Latin American Studies: Foundations LAS-2013
August-December 2017 Prof. Arturo C. Sotomayor
Hybrid course
Course meetings: T 10:00-11:15 [email protected] Classroom: MB 0.212
Office hours: T from 11:30-1:00 PM and by appointment only.
Course Description
Too much of the educational experience at UTSA has been focused towards Latino studies; this course broadens this experience by exposing students to cultures, societies, politics, literature and art of a civilization that is far more diverse and enriching than just Latino or Mexican-American cultures in Texas. LAS-2013 Latin American Studies: Foundations is a hybrid, thematic-based, and inter-disciplinary course designed specifically for minors in Latin American studies at UTSA. Latin American studies is broadly defined as an inter-disciplinary field of study that examines the societies, cultures, politics, history, artistic expressions, technological and development achievements and failures, as well as world interactions of all territories south of the Bravo river. Hence, modern San Antonio or any other aspect of US owned Texas or California territories are not analyzed in this class, unless they relate to Mexico and its concrete relationship with Latin America (and not just the US). There will be absolutely no treatment or analysis of Texan cultures in this class. This course combines face-to-face seminar sessions with online lectures. Each week there will be an online lecture, a mandatory reading from an open source, and a movie/song/or other visual activity to see, listen or undertake. The course coordinator will then organize discussion
sessions and grade student participation and required exams/evaluations. All students are required to participate in a creative activity, involving the display of a día de los muertos (day of the death) altar, as practiced in Mexico and Guatemala (not Texas or any other part of the US).
1. Course guidelines and expectations
Students who enroll in the Latin American Studies program should be ready to engage with the breadth of inquiry characteristic of a liberal education with a global profile. Hence, this course aims to be transformative: students should be avid consumers of knowledge; critical and inquisitive readers; capable writers; fluent in foreign languages; and curious to explore the world through multiple learning opportunities.
inter-disciplinary, students will necessarily be encouraged to think beyond one field of study, mode of inquiry, or career path.
In this course, students are expected to:
-Become literate in multiple modes of inquiry: social scientific, humanistic, and expressive forms inquiry. Students can later take courses that practice each of these modes, separately or in combination, but GLA 2013 has an inter-disciplinary focus. - Gain understanding about Latin America’s past and current affairs.
-Develop an interest in foreign languages and cultures, especially as it pertains to the local languages and cultures of Latin America (Spanish, Portuguese, native and indigenous languages, and French). This is grounded in the belief that students’ engagement with the world will be limited if they can only engage in English or in Tejano courses/cultures.
-Develop writing and analytical skills. Multiple-choice exams are forbidden and will never be practiced in this course.
-Engage with local communities beyond the boundaries of the University and be part of the multiple activities organized by the large Latin American community in San Antonio. A visit to the Latin American collection of the San Antonio Museum of Art will satisfy this requirement.
-Develop curiosity and interest to explore Latin America with the UTSA study abroad programs or through other educational platforms. In other words, GLA/POL 2013
provides students with a “small taste of Latin America.”
Method
-Course readings will be available through open sources. Students will not have to buy or acquire a mandatory textbook, but they will have to complete readings, visual activities and other mandatory tasks assigned for this course.
-In addition to the readings, the professor has identified other heuristic tools, such as music, film, art, maps and folklore to compliment the course and text material. -The course will consist of mandatory readings, online courses, assignments, and discussion sessions on Tuesdays. Mandatory means obligatory and not subject to negotiation.
-The course will be foundational in the sense that it will introduce students to core methodologies and central works and ideas about Latin America.
-The course will stress “big ideas” through engagement with mostly primary materials; and address the history, contributions and achievements of Latin American cultures. Students’ conventional wisdom will be challenged and they will be expected to think and not merely react or remain as passive actors in class.
Film and activity policy
sub-regions of Latin America) and contemporary relevance (films produced in the past 20 years). They deal with many of the issue- matters that we will address in our class and serve to demonstrate the diversity of cultures and approaches available in Latin America. The subject matter of our class is controversial in Latin America and includes: human rights, violence, racism, religion and politics, among others. The films merely
compliment the literature assigned for reading and provide a “cultural context” to inform our discussions.
