Optional group:
LINGUA EUROPEA O EXTRAEUROPEA 1° ANNO - (show)
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20710296 -
FRENCH LANGUAGE AND TRANSLATION 1 LM
(objectives)
The European language 1 MA course comes under the core educational activities of the MA course in Modern Languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous three-year Bachelor’s degree course. On the basis of the competence levels required for access and in view of the C1 level achievement in all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
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POLLICINO SIMONA
( syllabus)
The course covers a wide range of issues and debates in translation studies and aims to provide students with an overview of the history of translation studies, different translation theories and various approaches to translating. The main focus will be on the application of translation in different fields, in order to emphasize its interdisciplinary nature and its challenges in the global digital age. Particular attention will be paid to different types of communication and to the essential role of translation as intercultural mediation.
( reference books)
M. Guidère, La communication multilingue. Traduction commerciale et institutionnelle, Bruxelles, De Boeck, 2008.
L. Davier, Les enjeux de la traduction dans les agences de presse, Presses Universitaires du Septentrion, 2017.
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12
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L-LIN/04
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36
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20710299 -
SPANISH LANGUAGE AND TRANSLATION 1 LM
(objectives)
The European language 1 MA course comes under the core educational activities of the MA course in Modern Languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous three-year Bachelor’s degree course. On the basis of the competence levels required for access and in view of the C1 level achievement in all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
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PALMERINI MONICA
( syllabus)
Spanish in international communication. Discourse analysis and specialized translation.
The course aims to deepen the knowledge of the Spanish language by developing the skills of analysis and translation of the discourse characterizing the complex context of international communication.
The theoretical reflection on a variety of issues relating to the international dimension of the language (intercultural communication, linguistic variation, pluricentric norm, new technologies, among others) will be accompanied by the linguistic-pragmatic analysis of different types of discourses/texts belonging to concrete contexts of use of Spanish in an international context (e.g. institutional, journalistic, tourist). Students will also have the opportunity to practice the translation of some specialized languages of international relevance.
( reference books)
Emilio RIDRUEJO, Manual de lingüística española, De Gruyter, 2019. (selected chapters).
Asunción ESCRIBANO, Las voces del texto como recurso persuasivo, Arco Libros, Madrid, 2009.
Additional bibliographical references and materials will be supplied during the course.
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12
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L-LIN/07
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36
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20710301 -
PORTUGUESE AND BRASILIAN LANGUAGE AND TRANSLATION 1 LM
(objectives)
The European language 1 MA course comes under the core educational activities of the MA course in Modern Languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous three-year Bachelor’s degree course. On the basis of the competence levels required for access and in view of the C1 level achievement in all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
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12
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L-LIN/09
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36
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20710303 -
ENGLISH LANGUAGE AND TRANSLATION 1 LM
(objectives)
The European language 1 MA course comes under the core educational activities of the MA course in Modern Languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous three-year Bachelor’s degree course. On the basis of the competence levels required for access and in view of the C1 level achievement in all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
Group:
LAUREATI ENTRO SETT
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NUCCORINI STEFANIA
( syllabus)
Lexis and collocations. Use of bilingual dictionaries and of collocations dictionaries in productive activities.
The course will focus on the role of collocations and on their use; it will also analyse the (macro and micro) structure of set dictionaries and on their potential and practical use in written production activities.
Teaching/learning activities include: lectures; language improvement classes; dictionary evaluation and use.
Students must pass their language tests before doing the exam.
They will be awarded 12 ects only on completing all activities and after passing their exam.
Students must sign up online (Gomp) for all exams and tests, including language tests.
( reference books)
For EMLex and Erasmus Mundus students:
One Bilingual dictionary to be chosen
One collocations dictionary among the following: (in alphabetical order)
-THE BBI COMBINATORY DICTIONARY OF ENGLISH, 2009
-LONGMAN COLLOCATIONS DICTIONARY AND THESAURUS, 2013
-MACMILLAN COLLOCATIONS DICTIONARY, 2010
-OXFORD COLLOCATIONS DICTIONARY, 2009
Other dictionaries can be consulted in the library
-Introductions to all set Dictionaries
-Sinclair J. (1991) Corpus, Concordance, Collocation, chapter 8, Collocation, OUP, pp.109-121 and Glossary
-Moon R. (2005) Dictionaries and Collocations, in Granger S., F. Meunier (eds.) Phraseology, Benjamin, pp. 313-336
Information about further reading material will be made available at the beginning of the course and posted on the Department site.
Group:
LAUREATI DA OTTOBRE
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ZANOTTI SERENELLA
( syllabus)
Audiovisual translation as linguistic and cultural representation; the multimodal dimension of audiovisual texts; theoretical and practical aspects of audiovisual translation; methods for the analysis of translated audiovisual texts; introduction to the translation of audiovisual texts. Subtitling workshop – interlingual subtitling
( reference books)
- Luis Pérez-González, The Routledge Handbook of Audiovisual Translation, New York and London: Routledge, 2018 (selected chapters).
- Tessa Dwyer, Speaking in Subtitles: Revaluing Screen Translation, Edinburgh University Press, 2017 (ch. 1).
- Luis Pérez-González, Audiovisual Translation: Theories, Methods and Issues, New York and London: Routledge, 2014.
Articles (photocopied):
- Hatim, Basil, and Ian Mason. “Politeness in screen translating” in Id., The Translator as Communicator. London: Routledge, 1990, pp. 78-96.
- Derrin Pinto, “Lost in subtitle translations: The case of advice in the English subtitles of Spanish films.” Intercultural Pragmatics, 7 (2) 2010, pp. 257-277.
- Nathalie Ramière, “Are You "Lost in Translation"(when watching a foreign film)? Towards An Alternative Approach to Judging Audiovisual Translation”, Australian Journal of French Studies, 47(1) 2010, pp. 100-115.
- Marie-Noëlle Guillot, “Stylization and Representation in Subtitles: Can Less be More?” Perspectives: Studies in Translatology, 20 (4), 2012, pp. 479-494.
- McIntyre, D., & Lugea, J. (2015). “The effects of Deaf and Hard-of-Hearing Subtitles on the Characterisation Process: A Cognitive Stylistic Study of The Wire”, Perspectives: Studies in Translatology, 23 (1), 62-88.
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12
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L-LIN/12
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36
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20710305 -
GERMAN LANGUAGE AND TRANSLATION 1 LM
(objectives)
The European language 1 MA course comes under the core educational activities of the MA course in Modern Languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous three-year Bachelor’s degree course. On the basis of the competence levels required for access and in view of the C1 level achievement in all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
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NIED MARTINA LUCIA
( syllabus)
Topic of the course:
" Phraseologisms and the use of dictionaries, parallel texts and corpora".
After a short introduction into the terminology of phraseologism we will discuss specific strategies and the use of research tools (online dictionaries, parallel texts and corpora). Metalinguistic reflection and several exercises of translation and mediation will be an important element of the course.
( reference books)
1) Burger, Harald (42010): Phraseologie. Eine Einführung am Beispiel des Deutschen. Berlin: Schmidt, S. 11-58, 120-121, 155-178, 179-204. (Grundbegriffe, Phraseologismen im Text, Phraseologismen im Wörterbuch)
2) Nied Curcio, Martina (2018): Das adäquate Benutzen von Wörterbüchern, (Übersetzungs-)korpora und Paralleltexten als strategische Kompetenz. In: Nied Curcio, Martina/ Cortés Velásquez, Diego (Hrsg.): Strategien im Kontext des mehrsprachigen und lebenslangen Lernens. (Reihe: Sprachen lehren – Sprachen lernen. hrsg. von Peggy Katelhön und Martina Nied Curcio. Band 6). Berlin: Frank&Timme, 285-313.
3) Nied Curcio, Martina (2019, in Druck): Das Nachschlagen von Phrasemen in Online-Wörterbüchern und Applikationen – ein Problem für Fremdsprachenlernende?! In: Konecny, Christine / Autelli, Erica / Abel, Andrea / Zanasi, Lorenzo (eds.): Lexemkombinationen und typisierte Rede im mehrsprachigen Kontext. 2 Bd. Tübingen: Stauffenburg [Stauffenburg Linguistik]. [If not printed in time, students will get the pdf-file]
Inoltre, solo per gli studenti del "European Master in Lexicography":
6. Möhring, Jupp (2011): Kollokationen im Lernerwörterbuch – Anspruch und Wirklichkeit. Linguistik online 47, 3/11.
Dictionaries:
1. Duden. Deutsches Universalwörterbuch A-Z. Mannheim: Dudenverlag.
2.a. For Italian students: Luisa Giacoma/ Susanne Kolb: Il nuovo dizionario di Tedesco. Firenze: Zanichelli, 4th edition, 2019.
2.b. For the students of the "European Master in Lexicography": Pons Wörterbuch. Studienausgabe Englisch (ISBN 9783125176270)
3. Free online-dictionaries (linguee, dwds.de, duden.de, wordreference,...)
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L-LIN/14
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36
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20706103 -
RUSSIAN LANGUAGE AND TRANSLATION 1 LM
(objectives)
The European language 1 MA course comes under the core educational activities of the MA course in Modern Languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous three-year Bachelor’s degree course. On the basis of the competence levels required for access and in view of the C1 level achievement in all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
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BENIGNI VALENTINA
( syllabus)
Introduction to the contrastive analysis of specialized languages in Russian and Italian: Russian language for tourism.
The course aims to consolidate knowledge of Russian grammar and vocabulary and to develop listening and reading comprehension skills in the tourism sector.
( reference books)
Readings for attending students: the course material will be provided in electronic form during the course.
A selection of texts dealing with the topics of the course will be analyzed, translated into Italian, and discussed in class.
Readings for non attending students:
Kosolapov A. B., Geografija rossijskogo vnutrennego turizma. Moskva: Knorus,2014, 4 ed.
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L-LIN/21
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36
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20710307 -
ARABIC LANGUAGE AND LITERATURE 1 LM
(objectives)
The Non-European language 1 MA course comes under the core educational activities of the MA course in Modern languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous Bachelor degree studies. On the basis of the competence levels required for the access and in view of the B2+ level achievement for all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to analyse written (literary and cultural), spoken and multimedia genres and text typologies;
b) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
b.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
c) implementation of acquired knowledge to different textual typologies;
d) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
e) conoscenza e uso di strumenti informatici per l’analisi di corpora (testi scritti, parlati e multimediali);
f) capacity of planning brief research studies on the language/s studied;
f.1) analysis of research studies and use of information technology tools (eg. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
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L-OR/12
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36
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20710309 -
CHINESE LANGUAGE AND LITERATURE 1 LM
(objectives)
The Non-European language 1 MA course comes under the core educational activities of the MA course in Modern languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous Bachelor degree studies. On the basis of the competence levels required for the access and in view of the B2+ level achievement for all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to analyse written (literary and cultural), spoken and multimedia genres and text typologies;
b) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
b.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
c) implementation of acquired knowledge to different textual typologies;
d) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
e) conoscenza e uso di strumenti informatici per l’analisi di corpora (testi scritti, parlati e multimediali);
f) capacity of planning brief research studies on the language/s studied;
f.1) analysis of research studies and use of information technology tools (eg. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
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LOMBARDI ROSA
( syllabus)
Translation issues. Reading, analisys and translation of various types of texts
( reference books)
B. Osimo, Manuale del Traduttore, Hoepli, 2004;
Leo Tak-hung Chan, Twentieth Century Chinese Translation Theory- Modes, issues and debates, John Benjamins publishing Company, 2004;
E. Pollard, Creation and Translation, John Benjamins, 1998
Thomas Moran, Dictionary of Literary Biography, vol. 328: Chinese Fiction writers, 1900-1949, Bruccoli, Layman 2007;
Thomas Moran, Dictionary of Literary Biography, vol. 370: Chinese Fiction writers, 1950-2000, Bruccoli, Layman 2013
Zhang Yingjing, A companion to Modern Chinese Literature, Wiley Blackwell, 2016
Recommended reading:
Umberto Eco, Dire quasi la stessa cosa, Bompiani, 2013.
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12
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L-OR/21
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36
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Optional group:
CARATTERIZZANTI 1° ANNO (6 CFU) - (show)
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6
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20706084 -
SOCIAL GEOGRAPHY
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6
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M-GGR/01
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36
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Core compulsory activities
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ITA |
20710385 -
ANTROPOLOGIA DELLE RAPPRESENTAZIONI E DELLE PERFORMANCE CULTURALI
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Derived from
20710385 ANTROPOLOGIA DELLE RAPPRESENTAZIONI E DELLE PERFORMANCE CULTURALI in DAMS Teatro, musica, danza LM-65 DE MATTEIS STEFANO
( syllabus)
Globalization and cultural diversity. Migrations and comparisons between cultures. The resistance of cultures. Each of us is culture. The work of living together.
