War and Peace in Renaissance Literature

Renaissance is first and foremost an age of war, in which war enters powerfully into everyday life with a violence hitherto unknown and, by contrast, the past is mythologized as an age of peace and prosperity. The course will follow representations of war and peace in Renaissance literature, focusing primarily on epic-chivalric literature, which makes war its driving force (Pulci, Boiardo, Ariosto, Tasso, and also examples of other forms of octava rima such as war poems), but also examining historical works (Machiavelli and Guicciardini) and theatrical works (Ruzante’s Parlamento).

Syllabus for attending students

Handouts supplied by the professor and downloadable from Teams/Moodle or available from the photocopy shop in front of the Department of Studi Umanistici:
- excerpts from: Luigi Pulci, Morgante; Matteo Maria Boiardo, Inamoramento de Orlando; Ludovico Ariosto, Orlando furioso; Torquato Tasso, Gerusalemme liberata; Niccolò Machiavelli, L’arte della guerra; Francesco Guicciardini, Storia d’Italia; Ruzante, Parlamento di Ruzante che l’era vegnù de campo;
-critical bibliography

Syllabus for not-attendig students

Non-attending students are required to add to the syllabus:
- Nicolò Maldina, Ariosto e la battaglia della Polesella: guerra e poesia nella Ferrara di inizio Cinquecento, Bologna, Il Mulino, 2016
-additional handouts provided by the professor, downloadable from Teams/Moodle or available from the photocopy shop in front of the Department of Studi Umanistici

The course has been designed for those students with no previous instruction in this field, thus, it aims at introducing the student to the fundamentals of the subject matter. During the course we will analyze the concepts of second language and interlanguage, the process of second language acquisition, and the factors that determine this process. With these topics as a starting point, we will focus on the development of language skills for spoken and written communication and also on the concepts of plurilingualism, plural approaches and intercomprehension.

ELisabetta Bonvino, Diego Cortés Velasquez, Anna De Meo e Elisa Fiorenza (2023) "Agire in L2. Processi e strumenti nella linguistica educativa". Milano: Hoepli.
Elisabetta Bonvino e Sandra Garbarino (2022) "Intercomprensione" . Bolgna/Cesena: Caissa.
Course packets

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.

1) Van Patten B., Smith M., Benati A., Key Questions in Second Language Acquisition, Cambridge University Press, 2020. [book]
2) Cortés Velásquez D. & Nuzzo E., La didattica con i task: principi, applicazioni, prospettive. In: 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, pp. 13-39. [book chapter]
3) Bygate, M., Samuda, V., & Van den Branden, K., A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In M. Ahmadian & M. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press, 2021, pp. 27-50. [book chapter]

Title: Habits and Customs between Reproduction and Transformation
The course aims at presenting one of the main nodes of the Philosophies of Habit, that is the reflection on the relationship between crisis and modification of individual and social habits at the heart of several philosophical reflections on habit from modernity onwards, with particular attention to the development that this theme assumes especially from the 19th century, at the crossroads between philosophy, psychology and social sciences. The first didactic unit (3 CFU) will be devoted to an overview of philosophical theories on habits and customs, from antiquity onwards, with particular attention to the twentieth-century theories of Dewey and Bourdieu. The second didactic unit (3 CFU) will focus on the relationship between crisis and interruption of habits, starting from the analysis of some texts of the late nineteenth century (Dumont, Peirce), and extending the attention to traumatic historical-social events such as the Covid-19 pandemic.

Erasmus Students' Programme:
1.Clare Carlisle, On Habit, London, Routledge, 2014.
2. Dromelet, C. & Piazza, M. (2022). Habit and Custom in the History of Early Modern Philosophy. In D. Jalobeanu & Ch. Wolfe (eds.), Encyclopedia of Early Modern Philosophy and the Sciences (789-797). Cham: Springer.
3. Charles Sanders Peirce, The Fixation of Belief. Popular Science Monthly 12 (1):1877-1878, pp. 1-15.
4. Charles S. Peirce, How to make our ideas clear, Popular Science Monthly 12 (1): 1877-1878, pp. 286-302.
5. William James, The Laws of habit, Popular Science Monthly, 30, 1887, pp. 433-451.
6. Corinna Guerra, Marco Piazza (eds.), Disruption of Habits during the Global Pandemic, Milan, Mimesis International, 2022 (a selection of almost five chapters).

«Il miglio fabbro del parlar materno». I modi del fare poesia in volgare dai trovatori a Dante
La letteratura colta in lingua volgare romanza è caratterizzata, fin dalle origini, da un'intensa riflessione retorica e metaletteraria sui modi, lo stile e il valore della poesia, in rapporto sia di emulazione che di antagonismo rispetto ai grandi classici latini. Su questo aspetto si concentrano una parte molto significativa dei topoi, dei motivi e del lessico che circolano nelle prime generazioni dei poeti, a partire dai trovatori provenzali, dai rappresentanti della Scuola siciliana fino ai poeti toscani e a Dante.
Il corso ripercorrerà, sulla base della lettura analitica di testi rappresentativi, alcuni momenti salienti di tale percorso, mettendo fra l'altro in evidenza l'inscindibile collegamento fra riflessione metapoetica e riflessione sull'amore nei primi secoli della letteratura romanza. Particolare attenzione sarà dedicata alle opere di Bernart de Ventadorn, Arnaut Daniel, Giacomo da Lentini, Guido Cavalcanti, Dante.

