ap spanish literature and culture: an overview of...

AP® Spanish Literature and Culture: An Overview of Course Revisions

Why Change?

§ To align with national standards

§ To reflect best practices at the college level

§ To support awarding of collegecredit/placement

§ To facilitate student success in subsequent college courses

Goals of Revision

§ Engage students in making cultural and interdisciplinary connections

§ Provide students with opportunities to further develop language skills

§ Align with national standards

What Has Changed?

§ Addition of “and Culture”to the title

§ Shortened reading list

§ Focus on contextual analysis

§ Emphasis on incorporating media

§ Thematic approach

The New Curriculum Framework

§ Defines the scope of the course

§ Lists the required readings

§ Identifies learning objectives and achievement level descriptions

§ Lists literary terminology

§ Describes a thematic approach

The Required Reading List

§ Shortened from 56 to38 titles

§ New titles are in boldface

§ Only unabridged Spanish Language versions, no easy readers

Learning Objectives

§ Statements about the knowledge and abilities expected of students who take the AP course

The “Five C’s” and Learning Objectives

Communication

Learning Objectives for Interpersonal Communication

Learning Objectives for Interpretive Communication

Learning Objectives for Presentational Communication

Cultures

Connections

Comparisons

Communities

Learning Objectives for Cultures, Connections, Comparisons and Communities

Language Usage in Support of Literary Analysis

Learning Objectives for Language Usage in Support of Literary Analysis

Learning Objectives

Ø The student analyzes the relationship between products (both tangible and intangible) and perspectives of target cultures as manifested in target language texts.

Ø The student relates texts to produce and perspectives found in a variety of media from the target cultures.

Ø The student analyzes the relationships between practices and perspectives of target cultures as manifested in target language texts.

Ø The student relates texts to practices and perspectives found in a variety of media from the target cultures.

Ø The student analyzes the role of personal assumptions and cultural beliefs in the interpretation of target language texts.

Learning Objectives

Ø The student uses a variety of vocabulary appropriate to literary analysis.

Ø The student uses a variety of grammatical and syntactic structures.

Ø The student produces comprehensible written work by observing writing conventions of the target language.

Ø The student uses pronunciation that is comprehensible to the audience in oral communications.

Ø The student self-monitors and adjusts language production in oral and written communications.

Achievement Level Descriptions

Achievement Level Descriptions

integrates specific, well chosen textual

examples into presentations,

including references to secondary texts

and brief discussions of historical and cultural contexts

5 cites and discusses appropriate textual examples; refers to selected secondary

texts and places texts in their historical and

cultural contexts

4 elaborates on main points and supports

observations by citing examples, but these examples may not always be well

described

3 presents main points and some details about the topic, but mostly summarizes plot and is unable to

support an argument with

textual examples

2

Literary Terminology

General: género: narrativa, poesía, drama, ensayo; ambiente, argumento, ficción, figura retórica, héroe, imagen, lector, personaje, protagonista, público, suspenso, tema

Narrativa: autor, narrador, cuento, novela; prosa

Poesía: poema, poeta, voz poética; verso, estrofa; ritmo, métrica: rima consonante, rima asonante

Drama: acto, escena, escenario; comedia, tragedia; diálogo, monólogo; teatro

Figuras retóricas: metáfora, símil; aliteración, hipérbole, onomatopeya, personificación

Progression of Literary Terms (basic to advanced)

BASIC

General: ambigüedad, analogía, antagonista, antihéroe, arquetipo, atmósfera, carpe diem, desenlace, fábula, in medias res, ironía, memento mori, símbolo, tono, trama

Narrativa: crónica, flashback, fluir de conciencia, narrador omnisciente, narrodor limitado o narrativa en primera persona, prefiguración, punto de vista o perspectiva

Poesía: heptasílabo, octosílabo, endecasilabo, alejandrino; arte menor, arte mayor; encabalgamiento, estribillo, lírica, poema épico, redondilla, romance, sinalefa, soneto, verso agudo, verso esdrújulo, verso llano

Drama: acción dramática: exposición, nudo o climax, desenlace; acotaciones, aparte, comedia del Siglo de Oro, dramaturgo, teatro del absurdo

Figuras retóricas: anáfora, antítesis, apóstrofe, circunlocución o perifrasis, elipsis, enumeración, eufemismo, gradación, hipérbaton

