The Graduate Program: Course Archive
Spanish & Portuguese Graduate Courses 2008 – 2009
Fall 2008 Graduate Courses | Spring 2009 Graduate Courses
Fall 2008 Graduate Courses
| Course # | CCN | Title | Day/Time | Instructor |
| 200C | 86319 | Research Seminar II | F 1:30-3 | TBD |
| 242 | 86324 | Literary Theory & Criticism | Th 3-6 | Dougherty |
| 280.1 | 86325 | Las Vanguardias Argentinas de los años 20 | Tu 3-6 | Masiello |
| 280.2 | 86328 | Literatura y Música del Caribe Hispano | M 3-6 | Ramos |
| 280.3 | 86331 | Ficcion y Transición en America Latina | W 3-6 | Garcia-Moreno |
| 285.1 | 86334 | Garcilaso y Herrera | Th 3-6 | Navarrete |
| 285.3 | 86340 | Valle Inclán: War, the Grotesque & Tragedy | Tu 3-6 | Dougherty |
Spanish 242: Introduction to Literary Theory (4 Units)
Prof. Dru Dougherty
The course is an introduction to 20th-century literary theory from structuralism to post-colonialism. Each week we will survey a major trend, using class time to clarify analytical concepts, discuss the propositions posed by the readings and explore their application to literary texts.
Requirements
Each student will hand in 6 of 11 weekly assignments (2-3 pages) and will lead one of the seminar discussions. At our first meeting I will distribute guidelines for the weekly assignments and for facilitating discussion. As a final project, each of you will give a 15-minute presentation on how you would organize a research paper on a subject of your choice, incorporating in the problematic one or more theories studied in the course.
Texts
Barry, Peter. Beginning Theory. Manchester: Manchester University Press, 1995. ISBN: 0-7190-6268
Leitch, Cain, Finke, Johnson, McGowan, Williams. The Norton Anthology of Theory and Criticism. New York/London: Norton, 2001. ISBN: 0-393-97429-4
A Reader with additional texts will be on sale at Copy Central, Bancroft Ave.
Spanish 280.1:Vanguardia y cultura. La Argentina de los años 20. (4 units)
Prof. Francine Masiello
This course focuses on three writers–Arlt, Borges, and Girondo--, but it draws upon a wide range of artifacts–little reviews, newspapers, film and music, visual arts and architecture–that will allow us to reconstruct the culture of a decade. If, through the literary analysis of three writers, we come to terms with the poetic dimensions of the vanguardia, the ways in which cosmopolitanism comes into play with the local temporalities of popular or emerging mass culture, through our reading of little reviews and newspapers (Martín Fierro, Proa, Inicial, Síntesis, Claridad, Nosotros, Caras y caretas, El Hogar, Crítica among them), we will attempt to grapple with the larger flows of information that crossed through Buenos Aires, structuring the imagination and desires of an urban reading public. Reaching out from this base, pursuing the debates among intellectuals and tracking the cultural objects that they encountered along the way, we will try to grasp a version of 20s discourse from primary texts in circulation. This is a "hands on" research course in which we will learn to read the archives and, through them, to plot the spatial and temporal coordinates that mapped culture in the 1920s.
Required Books.
Arlt, Roberto. El juguete rabioso. Buenos Aires> Losada, 2005.
ISBN> 950-03-0605-0
Arlt, Roberto. Los siete locos. Buenos Aires> Losada,. 2005.
ISBN> 950-03-0620-4
Arlt, Roberto. Los lanzallamas. Buenos Aires> Losada, 2005
ISBN> 950-03-0616-6
Borges, Jorge Luis. Textos recobrados, 1919-1929. Edited by Sara Luisa del Carril. Barcelona: Emece, 2007. vol 1
ISBN> 978-950-04-2935-1
Borges, Jorge Luis. Obras completas, vol. 1. Buenos Aires> Emece, 2007.
ISBN> 978-950-04-2873-6
Girondo, Oliverio. Obras completas. Buenos Aries, Losada.
