Specific course requirements:  Your home institution may require you to complete additional work in order to receive credit for the above number of credit hours or for additional credit hours.  Check with your advisor/sponsor for additional, if any, requirements associated with any of these course.

Course description:  Provides emphasis on oral Spanish and on acquiring basic language skill.  PR: None.  Note:  Your home institution may designate this course with a different number, or assign to it different credit hours.  If you have questions about course equivalency, please contact Dr. Carlos J. Cano.

Instructor:   Will be announced during the orientation meeting

Textbook:    

• Zayas-Bazán, Eduardo, ¡Arriba! 4th Brief Edition, ISBN 0-13-117528-9

  www.prenhall.com/arriba

• Check these sites for prices - www.allbookstores.com, www.shop.com, www.amazon.com, and  www.ebay.com/  We suggest you check the internet for other sites as well.

Assignments:    Textbook exercises assigned on a daily basis.

Objective:   Development of basic skills in listening, reading comprehension, speaking, and  writing of Spanish, utilizing a communicative approach. The class will be taught in Spanish. Class participation from the students   is expected, so as to make the learning process an interactive experience with the instructor. 

Requirements:  The course will cover Lección 1 to Lección 6 of ¡Arriba! Students will meet with  the class instructors at the designated time and place for the particular sections to  introduce the lesson, to review, and to test the material. In order to complete the   lab portion of the class, students must listen to the audio activities provided with the ¡Arriba! text, or by accessing them through the internet.  

Attendance:   Students who miss two or more days of class will jeopardize their final grade in the class.

Grades:   Grades will be determined according to this formula:

• Class participation                          10%

• Assignments and quizzes                15%

• Oral Interview                                   15%

• Exam # 1                                              20%

• Exam # 2                                              20%

• Exam # 3                                              20%

• Plus and minus grades may be assigned in this class.

• S/U:  Students not wishing to receive a letter grade in the course may elect to take it on an S/U (pass/fail) basis but must fill out an S/U contract by the third day of classes.  Students taking this course on an S/U basis must complete all of the work with a minimum of 70% in order to be assigned an S.   ATTENTION: S/U option is not admissible when satisfying the USF language requirement. Most other institutions have a similar policy. 

1121: Elementary Spanish II (4 credit hours) 

Class participation 10%
Assignments and quizzes 15%
Oral Interview 15%
Exam # 1 20%
Exam # 2 20%
Exam # 3 20%
Plus and minus grades may be assigned in this class.

S/U: Students not wishing to receive a letter grade in the course may elect to take it on an S/U (pass/fail) basis but must fill out an S/U contract by the third day of classes. Students taking this course on an S/U basis must complete all of the work with a minimum of 70% in order to be assigned an S.   ATTENTION: S/U option is not admissible when satisfying the USF language requirement. Most other institutions have a similar policy.

Text:    The instructor will provide materials for the course at a fee.

Grading System   

Topics:

1. FESTIVALS AND  TRADITIONS
   1. The Sanfermines de Pamplona
   2. The Fiestas de Chamberi
   3. The Andalucian fairs
   4. Holy week
   5. Christmas
   6. The bulls
2. FOLCLORE (Regions)
   1. Andalucía
   2. Aragón
   3. Cataluña
   4. País Vasco and Navarra
   5. Castilla
   6. Baleares and Canarias
3. GASTRONOMY (Regions)
   1. Galicia
   2. Asturias and Cantabria
   3. País Vasco and Navarra
   4. La Rioja
   5. Cataluña
   6. Castilla and Extremadura
   7. Levante
   8. Baleares and Canarias
   9. Andalucía
4.  MUSIC
   1. Andalucia and traditional music
   2. Flamenco
      1. What is it?. Differences and relations with folk music in Andalucia.
      2. Origins. The lyrics of popular traditional type. Gypsies. The Andalucian music.
      3. History of flamenco.
      4. The songs flamencos. Classifications. Main forms. Songs without guitar.
      5. Family fandangos. Malaga. Granaínas. Songs by Levante. Songs of Huelva.
      6. Songs at a time. Tangos (tientos), bulerías, joys. Other songs. The guajiras.
      7. The dance. The guitar.
      8. The new sounds and the concept of Nuevo Flamenco.
5. ART AT THE PRADO
   1.  Hispano-Flemish:
      1. Bartolomé Bermejo
      2. Fernando Gallego
   2.  Spanish Renaissance
      1. El Greco
      2. Fernando Yáñez
   3. Baroque
      1. Velázquez
      2. Ribera
      3. Murillo
      4. Zurbarán
      5. Alonso Cano
   4. 18th CENTURY: Goya

