SPAN530

SPAN530

Salvador Dalí: un acercamiento interdisciplinar

DESCRIPCIÓN

Dalí fue un artista que se expresó a través de diferentes disciplinas, géneros y soportes. De hecho, la pintura fue para él solo uno de los instrumentos de que hace uso para expresar sus ideas. Pero fue también un escritor innovador de obras de teatro, ópera y guiones de cine; de diarios, autobiografías, novelas y poesía. Su interés por la fotografía y la performance es bien conocido; su dedicación al diseño, la publicidad y la moda también, así como a las artes aplicadas, la escultura y la arquitectura. Al contrario que otros surrealistas, fue evolucionando al ritmo de los tiempos y entendió como nadie, y antes que nadie, la importancia de los medios de masa y la publicidad en la vida del artista. Es, además, el teórico más importante de la vanguardia en España, y un espectador y pensador privilegiado que reflexiona, siempre con ironía, sobre la realidad artística, social y política de Cataluña, España, Europa y Norteamérica.

La compleja y diversa obra de Salvador Dalí muestra con claridad que la obra artística no nace aislada; forma parte de una compleja red de relaciones e influencias respecto a otras obras, géneros y disciplinas. Para ahondar en el pensamiento y la obra de Salvador Dalí y de la vanguardia, hay que adoptar necesariamente un acercamiento interdisciplinar y múltiple.

OBJETIVOS

El objetivo de este curso es doble:

  1. descubrir alguna de esas facetas poco conocidas de Salvador Dalí y ahondar en su concepción del arte, el hombre y la realidad, enmarcando su obra en el contexto cultural, social y político del siglo XX.
  2. acercar a los estudiantes al análisis de otras disciplinas hermanas de la literatura: la fotografía, la performance, el teatro, la pintura, el cine y la museografía fundamentalmente.

Al finalizar el semestre, el estudiante habrá profundizado en el conocimiento de la obra y el pensamiento de una de las principales figuras del surrealismo y la vanguardia; asimismo, se habrá iniciado en el análisis de textos culturales de tipo diverso; por último, se habrá familiarizado con un acercamiento de tipo interdisciplinar al abordar el estudio de la cultura española de vanguardia (o la cultura, en general).

Required readings:

Buñuel, Luis y Dalí, Salvador. Un perro andaluz (1929) [película]

Buñuel, Luis y Dalí, Salvador. La Edad de Oro (1930) [película]

Tristán Loco (1938), Trilogía Bacanal-Laberinto-Sacrificio (1941), Las nubes (1941) y Mártir: tragedia erótica en tres actos [teatro y ballet]  En Salvador Dalí.  Obra completa. Vol. 3. Barcelona: Destino, 2004. 947-1030

García Lorca, Federico, y Dalí, Salvador.  Querido Salvador, Querido Lorquito: Epistolario 1925-1936. Barcelona: Elba, 2013.[Epistolario].

Dalí, Salvador.  La vida secreta de Salvador Dalí. (1942)  [Autobiografía] En Dalí, Salvador.  Obra completa. Vol. 1. Textos Autobiográficos.  Barcelona: Destino, 2003. 7-923 + Notas (1231-1257).

Dalí, Salvador. Rostros ocultos (1944) [novela] En Salvador Dalí.  Obra completa. Vol. 3. Barcelona: Destino, 2004. 377-945.

Selección de performances y de fotografías de Dalí (filmadas o tomadas por Jonas Mekas, Averty, Ray, Schaal, Halsman, Casals, y otros (diversas fechas)

Dalí Teatre-Museu / written and directed by Toni Matas. (DVD) o Pitxot, Antoni y Aguer, Montse. Teatro-Museo Dalí  de Figueres (1974). Fundación Salvador Dalí/ Triangle Postal, 2005.

Catherine Grenier, Salvador Dalí. The Making of an Artist. Paris: Flammarion, 2012. [1st. Edition en francés de 2011]

Recommended readings:

Descharnes, Robert, y Gilles Néret.  Dalí. The Paintings.  Köln: Taschen, 2001.