- Arnaut Daniel, Sirventese e canzoni, a cura di F. Bandini, Torino, Einaudi, 2000; oppure Arnaut Daniel, L'aur'amara, a cura di M. Eusebi, Roma, Carocci, 2019;
- Bernart de Ventadorn, Canzoni, a cura di M. Mancini, Roma, Carocci, 2003;

- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989;
– S. Asperti, Dante, i trovatori, la poesia, in Le culture di Dante, a c. di M. Picone et al., Firenze, Franco Cesati, 2004, pp. 61-92;
- M. Perugi, L’allodola che «s’innamora»: Bernart de Ventadorn nei prestilnovisti e nel primo Guido, in Da Guido Guinizzelli a Dante. Nuove prospettive sulla lirica del Duecento. Atti del Convegno di studi, Padova-Monselice 10-12 maggio 2002, a cura di F. Brugnolo e G. Peron, il Poligrafo, Padova 2004, pp. 189-206);
- P. Gresti, Dante e i trovatori: qualche riflessione, in Il centro e il cerchio. Convegno dantesco, Brescia, università cattolica, 30-31 ottobre 2009 (= «Tenzone», LXI-LXII), a c. di Cristina Cappelletti, Pisa-Roma, Fabrizio Serra, 2011, pp. 175-190;
- R. Cavazzuti, Il cammino di Dante fra i poeti del Purgatorio. Purgatorio, canti XXIII (vv.70-133); XXIV (vv.1-99); XXVI (vv.130-148); XXVII (vv. 1-142), in «Quaderni Estensi», IV (2012), pp. 175-205;
– R. Rea, Memorie di un lussurioso. Lettura del canto XXVI del Purgatorio, in «L'Alighieri», 45 (2015), pp. 103-127

- The 5 laws of librarianship
- Reading as technology (History of reading, the book and the library)
- Reading as a skill (Media, prose and information literacy)
- Reading as behavior (Reading and readers in Italy)
- Motivation, education and promotion of reading
- Monitoring and evaluation
- The role of the library and its types: preservation library, public reading library, special and university library, school library.
- Individual insights and class discussion

G. Montecchi, F. Venuda, Nuovo manuale di biblioteconomia. Milano: Editrice Bibliografica, 2022.​

P. Traniello, Storia delle biblioteche in Italia: dall’Unità ad Oggi. Bologna: Il Mulino, 2002​

P. Parigi, Contro la lettura: per una pedagogia del semianalfabetismo. Milano: Bietti, 2014.​

1 book of choice among::​

D. Crepaldi, Neuropsicologia della lettura. Roma: Carocci, 2020.​

W. Ong, Oralità e scrittura: le tecnologie della parola. Bologna: Il mulino, 1986.​

U. Eco, Lector in fabula: la cooperazione interpretativa nei testi narrativi. Milano: Bompiani, 1979.​

F. Meschini, Oltre il libro: forme di testualità e digital humanities. Milano: Bibliografica, 2020.​

M. Wolf, Lettore, vieni a casa: il cervello che legge in un mondo digitale. Milano: Vita e pensiero, 2018.​

H.J. Graff, Alfabetizzazione e sviluppo sociale in occidente. Bologna: Il Mulino, 1986.​

G. Solimine, Senza sapere: il costo dell’ignoranza in Italia. Roma-Bari: Laterza, 2014.​

A. Chambers, Il lettore infinito: educare alla lettura tra ragioni ed emozioni. Modena: Equilibri, 2015.​

B. Eleuteri, Ars lectorica: perché gli adolescenti leggono. Roma: Associazione Italiana Biblioteche, 2021.​

The developement of Croce's Aesthetics from 1893 to 1913

B. Croce, Estetica come scienza dell'espressione e linguistica generale, Milano, Adelphi o Bari, Laterza (solo la Parte Teorica)
B. Croce, La storia ridotta sotto il concetto generale dell'arte, Milano, Adelphi
B. Croce, Breviario di estetica, Milano, Adelphi
P. D'Angelo Benedetto Croce. La biografia 1866-1918, Bologna, Il Mulino

Media and Poetry. From the Twentieth Century to the New Millennium
The aim of the course is to explore, in an interdisciplinary perspective, the relationship between media and poetry from the from the Twentieth Century to the New Millennium. In this period there was the diffusion of new technologies that have revolutionized literary communication systems.