2200: Intermediate Spanish II (3 credit hours)

Instructor: To Be Announced

Required Materials: A otro nivel, Ana María Pérez Gironés y Virginia Adán-Lifante
Boston: McGraw Hill, 2007 ISBN-13: 978-0-07-244096-6

Recommended: Spanish-English/English-Spanish dictionary

Course Objectives:

• Build students’ oral proficiency.
• Expand and perfect their knowledge of vocabulary and grammatical structures
• Improve their reading and writing skills
• Develop their critical thinking abilities, and
• Increase their awareness and understanding of Hispanic culture

Background Requirements:  Students at the third semester level are expected to be familiar with basic Spanish vocabulary and to have a good grasp of most basic grammar concepts (subject/verb agreement; conjugation of present, preterit, imperfect and future indicative tenses), as well as some control over the more complicated concepts (adjective/noun agreement; preterit vs. imperfect tenses; use of direct and indirect object pronouns; por and para; conjugation of the conditional tense; conjugation of gustar and similar verbs; use of formal and informal commands; use of ser and estar).

Assignments:   This course is divided into three segments of two chapters each. Each chapter includes interactive vocabulary exercises, one or two reading selections, content exercises, discussion questions, communicative strategies, pair/group activities, and creative writing activities. Students will be responsible for the pre-reading activities and the reading selection prior to class; setting the stage for an animated exchange of ideas during our group meetings. Textbook exercises are to be completed according to the schedule below. Other assignments may be announced during class; for example, additional reading materials (poems, essays or newspaper articles). Reading selections can be challenging, the following reading strategies are suggested:

1. Read the assigned material quickly, using only the vocabulary aids (if any) available in your book. Try to get the general idea of what you are reading.

2. Read the material again and look up words in a dictionary only when essential to make sense of the story. Remember to keep trying to make sense of what you are reading, using any clues you can find to guess at the meaning of each sentence and paragraph.

3. Reread the material until you can recount, in Spanish, in your own words, the main events of the assignment.

Writing Practice:  Accuracy in written communication will be evaluated on the basis of six short composition assignments. Topics appear at the end of each chapter. Students are encouraged to do peer editing before submitting their compositions. Peer editing in the writing of short compositions will give you the opportunity to see writing from two perspectives: the writer’s as well as the reader’s. By setting aside some time outside class for this specific step in the writing process, you will be able to hone your analytical skills while receiving help from classmates. In addition, this process can be repeated with different partners in order to get more than one point of view and set of suggestions. Refer to the weekly schedule of classes for due dates. Unless there are extreme circumstances, compositions will not be accepted after the due date.

Preparation/Participation:   In a language course, participation is extremely important. Students are expected to attend all classes prepared to ask/answer questions on the reading assignments and participate in all class discussions.

Class preparation/participation grades assigned as follows:

- A (90’s) – Participates actively in class and small group discussions; prepares homework well; often volunteers answers and speaks with few mistakes.

- B (80’s) – Participates actively in class and small group discussions; usually prepares homework well; sometimes volunteers; makes some mistakes with more advanced grammar concepts.

- C (70’s) – Answers correctly when called upon; homework not always prepared well or on time; unsure of some basic grammar concepts; makes frequent mistakes with advanced grammar.

- D (60’s) – Not able to answer when called upon, homework poorly prepared or not at all; shows little interest in class; makes frequent mistakes with basic grammar concepts.

- F (50’s) – Shows no interest in speaking Spanish; does not prepare homework or discussion topics; rarely answers when called upon or repeatedly gives incorrect answers and makes frequent mistakes with basic grammar concepts.

Assignments: Textbook exercises assigned on a daily basis.

Exams:  There will be two tests (Unit I/II) that focus on assigned readings, knowledge of vocabulary, grammar, culture, and class discussions. Make up tests are available only for excused absences. Refer to the weekly schedule of classes for exam dates.