( reference books)
Jean-Loup Amselle, Connessioni. Antropologia dell'universalità delle culture, trad. it. di Marco Aime, Torino, Bollati Borimghieri, 2001.
Shahram Khosravi, Io sono confine, trad. it. di Elena Cantoni, Milano, elèuthera, 2019.
Alessandro Leogrande, La frontiera, Milano, Feltrinelli, 2017 (edizione economica).
Luca Rastello, La frontiera addosso. Così si deportano i diritti umani, Roma-Bari, Laterza, 2010.
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6
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M-DEA/01
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36
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ITA |
20710325 -
MEDIA
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Derived from
20710325 MEDIA in Cinema, televisione e produzione multimediale LM-65 GIOMI ELISA
( syllabus)
WARNING: THE COURSE'S PROGRAM, ALONG WITH THE OTHER TEACHING MATERIALS, IS AVAILABLE AT THIS LINK:
https://www.dropbox.com/sh/3mu0ek5hmlfilr8/AABaBEow7wrjhNepajp5yrUTa?dl=0
THE COURSE WILL START ON 11.03.2020 IN AULA 10, V. OSTIENSE 139
This course is offered as part of the Master Research Degree Program in Cultural Leadership offered at the University of Groningen, The Netherlands. It is held at Roma Tre and can be attended by italian and Erasmus students as well. The two, final lessons will be run by Dr. Annie Van der Oefer (University of Groningen)
Content of the Course Unit
Media shape culture; the digital media are reshaping culture today. This module introduces a combination of perspectives on media objects and practices of use: historical, cognitive, sociological, ethnographic, esthetical, and curatorial. Media technologies are studied as tools for research (digital humanities), for education, and as curatorial tools used for presentation and mediation. The course is divided into three parts: 1) Media as systems of representation; 2) Media as cultural industry, 3) Media as technology. Each part is addressed first in theoretical terms and subsequently explored through selected cases studies and, occasionally, through the contribution of media practitioners.
Learning Outcomes
Upon successful completion of the course unit, students are able to:
- Use the main theoretical and methodological approaches in analyzing the relationship between media and culture, with particular reference to Sociology and Cultural Studies
- Understand the key role of media in “shaping culture” and in the process through which culture and its (both symbolic and material, tangible and non tangible) expressions are assigned meaning and (aesthetic, social, economic, etc.) value
- Understand how the role of media in “shaping culture” has changed with the diffusion of digital technologies/environments, user-generated contents, the shift from “broadcast cultures” to “participative cultures”
- Deconstruct media representations of culture and its expressions, and uncover the functioning of discourses on culture that are reproduced by the media
- Understand the role and functioning of media as a cultural/creative industry, whose products are forms of culture in their own right (notion of “cultural reflexivity”)
- Develop their own analysis of media texts
- Effectively use media technologies and languages in cultural sector-related professions: as tools for research (digital humanities), for education, and as curatorial tools
Calculation of student workload
The seminar comprises 6 EC = 125 hrs. Breakdown in different tasks for the course:
Attendance meetings: 30 hrs
Studying compulsory readings in preparation of meetings: 45 hrs
Group assignment: 15
Individual assignment: 35
Total: 125
* Students interested in taking this course are kindly requested to contact Dr. Giomi in order to access the folder containing teaching materials and readings (elisa.giomi@uniroma3.it).
Day to Day program and Readings
FIRST WEEK
Lesson 1 – Dr Giomi
Introduction
The first lesson aims to answer the following questions: 1) why study the Media in a Cultural Leadership Course?, and 2) how to study the Media in a Cultural Leadership Perspective? We will be exploring the role of media in society, their shaping and reshaping culture, and their being deeply embedded in the “texture” of our everyday life experience. Secondly, we will be describing the course approach, that consider the media as cultural industries, systems of representation and technologies. We will subsequently start to illustrate preliminary and basic notions about the Media, starting from their evolution from the early days of printing in the late Middle Ages to the present age of information communication technology and the information society.
Readings
• “The texture of experience”, in R. Silverstone, Why Study the Media, Sage, London, 1999, pp. 1-12.
• On the MAG episode, that will be discussed in class: https://www.newcriterion.com/blogs/dispatch/make-art-history-great-again
• “The rise of Mass Media”, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 35-59. (compulsory: to be read before lesson by everyone; provided by Dr. Giomi)
SECOND WEEK
Lesson 2 – Dr Giomi
What are the media?
In this lesson, some of the main concepts and models involved in the study of the media will be addressed. Topic include; the “mass” concept, the “mass audience”; “mass” and “popular culture”; the shift from broadcasting and mass audience to new media and participatory culture.
Readings
• “Concept and models for Mass Communication”, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 61-89. (compulsory: to be read before lesson by everyone; provided by Dr. Giomi)
• “What is new about new media”, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 145-173 (compulsory for everyone and individual assignment n. 1: to be presented by one or two students; provided by Dr. Giomi)
Lesson 3 – Dr Giomi
Media and Culture
In this lesson, the relationship between media and culture is approached, grounding on the assumption that it is impossible now to distinguish between a sphere of culture and that of media. An overview is provided of the Culturalist perspective on mass media, that considers all the different aspects of media at once: their content (that is, media representations), the context of media production and reception, and all the surrounding practices (media as cultural industry and technologies). In order to highlight the contribution of the Culturalist perspective, we will start by comparing common sense definitions of “culture” - provided by contemporary popular media texts, such as TV talk shows and magazine articles – to the definitions elaborated by the main Culturalist theories: the Frankfurt School and critical cultural theory, British Cultural Studies and their redemption of the popular. Other topics include: commercialization of culture; communication technology and culture.
Readings
• Voices “Culture” and “Cultural Theory” in The Sage Dictionary in Cultural Studies, Sage, London (4 pages in total). (compulsory: to be read before lesson; provided by Dr. Giomi)
• “Mass Communication and culture” di McQuail, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 121-144. (compulsory for everyone and to be presented by one or two students; provided by Dr. Giomi)
• Stuart Hall, “Cultural Studies and the Center: some problematics and problems”, in Culture, Media, Language. Working Papers in Cultural Studies 1972-1979, Hutchinson, London, pp.15-47 (non compulsory, provided by Dr. Giomi)
THIRD WEEK
Lesson 4 and Lesson 5
Media as systems of representation: power, ideology, meaning
The first dimension of analysis of the media is addressed starting from the description of the mediation process, with specific focus on what is mediated (the meaning) and to the process by which meaning is given and taken (signification). The processes of meaning production are signifying practices and to understand culture is to explore how meaning is produced symbolically as forms of representation. This issue is approached through the theoretical tools elaborated by those Cultural Studies scholars who have focused on the questions of representation with an especial emphasis on the ways by which the world is socially constructed and represented to and by us. Issues that will be explored include: how representation is bound up with questions of power; the “politics of representation”; meaning and ideology: These issues and analytical categories will be applied to the analysis of a media product that had built up a cult following; the Twilight saga. Different and “competing” readings of this product and of its ideology will be compared in order to underline the “politics of representation” that is at work here.
Readings
• “Mediation”, in R. Silverstone, Why Study the Media, Sage, London, 1999, pp. 13-18. (non compulsory)
• Voice “Representation” in The Sage Dictionary in Cultural Studies, Sage, London (2 pages). (compulsory, provided by Dr. Giomi)
• “Introduction”, in N. Carah, E. Louw, Media and Society. Production, Content and Participation, Sage, London, pp. 1-8. (compulsory, provided by Dr. Giomi)
• “Meaning, representation and power”, in N. Carah, E. Louw, Media and Society. Production, Content and Participation, Sage, London, pp. 13-38. (compulsory and to be presented by one or two students; provided by Dr. Giomi )
• Durham, M.G. [2012], Blood, lust and love, in «Journal of Children and Media», 6, 3, pp. 281-299. (compulsory and to be presented by one or two students, provided by Dr. Giomi)
• Franiuk, R., Scherr, S. [2013], The lion fell in love with the lamb, in «Feminist Media Studies», 13,1, pp. 14-28. (non compulsory)
To be watched before lesson n. 5: Twilight (film n. 1 of the saga)
FOURTH WEEK
Lesson 6 – Dr Giomi
Media as Cultural industry: the process of value production
In these lessons the processes of mediation and of meaning production will explored in relation to the economic, institutional and political forms of its organization. We will address how these forms have changed during the twentieth century, as well as issue of ownership and control of the cultural industries, and how these impact on meaning production. We will ground on the assumption that industry is central to controlling the circulation of meaning in society. Different types of cultural industry will therefore be explored, as well as how interactive technologies have changed the production of culture. The discourse then moves on to analyzing the relations between media (considered as both representations and as cultural industries) and “value”: media as actors contributing to the negotiation process through which culture and its (both symbolic and material) expressions are assigned meaning and (aesthetic, social, economic, etc.) values. The focal point is that there are principles of production of value laid out within the old media technologies that are still active and valid for the new media. The conceptualization of value in media (and other) production in terms of political economy (value in use or exchange) vs. other ways of understanding value, such as value as symbolic exchange; the relation of these two principles of value generation to each other as the key factor in understanding how value is created in both production and consumption. Issues that are explored include how value changes in changing media
Readings
• “The industrial production of meaning”, in N. Carah, E. Louw, Media and Society. Production, Content and Participation, Sage, London, pp. 39-57. (compulsory, provided by Dr. Giomi)
• “Introduction”, in G. Bolin, Value and the Media: Cultural Production and Consumption in Digital Markets, Taylor and Francis, 2016. (compulsory, provided by Dr. Giomi)
• “Media production and cultural industries”, in G. Bolin, Value and the Media: Cultural Production and Consumption in Digital Markets, Taylor and Francis, 2016. (compulsory and to be presented by one or two students; provided by Dr. Giomi )
• “New Organisational Forms of Value Production”, in G. Bolin, Value and the Media: Cultural Production and Consumption in Digital Markets, Taylor and Francis, 2016 (non compulsory)
FIFTH WEEK
Lesson 7 – Dr Giomi
Media production, value production: the case of “Nordic noir” and of European TV crime series
In this lesson, the dynamic and process of value production will be explored taking as a case study that of “Nordic Noir” and of European TV crime series. Nordic Noir, or Scandinoir, defines a form of Scandinavian crime fiction whose most popular TV expressions come from Sweden and Denmark (the TV series Wallander, 2005–2014; Forbrydelsen/The Killing, 2007–2012, and Broen/The Bridge, 2011–present). Nordic Noir has had a global influence in Europe (to the point that Netflix has created a specific category, “European Crime Drama”) as well as outside Europe, and has helped in reinventing a new breed of miniseries, one that is uniquely suited to the requirements of the new broadcasting age. Such influence can be felt at many levels (aesthetic, narrative, ideological, moral, etc.). We will take into exam the visual one, focusing on the role of landscape. Landscape has become a distinctive feature of Nordic Noir, part of its appeal, an “entertainment value” in its own, and a “trade-mark” of quality (a presence, that is, indicating high aesthetic and production standards). At the same time, Nordic Noir has played a key role in producing the (aesthetic and economic) value of Scandinavian countries (the “Sweden trade-mark”): the portrayal of their landscapes offered by TV representations and their peculiar atmosphere have contributed to the “typification” of Scandinavian countries in collective cultural imagery, making these countries popular over the world and boosting their tourism. The same has happened with the so-called “Celtic Noir” such as Broadchurch, 2013–present; Southcliffe, 2013, Gwyll/Hinterland, 2013, Shetland 2013-present (all shot in the UK), and, more in general, with procedural recently produced in other European countries, ranging from Iceland to Finland, Norway, Belgium, France, Italy, Germany, and the Netherlands. Examining the “landscape in Nordic Noir” case will serve the goal of laying down the theoretical and methodological background that will be used in the study of the Roman Aqueduct System case
Tv series (to be viewed at home)
First episode of Wallander, 2005–2014
or
Forbrydelsen/The Killing, 2007–2012
or
Broen/The Bridge, 2011–present
plus
Broadchurch, 2013
or
Gwyll/Hinterland, 2013
or
Shetland 2013-present
plus
Glacé /The Froezen Dead (2017)
(others will be indicated later)
Readings
• Creeber, G. [2015], Killing us softly: Investigating the aesthetics,philosophy and influence of Nordic Noir Television, in «Journal of Popular Television», 3, 1, pp. 21-35. (non compulsory, provided by Dr Giomi)
• Marit Waade, A., Melancholy in Nordic noir: Characters, landscapes, light and music, «Critical Studies in Television», First Published December 19, 2017 (compulsory; provided by Dr. Giomi )
• Roberts, L., Landscapes in the frame: exploring the hinterlands of the British procedural drama, «New Review of Film and Television Studies», 2016, VOL . 14, NO. 3, 364–385 (compulsory and to be presented by one or two students; provided by Dr. Giomi)
SIXTH WEEK
Lesson 8 – Dr Giomi and Dr Addamiano
Inter-modules case study: the Roman Aqueduct System
In this lesson, that is common to the Media Module and to the Sustainability and Cultural Awareness Module, the Roman Aqueduct System case study is addressed by means of a multidisciplinary perspective. We will analyze the ‘narrative stratification’ the Aqueduct has undergone in and through its numerous representations diffused by diverse media over the last 50 years. The goal is to deconstruct the overlapping “layers of meaning” that media storytelling has been accumulating so far. Drawing on the theoretical and methodological base provided in the previous lesson (especially in the one about Noridc Noir), we will focus on the role of landscape in media representations and value production. Research questions are: 1) how have the Aqueduct, its relation to the territory and its inhabitants, and to Italian society at large, been framed and represented by movies, documentaries, TV series, digital narratives produced in different historical moments? 2) How have these narratives/discursive constructions contributed to produce the (varying) value(s) of the Aqueduct and of its territory and landscape in different historical moments?