Bibliography:
G. Benvenuti, R. Ceserani, La letteratura nell’età globale, Il Mulino, 2012
F. Carlini, Lo stile del Web. Parole e immagini nella comunicazione di rete, Einaudi, 1999
D. Giglioli, Senza trauma. Scrittura dell'estremo e narrativa del nuovo millennio, Quodlibet, 2011
P. Giovannetti, Retorica dei media. Elettrico, elettronico, digitale nella letteratura italiana, Unicopli, 2004
P. Giovannetti, La poesia italiana degli anni Duemila, Carocci, 2017
F. Giusti, D. Frasca e C. Ott (a cura di), Poesia e nuovi media, Cesati, 2018
S. Iovino, Paesaggio civile. Storie di ambiente, cultura e resistenza, Il Saggiatore, 2022
S. Iovino, Ecologia letteraria. Una strategia di sopravvivenza, Edizioni Ambiente, 2015
N. Lagioia, Poesia on line, Castelvecchi, 2001
C. Melani-M. Venturini, Ecce video. Tv e letteratura dagli anni Ottanta a oggi, Franco Cesati, 2018
F. Milani, Interferenze informatiche nella poesia italiana contemporanea, in «Between» IV (2014), 8, http://ojs.unica.it/index.php/between/article/viewFile/1318/1119
N. Scaffai, Letteratura e ecologia. Forme e temi di una relazione discorsiva, Carocci, 2017

Authors: Giuseppe Ungaretti, Leone Piccioni, Maria Bellonci, Pier Paolo Pasolini, Italo Calvino, Umberto Eco, Nanni Balestrini, Andrea Zanzotto, Amelia Rosselli, Antonella Anedda, Valerio Magrelli, Franco Arminio.

The course is devoted to the cinema of Pier Paolo Pasolini. The main themes and the most recurring figures in his filmography are examined. The relationship between cinema and literature is addressed, the director's working method is highlighted and the various moments of his artistic career are reviewed, from the first film (Accattone) to the last (Salò or the 120 days of Sodom). In-depth stylistic analyzes of his works are carried out. Particular attention is paid to Pasolini's theoretical writings on cinema.

Accattone, 1961; Mamma Roma, 1962; La ricotta,1963; La rabbia, 1963; Comizi d’amore, 1964; Il Vangelo secondo Matteo, 1964; Uccellacci e uccellini, 1966; La terra vista dalla luna, 1967; Che cosa sono le nuvole?, 1968; Edipo re, 1967; Teorema, 1968; La sequenza del fiore di carta, 1969; Appunti per un'Orestiade africana, 1968-1973; Salò o le 120 giornate di Sodoma, 1975.
Films will be shown in full or in part during lessons.

This course focuses on practice of teaching Latin language in the schools with reference to morphology, metrical analysis and prose text translation

Didactic handouts available on the teacher's online page

SENTENCE AS A TRUE SIGN
The course deals with the syntax of contemporary Italian, with particular reference to the complex sentence and its constituent parts. Through the observation of the functioning of the structures of Italian, students will acquire full awareness of syntactic mechanisms, improve their grammatical and linguistic knowledge and identify the most appropriate methodologies for the treatment of the sentence in L1 and L2 teaching.

Linguistica e testi letterari. Modelli, strumenti e analisi, a cura di Sveva Frigerio, Roma, Carocci, 2022.
Handouts available on the Teams platform.

On the basis of documents and contemporary testimonies to the different linguistic phenomena, the course will illustrate some aspects of linguistic communication in Latin, considered in its diachronic development (from protohistory to the Romance) and in its various registers (standard and informal). The reading and analysis of texts in prose and in poetry is aimed at providing the tools to grasp the specificities of the historical evolution of the Latin language and to identify its morphosyntactic and stylistic peculiarities. For this purpose the course consists of:
(1) A number of lessons minded in particular to offer an overview of the history of the Latin language from its origins up to the 6th century A.D., through the reconstruction of its evolution in the dimension of language of everyday use and literary language;
(2) Setting, reading, italian translation and commentary of a text in prose and a text in poetry:
a) Anonimus Caesarianus, Bellum Africum, selected chapters;
b) Lucanus, Pharsalia, book IX, selected verses.

As far as point 1:
- (a) F. Berardi, Le vie del latino. Storia della lingua latina con elementi di grammatica storica, Galatina, Congedo Editore, 2021 (2a ediz.).
- (b) Further bibliography and tools about the texts in the syllabus will be given during the course, and made available on line at Teams of the course.

As far as point 2:
- (a) Anonimo Cesariano, La guerra d'Africa (Bellum Africum), traduzione e note a cura di C. Cioffi, Firenze, Le Monnier, 2022.
- (b) Lucano, Pharsalia o la Guerra civile, saggio introduttivo a c. di P. Esposito, nuova traduzione a c. di N. Lanzarone, commento a c. di Valentino D’Urso, Milano, Rusconi, 2022 (soltanto il libro I).