ISBN>950-03-5698-8
Spanish 280.2: : Literatura y música del Caribe hispano (4 units)
Prof. Julio Ramos
Este curso explorará la relación entre la música y la literatura moderna en el Caribe hispano. Recorreremos inicialmente los itinerarios de una metáfora clave en los discursos culturales caribeños: el ritmo como articulación y cruce de temporalidades multiples (Palés Matos, Guillén, del Cabral). Las pistas sincopadas del ritmo en los discursos identitarios modernos (Carpentier, W. C. Williams, Benítez Rojo, Quintero Rivera, Quintero Herencia, Otero y otros) nos permitirán revisar una serie de textos literarios y antropológicos ya clásicos que ubican el concepto del contrapunto en el corazón mismo de sus entramados figurativos y teóricos (Ortiz, Carpentier, Lezama Lima). Los contrapuntos (barrocos y vanguardistas) nos llevarán luego a considerar diversas prácticas y conceptualizaciones de la fusión musical en la obra de varios compositores y músicos contemporáneos, particularmente Chucho Valdés, Gonzalo Rubalcaba, Palmieri y Francisco Aguabella cuyas fusiones inscriben los mapas nuevos de un cosmopolitismo alternativo y divergente que nos invita a considerar las discusiones sobre la “criollización” en otras lenguas y sonoridades caribeñas (Brathwaite, Glissant, Condé). Tales discusiones acaso faciliten nuestro acercamiento final a Pedro Valdez y el regatón (La Sista) al hip hop (Los Orishas, Alamar Express, T. Calderón) y a la invención de la timba (Los Van Van, NG, Charanga Habanera).
Lecturas (muy tentativa: la lista final se distribuirá el primer día de clase)
Alejo Carpentier, El reino de este mundo
La música en Cuba (selección)
selección de cuentos
Luis Palés Matos, Tuntun de pasa y grifería
Nicolás Guillén, selección de poesía
Manuel del Cabral, selección de poesía
Relatos de Ana Lydia Vega y Carmen Lugo Filippi
Relatos de Rita Indiana Hernández y Aurora Arias
Fernando Ortiz, selección de ensayos (del Contrapunteo, sobre Wilfredo Lam y de La transculturación blanca de los tambores negros)
Pedro Valdez, Bachata de un ángel caído
Antonio Benítez Rojo, La isla que se repite (segunda edición española)
Edgardo Rodríguez Juliá, El entierro de Cortijo
Guillermo Cabrera Infante, Delito por bailar el chachachá
Luis Rafael Sánchez, La guaracha del Macho Camacho
Otras lecturas (ensayos sobre música y cultura)
S. W. Mintz, T.W. Adorno, Quintero Herencia, J.M. Wisnik, L. Acosta, Ph. Lacoue-Labarthe, Aurea M. Sotomayor, Adriana Orejuela, J.L. Nancy, Quintero Rivera, Raúl Fernández, Deleuze/Guattari, Juan Flores, D. Pacini Hernández, Juan Otero Garabis
Spanish 280.3: Ficción y Transición en América Latina (4 units)
Prof. Laura Garcia-Moreno
Este seminario se enfocará en literatura y cultura latinoamericana que marca y se desarrolla en momentos de transición social, económica y/o política a partir de la mitad del siglo veinte. Además de textos literarios como El llano en llamas (Rulfo), El obsceno pájaro de la noche (Donoso), Lumpérica (Eltit), La nueva novela (Martínez), El dock, (Sánchez), El entenado (Saer), En estado de memoria (Mercado), así como obras de Puig y Taibó, entre otras, exploraremos formas culturales no literarias como fotografía, instalación y espacios públicos. Temas importantes del curso son la producción de literatura y cultura en contextos de crisis, formas de insubordinación estética y la relación entre memoria y narración.
