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For the Undergraduate School Catalog please follow this link:

http://www.vanderbilt.edu/catalogs/undergrad/UGAD.pdf

COURSE DESCRIPTIONS SPANISH AND PORTUGUESESPRING 2015

 

SPANISH

 

SPAN 206: Spanish for Business and Economics (Major: Elective; AXLE: INT)

MWF 12:10-1:00 Calhoun 103

Lori.Catanzaro@Vanderbilt.edu

This course provides a thorough foundation in business vocabulary and overview of current international business and cultural concepts related to doing business in the US, Latin America, and Spain. Focusing on the role of the international manager, the course emphasizes vocabulary related to corporate organization and structure, banking and accounting processes, real estate, capital investment, human resources, the production of goods and services, marketing, financial management, and international operations articulated within the geographic and cultural context of the Spanish-speaking world. Students are evaluated through quizzes, tests, and oral presentations, final project, and final exam.

 

SPAN 207: Advanced Conversation (Major: Elective; AXLE: INT)

207-01 MWF 1:10-2:00 Furman 109

207-02 MWF 11:10-12:00 Furman 007

This class is an advanced conversation class that will offer an intra-cultural approach contrasting Spanish, Spanish American and US perspectives. This is a content-based course that focuses primarily on the development of advanced oral language skills. The class format will consist of class discussions, debates, oral presentations, interviews and electronic discussions on contemporary issues. This class is designed for students with a high level of proficiency, especially those returning from a study abroad program.  Some of the issues covered in this class will be gender relations, cultural identity, social relations, value systems, religion and education. This class is closed to native speakers.

 

SPAN 212: Introduction to Spanish Linguistics (Major: Linguistics; AXLE: SBS)

MWF 10:10-11:00 Furman 325

Cynthia.Wasick@Vanderbilt.edu

Esta asignatura propone un estudio panorámico y orientativo de la lingüística española. Se explorarán varias áreas fundamentales de la disciplina como: la fonética (el estudio de los fonos desde el punto de vista físico), la fonología (el estudio de las relaciones de los sonidos dentro de un sistema comunicativo), la morfología (el estudio de la formación de las palabras), la sintaxis (el estudio de la estructura de las oraciones), la pragmática (el estudio del modo en que el contexto influye en la interpretación del significado), la lingüística histórica (el estudio de la evolución de la lengua a través del tiempo), la dialectología (el estudio de la variación lingüística), la sociolingüística (el estudio del uso de las lenguas en relación a la estructura social), el bilingüismo y la adquisición y el aprendizaje del español por angloparlantes.

Se evaluará al estudiante a base de unas pruebas, unos ejercicios escritos, y  participación activa.

80% 4 pruebas (4 x 20%)

10% ejercicios de tarea

10% participación en clase

Texto requerido: Introducción a la lingüística española. Milton M. Azevedo (3ª edición).

No se supone conocimientos previos de lingüística.

 

SPAN 213: Translation and Interpretation (Major: Linguistics; AXLE: SBS)

01 MWF 12:10 Calhoun 423

02 MWF   1:10 Calhoun 423

Cynthia.Wasick@Vanderbilt.edu

Students will be introduced to the history and theory of translation and interpretation of English to Spanish and Spanish to English with an emphasis on practical translation of written texts. Students will work on various translation exercises from a variety of fields: business and economics, commercial advertisements, legal documents, political campaign propaganda, medical and scientific documents, instructional assembly manuals, newspaper articles, entertainment industry, personal interviews, sports reports, public affairs announcements, travel and tourism guides as well as literary texts. There will be individual translation and interpretation exercises in addition to group projects.

Proposed grade distribution / evaluation:

Quizzes = 10%

Homework and Class Participation = 10%

Translations = 20%

Final translation project = 20%

Exams (2) = 20%

Final exam (Take home) = 20%

Prerequisite: 201W and 202.

 

SPAN 216: Phonology (Major: Linguistics; AXLE: SBS)

TR 9:35-10:50 Furman 325

Philip.D.Rasico@Vanderbilt.edu

Spanish Phonology consists of the study of phonological theory, as well as the practical application of its principles, as applied to the Spanish language. The primary goal of the course is to enable students to improve their pronunciation of Spanish through an analysis of the nature and the production of Spanish sounds and of pronunciation problems frequently experienced by non-native speakers.  The course will provide a general understanding of the nature of human language, how speech sounds are produced and function discretely as a component of a linguistic system, and how the sounds of Spanish differ in nature and in distribution from those of English and other languages.  Also considered are pronunciation problems due to spelling differences.  Both standard and dialectal pronunciations of Spanish will be analyzed.

