Madeline Sutherland-Meier

Please check back for updates.

Please check back for updates.

Study and practice of Spanish grammar that includes reading exercises and guided composition designed to develop writing skills across styles. Students will be exposed to various topics in Spanish language, literature, and culture.

Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa.

Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa.

Please check back for updates.

Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa.

In this course we will study how disease, disability, and medicine are represented in Spanish literature, art, and film from the Middle Ages to the present day. We will look at works of fiction as well as personal accounts of illness and/or disability. We will also study how artists such as Velázquez (1559-1660) and Goya (1746-1828) portrayed the ill and disabled and, in Goya's case, how he portrayed his own illness and the doctors who attended him. Film portrayals of disability will also be considered.

 In art as well as in literature, disease and disability are often used as metaphors. They appear this way in miracle tales from the Middle Ages, for example, where they may also occur as divine punishments. In addition to the primary texts, we will read and discuss articles by literary critics.

Topics we will cover and texts we will read during the semester:

1. Wounded Storytellers and Misfits: Ramón Sampedro, Cartas desde el infierno; Teresa de Cartagena, Arboleda de los enfermos; Alejandro Amenábar, Mar adentro.
2. Representations of Blindness: Lazarillo de Tormes, “Primer Tratado.” In addition, I will share some of my own research on blindness with you.
3. Disability in Medieval Miracle Collections: Berceo, Milagros de Nuestra Señora and Alfonso el Sabio, Cantigas de Santa María (selections)
4. The Health of Children in 18^th Century Spain: Padre Sarmiento, “Discurso … primera educación”
5. Representations of disease, disability and medicine in Spanish art

Evaluation:

Two exams  30%

Two papers  30%

Group project on an art work  10%

Reports on critical readings  10%

Homework   10%

Attendance  10%

This course uses plus-minus grading.

Catalog Description: Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective.

In this section of the course, we will study literature from Spain and Spanish America from the Middle Ages to the Twentieth Century. The readings are organized chronologically and focus on three major themes: love and passion, death, and the unknown. This course is designed to introduce students to the wealth and breadth of the literature of Spain and Spanish America, help them develop a vocabulary for talking about literature, and provide them with opportunities to advance their proficiency in Spanish in five basic areas: reading, writing, speaking, listening, and comprehension. In addition, students will work in groups to prepare a presentation on a work of art from the Blanton Museum. The work chosen should express one of the three themes of the course (love and passion, death, or the unknown) and should be by an Hispanic artist.

Catalog Description: Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective.

In this section of the course, we will study literature from Spain and Spanish America from the Middle Ages to the Twentieth Century. The readings are organized chronologically and focus on three major themes: love and passion, death, and the unknown. This course is designed to introduce students to the wealth and breadth of the literature of Spain and Spanish America, help them develop a vocabulary for talking about literature, and provide them with opportunities to advance their proficiency in Spanish in five basic areas: reading, writing, speaking, listening, and comprehension. In addition, students will work in groups to prepare a presentation on a work of art from the Blanton Museum. The work chosen should express one of the three themes of the course (love and passion, death, or the unknown) and should be by an Hispanic artist.

In this course we will study how disease, disability, and medicine are represented in Spanish literature, art, and film from the Middle Ages to the present day. We will look at works of fiction, such as the picaresque novel Lazarillo de Tormes (1554), which features probably the most well-known disabled figure in Spanish literature, well as personal accounts of illness and/or disability, such as Teresa de Cartagena's Arboleda de los enfermos (c. 1450). We will also study how artists such as Velázquez (1559-1660) and Goya (1746-1828) portrayed the ill and disabled and, in Goya's case, how he portrayed his own illness and the doctors who attended him. Film portrayals of disability--Mar adentro (2004)--will also be considered.

In art as well as in literature, disease and disability are often used as metaphors. They appear this way in miracle tales from the Middle Ages, where they may also occur as divine punishments. Of course, disease and disability are employed to other ends as well. We will talk about the madness of the main character in Cervantes’s El licenciado Vidriera and read an historical drama by Antonio Buero Vallejo (1916-2000), El concierto de San Ovidio, which is based on an event from the 18^th century. We will also read articles by literary critics and excerpts from The Wounded Storyteller by Arthur Franks and Susan Sontag’s Illness as Metaphor. We will make at least one trip to the Blanton Museum to see engravings by Goya.

Please check back for updates.

Please check back for updates.

Taught in Spanish. Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa. 

May be repeated for credit when the topics vary. Taught in Spanish. Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa.

Study of important themes or issues in the cultural production of the Iberian world. Subjects include various cultural expressions and their relevance in specific political and historical contexts.

Topic 1: Hispanic Chivalry. Study of the origins of chivalry with mounted warriors in feudal and crusading warfare. Emphasis on how knights became either the goons and enforcers, robbers of barons, or heroes and protectors of the people with the end of the crusading and Reconquest eras.