Spanish 285.1: Garcilaso de la Vega and Fernando de Herrera (4 units)
Prof. Ignacio Navarrete
This will be a research seminar into the major issues and resources for the study of Garcilaso de la Vega in particular and of Golden Age and Colonial poetry in general. Possible avenues of investigation include: Garcilaso's combination of classical, Italian, and medieval Castilian sources; the nature of poetic imitation; the influence of courtly aesthetics; the political and social context and content of Garcilaso's poetry; contemporary reception of Garcilaso's poetry leading up to his canonization as an original, and the ideology of the Golden Age commentaries. We will also read the commentaries for the information they provide about Renaissance Spanish poetic theory, and examine how Herrera himself appropriates Garcilaso in his own poetry.
Requirements: a short critical paper, a long research paper, constructive critique of another student's paper, and class presentations.
Books on order:
Garcilaso de la Vega, Obra poética y textos en prosa (Crítica, 84-8432-882-1)
Pierre Alzieu (ed), Poesía erótica del siglo de oro (Crítica, 84-8432-083-9)
Fernando de Herrera, Anotaciones a la poesía de Garcilaso (Cátedra, 84-376-1923-1)
-----. Poesía castellana original completa (Cátedra, 84-376-0509-8)
Spanish 285.3 Valle-Inclán: War, the Grotesque and Tragedy. (4 units)
Professor Dru Dougherty
The seminar will study the relationships between war and Valle-Inclán’s experiments with traditional and modern tragedy. Spain’s Carlist civil wars, the writer’s visit to the French front during World War I and his familiarity with Goya’s Desastres de la Guerra demonstrate his preoccupation with the emblematic experience of tragic suffering in an age when the viability of tragedy as a genre was being questioned. Readings include Romance de lobos. Comedia bárbara; Gerifaltes de antaño. La guerra carlista; selections from La lámpara maravillosa; Voces de gesta (tragedia pastoral); El embrujado (tragedia de las tierras de Salnés); La medianoche. Visión estelar de un momento de guerra; Divinas palabras (tragicomedia de aldea); Luces de bohemia. Esperpento; Las galas del difunto. Esperpento; Tirano Banderas. Novela de Tierra Caliente. The novels we’ll read, along with La medianoche, will give us an opportunity to discuss how war and tragedy spurred Valle to theorize and develop a novela de masas.
Portuguese 275: Brazilian Poetry: Art and Social Transformation (4 units)
Prof. Candace Slater
The seminar is designed both to introduce graduate students to Brazilian poetry and to permit those already familiar with its basic contours to deepen their understanding of particular aspects of it over time. We will look at the evolution from Romanticism into the present in terms of poets’ ideas about art in relationship to variously-defined social transformations. Examples will include the work of major writers such as Manuel Bandeira, Carlos Drummond de Andrade, Haroldo de Campos, and João Cabral de Melo Neto, as well as popular poets including Patativa and a series of cordel writers from the past and present. The unifying thread will be shifting ideas of what poetry is, and of the poet’s relationship to sometimes multiple publics with different capacities and demands.
Spring 2009 Graduate Courses
| CCN | COURSE # | TITLE | DAY/TIME | INSTRUCTOR |
| 86310 | 200B | Research Seminar I | Th 12-3 | Masiello |
| 86313 | 201 | Literary Linguistics | Tu 2-6 | Azevedo, M |
| 86316 | 223 | Major Poets of the Golden Age | Th 3-6 | Bergmann |
| 86319 | 232 | Colonial Spanish American Literature | Tu 3-6 | Rabasa |
| 86322 | 280.1 | Portraiture | M 3-6 | Brizuela |
| 86325 | 280.2 | Juan Rulfo y la Cultura de su Tiempo | W 3-6 | Ramos |
| 86238 | 285.1 | TBD | W 3-6 | Iarocci |
| 86654 | Port. 275 | Cultural Writing, Postcoloniality and Power | Th 3-6 | Martinho |
Spanish 200B: (CCN 86310): Research Seminar I (4 units)
Prof. Francine Masiello
This research seminar will introduce entering students to graduate study in the department, but more advanced graduate students are invited to join the course. The research seminar has several objectives, practical and theoretical. First, it is designed to introduce students to research instruments, journals, and pertinent bibliographies in the student’s main field of interest. Second, the seminar is designed to give graduate students exposure to different genres of scholarly writing: précis, book review, the basis of the scholarly article.Crossing the grain of these practical questions, students will be introduced to the four categories of analysis that will be the basis of their future field statements: time, space, voice, and method. The objective is for students early on in their studies to understand the nature of these key concepts and how they can serve as guides for their studies and their research.