Films that will be screened and analysed during the lesson are:
- Mamma Roma (P. Pasolini, 1962 - English version available)
- The Great Beauty (P. Sorrentino, 2013 - English version available)
- Fortunata (S. Castellito, 2017 - English version not available: a montage will be shown and illustrated)
In each of them, the Aqueduct is a heritage element that connotes the territory, the environment, its social tissue in completely different ways.
SEVENTH WEEK
Lesson 9 and Lesson 10 – Prof Dr Van den Oever, University of Groningen
(New) Media Technologies and Value Creation: Museums & Media Curating
Central to this last part of the course is the question of (new) media technologies and value creation. All the processes associated with the double role of media as systems of representation and media as a cultural industry in its own right, have become increasingly intense and have been reconfigured by the diffusion of digital technologies/environments, user-generated contents, and the shift from “broadcast cultures” to “participative cultures”.
This last week, we will explore the question of media from the perspective of a study of media as technologies which tend to have a specific material and sensorial makeup, and a specific impact on representation, audience experience, and practices of use. Media will be considered in their role as new media technologies which first have an impact (individually, culturally) and create novelty experiences; and next become part of a practice of media use in which they eventually may become old and obsolete (e.g., the typewrite) and are to be replaced by new devices (e.g., the pc, the tablet, the smartphone).
In order to highlight how media as specific information, communication, and visualization technologies impact on production and consumption processes, and on the entire “value production chain”, we will address the question: which specific role do media technologies play in the production of aesthetic, political, economic, and cultural value?
The examples to focus on will be related to media use in museums and big heritage institutions.
Readings
o Silverstone, R. [1988] “Museums and the media: A theoretical and methodological exploration.” In: The International Journal of Museum Management and Curatorship. pp. 231-241. Available online.
o Peters, Benjamin. [2009] “And lead us not into thinking the new is new: a bibliographic case for new media history.” Available online.
o Fossati, Giovanna. [2009] “Framing Film (in Transition): an Introduction.” In From Grain to Pixel. The Archival Life of Film in Transition. pp. 13-32. Digital file attached.
o Odin, Roger. [2016] “Cinema in My Pocket.” In: Exposing the Film Apparatus. The Film Archive as a Research Lab. Giovanna Fossati and Annie van den Oever, eds., pp. 45-53. Digital file attached.
o Kittler, Friedrich. [1996] “The History of Communication Media.” Published online in ctheory http://www.ctheory.net/articles.aspx?id=45 Available online.
o (For optional reading) Fossati, Giovanna, and Annie van den Oever. [2016] “Introduction”. In Exposing the Film Apparatus. The Film Archive as a Research Lab. pp. 13-37. Digital file attached.
( reference books)
COMPULSORY READINGS
• “The rise of Mass Media”, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 35-59.
• “Concept and models for Mass Communication”, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 61-89. (compulsory: to be read before lesson by everyone; provided by Dr. Giomi)
• “What is new about new media”, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 145-173 (compulsory for everyone and individual assignment n. 1: to be presented by one or two students; provided by Dr. Giomi)
• Voices “Culture” and “Cultural Theory” in The Sage Dictionary in Cultural Studies, Sage, London (4 pages in total). (compulsory: to be read before lesson; provided by Dr. Giomi)
• “Mass Communication and culture” di McQuail, in D. McQuail, Mass Communication Theory, 6th edition, Sage, London, 2010, pp. 121-144. (compulsory for everyone and to be presented by one or two students; provided by Dr. Giomi)
• Voice “Representation” in The Sage Dictionary in Cultural Studies, Sage, London (2 pages). (compulsory, provided by Dr. Giomi)
• “Introduction”, in N. Carah, E. Louw, Media and Society. Production, Content and Participation, Sage, London, pp. 1-8. (compulsory, provided by Dr. Giomi)
• “Meaning, representation and power”, in N. Carah, E. Louw, Media and Society. Production, Content and Participation, Sage, London, pp. 13-38. (compulsory and to be presented by one or two students; provided by Dr. Giomi )
• Durham, M.G. [2012], Blood, lust and love, in «Journal of Children and Media», 6, 3, pp. 281-299. (compulsory and to be presented by one or two students, provided by Dr. Giomi)
• "The industrial production of meaning”, in N. Carah, E. Louw, Media and Society. Production, Content and Participation, Sage, London, pp. 39-57. (compulsory, provided by Dr. Giomi)
• “Introduction”, in G. Bolin, Value and the Media: Cultural Production and Consumption in Digital Markets, Taylor and Francis, 2016. (compulsory, provided by Dr. Giomi)
• “Media production and cultural industries”, in G. Bolin, Value and the Media: Cultural Production and Consumption in Digital Markets, Taylor and Francis, 2016. (compulsory and to be presented by one or two students; provided by Dr. Giomi )
• Marit Waade, A., Melancholy in Nordic noir: Characters, landscapes, light and music, «Critical Studies in Television», First Published December 19, 2017 (compulsory; provided by Dr. Giomi )
• Roberts, L., Landscapes in the frame: exploring the hinterlands of the British procedural drama, «New Review of Film and Television Studies», 2016, VOL . 14, NO. 3, 364–385 (compulsory and to be presented by one or two students; provided by Dr. Giomi)
o Silverstone, R. [1988] “Museums and the media: A theoretical and methodological exploration.” In: The International Journal of Museum Management and Curatorship. pp. 231-241. Available online.
o Peters, Benjamin. [2009] “And lead us not into thinking the new is new: a bibliographic case for new media history.” Available online.
o Fossati, Giovanna. [2009] “Framing Film (in Transition): an Introduction.” In From Grain to Pixel. The Archival Life of Film in Transition. pp. 13-32. Digital file attached.
o Odin, Roger. [2016] “Cinema in My Pocket.” In: Exposing the Film Apparatus. The Film Archive as a Research Lab. Giovanna Fossati and Annie van den Oever, eds., pp. 45-53. Digital file attached.
o Kittler, Friedrich. [1996] “The History of Communication Media.” Published online in ctheory http://www.ctheory.net/articles.aspx?id=45 Available online.
OPTIONAL READINGS
• The texture of experience”, in R. Silverstone, Why Study the Media, Sage, London, 1999, pp. 1-12.
• On the MAG episode, that will be discussed in class: https://www.newcriterion.com/blogs/dispatch/make-art-history-great-again
• Stuart Hall, “Cultural Studies and the Center: some problematics and problems”, in Culture, Media, Language. Working Papers in Cultural Studies 1972-1979, Hutchinson, London, pp.15-47 (non compulsory, provided by Dr. Giomi)
• “Mediation”, in R. Silverstone, Why Study the Media, Sage, London, 1999, pp. 13-18. (non compulsory)
• Franiuk, R., Scherr, S. [2013], The lion fell in love with the lamb, in «Feminist Media Studies», 13,1, pp. 14-28. (non compulsory)
• “New Organisational Forms of Value Production”, in G. Bolin, Value and the Media: Cultural Production and Consumption in Digital Markets, Taylor and Francis, 2016 (non compulsory)
• Creeber, G. [2015], Killing us softly: Investigating the aesthetics,philosophy and influence of Nordic Noir Television, in «Journal of Popular Television», 3, 1, pp. 21-35. (non compulsory, provided by Dr Giomi)
• (For optional reading) Fossati, Giovanna, and Annie van den Oever. [2016] “Introduction”. In Exposing the Film Apparatus. The Film Archive as a Research Lab. pp. 13-37. Digital file attached.
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36
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ITA |
20709120 -
public communication
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Derived from
20709120 COMUNICAZIONE PUBBLICA in Cinema, televisione e produzione multimediale LM-65 DE FEO ANTONIETTA
( syllabus)
The course is divided in two.
The first part is a general introduction to the basic concepts of public communication. The topics included are: Forms and Devices of Public Communication, Features of the Public Space in Global Communication Networks, and the Development of Public Opinion.
The second part of the course explores the relationship between public communication and the media. The media will be approached as a space for negotiation between civil society and its institutions. Students can take part in an exercise focused on case studies on how old and new media platforms contribute to the narratives of public and political phenomena.
( reference books)
M. Castells (2017), Comunicazione e potere. UBE Paperback, Milano 2017 (nuova edizione) (Capitoli: Le reti digitali e la cultura dell’autonomia; Il potere nella società in rete; La comunicazione nell'età digitale; Intervenire sulle reti di comunicazione: politica mediatica, politica dello scandalo e crisi della democrazia; Riprogrammare le reti di comunicazione: movimenti sociali, politica insorgente e nuovo spazio pubblico).
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Optional group:
AFFINE E INTEGRATIVE - (show)
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18
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20710172 -
history of women in the West
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Derived from
20710172 Storia delle donne in occidente in Storia e società LM-84 ROSSINI DANIELA
( syllabus)
The course adopts an international and comparative approach to women’s history in the contemporary age. It will encompass both methodological issues, such as the use of gender as a category, or of biographies, and aspects of the condition of women and the process of their emancipation in Italy and in other western countries. Students will be able to analyze themes of interest to them through discussion and individual or group presentations during classes, and choose most of the texts for the final exam.
( reference books)
Two volumes chosen among the following ones:
Georges Duby and Michelle Perrot, A History of Women in the West, Harvard UP, Cambridge Ma. 1993: 8 essays chosen in the volumes No. 4 and 5 on the 19th and 20th Centuries [available also in other languages]
Tiziana Plebani, Le scritture delle donne in Europa. Pratiche quotidiane e ambizioni letterarie (secoli XIII-XX), Carocci, Roma 2019
Marie Sandell, The Rise of Women’s Transnational Activism, I.B. Tauris, London 2015
Leila J. Rupp, Worlds of Women. The Making of an International Women’s Movement, Princeton University Press, Princeton 1997
Karen Offen, European Feminisms 1700-1950. A Political History, Stanford University Press, Stanford 2000
Daniela Rossini, Donne e propaganda internazionale. Percorsi femminili tra Italia e Stati Uniti nell’età della Grande Guerra, FrancoAngeli, Milano 2015
Alessia Lirosi, Libere di sapere. Il diritto delle donne all’istruzione dal Cinquecento al mondo contemporaneo, Edizioni di Storia e Letteratura, Roma 2015
Elda Guerra, Il dilemma della pace. Femministe e pacifiste sulla scena internazionale, 1914-1939, Viella, Roma 2014
Gisela Bock, Le donne nella storia europea, Laterza, Roma-Bari 2003 [available also in English]
Fiamma Lussana, Il movimento femminista in Italia. Esperienze, storie, memorie, Carocci, Roma 2012
Liviana Gazzetta, Orizzonti nuovi. Storia del primo femminismo in Italia (1865-1925), Viella, Roma 2018
and also
the article by Gisela Bock, “Women’s History and Gender History: Aspects of an International Debate”, in Gender and History, vol. 1 N. 1, Spring 1989, pp. 7-30, or the article by Joan W. Scott, “Gender: A Useful Category of Historical Analysis," American Historical Review 91, No. 5 (December 1986), pp. 1053-75
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20702865 -
FRENCH LITERATURE 1 - LM
(objectives)
The Course “French Literature LM” falls within the domain of the Complementary learning activities of the Degree Course in Modern Languages for International Communication, specifically the activities aimed at familiarizing with the cultural and literary heritage of the foreign language being studied.