Booth, W.C.; Colomb, G.G., and Williams, J.M.  The Craft of Research.  Chicago and London: The U.of Chicago P. Last edition available.

Language of instruction: Spanish

Professor: María Soledad Fernández Utrera

ITAL304

Introduction to Italian Culture and Literature II: From the Modern to the Post-Colonial Age

This course will be an introduction to Italian history, literature, and culture from Risorgimento (1815-1860/70) to the Berlusconi Era (1994-2011). After an introduction on Unification, the rise and fall of Fascism, WWI, and WWII, this course aims to familiarize students with major political and historical events, and cultural trends from the post-World War II period to the present moment. During the first two thirds of the course, we will examine representative texts from our (too-often-disregarded) women writers and canonical writers, as well as several prominent films from Rossellini’s Roma, Città Aperta to Moretti’s Aprile to deepen our discussion and understanding of the shaping of contemporary Italian society. The last third of the course will concentrate on Post-Colonial Italy, with a segment on memory through architecture in Asmara (Eritrea), and in Rome and Affile (Italy); and a segment on Italianness through the texts of colonial-times writers, second-generation contemporary writers, New Italian Epic, and several documentaries and clips on citizenship, identity and migration. In February, during Black History Month, students will be required to participate in a guest-lecture on Zoom where Italo-Ghanaian activist and film director Fred Kuwornu will present his work on race, ethnicity, and national identity.

Required readings:

  1. Full texts available on-line from Koerner’s library:
    • Selected chapters from Christopher Duggan, A Concise History of Italy, 2nd edition, Cambridge University Press, 2013, June 2014 (online);
    • Selected chapters from Peter Brand, and Lino Pertile (Eds.), The Cambridge History of Italian Literature, Cambridge University Press, 1997, March 2008 (online).
  2. All films and documentaries required for the course will be available for on-line free streaming either through Koerner’s library, Kanopy, and Netflix, or will be screened during class-time.
  3. Literary excerpts and critical articles.

Prerequisite: No prerequisites

Language of Instruction: English

ITST232

Introduction to Italian Culture and Literature II: From the Modern to the Post-Colonial Age

[Cross-listed with ITAL 304]

This course will be an introduction to Italian history, literature, and culture from Risorgimento (1815-1860/70) to the Berlusconi Era (1994-2011). After an introduction on Unification, the rise and fall of Fascism, WWI, and WWII, this course aims to familiarize students with major political and historical events, and cultural trends from the post-World War II period to the present moment. During the first two thirds of the course, we will examine representative texts from our (too-often-disregarded) women writers and canonical writers, as well as several prominent films from Rossellini’s Roma, Città Aperta to Moretti’s Aprile to deepen our discussion and understanding of the shaping of contemporary Italian society. The last third of the course will concentrate on Post-Colonial Italy, with a segment on memory through architecture in Asmara (Eritrea), and in Rome and Affile (Italy); and a segment on Italianness through the texts of colonial-times writers, second-generation contemporary writers, New Italian Epic, and several documentaries and clips on citizenship, identity and migration. In February, during Black History Month, students will be required to participate in a guest-lecture on Zoom where Italo-Ghanaian activist and film director Fred Kuwornu will present his work on race, ethnicity, and national identity.

Required readings:

  1. Full texts available on-line from Koerner’s library:
    • Selected chapters from Christopher Duggan, A Concise History of Italy, 2nd edition, Cambridge University Press, 2013, June 2014 (online);
    • Selected chapters from Peter Brand, and Lino Pertile (Eds.), The Cambridge History of Italian Literature, Cambridge University Press, 1997, March 2008 (online).
  2. All films and documentaries required for the course will be available for on-line free streaming either through Koerner’s library, Kanopy, and Netflix, or will be screened during class-time.
  3. Literary excerpts and critical articles.

