Optional group:
Literature - (show)
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20710456 -
Classicismes et modernités
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Classicismes et modernités / Classicisms and modernities is one of the characterising modules of the programme. Students will acquire advanced critical knowledge and methodologies through the analysis of literary texts of the Francophone area. In a broad cultural perspective, ranging from the XVI through the XXI centuries, such works form a rich and fluid historiographic horizon, characterized by the succession, intersection or overlap of the notions of classicism and modernity that have been both widely recognized as inherently plural categories. Students will also be able to acquire the theoretical and practical tools related to the teaching of literature and to improve their ability to make independent use of the latest theoretical tools for an in-depth analysis of issues concerning the rewriting and transposition of literary texts, also from an intermedial perspective (adaptation of literary texts for the screen, television, radio, theatre, and other audio-visual media).
At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply methodological tools and cross-cutting skills to the analysis of literary texts and phenomena, such as rewriting and transposition; employ texts in an educational and professional context; adapt texts from an intermedial perspective.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in French Literature in their bachelor’s degree, and can certify the attainment of a B2 level of French.
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MAGNO LUIGI
( syllabus)
Francis Ponge "inventeur et classique"
( reference books)
1. Poetry.
- Francis Ponge, Le Parti pris des choses, Paris, Gallimard.
- Francis Ponge, Méthodes, Paris, Gallimard.
- Francis Ponge, Pour un Malherbe, Paris, Gallimard.
- Francis Ponge, Nioque de l'avant-printemps, Colorno, Tiellecì, Benway series, 2013.
2. Critical essays (three of the following).
- Entretiens de Francis Ponge avec Philippe Sollers, Paris, Seuil.
- Bernard Beugnot, Poétique de Francis Ponge, Paris, Puf, 1990.
- Michel Collot, Francis Ponge: entre mots et choses, Champ Vallon, 1991.
- Bernard Veck, Francis Ponge ou le refus de l'absolu littéraire, Liège, Mardaga, 1993.
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L-LIN/03
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20710457 -
La literatura española en el espejo del tiempo
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
La literatura española en el espejo del tiempo/ Spanish literature in the mirror of time is one of the characterising modules of the programme. It provides students with advanced methodological and practical tools for the analysis of Spanish literary phenomena in a transcultural dimension and - due to the wide chronological horizon of the module contents - it also allows students to capitalise the knowledge acquired during the bachelor’s degree through a preliminary practical and theoretical focus on questions related to literature and teaching. It also allows students to improve oral exposition in Italian language and linguistic-communicative skills in Spanish language.
At the end of the module, students will be able to: autonomously analyse Spanish texts and literary phenomena in their transcultural dimension; make intertextual and/or intermedia comparisons (i.e. adaptations of literary works for cinema, television, radio, theatre or other media); write and/or present to the class short analytical essays.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.
Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation.
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RESTA ILARIA
( syllabus)
The different processes of adaptation and rewriting of the literary text in a diachronic and multimodal perspective will be explored.
The course will be organized around the following points:
- theory of adaptation of the Siglo de Oro theatre in contemporary Italian theatre and analysis of two adapted comedias;
- theory of rewriting and multimedia adaptation and analysis of some representative texts of Spanish literature adapted in cinema and television.
( reference books)
LITERARY WORKS
• Anónimo, Lazarillo de Tormes, ed. F. Rico, Madrid, Cátedra;
• Pedro Calderón de la Barca, La vida es sueño, ed. Fausta Antonucci, Barcelona, Crítica;
• Pedro Calderón de la Barca, La dama duende, edición, prólogo y notas de Fausta Antonucci, estudio preliminar de Marc Vitse, Crítica, Barcelona;
• Lope de Vega, Il cane dell’ortolano/El perro del hortelano, a cura di Fausta Antonucci e Stefano Arata, Napoli, Liguori;
• Federico García Lorca, Bodas de sangre, Madrid, Cátedra.
FILMS
• 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
• El perro del hortelano (1996), dir. Pilar Miró, guion Pilar Miró y Rafael Pérez Sierra
• La novia (2015), dir. Paula Ortiz, guion Paula Ortiz, Javier García Arredondo
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L-LIN/05
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20710458 -
Archivos de la memoria: literaturas, historia y política en Hispanoamérica
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America is one of the characterising modules of the programme. It provides students with advanced applied methodological skills for the analysis of Hispanic American countries literary phenomena and texts. The expanded chronological horizon of the selected bibliography will allow students to recognise the transcultural dimension of the texts and grasp the connections with historical and political issues. The unit also allows students to develop linguistic-communicative skills and the autonomous use of updated theoretical tools for a more deepened cultural and linguistic analysis of literary phenomena and texts, with a special focus on questions related to literature teaching and theories. Students will improve translation skills through translation exercises.
At the end of the module, students will be able to: autonomously analyse Hispanic American countries literary phenomena and texts in their transcultural, historical-political and cultural dimension; write and/or present to the class short analytical essays; read and translate literary texts; communicate the modules contents (advanced level); select and adapt texts to diverse teaching contexts.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.
Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation.
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CATTARULLA CAMILLA
( syllabus)
Semiotic and anthropological studies have highlighted how power relations, distinctions between social classes, gender issues, links between distant peoples, national, local and mixed race identities, religious practices or doctrinal patterns and even literary traditions are defined (or self-defined) through the food communication system. The module explores some of these issues through texts that now belong to the Hispanic American literary tradition and which also contribute to the formation of an archive of the culinary tradition and its memory.
( reference books)
C. Cattarulla (ed.), Identità culinarie in Sudamerica, Roma, Nova Delphi, 2017;
E. Echeverría, Apología del matambre https://edisciplinas.usp.br/pluginfile.php/1952469/mod_resource/content/1/apolog%C3%ADa%20del%20matambre.pdf
L. Esquivel, Como agua para chocolate (any edition);
C. Lévy-Strauss, “El triángulo culinario”, en Lévy-Strauss: estructuralismo y diálectica, Buenos Aires, Paidós, 1968, pp. 4 (pdf.)
L. V. Mansilla, Una excursión a los indios ranqueles (a selection of texts) https://www.biblioteca.org.ar/libros/10068.pdf
K. S. Salkjelsvik, “El desvío como norma: la retórica de la receta en Como agua para chocolate”, Revista Iberoamericana, LXV, 186 (enero-marzo 1999), pp. 171-182;
A. Salvioni, "Gastronomía de la pampa. (La escena convivial en Una excursión a los indios ranqueles)", Letterature d'America, a. XXXVI, n. 158 (2016), pp. 5-31.