Topic 2: Cultures in Contact in Medieval Spain. Focus on the works of literature that reflect the three cultures which coexisted and flourished for almost eight centuries in medieval Spain: the Islamic, the Jewish, and the Christian.

Topic 3: Space in Contemporary Iberian Literatures and Cultures. Studies the representation of space in contemporary Spanish literature, with an emphasis on questions of gender, sexuality, memory, class, and artistic imagination.

Topic 4: Violence and Identity in Early Modern Spain. Examines the tensions between individual and society, between self and other, in the dramatic literature of early modern Spain, focusing on the themes of war, conquest, race, sex, and gender.

Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa.

Study of important themes or issues in the cultural production of the Iberian world. Subjects include various cultural expressions and their relevance in specific political and historical contexts.

Topic 1: Hispanic Chivalry. Study of the origins of chivalry with mounted warriors in feudal and crusading warfare. Emphasis on how knights became either the goons and enforcers, robbers of barons, or heroes and protectors of the people with the end of the crusading and Reconquest eras.

Topic 2: Cultures in Contact in Medieval Spain. Focus on the works of literature that reflect the three cultures which coexisted and flourished for almost eight centuries in medieval Spain: the Islamic, the Jewish, and the Christian.

Topic 3: Space in Contemporary Iberian Literatures and Cultures. Studies the representation of space in contemporary Spanish literature, with an emphasis on questions of gender, sexuality, memory, class, and artistic imagination.

Topic 4: Violence and Identity in Early Modern Spain. Examines the tensions between individual and society, between self and other, in the dramatic literature of early modern Spain, focusing on the themes of war, conquest, race, sex, and gender.

Taught in Spanish. Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa.

Study of important themes or issues in the cultural production of the Iberian world. Subjects include various cultural expressions and their relevance in specific political and historical contexts.

Topic 1: Hispanic Chivalry. Study of the origins of chivalry with mounted warriors in feudal and crusading warfare. Emphasis on how knights became either the goons and enforcers, robbers of barons, or heroes and protectors of the people with the end of the crusading and Reconquest eras.

Topic 2: Cultures in Contact in Medieval Spain. Focus on the works of literature that reflect the three cultures which coexisted and flourished for almost eight centuries in medieval Spain: the Islamic, the Jewish, and the Christian.

Topic 3: Space in Contemporary Iberian Literatures and Cultures. Studies the representation of space in contemporary Spanish literature, with an emphasis on questions of gender, sexuality, memory, class, and artistic imagination.

Topic 4: Violence and Identity in Early Modern Spain. Examines the tensions between individual and society, between self and other, in the dramatic literature of early modern Spain, focusing on the themes of war, conquest, race, sex, and gender.

Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa.

Taught in Spanish. Overview of Iberian and/or Latin American literatures and cultures, including the arts and popular expressions, from a multidisciplinary perspective. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa. Latin American Studies 322 and 370S may not both be counted unless the topics vary. Only one of the following may be counted: Latin American Studies 370S (Topic 27), Spanish 328, 328C. Only one of the following may be counted: Latin American Studies 370S (Topic 3), 370S (Topic 27), Spanish 322K, 328C.

The general description of SPN 357 found in the catalog reads as follows: “Study of important themes or issues in the cultural production of the Iberian world. Subjects include various cultural expressions and their relevance in specific political and historical contexts.” In this course, the context is Spain in the eighteenth century. Often referred to as El Siglo de las Luces, the eighteenth century was a period of reform and change as progressive thinkers struggled—not always successfully—to move Spain out of the past and into the modern age. During the semester we will study prose, poetry, and theater as well as paintings and etchings by Goya, which show both the “light” and the “dark” sides of this interesting and complex period.

This survey course introduces students to the wealth and breadth of the literary tradition of medieval and Golden Age Spain.  In addition to reading texts, we will talk about literary analysis and learn critical terminology for talking about literature. Class discussions will give students the opportunity to practice their spoken Spanish; writing assignments will provide an opportunity to work on composition skills. There will also be regular homework assignments.

Course Description:  This survey course introduces students to the wealth and breadth of the literary tradition of 18^th, 19^th, 20^th and 21^st century Spain.  In addition to reading texts, we will talk about literary analysis and learn critical terminology for talking about literature. Class discussions will give students the opportunity to practice their spoken Spanish; writing assignments (both in-class writing and papers written outside of class) will provide an opportunity to work on composition skills. There will also be regular homework assignments.

This survey course introduces students to the wealth and breadth of the literary tradition of medieval and Golden Age Spain.  In addition to reading texts, we will talk about literary analysis and learn critical terminology for talking about literature. Class discussions will give students the opportunity to practice their spoken Spanish; writing assignments will provide an opportunity to work on composition skills. There will also be regular homework assignments.

