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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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20710428 -
teaching italian language LM
(objectives)
Italian language didactics
The student will acquire specialized skills in the field of studies on the Italian language and the dialects spoken in Italy, with reference to their history, phonetic, phonological, morphological, syntactic and lexical studies, the evolution of such systems, social uses and geolinguistic structures, literary language and its formal structures (including metrics), historical and synchronic lexicography and grammar, as well as problems and methodologies of language teaching Italians and foreigners and linguistic and computer analysis of texts and corpora.
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DE ROBERTO ELISA
( syllabus)
The course is divided into two parts. The first part 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. The second part is dedicated to the analysis of textbooks and educational tools for Italian as L2, also from a diachronic point of view: genres, characters, critical aspects and recurrent themes of textbooks intended for L2 learners will therefore be examined, also in order to assess the aspects of some use for the teaching of L1 (and vice versa).
( reference books)
De Roberto, Elisa, La sintassi della frase complessa, Bologna, il Mulino, 2023.
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12
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L-FIL-LET/12
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72
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-
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-
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-
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Core compulsory activities
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ITA |
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20710645 -
LINGUISTICA GENERALE L.M.
(objectives)
MOdulo A
The aim of the course is to bring students to deepen their knowledge on the theory of linguistic change and comparative linguistics, making use of the of the results reached by linguistic typology.
Modulo B
The course aims at providing students with a basic knowledge of methods, tools and approaches characterizing sociolinguistics, taking also into account the epistemological problems concerning its adjacency to other branches of linguistic and social knowledge. At the end of the course, students will write an essay showing their competence in gathering data and analyzing them in sociolinguistic perspective.
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20710646 -
DIDATTICA DELLE LINGUE MODERNE L.M.
(objectives)
The teaching of Didactics of modern languages falls within the scope of the basic training activities of "Philology and general and applied linguistics" of the degree course in Languages and Linguistic-Cultural Mediation, specifically the activities aimed at providing basic training in the methods and in the tools of analysis and reflection proper to language teaching.
The course aims to provide:
Knowledge of the phenomena that characterize the language acquisition process (first, second and foreign), with particular attention to the linguistic aspects relating to the acquisition sequences and the development of the ability to use: variability, systematicity and internal and external factors to the individual that affect the acquisition process.
Knowledge of the characteristics of the interaction between native and non-native speakers, and its effects on L2 acquisition: input modifications and negotiation, role of output and feedback.
Knowledge of the development process of the competence to use a foreign language, with attention to the role of the context, of the input, as well as of the learning strategies involved.
Knowledge of language skills development processes, through examples relating to the various languages taught at the Department and in Italian schools, including Italian for foreigners.
Development of metalinguistic reflection, in a transversal way, giving particular emphasis to the comparison between languages and the enhancement of the linguistic repertoire of the learners.
Knowledge of the role of teaching in language learning, with particular reference to the main teaching methodologies developed in research, to optimize and enhance learning processes, including through the use of new digital technologies.
Expected learning outcomes: students will know the research on spontaneous and guided learning of foreign languages and aspects related to the order of acquisition; will be able to carry out metalinguistic reflections; they will be aware of their own linguistic repertoire and will be able to use the comparison between languages to optimize their learning; will know the processes of learning and using the foreign language, the role of the context and of learning strategies; they will know the processes of listening, speaking, reading and writing of foreign languages and Italian L2; they will know the main methodologies and technologies for teaching.
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20710646-1 -
MODULO DIDATTICA DELLE LINGUE MODERNE L.M. A
(objectives)
The teaching of Didactics of modern languages falls within the scope of the basic training activities of "Philology and general and applied linguistics" of the degree course in Languages and Linguistic-Cultural Mediation, specifically the activities aimed at providing basic training in the methods and in the tools of analysis and reflection proper to language teaching.
The course aims to provide:
Knowledge of the phenomena that characterize the language acquisition process (first, second and foreign), with particular attention to the linguistic aspects relating to the acquisition sequences and the development of the ability to use: variability, systematicity and internal and external factors to the individual that affect the acquisition process.
Knowledge of the characteristics of the interaction between native and non-native speakers, and its effects on L2 acquisition: input modifications and negotiation, role of output and feedback.
Knowledge of the development process of the competence to use a foreign language, with attention to the role of the context, of the input, as well as of the learning strategies involved.
Knowledge of language skills development processes, through examples relating to the various languages taught at the Department and in Italian schools, including Italian for foreigners.
Development of metalinguistic reflection, in a transversal way, giving particular emphasis to the comparison between languages and the enhancement of the linguistic repertoire of the learners.
Knowledge of the role of teaching in language learning, with particular reference to the main teaching methodologies developed in research, to optimize and enhance learning processes, including through the use of new digital technologies.
Expected learning outcomes: students will know the research on spontaneous and guided learning of foreign languages and aspects related to the order of acquisition; will be able to carry out metalinguistic reflections; they will be aware of their own linguistic repertoire and will be able to use the comparison between languages to optimize their learning; will know the processes of learning and using the foreign language, the role of the context and of learning strategies; they will know the processes of listening, speaking, reading and writing of foreign languages and Italian L2; they will know the main methodologies and technologies for teaching.
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Derived from
20710579 FONDAMENTI DI DIDATTICA DELLE LINGUE MODERNE LM in Lingue e letterature per la didattica e la traduzione LM-37 BONVINO ELISABETTA
( syllabus)
The course is designed for students who are unfamiliar with the subject, and therefore aims to introduce the basic concepts of the subject. Specifically, the concepts of second language, second language acquisition, factors determining its outcome, interlanguage and the development of language skills for spoken and written communication will be discussed. Ample time will also be given to the concepts of plurilingualism, plural approaches and intercomprehension.
( reference books)
Books:
• 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.
• Documents and handouts provided by the professor
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6
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L-LIN/02
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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20710646-2 -
MODULO DIDATTICA DELLE LINGUE MODERNE L.M. B
(objectives)
The teaching of Didactics of modern languages falls within the scope of the basic training activities of "Philology and general and applied linguistics" of the degree course in Languages and Linguistic-Cultural Mediation, specifically the activities aimed at providing basic training in the methods and in the tools of analysis and reflection proper to language teaching.
The course aims to provide:
Knowledge of the phenomena that characterize the language acquisition process (first, second and foreign), with particular attention to the linguistic aspects relating to the acquisition sequences and the development of the ability to use: variability, systematicity and internal and external factors to the individual that affect the acquisition process.
Knowledge of the characteristics of the interaction between native and non-native speakers, and its effects on L2 acquisition: input modifications and negotiation, role of output and feedback.
Knowledge of the development process of the competence to use a foreign language, with attention to the role of the context, of the input, as well as of the learning strategies involved.
Knowledge of language skills development processes, through examples relating to the various languages taught at the Department and in Italian schools, including Italian for foreigners.
Development of metalinguistic reflection, in a transversal way, giving particular emphasis to the comparison between languages and the enhancement of the linguistic repertoire of the learners.
Knowledge of the role of teaching in language learning, with particular reference to the main teaching methodologies developed in research, to optimize and enhance learning processes, including through the use of new digital technologies.
Expected learning outcomes: students will know the research on spontaneous and guided learning of foreign languages and aspects related to the order of acquisition; will be able to carry out metalinguistic reflections; they will be aware of their own linguistic repertoire and will be able to use the comparison between languages to optimize their learning; will know the processes of learning and using the foreign language, the role of the context and of learning strategies; they will know the processes of listening, speaking, reading and writing of foreign languages and Italian L2; they will know the main methodologies and technologies for teaching.
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6
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L-LIN/02
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36
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-
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-
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-
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Core compulsory activities
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ITA |
Optional group:
CARATTERIZZANTI - METODOLOGIE LINGUISTICHE, FILOLOGICHE E SEMIOTICHE - (show)
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6
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Optional group:
PRIMO GRUPPO - CARATTERIZZANTI - LINGUE E LETTERATURE - (show)
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6
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20710451 -
Plasmar las ideas. textualidad y argumentación en la prosa en español
(objectives)
Graduates in Languages and Literatures for Teaching and Translation acquire knowledge and understanding skills in all the sectors covered by their training in order to
1) achieve a high level of literary and cultural competence in the context of European and American civilizations, with particular attention to those of specialization;
2) deepen the knowledge of the two foreign languages chosen, with the achievement of a high level of proficiency in the first language and a perfecting of the level in the second language;
3) achieve a high level of knowledge of the linguistic problems of the language chosen as a biennial, knowing how to evaluate its developments and characteristics in a diachronic and synchronic key;
4) achieve adequate knowledge of the most up-to-date literary text analysis methodologies;
5) acquire the theoretical-practical tools useful for teaching and translation.
Teaching Plasmar las ideas. Textualidad y argumentación en la prosa en español is one of the characteristic training activities of the Degree Course. The aim of the course is to refine advanced level communication and argumentative skills in Spanish in written and oral production, through the analysis of Spanish and/or Hispano-American prose texts of different types and through reflection on the linguistic and argumentative strategies present in them . At the same time, the student will be guided both in the translation analysis, also from a diachronic or transmedia perspective, and in the translation practice, limited to a selection of texts, on which he will be able to apply the skills he has acquired. Furthermore, the course provides knowledge and advanced critical methodologies of the Spanish language aimed at developing a critical awareness, an autonomous learning capacity and drafting skills applicable to specialist and non-specialist contexts, in an intercultural perspective.
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Derived from
20710451 Plasmar las ideas. textualidad y argumentación en la prosa en español in Lingue e letterature per la didattica e la traduzione LM-37 MARCELLO ELENA ELISABETTA
( syllabus)
The focus of the course is non-fiction prose in the Spanish language. After an introduction to the historical and cultural context, the themes, argumentative techniques and linguistic strategies of some of the essays in the bibliography will be analysed. Students will be able to apply the knowledge and skills acquired through a series of assignments, mainly aimed at the writing of short essays and, occasionally, at the analysis of translation problems related to the textual typology under study
( reference books)
1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014. Disponible edizione ebook della versione in due volumi.
Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online: https://libros.um.es/editum/catalog/book/971
Gracia, Jordi – Ródenas de Moya, Domingo, Pensar por ensayos en la España del siglo XX, Barcelona, UAB, 2015, pp. 13-261.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, José, El hombre y la gente, ed. Luciano Pellicani, Madrid, Editorial Biblioteca Nueva, 2016.
Pérez de Ayala, Ramón, El espíritu liberal: antología de ensayos, Madrid, Biblioteca Nueva, 2004 or o Ortega y Gasset, José, La deshumanización del arte, Madrid, Alianza, 2019.
Trapiello, Andrés, Las armas y las letras. Literatura y guerra civil (1936-1939), Barcelona, Destino, 2022 (3ª ed.).
Vallespín, Fernando, La sociedad de la intolerancia, Barcelona, Galaxia Gutemberg, 2021.
Paz, Octavio, Tiempo nublado, Barcelona, Planeta, 1995 (or other edition).
Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non-attending students.
Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020.
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6
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L-LIN/07
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36
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-
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-
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-
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Core compulsory activities
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SPA |
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Optional group:
SECONDO GRUPPO - CARATTERIZZANTI - LINGUE E LETTERATURE - (show)
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12
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20710371 -
DIDATTICA DEL LATINO L.M.
(objectives)
Latin LM Didactics
The student will acquire knowledge related to the masterly analysis of one or more Latin literary texts, with a focus on formal aspects and interaction of a seminarian character with frequenters
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6
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L-FIL-LET/04
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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20702461 -
HISTORY OF THE LATIN LANGUAGE L.M.
(objectives)
The course offers a survey of the evolution of Latin languages through the ages, from the earliest epigraphic texts handed down to us, up to the prose texts of the Imperial age.
The students will learn how to assess the linguistic features of a Latin texts, with an eye to the evolution of the language in texts belongin to different ages and literary genres. At the end of the course, they will be able to describe the evolution of Latin language and apply the main elements of historical grammar and metric into the analysis of the texts, to set an original critical discourse on a text in Latin, contextualizing it in the historical period and defining its register.
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LUCERI ANGELO
( syllabus)
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.
( reference books)
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.
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6
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L-FIL-LET/04
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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Optional group:
CARATTERIZZANTI -DISCIPLINE INFORMATICHE LOGICO, FILOSOFICHE, PSICOLOGICHE SOCIO E ANTROPOLOGICHE - (show)
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6
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22910222 -
Psicologia dell'educazione e della formazione
(objectives)
The course aims to provide the student with both a set of conceptual knowledge on human development in different fields (cognitive, social, affective and emotional), and the operational tools to apply this knowledge to educational contexts, with particular reference to the 0- 6. Furthermore, it aims to provide the student with a set of theoretical and applied knowledge on research methods used in developmental psychology.
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Derived from
22910222 Psicologia dell'educazione e della formazione in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 LONIGRO ANTONIA
( syllabus)
The course will analyze the concepts of cooperation, from the first manifestations of cooperative behavior that can be observed spontaneously in early childhood up to the promotion of cooperative dynamics in educational and training interventions at later ages. In particular, the lessons, after an introduction dedicated to interpersonal motivational systems, will focus on the psychological mechanisms underlying prosocial and cooperative behaviors and on the role that such behaviors play as the foundation of integration and interculturality. Furthermore, methods to concretely improve dialogue and effectively manage conflicts will also be analyzed. The course will end with the presentation of the constitutive elements of the interventions in the educational and training contexts.
( reference books)
Gordon, T. (1991). Insegnanti efficaci. Firenze: Giunti.
Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2022). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
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6
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M-PSI/04
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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Optional group:
PRIMO GRUPPO - AFFINI E INTEGRATIVE - (show)
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6
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20710420 -
DIDATTICA DELLA GEOGRAFIA
(objectives)
LM Geography Didactic
Introduce to the analysis of the social construction of space. Provide tools and concepts to help you interpret collaborative and competitive dynamics in the use of space.
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Derived from
20710420 DIDATTICA DELLA GEOGRAFIA in Storia e società LM-84 GALLIA ARTURO
( syllabus)
The course of Didactics of Geography, addressing the main issues concerning the learning / teaching processes of geography, highlights the relationships between research and disciplinary teaching and identifies methodologies and didactic tools capable of promoting in students an appropriate use of vocabulary and categories interpretative of the discipline in order to be able to understand and contextualize the environmental and anthropic characteristics of the territory.
Topics of the course: Geographic knowledge in teaching and research; Developing geographical skills; Geographical education, territorial education; Agenda 2030; Geography teaching in schools and universities; National guidelines and textbooks; Geotechnology and teaching; Simulation of didactic units.
( reference books)
• De Vecchis G., Pasquinelli d'Allegra D & Pesaresi C., Didattica della Geografia, Utet, 2020.
• Giorda C. (a cura di), L’immagine del mondo nella geografia dei bambini. Una ricerca sui materiali scolastici e parascolastici italiani fra Otto e Novecento, Franco Angeli, 2021 (Available in open access: https://series.francoangeli.it/index.php/oa/catalog/book/683)
• Papers suggested by Professor.
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6
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M-GGR/01
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
20710435 -
GREEK INSTITUTION L.M.
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Derived from
20710435 ISTITUZIONI GRECHE L.M.
in Filologia, letterature e storia dell'antichità LM-15 FABIANI ROBERTA
( syllabus)
Institutions in the Greek poleis of the Hellenistic period (with a focus on the poleis of Asia Minor).
The course aims to offer:
(1) an introduction to the Hellenistic world (2 lessons);
(2) an introduction to the world of the Greek poleis at that time and to the new phenomenon of royalty (2 lessons);
(3) in-depth lessons on the relationship between poleis and sovereigns (5 lessons);
(4) in-depth lessons on the hellenistic poleis’ political institutions (in the aspects of continuity and evolution), the role of the élite, and the intense mutual interconnection between poleis, made of diplomatic relations, exchange of honors and judges, recognition of syngeneia, common participation in cults (9-10 lessons);
(5) the presentation by the students of some topics related to the course and agreed with the teacher.
The topics will be addressed taking into account literary, epigraphic, archaeological and iconographic sources.
During the lessons an introduction to the main databases of Greek literary texts and inscriptions and to the most important bibliographic research tools will also be made.
( reference books)
A) M. Mari (a cura di), L’età ellenistica. Società, politica, cultura, Roma, Carocci Editore, 2019 (intero volume).
B) J. Ma, “Peer Polity Interaction in the Hellenistic Age”, P&P, 180, 9-40.
C) A. Chaniotis, “The Divinity of Hellenistic Ruler”, in A. Erskine (ed.), A Companion to the Hellenistic World, Oxford 2003, 431-445.
D) L. Moretti, La scuola, il ginnasio, l’efebia, in R. Bianchi Bandinelli (dir.), Storia e civiltà dei Greci, 8. La società ellenistica. Economia, diritto, religione, Milano 1977, 469-490.
E) Two essays chosen from the following ones:
- essays by John Ma, Riet van Bremen, Patrice Baker, David Potter in A. Erskine (ed.), A Companion to the Hellenistic World, Oxford 2003;
- Chr. Müller, “Oligarchy and the Hellenistic City”, in H. Börm – N. Luraghi (eds.), The Polis in the Hellenistic World, Stuttgart, F. Steiner Verlag, 2018, 27-52.
F) Material provided by the teacher.
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6
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L-ANT/02
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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Optional group:
SECONDO GRUPPO - AFFINI E INTEGRATIVE - (show)
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6
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20704133 -
HISTORY OF MODERN ART - L.M
(objectives)
History of modern art LM
The course is aimed at deepening aspects of art in Rome in the sixteenth century, examining sources, studies, methodologies
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6
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L-ART/02
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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20710597 -
STORIA DELL'ARTE DEL XX SECOLO - LM
(objectives)
In-depth knowledge of post-war art history, with particular attention to Italian artistic events.
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Derived from
20710597 STORIA DELL'ARTE DEL XX SECOLO - LM in Storia dell'arte LM-89 IAMURRI LAURA
( syllabus)
Gender studies and art history: methodological issues and case studies
The publication of Linda Nochlin’s seminal essay Why Have There Been No Great Women Artists? in the January 1971 issue of “ArtNews” is generally considered the inaugural event of gender studies in art history. Released in full consonance with the rise of the feminist movement in the United States, and soon translated into Italian, Nochlin’s article remains a capital text, and an excellent introduction to an art history aware both of gender differences and of their political character. However, it is not entirely accurate to ascribe it to gender studies, if only because the concept of gender was not used in the humanities until the 1980s, first in anthropological and historical studies, then in philosophical reflection.
Starting from this aporia, the course aims to analyze the constitution of the field of gender studies in art history, investigate its main methodological issues and verify its assumptions on a series of case studies selected mainly, but not exclusively, within a chronology coinciding with the spread of feminist movements in Italy and Western countries.
( reference books)
Linda Nochlin's article was recently republished: 'Why have there been no great women artists?', Thames & Hudson, London 2021.
The complete reading list will be provided at the beginning of the course.
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6
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L-ART/03
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36
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-
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-
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Related or supplementary learning activities
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ITA |
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20710159 -
STORIA DELL'ARTE MEDIEVALE E STORIA DELL'ARTE BIZANTINA - LM
(objectives)
History of medieval art and history of Byzantine art LM
It is intended to examine a segment of the artistic manifestations of the West and the East, highlighting similarities and differences between the architectural types, the decorative apparatuses, theological and aesthetic conceptions of the two geographical areas.
Both modules, therefore, in parallel with the buildings, will analyze mosaics, murals and icons from the 5th to the 12th century, investigating iconographic themes and systems, stylistic-formal structures and commissions, respectively in Rome, Constantinople and other territories of the Byzantine Empire. Visits to some churches in Rome and Lazio will be an integral part of the examination programme. There will be some visits with the teacher that will be communicated at the beginning of the course.
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20710159-1 -
STORIA DELL'ARTE MEDIEVALE E STORIA DELL'ARTE BIZANTINA 1 - LM
(objectives)
History of medieval art and history of Byzantine art LM
It is intended to examine a segment of the artistic manifestations of the West and the East, highlighting similarities and differences between the architectural types, the decorative apparatuses, theological and aesthetic conceptions of the two geographical areas.
Both modules, therefore, in parallel with the buildings, will analyze mosaics, murals and icons from the 5th to the 12th century, investigating iconographic themes and systems, stylistic-formal structures and commissions, respectively in Rome, Constantinople and other territories of the Byzantine Empire. Visits to some churches in Rome and Lazio will be an integral part of the examination programme. There will be some visits with the teacher that will be communicated at the beginning of the course.
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Derived from
20710159 STORIA DELL'ARTE MEDIEVALE E STORIA DELL'ARTE BIZANTINA - LM in Storia dell'arte LM-89 (docente da definire)
( syllabus)
Course Title and Description
Figurative Circulation between East and West in the 11th-13th Centuries.
a. The Art of the Gregorian Reformation in Rome
b. St Mark's Basilica in Venice
The course is divided into 2 non-divisible modules, amounting to 12 CFU.
The modules will deal with two paradigmatic artistic episodes:
(a) The paleochrétienne renoveau, the artistic phenomenon originating within the Gregorian Reformation and directed towards the revival of early Christian decorative motifs and iconographic systems. In particular, some churches in Rome and the abbey of Montecassino will be analysed in the light of the dialectical relationship that bound the Urbe to the Benedictine monastery between the 11th and 12th centuries.
b) St Mark's Basilica in Venice. The complex artistic vicissitudes of St. Mark's, and in particular its extraordinary mosaic decoration, will be examined in relation to the close ties -commercial, ideological, cultural and artistic- that united the city of the doges with Constantinople.
Visits to a number of basilicas in Rome and the Abbey of Montecassino are planned.
The active participation of the students is required with lectures in the classroom and during the visits.
( reference books)
Bibliografia
• S. Romano (a cura di), Riforma e Tradizione. La pittura medievale a Roma. Corpus, IV, Jaca Book, Milano-Roma 2006, pp. 68-88 (San Crisogono); 129-150 (San Clemente, bas. inf.); 209-218 (San Clemente, bas. sup.); 250-257 (Santa Maria in Cosmedin); 272-280 (San Nicola in Carcere); 305-311 (Santa Maria in Trastevere); 327-334; 335-345 (Santa Maria Nova).
• E. Mazzocchi, Il cuore antico della Riforma: le pitture della basilica di S. Crisogno a Roma, in Roma e la riforma gregoriana. Tradizioni e innovazioni artistiche (XI-XII secolo), a cura S. Romano e J. Enckell Julliard, Viella, Roma 2007, pp. 247-273.
• A. Iacobini, Gli affreschi della cripta di S. Nicola in Carcere, in Fragmenta picta. Affreschi e mosaici staccati del Medioevo romano, Argos Editore, Roma 1989, pp. 197-204.
• E. Parlato, S. Romano, Roma e Lazio. Il romanico, Palombi Editori e Jaca Book, Milano 2001, pp. 29-43 (S. Clemente); 44-52 (S. Maria in Cosmedin); 53-59 (S. Crisogono); 61-75 (S. Maria in Trastevere).
• A. Iacobini, Il mosaico in Italia dall’XI agli inizi del XIII secolo: spazio, immagini, ideologia, in L’arte medievale nel contesto (300-1300) Funzioni, iconografia, tecniche, Jaca Book, Milano 2006, pp. 463-499, figg. 279-305.
• M. Andaloro, Montecassino: memoria di una fabbrica perduta, in Cantieri medievali, a cura di R. Cassanelli, Jaca Book, Milano 1995, pp. 51-69.
• M. Gianandrea, Montecassino, in La scena del sacro. L’arredo liturgico nel basso Lazio tra XI e XIV secolo, Viella, Roma 2006, pp. 55-75.
• G. Orofino, Desiderio, abate di Montecassino e papa Vittore III: Le miniature, in Roma medievale. Il volto perduto della città, De Luca Editore, Roma 2022, pp. 89-94.
• G. Curzi, L’iconostasi di S. Maria in Valle Porclaneta, in Idem, Arredi lignei medievali. L’Abruzzo e l’Italia centro-meridionale. Secoli XII-XIII, Silvana Editoriale, Cinesello Balsamo 2007, pp. 65-77.
• Si consiglia la consultazione di:
- Leone Marsicano, Cronaca di Montecassino (III 26-33), a cura di F. Aceto e V. Lucherini, Jaca Book, Milano 2001.
Non frequentanti
Allo studio dei testi indicati gli studenti non frequentanti dovranno aggiungere:
• H. Toubert, La riforma gregoriana e l’iconografia; La rinascita paleocristiana a Roma all’inizio del XII secolo, in Un'arte orientata: riforma gregoriana e iconografia, a cura di L. Speciale, Jaca Book, Milano 2001, pp. 11-20 e figg. 1-4; pp. 177-227 e figg. 81-98.
• M. Andaloro, S. Romano (a cura di), Arte iconografia a Roma. Da Costanino a Cola di Rienzo, Jaca Book, Milano 2000 (l’intero volume).
Studenti frequentanti e non frequentanti
A tutti gli studenti è richiesta la conoscenza diretta dei seguenti monumenti:
• Roma, S. Crisogono
• Roma, S. Clemente
• S. Maria in Cosmedin
• Roma, S. Maria in Trastevere
• Roma, S. Maria Nova
• Montecassino, Chiesa abbaziale e Museo
Studenti frequentanti
II Modulo Storia dell’arte bizantina
Bibliografia
• A. Grabar, Plotino e l’origine dell’estetica medievale, in Idem, Le origini dell’estetica medievale, Milano, Jaca Book 2001, pp. 29-83.
• W. Tatarkiewicz, L’estetica di Plotino, in Storia dell’estetica, I, Torino, Einaudi, 1979, pp. 355-366; Idem, L’estetica dello Pseudo-Dionigi; L’estetica bizantina, in Storia dell’estetica, II, Torino, Einaudi, 1979, pp. 34-49.
• A. Iacobini, Il mosaico in Italia dall’XI agli inizi del XIII secolo: spazio, immagini, ideologia, in L’arte medievale nel contesto (300-1300) Funzioni, iconografia, tecniche, Jaca Book, Milano 2006, pp. 463-499, figg. 279-305.
• G. Lorenzoni, Venezia, in Enciclopedia dell’Arte Medievale, Istituto dell’Enciclopedia Italiana Treccani, Roma 2000, XI, pp. 524-533.
• F. Zuliani, La basilica di S. Marco. Il cantiere (1063-1094), in Cantieri medievali, a cura di R. Cassanelli, Jaca Book, Milano 1995, pp. 71-98.
• R. Polacco, La pittura medievale a Venezia, in La pittura in Italia. L’Altomedioevo, Electa, Milano 1994, pp.113-130.
• Storia dell’arte marciana: l’architettura, Atti del Convegno internazionale di studi (Venezia 11-14 ottobre 1994), a cura di R. Polacco, Marsilio, Venezia 1997:
- I. Andreescu-Treadgold, I primi mosaicisti a San Marco, pp. 87-104;
- G. Romanelli, La basilica di S. Marco nell’Ottocento. Trasformazioni, polemiche,
ideologie, ivi, 277-292.
• Il Tesoro di San Marco, catalogo della mostra, Edizioni Olivetti, Milano 1986:
- S. Bettini, Venezia, la Pala d’Oro e Costantinopoli, ivi, pp. 43-72;
- G. Perocco, Sulla storia del Tesoro di S. Marco, ivi, pp. 73-76.
• E. Concina, Le arti di Bisanzio. Secoli VI-XV, Bruno Mondadori, Milano 2002, pp. 155-192; 229-272; 291-304; 330-345.
Studenti non frequentanti
Allo studio dei testi indicati, gli studenti non frequentanti dovranno aggiungere:
• A. Grabar, Le origini dell’estetica medievale, Milano, Jaca Book 2001 (l’intero volume).
• G. Lorenzoni, Il cantiere di San Marco e la cultura figurativa veneziana fino al sec. XIII, in Storia di Venezia. Temi, Istituto dell’Enciclopedia Italiana, Roma 1994, pp. 21-144.
Frequenza
La frequenza delle lezioni è vivamente consigliata. Gli studenti che per giustificati motivi si trovino nell’impossibilità di frequentare, dovranno integrare il programma (v. sopra) concordando un appuntamento con il docente.
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Università Roma Tre