Human Sciences - General Info

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
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MODERN HISTORY MATTEO SANFILIPPO	First Semester	8	M-STO/02		Learning objectives The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, according to the learning objectives established in Dublin, students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights. Teacher's Profile courseProgram History of the West (Central-Western Europe and the Americas). Key Topics: 1. Definition and chronology of the modern age; 2. From the black plague to humanistic development; 3. Ottoman expansion and division of the Mediterranean; 4. Discovery and conquest of the New Worlds; 5. The Protestant Reformations (Lutheran, Calvinist, Anglican); 6. Charles V: the Empire against France; 7. Elizabeth I of England and Philip II of Spain: the clash on the sea; 8. The Thirty Years War and the End of the Religious Wars; 9. The English revolutions; 10. The France of Louis XIV and the struggle for European dominance; 11. Europe in the eighteenth century: political balance and technological-economic innovation; 12. The age of the Revolutions: United States, France, 1848; 13. The social and cultural evolution between the eighteenth and nineteenth centuries; 14. The national question in the nineteenth century; 15. Migration and mobility in the modern age; 16. Travel in the modern age examMode The preparation of the student will be verified by oral test. Within this framework it will be evaluated on the basis of the following grid (in thirtieths): KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30 (12 = excellent; 1 = very bad) FOCUS (as the learner focuses on discussed problems) - 1-6 / 30 (6 = excellent; 1 = very bad) PROCESSING (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6 / 30 (6 = excellent; 1 = very bad) EXPLANATION ( the ability of the learner to explain the fact or the historical phenomenon in question) - 1-6 / 30 (6 = excellent; 1 = very bad) The result of the test will be given by the sum of the scores obtained Question's example: Migrations in the Modern Era books First Annuity: 1) Vincenzo Ferrone e Franco Motta, L’età dell’oro e del ferro, Einaudi; 2) Matteo Sanfilippo, Il lungo Ottocento delle migrazioni italiane, Sette Città; 3) Alessandro Vanoli, L'invenzione dell'Occidente, Laterza 2024; 4) Giovanni Ricci, Rinascimento conteso. Francia e Italia, un'amicizia ambigua, il Mulino 2024 Not attending: the four books above, plus: Fatti e Misfatti nell’Europa di Antico Regime, edited by Alessandro Boccolini, Viterbo, Sette Città, 2020, easterneuropeanhistory.eu/it/2020/10/15/1027/ Second annuity 1) Andrea Zannini, Altri Pigafetta, Viella 2023, e 2) Giovanna Da Molin, Storia sociale dell’Italia moderna, Morcelliana Seminar: The rediscovery of antiquity. Readings: Tommaso di Carpegna Falconieri, Nel labirinto del passato. 10 modi di riscrivere la storia, Laterza mode Frontal lessons + seminars in presence and online according to the rectoral guidelines classRoomMode Students do not have to attend: to make the exam, they have only to prepare the basic programm and one more text bibliography See above (Seminar)
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HISTORY OF IRAN AND IRANIAN-CULTURE COUNTRIES ELINA FILIPPONE	First Semester	8	L-OR/14		Learning objectives The objective of the course is to provide students with the basic tools to know the history of Iran of 19th and 20th centuries. In that period the major transformation that have taken place in that country, somehow suspended between tradition and innovation, have led to the construction of a new identity. For this purpose, emphasis will be put on issues concerning the origin of the modernization process in the Qajar period (with particular reference to the reign of Nasiroddin Shah and his cultural politics), the European imperialism, the Constitutional Revolution; the modernization process during the Pahlavi dynasty; the 1953 coup d’état and the Islamic Revolution, with the shaping of the Islamic Republic of Iran and its consolidation at the beginning of 21st c. A Particular attention will be given to the genesis of the Iranian nationalist movement and its different ideological components; among these, the exaltation of the pre-Islamic past, the reconstruction of which racist theories of European origin have also contributed. Expected learning outcomes at the end of the course: 1) (Knowledge and understanding) basic historical knowledge of the main political and social events and problems of Iran of the nineteenth and twentieth centuries; 2) (Applied knowledge and understanding) on the basis of the acquired historical knowledge, ability to understand and analyze the contemporary political processes of the geopolitical area studied, 3) (Making judgments) flexibility of judgment and ability to compare and select based on a vision of Iran and the Middle East area more critical than the commonly widespread, eurocentristic one; 4) (Communicative skills) acquisition of communication techniques appropriate to the description of the problems treated thanks to the involvement of the students in the laboratory activities performed during the course, and to the forms of verification in itinere; 5) (Learning skills) ability to critically read texts related to Iran and other countries of the Middle East and to adequately use basic bibliographic and historical research tools; these skills are acquired thanks to joint laboratory activities and individual in-depth study. Teacher's Profile courseProgram • Introduction to the problems characterising the Iranian and Islamic, in particular Shiite, world (aimed at placing the proposed issues in a critical historical frame)• The Qajar dinasty • The impact of European (in particular, British and Russian) imperialism on the politico-economic development of Iran and its involvment in the ‘Great Game’ • The cultural policy of Nasiroddin Shah • Development of the nationalist movement; exaltation of the pre-Islamic past as an element of national identity • The Costitutional Revolution • The Anglo-Russian agreement • Iran during the First World War • The 1925 coup d’etat of Reza Khan and the creation of the new Pahlavi dinasty • The modernization process under Reza Shah • Iran during the Second World War • Reza Shah’s dismissal and the rise to power of Mohammad Reza Shah • The nationalist interregnum of Mossadeq, the oil nationalization and the 1953 coup d’etat. The narrative of the coup in the Western media. • The White Revolution and the modernization policies of the Shah • The Islamic Revolution • The political organization of the Islamic Republic of Iran. examMode The oral test will be aimed at ascertaining the knowledge acquired on the the topics of the course and the subjects discussed during the seminarial activities. Special attention will also be paid on the critical ability to deal with the main topics as well as to the mastery of Italian and clarity of presentation. All these factors contribute to the determination of the final judgement.The discussion of a term paper is optional; the subject of the paper has to be agreed in advance. books Farian Sabahi (2019), Il bazar e la moschea. Storia dell'Iran 1890-2018, Bruno Mondadori. E. Abrahamian (2009), Storia dell’Iran dai primi del Novecento a oggi. Donzelli editore. Reza Zia-Ebrahimi (2014) ‘Arab invasion’ and decline, or the import of European racial thought by Iranian nationalists, Ethnic and Racial Studies, 37:6, 1043-1061 (https://kcl.academia.edu/RezaZiaEbrahimi) Additional teaching material will be distributed during the course and made available on the Moodle platform. Non-attending students are required to contact the teacher. mode Frontal classes and seminar activities (at least eight hours of seminar activities). classRoomMode Attendance at the course is optional, although strongly recommended. In addition to facilitating the development of a critical vision on the topics studied during the course, it will give students the opportunity to verify in itinere the acquisition of the skills necessary to obtain the exam. Non-attending students are requested to contact the teacher for in-depth materials. bibliography Farian Sabahi (2019), Il bazar e la moschea. Storia dell'Iran 1890-2018, Bruno Mondadori. E. Abrahamian (2009), Storia dell’Iran dai primi del Novecento a oggi. Donzelli editore. Reza Zia-Ebrahimi (2014) ‘Arab invasion’ and decline, or the import of European racial thought by Iranian nationalists, Ethnic and Racial Studies, 37:6, 1043-1061 (https://kcl.academia.edu/RezaZiaEbrahimi)
HISTORY OF EASTERN EUROPE ALESSANDRO BOCCOLINI	First Semester	8	M-STO/02		Learning objectives The course's primary goal is to provide adequate tools to analyze and study the History and specificities of the Eastern European countries in their reciprocal political-diplomatic, social and cultural relations and those that occurred with Continental Europe in the Ages. Modern. The issues will be addressed from a multidisciplinary perspective (historical, cultural, religious, social), giving the opportunity to critically and analytically understand the current dynamics of Eastern Europe within the European and global context. "Case Study" will bring out the major historiographical problems relating to the Slavic counties, which will consist of the history, which is fascinating as it is tragic, of Modern-Age Poland. Instead of the Polish-Lithuanian Confederation, one of Europe's largest countries, it included present-day Poland, Lithuania, Belarus, and Ukraine. His role as Ante-mural Christianitatis placed on the strategic quadrant between the Baltic and Black Seas, with the shadow of Muscovy to the east and the Ottomans to the south, will be one of the course's main themes. The themes will be studied and analyzed in the classroom using unpublished or rare texts, essays, and archive documents (travel reports, diplomatic documents, handwritten notices related to the geopolitical area of analysis) that will be presented and discussed collectively. The course is enriched by the "Seminar Cycle on the History of Eastern Europe", in which researchers and personalities from the world of institutions, national and foreign, participate. The meetings will also take place in English. The attending student will be invited to take an active part in the course by writing minor written theses, PowerPoint presentations and guided discussions on topics established and scheduled by the teacher during the first lessons of the course. A self-assessment and anonymous test are planned to test learning progress. For particularly interested students, there is the possibility to participate in the organizational and editorial activities of the international scientific journal Eastern European History Review and the CESPoM (Center for Studies on the Age of Sobieski and Modern Poland), with the possibility of coming into contact with experts sector and institutions - national and international -. At the start of the course, the student will have in-depth material already uploaded on the course page (Essays, Books, Maps, videos, and newspaper articles in Italian and English). For Erasmus students, there is an English program with texts provided by the professor. Teacher's Profile courseProgram Course title: From Kievan Rus to the great empires of Eastern Europe The speech by Putin on February 23, 2022, which launched military operations in Ukraine, showed the need for historical knowledge of the dynamics and events that have affected and still affect Eastern Europe. The Russian president's continuous references to a historical "union" between Russia and Ukraine (with specific moments) to justify the invasion raises the urgency of critically retracing facts and events in which the two countries were protagonists, placing them in a broader context capable of embracing the rest of the Slavic countries in their mutual relations, as in those they had with Continental Europe. The course, therefore, retraces the fascinating, at times glorious but also the tragic history of this part of the continent, to offer a critical overview of the events that have characterized its history and influenced its present: from Kyivan Rus' through for the Polish-Lithuanian Confederation and its disappearance from the geographical maps, until the rise of Tsarist Russia, the Austro-Hungarian and Ottoman Empires will be the critical moments within which the history of Eastern Europe will be framed. The course is designed to foster critical thinking by offering a comprehensive understanding of the main events in the history of Central and Eastern Europe, as well as specific countries such as Poland, Lithuania, Ukraine, Belarus, Russia, and the Danube Balkan region. It also delves into the major historical interpretations these events have been subjected to. By offering an analytical framework of the major political-constitutional, socio-cultural, and religious moments in Eastern Europe, the course places the most representative events and figures within their chronological and geographical contexts, stimulating intellectual engagement and curiosity. examMode At the end of the course, there will be an oral exam. A self-assessment and anonymous test is planned to test learning progress. The student must demonstrate that he has understood the geopolitical dynamics that have affected Eastern Europe in the modern age through the case studies dealt with during the course. The test is passed if the student studies the proposed books and demonstrates critical thinking on the issues addressed during the course. books 1. General Part: Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - Pdf scaricabile da Materiale Didattico 2. Monographic Part: 2.1. G. Cella, Storia e geopolitica della crisi ucraina. Dalla Rus' di Kiev ad oggi, Roma 2021. (Chapter 1-7) 2.2. G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese e ostilità, Viterbo 2017. 2.3. A. Boccolini, Un lucchese al servizio della Santa Sede. Francesco Buonvisi nunzio a Colonia, Varsavia e Vienna, Viterbo 2018. 3. n. 3 articles to choose from and download in "Materiali didattici". For Erasmus students who wish to follow the course: 1. Can take the Italian exam with the Italian program. 2. Opt for an English program (with an exam in Italian or English). The teacher will provide the texts: a) The Polish-Lithuanian Monarchy in European Context, c.1500–1795, Edited by Richard Butterwick, Palgrave 2001. b) Wojciech Tygielski, Italians in early modern Poland: The lost opportunity for modernization ?, Lang Ed. Frankfurt am Main 2015. Or other choice texts agreed with the Professor. mode Structure and contents of the main course: The course will be articulated through lectures divided into: a) The general part is dedicated to the history of Central and Eastern Europe and Poland. b) monographic course; c) readings and comments on unpublished and rare archival documents; d) guided visits to documentary conservation bodies. The main IT and communication tools will be used in the specific competence areas, ensuring that you are well-prepared and equipped for the course. The attending student will be called to active participation through the writing of small written essays and the presentation in PowerPoint of topics established and scheduled by the teacher during the first lessons of the course. During the course, seminars will be held in Italian and English with the participation of Central European scholars. The teaching methods will include frontal lessons and discussion forums on arguments assigned by the teacher. During the lessons, the traditional teaching method will be accompanied by audio-visual and web tools Seminars are planned with Italian and foreign scholars, with lessons also in English. An anonymous test will complete each module, providing a secure and fair evaluation of the class's level of understanding of the topics. classRoomMode Attendance is not mandatory. Non-attending students can prepare for the exam based on the program and reference texts, or write an email to the teacher to agree on an individual teaching strategy. bibliography A fundamental bibliography will be provided by the Professor during the course.
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FURTHER FOREIGN LANGUAGES COMPETENCES MELISSA ELEFANTE	First Semester	6			Learning objectives EDUCATIONAL AIMS: The course aims to develop language skills at a pre-intermediate level (B1 in The Common European Framework of Reference for Languages), focusing on building essential grammatical and lexical foundations. LEARNING OUTCOMES: The student can: - understand texts that consist mainly of high-frequency everyday or job-related language; - understand the description of events, feelings, and wishes in personal letters; - understand the main points of clear standard speech on familiar matters; - enter into a conversation on topics that are familiar, of personal interest or pertinent to everyday life; - connect phrases in a simple way in order to describe experiences and events, his/her dreams, hopes and ambitions; - briefly give reasons and explanations for opinions related to scientific topics as well; - write simple connected text on topics that are familiar or of personal interest; - write personal letters describing experiences and impressions, and short stories sticking to specific hints. Teacher's Profile courseProgram - Grammar: present simple and present continuous, past simple and past continuous, present perfect simple and present perfect continuous, past perfect simple, futures (will, may/might, be going to, present simple/continuous), conditionals (0, 1, 2), relative clauses, passive, modals (have to, must, should, can). - Writing: email, article, review. - Reading: written comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). - Listening: oral comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). The programme and the examination procedure will be the same for attending and non-attending students. examMode Written test with questions (multiple choice/true or false/missing words) about grammar and written comprehension. Production of a short text in formal register. Listening test (multiple choice/true or false/missing words). Dictionary cannot be used. Students diagnosed with a SLD and/or with a disability who wish to request a personalised exam must compulsorily send their request to me no later than 15 days before the exam, enclosing the necessary form and also sending the email to the Services to the Students and Post-Graduate Office (Ufficio Servizi agli Studenti e Post-Lauream). For more information and the necessary forms, you can visit the following page: https://www.unitus.it/en/students/services-for-students/supporto-e-inclusione/. books Recommended book: English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press. Alternatively, any intermediate-level English grammar book can be used. mode Frontal lessons. Course attendace is not mandatory. Monday 9:00-11:00 aula A Friday 9:00-11:00 aula B classRoomMode Course attendace is not mandatory. bibliography English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press. Teacher's Profile courseProgram - Grammar: present simple and present continuous, past simple and past continuous, present perfect simple and present perfect continuous, past perfect simple, futures (will, may/might, be going to, present simple/continuous), conditionals (0, 1, 2), relative clauses, passive, modals (have to, must, should, can). - Writing: email, article, review. - Reading: written comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). - Listening: oral comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). The programme and the examination procedure will be the same for attending and non-attending students. examMode Written test with questions (multiple choice/true or false/missing words) about grammar and written comprehension. Production of a short text in formal register. Listening test (multiple choice/true or false/missing words). Dictionary cannot be used. Students diagnosed with a SLD and/or with a disability who wish to request a personalised exam must compulsorily send their request to me no later than 15 days before the exam, enclosing the necessary form and also sending the email to the Services to the Students and Post-Graduate Office (Ufficio Servizi agli Studenti e Post-Lauream). For more information and the necessary forms, you can visit the following page: https://www.unitus.it/en/students/services-for-students/supporto-e-inclusione/. books Recommended book: English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press. Alternatively, any intermediate-level English grammar book can be used. mode Frontal lessons. Course attendace is not mandatory. Monday 9:00-11:00 aula A Friday 9:00-11:00 aula B classRoomMode Course attendace is not mandatory. bibliography English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press.
SKILLS AND COMPETENCES IN INFORMATICS	First Semester	6
FORMATIVE AND GUIDANCE TRAININGS	First Semester	6
OTHER USEFUL SKILLS FOR JOB GUIDANCE	First Semester	6
17412 - CONTEMPORARY ITALIAN LETERATURE CARLO SERAFINI	First Semester	8	L-FIL-LET/11		Learning objectives The course aims to develop students' ability to read and understand both poetic and narrative literary texts in the context of the evolution of literature from the early twentieth century to the present day. Specifically, at the end of the course, students will have acquired the following skills: 1) Knowledge and understanding: knowledge of the main literary, narrative and poetic movements, of the main exponents and of the most prominent personalities, with the ability to historical and cultural contextualization in the 20th and 21st centuries; 2) Applied knowledge and understanding: reading, understanding and analysis of literary, narrative and poetic texts, basic principles of textual, philological and hermeneutic criticism, elements of poetic metrics; 3) Autonomy of judgment: the student must mature and develop individual analytical and judgment skills, based on knowledge of the work and on the application of the critical tools essential for a correct aesthetic approach to the text; 4) Communication skills: the aim is to develop expressive ability and mastery of a technical scientific lexicon suitable for the transmission and formulation ofcritical judgments, aimed at the drafting of critical argumentative texts, non-fiction or didactic exposition of a literary text; 5) Learning ability: bibliographic research skills also with the aid of digital IT, bibliographic orientation and archive research. Teacher's Profile courseProgram The course aims to provide students with an overview of the main authors and literary movements of Italian poetry and fiction of the 20th and 21st centuries. The following will be addressed in detail: the avant-garde movements, the birth of the modern novel, the forms of realism, war literature, the fantastic-surrealist trend, neorealism, the literature of the economic boom and well-being, the neo-avant-garde, the Group 63 , the forms of postmodernism, the crisis of the novel in the Noughties, contemporary literature and the relationship with editorial policies. Bibliography: Students will have to demonstrate knowledge of the history of twentieth-century literature, to be prepared on FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. In the manual, students will have to study the chapters relating to: POETRY: Historical profile of the twentieth century, Path of twentieth century poetry, Futurism, Palazzeschi, Campana, Saba, Ungaretti, Montale, Quasimodo, Penna, Bertolucci, Caproni, Sereni, Gruppo 63, Rosselli, Merini, Magrelli. NARRATIVE: Path of the prose of the twentieth century, The European novel, Svevo, Pirandello, Tozzi, Calvino, Alvaro, Pasolini, Gadda, Palazzeschi, Moravia, Landolfi, Buzzati, Pavese, Vittorini, P.Levi, Morante, Fenoglio, Bassani, Sciascia, Bianciardi, Tondelli, Volponi, Eco. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over examMode The exam is based on an oral interview with a score of 30/30 on the topics covered by the course as indicated in the program. The object of the assessment will be, in addition to the knowledge of the topics, also the ability to analyze the literary text and the presentation ability. books FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over classRoomMode Attendance is not compulsory but strongly recommended bibliography FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over
18145 - ITALIAN LITERATURE STEFANO PIFFERI	Second Semester	8	L-FIL-LET/10		Learning objectives The course aims to frame the Italian travel writers within a literary canon refractory to absorb a hybrid and "borderline" writing. The student will therefore have to know and recognize the writing dynamics of an odeporic matrix. The objective of the course is to allow students to achieve good knowledge and understanding of the subject, as well as the application of these notions (applying knowledge and understanding) to the exam subject, aimed at an autonomy of making judgments demonstrating acceptable communication skills and learning skills Teacher's Profile courseProgram Travel as a Literary Theme The aim of the course is to explore the theme of travel as applied to literature, both in its creative and fictional forms as well as in those related to real journeys. By examining this theme across the centuries, the course will highlight the various ways in which it has been expressed (chronicles, diaries, memoirs, creative texts, etc.), always contextualized within the ideological codes, historical issues, and social dynamics in which they occur. The journey will range from Dante and Petrarch to Marco Polo, from the age of discoveries and explorations with Vespucci, Ramusio, and Bartolomei, to the second modern era with Baretti, Acerbi, Alfieri, Foscolo, Leopardi, and other authors and travelers, eventually reaching contemporary times with its formal digressions. The goal is to understand how the phenomenon of travel has always represented a privileged perspective for knowing the other and, consequently, oneself, as well as for hypothesizing or anticipating the future. examMode The assessment will be conducted orally and will focus on the student's knowledge of the course material (knowledge and understanding), their ability to organize the acquired notions (applying knowledge and understanding) aimed at developing independent judgment (making judgements), demonstrating acceptable communication skills (communication skills), and learning ability (learning skills). books Eric J. Leed, La mente del viaggiatore. Dall'Odissea al turismo globale, Bologna, Il Mulino, 1992 (Parte prima: la struttura del viaggio); Vincenzo De Caprio, Introduzione a Un genere letterario instabile, Roma, Archivio Guido Izzi, 1996 (disponibile in biblioteca); Giorgio Raimondo Cardona, I viaggi e le scoperte, in Letteratura Italiana, diretta da Alberto Asor Rosa, V, Le questioni, Torino 1986, pp. 687-716 (disponibile in biblioteca); Ricciarda Ricorda, La letteratura di viaggio in Italia. Dal Settecento a oggi, Brescia, La scuola, 2012 (disponibile in biblioteca); Elvio Guagnini, Il viaggio, lo sguardo, la scrittura, Trieste, EUT Edizioni Università di Trieste, 2010 (solo i primi 3 capitoli; scaricabile qui https://eut.units.it/it/catalogo/il-viaggio-lo-sguardo-la-scrittura/42); Andrea Campana, Percorsi nella letteratura italiana di viaggio. Secoli XVIII-XX, Roma, Carocci, 2023 Pino Fasano, Letteratura e viaggio, Bari (Laterza) 1999 (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1700-1861, Milano, Mondadori, 2008, pp. IX-CXLII (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1861-2000, Milano, Mondadori, 2013, pp. XI-CXII (disponibile in biblioteca); Stefano Pifferi, Irregolari nella Roma dell'Ottocento. Scrittori di viaggio nella città eterna tra orto- ed eterodossia odeporica, Roma, Istituto nazionale di studi romani, 2020 (scaricabile qui: http://hdl.handle.net/2067/44688); Stefano Pifferi, “La fine di un viaggio è solo l’inizio di un altro...”. Legami, dipendenze, connessioni tra viaggio e scrittura, in Raccontare in breve. Cinque studi sul viaggio e viaggiatori, a cura di Alessandro Boccolini, Viterbo, Sette Città, 2020, pp. 43-55 (scaricabile qui http://hdl.handle.net/2067/45640) Manuali di riferimento: V. De Caprio, Progetto Letteratura, tomo 2b, Torino, Einaudi, 2003; (disponibile in biblioteca) Le autrici della letteratura italiana. Per una storia dal XIII al XXI secolo, a cura di Daniela De Liso, Napoli, Loffredo, 2023 classRoomMode Attendance is optional, with no obligation or distinction between attending and non-attending students. bibliography Eric J. Leed, La mente del viaggiatore. Dall'Odissea al turismo globale, Bologna, Il Mulino, 1992 (Parte prima: la struttura del viaggio); Vincenzo De Caprio, Introduzione a Un genere letterario instabile, Roma, Archivio Guido Izzi, 1996 (disponibile in biblioteca); Giorgio Raimondo Cardona, I viaggi e le scoperte, in Letteratura Italiana, diretta da Alberto Asor Rosa, V, Le questioni, Torino 1986, pp. 687-716 (disponibile in biblioteca); Ricciarda Ricorda, La letteratura di viaggio in Italia. Dal Settecento a oggi, Brescia, La scuola, 2012 (disponibile in biblioteca); Elvio Guagnini, Il viaggio, lo sguardo, la scrittura, Trieste, EUT Edizioni Università di Trieste, 2010 (solo i primi 3 capitoli; scaricabile qui https://eut.units.it/it/catalogo/il-viaggio-lo-sguardo-la-scrittura/42); Andrea Campana, Percorsi nella letteratura italiana di viaggio. Secoli XVIII-XX, Roma, Carocci, 2023 Pino Fasano, Letteratura e viaggio, Bari (Laterza) 1999 (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1700-1861, Milano, Mondadori, 2008, pp. IX-CXLII (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1861-2000, Milano, Mondadori, 2013, pp. XI-CXII (disponibile in biblioteca); Stefano Pifferi, Irregolari nella Roma dell'Ottocento. Scrittori di viaggio nella città eterna tra orto- ed eterodossia odeporica, Roma, Istituto nazionale di studi romani, 2020 (scaricabile qui: http://hdl.handle.net/2067/44688); Stefano Pifferi, “La fine di un viaggio è solo l’inizio di un altro...”. Legami, dipendenze, connessioni tra viaggio e scrittura, in Raccontare in breve. Cinque studi sul viaggio e viaggiatori, a cura di Alessandro Boccolini, Viterbo, Sette Città, 2020, pp. 43-55 (scaricabile qui http://hdl.handle.net/2067/45640) Manuali di riferimento: V. De Caprio, Progetto Letteratura, tomo 2b, Torino, Einaudi, 2003; (disponibile in biblioteca) Le autrici della letteratura italiana. Per una storia dal XIII al XXI secolo, a cura di Daniela De Liso, Napoli, Loffredo, 2023
119854 - FEDERICO MESCHINI	Second Semester	8	M-STO/08		Learning objectives The aim of this course is to provide to students both theoretical and methodological tools for a better understanding of computer science and computational tools, especially with regard to modeling skills, the main cause of the changes that have occurred in the production and dissemination of information, together with the wide spread of telematic networks in recent years. For this reason, it will be analyzed in detail how the traditional analogical modalities, in particular the book object on the one hand and cognitive environments such as libraries and archives on the other, have been 're-mediated' computationally and telematically, in order to provide at the same time an almost ubiquitous access to the historical-documental heritage, together with new forms of analysis and visualization of literary texts. Teacher's Profile courseProgram The course will be divided into three modules. The first module module A) is a theoretical and conceptual introduction, including the concepts of information, encoding and digital format, and multimedia. The basic characteristics of a computer and the concepts of operating system and application software will also be examined. TheIt will also be introduced the concept of computer network, with a presentation and discussion of the fundamental characteristics of the Internet. The second module (module B), a monographic in-depth study, will address the theme of the evolution of the World Wide Web as an information environment both at a general level and in relation to the dissemination of cultural heritage. The third module (module C) will focus on text encoding and on the quantitative analysis of literary texts. examMode The exemption exam is open to all students and will focus on the topics of module A. Then, the oral exam will allow the students to complete the verification for the remaining modules for those who have passed it, or to make a full review on all three modules for those who have not passed or taken it. books - Modulo A: Fabio Ciotti, Gino Roncaglia, Il mondo digitale, Laterza, Roma-Bari, 2000 (chapters 1-5, 7-8). - Modulo B: Federico Meschini, Reti, memoria e narrazione. Archivi e biblioteche digitali tra ricostruzione e racconto, Sette Città, Viterbo 2018 . - Modulo C: Fabio Ciotti, Daniele Silvi, Lezioni di informatica umanistica, Universitalia, Roma 2021. mode Classroom lessons will be focused on modules A, B and C main topics. classRoomMode Attendance is not mandatory bibliography - J. Glenn Brookshear and Dennis Brylow, Informatica. Una panoramica generale, Pearson, Milan, 2020.
MODULE II	-	-	-	-
MEDIEVAL HISTORY AMEDEO DE VINCENTIIS	First Semester	8	M-STO/01		Learning objectives Module 1. The module aims to offer a synthesis of medieval geopolitical evolution, with a focus on the Mediterranean area and continental Europe. Its overall aim is to provide the historical tools for a more conscious reading of the current map of Europe. Module 2. The module aims to offer an overview of the Medieval millennium through an in-depth analysis of a series of phenomena/themes habitually associated with it in the common imagination as keywords (e.g. feudalism, crusade, monasticism, etc.), with the goal of placing them precisely back in their context by clearing the field of anachronisms, clichés and manipulations. An important objective will also be the discussion of the notion of the Middle Ages itself, so as to make the student aware of the problematic nature of this notion, of the historiographical discussions arisen around the definition of its chronological limits, and of the origin of the "negative" view that continues to accompany the term Middle Ages even today in the common imagination and language. Teacher's Profile courseProgram The course programme will follow the chronological course of medieval history, from the first centuries following the decline of the Latin Roman Empire to the mid-15th century. The leitmotif will be the changes in borders, political systems, socio-economic identities, and the main European political and territorial entities. This general course is punctuated by some lectures dedicated instead to the reading and exegesis of some historical evidence, of various types: from documentary sources to literary ones, from figurative texts to monumental complexes and so on. examMode The final examination consists of an interview starting with a number of questions, both general and on more specific topics, and aims to test both the notions learned and the ability to develop and coherently articulate a discourse on the broader subject. The ability to connect and relate events and phenomena that occurred in different areas of medieval Europe and the Mediterranean basin is considered essential for positive assessment. Equally, the historical (and logical) consequentiality of historical developments over the long term is part of the essential background to demonstrate that one has fully studied and assimilated the subject of study. books M. Montanari, Storia medievale, Roma, Bari 2002 (o seguenti). mode lectures classRoomMode The course will take place exclusively live, in the direct presence of the lecturer and the attending students. bibliography A reference bibliography on the different topics covered is provided during the lectures. However, for a general study of the subject, the two volumes are indicated: Storia d’Europa e del Mediterraneo, 8, Popoli, potere, dinamiche, Roma (Salerno) 2006; Storia d’Europa e del Mediterraneo, 9, Strutture, preminenze, lessici comuni, Roma (Salerno) 2007. Teacher's Profile courseProgram The course programme will follow the chronological course of medieval history, from the first centuries following the decline of the Latin Roman Empire to the mid-15th century. The leitmotif will be the changes in borders, political systems, socio-economic identities, and the main European political and territorial entities. This general course is punctuated by some lectures dedicated instead to the reading and exegesis of some historical evidence, of various types: from documentary sources to literary ones, from figurative texts to monumental complexes and so on. examMode The final examination consists of an interview starting with a number of questions, both general and on more specific topics, and aims to test both the notions learned and the ability to develop and coherently articulate a discourse on the broader subject. The ability to connect and relate events and phenomena that occurred in different areas of medieval Europe and the Mediterranean basin is considered essential for positive assessment. Equally, the historical (and logical) consequentiality of historical developments over the long term is part of the essential background to demonstrate that one has fully studied and assimilated the subject of study. books M. Montanari, Storia medievale, Roma, Bari 2002 (o seguenti). mode lectures classRoomMode The course will take place exclusively live, in the direct presence of the lecturer and the attending students. bibliography A reference bibliography on the different topics covered is provided during the lectures. However, for a general study of the subject, the two volumes are indicated: Storia d’Europa e del Mediterraneo, 8, Popoli, potere, dinamiche, Roma (Salerno) 2006; Storia d’Europa e del Mediterraneo, 9, Strutture, preminenze, lessici comuni, Roma (Salerno) 2007. Teacher's Profile courseProgram Inspired by the Jubilee year 2025 and its theme, ‘Pilgrims of Hope’, the in-depth module of this year's medieval history course will be dedicated to the theme, so characteristic in the imagination of this era, of the medieval pilgrimage. First of all, the notion of ‘’pilgrimage‘’ will be circumscribed and defined, in order to clarify its interrelationships and differences from that of ‘’journey‘’. An overview of the multiple pilgrimage routes that crossed the medieval Euro-Mediterranean space will then be offered, with a particular focus on two experiences: firstly that of the pilgrimage to Santiago de Compostela, the pilgrimage par excellence, and its political implications with the appropriation of the figure of Santiago by the Reconquista; secondly, that of the evolution of the pilgrimage to the Holy Sepulchre into an ‘’armed pilgrimage‘’ or ‘’crusade‘’, a juridical-ecclesiastical notion later extended to other contexts. The third part of the module will finally analyse in detail the specific theme of the pilgrimage to Rome, that of the Romei, and its specific connection with the Jubilee institution from 1300 onwards. In this latter context, the topic of confraternities and hospitals will also be mentioned, with reference to the confraternities that stood under the name of Roch da Montpellier (Saint Roch) and specialised in assisting Jubilee pilgrims. It is a figure, that of San Rocco, deeply rooted in the territory of Tuscia, starting from the disseminating centre of the cult represented by the town of Acquapendente. examMode The final test will consist of a traditional interview starting from questions posed by the teacher to verify the mastery of some specific notions but above all the ability to construct a wide-ranging discussion on certain topics, demonstrating that one has grasped the connections of cause and effect and of to have understood the lines of development of some long-term phenomena. Regarding the evaluation: a sufficient mark (18-23/30) is determined by the minimum knowledge of the course contents and an acceptable level of presentation of the topics by the student; average scores (24-27/30) are assigned to the student who demonstrates having a more than sufficient (24-25/30) or good (26-27/30) level; the highest scores (from 28/30 to 30/30 cum laude) are assigned based on the demonstration of a level from excellent to excellent; an insufficient grade is determined by the lack of knowledge of the minimum contents of the course. books Programme for attending and non-attending students 1. Romei e Giubilei. Il pellegrinaggio medievale a San Pietro (350-13509), a cura di M. D'Onofrio, Electa 1999 (copy of the text, out of print, will be deposited at the university copy shop) 2. Dossier on Moodle during the lessons mode As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform. classRoomMode Attendance at the course is not compulsory. bibliography Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students. Teacher's Profile courseProgram Inspired by the Jubilee year 2025 and its theme, ‘Pilgrims of Hope’, the in-depth module of this year's medieval history course will be dedicated to the theme, so characteristic in the imagination of this era, of the medieval pilgrimage. First of all, the notion of ‘’pilgrimage‘’ will be circumscribed and defined, in order to clarify its interrelationships and differences from that of ‘’journey‘’. An overview of the multiple pilgrimage routes that crossed the medieval Euro-Mediterranean space will then be offered, with a particular focus on two experiences: firstly that of the pilgrimage to Santiago de Compostela, the pilgrimage par excellence, and its political implications with the appropriation of the figure of Santiago by the Reconquista; secondly, that of the evolution of the pilgrimage to the Holy Sepulchre into an ‘’armed pilgrimage‘’ or ‘’crusade‘’, a juridical-ecclesiastical notion later extended to other contexts. The third part of the module will finally analyse in detail the specific theme of the pilgrimage to Rome, that of the Romei, and its specific connection with the Jubilee institution from 1300 onwards. In this latter context, the topic of confraternities and hospitals will also be mentioned, with reference to the confraternities that stood under the name of Roch da Montpellier (Saint Roch) and specialised in assisting Jubilee pilgrims. It is a figure, that of San Rocco, deeply rooted in the territory of Tuscia, starting from the disseminating centre of the cult represented by the town of Acquapendente. examMode The final test will consist of a traditional interview starting from questions posed by the teacher to verify the mastery of some specific notions but above all the ability to construct a wide-ranging discussion on certain topics, demonstrating that one has grasped the connections of cause and effect and of to have understood the lines of development of some long-term phenomena. Regarding the evaluation: a sufficient mark (18-23/30) is determined by the minimum knowledge of the course contents and an acceptable level of presentation of the topics by the student; average scores (24-27/30) are assigned to the student who demonstrates having a more than sufficient (24-25/30) or good (26-27/30) level; the highest scores (from 28/30 to 30/30 cum laude) are assigned based on the demonstration of a level from excellent to excellent; an insufficient grade is determined by the lack of knowledge of the minimum contents of the course. books Programme for attending and non-attending students 1. Romei e Giubilei. Il pellegrinaggio medievale a San Pietro (350-13509), a cura di M. D'Onofrio, Electa 1999 (copy of the text, out of print, will be deposited at the university copy shop) 2. Dossier on Moodle during the lessons mode As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform. classRoomMode Attendance at the course is not compulsory. bibliography Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students.
15320 - LATIN LANGUAGE AND LITERATURE ALESSANDRO FUSIALESSANDRO FUSI	Second Semester	8	L-FIL-LET/04		Learning objectives The course aims to provide an essential knowledge of the main features of Latin literary history; the mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; to offer direct knowledge of Martial’s poetic text through reading and commentary. Expected learning outcomes: At the end of the teaching the student will have: 1) Knowledge of the main features of the history of latin literature; knowledge of the peculiar features of Martial’s epigrammatic corpus 2) Ability to analyse Latin literary history and comprehend her diachronic development; ability to analyse and discuss appropriately Martial’s epigrams 3) Ability to formulate autonomous judgements on the course’s themes 4) Ability to adequately communicate what learned 5) Ability to comprehend and interpret autonomously literary phenomena and similar texts not included in the programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Literature; II. Vergil’s Aeneid Programme: the course is divided in two parts: the first (16 hours) includes a wide introduction to Latin literature, focused on key elements for the discipline's study (literary genres; models; intertextuality; historical and literary contexts; themes; linguistic and stylistic codes; conservation and loss of texts; survivor); the second (32 hours) is focused on Vergil's epic poem, key text in Roman literary history as well as in Western culture: starting from an historical-cultural overview of the Vergilian poem, will be carried out an in-depth analysis of his ideological, structural and linguistic-stylistic features, paying peculiar attention to Latin epic tradition. The course aims to provide a critical knowledge of Vergil's epic poem, set in the context of the Augustan age and in its relationships with the Greek and Latin, not only epic, literary tradition. The goal will be pursued through reading and literary-philological analysis of an anthology of the poem’s episodes. examMode The examination is oral and consists of two parts: in the first part, the student must demonstrate knowledge of the main features of Latin literary history; in the second part, the student must demonstrate the ability to translate, analyse and comment on the literary texts on the syllabus: the level of content knowledge demonstrated (superficial [18-21], appropriate [22-26], precise and complete [27-29], complete and thorough [30]), the ability to make a critical sense and formulate judgments (sufficient [18-24]], good [25-28], excellent [29-30]), the mastery of expression (deficient exposition [18-21], simple [22-25], clear and correct [26-28], secure and correct [29-30]). books _for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).A complete edition of Vergil’ Aeneid with Latin text (suggested_ Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints); A. Traina, Virgilio. L'utopia e la storia. Il libro XII dell'Eneide e antologia delle opere, Bologna, Pàtron, 2017; S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023. classRoomMode Attendance in this course is optional, but highly recommended. bibliography More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Literature; II. Vergil’s Aeneid Programme: the course is divided in two parts: the first (16 hours) includes a wide introduction to Latin literature, focused on key elements for the discipline's study (literary genres; models; intertextuality; historical and literary contexts; themes; linguistic and stylistic codes; conservation and loss of texts; survivor); the second (32 hours) is focused on Vergil's epic poem, key text in Roman literary history as well as in Western culture: starting from an historical-cultural overview of the Vergilian poem, will be carried out an in-depth analysis of his ideological, structural and linguistic-stylistic features, paying peculiar attention to Latin epic tradition. The course aims to provide a critical knowledge of Vergil's epic poem, set in the context of the Augustan age and in its relationships with the Greek and Latin, not only epic, literary tradition. The goal will be pursued through reading and literary-philological analysis of an anthology of the poem’s episodes. examMode The examination is oral and consists of two parts: in the first part, the student must demonstrate knowledge of the main features of Latin literary history; in the second part, the student must demonstrate the ability to translate, analyse and comment on the literary texts on the syllabus: the level of content knowledge demonstrated (superficial [18-21], appropriate [22-26], precise and complete [27-29], complete and thorough [30]), the ability to make a critical sense and formulate judgments (sufficient [18-24]], good [25-28], excellent [29-30]), the mastery of expression (deficient exposition [18-21], simple [22-25], clear and correct [26-28], secure and correct [29-30]). books _for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).A complete edition of Vergil’ Aeneid with Latin text (suggested_ Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints); A. Traina, Virgilio. L'utopia e la storia. Il libro XII dell'Eneide e antologia delle opere, Bologna, Pàtron, 2017; S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023. classRoomMode Attendance in this course is optional, but highly recommended. bibliography More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme.