Spanish Civilization provides an overview of the geography, history, art, architecture, music, and literature of Spain. The course is structured chronologically.  We begin with the pre-history of the Iberian Peninsula (the Cave of Altamira) and end with present-day Spain.  Special topics we will study over the course of the semester include convivencia, the watershed events that took place in 1492 (the conquest of Granada and the completion of the Reconquest, the expulsion of the Jews, and the first voyage of Columbus), the Spanish Missions in Texas, the Spanish Civil War, and the multiple crises facing Spain today.    

This survey course introduces students to the wealth and breadth of the literary tradition of medieval and Golden Age Spain.  In addition to reading texts, we will talk about literary analysis and learn critical terminology for talking about literature. Class discussions will give students the opportunity to practice their spoken Spanish; writing assignments (both in-class writing and papers written outside of class) will provide an opportunity to work on composition skills. There will also be regular homework assignments. Readings include selections from the following works: Poema de Mío Cid, Milagros de Nuestra Señora, Conde Lucanor, Lazarillo de Tormes, Don Quijote, Fuenteovejuna. Poetry includes  kharjas and cantigas de amigo, romances, and poems by Jorge Manrique, Florencia Pinar, Garcilaso de la Vega, Góngora and Quevedo.

Study and practice of Spanish grammar, focusing on grammar points of particular concern to English speakers. Includes oral exercises and guided composition.

This survey course introduces students to the wealth and breadth of the literary tradition of medieval and Golden Age Spain.  In addition to reading texts, we will talk about literary analysis and learn critical terminology for talking about literature. Class discussions and oral reports will give students the opportunity to practice their spoken Spanish; writing assignments will provide an opportunity to work on composition skills. There will also be regular homework assignments.

Spanish Civilization provides an overview of the geography, history, art, architecture, music, and literature of Spain. The course is structured chronologically.  We begin with the pre-history of the Iberian Peninsula (the Cave of Altamira) and end with present-day Spain.  Special topics we will study over the course of the semester include convivencia, the watershed events that took place in 1492 (the conquest of Granada and the completion of the Reconquest, the expulsion of the Jews, and the first voyage of Columbus), the Spanish Missions in Texas, and the Spanish Civil War.  

:  This survey course introduces students to the wealth and breadth of the literary tradition of medieval and Golden Age Spain.  In addition to reading texts, we will talk about literary analysis and learn critical terminology for talking about literature. Class discussions and oral reports will give students the opportunity to practice their spoken Spanish; writing assignments will provide an opportunity to work on composition skills. There will also be regular homework assignments.

COURSE TITLE: The Eighteenth Century

In this course we will look at literature and art of the long eighteenth century in Spain.  I have three goals in mind:

 1. To introduce the students to literature they might not read in a standard, survey-type class on the eighteenth century, texts which were popular with the eighteenth-century reading and theater-going public but are not necessarily part of the canon today

2. To look at how writers responded to two significant historical events during the long eighteenth century: the motín de Esquilache in 1766 and the War of Spanish Independence (1808-1814)

3. To take students into some of the archives at the University (the Harry Ransom Humanities Research Center, the Benson Latin American Collection and the Blanton Museum of Art) and give them an opportunity to work with eighteenth-century chapbooks, periodicals, books and other publications 

Topics and representative texts to be covered in the course follow:

• The Continuity of the Baroque and the Divisions of Culture in the 18th Century

Romances de ciego and other mass culture genres (coplas, relaciones, etc.) printed in pliegos sueltos

• The Comedia de Magia

Antonio Zamora, El hechizado por fuerza

Antonio Valladares de Sotomayor, El mágico de Eriván

• The Comedia Lacrimosa

Gaspar Melchor de Jovellanos, El delincuente honrado

Antonio Valladares de Sotomayor, El vinatero de Madrid

•  The Periodical Press

Selections from El Censor, El Semanario Erudito and other periodicals

•  The Motin de Esquilache

Antonio Valladares de Sotomayor , “Verdadera y gloriosa relación . . . “

Décimas and other verses against Esquilache which circulated in Madrid at the time

Antonio Buero Vallejo, Un soñador para un pueblo

•  The Spanish War of Independence in Art and Literature

Goya’s Desastres de la guerra

Felix Enciso Castrillón, El sermón sin fruto o sea Josef Botellas en el Ayuntamiento de Logroño

Antonio Valladares de Sotomayor, El gran triunfo de España en los campos de Vitoria

Gaspar de Zavala y Zamora,  El templo de la gloria and La clemencia de Tito. 

This survey course introduces students to the wealth and breadth of the literary tradition of medieval and Golden Age Spain.  In addition to reading texts, we will talk about literary analysis and learn critical terminology for talking about literature. Class discussions and oral reports will give students the opportunity to practice their spoken Spanish; writing assignments will provide an opportunity to work on composition skills. There will also be regular homework assignments.