The course aims to provide in-depth knowledge of literature in its cultural and generic expressions (poetry, drama, novel etc. …) through the study of texts and the detailed analysis of some of their thematic. formal and intertextual aspects.
The course aims to develop the student’s skills of textual analysis as well as literary and textual criticism, such as may be applied fruitfully in a working context (publishing, teaching, cultural institutes etc.).
Expected Learning Outcomes: The student will acquire solid familiarity with the field of literary studies through the study of texts and the analysis of their formal and intertextual aspects.; s/he will develop techniques of analysis and a methodology of literary and textual research that may find application in working contexts such as e.g. publishing.
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DONATELLI BRUNA
( syllabus)
This course will provide an overview of the cultural and literary context of 17th - 18th century French literature highlighting some of the main features of the period. It will then focus on the reading and analysis of three texts: La Princesse de Clèves, Candide and Les Liasons dangereuses, with the aim of tracing the evolution of the novel with regard to narrative strategies, stylistic and genre changes.
( reference books)
M. Bertini (a cura di), Beaubourg. Auteurs, textes, genres de la littérature française. Le XVII et XVIIIe siècle (the passages to be read and analysed will be said in class). J. Rousset, Forme et signification, Paris, Corti, 1962 (Chapters I-IV).
Texts: Three novels to be chosen among the following : Diderot, Jacques le fataliste o La Religieuse; Laclos, Les Liaisons dangeureuses; Madame de La Fayette, La Princesse de Clèves; Rousseau, La Nouvelle Héloïse (selection of 80 letters from all the 6 parts of the novel); Voltaire, Candide.
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6
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L-LIN/03
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36
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FRA |
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20706094 -
ROMANCE PHILOLOGY AND LINGUISTICS 1 LM
(objectives)
The Course “Romance Philology 1 LM” falls within the domain of the Complementary learning activities of the Degree Course in Modern Languages for International Communication, specifically the activities aiming at providing adequate tools for the analysis of texts in the light of their transmission and cultural context.
Building on the results achieved during the philology courses of the First Cycle, the course envisages further study of the content, methodological and analytical domains of the subject, reinforcing the competence previously acquired, and obtaining a solid preparation in the field of the history of medieval languages and literatures also with regard to their transition towards the early modern period.
Expected Learning Outcomes: The student will acquire advanced understanding of the principles and methods of the subject and will acquire solid competence in the history of medieval languages and literatures.
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MOCAN MIRA VERONICA
( syllabus)
The course will introduce to the emerging, in the latin Middle Ages, of the ethical and aesthetic values of courtesy. Therefore it will offer a detailed analysis of some representative novels and epical and lyrical romance texts, also considering their fortune in Italian medieval poetry and in the works of Dante and Petrarch.
( reference books)
Texts:
- M. De Riquer, Leggere i trovatori, a cura di M. Bonafin, Macerata, EUM, 2010;
- Jaufre Rudel, L’amore di lontano, a cura di G. Chiarini, Roma, Carocci, 2013;
- Bernart de Ventadorn, Canzoni, a cura di M. Mancini, Roma, Carocci, 2003;
- - Dante Alighieri, Vita nuova, a cura di S. Carrai, BUR, 2009.
Ulteriori brani dalla lirica provenzale saranno messi a disposizione durante le lezioni.
Studies:
- A. Roncaglia, La lingua dei trovatori. Profilo di grammatica storica del provenzale antico, Pisa, Fabrizio Serra, 1999 (ristampa);
– M. Picone, «Vita Nuova» e tradizione romanza, Padova, Liviana, 1973;
- A. Varvaro, Letterature romanze del medioevo, Bologna, il Mulino, 1985;
- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989:
– T. Barolini, Il miglior fabbro. Dante e i poeti della «Commedia», Torino, Bollati Boringhieri, 1993;
– M. Mancini, La gaia scienza dei trovatori, Trento, Luni editrice, 2000 (o ristampe successive), capp. 2 e 4;
– S. Asperti, Dante, i trovatori, la poesia, in Le culture di Dante, a c. di M. Picone et al., Firenze, Franco Cesati, 2004, pp. 61-92;
- A. Fassò, Gioie cavalleresche. Barbarie e civiltà fra epica e lirica medievale, Roma, Carocci, 2005.
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6
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L-FIL-LET/09
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36
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ITA |
20702521 -
HISTORY OF THE ENVIRONMENT
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Derived from
20702521 STORIA DELL'AMBIENTE in Storia e società LM-84 TINO PIETRO
( syllabus)
Environmental History
Unit I - 36 hours - 6 cfu.
Socio-economic changes and environmental alterations from the eighteenth to the new millennium.
The course consists of two parts, perfectly complementary. The first part, introductory, intends to provide an essential framework of environmental history. The second part is much wider and intends to illustrate and analyze the environmental changes that with increasing intensity and importance have marked the history of the last three centuries, in their inseparable relationship with the contemporary socio-economic dynamics and with a particular reference to the Italian experience.
( reference books)
Environmental History
Unit I – 36 hours - 6 cfu.
Socio-economic changes and environmental alterations from the eighteenth to the new millennium.
- S. Mosley, Storia globale dell’ambiente, il Mulino, Bologna 2013.
- P. Bevilacqua, Tra natura e storia. Ambiente, economia, risorse in Italia, Donzelli, Roma 2000.
- G. Corona, Breve storia dell’ambiente in Italia, il Mulino, Bologna 2015.
- P. Tino, Le radici della vita. Storia della fertilità della terra nel Mezzogiorno (secoli XIX-XX), Seconda edizione, Rubbettino, Soveria Mannelli 2015.
- M. Forti, Malaterra. Come hanno avvelenato l’Italia, Laterza, Bari-Roma 2018.
One of the following books at the choice:
- J. R. McNeill e P. Engelke, La Grande accelerazione. Una storia ambientale dell’Antropocene dopo il 1945, Einaudi, Torino 2018.
- P. Bevilacqua, Il cibo e la terra. Agricoltura, ambiente e salute negli scenari del nuovo millennio, Donzelli, Roma 2018.
- P. Acot, Storia del clima. Dal Big Bang alle catastrofi climatiche, Donzelli, Roma 2004 (especially the Parte seconda and the Parte terza).
- S. Adorno e S. Neri Serneri (a cura di), Industria, ambiente, territorio. Per una storia ambientale delle aree industriali in Italia, il Mulino, Bologna 2009 (especially the introductive essay of S. Adorno e S. Neri Serneri, Per una storia ambientale delle aree industriali in Italia, and the essays of S. Neri Serneri, R. Tolaini, M. Ruzzenenti, A. Ciuffetti, M. G. Rienzo, S. Ruju, S. Adorno).
- S. Luzzi, Il virus del benessere. Ambiente, salute, sviluppo nell’Italia repubblicana, Laterza, Roma-Bari 2009.
- S. Neri Serneri, Incorporare la natura. Storie ambientali del Novecento, Carocci, Roma 2005 (espcially the introductive chapter and the Parte prima).
Additional bibliographical references will be provide during lessons.
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20706093 -
GERMAN PHILOLOGY 1 LM
(objectives)
The Course “Germanic Philology 1 LM” falls within the domain of the Complementary learning activities of the Degree Course in Modern Languages for International Communication, specifically the activities aiming at providing adequate tools for the analysis of texts in the light of their transmission and cultural context.
The course envisages either an introduction (Group B) or, building on the results achieved during the philology courses of the First Cycle (Group A), further study of the content, methodological and analytical domains of the subject, reinforcing the competence previously acquired, and obtaining a solid preparation in the field of the history of medieval languages and literatures also with regard to their transition towards the early modern period.
Expected Learning Outcomes: The student will acquire advanced understanding of the principles and methods of the subject and will acquire solid competence in the history of medieval languages and literatures.
Group:
CANALE 1
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FARACI DORA
( syllabus)
The significance of landscape in Medieval English Literature
Through the reading of a selection of passages from works of prose and poetry of the Old and Middle English literary tradition (Chaucer and the Gawain’poet), the main features of landscape representations in medieval English literature will be identified. The relevance of naturalistic descriptions and the way they interact with the main characters or situations of the works analysed will be also addressed through references to other works of the Germanic world, mainly German and Norse.
The philological-literary analysis of these texts will be combined with an outline of the fundamental changes of the English language through the centuries.
( reference books)
Texts
- G. Brunetti (ed.), Beowulf, Roma: Carocci, (selection of passages).
- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)
- L. D. Benson, ed., The Riverside Chaucer, Boston, Houghton Mifflin 1987 (selection of passages) .
- The Canterbury Tales and Other Works of Chaucer (Middle English): https://www.sacred-texts.com/neu/eng/mect/index.htm
- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007 (selections of passages).
- Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain (trad.: http://sites.fas.harvard.edu/~chaucer/ready.htm)
Texts and essays:
- Ernst R. Curtius, Letteratura europea e medioevo latino, Scandicci (Firenze): La Nuova Italia,1992 , cap. X. Il paesaggio ideale, pp. 207-226.
- Derek Pearsall and Elizabeth Salter, Landscapes and Seasons of the Medieval World, Toronto: University of Toronto Press, 1973.
- Paul Zumthor, La misura del mondo. La rappresentazione dello spazio nel Medio Evo, Bologna, Il mulino, 1995.
- Nicholas Howe,, “The Landscape of Anglo-Saxon England: Inherited, Invented, Imagined.” In Inventing Medieval Landscapes: Senses of Place in Western Europe, edited by John Howe and Michael Wolfe, 91-112. Gainsville: University Press of Florida, 2002.
- Margaret Gelling, The landscape of Beowulf, in AngloSaxon England, 32 (2001), pp. 7-11.
- H. Appleton, The Insular Landscape of the Old English Poem The Phoenix, in Neophilologus 101 (2017), pp. 585–602.
- William F. Woods, 2002. 'Nature and the Inner Man in Sir Gawain and the Green Knight .' Chaucer Review 36, 3 (2002), pp. 209-27.
- Michael W.George, Gawain’s Struggle with Ecology: Attitudes Toward the Natural World in Sir Gawain and the Green Knight, in The Journal of Ecocriticism 2, no. 2 (July 2010), pp. 30–44.
- Olson, Paul A., 'Chaucer's Merchant and January's “Hevene in Erthe Heere”, in ELH 28, n. 3 (1961), pp. 203-214.
History of medieval English literature:
- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 (Chapters 1,2,6,21,26)
- P. Boitani, La letteratura del Medioevo inglese, Roma, Carocci 2001.
History of the English language:
- C. Barber, The English Language: a Historical Introduction, Cambridge: Cambridge University Press 2009.
Textual criticism:
- Anna Maria Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Roma-Bari: Laterza 2004 (Parts II e III).
A variety of additional materials (critical editions, glossaries, critical essays etc.) will be provided during the course.
Group:
CANALE 2
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GHERARDINI LAURA
( reference books)
Nicoletta Francovich Onesti, Filologia Germanica. Lingue e culture dei Germani antichi, Roma: Carocci 2004
Nicoletta Francovich Onesti / Maria Rita Digilio, Breve storia della lingua inglese, Roma: Carocci 2004
David Wallace (ed.), The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 - Da integrare con (fino alla riapertura al pubblico della Biblioteca Umanistica: https://discovery.sba.uniroma3.it/primo-explore/fulldisplay?docid=TN_gutenberg_s37342&context=PC&vid=39CAB_V1&lang=it_IT&search_scope=ALL&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,%20medieval%20english%20literature
(Laura Mancinelli, Da Carlomagno a Lutero, Torino: Bollati Boringhieri 1996) DA SOSTITUIRE CON: Roberta L. Krueger (ed.), The Cambridge Companion to Medieval Romance, Cambridge: The Cambridge University Press 2002 - Esclusi i capp. 2, 8, 10, 12, 15.
Laura Mancinelli, I Nibelunghi, Torino: Einaudi 1972
Francesca Gambino, Thomas. Tristano e Isotta, Modena: Mucchi 2014
Claire Fennell (a cura di), Sir Tristrem. La storia di Tristano in Inghilterra, Milano / Trento: Luni 2000
Altri eventuali testi saranno comunicati durante il corso.
I non frequentanti sono tenuti a contattare la docente almeno tre mesi prima dell'appello previsto.
