Università Roma Tre

Italian Literature and Teaching Methods of Italian Literature
The Italian literature from 800 to date in relation to European and world literature.
The course will be structured in three parts.
The first module, a historical character, will provide basic knowledge about Italian literature,
from 800 to date. Starting with a thorough analysis of the major literary currents and profiles of
the great Italian literature you will analyze the influences of European literature and, for the most
significant influences of world literature, patterns examined.In the second module, the most significant works of the 1800's and of the first half of the 1900's
will be examined through an in-depth analysis of the influence that certain literary movements
and authors, both Italian and foreign, had on the entire European territory. The same form of
scrutiny will be used to identify emerging contemporary authors of an era characterized by a
concerning lack of affirmation of distinct literary movements and texts destined to become future
literary classics.
In the third form, after the acquisition of the aforementioned knowledge, students will be given
the opportunity to develop methodological teaching elements aimed at building educational paths
for individual reading, group reading and reading out loud alongside future pupils of both pre-
school and primary level, with the goal of guiding them towards a direct knowledge of the
authors that, in the following scholastic levels, will be the focus of the teachings of Italian
literature, with the ultimate goal of implementing a real educational continuity.

Testi d'esame
1) Giulio Ferroni, Prima lezione di letteratura italiana, Laterza, Roma-Bari 2009
2) Gianna Marrone (a cura), Narrativa per grandi e piccini. Viaggio nella letteratura, Edizioni
Conoscenza, Roma 2017
3) Gianna Marrone, Libri che parlano di libri. Letterature, scritture, letture, libri, Il Pepeverde,
Roma 2015 (e-book)
4) un testo a scelta tra i seguenti:
Franco Fortini, I poeti del Novecento, a cura di Donatello Santarone, Donzelli, Roma 2017
Italo Calvino, Perché leggere i classici, Palomar-Mondadori, Milano
Rosamaria Loretelli, L'invenzione del romanzo. Dall'oralità alla lettura silenziosa, Laterza,
Roma-Bari 2006
Silvio Perella, Calvino, Laterza, Roma-Bari 2006
Gino Roncaglia, La quarta rivoluzione, Laterza, Roma-Bari 2006
Giovanni Ragone, Classici dietro le quinte, Laterza, Roma-Bari 2006
5) Letture di 4 testi classici e di 4 testi contemporanei*
* I quattro testi classici e i quattro testi contemporanei debbono essere scelti tra quelli indicati nel
programma particolareggiato del calendario delle lezioni.
Ogni testo scelto deve essere analizzato per descriverne l'uso nella scuola dell'infanzia e
nella scuola primaria, ipotizzando per ciascuno la costruzione di un percorso didattico.