Armando Rangel Rivero, PhD.: Vanessa Vázquez Sánchez, PhD.: Contact phone: and

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1 CUBA: Culture, Art, & Society Professors: Armando Rangel Rivero, PhD.: Vanessa Vázquez Sánchez, PhD.: Contact phone: and Length: 16 weeks Contact Hours: 64 Credit Hours: 4 U.S. Semester credit hours Language of Instruction: Spanish Location: 455, 25th Street between J and I University of Havana General content This anthropology course introduces students to the interwoven relationship amongst Cuban culture, society and art. We will inscribe, in time and space, various contexts, including: historical, architectural, urban, social and how these elements create artistic values and influence local cultures and communities. In addition to this course, students are encouraged to engage with the communities in which they are living and question their and other perspectives, while learning to appreciate similarities and differences to achieve a meaningful integration. General Objectives Understand how Cuban culture, society and arts relate to each other and to the communities in which they are inscribed, through time and space. Understand the contribution of Cuban culture in the course themes by way of historical context, architecture, urban studies, and social contexts. Academic Honesty IFSA-Butler takes academic integrity very seriously. Students must not accept outside assistance without permission from the instructor. Additionally, students must document all sources according to the instructions of the professor. Should your professor suspect you of plagiarism, cheating, or other forms of academic dishonesty, you may receive a fail for the course and disciplinary action may occur. The incident will be reported to the resident director as well as your home university. It is your responsibility to understand what constitutes academic misconduct, as definitions vary by culture and educational system.

2 Attendance A minimum of 80% attendance is required to pass the course. Methodology Students in this course will have an active participation in and outside of the classroom. It combines lectures, audiovisual presentations, instructor-guided field trips to historical locations and museums, and a four-day participatory visit to a rural community. Lectures are based on readings. Contact hours 3 hours contact time for 15 sessions (45h) 1 instructor-guided rural community visit (9h) 5 instructor-guided field trips in the city (2 visits and 3 museums) (10h) Total number of contact hours: 64 This course will require 3 hours per week commitment of out-of-class independent work for reading and weekly journal entries (homework). Evaluation Students will be evaluated for participation in class discussions, a midterm paper and a final paper 20% Oral contributions to class dialogue (class participation) 30% Written contributions (reflective essays) 20% Participation in community visits and outings 30% Final projects (individual presentations using selected media) Midterm Paper (week 8): a 3 page printed essay in Spanish outlining the topic of interest related to the themes discussed in class, to later be developed into a final paper. It includes an introduction, a description of its main objective, and a basic bibliography. Term Paper (week 14): a 10 to 12 page printed essay in Spanish, approved by the course professors during the midterm evaluation, including an introduction, a statement of objective, a theoretical and a methodological framework, and a bibliography. The paper will be discussed and submitted in class during a 10 minute oral presentation.

3 STRUCTURE OF THE COURSE Theme 1: Historical Context, Architecture, Urbanism and Tourism Week 1 Orientation Session: a general introduction of the professors, teaching methods, themes, and midterm and final papers. Race and Ethnicity Differences between the concepts of race and ethnicity. Ethnic components of the Cuban population. Status of the concept of race in contemporary anthropology. Mestizaje of the Cuban population. Race relations in Cuba. Watch: Black in Latin America by Professor Henry L Gates of Harvard University. Exercise: 2p essay: What does it mean to be Cuban? What do you think about Cuban art, culture and society? Week 2 Cuba and its Historical Context I The Historical Center of La Havana Vieja: An instructor-guided walking tour The visit will include the Main Square (Plaza de Armas), Small Temple (Templete), San Francisco Church and Square (Iglesia y Plaza de San Francisco), Old Square (Plaza Vieja), Church of the Christ (Plaza del Cristo), Bishop and Merchants Streets (Calle Obispo y Mercaderes) and other historical sites. Reading: Vázquez, P (2014) La Habana en su justo filo. Catalejo, el blog de Revista Temas ANUARIO ESTADÍSTICO DE CUBA La obra de restauración del Centro Histórico de La Habana. Week 3 Cuba and its Historical Context II A visit to Square of the Revolution and Playa Municipalities: An instructor-guided walking tour Squares, monuments and architecture: tour includes the Square of the Revolution (Plaza de la Revolución), Columbus Cemetery (Cementerio de Colón), 5 th Avenue and art schools west of Playa Municipality (Municipio Playa). Discussion: analysis of architectural changes in Havana. Exercise: 1p essay: Compare the architecture and urbanism of the areas and describe your observations of people, their interactions and the activities they carry out. Reading: Vázquez, P (2011). Calle G: de cuando los ciudadanos hallaron su ciudad. Revista Temas 2011 CUBA Y SU HISTORIA.- La Quinta Avenida de Miramar. Week 4 Intercultural Approaches that Enhance Anthropological Study Culture and community. Organization of a trip to a rural community La Picadora, Yaguajay municipality, Sancti Spíritus province in the central region of Cuba. This 4-day community visit will typically take place in May and October. The students will work with farmers, do domestic work, cook, and participate in other activities of a daily life in rural Cuba. After the trip, they complete 3 exercises which will be explained. Exercise: 2pp. essay: Describe your experience working in a specific community. Reference at least two of this week s readings to frame your experiences.

