What happens when culture comes alive through embodied movement? Students in UBC’s Spanish program experience Hispanic cultures through dance, music, and art—not only in the classroom, but across Vancouver’s vibrant community.
This feature brings together video stories from students and dance instructors—illustrating how dance brings cultural history to life—with a written reflection by Dr. Kim Beauchesne on her course SPAN 222: Hispanic Cultural Expressions, which explores culture through dance, music, film, and the visual arts.
Cultural Immersion Through Hispanic Dance
Cuban Social Dancing
with Julio Montero
From Havana’s social clubs to the global stage, Casino—known worldwide as Cuban Salsa—remains central to Cuban culture. In this video, UBC alumnus and professional instructor Julio Montero reveals how this iconic dance unites history, rhythm, and community.
Tango
with Bruce Hampson
Once banned in its early days, tango has transformed into one of the most celebrated dances in the world. In this video, unclassified student Bruce Hampson shares how his passion for tango led him to study Spanish language courses at UBC after retirement, deepening his cultural immersion. He also explores tango’s fascinating evolution and enduring cultural significance.
Flamenco
with Karen Pitkethly
While now associated with southern Spain, flamenco evolved as a meeting place of diverse cultural influences and a voice for marginalized communities, including the Romani people. In this video, dance instructor Karen Pitkethly shares how flamenco’s songs and movements hold both sorrow and triumph, and how teaching the dance allows her to carry forward its storied tradition.
SPAN 222: Hispanic Cultural Expressions
with Joy Yu
Undergraduate student Joy Yu reflects on how taking “SPAN 222: Hispanic Cultural Expressions” with Dr. Kim Beauchesne, along with a Cuban social dance workshop led by Julio Montero, gave her an embodied sense of immersion in Hispanic culture rooted in historical context.
Cultural Immersion through Curriculum Design
Dr. Kim Beauchesne, Associate Professor of Spanish, offers a behind-the-scenes look at how her course “SPAN 222: Hispanic Cultural Expressions” was designed to transform language learning into an embodied journey of discovery through Hispanic art, music, film, and dance.
The SPAN 222 course I taught last spring focused on music, visual arts, and film as entry points into the study of Hispanic cultures. My vision for the course was to create a space where students could engage both intellectually and experientially with the Spanish-speaking world through its artistic expressions. I also aimed to equip them with the critical tools necessary to analyze these cultural forms rigorously—in academic settings and beyond.
Based on previous iterations of SPAN 222, the course was structured around three modules, each balancing content from Spain and Latin America. In the first few weeks, we explored a wide range of musical genres, including flamenco, tango, zarzuela, salsa, and protest songs. We then turned to the visual arts, studying renowned figures such as Diego Velázquez, Diego Rivera, Pablo Picasso, Frida Kahlo, Salvador Dalí, and Fernando Botero. Finally, we discussed cinema from Spain and Argentina, along with Colombian and Mexican telenovelas. Every session highlighted the sociohistorical contexts shaping these diverse forms. For instance, a reading on tango’s African roots sparked one of the most compelling conversations, prompting broader reflections on cultural hybridity and identity politics.
Lessons combined cultural analysis with hands-on activities. Students thoroughly examined the assigned works using detailed handouts and also participated in creative exercises—short dance lessons and drawings inspired by specific techniques, among other strategies to incorporate different learning styles. Oral presentations on self-selected topics and methods strived to nurture a strong sense of connection among classmates. To maintain an interactive environment, I integrated various digital platforms like Mentimeter, Padlet, Kahoot, Canva, and Genially. I always valued input from learners and was delighted when they contributed songs through the “Suggestion Box” on Canvas or asked to play the new Bad Bunny album at the start of class.
The course outcomes were thus designed to foster cultural literacy, strengthen critical thinking, acquire terminology, consider key concepts, and deepen knowledge about the Hispanic world, while also improving Spanish language skills. From a linguistic perspective, exposure to lyrics, art reviews, and movies provided students with both authentic materials and contextualized contact with accents, slang, and regional variations—all of which, though sometimes challenging, enhanced their listening and reading comprehension as well as their vocabulary. Regardless of the diversity of language proficiency levels and educational backgrounds in the classroom, I was keenly dedicated to supporting each student’s learning process and ensuring they felt welcome.
Undoubtedly, community engagement was actively encouraged throughout the course. We regularly related Hispanic cultural manifestations to those found in Vancouver; for instance, by comparing Mexican muralism with street art in Mount Pleasant, we were able to draw insightful parallels between local and global visual practices. I also made a point of sharing information about events of interest taking place on campus or in the city, inviting students to explore beyond the classroom. One particularly memorable moment was when we attended, as a group, a dance lesson led by FHIS alumnus Julio Montero and organized by the FHIS Student Engagement Committee—with the support of department staff—for members of the FHIS community. This opportunity reinforced the course’s emphasis on embodied learning and meaningful encounters with vibrant Hispanic cultures.
My hope is that the analytical tools and personal connections developed in this course will serve as a foundation for further understanding and appreciation of cultural expressions. This has been one of the most rewarding teaching experiences of my career, and I am especially grateful to the students, whose enthusiasm and curiosity greatly enriched the journey.
Note: SPAN 222 will be changed to SPAN 210 in future course offerings.