Non-attending students will integrate the program with the individual study of the following text:

- Elena Malaspina, La comunicazione linguistica in latino. Testimonianze e documenti, Seconda edizione riveduta e ampliata con la collaborazione di Ermanno Malaspina, Alessandria, Ediz. dell’Orso, 2014.

In the first classes, a general overview of the history of the Syriac Christian communities will be offered, along with some basic elements of the Syriac language. In the next classes we will try to highlight how the Syriac Christianity – in its complex institutional, social, and cultural layout – interacted with the above-mentioned macroareas. In so doing, we will focus on certain issues, such as: the importance of translation literature (mainly, from Greek) in the Syriac tradition and its influence on other cultures (Islamic; Armenian; Coptic); the possible relationship between the Syriac and the Islamic mystics; the derivation of the Syriac Christian communities from the Jewish milieu and the issue of the so-called «Semitic Christianity»; the relationships between Syriac Christianity and the Persian institutions and the Mazdean cutlure; the relationships between Syriac Christianity and the Byzantine world, especially as regards the Christological disputes of the IV-VII cent.

A bibliography will be provided during the course

Religions and Gender Relations

The theme of religious influence on gender relations will be addressed starting from the analysis of various sources according to different methodologies and perspectives (historical, historical-religious, historical-artistic, anthropological, sociological, philosophical)

The teaching material will be provided in the course of the workshop

Introduction to Biblical Hebrew

In this workshop students will learn the first elements of Hebrew grammar, and how to translate narrative texts of Hebrew Bible.

G. Deiana – A. Spreafico, Guida allo studio dell'ebraico biblico, Roma 1997 (e ristampe).
Exercises and texts distributed during course sessions.

Introduction to Biblical Hebrew

In this workshop students will learn the first elements of Hebrew grammar, and how to translate narrative texts of Hebrew Bible.

G. Deiana – A. Spreafico, Guida allo studio dell'ebraico biblico, Roma 1997 (e ristampe).
Exercises and texts distributed during course sessions.

Italian Renaissance theatre and Ariosto’s experience

This course will investigate the main characteristics of italian theatre, between XVth and XVIth centuries; special attention will be addressed to Ariosto’s comedies: Cassaria (1508), Suppositi (1509), and Negromante (1509-10, 1519-1520).

Bibliography:


Required Text Books (1 and 2, 3, 4, 5, 6, 7, 8, and 9)


1) Primary Works: L. Ariosto, Cassaria, 1508 (any edition; also available online: Microsoft Teams);
2) Primary Works: L. Ariosto, Suppositi, 1509) (any edition; also available online: Microsoft Teams);
3) Primary Works: L. Ariosto, Negromante (1509-1510, 1519-1520) (any edition; also available online: Microsoft Teams);


4) Criticism: *S. Ferrone, Sulle commedie in prosa dell’Ariosto, in Ludovico Ariosto. Lingua, stile e tradizione. Atti del congresso organizzato dai comuni di Reggio Emilia e Ferrara, 12-16 ottobre 1974, ed. by C. Segre, Milan, Feltrinelli, 1976, pp. 391-425;
5) Criticism: *G. Ferroni, Ariosto, Rome, Salerno Editrice, 2008, pp. 47-84;
6) Criticism: *C. Rivoletti, «E far ciò che son soliti gli astuti Servi in l’antiche comedie»: Ariosto e il «metateatro» plautino, in L’altra antichità. Autorialità e testualità nella letteratura della prima età moderna, ed. by I. Fantappiè and B. Huss, Manziana, Vecchiarelli, 2022, pp. 97-126;
7) Criticism: *C. Sartini Blum, The Shifting Role of Magic in Ariosto’s ‘Il Negromante’, in «Quaderni d’Italianistica», XIV, 1993, 2, pp. 221-238;
8) Criticism: *M. Scalabrini, La schiatta di mastro Iachelino. Una proposta per il ‘Negromante’, in «Lingua e Stile», XXXI, 1996, 1, pp. 161-175;
9) Criticism: Il teatro delle corti padane: (1478-1508), ed. by M. Bosisio, introduction by A. Bentoglio, Milan, UNICOPLI, 2019


Additional readings for non-attending students (one of the following books):

1. G. Coluccia, L’esperienza teatrale di Ludovico Ariosto, Lecce, Manni, 2001;
2. A. De Luca, Il teatro di Ludovico Ariosto, Rome, Bulzoni, 1981;
3. C. Falletti Cruciani, Il Teatro in Italia. II. Il Cinquecento e Seicento, Rome, Edizioni Studium, 1999 e 2003, pp. 13-190;
4. A. Stäuble, La commedia umanistica del Quattrocento, Florence, Olschki, 1968


Items 4, 5, 6, 7, and 8 will be provided by the teacher.