Prerequisite: No prerequisites

Language of Instruction: English

RMST221

The Art of Love in Occitan and Old French Literature

In the 12th century, Western Europe became passionate about love. Fine amor, or courtly love, was born in the Occitan regions with the songs of the troubadours. It migrated to the North of France and Langue d’oïl, where it gave birth to specific genres of narrative literature (lais and romances), before spreading throughout Western Europe under various guises. Courtoisie is both an aesthetic system and an ideology. It puts love and sensual desire at the top of its hierarchy of values, thus redefining and challenging several social and moral conventions – especially the sanctity of marriage. The aim of this course is to study this important cultural phenomenon across different spheres of the Romance world, beginning with troubadour poetry in Langue d’oc. We will then shift to courtly narratives in Langue d’oïl, specifically the legend of Tristan and Iseut (which depicts major courtly topics such as adultery, amour de loin and erotic longing), but also the courtly lais of Marie de France. The study of the Roman de la Rose by Guillaume de Lorris and the latin De amore by André le Chaplain (Andreas Capellanus) will help us understand how clerical authors reinterpret courtly love at the dawn of the 13th century.

Required Texts
Gottfried von Strassburg, Tristan, with the ‘Tristran’ of Thomas (Penguin Classics, 1960)
The Lais of Marie de France (Penguin Classics, 1999)
The Romance of the Rose (Oxford World’s Classics, 2009)

Recommended Reading
Proensa: an Anthology of Troubadour Poetry (U. of California Press, 1978)
Andreas Capellanus, On Love (Duckworth, 1982)

Prerequisite: None

Language of instruction: English

Course Registration

 

 

SPAN527B

Travel Writing in the Hispanic World to 1550

This course is an exploration of travel writing during the Spanish Medieval period in which students will venture into diverse journey narratives such as travel journals, romance tales, pilgrim guides, mirabilia, autobiographies or diplomatic reports. Although transportation was not as developed as today, Spanish medieval travelers still managed to make their way not only around Europe but to more exotic places such as Jerusalem, the Maghreb, Turkey, Egypt, Central Asia (Samarkand) and India. The class will offer a cross-cultural study of Spanish travelers (including Muslims and Jews) and their different motivations (conquest, pilgrimage, personal quest, diplomatic mission, trade, tourism), the narrative techniques used to record their experiences, the material aspects of travelling (transportation, technology, food, lodging, diseases, dangers), the reception (readers expectations, impact of printing, translations), as well as the symbolic and metaphorical meaning of travelling. We will particularly focus on the role of travel writing in the emerging creation of the Orient and the utopia (Letter of Prester John), its importance in the construction of otherness and imperialism, the contribution to the incipient Spanish identity, and the influence on the representation of America. In keeping with a cultural studies oriented approach, we will use reproductions of old maps, illustrations of the early editions, movies, art and architecture to enhance our understanding of the texts.

CORPUS of primary texts
Egeria. Itinerario (finales del siglo IV).
Hamid al-Gharnati, Abu, Relación de viaje por tierras asiáticas (h. 1155).
Tudela, Benjamín de. Libro de viajes (h.1170).
Anónimo, Libro de Alexandre (h. 1200) (selections).
González de Clavijo, Ruy. Embajada a Tamorlán  (1406) (selections).
Díaz de Games, Gutierre. El Victorial. Crónica de don Pero Niño (h. 1436) (selections).
Tafur, Pero. Andanzas y viajes (1454) (selections).
Mártir de Anglería, Pedro. Legatio babilónica (1501).
Mérida, Fray Diego de. Viaje al Oriente (1512).
Villalón, Cristóbal. Viaje a Turquía (1557) (selections).
Colón, Cristóbal. Carta a Luis de Santángel (1493)

