Voices of the Americas: A Journey Through Latin American Literature and Culture 3305-GA-B2
"Voces de América: Un Viaje por la Literatura y Cultura Latinoamericana" is an intensive ten and one half -hour course crafted for students seeking to master Spanish at a B2+ level by engaging with the region's most profound cultural and literary works. This is not a traditional language class, but a deep dive into the themes that define Latin America. Through the study of iconic authors like Cortázar, Allende, and Guillén, students will hone their advanced grammatical skills and expand their vocabulary by debating abstract concepts such as magic realism, social justice, historical memory, and the construction of identity. Each session is a collaborative workshop, fostering fluency through critical discussion, presentation, and analysis.
The journey goes beyond the page to explore the historical contexts and cultural movements that shaped these works, from the post-boom narrative to the influence of Afro-Latino rhythms and the modern digital landscape. By the course’s end, students will have gained not only a stronger linguistic command but also a critical framework for understanding Latin America's diverse voices. They will be able to articulate sophisticated opinions, analyze cultural artifacts, and participate confidently in discussions about the continent's past, present, and future, having truly connected language mastery to cultural understanding. This is not a traditional language class, but a deep dive into the themes that define Latin America, delivered in a virtual, highly interactive seminar format. The online platform allows for the seamless integration of multimedia resources, including audio clips of Afro-Latino rhythms, video interviews with authors, and virtual museum tours, enriching the learning experience.
Session Breakdown
Session 1: El Boom Latinoamericano y el Realismo Mágico
• Theme: Introduction to the Latin American Boom and its most famous export: Magic Realism. What does it mean to blend the magical with the mundane?
• Literary Focus: Analysis of a short excerpt from Gabriel García Márquez's Cien años de soledad (e.g., the famous "ascension of Remedios la bella").
• Cultural Focus: The global impact of the Boom. The role of the author as a cultural and sometimes political figure.
• Linguistic Focus: Narrative tenses (Preterite vs. Imperfect, Pluperfect) to describe events in the story. Vocabulary for describing the fantastical and the ordinary.
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Session 2: Voces Indígenas y la Lucha por la Identidad
• Theme: Exploring indigenous perspectives and the complex construction of identity in post-colonial societies.
• Literary Focus: Reading and analysis of poems by Mayra Santos Febres (Puerto Rico) or Humberto Ak'abal (Guatemala). Focus on imagery and metaphor.
• Cultural Focus: The concept of "mestizaje". Cultural syncretism in religion (e.g., Day of the Dead), food, and language.
• Linguistic Focus: Using the Subjunctive in expressions of doubt, emotion, and uncertainty regarding identity. Vocabulary related to cultural heritage, belonging, and conflict.
Session 3: Dictadura, Memoria y los Derechos Humanos
• Theme: Literature as testimony and a tool for preserving memory against state-sponsored forgetting.
• Literary Focus: Excerpt from Isabel Allende's La casa de los espíritus or a poem by Mario Benedetti (Uruguay).
• Cultural Focus: A brief overview of Southern Cone dictatorships and their social impact. The work of the Madres de Plaza de Mayo.
• Linguistic Focus: Si clauses (conditional sentences) to discuss historical possibilities and consequences. Vocabulary of politics, oppression, and resistance.
Session 4: El Cuento Corto: Microcosmos de Realidad
• Theme: The short story as a perfect vehicle for sharp social critique and powerful storytelling.
• Literary Focus: Reading and analysis of La siesta del martes by Gabriel García Márquez or a story by Julio Cortázar (Argentina).
• Cultural Focus: Social hierarchies, classism, and the concept of "dignidad" in everyday life.
• Linguistic Focus: Direct and Indirect Object Pronouns for fluid storytelling. Expressing cause and effect (debido a, puesto que, por lo tanto).
Test I
Session 5: México: Fronteras, Realidades y Sueños
• Theme: The cultural powerhouse of Mexico, focusing on the complex reality of the border and migration.
• Literary Focus: Analysis of excerpts from Valeria Luiselli's Tell Me How It Ends: An Essay in 40 Questions (written in Spanish/English) or poetry by Gloria Anzaldúa.
• Cultural Focus: The meaning of the border (la frontera) as a physical, cultural, and psychological space. The influence of Mexican cinema (Alfonso Cuarón, Guillermo del Toro).
• Linguistic Focus: Present Subjunctive to express hope, demand, and necessity in the context of migrant rights. Vocabulary of migration, dreams, and barriers.