Required Text Books (1, 2, 3, 4, 5, 6, 7, and 8)
1. Primary Works: P. Aretino, Cortigiana (1525), any editions (edition by G. Innamorati is available online);
2. Primary Works: B. Dovizi detto il Bibbiena, La Calandra, edited by G. Padoan, Padova, Antenore, 1985 (this edition is available online);
3. Primary Works: N. Machiavelli, La Mandragola, edited by P. Stoppelli, Milan, Mondadori, 2006;
4. Criticism: Il teatro a Roma prima della Cortigiana (1525) di Pietro Aretino, edited by G. Crimi, Rome, Roma nel Rinascimento, 2020;
5. Criticism: *G. Aquilecchia, La favola “Mandragola” si chiama (1971), in Id., Schede di italianistica, Torino, Einaudi, 1976, pp. 97-126;;
6. Criticism: *R. Guarino, Feste e spettacoli a Roma nel primo Rinascimento. Tradizioni, spazi, poteri, in Roma 1347-1527. Linee di un’evoluzione. Atti del Convegno internazionale di studi (Roma, 13-15 novembre 2017), a cura di M. Miglio e I. Lori Sanfilippo, Roma, Istituto storico italiano per il Medioevo, 2020, pp. 129-41;
7. Criticism: *A. Guidotti, Il doppio gioco della Calandria, in «Modern Language Notes», 104 (1989), 1, pp. 98-116;
8. Criticism: *M. Pieri, Il montaggio della commedia nel laboratorio romano, in Leone X. Finanza, mecenatismo, cultura. Atti del Convegno internazionale (Roma, 2-4 novembre 2015), 2 tt., edited by F. Cantatore et alii, Rome, Roma nel Rinascimento, 2016, I, pp. 145-66;

Items 5, 6, 7 and 8 will be provided by the teacher.


9. Criticism: C. Falletti Cruciani, Il Teatro in Italia. II. Il Cinquecento e Seicento, Rome, Edizioni Studium, 1999 e 2003, pp. 13-190.

Dante's «Purgatory»

The course aims to offer a comprehensive and in-depth reading of Dante's "Purgatorio." Defined by the historian Jacques Le Goff as the "poetic triumph" of the purgatorial realm, the second cantica of the "Commedia" represents the first and most significant artistic elaboration of this afterlife zone, the existence of which had been definitively recognized by the Church only a few years earlier (1274). Special attention will be given to the ways in which the poet constructs an extremely detailed and profoundly coherent space from multiple perspectives (cosmological, theological, penitential). Its various will be examined, with special attention to the religious practices of the time. Furthermore, the course will delve deeply into Dante's reflection on poetry in this cantica: from his encounters with Casella, the troubadour Sordello, and the classical poet Statius; to his investigation of fame and artistic progress in Canto 11, and the pivotal Cantos 24 and 26 where Dante engages with various predecessors, fully defining his own poetics and a tradition of reference.

Texts:
- Dante, "Divina Commedia. Purgatorio", a cura di Anna Maria Chiavacci Leonardi, Milano, Mondadori, 2014 [first ed. 1994; reprinted several times, also in scholastic editions]
NB: The cantica shall be read and studied in its entirety.

Essays:
- Anna Pegoretti, Dal «lito diserto» al giardino. La costruzione del paesaggio nel «Purgatorio» di Dante, Bologna, Bononia University Press, 2007.
During the course, a list of reference studies will also be provided, from which students can choose which ones to prepare, also taking into account their academic background. Erasmus students and those unable to attend are kindly requested to subscribe the Moodle account of the course, where they will find all the info and materials to prepare the exam.

Course title: The novel and history in italian modern literature

Course description: The course aims to analyze the literary narrative in its relationship with history through the analysis of novels of our tradition from Manzoni to the contemporary age. The analysis of the texts that will be analyzed will require an in-depth study and reflection on the binomial history/fiction and on the debate around the question of the boundaries and specificities of literary and historiographical narration.

Bibliography:

1. Texts:

Students will have to choose, in agreement with the teacher, 2 novels of their choice, for the analysis of which critical material will be recommended during the lessons.
Below are just a few of the novels and critical studies that the course will use to frame the question. The seminar dimension will include an in-depth bibliography depending on the texts and the period chosen, to allow individual or group work.

- I. Nievo, Le Confessioni d’un italiano
- L. Pirandello, I vecchi e i giovani
- A. Banti, Noi credevamo
- Antonio Scurati, M. Il figlio del secolo, (2018)
- H. Janeczek, Le rondini di montecassino (2010)
- A. Pennacchi, Canale Mussolini (2010)
- Monica Galfrè, Il figlio terrorista (2022)


2. Critical studies:

- Roberta Colombi, La verità della finzione. Storia e romanzo da Manzoni a Nievo, Roma, Carocci, 2022
- Giuliana Benvenuti, Il romanzo neostorico. Storia, memoria, narrazione, Roma, Carocci, 2012

Other critical studies (of which only the necessary parts will be indicated during the course):

. Il romanzo e la storia, a cura di N. Mineo,"Moderna", VIII, 1-2, 2006,
- Hanna Serkowska, Dopo il romanzo storico. La storia nella letteratura italiana del '900, Pesaro, Metauro, 2012
- Scritture di resistenza, Sguardi politici dalla narrativa italiana contemporanea, a cura di C. Boscolo e S. Jossa, Roma, Carocci, 2014
- E. Piga Bruni, La lotta e il negativo. Sul romanzo storico contemporaneo, Mimesis, 2018


Non-attending students must personally agree the exam program with the teacher
roberta.colombi@unirom3.it

Literature and autobiography between the Middle Ages and the Renaissance: Iacopone da Todi - Francesco Petrarca - Giovanni Boccaccio - Benvenuto Cellini

Texts:
Iacopone da Todi e la poesia religiosa del Duecento, a cura di P. Canettieri, Milano, BUR Rizzoli
Francesco Petrarca, epistola Posteritati, Giovanni Boccaccio, dalle Rime (testi scelti saranno messi a disposizione a lezione)
Benvenuto Cellini, Vita, a cura di E. Camesasca, Milano, BUR Rizzoli

Bibliography:
F. Suitner, Iacopone da Todi. Poesia, mistica, rivolta nell'Italia del medioevo, Firenze, Le Lettere
E. Kris, O. Kurz, La leggenda dell'artista, Torino, Bollati Boringhieri

Further information on the texts to be prepared will be provided during the lessons.
Non-attending students will contact the teacher for instructions and additions to the program.

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.

1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9

2. Additional materials will be provided during the course.

Introduction to the practice of translation, with a special focus on metric translation.

Charles Baudelaire, I fiori del male, introduzione e traduzione di Gesualdo Bufalino, Milano, Mondadori, 1994.

Charles Baudelaire, I fiori del male, commento di Luca Pietromarchi, traduzione di Giorgio Caproni, Venezia, Marsilio, 2018.

Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208).

The course aims at deepening the knowledge related to the teaching of L2 Italian, with a special focus on language assessment.

In the second language learning and use, assessment is a crucial process as it allows to account for the skills and competencies developed by the learner. In this course, through activities of analysis of teaching materials and case studies, we will explore the main aspects of this process, comparing Italian L2 and other foreign languages.

Novello, A. (2014). La valutazione delle lingue straniere e seconde nella scuola. Dalla teoria alla pratica. SAIL, Ca’ Foscari: Venezia.

Course packets provided by the instructor.

Judeophobia in the Roman Empire

The course is aimed at an in-depth analysis of the ways in which
the Roman world was confronted with the Jewish culture and religion in the
first three centuries of the Empire.

G. Geraci-A. Marcone, Storia romana (editio maior), Le Monnier, Firenze 2017
A. Angius- P. Arena- A. Marcone- Fonti per la storia romana. Economia, cultura, società, Carocci, Roma, 2023.
Giulio Firpo, Le rivolte giudaiche, Laterza, Roma-Bari 2023
P. Schäfer- Giudeofobia: L'antisemitismo nel mondo antico, Carocci, Roma 2011
A. Marcone- Vespasiano, Salerno, Roma 2024

Never as in recent years has Europe been at the centre of public debate: for some it is the only lifeline against nationalism and wars, for others it is the ultimate cause of all our problems and malaises, especially economic ones. The invasion of Ukraine by Vladimir Putin's Russia in February 2022 has then relaunched in the public discourse, in addition to the classic themes of war and peace, also that of the extension to the East of the concept of Europe, which possesses an extraordinary historical depth that goes well beyond the community institutions that have emerged since the Second World War and whose knowledge in the long diachrony is an unavoidable necessity in order to correctly place the events of our continent in the framework of world history. In the first part of the course, the focus will be on the development of the notion of Europe, thoughts on Europe and European consciousness in the long term. In the second part, the events of the migrations within the continent that originated in the early modern period for religious reasons will be explored in depth: voluntary or forced, in any case the result of the process of confessionalisation and exclusion of religious diversity, and which contributed to shaping the relationship between tolerance and intolerance in the Christian West.

First section: 'History of Europe: ideas, perspectives, reflections' (6 ECTS)

Reference books:

Lucien Febvre, L’Europa. Storia di una civiltà, Roma, Donzelli.
Federico Chabod, Storia dell’Idea d’Europa, Roma-Bari, Laterza.
Additional book for students who will not attend the lessons: Egidio Ivetic, Studiare la storia del Mediterraneo, Bologna, Il Mulino, 2024

The preparation for the first part will be complemented by some essays that will be made available in PDF format in the course's Team, and their study is mandatory.

Second section: "The Europe of exoduses and migrations 'religionis causa'".

Reference books:

Nicholas Terpstra, Purezza e fede. Esuli religiosi nell’Europa moderna, Bologna, Il Mulino.
Bruno Pomara Saverino, Rifugiati. I moriscos e l'Italia, Firenze, Firenze University Press, scaricabile gratuitamente dal sito: https://www.fupress.com/catalogo/rifugiati/3516

Those who only need to take 6 ECTS are required to study the first teaching unit.
IT IS POSSIBLE TO USE THIS BIBLIOGRAPHY STARTING FROM JUNE-JULY 2024, EXCLUSIVELY.

Criticism and the Invention of Genres'.

One of the tasks of criticism has always been to group texts under genre labels, so as to be able to "grasp literary relationships that would not have been noticed in the absence of a context in which to place them" (N. Frye). Beyond the traditionally recognised canonical genres, critics, also driven by the logic of the publishing market, tend to identify new classifications and coin new names. This has been the case, in Italian fiction over the last 40 years, with the so-called 'cannibals', the New Italian Realisms, the New Italian Epic, the neo-historical novel, nonfiction autofiction, etc. How are such operations produced in the practice of literary criticism, whether militant or academic? What is the relationship between the new textual classes and canonical genres? Which and how many textual characteristics contribute to the identification of a new 'genre'? Through a number of case studies, the course will propose practical and historically attested examples of the phenomenon in the context of contemporary Italian literature.

F. Pappalardo, Teorie dei generi letterari

Other readings will be provided during the course

Writers on writing.
'An ichthyologist cannot be a fish'. This is how Viktor Sklovskij stigmatised the commonplace that would like the practice of writing to be distinct from any theoretical discourse on literature. Sklovsky was, himself, a formalist scholar - his Theory of Prose (1924) is famous - and a writer. In turn, some of the most famous contemporary storytellers - from Raymond Carver to Stephen King to Murakami Haruki - have published manuals on creative writing, often as a result of their teaching activities, which flourished in American universities. Even in Italy, well before the advent of creative writing schools, going to the workshop represented the best apprenticeship to become a writer. This was the case for Vincenzo Cerami, whose memorable debut (Un borghese piccolo piccolo, 1976) was proofread by Pier Paolo Pasolini, who had already been his teacher in secondary school. Mindful of Pasolini's magisterium, Cerami - as well as Giuseppe Pontiggia, among others - published Consigli per un giovane scrittore (1999), a book that Francesco Orlando, one of Italy's leading 20th-century literary theorists and a professor at the University of Pisa, considered worthy of appearing in his examination bibliographies. Before, however, becoming an attractive genre on the publishing market, the invitation to writing, whether poetic or narrative, declined in epistolary form or as a collection of aphorisms, had tempted some of the greatest modernist authors, including Rainer Maria Rilke and André Gide. The course, in presenting some of the most significant titles of this production, on the basis of a comparison between different cultural traditions (from Soviet Russia, to the United States, to Italy) aims at measuring the gap between practice and theory of literature in the author's handbook.

Two texts to be chosen from:

V. Sklovskij, Il mestiere dello scrittore e la sua tecnica
R. Carver, Il mestiere di scrivere
V. Cerami, Consigli a un giovane scrittore
G. Pontiggia, Per scrivere bene imparate a nuotare
M Haruki, Il mestiere dello scrittore

Other readings will be provided during during the course

Virgil’s Bucolics. In the course a literary setting of the book of the Eclogues will be offered toghether with a reading of the latin text, an italian interpretation and a commentary, with particular care to the aspects of poetical shape and form (models, metrics, style).

- Publio Virgilio Marone, Le Bucoliche. Introduzione e commento di A. Cucchiarelli. Traduzione di A. Traina, ed. Carocci.

- Futher bibliography will be given at the beginning of the course.

PROGRAMME. After a general introduction, the course will examine the presence of Shakespeare in the performances, images and teatrical practices from the twentieth century to the contemporary theatre.
In the last part of the course will be practically tested the use of the tools of research in collaboration with the librarians of the Library of the Arts.

TEXT BOOKS: Lectures notes edit by the teacher; (available at the beginning of the course on the site https://sites.google.com/site/stefanogeraci1) W. Shakespeare, Amleto (a cura di Alessandro Serpieri, Marsilio 2001); Otello (trad. di A. Serpieri, Marsilio, 2009), Re Lear (a cura di Giorgio Melchiori , Mondadori);J.K. Stanislavskij, Otello. Note di regia, a cura di Fausto Malcovati, Dino Audino Editore.

The non-attending students must add to the program the following book: J. Kott, Skakespeare nostro contemporaneo, Feltrinelli

The history of our language can also be read and studied using dictionaries which have described and codified it. The module focuses on the diachronic and synchronic study of the Italian lexicon through lexicography. After having clarified the basic terms of the discipline, we will retrace the history of dictionaries in Italy, from its origins to the present day; typologies and compositional structures of some important dictionaries will be examined.

- V. Della Valle (2005), Dizionari italiani: storia, tipi, struttura, Roma, Carocci.
- C. Marazzini (2009), L’ordine delle parole. Storia di vocabolari italiani, Bologna, il Mulino: chapters III, VI, VIII.2 and 3 (photocopies made available by the teacher.).
- I. Consales (2021), Nell’officina del lessicografo. Saggi di lessicografia italiana, Roma, Aracne, 2021.

The laboratory aims above all to introduce students to the knowledge of ancient historiography in its main lines of development. Through the direct examination of some authors and their texts, the specificities of ancient historical thought and its method of investigation will be highlighted: the reading of some pages from the first book of Appian's Civil Wars, in particular, will allow us to understand how the narration of ancient historians is often problematic vis-à-vis historical reconstruction and must therefore always be evaluated with a critical eye, with the aid of the tools of modern historical science.

Attending students:

1. K. Meister, La storiografia greca, Laterza 1992 (and later reissues)
2. G. Zecchini, Storia della storiografia romana, Laterza 2016 (and later reissues)

Non-attending students:

1. M. Bettalli (ed.), Introduzione alla storiografia greca, Carocci 2009 (and later reissues)
2. G. Zecchini, Storia della storiografia romana, Laterza 2016 (and later reissues)
3. To choose between:
- A. Marcone (ed.), Sallustio e la storiografia tardo repubblicana, Le Monnier 2021, pp. 1-102, 149-157
- D. Musti (ed.), La storiografia greca. Guida storica e critica, Laterza 1979 , pp. VII-90

For Bachelor and Master's degree students.
Second semester. Hours: one meeting per week will be held, lasting three academic hours, Laboratorio Informatico of the Area di Mondo Antico (LISA).
Course start: March 2024.
The mode of the course delivery will depend on the University regulations in force at the time. In any case, since it is a laboratory, which requires direct teacher-student interaction, there is NO registration of meetings and attendance (in the possible modes) is mandatory.

The Laboratory introduces to the knowledge of the main informatic resources for the historical and philological studies related to Antiquity, Late Antiquity and the Middle Ages.

- Introduction. Word-processor features. Multilingual keyboards; writing in ancient Greek.

- Creation of a scientific bibliography; methods of citation. Tools for bibliographic research: bibliographic repertories; on-line consultation of catalogues (OPAC); on-line consultation of books and periodicals (open access and by subscription); on-line reviews.

- Analysis of literary texts: text databases; electronic dictionaries; software for text analysis and lexical research on Greek and Latin texts.

- Research of epigraphic and papyraceous sources; research and consultation of manuscripts.

The teacher provides the didactic materials necessary for the carrying out of the Laboratory.

The course debates various topics concerning the structures of Italian, and the deepening and analysis of the different types of written text.

Claudio Giovanardi - Elisa De Roberto, L'italiano. Strutture, comunicazione, testi, Milano, Pearson, 2022.

The student, through examples and practical exercises on traditions (mono and pluritestimoniali) of texts of Italian literature, will deepen the knowledge of ecdotic tools aimed at the constitution of a critical edition, both in the field of reconstructive philology and in that of authorial philology. The theoretical and practical character of the Laboratory, with the active participation of each student, requires a programmed number of 25 students.

Applications for enrollment (both for bachelor's and master's degree students) can be sent by e-mail to silvia.finazzi@uniroma3.it, from 8th January to the last week of February 2024. For a better organization of enrollments and activities, students interested in participating are requested to indicate the following essential data in their e-mails: 1) matriculation number; 2) course of study; 3) philological exams already taken and/or philological courses already attended.

At the beginning of the lessons, the materials needed to carry out the practical exercises and any additional bibliography will be indicated and provided to the students.

Conceived within the framework of the departmental digital project 'Noi Donne. From paper to the web". the course proposes to study in depth some aspects, figures and moments of women's participation in 20th century Italian publishing (both in the field of journalism and literature, and in the school and extracurricular sector), valorising sources and protagonists through digitalisation and the elaboration of didactic contents to be proposed in 1st and 2nd grade secondary schools. Three distinct training moments are planned, which will enable participants
1) to confront themselves with scholars and scholars on the subject through a seminar day, which they will have to help organise;
2) to revise what they have learnt by setting up learning units on the topics addressed, especially from the perspective of language and literary education;
3) to acquire the necessary skills to digitise and create metadata useful for the use of the issues of the journal "Noi Donne".

Conceived within the framework of the departmental digital project 'Noi Donne. From paper to the web". the course proposes to study in depth some aspects, figures and moments of women's participation in 20th century Italian publishing (both in the field of journalism and literature, and in the school and extracurricular sector), valorising sources and protagonists through digitalisation and the elaboration of didactic contents to be proposed in 1st and 2nd grade secondary schools. Three distinct training moments are planned, which will enable participants
1) to confront themselves with scholars and scholars on the subject through a seminar day, which they will have to help organise;
2) to revise what they have learnt by setting up learning units on the topics addressed, especially from the perspective of language and literary education;
3) to acquire the necessary skills to digitise and create metadata useful for the use of the issues of the journal "Noi Donne".

Powerpoint and "Noi donne"