In this course, we will organize our inquiries around a problem in literary evolution: the transition from baroque to neobaroque poetics. Beginning with a study of Cervantes’s Novelas ejemplares, the poetry of Quevedo and Sor Juana, we will set an inquiry about the articulation of voice within spatial and temporal fields. We will also make a claim that certain aspects of the baroque esthetic reappear in the late 19th both in Spain and Latin America through the fiction of Pérez Galdós and the poetry of Rubén Darío. Finally, we will actualize contemporary neobaroque tendencies through the selected writings of Spanish American authors Severo Sarduy, Néstor Perlongher, Manuel Puig, and Pedro Lemebel as well as some Brazilian poets from the concretistas to the present moment. Through these different examples, we will track the articulation of voice as both a vehicle and disturbance of meaning; we will look at space as an interior construction projected on various external forms from the enclosed room or cell to the broad expanse of the city; we will look for the ways in which the normative temporal continuum is challenged through techniques of time compression or expansion and through the articulation of multiple or overlapping time frames; finally, we will look at the ways in which these techniques are taken in through the time and space of reading and the voice that our reading engenders.
Span 201 (CCN 86313): Literary Linguistics (4 units)
Prof. Milton Azevedo
This course explores applications of linguistic theory to literary texts as a foundation for analyzing elements of fiction prose, such as narrative techniques, viewpoint, dialogue and discourse, direct and indirect speech, and representations of orality. Course fulfills either the graduate requirement of one course in historical or descriptive Hispanic Linguistics or the graduate requirement of one course in literary or linguistic theory. Previous coursework in linguistics is helpful; students without such a background are urged to read the paperback.
Language. The Basics, by R. L. Trask, 2nd edition, London & New York: Routledge, 1995.
Course requirements:
Very active participation in class.
A weekly reaction paper analyzing a literary text.- An oral presentation of about 15 minutes (week 15) following the usual criteria of a congress paper, on a topic chosen by the student in consultation with the instructor.
A term paper developing the oral presentation toward a publishable paper, about 15-20 pages.
Spanish 223: Poetic Subjectivities and Visual Culture of the Baroque
Prof. Emilie L. Bergmann
The multiple usages and definitions of the term "Baroque" reflect its varying prestige: glorious or decadent; ornate excess or dramatically constrained neoclassicism; last gasp of the medieval or precursor to the secularism of the modern. This seminar traces baroque labyrinths of metaphor in seventeenth-century Spanish and Spanish-American poetry in the context of theorization of the visual arts and narratives of artistic periodization, in particular the ruptures and continuities between the pre-modern, modernity, and postmodernity. The readings in this seminar center on seventeenth-century baroque poetry (Gongora, Quevedo, and Sor Juana) framed by the perspectives of the philosophical and political significance of visual culture in the Baroque.
Requirements: Weekly presentations on readings (poetry and critical approaches); mid-semester outline and final project; or 3 research essays on a key topic related to each of the poets.
Spanish 232 (CCN 86319): Colonial/Postcolonial (4 units)
Prof. Jose Rabasa
This course offers an introduction for graduate students to Colonial and Post-Colonial Studies. In studying colonial texts we inevitably bring into play our own particular historical consciousness, that is, our myths, prejudices, categories, understandings of objectivity and subjectivity, and a sense of being in the correct with respect to the beliefs of previous generations. We will read primary sources in conjunction with representative texts informed by postcolonial theory and subaltern studies. The objective is not to apply these texts to colonial materials but to juxtapose them and reflect on the tensions that result from confronting different worlds. We will not be exclusively concerned with written texts using the Latin alphabet but will also study other cultural artifacts as maps, icons, and Native American writing systems. The Native-American chronicles will include texts written in alphabetic script as well as visual representations drawing elements from pre-Hispanic forms of iconic script. Particular attention will be paid to how these postconquest texts tend to subvert the function and the meaning of written discourse and pictorial perspective in Western culture, and thus to constitute forms of cultural survival.
