Erasmus / Visiting Student Modules

Erasmus/VisitingStudentModulesTrinity Module Name andcoursecode

Credits(ECTS)

Duration andsemester

PrerequisiteSubjects Course Description and LearningOutcomes

Assessment

ContactHours

ContactPerson

SPU22011 ContemporarySpanish Life and Culture I(ES)

5

Semester1

Minimum Level: SpanishB2

Aims:The aim of this course is to enable students to learn about and critically discuss current events related to the politics and culture of contemporary Spain while they further develop their oral and written competence in Spanish language.

Content: Contemporary history, politics and cultural studies of Spain in 1982 to the present day.

LearningOutcomes:1.CriticallydiscussonthepoliticalstructuresandinstitutionsofdemocraticSpainandcomparetoothercountriesinEuropeandtheworld.2.Criticallydiscussthepolitical,socialandeconomicdevelopmentsthathavetakenplaceinSpainsincethedeathofFrancoin1975.3.DescribeandanalysetheroleofdifferentculturalmanifestationsinforminganationalidentityofSpain.4.Learntosuccessfullycarryoralpresentationsanddevelopgoodskillsinacademicwritingonpolitical,social,economicandculturalrelatedtopics.

MethodofTeaching&StudentLearning:Handoutspreparedbytheinstructor.Oralpresentationspreparedbystudentsinpairs.TwofilmstobewatchedintheSpanishoriginal.

Bibliography:A recommended bibliography willbe distributed at the beginning ofthecourse.

OralPresentation(10%),anin-classexamquestionattheendoftheterm(15%)andafinaltermpaper(75%).AllofthemareassessedthroughSpanish.

2pw

[email protected]:MsP.GonzalezBermudez

SPU22012 ContemporarySpanish Life and Culture II(ES)

5

Semester2

Minimum Level: SpabishB2

Aims:TheaimofthiscourseistoenablestudentstolearnaboutandcriticallydiscusscurrenteventsrelatedtothepoliticsandcultureofcontemporarySpainwhiletheyfurtherdeveloptheiroralandwrittencompetenceinSpanishlanguage.

Content:Contemporaryhistory,politicsandculturalstudiesofSpainin1982tothepresentday.

LearningOutcomes:1.CriticallydiscussonthepoliticalstructuresandinstitutionsofdemocraticSpainandcomparetoothercountriesinEuropeandtheworld.2.Criticallydiscussthepolitical,socialandeconomicdevelopmentsthathavetakenplaceinSpainsincethe90s.3.DescribeandanalysetheroleofdifferentculturalmanifestationsinforminganationalidentityofSpain.4.Learntosuccessfullycarryoralpresentationsanddevelopgoodskillsinacademicwritingonpolitical,social,economicandculturalrelatedtopics.


Bibliography:A recommended bibliography willbe distributed at the beginning ofthecourse.

OralPresentation(10%),anin-classexamquestionattheendoftheterm(15%)andafinaltermpaper(75%).AllofthemareassessedthroughSpanish.

2pw


SPU2252YContemporarySpanishLife&Culture(BSL)

10

Semester1&2

Minimum Level: SpabishB2

Aim:TheaimofthiscourseistoenablestudentstolearnaboutandcriticallydiscusscurrenteventsrelatedtothepoliticsandcultureofcontemporarySpainwhiletheyfurtherdeveloptheiroralandwrittencompetenceinSpanishlanguage.

Content:Contemporaryhistory,politicsandculturalstudiesofSpainin1982tothepresentday.

LearningOutcomes:1.CriticallydiscussonthepoliticalstructuresandinstitutionsofdemocraticSpainandcomparetoothercountriesinEuropeandtheworld.2.Criticallydiscussthepolitical,socialandeconomicdevelopmentsthathavetakenplaceinSpainsincetheendofFrancoin1975.3.DescribeandanalysetheroleofdifferentculturalmanifestationsinforminganationalidentityofSpain.4.Learntosuccessfullycarryoralpresentationsanddevelopgoodskillsinacademicwritingonpolitical,social,economicandculturalrelatedtopics.


Bibliography:Arecommendedbibliographywillbedistributedatthebeginningof

thecourse.Aims:

TwoOralPresentations(10%),anin-classexamquestionattheendofeachterm(15%),andtwotermpapers(75%).AllofthemareassessedthroughSpanish.

2pw


SPU22041 Introduction toGoldenAgeLiterature

5 Semester1 Minimum level: SpanishA2;

Thiscoursewillintroducestudentsto some of the major currents inthe prose of sixteenth- andseventeenth-century Spanishliterature.Content:This module will particularly focus on the interplay of the narrative modes of romance and comedy as reflected in the Moorish and picaresque novel, the theatrical entremés (short farce), and the Italian-style novella. We will read each work both as an independent creative expression and as part of an intellectual and artistic continuum. To this end, we will study the formal attributes of each text, as well as the overlapping socio-economic, political, cultural and ideological contexts in which it was created. We will further consider how each text achieves character development and psychological complexity in ways that prefigure aspects of realism associated with the modern novel. Methods of Teaching & StudentLearning:Lectures, assigned readings,guidedin-classdiscussion.LearningOutcomesUpon completion of this course,students will have learned toidentify some of the mostimportant formal and thematicfeatures of the prose fictionproduced in Spain during thesixteenth and seventeenthcenturies; they will be able tosituate the works studied intobroadculturalandhistoricaltrendswithin Spain; and they will havedeveloped a vocabulary andanalytical skill set with which to

SummativeAssessment:One2-hourexam

2pw [email protected]:DrBrianBrewer

read, think and write criticallyaboutliterature.Readinglist:ElAbencerraje(anonymous)LazarillodeTormes(anonymous)El Viejo Celoso (Miguel deCervantes)El celoso extremeño (Miguel deCervantes)

SPU22051 The SpanishLanguageinContext

5

Semester1

Minimum level: SpanishA2;

Aims:Languagecanservemultiplepurposesinthepublicsphere,becomingatooltoachieveavarietyofgoals,beyonditsprimarycommunicativefunction.Throughouttheterm,closeanalysisofawiderangeofdiversetextualmaterialswillbeundertaken,withtheaimofidentifyingthevariousverbalstrategiesappliedbytheirauthors,andtheirintendedeffectswithinthecommunicativeact.Furthermore,thecoursewillintroducestudentstotheSpanishlanguageinabroadrangeofcommunicativecontexts,increasingtheirawarenessofitscontemporaryregistersandstyles.Theaimofthismoduleistoencouragestudentstocriticallyengagewithtextualmaterial,focusingonitsnon-literalmeaningssuchascontext,communicationstrategiesandpragmaticintention.

