Pre-requisites: Successful progression into 2nd year Co-requisites:

Co-ordinator: Dr Olivia Vázquez-Medina Course Staff: Dr Olivia Vázquez-Medina

Aims: • To introduce students to four key contemporary Spanish American novels,

and to their broad historical, cultural and political contexts.

• To foster the students’ awareness of the links suggested in these novels between love stories and national/regional histories, politics, and popular culture.

• To familiarize students with representations of love, gender, violence and conflict (political and cultural) in Spanish American literature and culture.

Learning Outcomes: By the end of the course, students should:

• Be able to identify a range of themes, narrative techniques, cultural connections and political concerns in the four novels studied.

• Have acquired a cultural and theoretical framework that will enable them to engage critically with sophisticated literary texts from Spanish America.

• Have strengthened their practice of textual analysis and their ability to develop arguments in discussion and in writing.

Course Content: This course centres on the representation of heterosexual love in four

contemporary Spanish American novels: Isabel Allende’s La casa de los espíritus (The House of the Spirits), Gabriel García Márquez’s Del amor y otros demonios (Of Love and Other Demons), José Emilio Pacheco’s Las batallas en el desierto (Battles in the Desert), and Laura Restrepo’s Delirio (Delirium). In particular, the course explores the connections between representations of love and representations of history, gender, popular culture, violence and conflict (political and cultural) in the four novels studied.


Classes will be held one hour per week during the autumn and spring terms. They will consist of lectures and seminars conducted in English. All students are expected to come to class prepared to participate in discussion. All students will also be expected to give at least one short presentation in the course of the year (maximum 10 mins).


Reading notes, bibliography, questions and topics for discussion, e-resources, reading quizzes.

Key Bibliography:

CLC students with no reading knowledge of Spanish may use translations; all others will be expected to read and quote from the Spanish texts.

Students are expected to purchase their own copy of the four novels studied (any edition):

• Isabel Allende, La casa de los espíritus (1982)

• Gabriel García Márquez, Del amor y otros demonios (1994)

• José Emilio Pacheco, Las batallas en el desierto (1981)

• Laura Restrepo, Delirio (2004)

English translations (the following are the recommended editions but any edition is acceptable):

• Isabel Allende. The House of the Spirits. Trans. Magda Bogin. London: Black Swan, 1986.

• Gabriel García Márquez. Of Love and Other Demons. Trans. Edith

Grossman. London: Penguin, 1996.

• José Emilio Pacheco. Battles in the Desert and Other Stories. Trans. Katherine Silver. New York: New Directions, 1987

• Laura Restrepo. Delirium. Trans. Natasha Wimmer. London: Vintage, 2008.


General advice on essay planning will be provided in class towards the end of the first term. Oral and written feedback will be provided on both essays.


Coursework: 100%. The course is examined via two essays in English (2,000 - 2,500 words), worth 30% and 60% of the final course mark, respectively. The remaining 10% component of assessment will be devoted to presentations and Moodle quizzes. Deadlines: Essay deadlines will be published at the start of the academic season. Essays should be submitted on time to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy.

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Title: The Romancero: The Spanish Ballad Tradition from the Reconquista to Lorca Availability: Autumn & Spring

Terms

Prerequisites: Successful progression into second year Recommended: N/A



• to introduce students to a wide range of traditional and erudite Spanish ballads in terms of the ballads' form, function, and thematic concerns • to encourage students to consider the differences and interplay between oral and written texts and textual transmission • to develop students' analytical and literary critical skills • to give students scope, substance, and guidance for improving their research and academic writing skills

Learning Outcomes:

Upon successful completion of the course, students are expected • to understand the main features of the Spanish ballad in several historical periods: the late Middle Ages, the early modern period, and the twentieth century • to be able to identify and describe the principal elements of Spanish versification • to be able to analyze a given Spanish ballad independently, comparing and contrasting it with texts with which they are already familiar • to be able to express their ideas, informed by suitable research and reflection, in cogent, well structured essays and oral presentations

Course Content:

The course provides a broad introduction to an important Spanish poetic genre, the romance or Spanish ballad. It traces the conventions of this verse form across six centuries, from those composed on the frontier between Moorish and Christian Spain, to those adapted to avant-garde aesthetics in the early twentieth century. This involves critical commentary on particular texts and broader study of the romancero in its varying cultural contexts. Students will have the opportunity to analyze recurring motifs and to identify innovations in this enduring genre, while honing their critical writing skills.