Spanish Civilization provides an overview of the geography, history, art, architecture, music, and literature of Spain. The course is structured chronologically.  We begin with the pre-history of the Iberian Peninsula (the Cave of Altamira) and end with present-day Spain.  Special topics we will study over the course of the semester include convivencia, the watershed events that took place in 1492 (the conquest of Granada and the completion of the Reconquest, the expulsion of the Jews, and the first voyage of Columbus), the Spanish Missions in Texas, and the Spanish Civil War.  

In this course, our focus will be on works of literature that reflect the three cultures which co-existed and flourished for almost eight centuries in medieval Spain—the Islamic, the Jewish and the Christian.  For the most part, our readings will be literary and historical texts from the medieval period, but we will also study works from the Golden Age that show the interactions of the three cultures. 

DESCRIPTION:

In this course we will read works by Spain’s first women writers.  We will also look at two genres which, although not composed by women, feature a female voice and express the emotions and point of view of women: the Mozarabic jarchas and the Galician-Portuguese cantigas de amigo.

The course will be structured chronologically, so the jarchas and the cantigas de amigo will be the first texts we will study.  Our first writer, Leonor López de Córdoba, will take us back to the fratricidal conflict between Pedro I of Castile and his half-brother, Enrique de Trastámara. López (b. 1362/1363) and her family suffered in prison during Enrique’s reign and her father was executed at his command.  She recalls all of this (and more) in her Memorias, which were coposed early in the 15^th century.  Teresa de Cartagena (b. 1420-1435), who came from an important intellectual converso family, is one of the better-known writers on the list.  She is the author of two works, both of which we will read: Arboleda de los enfermos (a book of consolation) and Admiracion operum Dey (a work she wrote in defense of herself after it was discovered that the author of the Arboleda was a woman).  We will also works by medieval women poets, most notably Florencia Pinar, as well as works by religosas such as Madre Juana de la Cruz.

We will end with selections from the Novelas amorosas y ejemplares of María de Zayas y Sotomayor and a play by Ana Caro Mallén de Soto.

Students will present informes on a regular basis.  During the first half of the semester they will write three short (2-4 pages) reports; a final paper (10-12 pages) will be due at the end of the semester.  

Main literary trends and principal writers from the Middle Ages through the Golden Age.

A survey of the social, political, and cultural history of Spain.

Department of Spanish and Portuguese

The University of Texas at Austin

SPN 326K: Introduction to Spanish Literature Before 1700

Professor Madeline Sutherland-Meier                                                Fall 2009

Office: Benedict Hall 4.134                                                                        Unique Number 48015

Phone and Voice Mail: 232-4513                                                            Class meetings: MWF 1-2

E-mail: madelinesm@austin.utexas.edu                                                BEN 1.102

Office Hours:Wednesdays 2:00 – 3:30

Thursdays 2:30 – 4:00 and by appointment

This survey course introduces students to the wealth and breadth of the literary tradition of medieval and Golden Age Spain.  It is designed for students who have had four semesters of college Spanish.

Prerequisite SPN 612 or 312L.

Class Schedule

Aug 26                        Organizational Meeting, go over syllabus, discuss course

Aug 28                        Introduction to the Middle Ages, Women’s Voices in Early Lyric Poetry

Siglo XI: Las Jarchas

Sánchez-Romeralo 3-4, 7-11   

Aug 31                        Women’s Voices in al-Andalus and Christian Spain

Jarchas,  Sánchez-Romeralo 11 and Cantigas de amigo (Blackboard)           

Sept 2                        Siglo XII: Cantar de Mio Cid

Cantar primero,  Sánchez-Romeralo 12-24

                        Homework #1 due

Sept 4                        Cantar de Mio Cid

 Cantar segundo,  Sánchez-Romeralo 24-29

Sept 7                        Labor Day Holiday

Sept 9                        Cantar de Mio Cid

Cantar tercero,  Sánchez-Romeralo 30-37

                        Homework #2 due

Sept 11            Siglo XIII: Gonzalo de Berceo, Milagros de Nuestra Señora

                        Sánchez-Romeralo 38-41; Introducción; El ladrón devoto (Blackboard)

Sept 14             Gonzalo de Berceo, Milagros de Nuestra Señora

 El sacristán impúdico,  Sánchez-Romeralo 41-43

Writing Assignment #1 due

Sept 16            Siglo XIV: Don Juan Manuel, El Conde Lucanor

                        Sánchez-Romeralo 44-47; Prólogo (Blackboard); Ejemplo XXXV: De lo

 que aconteció a un mancebo . . . ,  Sánchez-Romeralo 50-52

Sept 18            Don Juan Manuel, El Conde Lucanor

Ejemplo XI: De lo que aconteció a un Deán de Santiago con don Illán, el mago de Toledo,  Sánchez-Romeralo 47-49