CRITICAL SOURCES
Campbell, Mary B. The witness and the other world: exotic European travel writing, 400-1600. Ithaca:
Cornell University Press, 1988.
Dangler, Jean. Making Difference in Medieval and Early Modern Iberia. Notre Dame IN: U Notre Dame P, 2005.
Fernández-Armesto, Felipe. Before Columbus: exploration and colonisation from the Mediterranean to the Atlantic, 1229-1492. Basingstoke: Macmillan Education, 1987.
Friedman, John B., Trade, travel, and exploration in the Middle Ages: an encyclopedia. New York : Garland Pub., 2000.
López Estrada, Francisco. Libros de viajeros hispánicos medievales. Madrid: Laberinto, 2003.
Phillips, Kim M. Before Orientalism: Asian peoples and cultures in European travel writing, 1245-1510.
Philadelphia: University of Pennsylvania Press, 2014.
Phillips, J.R.S. The Medieval Expansion of Europe. Oxford; New York: Clarendon Press, 1998.
Said, Edward. Orientalism. New York: Vintage Books, 1979.
Verdon, Jean. Travel in the middle ages. Notre Dame, Ind.: University of Notre Dame Press, 2003.

Language of instruction: Spanish

Course Registration

SPAN411

Introducción a la Lingüística Hispánica

Este es un curso de introducción al estudio del español como sistema lingüístico.  Es importante para los estudiantes de español como lengua extranjera (ELE) y para quienes buscan especializarse, conocer más allá de las funciones comunicativas del idioma.

En este curso, los estudiantes aprenden acerca de la evolución histórica del español, la formación de las palabras y la estructura de las oraciones, al igual que las variedades dialectales de la lengua.  Cada tema está acompañado de variados ejercicios prácticos para que los estudiantes trabajen en forma individual y grupal.  Igualmente, el curso ofrece múltiples instancias para el desarrollo de trabajos de investigación individual sobre algunos de los temas estudiados durante el curso.

Por tratarse de un curso avanzado, se espera que los estudiantes demuestren un nivel intermedio-avanzado del español tanto a nivel receptivo (comprensión auditiva y lectora) como de producción (escrita y oral).  El curso es igualmente apropiado para estudiantes bilingües o heritage speakers que deseen ampliar y mejorar su conocimiento del español.  No se espera, sin embargo, que los estudiantes posean conocimiento previo sobre lingüística hispánica.

Required Texts
CoursePack disponible en versión impresa o electrónica. Detalles para la adquisición del material estará disponible más adelante.

Prerequisite: SPAN 302

Language of Instruction: Spanish

Course Registration

ITAL206

Conversational Italian I

Italian 206 is designed to enhance communication skills and provide additional practice to improve oral expression, interaction (spoken and written) and comprehension of both listening and reading authentic material, while also increasing awareness of Italian culture.

This course is geared towards students who already have a good general knowledge of fundamental grammatical concepts such as present and past tenses, imperative and conditional, and a certain ability to communicate orally and in writing, but want to improve (after Italian 201 or with instructor permission) overall and deepen their intercultural competence in particular. A range of activities in and outside class, individual and in groups, such as discussions, debates, interactive presentations, and blogs are used to increase students’ speaking skill. Some grammar topics will also be reviewed through oral practice exercises.

Evaluation is based on demonstrated proficiency in oral and written communication.

Some students register in this course concurrently with ITAL 202.

Textbook: TBA

Prerequisite: ITAL 201 or permission of the department

Language of instruction: Italian

Course Registration

FREN512A

Introduction to Literary Theory

[cross-listed with SPAN501]

The aim of this seminar is to introduce students to the key texts, themes and some of the more influential theories in literary criticism and cultural studies from the twentieth century to the present. The course is primarily designed for those with little or no background in theory who need an initial survey to focus their interests. Students are encouraged to go beyond the material covered in class in individual assignments.

Required readings:

Rivkin, Julie and Michael Ryan, eds. Literary Theory: An Anthology (Third Edition, Blackwell, 2017).

Recommended readings:

Malpas, Simon, and Paul Wake, eds. The Routledge Companion to Critical Theory (Routlege, 2006).

Selden, Raman, Peter Widdowson, and Peter Brooker. A Reader’s Guide to Contemporary Literary Theory (Pearson, 2005).