Grades:  According to the following:

Written Exams (3) 45%
Writing Practice (6) 30%
Assignments 15%
Preparation/Participation 10%
TOTAL 100%

The plus/minus grading system used:

A+ = 96-100 B+ = 87-89 C+ = 77-79 D+ = 67-69 F+ = 57-59
A = 93-95 B = 83-86 C = 73-76 D = 63-69 F = 0-56
A- = 90-92 B- = 80-82 C- = 70-72 D- = 60-62

Expectations:   Education is a two-way street. Successful learning requires the cooperative efforts of both teachers and students. My responsibilities are: (1) being knowledgeable about the subject matter, (2) teaching it effectively, (3) explaining concepts clearly, (4) helping students via one-on-one conferences, and (5) making the course interesting. The rest is up to the student!

2201: Intermediate Spanish II (3 credit hours)

• Build students’ oral proficiency.
• Expand and perfect their knowledge of vocabulary and grammatical structures
• Improve their reading and writing skills
• Develop their critical thinking abilities, and
• Increase their awareness and understanding of Hispanic culture

Background Requirements:   Students at the fourth semester level are expected to be familiar with basic Spanish vocabulary and to have a good grasp of most basic grammar concepts (subject/verb agreement; conjugation of present, preterit, imperfect and future indicative tenses), as well as considerable control over the more complicated concepts (adjective/noun agreement; preterit vs. imperfect tenses; use of direct and indirect object pronouns; por and para; conjugation of the conditional tense; conjugation of gustar and similar verbs; use of formal and informal commands; use of ser and estar). They are supposed to have completed the State of Florida SPN 2200 course or an equivalent third semester Spanish course. This class is a continuation of SPN 1120.

Assignments:  This course is divided into three segments of two chapters each. Each chapter includes interactive vocabulary exercises, one or two reading selections, content exercises, discussion questions, communicative strategies, pair/group activities, and creative writing activities. Students will be responsible for the pre-reading activities and the reading selection prior to class; setting the stage for an animated exchange of ideas during our group meetings. Textbook exercises are to be completed according to the schedule below. Other assignments may be announced during class; for example, additional reading materials (poems, essays or newspaper articles). Reading selections can be challenging, the following reading strategies are suggested:

1. Read the assigned material quickly, using only the vocabulary aids (if any) available in your book. Try to get the general idea of what you are reading.
2. Read the material again and look up words in a dictionary only when essential to make sense of the story. Remember to keep trying to make sense of what you are reading, using any clues you can find to guess at the meaning of each sentence and paragraph.
3. Reread the material until you can recount, in Spanish, in your own words, the main events of the assignment.

Writing Practice:   Accuracy in written communication will be evaluated on the basis of six short composition assignments. Topics appear at the end of each chapter. Students are encouraged to do peer editing before submitting their compositions. Peer editing in the writing of short compositions will give you the opportunity to see writing from two perspectives: the writer’s as well as the reader’s. By setting aside some time outside class for this specific step in the writing process, you will be able to hone your analytical skills while receiving help from classmates. In addition, this process can be repeated with different partners in order to get more than one point of view and set of suggestions. Refer to the weekly schedule of classes for due dates. Unless there are extreme circumstances, compositions will not be accepted after the due date.

Preparation/Participation:   In a language course, participation is extremely important. Students are expected to attend all classes prepared to ask/answer questions on the reading assignments and participate in all class discussions.

Class preparation/participation grades assigned as follows:

- A (90’s) – Participates actively in class and small group discussions; prepares homework well; often volunteers answers and speaks with few mistakes.

- B (80’s) – Participates actively in class and small group discussions; usually prepares homework well; sometimes volunteers; makes some mistakes with more advanced grammar concepts.

- C (70’s) – Answers correctly when called upon; homework not always prepared well or on time; unsure of some basic grammar concepts; makes frequent mistakes with advanced grammar.

- D (60’s) – Not able to answer when called upon, homework poorly prepared or not at all; shows little interest in class; makes frequent mistakes with basic grammar concepts.

- F (50’s) – Shows no interest in speaking Spanish; does not prepare homework or discussion topics; rarely answers when called upon or repeatedly gives incorrect answers and makes frequent mistakes with basic grammar concepts.