Content:Languagecanservemultiplepurposesinthepublicsphere,becomingatooltoachieveavarietyofgoals,beyonditsprimarycommunicativefunction.Closeanalysisofawiderangeofdiversetextualmaterialswillbeundertaken,withtheaimofidentifyingthevariousverbalstrategiesappliedbytheirauthors,

Oralpresentation(10%)Continuousassessment(20%)Writtenexam–2hours(70%)

2pw

[email protected]:DrKaterinaGarcia

andtheirintendedeffectswithinthecommunicativeact.ThecoursewillalsointroducestudentstotheSpanishlanguageinabroadrangeofcommunicativecontexts,increasingtheirawarenessofitscontemporaryregistersandstyles.

LearningOutcomes:1.Accuratelydiscernthecontext,styleandregisterofcontemporarySpanishtexts.2.Identifythevariousverbalstrategiesappliedbyauthors,andtheirintendedeffectswithinthecommunicativeact.3.RecogniseandbeabletodiscussissuesregardinglanguageanditsroleincontemporarySpanishsociety(e.g.thelanguageofpolitics,thelanguageoftechnology,genderandlanguage,etc.)

MethodofTeaching&StudentLearning: Directed learning: continuous assessment; preparing of an oral presentation

Bibliography:Schiffrin,D.etal.(eds.)TheHandbookofDiscourseAnalysis.Oxford:Blackwell,2001.Levinson,StephenC.,Pragmatics,CambridgeUniversityPress.Reyes,G.,Elabecédelapragmática.Madrid:Arco/Libros,2009.Brown,Deborah&Levinson,S.C.,Politeness:someuniversalsinlanguageusage.CUP,1987.Bravo,Diana(ed.),Estudiosdela(des)cortesíaenespañol.Estocolmo/BuenosAires:Dunken,2005.

PU22022 Modern SpanishPoetry

5 Semester2 Minimum level: SpanishA2; please meet withmodule co-ordinatorbeforeenrolling

Aims Theprincipal objectivesofthis course are to familiarisestudentswiththegeneraltrendsinmodern Spanish poetry and toprovide them with the necessarycritical apparatus to makediscriminating and historicallyinformed analyses of the poemsstudied.Content:ThroughaselectionofrepresentativeworksbysomeoftheprincipalwritersinSpainduringthe19thandearly20thcenturies,thismoduleaimstoexplorethechiefmeritsandcharacteristicfeaturesofmodernSpanishpoetry.WhilethebroadobjectiveofthemoduleistoprovideasenseoftherangeandqualityofmodernSpanishpoetrybystudyingindepththeworksofGustavoAdolfoBécquer,AntonioMachadoandFedericoGarcíaLorca,itwillalsoexaminethethematicandlinguisticconnectionsthatcanbeidentifiedbetweentheseeminglydisparateverseofallthreepoets.

MethodsofTeaching&StudentLearning-Contactteaching:Tutorials,seminarsandlectures

LearningOutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeable:to1)identifyandexplainthecharacteristicfeaturesofmodernSpanishpoetrythroughclosetextualreadingoftheworksofGustavoAdolfoBécquer,AntonioMachadoandFedericoGarcíaLorca;2)toanalyzethethematicandlinguisticconnectionsthatexistbetweentheseemingly

2-hrExam(70%).Studentsanswertwoessay-stylequestionsinEnglishOneoralpresentation(30%)

2pw [email protected]:DrCiaraO’Hagan

disparateworksofthethreepoetsstudied;3)toorganizematerialintoeffectiveanddetailedargumentsbothorally(presentation/classdiscussion)andinwriting;4)tocarryoutindependentresearch;5)tocriticallycommentonSpanishpoetryofthe19thand20thcenturiesandformulateresponsesthatarebothdiscriminatingandhistoricallyinformed.Readinglist:Bécquer,GustavoAdolfo,Rimas(Madrid:Cátedra,2009)

Machado,Antonio,Poesíascompletas(Madrid:Espasa-Calpe,2009)

GarcíaLorca,F.,Poemadelcantejondo;Romancerogitano(Madrid:Cátedra,2009)

SPU22092 Gender inHispanicCinema

5 Semester2 Minimum level: SpanishA2;

Aims:ToteachstudentsdifferentcriticalapproachestotheanalysisofSpanishandLatinAmericancinema;toprovidestudentswiththeoreticalandanalyticalskillstoreadfilmsfromagenderperspective;toallowstudentstoengagewithquestionsofgenderandsexualityinSpanishandLatinAmericanfilms.

Content:AselectionofSpanishandLatinAmericanfilmsdealingwithquestionsofgenderandsexuality

MethodsofTeaching&StudentLearning:Lecturesandtutorialgroups

Essay(70%)2000wordinEnglishIn-classassessment(30%)

2pw [email protected]:DrDanielMourenza

LearningOutcomes:Bytheendofthemodule,students1)willbefamiliarwithapproachesfromgendertheorytofilmanalysis;2)willbeabletoanalyseSpanishandLatinAmericanfilmsfromagenderperspective;3)willhaveengagedindiscussionsaboutgenderandsexuality;4)willbeawareofcriticaldebatesaroundSpanishandLatinAmericanfilm.Readinglist:MarkAlinsonandBarryJordan,SpanishCinema:AStudent’sGuide(London:HodderArnold,2005)MarshaKinder,BloodCinema:TheReconstructionofNationalIdentityinSpain(Berkeley:UniversityofCaliforniaPress,1993)DeborahMartinandDeborahShaw(eds),LatinAmericanWomenFilmmakers:Production,Politics,Poetics(London:I.B.Tauris,2017)SusanMartin-Márquez,FeministDiscourseandSpanishCinema:SightUnseen(Oxford:OxfordUniversityPress,1999)ParvatiNairandJuliánDanielGutiérrez-Albilla,HispanicandLusophoneWomenFilmmakers:Theory,PracticeandDifference(Manchester:ManchesterUniversityPress,2013)GustavoSubero,QueerMasculinitiesinLatinAmerican

Cinema:MaleBodiesandNarrativeRepresentations(London:I.B.Tauris,2014)

SPU22001 Spanish GrammarandSyntax


Aims:The main learning aims of thismodule are to enable students todevelopcompetence inarangeoflanguagetasks,withafocusonthefollowing essential skills inSpanish:

• writing• reading• listening• speaking

Content:A variety of texts for translationand text analysis, grammarexercisesandtopicalresourcesfororaldiscussion.Methods of Teaching & StudentLearning:• Contact teaching: lectures,tutorials and seminars• Directed learning: Homework(weekly)LearningOutcomes:On successful completion of thismodulestudentsshouldbeabletoidentify and effectively deploy arange of linguistic registers,vocabulary, and grammatical andsyntactical structures, tocommunicate effectively withnative Spanish speakers in bothwritten and oral contexts, and totranslate relatively complexextractsfromavarietyofregistersand genres from Spanish intoEnglish and from English intoSpanish.Readinglist:

ContinuousAssessment(80%);OralExam(20%)


Selected texts provided by theinstructor.