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20710497 -
GENERAL LINGUISTICS LM (module B)
(objectives)
The course General Linguistics B LM ( Module “Lexicon and semantics”) falls within the domain of the complementary learning activities of the Degree Course (Master level) of Modern Languages for International Communication, specifically the activities aiming at a deeper level of competence in Linguistics.
The course provides the theoretical knowledge and the means for an advanced analysis of lexicon and semantics, regarding above all Italian but also with hints for comparative studies, and offers to students some cues for possible personal research activities on the aspects dealt with during the lectures.
Expected learning outcomes: The students will acquire theoretical knowledge and will be able to use tools for an advanced analysis of lexicon and semantics in Italian, but also with a comparative perspective, also for possible future research activities.
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CERBASI DONATO
( syllabus)
Textbook: E. Jezek, “Il lessico. Classi di parole, strutture, combinazioni”, Il Mulino, Bologna, 2011.
Chapter 1 - Nozioni di base (Basic concepts of lexicology)
Except table 1.2, "Profili sintagmatici assimilabili alla parola", and table 1.3, "Tipologia della parola".
Chapter 2 - L'informazione lessicale (Lexical information).
Chapter 3 - Il significato delle parole (The meaning of words).
Chapter 4 - La struttura globale del lessico (The global structure of lexicon).
Chapter 5 - Strutture paradigmatiche del lessico (Paradigmatic structures of lexicon).
Except paragraph 7, "Configurazioni lessicali".
Chapter 6 - Strutture sintagmatiche del lessico (Syntagmatic structures of lexicon).
( reference books)
E. Jezek, “Il lessico. Classi di parole, strutture, combinazioni”, Il Mulino, Bologna, 2011.
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20710498 -
GENERAL LINGUISTICS LM (module C)
(objectives)
The course General Linguistics C LM (Module “Advanced Typology”) falls within the domain of the complementary learning activities of the Degree Course (Master level) of Modern Languages for International Communication, specifically the activities aiming at a deeper level of competence in Linguistics.
The course provides advanced knowledge of goals, tools and fields of nowadays studies of linguistic typology and offers to students some cues for possible personal research activities regarding typology of language structures and language systems.
Expected learning outcomes: The students will acquire advanced knowledge of goals, tools and fields of nowadays studies of linguistic typology, with some cues for possible future research activities regarding typology.
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CERBASI DONATO
( syllabus)
Textbook: Edith A. Moravcsik, “Introducing Language Typology”, Cambridge University Press, 2013.
Chapter 1 - What is language typology? Goals, Tools (Statement types, Language samples, Data Sources).
Chapter 2 – Lexical typology (Introduction, Words for body parts, Kinship terms, Personal pronouns, Words for numbers, Antonymic adjectives, Words for colors).
Chapter 3 – Syntactic typology (Introduction, The choice of words and word forms, The order of words, Syntactic categories).
Chapter 4 – Morphological typology (Introduction, The choice of morphemes and morpheme forms, The order of morphemes, Morphological categories).
Chapter 6 – Historical change (The Genesis of articles, Word order change).
( reference books)
Edith A. Moravcsik, “Introducing Language Typology”, Cambridge University Press, 2013. The paperback edition is cheaper. Chapters 5 and 7 are excluded; chapter 6 must be studied only until page 209.
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20710499 -
GENERAL LINGUISTICS LM (module D)
(objectives)
The LM Course on “Information Structure” falls within the domain of the Complementary learning activities of the MA Degree Course in Modern Languages for International Communication and, specifically, within those activities that are aimed at delving into and enhancing the competences acquired in the linguistic field of analysis.
The Course has the aim of providing: advanced reflection on some theoretical and methodological issues concerning, on the one hand, linguistic analysis (with particular reference to information structure, discourse categories and interface analysis) and, on the other, comparative and typological studies in Italy and abroad, thus addressing students towards novel and original paths of research, in a comparative perspective, for individual investigation on information-structural issues.
Expected learning outcomes: The students will acquire deep knowledge and advanced competences on the theoretical aspects and the methodological tools which are necessary for the interface analysis of information structure phenomena; they will have a wide knowledge of the relevant international literature and will be able to elaborate individual and original research paths.
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FRASCARELLI MARA
( syllabus)
This course is intended to analyze the interplay ("interface") between syntax, prosody and semantics in the realization and interpretation of discourse categories, also in relation to a hierarchy of functional projections in the left periphery of the sentence. In particular the course will focus on four major issues:
(1) the interpretation of different types of focus (informative, corrective, contrastive, mirative) and its formal realization, both from a prosodic and a syntactic viewpoint (in situ vs. fronted, in matrix vs. embedded clauses) in typological diverse languages. Special attention will be dedicated to postverbal subject in Romance languages.
(2) Different types of Topics and their function in the discourse and in conversational analysis.
(3) The interpretation of Null Subjects and creation of topical chains in consistent, partial and radical pro-drop languages.
(4) Identification of syntactic, prosodic and discourse indexes for the interpretation of information on forums, interviews and social nets.
( reference books)
• Puglielli, Annarita e Mara Frascarelli (2008). L’analisi Linguistica. Dai dati alla teoria. Roma/Cesena: Caissa Editore (Capitoli 6-7).
• Bianchi, V. (2013). On Focus movement in Italian. In Victoria Camacho-Taboada et al (eds.), Information Structure and Agreement, 194-215. Amsterdam/Philadelphia, John Benjamins.
• Frascarelli, Mara (2007) Subjects, Topics and the Interpretation of Referential pro. An interface approach to the linking of (null) pronouns. Natural Language and Linguistic Theory, 25, 4: 691-734
• Bianchi, Valentina e Mara Frascarelli (2010). Is Topic a Root Phenomenon? Iberia: An international Journal of Theoretical Linguistics. Vol. 2.1 (Special Issue on Information Structure), 43-88.
• Frascarelli, Mara (2018) The interpretation of pro in consistent and partial NS languages: A comparative interface analysis. in Federica Cognola & Jan Casalicchio (eds.), Null-Subjects in Generative Grammar. A synchronic and diachronic perspective, Part IIB, Ch. 9. OUP, Oxford/New York.
• Frascarelli, Mara e Giorgio Carella (2019). Topic chains and the interpretation of null subjects: The acquisition of discourse-related strategies in Italian. The Linguistic review.
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20710494 -
MODERN LANGUAGES TEACHING LM (A)
(objectives)
The Course Educational linguistics A LM (Module “Processes and instruments in second language teaching) falls within the domain of the Complementary learning activities of the Degree Course in Modern languages for International Communication, specifically the activities aiming at providing adequate tools for the analysis and the theoretical study of language acquisition and language teaching.
The course provides:
Knowledge of the main research findings of various research traditions in the field of language learning and teaching (first, second and foreign languages).
Knowledge of the different methodological approaches orienting second language teaching, with a focus on L2 Italian, the communicative approaches and, particularly, task-based language teaching.
Development of the ability to use effectively the main reference documents in the field of L2 learning and teaching, particularly the Common European Framework of Reference for languages.
Development of the ability to ananlyse critically teaching materials by means of both the acquired knowledge and specific observation tools.
Expected Learning Outcomes: students will know the research findings in the field of language learning and teaching; they will know different methodological approaches in language instruction; they will be able to use the main reference documents in the field of language learning and teaching; they will be able to analyse teaching materials and digital technologies relying on both the acquired knowledge and specific observation tools.
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NUZZO ELENA
( syllabus)
General part. An overview of some key issues in second language learning research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus. Two aspects will be discussed in detail: 1) the characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, and 2) how to manipulate written input for comprehensibility and learnability (simplification vs elaboration of written texts).
( reference books)
Andorno C., Valentini A. & Grassi R., Verso una nuova lingua. Capire l'acquisizione di L2, De Agostini - UTET, Novara, 2017 (parte prima)
Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018 (chapters by Cortés Velásquez e Nuzzo; Borro; Lania e Mastrocesare).
Amoruso C., In parole semplici. La riscrittura funzionale dei testi nella classe plurilingue, Palumbo, Palermo, 2010 (chapters 2, 4 and 5).
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20710495 -
MODERN LANGUAGES TEACHING LM (B)
(objectives)
The course “ Educational Linguistics B LM” (Module "Tools and Methods in Teaching plurilingualism") falls within the complementary learning activities of the Master's Course in Modern Languages for International Communication, and specifically among the related activities aimed at deepening skills in language teaching.
The course provides:
In-depth knowledge of the main theoretical hypotheses related to language learning and the different approaches and methods inspired by them over time.
Deepening of the knowledge related to the teaching of Italian L2 and of the current trends in language learning, with particular reference to language education in a plurilingual perspective and to intercomprehension.
Knowledge of the main results obtained by research in the field of assessment, testing and certification of language skills.
Knowledge and skills in the field of design and development of language teaching activities.
Critical analysis of the potential and use of technological and digital tools for language teaching and learning.
Expected learning outcomes: students will know the main theoretical hypotheses related to language learning and the different approaches and methods inspired by them over time; they will know the main aspects of the teaching of Italian as L2 and the processes of evaluation and certification of skills; they will understand the processes related to the development of receptive skills and the intercomprehension of Romance languages; they will be able to propose teaching activities and critically evaluate teaching materials and digital teaching technologies.
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BONVINO ELISABETTA
( syllabus)
The course focuses on listening skills in L2, teaching listening in L2 and the relationship between listening and intercomprehension.
( reference books)
One volume:
1) Cortés Velásquez, Diego (2015). Intercomprensione orale: ricerca e pratiche didattiche. Firenze: Le Lettere.
4 Artiles on listening comprehension in L2 :
1) Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas Royal: Research on youth and language, 4(1), 35–50.
2) Rost, M. (2011). Commentary: i’m only trying to help: a role for interventions in teaching listening. Language Learning & Technology http://llt.msu.edu/vol11num1/rost February 2007, Volume 11, Number 1 pp. 102-108
3) Goh, Ch. (2008) Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications http://RELC.sagepub.com
4) Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research . Cambridge Journals Cambridge University Press 191-210
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20710457 -
La literatura española en el espejo del tiempo
(objectives)
I laureati in Lingue e letterature per la Didattica e la Traduzione acquisiscono conoscenze e capacità di comprensione in tutti i settori oggetto della loro formazione in modo da 1) raggiungere un livello elevato di competenza letteraria e culturale nell'ambito delle civiltà europee e americane, con particolare attenzione a quelle di specializzazione; 2) approfondire la conoscenza delle due lingue straniere prescelte, con il raggiungimento di un livello elevato di competenza nella prima lingua e un perfezionamento del livello nella seconda lingua; 3) raggiungere un livello elevato di conoscenza delle problematiche linguistiche della lingua scelta come biennale, sapendone valutare gli sviluppi e le caratteristiche in chiave diacronica e sincronica; 4) raggiungere adeguate conoscenze nelle più aggiornate metodologie di analisi del testo letterario; 5) acquisire gli strumenti teorico-pratici utili all’insegnamento e la traduzione.
L’insegnamento La literatura española en el espejo del tiempo rientra fra le attività formative caratterizzanti del CdS. Il corso fornisce le competenze metodologiche e pratiche di tipo avanzato necessarie all’analisi di testi e di fenomeni letterari spagnoli nella loro dimensione transculturale e, grazie all’orizzonte cronologico ampio, permette di mettere a frutto le conoscenze apprese durante il triennio anche attraverso una prima riflessione sia pratica sia teorica sulle problematiche della didattica e della letteratura. Consente, inoltre, di affinare le capacità espressive in italiano e le abilità linguistico-comunicative in spagnolo.
Lo studente dovrà essere in grado di: analizzare autonomamente testi e fenomeni letterari spagnoli nella loro dimensione transculturale; effettuare raffronti di tipo intertestuale e/o intermediale (adattamento di testi letterari per il cinema, la televisione, la radio, il teatro o altri mezzi audiovisivi); redigere e/o presentare al gruppo classe brevi saggi analitici.
Prerequisiti: per gli studenti di altri CdS è richiesto obbligatoriamente il prerequisito di aver conseguito nella laurea triennale almeno 12 cfu di Letteratura spagnola e di documentare il livello B2 di lingua spagnola.
Nota: per gli studenti di LM37 con piano di studi internazionale “Estudios Ibéricos e Iberoamericanos” Spagnolo-Letteratura ispanoamericana, l’insegnamento è fruibile quale materia affine alla letteratura specialistica.
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Derived from
20710457 La literatura española en el espejo del tiempo in Lingue e letterature per la didattica e la traduzione LM-37 TRECCA SIMONE
( syllabus)
The dissemination of classics through cinema and television: critical perspectives and educational applications.
