AP ® Spanish Literature and Culture: Overview of Course and Exam Revisions.

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1 AP ® Spanish Literature and Culture: Overview of Course and Exam Revisions

2 Section Number of Questions Percent of Final Score Time Section I: Multiple Choice50%Approx. 80 minutes Part AInterpretive Listening15 questions10%Approx. 20 minutes Part BReading Analysis50 questions40%60 minutes Section II: Free Response50%100 minutes Short Answer: Text Explication1 prompt 15% Recommended time: 15 minutes Short Answer: Text and Art Comparison1 prompt Recommended time: 15 minutes Essay: Analysis of Single Text1 prompt 35% Recommended time: 35 minutes Essay: Text Comparison1 prompt Recommended time: 35 minutes 2013 Exam Items

3 Key Revisions to the Exam  Listening questions (comprehension and interpretation) in the multiple-choice section Interview with an author Brief poem, recited twice Brief presentation on a literary topic  Comparative reading exercise in the multiple-choice section One excerpt from reading list plus one excerpt not from reading list, related by theme  The critical commentary will be moved from the free-response to the multiple-choice section, as a reading analysis exercise.

4 Key Revisions to the Exam  Text and art comparison short-answer exercise (approx. 15 min. writing) in the free-response section  In both sections, students will be asked to relate texts from the reading list to genres and periods/movements.  In both sections, students will still be analyzing the development of themes and the effect of various rhetorical/stylistic features, but they will also be asked to relate texts from the reading list to various contexts (e.g., literary, historical, socioeconomic).

5 The Revised Reading List: Activity pg 2  The following activity is designed to introduce you to the revised required reading list and help you  consider how to use the six featured course themes to: – a) Make connections between the various works on the required reading list. – b) Introduce materials that will help students understand the larger context in which the works were created and make interdisciplinary connections. – c) Facilitate the incorporation of other art forms such as painting, photography, cinema and music into the teaching of literature. ACTIVITY

6 The New Curriculum Framework Temas del Curso

7 The New Curriculum Framework Course Themes Las sociedades en contacto La construcción del género El tiempo y el espacio La creación literaria Las relaciones interpersonales La dualidad del ser

8 La asimilación y la marginación La diversidad Las divisiones socioeconómicas El imperialismo El nacionalismo y el regionalismo Las sociedades en contacto El carpe diem y el memento mori El individuo en su entorno La naturaleza y el ambiente La relación entre el tiempo y el espacio El tiempo lineal y el tiempo circular La trayectoria y la transformación El tiempo y el espacio La construcción de la realidad La espiritualidad y la religión La imagen pública y la imagen privada La introspección La dualidad del ser Themes and Contexts: Full list starts on p. 154 in the workshop handbook

9 El machismo Las relaciones sociales El sistema patriarcal La sexualidad La tradición y la ruptura La construcción del género La amistad y la hostilidad El amor y el desprecio La comunicación o falta de comunicación El individuo y la comunidad Las relaciones de poder Las relaciones familiares Las relaciones interpersonales La intertextualidad La literatura autoconsciente El proceso creativo El texto y sus contextos La creación literaria Themes and Contexts (cont’d)

10 The New Curriculum Framework: Example  Theme – Las sociedades en contacto  Organizing Concept – Las divisiones socioeconómicas  Pieces from the Required Reading List – Anónimo, Lazarillo de Tormes – Márquez, La siesta del martes  Essential Question – ¿Cómo se representan en obras literarias de distintos periodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.?

11 Activity (pg 11) :  1. Working with a partner, pick a theme and an organizing concept.  2. Choose two pieces from the required reading list that you consider very different  3. What “essential question” could engage and motivate learners in exploring both texts?  4. What activity or supporting material could you introduce to help students make interdisciplinary connections?  5. Brainstorm example

12 Understanding the Learning Objectives

13 Learning Objectives  Verbs in Learning Objectives reflect required cognitive abilities Learning Objectives for Cultures, Connections, Comparisons, and Communities  The student analyzes the relationship between products (both tangible and intangible) and perspectives of target cultures as manifested in target language texts.  The student relates texts to produce and perspectives found in a variety of media from the target cultures.  The student analyzes the relationships between practices and perspectives of target cultures as manifested in target language texts.  The student relates texts to practices and perspectives found in a variety of media from the target cultures.  The student analyzes the role of personal assumptions and cultural beliefs in the interpretation of target language texts.

14 Learning Objectives  Continued emphasis on developing proficiency across the full range of language skills Learning Objectives for Language Usage in Support of Literary Analysis  The student uses a variety of vocabulary appropriate to literary analysis.  The student uses a variety of grammatical and syntactic structures.  The student produces comprehensible written work by observing writing conventions of the target language.  The student uses pronunciation that is comprehensible to the audience in oral communications.  The student self-monitors and adjusts language production in oral and written communications.

15 Achievement Level Descriptions Example: Presentational Communication integrates specific, well-chosen textual examples into presentations, including references to secondary texts and brief discussions of historical and cultural contexts 5 5 cites and discusses appropriate textual examples; refers to selected secondary texts and places texts in their historical and cultural contexts 4 4 elaborates on main points and supports observations by citing examples, but these examples may not always be well described 3 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 2

16 Literary Terminology  Described on pp. 23-24 of the Curriculum Framework – (pg 135 in Handbook)  List designed to show range of terms used in the AP course that would be “fair game” for the AP exam.  Organized in groups within each Achievement Level: 1)general terms 2)terms that relate to narrative genres 3)terms that relate to poetic genres 4)terms that relate to dramatic genres 5)rhetorical figures 6)literary historical terms

17 The New Curriculum Framework: 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

18 AP Spanish ® Literature and Culture Exam Section No. of Questions Percent of Final ScoreTime Section I: Multiple Choice50%Approx. 80 min. Part AInterpretive Listening15 questions10%Approx. 20 min. Part BReading Analysis50 questions40%Approx. 60 min. Section II: Free Response50%100 minutes Short Answer: Text Explanation1 prompt7.5% Suggested time: 15 min. Short Answer: Text and Art Comparison 1 prompt7.5% Suggested time: 15 min. Essay: Analysis of Single Text1 prompt17.5% Suggested time: 35 min. Essay: Text Comparison1 prompt17.5% Suggested time: 35 min.

19 4 Formative Assessment Models: Audio and Video LINKS Model of Formative Assessment: Focus on Using Art and Audiovisual Materials http://vimeo.com/1456206 www.museodelprado.es/coleccion/galeria-on-line/galeria-on-line/obra/felipe-iv-a-caballo/ http://www.juntadeandalucia.es/cultura/museos/MBASE/index.jsp?redirect=S2_3_1_1.jsp&idpieza=7&pagina= 4 Model of Formative Assessment: Focus on Listening Comprehension http://news.bbc.co.uk/hi/spanish/misc/newsid_4990000/4990336.stm Model of Formative Assessment: Focus on Listening Comprehension: Listening to Poetry http://tinyurl.com/baladagm http://youtu.be/_4PqwsBakJI 19