SPU22002 Spanish GrammarandSyntax


Aims:The main learning aims of thismodule are to enable students todevelopcompetence inarangeoflanguagetasks,withafocusonthefollowing essential skills inSpanish:

• writing• reading• listening• speaking

Content:A variety of texts for translationand text analysis, grammarexercisesandtopicalresourcesfororaldiscussion.Methods of Teaching & StudentLearning:• Contact teaching: lecturesTutorials and seminars• Directed learning: Homework(weekly)LearningOutcomes:On successful completion of thismodulestudentsshouldbeabletoidentify and effectively deploy arange of linguistic registers,vocabulary, and grammatical andsyntactical structures, tocommunicate effectively withnative Spanish speakers in bothwritten and oral contexts, and totranslate relatively complexextractsfromavarietyofregistersand genres from Spanish intoEnglish and from English intoSpanish.

ContinuousAssessment(80%);OralExam(20%)


Readinglist:Selected texts provided by theinstructor.

SPU33001 Spanish GrammarandTranslation

5 Semester1 Minimum level: SpanishB1; please meet withmodule co-ordinatorbeforeenrolling

Aims:This module aims to enablestudents to further developaccuracy their linguisticcompetency, with emphasis onboth receptive (readingcomprehension, text analysis) andproductive (essay writing,translation)languageskills

ContentA variety of texts and integratedgrammar tasks; materials for textanalysis

Methods of Teaching & StudentLearning:- Contact teaching: Lectures- Directed learning: Fortnightlyhomeworkassignments

LearningOutcomes:Upon completion of this module youstudentsshouldbeableto:

1.Demonstrate accurate understandingofadvancedwrittenandspokenSpanish2. Express yourself in advanced,grammaticallyaccuratewrittenandoralSpanish3. Display knowledge of a considerablebodyof vocabularybelonging toawiderange of lexical areas, and use itaccurately in diverse contexts andlanguageregisters4. Become aware of the challengesexisting in Spanish-English translationand acquire the linguistic tools toovercomethem

Readinglist:Selected texts provided by theinstructor.

Oralexam(20%)Continuousassessment(10%)Writtenexam–2hours(70%)

2pw [email protected]:DrKaterinaGarciaDrPaulRankin


5 Semester2 Minimum level: SpanishB1; please meet withmodule co-ordinatorbeforeenrolling

Aims:Thismoduleaimstoenablestudentstofurtherdevelopaccuracytheirlinguisticcompetency,withemphasisonbothreceptive(readingcomprehension,textanalysis,auralskills)andproductive(essaywriting,translation,spokencommunication)languageskillsContentAvarietyoftextsandintegratedgrammartasks;materialsfortextanalysi;materialsforguidedoraldiscussionMethods of Teaching & StudentLearning- Contact teaching: Lectures- Directed learning: FortnightlyhomeworkassignmentsLearningOutcomes1.Demonstrate accurate understandingofadvancedwrittenandspokenSpanish2. Express yourself in advanced,grammaticallyaccuratewrittenandoralSpanish3. Display knowledge of a considerablebodyof vocabularybelonging toawiderange of lexical areasand use itaccuratelyindiversecontexts4. Communicate effectively andadequatelywithin a variety of languageregistersReadinglist:Selected texts provided by theinstructor.

Oralexam(20%)Continuousassessment(10%)Writtenexam–2hours(70%)

3pw [email protected]:DrKaterinaGarciaDrPaulRankin

SPU33012SpanishLinguistics 5 Semester2 Minimum level: SpanishB1; please meet withmodule co-ordinatorbeforeenrolling

AimsTheaimofthismoduleistoenablestudentstoidentifythemainhistoricalphasesofthedevelopmentoftheSpanishlanguage,withinahistoricalandculturalcontext,inordertoattain

ContinuousAssessment(20%)Essay:2,500wordsinEnglish(80%)

2pw [email protected]:DrKaterinaGarcia

abetterunderstandingoftheroleandprocessofstandardisationoftheSpanishlanguagefromitsmedievaloriginstoitsroleasagloballanguageinthe21stcentury.ContentInthecourseofthemodulewewillexplore,inchronologicalorder,thefollowinghistoricalperiods:Pre-RomanIberiaanditslinguisticlandscape;theRomaninvasionandconquestofHispaniaandtheLatinlanguage;fromIberianRomancetoCastilian;fromCastiliantoSpanish;theSpanishlanguageintheAgeofDiscovery;theRealAcademiaEspañolaandtheestablishmentofcontemporarystandardSpanish.MethodsofTeachingandStudentLearning:Contactteaching:Lectures.Directed learning: readingassignments; continuousassessmentLearningOutcomes1.AccuratelyidentifythemainhistoricalphasesinthedevelopmentofSpanish,fromitsLatinrootstothemodernlanguageitistoday.2.Appreciatetheinfluenceofthedifferentlanguagevarietieswhichshared,orsharewithSpanishthegeographicalspaceoftheIberianPeninsula,onitslinguisticstructures.3.RecognisetheroleoftheCastiliandialectasthebasisofModernSpanish,anddefinetheprocessofitsstandardization.4.DiscusstheroleofSpanishastheprimarymediumofSpanishcolonization.

Readinglist:PENNY,Ralph,AHistoryoftheSpanishLanguage.Cambridge:CambridgeUniversityPress,2002(2nded.).CANO,Rafael(coord.),Historiadelalenguaespañola.Barcelona:Ariel,2005.RESNICK.M.C.,HAMMOND,R.M.,Introducciónalahistoriadelalenguaespañola.WashingtonD.C.:GeorgetownUniversityPress,2011(2nded.).MENÉNDEZPIDAL,Ramón,Manualdegramáticahistóricaespañola.Madrid:MarcialPons,2005.Additionaltextswillbeprovidedbytheinstructor.