Homework #3 due

Sept 21            Review for Exam #1

Sept 23            Exam #1

Sept 25            El Romancero           

Sánchez-Romeralo 80-84; El prisionero, Conde Arnaldos,  Sánchez-Romeralo

97-103

Sept 28            El Romancero

                        Romances del rey Rodrigo, Romances del Cid,  Sánchez-Romeralo 84-86 and

90-92

Sept 30            El Romancero

                        Abenámar y el rey don Juan, La pérdida de Alhama,  Sánchez-Romeralo 92-95           

Oct 2                        El Romancero

El conde Niño, El enamorado y la Muerte,  Sánchez-Romeralo 105-107

                        Homework #4 due

Oct 5                        Jorge Manrique, Coplas por la muerte de su padre

Sánchez-Romeralo 107-112 (coplas 1-13)

Oct 7                        Jorge Manrique, Coplas por la muerte de su padre

Sánchez-Romeralo 112-116 (coplas 14-40)

                        Writing Assignment #2 due

Oct 9                        Fernando de Rojas, Celestina

Acto primero,  Sánchez-Romeralo 117-135

                        Homework #5 due

Oct 12                        Fernando de Rojas, Celestina

Actos II-XII,  Sánchez-Romeralo 135-147

Oct 14                        Fernando de Rojas, Celestina

Actos XIII-XXI,  Sánchez-Romeralo 147-156

Oct 16                        Review for Exam #2

                        Homework #6 due

Oct 19                        Exam #2           

Oct 21                        Siglo de Oro: Poesía

                        El Siglo de Oro,  Sánchez-Romeralo 159-164

Analysis of poetry, Lope de Vega, Soneto de repente (Blackboard),

Garcilaso de la Vega, Soneto X, Soneto XXIII,  Sánchez-Romeralo 165-167, 174

Oct 23                        Siglo de Oro: Poesía

Fray Luis de León, Oda I: Vida retirada,  Sánchez-Romeralo 174-177

Homework #7 due

Oct 26                        Lazarillo de Tormes

Tratado primero,  Sánchez-Romeralo 189-199

Oct 28                        Lazarillo de Tormes

Tratado segundo,  Sánchez-Romeralo 199-205

Oct 30                        Lazarillo de Tormes

Tratado tercero, Sánchez-Romeralo 205-214

                        Writing Assignment #3               

Nov 2                        Lazarillo de Tormes

Tratados cuarto, quinto, sexto, séptimo,  Sánchez-Romeralo 214-219

Nov 4                        Lazarillo de Tormes

Final discussion

                        Homework #8

Nov 6                        Miguel de Cervantes, Don Quijote

Part I: 1,  Sánchez-Romeralo 219-228

Nov 9                        Miguel de Cervantes, Don Quijote

Part  I: 2, 3, 7,   Sánchez-Romeralo 228-237

Nov 11                        Miguel de Cervantes, Don Quijote

Part I: 8, 16, 17,  Sánchez-Romeralo 237-247

Nov 13                        Miguel de Cervantes, Don Quijote

Part I: 22,  Part II: 74,  Sánchez-Romeralo 247-253, 289-292

Homework #9 due

Nov 16                        Lope de Vega, Fuenteovejuna

Acto primero,  Sánchez-Romeralo  293-313 

Nov 18                        Lope de Vega, Fuenteovejuna

Acto segundo,  Sánchez-Romeralo 313-329

Nov 20                        Lope de Vega, Fuenteovejuna

Acto tercero,  Sánchez-Romeralo 329-346

Nov 23                        Baroque Poetry

Góngora, Mientras por competir con tu cabello,  Sánchez-Romeralo 347-350, Sor Juana, A su retrato (Blackboard)

Homework #10 due

Nov 25                        Baroque Poetry

Quevedo, Miré los muros de la patria mía, and Cerrar podrá mis ojos,  Sánchez- Romeralo 362-363, 365-367

Writing Assignment #4 due

Nov 27                        Thanksgiving Holiday

Nov 30                        Catch Up Day

Course Instructor Survey

Dec 2                        Review for Exam #3

Dec 4                        Exam #3

Textbook: Antonio Sánchez-Romeralo and Fernando Ibarra. Antología de Autores Españoles Antiguos y Modernos.  Vol. I:  Antiguos

Additional short readings will be posted on Blackboard.

Grading System:

Four Writing Assignments (10% each)                        40%

Three one-hour exams  (15% each)                                     45%

Homework                                                                        10%

Attendance and Participation                                                5%

Plus-Minus grading will be used in this course.

Writing Assignments: Over the course of the semester students will have the opportunity to develop their writing skills through short (2-3 page) writing assignments.  Homework assignments will also give students a chance to write, although some of the homework will be more objective in nature. I will distribute topics for the writing assignments, though students are also free to write on topics of their choice.  If you choose your own topic, it must  1) focus on the texts that are our objects of study at the time and 2) be such that it can be developed successfully in 2-3 pages. While content will, of course, be important in the grading of the writing assignments, grammar, accents and correctness of expression in Spanish will count heavily.  Write and proofread with care!

