SEMESTER AT SEA COURSE SYLLABUS University of Virginia, Academic Sponsor Voyage: Fall 2014 Discipline: Spanish SPAN 3030: Cultural Conversations: Say It in Song! Division: Upper Faculty Name: María Celeste Delgado-Librero Credit Hours: 3; Contact Hours: 38 Pre-requisites: SPAN 3010 (Grammar Review), AP Spanish score of 4 or 5, Placement Test score above 535, or one course above the advanced-intermediate college-level Spanish. If you have any questions, please contact me at [email protected]. COURSE DESCRIPTION This is a three-credit intermediate course designed to polish the linguistic skills acquired at the 2000 level in such a way that students successfully transition to advanced-level comprehension and conversation. The point of departure of each class will be a song from any of the Spanish speaking cultures in the world, which will be analyzed as both a linguistic and a cultural product, with the goals of reviewing some of the most difficult aspects of Spanish grammar, augmenting students’ vocabulary, and engaging students in a wide range of cultural, political, and ideological topics relevant not only to the Spanish-speaking world but also to the non-Spanish-speaking ports of call. This is not a lecture course but rather a seminar meant to foster interpersonal communication and cultural understanding; therefore active verbal participation will be required from each student during each class session. COURSE OBJECTIVES The global objectives of this course are developing the students’ language skills, increasing their knowledge of different Spanish-speaking cultures, and providing the opportunity to analyze the interconnections among these cultures, the students’ own, and those of the countries visited on the voyage. Specifically, in-class activities are designed to develop aural and oral skills through active student participation; homework assignments seek to develop their reading and writing skills and to increase their vocabulary; songs, films, and reading assignments expand their cultural knowledge of Spanish-speaking cultures; and field assignments, along with class discussions, hope to raise students’ awareness of the interconnections among different world cultures. REQUIRED TEXTBOOKS/MATERIALS All the necessary material will be available through the ship’s intranet. TOPICAL OUTLINE OF COURSE

Depart Southampton- August 23 B1

Course intro Song: Two fragments from La verbena de La Paloma (zarzuela) Topic: Traditional celebrations such as bullfights – culture, art, sport, or animal torture?

B2

Songs: “Ay Carmela” (war song) and the Spanish national anthem Topic: Patriotism St. Petersburg: August 30- September 1

B3

Songs: “Y viva España” (Manolo Escobar), “Españolito” (Joan Manuel Serrat), and “España, camisa blanca” (Ana Belén y Miguel Ríos) Topic: What is Spain? Travelogue entry due

B4

Film: La niña de tus ojos Gdansk: September 5-7 Rostok: September 8-9

B5

Song: “Yo me quedo en Sevilla” (Pata Negra – flamenco) Topic: The Roma in Europe. The rise of Neonazi, Neofascist, and xenophobic movements Travelogue entry due

B6

Song: “Eres tú” (Mocedades – Pop) Topic: Linguistic diversity in one country: source of conflict or of wealth? La niña de tus ojos review due Antwerp: September 14-16 Le Havre: September 17-19

B7

Song: “La hoguera” (Javier Krahe – protest song) Topic: Protesting in oppressive and democratic regimes Travelogue entry due

B8

Song: “Haz turismo” (Celtas Cortos – rock with Celtic influences) Topic: Colonialism, imperialism, the role of the USA in the world Dublin: September 24-27

B9

Song: “Los muchachos de mi barrio” (Chambao – flamenco chill) Topic: Field lab preparation

Travelogue entry due Lisbon: October 1-2 In transit: October 3 Cádiz: October 4-5 – Field lab in Cádiz, October 5 B10

Songs: “Ciudadanos de un lugar llamado mundo” (Delafé y las Flores Azules – indie/hip hop), “Grândola, Vila Morena” (Zeca Afonso – protest song) Topic: The positive side of globalization Travelogue entry due Casablanca: October 8-11

B11

Film: El próximo oriente Travelogue entry due

B12

Song: “Diga qué le debo” (Siniestro Total – punk rock) Topic: Feast and famine (Recommended film: The End of Poverty?) El próximo oriente review due Dakar: October 16-19