Culler, Jonathan. Literary Theory: A Very Short Introduction (Oxford UP, 2011).

Eagleton, Terry. Literary Theory: An Introduction (U Minnesota P, 2008).

Language of instruction: English

Instructor: Antje Ziethen

Course Registration

FREN511A

Le roman français de femmes au XXIème siècle

Cross-listed with FREN495

Instructor: Farid Laroussi
Language of instruction: French

Depuis 1903, seulement onze femmes ont reçu le Prix Goncourt : peut-on parler de curriculum littéraire flouté et ce jusqu’au XXIème siècle ? Notre cours propose une analyse entièrement consacrée au roman français de femmes aujourd’hui, à partir de trois auteures emblématiques : Marie NDiaye, Delphine de Vigan, Camille Laurens. Tout en étudiant le contexte narratologique qui distingue les romans, nous étudierons de près l’économie de la voix dite féminine, sa présentation, son exploitation, sa gestion dans une France postmoderne, posthistoire, et peut-être postféministe. Le roman de femmes met en scène des impulsions composites, voire opposées, parfois au sein même de la langue qui n’est jamais neutre. De même nous nous interrogerons sur la part d’inventivité littéraire parmi les contraintes sociales qui pèsent sur les femmes romancières. Par exemple, comment saisir et rendre le savoir de soi, et donc son identité. On abordera aussi la tension qui peut exister entre être-sexuel et être-genré, en particulier autour de la violence (physique, sociale, linguistique), pour s’engager sur la grande question : est-ce que le roman a un sexe ? Sinon pourquoi assiste-t-on à un féminisme d’auto-défense ? Outre les trois romancières, nous aurons recours à un appareil théorique autour des « vagues » du féminisme, mais aussi sur une définition du roman hypermoderne et son irrésolution permanente.

Travail : un exposé, un devoir (7-9 pages), un travail de recherche (17-20 pages). Travail réduit pour la composante French 495.

Lectures :
Marie NDiaye. Rosie Carpe (2009)
Camille Laurens. Fille (2020)
Delphine de Vigan. Rien ne s’oppose à la nuit (2011)

Appareil critique à suivre.

FREN502A

Masculinités, féminités et questions d’identité à la Renaissance

Le masculin et le féminin sont souvent remis en question depuis l’émergence des études sur le genre (gender studies). Cependant, même si les voies d’approches récentes à la sexualité ou à l’altérité nous permettent d’analyser quelques‐uns de ces concepts sous un nouveau jour, nous constaterons que certaines problématiques existaient déjà dans l’imaginaire de la Renaissance. Dans ce séminaire, nous lirons donc divers textes – médicaux, philosophiques, iconographiques et littéraires – dits d’Ancien Régime, qui nous permettront d’examiner les débats (voire les angoisses, comme le note Kathleen Long) vis‐à‐vis des concepts de masculinité et de féminité, qui sont si souvent liés aux questions identitaires, y compris les constructions d’identités linguistiques, régionales ou nationales, entre autres.

Nous examinerons donc diverses représentations d’hommes et de femmes dans un choix de textes attribués à des auteurs masculins et féminins, ainsi que les images (parfois idéalisantes) d’hermaphrodites et d’androgynes qui prolifèrent dans l’iconographie renaissante. Nous aurons aussi lieu de nous demander s’il pouvait exister une écriture masculine ou féminine, non seulement à l’instar de certains critiques plus ou moins récents, mais de textes du seizième siècle où il s’agit (comme chez Montaigne) de mettre en valeur la vigueur d’une écriture virile, tout en dépréciant la « mollesse » de styles, de langues et de comportements décrits comme efféminés – liant ainsi éthique, rhétorique et esthétique.