Session 6: El Ritmo de la Identidad: Música y Poesía Negra
• Theme: The profound African influence on Latin American culture, particularly through music and poetry.
• Literary Focus: Poems by Nicolás Guillén (Cuba) or Victoria Santa Cruz (Peru). Focus on rhythm, sound, and oral tradition.
• Cultural Focus: The origins and cultural significance of Afro-Latin rhythms: Salsa, Cumbia, Son, Rumba.
• Linguistic Focus: Imperative mood and colloquial expressions found in song lyrics. Vocabulary of music, rhythm, and the body.
Session 7: La Latinoamérica Contemporánea: Voces Jóvenes y Nuevas Tecnologías
• Theme: Where is Latin American culture today? Exploring contemporary voices in the digital age.
• Literary Focus: Analysis of a short piece from a contemporary digital writer or a blog post from a site like Revista Vice en Español. Or, a clip from a modern show like (Narcos / Club de Cuervos).
• Cultural Focus: The rise of YouTubers, streamers, and digital activists. How technology is shaping a new pan-Latin American identity.
• Linguistic Focus: Colloquialisms and modern slang from various countries. Review of all key grammatical structures from the course in a final debate.
Test II
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
KNOWLEDGE
The student knows and understands:
basic methods of analyzing literary works that represent various registers and styles of the Spanish language; basic terminology in the field of analyzing literary texts relevant to a specific period; a systematic understanding of the history of Latin American literature (trends, currents of a given era, major authors and their works) from the 16th to the 19th century; the main links between Latin American literature and historical and cultural processes (K_W02, K_W03, K_W04, K_W05).
Express the subjectively important and abstract content in Spanish (K_U02);
Use texts of culture destined to Spanish-speaking people in language learning (K_U03);
Choose texts and exercises that will combine the function of consolidating knowledge and stimulating its further development, also among sources created completely in Spanish (K_U04);
ABILITIES
The student can:
Read and understand various types of literary texts in Spanish; present their own perspectives and opinions; and discuss Spanish American literary works from a given period; recognize various types of Spanish American literary texts (poetry, epic poems), place them in a general historical and cultural context, and analyze them using basic terminology and appropriate methods; independently acquire knowledge and develop skills using sources appropriate to the field of literary studies and the history of Spanish American literature (sources, monographs, manuals); write and edit a short essay, using appropriate methods and sources appropriate to the field of literary studies and the history of Spanish American literature; prepare oral presentations using appropriate methods and sources appropriate to the field of literary studies and the history of Spanish American literature; Use basic terminology for the field of literary studies and the history of Latin American literature (K_U01, K_U02, K_U03, K_U04, K_U05, K_U06, K_U07).
critically evaluate their own knowledge and skills, work independently, and understand the need for continuous improvement and learning; plan and organize work and teamwork, as well as comply with professional ethics standards; actively participate in Latin American culture, using diverse forms and media, and working in teams in the performance of various roles; trace contemporary processes and phenomena occurring in Latin American culture and literature (K_K01, K_K02, K_K03, K_K04)
Social competences:
The student is capable of:
Conducting discussions in an engaged manner, managing linguistic sources destined to show respect and interest for the interlocutors (K_K02);
Participating actively in classes conducted in Spanish by representatives of the cultural world of the Spanish-speaking countries (K_K03);
Independent reading of journalistic and academic articles on the contemporary culture of Spanish-speaking countries, overcoming emerging difficulties thanks to the awareness of the communal nature of participation in the world of culture (K_K04);
Upon successful completion of the "Voces de América" course, a student will have achieved and demonstrated a B2+ linguistic competency and will have gained a profound understanding of key cultural and literary concepts.
I. Linguistic & Functional Competencies (B2+ Level)
The student will be able to:
• Comprehend Complex Texts
• Engage in Abstract Discussion
• Present and Argue
• Navigate Nuanced Grammar: Demonstrate confident, if not always perfect, use of advanced grammatical structures, particularly:
o The full spectrum of the subjunctive mood to express doubt, desire, emotion, and hypothesis.
o Conditional sentences (si clauses) to discuss hypothetical situations and their consequences.
o A wide range of discourse connectors
• Utilize Advanced Vocabulary: Employ a rich and precise lexicon related to literary analysis, cultural criticism, and socio-political themes, moving beyond everyday conversational language.
II. Cultural & Literary Knowledge
The student will know and be familiar with:
• Key Literary Movements
• Major Authors and Works
• Significant Historical Contexts
• Cultural Concepts
• Diverse Artistic Expressions
III. Conceptual Understanding
Beyond mere facts, the student will understand:
• Literature as a Reflection of Society
• The Diversity of "Latin America
• The Power of Narrative
• cultural and historical subtext, and that their own perspective is part of that analysis.