Assignments: Textbook exercises assigned on a daily basis.

Exams:  There will be two tests (Unit I/II) that focus on assigned readings, knowledge of vocabulary, grammar, culture, and class discussions. Make up tests are available only for excused absences. Refer to the weekly schedule of classes for exam dates.

Grades:  According to the following:

Written Exams (3) 45%
Writing Practice (6) 30%
Assignments 15%
Preparation/Participation 10%
TOTAL 100%

The plus/minus grading system used:

A+ = 96-100 B+ = 87-89 C+ = 77-79 D+ = 67-69 F+ = 57-59
A = 93-95 B = 83-86 C = 73-76 D = 63-69 F = 0-56
A- = 90-92 B- = 80-82 C- = 70-72 D- = 60-62

Expectations:  Education is a two-way street. Successful learning requires the cooperative efforts of both teachers and students. My responsibilities are: (1) being knowledgeable about the subject matter, (2) teaching it effectively, (3) explaining concepts clearly, (4) helping students via one-on-one conferences, and (5) making the course interesting. The rest is up to the student!
 

2241: Spanish Conversation I (3 credit hours) 

Asistencia ..........................… 10%
Tareas ………………......………... 10%
Calificación diaria .............. 20%
Presentaciones ..................... 40%
Examen final ......................... 20%
Total: .....................................100%

Presenta-  Los alumnos harán dos presentaciones orales ante la clase, de tres a cinco minutos, sobre un tema previamente asignado (v.g., "cómo abrir una cuenta corriente, "Las playas”, etc.) que obligue al alumno realizar investigaciones personales y que se preste al uso de fotografías, láminas, propaganda publicitaria u otros objetos de la vida real que sirvan para ilustrar las presentaciones.

Examen final: Todos los alumnos serán examinados, en cuanto a la totalidad de la materia estudiada, mediante un examen final, oral y extemporáneo.

Tareas: Los alumnos estudiarán el vocabulario y las estructuras estudiadas y estarán listos a identificarse con las situaciones presentadas.

A2270: Spanish Culture and Civilization (3 credit hours)

Instructor:   Dr. Orlando Moreno

Grading System   

Instructor: Dr. Char Prieto

Libro de texto:  APROXIMACIONES AL ESTUDIO DE LA LITERATURA HISPANICA de Carmelo Virgilio, Teresa Valdivieso y Edward Friedman (McGraw-Hill). 4ta edicion

Course description:  

Introduction to reading and understanding literature written in Spanish through selected poetry and prose.  The course intends to help the student read literary Spanish and understand how writers convey ideas, feelings and points of view in their work.  The course, intended for undergraduate students only, is conducted in Spanish.  PR: 4 or more semesters of college-level Spanish OR equivalent skills. 

General course requirements:

1. Attendance mandatory.  The class will meet 14 times (45 classroom hours) during which the teacher will assign literary readings and tasks for class and group discussions. 

2. Tests.  There will be two tests and a final examination.  In addition, unannounced quizzes may be given at any time.

3. Final Grade.  Derived according to the following formula: tests (1/2), final examination (1/4), and quizzes, other work and participation (1/4). 

Instructor: Dr. Pedro P. Bermúdez

Course description: 

A survey on historical and cultural aspects of Spanish civilization, as seen through class study and Spain’s most interesting cities which many of you will visit.

This course will be taught in Spanish.  Note: Your home institution may designate this course with a different number, or assign to it different credit hours.  If you have questions about course equivalency, please contact Dr. Carlos J. Cano.

General course requirements:

• Attendance mandatory.  The class will meet 13 times (45 classroom hours).  Emphasis is placed on the historical importance of the cities visited during the one-day tours.  Specifically, the students must go on all the one-day tours and must ride on the bus with their professor (who will present lectures as the bus is under way) and must accompany the professor on all the tours.  Consult FORSPRO’S online schedule of activities: www.foreignstudy.com.

• Textbook: La historia de España by José Manuel Roldán Hervás. ISBN: 84-85786-64-5.
  This book may be obtained online, new or used. It may also be purchased at La Casa del Libro, Gran Vía, Madrid, Spain.

• The following topics will be emphasized:

  • The Roman and Moor conquests and their contributions to Spain.

