Term 4
SPAN 395IP Chilean Poetry Turn of the Century
Course Description
El curso desarrolla una visión panorámica de la poesía chilena desde la segunda mitad del siglo XX hasta los inicios del siglo XXI. Ello implica: a) establecer las características de las generaciones del 38, del 50, del 60, del 70 y de los poetas de la postmodernidad; y b) analizar la obra de sus autores más representativos.
Homework
Pablo Neruda
Course Reflective Narrative
As a poetry focused course, this class fills the literary requirement of MLO 3, and being in chile it takes me on pathway 3 of MLO 5. Throughout the course, six eras of poetry and poets were examined: Generación del '38: Pablo Neruda Nicanor Parra, Eduardo Anguita, Gonzolo Rojas, Generación del '50: Miguel Arteche, Enrique Lihn, Jorge Teillier, Poetas del '60: Gonzalo Millán, Oscar Hahn, Poetas del '70: José María Memet, Diego Maqueira, La postmodernidad: Rodrigo Lira, Raúl Zurita, and finally La poesía maldita.
As seen in my Pablo Neruda essay, Neruda was a man full of love for his country, nature, and women. He was a big part of my wanting to study abroad in Chile, because as I was younger student my older brother gifted me a book of Neruda's and he was one of the very few things I new about Chile. I was interested to learn that not only was Neruda the face of poetry of Chile and of Latin America, but he also was very active politically all over the world. He fled Chile in exile to Spain and served time there during the start of the Spanish Civil War. This time really changed his direction as a poet and a person, and when he returned to Chile was much more politically active. His support grew, and he gifted his support to Salvador Allende, who then became president. Neruda had so much influence on me that I declared his political evolution though poetry my Capstone topic.
Another poet that I found highly interesting is one by the name of Rodrigo Lira. He was very abstract in his personality, and it is seen in his works. He sadly committed suicide and only lived a life of 34 years; during so he made some great poems and would appear on television to do monologues and readings.
This class for sure made poetry more interesting to me; one of my favorite moments was when we had a guitar player come in who turned his favorite poems into songs and performed for us.
SPAN 395IP Spanish of Latin America
Course Description
Curso destinado a estudiar el español de América con un enfoque sociolingüístico, desde un punto de visto
histórico y descriptivo.
Homework
Informe 1, Cognitive Maps
Course Reflective Narrative
As a linguistics course Spanish of Latin America fulfilled the requirements of MLA 2; furthermore, it was taken abroad helping in the MLO 5 category. This was one of the hardest classes I took in Chile, but one of the most fulfilling and exciting. We studies specific dialects and traced them from their origins in Spain, to the specific locations they rest in Latin America.
In my first linked example, the description of our final project is given. As a group we gathered primary data through surveys searching for an urban/rural comparison of the appearance of the variables of "te le" and "me le" in native Spanish speakers of Chile in females between the ages of 55-65. Our group was composed of 2 North Americans and 2 Chileans. Since the Chileans lived in rural areas outside of Santiago it made sense that they conduct the surveys there while my partner and I conducted the surveys in an urban setting. We finished our study concluding that the location didn't matter as much as the education in the wrongful changing of the variables "te le" and "me le".
In the Cognitive Maps link, our weekly or bi-weekly homework is displayed showing the way they expected us to outline the dense chapters we read. Due to not only the language barrier, having to use a new software, that seemed complex at first, really broadened my abilities to adapt into difficult situations.
Overall, this was one of the most challenging classes of my year abroad, and also one that expanded my learning abilities in and outside of the classroom.
Course Description
El curso desarrolla una visión panorámica de la poesía chilena desde la segunda mitad del siglo XX hasta los inicios del siglo XXI. Ello implica: a) establecer las características de las generaciones del 38, del 50, del 60, del 70 y de los poetas de la postmodernidad; y b) analizar la obra de sus autores más representativos.
Homework
Pablo Neruda
Course Reflective Narrative
As a poetry focused course, this class fills the literary requirement of MLO 3, and being in chile it takes me on pathway 3 of MLO 5. Throughout the course, six eras of poetry and poets were examined: Generación del '38: Pablo Neruda Nicanor Parra, Eduardo Anguita, Gonzolo Rojas, Generación del '50: Miguel Arteche, Enrique Lihn, Jorge Teillier, Poetas del '60: Gonzalo Millán, Oscar Hahn, Poetas del '70: José María Memet, Diego Maqueira, La postmodernidad: Rodrigo Lira, Raúl Zurita, and finally La poesía maldita.
As seen in my Pablo Neruda essay, Neruda was a man full of love for his country, nature, and women. He was a big part of my wanting to study abroad in Chile, because as I was younger student my older brother gifted me a book of Neruda's and he was one of the very few things I new about Chile. I was interested to learn that not only was Neruda the face of poetry of Chile and of Latin America, but he also was very active politically all over the world. He fled Chile in exile to Spain and served time there during the start of the Spanish Civil War. This time really changed his direction as a poet and a person, and when he returned to Chile was much more politically active. His support grew, and he gifted his support to Salvador Allende, who then became president. Neruda had so much influence on me that I declared his political evolution though poetry my Capstone topic.
Another poet that I found highly interesting is one by the name of Rodrigo Lira. He was very abstract in his personality, and it is seen in his works. He sadly committed suicide and only lived a life of 34 years; during so he made some great poems and would appear on television to do monologues and readings.
This class for sure made poetry more interesting to me; one of my favorite moments was when we had a guitar player come in who turned his favorite poems into songs and performed for us.
SPAN 395IP Spanish of Latin America
Course Description
Curso destinado a estudiar el español de América con un enfoque sociolingüístico, desde un punto de visto
histórico y descriptivo.
Homework
Informe 1, Cognitive Maps
Course Reflective Narrative
As a linguistics course Spanish of Latin America fulfilled the requirements of MLA 2; furthermore, it was taken abroad helping in the MLO 5 category. This was one of the hardest classes I took in Chile, but one of the most fulfilling and exciting. We studies specific dialects and traced them from their origins in Spain, to the specific locations they rest in Latin America.
In my first linked example, the description of our final project is given. As a group we gathered primary data through surveys searching for an urban/rural comparison of the appearance of the variables of "te le" and "me le" in native Spanish speakers of Chile in females between the ages of 55-65. Our group was composed of 2 North Americans and 2 Chileans. Since the Chileans lived in rural areas outside of Santiago it made sense that they conduct the surveys there while my partner and I conducted the surveys in an urban setting. We finished our study concluding that the location didn't matter as much as the education in the wrongful changing of the variables "te le" and "me le".
In the Cognitive Maps link, our weekly or bi-weekly homework is displayed showing the way they expected us to outline the dense chapters we read. Due to not only the language barrier, having to use a new software, that seemed complex at first, really broadened my abilities to adapt into difficult situations.
Overall, this was one of the most challenging classes of my year abroad, and also one that expanded my learning abilities in and outside of the classroom.