Since personal beliefs vary greatly, I ask students to make their own informed viewing decisions. If you think these films might offend you, then you should consider
withdrawing from the class. The decision to view or not view the movies or any of the other material assigned for class is yours (students). Students get to decide if they want to stay in class or not. No one is obligated to take this particular course since it does not serve as a requirement for any academic program offered at UTSA, except for the minor in Latin American studies, for which this class can always be replaced for Latin
American Civilizations (offered in the History Department). Hence, if a student decides to enroll in the class out of his/her own choice, then he/she will be expected to complete all the assignments, including viewing the films and reporting back to the professor. This is no different from any other class, where mandatory textbooks and assignments are required for full course completion. The professor will not replace the material if a student disagrees with a specific film or activity designated for the course. Students should thus be able to make their own choices as to whether they stay in the class or not. Once again, if you think the content of this course might offend you in any way, then you should probably consider taking another class. No one is being forced or coerced into taking this elective course; but once you are in, you are in all the way! The professor will treat students as adults and expects excellent academic performance from them as adults too, regardless of their personal views or beliefs.
Detailed information about MPAA ratings for the films to be shown in class is available at the Motion Picture Association of America at: http://www.mpaa.org/
Thematic issues to be addressed in the course
This course will expose students to some of the following themes:
-The concept of Latin America (geographic, identity, cultural, idea, aspiration).
-Latin American pre-Hispanic cultures: contributions to the world (corn, coffee, potatoes, etc.)
-Clash of civilization: the conquest seen through various lenses.
-Colonial practices that remain in Latin America (encomienda/hacienda, religion, law, and other social practices).
-Race and ethnic relations.
-Religion, society, and syncretism.
Evaluation plan
-Quizzes for each thematic module. Quizzes will be short, entailing mostly Q&A (with paragraphs) about the reading, film, novel, song, or form of art assigned for our
discussion session. The professor will not accept, under any circumstance, a handwritten assignment or quiz. All quizzes must be submitted in an adequate format, involving: cover page, content of quiz in a computer format, spell-check, flawless grammar and syntax, and references consulted, with specific page numbers. Failure to submit these quizzes can translate into an automatic F in the course. No extensions will be granted under any circumstance, with the exception of medical leave (with proper documentation, such a doctor’s note) or religious celebration (which must be requested before the quiz is due).
-A collaborative activity, involving group assignments. One exercise will entail a “Día de Muertos Altar”, for which students have to work in a collaborative fashion and then be judged by a panel of faculty members. The coordinator will have to make arrangements to display the altars in a specific UTSA venue. Since the courses is offered in the fall, an altar is an ideal activity for which students will have to engage in research, study and preparation for this traditional Mexican/Central American custom.
-Student participation in class. The professor will not lecture, but will start the class on Tuesdays by randomly selecting students to answer specific questions about the readings. Failure to answer the question or any indication that the student has not completed the reading will translate into an automatic F in the course.
Since the course is in development and is a pilot for future courses, many of the assignments, readings, and course material are still being developed and will be made available on Blackboard in due time. Students are responsible to follow blackboard for any changes in course schedules or assignments.
Course requirements and grading procedure
Attendance policy
Class attendance on Tuesdays is mandatory. Students cannot miss classes unless they have a legitimate justification (which should never be submitted post-facto; that is after you missed classes) or a medical condition (with the appropriate medical justification). Attendance does not count toward participation grade. However, in order to participate effectively, students must be present. Missing class frequently interferes with a student’s grasp of the course material, thus adversely affecting the quality of his or her
presentations and written work. If a student is unable to attend a class session due to a justifiable reason (such as a medical condition or religious observance), then he/she is responsible for (1) reading all assigned readings for the missed session and (2) meeting with a fellow classmate to catch up with lectures and discussions.
classes) before December 4. In total, students cannot skip more than 3 classes (three weeks) throughout the semester. An automatic F will be assigned in the course to any student who skips more than 2 classes before October 11. Similarly, an automatic F will be assigned in the course to any student who skips more than 3 classes before December 3. There will be no exceptions to this policy, unless the student has a medical justification (with a doctor’s note only), a family crisis (funeral only or hospitalization of a direct relative, with appropriate documentation), or a religious observance (only with the previous authorization of the professor). The professor will not provide any warning in case students fail to meet attendance requirements. The syllabus serves as your first and only warning; students are responsible for meeting course attendance policies and requirements.
Grading procedure
Class Participation (9% of grade)
Students are required to have completed the readings before class and to participate in discussions. Students are also expected to keep up on relevant world events by reading the New York Times or another reputable source of international news, such as The Economist, Financial Times, LA Times.
Completed course evaluation (1% of grade).
1% of the grade will be assigned for completing the course evaluation for the Fall 2017 semester.
