This module is not currently running in 2024 to 2025.
This module introduces the student to four key Latin American poets, (two of whom were Nobel prize-winners, one of whom is contemporary), representing different periods and different approaches to poetry. The course takes account of the relationships between poetry and the social, political and cultural context from which it emerges, while also allowing for discussion of particular critical and aesthetic issues relevant to poetry. Topics covered would include ultraísmo and the avant-garde, politically committed poetry, gender issues, negrismo, mulatismo, the particularities in the use of style and rhyme in Spanish verse, and the critical terms used in the discussion of poetry, both in Spanish and English.
Total Contact Hours: 20
Level 5 (HISP5550) and Level 6 (HISP5560)
• Essay 1 (2,000 words) – 50%
• Essay 2 (2,000 words) – 50%
Indicative Reading List
Borges, JL. (1999) Selected Poems (London: Penguin Books, ed. Alexander Coleman)
Morejón, N. (2004) Black Woman and other poems / mujer negra y otros poemas (London: Mango Publishing, trans. Jean Andrews)
Neruda, P. (1992) Selected Poems (London: Penguin Books, ed. Nathaniel Tarn, intro Jean Franco)
See the library reading list for this module (Canterbury)
On successfully completing the module Level 6 students will be able to:
1 Demonstrate coherent knowledge of diverse elements of the poetic writings of four key poets of Latin America;
2 Demonstrate systematic understanding of the cultural, historical and geographical situation in which these poets were living and writing. This will include investigating concepts relating to regional, national and continental identities, poetic and artistic movements and genres, artistic schools;
3 Investigate critically key concepts relating to the study of poetry and poetics: poetic language, metaphor, rhetoric, rhyme and metre, form;
4 Demonstrate an improved capacity to read texts in Spanish;
5 Demonstrate developed ability to analyse, criticise and assess logical arguments.
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