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L-LIN/06
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20710459 -
MEMORY ARCHIVES. LITERATURE, HISTORY AND POLITICS IN BRAZIL
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Arquivos da memória. Literatura, história e política no Brasil/ Memory archives. Literature, history and politics in Brazil is one of the characterising modules of the programme. It provides advanced critical knowledge and methodologies for the analysis of the literary texts and cultural phenomena of Brazil in a broad time frame, which will allow students to grasp the specific characteristics of contemporary Brazil, but also its deep links with Portugal and the Latin American region. It allows both to consolidate the knowledge learned during the three years and to develop a stronger mastery of updated critical tools, aimed at developing interpretative parameters appropriate to the Brazilian reality and an autonomous interpretation of the literary text. In addition, the theoretical problems of literary translation will be examined in depth, also through specific exercises. Finally, a first theoretical-practical reflection on the teaching of literature will be launched.
At the end of the module students will be able to: autonomously analyze texts and literary phenomena of Brazil in their transcultural, as well as historical-political and cultural dimension; make comparisons with the Lusophone and Latin American realities; write and/or present to the class short analytical essays; read and translate different literary texts communicating the disciplinary contents at an advanced level; select and adapt texts according to the educational contexts.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.
Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation
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DE MARCHIS GIORGIO
( syllabus)
The course aims to introduce students to the literary imagery related to the discovery and first interpretations of Brazil. In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the texts in the program will be analyzed.
( reference books)
P. Vaz de Caminha, Carta ao rei D. Manuel, in O Reconhecimento do Brasil, Lisboa, Alfa, 1989, pp. 7-34;
P. de Magalhães de Gândavo, História da Província de Santa Cruz, Lisboa, Alfa, 1989, pp. 67-130.
V. Bertolucci Pizzorusso, Uno spettacolo per il Re: l’infanzia di Adamo nella “Carta” di Pero Vaz de Caminha, “Quaderni portoghesi”, 4, 1978, pp. 49-81.
L. De Crescenzo, (S)coprire il corpo: la nudità femminile nella Carta do Achamento e nel Naufrágio do Galeão grande São João, in Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, Roma, Roma TrE-Press, 2019, pp. 25-34
Ettore Finazzi Agrò, Alle soglie del discorso coloniale: l’indio come frontiera nel Cinquecento, “Letterature d’America”, XIII, 51, 1993, pp. 35-52;
G. Lanciani, Le scoperte e l’isola: storia di una metafora, nel vol. Morfologie del viaggio, Milano, Led, 2006, p. 7-13;
R. M. Puga, O olhar através do género. A imagem do índio brasileiro na literatura portuguesa de Quinhentos, in O olhar do viajante. Dos navegadores aos exploradores, Coimbra, Almedina, 2003, pp. 177-229.
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L-LIN/08
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20710460 -
Literature and Forms
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literature and forms is one of the characterising modules of the programme. It provides students with advanced critical knowledge and methodologies for the analysis of literary texts in the Anglophone area allowing them to employ the theoretical and practical tools related to the teaching of literature. It also allows students to enhance their linguistic-communicative skills and fosters their independent use of the most important theoretical tools for an in-depth analysis of literary texts and phenomena.
At the end of the module students will be able to: autonomously analyse literary texts and phenomena employing the theoretical, critical, educational, and practical tools they have acquired; communicate at an advanced level the disciplinary content.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in English Literature in their bachelor’s degree, and can certify the attainment of a B2 level of English.
Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-Angloamerican Literature), this module can be selected as an associated subject (“materia affine”) to the literature of specialisation.
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PENNACCHIA MADDALENA
( syllabus)
La tras-formazione della letteratura: adattamenti, appropriazioni condivisioni di Jane Austen
( reference books)
Jane Austen Sense and Sensibilty
Joanna Trollope Sense and Sensibility
Emma Thompson, Script of Sense and Sensibility
Jane Austen Pride and Prejudice
Deborah Moggach Script of Pride and Prejudice
Jo Baker Longbourn
Maddalena Pennacchia, Adattamento, appropriazione, condivisione di un classico: Pride and Prejudice di Jane Austen, Napoli: Esi, 2018.
Ulteriori testi critici saranno indicati durante il corso
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L-LIN/10
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20710462 -
Literatur und Intermedialität
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literatur und Intermedialität/ Literature and intermediality is one of the characterising modules of the programme. The aim of the course is to acquire specialised methodological skills applied to the analysis of texts and literary phenomena from German-speaking countries in their transcultural dimension; at the same time, it allows the acquisition of theoretical and applied tools concerning the didactics of literature, as well as the refining of linguistic-communicative skills. In addition to this, the course develops the ability to autonomously use the most up-to-date theoretical tools for an in-depth analysis of texts and literary phenomena in an intermedial perspective, especially with regard to the adaptation of literary texts for cinema, television, radio, theatre or other audio-visual media.
At the end of the module students will be able to: analyse texts and literary phenomena from German-speaking countries; apply theoretical-applied teaching tools to texts; adapt texts independently; communicate contents in the subject field at an advanced level.
Requirements: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in German literature for their bachelor’s degree and can certify the attainment of the B2 level in the German language.
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FIORENTINO FRANCESCO
( syllabus)
The module proposes the analysis of textes of Gustav Meyrink, Franz Kafka, Heinrich and Klaus Mann, Arthur Schnitzler with a special focus on their historical-cultural and psychoanalitic dimension, but also on their transmedial adaptations.
( reference books)
Gustav Meyrink, Der Golem
Heinrich Mann, Professor Unrat
Franz Kafka, Der Prozess,
Arthur Schnitzler, Traumnovelle
Klaus Mann, Mephisto
Films:
Carl Boese, Paul Wegener: Der Golem, wie er in die Welt kam
Josef von Sternberg: Der blaue Engel
Orson Welles: The Trial
István Szabó: Mephisto
Stanley Kubrick: Eyes Wide Shut
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L-LIN/13
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20710463 -
RUSSIAN AND SOVIET CULTURE (PARADIGMS AND EVERYDAY LIFE)
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life) is one of the characterising modules of the programme. The aim of the unit is to consolidate linguistic–argumentative skills and provide students with an advanced knowledge - from an intersemiotic perspective - of the main paradigms of the Russian culture and the byt (from the 10th to the 21st century), by looking at literary, figurative, filmic, and musical texts. It also allows students to enhance cultural studies methodologies as applied to literary research and to language and literature teaching.
At the end of the module students will be able to: communicate (advanced level) in written and spoken form the module contents; analyse from an intersemiotic perspective Russian literary and cultural phenomena; apply theories and tools related to teaching methodologies and cultural critics to the texts.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Russian Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Russian.
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PICCOLO LAURA
( syllabus)
Houses, forced labour camps and psychiatric hospitals (1917-1991)
The course will focus on some heterotopic spaces of the Soviet byt, which will be analysed through different cultural texts (literature, painting, music, cinema).
Post-Soviet works, which help to define the Soviet heritage of these places in the Russian culture of the last thirty years, will also be examined.
( reference books)
Storia della letteratura russa. Il Novecento, a cura di Vittorio Strada, Einaudi, Torino 1990, vol. III: pp. 167-197, 421-436, 459-465, 770-783, 919-926.