Assessment criteria
COMPLETION OF THE COURSE
1. The following elements are taken into account before assessing the completion of the course:
- active participation in language classes (25 per cent)
- homework results (25 per cent)
- two tests (50 per cent),
however, in order to gain a positive mark for completing the course, students must show certain achievements with regard to each of the above categories (no mark will be given to a student who has received 0 per cent in any of the categories, or has not shown any activity in one of them).
Grading scale
99-100 per cent - 5( outstanding)
93-98 per cent – 5 (very good)
87-92 per cent - 4+(good plus)
77-86 per cent - 4 (good)
71-76 per cent – 3+ (satisfactory plus)
60-70 per cent – 3 (satisfactory)
2. In addition, the teacher will define specific detailed principles and criteria for completion of the course and present them to students during the first class in a given academic year.
3. A student has the right to be absent 3 times in one term, with no need to explain reasons for being absent. At the beginning of the course the teacher will instruct students on how to make up for the absence and complete what they have missed.
4. The mark given for the completion of the course will enter the University Student Service System (USOS)
5. The unsatisfactory mark can only be given to students who have not shown satisfactory results in tests, homework and the final achievement test.
6. Students should register for language courses themselves during the officially announced registration period only. Similarly, if students want to resign, they have to do that themselves but only during the registration period.
Bibliography
1. García Márquez, Gabriel. Cien años de soledad. Buenos Aires: Sudamericana, 1967.
o (For Session 1: Excerpts on Magic Realism, e.g., "El hielo" or "La ascensión de Remedios la bella").
2. Allende, Isabel. La casa de los espíritus. Barcelona: Plaza & Janés, 1982.
o (For Session 3: Excerpts on dictatorship and memory, particularly chapters dealing with the political turmoil).
3. Cortázar, Julio. "La siesta del martes." in Final del juego. Buenos Aires: Sudamericana, 1956.
o *(A perfect, self-contained short story for Session 4, showcasing social critique and masterful narration).*
4. Benedetti, Mario. "Pedro y el capitán" or selected poems from Inventario Uno. Madrid: Visor Libros, 1995.
o (For Session 3: His poetry and his play "Pedro y el capitán" are powerful explorations of oppression and resistance).
5. Guillén, Nicolás. "Sóngoro Cosongo" or "West Indies, Ltd." in Nicolás Guillén: Obra poética, Vol. 1. La Habana: Instituto Cubano del Libro, 1972.
o (For Session 6: Essential poetry of the "Negrista" movement, blending African rhythms with Spanish verse).
6. Luiselli, Valeria. Los niños perdidos (Un ensayo en 40 preguntas). Madrid: Sexto Piso, 2016.
o *(For Session 5: A poignant and modern essay-novel that provides a direct look at the migration crisis at the US-Mexico border).*
Additional Readings & Cultural Criticism:
7. Santa Cruz, Victoria. "¡Me gritaron negra!" (Poem/Performance). Victoria! (Album). Lima, 1978.
o *(For Session 6: A powerful Afro-Peruvian poetic testimony; excellent paired with Guillén for discussing Black identity).*
8. Borges, Jorge Luis. "El sur" in Ficciones. Buenos Aires: Sur, 1944.
o (A potential alternative for Session 4; a masterpiece of the short story form with deep themes of identity and destiny).
9. Fuguet, Alberto and Sergio Gómez, eds. McOndo. Barcelona: Mondadori, 1996. (Introduction).
o (For Session 7: The "McOndo" manifesto provides a crucial counterpoint to Magic Realism and introduces the voice of a younger, globalized generation).
10. Monsiváis, Carlos. A ustedes les consta: Antología de la crónica en México. México D.F.: Era, 1980.
o (A superb collection of "crónicas" – a quintessential Latin American genre blending journalism and literature; excellent for excerpts on modern life).
Recommended Critical Resources (ForAdvanced Students):
11. Rama, Ángel. La ciudad letrada. Hanover: Ediciones del Norte, 1984.
o (A foundational text of cultural studies for understanding the role of intellectuals and writing in Latin American history).
12. Martin, Gerald. Journeys through the Labyrinth: Latin American Fiction in the Twentieth Century. London: Verso, 1989.
o (An excellent comprehensive historical overview in English, providing the student with strong background context for all sessions).
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: