![]() In this audio comprehension activity, you will discuss and analyze the content and theme of the sonnet “ A su retrato.” First, listen to the sonnet set to music at. (For Spanish version of lesson click here.)Īctivity 1. Note: Internet access is necessary to use the sonnets put to music in Activities 1 and 2, with corresponding worksheets. For Activity 4, the teacher must familiarize students with the problems Sor Juana had with the ecclesiastical authorities (due to her gender and her intellectual pursuits) in order for them to be able to complete the essay writing assignments. The first two activities are designed to precede the second two. The analyses of the two sonnets in Activities 3 and 4, and their corresponding worksheets will provide practice for students to write about poetry by exploring and understanding the characteristics of el gongorismo as a literary tendency of the Spanish Baroque. In Activities 1 and 2, students will gain familiarity with the sonnet form and the musical quality of the poetry of the Spanish Golden Age through listening-comprehension and writing activities. ![]() (Worksheets for Activities 3 and 4 will guide students to identify these themes and literary tropes in the sonnets.) See also the University of Toronto’s Representative Poetry Online for the literary concepts ubi sunt and carpe diem. ![]() Using the EDSITEment-reviewed English language site Silva Rhetoricae from Brigham Young University, review the poetic device of chiasmus ( quiasmo).Note especially characteristic verse forms of this period, namely, versos endecasílabos with Italianate rhyme scheme, rima consonante, and versos de arte mayor, which the Spanish Golden Age poets used in the sonnets in contrast to versos de arte menor. Essential terminology to analyze poetry in Spanish can be found in EDSITEment’s Glosario poético básico ( Basic Poetic Glossary). Review the structure of the Petrarchan sonnet by going to the sonnet section of the English 88 poetry site of the University of Pennsylvania.(For Spanish version of lesson click here.) Guiding Questions This lesson is intended for students with advanced proficiency in Spanish. Particular attention will be paid to the style el gongorismo (named after the great Spanish Golden Age poet Luis de Góngora y Argote), characterized by an “extreme Baroque,” including the Latinizing of language through an altered syntax, Latin terms, classical references, copious use of poetic devices, and the use of difficult vocabulary. The major characteristics of Spanish Golden Age poetry will be identified by analyzing the language, the structure, and the poetic devices used. In this lesson students will analyze two of Sor Juana’s sonnets: “A su retrato” and “En perseguirme, Mundo, ¿qué interesas?” in their original language of publication. Her writing established her as both a masterful writer and early feminist. ![]() As a woman-indeed, a nun-writing in seventeenth-century New Spain, Sor Juana faced great persecution, especially toward the end of her life. Sor Juana Inés de la Cruz is one of the foremost poets of el Siglo de Oro Español (the Spanish Golden Age). Sor Juana Inés de la Cruz from the Cervantes Virtual Library ![]()
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