N.L. Lejderman, M.N. Lipoveckij, Sovremennaja russkaja literatura 1950-1990, 2 tt., Moskva, Academia, 2003 (o ed. diverse). Pagine dedicate agli autori trattati.
Readings (4*+2, in Russian or in other languages)
PERCORSO A
*M. A. Bulgakov, Il Maestro e Margherita (in Russian)
*Ju. Trifonov La casa sul lungofiume
Ju. Trifonov Lo scambio
V. Aksenov, I piani alti di Mosca
A. Bitov La casa Puškin
PERCORSO B
*A. Solženicyn, Una giornata di Ivan Denisovič
S. Dovlatov, Regime Speciale
V. Šalamov, I racconti della Kolyma (10 tales)
E. Ginzburg, Viaggio nella vertigine
PERCORSO C
*Ven. Erofeev, La notte di Valpurga
V. Tarsis, Corsia 7
V. Pelevin, Il mignolo di Budda
V. Makanin, Anderground, o un eroe del nostro tempo
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L-LIN/21
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20710450 -
Paradigmes et frontières du texte
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Paradigmes et frontières du texte/ Paradigms and text boundaries is one of the characterising modules of the programme. Its aim is to foster communicative and argumentative skills in French at an advanced level in written and oral production. This will be achieved through the analysis of a wide range of literary and specialised texts. The module also introduces learners to the translation and translation analysis of the texts and specialised languages taken into consideration, with a focus on the socio-anthropological, interlinguistic and intercultural aspects related to different text typologies.
At the end of the module students will be able to: critically and autonomously analyse texts; start a metalinguistic reflection; apply the linguistic, communicative and writing skills in specific work contexts (e.g. editing/translating articles, reviews, essays, brochures, etc.); communicate specific notions at an advanced level.
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SANTONE LAURA
( syllabus)
The course will take place in the second semester and will be held by the Visiting Professor Marion Bendinelli, who will propose a series of lessons for 6 CFU aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation through the focus on semantic-thematic réseaux and terminology fields. The teacher will provide a corpus of texts with particular reference to the language of tourism and advertising.
( reference books)
M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/
Further bibliographic material will be indicated by the Visiting Professor at the beginning of the course.
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L-LIN/04
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20710452 -
O Português no mundo: variações diatópicas, proximidades românicas, intercompreensão
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension is one of the characterising modules of the programme. The aim of the course is to hone advanced language and communication skills in written and oral production, in Portuguese. This will be carried out through the development of a deep knowledge of the phenomena of language variation at diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the numerous similarities that characterise the relationship with the Spanish language and, in general, the link with the common Romance root at various linguistic levels will also be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed. It will be based on the use of intercomprehension in diverse educational settings. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for teacher training in the area of Italian as a foreign language.
At the end of the module students will be able to: carry out an independent linguistic analysis of different kinds of texts; recognise the phenomena of variation and linguistic contact; reflect on the pedagogic uses of the texts that were studied and adapt them to potential educational contexts; make intercultural comparisons; communicate the contents of the module effectively.
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PIPPA SALVADOR
( syllabus)
The student will acquire advanced language and communication skills in written and oral production in Portuguese through the development of an in-depth knowledge of the phenomena of language variation at the diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the multiple proximities that characterize the relationship with the Spanish language and, in general, the link with the common Romance matrix at various linguistic levels will be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed, exploiting the applications of Intercomprehension in teaching for schools of various levels. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for training in the teaching of Italian as a foreign language.
( reference books)
Bonvino, E., Pippa, S. (2015), “Il portoghese e l’intercomprensione nella didattica della traduzione verso l’italiano”, Repères-Dorif, http://www.dorif.it/ezine/ezine_articles.php?art_id=249
Ataliba T. de Castilho (2010), Gramática do Português brasileiro, São Paulo, Contexto, pp. 197-224.
Fundação Calouste Gulbenkian (2013), Gramática do Português - Volume I, Gulbenkian, Lisboa, pp. 67-178.
Gonçalves, Perpétua (2010), A génese do Português de Moçambique, Lisboa, Imprensa Nacional-Casa da Moeda, pp. 13-62.
Pippa, S. (2017), “Do português para italiano: aprender a ler e compreender o texto com Eurom5”, in De volta ao futuro da língua portuguesa - Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa (8-11/10/2015), Lecce, SIBA Università del Salento, pp. 4653-4664.
Pippa, S. (2018), “Em direção à língua ‘autêntica’: a variação linguística na didática do português brasileiro na Itália”, Rivista di Studi portoghesi e brasiliani, XIX, pp. 117-125.
Pippa, S. (2018), “Intercompreensão escrita e línguas especializadas: as vantagens das homogeneidades e os desafios das variações”. In (a cura di) Marianne Hepp
Martina Nied Curcio, Educazione plurilingue: ricerca, didattica e politiche linguistiche, Roma, Istituto Italiano Studi Germanici, pp.167-177.
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20710453 -
English as an international language: methodological and didactic issues
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.
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GRAZZI ENRICO
( syllabus)
English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.
( reference books)
1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9
2. Enrico Grazzi, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram, 2018. ISBN 978-88-6458-178-1
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20710454 -
TRANSLATION THEORETICAL APPROACHES IN THE PRESENT
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Übersetzungstheoretische Ansätze in der Gegenwart/ Contemporary theoretical approaches to traslation is one of the characterising modules of the programme. The course aims to acquire communicative and argumentative skills at an advanced level in German, through the analysis and translation of typologically and diachronically differentiated texts. Advanced critical methodologies related to contemporary translation theories will also be introduced.
At the end of the module students will be able to: produce written texts of different types; communicate orally at an advanced level; translate specialist and non-specialist texts from an intercultural perspective.
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SAMPAOLO GIOVANNI
( syllabus)
Is there currently a 'theory of translation'? Surely there are many theoretical approaches to this activity, often strongly divergent. The class offers a diachronic and synchronic overview of the different paths of translation theory and also presents dictionaries and translation tools. You will deal with the translation from German into Italian of different textual varieties. There will be periodic verifications with in-depth analysis of individual essays.
( reference books)
Course Materials
• Radegundis Stolze, Übersetzungstheorien. Eine Einführung, Narr, Tübingen 2018 (or other editions).
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20710456 -
Classicismes et modernités
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Classicismes et modernités / Classicisms and modernities is one of the characterising modules of the programme. Students will acquire advanced critical knowledge and methodologies through the analysis of literary texts of the Francophone area. In a broad cultural perspective, ranging from the XVI through the XXI centuries, such works form a rich and fluid historiographic horizon, characterized by the succession, intersection or overlap of the notions of classicism and modernity that have been both widely recognized as inherently plural categories. Students will also be able to acquire the theoretical and practical tools related to the teaching of literature and to improve their ability to make independent use of the latest theoretical tools for an in-depth analysis of issues concerning the rewriting and transposition of literary texts, also from an intermedial perspective (adaptation of literary texts for the screen, television, radio, theatre, and other audio-visual media).
