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SPAN20390

Academic Year 2026/2027

Barcelona (SPAN20390)

Subject:
Spanish
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Laia Bosch Oliver
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module studies the cultural history of the city of Barcelona, one of the key symbols of Catalan cultural identity. It introduces theoretical approaches to urban studies and examines a range of visual artefacts and performances, including, architecture, cinema, documentary, art and literature. The module examines the relationship urban space, memory and identity through close textual analysis of cultural production.

IMPORTANT! This year, this module can be taken as part of an Stuctured Elective in Catalan Studies, which comprises a minimum of three modules in Catalan Language and/or Catalan Culture. More information here: https://www.ucd.ie/students/registration/structuredelectives/catalanstudies/

About this Module

Learning Outcomes:

On successful completion of this module students will have:

- developed basic knowledge of the cultural history of the city.

- becomed aware of how key historical processes have influenced the development of the urban environment and its cultural representation.

- developed a critical approach to literary texts, a range of visual artefacts and performances.

-trained the ability to work collaboratively.

Indicative Module Content:

Week 1: Introduction

Week 2: The Spanish War of Succession and the siege of Barcelona 1714

Week 3: La Renaixença

Week 4. El Modernisme

Week 5. El Noucentisme

Week 6. Primo de Ribera dictatorship and the Second Spanish Republic

Week 7. The Spanish Civil War

Week 8. READING WEEK

Week 9. Franco's dictatorship

Week 10. Transition to democracy and life on the margins

Week 11. The Olympic Games 1992

Week 12. The city under the current siege

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 1

Reduce inequality within and among countries 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Specified Learning Activities

34
Autonomous Student Learning

52
Total

110

Approaches to Teaching and Learning:
This module will be delivered face-to-face through two lectures, seminars, or workshops per week. Students will be expected to prepare questions or read secondary sources for seminars and to participate actively in discussions. Formative work and activities will be set as practice for assessments, with feedback provided by the module coordinator.

Students may not use generative AI to complete any assessments in the module. However, they may use AI tools for limited support (e.g. idea generation, practice questions, or as a study aid). They remain fully responsible for the accuracy and reliability of their learning.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Individual Project: Cultural promotion of a piece of art / historical place in Barcelona.
 Week 6 Standard conversion grade scale 40% No
25
 No
Group Work Assignment: 25% Debate in class with a group
40% Individual essay regarding your topic		 Week 9, Week 10, Week 11, Week 12 Standard conversion grade scale 40% No
65
 No
Participation in Learning Activities: Weekly in-class participation and online forum discussions. From week 1 until week 12. Week 12 Pass/Fail Grade Scale No
10
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Feedback is provided via Brightspace and face-to-face during office hours.

RODOREDA, Mercè (2013). In Diamond Square, translation by Peter Bush (Virago Press).

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 15:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 16:00 - 16:50
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