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
15254 - EXAMS OPEN TO STUDENT'S CHOISE	First Semester	8
MODULE II	-	-	-	-
GREEK HISTORY DINO DE SANCTIS	Second Semester	8	L-ANT/02		Learning objectives The course aims to strengthen the possession of a conscious and critical knowledge of the topic treated and developed in class. If there is availability, seminars will be organized, during which specific topics will be illustrated by the students. Teacher's Profile courseProgram Greek History and Literary Texts The main themes of Greek will explored history through the reading of texts by Greek authors in Italian, which, throughout the course, will provide opportunities for specific in-depth studies. In the final part of the course, the complex phase of the Persian Wars will be analyzed, with a focus on the Battle of Thermopylae. examMode Oral examination. Questions will be asked on the topics covered in the lecture and in this way the understanding of the topics will be investigated. Non-attending students can request a meeting with the teacher to establish an integrative program. books C. Bearzot, Manuale di Storia greca, Bologna, Il Mulino, 2015 [cap. I-II-II-IV-V (fino alla morte di Alessandro Magno)] O. Murray, La città greca, Torino, Einaudi 1993 L. Canfora, Prima lezione di storia greca, Roma, Laterza 2000 A. Vanoli, NON MI RICORDO LE DATE! La linea del tempo e il senso della storia, Treccani 2023 Photocopies and handouts will be distributed during the lessons. classRoomMode Attendance not mandatory. Non-attending students can request a meeting with the teacher to establish an integrative program. bibliography M. Giangiulio, Introduzione alla Storia greca, Il Mulino 2021 Teacher's Profile courseProgram Greek History and Literary Texts The main themes of Greek will explored history through the reading of texts by Greek authors in Italian, which, throughout the course, will provide opportunities for specific in-depth studies. In the final part of the course, the complex phase of the Persian Wars will be analyzed, with a focus on the Battle of Thermopylae. examMode Oral examination. Questions will be asked on the topics covered in the lecture and in this way the understanding of the topics will be investigated. Non-attending students can request a meeting with the teacher to establish an integrative program. books C. Bearzot, Manuale di Storia greca, Bologna, Il Mulino, 2015 [cap. I-II-II-IV-V (fino alla morte di Alessandro Magno)] O. Murray, La città greca, Torino, Einaudi 1993 L. Canfora, Prima lezione di storia greca, Roma, Laterza 2000 A. Vanoli, NON MI RICORDO LE DATE! La linea del tempo e il senso della storia, Treccani 2023 Photocopies and handouts will be distributed during the lessons. classRoomMode Attendance not mandatory. Non-attending students can request a meeting with the teacher to establish an integrative program. bibliography M. Giangiulio, Introduzione alla Storia greca, Il Mulino 2021
MODULE II	-	-	-	-
DIDACTIS OF MODERN LANGUAGES SIMONE CASINI	Second Semester	8	L-LIN/02		Learning objectives According to the Dublin descriptors, students are expected to acquire the following by the end of the course: 1. Knowledge and understanding: The course aims to provide students with theoretical and methodological tools to understand the conceptual and historical framework of educational linguistics, the processes of language acquisition/learning, methods and approaches for language teaching, with particular reference to Italian as L2, linguistic-cultural levels, and language policies. 2. Ability to apply knowledge and understanding of phenomena (being able to reflect on the processes of linguistic acquisition in general and those specific to Italian as L2; being able to analyze the repertoire of contemporary Italian in its grammatical structures and varieties; developing metalinguistic and language teaching competence in relation to Italian; developing effective methods of assessment and correction of "errors" in Italian L2); 3. Develop autonomy of judgment in relation to the proposed content, the relationships between linguistic skills and levels of the Common European Framework of Reference for Languages, and language competence certification systems. 4. Ability for autonomous learning, in relation to the stimuli coming from the lessons. 5. Communicative skills (consolidate the skills necessary to plan and propose didactic itineraries for Italian as a second language/foreign language). At the end of the course, the student will be able to: • Reconstruct the conceptual and historical framework of Italian educational linguistics. • Define the fundamental features of language acquisition and learning processes, with particular attention to second languages. • Recognize and evaluate, based on learners' educational needs, methods and approaches for language teaching, with a focus on Italian as L2. • Analyze linguistic-cultural levels and European language policies. Teacher's Profile courseProgram The course serves as an introduction to language learning and teaching in the Italian context, emphasizing its rich multilingual tradition. Divided into two modules, it explores the impact of social and cultural changes on language practices and education. The first part analyzes Italy's contributions to international language education policies, including the influence of figures like Don Lorenzo Milani. The second part delves into theoretical concepts, teaching approaches, and current methodologies, providing an overview of classroom actions, language teacher skills, and the creation of teaching materials. Key concepts include linguistic-communicative competence, multilingualism, action-oriented approach, text management, learner centrality, and competence levels. examMode The exam is oral; however, students have the option to prepare a written paper, to be submitted at least 10 days before the exam, on a topic agreed upon with the teacher. On the day of the exam, students will provide concise answers to a series of questions on the course topics, which will then lead to the development of the oral discussion. books A manual to bo choosen between - De Marco A. (a cura di), 2014, Manuale di glottodidattica, Carocci, Roma. Villarini A., 2021, Didattica delle lingue straniere, Il Mulino, Bologna. - Casini S., 2019, “In principio erat verbum? Tullio De Mauro e le riflessioni americane di educazione linguistica democratica”. Italica 96.1 (2019): 94-126. - De Mauro T., 2008, Che cosa è una lingua, Roma, Luca Sossella Editore. - De Mauro T., 1980, Guida all’uso delle parole, Roma, Editori Riuniti. - De Renzo F., 2019, Lingue, scuola, cittadinanza, Cesati, Firenze. - Giscel, 1975, Dieci Tesi per l’Educazione Linguistica Democratica, scaricabile da http://www.giscel.it/?q=content/dieci-tesi-leducazione-linguistica-democratica. - Loiero S., Lugarini E. (a cura di), 2019, Tullio De Mauro: Dieci tesi per una scuola democratica, Cesati, Firenze. - Piccardo E., North B., 2019, The Action-oriented Approach. A Dynamic Vision of Language Education, Multilingual Matters, Bristol. - Vedovelli M., 2010, Guida all’italiano per stranieri. Dal Quadro comune europeo per le lingue alla Sfida salutare, Carocci, Roma. - Vedovelli M., Casini S., 2016, Che cosa è la linguistica educativa, Carocci, Roma. Some texts including the European Framework (2020) and the ACTFL guidelines will be read in class. Further articles will be provided and indicated by the teacher during the lessons. mode Face-to-face lectures or equivalent activities. Face-to-face lectures, seminars with experts, and workshops for the construction of teaching units. classRoomMode Face-to-face lectures or equivalent activities. Face-to-face lectures, seminars with experts, and workshops for the construction of teaching units.
MODULE II	-	-	-	-
SIMONA RINALDI	Second Semester	8	L-ART/04		Learning objectives The course aims to provide a basic knowledge of artistic literature, understood as the whole of written testimonies on the arts, and in particular on painting and sculpture, from the Middle Ages to the Seventeenth century. The student will be able to analyze different typologies of literary sources on painting and sculpture (treatise, recipe book, diary, artists’s correspondence, travel book, account book and artist’s biographies), by identifying the lexicon and the relevant historical context At the end of the course students will be able to: 1. Know the main sources of artistic literature examined (Knowledge and understanding); 2. Carry out research on the sources examined, using annotated editions and critical texts (Applied knowledge and understanding); 3. Know how to differentiate the characteristics of artistic sources (Autonomy of judgement); 4. Expose the results of your readings, integrated with digital research (Communication skills); 5. Know the main characteristics of the artistic vocabulary compared to the purely literary one (Ability to learn). Teacher's Profile courseProgram Artistic literature from 1250 to 1650 will be examined through the main sources of art history consisting of recipe books for the Middle Ages (such as that of Alcherio and others collected by Jean Lebegue). Particular attention will be paid to Cennino Cennini's Libro dell'arte. For the fifteenth century, the treatises of Leon Battista Alberti will be discussed (De pictura, De re aedificatoria, De statua) and the handwritten notes by Leonardo da Vinci for the drafting of his unfinished Book of Painting. For the sixteenth century, the texts of Serlio, Palladio and Vasari will be discussed within the investigation conducted in 1547 by Benedetto Varchi, and the reception in Europe of Vasari's Lives, leading up to 1651 when Leonardo da Vinci's Treatise on Painting will be published for the first time in France, based on the collation of Vinci's autographs by Francesco Melzi. examMode Oral examination on books assigned with critical comparison between bibliographical sources. Three basic questions will be asked on the main exam texts, requiring knowledge of the topics, their critical understanding and the adoption of an appropriate italian language. books 1) M. Motolese, Italiano lingua delle arti. Un’avventura europea (1250-1650), Il Mulino, Bologna 2012; 2) S. Rinaldi, Storia tecnica dell’arte, Carocci, Roma 2011. Same books for non-attending students. www.amazon.it www.ibs.it www.libreriauniversitaria.it mode Face-to face Lessons by power point and videos projection. classRoomMode Attendance at lessons is optional. bibliography D. Levi, Il discorso sull’arte,: dalla tarda antichità a Ghiberti, Bruno Mondadori, Milano 2010; S.B. Tosatti, Trattati medievali di tecniche artistiche, Jaca Book, Milano 2007; Trattati e ricettari di colori, numero monografico di «Studi di Memofonte», 2016, n. 16 (online al link: https://www.memofonte.it/studi-di-memofonte/numero-16-2016/) J. von Schlosser, La letteratura artistica. Manuale delle fonti della storia dell’arte moderna, La Nuova Italia, Firenze, 1964 (link: https://digi.ub.uni-heidelberg.de/diglit/schlosser1964). B. Agosti, Giorgio Vasari. Luoghi e tempi delle Vite, Officina Libraria, Milano 2016. B. Agosti, S. Ginzburg, A. Nova, Giorgio Vasari e il cantiere delle Vite del 1550, Marsilio, Venezia 2013. L. B. Alberti, De pictura (redazione volgare), a cura di L. Bertolini, Polistampa, Firenze 2011. F. Negri Arnoldi, Il mestiere dell’arte: introduzione alla storia delle tecniche artistiche, Paparo, Napoli 2001. C. Cennini, Il Libro dell’Arte, a cura di F. frezzato, Neri Pozza, Vicenza 2012. Eraclio, I colori e le arti dei Romani e la compilazione eracliana, a cura di C. Garzya Romano, Il Mulino, Bologna 1996 E. Gilmore Holt, Literary Sources of Art History. An Anthology of Texts from Theophilus to Goethe, Princeton University Press, Princeton 1947. Leonardo da Vinci, Trattato della pittura, Langlois, Parigi 1651 (link: https://archive.org/details/gri_33125008484301). Lingua delle arti e lingua di artisti in Italia fra Medioevo e Rinascimento, a cura diA. Aresti, Cesati Editore, Firenze 2019. T. Montanari, L’età barocca. Le fonti per la storia dell’arte (1600-1750), Carocci, Roma 2013. F. Tolaini, Breve storia dello studio dei ricettari di tecniche artistiche medievali, in «Annali della Scuola Normale Superiore di Pisa. Classe di Lettere e Filosofia», 4 ser., 6 (2001), 1, pp. 11-38. B. Varchi, Pittura e scultura nel Cinquecento, a cura di P. Barocchi, Sillabe, Livorno 1998. G. Vasari, Le vite dei più eccellenti pittori, scultori e architetti, 1550 e 1568, a cura di R. Bettarini, P. Barocchi (link: http://biblio.sns.it/risorseonline/arte/documenti/).
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FRENCH LANGUAGE AND TRANSLATION SONIA DI VITO	Second Semester	10	L-LIN/04		Learning objectives The course aims to highlight the differences between oral and written French with a focus on some relevant aspects of the phonetics, spelling and morphology of the French language and related transcription problems. At the end of the teaching, students will have to prove that they: - know the main notions of phonetics related to the French language; - know how to recognize the sounds of French that do not exist in Italian; - know the API; - define and identify homophones; - know the history of the French language; - know how to summarize the content of a novel in French. Teacher's Profile courseProgram WRITTEN The French alphabeth: phonetic and graphic transcription; Elements of phonetics: open VS closed syllable; graphic VS phonic syllable; the division into syllables. Difficulties in the transition from oral to written: - the French "e"; accents; nasals; oral plural VS written; oral feminine VS written; verb endings (infinitif - imparfait - participe passé); passé composé and past participle agreement; homonyms (grammatical and lexical, homographs; homophones); paronyms; pronominal verbs; charades; personal pronouns COD and COI; verlan et l'argot. ORAL to be delivered in French: reading, translation and commentary of one of the novels on the list. to be delivered in Italian: the history of the French language from pre-Celtic languages to modern times, including the 1990 spelling reform and language policies in France and French-speaking countries. examMode Written exam: The exam focuses on ascertaining understanding of the differences between written and oral French, both on a theoretical and practical level. The use of a dictionary is not permitted. Two in-progress tests are scheduled during the course. Oral exam: The oral exam will be based on the presentation of the students' work on the chosen narrative text and the part relating to the history of the French language. classRoomMode Attendance is strongly recommended for both the language and translation course and the exercises with the native speaker expert. bibliography Books for the section on the transition from oral to written - Berger, D., Cecchini, G., Hédiard, M. (1989) Faute de quoi, Firenze: La Nuova Italia. - Hédiard M., Spicacci, N., On y va, Exercices de grammaire, Firenze: La Nuova Italia, pp. 6-26. - Riegel, M., Pellat, J.-C., Rioul R., (2011, 1994), Grammaire Méthodique du français, Paris: PUF. - Mimran, R., Maheo-Le Coadic, M., Poisson-Quinton, S., (2004), Grammaire expliquée du français. Niveau intermédiaire, Paris : CLE International, pp. 44-55. Books for the part on the history of the French language [oral] [students with an 8 CFU exam are exempt from studying the following texts] - Fayol, M., Jaffré, J.-P., (2008), Orthographier, Paris : PUF, capitolo 6, pp. 103-119. - Rey, A., Duval, F., Siouffi, G., (2007-2011), Mille ans de langue française, histoire d’une passion. Tome I. Des origines au français moderne, Paris : Perrin Editions, pp. 18-37. - Walter, H., (1988), Le français dans tous les sens, Paris: Robert Laffont, pp. 35-132; pp. 267-279. - Walter, H.,(1994), L'aventure des langues en Occident, Paris: Robert Laffont, pp. 225-275 Novels (one of your choice) Reading, translation and commentary of a book of your choice from the following list: - TITIOU LECOQ, Les femmes aussi ont fait l’Histoire, Les Arènes Jeunesse, - MAALOUF, AMIN, Adriana Mater (qualsiasi edizione). - DJIEBAR, ASSIA, La disparition de la langue française (qualsiasi edizione) - MBOUGAR SARR, MOHAMED, Terre ceinte, Présence Africaine Editions. Grammars and Dictionaries - Bidaud, F. (2012), Grammaire du français pour italophones, Novara, Utet: Università. - Bidaud, F. (2012), Exercices de Grammaire française pour italophones, Novara, Utet : Università - Dizionario monolingue Petit Robert e bilingue a scelta tra Robert-Signorelli, Boch-Zanichelli e Garzanti Other materials - exercise handouts provided during the course. Teacher's Profile courseProgram WRITTEN The French alphabeth: phonetic and graphic transcription; Elements of phonetics: open VS closed syllable; graphic VS phonic syllable; the division into syllables. Difficulties in the transition from oral to written: - the French "e"; accents; nasals; oral plural VS written; oral feminine VS written; verb endings (infinitif - imparfait - participe passé); passé composé and past participle agreement; homonyms (grammatical and lexical, homographs; homophones); paronyms; pronominal verbs; charades; personal pronouns COD and COI; verlan et l'argot. ORAL to be delivered in French: reading, translation and commentary of one of the novels on the list. to be delivered in Italian: the history of the French language from pre-Celtic languages to modern times, including the 1990 spelling reform and language policies in France and French-speaking countries. examMode Written exam: The exam focuses on ascertaining understanding of the differences between written and oral French, both on a theoretical and practical level. The use of a dictionary is not permitted. Two in-progress tests are scheduled during the course. Oral exam: The oral exam will be based on the presentation of the students' work on the chosen narrative text and the part relating to the history of the French language. classRoomMode Attendance is strongly recommended for both the language and translation course and the exercises with the native speaker expert. bibliography Books for the section on the transition from oral to written - Berger, D., Cecchini, G., Hédiard, M. (1989) Faute de quoi, Firenze: La Nuova Italia. - Hédiard M., Spicacci, N., On y va, Exercices de grammaire, Firenze: La Nuova Italia, pp. 6-26. - Riegel, M., Pellat, J.-C., Rioul R., (2011, 1994), Grammaire Méthodique du français, Paris: PUF. - Mimran, R., Maheo-Le Coadic, M., Poisson-Quinton, S., (2004), Grammaire expliquée du français. Niveau intermédiaire, Paris : CLE International, pp. 44-55. Books for the part on the history of the French language [oral] [students with an 8 CFU exam are exempt from studying the following texts] - Fayol, M., Jaffré, J.-P., (2008), Orthographier, Paris : PUF, capitolo 6, pp. 103-119. - Rey, A., Duval, F., Siouffi, G., (2007-2011), Mille ans de langue française, histoire d’une passion. Tome I. Des origines au français moderne, Paris : Perrin Editions, pp. 18-37. - Walter, H., (1988), Le français dans tous les sens, Paris: Robert Laffont, pp. 35-132; pp. 267-279. - Walter, H.,(1994), L'aventure des langues en Occident, Paris: Robert Laffont, pp. 225-275 Novels (one of your choice) Reading, translation and commentary of a book of your choice from the following list: - TITIOU LECOQ, Les femmes aussi ont fait l’Histoire, Les Arènes Jeunesse, - MAALOUF, AMIN, Adriana Mater (qualsiasi edizione). - DJIEBAR, ASSIA, La disparition de la langue française (qualsiasi edizione) - MBOUGAR SARR, MOHAMED, Terre ceinte, Présence Africaine Editions. Grammars and Dictionaries - Bidaud, F. (2012), Grammaire du français pour italophones, Novara, Utet: Università. - Bidaud, F. (2012), Exercices de Grammaire française pour italophones, Novara, Utet : Università - Dizionario monolingue Petit Robert e bilingue a scelta tra Robert-Signorelli, Boch-Zanichelli e Garzanti Other materials - exercise handouts provided during the course.
SONIA MARIA MELCHIORRE	Second Semester	10	L-LIN/12
17392 - ITALIAN LITERATURE FILIPPO GRAZZINI	Second Semester	8	L-FIL-LET/10		Learning objectives Class aims to get students familiar with Early Italian Literature, from its beginning to the final part of Fourteenth Century. Comparisons are made with linguistical, artistical, social, political and intellectual history of medieval age, thus stressing the contribution of literature to the early birth of of an Italian identity, however limited to cultural dimension. It is intented that students acquire both knowledge and understanding of early literary works as documents of fhe forming of the Italian humanistic tradition, and knowledge and understanding applied to texts (considered as linguistical structures specifically shaped). Making judgements, communication skills (f.i. how to make an oral report to class on an author or a text) and a self-counsciousness of learning skills should be additional valuable qualities of graduates. Teacher's Profile courseProgram An introduction to Early Italian Literature (XIII-XIV Century), through the reading of the following list of representative texts: Francesco d'Assisi, "Cantico delle creature"; Giacomo da Lentini, "Madonna, dir vo voglio"; Guittone d'Arezzo, "Tuttor ch'eo dirò Gioi"; Guido Guinizzelli, "Al cor gentil", “Io voglio del ver”; Guido Cavalcanti, “Biltà di donna”, “Tu m’hai si piena”, “Voi che per li occhi”, “Per ch’io no spero”; Dante Alighieri: “Tanto gentile", "Guido, i' vorrei", "Al poco giorno"; Inferno cantos I, II, V vv. 25-142, VI vv. 1-3, X, XIII vv. 22-78; XVI vv. 124-36, XX vv. 112-14; XXI vv. 1-57, XXVI, XXVII, XXXII vv. 124-39, XXXIII vv. 1-90, XXXIV; Purgatorio cantos III, V, XXIV vv. 40-63, XXVI vv. 82-148, XXX, XXXI; Paradiso cantos I, XXXIII; Petrarch, Canzoniere: 1, 3, 35, 60, 61, 262, 90, 126, 128, 272, 273; Boccaccio, Decameron: II 5, V8, V 9. Texts to read will be taken from anthology "Il filo rosso". Additionally, it will be required to read parts of the "Manuale" by Casadei-Santagata and of the guide "Dimensioni della letteratura italiana" by Morabito: see below section Testi (consisting in Texts and Bibliography). Erasmus students and/or students not mothertongue, who consider their knowledge of Italian literature non to be sufficient to face the above indicated program, are entitled to study the following alternative program: Dante, “Divina commedia”, Inferno, canto I tutto, V vv. 25-142, XXVI vv. 76-142 e XXXIII vv. 1-90; Petrarca, “Canzoniere”, sonetto 35 e sonetto 61; Boccaccio, “Decameron”, novella II 5; Manzoni, “I Promessi sposi” (any complete edition of the novel). Students who don't read italian will undergo exam in English. In this case they will be required to study: at least 8 Cantos of Dante's Divine Comedy (at least 5 of them belonging to Inferno) , to be found in English translation on www.dantonline.it (Società Dantesca Italiana), and at least 7 Novelle from Boccaccio's Decameron, to be found in English translation on https://www.brown.edu/Departments/Italian_Studies/dweb/ (Brown University), examMode An oral exam on parts of the program chosen by the instructor, consisting of both questions on literary history and requests for text analysis. The aim is to verify that the student has fully assimilated the course content, has increased his/her knowledge and applied comprehension skills, has developed independent judgment, possesses communication skills, and is aware of the most appropriate study methods. The grade is out of thirty; the exam is passed with a score of 18/30 or higher. books M. SANTAGATA-L.CAROTTI-A.CASADEI- M.TAVONI, Il filo rosso. Antologia della letteratura italiana, Roma-Bari, Laterza, voll. I.1 Representative texts will be read in this anthology. Should students want to use other anthologies, they will have to obtain permission by teacher. Anthology “Il filo rosso" does not cover totality of texts required to study. Best editions of “Divine Comedy” where to find missing texts are: Bosco-Reggio (Le Monnier), Bruscagli-Giudizi (Zanichelli), Chiavacci Leonardi (Mondadori), Pasquini-Quaglio (Garzanti), Bellomo-Carrai (Einaudi -pubblicati solo Inferno e Purgatorio), Inglese (Carocci), Malato (Salerno Editrice tascabili). Similarly, best editions of “Canzoniere” where to find missing texts are: Dotti (Feltrinelli o Donzelli), Vecchi Galli (BUR Rizzoli), Stroppa (Einaudi), Santagata (Mondadori), Bettarini (Einaudi) Only for Erasmus and/or non mothertongue students (see above section Programma): M. SANTAGATA-L.CAROTTI-A.CASADEI- M.TAVONI, “Il filo rosso. Antologia della letteratura italiana”, Roma-Bari, Laterza, vol. I.1 A. MANZONI, “I promessi sposi” (any complete edition of the novel) Specific program only for students not reading Italian (see above section Programma): at least 8 Cantos of Dante's Divine Comedy (at least 5 of them belonging to Inferno) , to be found in English translation on www.dantonline.it (Società Dantesca Italiana), and at least 7 Novelle from Boccaccio's Decameron, to be found in English translaltion on https://www.brown.edu/Departments/Italian_Studies/dweb/ (Brown University). classRoomMode Blended teaching: lectures integrated with specific text analysis practice conducted by students, aimed at acquiring and enhancing, in addition to knowledge and comprehension skills, applied competencies and abilities. bibliography A.CASADEI-M.SANTAGATA, “Manuale di Letteratura italiana medievale e moderna”, Roma-Bari, Laterza, pp. 1-92; R. MORABITO, Dimensioni della letteratura italiana, Roma, Carocci, chapters 2,3,6,7. Only for Erasmus/non mothertongue students (see above section Programma ): A.CASADEI-M.SANTAGATA, Manuale di Letteratura italiana medievale e moderna, Roma-Bari, Laterza, pp. 1-92; 397-412 Specific program only for students not reading Italian (see above section Programma): The entry Dante Alighieri in https://www.britannica.com/biography/Dante-Alighieri/The-Divine-Comedy, and the following entries to be found in https://www.brown.edu/Departments/Italian_Studies/dweb/ (Brown University): Boccaccio (life), Literaure (Dante and Boccaccio, Autorship, The novella before Boccaccio, Performance and Interpretation 1 and 2), and Medieval Society (the Audience, Book Production and Cultural Centers of Medieval Italy).
MODULE II	-	-	-	-
MEDIEVAL ART HISTORY EVA PONZI	Second Semester	8	L-ART/01		Learning objectives The course aims to provide an accurate overview of medieval art from the Late Antiquity to the Fourteenth century (4th-14th centuries), especially in the Italian peninsula, but with an open gaze to the entire European continent. The medieval artwork will be analyzed in its technical-material, formal, iconographic and iconological components through the specific language of the subject. The relationships between artists, patrons and production centers will be traced, whenever possible. Particular insights will be reserved for Viterbo, city on the Via Francigena of great importance in the central centuries of the Middle Ages. 1. Knowledge and understanding: students will have to master the subject and recognize both the artworks commented during the lessons and those studied in the reference texts. 2. Applying knowledge and understanding: classroom discussion, observation exercises guided by the teacher, research activities carried out in possible study groups, educational visits and seminars will contribute to the development of an active and personal understand of the subject. 3. Making judgments: students will have to acquire a certain capacity for critical judgment with respect to the reference texts, but also with respect to what the teacher proposes during her lessons, in relation to the debate on the studies. 4. Communication skills: students will have to acquire the specific language of the material and they will have to know how to use it in the best possible way to describe and contextualize both a medieval artwork in particular and an artistic phenomenon in general. 5. Learning skills: students will have to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon. Teacher's Profile courseProgram The lessons will focus on the analysis of one or more medieval artworks and on the discussion around a certain artistic phenomenon; they will also be an opportunity to practice observing an artwork. In class we will discuss: 1. themes, problems, methods of the subject; 2. the division into periods of the medieval millennium and its artistic geography; 3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena; 4. the relationships between artists, patrons, production centres. The course is organized in 2 modules: 1. I module (34 hours). History of medieval art from Late Antiquity to International Gothic (4th-14th centuries): for a general overview of the subject, oriented towards basic knowledge, with particular attention to issues relating to the Jubilee. 2. II module (14 hours). Viterbo, a city on the Via Francigena. examMode The oral interview will focus on one or more acknowledgments of artworks shown and commented on in class or even of works present in the reference texts. It will then be necessary to contextualize the object of study, defining its temporal and spatial coordinates, in relation to the cultural, social, political, ideological and material transformations that have determined that given object. Students will have the opportunity to start the interview from a topic proposed by them. The evaluation will be positive if students have demonstrated that they have acquired competence of the subject, also from the point of view of the specific language, recognizing and exhaustively analyzing both the artwork commented during the lessons themselves and those studied independently in the reference texts; if an autonomous capacity for critical judgment will be detected with respect to the issues addressed during the interview, combined with the ability to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon. books Students who cannot attend are invited to contact the teacher to agree on a program. Module I G. CRICCO - F.P. DI TEODORO, Itinerario nell’arte 2. Dall’arte paleocristiana a Giotto, versione gialla, Zanichelli, Bologna (any edition). A volume among these: - J. LE GOFF, Il Medioevo. Alle origini dell’identità europea, Laterza, Roma-Bari 1998 (rist. 2022). - M. MONTANARI, Il mito delle origini. Breve storia degli spaghetti al pomodoro, Laterza, Roma-Bari 2019 (rist. 2023). - A. VANOLI, Non mi ricordo le date! La linea del tempo e il senso della storia, Roma 2023 (Treccani libri, Tessere, 2). Module II M.G. BONELLI, s.v. Viterbo, in Enciclopedia dell’Arte Medievale, Roma 2000, (2000) https://www.treccani.it/enciclopedia/viterbo_%28Enciclopedia-dell%27-Arte-Medievale%29/ A.M. D’ACHILLE, Da Pietro d'Oderisio ad Arnolfo di Cambio. Studi sulla scultura a Roma nel Duecento, Roma 2000, pp. 107-115 e 143-158. M.T. GIGLIOZZI, I palazzi del papa. Architettura e ideologia: Il Duecento, Roma 2003 (La corte dei papi, 11), pp. 107-131. G. POLLINI, Note sulla chiesa abbaziale di S. Martino al Cimino, in Arte medievale 7 (2017), IV serie, pp. 119-134. E. PONZI, Ad usum fratrum. Manoscritti francescani e domenicani a Roma, un panorama, in Il libro miniato a Roma nel Duecento. Riflessioni e proposte, a cura di S. MADDALO, con la collaborazione di E. PONZI, I-II, Istituto storico italiano per il medio evo, Roma 2016 (Nuovi studi storici, 100), pp. 575-612. From the volume Santa Maria in Gradi, Viterbo 1996: M. MIGLIO, Per una storia di Santa Maria in Gradi, pp. 7-25; S. FABIANO, La scultura, pp. 109-127. classRoomMode Attendance is optional, but strongly recommended. bibliography Recommended reading Module I J. Le Goff, Il Medioevo spiegato ai ragazzi, trad. di R. Riccardi, con la collaborazione di J.-L. Schlegel, Laterza, Roma-Bari 2007. G. Sergi, L’idea di Medioevo. Fra storia e senso comune, Donzelli Editore, Roma 2005. A.M. Romanini et alii, L’arte medievale in Italia, Sansoni editore, Firenze 1996, pp. 11-48, 77-114, 161-185, 217-236, 269-284, 361-372. Module II From the volume Itineranza pontificia. La mobilità della curia papale nel Lazio (secoli XII-XIII), a cura di S. Carocci, Istituto storico italiano per il medio evo, Roma 2003 (Nuovi studi storici, 61): S. Menzinger, Viterbo «città papale»: motivazioni e conseguenze della presenza pontificia a Viterbo, pp. 307-340. A. Paravicini Bagliani, La mobilità della corte papale nel secolo XIII, pp. 3-78. Teacher's Profile courseProgram The lessons will focus on the analysis of one or more medieval artworks and on the discussion around a certain artistic phenomenon; they will also be an opportunity to practice observing an artwork. In class we will discuss: 1. themes, problems, methods of the subject; 2. the division into periods of the medieval millennium and its artistic geography; 3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena; 4. the relationships between artists, patrons, production centres. The course is organized in 2 modules: 1. I module (34 hours). History of medieval art from Late Antiquity to International Gothic (4th-14th centuries): for a general overview of the subject, oriented towards basic knowledge, with particular attention to issues relating to the Jubilee. 2. II module (14 hours). Viterbo, a city on the Via Francigena. examMode The oral interview will focus on one or more acknowledgments of artworks shown and commented on in class or even of works present in the reference texts. It will then be necessary to contextualize the object of study, defining its temporal and spatial coordinates, in relation to the cultural, social, political, ideological and material transformations that have determined that given object. Students will have the opportunity to start the interview from a topic proposed by them. The evaluation will be positive if students have demonstrated that they have acquired competence of the subject, also from the point of view of the specific language, recognizing and exhaustively analyzing both the artwork commented during the lessons themselves and those studied independently in the reference texts; if an autonomous capacity for critical judgment will be detected with respect to the issues addressed during the interview, combined with the ability to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon. books Students who cannot attend are invited to contact the teacher to agree on a program. Module I G. CRICCO - F.P. DI TEODORO, Itinerario nell’arte 2. Dall’arte paleocristiana a Giotto, versione gialla, Zanichelli, Bologna (any edition). A volume among these: - J. LE GOFF, Il Medioevo. Alle origini dell’identità europea, Laterza, Roma-Bari 1998 (rist. 2022). - M. MONTANARI, Il mito delle origini. Breve storia degli spaghetti al pomodoro, Laterza, Roma-Bari 2019 (rist. 2023). - A. VANOLI, Non mi ricordo le date! La linea del tempo e il senso della storia, Roma 2023 (Treccani libri, Tessere, 2). Module II M.G. BONELLI, s.v. Viterbo, in Enciclopedia dell’Arte Medievale, Roma 2000, (2000) https://www.treccani.it/enciclopedia/viterbo_%28Enciclopedia-dell%27-Arte-Medievale%29/ A.M. D’ACHILLE, Da Pietro d'Oderisio ad Arnolfo di Cambio. Studi sulla scultura a Roma nel Duecento, Roma 2000, pp. 107-115 e 143-158. M.T. GIGLIOZZI, I palazzi del papa. Architettura e ideologia: Il Duecento, Roma 2003 (La corte dei papi, 11), pp. 107-131. G. POLLINI, Note sulla chiesa abbaziale di S. Martino al Cimino, in Arte medievale 7 (2017), IV serie, pp. 119-134. E. PONZI, Ad usum fratrum. Manoscritti francescani e domenicani a Roma, un panorama, in Il libro miniato a Roma nel Duecento. Riflessioni e proposte, a cura di S. MADDALO, con la collaborazione di E. PONZI, I-II, Istituto storico italiano per il medio evo, Roma 2016 (Nuovi studi storici, 100), pp. 575-612. From the volume Santa Maria in Gradi, Viterbo 1996: M. MIGLIO, Per una storia di Santa Maria in Gradi, pp. 7-25; S. FABIANO, La scultura, pp. 109-127. classRoomMode Attendance is optional, but strongly recommended. bibliography Recommended reading Module I J. Le Goff, Il Medioevo spiegato ai ragazzi, trad. di R. Riccardi, con la collaborazione di J.-L. Schlegel, Laterza, Roma-Bari 2007. G. Sergi, L’idea di Medioevo. Fra storia e senso comune, Donzelli Editore, Roma 2005. A.M. Romanini et alii, L’arte medievale in Italia, Sansoni editore, Firenze 1996, pp. 11-48, 77-114, 161-185, 217-236, 269-284, 361-372. Module II From the volume Itineranza pontificia. La mobilità della curia papale nel Lazio (secoli XII-XIII), a cura di S. Carocci, Istituto storico italiano per il medio evo, Roma 2003 (Nuovi studi storici, 61): S. Menzinger, Viterbo «città papale»: motivazioni e conseguenze della presenza pontificia a Viterbo, pp. 307-340. A. Paravicini Bagliani, La mobilità della corte papale nel secolo XIII, pp. 3-78.
17389 - LINGUISTICS AMEDEO DE DOMINICIS	Second Semester	8	L-LIN/01		Learning objectives General Linguistics is not taught in the school and therefore it aims at providing the learner with the methodological and operational skills to analyze the linguistic behavior of speakers of a language (this behavior is attested in written or oral data), and to predict that part of the their linguistic behavior which is not yet attested in available data: in short, general linguistics teaches how to construct what is traditionally called "GRAMMAR" of a language. The scientific grammar of a language can be represented as a set of predictions, i.e., rules which - if correctly formulated - allow the construction of expressions (sentences, oral or written texts) deemed "acceptable" by the speakers of that language. These predictive rules generally refer to the grammatical components called phonetics-phonology, lexicon, morphology, syntax and pragmatic. Each of these components requires learning specific operational analysis techniques. Therefore, normative grammar will not be taught, writing/speaking in Italian or other languages will not be taught, Italian or other language spelling will not be taught, but students will be taught to observe the behavior of speakers (regardless of whether it is respectful or not of normative grammar), to build a linguistic database and to use it to construct a grammar, in a scientific, non-normative sense. In addition to the Italian language, the linguistic data will also be extracted from other European and non-European languages, depending on the skills of the learners. Likewise, data from fictitious languages will be used, on which to practice extracting the grammatical rules, without the need - for obvious reasons - for the learner to have a previous knowledge of the language in question. In summary: The objectives of the lecture are: knowledge of methods of phonetics, phonology, morphology and syntax, the ability to transcribe phonetically and analyze phonologically, morphologically and syntactically a sentence in Italian and in a language of the student's choice. In compliance with the so-called "Dublin indicators" – as better detailed in the "Evaluation" field – the objectives will be aimed at achieving: 1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers 2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers 3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers 4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3) 5) Learning skills: ability to orient oneself in the relevant scientific bibliography. Teacher's Profile courseProgram From the curricular point of view, General Linguistics intends to offer the institutional bases of the discipline, articulating itself on notions of a general nature, essential to be able to access the various levels of analysis of language (phonological, morphological, syntactic and semantic), both in terms of pure description and in the perspective of reconstruction and historical analysis (exemplified above all on the Romance and Indo-European areas). The following topics will be covered: - General themes: Notion of language. Meaning and expression. Form and substance. - Fundamental concepts of linguistics: Sign, phoneme, morpheme, phrase and sentence. - Fundamental procedures of linguistic analysis: Phonological, morphological and syntactic analysis of modern languages. - Methods and principles of historical linguistics: Notions of linguistic family, phonetic law, linguistic change (exemplified above all on the Romance and Indo-European fields). - Application of concepts and methodologies to a corpus of 30 sentences belonging to a fictive language, in order to make it possible for students to practice building a "Grammar" on an absolutely unknown linguistic sample and therefore not susceptible to contamination with grammatical prejudices inherited from the school teaching of "Italian" or other languages known to them. With regard to the temporal distribution of the didactic commitment dedicated to the various topics, it seems to me that any hypothesis formulated in advance would be devoid of plausibility, as it is not likely to organize a didactic work in the abstract: the time slots will depend on the responses of the learners, answers that by definition depend on the audience of the learners, their characteristics and their intellectual profiles, that is, from elements that today are unknown to me – as to anyone – and consequently it is impossible to make reliable predictions about it. In general, I can only predict that this will go as in all previous years, that is to say that in my intentions I should devote one sixth of the hours to general themes and concepts, one sixth to phonetics, one sixth to phonology, one sixth to morphology, one sixth to syntax and one sixth to historical linguistics, but in reality the learners will cyclically ask me to go back, explain again points of the program, thus nullifying all predictions. And this depends on the fact that the learners, even attending students, do not study at home the program carried out in the classroom, but study only near the exam and realize only a posteriori (perhaps after weeks) that they have misunderstood what was done in the classroom. The problem would be solved if only students were required to take the final exam immediately after the course, with only one date per year, in addition to a second date destined for recovery, and not – as is the case today – to be able to take it on numerous exam dates spread over the entire academic year (and beyond): but the adoption of this solution does not depend on the undersigned (who also hopes for it), but from political choices and academic regulations that go in the opposite direction. examMode EXPECTED LEARNING OUTCOMES 1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers 2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers 3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers 4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3) 5) Learning skills: ability to orient oneself in the relevant scientific bibliography. During the oral exam, the knowledge of the topics covered in the lessons and in the scheduled texts will be ascertained. The level of preparation of the learner will be ascertained on the basis of the following grid (in thirtieths): - KNOWLEDGE (knowledge of the necessary information) 1-12/30 (12 = excellent; 1 = very bad); - FOCUS (how the learner focuses on the problem discussed) 1-6/30 (6 = excellent; 1 = very bad); - PROCESSING (how the learner processes the structure of the response) 1-6/30 (6 = excellent; 1 = very bad); - EXPLANATION (the learner's ability to explain the linguistic phenomenon in question) 1-6/30 (6 = excellent; 1 = very bad). This quantification of the evaluation is based on percentages that I consider purely metaphorical and on categories that I can neither define nor delimit mutually; this quantification of the evaluation is an invention not mine, but of the ministerial evaluators. Consequently, if there is a student who is able to give me an exact definition and consistent exemplification of the above categories, then that student will have 30 cum laude, without further verification. If, on the other hand, there is no such student, then if he shows that he has not even understood the basics of the discipline at the exam, he will be invited by me to repeat in the next round (and only because for some time it has not been customary to fail). books 1) R. Simone, Nuovi fondamenti di Linguistica, Milano, McGRAW-HILL, 2013 (capitoli I-XI). 2) A. De Dominicis, Fonologie comparate. Suoni e lingue d’Europa, Cina e mondo arabo, Roma, CAROCCI 2013 (the first four chapters on pp. 1-149: Phonetics + Phonology + Romance languages + Italian; plus a language of your choice - and its language family - among those presented in the volume). In my opinion, there is no possibility of learning Linguistics without a frontal didactic guide. In general, it does not seem to me that it is possible to learn formalized methods and analysis techniques without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but Linguistics is not an example of a historical or literary discipline. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students. However, non-attending students could do exercises at home on the text by Silvia Luraghi and Anna M. Thornton, Linguistica generale: esercitazioni e autoverifica, Roma: Carocci. mode Lectures and discussion of theories and/or cases. The lectures will be combined with moments of discussion in which the topics of the lecture will be addressed. classRoomMode Recommended attendance. Attending lectures will help students study the bibliography and give them the opportunity to verify along the way the acquisition of the skills necessary to pass the exam. bibliography 1) R. Simone, Nuovi fondamenti di Linguistica, Milano, McGRAW-HILL, 2013 (capitoli I-XI). 2) A. De Dominicis, Fonologie comparate. Suoni e lingue d’Europa, Cina e mondo arabo, Roma, CAROCCI 2013 (the first four chapters on pp. 1-149: Phonetics + Phonology + Romance languages + Italian; plus a language of your choice - and its language family - among those presented in the volume). In my opinion, there is no possibility of learning Linguistics without a frontal didactic guide. In general, it does not seem to me that it is possible to learn formalized methods and analysis techniques without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but Linguistics is not an example of a historical or literary discipline. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students. However, non-attending students could do exercises at home on the text by Silvia Luraghi and Anna M. Thornton, Linguistica generale: esercitazioni e autoverifica, Roma: Carocci.
MODULE II	-	-	-	-
ITALIAN LINGUISTICS RICCARDO GUALDO	Second Semester	8	L-FIL-LET/12		Learning objectives The main formative goals of the course in academic year 2023-24 are: Knowledge of fundamental moments in the history of the Italian language from its origins to the present day. Knowledge of the main evolutionary phenomena of the passage from popular Latin to Italian: phonology, morphology, syntax elements. In-depth knowledge of the history of language and linguistic thought in the 17th century. At the end of the course the student will know the essential elements, in a historical key, of the phonetic and morphological structure of Italian , will know how to orient himself in the linguistic history of post-unification Italy, and will have specific skills on the linguistic debate of the seventeenth century in Italy; will be able to consult critically the main lexicographic tools of Italian in print and online and will have knowledge related to Italian grammars. Dublin descriptors Expected learning outcomes At the end of the course the student will know the essential elements, in a historical key, of the phonetic and morphological structure of Italian (B.1), will know how to orient himself in the linguistic history of post-unification Italy (B.2) and will have specific skills on the linguistic debate of the eighteenth century in Italy; will be able to consult critically the main lexicographic tools of Italian in print and online (B.3). At the end of the teaching activity the student will have achieved the following learning outcomes, consistent with the Dublin indicators 1) Knowledge and understanding; will have an overview of the Italian linguistic history of the 17th century with essential references to previous and subsequent events; will know the elements of the historical grammar of the Italian language. 2) Applying knowledge and understanding; will be able to read and comment on 17th century Italian texts concerning in particular science, music literature, theatre literature; will be able to indicate, in an ancient Italian text (13th-15th century), the main phonetic and morphological evolutionary phenomena in the transition from Latin to Italian. 3) Making judgements; will be able to gain autonomous critical capacity in the studies on the Italian linguistic history of the 17th century. 4) Communication skills; will be able to critically discuss, with the lecturer and with colleagues, the topics covered during the course 5) Learning skills will be familiar with the main bibliographical tools of Italian linguistic history (manuals, grammars, dictionaries) and will know how to use the most important online repertories. Teacher's Profile courseProgram Module A. (R. Gualdo) This module delves into the essential aspects of the historical grammar of the Italian language, examining its phonological, morphological, and syntactic features. It explores the landscape of Italian dialects and the diverse varieties that constitute the Italian linguistic repertoire. These introductory notions pave the way for an analysis of the earliest testimonies of ancient Italian vernaculars and selected passages from Boccaccio's Decameron, anthologized in the historical grammar manual. Module B (L. Clemenzi) This module delves into the history of Italian grammar and lexicography, tracing the pivotal role of grammars and dictionaries in the codification of the Italian linguistic norm from the 16th to the 21st centuries. The module will explore the emergence and evolution of these tools, examining their impact on shaping the standardized Italian language. Students will engage with primary sources, including historical grammars and dictionaries, as well as consult online archives and resources. examMode Oral or blended examination and "in itinere" assessment Students will attend an oral examination as well as blended exercises; attending students will take 'in itinere' tests to check the level of knowledge attained. books P. Trifone, E. Picchiorri, G. Zarra, L’italiano nella storia. Lingua d’uso e di cultura, Milano, Mondadori Education, 2023 (whole volume). G. Patota, Nuovi lineamenti di grammatica storica italiana. Con un’antologia di documenti antichi. Terza edizione, Bologna, Il Mulino, 2024 (i capp. I-V and the texts read during the classes) Additional teaching materials will be provided during the course on the UnitusMoodle platform. mode The 48 hours of teaching will be divided as follows: 40 hours of frontal teaching of traditional type, 8 hours of seminar activities. Teaching materials for the exercises will be provided, also in blended learning content, on the UnitusMoodle platform or through the Google Classroom programme. classRoomMode Attendance at in-person classes is not mandatory but is strongly recommended, due to the technical aspects of the subject matter and the conduct of seminars and laboratory activities. bibliography Bibliography of module A G. Lauta, Esercizi di grammatica storica italiana. Nuova edizione, Roma, Carocci, 2024 G. Rohlfs, Grammatica storica della lingua italiana e dei suoi dialetti, Bologna, Il Mulino, 2021, 3 voll. Bibliography of module B S. Fornara, Breve storia della grammatica italiana, Roma, Carocci, 2019 V. Della Valle, Dizionari italiani: storia, tipi, struttura, Roma, Carocci, 2024 Teacher's Profile courseProgram Module A – Prof. R. Gualdo The module will be dedicated to describing the essential features of the historical grammar of the Italian language, including its phonological, morphological, and syntactic traits. The dialectal profile of Italy and the framework of the varieties within the Italian linguistic repertoire will also be described. These notions will introduce the analysis of the earliest testimonies of ancient Italian vernaculars and excerpts from Boccaccio's Decameron, anthologized in the historical grammar manual. By the end of the module, students will understand the main evolutionary traits that led from Vulgar Latin to the formation of ancient Italian vernaculars, particularly the Tuscan varieties. They will be able to describe the framework of Italian linguistic varieties and will be familiar with the oldest vernacular texts. Module B – Prof. L. Clemenzi The module will be dedicated to the history of Italian grammaticography and lexicography. The role of grammars and dictionaries in the process of codifying linguistic norms from the 16th-17th centuries onwards will be retraced, following the production and evolution of these tools up to the early 2000s. This will include consulting currently available archives and online resources. At the end of the module, students will have an in-depth knowledge of Italian grammaticography and lexicography and will be able to critically consult dictionaries and grammars both in print and online. examMode Students will attend an oral examination as well as blended exercises; attending students will take "in itinere" tests to check the level of knowledge attained. books P. Trifone, E. Picchiorri, G. Zarra, L’italiano nella storia. Lingua d’uso e di cultura, Milano, Mondadori Education, 2023 (the whole volume). Additional teaching materials will be provided during the course on the UnitusMoodle platform. classRoomMode Attendance at the face-to-face courses is not compulsory but highly recommended, due to the technical aspects of the subject matter and the holding of seminars and laboratory activities. bibliography Module A (Prof. R. Gualdo) G. Lauta, Esercizi di grammatica storica italiana. Nuova edizione, Roma, Carocci, 2024. G. Rohlfs, Grammatica storica della lingua italiana e dei suoi dialetti, Bologna, Il Mulino, 2021, 3 voll. Module B (Prof. L. Clemenzi) S. Fornara, Breve storia della grammatica italiana. Nuova edizione, Roma, Carocci, 2019. V. Della Valle, Dizionari italiani: storia, tipi, struttura. Nuova edizione, Roma, Carocci, 2024.
MODULE II	-	-	-	-
ROMAN HISTORY GIANLUCA DE SANCTIS	Second Semester	8	L-ANT/03		Learning objectives The course aims to provide the primary methodology to deal with the analysis of different types of sources, both written and archaeological, related to the study of Roman history. Taking into account the guidelines outlined by the 'Dublin Descriptors', the objectives are as follows: 1) Knowledge and understanding: knowledge of the historical data, methodologies and documents proposed; acquisition of a basic scientific vocabulary. 2) Applying knowledge and understanding: to be able to read and discuss a historical source by inserting it within its context; to be able to use the fundamental bibliographical to 3) Making judgements:to be able to identify causal links and interpret a historical phenomenon critically; to be aware of the complexity and "relativity" of historical phenomena. 4) Communication skills: to be able to present the acquired knowledge in a correct, orderly and consequential way. 5) Learning skills: to be able to use the knowledge and skills acquired and the specific language learned in view of a continuation of their learning path or the development of non-specialized professional activities. Teacher's Profile courseProgram The course aims to provide students with the tools for a scholarly approach to the study of Roman history, from its origins to the "noiseless fall" of the Western part. During the course, topics in chronology, historical geography, historiography and epigraphy will be addressed, alternating between lectures of a more exquisitely evenemensional nature and others centered on broad methodological issues. Foundational cores: Archaic Latium and the birth of Rome; myths of origins; the age of kings; the birth of the Republic and the Roman "constitution"; the last century of the Republic and the civil wars; the Augustan principate; the first two centuries of imperial history; the crisis of the 3rd century; the great reformers: Aurelian, Diocletian, Constantine; the 4th century and Christian Rome; Romans and barbarians; the fall of the Western Roman Empire. examMode Evaluation criteria: the objective of the oral exam is to verify the learning of the knowledge and skills described in the training objectives: learning of historical data, with particular attention to their spatial-temporal location; knowledge of documents, of the proposed themes and in-depth analysis; clarity of exposition and logical coherence of the answers. An insufficient evaluation is given in the event that the student demonstrates that she/he has not reached the minimum knowledge of the required content, with particular reference to the study of the manual and other textbooks, and/or does not know how to report in a linear way, with an appropriate lexicon, the proposed contents and analyses. Sufficient evaluation is given if the student demonstrates an acceptable level of preparation in relation to the indicators mentioned above. A higher level of assessment (24-27/30) is given if the student demonstrates that he/she has reached a good level of preparation in relation to the indicators listed above. Higher grades (28-30/30) will be awarded if the student demonstrates an excellent level of preparation in relation to the indicators listed above. books PROGRAMME FOR ATTENDING STUDENTS: 1) Giovanni Geraci e Arnaldo Marconi, Storia romana (con la collaborazione di A. Cristofori e C. Salvaterra), Mondadori, Milano 2016 (quarta edizione); 2) G. Traina, Fonti per la storia antica, il Mulino, Bologna 2023, pp. 59-84, 109-159; 263-419. 3) G. De Sanctis, Roma prima di Roma, Salerno, Roma 2021; 4) Materiale didattico illustrato a lezione. STUDENTS WHO ARE UNABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAM AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES IN PLACE OF THE COURSE MATERIAL MENTIONED IN POINT 4): • P. Brown, Il mondo tardoantico. Da Marco Aurelio a Maometto, Einaudi, Torino 2017. • L. Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari 2006. • G. De Sanctis, La religione a Roma, Carocci, Roma 2012. • A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006. • T. Lanfranchi, In nome del popolo romano? Storia del tribunato della plebe, Salerno, Roma 2022. • S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.  • F. Santangelo, Roma repubblicana. Una storia in quaranta vite, Carocci 2019. • N. Terrenato, la Grande trattativa. L'espansione di Roma in Italia tra storia e archeologia, Carocci, Roma 2022. • P. Veyne, L’impero greco-romano. Le radici del mondo globale, Rizzoli, Milano 2007. classRoomMode Optional course attendance Teacher's Profile courseProgram The course aims to provide students with the tools for a scholarly approach to the study of Roman history, from its origins to the "noiseless fall" of the Western part. During the course, topics in chronology, historical geography, historiography and epigraphy will be addressed, alternating between lectures of a more exquisitely evenemensional nature and others centered on broad methodological issues. Foundational cores: Archaic Latium and the birth of Rome; myths of origins; the age of kings; the birth of the Republic and the Roman "constitution"; the last century of the Republic and the civil wars; the Augustan principate; the first two centuries of imperial history; the crisis of the 3rd century; the great reformers: Aurelian, Diocletian, Constantine; the 4th century and Christian Rome; Romans and barbarians; the fall of the Western Roman Empire. examMode Evaluation criteria: the objective of the oral exam is to verify the learning of the knowledge and skills described in the training objectives: learning of historical data, with particular attention to their spatial-temporal location; knowledge of documents, of the proposed themes and in-depth analysis; clarity of exposition and logical coherence of the answers. An insufficient evaluation is given in the event that the student demonstrates that she/he has not reached the minimum knowledge of the required content, with particular reference to the study of the manual and other textbooks, and/or does not know how to report in a linear way, with an appropriate lexicon, the proposed contents and analyses. Sufficient evaluation is given if the student demonstrates an acceptable level of preparation in relation to the indicators mentioned above. A higher level of assessment (24-27/30) is given if the student demonstrates that he/she has reached a good level of preparation in relation to the indicators listed above. Higher grades (28-30/30) will be awarded if the student demonstrates an excellent level of preparation in relation to the indicators listed above. books PROGRAMME FOR ATTENDING STUDENTS: 1) Giovanni Geraci e Arnaldo Marconi, Storia romana (con la collaborazione di A. Cristofori e C. Salvaterra), Mondadori, Milano 2016 (quarta edizione); 2) G. Traina, Fonti per la storia antica, il Mulino, Bologna 2023, pp. 59-84, 109-159; 263-419. 3) G. De Sanctis, Roma prima di Roma, Salerno, Roma 2021; 4) Materiale didattico illustrato a lezione. STUDENTS WHO ARE UNABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAM AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES IN PLACE OF THE COURSE MATERIAL MENTIONED IN POINT 4): • P. Brown, Il mondo tardoantico. Da Marco Aurelio a Maometto, Einaudi, Torino 2017. • L. Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari 2006. • G. De Sanctis, La religione a Roma, Carocci, Roma 2012. • A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006. • T. Lanfranchi, In nome del popolo romano? Storia del tribunato della plebe, Salerno, Roma 2022. • S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.  • F. Santangelo, Roma repubblicana. Una storia in quaranta vite, Carocci 2019. • N. Terrenato, la Grande trattativa. L'espansione di Roma in Italia tra storia e archeologia, Carocci, Roma 2022. • P. Veyne, L’impero greco-romano. Le radici del mondo globale, Rizzoli, Milano 2007. classRoomMode Optional course attendance

