Manuel Olmedo Gobante joined the Department of Romance Languages and Literatures in 2014. He received his BA in Hispanic Philology from the University of Seville, Spain, specializing in Golden Age Spanish literature, and studying visual arts, literature and cinema at King’s College London, United Kingdom. He taught Spanish language at Villanova University for two years. He also taught courses on Spanish language, history, and culture at the University of Chicago.
Manuel’s PhD dissertation reflects on the interconnections between the institutions of literature and fencing in the early modern Hispanic world. He also has published articles in peer-review journals and collective volumes on topics such as the history of Hispanic martial arts, early modern autobiography and authorship, soldierly literature, and Afro-Hispanic history. Other areas of scholarly interest include bibliography and textual criticism, ekphrasis and pictorial analysis of literary texts, material culture, and performance studies.
Research interests: Golden Age Spanish literature, early modern martial arts
Dissertation: The Golden Age of the Sword: Fencing and Literature in the Early Modern Hispanic World
Recent Courses in RLL
SPAN 22218 De capa y espada: Martial Arts Culture in the Spanish Golden Age
In this course we will study the surprising interconnections between literature and Hispanic martial arts in the early modern period (16th and 17th centuries). The course is divided in three units. In Unit 1, we will discuss general issues regarding the practice of fencing and other early modern martial arts, as well as its social and ideological implications. In Unit 2 we will examine the theme of arms and letters by analyzing two philosophical fencing treatises by Jerónimo Carranza and Luis Pacheco—two of the most famous swordsmen in early modern Europe—. We will read this masters in the light of the most renowned literary authors of the moment, from Garcilaso de la Vega in the 16th century to Miguel de Cervantes and Francisco de Quevedo in the 17th century. In Unit 3, we will study the importance of fencing in the cultural (re)construction of concepts such as honor, race, gender, and other social issues. To this end, we will explore the narrative production of Maria de Zayas—a pioneer of literary feminism—and two plays by Lope de Vega and Andrés Claramonte.
SPAN 20300 or consent of instructor. Taught in Spanish.
SPAN 20200 Spanish Language, History, and Culture II
In this intermediate-level sequence, students review but most of all extend their knowledge of all basic patterns (e.g., grammar, vocabulary, sociocultural norms) of the language. They develop their oral and written skills in describing, narrating, and presenting arguments. They are exposed to texts and audio-visual materials that provide them with a deeper understanding of the Spanish-speaking world.
This course focuses on both objective and subjective description of people, places, and life processes. A variety of written, oral, listening, and reading activities allow students to explore different genres while reviewing grammatical and lexical items pertaining to each individual theme in context. Cultural awareness is enhanced through exposure to an array of target-language media, as well as through in-class discussion.
SPAN 20100 or placement.
SPAN 21703 Introducción a las literaturas hispánicas: textos españoles clásicos
This course involves careful reading and discussion of significant works from the Spanish Middle Ages, Renaissance, and the Golden Age, including Juan Manuel's Conde Lucanor, Jorge Manrique's Coplas, the anonymous Lazarillo de Tormes, and the theater of Calderón.
SPAN 20300 or consent of instructor. Taught in Spanish.