At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply methodological tools and cross-cutting skills to the analysis of literary texts and phenomena, such as rewriting and transposition; employ texts in an educational and professional context; adapt texts from an intermedial perspective.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in French Literature in their bachelor’s degree, and can certify the attainment of a B2 level of French.
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MAGNO LUIGI
( syllabus)
Francis Ponge "inventeur et classique"
( reference books)
1. Poetry.
- Francis Ponge, Le Parti pris des choses, Paris, Gallimard.
- Francis Ponge, Méthodes, Paris, Gallimard.
- Francis Ponge, Pour un Malherbe, Paris, Gallimard.
- Francis Ponge, Nioque de l'avant-printemps, Colorno, Tiellecì, Benway series, 2013.
2. Critical essays (three of the following).
- Entretiens de Francis Ponge avec Philippe Sollers, Paris, Seuil.
- Bernard Beugnot, Poétique de Francis Ponge, Paris, Puf, 1990.
- Michel Collot, Francis Ponge: entre mots et choses, Champ Vallon, 1991.
- Bernard Veck, Francis Ponge ou le refus de l'absolu littéraire, Liège, Mardaga, 1993.
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20710457 -
La literatura española en el espejo del tiempo
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
La literatura española en el espejo del tiempo/ Spanish literature in the mirror of time is one of the characterising modules of the programme. It provides students with advanced methodological and practical tools for the analysis of Spanish literary phenomena in a transcultural dimension and - due to the wide chronological horizon of the module contents - it also allows students to capitalise the knowledge acquired during the bachelor’s degree through a preliminary practical and theoretical focus on questions related to literature and teaching. It also allows students to improve oral exposition in Italian language and linguistic-communicative skills in Spanish language.
At the end of the module, students will be able to: autonomously analyse Spanish texts and literary phenomena in their transcultural dimension; make intertextual and/or intermedia comparisons (i.e. adaptations of literary works for cinema, television, radio, theatre or other media); write and/or present to the class short analytical essays.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.
Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation.
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RESTA ILARIA
( syllabus)
The different processes of adaptation and rewriting of the literary text in a diachronic and multimodal perspective will be explored.
The course will be organized around the following points:
- theory of adaptation of the Siglo de Oro theatre in contemporary Italian theatre and analysis of two adapted comedias;
- theory of rewriting and multimedia adaptation and analysis of some representative texts of Spanish literature adapted in cinema and television.
( reference books)
LITERARY WORKS
• Anónimo, Lazarillo de Tormes, ed. F. Rico, Madrid, Cátedra;
• Pedro Calderón de la Barca, La vida es sueño, ed. Fausta Antonucci, Barcelona, Crítica;
• Pedro Calderón de la Barca, La dama duende, edición, prólogo y notas de Fausta Antonucci, estudio preliminar de Marc Vitse, Crítica, Barcelona;
• Lope de Vega, Il cane dell’ortolano/El perro del hortelano, a cura di Fausta Antonucci e Stefano Arata, Napoli, Liguori;
• Federico García Lorca, Bodas de sangre, Madrid, Cátedra.
FILMS
• 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
• El perro del hortelano (1996), dir. Pilar Miró, guion Pilar Miró y Rafael Pérez Sierra
• La novia (2015), dir. Paula Ortiz, guion Paula Ortiz, Javier García Arredondo
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20710458 -
Archivos de la memoria: literaturas, historia y política en Hispanoamérica
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America is one of the characterising modules of the programme. It provides students with advanced applied methodological skills for the analysis of Hispanic American countries literary phenomena and texts. The expanded chronological horizon of the selected bibliography will allow students to recognise the transcultural dimension of the texts and grasp the connections with historical and political issues. The unit also allows students to develop linguistic-communicative skills and the autonomous use of updated theoretical tools for a more deepened cultural and linguistic analysis of literary phenomena and texts, with a special focus on questions related to literature teaching and theories. Students will improve translation skills through translation exercises.
At the end of the module, students will be able to: autonomously analyse Hispanic American countries literary phenomena and texts in their transcultural, historical-political and cultural dimension; write and/or present to the class short analytical essays; read and translate literary texts; communicate the modules contents (advanced level); select and adapt texts to diverse teaching contexts.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.
Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation.
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CATTARULLA CAMILLA
( syllabus)
Semiotic and anthropological studies have highlighted how power relations, distinctions between social classes, gender issues, links between distant peoples, national, local and mixed race identities, religious practices or doctrinal patterns and even literary traditions are defined (or self-defined) through the food communication system. The module explores some of these issues through texts that now belong to the Hispanic American literary tradition and which also contribute to the formation of an archive of the culinary tradition and its memory.
( reference books)
C. Cattarulla (ed.), Identità culinarie in Sudamerica, Roma, Nova Delphi, 2017;
E. Echeverría, Apología del matambre https://edisciplinas.usp.br/pluginfile.php/1952469/mod_resource/content/1/apolog%C3%ADa%20del%20matambre.pdf
L. Esquivel, Como agua para chocolate (any edition);
C. Lévy-Strauss, “El triángulo culinario”, en Lévy-Strauss: estructuralismo y diálectica, Buenos Aires, Paidós, 1968, pp. 4 (pdf.)
L. V. Mansilla, Una excursión a los indios ranqueles (a selection of texts) https://www.biblioteca.org.ar/libros/10068.pdf
K. S. Salkjelsvik, “El desvío como norma: la retórica de la receta en Como agua para chocolate”, Revista Iberoamericana, LXV, 186 (enero-marzo 1999), pp. 171-182;
A. Salvioni, "Gastronomía de la pampa. (La escena convivial en Una excursión a los indios ranqueles)", Letterature d'America, a. XXXVI, n. 158 (2016), pp. 5-31.
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20710459 -
MEMORY ARCHIVES. LITERATURE, HISTORY AND POLITICS IN BRAZIL
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Arquivos da memória. Literatura, história e política no Brasil/ Memory archives. Literature, history and politics in Brazil is one of the characterising modules of the programme. It provides advanced critical knowledge and methodologies for the analysis of the literary texts and cultural phenomena of Brazil in a broad time frame, which will allow students to grasp the specific characteristics of contemporary Brazil, but also its deep links with Portugal and the Latin American region. It allows both to consolidate the knowledge learned during the three years and to develop a stronger mastery of updated critical tools, aimed at developing interpretative parameters appropriate to the Brazilian reality and an autonomous interpretation of the literary text. In addition, the theoretical problems of literary translation will be examined in depth, also through specific exercises. Finally, a first theoretical-practical reflection on the teaching of literature will be launched.