Textes:

Une sélection de textes en prose (Brantôme, Hélisenne de Crenne, Jeanne Flore, Marie de Gournay, Marguerite de Navarre, Michel de Montaigne, Etienne Pasquier, François Rabelais…) et en poésie (Joachim Du Bellay, Pernee du Guillet, Antoine Héroët, Louise Labé, Clément Marot, Maurice Scève, Pierre de Ronsard…), ainsi que quelques emblèmes (de Gilles Corrozet et Guillaume La Perrière). Un choix de textes littéraires et critiques sera distribué en classe ou sur Canvas.

Quelques lectures recommandées:

Berriot‐Salvadore, Evelyne. Les Femmes dans la société française de la Renaissance. Genève: Droz, 1990.
‐‐‐. Un corps, un destin. La Femme dans la médecine de la Renaissance. Paris: Champion, 1993.
Clément, Michèle et Janine Incardona, eds. L’Émergence littéraire des femmes à Lyon à la Renaissance, 1520‐1560. Saint‐Étienne: PU Sainte‐Étienne, 2008.
Closson, Mariane, ed. L’Hermaphrodite de la Renaissance aux Lumières. Paris: Garnier, 2013.
Cottrell, Robert D. Sexuality/Textuality: A Study of the Fabric of Montaigne’s Essais: Columbus: Ohio Stat UP, 1981.
Ferguson, Gary, ed. L’Homme en tous genres: Masculinités, textes et contextes. Paris L’Harmattan, 2009.
‐‐‐. Queer (Re)Readings in the French Renaissance. Homosexuality, Gender, Culture. Aldershot: Ashgate, 2008.
Gray, Floyd. Gender, Rhetoric, and Print Culture in French Renaissance Writing. Cambridge: Cambridge UP, 2000.
Hampton, Timothy. Literature and Nation in the Sixteenth Century: Inventing Renaissance France. Ithaca: Cornell UP, 2001.
Jordan, Constance. Renaissance Feminism: Literary Texts and Political Models. Ithaca: Cornell UP, 1990.
Keller, Marcus. Figurations of France: Literary Nation‐Building in Times of Crisis (1550‐1650). Newark: U of Delaware P, 2011.
LaGuardia, David. Intertextual Masculinity in French Renaissance Literature: Rabelais, Brantôme and the Cent nouvelles nouvelles. Aldershot: Ashgate 2008. Laqueur, Thomas. Making Sex: Body and Gender from the Greeks to Freud. Cambridge: Harvard UP, 1992.
Larsen, Anne R. et Colette H. Winn, eds. Renaissance Women Writers: French Texts/American Contexts. Detroit: Wayne State UP, 1994.
Long, Kathleen P. Hermaphrodites in Renaissance Europe. Aldershot: Ashgate, 2006.
‐‐‐, ed. High Anxiety : Masculinity in Crisis in Early Modern France. Kirksville: Truman State UP, 2002.
Poirier, Guy. L’Homosexualité dans l’imaginaire de la Renaissance. Paris: Champion, 1996.
Reeser, Todd W. Moderating Masculinity in Early Modern Culture. Chapel Hill: North Carolina Studies in the Romance Languages and Literatures, 2006.
‐‐‐. Setting Plato Straight: Translating Ancient Sexuality in the Renaissance. Chicago: U of Chicago P, 2016.
Rothstein, Marian. The Androgyne in Early Modern France: Contextualizing the Power of Gender. New York: Palgrave Macmillan, 2015.
Siefert, Lewis C. and Rebecca M. Wilkin, eds. Men and Women Making Friends in Early Modern France. Farnham: Ashgate, 2015.
Warner, Lyndan. The Ideas of Man and Woman in Renaissance France. Farnham: Ashgate, 2011.
Wiesner, Merry E. Women and Gender in Early Modern Europe. 2nd ed. Cambridge: Cambridge UP, 2000.
Winn, Colette, H. Teaching French Women Writers of the Renaissance and Reformation. New York: MLA, 2011.
Yandell, Cathy M. Carpe Corpus: Time and Gender in Early Modern France. Newark: U of Delaware P, 2000.

Langue d’enseignement : français

Professeur : Nancy Frelick

Course Registration