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
MODULE II	-	-	-	-
GREEK LITERATURE MADDALENA VALLOZZA		8	L-FIL-LET/02		Learning objectives – knowledge of authors, themes and problems of Greek Literature – ability of a critical reading of texts, in Greek for students aiming to obtain 24 credits in the SS-L-FIL-LET / 02 for the 'teaching class' A 13, in Italian translation with elements of Greek lexicon for students following other curriculums – knowledge of main critical instruments – methodological skills useful for analysis and independent research. Teacher's Profile courseProgram Monographic course Myth, War and Peace. Readings from the Iliad. After a few introductory lectures intended to illustrate Greek literary production in its general outlines, the course will focus, with the reading and commentary of the most significant passages, on some of the main characters of the Iliad, in particular the female characters, until now partly neglected, analysing their traits in relation to the objects that characterise them and determine their functions in war or in moments of truce and everyday life. General part Greek literature from Homer to the Hellenistic age. A list of genres and authors will be uploaded on the Moodle platform. examMode The oral exam will be aimed at verifying the knowledge acquired through the study of the Greek literature textbook, the knowledge of the problems discussed in the monographic course, and the ability to understand and contextualise the texts translated in the lessons. Any seminar contribution offered during the course of the lectures will also be assessed. books For the monographic part - the texts uploaded on Moodle during the lessons are an integral part of the programme - a translation of your choice of the Iliad with the Greek text beside it, e.g. by G. Cerri, Rizzoli, or R. Calzecchi Onesti, Einaudi. For the general part - a textbook of Greek literature of your choice among those presented and discussed during the introductory lectures. For non-attending students - a textbook of Greek literature - at least two texts of your choice, one in poetry, one in prose, within the Greek literary tradition - a critical essay relating to the texts chosen for the examination. Handbook, texts to be translated, critical essay are to be agreed upon by interview during reception hours at least one month before the exam. mode Lessons will be opened to the dialogue with students. Students will offer contributions on selected topics. classRoomMode Not compulsory, but highly recommended. bibliography Further bibliography will be indicated in the course of the lectures. Teacher's Profile courseProgram Monographic course Myth, War and Peace. Readings from the Iliad. After a few introductory lectures intended to illustrate Greek literary production in its general outlines, the course will focus, with the reading and commentary of the most significant passages, on some of the main characters of the Iliad, in particular the female characters, until now partly neglected, analysing their traits in relation to the objects that characterise them and determine their functions in war or in moments of truce and everyday life. General part Greek literature from Homer to the Hellenistic age. A list of genres and authors will be uploaded on the Moodle platform. examMode The oral exam will be aimed at verifying the knowledge acquired through the study of the Greek literature textbook, the knowledge of the problems discussed in the monographic course, and the ability to understand and contextualise the texts translated in the lessons. Any seminar contribution offered during the course of the lectures will also be assessed. books For the monographic part - the texts uploaded on Moodle during the lessons are an integral part of the programme - a translation of your choice of the Iliad with the Greek text beside it, e.g. by G. Cerri, Rizzoli, or R. Calzecchi Onesti, Einaudi. For the general part - a textbook of Greek literature of your choice among those presented and discussed during the introductory lectures. For non-attending students - a textbook of Greek literature - at least two texts of your choice, one in poetry, one in prose, within the Greek literary tradition - a critical essay relating to the texts chosen for the examination. Handbook, texts to be translated, critical essay are to be agreed upon by interview during reception hours at least one month before the exam. mode Lessons will be opened to the dialogue with students. Students will offer contributions on selected topics. classRoomMode Not compulsory, but highly recommended. bibliography Further bibliography will be indicated in the course of the lectures.
HISTORY OF WRITING FRANCESCO MARIA CARDARELLI		8	M-STO/09		Learning objectives The course focuses on Paleography, or the history of writing in Latin characters from the Roman Age to the beginning of the Modern Age. Knowledge and understanding: Students will learn the fundamental principles and methodology of Paleography, the main phases of its history, as well as the fundamental notions necessary to identify the different scripts by assigning them to a specific area and era, to understand the different alphabetic signs and accessories and to decipher the abbreviations that accompany them. Applying knowledge and understanding: Thanks also to the exercises, the student will be able to recognize the most widespread epigraphic, book and documentary writings in the Italian peninsula, to place them in time and space, to read and correctly transcribe a manuscript text. Making judgments: The student will acquire the tools to deal independently with a single handwritten testimony and to deepen their knowledge in the paleographic field. Communication skills: Students will be able to clearly present the knowledge acquired and the topics covered by the course. Learning skills: Students will have acquired the ability to independently continue the study of Paleography. Teacher's Profile courseProgram The paleographic terminology. Media and writing tools (brush and scratch writing on plaster, wax tablets, papyrus, scroll and codex, parchment, paper). The paleographic transcription. The first phase of writing: from its origins to Late Antiquity. The archaic Latin alphabet. The Epigraphic Capital. The uppercase cursive with scratch and quill. The Roman Book Capital. The origins of the Minuscule. The New Roman Cursive. The Uncial. The Semi-Uncial. The Chanceries scripts. Punctuation and abbreviations in the Roman Age. The “Nomina Sacra”. The second phase of writing: origins and development of graphic particularism in the Early Middle Ages. The Insular scripts. The Merovingian minuscule. The Visigothic. Early medieval writings in Italy. The Papal Curial (Chancery) script. The Beneventan script. The abbreviation system in the Middle Age. The third phase of writing: the return to the unity of writing in the High Middle Age. The Caroline minuscule. The “Romanesca” minuscule. The Diplomatic minuscule. The fourth phase of writing: the Gothic era. The Transition minuscule. The “Littera textualis” and the “Litterae scholasticae”. The “Cancelleresca” minuscule. The Merchant script. The French Bastard. The fifth phase of writing: the reaction to Gothic writing and the scripts of Humanism and Renaissance. Francesco Petrarca and the Semi-gothic. Coluccio Salutati and the “Pre-antiqua”. Poggio Bracciolini and the “Antiqua” or Humanistic minuscule. Niccolò Niccoli and the Humanistic cursive. The Semi-gothic cursive scripts (“Semigotiche delle carte”). The Humanistic Epigraphical Capital. Handwriting in Italy after the invention and diffusion of printing: “Antiqua tonda” and “Italica”. examMode To take the oral exam, it is necessary to have passed a pre-exam in time, focused on: paleographic terminology; the subjects, tools and techniques of the manuscript book; the abbreviations of the Roman Age and the Middle Ages; the “Nomina Sacra”; the writings of the Roman Age and the Early Middle Ages; the reading, transcription and commentary of some paleographic tables examined during the lessons and exercises. The oral exam focuses on: the scriptures from the Carolingian Age to the Early Modern Age; the reading, transcription and commentary of some paleographic tables examined during the lessons and exercises. books - Armando Petrucci, “Breve storia della scrittura latina”, Roma, Bagatto Libri, 1992. - Paolo Cherubini, “La scrittura latina: storia, forme, usi”, Roma, Carocci Editore, 2019. - Lecture notes and palaeography tables distributed during lessons and exercises. Many tables are taken from: “Paleografia latina. Tavole”, edited by Paolo Cherubini, Alessandro Pratesi, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004. mode The lessons, which will be held in person except for specific situations and particular emergencies, will all be broadcast live and recorded on the digital platform of the University. classRoomMode Attendance to lessons and exercises is highly recommended. In any case, lessons and exercises are all registered and are available on the digital platform of the University. Students who cannot attend lessons and intend to take the exam are required to contact the teacher at the beginning of the course, by telephone or WhatsApp (3509442575) or by e-mail (fm.cardarelli@unitus.it), indicating their telephone number. bibliography - Armando Petrucci, “Breve storia della scrittura latina”, Roma, Bagatto Libri, 1992. - Paolo Cherubini, “La scrittura latina: storia, forme, usi”, Roma, Carocci Editore, 2019. - Paolo Cherubini, Alessandro Pratesi, “Paleografia latina. L’avventura grafica del mondo occidentale”, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2010. - Giorgio Cencetti, “Lineamenti di Storia della scrittura latina”, Bologna, Pàtron Editore, 1997. - “Paleografia latina. Tavole”, edited by Paolo Cherubini, Alessandro Pratesi, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004. - Marco Cursi, “Le forme del libro. Dalla tavoletta cerata all’e-book”, Bologna, Il Mulino, 2016.
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ROMANCE PHILOLOGY AND LINGUISTICS GIOVANNA SANTINI		8	L-FIL-LET/09		Learning objectives The course is dedicated to the fundamentals of the discipline, in particular to the analysis of the processes that lead to the birth of the Romance languages and to the study of the cultural phenomena that characterize the origins of Italian literary history. Knowledge: Students will learn the history of the formation of Romance languages and the birth of literatures written in those languages, the main linguistic changes that characterize the transition from spoken Latin to Romance languages and some of the distinctive characters that identify them, the elements that characterize the Romance poetry compared to the tradition of classical Latin poetry and Middle Latin and will be familiar with the history of the troubadour and Italian literary tradition of the origins. Application of knowledge and development of critical thinking: At the end of the course they will possess the fundamental philological and linguistic tools for the in-depth study of languages derived from Latin (in particular Italian, Provençal, French, Spanish and Portuguese) and they will know how to orient themselves in the literary history of medieval Europe and in the thematic, linguistic and formal analysis of a medieval text. Communication of knowledge: class reports and ongoing tests will allow them to directly practice written and oral communication techniques. Self-learning: In the in-depth activities, they will deal directly with bibliographic and historical, linguistic and literary research tools. Teacher's Profile courseProgram FUNDAMENTALS OF ROMANCE PHILOLOGY AND LINGUISTICS: A part of the course is dedicated to the fundamentals of the discipline, therefore to the birth and differentiation of the Romance languages and to the origins of the literature writ-ten in those languages. During the lectures a general overview of the historical-cultural and linguistic processes that led to the birth and development of Romance languages and literatures is provided and some ancient testimonies are analyzed from a historical and linguistic point of view. Particular attention is paid to the genetic relationships between the various languages and to the factors that determined their progressive differentiation. ROMAN LINGUISTIC INTERCOMPREHENSION: In the second part, the skills acquired through the comparative study of Romance languages are put into practice in an experimental inductive learning program which aims to bring students closer to the simultaneous understanding of multiple Romance languages. Reading and listening to texts in different Romance languages are proposed, accompanied by comprehension exercises and grammatical study sheets. HISTORY AND TRADITION OF POETRY: A third part is dedicated to the history of Romance poetry, that is, to the medieval origins and development up to the present day of some long-lasting themes, forms, structures and linguistic elements: the objective is to retrace the poetic tradition by focusing attention on individual phenomena, through which it is possible to observe the continuity of the tradition over time and the strong connections between the different linguistic areas of Romània. Students are called to intervene directly in the research and analysis of these el-ements of continuity. examMode For the ATTENDING students there will be one or more written tests (also in itinere) and an oral test (for the vote the results of each test are considered). In the written tests the competences on the scientific-methodological foundations of the discipline and on the main characteristics of the evolution of the Romance languages starting from the Latin are evaluated; in the oral exam the evaluation of the competences acquired on specific topics treated in class will be completed (Dante's reception of troubadour and italian lyric), as well as those acquired through the reading of the bibliography. For NON-ATTENDING students, normally there is only the oral exam which evaluates the skills acquired through the reading of the specific bibliography on the scientific-methodological foundations of the discipline, on the main characteristics of the evolution of Romance languages starting from Latin and on topics specifications indicated in the program (Dante's reception of troubadour and italian lyric). books 1. Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions). A digital version of the volume is available for a fee on the publisher's website: https://www.pandoracampus.it/store/10.978.8815/325884 2. Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 2022 3. In addition FOR ATTENDING STUDENTS: handouts and texts provided by the teacher at the beginning of the course. 4. In addition FOR NON-ATTENDING STUDENTS: handouts and texts agreed with the teacher. IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM. mode In the lectures the fundamental topics of the course will be addressed, giving ample space to reading, analyzing and commenting on the texts; Students will be asked to participate with questions and short in-depth interventions prepared independently. Classroom exercises will be periodically proposed aimed at gradually assessing the skills acquired by the students and the need for any clarifications on the topics covered. classRoomMode The attendance of lectures will facilitate students in the study of the bibliography and will give them the opportunity to verify in itinere the acquisition of the skills necessary to take the exam. bibliography Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions). Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 2022
GERMAN PHILOLOGY COSTANZA CIGNI		8	L-FIL-LET/15		Learning objectives The module contributes to the achievement of the specific educational objectives of the ‘Linguistic, Literary and Historical Studies’ curriculum of the Humanities degree course (L10). The general objective is to provide the basic notions to understand linguistic change over time, with particular reference to Germanic languages. Learning outcomes: 1) knowledge: students will learn the history of Germanic languages in the development from Common Germanic to modern Germanic languages and the historical background that characterize the early literatures in those languages, with particular reference to English and German. The topics discussed contribute to enrich the study of modern Germanic languages, giving them scientific depth and historical perspective. 2) Applying knowledge and development of critical thinking: at the end of the course the student will be able to apply theoretical and practical fundamentals in order to the in-depth study of early Germanic languages and literatures as well as to read, translate and analyse simple passages in Anglo-Saxon and Old German. 3) Communication skills: ability to communicate and accuracy in the use of language and terminology will derive from the learning level of the programme topics and the develop of critical-thinking and scientific reasoning skills. 4) Self-learning: in the autonomous in-depth activities the student will interact directly with the main scientific tools currently available for philological research on ancient germanic Languages. Teacher's Profile courseProgram This module provides both an historical and cultural framework of the Germanic tribes in the Middle Ages and a synchronic description of the Common Germanic and its later linguistic developments, with particular regard to the early varieties of West Germanic (Old English and Old High German dialects). It also offers an introduction to the philological and linguistic analysis of the earliest Germanic texts and to useful operational tools in this field of study. Lesson plan First part Germanic Philology: subject, method and field of application; the comparative method in historical linguistics; Germanic and concept of proto-language reconstruction; trees vs waves: two models of language diversification; phonological and morphological development from Indo-European to Proto-Germanic and to medieval Germanic languages; linguistic interference: Germanic-Romans contacts in Antiquity and in the Early Middle Ages; Germanic tribes and writing. Second part Practical comparative-contrastive analysis of some Lord’s Prayer versions in Gothic, Old English and Old High German. examMode The oral examination lasts 15-20 minutes. It consists of a series of questions on all the topics covered by the professor and indicated in the syllabus. The assessment is aimed at evaluating: the learning level of the programme topics, the critical and methodological skills acquired by the student through the study of textbooks, the ability to establish links between various topics of the module, the ability to apply the contents learned to the solution of simple problems (such as, in particular, the identification of phonological and morphological phenomena in a short text in the original language), the accuracy in the use of language and terminology. Identification and full understanding of topics/issues, full answers to all questions supported with appropriate examples, evidence of independent thinking and accurate use of language will lead to an excellent grade (30-30L). Very good/good evaluation will be attributed to a competent knowledge of main topics/issues and/or to a correct but not always precise language (24-29). Sufficient/satisfactory grade will be assigned to a predominantly or exclusively descriptive knowledge expressed in modest and/or imprecise language (18/23). Minimum necessary knowledge of the topics, little or no linkage of ideas and inexact language will be assessed with a failing grade. books For the theoretical background of the discipline, a textbook to be chosen from: -S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009. -N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (rist. 2022). -A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022 For the origins of written literatures: -M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017 (chapter 3 for Anglicists (La letteratura anglosassone)/chapter 2 for Germanists (Letteratura in antico altotedesco). -Moreover, it is required to study all the supporting materials of lectures available on the learning platform (UniTus moodle). N.B .: non-attending students will prepare independently the same programme as attending students including the supporting materials of lectures. The textbooks are available at the University Library System (https://sba-unitus.on.worldcat.org/discovery). classRoomMode Attendance is not compulsory. However, it is strongly recommended because it will facilitate the study of the bibliography and will allow you to verify in itinere the acquisition of the necessary skills to take the exam. bibliography -S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009. -N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (reprint 2022). -A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022 -M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017 -all the supporting materials of lectures, which are available on the UniTusMoodle learning platform.
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COMPARATIVE LITERATURE DANIELA MANGIONE		8	L-FIL-LET/14		Learning objectives The course aims to acquaint students with comparative approaches and to equip them with critical tools commonly used in various cultural traditions. This will enable them to view literary phenomena more broadly than merely within the context of national literatures. Upon completing the course, students will possess the necessary analytical tools to examine texts from different cultures. They possess an understanding of the connections, disparities, and similarities among various literary works and can analyze themes and structures through a comparative approach. Teacher's Profile courseProgram The course aims to introduce the perspective and specificities of Comparative Literature and to acquire knowledge of the theories and methodologies of literary criticism that have followed one another over time and that constitute a transversal heritage across different national cultures. Having acquired these tools, attention will be focused on a particular declination of the relationship between literature and visual culture: the relationship between novel and cinema. The theoretical outlines will be familiarised with and some exemplary cases will be analysed. examMode Oral examination; there will be the possibility of an in itinere evaluation by means of individual projects. books Bibliography: - Letterature comparate, a cura di F. de Cristofaro, Carocci 2020; - Teorie critiche del Novecento, a cura di E. Biagini, A. Brettoni, P. Orvieto - M. Fusillo, Adattamento in Cinema Letteratura, intermedialità, Carocci, 2023 - Cinema è letteratura, numero monografico di «Micromega», 4, 2023 The complete reading of a group of texts, selected from the following: - C. Boito, Senso - G. Verga, I Malavoglia - A. Fogazzaro, Piccolo mondo antico - V. Pratolini, Cronache di poveri amanti - G. Tomasi di Lampedusa, Il gattopardo - C. Pavese, Tra donne sole - L. Sciascia, A ciascuno il suo - C.E. Gadda, Quer pasticciaccio brutto de via Merulana - A. Tabucchi, Sostiene Pereira classRoomMode Lectures; text projections; film screenings.
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FRENCH LITERATURE ROBERTO ROMAGNINO		8	L-LIN/03		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime, through the case study of the novel genre. The course aims to provide students with some historical reference points and the philological, stylistic, rhetorical and hermeneutic tools to read and appreciate Early Modern texts. Through an literary and philologiacl approach to the the text, students will develop critical skills and the ability to work autonomously on texts from the 17th and 18th centuries, also learning to master the tools of the discipline and to find, select and use the secondary bibliography in the most effective way. The course will therefore provide students not only with theoretical knowledge but also with the hermeneutic tools to understand the texts addressed (1: knowledge and understanding, and 2: applying knowledge and understanding) and the expressive ones to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements), as well as to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills) and extend the reflection in a autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills). Teacher's Profile courseProgram 1.1 The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year, we will look at classical tragedy, and in particular the plays of Jean Racine. Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus 1.2 Readings First year History of literature: 17th and 18th centuries (especially the 17th century) A tragedy or comedy of your choice (17th century) One 17th century novel of your choice A book of fairy tales (to be agreed with the teacher) Students enrolled in Literature (L-10) who do not read French (reading texts in Italian) A 17th century or 18th century novel of your choice A tragedy AND a comedy of your choice (17th/18th centuries) A book of fairy tales Second year History of literature: 17th and 18th centuries A novel of your choice (18th century) A collection of short stories (18th century) A comedy or tragedy of your choice (18th century) Third year and students preparing their thesis in French literature History of literature: 1550-1815 Home readings to be determined with the teacher examMode Students attending classes will choose between a continuous assessment regime (2 In itinere examinations + interview at the end of the semester) or a terminal assessment regime (a single interview at the end of the semester covering the entire program ). The two assessment methods will be illustrated at the start of the course. Attendance is optional but recommended. Non-attending students are invited to contact me AT THE BEGINNING of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test. books Unitus-DISTU French Literature française 2024/2025 (L-11 ; L-10) Roberto Romagnino Program (The 17th Century Tragedy/ Jean Racine) : I.1 The tragédies of Jean Racine Textes au programme (lecture intégrale) :/Opere in programma (lettura integrale) : Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus Jean RACINE, Bajazet Editions En français Jean RACINE, Bajazet, éd. G. Forestier, Paris, Le Livre de Poche, 1992. Jean RACINE, Bérénice, éd. G. Forestier, Paris, Le Livre de Poche, 1988. Jean RACINE, Britannicus, éd. G. Forestier, Paris, Gallimard, « folio classique », 2015. Jean RACINE, Mithridate, éd. G. Forestier, Paris, Gallimard, « folio théâtre », 1999. Trad. Italiennes/trad. italiane Jean RACINE, Teatro, a cura di A. Beretta Anguissola, Milano, Mondadori, « I Meridiani », 2009 (si trova in : Biblioteca Polo Umanistico-Sociale, BL6602). Jean RACINE, Britannico, Bajazet, Atalia, a cura di M. L. Spaziani, Milano, Garzanti 2005. ARISTOTE, Rhétorique, éd. P. Chiron, Paris, GF Flammarion, 2007. ARISTOTELE, Retorica, trad. M. Dorati, Milano, Mondadori, 2021. ARISTOTE, Poétique, éd. M. Magnien, Paris, Le Livre de Poche, 1991. ARISTOTELE, Poetica, a cura di D. Lanza, Milano, BUR, 2018. CORNEILLE, Pierre, Trois discours sur le poème dramatique, éd. B. Louvat et . M. Escola, Paris, GF Flammarion, 1999. BIET, Christian, La Tragédie, Paris, A. Colin, 2010. BIET, Christian (éd.), Le Théâtre français du XVIIe siècle, Paris, L’avant-scène théâtre, 2009. DANDREY, Patrick, RONZEAUD, Pierre et VIALA, Alain (dir.), Ls Tragédies romaines de Racine, numéro monographique de la revue Littératures classiques, no 26, 1996. FORESTIER, Georges, Introduction à l’analyse des textes classiques, Paris, A. Colin, 2008 [Nathan, 1993]. mode Lectures, seminars classRoomMode Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. bibliography II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example: A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997. P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972]. G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992. J, Rohou, Histoire de la littérature française du XVIIe siècle (Nouvelle édition), Rennes, Presses universitaires de Rennes, 2001 (aussi en ligne: ;. ISBN : 9782753592544. DOI : https://doi.org/10.4000/books.pur.187382). J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2). F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006. A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016. L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013. D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017. + J. Rousset, La Littérature de l’âge baroque en France, Paris, Corti, 1972 III. Stylistic : C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991 N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001 A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition) V. Rhetoric : A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992. C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001. B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988]. V. Études critiques / Studi critici Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program. NON ATTENDING STUDENTS The program is the same as for those who attended the courses, but students who do not attend the courses must contact the teacher AT THE START OF THE COURSES to define some specific readings Teacher's Profile courseProgram 1.1 The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year, we will look at classical tragedy, and in particular the plays of Jean Racine. Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus 1.2 Readings First year History of literature: 17th and 18th centuries (especially the 17th century) A tragedy or comedy of your choice (17th century) One 17th century novel of your choice A book of fairy tales (to be agreed with the teacher) Students enrolled in Literature (L-10) who do not read French (reading texts in Italian) A 17th century or 18th century novel of your choice A tragedy AND a comedy of your choice (17th/18th centuries) A book of fairy tales Second year History of literature: 17th and 18th centuries A novel of your choice (18th century) A collection of short stories (18th century) A comedy or tragedy of your choice (18th century) Third year and students preparing their thesis in French literature History of literature: 1550-1815 Home readings to be determined with the teacher examMode Students attending classes will choose between a continuous assessment regime (2 In itinere examinations + interview at the end of the semester) or a terminal assessment regime (a single interview at the end of the semester covering the entire program ). The two assessment methods will be illustrated at the start of the course. Attendance is optional but recommended. Non-attending students are invited to contact me AT THE BEGINNING of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test. books Unitus-DISTU French Literature française 2024/2025 (L-11 ; L-10) Roberto Romagnino Program (The 17th Century Tragedy/ Jean Racine) : I.1 The tragédies of Jean Racine Textes au programme (lecture intégrale) :/Opere in programma (lettura integrale) : Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus Jean RACINE, Bajazet Editions En français Jean RACINE, Bajazet, éd. G. Forestier, Paris, Le Livre de Poche, 1992. Jean RACINE, Bérénice, éd. G. Forestier, Paris, Le Livre de Poche, 1988. Jean RACINE, Britannicus, éd. G. Forestier, Paris, Gallimard, « folio classique », 2015. Jean RACINE, Mithridate, éd. G. Forestier, Paris, Gallimard, « folio théâtre », 1999. Trad. Italiennes/trad. italiane Jean RACINE, Teatro, a cura di A. Beretta Anguissola, Milano, Mondadori, « I Meridiani », 2009 (si trova in : Biblioteca Polo Umanistico-Sociale, BL6602). Jean RACINE, Britannico, Bajazet, Atalia, a cura di M. L. Spaziani, Milano, Garzanti 2005. ARISTOTE, Rhétorique, éd. P. Chiron, Paris, GF Flammarion, 2007. ARISTOTELE, Retorica, trad. M. Dorati, Milano, Mondadori, 2021. ARISTOTE, Poétique, éd. M. Magnien, Paris, Le Livre de Poche, 1991. ARISTOTELE, Poetica, a cura di D. Lanza, Milano, BUR, 2018. CORNEILLE, Pierre, Trois discours sur le poème dramatique, éd. B. Louvat et . M. Escola, Paris, GF Flammarion, 1999. BIET, Christian, La Tragédie, Paris, A. Colin, 2010. BIET, Christian (éd.), Le Théâtre français du XVIIe siècle, Paris, L’avant-scène théâtre, 2009. DANDREY, Patrick, RONZEAUD, Pierre et VIALA, Alain (dir.), Ls Tragédies romaines de Racine, numéro monographique de la revue Littératures classiques, no 26, 1996. FORESTIER, Georges, Introduction à l’analyse des textes classiques, Paris, A. Colin, 2008 [Nathan, 1993]. mode Lectures, seminars classRoomMode Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. bibliography II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example: A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997. P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972]. G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992. J, Rohou, Histoire de la littérature française du XVIIe siècle (Nouvelle édition), Rennes, Presses universitaires de Rennes, 2001 (aussi en ligne: ;. ISBN : 9782753592544. DOI : https://doi.org/10.4000/books.pur.187382). J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2). F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006. A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016. L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013. D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017. + J. Rousset, La Littérature de l’âge baroque en France, Paris, Corti, 1972 III. Stylistic : C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991 N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001 A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition) V. Rhetoric : A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992. C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001. B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988]. V. Études critiques / Studi critici Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program. NON ATTENDING STUDENTS The program is the same as for those who attended the courses, but students who do not attend the courses must contact the teacher AT THE START OF THE COURSES to define some specific readings
RAFFAELE CALDARELLI		8	L-LIN/21		Learning objectives The course aims at giving: 1. a general introduction to the Russian culture; 2. a picture of the most important moments of Russian literary history up to the end of 19th century; 3. knowledge in depth of selected moments and authors of Russian 19th century (focus: the duel as subject). After the course students should: 1. know the main trends of Russian literature and culture, with careful consideration of the historical context; 2. have a solid knowledge of the most important authors, applying the general knowledge; 3. be able to critically evaluate, at a certain extent, authors and literary groups; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching new authors and/or literary groups. In other words they should have developed their skills and competences according to Dublin descriptors. Teacher's Profile courseProgram Russia: the people and the land. Linguistic evolution. Kievan Rus' to the Mongol invasion. The rise of Muscovy. New literary trends in 16th and 17th centuries. Peter the Great. 18th century: Lomonosov, Derzhavin and the others. The poetry in 19th century: Pushkin, Lermontov. The golden age: Tolstoj, Dostoevskij, Goncharov, Turgenev. Chekhov: towards the 20th century. More in depth: A book, a topic, a debate: Goncharov's "Oblomov" and the debate on Oblomovism. Erasmus students and those which are not fluent in Italian may contact the teacher for more information. examMode Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20-30 minutes. Typically, three questions: a) on literary movements, trends and the like; b) historical context; c) argument in depth: Goncharov's "Oblomov" and the Oblomovism. Erasmus students and those which are not fluent in Italian may contact the teacher for more information. books L10 or L11 (first exam): 1) Silvana de Vidovich, Letteratura russa, Milano, Vallardi, 2003 and further reprints, Chapters 1 to 5; 2) materials on Moodle (up to the 19th century, including Chekhov); 3) [A book, a topic, a debate]: Ivan A. Goncharov, Oblomov. Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further informations. mode Lessons in traditional mode (front lecture), aiming at familiarizing students with themes that are often less known to them. Frequent are projections and/or materials on Moodle. Consultation: after the lecture, by appointment (Wednesday 10-12 AM, till further notice). Erasmus students and those which are not fluent in Italian may contact the teacher for more information. classRoomMode Attendance is recommended but by no means mandatory bibliography Reference works could be useful in order to deepen some aspects of Russian history. Here are two works that can be found in Italian version: Nicholas V. Riasanovsky, Storia della Russia dalle origini ai giorni nostri, Nuova edizione aggiornata a cura di Sergio Romano, Milano, Bompiani, 1997 or Paul Bushkovitch, Breve storia della Russia. Dalle origini a Putin, Torino, Einaudi, 2013. Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further informations.
118655 - LUISA CARBONELUISA CARBONE	First Semester	8	M-STO/04		Learning objectives The objectives of the 2023/2024 course of Contemporary History are multiple. First, the course aims to consolidate the knowledge of the history of the 19th and 20th centuries and the ability to understand the historical evolution of European and non-European societies in the last two centuries. With recommended readings students‘ learning ability will be improved. The aim is to educate students in independent judgment and to be able to form their own critical thinking. It will also aim to strengthen their analysis skills of contemporary events. Finally, particular attention will be paid during the lessons on methodologies to develop and improve their communication skills. Teacher's Profile Teacher's Profile
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ENGLISH LITERATURE VALERIO VIVIANI		8	L-LIN/10		Learning objectives The course aims to deepen aspects and problems of Elizabethan theatre and to provide critical skills in the analysis of significant dramatic works. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural context, students will be able to understand and evaluate the literary quality of the works they have read and commented on with full autonomy of judgement. Specifically, the learning outcomes should be: 1) to know the main features and characteristics relating to coeval English literature and culture; 2) to be able to analyse and comment on the texts in question; 3) to be able to formulate judgements on the subject autonomously; 4) to be able to appropriately communicate what they have learnt: 5) to be able to understand and interpret similar literary phenomena not covered in the syllabus autonomously. Teacher's Profile courseProgram The course will examine and analyse some of the most significant narrative works to trace the evolution of the English novel within its historical and cultural context. Its aim is to explore key English novels such as ‘Robinson Crusoe’, ‘Joseph Andrews’, ‘The Castle of Otranto’, ‘Oliver Twist’, ‘Jane Eyre’, ‘Mrs Dalloway’. Following an initial series of lectures on the form, style, and main themes of both realist and non-realist novels, subsequent sessions will focus on the reading and analysis of each of the aforementioned texts, as well as on students' critical engagement with them, following a diachronic approach. examMode The oral exam will be in Italian. It will focus on the texts that will have been presented during the course and on their cultural context, and will aim to evaluate the students' methodological skills. In order to assess these skills, students will be invited to discuss these texts. books Daniel Defoe, Robinson Crusoe (qualsiasi edizione italiana e/o inglese) Henry Fielding, Joseph Andrews (qualsiasi edizione italiana e/o inglese) Horace Walpole, The Castle of Otranto / Il castello di Otranto (qualsiasi edizione italiana e/o inglese) Charles Dickens, Oliver Twist (qualsiasi edizione italiana e/o inglese) Charlotte Brontë, Jane Eyre (qualsiasi edizione italiana e/o inglese) Virginia Woolf Mrs Dalloway / La signora Dalloway (qualsiasi edizione italiana e/o inglese) mode The course will consist of frontal lessons, aiming to provide participants with the critical tools they need to interrogate and understand the texts, both in terms of literary analysis and of historical/cultural contexts. classRoomMode Students are not required to attend lessons, but it is recommended. bibliography In reminding that the novels covered in the course must be read thoroughly and carefully, below is the critical support bibliography for non-attending students (or for those who wish to deepen their understanding). All texts, except 'The Castle of Otranto' (Marsilio), are available in the library. - Ian Watt, ‘Le origini del romanzo borghese: studi su Defoe, Richardson e Fielding’, Milano, Bompiani, 2002: capitoli 1,2,3,8 - Giuseppe Sertoli, Introduzione a ‘Le avventure di Robinson Crusoe: seguite da Le ulteriori avventure e Serie riflessioni’, Torino, Einaudi, 1998 - Michela Marroni, ‘Come leggere Robinson Crusoe’, Chieti, Solfaneli, 2016 - Annalisa Martelli, ‘The good comic novel. La narrativa comica di Henry Fielding e l’importanza dell’esempio cervantino’, Firenze, Firenze University Press, 2021 (scaricabile al link https://media.fupress.com/files/pdf/24/8463/26188) - Mirella Billi (a cura di), ‘Il gotico inglese’, Bologna, Il Mulino, 1986: Introduzione e capitoli I, II - Sandro Melani, Introduzione a ‘Il castello di Otranto’, Venezia, Marsilio, 2008 - Franco Marucci (a cura di), ‘Il Vittorianesimo’, Bologna, Il Mulino, 1991: capitoli II, III, IV, X, XII - Francesco Marroni, ‘Come leggere Jane Eyre’, Chieti, Solfanelli, 2013 - Marisa Sestito Introduzione a ‘La signora Dalloway’, Venezia, Marsilio, 2012 - Mirella Billi, ‘Virginia Woolf’, Firenze, La Nuova Italia, 1981
15276 - EXAMS OPEN TO STUDENT'S CHOISE	Second Semester	8
17453 - FINAL EXHAMINATION	Second Semester	8
MODULE II	-	-	-	-
CONTEMPORARY ITALIAN LETERATURE CARLO SERAFINI		8	L-FIL-LET/11		Learning objectives The course aims to develop students' ability to read and understand both poetic and narrative literary texts in the context of the evolution of literature from the early twentieth century to the present day. Specifically, at the end of the course, students will have acquired the following skills: 1) Knowledge and understanding: knowledge of the main literary, narrative and poetic movements, of the main exponents and of the most prominent personalities, with the ability to historical and cultural contextualization in the 20th and 21st centuries; 2) Applied knowledge and understanding: reading, understanding and analysis of literary, narrative and poetic texts, basic principles of textual, philological and hermeneutic criticism, elements of poetic metrics; 3) Autonomy of judgment: the student must mature and develop individual analytical and judgment skills, based on knowledge of the work and on the application of the critical tools essential for a correct aesthetic approach to the text; 4) Communication skills: the aim is to develop expressive ability and mastery of a technical scientific lexicon suitable for the transmission and formulation ofcritical judgments, aimed at the drafting of critical argumentative texts, non-fiction or didactic exposition of a literary text; 5) Learning ability: bibliographic research skills also with the aid of digital IT, bibliographic orientation and archive research. Teacher's Profile courseProgram The course aims to provide students with an overview of the main authors and literary movements of Italian poetry and fiction of the 20th and 21st centuries. The following will be addressed in detail: the avant-garde movements, the birth of the modern novel, the forms of realism, war literature, the fantastic-surrealist trend, neorealism, the literature of the economic boom and well-being, the neo-avant-garde, the Group 63 , the forms of postmodernism, the crisis of the novel in the Noughties, contemporary literature and the relationship with editorial policies. Bibliography: Students will have to demonstrate knowledge of the history of twentieth-century literature, to be prepared on FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. In the manual, students will have to study the chapters relating to: POETRY: Historical profile of the twentieth century, Path of twentieth century poetry, Futurism, Palazzeschi, Campana, Saba, Ungaretti, Montale, Quasimodo, Penna, Bertolucci, Caproni, Sereni, Gruppo 63, Rosselli, Merini, Magrelli. NARRATIVE: Path of the prose of the twentieth century, The European novel, Svevo, Pirandello, Tozzi, Calvino, Alvaro, Pasolini, Gadda, Palazzeschi, Moravia, Landolfi, Buzzati, Pavese, Vittorini, P.Levi, Morante, Fenoglio, Bassani, Sciascia, Bianciardi, Tondelli, Volponi, Eco. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over examMode The exam is based on an oral interview with a score of 30/30 on the topics covered by the course as indicated in the program. The object of the assessment will be, in addition to the knowledge of the topics, also the ability to analyze the literary text and the presentation ability. books FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over classRoomMode Attendance is not compulsory but strongly recommended bibliography FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over
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ITALIAN PHILOLOGY PAOLO MARINI		8	L-FIL-LET/13		Learning objectives Knowledge of the practices of Italian philology and related technical terminology. Knowledge of the paper and electronic tools of philological research. Philological and historical-literary examination of the Farnese epistolary tradition, on which the 'Farnese Encyclopaedia' research project focuses. 1) Improvement of knowledge and ability to understand text and context in a micro-analytical perspective of literary products; 2) Improvement of knowledge and understanding skills applied to the textual and philological analysis of literary texts and epistolary documents in the Farnese field; 3) Increase in autonomy of judgment following an acquired autonomy of investigation in the panorama of bibliographic tools (paper and electronic) related to the philological discipline; 4) Enhancement of written and oral communication skills through debates and in-depth seminars on formalized writings; 5) Development of the ability to learn through the consideration of texts in function of the history of the oral, manuscript and printed tradition of the same. Teacher's Profile courseProgram - Module I (28 hours of face-to-face lectures): Fundamentals of Italian philology. History of the discipline and technical terminology; writing media (manuscripts and prints); ecdotical theory and practices before and after Lachmann; authorial philology. In-depth study of some exemplary cases in Italian philology. Presentation of the main paper and electronic tools of philological research. - Module II (20 hours of face-to-face lectures): From Xenia to Satura. To the origins of Eugenio Montale's fourth book of poetry. Critical reading and philological analysis of Montale's Xenia and other texts that flowed into Satura, with particular attention to the genesis of Montale's fourth book of poetry and related variantism. On this basis, the stylistic turning point imprinted by Satura in the history of Montale's poetry will be explored. examMode In itinere examinations (optional) and final interview on course topics The examination will be structured as follows: first general question on the basics of the discipline and technical terminology; second question focused on a specific topic to assess the ability of autonomy and judgment acquired by the student. books module I: P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (and subsequent reprints and editions). module II: 1) E. Montale, Satura, a cura di R. Castellana, Milano, Mondadori, 2009 (and subsequent reprints), restricted to pp. 1-80. 2) R. Castellana, Satura, in Montale, a cura di P. Marini e N. Scaffai, Roma, Carocci, 2019 (and subsequent reprints), pp. 93-115. 3) M. A. Grignani, Per una storia del testo di "Xenia", in «Studi di filologia italiana», XXXII, 1974, pp. 359-386 (pdf downloadable from the course materials). mode Face-to-face lessons classRoomMode Optional class attendance bibliography Reference literature will be provided in the course of the lectures Teacher's Profile courseProgram - Module I (28 hours of face-to-face lectures): Fundamentals of Italian philology. History of the discipline and technical terminology; writing media (manuscripts and prints); ecdotical theory and practices before and after Lachmann; authorial philology. In-depth study of some exemplary cases in Italian philology. Presentation of the main paper and electronic tools of philological research. - Module II (20 hours of face-to-face lectures): From Xenia to Satura. To the origins of Eugenio Montale's fourth book of poetry. Critical reading and philological analysis of Montale's Xenia and other texts that flowed into Satura, with particular attention to the genesis of Montale's fourth book of poetry and related variantism. On this basis, the stylistic turning point imprinted by Satura in the history of Montale's poetry will be explored. examMode In itinere examinations (optional) and final interview on course topics The examination will be structured as follows: first general question on the basics of the discipline and technical terminology; second question focused on a specific topic to assess the ability of autonomy and judgment acquired by the student. books module I: P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (and subsequent reprints and editions). module II: 1) E. Montale, Satura, a cura di R. Castellana, Milano, Mondadori, 2009 (and subsequent reprints), restricted to pp. 1-80. 2) R. Castellana, Satura, in Montale, a cura di P. Marini e N. Scaffai, Roma, Carocci, 2019 (and subsequent reprints), pp. 93-115. 3) M. A. Grignani, Per una storia del testo di "Xenia", in «Studi di filologia italiana», XXXII, 1974, pp. 359-386 (pdf downloadable from the course materials). mode Face-to-face lessons classRoomMode Optional class attendance bibliography Reference literature will be provided in the course of the lectures

