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Production of Meaning: Spectacle as Visual Rhetoric in the Auto Sacramental Item Type text; Electronic Dissertation Authors King, Errol LeRoy Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 16:22:40 Link to Item http://hdl.handle.net/10150/242434 PRODUCTION OF MEANING: SPECTACLE AS VISUAL RHETORIC IN THE AUTO SACRAMENTAL by Errol L. King ______________________ A Dissertation Submitted to the Faculty of the DEPARTMENT OF SPANISH AND PORTUGUESE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN SPANISH In the Graduate College THE UNIVERSITY OF ARIZONA 2012 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Errol L. King entitled Production of Meaning: Spectacle as Visual Rhetoric in the Auto Sacramental and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy ____________________________________________________________Date: 05/15/12 Dr. Amy R. Williamsen ____________________________________________________________Date: 05/15/12 Dr. Robert L. Fiore ___________________________________________________________ Date: 05/15/12 Dr. Richard P. Kinkade ___________________________________________________________ Date: 05/15/12 Dr. Bruce R. Burningham Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ____________________________________________________________Date: 05/15/12 Dissertation Director: Dr. Amy R. Williamsen 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. SIGNED: Errol L. King 4 ACKNOWLEDGEMENTS Graduate school is a unique experience that entails a great deal of sacrifice on the part of students, educators, friends, and families. Over the last several years it has been an honor to forge friendships with so many unselfish individuals. Lucy Blaney-Laible kindly and bravely read the first draft of the chapters I wrote for this dissertation. Jamie Wilson inspired me to use pictures. Jason Yancey helped me find a balance in my hectic schedule by organizing a year-round, weekly soccer game. Michael Child, Nate Mehr, and their families graciously took me in when I returned to Tucson for my defense. Willie Costley, Andrew Rajca, Mark Aquilano, Miriam Urzua-Montoya, Crescencio López, Andrea Pope, Pedro Vizoso, Matthew Smith, Yadira Berigan, Rosario Hall, Juliana Luna Freire, Jessica Zeitler, Juan Carlos Rivas, Susan Divine, Teresa Lorenz, and many other fellow graduate students have been invaluable friends whose unwavering kindness and mutual support have greatly enriched my life. As someone who has wanted to teach for years, I have had exceptional teachers my entire life who have demonstrated an interest in the education and development of their students. My mom and dad were the best teachers of hard work and integrity I could have ever had. Elementary and high school teachers receiving low wages spent countless hours reaching out to me and fellow classmates. As news stories have begun to focus on the quality of education in the United States and poor teachers, I reflect on my early education. Whatever the truth may be, those news reports do not represent the exceptional teachers I had. Since starting my university studies, two professors stand out in my mind as truly exceptional teachers: Valerie Hegstrom and Dale Pratt. I have not taken a class from either of them in over six years, yet they continue to express an interest in me and other former students. Thank you, Dale and Valerie, for your unwavering support and friendship. My dissertation committee was formed in an interesting manner. I had never taken a class from Dr. Fiore or Dr. Burningham, but both generously accepted my request to serve on my dissertation committee, offering valuable feedback and suggestions for this dissertation and my profession as I move forward. Dr. Kinkade, as all great educators do, expects the best out of each of his students. I always knew that when he expressed his approval, he was not just being nice to make me feel good about myself. And finally, Dr. Williamsen, thank you for you interest in my education from the first day I stepped into your Quixote class in 2006. I will miss our annual pilgrimmage to El Paso for the AHCT Conference and Chamizal and the opportunity it gave me and other graduate students to discuss, among other things, the teaching profession during the five-hour drive each way. My wife and kids have been my driving force through all my years as a graduate student, and to them I owe my deepest gratitude. Thank you for being there for me as we rode the roller-coaster called graduate school. I recognize that this page resembles a boring Oscar acceptance speech that could never possibly name everyone that deserves an expression of gratitude; but as I have written it, I have enjoyed a flood of fond memories shared with some truly great people who have all taught me valuable lessons in life. Thank you, everyone! 5 DEDICATION To my wife, Debra, and children, Gabriela, Isabella, Erik, and Samuel who inspire me to be a better person each day. 6 TABLE OF CONTENTS LIST OF FIGURES ............................................................................................................ 8 ABSTRACT ........................................................................................................................ 9 CHAPTER 1: THE AUTO SACRAMENTAL IN CONTEXT ....................................... 11 CHAPTER 2: THE POLYSEMOUS SHIP ...................................................................... 48 CHAPTER 3: HIGHWAYMEN ON LIFE’S PERILOUS ROADS ................................ 81 CHAPTER 4: ON TRIAL ............................................................................................... 114 CONCLUSION ............................................................................................................... 151 APPENDIX A: SHIP VOCABULARY ......................................................................... 156 APPENDIX B: DETAILED PLOT SUMMARIES OF AUTOS SACRAMENTALES ... 163 La amistad en el peligro ......................................................................................... 164 Las aventuras del Hombre ..................................................................................... 168 Auto da barca da Glória (Auto de la barca de Gloria) ........................................... 173 Auto da barca do Inferno (Auto de la barca del Infierno) ..................................... 175 Auto da barca do Purgatório (Auto de la playa del Purgatorio) ............................ 179 Dos ingenios y esclavos del Santisimo Sacramento .............................................. 182 El indulto general ................................................................................................... 186 La nave del Mercader ............................................................................................ 191 La [santa] inquisición ............................................................................................. 196 La serrana de Plasencia .......................................................................................... 199 El viaje del Alma ................................................................................................... 204 7 TABLE OF CONTENTS – Continued REFERENCES ............................................................................................................... 208 8 LIST OF FIGURES Figure 1. St. Peter in the Boat of the Church .....................................................................61 Figure 2. Pythagorean Y – (Jean Jacques Boissard) ..........................................................65 Figure 3. Pythagorean Y – (Geofroy Tory) .......................................................................66 Figure 4. St. Bernard and the Symbols of the Passion of Christ – (Cornelius Cort) .........72 Figure 5. Ecclesia navis – (Alardo de Popma) ...................................................................75 Figure 6. The Breaking Wheel and the Noose ...................................................................83 Figure 7. Banner of the Inquisition – (Bernard Picart) ....................................................131 Figure 8. Inquisitorial
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    (a fairly necessary) INTRODUCTION – THE STORY OF SPANISH & PORTUGUESE AT BYU The Department of Spanish and Portuguese first saw the light of day in June of 1967, created from the large Department of Languages in the College of Humanities. Yet foreign languages (German, Latin) had been taught since the creation of Brigham Young Academy in 1876; the first Spanish classes were taught in 1883/1884. The first Portuguese class was offered by Gerrit de Jong, in 1942. I have used many sources to complete the story of Spanish and Portuguese at Brigham Young University. In 1972 an emeritus professor of French, Harold W. Lee, wrote a “History of the Department of Languages” at BYU. His brief account deals with foreign language teaching from 1876 to the early 1970s. A slightly abbreviated version of Lee’s history is available in Bruce B. Clark’s “The BYU College of Humanities: 1965 – 1981. The First Sixteen Years.” I have used a few bits of this fine, detailed, three- volume history which deal with the Department of Spanish and Portuguese. I have read and used the papers and history of Gerrit de Jong. The University Archives have provided curriculum vitae files of all faculty to 1989. In 1990 chair Merlin Forster asked emeritus professor L. Sid Shreeve to complete a history of the department. Sid accumulated hundreds of pages of information and interviews from retired and current faculty members but was not able to complete the anticipated history. I have used some of the documents he gathered to write the present history. Further, since the creation of the department, the secretaries have kept a very detailed annual statistical and historical report.