  • Reconquista, up to Fernando and Isabel with one country, one language, one religion.

  • Spanish expansion in the New World and in Europe. The Austrias, particularly Carlos I (V) and Felipe II. The Armada and its consequences.

  • Economic and political downfalls coupled with the Golden Age in different forms of art and culture.

  • Los borbones. Afrancesamiento. French invasion followed by absolutismo. El despotismo ilustrado.

  • The Church and the laic intellectuals: a struggle going on in the XIX and XX centuries.

  • The first 75 years of the XX century: weak Monarchy, strong men, the Second Republic, the Civil War and the Franco regime.

  • Transition and democracy. Economic and political recovery under freedom. The Spanish political system. King Juan Carlos and the strengthening of democracy.

• Students are expected to attend and follow every class. Each student will participate in class, and will write 3 essays assigned by the professor. There will be a final exam.

• Grade: 3 essays = 45%. Attendance & participation = 25%. Final exam = 30%.

Instructor:  Dr. Ellie Galvez-Hard, EdD international Multicultural Education

Course description:  This course taught in English, will introduce participants to the life of Ernest Hemingway while living in Spain during the 20^th century. 

PR: None.  Note:  Your home institution may designate this course with a different number, or assign to it different credit hours.  This course may qualify under Masterworks of American Literature (20^th century). If you have questions about this course equivalency, please contact Dr. Carlos J. Cano.

Textbooks:    

•    Reiter, David, P., Hemingway in Spain; Words and Images. 2nd Edition, 2007 ISBN 978-1-876819-82-8

•    Hemingway, Ernest. The Sun Also Rises. ISBN 978-0-7432-9733-2

•    Internet access to watch and analyze clips of the author’s life while residing in Spain.

Assignments: Textbook readings and exercises assigned on a daily basis.

Objective:  Development of knowledge by researching actual places and identifying important events that influenced Hemingway during his time living in Spain.  The class will read his poetry; watch clips of his life, and will write a reflection of what made this time so famous during the life of such popular American writer. By reading Hemingway’s novel written during his time in Spain, The Sun Also Rises, students will be able to grasp his views of this country through the story and characters created in this novel. Class participation from the students is expected to have an active dialogue, so as to make the learning process an interactive experience with the instructor and peers. 

Requirements:  Participants will be required to read, write, reflect, and become familiar with author and his life while living in Spain.

Attendance:   Attendance is mandatory in order to get the most of this course. Students who miss two or more days of class will jeopardize their final grade.

Grades:   Grades will be determined according to this formula:

•    Class participation           20%

•    Journal                                10%

•    Internet clips analysis     10%

•    Book report                        20%

•    Poem One                          20%

•    Poem Two                          20%

This is an active, hands-on course that will allow students to get a real sense of what Hemingway may have experienced while living in this amazing country. Hopefully students will be inspired to start a journal of their own experiences while spending a month in Europe, and start their own literature piece, as short story or poetry.

A4930/5930:  Bilingual Ed Methods (3 credit hours)  

Professor Dr. Ellie Galvez-Hard, Sonoma State University-School of Education
Department of Literacy in Early and Elementary Education

Course Objectives: Language Other Than English.  Practice in Academic Spanish as Target Language

Candidates as Bilingual Teachers in Spanish as target language, would benefit from a summer course that will prepare students to become familiar with test content related to their certification if teaching in California. This course will also help other teachers at any level, become aware of the use of academic language in the K-12 classrooms.  It will include linguistic and oral practice as well as hands on activities in classroom simulations.  As part of the cultural practice students will be immersed in the language on a daily basis and will visualize classroom practices through videos and by sharing own real experiences teachers face in the classroom today.  An additional course will be offered to prepare candidates for domains 3 and 4 in culture and history of Spain and Latin America.  Please visit your credential website to become aware of test requirements at your state level. This course will be taught in Spanish therefore it is a must that students have a level intermediate or above which is required to pass test successfully.  Please see in detail the four domains required by CSET LOTE for bilingual teachers in California. For New York and Florida please visit your local website for specific requirements. Main objective is to practice academic level Spanish while experiencing the Spanish Culture in Madrid and other main cultural European sites.