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
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MODERN HISTORY MATTEO SANFILIPPO	First Semester	8	M-STO/02		Learning objectives The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, according to the learning objectives established in Dublin, students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights. Teacher's Profile courseProgram History of the West (Central-Western Europe and the Americas). Key Topics: 1. Definition and chronology of the modern age; 2. From the black plague to humanistic development; 3. Ottoman expansion and division of the Mediterranean; 4. Discovery and conquest of the New Worlds; 5. The Protestant Reformations (Lutheran, Calvinist, Anglican); 6. Charles V: the Empire against France; 7. Elizabeth I of England and Philip II of Spain: the clash on the sea; 8. The Thirty Years War and the End of the Religious Wars; 9. The English revolutions; 10. The France of Louis XIV and the struggle for European dominance; 11. Europe in the eighteenth century: political balance and technological-economic innovation; 12. The age of the Revolutions: United States, France, 1848; 13. The social and cultural evolution between the eighteenth and nineteenth centuries; 14. The national question in the nineteenth century; 15. Migration and mobility in the modern age; 16. Travel in the modern age examMode The preparation of the student will be verified by oral test. Within this framework it will be evaluated on the basis of the following grid (in thirtieths): KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30 (12 = excellent; 1 = very bad) FOCUS (as the learner focuses on discussed problems) - 1-6 / 30 (6 = excellent; 1 = very bad) PROCESSING (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6 / 30 (6 = excellent; 1 = very bad) EXPLANATION ( the ability of the learner to explain the fact or the historical phenomenon in question) - 1-6 / 30 (6 = excellent; 1 = very bad) The result of the test will be given by the sum of the scores obtained Question's example: Migrations in the Modern Era books First Annuity: 1) Vincenzo Ferrone e Franco Motta, L’età dell’oro e del ferro, Einaudi; 2) Matteo Sanfilippo, Il lungo Ottocento delle migrazioni italiane, Sette Città; 3) Alessandro Vanoli, L'invenzione dell'Occidente, Laterza 2024; 4) Giovanni Ricci, Rinascimento conteso. Francia e Italia, un'amicizia ambigua, il Mulino 2024 Not attending: the four books above, plus: Fatti e Misfatti nell’Europa di Antico Regime, edited by Alessandro Boccolini, Viterbo, Sette Città, 2020, easterneuropeanhistory.eu/it/2020/10/15/1027/ Second annuity 1) Andrea Zannini, Altri Pigafetta, Viella 2023, e 2) Giovanna Da Molin, Storia sociale dell’Italia moderna, Morcelliana Seminar: The rediscovery of antiquity. Readings: Tommaso di Carpegna Falconieri, Nel labirinto del passato. 10 modi di riscrivere la storia, Laterza mode Frontal lessons + seminars in presence and online according to the rectoral guidelines classRoomMode Students do not have to attend: to make the exam, they have only to prepare the basic programm and one more text bibliography See above (Seminar)
LUISA CARBONE	First Semester	8	M-STO/04		Learning objectives The objectives of the 2023/2024 course of Contemporary History are multiple. First, the course aims to consolidate the knowledge of the history of the 19th and 20th centuries and the ability to understand the historical evolution of European and non-European societies in the last two centuries. With recommended readings students‘ learning ability will be improved. The aim is to educate students in independent judgment and to be able to form their own critical thinking. It will also aim to strengthen their analysis skills of contemporary events. Finally, particular attention will be paid during the lessons on methodologies to develop and improve their communication skills. Teacher's Profile Teacher's Profile
MODULE II	-	-	-	-
FURTHER FOREIGN LANGUAGES COMPETENCES MELISSA ELEFANTE	First Semester	6			Learning objectives EDUCATIONAL AIMS: The course aims to develop language skills at a pre-intermediate level (B1 in The Common European Framework of Reference for Languages), focusing on building essential grammatical and lexical foundations. LEARNING OUTCOMES: The student can: - understand texts that consist mainly of high-frequency everyday or job-related language; - understand the description of events, feelings, and wishes in personal letters; - understand the main points of clear standard speech on familiar matters; - enter into a conversation on topics that are familiar, of personal interest or pertinent to everyday life; - connect phrases in a simple way in order to describe experiences and events, his/her dreams, hopes and ambitions; - briefly give reasons and explanations for opinions related to scientific topics as well; - write simple connected text on topics that are familiar or of personal interest; - write personal letters describing experiences and impressions, and short stories sticking to specific hints. Teacher's Profile courseProgram - Grammar: present simple and present continuous, past simple and past continuous, present perfect simple and present perfect continuous, past perfect simple, futures (will, may/might, be going to, present simple/continuous), conditionals (0, 1, 2), relative clauses, passive, modals (have to, must, should, can). - Writing: email, article, review. - Reading: written comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). - Listening: oral comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). The programme and the examination procedure will be the same for attending and non-attending students. examMode Written test with questions (multiple choice/true or false/missing words) about grammar and written comprehension. Production of a short text in formal register. Listening test (multiple choice/true or false/missing words). Dictionary cannot be used. Students diagnosed with a SLD and/or with a disability who wish to request a personalised exam must compulsorily send their request to me no later than 15 days before the exam, enclosing the necessary form and also sending the email to the Services to the Students and Post-Graduate Office (Ufficio Servizi agli Studenti e Post-Lauream). For more information and the necessary forms, you can visit the following page: https://www.unitus.it/en/students/services-for-students/supporto-e-inclusione/. books Recommended book: English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press. Alternatively, any intermediate-level English grammar book can be used. mode Frontal lessons. Course attendace is not mandatory. Monday 9:00-11:00 aula A Friday 9:00-11:00 aula B classRoomMode Course attendace is not mandatory. bibliography English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press. Teacher's Profile courseProgram - Grammar: present simple and present continuous, past simple and past continuous, present perfect simple and present perfect continuous, past perfect simple, futures (will, may/might, be going to, present simple/continuous), conditionals (0, 1, 2), relative clauses, passive, modals (have to, must, should, can). - Writing: email, article, review. - Reading: written comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). - Listening: oral comprehension, B1 level (for reference: B1 Preliminary Cambridge exam). The programme and the examination procedure will be the same for attending and non-attending students. examMode Written test with questions (multiple choice/true or false/missing words) about grammar and written comprehension. Production of a short text in formal register. Listening test (multiple choice/true or false/missing words). Dictionary cannot be used. Students diagnosed with a SLD and/or with a disability who wish to request a personalised exam must compulsorily send their request to me no later than 15 days before the exam, enclosing the necessary form and also sending the email to the Services to the Students and Post-Graduate Office (Ufficio Servizi agli Studenti e Post-Lauream). For more information and the necessary forms, you can visit the following page: https://www.unitus.it/en/students/services-for-students/supporto-e-inclusione/. books Recommended book: English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press. Alternatively, any intermediate-level English grammar book can be used. mode Frontal lessons. Course attendace is not mandatory. Monday 9:00-11:00 aula A Friday 9:00-11:00 aula B classRoomMode Course attendace is not mandatory. bibliography English Grammar in Use with answers (Fifth Edition) by Raymond Murphy, Cambridge University Press.
SKILLS AND COMPETENCES IN INFORMATICS	First Semester	6
FORMATIVE AND GUIDANCE TRAININGS	First Semester	6
OTHER USEFUL SKILLS FOR JOB GUIDANCE	First Semester	6
MODULE II	-	-	-	-
FRENCH LITERATURE ROBERTO ROMAGNINO	First Semester	8	L-LIN/03		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime, through the case study of the novel genre. The course aims to provide students with some historical reference points and the philological, stylistic, rhetorical and hermeneutic tools to read and appreciate Early Modern texts. Through an literary and philologiacl approach to the the text, students will develop critical skills and the ability to work autonomously on texts from the 17th and 18th centuries, also learning to master the tools of the discipline and to find, select and use the secondary bibliography in the most effective way. The course will therefore provide students not only with theoretical knowledge but also with the hermeneutic tools to understand the texts addressed (1: knowledge and understanding, and 2: applying knowledge and understanding) and the expressive ones to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements), as well as to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills) and extend the reflection in a autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills). Teacher's Profile courseProgram 1.1 The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year, we will look at classical tragedy, and in particular the plays of Jean Racine. Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus 1.2 Readings First year History of literature: 17th and 18th centuries (especially the 17th century) A tragedy or comedy of your choice (17th century) One 17th century novel of your choice A book of fairy tales (to be agreed with the teacher) Students enrolled in Literature (L-10) who do not read French (reading texts in Italian) A 17th century or 18th century novel of your choice A tragedy AND a comedy of your choice (17th/18th centuries) A book of fairy tales Second year History of literature: 17th and 18th centuries A novel of your choice (18th century) A collection of short stories (18th century) A comedy or tragedy of your choice (18th century) Third year and students preparing their thesis in French literature History of literature: 1550-1815 Home readings to be determined with the teacher examMode Students attending classes will choose between a continuous assessment regime (2 In itinere examinations + interview at the end of the semester) or a terminal assessment regime (a single interview at the end of the semester covering the entire program ). The two assessment methods will be illustrated at the start of the course. Attendance is optional but recommended. Non-attending students are invited to contact me AT THE BEGINNING of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test. books Unitus-DISTU French Literature française 2024/2025 (L-11 ; L-10) Roberto Romagnino Program (The 17th Century Tragedy/ Jean Racine) : I.1 The tragédies of Jean Racine Textes au programme (lecture intégrale) :/Opere in programma (lettura integrale) : Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus Jean RACINE, Bajazet Editions En français Jean RACINE, Bajazet, éd. G. Forestier, Paris, Le Livre de Poche, 1992. Jean RACINE, Bérénice, éd. G. Forestier, Paris, Le Livre de Poche, 1988. Jean RACINE, Britannicus, éd. G. Forestier, Paris, Gallimard, « folio classique », 2015. Jean RACINE, Mithridate, éd. G. Forestier, Paris, Gallimard, « folio théâtre », 1999. Trad. Italiennes/trad. italiane Jean RACINE, Teatro, a cura di A. Beretta Anguissola, Milano, Mondadori, « I Meridiani », 2009 (si trova in : Biblioteca Polo Umanistico-Sociale, BL6602). Jean RACINE, Britannico, Bajazet, Atalia, a cura di M. L. Spaziani, Milano, Garzanti 2005. ARISTOTE, Rhétorique, éd. P. Chiron, Paris, GF Flammarion, 2007. ARISTOTELE, Retorica, trad. M. Dorati, Milano, Mondadori, 2021. ARISTOTE, Poétique, éd. M. Magnien, Paris, Le Livre de Poche, 1991. ARISTOTELE, Poetica, a cura di D. Lanza, Milano, BUR, 2018. CORNEILLE, Pierre, Trois discours sur le poème dramatique, éd. B. Louvat et . M. Escola, Paris, GF Flammarion, 1999. BIET, Christian, La Tragédie, Paris, A. Colin, 2010. BIET, Christian (éd.), Le Théâtre français du XVIIe siècle, Paris, L’avant-scène théâtre, 2009. DANDREY, Patrick, RONZEAUD, Pierre et VIALA, Alain (dir.), Ls Tragédies romaines de Racine, numéro monographique de la revue Littératures classiques, no 26, 1996. FORESTIER, Georges, Introduction à l’analyse des textes classiques, Paris, A. Colin, 2008 [Nathan, 1993]. mode Lectures, seminars classRoomMode Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. bibliography II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example: A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997. P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972]. G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992. J, Rohou, Histoire de la littérature française du XVIIe siècle (Nouvelle édition), Rennes, Presses universitaires de Rennes, 2001 (aussi en ligne: ;. ISBN : 9782753592544. DOI : https://doi.org/10.4000/books.pur.187382). J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2). F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006. A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016. L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013. D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017. + J. Rousset, La Littérature de l’âge baroque en France, Paris, Corti, 1972 III. Stylistic : C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991 N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001 A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition) V. Rhetoric : A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992. C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001. B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988]. V. Études critiques / Studi critici Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program. NON ATTENDING STUDENTS The program is the same as for those who attended the courses, but students who do not attend the courses must contact the teacher AT THE START OF THE COURSES to define some specific readings Teacher's Profile courseProgram 1.1 The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year, we will look at classical tragedy, and in particular the plays of Jean Racine. Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus 1.2 Readings First year History of literature: 17th and 18th centuries (especially the 17th century) A tragedy or comedy of your choice (17th century) One 17th century novel of your choice A book of fairy tales (to be agreed with the teacher) Students enrolled in Literature (L-10) who do not read French (reading texts in Italian) A 17th century or 18th century novel of your choice A tragedy AND a comedy of your choice (17th/18th centuries) A book of fairy tales Second year History of literature: 17th and 18th centuries A novel of your choice (18th century) A collection of short stories (18th century) A comedy or tragedy of your choice (18th century) Third year and students preparing their thesis in French literature History of literature: 1550-1815 Home readings to be determined with the teacher examMode Students attending classes will choose between a continuous assessment regime (2 In itinere examinations + interview at the end of the semester) or a terminal assessment regime (a single interview at the end of the semester covering the entire program ). The two assessment methods will be illustrated at the start of the course. Attendance is optional but recommended. Non-attending students are invited to contact me AT THE BEGINNING of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test. books Unitus-DISTU French Literature française 2024/2025 (L-11 ; L-10) Roberto Romagnino Program (The 17th Century Tragedy/ Jean Racine) : I.1 The tragédies of Jean Racine Textes au programme (lecture intégrale) :/Opere in programma (lettura integrale) : Jean RACINE, Bérénice Jean RACINE, Mithridate Jean RACINE, Britannicus Jean RACINE, Bajazet Editions En français Jean RACINE, Bajazet, éd. G. Forestier, Paris, Le Livre de Poche, 1992. Jean RACINE, Bérénice, éd. G. Forestier, Paris, Le Livre de Poche, 1988. Jean RACINE, Britannicus, éd. G. Forestier, Paris, Gallimard, « folio classique », 2015. Jean RACINE, Mithridate, éd. G. Forestier, Paris, Gallimard, « folio théâtre », 1999. Trad. Italiennes/trad. italiane Jean RACINE, Teatro, a cura di A. Beretta Anguissola, Milano, Mondadori, « I Meridiani », 2009 (si trova in : Biblioteca Polo Umanistico-Sociale, BL6602). Jean RACINE, Britannico, Bajazet, Atalia, a cura di M. L. Spaziani, Milano, Garzanti 2005. ARISTOTE, Rhétorique, éd. P. Chiron, Paris, GF Flammarion, 2007. ARISTOTELE, Retorica, trad. M. Dorati, Milano, Mondadori, 2021. ARISTOTE, Poétique, éd. M. Magnien, Paris, Le Livre de Poche, 1991. ARISTOTELE, Poetica, a cura di D. Lanza, Milano, BUR, 2018. CORNEILLE, Pierre, Trois discours sur le poème dramatique, éd. B. Louvat et . M. Escola, Paris, GF Flammarion, 1999. BIET, Christian, La Tragédie, Paris, A. Colin, 2010. BIET, Christian (éd.), Le Théâtre français du XVIIe siècle, Paris, L’avant-scène théâtre, 2009. DANDREY, Patrick, RONZEAUD, Pierre et VIALA, Alain (dir.), Ls Tragédies romaines de Racine, numéro monographique de la revue Littératures classiques, no 26, 1996. FORESTIER, Georges, Introduction à l’analyse des textes classiques, Paris, A. Colin, 2008 [Nathan, 1993]. mode Lectures, seminars classRoomMode Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam. bibliography II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example: A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997. P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972]. G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992. J, Rohou, Histoire de la littérature française du XVIIe siècle (Nouvelle édition), Rennes, Presses universitaires de Rennes, 2001 (aussi en ligne: ;. ISBN : 9782753592544. DOI : https://doi.org/10.4000/books.pur.187382). J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2). F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006. A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016. L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013. D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017. + J. Rousset, La Littérature de l’âge baroque en France, Paris, Corti, 1972 III. Stylistic : C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991 N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001 A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition) V. Rhetoric : A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992. C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001. B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988]. V. Études critiques / Studi critici Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program. NON ATTENDING STUDENTS The program is the same as for those who attended the courses, but students who do not attend the courses must contact the teacher AT THE START OF THE COURSES to define some specific readings
RAFFAELE CALDARELLI	First Semester	8	L-LIN/21		Learning objectives The course aims at giving: 1. a general introduction to the Russian culture; 2. a picture of the most important moments of Russian literary history up to the end of 19th century; 3. knowledge in depth of selected moments and authors of Russian 19th century (focus: the duel as subject). After the course students should: 1. know the main trends of Russian literature and culture, with careful consideration of the historical context; 2. have a solid knowledge of the most important authors, applying the general knowledge; 3. be able to critically evaluate, at a certain extent, authors and literary groups; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching new authors and/or literary groups. In other words they should have developed their skills and competences according to Dublin descriptors. Teacher's Profile courseProgram Russia: the people and the land. Linguistic evolution. Kievan Rus' to the Mongol invasion. The rise of Muscovy. New literary trends in 16th and 17th centuries. Peter the Great. 18th century: Lomonosov, Derzhavin and the others. The poetry in 19th century: Pushkin, Lermontov. The golden age: Tolstoj, Dostoevskij, Goncharov, Turgenev. Chekhov: towards the 20th century. More in depth: A book, a topic, a debate: Goncharov's "Oblomov" and the debate on Oblomovism. Erasmus students and those which are not fluent in Italian may contact the teacher for more information. examMode Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20-30 minutes. Typically, three questions: a) on literary movements, trends and the like; b) historical context; c) argument in depth: Goncharov's "Oblomov" and the Oblomovism. Erasmus students and those which are not fluent in Italian may contact the teacher for more information. books L10 or L11 (first exam): 1) Silvana de Vidovich, Letteratura russa, Milano, Vallardi, 2003 and further reprints, Chapters 1 to 5; 2) materials on Moodle (up to the 19th century, including Chekhov); 3) [A book, a topic, a debate]: Ivan A. Goncharov, Oblomov. Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further informations. mode Lessons in traditional mode (front lecture), aiming at familiarizing students with themes that are often less known to them. Frequent are projections and/or materials on Moodle. Consultation: after the lecture, by appointment (Wednesday 10-12 AM, till further notice). Erasmus students and those which are not fluent in Italian may contact the teacher for more information. classRoomMode Attendance is recommended but by no means mandatory bibliography Reference works could be useful in order to deepen some aspects of Russian history. Here are two works that can be found in Italian version: Nicholas V. Riasanovsky, Storia della Russia dalle origini ai giorni nostri, Nuova edizione aggiornata a cura di Sergio Romano, Milano, Bompiani, 1997 or Paul Bushkovitch, Breve storia della Russia. Dalle origini a Putin, Torino, Einaudi, 2013. Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further informations.
DANIELA MANGIONE	First Semester	8	L-FIL-LET/14		Learning objectives The course aims to to equip students with critical tools commonly used in various cultural traditions students and to aquaint them with comparative approaches. This will enable them to view literary phenomena more broadly than merely within the context of national literatures. Upon completing the course, students will possess the necessary analytical tools to examine texts from different cultures. They possess an understanding of the connections, disparities, and similarities among various literary works and can analyze themes and structures through a comparative approach. Teacher's Profile courseProgram L’insegnamento mira ad introdurre la prospettiva e le specificità della Letteratura comparata e a far acquisire la conoscenza delle teorie e metodologie della critica letteraria che si sono susseguite nel tempo e che costituiscono un patrimonio trasversale alle diverse culture nazionali. Acquisiti tali strumenti si concentrerà l’attenzione su una particolare declinazione del rapporto tra letteratura e cultura visuale: il rapporto fra romanzo e cinema. Se ne conosceranno le linee teoriche e si analizzeranno alcuni casi esemplari. examMode Oral examination; there will be the possibility of an in itinere evaluation by means of individual projects. books Bibliography: - "Letterature comparate", a cura di F. de Cristofaro, Carocci 2020; - "Teorie critiche del Novecento", a cura di E. Biagini, A. Brettoni, P. Orvieto - M. Fusillo, "Adattamento" in "Cinema Letteratura, intermedialità", Carocci, 2023 - "Cinema è letteratura", numero monografico di «Micromega», 4, 2023 The complete reading of a group of texts, selected from the following: - C. Boito, Senso - G. Verga, I Malavoglia - A. Fogazzaro, Piccolo mondo antico - V. Pratolini, Cronache di poveri amanti - G. Tomasi di Lampedusa, Il gattopardo - C. Pavese, Tra donne sole - L. Sciascia, A ciascuno il suo - C.E. Gadda, Quer pasticciaccio brutto de via Merulana - A. Tabucchi, Sostiene Pereira classRoomMode Lectures; text projections; film screenings. Teacher's Profile courseProgram L’insegnamento mira ad introdurre la prospettiva e le specificità della Letteratura comparata e a far acquisire la conoscenza delle teorie e metodologie della critica letteraria che si sono susseguite nel tempo e che costituiscono un patrimonio trasversale alle diverse culture nazionali. Acquisiti tali strumenti si concentrerà l’attenzione su una particolare declinazione del rapporto tra letteratura e cultura visuale: il rapporto fra romanzo e cinema. Se ne conosceranno le linee teoriche e si analizzeranno alcuni casi esemplari. examMode Oral examination; there will be the possibility of an in itinere evaluation by means of individual projects. books Bibliography: - "Letterature comparate", a cura di F. de Cristofaro, Carocci 2020; - "Teorie critiche del Novecento", a cura di E. Biagini, A. Brettoni, P. Orvieto - M. Fusillo, "Adattamento" in "Cinema Letteratura, intermedialità", Carocci, 2023 - "Cinema è letteratura", numero monografico di «Micromega», 4, 2023 The complete reading of a group of texts, selected from the following: - C. Boito, Senso - G. Verga, I Malavoglia - A. Fogazzaro, Piccolo mondo antico - V. Pratolini, Cronache di poveri amanti - G. Tomasi di Lampedusa, Il gattopardo - C. Pavese, Tra donne sole - L. Sciascia, A ciascuno il suo - C.E. Gadda, Quer pasticciaccio brutto de via Merulana - A. Tabucchi, Sostiene Pereira classRoomMode Lectures; text projections; film screenings.
17412 - CONTEMPORARY ITALIAN LETERATURE CARLO SERAFINI	First Semester	8	L-FIL-LET/11		Learning objectives The course aims to develop students' ability to read and understand both poetic and narrative literary texts in the context of the evolution of literature from the early twentieth century to the present day. Specifically, at the end of the course, students will have acquired the following skills: 1) Knowledge and understanding: knowledge of the main literary, narrative and poetic movements, of the main exponents and of the most prominent personalities, with the ability to historical and cultural contextualization in the 20th and 21st centuries; 2) Applied knowledge and understanding: reading, understanding and analysis of literary, narrative and poetic texts, basic principles of textual, philological and hermeneutic criticism, elements of poetic metrics; 3) Autonomy of judgment: the student must mature and develop individual analytical and judgment skills, based on knowledge of the work and on the application of the critical tools essential for a correct aesthetic approach to the text; 4) Communication skills: the aim is to develop expressive ability and mastery of a technical scientific lexicon suitable for the transmission and formulation ofcritical judgments, aimed at the drafting of critical argumentative texts, non-fiction or didactic exposition of a literary text; 5) Learning ability: bibliographic research skills also with the aid of digital IT, bibliographic orientation and archive research. Teacher's Profile courseProgram The course aims to provide students with an overview of the main authors and literary movements of Italian poetry and fiction of the 20th and 21st centuries. The following will be addressed in detail: the avant-garde movements, the birth of the modern novel, the forms of realism, war literature, the fantastic-surrealist trend, neorealism, the literature of the economic boom and well-being, the neo-avant-garde, the Group 63 , the forms of postmodernism, the crisis of the novel in the Noughties, contemporary literature and the relationship with editorial policies. Bibliography: Students will have to demonstrate knowledge of the history of twentieth-century literature, to be prepared on FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. In the manual, students will have to study the chapters relating to: POETRY: Historical profile of the twentieth century, Path of twentieth century poetry, Futurism, Palazzeschi, Campana, Saba, Ungaretti, Montale, Quasimodo, Penna, Bertolucci, Caproni, Sereni, Gruppo 63, Rosselli, Merini, Magrelli. NARRATIVE: Path of the prose of the twentieth century, The European novel, Svevo, Pirandello, Tozzi, Calvino, Alvaro, Pasolini, Gadda, Palazzeschi, Moravia, Landolfi, Buzzati, Pavese, Vittorini, P.Levi, Morante, Fenoglio, Bassani, Sciascia, Bianciardi, Tondelli, Volponi, Eco. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over examMode The exam is based on an oral interview with a score of 30/30 on the topics covered by the course as indicated in the program. The object of the assessment will be, in addition to the knowledge of the topics, also the ability to analyze the literary text and the presentation ability. books FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over classRoomMode Attendance is not compulsory but strongly recommended bibliography FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over
118886 - STEFANO PIFFERI	Second Semester	8	L-FIL-LET/10		Learning objectives The course aims to frame the Italian travel writers within a literary canon refractory to absorb a hybrid and "borderline" writing. The student will therefore have to know and recognize the writing dynamics of an odeporic matrix. The objective of the course is to allow students to achieve good knowledge and understanding of the subject, as well as the application of these notions (applying knowledge and understanding) to the exam subject, aimed at an autonomy of making judgments demonstrating acceptable communication skills and learning skills Teacher's Profile courseProgram Travel as a Literary Theme The aim of the course is to explore the theme of travel as applied to literature, both in its creative and fictional forms as well as in those related to real journeys. By examining this theme across the centuries, the course will highlight the various ways in which it has been expressed (chronicles, diaries, memoirs, creative texts, etc.), always contextualized within the ideological codes, historical issues, and social dynamics in which they occur. The journey will range from Dante and Petrarch to Marco Polo, from the age of discoveries and explorations with Vespucci, Ramusio, and Bartolomei, to the second modern era with Baretti, Acerbi, Alfieri, Foscolo, Leopardi, and other authors and travelers, eventually reaching contemporary times with its formal digressions. The goal is to understand how the phenomenon of travel has always represented a privileged perspective for knowing the other and, consequently, oneself, as well as for hypothesizing or anticipating the future. examMode The assessment will be conducted orally and will focus on the student's knowledge of the course material (knowledge and understanding), their ability to organize the acquired notions (applying knowledge and understanding) aimed at developing independent judgment (making judgements), demonstrating acceptable communication skills (communication skills), and learning ability (learning skills). books Eric J. Leed, La mente del viaggiatore. Dall'Odissea al turismo globale, Bologna, Il Mulino, 1992 (Parte prima: la struttura del viaggio); Vincenzo De Caprio, Introduzione a Un genere letterario instabile, Roma, Archivio Guido Izzi, 1996 (disponibile in biblioteca); Giorgio Raimondo Cardona, I viaggi e le scoperte, in Letteratura Italiana, diretta da Alberto Asor Rosa, V, Le questioni, Torino 1986, pp. 687-716 (disponibile in biblioteca); Ricciarda Ricorda, La letteratura di viaggio in Italia. Dal Settecento a oggi, Brescia, La scuola, 2012 (disponibile in biblioteca); Elvio Guagnini, Il viaggio, lo sguardo, la scrittura, Trieste, EUT Edizioni Università di Trieste, 2010 (solo i primi 3 capitoli; scaricabile qui https://eut.units.it/it/catalogo/il-viaggio-lo-sguardo-la-scrittura/42); Andrea Campana, Percorsi nella letteratura italiana di viaggio. Secoli XVIII-XX, Roma, Carocci, 2023 Pino Fasano, Letteratura e viaggio, Bari (Laterza) 1999 (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1700-1861, Milano, Mondadori, 2008, pp. IX-CXLII (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1861-2000, Milano, Mondadori, 2013, pp. XI-CXII (disponibile in biblioteca); Stefano Pifferi, Irregolari nella Roma dell'Ottocento. Scrittori di viaggio nella città eterna tra orto- ed eterodossia odeporica, Roma, Istituto nazionale di studi romani, 2020 (scaricabile qui: http://hdl.handle.net/2067/44688); Stefano Pifferi, “La fine di un viaggio è solo l’inizio di un altro...”. Legami, dipendenze, connessioni tra viaggio e scrittura, in Raccontare in breve. Cinque studi sul viaggio e viaggiatori, a cura di Alessandro Boccolini, Viterbo, Sette Città, 2020, pp. 43-55 (scaricabile qui http://hdl.handle.net/2067/45640) Manuali di riferimento: V. De Caprio, Progetto Letteratura, tomo 2b, Torino, Einaudi, 2003; (disponibile in biblioteca) Le autrici della letteratura italiana. Per una storia dal XIII al XXI secolo, a cura di Daniela De Liso, Napoli, Loffredo, 2023 classRoomMode Attendance is optional, with no obligation or distinction between attending and non-attending students. bibliography Eric J. Leed, La mente del viaggiatore. Dall'Odissea al turismo globale, Bologna, Il Mulino, 1992 (Parte prima: la struttura del viaggio); Vincenzo De Caprio, Introduzione a Un genere letterario instabile, Roma, Archivio Guido Izzi, 1996 (disponibile in biblioteca); Giorgio Raimondo Cardona, I viaggi e le scoperte, in Letteratura Italiana, diretta da Alberto Asor Rosa, V, Le questioni, Torino 1986, pp. 687-716 (disponibile in biblioteca); Ricciarda Ricorda, La letteratura di viaggio in Italia. Dal Settecento a oggi, Brescia, La scuola, 2012 (disponibile in biblioteca); Elvio Guagnini, Il viaggio, lo sguardo, la scrittura, Trieste, EUT Edizioni Università di Trieste, 2010 (solo i primi 3 capitoli; scaricabile qui https://eut.units.it/it/catalogo/il-viaggio-lo-sguardo-la-scrittura/42); Andrea Campana, Percorsi nella letteratura italiana di viaggio. Secoli XVIII-XX, Roma, Carocci, 2023 Pino Fasano, Letteratura e viaggio, Bari (Laterza) 1999 (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1700-1861, Milano, Mondadori, 2008, pp. IX-CXLII (disponibile in biblioteca); Luca Clerici, Introduzione, in Scrittori italiani di viaggio 1861-2000, Milano, Mondadori, 2013, pp. XI-CXII (disponibile in biblioteca); Stefano Pifferi, Irregolari nella Roma dell'Ottocento. Scrittori di viaggio nella città eterna tra orto- ed eterodossia odeporica, Roma, Istituto nazionale di studi romani, 2020 (scaricabile qui: http://hdl.handle.net/2067/44688); Stefano Pifferi, “La fine di un viaggio è solo l’inizio di un altro...”. Legami, dipendenze, connessioni tra viaggio e scrittura, in Raccontare in breve. Cinque studi sul viaggio e viaggiatori, a cura di Alessandro Boccolini, Viterbo, Sette Città, 2020, pp. 43-55 (scaricabile qui http://hdl.handle.net/2067/45640) Manuali di riferimento: V. De Caprio, Progetto Letteratura, tomo 2b, Torino, Einaudi, 2003; (disponibile in biblioteca) Le autrici della letteratura italiana. Per una storia dal XIII al XXI secolo, a cura di Daniela De Liso, Napoli, Loffredo, 2023
MODULE II	-	-	-	-
ENGLISH LITERATURE VALERIO VIVIANI	First Semester	8	L-LIN/10		Learning objectives The course aims to deepen aspects and problems of Elizabethan theatre and to provide critical skills in the analysis of significant dramatic works. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural context, students will be able to understand and evaluate the literary quality of the works they have read and commented on with full autonomy of judgement. Specifically, the learning outcomes should be: 1) to know the main features and characteristics relating to coeval English literature and culture; 2) to be able to analyse and comment on the texts in question; 3) to be able to formulate judgements on the subject autonomously; 4) to be able to appropriately communicate what they have learnt: 5) to be able to understand and interpret similar literary phenomena not covered in the syllabus autonomously. Teacher's Profile courseProgram The course will examine and analyse some of the most significant narrative works to trace the evolution of the English novel within its historical and cultural context. Its aim is to explore key English novels such as ‘Robinson Crusoe’, ‘Joseph Andrews’, ‘The Castle of Otranto’, ‘Oliver Twist’, ‘Jane Eyre’, ‘Mrs Dalloway’. Following an initial series of lectures on the form, style, and main themes of both realist and non-realist novels, subsequent sessions will focus on the reading and analysis of each of the aforementioned texts, as well as on students' critical engagement with them, following a diachronic approach. examMode The oral exam will be in Italian. It will focus on the texts that will have been presented during the course and on their cultural context, and will aim to evaluate the students' methodological skills. In order to assess these skills, students will be invited to discuss these texts. books Daniel Defoe, Robinson Crusoe (qualsiasi edizione italiana e/o inglese) Henry Fielding, Joseph Andrews (qualsiasi edizione italiana e/o inglese) Horace Walpole, The Castle of Otranto / Il castello di Otranto (qualsiasi edizione italiana e/o inglese) Charles Dickens, Oliver Twist (qualsiasi edizione italiana e/o inglese) Charlotte Brontë, Jane Eyre (qualsiasi edizione italiana e/o inglese) Virginia Woolf Mrs Dalloway / La signora Dalloway (qualsiasi edizione italiana e/o inglese) mode The course will consist of frontal lessons, aiming to provide participants with the critical tools they need to interrogate and understand the texts, both in terms of literary analysis and of historical/cultural contexts. classRoomMode Students are not required to attend lessons, but it is recommended. bibliography In reminding that the novels covered in the course must be read thoroughly and carefully, below is the critical support bibliography for non-attending students (or for those who wish to deepen their understanding). All texts, except 'The Castle of Otranto' (Marsilio), are available in the library. - Ian Watt, ‘Le origini del romanzo borghese: studi su Defoe, Richardson e Fielding’, Milano, Bompiani, 2002: capitoli 1,2,3,8 - Giuseppe Sertoli, Introduzione a ‘Le avventure di Robinson Crusoe: seguite da Le ulteriori avventure e Serie riflessioni’, Torino, Einaudi, 1998 - Michela Marroni, ‘Come leggere Robinson Crusoe’, Chieti, Solfaneli, 2016 - Annalisa Martelli, ‘The good comic novel. La narrativa comica di Henry Fielding e l’importanza dell’esempio cervantino’, Firenze, Firenze University Press, 2021 (scaricabile al link https://media.fupress.com/files/pdf/24/8463/26188) - Mirella Billi (a cura di), ‘Il gotico inglese’, Bologna, Il Mulino, 1986: Introduzione e capitoli I, II - Sandro Melani, Introduzione a ‘Il castello di Otranto’, Venezia, Marsilio, 2008 - Franco Marucci (a cura di), ‘Il Vittorianesimo’, Bologna, Il Mulino, 1991: capitoli II, III, IV, X, XII - Francesco Marroni, ‘Come leggere Jane Eyre’, Chieti, Solfanelli, 2013 - Marisa Sestito Introduzione a ‘La signora Dalloway’, Venezia, Marsilio, 2012 - Mirella Billi, ‘Virginia Woolf’, Firenze, La Nuova Italia, 1981
MODULE II	-	-	-	-
MARIA FRANCESCA BONETTI	First Semester	8	L-ART/06		Learning objectives The course will present the essential lines of the international history of photography, from its first experiments (1820s-1830s) to its most current expressions, in the perspective of cultural studies, with reference to the numerous interrelations with other visual languages and with the various fields of knowledge. The main objective will be to make students fully aware of the technical-linguistic evolution of the medium, of the different forms and types of production, of the ways in which images are used and disseminated, of the various functions and uses of the different objects to which photographic practice has given rise over time. To this end, students will be offered the basic information and the main historiographical tools for a critical knowledge of the general history of photography and for an orientation in the research, identification and interpretation of the images that the various photographic expressions and cultures have produced in the western world. The course also provides a general orientation for the identification of the characteristics and peculiarities of the different photographic materials, and their contexts of origin, in order to prepare students for a correct evaluation and an autonomous interpretation of single works, or more complex collections, on the basis of the identification of their historical and expressive values and of their aspects of originality and authenticity. The lessons will focus mainly on the following topics: the history of photography, from the experimental steps of its origins to the era of digital photography, in its relations with science, art and society: technical-linguistic evolution, forms and practices of production, ways of representation; genres and functions of images in the various contexts; venues, supports, formats and methods of presentation, publication and exhibition of images. Lastly, some particular and specific aspects of the history and culture of photography in Italy will be explored, including the processes of institutionalisation and patrimonialisation of photographic assets in both the public and private spheres. 1) Knowledge and understanding: in the course of the lessons, the various topics will be addressed in such a way as to stimulate in the students a curiosity and critical interest in the history of photography as a key element of modern culture, as a means of expression and communication that has profoundly marked and conditioned the knowledge, aspirations, judgement and imagination of modern society itself. Through the analysis of the technical-linguistic evolution of the medium, of the different languages used by professionals, amateurs and photographers artists (in relation to the various technologies available over time and to the different historical-economic and social contexts in which they have operated), of the multiple functions performed by the medium and of its relations with other media, an attempt will be made to provide students with the essential tools for a basic understanding of the historical development of the photographic representation of the world, as well as for the knowledge of the main historical and artistic events, cultural phenomena, thought and aesthetic theories that were at its origin. 2) Applying knowledge and understanding: through debate and discussion in the classroom, individual study, the reading (of their choice) of some of the proposed in-depth texts and the possible analysis or research work (also carried out in groups) on individual photographers or on particularly significant moments-movements in the history of photography, students will be able to develop autonomous interests and possible research projects. 3) Making judgements: students will have to be able to analyse and synthesise texts, images and documents, making use of the analyses of historians and critics who are experts on the various topics (through the texts adopted for the course, the recommended bibliography or other contributions identified by the students themselves); they will also have to be able to formulate their own judgement and express their own ideas on what they have acquired following the study, comparisons and critical in-depth studies. 4) Communication skills: students should be able to explain, using the specific terminology of the history of photography, the results of the critical readings recommended and agreed at the beginning of the course, possibly supplemented by personal research, also on the web. 5) Learning skills: students must be able to analyse and understand photographic works by placing them correctly in their historical and cultural contexts. In the course of lectures and seminar meetings, personal interlocutions and reflections will be solicited. In the learning process, it will be essential to respect group work and the relative deadlines set for the optimal coordination of the programme and the suggested in-depth studies. Teacher's Profile courseProgram History of photography and photographic cultures in the Western world from its origins to the digital age. The course will be structured around the following topics - from the genesis to the first technical advances in photography (from daguerreotype to collodion); the birth and characteristics of the first photographic studios; the birth of the first photographic genres, the first social uses and the first applications of photography in the various fields of knowledge; the problematic comparison with art and contemporary artists; - the introduction of silver bromide gelatine and portable cameras; instant photography; the spread of mass photographic practice; - the emancipation and search for an 'artistic' autonomy of photography, from Pictorialism to the experiences of the avant-gardes in the inter-war period; - photomechanical processes and the popularisation of 'documentary' photography (reportage and photojournalism); - photography and contemporary art: conceptual trends in photography in the second half of the 20th century; institutionalisation and expansion of photographic culture from the 1980s to the present (collecting and public collections); - initial reflections on photography in the age of digital and artificial intelligence. During the course a number of interdisciplinary seminar meetings will be organised, with the collaboration of authors who are particularly representative of Italian photography, for an in-depth study of certain themes and theoretical reflections on the uses and functions of photography in the contemporary world. The possibility of an external visit to a public photographic collection (Rome, Istituto centrale per la grafica or Istituto centrale per il catalogo e la documentazione) will also be considered. At the end of the course, students should be able to: 1) briefly present the topics dealt with; 2) autonomously interpret the main phenomena of the history of photography in the 19th and 20th centuries, with particular regard to the Italian reality; 3) understand the interdisciplinary links necessary to follow the evolution of photographic languages in the areas and contexts dealt with. examMode The final examination will be oral, with the possibility for the student to submit a written text of his/her own (review of an exhibition, critical file of a work or photographic book, short article on a subject of his/her choice), agreed in advance with the lecturer. The examination will be divided into three parts corresponding to a minimum of three main questions or queries that will be put to the student. The first will be aimed at ascertaining the general framework of the topic or one of the topics addressed in the course or in the texts adopted, and will be used to assess argumentative and synthesis skills. In the case of the submission of a written text by the student, this part of the examination will focus on the same topic and will correspond to the assessment of the same text. The second question will be aimed at assessing the student's ability to deepen and critically analyse one of the aspects that emerged from the treatment of the first question. The third question will be aimed at assessing the degree of completeness of information and accuracy of preparation. The preparation of the candidate will be ascertained by means of an oral test. In this he/she will be assessed on the basis of the following grid (in thirtieths): KNOWLEDGE (knowledge of necessary information) - 1-12/30 (12 = excellent; 1 = very poor) FOCUS (how the learner brings the problem discussed into focus) - 1-6/30 (6 = excellent; 1 = very bad) ELABORATION (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6/30 (6 = excellent; 1 = very bad) EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) – 1-6/30 (6 = excellent; 1 = very poor) The result of the test will be the sum of the scores obtained. books Adopted basic texts: – Beaumont Newhall, Storia della fotografia, Einaudi, Torino 2007 (I ed. it. 1984) (ed. or. The History of Photography, from 1839 to the present day, revised and enlarged edition, MoMA, New York, 1964) – Giovanni Fiorentino, Monica Maffioli, Roberta Valtorta (a cura di), Storie della fotografia in Italia, Pearson 2024 (also available in electronic format - access for students, ISBN 9788891935489): short essays by various authors: part one (Nodi, capp. 1-3, 5-6), second part (Molteplicità italiana, capp. 7-8, 11-14), third part (Esperienze, capp. 17, 19-20), fourth part (Contesti, capp. 21, 23-24, 27, 31-32). mode Lectures, seminar meetings, an external guided tour (48 hours) classRoomMode I section (15 hours): Photography in the 19th century. Presentation of the presuppositions and the cultural and scientific drives that, between the end of the 18th century and the first decades of the 19th century, led to the invention of photography; the processes of the origins (daguerreotype, calotype, etc.) and the technical-linguistic evolution up to the age of collodion; photography between science, art and industry; the impact and uses of photography in society and in the various disciplinary fields; the birth of the first photographic societies and the first sector magazines. II section (21 hours): Photography from 1880 to about 1960. Birth of "modern" photography: the introduction of new processes and technical tools (silver bromide gelatine, portable cameras, photomechanical processes) for a faster and simpler production of images of reality; instant photography and the practice of amateurs. The commitment of photographers to the recognition of the autonomy of photography and its legitimisation in the art world; artistic research and the first statements of an aesthetic of photography (pictorialism, modernism and relations with the avant-garde). Documentary photography, the illustrated press and the birth of modern photojournalism. Photography as a political and propaganda tool. Trends, declinations and languages of photography between the two wars and after the Second World War. The major international photography exhibitions (Film und Foto, The Family of Man, etc.) and the photographic book. III section (12 hours): Contemporary photography. Conceptual trends in photography from the 1960s to the present; the evolution of documentary photography and vernacular photography; contaminations and relations with other artistic genres. Institutionalisation and expansion of photographic culture from the 1980s to the present (market, collecting, museums and public collections). The mutations in the practice and uses of photography introduced by digital technologies. bibliography Other recommended texts, for further reading: – Giovanni Fiorentino, L’Ottocento fatto immagine. Dalla fotografia al cinema, origini della comunicazione di massa, Sellerio editore, Palermo 2007 – Gisèle Freund, Fotografia e società (tr. it. di Laura Lovisetti Fuà), Einaudi, Torino 2007 (I ed. it. 1974) – Marina Miraglia, Note per una storia della fotografia italiana (1839-1911), in Storia dell’arte italiana, vol. 9, tomo II (Grafica e immagine. Illustrazione e fotografia), Einaudi, Torino 1981, pp. 421-553 – Roberta Valtorta, Il pensiero dei fotografi. Un percorso nella storia della fotografia dalle origini a oggi, Bruno Mondadori, Milano 2008 (with an anthology of writings by photographers and theorists of photography) – Marina Miraglia, Fotografi e pittori alla prova della modernità, Bruno Mondadori-Pearson, Milano 2012 (specifically, capp. 3, 4, 6, 8, 9, 10) – Geoffrey Batchen, Un desiderio ardente. Alle origini della fotografia (tr. it. di Elio e Marta Grazioli), Johan & Levi, Monza 2014 (ed. or., Burning with desire. The conception of phtography, MIT Press, 1999) – Peter Galassi, Prima della fotografia. La pittura e l’invenzione della fotografia, Bollati-Boringhieri, Torino 1989 (ed. or., Before Photography. Painting and the inventino of Photography, MoMA, New York, 1981 (specifically, the introduction) – Charlotte Cotton, La fotografia come arte contemporanea, Einaudi, Torino 2010 (o nuova edizione ampliata, Einaudi, Torino 2021) - (ed. or., The Photograph as Contemporary Art, 2004, or new and extended edition, 2014) – André Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016
CINEMATIC LANGUAGE AND TECHNIQUES ROSSELLA CATANESE	First Semester	8	L-ART/06
119854 - FEDERICO MESCHINIFEDERICO MESCHINI	Second Semester	8	M-STO/08		Learning objectives The aim of this course is to provide to students both theoretical and methodological tools for a better understanding of computer science and computational tools, especially with regard to modeling skills, the main cause of the changes that have occurred in the production and dissemination of information, together with the wide spread of telematic networks in recent years. For this reason, it will be analyzed in detail how the traditional analogical modalities, in particular the book object on the one hand and cognitive environments such as libraries and archives on the other, have been 're-mediated' computationally and telematically, in order to provide at the same time an almost ubiquitous access to the historical-documental heritage, together with new forms of analysis and visualization of literary texts. Teacher's Profile courseProgram The course will be divided into three modules. The first module module A) is a theoretical and conceptual introduction, including the concepts of information, encoding and digital format, and multimedia. The basic characteristics of a computer and the concepts of operating system and application software will also be examined. TheIt will also be introduced the concept of computer network, with a presentation and discussion of the fundamental characteristics of the Internet. The second module (module B), a monographic in-depth study, will address the theme of the evolution of the World Wide Web as an information environment both at a general level and in relation to the dissemination of cultural heritage. The third module (module C) will focus on text encoding and on the quantitative analysis of literary texts. examMode The exemption exam is open to all students and will focus on the topics of module A. Then, the oral exam will allow the students to complete the verification for the remaining modules for those who have passed it, or to make a full review on all three modules for those who have not passed or taken it. books - Modulo A: Fabio Ciotti, Gino Roncaglia, Il mondo digitale, Laterza, Roma-Bari, 2000 (chapters 1-5, 7-8). - Modulo B: Federico Meschini, Reti, memoria e narrazione. Archivi e biblioteche digitali tra ricostruzione e racconto, Sette Città, Viterbo 2018 . - Modulo C: Fabio Ciotti, Daniele Silvi, Lezioni di informatica umanistica, Universitalia, Roma 2021. mode Classroom lessons will be focused on modules A, B and C main topics. classRoomMode Attendance is not mandatory bibliography - J. Glenn Brookshear and Dennis Brylow, Informatica. Una panoramica generale, Pearson, Milan, 2020. Teacher's Profile courseProgram The course will be divided into three modules. The first module module A) is a theoretical and conceptual introduction, including the concepts of information, encoding and digital format, and multimedia. The basic characteristics of a computer and the concepts of operating system and application software will also be examined. TheIt will also be introduced the concept of computer network, with a presentation and discussion of the fundamental characteristics of the Internet. The second module (module B), a monographic in-depth study, will address the theme of the evolution of the World Wide Web as an information environment both at a general level and in relation to the dissemination of cultural heritage. The third module (module C) will focus on text encoding and on the quantitative analysis of literary texts. examMode The exemption exam is open to all students and will focus on the topics of module A. Then, the oral exam will allow the students to complete the verification for the remaining modules for those who have passed it, or to make a full review on all three modules for those who have not passed or taken it. books - Modulo A: Fabio Ciotti, Gino Roncaglia, Il mondo digitale, Laterza, Roma-Bari, 2000 (chapters 1-5, 7-8). - Modulo B: Federico Meschini, Reti, memoria e narrazione. Archivi e biblioteche digitali tra ricostruzione e racconto, Sette Città, Viterbo 2018 . - Modulo C: Fabio Ciotti, Daniele Silvi, Lezioni di informatica umanistica, Universitalia, Roma 2021. mode Classroom lessons will be focused on modules A, B and C main topics. classRoomMode Attendance is not mandatory bibliography - J. Glenn Brookshear and Dennis Brylow, Informatica. Una panoramica generale, Pearson, Milan, 2020.