Key Bibliography:

Students must acquire the following books: • El Romancero viejo, ed. Mercedes Díaz Roig (Cátedra, 2003 or any more recent edition); translations of the poems are available in Spanish Ballads, ed. and trans. Roger Wright (Aris and Phillips, 1987). • The Spanish Ballad in the Golden Age, ed. Nigel Griffin et al. (Tamesis, 2008). • García Lorca, Federico, Romancero gitano (Alianza, 1998); recommended translations are available in Gypsy Ballads, ed. and trans. Robert Havard (Aris and Phillips, 1995) or in Selected Poems, trans. Martin Sorrell (OUP 2009).

In-course Feedback:

Detailed, formative feedback is provided in writing on corrected essays and via discussion with students. Constructive criticism on oral contributions to class discussions will be given in class on a regular basis.

Assessment:

Coursework (50%): The course is examined via two essays in English (1,500-2,000 words each), each worth 20% of the final mark. The remaining 10% of the coursework mark comprises in-class assessment in the form of reading quizzes that test whether students have read the set texts before the class devoted to them.

Exam (50%): written essay-style exam, closed book; 2 hours

Deadlines: Essay deadlines will be advertised on Moodle and on the SMLLC website. Essays should be submitted to the Coursework and Exams Administrator for Modern Languages via the box outside room IN123. In order to be accepted, all essays must also be submitted electronically to the Turnitin.UK system <http:submit.ac.uk> by the given deadline as well as in hardcopy.

Back to menu Code SN3001 Course Value 1.0 cu Status Core PR

Title Spanish III Availability Autumn & Spring

Prerequisites Minimum B at A2 in Spanish or equivalent qualification Recommended

Co-ordinator Alba Chaparro

Course Staff Alba Chaparro and Marta Pérez Carbonell Aims

• To build upon and perfect the four skills of speaking, listening, reading, and writing in Spanish acquired during SN1001, SN2001 and the Year Abroad Programme.

• To consolidate a sound structural and grammatical knowledge of Spanish communicative skills.

• To enable students to analyse a text from a grammatical and lexical point of view. • To make students aware of the link between language and culture. • To improve language-learning study skills that will maximise students’ learning skills. • To provide enjoyment and intellectual stimulation as well as a rewarding learning

experience. • To equip students with linguistic skills for the workplace

Learning Outcomes

By the end of the course students should: • Be able to demonstrate sophisticated lexical and grammatical competence in the four

skills of speaking, listening, reading, and writing in Spanish. • Understand and communicate fluently in Spanish across a complete range of tenses. • Participate confidently and competently in conversation using the target language with

a native speaker.

Course Content

This course has a minimum of 2 hours per week of contact hours with some possible extra hours for additional oral practice (tba). Students should devote at least 1 hour minimum to daily study. The first hour is devoted mainly at textual analysis and grammar consolidation, combining in situ exercises with homework revision that students will have already prepared. The second hour is devoted mainly at developing lexical and communicative skills through the use of varied media such as the use of audiovisual equipment, oral presentations, etc. The course is based principally on the prescribed textbook, on material prepared and designed by the teacher and audiovisual material provided via Moodle. On Moodle there is a weekly description of the content of the lessons as well as material prepared and designed by the tutor, such as podcasts, documentaries, etc. The course also uses a textbook that the student must purchase (please see list of compulsory bibliography). Supplementary materials as necessary will be provided by the teacher on a weekly basis.


Classes are arranged flexibly; moving between formal exposition and written work, to communicative work in pairs and small groups. Spanish is used exclusively in the classroom. Multimedia backup is recommended for students’ use in their own time. Regular written work is set for homework and the students are expected to come to class having completed their assigned work.

Key bibliography

Students must purchase the following: Compulsory bibliography: Dominio C, Curso de Perfeccionamiento (Madrid: Edelsa, 2008) ISBN 978-84-7711-352-2 You may also consider using: A New Reference of Modern Spanish, John Butt and Carmen Benjamín, (Fifth Edition, 2011), Hodder Education. ISBN 978-1-444-13769-9 (Essential grammar book, useful for the whole degree and beyond) This book is available as an ebook in the library at RHUL. Recommended dictionary: either Oxford or Collins bilingual dictionaries.