 

SPAN 226: Film and Recent Cultural Trends in Spain (Major: Elective; AXLE: INT)

TR 9:35-10:50 Buttrick 212

Michelle.Murray@Vanderbilt.edu

This course explores issues in contemporary Spanish culture through the medium of film. Themes include the memory of the Spanish Civil War and Franco's dictatorship, the Transition to democracy, nationalisms, migration, and gender; and films may include Raza (dir. Sáenz de Heredía 1942), Calle mayor (dir. Bardem 1956), El inquilino (dir. Nieves Conde 1957), Cría cuervos (dir. Saura 1976), La lengua de las mariposas (dir. Cuerda 1999), Los lunes al sol (dir. León de Aranoa 2002), El laberinto del fauno (dir. del Toro 2006), También la lluvia (dir. Bollaín 2010), and Ocho apellidos vascos (Martínez-Lázaro 2014). In addition, we will read complementary articles that serve as tools that help us understand cinematic and cultural critique. Grades will be determined through class participation, daily reflections, a midterm exam, and a final essay.

 

SPAN 231 The Origins of Spanish Literature (Major: Literature; AXLE: HCA)

MWF 11:10-12:00 Furman 325

Victoria.A.Burrus@Vanderbilt.edu

This course covers the medieval period in Spanish literature and examines texts dating from the 12th to the 15th century.  Works are placed in their socio-historical context. Three masterworks form the bulk of the reading: the Poema del Cid, the Libro de buen amor (Juan Ruiz) and Celestina (Fernando de Rojas).  Other works covered include selections from the Milagros de Nuestra Señora (Gonzalo de Berceo), El Conde Lucanor (Don Juan Manuel), and a variety of 15th-century poetry.  Weekly mini-análisis based on the readings are required and, with class discussion, form a major part of the grade.

 

SPAN 235: Spanish American Literature from the Conquest to 1900 (Major: Literature; AXLE: HCA)

TR 1:10 Wilson 122

Ruth.Hill@Vanderbilt.edu

In this course we shall be analyzing the cultural contexts, key themes, and literary devices of a cluster of Latin American texts from the 17th, 18th, and 19th centuries.  Our focus will range from the religious (sermons, paintings, life stories) to the scientific (excerpts from works in physics, natural history, medicine), and from the social (historiography, theater) to the personal (lyric poetry, letters).  Requirements include three papers (5 pp.) written in Spanish.

 

SPAN 243: Latino Immigration Experience *Service Learning Course (Major: Literature; AXLE: P)

MWF 12:10-1:00 Calhoun 320

Elena.O.Segovia@Vanderbilt.edu

Analysis of the immigration experience of four Latino/a groups (Mexican-American, Puerto Rican, Cuban-American, and Dominican-American) as presented by Latino/a literature (all genres) and movies about Latinos/Latinas.  This is a service-learning class and students are required to complete 20 hours of service to the Latino/a community in Nashville as part of their course work. Travel time is not included in this total, so you need to budget at least three hours per week to complete this requirement. This service experience will be considered another text and will be analyzed in class, together with the literary texts and the movies, focusing on issues of assimilation, bilingualism, biculturalism, uprootedness, etc.  The final grade for the course will be based on intense class participation, two exams, two portfolio presentations about a topic related to immigration, a detailed journal about the service experience, and a final reflection essay.

 

SPAN 264: Alterity and Migration in Contemporary Spain (Major: Literature; AXLE: P)

TR 11:00-12:15 Buttrick 112

Michelle.Murray@Vanderbilt.edu

In this course, we will analyze difference in contemporary Spain: how it is remembered, negotiated and deployed to construct “Others.” Alterity or “Otherness,” does not describe individual difference, but the systematized construction of groups of people. In this course, we will examine alterity in twentieth and twenty-first century Spanish literature, focusing on the representation of migrants: internal immigrants during the mid-twentieth century and foreign immigrants in the late twentieth and early twenty-first centuries. These texts, in charting constructions of difference in Spain, will also allow us to analyze the values and attitudes that shape Spanish national identities and historical shifts in these collective approaches to Otherness. Texts may include literary works by Nieves García Benito, and José Ovejero, and Jorge Semprún and films by Chus Gutiérrez and Fernando León de Aranoa. Grades will be determined through class participation, daily reflections, mini-analyses (2), a midterm essay, a final essay, and class presentations.

 

SPAN 277: Literary Genres and National Identity in Latin America (Major: Literature; AXLE: P)

TR 1:10-2:25 Buttrick 205

Jose.Cardenas-Bunsen@Vanderbilt.edu

A comparative approach to the rise of the national literary traditions of Latin America from Independence to the second half of the 20th century, focused on the inclusion / exclusion of colonial figures such as African slaves, indigenous peoples, and Argentine Gauchos. Readings in the works of Gertrudis Gómez de Avellaneda, José Hernández, Clorinda Matto de Turner, José María Arguedas, Miguel Barnet, Nicolás Guillén and Jorge Luis Borges. The final grade will be based on three short papers (60%) and class participation (40%).

 

SPAN 280: Undergraduate Seminar (Major: Literature; AXLE: HCA)

Topic: Colonial Americas

TR 11:00-12:15 Wilson 113

Ruth.Hill@Vanderbilt.edu

An exploration of original source materials from, as well as literature about, the Spanish, French, and British colonial societies in the Americas.  Should we compare the Americas? How were political, economic, and cultural relations between colonies within a national tradition?  What is the Global South and is it a valid analytical tool for understanding slavery, plantation economies, and cultural developments across the colonial Americas? Readings include selections from novels, poetry, theater, newspapers, travel reports, and chronicles.  Visual cultural materials (book illustrations, paintings) will also be analyzed. Discussion, tests, and 10-page research paper, all in Spanish.