CSET LOTE Required Domains:

Domain 1. General Linguistics

(ORAL COMMUNICATION)

Candidates demonstrate knowledge of the nature, process, and components of language at the postsecondary level, as described in the American Council on the Teaching of Foreign Languages (ACTFL): Program Standards for the Preparation of Foreign Language Teachers (2002) and reflected in the Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve (2003). Candidates demonstrate both broad and deep conceptual understanding of the subject matter, including the universal characteristics of human languages and the ways in which linguistics describes and categorizes language structures.

They analyze the processes by which languages change over time, understand how languages vary geographically, socially, and ethnographically, and recognize the family relationships among different languages. Candidates show an awareness of the communicative functions of language and how those functions vary depending upon the context and purpose of communication. They demonstrate a thorough understanding of language acquisition, including the processes by which new languages are acquired and the developmental patterns of language learning, and recognize that language acquisition involves the interrelationship of language and culture.

Domain 2. Linguistics of the Target Language

(WRITTEN COMMUNICATION)

Candidates demonstrate a broad and deep knowledge of target-language linguistics at the postsecondary level, as described in the American Council on the Teaching of Foreign Languages (ACTFL): Program Standards for the Preparation of Foreign Language Teachers (2002) and reflected in the Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve (2003). Candidates demonstrate an understanding of the languages they teach, including sound systems, the rules by which words are formed, and the ways in which phrases, clauses, and sentences are structured, and can explain the major levels and features of the target-language grammar.

They understand articulatory phonetics and are able to describe target-language phonological features, orthography, morphological rules, syntactic patterns, and semantics. Candidates are able to describe the rules for word and sentence formation, as well as the structure, function, and meaning of target language discourse, including features for producing coherence in spoken and written discourse, pragmatic features, and sociolinguistic features of target-language discourse. Candidates are familiar with rhetorical and stylistic devices, figures of speech, and the levels of language appropriate for various tasks and communicative purposes. In addition, they understand the historical changes in the target language and the variations among regional dialects, including differences in pronunciation, orthography, vocabulary, and grammatical structures, as well as register.

Domain 3. Literary and Cultural Texts and Traditions

(Focus on authors and writers from Mexico, the Caribbean, and Latin American Cultures)

Candidates demonstrate a broad and deep knowledge of literary and cultural texts and traditions, and of their contexts, at the postsecondary level, as described in the American Council on the Teaching of Foreign Languages (ACTFL): Program Standards for the Preparation of Foreign Language Teachers (2002) and reflected in the Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve (2003). Candidates are familiar with major literary and intellectual movements, genres, writers, and works. They can analyze, interpret, and synthesize ideas as well as critical issues from a wide range of writers and thinkers across a variety of forms and media. They understand the historical, social, and cultural contexts in which literary and cultural texts were created, the influence of these factors on ideas and forms of expression, and the ways in which those texts both reflect and shape the target culture. Finally, candidates use literary and cultural texts to interpret and reflect upon the perspectives of the target culture over time.

Domain 4. Cultural Analysis and Comparisons

(Colonial and current history of Central and South American Countries, as well as The Caribbean)

Candidates possess a broad and deep knowledge of the cultures associated with the target language and demonstrate an understanding of the interrelationships among the perspectives, practices, and products of those cultures at the postsecondary level, as described in the American Council on the Teaching of Foreign Languages (ACTFL): Program Standards for the Preparation of Foreign Language Teachers (2002) and reflected in the Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve (2003). Candidates recognize culture as a dynamic, interrelated system and employ a variety of processes to identify, analyze, and evaluate cultural themes, values, and ideas.

They are able to explore relationships among cultural perspectives and social institutions, and they understand how cultural practices and products exemplify the perspectives of cultures associated with the target language. Candidates recognize important geographical features and analyze the impact of geographical factors on the development of cultures associated with the target language. They exhibit familiarity with contemporary and historical issues, significant works of art, cultural attitudes and priorities, daily living patterns, and social institutions. They are able to identify the roles and contributions of major political figures, artists, and cultural icons, and references made to them in the culture. Candidates are able to interpret ideas, values, and beliefs that represent the target culture's traditions and contemporary variations and are able to compare and contrast social, historical, and artistic traditions in the target culture with those of other cultures.