The course will be structured around the following aspects to be explored:
- Theories of intermediate adaptation and rewriting
- Practices of adapting the classics of Spanish literature, with particular reference to the works studied
- Intermediate rewrites as educational tools: building units and materials for learning classics through film
( reference books)
Literary works (as a prerequisite)
Opere letterarie di riferimento (la cui lettura e conoscenza è da considerarsi un prerequisito)
Fernando de Rojas, La Celestina, Madrid, Castalia
Anónimo, Lazarillo de Tormes, edición de Francisco Rico, Madrid, Cátedra
Miguel de Cervantes, Don Quijote de la Mancha, edición del Instituto Cervantes a cargo de Francisco Rico, Barcelona, Crítica
Lope de Vega, Il cane dell’ortolano/El perro del hortelano, edición de Fausta Antonucci y Stefano Arata, Napoli, Liguori
Film (estratti significativi dei seguenti film saranno proiettati e commentati in aula)
La Celestina (1969), dir. y guion César Fernández Ardavín
La Celestina (1996), dir. Gerardo Vera, guion Rafael Azcona
Lazarillo de Tormes (1959), dir. César Fernández Ardavín
Lázaro de Tormes (2000), dir. y guion Fernando Fernán Gómez
El Pícaro (1974), dir. y guion Fernando Fernán Gómez
I Picari (1987), dir. Mario Monicelli, guion Leonardo Benvenuti, Piero De Bernardi, Suso Cecchi D’Amico, Mario Monicelli
Don Chisciotte (1984), dir. Maurizio Scaparro, guion Rafael Azcona, Maurizio Scaparro, Tullio Kezich
Don Kikhot (1957), dir. Grigorij Kozintsev, guion Eugenij Shvarts.
Don Quichotte (1933), dir. Gerog Wilhelm Pabst, guion Paul Morand, Georg Wilhelm Pabst
Don Quijote de Orson Welles (1992), dir. Orson Welles, guion Orson Welles, Jesús Franco
The man who killed Don Quixote (2018), dir. y guion Terry Gilliam
Lost in La Mancha (2001), dir. y guion Keith Fulton, Louis Pepe
El perro del hortelano (1996), dir. Pilar Miró, guion Pilar Miró y Rafael Pérez Sierra
BIBLIOGRAFIA
Supporto critico, metodologico e di storia letteraria
CRITICA
a) Su La Celestina
Dispensa di brevi saggi critici fornita dal docente
Peter Russell, «Introducción» (nell’edizione obbligatoria in programma)
b) Sul Lazarillo
Claudio Guillén, «La disposición temporal del Lazarillo de Tormes», Hispanic Review, 25, 1957, pp. 264-279 (messo a disposizione dal docente)
Francisco Rico, La novela picaresca y el punto de vista, Barcelona, Seix Barral (alcune parti messe a disposizione dal docente)
c) Sul Quijote
Edward C. Riley, Teoría de la novela en Cervantes, Madrid, Taurus (parti indicate dal docente)
Alcuni dei saggi anteposti all’edizione del Don Quijote obbligatoria in programma
d) Su El perro del hortelano
Fausta Antonucci, Stefano Arata, «Introduzione» (nell’edizione obbligatoria in programma)
Ignacio Arellano, Historia del teatro español del siglo XVII, Madrid, Cátedra (parti indicate dal docente)
METODOLOGIA
Simone Trecca, Filmicidad/Literariedad/Teatralidad. La diseminación intermedial de tres clásicos españoles, Madrid, Visor
Ogni studente, in base al programma di lavoro assegnato in aula (vedi sezione VERIFICA DELL’APPRENDIMENTO), riceverà un pacchetto personalizzato di materiali critici sulle riscritture intermediali delle opere in programma e sulla didattica della letteratura attraverso gli audiovisivi.
STORIA DELLA CIVILTA’ E DELLA LETTERATURA SPAGNOLA
Agli studenti che all’inizio del corso manifestino significative lacune nella conoscenza della storia della civiltà e della letteratura spagnola, con speciale attenzione al Siglo de Oro e all’epoca contemporanea (vedi sezione PREREQUISITI), saranno consigliate adeguate letture di supporto.
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20710458 -
Archivos de la memoria: literaturas, historia y política en Hispanoamérica
(objectives)
I laureati in Lingue e letterature per la Didattica e la Traduzione acquisiscono conoscenze e capacità di comprensione in tutti i settori oggetto della loro formazione in modo da 1) raggiungere un livello elevato di competenza letteraria e culturale nell'ambito delle civiltà europee e americane, con particolare attenzione a quelle di specializzazione; 2) approfondire la conoscenza delle due lingue straniere prescelte, con il raggiungimento di un livello elevato di competenza nella prima lingua e un perfezionamento del livello nella seconda lingua; 3) raggiungere un livello elevato di conoscenza delle problematiche linguistiche della lingua scelta come biennale, sapendone valutare gli sviluppi e le caratteristiche in chiave diacronica e sincronica; 4) raggiungere adeguate conoscenze nelle più aggiornate metodologie di analisi del testo letterario; 5) acquisire gli strumenti teorico-pratici utili all’insegnamento e la traduzione.
L’insegnamento Archivos de la memoria: literaturas, historia y política en Hispanoamérica rientra fra le attività formative caratterizzanti del CdS. Il corso fornisce competenze specialistiche e applicate nelle metodologie di analisi dei testi e dei fenomeni letterari dei paesi dell’America Latina di lingua spagnola in un orizzonte cronologico ampio che permetterà di cogliere la loro dimensione transculturale e il collegamento con gli aspetti storici e politici. Consente di affinare inoltre le competenze linguistico-comunicative e la capacità di utilizzo autonomo degli strumenti teorici più aggiornati per una approfondita analisi culturologica e linguistica dei testi e dei fenomeni letterari, con particolare attenzione alle problematiche della didattica della letteratura e alle teorie e applicazioni pratiche della traduzione alle quali verrà avviato attraverso specifiche esercitazioni.
Lo studente dovrà essere in grado di: analizzare autonomamente testi e fenomeni letterari dei paesi dell’America latina di lingua spagnola nella loro dimensione transculturale, nonché storico-politica e culturale; redigere e/o presentare al gruppo classe brevi saggi analitici; leggere e tradurre differenti testi letterari; comunicare ad un livello avanzato i contenuti disciplinari; selezionare e adattare testi in funzione dei contesti educativi.
Prerequisiti: per gli studenti di altri CdS è richiesto obbligatoriamente il prerequisito di aver conseguito nella laurea triennale almeno 12 cfu di Lingue e Letterature ispanoamericane e di documentare il livello B2 di lingua spagnola.
Nota: per gli studenti di LM37 con piano di studi internazionale “Estudios Ibéricos e Iberoamericanos” Spagnolo-Letteratura spagnola e “Estudos Ibéricos e Ibero-Americanos” Portoghese-Letteratura portoghese e brasiliana, l’insegnamento è fruibile quale materia affine alla letteratura specialistica.
-
Derived from
20710458 Archivos de la memoria: literaturas, historia y política en Hispanoamérica in Lingue e letterature per la didattica e la traduzione LM-37 NANNI SUSANNA
( syllabus)
The course aims to show students the artistic and literary reworking of political violence in Argentina during the years of military dictatorship (1976-1983), as presented in some recent artistic products (novels, plays, photographic exhibitions). In a perspective that places Argentinian authoritarianism within a broader Latin American framework, the works will be analyzed through tools and methodologies related to Trauma Studies and testimonial literature.
In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the artistic products in the program will be analyzed.
( reference books)
- L. Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016.
- G. Bialet, Los sapos de la memoria, Córdoba, CB Ediciones, 2010.
- E. Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- N. Vaisman, “Postmemoria y memoria desaparecida en dos obras de la posdictadura argentina”, in J. Blejmar, S. Mandolessi, M.E. Perez, El pasado inasequible. Desaparecidos, hijos y combatientes en el arte y la literatura del nuevo milenio, Buenos Aires, Eudeba, 2018, pp. 185-202.
- A. Longoni, L. Verzero, “Mi vida después. Itinerario de un teatro vivo. Entrevista con Lola Arias”, Cása de las Américas – Revista Conjunto, n. 162, enero-marzo 2012.
- S. Nanni, “Testimonio y ficción en ámbito escolar y judicial: Los sapos de la memoria de G. Bialet”, in G. Nuzzo (a cura di), Letteratura testimoniale e costruzione della storia, Salerno, Oèdipus, 2019, pp. 355-372.
- S. Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.
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20710459 -
Arquivos da Memória. Literatura, história e política no Brasil
(objectives)
I laureati in Lingue e letterature per la Didattica e la Traduzione acquisiscono conoscenze e capacità di comprensione in tutti i settori oggetto della loro formazione in modo da 1) raggiungere un livello elevato di competenza letteraria e culturale nell'ambito delle civiltà europee e americane, con particolare attenzione a quelle di specializzazione; 2) approfondire la conoscenza delle due lingue straniere prescelte, con il raggiungimento di un livello elevato di competenza nella prima lingua e un perfezionamento del livello nella seconda lingua; 3) raggiungere un livello elevato di conoscenza delle problematiche linguistiche della lingua scelta come biennale, sapendone valutare gli sviluppi e le caratteristiche in chiave diacronica e sincronica; 4) raggiungere adeguate conoscenze nelle più aggiornate metodologie di analisi del testo letterario; 5) acquisire gli strumenti teorico-pratici utili all’insegnamento e la traduzione.
L’insegnamento Arquivos da memória. Literatura, história e política no Brasil rientra fra le attività formative caratterizzanti del CdS. Il corso fornisce conoscenze e metodologie critiche avanzate necessarie all’analisi dei testi letterari e dei fenomeni culturali del Brasile in un orizzonte cronologico ampio, che permetterà di cogliere i caratteri specifici della contemporaneità brasiliana ma anche i suoi vincoli profondi con la realtà lusofona e la dimensione latinoamericana. Consente sia di consolidare le conoscenze apprese durante il triennio sia di sviluppare una più salda padronanza di aggiornati strumenti critici, finalizzati all’elaborazione di parametri interpretativi adeguati alla realtà brasiliana e a un’autonoma interpretazione del testo letterario. Saranno, inoltre, approfondite le problematiche teoriche della traduzione letteraria anche attraverso specifiche esercitazioni. Infine, sarà avviata una prima riflessione teorico–pratica sulla didattica della letteratura.
Lo studente dovrà essere in grado di: analizzare autonomamente testi e fenomeni letterari del Brasile nella loro dimensione transculturale, nonché storico-politica e culturale; effettuare raffronti con le realtà lusofona e latinoamericana; redigere e/o presentare al gruppo classe brevi saggi analitici; leggere e tradurre differenti testi letterari comunicare ad un livello avanzato i contenuti disciplinari; selezionare e adattare testi in funzione dei contesti educativi.
Prerequisiti: per gli studenti di altri CdS è richiesto obbligatoriamente il prerequisito di aver conseguito nella laurea triennale almeno 12 cfu di Letterature portoghese e brasiliana e di documentare il livello B2 di lingua portoghese.
Nota: per gli studenti di LM37 con piano di studi internazionale “Estudios Ibéricos e Iberoamericanos” Spagnolo-Letteratura ispanoamericana l’insegnamento è fruibile quale materia affine alla letteratura specialistica.
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Derived from
20710459 Arquivos da Memória. Literatura, história e política no Brasil in Lingue e letterature per la didattica e la traduzione LM-37 DE MARCHIS GIORGIO
( syllabus)
The course aims to show students the literary reworking of political violence in Brazil during the years of military dictatorship (1964-1985), as presented in some recent novels. In a perspective that places Brazilian authoritarianism within a broader Latin American framework, literary texts will be analyzed through tools and methodologies related to Trauma Studies and testimonial literature.
In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the novels in the program will be analyzed.
( reference books)
Bernardo Kucinski, K. Relato de uma busca, São Paulo, Cosac Naify, 2014 (2011) [tr.it. K o la figlia desaparecida, Firenze, Giuntina, 2016]
G. Agamben, Quel che resta di Auschwitz. L’archivio e il testimone, Torino, Bollati Boringhieri, 1998.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318
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20710460 -
Literature and Forms
(objectives)
I laureati in Lingue e letterature per la Didattica e la Traduzione acquisiscono conoscenze e capacità di comprensione in tutti i settori oggetto della loro formazione in modo da 1) raggiungere un livello elevato di competenza letteraria e culturale nell'ambito delle civiltà europee e americane, con particolare attenzione a quelle di specializzazione; 2) approfondire la conoscenza delle due lingue straniere prescelte, con il raggiungimento di un livello elevato di competenza nella prima lingua e un perfezionamento del livello nella seconda lingua; 3) raggiungere un livello elevato di conoscenza delle problematiche linguistiche della lingua scelta come biennale, sapendone valutare gli sviluppi e le caratteristiche in chiave diacronica e sincronica; 4) raggiungere adeguate conoscenze nelle più aggiornate metodologie di analisi del testo letterario; 5) acquisire gli strumenti teorico-pratici utili all’insegnamento e la traduzione.