Exams: There will be three one-hour exams during the semester, approximately one every five weeks. They will consist of brief identifications, short answers, and brief essays. Correct content will be my major concern when grading the exams.

Homework: Students are also responsible for turning in regular homework assignments.  These assignments will be posted on Blackboard. Homework assignments are due in class on the dates indicated on the syllabus.

Attendance: Attendance will be taken daily.  Students are expected ot come to class, to be prepared, and to participate in the discussion. 

Use of Spanish or Aquí se habla español:  The tests, writing assignments and homework are to be written in Spanish.   The class will be conducted primarily in Spanish and class discussions will provide an opportunity for students to practice their spoken Spanish.

Blackboard and E-mail: I will be using Blackboard to post announcements, reading guides, homework, and other class materials. You should check Blackboard and e-mail at least once a day, especially if you miss class.

Academic Dishonesty: Cheating, plagiarism, turning in someone else’s work as your own are serious offenses and will result in a grade of zero for the assignment in question.

Make-Up and Extension Policy: If you cannot make it to class the day of a test or the day an assignment is due and have a valid reason (for example, illness, family emergency, religious holiday) then you may take a make-up or receive an extension.  Please call my office (232-4513) or send me an e-mail as soon as you realize you will not be able to come to class.

Students with Disabilities: For students with disabilities, I am available to discuss any appropriate academic accommodations that might be necessary for this course.  Before course accommodations are made, a student may be required to provide documentation to the Office of the Dean of Students--Services for Students with Disabilities.

About the Instructor: Madeline Sutherland-Meier is an Associate Professor of Spanish and former Chair of the Department of Spanish and Portuguese. She holds a PhD in Spanish Literature from the University of California, San Diego.  Her main research interest is the Spanish Ballad or Romancero and she has written a book and a number of articles on a particular ballad genre known as the romance de ciego.  She is currently working on a book-length project on the Semanario Erudito, an eighteenth-century Spanish periodical. She has taught at UT since 1986.  

Department of Spanish and Portuguese

The University of Texas at Austin

Spanish 328: Spanish Civilization

Professor Madeline Sutherland-Meier                         Fall 2009                       

Office: Benedict Hall 4.134                                                Unique Numbers: 48120, 48125, 48130, 48135

Phone: 232-4513                                                            Lecture: MWF 10 - 11   UTC 3.110           

E-mail: madelinesm@austin.utexas.edu                        Section Meetings: F 12-1 OR 1-2

Office Hours: Wednesdays 2:00 - 3:30,                         Unique # of my section _________________

Thursdays 2:30 – 4:0  and by appointment                        My section meets at ____   in  ____________

                                                                                    T.A. ________________________________

                                                                                    Office: ______________________________

                                                                                    Office hours: _________________________

Spanish Civilization provides an overview of the geography, history, art, architecture, music, and literature of Spain.

Prerequisite: SPN 612 or SPN 312L.                                                           

Course Schedule

August 26                        Organizational Meeting

                                    Introduction to the course, review syllabus, hand out map exercise for Friday,

                                    see Rick Steve’s Europe: The Majesty of Madrid

August 28                        The Geography of Spain

                                    Read Kattán-Ibarra, Chapter 1

                                    Review map exercise

Discussion Sections will meet.

August 31                        From the Earliest Inhabitants to the Romans

                                    Kattán-Ibarra, Chapter 2: 19-30

                                    Homework #1: Temas p. 35 #2

September 2                        From the Earliest Inhabitants to the Romans

                                    Continue discussion of Kattán-Ibarra

                                    Homework #2: Cuestionario p. 34 “La cultura en la España romana”

September 4                        The Visigoths

                                    Kattán-Ibarra, Chapter 2: 30-32,  Romances del Rey Rodrigo (Blackboard)

                                    Homework #3: Cuestionario pp. 34-35 “La cultura en el reino visigodo”                                                            

September 7                        Labor Day Holiday

September 9                        Islamic Spain

                                    Kattán-Ibarra, Chapter 3: 39-49

Homework #4: Cuestionario pp. 60-61 “La España musulmana” 1, 2, 5, 7, 9

September 11                        Islamic Spain

                                    Continue discussion of reading in Kattán-Ibarra

Begin Cities of Light

Homework #5: Cuestionario p. 61 “La cultura en la España musulmana” 1, 3, 6, 7, 8,

Discussion Sections: Finish Cities of Light

September 14                        Islamic Spain

                                    Romances fronterizos (Blackboard)

September 16                        The Christian Kingdoms and the Reconquest

                                    Kattán-Ibarra, Chapter  3: 49-55, Marín, “El desarrollo de los reinos

cristianos” (Blackboard)

Homework #6: Questions on romances (posted on Blackboard)