Libro de texto: Mullen, Edward and Jonh Carganigo, El cuento hispánico McGraw Hill Seventh Edition 2007

COURSE DESCRIPTION:  This course will focus on the study of Hispanic short stories from some of the most important writers of the cannon. We will read, discuss, and analyze representative works from Spain and Latin America, exploring relevant topics and how they relate to literary movements and to each author’s socio-historical context. One of the main goals in this course is to engage the students in active and critical analysis of literary works, so they can gain understanding of the intricate historical, cultural, and artistic connections at different periods of time in literary history of Spain and Latin America. With the formal study of these narratives students will come to a deeper appreciation of the creative process, which in turn can lead to a more profound level of self-reflection and understanding of our place in the world. In order to achieve these goals, the course includes extensive reading, class and group discussions, analytical writings, and oral presentations about the works studied.

COURSE REQUIREMENTS: 

• ATTENDANCE: A major goal of this class is to read and the facilitation of spontaneous oral communication, a skill that can only be developed with adequacy in a participatory classroom environment. Consequently, students are required to attend classes. Starting with the second unexcused absence (one absence per class), 5% will be taken off you final grade. An excused absence includes a medical emergency. Written documentation is required for excused absences the day after missing class. Students are expected to always come to class on time. Two tardies or leaving early will count as one absence
  
  HOMEWORK: Disciplined daily reading is essential and students must prepare and complete all assignments on time. No late work will be accepted. You are responsible for the material covered in class and assigned; even those days when you do not attend
• CLASS PARTICIPATION: Oral participation in class activities and discussions is mandatory since it will help students to practice and review the readings, grammatical constructions and new vocabulary as well as improve reading and oral proficiency. Extensive reading is required everyday in this class. Therefore, it is extremely important to distribute the reading throughout the week.
• EXAMS AND QUIZZES: There will be one mid-term exam, one final and quizzes based on the readings. There will be no make-ups unless there is a written documented reason. Final exam will be comprehensive and you have to take the final on the date assigned.
• ORAL PRESENTATION. For this assignment students will work individually and will present 10 to 15 minutes of information on one of the readings previously chosen and approved by the professor. The grade will be based on evidence of research carried out for the project, accuracy of said information, memorization of the material presented, clarity of ideas, the obvious amount of preparation involved in the project, and the correct use of grammar and vocabulary related to the subject. A one page detailed outline is required the day of the presentation giving the main idea and points of short story presented to the class.

ELECTRONIC DEVICES: Cell phones, cameras, and any other electronic devices are NOT allowed and must be turned off while class is in session.

STUDENTS WITH DISABILITIES: This course compiles with the regulations of the American with Disabilities Act and offers accommodations to qualified students with disabilities. If you have a special request or are in need of a classroom accommodation, please make an appointment with me to discuss this as soon as possible. All information will be held in the strict confidence

CODE OF ACADEMIC INTEGRITY: Every student should avoid copying, plagiarizing and any other form of cheating. The instructor and the program director will initiate an academic integrity case against students suspected of cheating, plagiarizing, getting help or aiding others in dishonest academy behavior. Examples of academy dishonesty include, but are not limited to, plagiarism, cheating, aiding and abetting dishonesty. An example of plagiarism would be to submit a written sample which in part or in whole is not entirely the student’s own work without attributing the source. Cheating includes allowing another person to help or do your work and to submit it under one’s own name. Any work which is submitted for a grade MUST be the student’s own work. If you are not sure when it is appropriate to seek help, please see your instructor.

GRADING SCALE:

A 94-100 A- 90-93 B+ 88-89 B 84-87
B- 80-83 C+ 78-79 C 74-77 C- 70-73
D+ 68-69 D 60-67 F 0-59

Grade:
Participation, Preparation, attendance 20%
Homework 15%
Quizzes 15%
Oral report 15%
Midterm exam 15%
Final exam 20%

C4930/C5930 The Poetry of Federico García Lorca

22 de junio – 3 de julio 2009

Profesora: Vanessa Cañete Jurado

Descripción del curso Este curso analizará la trayectoria poética de Federico García Lorca desde sus primeros escritos hasta su época de plenitud antes de su muerte en 1936. Examinaremos el carácter modernista de su época de juventud, su interés en el folclore y la cultura popular, su relación con las vanguardias y el surrealismo, así como los aspectos sociales y políticos de su obra. Asimismo, también consideraremos la posibilidad de establecer vínculos entre la producción poética de Lorca y su interés en otros medios artísticos (música, teatro, pintura y cine). En las clases se resaltarán los aspectos más destacados de una selección de poemas de Lorca, que los estudiantes deberán leer con antelación.

