Culturas hispanas a través de la pantalla Hispanic Cultures Through the Screen Contents

de uso Introduction Conditions of use Part . 10 . 11 . a de la Street Food Latin para hacerte bien Joe ( Para tener una cuando puedes tener un Cortes ?

a mi Una del amor en la era de la Jane the el drama de la Vida ' tu casita La sin miedo ( 2020 ) de Vivir el El La de la memoria ( 2016 ) de Shock ( 2011 ) de Ana de This land is your land ( 2017 ) de Los del Urge ( 2017 ) de Lila , Part II . Hispanic Cultures Through the Screen 12 . Street Food Latin Food Contents 11 21 25 29 41 55 69 75 81 87 93 103

13 . Joe choose a when you can have a Cortes ?

111 14 . a mi A report of love in the era of loneliness 115 15 . Jane the , the drama of everyday life 119 16 . huff and I puff and I blow your house down 131 17 . La 145 18 . sin ( 2020 ) by Vivir and El 159 19 . La de la ( 2016 ) by Rights 165 20 . Shock ( 2011 ) by Ana 171 21 . This land is your land ( 2017 ) by Los del 177 22 . Urge ( 2017 ) by Lila , bodies , caring 183 vi

en las de al a de 2017 . El Video de la entre los mas en con mas de mil de desde de 2017 hasta de 2021 . por un con un la en , la fue un en las de este . Pronto se un entre de , de forma que los de se , en blanco de la al de la . Como cultural de , este hecho me . Si una la intercultural , a un video musical de sobre lo latino como el de ?

si que la no solo , que a la de las mas , un video como el de que a la mujer como un de sexual ?

Los que a no son . Su . Al , a , videos , series de television en las a la del . Una que le a los con que los unos , de , de , en de . El que tiene entre sus manos ( en su ) es un de hacer eso . Las que lo una al de a de con las que el del , como , por , la trama , la de los , los donde la la . Al tiempo , los en su de las dado que los en que se las se en con con los latinos en . El se en dos ( con el de llegar al mayor numero de de . el se en de forma que el que mejor se al a los de su . de En la de los en que se el ha una de . El principal , como ya , es la de con con la latina en . El original el pais de de los . Asi , hay en , en , se en de Colombia , Argentina , Chile . Con , la , cultural , cuando fuera a de una , pues que ,

a de la Hispanic Cultures Through the Screen se han fuera de la . al de en que se las , nos por los videos las dada la de estos dos de . a la hora de un audiovisual para una , en que el la de que no en los , que la desde una poco que el que lo creo fuera poco . La seis series cinco Videos . Dentro de las series ( una principal en ) series ( en cada , por una ) Una de las de en forma de Open Educational Resource ( OER ) es la de no por los de las . Asi , el como OER nos la tanto de en el aula , como de menos en el . Una de las de esta decision es que los reales que se a muchas de las del no siempre en los dos en que se este . Por , una a la Ana Maria en el Dante Night Show una vision general de la La Nina , un de la de la que la , asi como un de en una television . Este Video da mucho desde el punto de vista por las antes , por , se para el . Sin embargo , solo se en . En surge la el real que a una en un ( Cuando nuestro se en los dos . Ante esta , por buscar un en el otro que similar . Otra ha sido a de de videos por la de fans de un . Cuando no se ha un ni una amateur , se han los . En este ultimo , la de el de de YouTube para los Videos de usar un online para los ( los no siempre son ) El a las . La extension , los de los en los ( que estos ) bien muchas de lo cual a los de al aula a las de a los de a la par de ya como son los los . A de los , el actual boom de las series , asi como la formal , la alta que muchas de al que se les mas mas tiempo en el aula . El se compone de 11 tres en , tres se en series , cinco a videos . Las en son mas . con , videos , un para al con a la trama , el , el principal los de la . A , se una de para que los , entre , las las entre , los clave de la la que la sobre ( por , la latina , la la social ) Se con una tarea en la que el los las en las , al tiempo que su de . El de los diez de cada para las

del a ese tipo de . Esos diez , junto COl las , una idea general de la , Como para con el fundamental del , esto es , el de . Las en series son mas . A una un para al , las con las que se clave de cada ( por , la , el lugar de la , los , los los ) Se con una tarea es la de la de . las en videos con una de de del el . los a los videos , asi Como una de la . con para en Cada ( por , la , la , los , los las en el ) Por ultimo , con una tarea de . Las se a cabo en de forma individual , 10 tarea para Casa el tiempo de . Esa a del . De forma , de entre todas las que Cada , el puede que mas le que mas para su . En , a ale la busca el de el sobre la de las en videos . La la de estos dos que se les en el junto a mas , de los los . El se en en para que ser en una de . el esta en , las de forma que el a que mejor se a los de su .