Historia literaria: Barroco, Boom, colonial, Edad Media (medieval), Generación del 98, libro de caballerías, modernismo, naturalismo, novela picaresca, pícaro, realismo, realismo mágico, Renacimiento, romanticismo, Siglo de Oro

INTERMEDIATE

General: alegoría, apología, caricatura, cromatismo o simbolismo cromático, desdoblamiento, leitmotivo, meta- (e.g., metaficción, metateatro), parodia, sátira

Narrativa: narrativa epistolar, narrador fidedigno, narrador no fidedigno, narrador testigo, narratario, parábola

Poesía: diéresis, hiato, sinéresis; verso blanco o suelto, verso libre; cesura, hemistiquio; polifonía, polimetría; silva

Drama: anagnórisis, catarsis, falla trágica, ironía dramática, pathos, tres unidades

Figuras retóricas: asíndeton, cacofonía, epíteto, metonimia, paradoja, polisíndeton, sinécdoque, sinestesia, retruécano

Historia literaria: conceptismo, culteranismo, costumbrismo, existencialismo, neoclasicismo, postmodernismo, surrealismo, vanguardia

ADVANCED

Course Themes

Themes

§ Teachers must address allsix themes

§ You can still organize your syllabus by genres or chronologically, as you wish

Using Course Themes

§ Possible approaches:– Use one or two themes to review

texts at the end of each genre-based or period-based unit

– Start the year or semester with works that represent each theme well as a way to “anchor” the themes

Organizing Concepts

§ Suggestions for working with the themes and the required readings

§ Not prescriptive or required

§ Here is an example of a theme and its suggested organizing concepts:

Las sociedades en contacto

Ø La asimilación y la marginación

Ø La diversidad

Ø Las divisiones socioeconómicas

Ø El imperialismo

Ø El nacionalismo y el regionalismo

Essential Questions

§ Suggested questions related to themes that can be used to guide classroom investigation and design instruction

ExamplesTheme: Las sociedades en contacto

Essential Questions:Ø ¿De qué manera las perspectivas de una cultura afectan la representación de

eventos históricos?

Ø ¿Cómo los miembros de una minoría cultural se resisten (o se asimilan) a las costumbres y las perspectivas de la mayoría dominante?

Ø ¿Cómo se representan en obras literarias de distintos períodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupo étnicos, etc.)?

AP Spanish Literature and Culture Exam

SectionNo. of

Questions

Percent of Final Score Time

Section I: Multiple Choice 50% Approx. 80 min.

Part A Interpretive Listening 15 questions 10% Approx. 20 min.

Part B Reading Analysis 50 questions 40% Approx. 60 min.

Section II: Free Response 50% 100 minutes

Short Answer: Text Explanation 1 prompt 7.5% Suggested time:15 min.

Short Answer: Text and Art Comparison 1 prompt 7.5% Suggested time:

15 min.

Essay: Analysis of Single Text 1 prompt 17.5% Suggested time:35 min.

Essay: Text Comparison 1 prompt 17.5% Suggested time:35 min.

Key Revisions

§ Listening questions (comprehension and interpretation) in the multiple-choice section

§ Comparative reading exercise in themultiple-choice section

§ The critical commentary will be moved from free-response to multiple choice, as a reading analysis exercise

Key Revisions (cont’d)

§ Text and art comparison short-answer exercise in the free-response section

§ In both sections, student must relate reading list texts to genres and periods/movements

§ In both sections, students will still analyze development of themes

Preparing for the New Course

§ Support materials:– Course and exam description• Curriculum framework• Exam information• Sample exam questions

– Audit Materials• Syllabus development guide• Four sample syllabi

§ Visit apcentral.collegeboard.com for new resources and professional development opportunities.

Thank you!

§ On behalf of the Advanced Placement Program, thank you very much for taking the time to learn more about the changes to AP Spanish Literature and Culture.

§ We look forward to partnering with you as you build students’ success in your classroom and for the future!

Audio for Practice Exam

§ Audio Files for Section I: Part A Interpretive Listening

Selection 1http://apcentral.collegeboard.com/apc/public/repository/APSpanishLitIntListSel1.mp3



http://apcentral.collegeboard.com/apc/public/repository/APSpanishLitIntListSel1.mp3






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