SPU33021 Modern SpanishNovel

5 SEMESTER1 Minimum level: SpanishB1; please meet withmodule co-ordinatorbeforeenrolling

Aim:To aim of this module is tointroducestudentstosomeofthemost innovative Spanish fiction ofthe late nineteenth and earlytwentiethcenturiesby studying inclose detail the prose fiction ofBenito Pérez Galdós (El amigoManso), Miguel de Unamuno(Niebla) and José Camilo Cela (LafamiliadePascualDuarte).Content:The module will follow achronological pattern and willadopt a thematic approach to thethree novels studied. Particularareas of interest will include:perception and the nature ofreality; chance and fatality; thenovel as a vehicle for socialcriticism; and existential thought.The format of the module willalternatebetween formal lecturesandseminarsforgroupdiscussion.

Extendedessay(80%)inEnglish(2500-3000words)In-classreadingtest(20%)


MethodsofTeachingandStudentLearning:Lectures, tutorials and guided in-classdiscussion.LearningOutcomes:On successful completion of thismodule, students should be ableto: 1) demonstrate a detailed andcritical understanding of animportantperiodinSpain’sliteraryhistory;2)identifyandexplainthecharacteristic features of themodern Spanish novel throughclosetextualreadingofthenovelsofBenitoPérezGaldós,MigueldeUnamunoandJoséCamiloCela;3)organize material into effectiveand detailed arguments bothorally (class discussion) and inwriting (extended essay / readingtest);4) critically commenton themodernSpanishnovelof the19thand 20th centuries and formulateresponses that are bothdiscriminating and historicallyinformed; 5) carry outindependentresearch.Readinglist:Galdós, Benito Pérez, El amigoManso(Madrid:Cátedra,2001)

Unamuno, Miguel de, Niebla(Madrid:Cátedra,2004)

Cela, Camilo José, La familia dePascualDuarte(anyedition)

SPU33041 Don Quijote PartOne

5 SEMESTER1 Minimum level: SpanishB1;

Aims:This module consists of a closereading of Miguel de Cervantes’snovel Don Quijote de la Mancha,partone,withspecialattentiontoits structure, themes andcharacterizationwithinthecontextof contemporary literary theoryand practice. It will especially

Essay(100%)2,500wordsinEnglish

2pw [email protected]:DrBrianBrewer

consider the interplay of thenarrative modes of comedy andheroic romance in thedevelopmentofthemodernnovel.

Content:ThismoduleconsistsofaclosereadingofMigueldeCervantes’snovelDonQuijotedelaMancha,partone,withspecialattentiontoitsstructure,themesandcharacterizationwithinthecontextofcontemporaryliterarytheoryandpractice.Itwillespeciallyconsidertheinterplayofthenarrativemodesofcomedyandheroicromanceinthedevelopmentofthemodernnovel.

MethodsofTeachingandStudentLearning:Lectures, readings, guided in-classdiscussions.

LearningOutcomes:In thismodule, studentswill learnto situateCervantes’sDonQuijotein itsproper literaryandhistoricalcontext; theywill learn to analyzeitfromavarietyofperspectivesinorder to appreciate Cervantes’sability to combine disparategenres, styles, tones and registersinto an original work of fiction;theywillrefinetheirabilitytoreadcriticallyandtowriteanalytically.Readinglist:DonQuijotedelaMancha(MigueldeCervantes)


5 SEMESTER1 Minimum level: SpanishB1/B2; pleasemeet withmodule co-ordinatorbeforeenrolling

Aims:Thismoduleaimstoconsolidatestudents’existinglevelsoflanguageproficiencyinwriting,readingcomprehension,andtranslationfromandintoSpanish.

Learningoutcomes:Onsuccessfulcompletionofthemodule,studentsshouldbeableto:1.DemonstrateanadvancedknowledgeandunderstandingofgrammarstructuresinSpanish2.Writearangeoftextssuchasshortnarrativepieces,essays,summaries,etc.3.Readandsynthesizeawiderangeoftexttypes4.TranslategeneralandliterarytextsfromSpanishintoEnglish5.EvaluatedifferentSpanish-to-Englishtranslationsofthesametext(s)

Content:StudentswillbeenabledtodeveloptheirSpanishlanguagecompetencethroughthein-classpracticeofclassexercisesandthroughthecompletionandsubmissionofweeklyhomework.

MethodsofTeachingandStudentLearning:

Contactteaching:LecturesandseminarsDirectedlearning:homeworkandcontinuousassessmentassignments.

ReadingListSelectedmaterialsprovidedbytheinstructors

Oralexam(20%)

Continuousassessment

(80%)

3pw [email protected]:DrPaulRankin

SPU44012 Spanish Oral andWritingSkills

5 SEMESTER2 Minimum level: SpanishB1/B2

Aims:Thismoduleaimstoconsolidatestudents’existinglevelsoflanguageproficiencyandenhancetheirabilitytoexpressthemselvesinadvancedwrittenandspokenSpanish.

Learningoutcomes:Onsuccessfulcompletionofthemodule,studentsshouldbeableto:1.DemonstrateanadvancedknowledgeandunderstandingofadvancedwrittenandspokenSpanish2.ExpressthemselvesaccuratelyinspokenSpanishinawiderangeofsituations.3. Display knowledge of a considerablebodyof vocabularybelonging toawiderange of lexical areas and use itaccuratelyindiversecontexts4. Communicate effectively andaccurately within a variety of languageregisters.

Content:Students will be able to practicetheir writing and oral skills bymeans of a variety of texts andintegrated grammar tasks;materials for text analysis;materials for guided oraldiscussion.

MethodsofTeachingandStudentLearning:Contactteaching:LecturesandtutorialsDirectedlearning:homeworkandcontinuousassessmentassignments.

ReadingList:Selectedmaterialsprovidedbytheinstructors.