Dia de los muertos altar: Tuesday, October 31 (20%)
Students are required to participate in the showcase of a dia de los muertos altar on October 31. The professor will play no role in organizing the group; instead, students will be responsible for self-organizing themselves and the professor will grade accordingly, based on the assessment provided by a panel of judges (fellow UTSA faculty members). Please, make sure you arrange for team assignments appropriately, since all students will share both the grade and responsibility for the success or failure of your presentation. Students are expected not only to showcase an altar, but also prepare a 10-minute presentation for the panel of judges. If the course has more than 20 enrolled students, then the class will be divided into two, competing groups.
Midterm Exam (30%): requirement for final grade (no midterm exam = “F” in the course)
The midterm grade will be determined by an average of all quizzes submitted until October 3.
Final exam (40%):
Extensions and late assignment policy
My policy is simple: no extensions (except in extreme circumstances, such as medical emergencies or religious observance). Late assignments will not be accepted (except extreme circumstances). If you have a medical condition that impeded you from turning in the assignment or quiz on-time, you will also need to provide a medical justification indicating that you were indeed sick. This policy ensures fairness for all students who punctually meet deadlines.
How I Grade
The first rule that every student must clearly understand is that grading is the prerogative of the professor, not the student. The professor sets the criteria, determines a fair grade, provides feedback and has the authority to downgrade or upgrade by discretion.
The professor grades exams on a question-by-question basis rather than exam by exam. This means that as much as possible the professor is unaware of who has written an answer as he grades it. Typically the professor will read the answers to a question at least three times. The first time the professor simply reads through everyone's answer to give him a sense for the general qualities of good answers. This does not give him a notion of
your grade, but overall is there something the whole class has missed? The second time, the professors places answers in piles: sometimes above average, average, and below average, sometimes A-F. There does not need to be an equal number in each pile (this is not a curving device), only a first sort on grade. Finally, to check himself, he rereads starting with the best answer and going to the weakest (or vice versa) to make certain he has appropriately differentiated quality.
The professor does not have any checklist of items he is looking for in answers. He is reading for the overall control a student has over the subject matter of the question. He may develop a list of characteristics of "A" answers after grading the questions to communicate to the class when he hands the exam back. But this list is post-hoc rather than a rule he uses to measure answers. The professor will give you an answer guide upon returning graded exams.
What Grades Mean
A+ and A. Outstanding and excellent in all ways. Shows “knowledge” of the literature required to answer the question and how to wield that literature in developing an answer. Answer is comprehensive.
A- Answer that shows knowledge of the subject matter of the question. Also
B+ The answer I would expect from the average student having worked with the material. Some ability to use vocabulary related to the question and a familiarity with the material. B Some hint of familiarity with the material of the course including literature and
concepts. A better answer than someone would provide who had never had the course.
B- The answer is weak, probably shows some familiarity with the literature, but it is out of scope, the argument is inconsistent, and the evidence is flawed. The essay may have structural problems, ranging from poor grammar to inability to articulate a hypothesis.
C+-C- Barely passed or made a minimum effort to poorly answer the question. The student might have relied on just one author or may not have identified all identified arguments. The essay is weak, poorly written, and the argument is inconsistent or plainly wrong.
D+-D- The student submitted an exam with wrong facts, poor understanding of the readings, spelling and grammar mistakes, and poor structure. The essay is weak, short, and flawed.
F Failed in all aspects; no analysis, no familiarity with the topic, floppy grammar, did not cite references or followed the instructions. An F is always an option, especially if the student fails to show discipline, effort, consideration, seriousness, and aptitude towards my class. Consider this fair warning and always remember that it is the professor’s prerogative to assign a final grade (not yours!)
Numbers and Letters (grading scale)
A 100-95 B- 82-80 D+ 69-68
A- 94 - 90 C+ 79-77 D 67
B+ 89-87 C 76-73 D- 66
B 86-83 C- 72-70 F 65 or below
Additional course policies
Zero tolerance policy for plagiarism and scholastic dishonesty
Plagiarism will not be tolerated under any circumstance. What is plagiarism? To steal and pass off the ideas or words of another as one's own; to use another's production without crediting the source; to commit literary theft or to present as new and original an idea or product derived from an existing source. In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.
What are the consequences of getting caught? In this class, an act of plagiarism is reprimanded with an automatic failing grade in the course. Other UTSA sanctions may apply. Remember that plagiarism is considered an act of Scholarly Dishonesty, sanctioned by Sec. 203 of the Student Code of Conduct. For policies regarding violations of scholastic dishonesty, see the following UTSA link:
Please, always properly cite the source of information you use in your exams and assignments. Here are basic guidelines:
If you reference an idea from another source or information that is not common knowledge, you must reference that source, including the exact page(s) on which you found the idea or information. (Examples of “common knowledge”: the years that someone served as President of a country’s national government or the fact that the Cold War ended.)