In-course Feedback:

Regular assignments are returned with written feedback and where appropriate mistakes will be discussed in class. Some assignments can be wholly self-corrected with in-class discussion for support.

Assessment:

Coursework and oral presentation 20% average coursework marks. Exam: 50% is formally examined via a three-hour written examination 30% in an oral examination in the Summer Term.

Deadlines: work is set with weekly deadlines.

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Department/School: Modern Languages With effect from


Course Title: Advanced Literary Translation from Spanish to English and English to Spanish


0.5


R110



Pre-requisites: at least 60% in either SN2001 or SN2010 or SN2011 and SN2012 Co-requisites: SN3001

Co-ordinator: *Prof. Abigail Lee Six; language teachers in Hispanic Studies Course Staff: Aims: To develop students’ skills in literary translation from Spanish into English and from

English into Spanish. To improve students' comprehension of written Spanish and written English. To develop students' sensitivity to the cultural, linguistic, and stylistic challenges of bilingual translation generally. To improve students' written language competence in both English and Spanish.

Learning Outcomes: By the end of this course, students should have:

• improved their English writing skills and their comprehension of written English

• improved their Spanish writing skills and their comprehension of written Spanish

• developed sensitivity to the cultural, linguistic, and stylistic challenges of bilingual translation generally

• have acquired advanced literary translation skills generally and specific to working between Spanish and English

Course Content: Half of the contact hours will be devoted to translation from English into Spanish and half

to translation from Spanish into English. Some classes will be devoted to study of professional translations with a view to identifying their strengths and weaknesses, whilst others will undertake to translate a passage from a literary text (prose or poetry from the seventeenth century to the present day).


Students will be asked to prepare work on a weekly basis and class time will be divided between whole-class tuition and small-group or pair-work.


The course will rely heavily on Moodle. All course materials will be available on Moodle as well as optional extra work for self-correction.

Key Bibliography:

NA


Students will be given the opportunity to submit any of the weekly prepared work for individual formative assessment and feedback, whilst collective feedback will be given orally to the whole class each week. A mock examination paper will be available and feedback given on performance in it. There will be occasional short tests in class providing further formative assessment and feedback.


Exam (80%) (2 hours) Coursework (20%) essay of up to 2,000 words discussing strengths and weaknesses of a professional translation. (up to 2,000 words- length) Deadlines: as determined at School level

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Department/School: Modern Languages, Literatures, and Cultures Academic Session: 2011/12

Course Title: The Gothic Mode in Spanish and English Fiction


0.5

Course Code: ML 3204


Q200


1 & 2 Status: (i.e.: Core, Core PR, Compulsory, Optional)

Optional for degrees involving Spanish and ELCS/CLC

Pre-requisites: A pass in at least one essay-based literary or cultural half-unit at second-year level

Co-requisites: none

Co-ordinator: Abigail Lee Six

Course Staff: Abigail Lee Six Aims: - to develop students’ awareness of the Gothic mode generally

- to make them familiar with a range of classic Gothic texts in English

- to make them familiar with a selection of Spanish and French texts which can be defined either as Gothic, or as Gothic precursors, or as having Gothic elements.

- to develop students’ independent learning skills by requiring them to read primary texts and develop responses to them in advance of lectures and seminars.

- to develop students’ analytical and literary critical skills.

to develop students’ research and academic writing skills. Learning Outcomes: After successful completion of the course, students are expected:

- to understand what the Gothic mode encompasses

- to be familiar with a range of classic English Gothic texts

- to understand how a range of French and Spanish writers fed into or drew on the Gothic tradition

- to be able to present their ideas both orally and in essay form according to scholarly conventions

to be able to demonstrate their independent research skills by identifying and using suitable secondary sources rigorously in preparation of the above

Course Content: Following a general introduction to the Gothic mode, the course will be divided

into two halves. The first half will focus on vampire fiction and related themes. The second half will be devoted to the cluster of ideas around imprisonment and madness.


There will be a formal lecturing element, but most of the teaching and learning will be discussion-based and interactive. Students will take turns introducing class discussion with a presentation.


Course booklet.