Oralexam(20%)

Continuousassessment

(80%)

3pw [email protected]:DrPaulRankin

SPU44051 The Spain of theThreeCultures


Aims:The aim of this module is tointroducestudentstothecultural,religious and linguistic diversity ofMedieval Iberia, through theanalysis and discussion of aselection of key historical andculturalthemes.Content:This module provide an insightinto the complex historical,cultural and social circumstancesthat shaped the culturalphenomenon known as Spain ofThree Cultures. Throughout thesemester,selectedkeytopicsfromthe following thematic areas willbe analysed: the Visigothickingdomanditsroleintheshapingof the national awareness ofChristian Spain; the Muslims inIberia: the rise, glory and declineofAl-Andalus; the contribution ofJewstotheculturalandeconomicdevelopment of bothMuslim andChristian Iberia; the consolidationof theChristiankingdomsand theReconquista. Particular emphasiswill be placed on the intellectualand material contribution ofChristians, Muslims and Jews tothe cultural climate of MedievalSpain,drawingparticularattentionto the interaction of these threeethnic and religious groups.Methodsof student teachingandlearning:- Contact teaching: Lectures withaccompanying tutorials- Directed and self-directedlearning (production of a criticalessay)LearningOutcomes:On successful completion of this

Essay:2,500-3,000wordsinEnglish(80%)Preparationanddeliveryofanoralpresentationonachosentopic(20%)


module, students should be ableto:-Identifythekeyhistoricalperiods,and the particular socio-politicaland cultural circumstances whichgave rise to the phenomenonknown as Convivencia in theIberianMiddleAges.-Appreciate themutual influencesof the communities of the threemonotheistic religions, and theimpact of their collaboration onWesterncivilization.-Recognise the geo-political andcultural links existing betweenMedieval Iberia and the Europeancontinent, as well as North AfricaandtheMiddleEast.-Lead an informed discussion onthe subject ofConvivencia and itspresent-day interpretations andperceptions.Readinglist:Reilly, Bernard F., The MedievalSpains. Cambridge UniversityPress,1993.Watt,W.M., Cachia, P.,AHistoryof Islamic Spain. New Brunswick:AldineTransaction,2007.Fernández-Morera,D.,(2016).TheMythoftheAndalusianParadise:Muslims,Christians,andJewsUnderIslamicruleinMedievalSpain.WilmingtonDE:ISIBooks.Baer,Yitzhak,AHistoryoftheJewsin Christian Spain. Philadelphia:The Jewish Publication Society,1992.Díaz-Mas,Paloma,Sephardim:TheJews from Spain. ChicagoUniversityPress,1992.Additional reading matetrials willbeprovidedbytheinstructor.

SPU4405V The Spain of theThreeCultures


Aims:The aim of this module is tointroducestudentstothecultural,religious and linguistic diversity ofMedieval Iberia, through theanalysis and discussion of aselection of key historical andculturalthemes.

Content:This module provide an insightinto the complex historical,cultural and social circumstancesthat shaped the culturalphenomenon known as Spain ofThreeCultures.Selectedkeytopicsfrom the following thematic areaswill be analysed: the Visigothickingdomanditsroleintheshapingof the national awareness ofChristian Spain; the Muslims inIberia: the rise, glory and declineofAl-Andalus; the contribution ofJewstotheculturalandeconomicdevelopment of bothMuslim andChristian Iberia; the consolidationof theChristiankingdomsand theReconquista. Particular emphasiswill be placed on the intellectualand material contribution ofChristians, Muslims and Jews tothe cultural climate of MedievalSpain,drawingparticularattentionto the interaction of these threeethnicandreligiousgroups.

Methodsofstudentteachingandlearning:-Contactteaching:Lectureswithaccompanyingtutorials-Directedandself-directedlearning(productionofacriticalessay)

LearningOutcomes:On successful completion of thismodule, students should be ableto:

Essay:6,000wordsinEnglishorSpanish(80%)Preparationanddeliveryofanoralpresentationonachosentopic(20%)


Identify the keyhistorical periods,and the particular socio-politicaland cultural circumstances whichgave rise to the phenomenonknown as Convivencia in theIberianMiddleAges.Appreciate the mutual influencesof the communities of the threemonotheistic religions, and theimpact of their collaboration onWesterncivilization.-Recognise the geo-political andcultural links existing betweenMedieval Iberia and the Europeancontinent, as well as North AfricaandtheMiddleEast.-Lead an informed discussion onthe subject ofConvivencia and itspresent-day interpretations andperceptionsReadinglist:Reilly, Bernard F., The MedievalSpains. Cambridge UniversityPress,1993.Watt,W.M., Cachia, P.,AHistoryof Islamic Spain. New Brunswick:AldineTransaction,2007.Fernández-Morera,D.,(2016).TheMythoftheAndalusianParadise:Muslims,Christians,andJewsUnderIslamicruleinMedievalSpain.WilmingtonDE:ISIBooks.Baer,Yitzhak,AHistoryoftheJewsin Christian Spain. Philadelphia:The Jewish Publication Society,1992.Díaz-Mas,Paloma,Sephardim:TheJews from Spain. ChicagoUniversityPress,1992.Additional reading matetrials willbeprovidedbytheinstructor.

SPU44072 Spanish MedievalLiterature


Aims:Theprincipalaimofthismoduleistointroducestudentstooneofthemost representative andemblematic literary works of thelate Spanish Middle Ages, LaCelestina, by Fernando de Rojas(1499). The textwill be studied indetail,withparticular attention toits relevance for later Spanishliterature.The module is partiallythematically linked to moduleSPU44058TheSpainoftheThreeCultures.Content:The module will lead studentsthroughkeypassagesofFernandode Rojas´ text, drawing thematicparallels with other significantworksoftheSpanishMiddleAges.We will explore the impact of LaCelestina on later Spanishliteratureandvisualarts.Inthelastweeksofthecourse,wewillanalyseAlfonsoSastre´s(1926)re-imagining and re-contextualising of the originalMedievaltextinhistreatricalpieceTragedia fantástica de la gitanaCelestina(1978).Methodsof student teachingandlearning:- Contact teaching: Lectures withaccompanying tutorials- Directed and self-directedlearning: reading assignmentsfollowed by discussion;preparationofapresentation.LearningOutcomes:Upon successful completion of themodule,studentsshouldbeableto:1. Undertake a detailed analysis of thebackground,mainthemesandmotifsof

Preparation anddelivery of an oralpresentation on achosentopic(20%)Writtenexam(80%)


one of the most emblematic works ofthe Spanish Medieval period: LaCelestina(1499)byFernandodeRojas.2. Establish thematic and inter-textualconnectionsbetweenRojas´LaCelestinaandAlfonsoSastre´sTragediafantásticadelagitanaCelestina(1978).3. Establish connections with some ofthe themes studied in the MichaelmasTermmodule SPU44058 Spain of ThreeCultures, and become aware of theirmanifestationinartandliterature.4. Conduct an informed debateregarding the relevance of the themesstudied on the course to later Spanishliterature,cultureandsocietyingeneral.Readinglist:Fernando de Rojas, La Celestina.Dorothy Severin (ed.). Madrid:Cátedra. (or other availableedition)Alfonso Sastre, La tabernafantástica; Tragedia fantástica dela gitana Celestina. Madrid:Cátedra2005.

