SPA 555/Invierno/2006
T/TR 9:30-11:18 a.m.Office Hours T/TH 11:30-12 /3:45-4:30 y por cita
LITERATURA HISPANOAMERICANA : INDIGENA, COLONIAL Y SIGLO XIX
Este curso presenta una visión panorámica del territorio imaginario de Hispanoamérica colonial mediante el examen de textos claves de sus discursos fundadores, incluyendo textos de las culturas indígenas de origen precolombino y colonial, selecciones de obras de la época colonial y otras representativas del periódo de formación nacional del Siglo XIX. Los objetivos son: desarrollar la capacidad de lectura crítica y afianzar el análisis de textos literarios y culturales de testimonio y creación. Se examinan también los contextos socio-culturales que los informan y la construcción de identidades que producen. Pre-requisito: SPA 403 y SPA 450 o equivalente.
REQUIRED TEXTBOOKS
Raquel Chang-Rodríguez and Malva E. Filer, Literatura Hispanoamericana: Indígena, Colonial y Siglo XIX, Custom Textbook, Thomson/Heinle, 2005. En venta en SBXPopol Vuh: The Definitive Edition of the Mayan Book of the Dawn of Life. Trans. & Intro. by Dennis Tedlock. Simon & Schuster: Rev.ed., 1996
Sor Juana Inés de la Cruz. The Answer/La Respuesta. Eds. & trans. Electa Arenal and Amanda Powell. The Feminist Press, 1994.
Contextos críticos: WebPage for SPA 555; Closed Reserve,
Main Library.
Recommended : A good Spanish language dictionary such as Vox or Larousse, not
a bilingual or pocket edition. Available from www.latambooks.com.
Documentación: Garibaldi, Joseph &Walter S. Achtert. MLA Handbook
for Writers of Research Papers. 6th ed., 2004
COURSE REQUIREMENTS AND EVALUATION
(subject to minor modification)
Evaluation
| 1 Presentación oral | 10% |
| 2 micro-ensayos | 30% |
| Mid Term, Final Exam o ensayo, y Quizzes | 40% |
| Participación y mejora | 20% |
COURSE REQUIREMENTS
ACTIVE PARTICIPATION in the class sessions and attentive reading of all the required texts and other assigned materials before each class session are absolutely required. This is a discussion based class. Your consistent participation is a key component of our learning environment, thus you are expected to come to class ready to discuss the readings, to articulate questions about what you did not understand, and to help your classmates understand something you did understand. Be aware that this course will require extensive weekly reading and discussion beyond merely attending class and taking notes.
ATTENDANCE For the above reasons, punctual regular attendance is required for successful progress in this course. More than three unexcused absences will definitely jeopardize your final grade, and may result in the loss of an entire grade point. Acceptable grounds for excused absences are strictly limited to: a) pre-arranged, university sponsored activities; b) your own illness; c) death or grave illness in your immediate family; d) jury duty or required legal appearances. All instances require written validation. Request excuse by phone or e-mail before class. No make-up will be allowed without a medical/legal written excuse.
TARDINESS Plan to attend punctually. Late arrivals are disruptive to class sessions and discourteous to your classmates and your instructor. Late work will be accepted past the due date but 5 points will be deducted for each day that it is overdue. Exceptions will be made only in the case of serious documented excuses. Work will not be accepted after the last day of classes
GRADING is on the basis of quality, improvement, participation and attendance. No "Incompletes" except for documented legal or medical emergencies
QUIZZES: You can expect unannounced quizzes on each unit of required readings, videos or any materials discussed at any point in the course. No makeups on quizzes missed.
MIDTERM AND FINAL EXAMS, Weeks 6 and 11, consist of written i.d.’s, maps, and essay questions. No makeups unless medical or legal certification.
ORAL PRESENTATION: 10 minutes of oral presentation of analysis of an aspect of one of the texts among those in the required category. It should be accompanied by a handout that outlines your major points and includes key citations, references and images. You are encouraged to present visual as well as verbal elements to illustrate your points and stimulate discussion. Close with a question about your topic. The written version can become the nucleus for one of your short written essays on the same or a similar topic. If you wish to use PowerPoint, you need to be sure your formats are compatible with the setup in our classroom and check beforehand that it will work. Always prepare materials for a back-up in case technology fails. Oral presentations must fall within the calendar days scheduled for the unit on the topic. You need to sign up for your date on the schedule that will be circulated and define your topic as early as possible. See the suggested topics on the sheets on “Orientación lectiva y temario” distributed for each unit and the topics under “temas” for each unit in the Literatura Hispanoamericana anthology. If you wish to work on a topic not on the temario you must consult me by e-mail or phone before you begin preparation. In case of changes of date or topic, I must by notified by phone or email before the day scheduled in order to plan class time equitably and productively. Team presentations are possible but the topic must be approved by the instructor in advance. It is not acceptable to present a descriptive summary of the plot, the author’s life or repeat introductory information from the anthology or my class lectures or Internet sites.
WRITTEN MICRO-ENSAYOS(3-5 pages) In Spanish. These are thoughtful essays of the reaction paper type that first and foremost express your own ideas and reactions as well as textual and/or cultural analysis, for 2 of the assigned texts. You are encouraged to choose topics and texts that reflect your own interests or you may address topics suggested by the professor or questions raised during discussion or in consultation by e-mail or phone. I’m happy to help you develop a specific focus or a topic through consultation during my office hours, or by email or by phone. It’s advisable to consult me as far in advance as possible. Base your arguments on textual or visual evidence and be sure to include it and cite it in your paper. You can incorporate readings of critical and contextual materials for research beyond the collective reading assignments. In general, the more specific and focused the topic, the better. They may be comparative among two or more issues or texts, but must focus on a specific topic or issue. Be sure to include conclusions and bibliography of works cited or utilized. Each unit in the Literatura Hispanoamericana anthology has a “Bibliografía mínima” section that offers you critical and contextual cultural sources about each text. See also the “Preguntas de análisis” section for ideas for a presentation or an essay, as well as the section on “Temas”. For most units the suggested topics on the sheets on the “Orientación lectiva y temario” sheets that I distribute for each unit provide many appropriate topics.
Papers must be typed or word-processed DOUBLE SPACED, WITH A WIDE 1 “ LEFT HAND MARGIN for ease of reading and revision, using a normal 12 point font. Do not try to manipulate the length of your paper by using abnormally large or small fonts or margins. Length is 3-5 pages minimum. Format is MLA Handbook for Writers of Research Papers, 5a ed. (at SBX and most all bookstores) with foot or endnotes and a page for works cited for all references, including digital or electronic media sources. See the short-cut sheet on this format in the Information Stand opposite the Circulation Desk at the Main Library. Papers are due the day indicated on the course calendar. Points will be deducted for late submissions. Two short written essays are required. Additional ones may be counted as extra credit or can replace papers that received a lower grade. Topics are chosen according to the following distribution. At least 1 is required on Popol Vuh. The remaining essay should deal with a text of your choice from the other required readings in the course anthology. Don’t hestitate to e-mail in advance regarding your topics, especially for those on Popol Vuh and Sor Juana that are more complex and complete texts.
NOTA BENE: REGARDING USE OF ANY INTERNET, WWW, VIDEO, FILM OR PRINT MATERIALS
The sources for all material, images or information obtained through WWW or in any kind of print or video form must be correctly attributed. Any information of any kind that is not your own original idea must be correctly cited as indicated in the MLA format to be distributed in class. Any material that is not your own which remains uncited will be subject to the university guidelines concerning plagerism and academic misconduct.
Plagiarism is the representation of another’s works or ideas as one’s own: it includes the unacknowledged word for word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas. All cases of suspected plagiarism, in accordance with university rules, will be reported to the Committee on Academic Misconduct.
- Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com
The Office for Disability Services, located in 150 Pomerene Hall, offers services for students with documented disabilities. Contact ODS at 2-3307
ACADEMIC CONDUCT - University guidelines for academic conduct apply to all aspects of this course.
In the unlikely event of class cancellation due to emergency, I will contact you via e-mail and request that a note be placed on the classroom door. I will contact you as soon as possible following the cancellation to let you know what will be expected of you for our next class meeting.
STUDY TIPS:
-Do each week’s reading before that week’s
classes. Go over your notes after each class. Cross-reference your notes with
the reading assignments. Use your syllabus as a table of contents for your notes.
- Acquire a good Spanish/Spanish dictionary such as Vox
or Larousse from Latin American Book Sources, Inc. at www.latambooks.com on
the Web (type in Vox or Larousse in the search box) and keep a list of new vocabulary
for each reading selection, as 16th –18th century colonial Spanish will
challenge your lexicon.Get the Spanish dictionary not a bilingual one.
-Above all, keep up with the reading. There is an extensive
amount of information in this course; you can’t hope to master it by cramming
at the last minute.
-If there is a gap in your notes or a concept you have missed, get notes from
a classmate and handouts from the instructor or come to see me during office
hours.
SUGGESTIONS FOR MAKING THE COURSE MORE MEANINGFUL: (especially for students new to Latin American and/or Colonial cultures).
-Use the Research Data Bases in the Main Library or its Home Web Page
to check what research exists on your topic. Try the Handbook of Latin American
Studies (HLAS), The Hispanic American Periodical Index (HAPI),
the Arts and Humanities Citation Index; World Cat and for references
on literature, MLA Bibliography (but be aware that it has big gaps for
publications in Spanish language). JSTORE has excellent historical
material -Check out topics, regions and historical figures on the Web, especially
the cultural sections of Mexican newspapers such as La Jornada or cultural
or interdisciplinary such as Colonial Latin American Review.
Be
aware, however, that not all Web pages are free of historical inaccuracies or
cultural bias of various kinds. Many are very superficial. Be very cautious about
using the Web for serious research without solid back-up from the original or
scholarly sources.
-National Geographic’s Web site: www.nationalgeographic.com has topics related to indigenous and cultural art and practices. Be aware, though, that the main purpose of this site is to sell the magazine; it will be of most interest to you for the clickable images.
-Watch Hispanic cultural television channels such as Univisión or Televisa,
if you get them on a satellite dish or cable. PBS offers excellent cultural programs.
Others may appear on the Discovery Channel, the History Channel and the National
Geographic Channel.
-Take advantage of the lecture and film series sponsored by the Center for Latin
American Studies on Wednesday evenings.
CALENDARIO DE LECTURAS Y TEMAS
(Sujeto a ajustes menores al sílabo y al calendario)
-----------------------------------------------------------------------------------------------------------
M=Martes J=Jueves LH=Literatura Hispanoamérica:
Indígena, Colonia y Siglo XIX, (antologia literaria
WP555 = página web para SPA 555, R=Contexto recomendado.
CR =Closed Reserve.
----------------------------------------------------------------------------------
Mesoamérica: La palabra antigua
Semana I
M/03- enero - Orientación al curso. Leer: LH, 2-3, 13-14.
J/ 05 - Popol Vuh. Leer: Preface (Tedlock) 1-60.
Leer: WP555 - Popol Vuh:Texto bilingue y cuestionario [pdf]
Temas: Mito, tiempo y creación Quiche; Oralidad, traducción, performance
y escritura
Ver: “Ancient Mesoamerican Writing” y “Mayan Codices” buscar por Google “Mayan Codices” y los sitios de GBon ofrecen vistas y datos sobre varios libros antiguos. Una de los sitios es: http://pages.prodigy.com/GBonline/ancwrite.html
Video “The Maya: Temples, Tombs and Time” o "Lost Kingdoms of the Mayas"
---------------------------------------------------------------------------------------------------------------------Semana II
M/10 Popol Vuh. Parts I, II, 63-88,
Temas: Ejes metafóricos y epistemológicos.
R= WP555 - Shele & Friedel, "Sacred
space, Holy Time and the Maya World." [pdf]
R = WP555 – Coe-Maya
Calendar [pdf]
J/12 – Leer: Popol Vuh. Parts III y IV: 91-199.
Video: “Popol Vuh”
Comentario: "Modos de Narrar: oral, visual y escrito del cuestionario.
Semana III –
M/17 – Leer: WP555 – Schele & Friedel: “The Maya Ballgame" [pdf]
Continuación del comentario sobre el texto y la película
Presentaciones orales sobre Popol Vuh
J/19 - Presentaciones orales y entrega de ensayos escritos sobre Popol Vuh
---------------------------------------------------------------------------------------------------------------------Semana IV
El Caribe: Primeras imágenes, encomienda y evangelización
M/24 - Leer: Cristobal Colón, “Carta a Luis
de Santangel", LH; 21-25
Leer: WP555 = Columbus First Letter [pdf] y “Columbus Texts ( “Diario
de a bordo y otros textos) [pdf]
http://www.usm.maine.edu/~maps/columbus/
Temas; Escritura, re-escritura y transmisión. Primeras imágenes.
Códigos y categorías del Otro: Maravilla, Nombramiento, Desnudez
R= http://www.fordham.edu/halsall/source/columbus2.html
Video: “Columbus and the World of Discovery”, Episode # 2
J/26 – Encomienda, evangelización y los derechos
humanos.
Leer: Fray Bartolomé de las Casas – LH, 27-35. Leer: WP555 –Black
Legend and Antihispanic Stereotypes.” [pdf]
Leer: http://oregonstate.edu/instruct/phl302/philosophers/las_casas.html
Leer: “The Legacy of Bartolomé de Las Casas, Benjamín Keene,
http://oregonstate.edu/dept/philosophy/ideas/papers/keen.html
Video, Columbus , Episodio # 5, “The Cross and the Sword”
Contexto: *Arias: "Las Casas Representation of the Other(s) [pdf]
------------------------------------------------------------------------------------------------------------------Semana V
México: “Cosas nunca vistas ni oidas”: El encuentro de dos mundos
M/31- Leer: Bernal Díaz del Castillo, Historia verdadera de la conquista de la Nueva España; LH, 37-47
Nuevas identidades fundadoras: Gonzalo Guerrero, Jerónimo de Aguilar,
Malintzin (Doña Marina, Malinche).
R - WP 555 Malinche (Peterson,”Lengua o Diosa? The Early Imaging of Malinche”). [pdf]
Malinche Power Point [ppt]
Voces y visiones nahuas y sus testimonios
J/2 febrero – Leer: Configuración
del mundo hispanoamericanos LH 14-16.
Cantos (Poesía) Nahuatl, LH, 4-16, LEER Y VER: WP 555 “Los
códices mexicanos”. [pdf] http://pages.prodigy.net/gbonline/awborgia.html
Leer y Ver: Miguel León Portilla, ‘El Códice Florentino’,
http://codiceflorentino.tripod.com/
Power Point: Painting the Conquest-
Presentaciones orales y ensayos escritos sobre Colón, Bernal Díaz, Testimonio Nahua
------------------------------------------------------------------------------------------------------------------Semana VI
Identidades andinas: Lenguaje, memoria y mestizaje
M/7 – Leer: El Inca Garcilaso de la Vega, Comentarios
reales de los Incas, LH 50-57. .
Ver: Los grabados de Guaman Poma de Ayala y su carta, Nueva Corónica
y Buen Gobierno, selecciones, WWW http://www.kb.dk/elib/mss/poma
Comentarios y presentaciones orales y ensayos escritos sobre Inca Garcilaso
J/9 febrero = Examen Parcial Escrito
---------------------------------------------------------------------------------------------------------------------Semana VII
El Barroco y los espacios de la mujer
febrero
M/14 - Leer: Sor Juana Inés de la Cruz, LH, 59-62.. Leer :en Arenal y Powell: The Answer/La Respuesta , 1-37, y Texto español de ‘ La Respuesta’,39-105Comentario de texto.
R =WP 555 Myers: “Sor Juana’ Respuesta:
Rewriting the Vitae” [pdf]
R = http://www.dartmouth.edu/~sorjuana/
http://www.latin-american.cam.ac.uk/SorJuana/
J/16 - Leer: Arenal y Powell “Selected Poems: Introduction:
145-151. Poemas:
Poema 92 “Satira filosófica (“Redondillas) 156-158 y en LH
-64-65.
Conceptos del Renacimiento y del Barroco. Leer: LH- 7-11., Sonetos: 152-154.
---------------------------------------------------------------------------------------------------------------------
Semana VIII
M/21 - Leer: Schlau y Powell: ‘Los Villancicos de Sor Juana’ 160-161
Presentaciones orales sobre Sor Juana y entrega de ensayos escritos sobre Sor JuanaSiglo XIX: La Búsqueda de la emancipación cultural y el Romanticismo
J/22 – Leer: LH=72-80, ‘La búsqueda de la Emancipación cultural’
Leer: Fernández de Lizardi, “El Periquillo Sarniento” LH -133-139
Comentario de textos: La sátira y la risa como armas de resistencia
---------------------------------------------------------------------------------------------------------------------
Semana IX
El Romanticismo Hispanoamericano: Matices regionales
M/28 - Leer: Simón Bolivar: “Carta de Jamaica “Textos
en:
http://www.geocities.com/ander_13/sbolivar/simonbolivar.htm
http://www.geocities.com/Athens/Acropolis/7609/eng/
Tema: La retórica bolivariana y sus continuidades siglo XXI
Presentaciones orales sobre Bolívar, Fernández de Lizardi, Echevarría
J/2 marzo - El Perú: Ricardo Palma
y las Tradiciones peruanas. “Amor de Madre”, “El alacrán
de fray Gómez, LH -99-109
o
Clorinda Matto de Turner, “Para ellas, Malcoy (leyenda india) LH
-123-131
Power Point: Lima y su cultura popular o Video, Martín Chambi and the heirs of the Incas.
---------------------------------------------------------------------------------------------------------------------Semana X
M/7 marzo - José Hernández, “Martín
Fierro”, LH 111-122.
La construcción de íconos nacionales.
R = http://www.coopvgg.com.ar/selva/martinfierro/martinfierro.htm
Presentaciones orales sobre Palma, Matto de Turner, Hernández y ensayos escritos sobre los mismos
Se reparte temario y/o examen domiciliario
J/9 - Presentaciones orales pendientes.
Entrega de ensayos pendientes sobre Palma, Matto de Turner y/o Hernández.
Comentario colectivo sobre el curso y repaso
---------------------------------------------------------------------------------------------------------------------M/ 14 - Entrega del Examen Escrito, 12 p.m. mediodía, Hagerty 298, casillero de Profa. Ahern.