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
MODULE II	-	-	-	-
TRAVEL HISTORY AND HOSTORY OF TRAVELLERS OF THE MODERN ERA FRANCESCA DE CAPRIO	Second Semester	8	M-STO/02		Learning objectives 1) Knowledge and understanding: students will be increasing their critical awareness of historical events connected to the history of modern age travel and of travellers. 2) Applying knowledge and understanding: debating through specific asynchronous activities, through individual study and any necessary research activities in study groups, students will be able to develop autonomous research projects and submit them for evaluation. 3) Making judgements: students will be able to analyse and summarise original texts and documents, using research and reviews by leading experts in the field. They should also be able to express independent judgments. 4) Communication skills: students must be able to discuss the findings of the critical materials recommended and agreed upon at the beginning of the course, complementing with information gathered though appropriate web searches. 5) Learning skills: assessment of the knowledge acquired during the course will help students highlight and fill any pre-existing gap. Teacher's Profile courseProgram The course deals with the relations between Europeans and travel in the modern age. It aims at offering a critical approach to the phenomenon of travel, considered as crucial for the advance of European societies. Students are offered general knowledge and are given specific reference points in order to conduct more precise research in the field of travel history and odeporics. The theoretical approach of the presented topics is complemented with a methodological analysis of various types of sources, travel stories and guidebooks, arts related to travel, geographical maps and historical descriptions, lists and registers for the surveillance of travelling foreigners. Travel-related occurrences will be examined from the point of view of female travel conditions. Topics in the syllabus will be taught through video lessons, resources and activities (including interactive ones) that will be available to students on the Moodle platform. examMode The final examination will be oral. The exam will be divided into three parts, corresponding to at least three questions or main topics the student will be asked to discuss. The first will be aimed at determining the student’s capability of framing the general theme or one of the themes addressed in the course, or in the texts, and will evaluate the argumentative ability to synthesize. The second question will be aimed at verifying the abilities of critical analysis and in-depth investigation of one of the aspects that arose while discussing the first question. With the third question, the completeness of the information acquired and the accuracy of the student’s preparation will be assessed. Assessment will follow the grid below (marks out of thirty): KNOWLEDGE (knowledge of essential information): 1-12 / 30; (12 = excellent; 1 = extremely poor) ADHERENCE TO QUESTION (the candidate’s ability to analyse the issue under discussion): 1-6 / 30; (6 = excellent; 1 = extremely poor) ELABORATION (the candidate’s ability to structure the answer and build a historical narrative): 1-6 / 30; (6 = excellent; 1 = extremely poor) EXPLANATION (the candidate’s ability to explain the historical fact or phenomenon in question): 1-6 / 30; (6 = excellent; 1 = extremely poor) The final result of the exam will be determined by adding up the four marks obtained. books J. Black, THE GRAND TOUR, IN THE EIGHTEENTH CENTURY, Sutton Pub Ltd, 2003 • B. Dolan, LADIES OF THE GRAND TOUR, Flamingo, 2010 • Moia, B.L. Knapp, GREAT WOMEN TRAVEL WRITERS: FROM 1750 TO THE PRESENT, Open Journal of Social Sciences, 2015 • http://www.marryingcultures.eu/ The course materials are available on the course page on UniTusMoodle. For information or to be given access to the UniTusMoodle course page please contact the course teacher. mode Topic 1 Categories of different travellers and original travel practices. This section will cover the various practices of material travel, with the intention of subverting the typical Grand Tour approach, based on the study of young members of the upper classes. The focus will be on nobles, pilgrims, merchants, ambassadors, kings and queens: • Pilgrims • Merchants • Ambassadors • Men of culture Topic 2 This section will deal with material travel and all the problems associated with traveling in the modern age: • Routes and Destination • Cost and Finance • Transport • Accommodation • Food and Drink • War, Disputes, Accidents and Crime Topic 3 Travel has always been “a matter for men”; this section will address the issues of travel as a dimension far from the female world. Some relevant female travellers will be examined to understand their significant impact on the political and social life of their time, before and after the advent of the Grand Tour: • Margery Kempe • Marie Louise Gonzaga • Christina, Queen of Sweden • Marie Casimire Louise de La Grange d'Arquien • Maria Amalia of Saxony • Mary Wollstonecraft • Lady Sydney Morgan • Marianna Starke classRoomMode recommended frequency bibliography J. Black, THE GRAND TOUR, IN THE EIGHTEENTH CENTURY, Sutton Pub Ltd, 2003 • B. Dolan, LADIES OF THE GRAND TOUR, Flamingo, 2010 • Moia, B.L. Knapp, GREAT WOMEN TRAVEL WRITERS: FROM 1750 TO THE PRESENT, Open Journal of Social Sciences, 2015 • http://www.marryingcultures.eu/ The course materials are available on the course page on UniTusMoodle. For information or to be given access to the UniTusMoodle course page please contact the course teacher.
HISTORY OF TRAVEL AND TRAVELLERS IN THE MIDDLE EAST SARA BELELLI	Second Semester	8	L-OR/14		Learning objectives LEARNING OBJECTIVES: Travel literature has been an important vehicle of knowledge and documentation of otherwise little-known realities, but it has also contributed to creating stereotyped images of the "Orient" and its inhabitants in the so-called "Western" culture. The course will address the history of travel, discovery and exploration of Kurdistan, the region inhabited by people of Kurdish language and culture spanning across the borders of present-day Iran, Iraq, Syria, Turkey, and Armenia. By examining excerpts of travel literature and other documentation produced by European travellers to Kurdish-inhabited lands, we will address problems related to their typology and study. The first part of the course will provide an introductory framework to contextualize further readings, and will briefly deal with the history of early European travels to Kurdistan. In the second part of the course, particular emphasis will be given to the ethnographic descriptions of socio-cultural traits (e.g., habits and customs, nomadism, religious beliefs, female roles) commonly found in European travel literature, with a closer look at the sources written in Italian between the 19th and the 20th centuries, and to women’s writings from the early 20th century. LEARNING OUTCOMES: The treatment of these subjects will offer valuable tools for a review of the European imagery of the Kurds and for understanding the historical dynamics characterizing contemporary Kurdistan. At the end of the course, the students will have developed: 1. (Knowledge and understanding) basic knowledge of the geography of the Kurdish region and its ethnoreligious diversity; ability to analyze travel writings (historical periodization, authors’ ideological background, travel motivations, etc.); 2. (Applied knowledge and understanding) ability to contextualize historical events and processes in the Kurdish area; 3. (Making judgments) flexibility of judgment and critical thinking to spot Eurocentric stereotypes in the representation of Kurdistan and the Kurds; 4. (Communication skills) Ability to discuss the topics addressed, through active and purposeful participation in lectures and laboratory activities; 5. (Learning skills) ability to carry out bibliographic research and retrieve open-source materials for the independent study of the topics of interest. Teacher's Profile courseProgram Born in Paris in January 1893 and raised between England and Asolo, in the heart of Veneto, Freya Stark is considered one of the pioneers of modern travel writing, as well as a prominent figure of female travel between the the scientific era and the epoch of expansion of European tourism in the Middle East. Through the analytical reading of her work “The Valleys of the Assassins and Other Persian Travels” (1934), dedicated to the archaeological exploration journeys undertaken by this “nineteenth-century traveller out of time” in the mountainous regions of today's western Iran (Zagros Mountains) and northern Iran (Elburz Mountains), we will familiarise with the physical and human geography of the places she traversed, as well as with the history of Pahlavi Iran between the two world wars. In fact, Freya Stark’s work provides a vivid snapshot of Iranian society in the 1930s, characterised by a sharp contradiction between strong modernisation drives and a rural reality made up of customs, habits, and lifestyles that were still profundly traditional. The social transformation policies desired by Reza Shah Pahlavi, aiming to resolve the long-standing "tribal question”, were causing the rapid decline of previously dominant societal models and projecting the country towards the much desired future. A future that, however, increasingly resembled that same ethnocentric and imperialistic West to which European travellers belonged. MODULE I (9 lectures of 2 hours each): - Introduction to the concept of 'Middle East' - Brief chronicle of European travel and travellers in the Middle East (particularly in Iran) - The first female travellers in the Middle East MODULE II (15 lectures of 2 hours each): - Biography of Freya Stark and historical context of her travels - Reading and commentary of "The Valleys of the Assassins and Other Persian Travels" in Italian translation examMode The evaluation test is oral and will consist of a series of questions aimed at verifying the student's knowledge of the theoretical contents and texts presented in class. The learners will be evaluated on the basis of the following grid (in thirtieths): 1) KNOWLEDGE (knowledge of the necessary information) 1-12/30 (12 = excellent; 1 = very bad); 2) FOCUS (how the learner focuses on the problem discussed) 1-6/30 (6 = excellent; 1 = very bad); 3) ELABORATION (how the learner elaborates the structure of the answer and builds a historical narration) 1-6/30 (6 = excellent; 1 = very bad); 4) EXPLANATION (the ability of the learner to explain the fact or historical phenomenon in question) 1-6/30 (6 = excellent; 1 = very bad). Reading optional bibliography will represent an additional element of positive evaluation. books - Mandatory readings: • Sabahi, Farian (2020) Storia dell'Iran. 1890-2020, Milano: Il Saggiatore. Particularly chapt. 3 ‘La Prima guerra mondiale’ and chapt. 4 ‘Gli anni venti e trenta: Reza Shah Pahlavi’. • Stark, Freya (2003) The Valleys of the Assassins and Other Persian Travels, 1934 available for free download at www.archive.org [It. transl. Le valli degli assassini, traduzione di Gioia Angiolillo Zannino e Nicoletta Coppini, con uno scritto di Alberto Moravia, Parma: Ugo Guanda Editore] Other educational materials and additional bibliographic references will be provided during the course. classRoomMode Attendance to lessons is optional. However, since the teaching approach is designed to prioritise the student's active engagement, regular participation in lectures is strongly encouraged. bibliography • Behdad, A. (2019) “Orientalism and Middle East Travel Writing” in Nash, Geoffrey P. Orientalism and Literature, pp. 185–201. • Black-Michaud, J. (1974) “An Ethnographic and Ecological Survey of Luristan, Western Persia: Modernization in a Nomadic Pastoral Society” Middle Eastern Studies, Vol. 10 (2), pp. 210–228. • Geniesse, J. F. (1999). Passionate Nomad: The Life of Freya Stark, New York. • Hawley, J. C. (1998). “Freya Stark”. In B. Brothers (Ed.), Dictionary of Literary Biography, Vol. 195: British Travel Writers 1910–39, pp. 325-340. • Henes, M. (2015) “Autobiography, Journalism, and Controversy: Freya Stark’s Baghdad Sketches”, Journeys 16(1), pp. 98-118. • Hole F. & Sekandar Amanolahi-Baharvand (2021) Tribal Pastoralists in Transition: The Baharvand of Luristan, Iran, Ann Arbor. • Izzard, M. (1993) Freya Stark: A Biography. Hachette. https://archive.org/details/freyastarkbiogra0000izza/mode/2up?view=theater • Moorehead, Caroline (1985) Freya Stark, London. • Ruthven, Malise (2006) “A Subversive Imperialist: Reappraising Freya Stark”, Alif: Journal of Comparative Poetics, no. 26, Wanderlust: Travel Literature of Egypt and the Middle East, pp. 147-167. • Id. (1994) Freya Stark in Persia, Reading. • Short, E. (2015) “Introduction: Women Writing Travel, 1890-1939”, Journeys 16(1), pp. 1-7.
15280 - THEATRE AND PERFORMANCE HISTORY MASSIMO ROBERTO BEATO	First Semester	8	L-ART/05		Learning objectives This course aims to offer a general overview of theatrical forms from the ancient times to the present day, by means of the study of theatre venues, dramaturgical and acting models, and the actor-spectator relationship. Then, among the contemporary theatrical forms, the practice of English immersive theatre will be investigated, focusing in particular on the works of the Punchdrunk company. Expected learning outcomes: At the end of the course the student will be expected to: 1) Knowledge and understanding: To join the knowledge of the main historical events with an awareness of the different forms, meanings and functions that "theatre" and "performance" have assumed in ages, places and various cultures, and to understand their diachronic development; to be able to recognize and to comprehend the relationship established, time after time, between the primary textual/projectual component, whenever present, and the stage/performing one (the pragmatic dimension of the performance, which can be analyzed into its multiple elements: dramaturgy, actor and acting, stage space and scenery, actor-spectator relationship, etc.). 2) Applied knowledge and understanding: to be able to analyze the history of theatre and performance in its documentary forms and to carry out research on the sources examined through the sociosemiotic methodology adopted in the course. 3) Autonomy of judgement: to be able to provide autonomous judgements on the course topics. 4) Communication skills: to be able to appropriately communicate what has been learnt, presenting the results of one's own readings integrated also with one's own research and in-depth studies. 5) Ability to learn: to be able to fully understand and interpret performatic phenomena related to forms of theatre and performance, focusing in particular on the shift from dramatic to post-dramatic forms. Teacher's Profile courseProgram Course title: "Forms and Models of Theatre and Performance" Course programme: The course aims to provide a general overview of theatrical forms from classical times to the present day, focusing on the study of theatrical spaces, dramaturgical and acting models, and the actor-spectator relationship. In class, students will address the following topics to be discussed in the final exam: 1. Definition of theatricality, performativity and performatic, dramatic and post-dramatic 2. Theatre as medium: towards a mediology of theatre and performance 3. Performance and live communication in mediatized contexts 4. Theatre of Ancient Greece and Middle Ages 5. Theatre of the 16th Century 6. The Commedia dell’Arte 7. Theatre of the 17th and 18th centuries 8. Theatre of the 19th century: from Romanticism to Naturalism 9. Theatre in the 20th century: the origin of directing and the historical Avant-gardes 10. Forms of contemporary theatre: the example of English immersive theatre 11. The evolution of the actor’s figure in the theatre cultures: performatic corpospheres and facespheres 12. The role of the spectator: perception, participation and regimes of spectatorship 13. Theatrical forms (of experience) as ecological systems: the evolution of stage space 14. Environmental Theatre 15. Performatic Ecosystems: transformations, evolutions and hybridisations in theatre practices 16. Monstration and autopoietic enunciation in performatic practices examMode There is an oral exam. The mark is awarded taking into account the following assessment criteria: 30 cum laude: excellent level of achievement due to consolidating knowledge, richness of speech flow, property of exposition, and interest in critical comments; 30: very good exam, complete and adequate knowledge, well articulated and correctly articulated, as well as interesting critical comments; 29-27: good exam, mostly satisfactory knowledge, correct speech; 26-24: fair exam, knowledge present in basic outlines, but not exhaustive and/or not always articulated correctly; 23-21: sufficient exam, knowledge present in a general but superficial outline; often not appropriate speech and unclear discourse articulation; 20-18: barely sufficient examination, sometimes lacking in discourse articulation and content expression; <18: insufficient examination, knowledge absent or very deficient, lack of orientation in the discipline, poor and severely deficient speech. books Primary Bibliography (for attending and not-attending students) Handbook: L. Allegri (ed), "Storia del teatro. Le idee e le forme dello spettacolo dall’antichità a oggi", Roma, Carocci, 2017. N.B. the following paragraphs/chapters are to be excluded as a part of the exam: 4.4; 5.6; 8.2.1; 8.2.2; 8.3.1; 8.3.2; 8.4.1; 8.4.3; 11.4; 12 (tutto il capitolo). Monograph: L. Gemini, S. Brilli, "Gradienti di liveness. Performance e comunicazione dal vivo nei contesti mediatizzati", Milano, Franco Angeli, 2023. In addition, it is recommended to fully read the following plays, which will be the focus of analysis during the lectures: L. Pirandello, "I giganti della montagna" S. Beckett, "Krapp's last tape" W. Shakespeare, "King Lear" C. Goldoni, "La Locandiera" A. Chechov, "Il Giardino dei ciliegi" Editions as well as translations will be provided during the lectures (and listed on the moodle for not-attending students). With regard to "La Locandiera," "King Lear" and Il Giardino dei ciliegi", it is also recommended to attend the plays in the 2024/2025 season of the Teatro dell'Unione in Viterbo, in agreement with DISUCOM. For not-attending students only (in addition to the primary bibliography): Essays (available in pdf on the moodle): M.R. Beato, Il corpo performático come interfaccia organica nel teatro e nel cinema, «Carte Semiotiche», Annali 11, 2024 (in stampa). Un mondo possibile in una stanza: la “sommersività” come forma di trascendenza, «Annali di Studi Religiosi», 24, 2023, 89-98. From mask to flesh and back: a semiotic analysis of the actor’s face between theatre and cinema, «TOPOI», vol 41, n 4, 2022, 755-769. “Presence effects in the immersive binaural audio experiences”, in Audiovisual e Indùstrias Criativas: Presente e Futuro, Madrid, McGraw-Hill/Interamericana de España, S.L., 2021, 715-728. Opacità e trasparenze della cornice performativa nel teatro immersivo, «Carte Semiotiche», Annali 7, 2021, 181-198. L’enunciazione teatrale tra embodiment e semiotica del visivo, «E/C», 30, 2020, 32-42. Many of the topics addressed during the lectures will not be found in the basic bibliography. For this reason, the lectures' slides, provided by the lecturer, are an integral part of the exam material. classRoomMode Class attendance is strongly recommended. For not-attending students, the syllabus will be supplemented with additional readings and insights as indicated in the course bibliography. bibliography References for further study (not required for the exam): Lehmann, H-T., "Il teatro postdrammatico", Imola, Cuepress. Mango, L., "La scrittura scenica. Un codice e le sue pratiche nel teatro del Novecento", Roma, Bulzoni.
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SIMONA RINALDI	Second Semester	8	L-ART/04		Learning objectives The course aims to provide a basic knowledge of artistic literature, understood as the whole of written testimonies on the arts, and in particular on painting and sculpture, from the Middle Ages to the Seventeenth century. The student will be able to analyze different typologies of literary sources on painting and sculpture (treatise, recipe book, diary, artists’s correspondence, travel book, account book and artist’s biographies), by identifying the lexicon and the relevant historical context At the end of the course students will be able to: 1. Know the main sources of artistic literature examined (Knowledge and understanding); 2. Carry out research on the sources examined, using annotated editions and critical texts (Applied knowledge and understanding); 3. Know how to differentiate the characteristics of artistic sources (Autonomy of judgement); 4. Expose the results of your readings, integrated with digital research (Communication skills); 5. Know the main characteristics of the artistic vocabulary compared to the purely literary one (Ability to learn). Teacher's Profile courseProgram Artistic literature from 1250 to 1650 will be examined through the main sources of art history consisting of recipe books for the Middle Ages (such as that of Alcherio and others collected by Jean Lebegue). Particular attention will be paid to Cennino Cennini's Libro dell'arte. For the fifteenth century, the treatises of Leon Battista Alberti will be discussed (De pictura, De re aedificatoria, De statua) and the handwritten notes by Leonardo da Vinci for the drafting of his unfinished Book of Painting. For the sixteenth century, the texts of Serlio, Palladio and Vasari will be discussed within the investigation conducted in 1547 by Benedetto Varchi, and the reception in Europe of Vasari's Lives, leading up to 1651 when Leonardo da Vinci's Treatise on Painting will be published for the first time in France, based on the collation of Vinci's autographs by Francesco Melzi. examMode Oral examination on books assigned with critical comparison between bibliographical sources. Three basic questions will be asked on the main exam texts, requiring knowledge of the topics, their critical understanding and the adoption of an appropriate italian language. books 1) M. Motolese, Italiano lingua delle arti. Un’avventura europea (1250-1650), Il Mulino, Bologna 2012; 2) S. Rinaldi, Storia tecnica dell’arte, Carocci, Roma 2011. Same books for non-attending students. www.amazon.it www.ibs.it www.libreriauniversitaria.it mode Face-to face Lessons by power point and videos projection. classRoomMode Attendance at lessons is optional. bibliography D. Levi, Il discorso sull’arte,: dalla tarda antichità a Ghiberti, Bruno Mondadori, Milano 2010; S.B. Tosatti, Trattati medievali di tecniche artistiche, Jaca Book, Milano 2007; Trattati e ricettari di colori, numero monografico di «Studi di Memofonte», 2016, n. 16 (online al link: https://www.memofonte.it/studi-di-memofonte/numero-16-2016/) J. von Schlosser, La letteratura artistica. Manuale delle fonti della storia dell’arte moderna, La Nuova Italia, Firenze, 1964 (link: https://digi.ub.uni-heidelberg.de/diglit/schlosser1964). B. Agosti, Giorgio Vasari. Luoghi e tempi delle Vite, Officina Libraria, Milano 2016. B. Agosti, S. Ginzburg, A. Nova, Giorgio Vasari e il cantiere delle Vite del 1550, Marsilio, Venezia 2013. L. B. Alberti, De pictura (redazione volgare), a cura di L. Bertolini, Polistampa, Firenze 2011. F. Negri Arnoldi, Il mestiere dell’arte: introduzione alla storia delle tecniche artistiche, Paparo, Napoli 2001. C. Cennini, Il Libro dell’Arte, a cura di F. frezzato, Neri Pozza, Vicenza 2012. Eraclio, I colori e le arti dei Romani e la compilazione eracliana, a cura di C. Garzya Romano, Il Mulino, Bologna 1996 E. Gilmore Holt, Literary Sources of Art History. An Anthology of Texts from Theophilus to Goethe, Princeton University Press, Princeton 1947. Leonardo da Vinci, Trattato della pittura, Langlois, Parigi 1651 (link: https://archive.org/details/gri_33125008484301). Lingua delle arti e lingua di artisti in Italia fra Medioevo e Rinascimento, a cura diA. Aresti, Cesati Editore, Firenze 2019. T. Montanari, L’età barocca. Le fonti per la storia dell’arte (1600-1750), Carocci, Roma 2013. F. Tolaini, Breve storia dello studio dei ricettari di tecniche artistiche medievali, in «Annali della Scuola Normale Superiore di Pisa. Classe di Lettere e Filosofia», 4 ser., 6 (2001), 1, pp. 11-38. B. Varchi, Pittura e scultura nel Cinquecento, a cura di P. Barocchi, Sillabe, Livorno 1998. G. Vasari, Le vite dei più eccellenti pittori, scultori e architetti, 1550 e 1568, a cura di R. Bettarini, P. Barocchi (link: http://biblio.sns.it/risorseonline/arte/documenti/).
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CULTURAL ANTHROPOLOGY FRANCESCO LATTANZI	Second Semester	8	M-DEA/01		Learning objectives 1. Knowledge and understanding Students will acquire a general knowledge of topics related to the contemporary anthropological debate as well as the methodologies of the discipline, also in relation to their historical development. 2. Applying knowledge and understanding By the end of the course students will be able to use advanced methodologies and theoretical concepts to operate and communicate competently within the scope of cultural heritage making processes. 3. Making judgments The course encourages students to cast a critical look on the complex cultural phenomena of contemporaneity and to gain awareness of the relevant debates about cultural diversity. 4. Communication skills Students are supposed to learn the vocabulary of cultural anthropology and make appropriate use of it in reporting - also through written papers - on the topics covered by the course. 5. Learning skills Knowledge and skills acquired during the course will allow students to read anthropological texts and analyze ethnographic exhibits autonomously. Teacher's Profile Teacher's Profile
17389 - LINGUISTICS AMEDEO DE DOMINICIS	Second Semester	8	L-LIN/01		Learning objectives General Linguistics is not taught in the school and therefore it aims at providing the learner with the methodological and operational skills to analyze the linguistic behavior of speakers of a language (this behavior is attested in written or oral data), and to predict that part of the their linguistic behavior which is not yet attested in available data: in short, general linguistics teaches how to construct what is traditionally called "GRAMMAR" of a language. The scientific grammar of a language can be represented as a set of predictions, i.e., rules which - if correctly formulated - allow the construction of expressions (sentences, oral or written texts) deemed "acceptable" by the speakers of that language. These predictive rules generally refer to the grammatical components called phonetics-phonology, lexicon, morphology, syntax and pragmatic. Each of these components requires learning specific operational analysis techniques. Therefore, normative grammar will not be taught, writing/speaking in Italian or other languages will not be taught, Italian or other language spelling will not be taught, but students will be taught to observe the behavior of speakers (regardless of whether it is respectful or not of normative grammar), to build a linguistic database and to use it to construct a grammar, in a scientific, non-normative sense. In addition to the Italian language, the linguistic data will also be extracted from other European and non-European languages, depending on the skills of the learners. Likewise, data from fictitious languages will be used, on which to practice extracting the grammatical rules, without the need - for obvious reasons - for the learner to have a previous knowledge of the language in question. In summary: The objectives of the lecture are: knowledge of methods of phonetics, phonology, morphology and syntax, the ability to transcribe phonetically and analyze phonologically, morphologically and syntactically a sentence in Italian and in a language of the student's choice. In compliance with the so-called "Dublin indicators" – as better detailed in the "Evaluation" field – the objectives will be aimed at achieving: 1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers 2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers 3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers 4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3) 5) Learning skills: ability to orient oneself in the relevant scientific bibliography. Teacher's Profile courseProgram From the curricular point of view, General Linguistics intends to offer the institutional bases of the discipline, articulating itself on notions of a general nature, essential to be able to access the various levels of analysis of language (phonological, morphological, syntactic and semantic), both in terms of pure description and in the perspective of reconstruction and historical analysis (exemplified above all on the Romance and Indo-European areas). The following topics will be covered: - General themes: Notion of language. Meaning and expression. Form and substance. - Fundamental concepts of linguistics: Sign, phoneme, morpheme, phrase and sentence. - Fundamental procedures of linguistic analysis: Phonological, morphological and syntactic analysis of modern languages. - Methods and principles of historical linguistics: Notions of linguistic family, phonetic law, linguistic change (exemplified above all on the Romance and Indo-European fields). - Application of concepts and methodologies to a corpus of 30 sentences belonging to a fictive language, in order to make it possible for students to practice building a "Grammar" on an absolutely unknown linguistic sample and therefore not susceptible to contamination with grammatical prejudices inherited from the school teaching of "Italian" or other languages known to them. With regard to the temporal distribution of the didactic commitment dedicated to the various topics, it seems to me that any hypothesis formulated in advance would be devoid of plausibility, as it is not likely to organize a didactic work in the abstract: the time slots will depend on the responses of the learners, answers that by definition depend on the audience of the learners, their characteristics and their intellectual profiles, that is, from elements that today are unknown to me – as to anyone – and consequently it is impossible to make reliable predictions about it. In general, I can only predict that this will go as in all previous years, that is to say that in my intentions I should devote one sixth of the hours to general themes and concepts, one sixth to phonetics, one sixth to phonology, one sixth to morphology, one sixth to syntax and one sixth to historical linguistics, but in reality the learners will cyclically ask me to go back, explain again points of the program, thus nullifying all predictions. And this depends on the fact that the learners, even attending students, do not study at home the program carried out in the classroom, but study only near the exam and realize only a posteriori (perhaps after weeks) that they have misunderstood what was done in the classroom. The problem would be solved if only students were required to take the final exam immediately after the course, with only one date per year, in addition to a second date destined for recovery, and not – as is the case today – to be able to take it on numerous exam dates spread over the entire academic year (and beyond): but the adoption of this solution does not depend on the undersigned (who also hopes for it), but from political choices and academic regulations that go in the opposite direction. examMode EXPECTED LEARNING OUTCOMES 1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers 2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers 3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers 4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3) 5) Learning skills: ability to orient oneself in the relevant scientific bibliography. During the oral exam, the knowledge of the topics covered in the lessons and in the scheduled texts will be ascertained. The level of preparation of the learner will be ascertained on the basis of the following grid (in thirtieths): - KNOWLEDGE (knowledge of the necessary information) 1-12/30 (12 = excellent; 1 = very bad); - FOCUS (how the learner focuses on the problem discussed) 1-6/30 (6 = excellent; 1 = very bad); - PROCESSING (how the learner processes the structure of the response) 1-6/30 (6 = excellent; 1 = very bad); - EXPLANATION (the learner's ability to explain the linguistic phenomenon in question) 1-6/30 (6 = excellent; 1 = very bad). This quantification of the evaluation is based on percentages that I consider purely metaphorical and on categories that I can neither define nor delimit mutually; this quantification of the evaluation is an invention not mine, but of the ministerial evaluators. Consequently, if there is a student who is able to give me an exact definition and consistent exemplification of the above categories, then that student will have 30 cum laude, without further verification. If, on the other hand, there is no such student, then if he shows that he has not even understood the basics of the discipline at the exam, he will be invited by me to repeat in the next round (and only because for some time it has not been customary to fail). books 1) R. Simone, Nuovi fondamenti di Linguistica, Milano, McGRAW-HILL, 2013 (capitoli I-XI). 2) A. De Dominicis, Fonologie comparate. Suoni e lingue d’Europa, Cina e mondo arabo, Roma, CAROCCI 2013 (the first four chapters on pp. 1-149: Phonetics + Phonology + Romance languages + Italian; plus a language of your choice - and its language family - among those presented in the volume). In my opinion, there is no possibility of learning Linguistics without a frontal didactic guide. In general, it does not seem to me that it is possible to learn formalized methods and analysis techniques without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but Linguistics is not an example of a historical or literary discipline. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students. However, non-attending students could do exercises at home on the text by Silvia Luraghi and Anna M. Thornton, Linguistica generale: esercitazioni e autoverifica, Roma: Carocci. mode Lectures and discussion of theories and/or cases. The lectures will be combined with moments of discussion in which the topics of the lecture will be addressed. classRoomMode Recommended attendance. Attending lectures will help students study the bibliography and give them the opportunity to verify along the way the acquisition of the skills necessary to pass the exam. bibliography 1) R. Simone, Nuovi fondamenti di Linguistica, Milano, McGRAW-HILL, 2013 (capitoli I-XI). 2) A. De Dominicis, Fonologie comparate. Suoni e lingue d’Europa, Cina e mondo arabo, Roma, CAROCCI 2013 (the first four chapters on pp. 1-149: Phonetics + Phonology + Romance languages + Italian; plus a language of your choice - and its language family - among those presented in the volume). In my opinion, there is no possibility of learning Linguistics without a frontal didactic guide. In general, it does not seem to me that it is possible to learn formalized methods and analysis techniques without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but Linguistics is not an example of a historical or literary discipline. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students. However, non-attending students could do exercises at home on the text by Silvia Luraghi and Anna M. Thornton, Linguistica generale: esercitazioni e autoverifica, Roma: Carocci.
15254 - EXAMS OPEN TO STUDENT'S CHOISE	Second Semester	8
MODULE II	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION SONIA DI VITO	Second Semester	10	L-LIN/04		Learning objectives The course aims to highlight the differences between oral and written French with a focus on some relevant aspects of the phonetics, spelling and morphology of the French language and related transcription problems. At the end of the teaching, students will have to prove that they: - know the main notions of phonetics related to the French language; - know how to recognize the sounds of French that do not exist in Italian; - know the API; - define and identify homophones; - know the history of the French language; - know how to summarize the content of a novel in French; Teacher's Profile courseProgram WRITTEN The French alphabeth: phonetic and graphic transcription; Elements of phonetics: open VS closed syllable; graphic VS phonic syllable; the division into syllables. Difficulties in the transition from oral to written: - the French "e"; accents; nasals; oral plural VS written; oral feminine VS written; verb endings (infinitif - imparfait - participe passé); passé composé and past participle agreement; homonyms (grammatical and lexical, homographs; homophones); paronyms; pronominal verbs; charades; personal pronouns COD and COI; verlan et l'argot. ORAL to be delivered in French: reading, translation and commentary of one of the novels on the list. to be delivered in Italian: the history of the French language from pre-Celtic languages to modern times, including the 1990 spelling reform and language policies in France and French-speaking countries. examMode Written exam: The exam focuses on ascertaining understanding of the differences between written and oral French, both on a theoretical and practical level. The use of a dictionary is not permitted. Two in-progress tests are scheduled during the course. Oral exam: The oral exam will be based on the presentation of the students' work on the chosen narrative text and the part relating to the history of the French language. classRoomMode Attendance is strongly recommended for both the language and translation course and the exercises with the native speaker expert. bibliography Books for the section on the transition from oral to written - Berger, D., Cecchini, G., Hédiard, M. (1989) Faute de quoi, Firenze: La Nuova Italia. - Hédiard M., Spicacci, N., On y va, Exercices de grammaire, Firenze: La Nuova Italia, pp. 6-26. - Riegel, M., Pellat, J.-C., Rioul R., (2011, 1994), Grammaire Méthodique du français, Paris: PUF. - Mimran, R., Maheo-Le Coadic, M., Poisson-Quinton, S., (2004), Grammaire expliquée du français. Niveau intermédiaire, Paris : CLE International, pp. 44-55. Books for the part on the history of the French language [oral] [students with an 8 CFU exam are exempt from studying the following texts] - Fayol, M., Jaffré, J.-P., (2008), Orthographier, Paris : PUF, capitolo 6, pp. 103-119. - Rey, A., Duval, F., Siouffi, G., (2007-2011), Mille ans de langue française, histoire d’une passion. Tome I. Des origines au français moderne, Paris : Perrin Editions, pp. 18-37. - Walter, H., (1988), Le français dans tous les sens, Paris: Robert Laffont, pp. 35-132; pp. 267-279. - Walter, H.,(1994), L'aventure des langues en Occident, Paris: Robert Laffont, pp. 225-275 Novels (one of your choice) Reading, translation and commentary of a book of your choice from the following list: - TITIOU LECOQ, Les femmes aussi ont fait l’Histoire, Les Arènes Jeunesse, - MAALOUF, AMIN, Adriana Mater (qualsiasi edizione). - DJIEBAR, ASSIA, La disparition de la langue française (qualsiasi edizione) - MBOUGAR SARR, MOHAMED, Terre ceinte, Présence Africaine Editions. Grammars and Dictionaries - Bidaud, F. (2012), Grammaire du français pour italophones, Novara, Utet: Università. - Bidaud, F. (2012), Exercices de Grammaire française pour italophones, Novara, Utet : Università - Dizionario monolingue Petit Robert e bilingue a scelta tra Robert-Signorelli, Boch-Zanichelli e Garzanti Other materials - exercise handouts provided during the course. Teacher's Profile courseProgram WRITTEN The French alphabeth: phonetic and graphic transcription; Elements of phonetics: open VS closed syllable; graphic VS phonic syllable; the division into syllables. Difficulties in the transition from oral to written: - the French "e"; accents; nasals; oral plural VS written; oral feminine VS written; verb endings (infinitif - imparfait - participe passé); passé composé and past participle agreement; homonyms (grammatical and lexical, homographs; homophones); paronyms; pronominal verbs; charades; personal pronouns COD and COI; verlan et l'argot. ORAL to be delivered in French: reading, translation and commentary of one of the novels on the list. to be delivered in Italian: the history of the French language from pre-Celtic languages to modern times, including the 1990 spelling reform and language policies in France and French-speaking countries. examMode Written exam: The exam focuses on ascertaining understanding of the differences between written and oral French, both on a theoretical and practical level. The use of a dictionary is not permitted. Two in-progress tests are scheduled during the course. Oral exam: The oral exam will be based on the presentation of the students' work on the chosen narrative text and the part relating to the history of the French language. classRoomMode Attendance is strongly recommended for both the language and translation course and the exercises with the native speaker expert. bibliography Books for the section on the transition from oral to written - Berger, D., Cecchini, G., Hédiard, M. (1989) Faute de quoi, Firenze: La Nuova Italia. - Hédiard M., Spicacci, N., On y va, Exercices de grammaire, Firenze: La Nuova Italia, pp. 6-26. - Riegel, M., Pellat, J.-C., Rioul R., (2011, 1994), Grammaire Méthodique du français, Paris: PUF. - Mimran, R., Maheo-Le Coadic, M., Poisson-Quinton, S., (2004), Grammaire expliquée du français. Niveau intermédiaire, Paris : CLE International, pp. 44-55. Books for the part on the history of the French language [oral] [students with an 8 CFU exam are exempt from studying the following texts] - Fayol, M., Jaffré, J.-P., (2008), Orthographier, Paris : PUF, capitolo 6, pp. 103-119. - Rey, A., Duval, F., Siouffi, G., (2007-2011), Mille ans de langue française, histoire d’une passion. Tome I. Des origines au français moderne, Paris : Perrin Editions, pp. 18-37. - Walter, H., (1988), Le français dans tous les sens, Paris: Robert Laffont, pp. 35-132; pp. 267-279. - Walter, H.,(1994), L'aventure des langues en Occident, Paris: Robert Laffont, pp. 225-275 Novels (one of your choice) Reading, translation and commentary of a book of your choice from the following list: - TITIOU LECOQ, Les femmes aussi ont fait l’Histoire, Les Arènes Jeunesse, - MAALOUF, AMIN, Adriana Mater (qualsiasi edizione). - DJIEBAR, ASSIA, La disparition de la langue française (qualsiasi edizione) - MBOUGAR SARR, MOHAMED, Terre ceinte, Présence Africaine Editions. Grammars and Dictionaries - Bidaud, F. (2012), Grammaire du français pour italophones, Novara, Utet: Università. - Bidaud, F. (2012), Exercices de Grammaire française pour italophones, Novara, Utet : Università - Dizionario monolingue Petit Robert e bilingue a scelta tra Robert-Signorelli, Boch-Zanichelli e Garzanti Other materials - exercise handouts provided during the course.
SONIA MARIA MELCHIORRE	Second Semester	10	L-LIN/12
17392 - ITALIAN LITERATURE FILIPPO GRAZZINI	Second Semester	8	L-FIL-LET/10		Learning objectives Class aims to get students familiar with Early Italian Literature, from its beginning to the final part of Fourteenth Century. Comparisons are made with linguistical, artistical, social, political and intellectual history of medieval age, thus stressing the contribution of literature to the early birth of of an Italian identity, however limited to cultural dimension. It is intented that students acquire both knowledge and understanding of early literary works as documents of fhe forming of the Italian humanistic tradition, and knowledge and understanding applied to texts (considered as linguistical structures specifically shaped). Making judgements, communication skills (f.i. how to make an oral report to class on an author or a text) and a self-counsciousness of learning skills should be additional valuable qualities of graduates. Teacher's Profile courseProgram An introduction to Early Italian Literature (XIII-XIV Century), through the reading of the following list of representative texts: Francesco d'Assisi, "Cantico delle creature"; Giacomo da Lentini, "Madonna, dir vo voglio"; Guittone d'Arezzo, "Tuttor ch'eo dirò Gioi"; Guido Guinizzelli, "Al cor gentil", “Io voglio del ver”; Guido Cavalcanti, “Biltà di donna”, “Tu m’hai si piena”, “Voi che per li occhi”, “Per ch’io no spero”; Dante Alighieri: “Tanto gentile", "Guido, i' vorrei", "Al poco giorno"; Inferno cantos I, II, V vv. 25-142, VI vv. 1-3, X, XIII vv. 22-78; XVI vv. 124-36, XX vv. 112-14; XXI vv. 1-57, XXVI, XXVII, XXXII vv. 124-39, XXXIII vv. 1-90, XXXIV; Purgatorio cantos III, V, XXIV vv. 40-63, XXVI vv. 82-148, XXX, XXXI; Paradiso cantos I, XXXIII; Petrarch, Canzoniere: 1, 3, 35, 60, 61, 262, 90, 126, 128, 272, 273; Boccaccio, Decameron: II 5, V8, V 9. Texts to read will be taken from anthology "Il filo rosso". Additionally, it will be required to read parts of the "Manuale" by Casadei-Santagata and of the guide "Dimensioni della letteratura italiana" by Morabito: see below section Testi (consisting in Texts and Bibliography). Erasmus students and/or students not mothertongue, who consider their knowledge of Italian literature non to be sufficient to face the above indicated program, are entitled to study the following alternative program: Dante, “Divina commedia”, Inferno, canto I tutto, V vv. 25-142, XXVI vv. 76-142 e XXXIII vv. 1-90; Petrarca, “Canzoniere”, sonetto 35 e sonetto 61; Boccaccio, “Decameron”, novella II 5; Manzoni, “I Promessi sposi” (any complete edition of the novel). Students who don't read italian will undergo exam in English. In this case they will be required to study: at least 8 Cantos of Dante's Divine Comedy (at least 5 of them belonging to Inferno) , to be found in English translation on www.dantonline.it (Società Dantesca Italiana), and at least 7 Novelle from Boccaccio's Decameron, to be found in English translation on https://www.brown.edu/Departments/Italian_Studies/dweb/ (Brown University), examMode An oral exam on parts of the program chosen by the instructor, consisting of both questions on literary history and requests for text analysis. The aim is to verify that the student has fully assimilated the course content, has increased his/her knowledge and applied comprehension skills, has developed independent judgment, possesses communication skills, and is aware of the most appropriate study methods. The grade is out of thirty; the exam is passed with a score of 18/30 or higher. books M. SANTAGATA-L.CAROTTI-A.CASADEI- M.TAVONI, Il filo rosso. Antologia della letteratura italiana, Roma-Bari, Laterza, voll. I.1 Representative texts will be read in this anthology. Should students want to use other anthologies, they will have to obtain permission by teacher. Anthology “Il filo rosso" does not cover totality of texts required to study. Best editions of “Divine Comedy” where to find missing texts are: Bosco-Reggio (Le Monnier), Bruscagli-Giudizi (Zanichelli), Chiavacci Leonardi (Mondadori), Pasquini-Quaglio (Garzanti), Bellomo-Carrai (Einaudi -pubblicati solo Inferno e Purgatorio), Inglese (Carocci), Malato (Salerno Editrice tascabili). Similarly, best editions of “Canzoniere” where to find missing texts are: Dotti (Feltrinelli o Donzelli), Vecchi Galli (BUR Rizzoli), Stroppa (Einaudi), Santagata (Mondadori), Bettarini (Einaudi) Only for Erasmus and/or non mothertongue students (see above section Programma): M. SANTAGATA-L.CAROTTI-A.CASADEI- M.TAVONI, “Il filo rosso. Antologia della letteratura italiana”, Roma-Bari, Laterza, vol. I.1 A. MANZONI, “I promessi sposi” (any complete edition of the novel) Specific program only for students not reading Italian (see above section Programma): at least 8 Cantos of Dante's Divine Comedy (at least 5 of them belonging to Inferno) , to be found in English translation on www.dantonline.it (Società Dantesca Italiana), and at least 7 Novelle from Boccaccio's Decameron, to be found in English translaltion on https://www.brown.edu/Departments/Italian_Studies/dweb/ (Brown University). classRoomMode Blended teaching: lectures integrated with specific text analysis practice conducted by students, aimed at acquiring and enhancing, in addition to knowledge and comprehension skills, applied competencies and abilities. bibliography A.CASADEI-M.SANTAGATA, “Manuale di Letteratura italiana medievale e moderna”, Roma-Bari, Laterza, pp. 1-92; R. MORABITO, Dimensioni della letteratura italiana, Roma, Carocci, chapters 2,3,6,7. Only for Erasmus/non mothertongue students (see above section Programma ): A.CASADEI-M.SANTAGATA, Manuale di Letteratura italiana medievale e moderna, Roma-Bari, Laterza, pp. 1-92; 397-412 Specific program only for students not reading Italian (see above section Programma): The entry Dante Alighieri in https://www.britannica.com/biography/Dante-Alighieri/The-Divine-Comedy, and the following entries to be found in https://www.brown.edu/Departments/Italian_Studies/dweb/ (Brown University): Boccaccio (life), Literaure (Dante and Boccaccio, Autorship, The novella before Boccaccio, Performance and Interpretation 1 and 2), and Medieval Society (the Audience, Book Production and Cultural Centers of Medieval Italy).