September 18                        Wrap up and review for Exam #1

September 21                        Exam #1

September 23              Medieval Society and Culture

                                    Kattán-Ibarra, Chapter 3: 55-59

                                    Homework #7: Cuestionario p. 61 “Los reinos cristianos” 1, 2, 4, 5, 6, 7 

September 25                        Medieval Society and Culture

                                    Selections from Poema de Mío Cid  (Blackboard)

                                    Homework #8: Cuestionario pp. 61-62 “La cultura en los reinos cristianos”

September 28                        Medieval Music

                                    Jarchas, Cantigas de amigo, Romances, Cantigas de Santa María (handout)

                                    Homework #9: Questions on Poema de Mío Cid (posted on Blackboard)

September 30                        1492: Ferdinand and Isabella, The Conquest of Granada

                                    Marín, “La época de los Reyes Católicos” (Blackboard)

                                    Homework #10: Práctica p. 64 #5

October 2                        1492: The Expulsion of the Jews

                                    Jackson, Selection from The Making of Medieval Spain, Edict of                                                             Expulsion (both on Blackboard)

                                    Homework #11: Práctica p. 64 #6

Discussion Sections: See Timeline: The Conquest of Granada

October 5                        1492: The Voyage of Columbus

                                    Kattán-Ibarra, Chapter  4: 67-70

                                    Selections from Columbus's Diario de abordo (Blackboard)

                                    Homework #12: Cuestionario p. 91 “Cristobal Colón”  1, 2, 3, 4, 6 

October 7                        The Age of Empire: Carlos V and Felipe II

                                    Kattán-Ibarra, Chapter 5: 97-105,

                                    Homework #13: Práctica p. 125 #3

October 9                        El Greco

                                    Selections from Lazarillo de Tormes (Blackboard) for discussion section

                                    Kattán-Ibarra Chapter 5: 105-08

October 12                        Sixteenth-Century Architecture: The Plateresque, El Escorial                                                            Homework #14: Questions on Lazarillo (posted on Blackboard)

October 14                        Review for Exam #2                       

October  16                        Exam #2

                                    Discussion sections will not meet.

October 19                        The Seventeeth Century: Felipe III, Felipe IV, Carlos II

The Golden Age

                                    Kattán-Ibarra Chapter 5: 108-117

October 21                        The Golden Age (continued)

                                    Continue discussion of readings for October 19

Homework #15: Questions on Cervantes and Don Quijote (posted on

Blackboard)                        

October 23                        Velázquez

Kattán-Ibarra Chapter 5: 118-120

Selections from Don Quijote (Blackboard) for discussion section

October 26                        Spain in the New World

                                    Kattán-Ibarra, Chapter 4: 70-81

                                    Homework #16: Cuestionario p. 91 “Otros exploradores”                                   

October 28                        Spanish Exploration and Missions in the American Southwest

                                    Las misiones de San Antonio and Spanish Colonial Missions (Blackboard)

                                    Homework #17: The Missions (posted on Blackboard)

October 30                        The Eighteenth Century

                                    Kattán-Ibarra, Chapter 6: 127-138; poems by Iriarte (packet)

                                    Homework #18: Cuestionario p. 151 “El advenimiento de los Borbones” 1-4

November 2                        Goya and the Reign of Charles IV

                                    Kattán-Ibarra, Chapter 6: 138-150

                                    Homework #19: Cuestionario pp. 152-153 “La Ilustración y la creación                                                 artística” 1, 2, 3, 4, 10, 11

November 4                        Continue Goya, review for Exam #3                                                           

November 6                        Exam #3

November 9                        The Nineteenth Century: Historical Overview

                                    Kattán-Ibarra, Chapter 7: 157-170

            Homework #20: Cuestionario pp. 180-181 “Fernando VII”  4, “Isabel II” 4,

“Seis años” 3, “Restauración” 4, “María Cristina” 1, 2                        

November 11                        Nineteenth-Century Literature

Kattán-Ibarra, Chapter 7: 174-179; poems by Espronceda, Bécquer (Blackboard)

                                    Homework #21: Cuestionario p. 182 “La cultura en el siglo XIX”

November 13                        Nineteenth-Century Literature (continued)

                                    Homework #22: Questions on poetry (posted on Blackboard)

November 16                        The Twentieth Century: Historical Overview

                                    Kattán-Ibarra, Chapter 8: 187-199

November 18                        The Spanish Civil War

                                    Kattán-Ibarra, Chapter 8: 199-203

                                    Homework #23: Cuestionario p. 226 “Las dos Españas”

November 20                        Picasso’s Guernica           

                                    Readings will be posted on Blackboard

                                    Begin Simon Schama’s The Power of Art

Discussion Sections:  Finish The Power of Art

November 23                        Twentieth-Century Art and Literature

Kattán-Ibarra, Chapter 8: 206-212, 220-224; poems by Machado and Lorca

(Blackboard)

November 25                        Recovering the History of the Civil War and the Franco Years