4 Reading: Bennett, M (2004). Becoming Interculturally Competent. In Wurzel, J. (Ed.).Toward multiculturalism: A reader in multicultural education (2nd ed., pp ). Newton, MA: Intercultural Resource Corporation. Bennett, Milton, J. (1998). Intercultural communication: A current perspective. In Milton J. Bennett (Ed.), Basic concepts of intercultural communication: Selected readings. Yarmouth, ME: Intercultural Press. Jean Francois Staszak (2008). Other/Otherness. International Encyclopedia of Human Geography, Elsevier. Dervin, F Cultural identity, representation, and Othering. Personal website: De La Torre, C (2001) Las identidades: una mirada desde la psicología. Centro de Investigación y Desarrollo de la cultura Cubana Juan Marinello. Week 5 Anthropology and Tourism The giver-receiver relationship. Tourism and commercialization of culture. Tourism and cultural heritage. Case studies: historical centers of Baracoa, Camaguey, Trinidad, and La Habana Vieja. Exercise: 1p. essay: Do you feel in Cuba like a student or like a tourist? Explain your selection. Cite at least two academic sources. Reading: Rangel, A. y Martínez, A. (2005). LA ANTROPOLOGÍA EN FUNCIÓN DE LA HISTORIA Y LA CULTURA TURÍSTICA. En Antropología Social. Selección de lecturas. Editorial Félix Varela, La Habana. THEME 2 Cuban Artistic Expression: An Anthropological Vision Week 6 Music and Popular Culture Spaces and festivals for a diverse musical expression and their importance in the Cuban culture. Ancient music festival of Esteban Salas. Chamber music festival of Leo Brower. Women in music. The Romeu Camerata. Traditional Cuban Trova. Buena Vista Social Club. The New Trova. Rock festivals. The yellow submarine center. Campesina music and the TV program Palmas y cañas. Hip Hop and reggaetón. Popular dance orchestras and spaces of public socialization. Exercise: 1p. essay: From your experience in Cuba, what impact has Cuban music and its rhythms had on you, and how is music enjoyed and/or used differently in your home community (in the U.S. or other home)? Week 7 Ballet and dance in Cuba: Anthropology and theater. Contemporary Cuban theater. The Cuban Art Factory Project (FAC) Reading: Betancourt, H (2004) BAILARINES MESTIZOS EN LAS ARTES DANZARIAS CUBANAS? ANTROPOLOGIA Conferencia Internacional Antropología 2004

5 Week 8 Midterm evaluation: presentation of midterm essays and discussion of selected topics. Week 9 Artistic Cultural Values The Development of the Arts in Cuba: Painting, engraving and sculpting. A survey of most representative painters, engravers, sculptors and their works. Instructor-guided field visit: National Museum of Fine Arts. Exercise: 2pp. essay: Choose one piece of art from the National Museum of Fine Arts and describe its relation with the historical moment and Cuban culture. Make sure to mention title of the chosen work, author and periodicity. Week 10 Representation of Cuba and Cubans in Literature Cuban literature from an anthropological point of view. An examination of classic books like Cecilia Valdés, Gallego, Biografía de un cimarrón, Las Honradas Las impuras, La novela de mi vida, Fresa y Chocolate, El vuelo del gato, SAB. Exercise: Class presentation about the book you received during the first class, keeping in mind the different communities represented in Cuban literature. Theme 3: Cuban population and religion Week 11 Demographics of Cuba Contemporary Cuban population: composition, distribution and demographic characteristics. The challenges of low birth rate and aging population. Large family vs. small family. Exercise: 1p. essay on the challenges of birth. Interview 2 women and 2 men about what it means to have a child in Cuba. Reading: Alfonso Fraga, JC (2006)1 El descenso de la fecundidad en Cuba: de la Primera a la segunda transición demográfica. Rev. Cubana Salud Pública 2006; 32 (1). Week 12 Early Cuban People Native Cuban cultures. First population settlements. Are there descendants of native Cubans today? Cuban native heritage. Communities or social aggregations. Instructor-guided field visit: Montané Museum. Reading: Rangel, A Historia del Museo Antropológico Montané Week 13 Popular Religion Introduction to Religion in Cuba. Interwoven religious traditions (hybrid religious traditions). Religious syncretism. Religion and communities. Instructor-guided field visit Museos de Guanabacoa y Regla Exercise: 1p. essay on your impressions of the museum. Reference at least one academic work.

6 Week 14 Final presentations and final paper submission. Week 15 Debriefing and course evaluation. Selected Bibliography Colectivo de autores (2010). Cuba. Población y Desarrollo, CEDEM. La Habana. Colectivo de Autores (2011) Las relaciones raciales en Cuba, Fundación Fernando Ortiz, La Habana. Colectivo de autores (2012). Cuba etnográfica. Fundación Fernando Ortiz. La Habana. Cruceiro, A (2009) Hacia una antropología urbana en Cuba. La fuente Viva. Fundación Fernando Ortiz. La Habana. Guanche Pérez, J. (1996). Componentes étnicos de la nación cubana. Ediciones Unión. La Habana. Linares, J (2013) Museos, tiempo, espacio y luz. Ediciones Boloña. Publicaciones de la Oficina del Historiador de la Ciudad de La Habana. La Habana. Martínez, A J (2002) Siglo XXI: antropología, razas y racismo, En: Revista Catauro, Año 4, N o 6, pp Rangel, A (2013). La Antropología en Cuba. Orígenes y desarrollo. Fundación Fernando Ortiz. La Habana. Segre, R (2003) Arquitectura Antillana del siglo XX. Editorial Arte y Literatura, La Habana. Vázquez, V y Martínez, AJ (2007) Contribuciones de la Antropología biológica a la enseñanza y práctica del ballet en Cuba. 14 Encuentro Internacional de Academias para la enseñanza de Ballet. Escuela Nacional de Ballet.