At the end of the module students will be able to: autonomously analyze texts and literary phenomena of Brazil in their transcultural, as well as historical-political and cultural dimension; make comparisons with the Lusophone and Latin American realities; write and/or present to the class short analytical essays; read and translate different literary texts communicating the disciplinary contents at an advanced level; select and adapt texts according to the educational contexts.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.
Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation
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DE MARCHIS GIORGIO
( syllabus)
The course aims to introduce students to the literary imagery related to the discovery and first interpretations of Brazil. In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the texts in the program will be analyzed.
( reference books)
P. Vaz de Caminha, Carta ao rei D. Manuel, in O Reconhecimento do Brasil, Lisboa, Alfa, 1989, pp. 7-34;
P. de Magalhães de Gândavo, História da Província de Santa Cruz, Lisboa, Alfa, 1989, pp. 67-130.
V. Bertolucci Pizzorusso, Uno spettacolo per il Re: l’infanzia di Adamo nella “Carta” di Pero Vaz de Caminha, “Quaderni portoghesi”, 4, 1978, pp. 49-81.
L. De Crescenzo, (S)coprire il corpo: la nudità femminile nella Carta do Achamento e nel Naufrágio do Galeão grande São João, in Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, Roma, Roma TrE-Press, 2019, pp. 25-34
Ettore Finazzi Agrò, Alle soglie del discorso coloniale: l’indio come frontiera nel Cinquecento, “Letterature d’America”, XIII, 51, 1993, pp. 35-52;
G. Lanciani, Le scoperte e l’isola: storia di una metafora, nel vol. Morfologie del viaggio, Milano, Led, 2006, p. 7-13;
R. M. Puga, O olhar através do género. A imagem do índio brasileiro na literatura portuguesa de Quinhentos, in O olhar do viajante. Dos navegadores aos exploradores, Coimbra, Almedina, 2003, pp. 177-229.
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20710460 -
Literature and Forms
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literature and forms is one of the characterising modules of the programme. It provides students with advanced critical knowledge and methodologies for the analysis of literary texts in the Anglophone area allowing them to employ the theoretical and practical tools related to the teaching of literature. It also allows students to enhance their linguistic-communicative skills and fosters their independent use of the most important theoretical tools for an in-depth analysis of literary texts and phenomena.
At the end of the module students will be able to: autonomously analyse literary texts and phenomena employing the theoretical, critical, educational, and practical tools they have acquired; communicate at an advanced level the disciplinary content.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in English Literature in their bachelor’s degree, and can certify the attainment of a B2 level of English.
Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-Angloamerican Literature), this module can be selected as an associated subject (“materia affine”) to the literature of specialisation.
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PENNACCHIA MADDALENA
( syllabus)
La tras-formazione della letteratura: adattamenti, appropriazioni condivisioni di Jane Austen
( reference books)
Jane Austen Sense and Sensibilty
Joanna Trollope Sense and Sensibility
Emma Thompson, Script of Sense and Sensibility
Jane Austen Pride and Prejudice
Deborah Moggach Script of Pride and Prejudice
Jo Baker Longbourn
Maddalena Pennacchia, Adattamento, appropriazione, condivisione di un classico: Pride and Prejudice di Jane Austen, Napoli: Esi, 2018.
Ulteriori testi critici saranno indicati durante il corso
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20710461 -
North American Literatures and Visual Cultures
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
North American literatures and visual cultures is one of the characterising modules of the programme. It allows students to acquire linguistic and communicative skills as well as the competence to analyse poetic, narrative, and theatrical texts taking into account the linguistic and cultural complexity of North America. Special attention is devoted to the study of the relationships between literature and the visual arts, such as cinema, photography, the graphic novel, and painting.
At the end of the module students will be able to: enhance their critical awareness; make independent use of the most advanced theoretical methods for analysing literary texts and phenomena; communicate at an advanced level the disciplinary content.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Anglo-American language and literatures for their bachelor’s degree and can certify the attainment of the B2 level in the English language.
Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialisation.
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VELLUCCI SABRINA
( syllabus)
The course investigates film adaptations of both theatrical and narrative texts released between the mid-1950s and the present day. We will tackle issues such as immigration and ethnicity; racial discrimination and civil rights; gender identity and disguise/transvestism; orientalism; transculturalism; neo-segregation narratives. Our reflection will focus on the specificities of different genres, languages, and media and the processes of adaptation from play or novel to screen.
( reference books)
Daniel Mann (dir.), The Rose Tattoo (1955; film available at the “Spettacolo” library) -- Tennessee Williams, The Rose Tattoo (1950), New Directions, 2010 (available at the Petrocchi library, or any edition)
Daniel Petrie (dir.), A Raisin in the Sun (1961) and Bill Duke (dir.), A Raisin in the Sun (1989; online https://www.youtube.com/watch?v=jzfgwxENvLk) -- Lorraine Hansberry, A Raisin in the Sun (1959), S. French, 1988 (available at the Petrocchi Library, or any edition)
David Cronenberg (dir.), M. Butterfly (1993; film available at the “Spettacolo” library) -- David Henry Hwang, M. Butterfly, Dramatists Play Service, 1988 (available at the Petrocchi Library, or any edition)
Dee Rees (dir.), Mudbound (2017; available on Netflix) -- Hillary Jordan, Mudbound (Windmill Books, 2008)
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20710462 -
Literatur und Intermedialität
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literatur und Intermedialität/ Literature and intermediality is one of the characterising modules of the programme. The aim of the course is to acquire specialised methodological skills applied to the analysis of texts and literary phenomena from German-speaking countries in their transcultural dimension; at the same time, it allows the acquisition of theoretical and applied tools concerning the didactics of literature, as well as the refining of linguistic-communicative skills. In addition to this, the course develops the ability to autonomously use the most up-to-date theoretical tools for an in-depth analysis of texts and literary phenomena in an intermedial perspective, especially with regard to the adaptation of literary texts for cinema, television, radio, theatre or other audio-visual media.
At the end of the module students will be able to: analyse texts and literary phenomena from German-speaking countries; apply theoretical-applied teaching tools to texts; adapt texts independently; communicate contents in the subject field at an advanced level.
Requirements: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in German literature for their bachelor’s degree and can certify the attainment of the B2 level in the German language.
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FIORENTINO FRANCESCO
( syllabus)
The module proposes the analysis of textes of Gustav Meyrink, Franz Kafka, Heinrich and Klaus Mann, Arthur Schnitzler with a special focus on their historical-cultural and psychoanalitic dimension, but also on their transmedial adaptations.
( reference books)
Gustav Meyrink, Der Golem
Heinrich Mann, Professor Unrat
Franz Kafka, Der Prozess,
Arthur Schnitzler, Traumnovelle
Klaus Mann, Mephisto
Films:
Carl Boese, Paul Wegener: Der Golem, wie er in die Welt kam
Josef von Sternberg: Der blaue Engel
Orson Welles: The Trial
István Szabó: Mephisto
Stanley Kubrick: Eyes Wide Shut
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20706093 -
GERMAN PHILOLOGY 1 LM
(objectives)
The Course “Germanic Philology 1 LM” 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.