If you use the exact words from a source, you must place those words between quotation marks, and you must reference the source, including the exact page(s) on which you found the quotation.
If you paraphrase information or an idea in your own words, you will not use quotation marks but must still reference the source, including the exact page(s) on which you found the information or idea. If you find yourself merely tweaking words of the original text, you are not paraphrasing, and you should therefore instead leave the author’s words as they are and place quotation marks around them.
The above rules apply to both paper and electronic—including Internet— sources.
For further guidelines on how to avoid plagiarism please refer to the following guidelines published by UTSA:
http://www.utsa.edu/osja/documents/pdfs/Plagiarism2008.pdf Remember, ignorance will not excuse a violation.
Full adherence to The Roadrunner Creed
UTSA is a community of scholars where integrity, excellence, inclusiveness, respect, collaboration, and innovation are fostered. Students are thus expected to follow The Roadrunner Creed, as stipulated at: http://www.utsa.edu/about/creed/
Writing assistance
This is not an English literature course, but proper use of spelling, style and syntax in writing assignments is required. Poor spelling and grammar will result in an equally poor grade. Students are thus highly encouraged to request writing tutoring from the UTSA’s Writing Center. To request an appointment with a tutor, please check their website at: http://www.utsa.edu/twc/
Communication with faculty and office hours
be unable to talk, due to his work schedule. The professor’s office is located at MS 4.03.57.
If you decide to contact the professor by email, please remember he has a very busy agenda and can take up to 48 hours to reply to your inquiry. The professor does not answer to emails on Friday afternoons (after 3:00 PM) or during weekends.
Course etiquette
Students are expected to arrive punctually for class and not leave early. The Tuesday class will start at 10:00 AM sharp and class attendance will follow immediately. The class door will close at 10:05 AM sharp. Once the door is closed, students cannot come in or interrupt the class (no exceptions made). When entering the classroom, please turn all electronic devices on silent mode (including cell phones). Students are not allowed to check email or do other Internet searches during class nor can they talk or browse mobile phones. It is unacceptable to go on-line on any device while the professor is lecturing or during discussion sessions. Students are not allowed to bring food or eat inside the classroom (this includes chewing gum). When discussing controversial issues, all course attendees will engage in civil, respectful, and constructive discussions.
Students cannot fall asleep during class and should take preventive measures (such as drinking coffee) to avoid public yawning while the class is in session. It is disrespectful and impolite to yawn in front of the professor. Failure to follow course etiquette can lead to class expulsion and even course failure at the discretion of the professor (YES THE PROFESSOR CAN FAIL STUDENTS IN THE COURSE FOR NOT COMPLYING WITH COURSE ETIQUETTE, consider this fair warning).
Special needs and accesses
Students requiring special accommodations should contact the professor in advance or meet with him during office hours to discuss how to meet their special needs this semester. In addition, students with disabilities should contact the Office of Disability Services (DSS) immediately in case of requiring special accommodations, MS 3.01.16, telephone 458-4157 or visit their web site at http://www.utsa.edu/disability. The
professor will not make any arrangements or special accommodations on his own, unless he receives an email notification from the Office of Disability Services, specifying the accommodations required for this class. It is the student’s responsibility to disclose his/her disability, if this applies, and it is also his/her responsibility to make appropriate requests for reasonable accommodations.
Counseling Services
Counseling Services provides confidential, professional services by staff psychologists, social workers, counselors and psychiatrists to help meet the personal and developmental needs of currently enrolled students. Services include individual brief therapy for
and anxiety. Counseling Services also screens for possible learning disabilities and has limited psychiatric services. Visit Counseling Services at http://utsa.edu/counsel/ or call (210) 458-4140 (Main Campus) or (210) 458-2930 (Downtown Campus).
Supplemental Instruction
Supplemental Instruction offers student-led study groups using collaborative learning for historically difficult classes. Supported courses and schedules can be found on the TRC website. You can call the SI office if you have questions or for more information at (210) 458-7251.
Tutoring Services
Tomás Rivera Center (TRC) may assist in building study skills and tutoring in course content. The TRC has several locations at the Main Campus and is also located at the Downtown Campus. For more information, visit the Tutoring Services web page or call (210) 458-4694 on the Main Campus and (210) 458-2838 on the Downtown Campus.
