MONTCLAIR PUBLIC SCHOOLS
Department of Instruction
Course Syllabus
NAME OF COURSE: Introduction to Spanish Language & Culture Through Cinema
GRADE(S): 11th or 12th
LENGTH OF COURSE: Full year
CREDITS: 5 Credits
PREREQUISITE: Spanish Language AP
COURSE DESCRIPTION:
This course is designed to enhance oral and written skills in Spanish while increasing the familiarity with
Hispanic cultures through their manifestation in cinema. Grammar exercises will be combined with oral
discussion of cultural topics and writing compositions. There will be a workshop for each composition,
intended to improve writing techniques and to practice strategies for revision. There will be twelve film
showings throughout the year. Certain songs and literary short stories will be reviewed in coordination with
some of the films.
TEXTBOOK:
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Reading packets will be distributed by the teacher to the students.
Recommended dictionaries:
1. Oxford Spanish Dictionary
2. Harper Collins College Spanish Dictionary
3. Diccionario de la Real Academia Española (DRAE) www.rae.es
SUPPLEMENTARY INSTRUCTIONAL MATERIAL:
UNITS OF STUDY:
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Como agua para chocolate (Alfonso Arau, México) – A tale of a forbidden love is portrayed through
the magical and mystical properties of food.
¡Ay, Carmela! (Carlos Saura, Spain) – Set in the 1936-1939 Spanish Civil War, it is a tale of
Republican/Loyalist entertainers who inadvertently cross into Francoist/Nationalist-controlled
territory.
De eso no se habla (María Luisa Bemberg, Argentina) – A mother gives birth to a dwarf and does not
want to admit that she is different.
Guantanamera (Tomás Gutiérrez Alea, Cuba) – Is a satire about life in Cuba.
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MONTCLAIR PUBLIC SCHOOLS
Department of Instruction
Course Syllabus
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Belle Époque (Fernando Trueba, Spain) – Is the story of a deserter from the royalist army in
provincial Spain, 1931, who finds shelter in the house of an elderly man with four daughters.
Todo sobre mi madre (Pedro Almodóvar, Spain) – A single mother in Madrid, who sees her 17 year
old son die, decides to go look for her transvestite ex-husband in Barcelona to tell him about the son’s
death.
La historia oficial (Luis Puenzo, Argentina) – This story embodies politics and social conscience of a
society permeated by corruption where people disappeared because of different political views.
Imagining Argentina (Christopher Hampton, Argentina) – A city is haunted by the disappearance of
thousands who have spoken up against the dictator in power.
Bolivia (Adrian Caetano, Bolivia and Argentina) – Is the story of a Bolivian illegal immigrant who
poignantly depicts the world of poverty, racism and violence that characterize his newfound reality.
Balseros (Carlos Bosch and Joseph Maria Domenech, Cuba, USA) – Is the story of 7 Cuban refugees
who venture towards America on homemade rafts.
The Lost City (Andy Garcia, Cuba, USA) – A family undergoes a violent transition from the
oppressive regime of Batista to the Marxist government of Fidel Castro.
Maria Full of Grace (Joshua Marston, Colombia) – A pregnant Colombian teenager becomes a drug
mule to make some desperately needed money for her family.
West Side Story (Robert Wise and Jerome Robbins, USA) – A story about racially mixed urban
living.
Motorcycle Diaries (Walter Salles, from Argentina to Venezuela) –The detail travels of a young Che
Guevara.
PROFICIENCIES:
At the completion of the course, students will be able to:
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Comprehend and participate in a conversation conducted totally in Spanish
Have a familiarity with Hispanic cultures through their manifestation in cinema
Answer accurately questions based on the films
Analyze the themes and cultural significance of each film form the various nations of the Spanishspeaking world
5. Write well constructed essays in Spanish of at least 200 words
6. Participate in oral discussions on current events as well as the films watched in class
FIELD TRIPS & GUEST SPEAKERS:
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El Repertorio Español – a visit to the Spanish Repertory Theatre in New York City. (Pending
approval)
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MONTCLAIR PUBLIC SCHOOLS
Department of Instruction
Course Syllabus
EVALUATION AND ASSESSMENT: Description and method of evaluation for each component noted below.
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Tests: 40%
1. Essays are an assessment of the knowledge and understanding of the themes of the films watched.
Students must adequately represent a high level of understanding of the content, critique and
analysis of the films, and usage of proper grammar.
2. Oral Presentations are an assessment of both the application of grammar and language use as well
as public speaking skills. They will be graded on poise, pronunciation, intonation, and delivery as well as
grammar and vocabulary usage.
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Quizzes: 20%
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Homework: 20%
Class Participation: 20%
1. Class performance is an assessment of oral work and participation. Students must demonstrate
understanding of the history, background and themes presented in the films. Oral works, such as
current events, will be an integral part of the class performance grade. Students must show a high
proficiency of the Spanish Language through oral participation.
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Papers and Projects
1. Projects shall be considered the same as a test grade.
1. Quizzes will be administered on specific material within the viewing of a film.
2. Quizzes may be either oral or written in nature.
NEW JERSEY CORE CURRICULUM CONTENT STANDARD ALIGNMENT:
7.1 – World Languages
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