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
15276 - EXAMS OPEN TO STUDENT'S CHOISE	First Semester	8
MODULE II	-	-	-	-
HISTORY OF CONTEMPORARY ART ELISABETTA CRISTALLINI		8	L-ART/03		Learning objectives a) Knowledge of the history of contemporary art from the late eighteenth century to the present day in connection with its historical-cultural context and the general objectives of the course; b) Ability to understand the themes of contemporary art history in connection with the other disciplines of the course; c) Independent evaluation of the specific problems of the discipline; d) Communication skills for scientific and informative purposes (oral, written, through audiovisual instruments); e) Learning skills by acquiring methods for the continuous updating of one's knowledge. Teacher's Profile courseProgram The course presents a series of preparatory lessons aimed at defining the guidelines of the history of contemporary art. In particular, preparatory lessons are planned to define the guidelines of the history of contemporary art from impressionism to the most recent experiences. We provide, through the analysis of some basic figures and junctions, of the contexts, of the founding texts, of the works, the main interpretations that allow the student an adequate approach to the problems of contemporary art, to its fundamental concepts, to the protagonists , to the new languages, to the new hermeneutical models involved, to the new technologies. examMode Oral interview that allows the verification of the knowledge of the topics covered by the course (see recommended texts), of the critical ability and analysis of phenomena, of the property of language. Evaluation of 5 historical-critical texts on as many works by artists chosen by the student, to be elaborated following the model online (Moodle) and to be delivered at least 15 days before the exam. books Students in regular attendance 1. G.C. Argan, L’Arte Moderna 1770-1970. L’arte oltre il Duemila, Sansoni (various editions) 2. E. Cristallini, Dialoghi tra arte e architettura negli anni della ricostruzione 1945-1955, Gangemi, 2017 Students not in regular attendance In addition to the texts indicated above, it's necessary to study the following volumes: 1. M. De Micheli, Le avanguardie artistiche del ‘900, Feltrinelli (various editions) 2. E. Cristallini (a cura di), Avanguardie del dopoguerra 1945-1952, Lithos, 1999 mode In line with the educational objectives, in addition to the acquisition of knowledge relating to the history of contemporary art teaching, the acquisition of skills such as the ability to use knowledge and skills is expected. To this end, in addition to lectures, there are: didactic experiences in the field and organized external visits (6-8 hours), interactive classroom activities (4 hours), discussion of theories and case studios (2-4 hours) classRoomMode Non-compulsory attendance Teacher's Profile courseProgram The course presents a series of preparatory lessons aimed at defining the guidelines of the history of contemporary art. In particular, preparatory lessons are planned to define the guidelines of the history of contemporary art from impressionism to the most recent experiences. We provide, through the analysis of some basic figures and junctions, of the contexts, of the founding texts, of the works, the main interpretations that allow the student an adequate approach to the problems of contemporary art, to its fundamental concepts, to the protagonists , to the new languages, to the new hermeneutical models involved, to the new technologies. examMode Oral interview that allows the verification of the knowledge of the topics covered by the course (see recommended texts), of the critical ability and analysis of phenomena, of the property of language. Evaluation of 5 historical-critical texts on as many works by artists chosen by the student, to be elaborated following the model online (Moodle) and to be delivered at least 15 days before the exam. books Students in regular attendance 1. G.C. Argan, L’Arte Moderna 1770-1970. L’arte oltre il Duemila, Sansoni (various editions) 2. E. Cristallini, Dialoghi tra arte e architettura negli anni della ricostruzione 1945-1955, Gangemi, 2017 Students not in regular attendance In addition to the texts indicated above, it's necessary to study the following volumes: 1. M. De Micheli, Le avanguardie artistiche del ‘900, Feltrinelli (various editions) 2. E. Cristallini (a cura di), Avanguardie del dopoguerra 1945-1952, Lithos, 1999 mode In line with the educational objectives, in addition to the acquisition of knowledge relating to the history of contemporary art teaching, the acquisition of skills such as the ability to use knowledge and skills is expected. To this end, in addition to lectures, there are: didactic experiences in the field and organized external visits (6-8 hours), interactive classroom activities (4 hours), discussion of theories and case studios (2-4 hours) classRoomMode Non-compulsory attendance
MODULE II	-	-	-	-
COMPARATIVE LITERATURE DANIELA MANGIONE		8	L-FIL-LET/14		Learning objectives The course aims to acquaint students with comparative approaches and to equip them with critical tools commonly used in various cultural traditions. This will enable them to view literary phenomena more broadly than merely within the context of national literatures. Upon completing the course, students will possess the necessary analytical tools to examine texts from different cultures. They possess an understanding of the connections, disparities, and similarities among various literary works and can analyze themes and structures through a comparative approach. Teacher's Profile courseProgram The course aims to introduce the perspective and specificities of Comparative Literature and to acquire knowledge of the theories and methodologies of literary criticism that have followed one another over time and that constitute a transversal heritage across different national cultures. Having acquired these tools, attention will be focused on a particular declination of the relationship between literature and visual culture: the relationship between novel and cinema. The theoretical outlines will be familiarised with and some exemplary cases will be analysed. examMode Oral examination; there will be the possibility of an in itinere evaluation by means of individual projects. books Bibliography: - Letterature comparate, a cura di F. de Cristofaro, Carocci 2020; - Teorie critiche del Novecento, a cura di E. Biagini, A. Brettoni, P. Orvieto - M. Fusillo, Adattamento in Cinema Letteratura, intermedialità, Carocci, 2023 - Cinema è letteratura, numero monografico di «Micromega», 4, 2023 The complete reading of a group of texts, selected from the following: - C. Boito, Senso - G. Verga, I Malavoglia - A. Fogazzaro, Piccolo mondo antico - V. Pratolini, Cronache di poveri amanti - G. Tomasi di Lampedusa, Il gattopardo - C. Pavese, Tra donne sole - L. Sciascia, A ciascuno il suo - C.E. Gadda, Quer pasticciaccio brutto de via Merulana - A. Tabucchi, Sostiene Pereira classRoomMode Lectures; text projections; film screenings.
CONTEMPORARY ITALIAN LETERATURE CARLO SERAFINI		8	L-FIL-LET/11		Learning objectives The course aims to develop students' ability to read and understand both poetic and narrative literary texts in the context of the evolution of literature from the early twentieth century to the present day. Specifically, at the end of the course, students will have acquired the following skills: 1) Knowledge and understanding: knowledge of the main literary, narrative and poetic movements, of the main exponents and of the most prominent personalities, with the ability to historical and cultural contextualization in the 20th and 21st centuries; 2) Applied knowledge and understanding: reading, understanding and analysis of literary, narrative and poetic texts, basic principles of textual, philological and hermeneutic criticism, elements of poetic metrics; 3) Autonomy of judgment: the student must mature and develop individual analytical and judgment skills, based on knowledge of the work and on the application of the critical tools essential for a correct aesthetic approach to the text; 4) Communication skills: the aim is to develop expressive ability and mastery of a technical scientific lexicon suitable for the transmission and formulation ofcritical judgments, aimed at the drafting of critical argumentative texts, non-fiction or didactic exposition of a literary text; 5) Learning ability: bibliographic research skills also with the aid of digital IT, bibliographic orientation and archive research. Teacher's Profile courseProgram The course aims to provide students with an overview of the main authors and literary movements of Italian poetry and fiction of the 20th and 21st centuries. The following will be addressed in detail: the avant-garde movements, the birth of the modern novel, the forms of realism, war literature, the fantastic-surrealist trend, neorealism, the literature of the economic boom and well-being, the neo-avant-garde, the Group 63 , the forms of postmodernism, the crisis of the novel in the Noughties, contemporary literature and the relationship with editorial policies. Bibliography: Students will have to demonstrate knowledge of the history of twentieth-century literature, to be prepared on FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. In the manual, students will have to study the chapters relating to: POETRY: Historical profile of the twentieth century, Path of twentieth century poetry, Futurism, Palazzeschi, Campana, Saba, Ungaretti, Montale, Quasimodo, Penna, Bertolucci, Caproni, Sereni, Gruppo 63, Rosselli, Merini, Magrelli. NARRATIVE: Path of the prose of the twentieth century, The European novel, Svevo, Pirandello, Tozzi, Calvino, Alvaro, Pasolini, Gadda, Palazzeschi, Moravia, Landolfi, Buzzati, Pavese, Vittorini, P.Levi, Morante, Fenoglio, Bassani, Sciascia, Bianciardi, Tondelli, Volponi, Eco. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over examMode The exam is based on an oral interview with a score of 30/30 on the topics covered by the course as indicated in the program. The object of the assessment will be, in addition to the knowledge of the topics, also the ability to analyze the literary text and the presentation ability. books FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over classRoomMode Attendance is not compulsory but strongly recommended bibliography FLORIANA CALITTI (ed.), The life of texts. (vol.3.2. Path of twentieth century poetry + Path of twentieth century narrative) Zanichelli, Bologna 2015. Students will have to read three novels among the following: - Italo Svevo, Zeno's conscience - Emilio Lussu, A year on the plateau - Italo Calvino, The path of the spider's nests - Alberto Moravia, one of Gli indifferenti, Agostino, Boredom - Cesare Pavese, one of your countries, The moon and the bonfires - Pier Paolo Pasolini, one Ragazzi di vita, A violent life - Elsa Morante, Arturo's island - Niccolò Ammaniti, Anna - Francesco Pecoraro, Life in times of peace - Eraldo Affinati, The gospel of the angels - Kristine Maria Rapino, The figs of March - Dario Ferrari, Recreation is over
MODULE II	-	-	-	-
THEORY AND TECHNIQUES IN THE MASS MEDIA		8	SPS/08		Learning objectives 1. Knowledge and understanding: being able to critically read the relationship between media and society in historical development and acquire the historical, technological and theoretical skills necessary to understand and interpret media forms, languages and practices; 2. Applied knowledge and understanding: acquire the appropriate tools and languages to analyze in depth the daily experience with the media and correctly interpret the social media scenarios of the past and emerging ones, in the cultural industry and in social practices; 3. Making judgements: apply the knowledge acquired during the course to critically analyze the transformations introduced by the media in the history of Western man, particularly in the context of contemporary society; 4. Communication skills: acquire an adequate specialized vocabulary and demonstrate mastery of the terminology and fundamental concepts of the course; 5. Ability to learn: acquire the autonomy necessary to continuously update the knowledge and skills acquired during the course to apply them to the analysis of the continuous evolutions that characterize the relationship between media technologies and social reality. Laboratory Activities: Laboratory activities are an integral part of teaching and will complement the frontal teaching. They will mainly be based on group work in which students will be involved in analyzes of media use practices.
MUSIC HISTORY GIORGIO MONARI		8	L-ART/07		Learning objectives Enhancement and strengthening of musicological skills, with particular reference to the history of Western music, as well as Popular music and World music, through the use of analytical and critical methodologies. Strengthening skills in ethnomusicology, and music in cinema, in techniques and media for the production and diffusion of sounds. Expected learning outcomes: 1) Know the main characteristics of the history of music and understand its diachronic development; learn the debates that have characterized musicology (since 1881 onwards) 2) Know how to analyze the history of music; know how to comment on the debates of the discipline with musicological terms 3) Know how to formulate independent judgments on the course topics 4) Knowing how to communicate what has been learned appropriately 5) Know how to interpret musical phenomena not included in the program Teacher's Profile courseProgram The course draws the outline of the musical landscape of 20th-century Europe, through an approach that takes both history, criticism and social and cultural studies into account. The learning process starts from a series of music listening sessions and musical experiences to focus on basic subject matters, concepts and vocabulary in the discourses on music of the last century, with reference to repertoires, genres and styles, ideas and methods of production and circulation, musicians, audiences and other 'agents'. examMode There will be an interview, in which the competences acquired within the discipline by reading the recommended bibliography and the ability to express complex concepts through an oral discourse are evaluated. books Selected chapters on music in 20th-century Europe from Storia della civiltà europea, ed. by Umberto Eco, available online. Marina Toffetti, Due parole sulla musica. Noi e il lessico musicale, Carocci, Roma 2020. Suggestions will be provided during the lessons with reference to listening examples and teaching aids. classRoomMode Not mandatory. The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher. bibliography Musiche nella storia dall’età di Dante alla Grande Guerra, a cura di Andrea Chegai et al., Carocci, Roma 2017. Storia della musica, 12 voll., EDT, Torino 2022. Enciclopedia della musica, 5 voll., diretta da Jean-Jacques Nattiez, Einaudi, Bologna 2001-2005. Enciclopedia della musica, Garzanti, Milano 2022.
17453 - FINAL EXHAMINATION	Second Semester	8
MODULE II	-	-	-	-
MEDIEVAL ART HISTORY EVA PONZI		8	L-ART/01		Learning objectives The course aims to provide an accurate overview of medieval art from the Late Antiquity to the Fourteenth century (4th-14th centuries), especially in the Italian peninsula, but with an open gaze to the entire European continent. The medieval artwork will be analyzed in its technical-material, formal, iconographic and iconological components through the specific language of the subject. The relationships between artists, patrons and production centers will be traced, whenever possible. Particular insights will be reserved for the monuments of medieval Viterbo, the illuminated manuscripts and the perspectives connected to their digitization and their presence on the web. 1. Knowledge and understanding: students will have to master the subject and recognize both the artworks commented during the lessons and those studied in the reference texts. 2. Applying knowledge and understanding: classroom discussion, observation exercises guided by the teacher, research activities carried out in possible study groups, educational visits and seminars will contribute to the development of an active and personal understand of the subject. 3. Making judgments: students will have to acquire a certain capacity for critical judgment with respect to the reference texts, but also with respect to what the teacher proposes during her lessons, in relation to the debate on the studies. 4. Communication skills: students will have to acquire the specific language of the material and they will have to know how to use it in the best possible way to describe and contextualize both a medieval artwork in particular and an artistic phenomenon in general. 5. Learning skills: students will have to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon. Teacher's Profile courseProgram The lessons will focus on the analysis of one or more medieval artworks and on the discussion around a certain artistic phenomenon; they will also be an opportunity to practice observing an artwork. In class we will discuss: 1. themes, problems, methods of the subject; 2. the division into periods of the medieval millennium and its artistic geography; 3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena; 4. the relationships between artists, patrons, production centres. The course is organized in 2 modules: 1. I module (34 hours). History of medieval art from Late Antiquity to International Gothic (4th-14th centuries): for a general overview of the subject, oriented towards basic knowledge, with particular attention to issues relating to the Jubilee. 2. II module (14 hours). Viterbo, a city on the Via Francigena. examMode The oral interview will focus on one or more acknowledgments of artworks shown and commented on in class or even of works present in the reference texts. It will then be necessary to contextualize the object of study, defining its temporal and spatial coordinates, in relation to the cultural, social, political, ideological and material transformations that have determined that given object. Students will have the opportunity to start the interview from a topic proposed by them. The evaluation will be positive if students have demonstrated that they have acquired competence of the subject, also from the point of view of the specific language, recognizing and exhaustively analyzing both the artwork commented during the lessons themselves and those studied independently in the reference texts; if an autonomous capacity for critical judgment will be detected with respect to the issues addressed during the interview, combined with the ability to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon. books Students who cannot attend are invited to contact the teacher to agree on a program. Module I G. CRICCO - F.P. DI TEODORO, Itinerario nell’arte 2. Dall’arte paleocristiana a Giotto, versione gialla, Zanichelli, Bologna (any edition). A volume among these: - J. LE GOFF, Il Medioevo. Alle origini dell’identità europea, Laterza, Roma-Bari 1998 (rist. 2022). - M. MONTANARI, Il mito delle origini. Breve storia degli spaghetti al pomodoro, Laterza, Roma-Bari 2019 (rist. 2023). - A. VANOLI, Non mi ricordo le date! La linea del tempo e il senso della storia, Roma 2023 (Treccani libri, Tessere, 2). Module II M.G. BONELLI, s.v. Viterbo, in Enciclopedia dell’Arte Medievale, Roma 2000, (2000) https://www.treccani.it/enciclopedia/viterbo_%28Enciclopedia-dell%27-Arte-Medievale%29/ A.M. D’ACHILLE, Da Pietro d'Oderisio ad Arnolfo di Cambio. Studi sulla scultura a Roma nel Duecento, Roma 2000, pp. 107-115 e 143-158. M.T. GIGLIOZZI, I palazzi del papa. Architettura e ideologia: Il Duecento, Roma 2003 (La corte dei papi, 11), pp. 107-131. G. POLLINI, Note sulla chiesa abbaziale di S. Martino al Cimino, in Arte medievale 7 (2017), IV serie, pp. 119-134. E. PONZI, Ad usum fratrum. Manoscritti francescani e domenicani a Roma, un panorama, in Il libro miniato a Roma nel Duecento. Riflessioni e proposte, a cura di S. MADDALO, con la collaborazione di E. PONZI, I-II, Istituto storico italiano per il medio evo, Roma 2016 (Nuovi studi storici, 100), pp. 575-612. From the volume Santa Maria in Gradi, Viterbo 1996: M. MIGLIO, Per una storia di Santa Maria in Gradi, pp. 7-25; S. FABIANO, La scultura, pp. 109-127. classRoomMode Attendance is optional, but strongly recommended. bibliography Recommended reading Module I J. Le Goff, Il Medioevo spiegato ai ragazzi, trad. di R. Riccardi, con la collaborazione di J.-L. Schlegel, Laterza, Roma-Bari 2007. G. Sergi, L’idea di Medioevo. Fra storia e senso comune, Donzelli Editore, Roma 2005. A.M. Romanini et alii, L’arte medievale in Italia, Sansoni editore, Firenze 1996, pp. 11-48, 77-114, 161-185, 217-236, 269-284, 361-372. Module II From the volume Itineranza pontificia. La mobilità della curia papale nel Lazio (secoli XII-XIII), a cura di S. Carocci, Istituto storico italiano per il medio evo, Roma 2003 (Nuovi studi storici, 61): S. Menzinger, Viterbo «città papale»: motivazioni e conseguenze della presenza pontificia a Viterbo, pp. 307-340. A. Paravicini Bagliani, La mobilità della corte papale nel secolo XIII, pp. 3-78. Teacher's Profile courseProgram The lessons will focus on the analysis of one or more medieval artworks and on the discussion around a certain artistic phenomenon; they will also be an opportunity to practice observing an artwork. In class we will discuss: 1. themes, problems, methods of the subject; 2. the division into periods of the medieval millennium and its artistic geography; 3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena; 4. the relationships between artists, patrons, production centres. The course is organized in 2 modules: 1. I module (34 hours). History of medieval art from Late Antiquity to International Gothic (4th-14th centuries): for a general overview of the subject, oriented towards basic knowledge, with particular attention to issues relating to the Jubilee. 2. II module (14 hours). Viterbo, a city on the Via Francigena. examMode The oral interview will focus on one or more acknowledgments of artworks shown and commented on in class or even of works present in the reference texts. It will then be necessary to contextualize the object of study, defining its temporal and spatial coordinates, in relation to the cultural, social, political, ideological and material transformations that have determined that given object. Students will have the opportunity to start the interview from a topic proposed by them. The evaluation will be positive if students have demonstrated that they have acquired competence of the subject, also from the point of view of the specific language, recognizing and exhaustively analyzing both the artwork commented during the lessons themselves and those studied independently in the reference texts; if an autonomous capacity for critical judgment will be detected with respect to the issues addressed during the interview, combined with the ability to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon. books Students who cannot attend are invited to contact the teacher to agree on a program. Module I G. CRICCO - F.P. DI TEODORO, Itinerario nell’arte 2. Dall’arte paleocristiana a Giotto, versione gialla, Zanichelli, Bologna (any edition). A volume among these: - J. LE GOFF, Il Medioevo. Alle origini dell’identità europea, Laterza, Roma-Bari 1998 (rist. 2022). - M. MONTANARI, Il mito delle origini. Breve storia degli spaghetti al pomodoro, Laterza, Roma-Bari 2019 (rist. 2023). - A. VANOLI, Non mi ricordo le date! La linea del tempo e il senso della storia, Roma 2023 (Treccani libri, Tessere, 2). Module II M.G. BONELLI, s.v. Viterbo, in Enciclopedia dell’Arte Medievale, Roma 2000, (2000) https://www.treccani.it/enciclopedia/viterbo_%28Enciclopedia-dell%27-Arte-Medievale%29/ A.M. D’ACHILLE, Da Pietro d'Oderisio ad Arnolfo di Cambio. Studi sulla scultura a Roma nel Duecento, Roma 2000, pp. 107-115 e 143-158. M.T. GIGLIOZZI, I palazzi del papa. Architettura e ideologia: Il Duecento, Roma 2003 (La corte dei papi, 11), pp. 107-131. G. POLLINI, Note sulla chiesa abbaziale di S. Martino al Cimino, in Arte medievale 7 (2017), IV serie, pp. 119-134. E. PONZI, Ad usum fratrum. Manoscritti francescani e domenicani a Roma, un panorama, in Il libro miniato a Roma nel Duecento. Riflessioni e proposte, a cura di S. MADDALO, con la collaborazione di E. PONZI, I-II, Istituto storico italiano per il medio evo, Roma 2016 (Nuovi studi storici, 100), pp. 575-612. From the volume Santa Maria in Gradi, Viterbo 1996: M. MIGLIO, Per una storia di Santa Maria in Gradi, pp. 7-25; S. FABIANO, La scultura, pp. 109-127. classRoomMode Attendance is optional, but strongly recommended. bibliography Recommended reading Module I J. Le Goff, Il Medioevo spiegato ai ragazzi, trad. di R. Riccardi, con la collaborazione di J.-L. Schlegel, Laterza, Roma-Bari 2007. G. Sergi, L’idea di Medioevo. Fra storia e senso comune, Donzelli Editore, Roma 2005. A.M. Romanini et alii, L’arte medievale in Italia, Sansoni editore, Firenze 1996, pp. 11-48, 77-114, 161-185, 217-236, 269-284, 361-372. Module II From the volume Itineranza pontificia. La mobilità della curia papale nel Lazio (secoli XII-XIII), a cura di S. Carocci, Istituto storico italiano per il medio evo, Roma 2003 (Nuovi studi storici, 61): S. Menzinger, Viterbo «città papale»: motivazioni e conseguenze della presenza pontificia a Viterbo, pp. 307-340. A. Paravicini Bagliani, La mobilità della corte papale nel secolo XIII, pp. 3-78.
HISTORY OF MODERN ART ENRICO PARLATO		8	L-ART/02		Learning objectives Knowledge of the development and the protagonists of Early Modern Italian art from the early fifteenth century to the end of the eighteenth century. Ability to identify formal, technical, iconographic and typological works of art and architecture. Identification of the formal peculiarities of the different artistic techniques. Acquisition of the first rudiments of the specialized terminology of the discipline, development of argumentative skills in the matching between image and word. This path will be a first level to acquire independent judgment and argumentative skills. Teacher's Profile courseProgram The course and the relative exam focus on the institutional part, that is the knowledge of the artistic events in Italy in the period 1400-1799. Starting from themes of wide horizons, such as the history of art history and touching on the current orientations of the discipline, the first part of the course will propose the periodization of the subject and the different ways of investigating images, with openings also to artistic literature and in particular to the role of Giorgio Vasari, 'father of the discipline'. This introductory section will be followed by a series of readings of works of art that, due to their chronology, will follow the development of the discipline from the beginning of the 15th century to the last decades of the 18th century. Direct knowledge of works of art and monuments will be encouraged through site trips. However, it must be remembered that the preparation of the institutional part is inevitably based on the study of manuals by the students. Attendance is not mandatory, even though strongly recommended, and the exam program is the same regardless of attendance. However, the partecipation to site and guided tours shouldn't be missed. examMode The exam consists of a identification test and an interview, as well as the reading and commentary of some passages of Vasari's Lives; the field trips made are an integral part of the program, as well as the knowledge of a museum or a monumental complex located in Viterbo or in the place of habitual residence. For the preparation of the exam, it is advisable to consult also the pdf available on dropbox (NB. The texts available on dropbox are marked with an asterisk). The final grade is based on: 1) the recognition test (a total of 8 images of works of art or monuments included in the exam program); 2) discussion of 4 artistic personalities or thematic nuclei distributed over the four centuries that mark the chronological development of the discipline. (see reference texts) books Salvatore Settis, Tomaso Montanari, Arte. Una storia naturale e civile. 3 Dal Quattrocento alla Controriforma (intero volume); 4 Dal Barocco all'Impressionismo (fino a p. 259), Torino, Einaudi Scuola, 2019. Giorgio Vasari, Le Vite... (ed. 1550), ed. a cura di Luciano Bellosi e Aldo Rossi, Torino, Einaudi, 1986 (ed. edizioni successive), pp. 539-544 (proemio alla terza parte delle Vite).* NB. The texts marked with an asterisk are available in the library and in pdf format in the dropbox dedicated to the course. mode In addition to classroom lessons, site trips are planned in Viterbo and its surroundings, as well as in Rome. classRoomMode Attendance is not compulsory, but strongly recommended. In view of the nature of the course, participation in repeated visits to Farnese residences to study de visu the various monuments covered by the course is particularly encouraged. bibliography Giorgio Vasari, Le de' più eccellenti pittori, scultori e architettori nelle redazioni del 1550 e 1568, ed. a cura di Paola Barocchi e Rosanna Bettarini, Firenze, Sansoni, 9 voll., Firenze, Sansoni, 1965-1997; Ernst. H. Gombrich, Arte e illusione, Torino, Einaudi, 1965; Michael Baxandall, Pittura ed esperienze sociali nell'Italia del Quattrocento, Torino, Einaudi, 1978; John K. G. Shearman, Manierismo, Firenze, SPES, 1983; Antonio Pinelli, La bella Maniera. Artisti del Cinquecento tra regola e licenza, Torino, Einaudi, 1993; Rudolf Wittkower, Arte e architettura in Italia: 1600 - 1750, Torino, Einaudi, 1958; Teacher's Profile courseProgram The course and the relative exam focus on the institutional part, that is the knowledge of the artistic events in Italy in the period 1400-1799. Starting from themes of wide horizons, such as the history of art history and touching on the current orientations of the discipline, the first part of the course will propose the periodization of the subject and the different ways of investigating images, with openings also to artistic literature and in particular to the role of Giorgio Vasari, 'father of the discipline'. This introductory section will be followed by a series of readings of works of art that, due to their chronology, will follow the development of the discipline from the beginning of the 15th century to the last decades of the 18th century. Direct knowledge of works of art and monuments will be encouraged through site trips. However, it must be remembered that the preparation of the institutional part is inevitably based on the study of manuals by the students. Attendance is not mandatory, even though strongly recommended, and the exam program is the same regardless of attendance. However, the partecipation to site and guided tours shouldn't be missed. examMode The exam consists of a identification test and an interview, as well as the reading and commentary of some passages of Vasari's Lives; the field trips made are an integral part of the program, as well as the knowledge of a museum or a monumental complex located in Viterbo or in the place of habitual residence. For the preparation of the exam, it is advisable to consult also the pdf available on dropbox (NB. The texts available on dropbox are marked with an asterisk). The final grade is based on: 1) the recognition test (a total of 8 images of works of art or monuments included in the exam program); 2) discussion of 4 artistic personalities or thematic nuclei distributed over the four centuries that mark the chronological development of the discipline. (see reference texts) books Salvatore Settis, Tomaso Montanari, Arte. Una storia naturale e civile. 3 Dal Quattrocento alla Controriforma (intero volume); 4 Dal Barocco all'Impressionismo (fino a p. 259), Torino, Einaudi Scuola, 2019. Giorgio Vasari, Le Vite... (ed. 1550), ed. a cura di Luciano Bellosi e Aldo Rossi, Torino, Einaudi, 1986 (ed. edizioni successive), pp. 539-544 (proemio alla terza parte delle Vite).* NB. The texts marked with an asterisk are available in the library and in pdf format in the dropbox dedicated to the course. mode In addition to classroom lessons, site trips are planned in Viterbo and its surroundings, as well as in Rome. classRoomMode Attendance is not compulsory, but strongly recommended. In view of the nature of the course, participation in repeated visits to Farnese residences to study de visu the various monuments covered by the course is particularly encouraged. bibliography Giorgio Vasari, Le de' più eccellenti pittori, scultori e architettori nelle redazioni del 1550 e 1568, ed. a cura di Paola Barocchi e Rosanna Bettarini, Firenze, Sansoni, 9 voll., Firenze, Sansoni, 1965-1997; Ernst. H. Gombrich, Arte e illusione, Torino, Einaudi, 1965; Michael Baxandall, Pittura ed esperienze sociali nell'Italia del Quattrocento, Torino, Einaudi, 1978; John K. G. Shearman, Manierismo, Firenze, SPES, 1983; Antonio Pinelli, La bella Maniera. Artisti del Cinquecento tra regola e licenza, Torino, Einaudi, 1993; Rudolf Wittkower, Arte e architettura in Italia: 1600 - 1750, Torino, Einaudi, 1958;
MEDIEVAL HISTORY AMEDEO DE VINCENTIIS		8	M-STO/01		Learning objectives Module 1. The module aims to offer a synthesis of medieval geopolitical evolution, with a focus on the Mediterranean area and continental Europe. Its overall aim is to provide the historical tools for a more conscious reading of the current map of Europe. Module 2. The module aims to offer an overview of the Medieval millennium through an in-depth analysis of a series of phenomena/themes habitually associated with it in the common imagination as keywords (e.g. feudalism, crusade, monasticism, etc.), with the goal of placing them precisely back in their context by clearing the field of anachronisms, clichés and manipulations. An important objective will also be the discussion of the notion of the Middle Ages itself, so as to make the student aware of the problematic nature of this notion, of the historiographical discussions arisen around the definition of its chronological limits, and of the origin of the "negative" view that continues to accompany the term Middle Ages even today in the common imagination and language. Teacher's Profile courseProgram The course programme will follow the chronological course of medieval history, from the first centuries following the decline of the Latin Roman Empire to the mid-15th century. The leitmotif will be the changes in borders, political systems, socio-economic identities, and the main European political and territorial entities. This general course is punctuated by some lectures dedicated instead to the reading and exegesis of some historical evidence, of various types: from documentary sources to literary ones, from figurative texts to monumental complexes and so on. examMode The final examination consists of an interview starting with a number of questions, both general and on more specific topics, and aims to test both the notions learned and the ability to develop and coherently articulate a discourse on the broader subject. The ability to connect and relate events and phenomena that occurred in different areas of medieval Europe and the Mediterranean basin is considered essential for positive assessment. Equally, the historical (and logical) consequentiality of historical developments over the long term is part of the essential background to demonstrate that one has fully studied and assimilated the subject of study. books M. Montanari, Storia medievale, Roma, Bari 2002 (o seguenti). mode lectures classRoomMode The course will take place exclusively live, in the direct presence of the lecturer and the attending students. bibliography A reference bibliography on the different topics covered is provided during the lectures. However, for a general study of the subject, the two volumes are indicated: Storia d’Europa e del Mediterraneo, 8, Popoli, potere, dinamiche, Roma (Salerno) 2006; Storia d’Europa e del Mediterraneo, 9, Strutture, preminenze, lessici comuni, Roma (Salerno) 2007. Teacher's Profile courseProgram The course programme will follow the chronological course of medieval history, from the first centuries following the decline of the Latin Roman Empire to the mid-15th century. The leitmotif will be the changes in borders, political systems, socio-economic identities, and the main European political and territorial entities. This general course is punctuated by some lectures dedicated instead to the reading and exegesis of some historical evidence, of various types: from documentary sources to literary ones, from figurative texts to monumental complexes and so on. examMode The final examination consists of an interview starting with a number of questions, both general and on more specific topics, and aims to test both the notions learned and the ability to develop and coherently articulate a discourse on the broader subject. The ability to connect and relate events and phenomena that occurred in different areas of medieval Europe and the Mediterranean basin is considered essential for positive assessment. Equally, the historical (and logical) consequentiality of historical developments over the long term is part of the essential background to demonstrate that one has fully studied and assimilated the subject of study. books M. Montanari, Storia medievale, Roma, Bari 2002 (o seguenti). mode lectures classRoomMode The course will take place exclusively live, in the direct presence of the lecturer and the attending students. bibliography A reference bibliography on the different topics covered is provided during the lectures. However, for a general study of the subject, the two volumes are indicated: Storia d’Europa e del Mediterraneo, 8, Popoli, potere, dinamiche, Roma (Salerno) 2006; Storia d’Europa e del Mediterraneo, 9, Strutture, preminenze, lessici comuni, Roma (Salerno) 2007. Teacher's Profile courseProgram Inspired by the Jubilee year 2025 and its theme, ‘Pilgrims of Hope’, the in-depth module of this year's medieval history course will be dedicated to the theme, so characteristic in the imagination of this era, of the medieval pilgrimage. First of all, the notion of ‘’pilgrimage‘’ will be circumscribed and defined, in order to clarify its interrelationships and differences from that of ‘’journey‘’. An overview of the multiple pilgrimage routes that crossed the medieval Euro-Mediterranean space will then be offered, with a particular focus on two experiences: firstly that of the pilgrimage to Santiago de Compostela, the pilgrimage par excellence, and its political implications with the appropriation of the figure of Santiago by the Reconquista; secondly, that of the evolution of the pilgrimage to the Holy Sepulchre into an ‘’armed pilgrimage‘’ or ‘’crusade‘’, a juridical-ecclesiastical notion later extended to other contexts. The third part of the module will finally analyse in detail the specific theme of the pilgrimage to Rome, that of the Romei, and its specific connection with the Jubilee institution from 1300 onwards. In this latter context, the topic of confraternities and hospitals will also be mentioned, with reference to the confraternities that stood under the name of Roch da Montpellier (Saint Roch) and specialised in assisting Jubilee pilgrims. It is a figure, that of San Rocco, deeply rooted in the territory of Tuscia, starting from the disseminating centre of the cult represented by the town of Acquapendente. examMode The final test will consist of a traditional interview starting from questions posed by the teacher to verify the mastery of some specific notions but above all the ability to construct a wide-ranging discussion on certain topics, demonstrating that one has grasped the connections of cause and effect and of to have understood the lines of development of some long-term phenomena. Regarding the evaluation: a sufficient mark (18-23/30) is determined by the minimum knowledge of the course contents and an acceptable level of presentation of the topics by the student; average scores (24-27/30) are assigned to the student who demonstrates having a more than sufficient (24-25/30) or good (26-27/30) level; the highest scores (from 28/30 to 30/30 cum laude) are assigned based on the demonstration of a level from excellent to excellent; an insufficient grade is determined by the lack of knowledge of the minimum contents of the course. books Programme for attending and non-attending students 1. Romei e Giubilei. Il pellegrinaggio medievale a San Pietro (350-13509), a cura di M. D'Onofrio, Electa 1999 (copy of the text, out of print, will be deposited at the university copy shop) 2. Dossier on Moodle during the lessons mode As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform. classRoomMode Attendance at the course is not compulsory. bibliography Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students. Teacher's Profile courseProgram Inspired by the Jubilee year 2025 and its theme, ‘Pilgrims of Hope’, the in-depth module of this year's medieval history course will be dedicated to the theme, so characteristic in the imagination of this era, of the medieval pilgrimage. First of all, the notion of ‘’pilgrimage‘’ will be circumscribed and defined, in order to clarify its interrelationships and differences from that of ‘’journey‘’. An overview of the multiple pilgrimage routes that crossed the medieval Euro-Mediterranean space will then be offered, with a particular focus on two experiences: firstly that of the pilgrimage to Santiago de Compostela, the pilgrimage par excellence, and its political implications with the appropriation of the figure of Santiago by the Reconquista; secondly, that of the evolution of the pilgrimage to the Holy Sepulchre into an ‘’armed pilgrimage‘’ or ‘’crusade‘’, a juridical-ecclesiastical notion later extended to other contexts. The third part of the module will finally analyse in detail the specific theme of the pilgrimage to Rome, that of the Romei, and its specific connection with the Jubilee institution from 1300 onwards. In this latter context, the topic of confraternities and hospitals will also be mentioned, with reference to the confraternities that stood under the name of Roch da Montpellier (Saint Roch) and specialised in assisting Jubilee pilgrims. It is a figure, that of San Rocco, deeply rooted in the territory of Tuscia, starting from the disseminating centre of the cult represented by the town of Acquapendente. examMode The final test will consist of a traditional interview starting from questions posed by the teacher to verify the mastery of some specific notions but above all the ability to construct a wide-ranging discussion on certain topics, demonstrating that one has grasped the connections of cause and effect and of to have understood the lines of development of some long-term phenomena. Regarding the evaluation: a sufficient mark (18-23/30) is determined by the minimum knowledge of the course contents and an acceptable level of presentation of the topics by the student; average scores (24-27/30) are assigned to the student who demonstrates having a more than sufficient (24-25/30) or good (26-27/30) level; the highest scores (from 28/30 to 30/30 cum laude) are assigned based on the demonstration of a level from excellent to excellent; an insufficient grade is determined by the lack of knowledge of the minimum contents of the course. books Programme for attending and non-attending students 1. Romei e Giubilei. Il pellegrinaggio medievale a San Pietro (350-13509), a cura di M. D'Onofrio, Electa 1999 (copy of the text, out of print, will be deposited at the university copy shop) 2. Dossier on Moodle during the lessons mode As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform. classRoomMode Attendance at the course is not compulsory. bibliography Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students.
17842 - ITALINA LINGUISTICS RICCARDO GUALDORICCARDO GUALDOLAURA CLEMENZILAURA CLEMENZI	Second Semester	8	L-FIL-LET/12		Learning objectives Understanding of the historical evolution of Italian, of its grammatical structures, of its varieties and of its relationship with other languages. Mastery of basic phenomenology and related terminology. Skills in linguistic and grammatical analysis of a text. At the end of the course, students will be able to know the key moments in the history of the Italian language, the linguistic characteristics of its structures and its main varieties; to identify the linguistic and formal peculiarities of the texts; to describe them according to the appropriate terminology and to interpret the connotative values; to make adequate use of linguistic and grammatical resources to produce texts independently. Dublin descriptors Expected learning outcomes At the end of the course the student will know the essential elements, in a historical key, of the phonetic and morphological structure of Italian (B.1), will know how to orient himself in the linguistic history of post-unification Italy (B.2) and will have specific skills on the linguistic debate of the eighteenth century in Italy ; will be able to consult critically the main lexicographic tools of Italian in print and online (B.3). At the end of the teaching activity the student will have achieved the following learning outcomes, consistent with the Dublin indicators 1) Knowledge and understanding; will have an overview of the Italian linguistic history of the 18th century with essential references to previous and subsequent events; will know the elements of the historical grammar of the Italian language. 2) Applying knowledge and understanding; will be able to read and comment on 18th century Italian texts concerning in particular science, music literature, theatre literature; will be able to indicate, in an ancient Italian text (13th-15th century), the main phonetic and morphological evolutionary phenomena in the transition from Latin to Italian. 3) Making judgements; will be able to gain autonomous critical capacity in the studies on the Italian linguistic history of the 18th century. 4) Communication skills; will be able to critically discuss, with the lecturer and with colleagues, the topics covered during the course 5) Learning skills will be familiar with the main bibliographical tools of Italian linguistic history (manuals, grammars, dictionaries) and will know how to use the most important online repertories. Teacher's Profile courseProgram Module A – Prof. R. Gualdo The module will be dedicated to describing the essential features of the historical grammar of the Italian language, including its phonological, morphological, and syntactic traits. The dialectal profile of Italy and the framework of the varieties within the Italian linguistic repertoire will also be described. These notions will introduce the analysis of the earliest testimonies of ancient Italian vernaculars and excerpts from Boccaccio's Decameron, anthologized in the historical grammar manual. By the end of the module, students will understand the main evolutionary traits that led from Vulgar Latin to the formation of ancient Italian vernaculars, particularly the Tuscan varieties. They will be able to describe the framework of Italian linguistic varieties and will be familiar with the oldest vernacular texts. Module B – Prof. L. Clemenzi The module will be dedicated to the history of Italian grammaticography and lexicography. The role of grammars and dictionaries in the process of codifying linguistic norms from the 16th-17th centuries onwards will be retraced, following the production and evolution of these tools up to the early 2000s. This will include consulting currently available archives and online resources. At the end of the module, students will have an in-depth knowledge of Italian grammaticography and lexicography and will be able to critically consult dictionaries and grammars both in print and online. examMode Students will attend an oral examination as well as blended exercises; attending students will take "in itinere" tests to check the level of knowledge attained. books P. Trifone, E. Picchiorri, G. Zarra, L’italiano nella storia. Lingua d’uso e di cultura, Milano, Mondadori Education, 2023 (the whole volume). Additional teaching materials will be provided during the course on the UnitusMoodle platform. classRoomMode Attendance at the face-to-face courses is not compulsory but highly recommended, due to the technical aspects of the subject matter and the holding of seminars and laboratory activities. bibliography Module A (Prof. R. Gualdo) G. Lauta, Esercizi di grammatica storica italiana. Nuova edizione, Roma, Carocci, 2024. G. Rohlfs, Grammatica storica della lingua italiana e dei suoi dialetti, Bologna, Il Mulino, 2021, 3 voll. Module B (Prof. L. Clemenzi) S. Fornara, Breve storia della grammatica italiana. Nuova edizione, Roma, Carocci, 2019. V. Della Valle, Dizionari italiani: storia, tipi, struttura. Nuova edizione, Roma, Carocci, 2024. Teacher's Profile courseProgram Module A. (R. Gualdo) This module delves into the essential aspects of the historical grammar of the Italian language, examining its phonological, morphological, and syntactic features. It explores the landscape of Italian dialects and the diverse varieties that constitute the Italian linguistic repertoire. These introductory notions pave the way for an analysis of the earliest testimonies of ancient Italian vernaculars and selected passages from Boccaccio's Decameron, anthologized in the historical grammar manual. Module B (L. Clemenzi) This module delves into the history of Italian grammar and lexicography, tracing the pivotal role of grammars and dictionaries in the codification of the Italian linguistic norm from the 16th to the 21st centuries. The module will explore the emergence and evolution of these tools, examining their impact on shaping the standardized Italian language. Students will engage with primary sources, including historical grammars and dictionaries, as well as consult online archives and resources. examMode Oral or mixed exam and "in itinere" evaluation. The final exam will be oral; attending students will carry out "in itinere" tests to verify the level of knowledge reached. books P. Trifone, E. Picchiorri, G. Zarra, L’italiano nella storia. Lingua d’uso e di cultura, Milano, Mondadori Education, 2023 (whole volume). G. Patota, Nuovi lineamenti di grammatica storica italiana. Con un’antologia di documenti antichi. Terza edizione, Bologna, Il Mulino, 2024 (i capp. I-V and the texts read during the classes) Additional teaching materials will be provided during the course on the UnitusMoodle platform. mode The 48 hours of teaching will be divided as follows: 16 + 16 hours of traditional face-to-face teaching; 8 + 8 hours of seminar activities. Teaching materials for the exercises may be provided, even in blended learning mode, on the UnitusMoodle platform or through the Google Classroom program. classRoomMode Attendance at in-person classes is not mandatory but is strongly recommended, due to the technical aspects of the subject matter and the conduct of seminars and laboratory activities. bibliography Bibliography of module A G. Lauta, Esercizi di grammatica storica italiana. Nuova edizione, Roma, Carocci, 2024 G. Rohlfs, Grammatica storica della lingua italiana e dei suoi dialetti, Bologna, Il Mulino, 2021, 3 voll. Bibliography of module B S. Fornara, Breve storia della grammatica italiana, Roma, Carocci, 2019 V. Della Valle, Dizionari italiani: storia, tipi, struttura, Roma, Carocci, 2024 Teacher's Profile courseProgram Module A – Prof. R. Gualdo The module will be dedicated to describing the essential features of the historical grammar of the Italian language, including its phonological, morphological, and syntactic traits. The dialectal profile of Italy and the framework of the varieties within the Italian linguistic repertoire will also be described. These notions will introduce the analysis of the earliest testimonies of ancient Italian vernaculars and excerpts from Boccaccio's Decameron, anthologized in the historical grammar manual. By the end of the module, students will understand the main evolutionary traits that led from Vulgar Latin to the formation of ancient Italian vernaculars, particularly the Tuscan varieties. They will be able to describe the framework of Italian linguistic varieties and will be familiar with the oldest vernacular texts. Module B – Prof. L. Clemenzi The module will be dedicated to the history of Italian grammaticography and lexicography. The role of grammars and dictionaries in the process of codifying linguistic norms from the 16th-17th centuries onwards will be retraced, following the production and evolution of these tools up to the early 2000s. This will include consulting currently available archives and online resources. At the end of the module, students will have an in-depth knowledge of Italian grammaticography and lexicography and will be able to critically consult dictionaries and grammars both in print and online. examMode Students will attend an oral examination as well as blended exercises; attending students will take "in itinere" tests to check the level of knowledge attained. books P. Trifone, E. Picchiorri, G. Zarra, L’italiano nella storia. Lingua d’uso e di cultura, Milano, Mondadori Education, 2023 (the whole volume). Additional teaching materials will be provided during the course on the UnitusMoodle platform. classRoomMode Attendance at the face-to-face courses is not compulsory but highly recommended, due to the technical aspects of the subject matter and the holding of seminars and laboratory activities. bibliography Module A (Prof. R. Gualdo) G. Lauta, Esercizi di grammatica storica italiana. Nuova edizione, Roma, Carocci, 2024. G. Rohlfs, Grammatica storica della lingua italiana e dei suoi dialetti, Bologna, Il Mulino, 2021, 3 voll. Module B (Prof. L. Clemenzi) S. Fornara, Breve storia della grammatica italiana. Nuova edizione, Roma, Carocci, 2019. V. Della Valle, Dizionari italiani: storia, tipi, struttura. Nuova edizione, Roma, Carocci, 2024. Teacher's Profile courseProgram Module A – Prof. R. Gualdo The module will be dedicated to describing the essential features of the historical grammar of the Italian language, including its phonological, morphological, and syntactic traits. The dialectal profile of Italy and the framework of the varieties within the Italian linguistic repertoire will also be described. These notions will introduce the analysis of the earliest testimonies of ancient Italian vernaculars and excerpts from Boccaccio's Decameron, anthologized in the historical grammar manual. By the end of the module, students will understand the main evolutionary traits that led from Vulgar Latin to the formation of ancient Italian vernaculars, particularly the Tuscan varieties. They will be able to describe the framework of Italian linguistic varieties and will be familiar with the oldest vernacular texts. Module B – Prof. L. Clemenzi The module will be dedicated to the history of Italian grammaticography and lexicography. The role of grammars and dictionaries in the process of codifying linguistic norms from the 16th-17th centuries onwards will be retraced, following the production and evolution of these tools up to the early 2000s. This will include consulting currently available archives and online resources. At the end of the module, students will have an in-depth knowledge of Italian grammaticography and lexicography and will be able to critically consult dictionaries and grammars both in print and online. examMode Students will attend an oral examination as well as blended exercises; attending students will take "in itinere" tests to check the level of knowledge attained. books P. Trifone, E. Picchiorri, G. Zarra, L’italiano nella storia. Lingua d’uso e di cultura, Milano, Mondadori Education, 2023 (the whole volume). Additional teaching materials will be provided during the course on the UnitusMoodle platform. classRoomMode Attendance at the face-to-face courses is not compulsory but highly recommended, due to the technical aspects of the subject matter and the holding of seminars and laboratory activities. bibliography Module A (Prof. R. Gualdo) G. Lauta, Esercizi di grammatica storica italiana. Nuova edizione, Roma, Carocci, 2024. G. Rohlfs, Grammatica storica della lingua italiana e dei suoi dialetti, Bologna, Il Mulino, 2021, 3 voll. Module B (Prof. L. Clemenzi) S. Fornara, Breve storia della grammatica italiana. Nuova edizione, Roma, Carocci, 2019. V. Della Valle, Dizionari italiani: storia, tipi, struttura. Nuova edizione, Roma, Carocci, 2024.
15320 - LATIN LANGUAGE AND LITERATURE ALESSANDRO FUSIALESSANDRO FUSI	Second Semester	8	L-FIL-LET/04		Learning objectives The course aims to provide an essential knowledge of the main features of Latin literary history; the mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; to offer direct knowledge of Martial’s poetic text through reading and commentary. Expected learning outcomes: At the end of the teaching the student will have: 1) Knowledge of the main features of the history of latin literature; knowledge of the peculiar features of Martial’s epigrammatic corpus 2) Ability to analyse Latin literary history and comprehend her diachronic development; ability to analyse and discuss appropriately Martial’s epigrams 3) Ability to formulate autonomous judgements on the course’s themes 4) Ability to adequately communicate what learned 5) Ability to comprehend and interpret autonomously literary phenomena and similar texts not included in the programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Literature; II. Vergil’s Aeneid Programme: the course is divided in two parts: the first (16 hours) includes a wide introduction to Latin literature, focused on key elements for the discipline's study (literary genres; models; intertextuality; historical and literary contexts; themes; linguistic and stylistic codes; conservation and loss of texts; survivor); the second (32 hours) is focused on Vergil's epic poem, key text in Roman literary history as well as in Western culture: starting from an historical-cultural overview of the Vergilian poem, will be carried out an in-depth analysis of his ideological, structural and linguistic-stylistic features, paying peculiar attention to Latin epic tradition. The course aims to provide a critical knowledge of Vergil's epic poem, set in the context of the Augustan age and in its relationships with the Greek and Latin, not only epic, literary tradition. The goal will be pursued through reading and literary-philological analysis of an anthology of the poem’s episodes. examMode The examination is oral and consists of two parts: in the first part, the student must demonstrate knowledge of the main features of Latin literary history; in the second part, the student must demonstrate the ability to translate, analyse and comment on the literary texts on the syllabus: the level of content knowledge demonstrated (superficial [18-21], appropriate [22-26], precise and complete [27-29], complete and thorough [30]), the ability to make a critical sense and formulate judgments (sufficient [18-24]], good [25-28], excellent [29-30]), the mastery of expression (deficient exposition [18-21], simple [22-25], clear and correct [26-28], secure and correct [29-30]). books _for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).A complete edition of Vergil’ Aeneid with Latin text (suggested_ Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints); A. Traina, Virgilio. L'utopia e la storia. Il libro XII dell'Eneide e antologia delle opere, Bologna, Pàtron, 2017; S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023. classRoomMode Attendance in this course is optional, but highly recommended. bibliography More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Literature; II. Vergil’s Aeneid Programme: the course is divided in two parts: the first (16 hours) includes a wide introduction to Latin literature, focused on key elements for the discipline's study (literary genres; models; intertextuality; historical and literary contexts; themes; linguistic and stylistic codes; conservation and loss of texts; survivor); the second (32 hours) is focused on Vergil's epic poem, key text in Roman literary history as well as in Western culture: starting from an historical-cultural overview of the Vergilian poem, will be carried out an in-depth analysis of his ideological, structural and linguistic-stylistic features, paying peculiar attention to Latin epic tradition. The course aims to provide a critical knowledge of Vergil's epic poem, set in the context of the Augustan age and in its relationships with the Greek and Latin, not only epic, literary tradition. The goal will be pursued through reading and literary-philological analysis of an anthology of the poem’s episodes. examMode The examination is oral and consists of two parts: in the first part, the student must demonstrate knowledge of the main features of Latin literary history; in the second part, the student must demonstrate the ability to translate, analyse and comment on the literary texts on the syllabus: the level of content knowledge demonstrated (superficial [18-21], appropriate [22-26], precise and complete [27-29], complete and thorough [30]), the ability to make a critical sense and formulate judgments (sufficient [18-24]], good [25-28], excellent [29-30]), the mastery of expression (deficient exposition [18-21], simple [22-25], clear and correct [26-28], secure and correct [29-30]). books _for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).A complete edition of Vergil’ Aeneid with Latin text (suggested_ Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints); A. Traina, Virgilio. L'utopia e la storia. Il libro XII dell'Eneide e antologia delle opere, Bologna, Pàtron, 2017; S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023. classRoomMode Attendance in this course is optional, but highly recommended. bibliography More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme.

Learning objectives

The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, according to the learning objectives established in Dublin, students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights.

Teacher's Profile

courseProgram

examMode

The final test will consist of a traditional interview starting from questions posed by the teacher to verify the mastery of some specific notions but above all the ability to construct a wide-ranging discussion on certain topics, demonstrating that one has grasped the connections of cause and effect and of to have understood the lines of development of some long-term phenomena.
Regarding the evaluation:
a sufficient mark (18-23/30) is determined by the minimum knowledge of the course contents and an acceptable level of presentation of the topics by the student; average scores (24-27/30) are assigned to the student who demonstrates having a more than sufficient (24-25/30) or good (26-27/30) level; the highest scores (from 28/30 to 30/30 cum laude) are assigned based on the demonstration of a level from excellent to excellent; an insufficient grade is determined by the lack of knowledge of the minimum contents of the course.

books

Programme for attending and non-attending students
1. Romei e Giubilei. Il pellegrinaggio medievale a San Pietro (350-13509), a cura di M. D'Onofrio, Electa 1999 (copy of the text, out of print, will be deposited at the university copy shop)
2. Dossier on Moodle during the lessons

mode

As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform.

classRoomMode

Attendance at the course is not compulsory.

bibliography

Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students.

Teacher's Profile

courseProgram

examMode

books

mode

As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform.

classRoomMode

Attendance at the course is not compulsory.

bibliography

Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students.