Reading requirements and museum visit
Reading schedule
Week 1 (August 22): Introduction and discussion of the Concept “Latin America” This class is introductory and intended to familiarize students with course policies. However, a brief discussion of the concept of “Latin America” will take place during this first day of courses. The concept includes an identity, a geographic area, a culture, a political idea, among others.
Week (August 29): Pre-Hispanic Civilizations
Lecture: See National Geography Documentary “Mystery of Aztec and Maya Civilization”, available at: https://www.youtube.com/watch?v=4KsDoMPrkY4 Note: This is an almost 2-hour documentary, so plan accordingly.
Activity: Watch Mel Gibson’s film Apocalypto 2006 (available on Netflix) Quiz:
What is accurate about the film Apocalypto?
What is inaccurate about the film? Describe in detail some of the “liberties” taken by Mel Gibson in the production of this film?
Explain the concept of time and its relevance for Aztec and Mayan cultures? What is the meaning of 2012 in the Mayan calendar)
Briefly explain the main differences between Aztecs and Mayans?
(Your answers should be no longer than a paragraph, but no shorter than 3 sentences, written flawlessly without grammar or syntax mistakes. Grammar mistakes will translate into grade penalties. 5 spelling mistakes will translate into an F in this assignment.) Calculate your birthday in the Mayan calendar using the following site:
https://maya.nmai.si.edu/calendar/maya-calendar-converter
Please, site all sources used for your quizzes, including a full biography. Failure to do so will translate into an F in the quiz assignment and plagiarism will translate into automatic F in the course. If needed, consult the Writing Center for appropriate ways to cite
references.
Week 3 (September 5): A Clash of Two Worlds or Encounters: Colonialism in Latin America
Lecture: Lecture will be divided into two parts:
Part 1: see and analyze the slides on “Race and Culture in the Americas”, available through SlideShare at:
https://www.slideshare.net/instructorpayan/4-race-incolonialamerica
Part 2: See the 40-minute documentary, hosted by Ruben Martinez and produced by PBS available at:
https://vimeo.com/14861182
Activity: Watch the following Brown University series on chocolate, entitled “Kathryn Sampeck – How Chocolate Came to Be”, available at:
Quiz: Go on the internet and find the painting Cuadro de Casta, anonymous, on display at the Museo Nacional del Virreinato, Mexico:
http://lugares.inah.gob.mx/museos-inah/museo/museo-piezas/8409-8409-10-241348-cuadro-de-castas.html?lugar_id=475
Describe the main difference between a “mestizo” and a “castizo”. You can use external sources, but do not just copy, edit and paste! If you copy, edit and paste I will give you an “F” in the course! Make sure to properly cite all consulted sources.
If you had lived in the Colonial era in Mexico, where would you have bee placed in the caste system and why? Again, look at the painting and try to identify what would have been your place in a colonial society? What is the difference between the colonial caste system and our current societal system?
Based on the documentary and slides you watched, summarize the main contributions of: pre-Hispanic cultures to the modern world.
African slaves forcefully transported to Latin America.
Who was Fray Bartolomé de Casas and why is he so important to understand Colonial Rule and Latin America under colonialism?
Does the word “mestizo” mean the same today as during the colonial era?
Briefly describe the purpose of cocoa during the pre-Hispanic era and how it acquired its culinary purpose during colonialism? (By briefly, I do not mean just write a sentence, instead I need you describe, explain and analyze).
Week 4 (September 12): Race and Blacks in Latin America
Lecture and activity: Watch the documentary by Dr. Henry Louis Gates, from Harvard University. The documentary is available on PBS and a copy is available in the library and with the professor (upon request). Please, plan accordingly, as this documentary takes more than 3 hours to see. Focus on episodes from Mexico, Peru, Cuba and Brazil. http://www.pbs.org/wnet/black-in-latin-america/
The documentary is also available, but truncated, at Youtube: Black in Latin America:
(Brazil)
https://www.youtube.com/watch?v=sCRIZnVY3BI
(Mexico and Peru)
https://www.youtube.com/watch?v=aMyrxWmZqoA
(Cuba)
https://www.youtube.com/watch?v=Ygms7GCXIKY&list=PLDVxkKwulipr20CEVvF9g ElpbMtz4tdVh
Quiz:
Why are there so many blacks in Latin America? Explain the roots of black heritage in Latin America.
Which country has the largest number of blacks in the Americas and why?
How different is race and ethnicity treated in Brazil compared to Cuba, Mexico or Peru? Do not just simply say “race in Brazil is X and in Mexico is Y.” I am asking you to explain, analyze and describe.
How different are race relations in Brazil or Cuba and the United States? Where (in social, religious, cultural and even political practices) do you see the
contribution of blacks in Latin America? Do not just say, “The main contribution is in the practice of capoeira.” I am asking you to explain, analyze and describe.
Week 5 (September 19): The battle for religions in Latin America
Lecture: See Powerpoint presentations available on Blackboard, under the title “Religion in Latin America.”
Activity: See two contrasting documentaries, pace yourself as each video lasts on average an hour each.
Francis: The Pope from the New World (official documentary produced by the Vatican): https://www.youtube.com/watch?v=aImytGrpoaY
Rebel Pope (documentary produced by National Geogrpahic): https://www.youtube.com/watch?v=TmUmJn1sYZA
Quiz
What is the relevance of having a pope from the “new world”? What was controversial about Pope Francis’s appointment?
Describe some of the differences between the official documentary and the Nat Geo documentary?
In your view, do you think that having a Pope from the Americas will help Catholicism remain as the dominant religion in the Western Hemisphere? Please explain, analyze and describe.
What are the other prevalent religions in Latin American and how do you think they challenge Catholicism? And why? If you want a grade for this assignment, you better not just write a mere sentence. Please explain, describe and analyze.
Week 6 (September 26): Latin American music and politics
Lecture: Watch the BBC documentary “The Girl from Ipanema –Brazil, Bossa Nova and the Beach” (1 hour), available at:
https://www.youtube.com/watch?v=DstyhF92UOQ
Watch the documentary Mercedes Sosa-The Voice of Latin America (1hr. 15 minutes), available for free, but with registration, at:
http://putlockerxvid.com/play.php?movie=tt2568472
Read and listen this short documentary The Nueva Trova in Cuba:
https://salsablanca.com/ethnomusicology/cuban-music-styles/the-nueva-trova-in-cuba/
Activity: Listen and watch the following videos:
Sting, They Dance Alone.
Shakira and Mercedes Sosa –La Maza:
https://www.youtube.com/watch?v=TxzPPQvHIZo
Quiz
Why is the famous song “Girl from Ipanema” considered a symbol of Brazil and its recent history? In other words, what part of Brazil’s history does this song evoke and why?
What are the characteristics and origins of Bosa Nova? Explain and describe. How did Bosa Nova influence other world musical movements and rhythms?
In your own words, describe why Mercedes Sosa was such an influential singer in her own time? What time in Latin America’s history did Mercedes Sosa music evoke? Explain why Mercedes Sosa’s musical art is often considered a form of “political demonstration and denunciation” in Latin America? Demonstration and denunciation against who specifically and why through music?
What is Sting’s song They dance alone really about? Who is dancing alone and why? The song is related to a particular dance known as “cueca”. What is cueca and how does it relate to the song They dance alone? (Remember to always cite your sources of information).
What is the meaning of La Maza sang by Shakira and Mercedes Sosa?
Why were musicians like Carlos Jobin, Mercedes Sosa and so many others artists banned from performing in Brazil, Argentina, and Chile during the 1970s and 1980s? Why did such musicians represent a so-called “threat” to several political regimes in the region?
Week 7 (October 3): Magical Realism and Latin American Literature (part 1) No discussion session will be held this week. Instead, students have to do the following:
Task 1: Start reading the tales written by Nobel Literature laureate Gabriel García Márquez, entitled Strange Pilgrims. If you are fluent in Spanish, you can read the Spanish version entitled 12 Cuentos Peregrinos. The book is available at the UTSA library and an electronic version is available for free, online, at the San Antonio Public Library (through Over Drive) at:
http://sapl.sat.lib.tx.us/record=b2028301~S1
Task 2: Watch the following videos.
Video 1: 100 Years of Solitude Part 1: Course Literature 306 (12 minutes, talk goes very fast, so make sure you pay full attention to the lecture).
https://www.youtube.com/watch?v=YWNcCs__vQg
Video 2: Inside Story- Gabriel Garcia Marquez: A Literary Giant, produced by Al Jazeera (25 minutes).
https://www.youtube.com/watch?v=n2S2Neswudw
Task 4: Students must organize themselves and plan for the October 31 altar. By October 3, no later than 9:0 PM, I expect to have the names and groups organized for the altar activity. Each group will elect a leader and that person will send me, via email, the name of the group and the name of each recruited participant. Failure to do so will involve a 50% grade penalty on the activity. So each student is responsible of ensuring that his/her name appears on the email submitted by each group leader. Groups cannot be smaller than 4 students and no larger than 10 students each.
Week 8 (October 10): Magical Realism and Latin American Cinema (part 2) Lecture: See the video “Magical Realism” produced by TED Talks (11 minutes): https://www.youtube.com/watch?v=9tYktRinPd8
See the video produced by UT-Austin during a keynote speech delivered by Salman Rushdie on Gabriel García Márquez (45 minute talk):
https://www.youtube.com/watch?v=TtxK_y5cBcw
Activity: Finish reading Strange Pilgrims and then see the movie Like Water for
Chocolate (Como Agua para Chocolate), a Mexican film based on the book by same title, available online (2 hour film) at:
https://123movies.fyi/film/like-water-for-chocolate-10173/watching.html?ep=934943
Quiz:
In your own words, describe the literary movement known as “magical realism”?
Is there any implicit political message in García Márquez Strange Pilgrims? Describe and clearly explain your answer by referring to any of the 12 tales you read.
What was your favorite or favorites tale(s) in Strange Pilgrims and why?
Describe and explain two common motifs of magical realism that appear in your most favorite tales from Strange Pilgrims.
In narrative, a motif is a recurring element that has symbolic significance in a tale; such as the use of talking animals, magical helpers, human weaknesses explored through natural or sub-natural forces, etc.
Why was Salman Rushdie, an Indian author, educated in the United Kingdom, and now a US citizen, so impressed by García Márquez?
What book by García Márquez, in particular, influenced Rushdie’s work the most? According to Salman Rushdie, why is a good translation of a Latin American book so important for a non-Spanish reader? In other words, what makes a good translation of a Latin American book?
From the film Like Water for Chocolate, please describe why cooking while crying is not recommended? In other words, what is the “magical” effect of cooking and crying at the same time?
From the film LikeWater for Chocolate, please describe two scenes where the director specifically uses elements from “magical realism”.
Students are encouraged to read the book by the same name, LikeWater for Chocolate,
authored by Laura Esquivel. The recipes at the beginning of each chapter are genuine and can be tested in your kitchen (this activity is voluntary only).
Week 9 (October 24): Cultural practices, syncretism and Día de los Muertos Lecture: Dia de los muertos, watch 2 documentaries:
Dia de los Muertos, Guadalupe Aztlan Museum, Houston TX https://www.youtube.com/watch?v=hdq86qpYInY
BBC Documentary: Feasts Mexico
https://www.youtube.com/watch?v=JFt8-WdstQA
Discussion will be based on both documentaries and class will involve preparations for the altar.
Week 10 (October 31): Día de los Muertos altar exhibit.
Students are encouraged to consult other sources, especially library resources, for which a meeting with your UTSA librarian is highly recommended. Some sources of information include the following Youtube videos, but groups should not limit their research to just these sources. Remember this activity involves the altar itself and a 10-minute
explanation, which will be judged by a panel of UTSA faculty members:
How to make papel picado:
https://www.youtube.com/watch?v=Psmc1D2ddQo
How to make paper flower of dia de los muertos: https://www.youtube.com/watch?v=ODmCVUGQBKo
How to make sugar skulls:
https://www.youtube.com/watch?v=aP42XHd_Gcw
How to make an altar:
https://www.youtube.com/watch?v=MIkqe6UASAI
https://www.youtube.com/watch?v=yyVPRDFb6vs
How to make tamales for dia de los muertos: https://www.youtube.com/watch?v=iZub5brd6u8
Week 11 (November 7): Muralism and Politics Lecture: Listen to the following podcasts:
“Destroyed By Rockefellers, Mural Trespassed On Political Vision”, produced by NPR (4 minutes) at:
http://www.npr.org/2014/03/09/287745199/destroyed-by-rockefellers-mural-trespassed-on-political-vision
http://www.wnyc.org/story/206596-diego-rivera-murals-museum-modern-art/
“Rivera and the Rockefellers: interview with David Rockefeller” produced by NYC MOMA (10 minutes):
https://www.moma.org/explore/multimedia/videos/213/videos-all
Activity: See Frida, the movie (2 hour film), available at: http://xmovies8.fm/watch/VdPJaPxL-frida.html
Quiz: To answer the questions for this quiz, you will need to read a brief article and then look, compare and carefully observe the two versions of Rivera’s mural, entitled:
“Man at the Crossroads,” at:
https://www.khanacademy.org/humanities/art-1010/art-between-wars/latin-american-modernism1/a/diego-rivera-man-at-the-crossroads
What differences can you identify from the first mural, painted originally for the
Rockefeller Center in NYC in 1933, and the second mural commissioned by the Mexican government in 1934?
