Universitat Internacional de Catalunya
Studies of Area I: Literature
Other languages of instruction: English, Spanish,
Teaching staff
Monday from 15.00 to 16.00 h
Introduction
Direct knowledge, that is, the reading of great works of universal literature, is neither an adornment nor a luxury; it is a necessity. The works of the classics contain the secrets - in aesthetic and narrative key - of our own identity, of history and the human condition. For this reason, in a Faculty of Humanities literature is not a complement, but an essential element for the formation of humanists. To complement the chronological perspective of the history of literature provided through the subjects of Classical, Medieval, Modern and Contemporary Culture, it is here to introduce an alternative vision that consists of a comparative reading of texts that come from different eras and cultural traditions. The selected texts have in common certain themes and literary motives that, according to the theoretical and methodological principles of Comparative Literature, are structuring elements of the text. The comparative reading of these works allows to trace and relate the different stages of the western literary tradition.
Pre-course requirements
Erasmus students have to take into account that the subject is taught in Catalan.
Objectives
The main objective of this subject is to train good readers of literature. With this purpose, it is about students acquiring an interpretive and analytical, theoretical and practical competence, within the proper coordinates of Comparative Literature. They have to develop the ability to analyze and interpret works from different literary traditions, know how to perceive the continuity and reworking of literary elements (themes, motives, genres, etc.) and understand historical and cultural factors. In addition, they have to improve the ability to elaborate and present arguments, both orally and in writing, about literary works.
Competences/Learning outcomes of the degree programme
- CN01 - Students will be able to analyse and interpret imaginary and iconic, symbolic and representational language in the context of humanistic disciplines.
- CN02 - Students will be able to identify models and policies specific to different cultures and migratory groups, as well as their historical context.
- CP05 - Students will be able to analyse socio-cultural, historical and artistic structures, from a respect for the fundamental rights of equality between men and women, using language that avoids androcentricity and stereotypes.
- HB01 - Students will be able to reflect on issues of a cultural, social, scientific or ethical nature by interpreting relevant data.
- HB02 - Students will be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
- HB06 - Students will be able to plan tasks and projects in an organised and structured manner.
- HB08 - Students will be able to research different humanistic disciplines based on an analysis and comparison of relevant information.
- HB11 - Students will be able to critically analyse cultural and artistic representations, based on an understanding of their historical context, in order to develop an intercultural perspective and a deeper understanding of the contemporary world.
- HB13 - Students will be able to draw connections between data derived from observations and relevant theories, following data interpretation.
- HB17 - Students will be able to use data collection tools with a high degree of independence, such as library catalogues, archival inventories, documentary sources, electronic references and other resources.
Learning outcomes of the subject
- Reading and analysis of the literary works of the program. Understand in depth the literary texts, taking into account the historical and cultural context and literary models in force in a given period.
- Application of the comparison of literary works as a tool of analogy and contrast at the same time as a critical and assessment method.
- Acquisition of a method, at once rigorous and flexible, of analysis of the works. Identify and assess the characteristics of the narrator and the literary genre, the characterization of the characters (description, development, resources used to build them, etc.), the plot (recognize the structure, resources for development and outcome, etc.) , the setting (recognizing references to time and place, capturing their relationship with the plot and the evolution of the characters, etc.), the theme, literary motives, etc.
- Rational dialogue and elaboration of an explanatory discourse (orderly, coherent, rich in content), the result of the fusion of the assimilated information and personal reflection on literary works.
- Global vision of the western literary tradition that allows to perceive its continuity and overcome the deficits of a study based solely on works of a single nation or language.
Syllabus
Bloc 1. El sentit tràgic de l’existència
- Èdip Rei, de Sòfocles
- Hàmlet, de Shakespeare
- Werther, de Goethe
- Crim i càstig, de Dostoievski
- William Wilson (1838), Poe
- La sombra (1843), Andersen
- El doble (1846), Dostoievski
- El doctor Jekyll y el señor Hyde (1886), Stevenson
- El rincón feliz (1908), Henry James
- El copartícipe secreto (1910), Conrad
- O ell, o jo (1941), Pere Calders
- El vizconde demediado (1951), Calvino
Teaching and learning activities
In person
The learning process starts from the reading of the selected works and is oriented to accompany the student in the analysis and deepening of the reflection on what he has read, so that he can elaborate argued interpretations about these works. As a working method, it is a matter of applying the comparison as a procedure for analyzing the works of different authors, epochs and linguistic traditions, in such a way that the continuity and incessant transformation of themes, motives and literary genres can be perceived at the same time. throughout the history of culture. In the classroom, teachers' exhibitions are combined with guided dialogue between readers (students) to solve questions, hypothesize and argue conclusions, as well as discussion groups and individual or group exhibitions by students.
Evaluation systems and criteria
In person
First call:
- Debates, oral presentations and active participation of the student to class: 26%
- Exercises and analysis of the readings: 74%
Second call:
- Final exam
The global note of the works and that of the final exam must be approved separately (have a minimum of 5).
|
EVALUATION SYSTEM |
PERCENTAGE |
|
Student's active participation in class |
26 |
|
Projects, reports, exercises, reading analysis, etc. |
74 |
|
|
|
Bibliography and resources
Reference works on Comparative Literature
- CHEVREL, Yves. 1989. La littérature comparée. Paris. P.U.F. Col. Que sais-je?
- GNISCI, Armando; SINOPOLI, Franca (eds.) 1995. La letteratura comparata. Storia e testi. Roma. Sovera.
- FRENZEL, Elisabeth. 1980. Diccionario de motivos de la literatura universal. Madrid. Gredos.
- GUILLÉN, Claudio. 1985. Entre lo uno y lo diverso. Introducción a la literatura comparada. Barcelona. Editorial Crítica.
- KOELB, Clayton; NOAKES, Susan (eds.) 1988. The Comparative Perspective in Literature: Approaches to Theory and Practice. Ithaca & London, Cornell University Press.
- MARTÍNEZ FERNÁNDEZ, José Enrique. 2001. La intertextualidad literaria. Madrid. Cátedra.
- NAUPERT, Cristina (ed.). 2003. Tematología y comparatismo literario. Madrid. Arco Libros.
- ROMERO, Dolores (ed.) 1998. Orientaciones en literatura comparada. Madrid. Arco Libros.
- VALDES, Mario (ed.) 1990. Toward a Theory of Comparative Literature. New York & London. Peter Lang.
- VEGA, María José. 1998. La literatura comparada, principios y métodos. Madrid. Gredos.
- VILLANUEVA, Darío. (ed.) 1991. El polen de ideas. Teoría, crítica, historia y literatura comparada. Barcelona. PPU.