Key Bibliography:

Bram Stoker, Dracula; Sheridan Le Fanu, ‘Carmilla’; Horacio Quiroga, ‘El almohadón de plumas’/’The Feather Pillow’; Emilia Pardo Bazán, ‘Vampiro’/’Vampire’; Charles Perrault, ‘La Barbe bleue’ / ‘Bluebeard’; Charlotte Perkins Gilman, ‘The Yellow Wall-Paper’; Patrick Hamilton, Gaslight; Miguel de Unamuno, ‘Nada menos que todo un hombre’/’Nothing Less Than a Real Man’.


Feedback on oral contributions to class discussions will be given in class on an ongoing basis. Individual feedback on written work will be given on the cover sheet; points of interest to the whole group will be presented on a general feedback sheet distributed to all.


Exam (50%) (2 hours) Coursework (20 + 20%) two essays of 1500-2000 words Participation (10%) reading quizzes

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Code: SN3108 Course Value: 0.5 cu Status: Option

Title: Hispanic Studies Research Project (5,000 words) Availability: Autumn and Spring

Prerequisites:

Successful progression into the final year and agreement of supervisor

Recommended:


Course Staff All in Hispanic Studies Aims:

• To introduce students to the practice of independent research. • To provide intellectual stimulation and enjoyment. • To encourage students, after appropriate negotiation and agreement by the

Department, to explore in depth an area of Spanish or Latin American culture of their own choosing.

Learning Outcomes:

By the end of this course students will: • be familiar with the basics of research methodology. • have explored a particular area of Spanish or Latin American culture in greater depth than is

possible in a taught course. • have been initiated in the ways of research, and if particularly successful, will be further

encouraged by their dissertation supervisor to consider pursuing research at postgraduate level.

Supervision There is no formal teaching component associated with this course. Students will be offered supervision by arrangement with an appropriate academic staff member according to norms agreed at School level. Up to 1125 words may be read in advance by the supervisor and formative feedback on it provided.

Key Bibliography:

Appropriate advice will be provided during supervision sessions.

Assessment: The 5,000 word dissertation, which must be completed by the deadline set at School

level, will be double-marked internally and externally moderated. A list of assessment criteria will be made available to students.

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SMLLC – Hispanic Studies Academic Session: 2013/14

Course Code: SN3109 Course Value: 0.5 Status: (ie:Core, or Optional) Optional

Course Title: Short Fiction by Spanish Women Writers Availability:

Terms 1 & 2

Prerequisites: A pass in at least one literary or cultural course Timetabled: TBC


Course Staff Prof. Abigail Lee Six Aims:

• To introduce students to some lesser studied works of some significant writers and place them in socio-historical and literary context.

• To familiarize students with the generic and formal peculiarities of short fiction. • To relate the texts to certain key areas of feminist theory, in particular with respect to notions of

authorship, creativity, and language.

Learning Outcomes:

By the end of the course students are expected: • to have improved their reading skills in Spanish; • to have widened their knowledge of Spanish literature and some of its key figures in their literary

and socio-historical context; • to have acquired an understanding of some of the generic and formal peculiarities of short fiction; • to have developed their knowledge and understanding of certain aspects of feminist theory.

Course Content:

The course studies the following set texts: Emilia Pardo Bazán, Cuentos de amor, Carmen Martín Gaite, Las ataduras*, Esther Tusquets, Siete miradas en un mismo paisaje, Almudena Grandes, Estaciones de paso, Rosa Regàs, Pobre corazón, Rosa Montero, Amantes y enemigos. * This means the collection of which that is the title story, not just the one story. Any edition of any of the set texts is acceptable. Note that for the Carmen Martín Gaite, the most readily available edition is her Cuentos completos. Beware of editions that only contain the title story. These texts are covered individually and compared with one another as appropriate.


Classes are held one hour per week in Terms 1 and 2. They are principally discussion-based, with a small lecture element, and with the opportunity for all students to give at least one short presentation.

Key Bibliography:

Set texts, as above. Note that for the Carmen Martín Gaite text, the stories can also be found in Cuentos completos and Todos los cuentos. For secondary material see Moodle.


A class will be devoted to preparing the essay. Students will receive an annotated copy of their marked essay and a feedback sheet. Any student can be given one-to-one support and feedback in my office hours. Advice will be given on examination preparation and performance.


essay 30% 2,000-2,500 words exam 70%

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Title: Contemporary Mexican Cinema Availability: Autumn & Spring

Prerequisites: Successful completion of Year Three Recommended:

Co-ordinator: Miriam Haddu

Course Staff Miriam Haddu Aims:

To build upon and expand the provision of Latin American Studies at undergraduate level within the Dept of Hispanic Studies. This course will introduce students to specific areas of Mexican filmmaking from the contemporary period and will place these in their socio-historic contexts. Throughout this course students will be encouraged to think independently and to develop their analytical skills.

Learning Outcomes:

Upon successful completion of this course students will be able to:

• Identify key concepts in Film Theory and Cultural Theory. • Apply theoretical concepts to a reading of Mexican films. • Understand the socio-historical and political imperatives behind the filmmaking

tendencies of the 1990s. • Analyse a filmic text • Articulate ideas to an audience

Course Content:

On this course students will learn how to identify some of the traits of contemporary Mexican cinema, a period of filmmaking which has been recognised as one of the most fruitful in Mexican cinematic history. The films selected for analysis in this course will be examined within the context of Mexico in the 1990s: an era rife with socio-political unrest. In this course a reading of the selected filmic texts will be conducted through the use of Psychoanalysis, New Historicism, Feminist Film Theory and Border Theory, as analytical tools.



Key Bibliography:

Set Filmic Texts on the Course (in chronological order): • Rojo amanecer, (1989) dir. Jorge Fons • La ley de Herodes, (1999) dir. Luis Estrada • El violin (2005)) dir. Francisco Vargas • Conejo en la luna , (2004), Jorge Ramírez Suárez • Sólo con tu pareja, (1991) dir. Alfonso Cuarón • Amores perros (2000) dir. Alejandro González Iñárritu • Y tu mamá también (2001) dir. Alfonso Cuarón • En la mente del asesino (2001) dirs. Issac-Pierre Racine, Agustí Villaronga In addition to the items listed below there are study packs for several of the films studied on this course. In order to use these packs for individual research you must sign out a pack from the Modern Languages Office and then return it to the Office after use. Bibliography/Recommended Reading: • Antonio Paranaua, P, Mexican Cinema (translated by Ana López)., London: British Film

Institute, 1995. • Ayala Blanco, Jorge, La aventura del cine mexicano (1931-1967), Mexico City: Posada, 1985.

(On order) ISBN 9684331282 • Ayala Blanco, Jorge, La eficacia del cine mexicano: entre lo viejo y lo nuevo, Mexico

City:Girjalbo,1994. (On order) • Ayala Blanco, Jorge, La fugacidad del cine mexicano, Mexico City: Editorial Oceano, 2001. • Buñuel: una mirada del siglo XX: Feliz centenario y Buñuel mexicano, el ciclo. México:

Conaculta, 2000. 791. 430233092 BUN/BB • Cine años de cine mexicano, 1896 – 1996. Colima:IMC, 1999. Founder’s: CD-ROMS (CD-

ROM) 791.430972 CIEE • Consandaey, Mikelle (ed.,) 100 Years of Filmmaking in New Mexico, University of New Mexico

Press, 1998. ISBN 0937206547 • Carlos Salinas de Gortari: el hombre que quiso ser rey / RTC, 1999. Founder’s Videos (NTSC

videocassette) 972. 082092 • Foster, David William, Mexico City in Contemporary Mexican Cinema Austin : University of

Texas Press, 2002. Founder's : Main (Book) 791.430972 FOS • García Riera, Emilio, Breve historia del cine Mexicano: primer siglo 1897 – 1997. Jalisco:

Mapa, 1998. 791.430972 • Hershfield, Joanna, Mexican Cinema / Mexican Woman 1940- 1950, University of Arizona

Press, 1996. ISBN 0816516375 • Hershfield, Joanna and Maciel, David. R, (eds.,) Mexico’s Cinema: A Century of Film and

Filmmakers, Wilmington: Scholarly Resources Inc, 1999. • King, John, Magical Reels: a History of Cinema in Latin America, London: Verson, 1990. • Medrano Platas, Alejandro, Quince directores del cine mexicano: entrevistas, México, D.F.:

Plaza y Valdés, 1999. 791.4302330922 MEDD • Millan, Margara, Derivas de un cine en femenino. Mexico: Universidad Nacional Autónoma

de México, 1999. 791.430909352 MIL • Monsivais, Carlos, Através del espejo: el cine mexicano y su público, Mexico: Ediciones El

Milagro /IMCINE, 1994. (on order) ISBN 968-6773-20-7 • Mora, Carl. J, Mexican Cinema: Reflections of a Society, Berkeley, Los Angeles/ London:

University of California Press, 1989. • Noriega, Chon. A, (ed.,) Chicanos and Film, University of Minnesota Press, 1992.) ISBN

0816622183 • Pettit, Arthur G, Images of the Mexican American in fiction and film, College Station: Texas

A&M University Press, c1980. Founder's Main (Book) • Pilcher, Jeffrey. M, Cantiflas and the Chaos of Mexican Modernity, Scholarly Resources, 2000.

ISBN 0842027718 • Ramirez Berg, C, Cinema of Solitude: a Critical Study of Mexican Film, 1967-1983. Austin:

Texas University Press, 1992. ISBN 0292707916 • Torrans, Thomas. The magic curtain : the Mexican-American border in fiction, film and song.

Fort Worth : Texas Christian University Press, 2002. Founder's Main (Book) 810.9972 ROR • Tuñon, Julia, Mujeres de luz y sombra en el cine mexicano: la construcción de una imagen

(1939 – 1952) Mexico: Colegio de México, 1998. 791.430972 TUNN

In-course Feedback:

Students will be required to perform two short presentations in pairs during the course. Feedback and questions will follow these presentations. In addition and essay writing workshop prior to

assessment dates takes place once a term and students are welcome to discuss essay plans with the tutor. Students also receive a detailed coversheet with all mark work outlining errors, room for improvement and praising sound academic work. Feedback on marked essays on a one to one basis is also provided.

Assessment:

Coursework: 100%. The course is examined via two essays in English (2,000 - 2,500 words), worth 30% and 60% of the final course mark, respectively. The remaining 10% component will be devoted to in-class assessment. Deadlines: Essay 1 (30%) first Tuesday of Spring Term. Essay 2 (60%) first Tuesday of Summer Term. Essays should be submitted to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy.

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Department/School: SMLLC With effect from Academic Session: 2013-14

Course Title: Spanish American Literature: An Overview


0.5



Term 2 Status: (i.e.: Core, Core PR, Compulsory, Optional)

Pre-requisites: Progression into final year; proficiency in Spanish Co-requisites: N.a.

Co-ordinator: Dr. Olivia Vázquez-Medina and Dr. Arantza Mayo Course Staff: Dr. Olivia Vázquez-Medina Aims: • To provide students with historical perspective and an awareness of the

development of Spanish American literature from a variety of periods. • To complement the existing academic offer both at content and language

levels as well as to address student demand for Spanish American topics and teaching in the target language.

• To further develop students’ aural, reading, spoken and (optionally) written skills in Spanish, enabling them to consolidate the linguistic gains made during their Period of Residence Abroad.

• To consolidate students’ formal writing skills, particularly the ability to formulate complex ideas and arguments.

• To further develop students’ critical and analytical skills. Learning Outcomes: After successful completion of this course, the prescribed reading and the hand-in

assignments, students are expected to: • Have a sound understanding of the development of literary culture in Spanish

in the American context. • Be able to engage critically and analytically with a wide range of literary

materials both as independent works and with reference to related texts and cultural contexts.

• Be able to demonstrate their ability to form critical judgments of literary works, based on carefully analysed features and thematic and stylistic concerns.

• Be able to demonstrate that they have developed an ability to make appropriate use of both primary and secondary material in their critical analyses.

• Have consolidated their reading and oral abilities in Spanish.

Course Content: The course offers a broad sample of Spanish American literature from the

colonial and/or post-colonial periods. A changing selection of authors and texts will be studied each year. Texts and authors may include:

• Felipe Guamán Poma de Ayala, Primer nueva corónica y buen gobierno • Inca Garcilaso de la Vega, Comentarios reales • Sor Juana Inés de la Cruz, Respuesta a Sor Filotea de la Cruz • Colonial villancicos (selection of texts from Mexico, Charcas, Cuzco, Lima) • Jaime Saenz • Rosario Castellanos • Juan Rulfo, Pedro Páramo • César Aira • Alejandra Pizarnik • Luisa Valenzuela


This half-unit is taught through 20 hours in the spring term. Classes combine lecture-based sessions with seminar-style meetings. Students are expected to have read the set texts in advance of each meeting. Classes are conducted in Spanish. All students are expected to read the set texts in Spanish.


Reading lists and general bibliographies; links to library resources; course description; schedule of classes; guided preparatory reading and instructions for classes; assignment questions; general essay feedback and advice; coursework topics; handouts and PowerPoint presentations from classes; links to web resources.

Key Bibliography:

General texts • Franco, J., An Introduction to Latin American Literature (Cambridge:

Cambridge University Press, 1969, 1994) • González Echevarría, R., and Pupo Walker, E., The Cambridge History of

Latin American Literature (Cambridge ; New York : Cambridge University Press, 1996)

• Hart., S., A Companion to Spanish American Literature (London: Tamesis, 1999).

• Williamson, Edwin. The Penguin History of Latin America (London: Penguin, 2010).


A formative piece of written work will be set, marked and returned to the students with detailed feedback before any summative written work is completed. Advice and feedback on the oral presentation will also be provided. Advice on essay planning will be provided in class and individually.


Coursework (100%) The course will be assessed through one long essay (80%) and an oral presentation (20%). Essays may be written in English or Spanish. No extra points will be awarded for writing in Spanish. The oral presentation must be done in Spanish. Deadlines will be published at the start of the academic season. All assessment criteria is to be confirmed in course material and via Moodle at the start of the course.

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Code: SN3113 Course Value: 1.0 cu Status: Option

Title: Hispanic Studies Dissertation (8,000 words) Availability: Autumn and Spring

Prerequisites:

Successful progression into the final year and Departmental agreement

Recommended:


Course Staff All in Hispanic Studies Aims:

• To introduce students to the practice of independent research. • To provide intellectual stimulation and enjoyment. • To encourage students, after appropriate negotiation and agreement by the

Department, to explore in considerable depth an area of Spanish or Latin American culture of their own choosing.

Learning Outcomes:

By the end of this course students will: • be well-versed in the basics of research methodology. • have explored a particular area of Spanish or Latin American culture in far greater depth than is

possible in a taught course. • have been initiated in the ways of research, and if particularly successful, will be further

encouraged by their dissertation supervisor to consider pursuing research at postgraduate level.

Supervision There is no formal teaching component associated with this course. Students will be offered supervision by arrangement with an appropriate academic staff member according to norms agreed at School level. Up to 2000 words may be read in advance by the supervisor and formative feedback on it provided.

Key Bibliography:

Appropriate advice will be provided during supervision sessions.

Assessment: The dissertation, which must be completed by the deadline set at School level, will be

double-marked internally and externally moderated. A list of assessment criteria will be made available to students.

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Title: Culture & Society in Early Modern Spain Availability: Autumn & Spring Terms

Prerequisites: Successful progression into final year Recommended: N/A



• to introduce students to a range of topics concerning historical, literary, and artistic developments in early modern Spain, with a particular focus on those relating to Cervantes’s Don Quijote.

• to encourage students to explore and develop their responses to the period and novel studied. • to develop students’ analytical and literary critical abilities. • to develop students’ research and academic writing skills.

Learning Outcomes:

Upon successful completion of the course, students are expected • to be thoroughly familiar with Don Quijote, Parts 1 and 2 (1605 and 1615), the most well known

and influential text in Spanish literature. • to have developed a critical awareness of how literary practices in sixteenth- and seventeenth-

century Spain relate to the socio-historical context. • to be able to discuss and write about the texts and relevant socio-historical topics in a structured,

coherent, and persuasive way.

Course Content:

The course provides an introduction to the history and culture of Spain’s Golden Age (sixteenth and seventeenth centuries), using Cervantes’s major novel as both a springboard for wider, contextual considerations and as an object of careful study in its own right. The course is structured around four main topics: illusion, identity and self-perception, power and authority, and parody.



Key Bibliography:

Students must acquire the following text: Miguel de Cervantes, Don Quijote, 2 vols. ed. Luis Andrés Murillo (Madrid: Castalia). Various translations are available. Those by John Rutherford and Walter Starkie are recommended.

In-course Feedback:

Formative feedback of a general kind is given in class; individual feedback is provided in writing on the coversheets of both essays and via discussion with students.

Assessment:

Coursework (50%): The course is examined via two essays in English (1,500-2,000 words each), each worth 20% of the final mark. The remaining 10% of the coursework mark comprises in-class assessment in the form of reading quizzes that test whether students have read the set texts before the class devoted to them. Exam (50%): written essay-style exam, closed book; 2 hours Deadlines: Essay deadlines will be advertised on Moodle and on the SMLLC website. Essays should be submitted to the Coursework and Exams Administrator for Modern Languages via the box outside room IN123. In order to be accepted, all essays must also be submitted electronically to the Turnitin.UK system <http:submit.ac.uk> by the given deadline as well as in hardcopy.

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Course Code: SN3119 Course Value: 0.5

Status:

Optional

Course Title: Conflict in 20th-century Latin American Literature and Culture Availability: Term 1

Prerequisites: Fluent reading skills in Spanish and English; successful entry into final year Recommended:

Co-ordinator: Dr Arantza Mayo Course Staff Dr Ángela Dorado-Otero ([email protected])

Aims: • To explore, compare and contrast representations of social and political conflict

in a range of 20th-century Latin American literary texts.

• To consider conflict in literature critically with regards to and in the context of revolution, racial difference, social inequality, gender issues, economic exploitation, exile, urban violence and historical memory.

• To provide students with a basic understanding of the historical background and trajectory of some of the most relevant socio-political movements and events in the continent.

Learning Outcomes:

By the end of the course students should:

• Have developed a critical awareness of the impact of socio-political conflict in Latin American literature in the course of the 20th century.

• Be able to engage critically with a range of texts and have developed an understanding of the literary innovations introduced by the works studied.

• Have improved their reading ability in Spanish and increased their vocabulary through exposure to multiple Latin American varieties of Spanish.

Course Content:

The course will consider the representation of social conflict as well as the embodiment of political demands and protest in a selection of texts from a range of Latin American authors. Texts will be studied with a broad thematic focus, although comparative links will be made (and encouraged in written work) as the term progresses.


Classes are held two hours per week throughout Term 1. They are principally discussion-based, with a small lecture element. Students will be expected to have read the texts in advance of the seminars and will be required to make at least one short presentation in the course of the semester (max. 10 mins). Classes will be conducted in English but all texts will be studied in their original Spanish.

Key Bibliography:

Students will be expected to purchase their own copy of Mariano Azuela’s Los de abajo, Horacio Castellanos Moya's El asco, and Ariel Dorfman's La muerte y la doncella. In addition, students are advised to have their own copy of Pablo Neruda’s Canto general. Selections of all other texts will be made available to students but they may find it useful to have their own copies of the whole works from which they will be taken.

• Mariano Azuela, Los de abajo (any edition: Cátedra/Mestas/Penguin,etc). • Pablo Neruda, Canto general (Cátedra). • Juan Rulfo, El llano en llamas (Cátedra or any other edition). • José María Arguedas, Relatos completos (Alianza Editorial). • Heberto Padilla, Fuera del juego (available online, at:

<http://circulodepoesia.com/nueva/wp-content/uploads/2009/06/galeria_fueradeljuego.pdf>.

• A selection of Nicaraguan revolutionary poetry, including Ernesto Cardenal, Rosario Murillo, Gioconda Belli and Daisy Zamora, among others (to be provided).

• Ariel Dorfman, La muerte y la doncella (any edition). • Senel Paz, El lobo, el bosque y el hombre nuevo (available online, at:

<http://hamalweb.com.ar/ellobo.pdf>. • Horacio Castellanos Moya, El asco (Tusquets Editores).

Assessment & Feedback:

Students will receive an annotated copy of their first essay and first examiner’s comments on it before they come to prepare their second one. Any student doing badly in their first essay (lower than 50%) will be offered an additional one-to-one tutorial to address its shortcomings in detail.

Coursework (100%): The course is examined via two essays in English (2,000-2,500 words), worth 30% and 60% of the final, end-of-year mark, respectively. The remaining 10% component of assessment will be devoted to in-class assessment (a presentation). Deadlines: Dates will be advertised through Moodle. Essays should be submitted to Mrs. Ann Hobbs (Coursework and Exams Administrator for Modern Languages) via a box outside room IN123. Please be aware that all essays must be submitted electronically in the Turnitin.UK® system ("http:submit.ac.uk") by the given deadline as well as in hard copy.

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