COCC Courses in Barcelona

 

Core Course Requirements  

Spanish Language 

Every Barcelona student will study the language in a course to be taught by program partners Barcelona SAE: Span 102, 103, 201, 202, or 203. Three or four levels will be offered depending on enrollment.

HUM 107 Spanish Life and Culture (3 credits pending course approval)  

Every Barcelona student will also study the culture of their host country in a course to be taught by Barcelona SAE local or international faculty. The student will gain a broad overview of contemporary Spanish society by examining cultural traditions and values. Besides topical lectures by native guest lecturers, the course engages students in experiential learning through field trips to such historic and cultural sites as Gaudi's Barcelona, the Gothic quarter, and the Dali museum.  

 

Pat Casey, Mount Hood Community College Pat.Casey@mhcc.edu 

With Master’s degrees in History and in Journalism, Pat has worked for a number of media outlets including The Oregonian, The Bend Bulletin and the Cottage Grove Sentinel, and has been a freelance photographer for over forty years.  

He first visited Europe during his own high school, and later when teaching high school he helped to organize and lead three student tours to Germany and Austria. He has also made multiple trips to other European countries, Asia, and the far reaches of North America, most recently in summer 2011.

He has taught history at Mt. Hood since 1999, including U.S. and European History courses, as well as History of the Middle East, History of the Vietnam War, and America in the 1960s. His special academic interests are American popular culture, modern European history, World War II, and 20th Century U.S. History – especially the presidency of John F Kennedy.

In his spare time, besides photography, he enjoys reading, travel, and collecting old cameras.

     

HST 103: Western Civilization/History of Modern Europe (4 credits)

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Introductory survey of European history from the French Revolution to the present day, with special attention to Spain’s role in European History. Spain has for centuries been a flashpoint between Islam and Christianity, starting with the Moorish invasion in the Middle Ages which established a glittering civilization that was in nearly constant conflict with Spain’s Christians. This centuries-long Reconquista continues to influence Spanish culture to this day. 

Specific topics also include the French Revolution; European imperialism; industrialization; and European ideologies. In fact, the Spanish Civil War in the twentieth century, as a prequel to World War II, involved a bloody clash of liberal democracy, fascism, as well as different strains of socialism and communism. In the thick of Civil War fighting, Barcelona was the last major left-leaning Republican city to fall to Nationalist forces, and as a result had to endure especially rigid repression under the Franco regime.

 

 

Excellent resources for history students are the Museum of the History of Catalonia, the Barcelona City Museum, and the Picasso Museum. Assigned readings include Orwell’s Homage to Catalonia and Western Civilizations by Judith Coffin, et al.  

 

 

 HST 201: American History – pre-Colonial era to 1830 (4 credits) wall

Introductory survey of American history to 1830.  Topics include the pre-Columbian civilizations in the present-day United States; the role of Spain's Reconquista in forming its overseas imperial policies; the voyages of Columbus; early Spanish explorations and imperialism in the current United States; the French and British empires in America; American colonial society, the American Revolution and the U.S. Constitution; Spain's role in the Louisiana Purchase; and the early republic.

Spain played an integral role in early American history. Most popular histories focus on our British roots, but a half-century before the English established Jamestown, Spanish conquistadors had wandered far inland and had brutally battled Native Americans in the south and established the first European city in the current United States (St. Augustine, Florida) and the oldest capital city (Santa Fe, New Mexico).

 

 

During the American Revolution Spain supported the Colonies, secretly supplying the Americans, and eventually declared war on Britain. After independence, tensions over American access to the Spanish-controlled Mississippi River started the process of Jefferson’s Louisiana Purchase, and conflicts continued over Texas and Florida in the 1820s.   

Students of early American history in Barcelona have an excellent resource in the Barbier-Mueller Museum of Pre-Columbian Art, where I would organize at least one class visit. Also Barcelona was the port where Columbus landed after his first voyage, and its Maritime Museum would provide insights on the Spanish shipping industry that developed to maintain Spain’s global empire. Assigned readings include “The Spain Among Us” (from American Heritage) by Henry Wiencek, and Give Me Liberty by Eric Foner.

 

SP 241: Media, Communication, Society (4 credits)   

History of American news media, their impact upon American society, and media ethics. In Barcelona, the course would consider the history of Spain’s news and entertainment media, which often developed quite differently from those in the U.S. One significant difference is freedom of the press, which was written into the U.S. Constitution, but was much less protected in Europe, especially in the eighteenth century. 

Another outcome of this course is to encourage critical thinking regarding a student’s own consumption of media, such as how to detect political or cultural bias in news sources. An excellent exercise for American students in Europe is to compare how American media outlets cover particular news stories compared to European sources.

In Barcelona, students have access to traditional American print sources such as the European edition of Time and the venerable International Herald Tribune, as well as a wealth of online sources from OregonLive.com to CNN.com to the Gresham Outlook. The majority of English-language print publications in Barcelona are aimed at the British expatriate community, but online students can access Barcelona Reporter, Barcelona Metropolitan, Catalonia Today, and Time Out Barcelona as well as numerous English-language publications such as the olive press from the rest of Spain.

Students will also have access to Centre de Cultura Contemporània de Barcelona (CCCB), which offers numerous exhibitions and online resources that include mass media, such as contemporary film and photojournalism. Thus, I would include the study of such directors as Luis Buñuel and Pedro Almodóvar. 