L’insegnamento Literature and forms rientra fra le attività formative caratterizzanti del CdS. Il corso fornisce le conoscenze e metodologie critiche avanzate per l’analisi dei testi letterari della tradizione dei paesi di lingua inglese e consente di impiegare gli strumenti teorici e applicativi concernenti la didattica della letteratura. Permette di affinare inoltre le abilità linguistico-comunicative e la capacità di utilizzo autonomo dei più importanti strumenti teorico–letterari per una approfondita analisi dei testi e dei fenomeni letterari.
Lo studente dovrà essere in grado di: analizzare autonomamente i testi ed i fenomeni letterari applicando gli strumenti teorico-critici, applicativi e didattici acquisiti; comunicare ad un livello avanzato i contenuti disciplinari.
Prerequisiti: per gli studenti di altri CdS è richiesto obbligatoriamente il prerequisito di aver conseguito nella laurea triennale almeno 12 cfu di Letteratura inglese e di documentare il livello B2 di lingua inglese.
Nota: per gli studenti di LM37 con piano di studi internazionale “English and Anglo-American Studies” Inglese-Letteratura angloamericana l’insegnamento è fruibile quale materia affine alla letteratura specialistica.
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Derived from
20710460 Literature and Forms in Lingue e letterature per la didattica e la traduzione LM-37 AMBROSINI RICCARDO
( syllabus)
Title: “Women ‘Martyrs’: Rethinking Conrad Through His Female Figures”
Program:
Conrad’s female figures are not simply characters, they are not bodies, embodiments of a theme, certainly they are not manifestations of their author’s contorted relationship with sex, as mainstream Conrad criticism has argued now for sixty years. They are a presence, in his texts, that lends a dramatic, theatrical dimension to the flow of words composing the narrative. Through them, the author gave representation to his tragic vision of the human condition – which is the ultimate meaning of his art. Through a close-reading of three central novels in his opus, an attempt will be made to show that while the female characters are marginalized in the plots of Conrad’s novels, the authorial manipulation of their narrative structures from Heart of Darkness onwards appears to create a «tragic scene» in which a woman figures prominently. This way, the tracing of a particular theme will become in fact an opportunity to examine a unique experimentation in forms and narrative structure.
During the course the instructor will engage students in a seminar activity on one of the masterpieces of 20th-century English poetry , T.S. Eliot's Four Quartets.
( reference books)
Texts:
Novels
Joseph Conrad, The Secret Agent
Joseph Conrad, Chance
Joseph Conrad, Victory
Criticism:
Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere, Carocci, 2019
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20710461 -
North American Literatures and Visual Cultures
(objectives)
I laureati in Lingue e letterature per la Didattica e la Traduzione acquisiscono conoscenze e capacità di comprensione in tutti i settori oggetto della loro formazione in modo da 1) raggiungere un livello elevato di competenza letteraria e culturale nell'ambito delle civiltà europee e americane, con particolare attenzione a quelle di specializzazione; 2) approfondire la conoscenza delle due lingue straniere prescelte, con il raggiungimento di un livello elevato di competenza nella prima lingua e un perfezionamento del livello nella seconda lingua; 3) raggiungere un livello elevato di conoscenza delle problematiche linguistiche della lingua scelta come biennale, sapendone valutare gli sviluppi e le caratteristiche in chiave diacronica e sincronica; 4) raggiungere adeguate conoscenze nelle più aggiornate metodologie di analisi del testo letterario; 5) acquisire gli strumenti teorico-pratici utili all’insegnamento e la traduzione.
L’insegnamento North American literatures and visual cultures rientra fra le attività formative caratterizzanti del CdS. L’insegnamento consente di acquisire abilità linguistico-comunicative e competenze utili ad affrontare un testo poetico, narrativo o teatrale tenendo conto della complessità linguistica e culturale del Nord America. Si evidenzieranno i rapporti fra il linguaggio letterario e quello di altre forme artistiche, quali il cinema, la fotografia, il graphic novel e la pittura.
Lo studente dovrà essere in grado di: affinare la propria capacità critica; usare autonomamente gli strumenti teorici più aggiornati per l’analisi dei testi e dei fenomeni letterari; comunicare ad un livello avanzato i contenuti disciplinari.
Prerequisiti: per gli studenti di altri CdS è richiesto obbligatoriamente il prerequisito di aver conseguito nella laurea triennale almeno 12 cfu di Lingue e Letterature angloamericane e di documentare il livello B2 di lingua inglese.
Nota: per gli studenti di LM37 con piano di studi internazionale “English and Anglo-American Studies” Inglese-Letteratura inglese l’insegnamento è fruibile quale materia affine alla letteratura specialistica.
-
Derived from
20710461 North American Literatures and Visual Cultures in Lingue e letterature per la didattica e la traduzione LM-37 STEFANELLI MARIA ANITA
( syllabus)
The student will be involved in thinking about the relationships between poetry, theater, the visual arts, the verbal language, and the graphic forms of art as they interrelate with politics in the context of the first and second part of the 20th century and beyond, into the next Millennium. Single poets, who had as a model and inspirer pre-Romantic William Blake, such as William Carlos Williams, Kenneth Patchen, and Lawrence Ferlinghetti, international artists such as Blaise Cendrars, Marcel Duchamp, Filippo Tommaso Marinetti and Jean-Louis Basquiat, American painters like Andy Warhol and Keith Haring, experimental figures of performance, such as Julian Beck and Judith Malina of the Living Theater, female film director Shirley Clarke. and the avangardists involved in 'OH! Calcutta' exploding off-Broadway in 1968, as well as unique Mickey Mouse fan Ronnie Cutrone -- all of them tended to promote the marriage between verbal matter and the iconographic dimension. Beside supplying the presentation of the work, both textual, aural, and visual, for the students to absorb as an updated collection of contemporary culture, where genres and styles mix and match to give birth to innovative forms, the students will be led to acquire a critical-theoretical framework within which to handle such subversive and anticommercial creations independently, and be encouraged to develop new and attractive methods of teaching literature to schoolchildren.
( reference books)
Module 1-6 CFU The exam will be in English
TEXTS
Poetry
*Lawrence Ferlinghetti, "Away above a Harborful" In 'Pictures of the Gone World' San Francisco, Pocket Poets Series, City Lights Publications, 1955.
*Kenneth Patchen, “Picture Poems', https://www.pinterest.it/pin/38773246761932816/?autologin=true
Prose
*Nathaniel Hawthorne, “Young Goodman Brown”
Drama
*Tennessee Williams, A Streetcar Named Desire, directed by Elia Kazan, versione integrale del film (Biblioteca DAMS) Per il play, qualsiasi edizione.
Kenneth Tynan et al. Oh! Calcutta! (cfr. www) Per lo script (online), vedi link: https://archive.org/details/ohcalcuttaentert00tyna -- OPTIONAL
Cinema
*Video: "Portrait of Jason", directed by Shirley Clarke (Videoteca del Dipartimento).
Video: The Watermelon Woman by Cheryl Dunye (online) -- OPTIONAL
*Video: Stranger Inside, directed by Cheryl Dunye (Amazon.it, online orders)
Modulo 7-12 CFU
TEXT
E. O'Neill, "Desire under the Elms", "A Long Day's Journey into Night"
T. Williams, "A Streetcar Named Desire"
A. Miller, "Death of a Salesman"
The students can choose texts from the different editions. Biblioteca Petrocchi keeps most of them, retrievable through "discovery".
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20710462 -
Literatur und Intermedialität
(objectives)
I laureati in Lingue e letterature per la Didattica e la Traduzione acquisiscono conoscenze e capacità di comprensione in tutti i settori oggetto della loro formazione in modo da 1) raggiungere un livello elevato di competenza letteraria e culturale nell'ambito delle civiltà europee e americane, con particolare attenzione a quelle di specializzazione; 2) approfondire la conoscenza delle due lingue straniere prescelte, con il raggiungimento di un livello elevato di competenza nella prima lingua e un perfezionamento del livello nella seconda lingua; 3) raggiungere un livello elevato di conoscenza delle problematiche linguistiche della lingua scelta come biennale, sapendone valutare gli sviluppi e le caratteristiche in chiave diacronica e sincronica; 4) raggiungere adeguate conoscenze nelle più aggiornate metodologie di analisi del testo letterario; 5) acquisire gli strumenti teorico-pratici utili all’insegnamento e la traduzione.
L’insegnamento Literatur und Intermedialität rientra fra le attività formative caratterizzanti del CdS. Obiettivo del corso è l’acquisizione di competenze specialistiche e applicate nelle metodologie di analisi dei testi e dei fenomeni letterari dei paesi di lingua tedesca nella loro dimensione transculturale; permette al contempo di acquisire gli strumenti teorici e applicativi concernenti la didattica della letteratura e affinare inoltre le competenze linguistico-comunicative oltre alla capacità di utilizzo autonomo degli strumenti teorici più aggiornati per una approfondita analisi dei testi e dei fenomeni letterari in una prospettiva intermediale, soprattutto riguarda l’adattamento di testi letterari per il cinema, la televisione, la radio, il teatro o altri mezzi audiovisivi.
Lo studente dovrà essere in grado di: analizzare testi e fenomeni letterari dei paesi di lingua tedesca; applicare gli strumenti didattici teorico-applicativi ai testi; adattare testi in modo autonomo; comunicare ad un livello avanzato i contenuti disciplinari.
Prerequisiti: per gli studenti di altri CdS è richiesto obbligatoriamente il prerequisito di aver conseguito nella laurea triennale almeno 12 cfu di Letteratura tedesca e di documentare il livello B2 di lingua tedesca.
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20710169 -
Movements and trends in contemporary Islam
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20710011 -
STORIA DELL'ISTITUZIONE DIPLOMATICA IN ETA' MODERNA
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Derived from
20710011 STORIA DELL'ISTITUZIONE DIPLOMATICA IN ETA' MODERNA in Storia e società LM-84 ANDRETTA STEFANO
( syllabus)
The course will mainly tackle the following topics: the origins of local diplomatic representation; Italian models; social careers and roles of ambassadors and apostolic nuncios; treaties on the diplomatic profession; critical investigation of diplomatic sources; duties and regulations of the diplomatic profession; the actual practices of diplomacy at work in modern-era historical contexts.
( reference books)
Exam texts
1) S. ANDRETTA, L’arte della prudenza. Teorie e prassi della diplomazia nell’Italia del XVI e XVII secolo, Biblink, Roma 2006.
2)G. ALONGE, Ambasciatori. Diplomazia e politica nella Venezia del Rinascimento, Donzelli, Roma 2019
oppure, E. PLEBANI, E.VALERI, P.VOLPINI, Diplomazie. Linguaggi, negoziati e ambasciatori far XV e XVI secolo, ( a cura di), Franco Angeli, Milano 2017
Non-attending students must study in addition to the texts indicated above:
1) R. SABBATINI, P. VOLPINI ( a cura di), Sulla diplomazia in età moderna. Politica, economia, religione, Franco Angeli, Milano 2011;
Or as an alternative choice of 4 essays taken from the books:
a) S. ANDRETTA, S. PÉQUIGNOT, J.-C.WAQUET ( a cura di), De l’ambassadeur. Les écrits relatifs à l’ambassadeur et à l’art de négocier du Moyen Âge au début du XIXe siècle (L’ambasciatore. Scritti relativi all’ambasciatore e all’arte della negoziazione dal Medioevo all’inizio del XIX secolo), EFR, Roma 2015.
b) S.ANDRETTA, S. PÉQUIGNOT, M.K.SCHAUB,J.-C.WAQUET, C. WINDLER ( a cura di), Paroles de négociateurs. L’entretien dans la pratique diplomatique de la fin du Moyen Ȃge à la fin du XIXe siècle (Parole di negoziatori. Pratiche dell’incontro diplomatico dalla fine del Medioevo alla fine del XIX secolo),EFR, Roma 2010
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20710079 -
THE CULTURAL HISTORY OF EARLY- MODERN EUROPE
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Derived from
20710079 THE CULTURAL HISTORY OF EARLY- MODERN EUROPE in Storia e società LM-84 Russell Camilla
( syllabus)
***2020 timetable Semester II, First Class 2 March: The cultural History of Early Modern Europe, M-STO/02, Mondays and Wednesdays 4pm-6pm***
Lectures are held on Mondays (2 hours) and Seminars are held on Wednesdays (2 hours). Classes are scheduled over 9 weeks of the semester. Site Visits around central Rome are scheduled in the 3 final weeks of the course in the place of Lectures. There is at least one scheduled Independent Reading Week during term time, i.e. no classes in that week.