SPU4407V Spanish MedievalLiterature(inTT)

10 Semester2 Minimum level: SpanishB1/B2

Aims:Theprincipalaimofthismoduleistointroducestudentstooneofthemost representative andemblematic literary works of thelate Spanish Middle Ages, LaCelestina, by Fernando de Rojas(1499). The textwill be studied indetail,withparticular attention toits relevance for later Spanishliterature.The module is partiallythematically linked to moduleSPU44058TheSpainoftheThreeCultures.Content:The module will lead studentsthroughkeypassagesofFernandode Rojas´ text, drawing thematic

Preparationanddeliveryofanoralpresentationonachosentopic(20%)Essay(80%)6,000wordsinEnglishorSpanish


parallels with other significantworksoftheSpanishMiddleAges.We will explore the impact of LaCelestina on later Spanishliteratureandvisualarts.Inthelastweeksofthecourse,wewillanalyseAlfonsoSastre´s(1926)re-imagining and re-contextualising of the originalMedievaltextinhistreatricalpieceTragedia fantástica de la gitanaCelestina(1978).Methodsof student teachingandlearning:- Contact teaching: Lectures withaccompanying tutorials- Directed and self-directedlearning: reading assignmentsfollowed by discussion;preparationofapresentation.LearningOutcomes:Upon successful completion of themodule,studentsshouldbeableto:1. Undertake a detailed analysis of thebackground,mainthemesandmotifsofone of the most emblematic works ofthe Spanish Medieval period: LaCelestina(1499)byFernandodeRojas.2. Establish thematic and inter-textualconnectionsbetweenRojas´LaCelestinaandAlfonsoSastre´sTragediafantásticadelagitanaCelestina(1978).3. Establish connections with some ofthe themes studied in the MichaelmasTermmodule SPU44058 Spain of ThreeCultures, and become aware of theirmanifestationinartandliterature.4. Conduct an informed debateregarding the relevance of thethemes studied on the course tolater Spanish literature, cultureandsocietyingeneral.

Readinglist:Fernando de Rojas, La Celestina.Dorothy Severin (ed.). Madrid:Cátedra. (or other availableedition)Alfonso Sastre, La tabernafantástica; Tragedia fantástica dela gitana Celestina. Madrid:Cátedra2005.

SPU44081SpanishonBothSidesoftheAtlantic


Aims:The key aim of this module is toprovide students with anintroduction to the geographicalvarieties of the Spanish language.Likewise, students will gainunderstanding of some of thefundamental sociolinguistic issuespertinent to the Spanish speakingworld, such as diverse forms ofbilingualismandlanguagecontact,minority language issues, andlanguageplanningandpolicy.Content:The Spanish language is currentlyspoken by 480 million nativespeakers and is official in 20countries on 3 continents. In thecourseofthismodulestudentswillgain insight into the linguisticdiversity of Spain and theAmericas, and into the historicaland socio-cultural circumstancesthat shaped it. The status of thelanguages and dialects spoken onbothsidesof theAtlanticwill alsobe discussed, with particularattention to the situation ofminority language speakerswithintheHispaniccontext.Methodsof student teachingandlearning:Contactteaching:lectureandseminarDirectedlearning:reading

Preparationanddeliveryofanoralpresentationonachosentopic(20%)Essay(80%)2,500-3,000wordsinEnglish


assignments;preparingofapresentationonachosensubjectLearningOutcomes:Upon completion of this module,studentsshouldbeableto:1. Identify the features that define thelinguistic varieties of Spanish spoken inSpainandtheAmericas2. Discuss the historical and socio-cultural circumstances that contributedtotheirformationanddevelopment3.Leadaninformeddiscussionregardinglanguage diversity and language statusacrosstheSpanish-speakingworld4. Become aware of linguistic diversityand the situation of minority languagespeakers,withintheHispaniccontextReadinglist:Chambers, J. K. and Trudgill, P.,Dialectology. Cambridge UniversityPress,1998.Zamora Vincente, Alonso, Dialectologíaespañola.Madrid:Gredos,1960Alvar, Manuel (dir.), Manual dedialectología hispánica (I, II). Barcelona:Ariel,2007Wardhaugh, R. and Fuller, J. M., AnIntroduction to Sociolinguistics. Wiley-Blackwell, 2015. (7th ed.) - (seeespeciallyPartI)Trudgill, Peter, Sociolinguistics: AnIntroduction to Language and Society.London:Penguin,2000.(4thed.)Lipski, JohnM.,LatinAmericanSpanish.London:LongmanPub.,1994.Hualde, J.I. and Escobar, A.M.,Introducción a la lingüística hispánica.CambridgeUniversityPress,2001.Additionalreadingmaterialwillbeprovidedintheformofphotocopiesandscannedtexts.

SPU4408VSpanishonBothSidesoftheAtlantic


Aims:The key aim of this module is toprovide students with anintroduction to the geographicalvarieties of the Spanish language.Likewise, students will gainunderstanding of some of thefundamental sociolinguistic issuespertinent to the Spanish speakingworld, such as diverse forms ofbilingualismandlanguagecontact,minority language issues, andlanguageplanningandpolicy.Content:The Spanish language is currentlyspoken by 480 million nativespeakers and is official in 20countries on 3 continents. In thecourseofthismodulestudentswillgain insight into the linguisticdiversity of Spain and theAmericas, and into the historicaland socio-cultural circumstancesthat shaped it. The status of thelanguages and dialects spoken onbothsidesof theAtlanticwill alsobe discussed, with particularattention to the situation ofminority language speakerswithintheHispaniccontext.Methodsof student teachingandlearning:Contact teaching: lecture andseminarDirected learning: readingassignments; preparing of apresentationonachosensubjectLearningOutcomes:Upon completion of this module,studentsshouldbeableto:1. Identify the features that define thelinguistic varieties of Spanish spoken inSpainandtheAmericas2. Discuss the historical and socio-

Preparationanddeliveryofanoralpresentationonachosentopic(20%)Essay(80%)6,000wordsinEnglishorSpanish


cultural circumstances that contributedtotheirformationanddevelopment3.Leadaninformeddiscussionregardinglanguage diversity and language statusacrosstheSpanish-speakingworld4. Become aware of linguistic diversityand the situation of minority languagespeakers,withintheHispaniccontextReadinglist:Chambers, J. K. and Trudgill, P.,Dialectology. Cambridge UniversityPress,1998.Zamora Vincente, Alonso, Dialectologíaespañola.Madrid:Gredos,1960Alvar, Manuel (dir.), Manual dedialectología hispánica (I, II). Barcelona:Ariel,2007Wardhaugh, R. and Fuller, J. M., AnIntroduction to Sociolinguistics. Wiley-Blackwell, 2015. (7th ed.) - (seeespeciallyPartI)Trudgill, Peter, Sociolinguistics: AnIntroduction to Language and Society.London:Penguin,2000.(4thed.)Lipski, JohnM.,LatinAmericanSpanish.London:LongmanPub.,1994.Hualde, J.I. and Escobar, A.M.,Introducción a la lingüística hispánica.CambridgeUniversityPress,2001.Additionalreadingmaterialwillbeprovided in the form ofphotocopiesandscannedtexts.