 

SPAN 294: Special Topics in Hispanic Literature (Major: Literature; AXLE: none)

Topic: Love and Desire in Hispanic Poetry

TR 2:35-3:50 Furman 311

Christina.Karageorgou@Vanderbilt.edu

Amor y Erotismo en la Poesía Hispánica

     El propósito del curso es familiarizar a las/los estudiantes con dos vertientes de la poesía hispánica: la amorosa y la erótica. Veremos los dos temas como complementarios, pero también como contrastantes. Algunas de las preguntas a las que responderemos a lo largo del curso son: ¿Cuáles son las estrategias que utiliza la poesía para expresar el amor y cuáles para representar la pasión erótica? ¿Qué tipo de voz habla de amores y qué de pasión? ¿Cómo contribuyen la imaginación, el alma, la emoción, el cuerpo, el deseo, la prohibición, en las representaciones amorosa y erótica? ¿Qué papel juega el género en la plasmación de ambos temas? Buscaremos respuestas a estas preguntas a través de los siglos de producción poética amorosa y erótica. Veremos cómo cambian los motivos, las estrategias, las máscaras de la voz lírica que entrega al/a lector/a el mundo de su intimidad. Observaremos la creación y comunicación de este espacio íntimo a través de la palabra.

     Empezaremos el curso con una obra de teatro, cuyas partes escritas en poesía nos ayudarán a plantear el problema de las zonas de contacto y conflicto entre amor y erotismo. La obra será Amor de don Perlimplín con Belisa en su jardín, de Federico García Lorca.

  Funcionamiento del curso:

     Utilizaremos tres libros:

Federico García Lorca, Amor de don Perlimplín con Belisa en su jardín, Madrid, Cátedra, 2010.

Lama, Víctor de (ed.), Antología de la poesía amorosa española e hispanoamericana, Madrid, EDAF, 1993. (selección)

Provencio, Pedro (ed.), Antología de la poesía erótica española e hispanoamericana, Madrid: EDAF, 2003. (selección)

     Cada día se asignará un número de textos. Léxico, sintaxis, tropos literarios, ambiente cultural, serán algunos de los elementos que deberán ser estudiados. El análisis discursivo, retórico, ideológico, estético será lo que en la clase se hará a partir de continuo diálogo, grupos de discusión, ejercicios. Cada estudiante deberá estar preparado/a para presentar en clase los textos asignados cada día. Esto significa poder explicar todas las palabras, hablar brevemente sobre la/el poeta, su época, su producción, y proveer una interpretación textual apegada al texto.

     Cada otro martes, se entregará en clase un diario cuyo tema será la comparación entre dos de los poemas vistos en clase. Pueden ser dos poemas amorosos o dos eróticos o uno de cada categoría. El objetivo del ejercicio es analizar e interpretar los dos poemas en comparación. Partiendo de las respuestas a preguntas básicas como ¿quién habla en el texto? ¿a quién le habla? ¿en qué tiempo? ¿en qué espacio? ¿de qué habla? se deben buscar las maneras de expresión del erotismo y del amor en diálogo. Se debe tomar en cuenta que un diálogo puede tener como objetivo la contemplación profunda de un objeto o la polémica sobre el mismo. El diálogo que quiere establecer este ejercicio es de conocimiento: los dos poemas deben volverse uno lente sobre el otro, es decir, medio a través del cual se iluminarán las prácticas estéticas de representación del amor y del erotismo. La extensión mínima del diario será una página; la máxima, dos.

     Cada estudiante preparará dos presentaciones orales a lo largo del curso. Cada presentación será sobre dos poemas. Se tratará de nuevo de entablar comparaciones.

     Un ensayo final de análisis e interpretación se entregará el último día de clases. El tema del ensayo es libre. La extensión mínima del ensayo será de 5 páginas.

Calificación:

Participación: 25%

Diarios: 25%

Presentación: 25%

Ensayo final: 25%

 

Spanish Majors may take Portuguese 102 (a beginning course designed for Spanish speakers) as an elective in the Spanish major .

 

PORTUGUESE

 

PORT 102-02: Intensive Elementary Portuguese (4 hrs) (Spanish Major: Elective; AXLE: INT)

MTRF 12:10-1:00 Buttrick 312

An accelerated introduction to reading, writing, speaking and listening. Emphasis on practical usage. Open to students with prior study of another Romance language or by permission of instructor. May be counted as an elective toward the major in Spanish.

 

PORT 200: Intermediate Portuguese (AXLE: INT)

MWF 11:10-12:00 Calhoun 104

Intermediate Portuguese 200 is a course offering for students who have taken Portuguese 102 or have acquired Portuguese background elsewhere and wish to continue studying the language.  The course is designed to offer a review of grammar through the use of music and other cultural elements (film, television programs, web resources, etc).