Taking as its focus the early modern period in Europe (1450–1750), this course is structured around one of the field’s most important areas of research in recent decades, cultural history. Applied in its broadest sense, it will provide not only the lens through which we view the period itself, but also our starting point for a critical analysis of its historiography, with a particular focus on classic studies from the Anglophone world that formed the foundations of the field. Our study will be grouped around three key themes that lend themselves best to a cultural-historical analysis: the so-called Renaissance, Reformations, and Age of Discovery. Case studies, primary documents, site visits in Rome, and critical readings of select secondary studies will help us explore the cultural history of the early-modern past, as well as problematize it through assessing the interpretations that have been the most influential in shaping the discipline.
The course will be relevant, not just to those students who are undertaking studies in the pre-modern period, but also to those who wish to broaden their understanding of key historical approaches and methodologies that underpin historical research in any field, especially from the Anglophone world.
( reference books)
Merry E. Wiesner-Hanks, Early Modern Europe, 1450–1789, 2nd ed. (Cambridge: Cambridge University Press, 2013).
Readings from a variety of primary and secondary sources are set for this course.
All readings are available at the beginning of the course, or on request. They are downloadable in pdf format. For further details and access to the readings, please contact the Lecturer.
A recommended key text that provides useful background to the period (and serves as required reading in a number of classes), is: Merry E. Wiesner-Hanks, Early Modern Europe, 1450–1789, 2nd ed. (Cambridge: Cambridge University Press, 2013).
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20710176 -
history of television and mass communications
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Derived from
20710176 Storia della televisione e delle comunicazioni di massa in Storia e società LM-84 CAMPUS LEONARDO
( syllabus)
The course will cover the history of Television and Radio from its beginnings to the present, aiming to provide students with the essential reference elements for understanding Western society of the 20th and 21th century - a historical phase in which mass media (especially TV and radio) became central.
Media relations with politics, culture, industry and the impact they had on Italy will also be explored.
Alongside a theoretical and historical part, classroom teaching will also make use of video and audio extracts, in order to put the students in direct contact with the subject scrutinized.
Contents covered during classes may constitute part of the exam. Class attendance is therefore strongly recommended.
( reference books)
-Irene Piazzoni, Storia delle televisioni in Italia. Dagli esordi alle web tv (Carocci, 2014)
-extracts from several volumes on radio history, put together by the professor (.pdf file provided during classes)
Complementary part:
One additional volume to be chosen among:
-Giovanni Gozzini, La mutazione individualista. Gli italiani e la televisione 1954-2011 (Laterza, 2011)
-Damiano Garofalo, Storia sociale della televisione in Italia (Marsilio, 2018)
-Leonardo Campus, Non solo canzonette. L'Italia della Ricostruzione e del miracolo attraverso il Festival di Sanremo (Le Monnier, 2015)
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20710334 -
Storia della cultura in età contemporanea
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20710492 -
ITALIAN MEDIA AND POPULAR CULTURE
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6
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M-STO/04
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36
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-
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-
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-
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Related or supplementary learning activities
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ENG |
20706082 -
ECONOMIC AND FINANCIAL HISTORY OF MODERN AGE
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Derived from
20706082 STORIA ECONOMICA E FINANZIARIA DELL'ETÀ CONTEMPORANEA in Scienze filosofiche LM-78 CONTE GIAMPAOLO
( syllabus)
The course deals with the Bretton Woods currency system and the financial and trading networks of the 20th century; special emphasis is given to the problems of the integration of the underdeveloped countries into the global economy.
I. Cycles and trends in the Second World War
- The conversion of war economies and the rise of mixed economies.
II. The circuits of international trade.
- The Marshall Plan, the birth of the European Union and the Comecon.
- The integration of developing countries and neo 70s.
- The return to free trade in the 80s and the birth of the World Trade Organization.
III. Currency systems
- The Bretton Woods currency system.
- Apogee and decline of the gold-dollar standard exchange rate and flexible regional monetary agreements.
( reference books)
Attending students (only one of the follows):
H. Van der Wee, L’economia mondiale tra crisi e benessere, Milano, Hoepli, 1998, capp. 1-2 e 7-12.
G. Feliu, C. Sudrià, Introduzione alla storia economica mondiale, Padova, CADEM, 2013, capp. 12-18.
Plus:
L. Conte, V. Torreggiani, Istituzioni, capitali e moneta. Storia dei sistemi finanziari contemporanei, Milano, Mondadori, 2017, capp. 4-5 + Epilogo.
Non-attending students (add to above-mentioned books):
Fornasari, La banca, la borsa, lo Stato. Una storia della finanza (secc. XIII-XXI), Torino, Giappichelli, 2017.
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6
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SECS-P/12
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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20710515 -
HISTORY OF INTERNATIONAL RELATIONS LM (module A)
(objectives)
The course History of International Relations A LM (Module ‘World Politics’ falls within the domain of the Core learning activities of the Master’s degree in Modern Languages for International Communications. These activities are labeled “Sectorial Languages, advanced language skills, and linguistic mediation from and to the studied languages” and are specifically related to the activities aiming at providing adequate tools for the analysis and the theoretical study of the historical and social-political context.
The course is designed to provide graduate students in foreign languages an advanced introduction to the study of contemporary world politics through the analysis of the main analytical frameworks in the discipline of international relations, such as realism, liberalism, Neo-Marxist theories, contructivism and critical theory, as well as of different regional approaches to the study of world politics
Students who have successfully passed the course will be able to employ analytical tools for understanding contemporary world politics, and the major analytical approaches in international history as well as their application to specific case studies.
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6
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SPS/06
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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20710516 -
HISTORY OF INTERNATIONAL RELATIONS LM (module B)
(objectives)
The course History of International Relations B LM (Module ‘The US and Europe since 1945’) falls within the domain of the Core learning activities labelled “Sectorial Languages, advanced language skills, and linguistic mediation from and to the studied languages” of the Master’s Degree Course in Modern Languages for International Communication, specifically the activities aiming at providing adequate tools for the analysis and the theoretical study of the social-political and historical context.
The course will analyse the evolution of relations between the United States and Europe from the end of the Second World War to the crisis of U.S. global hegemony.
Students who have successfully passed the course will have acquired sufficient knowledge to provide an analytical evaluation of the evolution of U.S.-European relations from the end of WWII until today.
-
RATTI LUCA
( syllabus)
The course will analyze the evolution of relations between the United States and Europe from the end of the Second World War to the crisis of US global hegemony. More specifically, the course will debate key moments in the origins and evolution of the transatlantic relationship during the Cold War, such as the Atlantic Charter, the Marshall plan, the formation and evolution of NATO, détente and the Vietnam conflict, Germany unification and the end of the East-West division. Th evolution of relations between the United States and Europe after the end of the Cold War will also be presented and debated.
( reference books)
Textbook: G. Lundestad, The United States and Western Europe Since 1945: From "Empire" by Invitation to Transatlantic Drift (Oxford University Press, 2005)
Alongside the textbook students must prepare for the exam on one of the following books:
E. Hallams, L. Ratti, B. Zyla (eds), NATO Beyond 9/11: The Transformation of the Atlantic Alliance, (Palgrave/MacMillan, 2013)
L. Ratti, A Not-So-Special Relationship: The US, The UK and German Unification, 1945-1990 (EUP, 2017)
S. Sloan, Defense of the West. NATO, the European Union and the Transatlantic Bargain (MUP, 2016)
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6
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SPS/06
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36
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-
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-
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-
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Related or supplementary learning activities
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ENG |
20710270 -
SOCIAL PSYCHOLOGY
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Derived from
20710270 PSICOLOGIA SOCIALE - LM in Scienze Cognitive della Comunicazione e dell'Azione LM-92 D'ERRICO FRANCESCA
( syllabus)
Introduction to the main theoretical approaches and constructs of social psychology. Social Cognition, Socio-Constructivism. Social Cognition, Social Identity and Social Emotions. Attitudes, social influence leadership charisma and persuasion. Groups, Majorities and Minorities, conformism and divergence. Prosocial and Aggressive behaviors. Intergroup relations. Verbal and multimodal communication in personal, organizational, educational and media contexts.
( reference books)
FREQUENTANTI
1. Hogg & Vaughan. (2016). Psicologia sociale. Teorie e applicazioni. Pearson. Milano (da cap 4 a 9).
2. Uno a scelta tra:
a. Mucchi Faina A., Pacilli M.G., Pagliaro S.: L’influenza sociale. Il Mulino, Bologna 2012.;
b. Cavazza N. (2006) La persuasione. Il mulino, Bologna;
3. Leone G. (2002) Fare ricerca in psicologia sociale. (primi 3 capitoli)
4. Partecipazione a ricerca descritta durante il corso + due articoli di ricerca
- D’Errico, F., & Poggi, I. (2019,). Tracking a leader’s humility and its emotions from body, face and voice. In Web Intelligence (Vol. 17, No. 1, pp. 63-74).
- Poggi I. and D’Errico F. (2010) Dominance in political debates. In A.A. Salah et al. (Eds.): Human Behavior Understanding, LNCS 6219, pp. 163--174. Springer, Heidelberg.
(entrambi reperibili su https://www.researchgate.net/profile/Francesca_DErrico)
NON FREQUENTANTI
1. Hogg & Vaughan. (2016). Psicologia sociale. Teorie e applicazioni. Pearson. Milano (fino a cap. 9).
2. Uno a scelta tra:
a. Mucchi Faina A., Pacilli M.G., Pagliaro S.: L’influenza sociale. Il Mulino, Bologna 2012.;
b. Cavazza N. (2006) La persuasione. Il mulino, Bologna;
3. Quattrociocchi & Vicini (2018). Misinformation. Guida alla società dell'informazione e della credulit. Franco Angeli
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6
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M-PSI/05
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36
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-
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Related or supplementary learning activities
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ITA |
20710271 -
COGNITIVE SCIENCES OF LANGUAGE
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Derived from
20710271 SCIENZE COGNITIVE DEL LINGUAGGIO - LM in Scienze Cognitive della Comunicazione e dell'Azione LM-92 FERRETTI FRANCESCO
( syllabus)
The course focuses on the relationship between language and narrative from a cognitive and evolutionary point of view. In contrast to the theories considering the sentence as the essence of language, the course suggests an interpretative hypothesis based on the priority of discourse over sentence; specifically, it is suggested that the ability to tell stories is the distinctive trait both of language and human nature.
The course includes experimental activities aimed at supporting the theoretical model proposed.
( reference books)
Mandatory books:
- Corballis M. (2020, in stampa), La verità sul linguaggio, Carocci, Roma (in uscita ad aprile 2020)
- Scott-Phillips (2017) Dì quello che hai in mente. Le origini della comunicazione umana, Carocci, Roma
- Caruana F., Borghi A. (2016) Il cervello in azione, Il Mulino, Bologna
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12
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M-FIL/05
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72
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-
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-
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-
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Related or supplementary learning activities
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ITA |
20710463 -
RUSSIAN AND SOVIET CULTURE (PARADIGMS AND EVERYDAY LIFE)
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Derived from
20710463 Русская и советская культура (парадигмы и быт) / CULTURA RUSSA E SOVIETICA: PARADIGMI E STRATEGIE DEL QUOTIDIANO in Lingue e letterature per la didattica e la traduzione LM-37 PICCOLO LAURA
( syllabus)
The house in Russian culture and literature (Kommunal'naia kvartira)
The course will focus on the different types of housing in Russia, in particular on usad'ba and kommunal'naja kvartira through cultural, literary and filmic texts.
( reference books)
Readings
N.V. Gogol’, Starosvetskie pomeščiki
I.S. Turgenev, Dvorjanskoe gnezdo
A.P. Čechov, rasskazy (selected texts), Vyšnevyj sad
M. A. Bulgakov, Master i Margarita, Zojkina kvartira, Traktakt o žilišče
Ju. V. Trifonov, Dom na naberežnoj
V. Sorokin, Roman
V. Makanin, Andegraund ili geroj našego vremeni
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6
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L-LIN/21
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36
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RUS |
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Università Roma Tre