                                    “Looking for Lorca” and “Lorca’s Bones” (Blackboard)

November 27                        Thanksgiving Holiday

November 30                        Spain Under Franco           

Kattán-Ibarra, Chapter  8: 212-220

                                    Homework #24: Cuestionario pp. 226-227 “El régimen de Franco”           

December 2                        Democratic Spain                       

Kattán-Ibarra, Chapter 9: 231-43

                                    Homework #25:  Cuestionario p. 254  “El régimen político español” 1-8

                                    Course Instructor Survey

December 4                        Review for final exam

Final Exam:                        December 15, 2009   9:00 am –12:00 noon

Textbook:             Juan Kattán-Ibarra, Perspectivas culturales de España, Second edition

Readings as well as lecture notes and other materials will be posted on Blackboard.

Grading Criteria:

Three one-hour exams                                                45%

            Comprehensive final exam                                    25%

            Homework                                                              10% 

Attendance                                                            10%           

Discussion Section                                                 10%

Plus-Minus grading will be used in this class.

Exams:  Exams will be made up of brief identifications, short answers, matching, fill-in-the-blank and short essays.  No exam grades will be dropped.  The format of the final exam will be the same as that of the one-hour exams.  Please note, the final exam is comprehensive --it takes in all course material.

Homework: The homework assignments will count for 10% of the final grade.  Questions should be answered in complete sentences and in your own words. Homework is due in class on the date specified in the syllabus.  Late work will not be accepted without a valid reason. 

Attendance: Attendance will be taken at each class meeting.  Absences for valid reasons (for example, illness, family emergency, religious holiday) will be excused. 

Discussion Section:  Students are expected to attend the weekly discussion sections, to come to section well-prepared and to participate in the discussion. If you are ill or for some other reason cannot make it to section, please call or e-mail your TA to let him/her know.

Make-Up Policy: If you cannot make it to class the day of an exam and have a valid reason (for example, illness, family emergency, religious holiday) then you may take a make-up.  Please call or e-mail the professor or your TA if you are unable to come to class on an exam day.

Academic Dishonesty: Academic dishonesty--cheating, plagiarism, turning in work done by someone else--will not be tolerated and will result in a grade of zero for the test/assignment in question.

Students with Disabilities: am available to discuss any appropriate academic accommodations that might be necessary for this course.  Before course accommodations are made, a student may be required to provide documentation to the Office of the Dean of Students--Services for Students with Disabilities.

About Blackboard:  This course uses Blackboard.  You are responsible for checking the Blackboard site regularly (once a day) for announcements, lecture notes, readings, etc.

SPN 328 Website: http://www.laits.utexas.edu/spn328/

A survey of the social, political, and cultural history of Spain.

Major writers and works of Spanish and Spanish American literature.

Topic 1: Spain in 1492.

Topic 2: Literature of the Spanish Civil War.

Topic 3: The Latin American Short Story. Examination of the most representative Latin American authors as a course of study in the art of storytelling, literary history, individual poetics, and narrative theories.

Topic 4: Contemporary Caribbean Literature.

A survey of the social, political, and cultural history of Spain.

A survey of the social, political, and cultural history of Spain.

Main literary trends and principal writers from the Middle Ages through the Golden Age.

A survey of the social, political, and cultural history of Spain.

Major writers and works of Spanish and Spanish American literature.

Topic 1: Spain in 1492.

Topic 2: Literature of the Spanish Civil War.

Topic 3: The Latin American Short Story. Examination of the most representative Latin American authors as a course of study in the art of storytelling, literary history, individual poetics, and narrative theories.

Topic 4: Contemporary Caribbean Literature.

A survey of the social, political, and cultural history of Spain.

Spanish Civilization provides an overview of the geography, history, art, architecture, music, and literature of Spain. The course is structured chronologically.  We begin with the pre-history of the Iberian Peninsula (the Cave of Altamira) and end with present-day Spain.  Special topics we will study over the course of the semester includeconvivencia, the watershed events that took place in 1492 (the conquest of Granada and the completion of the Reconquest, the expulsion of the Jews, and the first voyage of Columbus), the Spanish Missions in Texas, and the Spanish Civil War.  

Main literary trends and principal writers from the Middle Ages through the Golden Age.

Main literary trends and principal writers from the Middle Ages through the Golden Age.

A survey of the social, political, and cultural history of Spain.

Main literary trends and principal writers from the Middle Ages through the Golden Age.

Main literary trends and principal writers from the Middle Ages through the Golden Age.

A survey of the social, political, and cultural history of Spain.

Major writers and works of Spanish and Spanish American literature.

Topic 1: Spain in 1492.

Topic 2: Literature of the Spanish Civil War.

Topic 3: The Latin American Short Story. Examination of the most representative Latin American authors as a course of study in the art of storytelling, literary history, individual poetics, and narrative theories.

Topic 4: Contemporary Caribbean Literature.