Requisitos del curso ASISTENCIA. La asistencia es obligatoria. Las ausencias afectarán seriamente la nota final. Cada ausencia supondrá un 5% menos de la nota final. Asimismo, los estudiantes deberán ser puntuales. La falta de puntualidad contará como una ausencia. PARTICIPACIÓN EN CLASE. Se requiere la participación diaria y activa de todos los estudiantes. Se asignará una nota de participación cada día, que estará basada en:

§ Preparación previa. La preparación consiste en leer detenida y detalladamente los poemas correspondientes, apuntar ideas, dudas y preguntas.

§ Uso del español en clase.

§ Contribuciones cualitativas a la discusión.

EXÁMENES. Habrá un examen parcial y un examen final sobre los contenidos analizados en clase. Los exámenes se harán en la fecha señalada. No habrá make-ups. PRESENTACIÓN ORAL. Cada estudiante deberá realizar una presentación individual sobre uno de los poemas analizados en clase. Las presentaciones deben ser reflexiones críticas y servirán como introducción a la discusión del poema en cuestión. Las presentaciones no pueden ser leídas – sólo se podrá utilizar un guión. TRABAJOS ESCRITOS. Cada estudiante deberá escribir:

§ (3) comentarios de texto. Las fechas de entrega están indicadas en el calendario del curso. No se aceptarán comentarios entregados con retraso.

§ (1) trabajo final sobre un tema relacionado con el material del curso. Se valorará tanto el contenido (ideas y sentido general) como la forma (vocabulario y gramática en español).

Textos necesarios Se entregará un paquete de fotocopias con las lecturas necesarias para el curso.

Evaluación:

·         Participación, asistencia y preparación 20 puntos

·         Comentarios de poemas 15 puntos

·         Trabajo final 15 puntos

·         Presentación oral 10 puntos

·         Examen parcial 20 puntos Examen final 20 puntos

Calendario

·         22 de junio Introducción a Federico García Lorca. El comentario de textos poéticos. Libro de poemas: "Canción otoñal"; "Balada triste”, "Elegía".

·         23 de junio Libro de poemas: "Aire de nocturno"; "Canción primaveral"; "Paisaje"; "La balada del agua del mar". Suites: "Suite del agua"; "Canción con reflejo".

·         24 de junio Poema del Cante Jondo: "Poema de la siguiriya gitana"; "Baladilla de los tres ríos".

·         25 de junio Canciones: "Nocturnos de la ventana"; "Canción del jinete"; "Despedida"; "El lagarto está llorando". Entrega Comentario 1

·         26 de junio Romancero gitano: "Romance de la luna, luna"; "Romance sonámbulo"; "Prendimiento de Antoñito el Camborio en el camino de Sevilla". Examen parcial

·         29 de junio Poeta en Nueva York: "El rey de Harlem"; "Ciudad sin sueño"; "Muerte”, "Grito hacia Roma"; “Norma y paraíso de los negros”. Entrega Comentario 2

·         30 de junio Poeta en Nueva York: "Niña ahogada en el pozo"; "La aurora"; "Oda a Walt Whitman"; "Vuelta de paseo"; "Son de negros en Cuba". Tierra y Luna: "Tierra y Luna"; "Pequeño poema infinito".

·         1 de julio “Llanto por la muerte de Ignacio Sánchez Mejías”. Sonetos del amor oscuro: "El poeta habla por teléfono con el amor"; "¡Ay voz secreta del amor oscuro"; "El amor duerme en el pecho del poeta"; "Noche del amor insomne". Entrega Comentario 3

·         2 de julio Diwán del Tamarit: "Gacela del amor imprevisto”; “Gacela del amor maravilloso"; “Gacela de la huida”; "Casida del sueño al aire libre"; "Casida de la muchacha dorada"; "Gacela del mercado matutino".

·         3 de julio Poemas de obras teatrales. Examen final. Entrega trabajo fina