What political elements do you notice in both murals? Identify at least three political elements and then describe how they portray Rivera’s political views?
Observe the original version painted by Rivera for the Rockefeller Center in 1933. By just looking at the mural, can you identify which elements caused the most controversy among the Rockefeller family and why?
Observe the mural painted in Mexico City in 1934 at the Palace of Fine Arts (Palacio de Bellas Artes). What is the mural about? Describe and explain in your own words.
If you had been part of the Rockefeller family, would you have destroyed the mural too? Why or why not or what would you have done? Explain and justify your position. How do you think Mexican Muralism, especially the artistic movement developed by Rivera, affect American general views about Mexico and Mexicans?
Week 12 (November 14): Feminism and Femicides in Latin America. Lecture: Watch the following documentaries available online:
“Breaking the Silence: Femicides in Bolivia,” produced by Deutsche Welle (45 minutes): https://www.youtube.com/watch?v=j1ZrLWpP1Bs
“My Dress Hangs There: Frida Kahlo as Fashion Icon,” produced by the Boston Museum of Fine Arts (1 hour and 15 minutes), available at:
https://www.youtube.com/watch?v=edb-6xjtSj0
Activity: See the painting “The Two Fridas,” by Frida Kahlo, and read the short article available at:
https://www.fridakahlo.org/the-two-fridas.jsp
Quiz:
Frikda Kahlo lived in a time when the concept of “feminism” had not yet been developed, yet she has become an icon of the feminist movement in Latin America. Why? Explain, describe and analyze.
Frida had a fascinating, yet complex personality that was perhaps ahead of her time. She is seen as a pioneer of indigenous movements, an advocate for people with disabilities, a leader of feminism, and even a symbol of sexual diversity. Chose one of these intrinsic characteristics of Frida Kahlo’s personality and art and describe her contribution to at least one social movement in Latin America (indeginism, feminism, disabilities, sexual diversity).
Based on the film “Breaking Silence”, describe and explain the concept of “femicide”. Why are women the victims of organized crime and violence in Latin America? How are women and other social movements reacting to femicides?
Are femicides only prevalent in Bolivia? If not, where else has Latin American witnessed this terrible criminal practice?
In your own words, describe how would you eradicate or reduce the practice of femicides in Latin America?
Week 13 (November 21): Visit to the Rockefeller Collection of Latin American Art. No class on Tuesday, but students have to plan a mandatory visit to the San Antonio Museum of Art and specifically visit the Rockefeller Collection of Latin American Art. For further information on the Museum and how to get there see the following site: https://www.samuseum.org/collections/latin-american-art
Week 14 (November 28): Discussion of the Rockefeller’s collection of art.
You must show ticket of entrance as proof of your visit to the Museum (entrance for students is $5.00) and take a “selfie” at the entrance of the Rockefeller Latin American Collection museum section.
Quiz:
Who was Nelson Rockefeller?
Why did he collect so many pieces of Latin American art? Why did he donate his collection to San Antonio?
Pick one piece of art that impacted you during your visit. Why did you choose that specific piece?
Describe in detail the piece?
Explain its meaning and significance. If you need to consult external sources, do so by properly citing sources.
Week 15 (December 5): Violence and youth gangs in Latin America
Activity: Since there will be no quiz for this week, you will see two different movies that deal with the same topic (youth violence), but from very different perspectives.
City of God, or Cidade de Deus (2 hours and 10 minutes), a Brazilian film about growing up in violent slums, available at:
Sin Nombre (1 hour and 40 minutes), a film about Central American children and youth gangs who are trying to migrate to the United States by using “La Bestia” (a train) as a means of transportation to get to the US-Mexico border. Film available at:
https://gomovies.watch/film/sin-nombre-12455/watching.html?ep=886920
No quiz for this week, but there will be a discussion and attendance is mandatory. Questions for class discussion:
How does each film address the issue of youth violence?
Critics of City of God have argued that the film idealizes a culture of violence in Latin America, why?
Sin Nombre is the name of the film, what does it mean and how is it related to tattoos? Are youth gangs victims or are they an intrinsic part of organized crime in Latin America?
How different or similar are youth gangs in Brazil compared to youth gangs in Central America?
Why is youth violence considered a “trans-national” problem? Do you think the US has a role in the proliferation of youth gangs?
In your view, what is the best approach to reduce and eradicate youth violence? Can the US learn anything from Latin America? If so, what?