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Derived from
20706093 FILOLOGIA GERMANICA 1 LM in Lingue moderne per la comunicazione internazionale LM-38 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 (locus amoenus and locus horridus) 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.
Students (who will be guided by the teacher in the choice of themes and bibliographical material) will be asked to make a presentation, individual or in small groups, on historical-literary, linguistic and textual topics related to works of the Germanic Middle Ages.
( 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.
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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
-
Derived from
20710497 LINGUISTICA GENERALE B LM in Lingue moderne per la comunicazione internazionale LM-38 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.
In addition, there is a PDF file of lecture notes on Moodle.
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20703032 -
MEDIEVAL HISTORY II L.M.
(objectives)
The first objective of the course is to answer a question / problem of medieval history that has been chosen previously, to which the knowledge of the topic will be explained in a seminar way. In terms of content, from the point of view of content, the aim is to foster medieval knowledge on the chosen topic, while from the methodological point of view to acquire a critical capacity, the necessary skills to be able to read the testimonies necessary to resolve the question, the knowledge of the history of the studies on the chosen topic. Finally, the course aims to develop the active protagonism of the individual student and his argumentative ability both in terms of the ability to speak in public and in terms of written elabation. Finally, wherever possible, he wants to encourage his ability to work in a group, in the belief that knowing how to work with others is now a high point in his cultural education and in the future a necessity for his professional future.
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Derived from
20703032 STORIA MEDIEVALE II L.M. in Filologia, letterature e storia dell'antichità LM-15 N0 MICHETTI RAIMONDO
( syllabus)
Women and faith in Middle Ages: feminine protagonism or social compulsion?
The lessons want to analyse the link between women’s experience and religious life in Middle Ages. Specifically, they question the objectives, the forms and ways of this participation. Is it a form of social compulsion in which women are submitted to men’s predominance – as in social dimension of family happens – or they are able to find a personal fulfilment thanks to religious dimension, also because they escape familiar contest? Which link is established with men, which are still present in religious and ecclesiastical contest like spiritual counsellors, religious Order’s founders or popes? We will try to ask these questions and others through the study of some of the most representative figures of the medieval period like Clare of Assisi, Frances of Rome, Catherine of Siena, Angela of Foligno and others. The lessons will be seminars in which we will dialogue and discuss different ideas.
( reference books)
1) Learning material - lecture notes and/or pdf depending on the evolution of the plague - will be elaborated during the lessons with attending students on the basis of: A. Bartolomei, Santità e mistica femminile nel medioevo, Spoleto 2013. Non-attending students must study all chapters of A. Bartolomei, Santità e mistica femminile nel medioevo, Spoleto 2013. For a deal with the publisher (CISAM) it is possible to buy the book online with a discount of 50%.
2) G. Vitolo, Medioevo. I caratteri originali di un'età di transizione, Sansoni 2000: only for students who have never taken an exam of medieval history
3) All students must develop a subject of medieval history in an essay that must be arranged with the teacher during the class for the attendees, in the teacher’s office for non-attending students.
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20710011 -
STORIA DELL'ISTITUZIONE DIPLOMATICA IN ETA' MODERNA
(objectives)
The objective of the course is to provide students with a thorough understanding of the development of Italian and European diplomatic institutions from the fifteenth century to the Napoleonic era.
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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) 2) Esperienza e diplomazia. Saperi, pratiche culturali e azione diplomatica nell’età moderna (XV-XVIII secc.)- Expérience et diplomatie. Savoirs, pratiques culturelles et action diplomatique à l’époque moderne (XV-XVIIIe siècle), a cura di S. Andretta, Lucien Bély, Alexander Koller, Géraud Poumarède (Introduction and 8 essays chosen by the student), Roma, Viella, 2020
Non-attending students must study in addition to the texts indicated above:
G. ALONGE, Ambasciatori. Diplomazia e politica nella Venezia del Rinascimento, Donzelli, Roma 2019
or as an alternative the book:
E. PLEBANI, E.VALERI, P.VOLPINI, Diplomazie. Linguaggi, negoziati e ambasciatori far XV e XVI secolo, ( a cura di), Franco Angeli, Milano 2017
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20710492 -
ITALIAN MEDIA AND POPULAR CULTURE
(objectives)
the course will provide a specialisation in twenty and twenty one centuries mass society and a detaileknoledge of the political and social development in this period.
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Derived from
20710492 ITALIAN MEDIA AND POPULAR CULTURE in Storia e società LM-84 SERVENTI LONGHI ENRICO
( syllabus)
The consumption of popular culture and policies aimed at influencing popular culture became increasingly salient in 20th century Western societies. Also Italian political parties and governments became aware of the importance of controlling and manipulating popular culture, and started developing sophisticated and effective forms of propaganda. Concurrently, popular culture itself became politically engaged, as militancy started to be conveyed in various forms of popular art, as writings, drawings, songs, radio and TV broadcasts and movies. The relationship between propaganda from above and popular cultures from below must not be interpreted in terms of a rigid opposition, but rather of a conflictual relationship capable of influencing each other.
The course aims at providing a general overview of the main trends in the history of italian popular culture from the early to the late 20th century, as well as at introducing students to key arguments in historical scientific research on the topic. In this way, students will develop skills to critically read, think, discuss and write about a set of historiographical arguments and a multiplicity of historical evidence.
In this sense, the course will detect how mass communication, literature and the visual arts determined the attitudes, moods and mentality of Italian society during the twentieth century.
The first part of the course will focus on the analysis of the concepts of "Popular Culture", "Propaganda", “Consensus Building” and "Political Religion”, with special references to the so-said “cultural turn”, which changed many perspectives in Contemporary History.
The second part of the course will deal with the role of Italian media as, at one hand, a pillar of ideological consensus and social stability and, to the other, as antidote to social conformism and State power. The connection between Italian Media, Popular Culture and Political History will be stressed through main periods of Italian history, observing continuity and fractures from Liberal Italy to Fascist regime and from the Cold War to the Second Italian Republic.
( reference books)
Students attending AND not attenting classes will have to refer to the following essays for the final oral exam:
- R. Moro, Mosse, the Cultural Turn, and the Cruces of Modern Historiography, (in George L. Mosse’s Italy, pp. 131-136)
- Holt N. Parker, Toward a Definition of Popular Culture, in “History and Theory”, May 2011, v. 50, pp. 147-170
In the oral exam, Students attending classes have to refer also on lessons contents. Students not attending classes must to refer instead to the following textbook:
- Matthew Hibberd, The Media in Italy: Press, Cinema and Broadcasting from Unification to Digital, New York, 2008.
In the last part of the course and before oral exam Students attending classes will have to present a paper on one of the following “blocks”. Students not attending classes will have to choose one of the “blocks” for their oral exams as well, besides essays and textbook suggested above.