SPU44092ScreeningCuba:NationalandTransnationalPerspectives

5 2 Minimum level: SpanishB1/B2; pleasemeet withmodule co-ordinatorbeforeenrolling

Aims:• Tostudythedifferentissues

raisedbyCuba’sculturalpoliticsafter1959.

• Toexaminecriticallyquestionsofmodernityandpostmodernity,sexuality,communism,revolutionandcounter-revolution,identity,nationalism,exile,andsubjectivityversustheState.

2,000–2,500-wordessay(summativeassessment,100%).Formativeandipsativeassessmentandfeedbackintutorials.

2pw+filmscreening

[email protected]:ProfessorOmarGarcía

• TolearnaboutfilmpracticeinCuba,asaStateproject.

Content: This module will coverCuban cinema since the creationof the film institute (ICAIC) in1959. We will consider films byCuban directors, andrepresentationsofCubabyforeignfilmmakers and Cuban filmmakersin exile, thus focusing onscreenings of Cuba and Cubantopics from multiple viewpoints.Specific aesthetics will be studiedto contextualize applications ofCuban theoretical texts in relationto imperfect cinema, and theviewer'sdialectics.Wewillexplorethe effects of non-chronologicalsequencing and distancing in film;black humour, subjectivity, andalterity; allegorical interpretationsleadingtocensorship;theselfandtheState,withparticularattentiontogenderandsexuality inrelationto law; film autobiography as agenre; auteur cinema; revolutionandthecreationofthe'newman';revolutionarynationalidentityandmarginality; and diaspora, exileand inner exile, among othertopics. Overall, this module willstudy film as a political mediumacross modern and postmoderncontexts, using theoretical textsand key films to illustrate pivotalturning points in socio-historicalcontexts specific to Cuba and theimpactofits1959revolutiononallaspectsofpublicandprivatelife.

LearningOutcomes:

ACADEMICCONTENTBytheendofthismodulestudents

willbeableto:• showacomprehensive

understandingoffilm

practicesinCuba.• understandkeypolitical

debatesthroughcinematicrepresentationsinCuba.

• evaluatetheroleofICAIC(InstitutoCubanodeArteeIndustriaCinematográficos)inplacingfilmasarepresentationalformofsocialpracticesandpopularculturewithinthepost-1959revolutionaryprocess.

DISCIPLINARYSKILLSBytheendofthismodulestudents

willbeableto:• examinecriticallytheories

suchas'foranimperfectcinema'(GarcíaEspinosa)and'theviewer'sdialectics'(GutiérrezAlea)inrelationtofilmasasignifyingpractice.

• bringdifferentideologicallychargedpointsofviewintodialoguewitheachotheranddifferentiatebetweenopinionsandfacts,'absolute'and'relative'truths,andquestionissuesof'truth'and'reality'.

• interprettheoreticalknowledgeinthedisciplinetodiscussissuesofidentity,nationalism,communism,revolutionandcounter-revolution,modernity,postmodernity,gender,subjectivityandmarginalityinrelationtofilmpracticesinCuba.

• debateeffectivelyandconstructivelyinrelationtotheanalysisoffilmsstudiedinthismoduleandbeyond.

• criticallyappraisequalitativeevidenceunderpinningfilmanalyses.

• plan,organizeandimplementresearchrelevanttofinalyearofstudyinordertoproducehighqualityessays.

• proposenewreadingsbasedoncurrentscholarship.

• organizeconceptsandpresentconvincingarguments,articulatingbothorally(inclassroomdiscussions)andinwriting(1essay)inaconcisemanner.

• specifyanddevelopacorpusofcriticalmaterialtosupportandchallengeestablishedanalyticalpracticesandestablishedscholarship.

• argueeffectivelyandwriteconfidentlyinaprofessionalmanner.

• defendyouropinionsbasedonfactualinformationandfilmanalysis,payingparticularattentiontotheroleoftextualinterpretation.

GraduateAttributes(Studentswill

acquiretransferableskills):• Studentswillbeableto

examinecriticallywhattheyreadandwatchandassessthereliabilityofdifferentsourcesofinformation,keepinginmindaglobalperspective.

• Studentswillbeabletouseinformationforevidence-basedanalysisandwilldevelopexpertiseinlinkingideology,filmproductionandpublicopinion.

• Studentswillbeabletoadaptpreviousunderstandingtonewsettings.

• Studentswillbeabletoworkindependentlyandincollaborationwithothers,particularlywhenassessing

criticalsources.Thiswillbepartofprofessionaldevelopmentandlifelonglearning.

• Studentswilldevelopcoherentandsolidargumentsandcommunicatethemeffectively,bothorallyandinwriting.

• Studentswillbeabletoacquireexpertiseingatheringandprocessingofnewinformation.

• Studentswillbeabletorespondappropriatelytoconstructivecriticisminordertoimprovewrittenwork.

Readinglist:Chanan, Michael, 2004. Cuban

Cinema (Minneapolis &London: Univ. of MinnesotaPress).

Hayward, Susan, 2017. CinemaStudies:TheKeyConcepts,5thed.(London:Routledge).

ViewingList(RequiredFilmography):Memoriasdelsubdesarrollo

(1968,97',dir.TomásGutiérrezAlea).

Mauvaiseconduite/Conductaimpropia(©1983,releasedinFranceon21March1984,105',dir.NéstorAlmendrosandOrlandoJiménezLeal)

BeforeNightFalls(2000,133',dir.JulianSchnabel).

Lossobrevivientes(1978,130',dir.TomásGutiérrezAlea).