 

PORT 205: Introduction to Luso-Brazilian Literature (AXLE: HCA)

TR 1:10-2:25 Furman 302

Marcio.Bahia@Vanderbilt.edu

Portuguese 205 is an introduction to Luso-Brazilian literature through the reading and analysis of literary texts and other cultural productions (such as films and music). Prerequisite: Port 201 or 203.

 

PORT 233: Modern Brazilian Literature (AXLE: HCA)

TR 11:00-12:15 Furman 007

Marcio.Bahia@Vanderbilt.edu

The development of Brazilian literature from the Semana de Arte Moderna to the present. We will explore key aspects of the Brazilian Modernism such as the concept of cultural anthropophagy, as well as the tensions between the national and regional identities.  Novels, short stories, and poetry by masters of the Brazilian literature will include Mario de Andrade (Macunaíma, Pauliceia Desvairada), Oswald de Andrade (Manifesto Antopófago), Vinícius de Moraes (Nova Antologia Poética), Carlos Drummond de Andrade (A Rosa do Povo), Jorge Amado (Gabriela Cravo e Canela), Clarice Lispector (Laços de Família), Guimarães Rosa (Grande Sertão: Veredas), João Cabral de Melo Neto (Morte e Vida Severina), Nelson Rodrigues (A Vida Como Ela É), and Augusto de Campos (Viva Vaia). Finally, we will explore contemporary authors who recently established themselves in the pantheon of Brazilian Literature: Cristovão Tezza (O Filho Eterno, 2007) and Milton Hatoum (Dois Irmãos, 2000 and Cinzas do Norte, 2005).

 

Senior Majors may, with permission of the instructor, take a graduate level course. Registration must be handled separately through the Graduate School.

 

SPAN 336: Self-Writing in Latin America

W 3:10-5:30 Furman 319

Benigno.Trigo@Vanderbilt.edu

We will trace a modern history of self-writing in Latin America beginning with a representative work from the mid-nineteenth century. We will study a number of topics raised by this two-hundred year old practice. Among the topics we will discuss are the construction of the national subject, of the masculine and the feminine subject, of the modern experimental subject, and of the othered or subaltern subject. We will engage questions regarding the nationalist function of autobiography, the traps and promises of testimonial writing, the rhetorical nature of self-writing, the aporias of the Romantic autobiographical subject, the effect of the body on self-writing, and the possibility of writing identity as a transgression and even a separation from familiar cultural values and from the mother tongue. We will study examples of this genre from the following writers: Francisco Manzano, Teresa de la Parra, Elena Poniatowska, Rigoberta Menchú, Juan Rivera Alias Juanito Xtravaganza, and David Caleb Acevedo.

 

SPAN/PORT 338: Studies in Colonial Literature (Span 338 is cross-labelled as PORT 338. You may register under Portuguese 338 if you intend to do the bulk of your work in Portuguese.)

Topic: Comparative Colonialism

T 3:10-5:30 Furman 319

Jose.Cardenas-Bunsen@Vanderbilt.edu

This seminar examines a body of texts from three different –albeit coeval– colonial processes within the Early Modern Luso-Hispanic world; it aims at creating a set of categories that enable the critic to compare these colonial experiences and their cultural products, while appreciating the unique traits of each historical process. The cases of Granada, Portuguese Africa and the Indies are under this seminar’s scope. Readings by Gomes Eanes de Zurara, António Vieira, Francisco Núñez Muley, Miguel de Luna, Garcilaso Inca de la Vega, Bartolomé de las Casas and Felipe Guaman Poma de Ayala. Some readings in Portuguese are included.

 

SPAN 354: The Politics of Identity in Latino U.S. Literature

M 4:10-6:30 Furman 319

William.Luis@Vanderbilt.edu

This course explores Latinos, people of Hispanic descent born or raised in the United States, who represent the fastest growing population in the United States.  Latino literature is at the vanguard of a new discipline, one that erases differences between borders, cultures, and languages.  The class will focus on the writings of Latinas/Latinos from the four largest groups: Chicanos, Cuban-Americans, Puerto Rican-Americans, and Dominican Americas.  The readings will include Gloria Anzaldúa's Borderland/La Frontera, Junot Díaz's Drown, Gustavo Pérez Firmat's Next Year in Cuba, and Juan Flores's The Diaspora Writes Back.

 COURSE DESCRIPTIONS SPANISH AND PORTUGUESE – FALL 2014

COURSE DESCRIPTIONS SPANISH AND PORTUGUESE – FALL 2014

SPANISH

SPAN 206: Spanish for Business and Economics (Major: Elective; AXLE: INT)
01 MWF 12:10-1:00
02 MWF 11:10-12:00
Lori.Catanzaro@Vanderbilt.edu
This course provides a thorough foundation in business vocabulary and an overview of business and cultural concepts, emphasizing international business communications skills through reading, writing, speaking, and listening. Focusing on the role of the international manager, the course emphasizes vocabulary related to corporate organization and structure, finance, banking and accounting processes, capital investment, human resources, the production of goods and services, marketing, financial management, and international operations articulated within the geographic and cultural context of the Spanish-speaking world and its place in the global economy. Students are evaluated through essays, tests, oral presentations, final project, and final exam.

SPAN 207: Advanced Conversation (Major: Elective; AXLE: INT)
01 MWF 2:10-3:00
02 MWF 11:10-12:00
This class is an advanced conversation class that will offer an intra-cultural approach contrasting Spanish, Spanish American and US perspectives. This is a content-based course that focuses primarily on the development of advanced oral language skills. The class format will consist of class discussions, debates, oral presentations, interviews and electronic discussions on contemporary issues. This class is designed for students with a high level of proficiency, especially those returning from a study abroad program. Some of the issues covered in this class will be gender relations, cultural identity, social relations, value systems, religion and education. This class is closed to native speakers.

SPAN 208: Advanced Conversation through Cultural Issues in Film (Major: Elective; AXLE: INT)
MWF 12:10-1:00
Elena.O.Segovia@Vanderbilt.edu
Advanced conversation course using fifteen films in Spanish, from eight areas of the Spanish-speaking world, as the basis for discussion of linguistic, historic, cultural, and social issues.
This course is not recommended for students coming directly from Spanish 202 or Spanish 203. It is intended for students with a high level of aural/oral proficiency, especially those returning from study abroad. It is not open to students of Hispanic descent/native speakers of Spanish.
All fifteen movies have no subtitles. Students typically need to watch each movie at least twice. Final grade will be based on intense class participation, fifteen critical reviews, two exams, and two portfolio presentations.

SPAN 211: Spanish for the Medical Profession *Service Learning Course (Major: Elective; AXLE: INT)
MWF 10:10-11:00
Lori.Catanzaro@Vanderbilt.edu
Service-learning based, this advanced conversation course incorporates extensive medical terminology, public policy and cultural competency issues related to health care and the Latino population in the United States. Students are evaluated through essays, tests, oral presentations, service work, and final exam. Prerequisite: 201W and 202; closed to native speakers of Spanish.

SPAN 214: Dialectology (Major: Linguistics; AXLE: SBS)
TR 1:10-2:25
Phillip.D.Rasico@Vanderbilt.edu
This course will examine the formation, general characteristics and distinctive features, as well as the geographical extension, of the principal dialectal regions of Spain and Spanish America. Both historical and modern dialects will be considered. Emphasis will be given to phonological variation and to the study of non-standard linguistic features, which will be analyzed vis-à-vis those of modern standard Spanish (Castilian).

SPAN 216: Phonology (Major: Linguistics; AXLE: SBS)
TR 9:35-10:50
Philip.D.Rasico@Vanderbilt.edu
Spanish Phonology consists of the study of phonological theory, as well as the practical application of its principles, as applied to the Spanish language. The primary goal of the course is to enable students to improve their pronunciation of Spanish through an analysis of the nature and the production of Spanish sounds and of pronunciation problems frequently experienced by non-native speakers. The course will provide a general understanding of the nature of human language, how speech sounds are produced and function discretely as a component of a linguistic system, and how the sounds of Spanish differ in nature and in distribution from those of English and other languages. Also considered are pronunciation problems due to spelling differences. Both standard and dialectal pronunciations of Spanish will be analyzed.

SPAN 217: Contrastive Analysis of Spanish and English (Major: Linguistics; AXLE: SBS)
MWF 1:10-2:00
Cynthia.Wasick@Vanderbilt.edu
This course proposes to be a comparative analysis of the phonological, morphological, lexical, semantic and syntactical structures of Spanish and English. We will study the similarities and differences between the linguistic systems of these two languages and try to identify and explain the possible origin of different types of errors common to English-speaking students who study Spanish as a Second Language. We will analyze both oral and written English and Spanish. There will be assigned homework and readings as well as graded individual, pair and group assignments. In addition, there will be three exams. Some readings and course materials located on OAK.

SPAN 220: Languages of Spain (Major: Linguistics; AXLE: SBS)
MWF 11:10-12:00
Cynthia.Wasick@Vanderbilt.edu
This course will give students a brief overview of the formation of the Spanish languages of the Iberian Peninsula and their development into the modern languages of Castilian, Catalan, and Galician. In addition, we will briefly explore the non-Indo-European language of Basque. We will analyze each respective language by focusing on the differences in the lexical, phonological, and morphosyntactic features and systems. We will discuss issues related to bilingualism, biculturalism and the debate between linguistic theory, actual linguistic reality and the legislation and imposition of official linguistic policy by government and language academies. There will be four quizzes, one group presentation of a linguistic study, one 3 page reflection paper based upon the linguistic study and one final take home exam.
Preparation, active participation and assignments..................15%
4 quizzes (4 x 10%)...............................................................40%
1 group presentation and personal reflection paper (1 x 20%)....20%
1 Final Exam – Take Home (1 x 25%)......................................25%
Readings and course materials located on OAK.

SPAN 221: Spanish Civilization (Major: Elective; AXLE: INT)
TR 1:10-2:25
Maria.P.Pintane@vanderbilt.edu
An examination of the development of Spanish culture from its origins to the present day in the context of Western civilization. Discussion of the historical background, literary and artistic trends as well as the political and socioeconomic patterns. Not open to students who have attended Vanderbilt in Spain or other abroad programs in Spain.

SPAN 232 Literature of the Spanish Golden Age (Major: Literature; AXLE: HCA)
MWF 12:10-1:00
Heraldo.Falconi@Vanderbilt.edu
This course will survey prose, poetry and drama from early modern Spain. Some of the topics discussed in class will be history and politics, the emergence of popular culture, the continued rise of city life, the definition of religious and secular spheres, and the nature and limits of royal authority in the age of empire. Final grade will be based on class participation, regular reports, exams and papers.

SPAN 233: Spanish Literature from the Enlightenment to 1900 (Major: Literature; AXLE: HCA)
TR 11:00-12:15
Andres.Zamora@Vanderbilt.edu
The aim of the course is to survey the history of Spanish literature from 1700 to 1900. In order to illustrate its evolution and its different genres we will read the plays El sí de las niñas by Moratín and Don Alvaro o la fuerza del sino by Angel de Saavedra, Duque de Rivas, the novel Los Pazos de Ulloa by Emilia Pardo Bazán, a two-volume anthology of poetry, and selections of other kinds of texts such as historical accounts, essays, letters, newspaper articles, etc. We will also see two movies, one about Goya in class, and an adaptation of a Realist novel outside of class. Fragments of other movies, musical works and fine arts slides and reproductions will be used also throughout the semester to complement the study of the literary texts. Classes will be taught in Spanish. Each student will give one oral presentation and a write a six-page final paper, both in Spanish.

SPAN 235: Spanish American Literature from the Conquest to 1900 (Major: Literature; AXLE: HCA)
MWF 1:10-2:00
Jose.Cardenas-Bunsen@Vanderbilt.edu
Introduction to the main literary trends transplanted to the Indies and their interaction with the Indian legacy in texts by Spanish, creole, mestizo and Indian writers. Readings will cover multiple genres, and these pieces will be linked to the cultural contexts from which they arose. Readings from Columbus, Ercilla, Balbuena, Bernal Díaz, Inca Garcilaso, Balbuena, and Sor Juana, among others.
A selection of texts and images will be available to the students.
Weekly responses (40%)
Oral Presentation (5 %)
Mid term essay (15%)
Final essay (15 %)
Attendance and Participation (25%)

SPAN 246: Don Quixote (Major: Literature; AXLE: HCA)
TR 1:10-2:25
Edward.H.Friedman@Vanderbilt.edu
The course includes a close reading of Cervantes's Don Quijote, the most famous novel written in Spanish and one of the classic novels of all times. We will study the complete text of Don Quijote, published in two parts, in 1605 and 1615, in addition to a selection of critical studies that reflect multiple approaches to the novel. Students will write a number of short papers and abstracts, and there will be two tests. The course will be given in Spanish.
Texts:
Miguel de Cervantes Saavedra, Don Quijote (Lathrop ed.)
Don Quijote Dictionary (Lathrop)
Carroll B. Johnson, Don Quixote: The Quest for Modern Fiction
+ selected critical studies and Woody Allen film The Purple Rose of Cairo
Evaluation will be based on class participation and the written exercises (50%) and on the two tests (50%). The course requires that students read the assigned materials prior to class meetings, so that they may contribute to class discussions. It should be understood that the course will involve a significant amount of work, but, if all goes according to plan, the benefits of that work ‒ exploration of new ("novel") ideas and enjoyment ‒ will make the effort worthwhile.

SPAN 260: Development of the Short Story (Major: Literature; AXLE: HCA)
TR 2:35-3:50
Ruth.Hill@Vanderbilt.edu
Short stories written by Latin American authors in the period 1945-1965 have held a special place in the history of Latin American narrative and in the history of global cinema. Some of the most important film directors in the world have adapted for the screen short stories by Jorge Luis Borges, Julio Cortázar, and Juan Rulfo. In this course we shall be reading some of these stories and watching their cinematic adaptations. Outside of class, students shall read the assigned stories and watch the assigned films at scheduled showings, or on their own; in class, we shall analyze the stories and the films. Guiding our analyses shall be questions such as the following: Why are film directors drawn to authors and short stories from a particular period and region? How is the written metaphor central to the cinematic medium? What is it about the short story as a genre that appeals to directors? What distinguishes the literary narrative from the cinematic narrative? Requirements: 6 feedback reports (2 pages each) on the short stories and films; a midterm; active participation in group and individual discussions.

SPAN 294-01: Special Topics in Hispanic Literature (Major: Literature; AXLE: none)
Topic: Celebration and Play in Latin American Literature
MWF 12:10-1:00
Jose.Cardenas-Bunsen@vanderbilt.edu
A comparative analysis of the celebration phenomenon as a tool to evaluate the integration of those elements that constitute the identity of three Latin American regions: Mexico, the Andean region and the Caribbean. Colonial and contemporary texts, paintings and film will be the basis for class and theoretical discussion. Readings in the works of Octavio Paz, Elena Garro, José María Arguedas, Guillermo Cabrera Infante and José Lezama Lima, among others. Students will be required to write three analytical essays (60%), to actively engage in class participation (30%), and to take four pop up quizzes (10%).

