ROMLG375-Advanced Seminar in Romance Languages and Cultures
This interdisciplinary seminar will focus on a comparative study of Romance languages or literatures. Topics will vary from semester to semester. Seminar discussions will be conducted in English, but students wishing to obtain language credit are expected to read works in at least one original language. Papers will be written in either English or the Romance language of the student's choice.

Meets Language requirement or Humanities I-A requirement. 
Prereq. for language majors: two courses in culture and literature at the 200-level; 4 credits; expected enrollment 16; 
Note: Students wishing to obtain 300-level credit in French, Italian, or Spanish must read texts and write papers in the Romance language for which they wish to receive credit.

ROMLG375-Advanced Seminar in Romance Languages and Cultures-Spring 2014
Topic: Mothers and Daughters 

Taught in English.  Study of this crucial and problematic relationship in modern novels and films from Romance cultures. Exploration of the mother-daughter bond as literary theme, social institution, psychological dynamic, and metaphor for female creativity. Readings include Western myths and diverse theories of family arrangements (Rousseau, Freud, Chodorow, Rich, Irigaray, Giorgio, Mernissi, Nnaemeka). Authors and films will be grouped cross-culturally by theme and chosen from among: Colette, Vivanti, Morante, Ernaux, Tusquets, Roy, Roig, Rodoreda, Martin Gaite, Ramondino, Pineau, Beyala, Bouraoui; films: Children of Montmartre (La maternelle); Indochine; The Silences of the PalaceMy Mother Likes Women.

E. Gelfand

ROMLG375-Advanced Seminar in Romance Languages and Cultures-Fall 2012
Topic: Don Juan, Valmont, Casanova: Iconic Latin Lovers

(Taught in English; Spanish 360, Italian 361, French 321) If all is fair in love and war, are there rules for the game of power and seduction? As we move through the golden ages of absolute power in Spain, France, and Italy, will we witness a change for women? Students will explore such questions as they read plays by Tirso de Molina, José Zorilla, Molière, Beaumarchais, Goldoni; Mozart's opera Don Giovanni, and film versions of Dangerous Liaisons and Casanova's Memoirs. Students will be encouraged to explore works by major Spanish, French, and Italian artists of the Baroque and Rococo periods, and view relevant contemporary films such as The King is Dancing, and Goya's Ghosts.The final term project is a digital narration in the target language of the student.

N. Vaget

ROMLG375-Advanced Seminar in Romance Languages and Cultures-Spring 2011
Topic: History of Romance Languages

(Taught in English; Spanish 360, Italian 361, French 321) This course examines the structural evolution of Romance languages from Vulgar Latin to contemporary forms. A chronological account will be organized around themes of persistence (inheritance from Latin) and innovation (structural change). We will begin by exploring different theories about linguistic change. Then, using concrete examples, we will analyze the main stages of development of Romance languages by focusing on different features at all linguistic levels and relating them to historical and sociological factors.

E. Castro-Cuenca

ROMLG375 - Advanced Seminar in Romance Languages and Literature - Spring 2010
Topic: Sweet Cruelty: Anti-Humanism and Gay Writing

(Taught in English; Spanish 330, Italian 361, French 321, Gender Studies 333) Much of twentieth-century gay writing in Latin America is characterized by an estheticist celebration of anti-humanism, which has often clashed with left-wing progressive politics in these countries. But how does a "gay style" come about? What is its genealogy? How does it identify itself, and what does such an identity mean politically and historically? In this seminar, we will study a number of writers from Argentina, Chile, Cuba, Perú, and Uruguay, and examine their roots in French and Italian anti-humanist authors from Baudelaire, Lautréamont, and Rimbaud to Genet and Pasolini. We will also read a few key texts in queer theory.

C. Gundermann

ROMLG375 - Advanced Seminar in Romance Languages and Literature - Spring 2009 & Spring 2012
Topic: The Mind of the Traveler: Journeys, Expeditions, Tours

(Taught in English; Spanish 361, Italian 361, French 321, European Studies 316) Travel literature has always been a precious source for the study of culture, politics, arts, and, last but not least, people. From Caesar to Marco Polo, from Stendhal to Carmen de Burgos, we will read and discuss authors who traveled for political, personal, and recreational reasons. We will also pay special attention to tales of emigration and immigration in the third millennium.

O. Frau

ROMLG375 - Advanced Seminar in Romance Languages and Cultures - Spring 2007
Topic: New Cinemas 1945-1970s: From Bicycle Thieves to Guerrilleros: Italian, French and Latin American New Cinemas

In this seminar, we will study the cross-cultural influences between Italian neo-realism, the French nouvelle vague, and the New Latin American Cinemas. Both the Italian and the French movements represent models and counterpoints for those Latin American filmmakers of the 1950s and 60s who sought to redress the dominance of the realist American model in Latin America and the domination of the markets by the products of Hollywood. The New Latin American Cinemas, in turn, paved the way toward the emergence of Third Cinema. We will study films, as well as cinematic theory, from Italy, France, the Soviet Union, Japan, Cuba, Brasil, Argentina, and Mexico.

C. Gundermann

First Year Seminar - Fall 2007

Seminar in Reading Writing and Reasoning taught in English.
RMLG 105f (01) - Topic: Sex and the City: Gender-Power Relations in Early Modern Europe

First-year seminar (Writing-intensive course; taught in English; FREN 120, SPAN 105, ITAL 106) Political, social, and economic life was radically changed by growth of Europe's cities between medieval and modern times. These changes were debated in sexual terms as conflicts between men and women. As we study short stories from Early Modern France (Madame de Lafayette), Italy (Giovanni Boccacio), and Spain (Miguel de Cervantes and María de Zayas), and place them in their historical contexts, we will ask questions such as: To what extent do these works challenge or reinforce dominant models of gender relations and negotiate concepts and institutions such as marriage, honor, patriarchy, and blood purity? How do those topics apply to us today?

N. Romero-Diaz