Este ha sido posible gracias a una Beca para la de Minnesota State . Gracias a mis en State University , Miriam Lisa . La la idea de el La Telenovela que yo en de 2019 . Ante las de un de para es que este . Lisa la version en ( Hispanic Cultures Through the Screen ) se de que en . mi a Becky , de en la de , a los David Vila ( California State University , Bay ) Julien ( Principia College ) Reyes ( Young University Utah Valley University ) su tiempo a leer de este . sus , cuando . Ana Assistant Professor of Spanish , State University

de uso Este una de Creative Commons a menos que se lo . Una de esta se en Introduction Rationale swept the charts as soon as it was released in early 2017 . The promotional video for the song remains among the most viewed on YouTube with more than billion views as of June 2021 . Sung by a Puerto Rican artist , and with a title and part of the lyrics in Spanish , the song was an instant hit in Spanish classes as well . Among conjugation charts , and vocabulary games , Spanish students found themselves singing , in the blanks of the lyrics and recording their own to the rhythm of this song . As a cultural analyst and a Spanish teacher , I found this shocking . If studying a foreign language involves developing intercultural awareness , how does a music video full with Latino stereotypes like contribute to that ?

If we recognize that education consists not only in passing on information , but it also contributes to the socialization of the younger generations , how should we approach in class a video such as , where women are offered as objects for sexual consumption ?

The products on our computer and screens are not innocent . Awareness of this fact applies to the use of this type of material in the classroom . The use of , music videos , commercials or television series in the classrooms should contribute to developing the critical gaze of the students . A critical gaze that will help them to discern the mechanisms with which audiovisual products promote some themes , some models of society , attitudes and tastes to the detriment of others . Description The book you have in your hands ( or on your screen ) intends to do that . The units in the book aim to develop a critical approach to viewing audiovisual products through activities with which students work on basic categories of narrative and analysis , such as plot , characters , spaces where the action takes place and narrative voices . At the same time , students will deepen their knowledge of Latino communities since the audiovisual products on which the units are based focus on characters or topics related to Latin America or Latinos in the United States . The book is presented in two languages ( English and Spanish ) in order to reach the largest number of students and disciplines , not just those in Spanish language or Hispanic cultures classes . Finally , the book is organized into independent units so that the teacher selects those that align best with the curriculum and objectives of a class or course section . Selection of materials A series of criteria have come together in the selection of audiovisual products for the book . The main one , as we already mentioned , is that they included characters or topics related to Latin America or the Latino community in the United States . The original language and the originating country of the audiovisual products are different . Some are made in English and others in Spanish , some were made in the United States and others come from different Latin American countries , Colombia , Argentina , Mexico , and Chile . I sought to acknowledge the Latino linguistic , cultural and historical diversity even if only through some examples , since I recognize that other ( equally ) themes , regions and cultural expressions have been left out of the selection . Regarding the genre of audiovisual products on which the books units are based , I opted for music videos