B13

Song: “Milonga del moro judío” (Jorge Drexler), “Adio, querida” (Ofra Haza – Sephardic song) Topic: Religion and identity (Recommended film: Acts of Faith: Jewish Civilization in Spain) Travelogue entry due

B14

Song: “¿Dónde jugarán los niños? (Maná – Latin rock) Topic: The environment

B15

Song: “El niño soldado” (Ska-P – punk) Topic: War and children soldiers Takoradi: October 25-26 Tema: October 27-28

B16

Song: “Notas” (Gotan Project – tango nuevo) Topic: African influences in Latin America (Recommended film: Black in Latin America) Travelogue entry due

B17

Song: “Mar antiguo” (El último de la fila – pop/rock) Topic: The ocean

Study Day: November 2 B18

Song: “No te metas a mi Facebook” (Esteman – a funny song) Topic: Social media

B19

Film: Diarios de motocicleta Song: “Al otro lado del río” (Jorge Drexler – Latin pop) Rio de Janeiro: November 7-9 In-transit: November 10-11 Salvador: November 12-14

B20

Song: “Guantanamera” (canción popular) Topic: The “global war on terror” Diarios de motocicleta review due Travelogue entry due

B21

Song: “Yo pisaré las calles nuevamente” (Pablo Milanés – Nueva Trova) Topic: The Cuban revolution (Recommended film: Fidel: The Untold Story) Study Day: November 19

B22

Film: Fresa y chocolate Bridgetown: November 22-24

B23

Song: “La vida es un carnaval” (Celia Cruz – salsa) Topic: What is happiness? (Recommended film: Buena Vista Social Club) Travelogue entry due

B24

Song: “No dudaría” (Antonio Flores – pop) Topic: Does peace have a chance? Fresa y chocolate review due Havana: November 29- December 2 Study Day- December 3

B25

Final oral exam

FIELD WORK Field lab attendance is mandatory for all students enrolled in this course. Please do not book individual travel plans or a Semester at Sea sponsored trip on the day of our field lab. This lab is

planned on Sunday, 5 October. The field lab will begin with a walking tour that will focus on the long history of Cádiz, a city that is reputed to be one of the oldest in the western world. We will look for vestiges of the many cultures that have inhabited it: Phoenicians, Carthaginians, Romans, Visigoths, Muslims, and Christians. We will learn about the importance that its port had in the history of Spain and Latin America. We will also seek to understand how gaditanos live today, visiting the local food market and eating in one of the restaurants nearby. In the afternoon we will learn about flamenco music and dance from a local instructor. And we will end the day by visiting a nature preserve located nearby, which survives as a bird haven in spite of all the urban development that surrounds it. Academic Objectives: 1. Practice language skills learned in class with native speakers in an immersion environment. 2. Learn about specific aspects of Spanish culture, such as history, music and dance, food, and contemporary everyday life. 3. Understand the connections with the other Spanish speaking port included in the Fall 2014 voyage: Havana. Field lab date and time are subject to change. METHODS OF EVALUATION / GRADING RUBRIC Participation and Homework 25% Class Leader Assignment 20% Film Reviews (4) 20% Field Work 20% Final Oral Exam 15% Participation and Homework (25%) Your attendance, daily preparation, and active participation in class will contribute to your learning and are also important factors in determining your grade. Students are expected to participate in Spanish only during each class period. The instructor will monitor student participation on a daily basis and speaking in English will result in a zero for the day’s participation grade. A-level participation means actively participating in individual, small-group, and large-group activities as well as respecting classmates by not speaking when they are speaking. Points will also be deducted for using electronic devices, packing up early, etc. Daily homework will involve readings about the music and/or the topic to be studied in class and watching films. All homework must be completed before the class meeting. Homework that is incomplete or late will not be accepted. Class Leader Assignment (20%) Each student will be in charge of leading the class discussion on different days during the semester. With the guidance of the professor, the leader will have to prepare extra materials and activities to promote discussion in class. Both the preparation of the material and the

performance in class will be evaluated according to the rubric included in the intranet folder. Film Reviews (4) (20%) Students will have to write one 300-word review of each of the films that will be discussed in class. The reviews are due on the day following the discussion. This assignment will be graded in terms of grammar, spelling, vocabulary, content, organization, and style. In the intranet folder you will find the evaluation criteria and some sample film reviews you can use as models. Field Work (20%) The field work in this class has two different components: 1. A field lab (10%) in Cádiz on October 5. All students are required to attend and participate actively and in Spanish in all the activities of this field lab, which will include: a. Preparatory activities during the class period immediately preceding the field lab. b. A walking tour of the city center, lunch in a typical restaurant, a flamenco music and dance event, and a visit to the nearby Parque Natural Bahía de Cádiz. c. A field lab report based on the class visit to Cádiz and each student’s individual visit to Havana. In his song “Habaneras de Cádiz” Spanish singer Carlos Cano describes the similarities between these two Spanish-speaking cities included in our voyage. For this assignment, students will take this song as a starting point and will write a four-page report, based on their experiences and what they have learned about Cádiz and Havana. 2. A travelogue (10%) in which students will record their experiences in all the other different ports visited on the voyage. The format of the travelogue is flexible: in consultation with the professor, students may choose to do a journal, a blog, a photo or video presentation, etc. Regardless of the chosen format, for each port students must submit a text of at least 200 words. Each entry must be submitted on the fist day of class following each port visit. The different components of the field work will be evaluated according to the rubric in the class intranet folder. Final Oral Exam (15%) Each student will have a final oral interview with the professor during which the following aspects will be evaluated: oral and aural skills, grammar, vocabulary, and knowledge of the topics discussed in class. RESERVE LIBRARY LIST AUTHOR: John Butt and Carmen Benjamin TITLE: A New Reference Grammar of Modern Spanish PUBLISHER: McGraw-Hill ISBN #: 0658008730 DATE/EDITION: 3rd edition, 2000

ELECTRONIC COURSE MATERIALS N/A ADDITIONAL RESOURCES Students will be responsible for viewing four films, which are available in the SAS library collection: La niña de tus ojos El próximo oriente Diarios de motocicleta Fresa y chocolate COURSE POLICIES Honor Code. Semester at Sea students enroll in an academic program administered by the University of Virginia, and thus bind themselves to the University’s honor code. The code prohibits all acts of lying, cheating, and stealing. Please consult the Voyager’s Handbook for further explanation of what constitutes an honor offense. Each written assignment for this course must be pledged by the student as follows: “On my honor as a student, I pledge that I have neither given nor received aid on this assignment.” The pledge must be signed, or, in the case of an electronic file, signed “[signed].” Spanish 3030 students are expected to comply with the UVA Honor Code. All work is to be pledged and completed by the student without assistance from classmates, advanced Spanish students, native speakers, or online translators, unless otherwise indicated by the professor. Just to clarify: while an online dictionary is an acceptable resource, use of any sort of online translator such as Google Translate is a violation of the Honor Code. Any violations of the Code in or outside class will be brought to the attention of the Honor Council for appropriate action. Attendance and Tardiness. Attendance is obligatory for Spanish 2010. In order for students to progress in their understanding and speaking of Spanish, they must be exposed to hearing and speaking it on a regular basis. You are allowed two (2) unexcused absences. Beyond that, for each additional absence, one percentage point will be deducted from your final grade. An excess of four (4) absences, excused or unexcused, will result in a withdrawal from or failure in the course. Students are expected to arrive to class on time. Being late to class counts as half an absence. Assignment Deadlines and Make-up Work. Assignments are due by the beginning of class as indicated on the syllabus. No late work and no make-up work will be accepted. Students who will not be in class should complete their assignments ahead of time. There are no make-ups for exams, quizzes, compositions, or presentations. Your responsibility: For each credit hour, it is expected that you spend an average of 2 hours on homework and class preparation. You are expected to come to class having prepared the material on the syllabus for that day and ready to participate actively in class. Class will be conducted

only in Spanish. It is your responsibility to let your professor know if you do not understand or to consult her during office hours with any questions or concerns. Electronics: No laptops, no cell phones or other electronic devices will be used in class unless advised by the professor. Failure to comply may result in dismissal from the class period and, consequently, an absence.