Spanish 280.1 (CCN 86322): Portraiture (4 units)
Prof. Natalia Brizuela
What is a portrait? What is in a portrait? This graduate seminar will explore forms of portraiture in different mediums—literary, photographic, cinematographic—from the nineteenth and twentieth century, asking of these depictions of the “face” and the “I”—meant to make visible physical traits but above this, character, interiority—how they liberate and confine at the same time, how, that is, they function both as forms of self display and as apparatus of control, conforming and molding subjects. We will pay particular attention to the “democratic” impulse of photographic portraiture, and the ways in which that opening up of the genre—taking it beyond the royal and regal sphere—in the mid nineteenth century changed the laws of the genre as well. We will also pay particular attention to questions of mimesis and indexicality, but even more importantly, to the necessary fiction inherent in this genre.
Spanish 280.2 (CCN 86325): Female Voices of Latin America: Literature and Film (4 units)
Prof. Pilar Alvarez-Rubio
This graduate seminar departs from the assumption that women have been “silent” throughout the ages, and that only in the last few decades they have found a literary voice. Indeed, in spite of historical attempts to deny women a space in the pages of creative writing, we will critically study and analyze the works of some notable women writers of Latin America, beginning in the 17th century and ending in contemporary times. Grounding our readings on their particular contexts, we will discuss how their works have challenged and changed their literary as well as their quotidian realities, and how their legacy has influenced us. We will examine a wide range of genres: novel, short story, essay, poetry, and film. In the cinematographic component of the course we will use a comparative approach to examine literary works and their film adaptations in/about two of the authors. We will address the fundamental differences between the written text and the visual image, and we will analyze and reflect on the implications of ideology and gender in film recreation. Theoretically, the course privileges post-colonialist and feminist approaches, however, traditional approaches will also be used. Major themes include: women' rights, gender roles, the defense of the marginalized, totalitarianism and its effects, eroticism and love, national identity, and linguistic, historical, and economic debates. The completion of these studies will give students a deeper understanding and appreciation of women’s literary accomplishments as well as of the social and aesthetic issues they have addressed thorough the centuries in canonical and non-canonical Works. Conducted in Spanish.
Sp. 285.1: Politica y Conocimiento en el "Siglo de las Luces" Transatlantico (4 units)
Prof. Michael Iarocci
Partiendo principalmente de la prosa del siglo xviii, reflexionaremos sobre las relaciones entre política y conocimiento en la cultura transatlántica de la Ilustración. Nuestro itinerario de lecturas pasará por Inglaterra (Bacon, Locke, Smith), Francia (Montesquieu, Diderot, Rousseau etc.), España (Feijoo, Cadalso, Amar y Borbón, Montengón), y los virreinatos de Nueva España (Lizardi), Nueva Granada (Gumilla) y Perú (Carrió de Lavandera). Acoplaremos estas lecturas con textos más recientes (de historia, teoría y crítica) que pretenden revisar los discursos de la modernidad ilustrada en Europa y las Américas. Nota: Se desarrollarán informes, ensayos breves, y un ensayo final (“take-home”) en torno a una serie de cuestiones relacionadas con el tema del curso. No habrá un trabajo de investigación final.
Textos principales: Josefa Amar y Borbón. Discurso sobre la educación física y moral de las mujeres.
José Cadalso. Cartas marruecas. Noches lúgubres.
---. Los eruditos a la violeta.
Benito Jerónimo Feijoo. Teatro crítico universal.
Francisco Isla. Fray Gerundio de Campazas, alias Zotes.
Alonso Carrió de Lavandera. Lazarillo de ciegos caminantes.
