It is a film by Petra Costa about Bolsonaro and it is opening in San Francisco January 5, although it is almost a year old and is apparently available on Netflix already. Apparently it is very important and we should show it in class if there is any way to justify doing something in Portuguese.
This is another hip course I could give, at an advanced level, with a baby-level that would be a freshman seminar. SPANISH language writing would be the topic, we wouldn’t work on English language writing, or read a lot of Spanglish.
Algunos nombres: Elizabeth Acevedo (“The Poet X” se ha traducido al español), Gloria Anzaldúa, Herrison Chicas (Carolina del Norte, algunos poemas están en español), Juan Felipe Herrera, Martín Espada (a mí me gusta mucho el trabajo de este último).
Algunos más, todos con redes sociales que se pueden encontrar: Raquel Abend Van Dalen, Yosie Crespo, Oriette D’Angelo, Douglas Gómez Barrueta, Kelly M. Grandal, Legna Rodríguez Iglesias, Román Luján, Urayoán Noel, Carlos Pintado, Keila Vall de la Ville.
Here’s a good list of things people undertaking research, need and should do:
1. have knowledge of what a research question is;
2. have basic subject knowledge in a chosen topic area, e.g., its major research questions;
3. develop a capacity for being interested in questions where the answer is nonobvious;
4. have the ability to inquire into one’s own core interests;
5. develop the project topic research question (with self-reflexivity and metacognition);
6. identify a thesis or hypothesis about the topic (one that is interesting and nonobvious);
7. plan the investigation (identify steps and continually revise methods);
8. organize research (including recording and sorting of conflicting information);
9. interpret research results (including results that are contradictory, disorganized, unsanctioned, or anomalous);
10. develop one’s analysis and narrative into a coherent narrative (gaps included);
11. publicly or socially present findings and respond to criticism;
12. have the ability to reformulate conclusions and narrative in response to new information and contexts; and
13. have the ability to fight opposition, to develop within institutions, and to negotiate with society.
If I think it should be a junior level course, it should be senior / early graduate. This one would be on monuments. Each monument studied would lead to the study of many related things, and one would study their processes of fetichization (I have not worked this out very well yet). Some of the monuments are musical, and some are literary.
1/ Macchu Picchu, study of, fetichization of, nature of, implications of, history of; here we will also study Cusco.
2/ Martí, “Nuestra América.”
5/ Plaza de Mayo.
6/ Cuban son.
8/ 100 años de soledad.
What else, or is this enough?
That is a class one could give, and discuss modernity. Or it could be a broader course, with Baudelaire in Paris, and more: writers in Mexico City, Buenos Aires, Petrograd.
Maybe I can make all my courses like this now.
The Ring of Words, the introduction and the section on Spain.
Jarchas, are there good recordings?
Cid, Libro de Buen Amor, Romancero, what recordings are there?
Songs in Lope; recordings of Góngora and Quevedo
Are there recordings of 18th/19th century uses of song in poetry?
Rosalía de Castro, décimas de todas las edades
García Lorca, La argentinita
Songs with Miguel Hernández
Víctor Jara, Lluís Llach, Joaquín Sabina, Silvio Rodríguez, more
There are so many teaching guides on this, the students love the film, and you can have them read part of the book. I think I will start using all of this in a systematic way although it is not my personal favorite. They can learn to map the story, summarize, do a character sketch, narrate in a different tense, study the countries visited, and also learn something about who Che Guevara was other than “a Communist dictator” (which is what they say now).