Course Description
SPAN 304: Intro To Hispanic Literature
Conducted in Spanish, the course introduces the principles of literary analysis, based on reading and discussion of Hispanic literary texts. Includes fiction, drama, essay, and poetry from Spain and Spanish America.
https://csumb.edu/course/span/304
https://csumb.edu/catalog/course-descriptions
Meets MLO3
https://csumb.edu/course/span/304
https://csumb.edu/catalog/course-descriptions
Meets MLO3
Course Narrative
This invigorating class expanded my knowledge and perspective to a higher level which helped me achieve the language proficiency of MLO1 being that communicating effectively in Spanish is a requirement. I also attained the literary and cultural knowledge of MLO3 because of the requirement of understanding the ways of thinking and the behavioral practices of Hispanic societies. The link below of a collaborative Power Point of Modernismo will support the interpretive and presentation form.
The book for this class, Aproximaciones, was broken down into: narrative, poetry, and theater. In the narrative phase we learned about literary movements including Modernism, Surrealism, and Naturalism. Dr. Fernandez is extremely knowledgeable and encouraged learning by dividing us into small groups to search answers related to the central theme. This method prompted more questions that lead to deeper development of what an author was trying to convey. The story, “Las medias rojas” ("The Red Stockings") by Spanish author, Emilia Pardo Bazan impacted me the most because it is about a widowed father who beats his daughter for wearing red stockings because they represented indecent behavior. Daring to wear them meant daring to leave home in search of adventure and love so he used violence to keep her from leaving. The undeserving abuse against women is the central theme.
In regards to poetry, we identified rhetorical figures/literary devices including: metaphor - comparison “Sus dientes son perlas” (a word or phrase used for one thing is applied to another: “Her teeth are pearls.”) and Anaphora - “aquí tengo una voz, aquí tengo una vida” (partial poem: “Recoged esta voz” by Miguel Hernandez - repetition of a word at the beginning of phrases, “Here I have a voice…, here I have a life…”). We also learned poem structure such as: verse amount - quarter; syllable count - hendecasyllable (11 syllables) and types of rhyme - if a verse has under eight syllables it is called arte menor identified with lower case letters; a verse with more and containing capital letters is called arte mayor.
We studied theater through the movie La Casa de Bernarda Alba. This story takes place in Spain where the widowed matriarch, Bernarda was controlling and oppressive with her mother, her five daughters and the maid. To honor a mourning tradition of not allowing her daughters outside the house for eight years, she deprives them of freedom and the chance at finding love. Mrs. Alba maintained a hardened heart even when her youngest daughter commits suicide over a relationship her mother disapproved. Every lecture kept us occupied from minute one and Dr. Fernandez’ devotion to our learning was constant. I loved this class and will be applying all this knowledge to future subjects, particularly the analyzing process.
The book for this class, Aproximaciones, was broken down into: narrative, poetry, and theater. In the narrative phase we learned about literary movements including Modernism, Surrealism, and Naturalism. Dr. Fernandez is extremely knowledgeable and encouraged learning by dividing us into small groups to search answers related to the central theme. This method prompted more questions that lead to deeper development of what an author was trying to convey. The story, “Las medias rojas” ("The Red Stockings") by Spanish author, Emilia Pardo Bazan impacted me the most because it is about a widowed father who beats his daughter for wearing red stockings because they represented indecent behavior. Daring to wear them meant daring to leave home in search of adventure and love so he used violence to keep her from leaving. The undeserving abuse against women is the central theme.
In regards to poetry, we identified rhetorical figures/literary devices including: metaphor - comparison “Sus dientes son perlas” (a word or phrase used for one thing is applied to another: “Her teeth are pearls.”) and Anaphora - “aquí tengo una voz, aquí tengo una vida” (partial poem: “Recoged esta voz” by Miguel Hernandez - repetition of a word at the beginning of phrases, “Here I have a voice…, here I have a life…”). We also learned poem structure such as: verse amount - quarter; syllable count - hendecasyllable (11 syllables) and types of rhyme - if a verse has under eight syllables it is called arte menor identified with lower case letters; a verse with more and containing capital letters is called arte mayor.
We studied theater through the movie La Casa de Bernarda Alba. This story takes place in Spain where the widowed matriarch, Bernarda was controlling and oppressive with her mother, her five daughters and the maid. To honor a mourning tradition of not allowing her daughters outside the house for eight years, she deprives them of freedom and the chance at finding love. Mrs. Alba maintained a hardened heart even when her youngest daughter commits suicide over a relationship her mother disapproved. Every lecture kept us occupied from minute one and Dr. Fernandez’ devotion to our learning was constant. I loved this class and will be applying all this knowledge to future subjects, particularly the analyzing process.
modernismo.pdf |