Joaquín Fernández Lizardi. El periquillo sarniento.
Pedro Montengón. Eusebio.
José Gumilla. El Orinoco Ilustrado. (Selecciones y visita a la Bancroft).
Doris Outram. The Enlightenment. 2a edición.
The Portable Enlightenment Reader. Ed. Isaac Kramnick.
Un “reader” de materiales adicionales.
Lecturas en Internet.
Portuguese 275.1 (CCN 86654): Cultural Writing, Postcoloniality and Power (4 units)
Prof. Ana Maria Martinho
Contemporary issues concerning the Lusophone countries are the primary focus of this course. We will compare the respective political systems, the current configuration and production of cultural forms and the emergent discourses on postcoloniality. How are political changes and public policies evolving and how do they impact development and wealth distribution? What are the consequences of such policies in the creation of new cultural forms and in the expression of cultural resistance? Topics:
A)
Structures of power in the North Atlantic and in the Global South.
Memory and legacy: colonial rule, postcolonial regimes and native authorities.
Democracies and regimes in transition.
Power relations and urban development today.
B)
Cultural knowledge and cultural production.
Urban explosion and the expression of violence.
Ethnography, cultural writing and insurgence.
C)
Postcoloniality and resistance in literature, the media and digital communication.
Readings:
ALMEIDA, Miguel V. De (2004). Earth-Colored Sea: Race, Culture and the Politics of Identity in the Post-Colonial Portuguese-Speaking World. Oxford & New York. Berghahn Books.
ALMEIDA, Miguel V. De (2000). Um Mar Da Cor Da Terra: Raca, Cultura E Politica Da Identidade. Oeiras. Celta.
BOON, J. A. (1982). Other Tribes, Other Scribes, Cambridge. Cambridge University Press.
CHABAL, Patrick (2002). A History of Postcolonial Lusophone Africa. London. C. Hurst & Co.
CLIFFORD, J. & MARCUS, G. (1986). Writing Culture: the poetics and politics of ethnography. Berkeley. University of California Press.
COMAROFF, Jean & John 2006 (eds.). Law and Disorder in the Postcolony. U. of Chicago Press.
DORST, J. D. (1989). The Written Suburb: an ethnographic dilemma. Philadelphia. University of Pennsylvania Press.
FIDDIAN, Robin (2000) (org.). Postcolonial Perspectives on the Cultures of Latin America and Lusophone Africa. Liverpool. Liverpool University Press.
HAMILTON, Russell (1999). «A Literatura dos PALOP e a Teoria Pós-colonial», in revista Via Atlântica, nº 3, São Paulo, Univ. de São Paulo, pp. 12-23.
www.geocities.com/ail_br/aliteraturapalopteoriaposcolonial.htm.
HOLSTON, J. (2008). Insurgent Citizenship. Disjunctions of Democracy and Modernity in Brazil. Princeton University Press.
MEDEIROS, Paulo de (2007) (org.). Postcolonial Theory and Lusophone Literatures, Portuguese Studies Center – Univ. Utrecht. Utrecht.
OWEN, Hilary & ROTHWELL, Phillip (2004) (org.). Sexual-Textual Empires: Gender and Marginality in Lusophone African Literature, Bristol, Bristol UP, 2004.
SANCHES, Manuela Ribeiro (2005) (org. e introd.). Deslocalizar a “Europa”. Antropologia, Arte, Literatura e História na Pós-colonialidade. Lisboa. Cotovia. 2005.
SANTOS, Boaventura de S. (2006). A Gramática do tempo: para uma nova cultura politica. Lisboa. Afrontamento.
WIARDA, Howard J., & KLINE, Harvey F. (2007). A Concise Introduction to Latin American Politics and Development. Westview.
Course requirements:
1 final paper, 1 in-progress report during the semester and 1 class presentation. Papers can be submitted in Portuguese or English.
Literary texts in Portuguese will also be available in English or Spanish translation so that students from different academic backgrounds can join the class.