Block 1: Poetry and Journalism in Early XX Century
- Pierluigi Allotti, The Style of a Revolutionary Journalist (in Mussolini 1883-1915. Triumph and Transformation of Revolutionary Socialist, pp. 225-256)
- Enrico Serventi Longhi, The Triumph of the Noble People: Gabriele d’Annunzio and Populism between literature and politics (in “Qualestoria”, XLVIII, N. 2, December 2020 : [24])
Block 2: Totalitarian Radio and Music
- Philip V. Cannistraro, The Radio in Fascist Italy (in “Journal of European Studies, vol. 2, 1972, pp.127-154)
- Marilisa Merolla, Jazz and Fascism: Contradictions and Ambivalences in the Diffusion of Jazz Music under the Italian Fascist Dictatorship (1925-1935) (in Jazz and Totalitarism, pp. 31-44)
Block 3: PostWar Italian Cinema and Glamour
-- Maurizio Zinni, Entertainment, Politics and Colonial Identity in Post-War Italian and British Cinema (1945-1960) (in Images of Colonialism and Decolonisation in Italian Media, pp- 67-80)
- Stephen Gundle, Hollywood Glamour and Mass Consuption in Postwar Italy, (in “Journal of Cold War Studies”, vol. 4 n. 3, 2002, pp. 95-118)
Block 4: Women and 70’s
-Andrea Hayek, A Room of One’s Own. Feminist Intersections between Space, Women’s Writing and Radical Bookselling in Milan (1968-1986) (in “Italian Studies”, vol. 73:1, pp. 81-97)
- Ruth Glynn, Press Representation of Italian Women Terrorist (in Women, Terrorism, and Trauma in Italian Culture pp. 39-72)
Block 5: TV fiction and Popular Culture
- Mauro Resmini, ‘Il senso dell'intreccio’: History, Totality, and Collective Agency in Romanzo criminale (in “The Italianist”, vol. 36(2), pp. 243-265)
- Luca Barra, Massimo Scaglioni, Saints, Cops and Camorristi. Editorial Policies and Production Models of Italian TV Fiction, (in “International Journal of TV Serial Narratives, vo. 1, spring 2015, pp. 65-76)
Block 6: Berlusconi and the Second Republic
- Cinzia Padovani, ‘Berlusconi’s Italy’: the media between structure and agency (in “Modern Italy”, vol. 20:1, pp. 41-57)
- Philip Schlesinger, Berlusconi Phenomenon (in Culture and Conflict in Postwar Italy, pp 270-285)
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20710176 -
history of television and mass communications
(objectives)
The main goal of this course
- of historical character, rather than technical or media studies - is to provide students with the elements of knowledge on the history of the mass media (especially radio, television and the internet, in chronological order), that are essential for understanding
Western society of the XX and early XXI century. Students will then be able to better understand a historical era in which mass media have gained such an undisputed centrality. This course also aims to help students by helping them to hone their analytical
skills and critical spirit in their daily use of the aforementioned mass media. Similarly, they will also be able to contextualize the contents and developments of said media in relation to their strong links with the politics, culture, and evolving social
identities of the respective countries.
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20702521 -
HISTORY OF THE ENVIRONMENT
(objectives)
ENVIRONMENTAL HISTORY
THE COURSE INTENDS TO EXAMINE AND DESCRIBE THE PAST THROUGH THE MULTIDISCIPLINARY ANALYSIS OF COMPLEX AND CHANGING INTERACTIVE RELATIONSHIP BETWEEN SOCIETY AND THE ENVIRONMENT, THAT IS THE WAY IN WHICH, OVER TIME, THE SOCIETIES HAVE INTERACTED WITH THEIR ENVIRONMENTS, MODIFYING THEM AND ABSORBING THEIR INFLUENCE. IN THIS PERSPECTIVE, THE FOCUS IS, IN PARTICULAR, TO RECONSTRUCT AND ANALYZE, IN THEIR VARIOUS MEANINGS, THE CONCRETE FORMS OF ACTIVATION OF RESOURCES AND THE ENVIRONMENTAL CHANGES THAT HAVE CHARACTERIZED AND CHARACTERIZE TODAY THE HISTORY OF CONTEMPORARY SOCIETY, IN THEIR INDISSOLUBLE LINK WITH DEMOGRAPHIC, ECONOMIC, POLITICAL AND CULTURAL DYNAMICS.
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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 century 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 century 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 (in particolare la Parte seconda e la Parte terza).
- A. W. Crosby, Lo scambio colombiano. Conseguenze biologiche e culturali del 1492, Einaudi, Torino 1992.
- M. Armiero - S. Barca, Storia dell’ambiente. Una introduzione, Carocci, Roma 2004.
- 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 (in particolare il saggio introduttivo di S. Adorno e S. Neri Serneri, Per una storia ambientale delle aree industriali in Italia, e i saggi di 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 (in particolare il capitolo introduttivo e la Parte prima).
Additional bibliographical references will be provided during lessons.
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20704054 -
AESTHETICS - POSTGRADUATE
(objectives)
The course aims to provide students with advanced knowledge of the vocabulary and the fundamental problems of aesthetics. Specific attention will be deserved to some of the most significant authors in the discipline.
Students will be able to apply the acquired knowledge to discuss and to develop arguments both in a theorical and in a historical perspective.
Students are expected to acquire the following skills:
Advanced critical thinking on aesthetics;
Advanced language and argumentation skills about the topic of the course;
Capacity to read and analyse texts about Aesthetics;
Oral and/or written presentation (Italian or English)
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20710194 -
RUSSIAN AND EURASIAN CONTEMPORARY HISTORY
(objectives)
To acquire knowledge of the historical processes that characterized the contemporary age (XIX-XXI century) in Russia and in the space of Eurasia (i.e. the space that was part of the Russian Empire and then of the Soviet Union); to gain knowledge of the main historiographic issues and interpretative categories of the history of Russia and Eurasia in the contemporary age; to grasp the interweaving of cultural, political, religious, social and geopolitical elements in the historical becoming of this area; to acquire the awareness that the profile of Russian otherness in the contemporary age was formed in the interaction between dynamics of connection with world history and processes of differentiation.
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Derived from
20710194 STORIA CONTEMPORANEA DELLA RUSSIA E DELLA EURASIA - LM in Informazione, editoria, giornalismo LM-19 ROCCUCCI ADRIANO
( syllabus)
RUSSIA, AN EMPIRE
The course will focus on empire as a peculiar element of continuity in contemporary Russian history despite the radical changes that the country has undergone. The unique characteristics of Russia’s imperial model will be analyzed in its various forms and manifestations, along with the diverse political strategies of Russian governors between 1800 and 1900s, from the Russian Empire through the USSR to the Russian Federation. The national question, the broader geographical dimension, the forms of government, foreign policies and international geopolitical visions will be studied in depth. The different imperial ideologies will also be examined.