Plaff(1988,110',dir.JuanCarlosTabío)

AliciaenelpueblodeMaravillas(1990,94',dir.DanielDíazTorres)

Lavidaessilbar(1998,106',dir.FernandoPérez)

Fresaychocolate(1993,110',dir.

TomásGutiérrezAleaandJuanCarlosTabío;Cuba-Mexico-Spainco-production)

Azúcaramarga(1996,105',dir.LeónIchaso)

ThePérezFamily(1995,113',dir.MiraNair)

SPU44112(V)ScreeningCuba:NationalandTransnationalPerspectives

10 2 Minimum level: SpanishB1/B2; pleasemeet withmodule co-ordinatorbeforeenrolling

Aims:1.TostudythedifferentissuesraisedbyCuba’sculturalpoliticsafter1959.2.Toexaminecriticallyquestionsofmodernityandpostmodernity,sexuality,communism,revolutionandcounter-revolution,identity,nationalism,exile,andsubjectivityversustheState.3.TolearnaboutfilmpracticeinCuba,asaStateproject.

Content: This module will coverCuban cinema since the creationof the film institute (ICAIC) in1959. We will consider films byCuban directors, andrepresentationsofCubabyforeignfilmmakers and Cuban filmmakersin exile, thus focusing onscreenings of Cuba and Cubantopics from multiple viewpoints.Specific aesthetics will be studiedto contextualize applications ofCuban theoretical texts in relationto imperfect cinema, and theviewer'sdialectics.Wewillexplorethe effects of non-chronologicalsequencing and distancing in film;black humour, subjectivity, andalterity; allegorical interpretationsleadingtocensorship;theselfandtheState,withparticularattentiontogenderandsexuality inrelationto law; film autobiography as agenre; auteur cinema; revolutionandthecreationofthe'newman';revolutionarynationalidentityandmarginality; and diaspora, exile

5,000–6,000-wordessay(summativeassessment,100%).Formativeandipsativeassessmentandfeedbackintutorials.

2pw+filmscreening

[email protected]:ProfessorOmarGarcía

and inner exile, among othertopics. Overall, this module willstudy film as a political mediumacross modern and postmoderncontexts, using theoretical textsand key films to illustrate pivotalturning points in socio-historicalcontexts specific to Cuba and theimpactofits1959revolutiononallaspectsofpublicandprivatelife.LearningOutcomes:

ACADEMICCONTENTBytheendofthismodulestudents

willbeableto:• showacomprehensive

understandingoffilmpracticesinCuba.

• understandkeypoliticaldebatesthroughcinematicrepresentationsinCuba.

• evaluatetheroleofICAIC(InstitutoCubanodeArteeIndustriaCinematográficos)inplacingfilmasarepresentationalformofsocialpracticesandpopularculturewithinthepost-1959revolutionaryprocess.

DISCIPLINARYSKILLSBytheendofthismodulestudents

willbeableto:• examinecriticallytheories

suchas'foranimperfectcinema'(GarcíaEspinosa)and'theviewer'sdialectics'(GutiérrezAlea)inrelationtofilmasasignifyingpractice.

• bringdifferentideologicallychargedpointsofviewintodialoguewitheachotheranddifferentiatebetweenopinionsandfacts,'absolute'and'relative'truths,andquestionissuesof'truth'and'reality'.

• interprettheoreticalknowledgeinthedisciplinetodiscussissuesofidentity,nationalism,communism,revolutionandcounter-revolution,modernity,postmodernity,gender,subjectivityandmarginalityinrelationtofilmpracticesinCuba.

• debateeffectivelyandconstructivelyinrelationtotheanalysisoffilmsstudiedinthismoduleandbeyond.

• criticallyappraisequalitativeevidenceunderpinningfilmanalyses.

• plan,organizeandimplementresearchrelevanttofinalyearofstudyinordertoproducehighqualityessays.

• proposenewreadingsbasedoncurrentscholarship.

• organizeconceptsandpresentconvincingarguments,articulatingbothorally(inclassroomdiscussions)andinwriting(1essay)inaconcisemanner.

• specifyanddevelopacorpusofcriticalmaterialtosupportandchallengeestablishedanalyticalpracticesandestablishedscholarship.

• argueeffectivelyandwriteconfidentlyinaprofessionalmanner.

• defendyouropinionsbasedonfactualinformationandfilmanalysis,payingparticularattentiontotheroleoftextualinterpretation.

GraduateAttributes(Studentswillacquiretransferableskills):

• Studentswillbeableto

examinecriticallywhattheyreadandwatchandassessthereliabilityofdifferentsourcesofinformation,keepinginmindaglobalperspective.

• Studentswillbeabletouseinformationforevidence-basedanalysisandwilldevelopexpertiseinlinkingideology,filmproductionandpublicopinion.

• Studentswillbeabletoadaptpreviousunderstandingtonewsettings.

• Studentswillbeabletoworkindependentlyandincollaborationwithothers,particularlywhenassessingcriticalsources.Thiswillbepartofprofessionaldevelopmentandlifelonglearning.

• Studentswilldevelopcoherentandsolidargumentsandcommunicatethemeffectively,bothorallyandinwriting.

• Studentswillbeabletoacquireexpertiseingatheringandprocessingofnewinformation.

• Studentswillbeabletorespondappropriatelytoconstructivecriticisminordertoimprovewrittenwork.

Readinglist:Chanan,Michael,2004.Cuban

Cinema(Minneapolis&London:Univ.ofMinnesotaPress).

Hayward,Susan,2017.CinemaStudies:TheKeyConcepts,5thed.(London:Routledge).

ViewingList(RequiredFilmography):Memoriasdelsubdesarrollo

(1968,97',dir.Tomás

GutiérrezAlea).Mauvaiseconduite/Conducta

impropia(©1983,releasedinFranceon21March1984,105',dir.NéstorAlmendrosandOrlandoJiménezLeal)

BeforeNightFalls(2000,133',dir.JulianSchnabel).

Lossobrevivientes(1978,130',dir.TomásGutiérrezAlea).

Plaff(1988,110',dir.JuanCarlosTabío)

AliciaenelpueblodeMaravillas(1990,94',dir.DanielDíazTorres)

Lavidaessilbar(1998,106',dir.FernandoPérez)

Fresaychocolate(1993,110',dir.TomásGutiérrezAleaandJuanCarlosTabío;Cuba-Mexico-Spainco-production)

Azúcaramarga(1996,105',dir.LeónIchaso)

ThePérezFamily(1995,113',dir.MiraNair)

Documents

Erasmus / Visiting Student Modules