PORTUGUESE

Spanish Majors may take Portuguese 102 (a beginning course designed for students who already know Spanish, offered every semester) as an elective in the Spanish major (but not the minor).

PORT 102: Intensive Elementary Portuguese (Elective in Spanish Major; AXLE: INT)
01 MTRF 11:10-12:00
02 MTRF 12:10-1:00
An accelerated introduction to reading, writing, speaking and listening. Emphasis on practical usage. Open to students with prior study of another Romance language or by permission of instructor. NOTE: May be counted as 3 hours of elective toward the Spanish major. [4 hours]

PORT 200: Intermediate Portuguese (AXLE: INT)
MWF 11:10-12:00
Marcio.Bahia@vanderbilt.edu
Intermediate Portuguese 200 is a course offering for students who have taken Portuguese 100B, 102 or have acquired Portuguese background elsewhere and wish to continue studying the language. The course is designed to offer a review of grammar through the use of music and other cultural elements (film, television programs, web resources, etc).

PORT 203: Brazilian Pop Culture (AXLE: INT)
MWF 1:10-2:00
Marcio.Bahia@vanderbilt.edu
Portuguese through Pop Culture is a content-based course with emphasis on Brazilian Pop Culture as a tool for acquiring advanced vocabulary, training conversational skills, and developing writing proficiency. This course seeks to explore various aspects of Brazilian culture while practicing advanced level grammar topics, discussing the readings, and engaging in the process of writing.

PORT 232: Brazilian Literature through the Nineteenth Century
TR 11:00-12:15
Earl.E.Fitz@Vanderbilt.edu
Main literary trends, principal writers and works of Brazilian literature, from colonial beginnings through the nineteenth century. Study of the works of Gregório de Matos, Antônio Vieira, Gonçalves Dias, Alencar, Machado de Assis, and João da Cruz e Sousa.

PORT 205: Introduction to Luso-Brazilian Literature
TR 2:35-3:50
Emanuelle.Oliveira@Vanderbilt.edu
Portuguese 205 is an introduction to Luso-Brazilian literature through the reading and analysis of literary texts and other cultural productions (such as films and music). Prerequisite: Port 201 or 203.

PORT 232: Brazilian Literature through the Nineteenth Century
TR 11:00-12:15
Earl.E.Fitz@Vanderbilt.edu
Main literary trends, principal writers and works of Brazilian literature, from colonial beginnings through the nineteenth century. Study of the works of Gregório de Matos, Antônio Vieira, Gonçalves Dias, Alencar, Machado de Assis, and João da Cruz e Sousa.

Senior Majors may, with permission of the instructor and the Director of Undergraduate Studies, take a graduate level course. Registration must be handled separately through the Graduate School.

SPAN 301: Literary Analysis and Theory (Also listed as Portuguese 301)
F 1:10-3:30
Christina.Karageorgou@Vanderbilt.edu
The purpose of this course is to provide some of the principles and basic knowledge that may become departing points for critical approaches to literary texts. The knowledge of literary theory requires a fundamental discernment from criticism and history, namely from using a set of applicable tools, instrumental knowledge, and/or historical views on literature in order to interpret a text. Literary theory precedes any analysis and is the basis for all critical readings. Whether consciously or not, every interpretive reading presupposes a set of principles, the demarcation of a departing space, the perspective from which critical discourse is emitted. This semester, Literary Theory and Analysis aims at providing the starting point for a personal trajectory of discovery, this of a partial yet not for this less solid knowledge of the kind of problems addressed over time by literary theorists and trends of thought. No course or series of courses could cover the entire field of literary theory. Such a conviction drives me to offer a selected series of texts that show approaches to the definition of the literary in terms of aesthetics, a topic which I consider a cornerstone for any approach to literature. What has been thought of as literature, and what is the relation of the corpus of literary texts with the field of aesthetics? These are the two fundamental questions answered by the series of texts chosen in this course.

SPAN 344: The Baroque
T 3:10-5:30
Edward.H.Friedman@Vanderbilt.edu
The course will offer a survey of baroque literature and culture in Spain. The selections will include narrative, dramatic, and poetic texts, as well as critical studies. We will discuss the use of the term baroque: its origins, manifestations, and polemics regarding baroque style. We will consider the distinctions between culteranismo and conceptismo; contrasts among the categories of Renaissance, mannerist, and baroque art; the baroque in Europe at large; and the neobaroque. Students will write short response papers, contribute to class dialogue, and develop a seminar paper on a Spanish baroque work.
The primary texts will include
Lazarillo de Tormes
Francisco de Quevedo, La vida del buscón
Miguel de Cervantes, La fuerza de la sangre, La española inglesa
María de Zayas, La inocencia castigada, El jardín engañoso
Tirso de Molina, El vergonzoso en palacio
Pedro Calderón de la Barca, La dama duende
Elias L. Rivers, ed., Renaissance and Baroque Poetry of Spain (selections by Juan Boscán, Garcilaso de la Vega, Lope de Vega, Luis de Góngora, Francisco de Quevedo, Sor Juana Inés de la Cruz, Fray Luis de León, San Juan de la Cruz)
+ selected critical studies
Evaluation will be based on written exercises and participation (70%) and the seminar paper (30%).

SPAN 351: Comparative Methodology (Also listed as PORT 351 - Sign up for Port 351 if you intend to do all your written work and oral presentations in Portuguese.)
TR 1:10-2:25
Earl.E.Fitz@Vanderbilt.edu
Comparative Methodology deals with basic methodological questions: What is Comparative Literature and how does one define it? How are Spanish and Portuguese reinvigorating the discipline? How and why is the combined Ph.D. program in Spanish and Portuguese an inherently comparative program? What possibilities does it offer? How does it prepare someone for connecting Latin American literature to inter-American literary study? What constitutes a successful comparative paper or essay? What elements must it have? What are the problems that a comparative study must avoid or resolve if it is to be successful? The course emphasizes connecting one's particular interests to the possibilities presented by the comparative method. In addition to regular presentations, a final, formal oral presentation is required as is a final comparative research paper.

SPAN 362: Realist Novel of the Nineteenth Century
R 3:10-5:30 Furman
Andres.Zamora@Vanderbilt.edu
The seminar will explore the Spanish realist novel through the reading of four primary texts: La Regenta by Leopoldo Alas "Clarín," Fortunata y Jacinta by Benito Pérez Galdós, Los Pazos de Ulloa by Emilia Pardo Bazán and Insolación by the same author. We will also read a selection of documents on the poetics of the realist novel and a set of articles about recent developments in the criticism of the primary texts read and of the period as a whole. Some of the topics to be discussed will be: the problematic of representation, the obsession with the fabrication of people, the politics of gender and sex, the relation of the novel with other art forms and media, the historical conditions of existence of the realist novel, and the social function of literature, its actual or intended performative value.

SPAN 375: Seminar: Studies in Trans-Atlantic Literature and Culture.
Topic: Transatlantic Enlightenments
W 3:10-5:30
Ruth.Hill@Vanderbilt.edu
Rigorously interdisciplinary, this survey is an introduction to the major trends and authors of the Hispanic 18th century on both sides of the Atlantic. Readings include novels by the Mexican journalist and novelist J.J. Fernández de Lizardi, La Quijotita y su prima o la educación de las mujeres, and the Portuguese poet and novelist Francisco Botelho de Moraes, Historia de las cuevas de Salamanca. Poetry will also be surveyed, including canti from epics by Francisco Ruiz de León, La Hernandía, and Pedro de Peralta Barnuevo, Lima fundada o la Conquista del Perú. Prose-readings will include selections from: Ignacio de Luzán, Poética; Padre Benito Feijoo y Montenegro, Teatro crítico and Cartas eruditas; newspapers and literary journals such as Mercurio Peruano, Gaceta de México, Gaceta de Madrid, Diario de los literatos de España; Joaquín Antonio de Basarás, Origen, costumbres y estado presente de mexicanos y filipinos Pedro Rodríguez Campomanes, Discurso sobre la educación popular and Discurso sobre el fomento de la industria; Antonio de Ulloa, Noticias americanas o Entretenimientos fisico-históricos sobre la América meridional y la septentrional oriental; Mario Cicala, Descripción de la Real Audiencia de Quito; Pedro Murillo Velarde, Geografía de México y de las Filipinas and Curso de derecho canónico hispano indiano; Urrutia y Montoya, Teatro historico, jurídico y político militar de la Isla Fernandina de Cuba; Hipólito Unanue, Escritos científicos; José Antonio de Villaseñor y Sánchez, Teatro americano: Descripción general de los reinos y provincias de la Nueva España. We shall also address briefly both music and painting. Secondary readings include: Dorinda Outram, The Enlightenment, and Karen Stolley, Domesticating Empire. Paper draft (midterm), book review, oral presentation, and final paper required.

PORT 351: Comparative Methodology (Cross-listed as SPAN 351 - Sign up for Port 351 if you intend to do all your written work and oral presentations in Portuguese.)
TR 1:10-2:25
Earl.E.Fitz@Vanderbilt.edu
Comparative Methodology deals with basic methodological questions: What is Comparative Literature and how does one define it? How are Spanish and Portuguese reinvigorating the discipline? How and why is the combined Ph.D. program in Spanish and Portuguese an inherently comparative program? What possibilities does it offer? How does it prepare someone for connecting Latin American literature to inter-American literary study? What constitutes a successful comparative paper or essay? What elements must it have? What are the problems that a comparative study must avoid or resolve if it is to be successful? The course emphasizes connecting one's particular interests to the possibilities presented by the comparative method. In addition to regular presentations, a final, formal oral presentation is required as is a final comparative research paper.

 

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