As an ongoing project, I would ask students to create an online publication offering practical information on student life in Barcelona. This activity would allow them to collaborate on combining research, photography, and writing, and would have immediate resonance to their own lives as consumers and creators of social media and as Americans in a foreign environment.   

Assigned readings include some original news stories from Hemingway’s Dispatches from Spain, Robert Capa’s “This Is War!” from Life, and George Rodman’s Mass Media in a Changing World.   

 

If enrollment reaches 20 students, OIEC will send a second instructor to Barcelona: Sarah Bentley, Portland Community College, sarah.bentley@pcc.edu.

Sarah Bentley has been a Spanish instructor at Portland Community College at the Sylvania campus since 2006. She has also taught at Portland State University, where she received her master's degree in Spanish.

Prior to teaching, she worked with the Latino community in the non-profit sector in both Portland and Los Angeles. During her undergraduate education at Pitzer College, Sarah studied abroad in Venezuela (and returned to visit many times afterwards). 

She is a native Portlander who loves to travel internationally. At last count, she has spent at least a week in over fourteen different countries! In her free time, Sarah enjoys bicycling, running, singing in a choir, and exploring new restaurants. She lives in southeast Portland with her husband and a crazy cat.

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SPAN 272: Readings in Spanish Literature (3 credits pending course approval)   

Introductory survey of Spain's renowned literature (in English translation).  Throughout these readings, we will explore themes of personal and national identity, intertwined with lessons on the texts' historical background.  Although the course will be conducted in English, students may complete readings and assignments in Spanish if preferred.

We will begin with selections from the Golden Age, including Celestina by Fernando de Rojas and Don Quixote by Miguel de Cervantes.  Through these famous texts, we'll discuss the topics of the inquisition, gender identity, and how these texts birthed two of the archetypes still used by Hollywood today.

Next we'll explore 19th century Spanish realism through selections from texts by Pérez Galdós (Miau and Misericordia).  Considered the greatest Spanish novelist after Miguel de Cervantes, reading Benito Pérez Galdós will prompt discussions of social classes and the role of the clergy in Spain in the late 1800's.

Finally, we will read selections from two of the most well-known Spanish writers from the 20th century: Federico Garcia Lorca and Antonio Machado.  We'll read one of Garcia Lorca's most famous plays, La casa de Bernarda Alba, and two of Machado's best-known poems, "Caminante, son tus huellas" and "He andado muchos caminos".  Through these works, we'll continue to explore themes of identity amidst Spain's divided society in the early 1900's. 

 

SPAN 290: Spanish Composition (3 credits pending course approval)

This class will supplement students' language learning by emphasizing written communication skills. Students will prepare responses (in Spanish) to specific writing prompts in weekly journals. In these journals, students will reflect on their daily experiences living in Barcelona, the weekly cultural activities organized by SAE, and the topics covered in their concurrent courses through OIEC.

Students will select a few of these journal entries to revise and expand upon to create longer, narrative essays about particular aspects of their study-abroad experience. Through the revision process, students will focus not only on improving their Spanish grammar, but on writing technique such as the thesis statement, organization, and readability. The textbook for this course will be an instructor-created packet.

Each student will work at his or her individual proficiency level. Students at beginning levels of Spanish proficiency will practice expressing and condensing their ideas within the limits of the grammar they have studied. Students at more advanced levels will focus on fine-tuning their grammar mastery to more clearly and accurately articulate their thoughts, with special focus on mastering the subjunctive. Recommended prerequisite: completion of Span 103, placement at Span 201, or instructor permission.

SPAN 102 or 202 (4 credits, depending on student needs) 

First Year Spanish II. Continues development of reading, writing, listening and speaking skills. Focuses on irregular and stem-changing verbs, questions, ser vs. estar, reflexive verbs, indirect object pronouns, present progressive, obligation, the verbs estar, ir, hacer, salir, jugar, saber, poder, and pensar. Recommended prerequisite: SPAN 101, one year of recent high school Spanish, or instructor approval. OR

First Year Spanish II. Continues development of reading, writing, listening and speaking skills. Focuses on irregular and stem-changing verbs, questions, ser vs. estar, reflexive verbs, indirect object pronouns, present progressive, obligation, the verbs , and . Recommended prerequisite: SPAN 101, one year of recent high school Spanish, or instructor approval. OR

First Year Spanish II. Continues development of reading, writing, listening and speaking skills. Focuses on irregular and stem-changing verbs, questions, ser vs. estar, reflexive verbs, indirect object pronouns, present progressive, obligation, the verbs , and . Recommended prerequisite: SPAN 101, one year of recent high school Spanish, or instructor approval. OR

Second year Spanish II. Continues with the development of reading, writing, listening and speaking skills. Focuses on the concepts of the verb haber, changes in states, indirect object pronouns with commands, unplanned occurrences, narrating past experiences, adjectives used as nouns, demonstrative pronouns, por and para, and two object pronouns together. Recommended prerequisite: SPAN 201, two years of recent high school Spanish, or instructor approval.

All Barcelona students will study Spanish language as a core requirement. The specific course to be taught by Sarah Bentley depends on the needs of students and the other levels that will be taught by Barcelona SAE.

  Segovia Spain  

 

 

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