( reference books)
1. Andrea Graziosi, L’Unione Sovietica 1914-1991, Bologna, il Mulino, 2011;
2. Andreas Kappeler, La Russia. Storia di un impero multietnico, Roma, Edizioni Lavoro, 2006.
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20710579 -
BASIC OF MODERN LANGUAGES TEACHING LM
(objectives)
The course “ Educational Linguistics B LM” (Module Italian L2) falls within the related and complementary educational activities of the Master's Course in Languages and Literatures for Teaching and Translation and specifically among the related activities aimed at deepening skills in language teaching.
The course provides:
Knowledge of the fundamentals of language teaching, introduction to the main theoretical hypotheses concerning language learning and the different approaches and methods inspired by them over time. Introduction to the knowledge of second language teaching and the current glottodidactic trends.
Knowledge and skills in the 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 fundamentals of the discipline, the main theoretical assumptions about language learning and the different approaches and methods inspired by them over time; they will know the main aspects of second language teaching; they will understand the processes related to the development of language skills; they will be able to critically evaluate teaching materials, teaching activities and digital teaching technologies.
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20710620 -
HISTORY OF CULTURE IN THE MEDIEVAL AGE
(objectives)
«The goal of this course is to bring students closer to the history of medieval culture by illustrating the most recent debates on the problem of "culture" and analyzing cultural dynamics and processes (literacy, schooling, reading, text production and conservation) within a broad historical framework, therefore in their deepest links with politics, society, economics and religion».
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Derived from
20710620 STORIA DELLA CULTURA IN ETA' MEDIEVALE in Storia e società LM-84 INTERNULLO DARIO
( syllabus)
The course aims to present an updated and comprehensive picture of medieval culture (fifth-fifteenth century), framing Italy within a broader Euro-Mediterranean context. Taking into account the most recent historiographical debates and acquisitions, lessons will try to bring students closer to different aspects concerning cultural phenomena, starting from definitions and categories such as "culture", "written culture" and "intellectual" to analyze then school practices, literacy, production and circulation of texts in their relations with society, politics, economics and religion. More precisely, the lessons will focus on the following aspects: "culture" as a historiographic problem between theoretical debates and research; written sources: qualitative and quantitative aspects; the problem of literacy and school in the early Middle Ages; book culture in the early Middle Ages; documentary culture in the early Middle Ages; the eleventh and twelfth centuries between juridical renaissance, textual discoveries and school transformations; book culture of the late Middle Ages; documentary culture of the late Middle Ages; language: Latin and vernacular in the late Middle Ages; the fourteenth century and the relationship between crisis and cultural production; Humanism. Lessons will alternate between frontal explanations and direct exercises on the sources or on specific bibliography.
( reference books)
Textbook:
- Ronald Witt, "L’eccezione italiana. L’intellettuale laico nel Medioevo e l’origine del Rinascimento", transl. by Anna Carocci, Roma, Viella, 2017 (or. ed. Cambridge 2012)
Further bibliography (exercitations):
- A. Petrucci, C. Romeo, "«Scriptores in urbibus». Alfabetismo e cultura scritta nell’Italia altomedievale", Bologna, il Mulino, 1992
- Clémence Revest, "The Birth of the Humanist Movement at the Turn of the Fifteenth Century", «Annales. Histoire, Sciences Sociales» 68/3 (2013), pp. 665-696
- "Le culture del Regnum e le radici dell’umanesimo di Ronald G. Witt", ed. Amedeo de Vincentiis, «Storica» 59 (2014), pp. 89-130
- "The Italian Exception: A Debate on Ronald Witt’s «Two Latin Cultures of Medieval Italy»", ed. Giacomo Vignodelli, «Storicamente» 14 (2018)
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20710463 -
RUSSIAN AND SOVIET CULTURE (PARADIGMS AND EVERYDAY LIFE)
(objectives)
Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life) is one of the characterising modules of the programme. The aim of the unit is to consolidate linguistic–argumentative skills and provide students with an advanced knowledge - from an intersemiotic perspective - of the main paradigms of the Russian culture and the byt (from the 10th to the 21st century), by looking at literary, figurative, filmic, and musical texts. It also allows students to enhance cultural studies methodologies as applied to literary research and to language and literature teaching.
At the end of the module students will be able to: communicate (advanced level) in written and spoken form the module contents; analyse from an intersemiotic perspective Russian literary and cultural phenomena; apply theories and tools related to teaching methodologies and cultural critics to the texts.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Russian Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Russian.
-
PICCOLO LAURA
( syllabus)
Houses, forced labour camps and psychiatric hospitals (1917-1991)
The course will focus on some heterotopic spaces of the Soviet byt, which will be analysed through different cultural texts (literature, painting, music, cinema).
Post-Soviet works, which help to define the Soviet heritage of these places in the Russian culture of the last thirty years, will also be examined.
( reference books)
Storia della letteratura russa. Il Novecento, a cura di Vittorio Strada, Einaudi, Torino 1990, vol. III: pp. 167-197, 421-436, 459-465, 770-783, 919-926.
N.L. Lejderman, M.N. Lipoveckij, Sovremennaja russkaja literatura 1950-1990, 2 tt., Moskva, Academia, 2003 (o ed. diverse). Pagine dedicate agli autori trattati.
Readings (4*+2, in Russian or in other languages)
PERCORSO A
*M. A. Bulgakov, Il Maestro e Margherita (in Russian)
*Ju. Trifonov La casa sul lungofiume
Ju. Trifonov Lo scambio
V. Aksenov, I piani alti di Mosca
A. Bitov La casa Puškin
PERCORSO B
*A. Solženicyn, Una giornata di Ivan Denisovič
S. Dovlatov, Regime Speciale
V. Šalamov, I racconti della Kolyma (10 tales)
E. Ginzburg, Viaggio nella vertigine
PERCORSO C
*Ven. Erofeev, La notte di Valpurga
V. Tarsis, Corsia 7
V. Pelevin, Il mignolo di Budda
V. Makanin, Anderground, o un eroe del nostro tempo
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6
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L-LIN/21
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36
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Related or supplementary learning activities
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RUS |
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20710615 -
MODERN LANGUAGES TEACHING LM (A)- PROCESSES AND TOOLS
(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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Derived from
20710615 DIDATTICA DELLE LINGUE MODERNE A LM (PROCESSI E STRUMENTI) in Lingue moderne per la comunicazione internazionale LM-38 NUZZO ELENA
( syllabus)
An overview of some key issues in second language learning and teaching research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus. The characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, will be discussed in detail.
( reference books)
1) Benati A., Key questions in language teaching, Cambridge University Press, 2020.
2) 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 (contributi di Cortés Velásquez e Nuzzo; Borro).
3) Malicka et al. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), pp. 78-106.
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6
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L-LIN/02
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40
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Related or supplementary learning activities
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ITA |
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Università Roma Tre