a de la Hispanic Cultures Through the Screen and web series given the popularity of these two types of cultural products . Finally , when selecting an audiovisual product for the book , I considered whether it led to discussion topics that do not usually appear in mainstream media , or that it offered an unusual perspective on the topic , or that the artists or the cultural products were new or unknown . The selection includes series and music videos . Within the series we distinguish serialized , which tell a main story in a sequence of episodes , and short series , in which each chapter tells a different story , although they share a common theme . One of the advantages of publishing as an Open Educational Resource ( OER ) is not being constrained by the commercial criteria of traditional publishers . Thus , publishing this work as OER allowed me to explore the didactic application of genres , as well as artists and audiovisual products less known in the Anglo market . A consequence of this decision is that the actual texts in the book are not always published in both languages . For example , an interview with Colombian actress Ana Maria on the television program Dante Night Show offers an overview of the series La Nina , a summary of the career of the actress , as well as a model interview on Colombian video gives a lot of play from the pedagogical point of view for the reasons mentioned above and , therefore , it was selected for the book . But it is only available in Spanish . In other units , the same problem arose the actual text that accompanies an activity appears published in a single language ( English or Spanish ) when our book is offered in both languages . Faced with this situation , I opted to look for a parallel text in the second language that would offer similar information and pedagogical opportunities . Another option has been to resort to translations and subtitles made by the fan community of an artist or series . When , neither a parallel text nor an or amateur translation or subtitling has been found , the original texts have been kept . In the latter case , there is the possibility of activating the YouTube subtitling program for videos or using an online translator for written texts ( although the results are not always satisfactory ) The use of web series raised additional concerns . Spanning several episodes , frequent script twists , and character changes ( all of which characterize these ) may well require many hours of attentive viewing , which may discourage teachers from bringing them into the classroom and publishers from incorporating them into textbooks along with more commonly used audiovisual texts , such as short and movies . Despite the aforementioned drawbacks , the current boom in the series , as well as the formal and thematic innovations and the high quality of many of them , justify that more learning materials and classroom time are focused on viewing and discussing these popular genre . Structure Hispanic Cultures Through the Screen includes 11 units three based on serialized , three focused on short series and created around music videos . The units based on serialized are longer . They begin with some readings , explanatory notes , videos and a glossary to provide the learner with information regarding plot , location , themes , and people involved in the series ( actors , directors , Next , a set of activities and questions prompt students to analyze and discuss characters , key events in the series , and their interpretation on different topics , such as Latino identity , gender roles , social , etc . These units conclude with a assignment in which learners connect and on concepts and information discussed previously . Watching the ten episodes of a serialized is enough to complete the activities in the book dedicated to that type of web series . Those ten episodes , along with the readings and explanatory notes , provide an overview of the series and enough information to meet the fundamental objective of the book , which is to promote the critical analysis of audiovisual products . The units based on short series are more concise . After an introduction and a glossary , a set of activities prompt students to analyze and discuss key aspects of each series , such as , structure , location , values promoted , characters

Introduction or . It with a task for students to show their understanding of concepts discussed in the activities and their ability to connect ideas and to articulate their thinking . Finally , the units based on music videos begin with some activities to introduce the artist or the song theme . They include a link to the music videos , as well as the lyrics transcript . They continue with activities and questions to discuss relevant elements in each song , such as , poetic voice , structure , characters , values promoted or historical and cultural references in the text . They end with a assignment to present their thinking on topics introduced by previous activities . Activities from the book can be done in small groups or individually , assigned as homework , or done during class time . This decision is left to the discretion of the instructor . Also , from among all the activities and questions that make up each teaching unit , the instructor can select those that interest her the most or that she considers most appropriate for her course . In short , Hispanic Cultures Through the Screen aims to promote critical viewing of contemporary audiovisual products and thinking about the representation of Hispanic cultures in web series and music videos . Increasing popularity of these two genres justify dedicating part of the curriculum to them along with other more established audiovisual genres , such as short and feature . The book is presented in English and Spanish so that it can be used in a wide variety of courses . Finally , it is organized into separate units ( each based on a different audiovisual product ) with different themes , structures and length , so that teachers can select those units that interest them the most for a course .

This project was made possible by the Innovation Funding Program of Minnesota State . Thank you to my colleagues at State University , Miriam and Lisa . had the idea to create the Spanish course La Telenovela , which I taught in the fall of 2019 . It is because of the in a textbook or materials with which to teach that class , that I decided to create this book . reviewed and edited the English version of the book ( Hispanic Cultures Through the Screen ) She made sure it was comprehensible and correct in English without losing its foreign in the translation . Also , thank you to Becky , exceptional Spanish teacher at High School , and to David Vila ( California State , Bay ) Julien ( Principia College ) and Reyes ( Young University and Utah Valley University ) They generously spent their scarce time to read and review selected units from this book . I deeply appreciate their comments and suggestions , even ( and especially ) when we disagree . Ana Assistant Professor of Spanish , State University

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