Learning objectives

The objective of the course is to provide students with the basic tools to know the history of Iran of 19th and 20th centuries. In that period the major transformation that have taken place in that country, somehow suspended between tradition and innovation, have led to the construction of a new identity. For this purpose, emphasis will be put on issues concerning the origin of the modernization process in the Qajar period (with particular reference to the reign of Nasiroddin Shah and his cultural politics), the European imperialism, the Constitutional Revolution; the modernization process during the Pahlavi dynasty; the 1953 coup d’état and the Islamic Revolution, with the shaping of the Islamic Republic of Iran and its consolidation at the beginning of 21st c. A Particular attention will be given to the genesis of the Iranian nationalist movement and its different ideological components; among these, the exaltation of the pre-Islamic past, the reconstruction of which racist theories of European origin have also contributed.
Expected learning outcomes at the end of the course: 1) (Knowledge and understanding) basic historical knowledge of the main political and social events and problems of Iran of the nineteenth and twentieth centuries; 2) (Applied knowledge and understanding) on the basis of the acquired historical knowledge, ability to understand and analyze the contemporary political processes of the geopolitical area studied, 3) (Making judgments) flexibility of judgment and ability to compare and select based on a vision of Iran and the Middle East area more critical than the commonly widespread, eurocentristic one; 4) (Communicative skills) acquisition of communication techniques appropriate to the description of the problems treated thanks to the involvement of the students in the laboratory activities performed during the course, and to the forms of verification in itinere; 5) (Learning skills) ability to critically read texts related to Iran and other countries of the Middle East and to adequately use basic bibliographic and historical research tools; these skills are acquired thanks to joint laboratory activities and individual in-depth study.

Teacher's Profile

courseProgram

• Introduction to the problems characterising the Iranian and Islamic, in particular Shiite, world (aimed at placing the proposed issues in a critical historical frame)• The Qajar dinasty
• The impact of European (in particular, British and Russian) imperialism on the politico-economic development of Iran and its involvment in the ‘Great Game’
• The cultural policy of Nasiroddin Shah
• Development of the nationalist movement; exaltation of the pre-Islamic past as an element of national identity
• The Costitutional Revolution
• The Anglo-Russian agreement
• Iran during the First World War
• The 1925 coup d’etat of Reza Khan and the creation of the new Pahlavi dinasty
• The modernization process under Reza Shah
• Iran during the Second World War
• Reza Shah’s dismissal and the rise to power of Mohammad Reza Shah
• The nationalist interregnum of Mossadeq, the oil nationalization and the 1953 coup d’etat. The narrative of the coup in the Western media.
• The White Revolution and the modernization policies of the Shah
• The Islamic Revolution
• The political organization of the Islamic Republic of Iran.

examMode

The oral test will be aimed at ascertaining the knowledge acquired on the the topics of the course and the subjects discussed during the seminarial activities. Special attention will also be paid on the critical ability to deal with the main topics as well as to the mastery of Italian and clarity of presentation. All these factors contribute to the determination of the final judgement.The discussion of a term paper is optional; the subject of the paper has to be agreed in advance.

books

Farian Sabahi (2019), Il bazar e la moschea. Storia dell'Iran 1890-2018, Bruno Mondadori.

E. Abrahamian (2009), Storia dell’Iran dai primi del Novecento a oggi. Donzelli editore.

Reza Zia-Ebrahimi (2014) ‘Arab invasion’ and decline, or the import of European racial thought by Iranian nationalists, Ethnic and Racial Studies, 37:6, 1043-1061 (https://kcl.academia.edu/RezaZiaEbrahimi)

Additional teaching material will be distributed during the course and made available on the Moodle platform. Non-attending students are required to contact the teacher.

mode

Frontal classes and seminar activities (at least eight hours of seminar activities).

classRoomMode

Attendance at the course is optional, although strongly recommended. In addition to facilitating the development of a critical vision on the topics studied during the course, it will give students the opportunity to verify in itinere the acquisition of the skills necessary to obtain the exam.
Non-attending students are requested to contact the teacher for in-depth materials.

bibliography

Learning objectives

The course's primary goal is to provide adequate tools to analyze and study the History and specificities of the Eastern European countries in their reciprocal political-diplomatic, social and cultural relations and those that occurred with Continental Europe in the Ages. Modern. The issues will be addressed from a multidisciplinary perspective (historical, cultural, religious, social), giving the opportunity to critically and analytically understand the current dynamics of Eastern Europe within the European and global context.
"Case Study" will bring out the major historiographical problems relating to the Slavic counties, which will consist of the history, which is fascinating as it is tragic, of Modern-Age Poland. Instead of the Polish-Lithuanian Confederation, one of Europe's largest countries, it included present-day Poland, Lithuania, Belarus, and Ukraine. His role as Ante-mural Christianitatis placed on the strategic quadrant between the Baltic and Black Seas, with the shadow of Muscovy to the east and the Ottomans to the south, will be one of the course's main themes.
The themes will be studied and analyzed in the classroom using unpublished or rare texts, essays, and archive documents (travel reports, diplomatic documents, handwritten notices related to the geopolitical area of analysis) that will be presented and discussed collectively.
The course is enriched by the "Seminar Cycle on the History of Eastern Europe", in which researchers and personalities from the world of institutions, national and foreign, participate. The meetings will also take place in English.
The attending student will be invited to take an active part in the course by writing minor written theses, PowerPoint presentations and guided discussions on topics established and scheduled by the teacher during the first lessons of the course.
A self-assessment and anonymous test are planned to test learning progress.
For particularly interested students, there is the possibility to participate in the organizational and editorial activities of the international scientific journal Eastern European History Review and the CESPoM (Center for Studies on the Age of Sobieski and Modern Poland), with the possibility of coming into contact with experts sector and institutions - national and international -.
At the start of the course, the student will have in-depth material already uploaded on the course page (Essays, Books, Maps, videos, and newspaper articles in Italian and English).
For Erasmus students, there is an English program with texts provided by the professor.

Teacher's Profile

courseProgram

Teacher's Profile

courseProgram

Greek History and Literary Texts

The main themes of Greek will explored history through the reading of texts by Greek authors in Italian, which, throughout the course, will provide opportunities for specific in-depth studies. In the final part of the course, the complex phase of the Persian Wars will be analyzed, with a focus on the Battle of Thermopylae.

examMode

Oral examination.
Questions will be asked on the topics covered in the lecture and in this way the understanding of the topics will be investigated.
Non-attending students can request a meeting with the teacher to establish an integrative program.

books

C. Bearzot, Manuale di Storia greca, Bologna, Il Mulino, 2015 [cap. I-II-II-IV-V (fino alla morte di Alessandro Magno)]
O. Murray, La città greca, Torino, Einaudi 1993
L. Canfora, Prima lezione di storia greca, Roma, Laterza 2000
A. Vanoli, NON MI RICORDO LE DATE! La linea del tempo e il senso della storia, Treccani 2023

Photocopies and handouts will be distributed during the lessons.

classRoomMode

Attendance not mandatory. Non-attending students can request a meeting with the teacher to establish an integrative program.

bibliography

M. Giangiulio, Introduzione alla Storia greca, Il Mulino 2021

Teacher's Profile

courseProgram

examMode

books

classRoomMode

Attendance not mandatory. Non-attending students can request a meeting with the teacher to establish an integrative program.

bibliography

M. Giangiulio, Introduzione alla Storia greca, Il Mulino 2021

Learning objectives

The course aims to provide the primary methodology to deal with the analysis of different types of sources, both written and archaeological, related to the study of Roman history.
Taking into account the guidelines outlined by the 'Dublin Descriptors', the objectives are as follows:
1) Knowledge and understanding: knowledge of the historical data, methodologies and documents proposed; acquisition of a basic scientific vocabulary.
2) Applying knowledge and understanding: to be able to read and discuss a historical source by inserting it within its context; to be able to use the fundamental bibliographical to
3) Making judgements:to be able to identify causal links and interpret a historical phenomenon critically; to be aware of the complexity and "relativity" of historical phenomena.
4) Communication skills: to be able to present the acquired knowledge in a correct, orderly and consequential way.
5) Learning skills: to be able to use the knowledge and skills acquired and the specific language learned in view of a continuation of their learning path or the development of non-specialized professional activities.

Teacher's Profile

courseProgram

The course aims to provide students with the tools for a scholarly approach to the study of Roman history, from its origins to the "noiseless fall" of the Western part. During the course, topics in chronology, historical geography, historiography and epigraphy will be addressed, alternating between lectures of a more exquisitely evenemensional nature and others centered on broad methodological issues. Foundational cores: Archaic Latium and the birth of Rome; myths of origins; the age of kings; the birth of the Republic and the Roman "constitution"; the last century of the Republic and the civil wars; the Augustan principate; the first two centuries of imperial history; the crisis of the 3rd century; the great reformers: Aurelian, Diocletian, Constantine; the 4th century and Christian Rome; Romans and barbarians; the fall of the Western Roman Empire.

examMode

Evaluation criteria: the objective of the oral exam is to verify the learning of the knowledge and skills described in the training objectives: learning of historical data, with particular attention to their spatial-temporal location; knowledge of documents, of the proposed themes and in-depth analysis; clarity of exposition and logical coherence of the answers.

An insufficient evaluation is given in the event that the student demonstrates that she/he has not reached the minimum knowledge of the required content, with particular reference to the study of the manual and other textbooks, and/or does not know how to report in a linear way, with an appropriate lexicon, the proposed contents and analyses.
Sufficient evaluation is given if the student demonstrates an acceptable level of preparation in relation to the indicators mentioned above.
A higher level of assessment (24-27/30) is given if the student demonstrates that he/she has reached a good level of preparation in relation to the indicators listed above.
Higher grades (28-30/30) will be awarded if the student demonstrates an excellent level of preparation in relation to the indicators listed above.

books

PROGRAMME FOR ATTENDING STUDENTS:

1) Giovanni Geraci e Arnaldo Marconi, Storia romana (con la collaborazione di A. Cristofori e C. Salvaterra), Mondadori, Milano 2016 (quarta edizione);
2) G. Traina, Fonti per la storia antica, il Mulino, Bologna 2023, pp. 59-84, 109-159; 263-419.
3) G. De Sanctis, Roma prima di Roma, Salerno, Roma 2021;
4) Materiale didattico illustrato a lezione.

STUDENTS WHO ARE UNABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAM AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES IN PLACE OF THE COURSE MATERIAL MENTIONED IN POINT 4):

• P. Brown, Il mondo tardoantico. Da Marco Aurelio a Maometto, Einaudi, Torino 2017.
• L. Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari 2006.
• G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
• A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
• T. Lanfranchi, In nome del popolo romano? Storia del tribunato della plebe, Salerno, Roma 2022.
• S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008. 
• F. Santangelo, Roma repubblicana. Una storia in quaranta vite, Carocci 2019.
• N. Terrenato, la Grande trattativa. L'espansione di Roma in Italia tra storia e archeologia, Carocci, Roma 2022.
• P. Veyne, L’impero greco-romano. Le radici del mondo globale, Rizzoli, Milano 2007.

classRoomMode

Optional course attendance

Teacher's Profile

courseProgram

examMode

books

classRoomMode

Optional course attendance

Learning objectives

According to the Dublin descriptors, students are expected to acquire the following by the end of the course:
1. Knowledge and understanding: The course aims to provide students with theoretical and methodological tools to understand the conceptual and historical framework of educational linguistics, the processes of language acquisition/learning, methods and approaches for language teaching, with particular reference to Italian as L2, linguistic-cultural levels, and language policies.
2. Ability to apply knowledge and understanding of phenomena (being able to reflect on the processes of linguistic acquisition in general and those specific to Italian as L2; being able to analyze the repertoire of contemporary Italian in its grammatical structures and varieties; developing metalinguistic and language teaching competence in relation to Italian; developing effective methods of assessment and correction of "errors" in Italian L2);
3. Develop autonomy of judgment in relation to the proposed content, the relationships between linguistic skills and levels of the Common European Framework of Reference for Languages, and language competence certification systems.
4. Ability for autonomous learning, in relation to the stimuli coming from the lessons.
5. Communicative skills (consolidate the skills necessary to plan and propose didactic itineraries for Italian as a second language/foreign language).
At the end of the course, the student will be able to:
• Reconstruct the conceptual and historical framework of Italian educational linguistics.
• Define the fundamental features of language acquisition and learning processes, with particular attention to second languages.
• Recognize and evaluate, based on learners' educational needs, methods and approaches for language teaching, with a focus on Italian as L2.
• Analyze linguistic-cultural levels and European language policies.

Teacher's Profile

courseProgram

examMode

books

classRoomMode

Attendance is optional, but strongly recommended.

bibliography

Learning objectives

The course aims to highlight the differences between oral and written French with a focus on some relevant aspects of the phonetics, spelling and morphology of the French language and related transcription problems.

At the end of the teaching, students will have to prove that they:
- know the main notions of phonetics related to the French language;
- know how to recognize the sounds of French that do not exist in Italian;
- know the API;
- define and identify homophones;
- know the history of the French language;
- know how to summarize the content of a novel in French.

Teacher's Profile

courseProgram

WRITTEN
The French alphabeth: phonetic and graphic transcription;
Elements of phonetics: open VS closed syllable; graphic VS phonic syllable; the division into syllables.
Difficulties in the transition from oral to written:
- the French "e"; accents; nasals; oral plural VS written; oral feminine VS written; verb endings (infinitif - imparfait - participe passé); passé composé and past participle agreement; homonyms (grammatical and lexical, homographs; homophones); paronyms; pronominal verbs; charades; personal pronouns COD and COI; verlan et l'argot.

ORAL
to be delivered in French: reading, translation and commentary of one of the novels on the list.
to be delivered in Italian: the history of the French language from pre-Celtic languages to modern times, including the 1990 spelling reform and language policies in France and French-speaking countries.

examMode

Written exam: The exam focuses on ascertaining understanding of the differences between written and oral French, both on a theoretical and practical level. The use of a dictionary is not permitted. Two in-progress tests are scheduled during the course.
Oral exam: The oral exam will be based on the presentation of the students' work on the chosen narrative text and the part relating to the history of the French language.

classRoomMode

Attendance is strongly recommended for both the language and translation course and the exercises with the native speaker expert.

bibliography

Books for the section on the transition from oral to written

- Berger, D., Cecchini, G., Hédiard, M. (1989) Faute de quoi, Firenze: La Nuova Italia.
- Hédiard M., Spicacci, N., On y va, Exercices de grammaire, Firenze: La Nuova Italia, pp. 6-26.
- Riegel, M., Pellat, J.-C., Rioul R., (2011, 1994), Grammaire Méthodique du français, Paris: PUF.
- Mimran, R., Maheo-Le Coadic, M., Poisson-Quinton, S., (2004), Grammaire expliquée du français. Niveau intermédiaire, Paris : CLE International, pp. 44-55.

Books for the part on the history of the French language [oral] [students with an 8 CFU exam are exempt from studying the following texts]

- Fayol, M., Jaffré, J.-P., (2008), Orthographier, Paris : PUF, capitolo 6, pp. 103-119.
- Rey, A., Duval, F., Siouffi, G., (2007-2011), Mille ans de langue française, histoire d’une passion. Tome I. Des origines au français moderne, Paris : Perrin Editions, pp. 18-37.
- Walter, H., (1988), Le français dans tous les sens, Paris: Robert Laffont, pp. 35-132; pp. 267-279.
- Walter, H.,(1994), L'aventure des langues en Occident, Paris: Robert Laffont, pp. 225-275

Novels (one of your choice)
Reading, translation and commentary of a book of your choice from the following list:
- TITIOU LECOQ, Les femmes aussi ont fait l’Histoire, Les Arènes Jeunesse,
- MAALOUF, AMIN, Adriana Mater (qualsiasi edizione).
- DJIEBAR, ASSIA, La disparition de la langue française (qualsiasi edizione)
- MBOUGAR SARR, MOHAMED, Terre ceinte, Présence Africaine Editions.

Grammars and Dictionaries
- Bidaud, F. (2012), Grammaire du français pour italophones, Novara, Utet: Università.
- Bidaud, F. (2012), Exercices de Grammaire française pour italophones, Novara, Utet : Università
- Dizionario monolingue Petit Robert e bilingue a scelta tra Robert-Signorelli, Boch-Zanichelli e Garzanti

Other materials
- exercise handouts provided during the course.

Teacher's Profile

courseProgram

examMode

classRoomMode

Attendance is strongly recommended for both the language and translation course and the exercises with the native speaker expert.

bibliography

Learning objectives

– knowledge of authors, themes and problems of Greek Literature
– ability of a critical reading of texts, in Greek for students aiming to obtain 24 credits in the SS-L-FIL-LET / 02 for the 'teaching class' A 13, in Italian translation with elements of Greek lexicon for students following other curriculums
– knowledge of main critical instruments
– methodological skills useful for analysis and independent research.

Teacher's Profile

courseProgram

Monographic course

Myth, War and Peace. Readings from the Iliad.
After a few introductory lectures intended to illustrate Greek literary production in its general outlines, the course will focus, with the reading and commentary of the most significant passages, on some of the main characters of the Iliad, in particular the female characters, until now partly neglected, analysing their traits in relation to the objects that characterise them and determine their functions in war or in moments of truce and everyday life.

General part

Greek literature from Homer to the Hellenistic age.
A list of genres and authors will be uploaded on the Moodle platform.

examMode

The oral exam will be aimed at verifying the knowledge acquired through the study of the Greek literature textbook, the knowledge of the problems discussed in the monographic course, and the ability to understand and contextualise the texts translated in the lessons. Any seminar contribution offered during the course of the lectures will also be assessed.

books

For the monographic part
- the texts uploaded on Moodle during the lessons are an integral part of the programme
- a translation of your choice of the Iliad with the Greek text beside it, e.g. by G. Cerri, Rizzoli, or R. Calzecchi Onesti, Einaudi.

For the general part
- a textbook of Greek literature of your choice among those presented and discussed during the introductory lectures.

For non-attending students
- a textbook of Greek literature
- at least two texts of your choice, one in poetry, one in prose, within the Greek literary tradition
- a critical essay relating to the texts chosen for the examination.
Handbook, texts to be translated, critical essay are to be agreed upon by interview during reception hours at least one month before the exam.

mode

Lessons will be opened to the dialogue with students. Students will offer contributions on selected topics.

classRoomMode

Not compulsory, but highly recommended.

bibliography

Further bibliography will be indicated in the course of the lectures.

Teacher's Profile

courseProgram

examMode

books

mode

Lessons will be opened to the dialogue with students. Students will offer contributions on selected topics.

classRoomMode

Not compulsory, but highly recommended.

bibliography

Further bibliography will be indicated in the course of the lectures.

Learning objectives

The course focuses on Paleography, or the history of writing in Latin characters from the Roman Age to the beginning of the Modern Age.
Knowledge and understanding: Students will learn the fundamental principles and methodology of Paleography, the main phases of its history, as well as the fundamental notions necessary to identify the different scripts by assigning them to a specific area and era, to understand the different alphabetic signs and accessories and to decipher the abbreviations that accompany them.
Applying knowledge and understanding: Thanks also to the exercises, the student will be able to recognize the most widespread epigraphic, book and documentary writings in the Italian peninsula, to place them in time and space, to read and correctly transcribe a manuscript text.
Making judgments: The student will acquire the tools to deal independently with a single handwritten testimony and to deepen their knowledge in the paleographic field.
Communication skills: Students will be able to clearly present the knowledge acquired and the topics covered by the course.
Learning skills: Students will have acquired the ability to independently continue the study of Paleography.

Teacher's Profile

courseProgram

The paleographic terminology. Media and writing tools (brush and scratch writing on plaster, wax tablets, papyrus, scroll and codex, parchment, paper). The paleographic transcription.
The first phase of writing: from its origins to Late Antiquity. The archaic Latin alphabet. The Epigraphic Capital. The uppercase cursive with scratch and quill. The Roman Book Capital. The origins of the Minuscule. The New Roman Cursive. The Uncial. The Semi-Uncial. The Chanceries scripts. Punctuation and abbreviations in the Roman Age. The “Nomina Sacra”.
The second phase of writing: origins and development of graphic particularism in the Early Middle Ages. The Insular scripts. The Merovingian minuscule. The Visigothic. Early medieval writings in Italy. The Papal Curial (Chancery) script. The Beneventan script. The abbreviation system in the Middle Age.
The third phase of writing: the return to the unity of writing in the High Middle Age. The Caroline minuscule. The “Romanesca” minuscule. The Diplomatic minuscule.
The fourth phase of writing: the Gothic era. The Transition minuscule. The “Littera textualis” and the “Litterae scholasticae”. The “Cancelleresca” minuscule. The Merchant script. The French Bastard.
The fifth phase of writing: the reaction to Gothic writing and the scripts of Humanism and Renaissance. Francesco Petrarca and the Semi-gothic. Coluccio Salutati and the “Pre-antiqua”. Poggio Bracciolini and the “Antiqua” or Humanistic minuscule. Niccolò Niccoli and the Humanistic cursive. The Semi-gothic cursive scripts (“Semigotiche delle carte”). The Humanistic Epigraphical Capital. Handwriting in Italy after the invention and diffusion of printing: “Antiqua tonda” and “Italica”.

examMode

To take the oral exam, it is necessary to have passed a pre-exam in time, focused on: paleographic terminology; the subjects, tools and techniques of the manuscript book; the abbreviations of the Roman Age and the Middle Ages; the “Nomina Sacra”; the writings of the Roman Age and the Early Middle Ages; the reading, transcription and commentary of some paleographic tables examined during the lessons and exercises.
The oral exam focuses on: the scriptures from the Carolingian Age to the Early Modern Age; the reading, transcription and commentary of some paleographic tables examined during the lessons and exercises.

books

- Armando Petrucci, “Breve storia della scrittura latina”, Roma, Bagatto Libri, 1992.
- Paolo Cherubini, “La scrittura latina: storia, forme, usi”, Roma, Carocci Editore, 2019.
- Lecture notes and palaeography tables distributed during lessons and exercises. Many tables are taken from: “Paleografia latina. Tavole”, edited by Paolo Cherubini, Alessandro Pratesi, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004.

mode

The lessons, which will be held in person except for specific situations and particular emergencies, will all be broadcast live and recorded on the digital platform of the University.

classRoomMode

Attendance to lessons and exercises is highly recommended. In any case, lessons and exercises are all registered and are available on the digital platform of the University.
Students who cannot attend lessons and intend to take the exam are required to contact the teacher at the beginning of the course, by telephone or WhatsApp (3509442575) or by e-mail (fm.cardarelli@unitus.it), indicating their telephone number.

bibliography

- Armando Petrucci, “Breve storia della scrittura latina”, Roma, Bagatto Libri, 1992.
- Paolo Cherubini, “La scrittura latina: storia, forme, usi”, Roma, Carocci Editore, 2019.
- Paolo Cherubini, Alessandro Pratesi, “Paleografia latina. L’avventura grafica del mondo occidentale”, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2010.
- Giorgio Cencetti, “Lineamenti di Storia della scrittura latina”, Bologna, Pàtron Editore, 1997.
- “Paleografia latina. Tavole”, edited by Paolo Cherubini, Alessandro Pratesi, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004.
- Marco Cursi, “Le forme del libro. Dalla tavoletta cerata all’e-book”, Bologna, Il Mulino, 2016.

Learning objectives

Knowledge of the practices of Italian philology and related technical terminology. Knowledge of the paper and electronic tools of philological research. Philological and historical-literary examination of the Farnese epistolary tradition, on which the 'Farnese Encyclopaedia' research project focuses.
1) Improvement of knowledge and ability to understand text and context in a micro-analytical perspective of literary products;
2) Improvement of knowledge and understanding skills applied to the textual and philological analysis of literary texts and epistolary documents in the Farnese field;
3) Increase in autonomy of judgment following an acquired autonomy of investigation in the panorama of bibliographic tools (paper and electronic) related to the philological discipline;
4) Enhancement of written and oral communication skills through debates and in-depth seminars on formalized writings;
5) Development of the ability to learn through the consideration of texts in function of the history of the oral, manuscript and printed tradition of the same.

Teacher's Profile

courseProgram

- Module I (28 hours of face-to-face lectures): Fundamentals of Italian philology.
History of the discipline and technical terminology; writing media (manuscripts and prints); ecdotical theory and practices before and after Lachmann; authorial philology. In-depth study of some exemplary cases in Italian philology. Presentation of the main paper and electronic tools of philological research.

- Module II (20 hours of face-to-face lectures): From Xenia to Satura. To the origins of Eugenio Montale's fourth book of poetry.
Critical reading and philological analysis of Montale's Xenia and other texts that flowed into Satura, with particular attention to the genesis of Montale's fourth book of poetry and related variantism. On this basis, the stylistic turning point imprinted by Satura in the history of Montale's poetry will be explored.

examMode

In itinere examinations (optional) and final interview on course topics
The examination will be structured as follows: first general question on the basics of the discipline and technical terminology; second question focused on a specific topic to assess the ability of autonomy and judgment acquired by the student.

books

module I:
P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (and subsequent reprints and editions).

module II:
1) E. Montale, Satura, a cura di R. Castellana, Milano, Mondadori, 2009 (and subsequent reprints), restricted to pp. 1-80.
2) R. Castellana, Satura, in Montale, a cura di P. Marini e N. Scaffai, Roma, Carocci, 2019 (and subsequent reprints), pp. 93-115.
3) M. A. Grignani, Per una storia del testo di "Xenia", in «Studi di filologia italiana», XXXII, 1974, pp. 359-386 (pdf downloadable from the course materials).

mode

Face-to-face lessons

classRoomMode

Optional class attendance

bibliography

Reference literature will be provided in the course of the lectures

Teacher's Profile

courseProgram

examMode

books

mode

Face-to-face lessons

classRoomMode

Optional class attendance

bibliography

Reference literature will be provided in the course of the lectures

Learning objectives

The course is dedicated to the fundamentals of the discipline, in particular to the analysis of the processes that lead to the birth of the Romance languages and to the study of the cultural phenomena that characterize the origins of Italian literary history. Knowledge: Students will learn the history of the formation of Romance languages and the birth of literatures written in those languages, the main linguistic changes that characterize the transition from spoken Latin to Romance languages and some of the distinctive characters that identify them, the elements that characterize the Romance poetry compared to the tradition of classical Latin poetry and Middle Latin and will be familiar with the history of the troubadour and Italian literary tradition of the origins. Application of knowledge and development of critical thinking: At the end of the course they will possess the fundamental philological and linguistic tools for the in-depth study of languages derived from Latin (in particular Italian, Provençal, French, Spanish and Portuguese) and they will know how to orient themselves in the literary history of medieval Europe and in the thematic, linguistic and formal analysis of a medieval text. Communication of knowledge: class reports and ongoing tests will allow them to directly practice written and oral communication techniques. Self-learning: In the in-depth activities, they will deal directly with bibliographic and historical, linguistic and literary research tools.

Teacher's Profile

courseProgram

FUNDAMENTALS OF ROMANCE PHILOLOGY AND LINGUISTICS: A part of the course is dedicated to the fundamentals of the discipline, therefore to the birth and differentiation of the Romance languages and to the origins of the literature writ-ten in those languages. During the lectures a general overview of the historical-cultural and linguistic processes that led to the birth and development of Romance languages and literatures is provided and some ancient testimonies are analyzed from a historical and linguistic point of view. Particular attention is paid to the genetic relationships between the various languages and to the factors that determined their progressive differentiation.
ROMAN LINGUISTIC INTERCOMPREHENSION: In the second part, the skills acquired through the comparative study of Romance languages are put into practice in an experimental inductive learning program which aims to bring students closer to the simultaneous understanding of multiple Romance languages. Reading and listening to texts in different Romance languages are proposed, accompanied by comprehension exercises and grammatical study sheets.
HISTORY AND TRADITION OF POETRY: A third part is dedicated to the history of Romance poetry, that is, to the medieval origins and development up to the present day of some long-lasting themes, forms, structures and linguistic elements: the objective is to retrace the poetic tradition by focusing attention on individual phenomena, through which it is possible to observe the continuity of the tradition over time and the strong connections between the different linguistic areas of Romània. Students are called to intervene directly in the research and analysis of these el-ements of continuity.

examMode

For the ATTENDING students there will be one or more written tests (also in itinere) and an oral test (for the vote the results of each test are considered). In the written tests the competences on the scientific-methodological foundations of the discipline and on the main characteristics of the evolution of the Romance languages starting from the Latin are evaluated; in the oral exam the evaluation of the competences acquired on specific topics treated in class will be completed (Dante's reception of troubadour and italian lyric), as well as those acquired through the reading of the bibliography. For NON-ATTENDING students, normally there is only the oral exam which evaluates the skills acquired through the reading of the specific bibliography on the scientific-methodological foundations of the discipline, on the main characteristics of the evolution of Romance languages starting from Latin and on topics specifications indicated in the program (Dante's reception of troubadour and italian lyric).

books

1. Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
A digital version of the volume is available for a fee on the publisher's website: https://www.pandoracampus.it/store/10.978.8815/325884

2. Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 2022

3. In addition FOR ATTENDING STUDENTS: handouts and texts provided by the teacher at the beginning of the course.

4. In addition FOR NON-ATTENDING STUDENTS: handouts and texts agreed with the teacher.

IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM.

mode

In the lectures the fundamental topics of the course will be addressed, giving ample space to reading, analyzing and commenting on the texts; Students will be asked to participate with questions and short in-depth interventions prepared independently. Classroom exercises will be periodically proposed aimed at gradually assessing the skills acquired by the students and the need for any clarifications on the topics covered.

classRoomMode

The attendance of lectures will facilitate students in the study of the bibliography and will give them the opportunity to verify in itinere the acquisition of the skills necessary to take the exam.

bibliography

Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 2022

Learning objectives

The module contributes to the achievement of the specific educational objectives of the ‘Linguistic, Literary and Historical Studies’ curriculum of the Humanities degree course (L10). The general objective is to provide the basic notions to understand linguistic change over time, with particular reference to Germanic languages.
Learning outcomes:
1) knowledge: students will learn the history of Germanic languages in the development from Common Germanic to modern Germanic languages and the historical background that characterize the early literatures in those languages, with particular reference to English and German. The topics discussed contribute to enrich the study of modern Germanic languages, giving them scientific depth and historical perspective.
2) Applying knowledge and development of critical thinking: at the end of the course the student will be able to apply theoretical and practical fundamentals in order to the in-depth study of early Germanic languages and literatures as well as to read, translate and analyse simple passages in Anglo-Saxon and Old German.
3) Communication skills: ability to communicate and accuracy in the use of language and terminology will derive from the learning level of the programme topics and the develop of critical-thinking and scientific reasoning skills.
4) Self-learning: in the autonomous in-depth activities the student will interact directly with the main scientific tools currently available for philological research on ancient germanic Languages.

Teacher's Profile

Learning objectives

The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime, through the case study of the novel genre. The course aims to provide students with some historical reference points and the philological, stylistic, rhetorical and hermeneutic tools to read and appreciate Early Modern texts. Through an literary and philologiacl approach to the the text, students will develop critical skills and the ability to work autonomously on texts from the 17th and 18th centuries, also learning to master the tools of the discipline and to find, select and use the secondary bibliography in the most effective way. The course will therefore provide students not only with theoretical knowledge but also with the hermeneutic tools to understand the texts addressed (1: knowledge and understanding, and 2: applying knowledge and understanding) and the expressive ones to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements), as well as to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills) and extend the reflection in a autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills).

Teacher's Profile

courseProgram

1.1

The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year, we will look at classical tragedy, and in particular the plays of Jean Racine.

Jean RACINE, Bérénice
Jean RACINE, Mithridate
Jean RACINE, Britannicus

1.2 Readings

First year
History of literature: 17th and 18th centuries (especially the 17th century)
A tragedy or comedy of your choice (17th century)
One 17th century novel of your choice
A book of fairy tales (to be agreed with the teacher)

Students enrolled in Literature (L-10) who do not read French (reading texts in Italian)
A 17th century or 18th century novel of your choice
A tragedy AND a comedy of your choice (17th/18th centuries)
A book of fairy tales

Second year
History of literature: 17th and 18th centuries
A novel of your choice (18th century)
A collection of short stories (18th century)
A comedy or tragedy of your choice (18th century)

Third year and students preparing their thesis in French literature
History of literature: 1550-1815
Home readings to be determined with the teacher

examMode

Students attending classes will choose between a continuous assessment regime (2 In itinere examinations + interview at the end of the semester) or a terminal assessment regime (a single interview at the end of the semester covering the entire program ). The two assessment methods will be illustrated at the start of the course.

Attendance is optional but recommended. Non-attending students are invited to contact me AT THE BEGINNING of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test.

books

Unitus-DISTU
French Literature française 2024/2025 (L-11 ; L-10)
Roberto Romagnino

Program (The 17th Century Tragedy/ Jean Racine) :

I.1 The tragédies of Jean Racine

Textes au programme (lecture intégrale) :/Opere in programma (lettura integrale) :

Jean RACINE, Bérénice
Jean RACINE, Mithridate
Jean RACINE, Britannicus
Jean RACINE, Bajazet

Editions
En français
Jean RACINE, Bajazet, éd. G. Forestier, Paris, Le Livre de Poche, 1992.
Jean RACINE, Bérénice, éd. G. Forestier, Paris, Le Livre de Poche, 1988.
Jean RACINE, Britannicus, éd. G. Forestier, Paris, Gallimard, « folio classique », 2015.
Jean RACINE, Mithridate, éd. G. Forestier, Paris, Gallimard, « folio théâtre », 1999.

Trad. Italiennes/trad. italiane
Jean RACINE, Teatro, a cura di A. Beretta Anguissola, Milano, Mondadori, « I Meridiani », 2009 (si trova in : Biblioteca Polo Umanistico-Sociale, BL6602).
Jean RACINE, Britannico, Bajazet, Atalia, a cura di M. L. Spaziani, Milano, Garzanti 2005.

ARISTOTE, Rhétorique, éd. P. Chiron, Paris, GF Flammarion, 2007.
ARISTOTELE, Retorica, trad. M. Dorati, Milano, Mondadori, 2021.
ARISTOTE, Poétique, éd. M. Magnien, Paris, Le Livre de Poche, 1991.
ARISTOTELE, Poetica, a cura di D. Lanza, Milano, BUR, 2018.
CORNEILLE, Pierre, Trois discours sur le poème dramatique, éd. B. Louvat et . M. Escola, Paris, GF Flammarion, 1999.

BIET, Christian, La Tragédie, Paris, A. Colin, 2010.
BIET, Christian (éd.), Le Théâtre français du XVIIe siècle, Paris, L’avant-scène théâtre, 2009.
DANDREY, Patrick, RONZEAUD, Pierre et VIALA, Alain (dir.), Ls Tragédies romaines de Racine, numéro monographique de la revue Littératures classiques, no 26, 1996.
FORESTIER, Georges, Introduction à l’analyse des textes classiques, Paris, A. Colin, 2008 [Nathan, 1993].

mode

Lectures, seminars

classRoomMode

Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

bibliography

II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for
example:

A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997.
P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du
Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972].
G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992.
J, Rohou, Histoire de la littérature française du XVIIe siècle (Nouvelle édition), Rennes, Presses
universitaires de Rennes, 2001 (aussi en ligne: ;. ISBN : 9782753592544. DOI :
https://doi.org/10.4000/books.pur.187382).
J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle,
Paris, PUF, 2006 (vol. 2).
F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura,
2006.
A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris,
PUF, 2016.
L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino,
Einaudi, 2013.
D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.
+ J. Rousset, La Littérature de l’âge baroque en France, Paris, Corti, 1972

III. Stylistic :
C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991
N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001
A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition)

V. Rhetoric :
A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002.
G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.
C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001.
B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988].

V. Études critiques / Studi critici
Critical readings (essays, articles, web pages) will be recommended and offered during classes,
with the aim of clarifying or better understanding specific aspects of the program.

NON ATTENDING STUDENTS
The program is the same as for those who attended the courses, but students who do not attend
the courses must contact the teacher AT THE START OF THE COURSES to define some
specific readings

Teacher's Profile

courseProgram

examMode

books

mode

Lectures, seminars

classRoomMode

bibliography

Learning objectives

The course aims at giving: 1. a general introduction to the Russian culture; 2. a picture of the most important moments of Russian literary history up to the end of 19th century; 3. knowledge in depth of selected moments and authors of Russian 19th century (focus: the duel as subject).
After the course students should: 1. know the main trends of Russian literature and culture, with careful consideration of the historical context; 2. have a solid knowledge of the most important authors, applying the general knowledge; 3. be able to critically evaluate, at a certain extent, authors and literary groups; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching new authors and/or literary groups. In other words they should have developed their skills and competences according to Dublin descriptors.

Teacher's Profile

courseProgram

Russia: the people and the land. Linguistic evolution. Kievan Rus' to the Mongol invasion. The rise of Muscovy. New literary trends in 16th and 17th centuries. Peter the Great. 18th century: Lomonosov, Derzhavin and the others. The poetry in 19th century: Pushkin, Lermontov. The golden age: Tolstoj, Dostoevskij, Goncharov, Turgenev. Chekhov: towards the 20th century.
More in depth: A book, a topic, a debate: Goncharov's "Oblomov" and the debate on Oblomovism.
Erasmus students and those which are not fluent in Italian may contact the teacher for more information.

examMode

Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20-30 minutes. Typically, three questions: a) on literary movements, trends and the like; b) historical context; c) argument in depth: Goncharov's "Oblomov" and the Oblomovism.
Erasmus students and those which are not fluent in Italian may contact the teacher for more information.

books

L10 or L11 (first exam):
1) Silvana de Vidovich, Letteratura russa, Milano, Vallardi, 2003 and further reprints, Chapters 1 to 5;
2) materials on Moodle (up to the 19th century, including Chekhov);
3) [A book, a topic, a debate]: Ivan A. Goncharov, Oblomov.
Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further informations.

mode

Lessons in traditional mode (front lecture), aiming at familiarizing students with themes that are often less known to them. Frequent are projections and/or materials on Moodle.
Consultation: after the lecture, by appointment (Wednesday 10-12 AM, till further notice).
Erasmus students and those which are not fluent in Italian may contact the teacher for more information.

classRoomMode

Attendance is recommended but by no means mandatory

bibliography

Reference works could be useful in order to deepen some aspects of Russian history. Here are two works that can be found in Italian version: Nicholas V. Riasanovsky, Storia della Russia dalle origini ai giorni nostri, Nuova edizione aggiornata a cura di Sergio Romano, Milano, Bompiani, 1997 or Paul Bushkovitch, Breve storia della Russia. Dalle origini a Putin, Torino, Einaudi, 2013.
Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further informations.

Learning objectives

The course aims to deepen aspects and problems of Elizabethan theatre and to provide critical skills
in the analysis of significant dramatic works. Through the analysis of texts according to precise
critical methodologies and thanks to the connection to the relative historical and cultural context,
students will be able to understand and evaluate the literary quality of the works they have read and
commented on with full autonomy of judgement. Specifically, the learning outcomes should be: 1)
to know the main features and characteristics relating to coeval English literature and culture; 2) to
be able to analyse and comment on the texts in question; 3) to be able to formulate judgements on
the subject autonomously; 4) to be able to appropriately communicate what they have learnt: 5) to
be able to understand and interpret similar literary phenomena not covered in the syllabus
autonomously.

Teacher's Profile

courseProgram

The course will examine and analyse some of the most significant narrative works to trace the evolution of the English novel within its historical and cultural context. Its aim is to explore key English novels such as ‘Robinson Crusoe’, ‘Joseph Andrews’, ‘The Castle of Otranto’, ‘Oliver Twist’, ‘Jane Eyre’, ‘Mrs Dalloway’. Following an initial series of lectures on the form, style, and main themes of both realist and non-realist novels, subsequent sessions will focus on the reading and analysis of each of the aforementioned texts, as well as on students' critical engagement with them, following a diachronic approach.

examMode

The oral exam will be in Italian. It will focus on the texts that will have been presented during the course and on their cultural context, and will aim to evaluate the students' methodological skills. In order to assess these skills, students will be invited to discuss these texts.

books

Daniel Defoe, Robinson Crusoe (qualsiasi edizione italiana e/o inglese)
Henry Fielding, Joseph Andrews (qualsiasi edizione italiana e/o inglese)
Horace Walpole, The Castle of Otranto / Il castello di Otranto (qualsiasi edizione italiana e/o inglese)
Charles Dickens, Oliver Twist (qualsiasi edizione italiana e/o inglese)
Charlotte Brontë, Jane Eyre (qualsiasi edizione italiana e/o inglese)
Virginia Woolf Mrs Dalloway / La signora Dalloway (qualsiasi edizione italiana e/o inglese)

mode

The course will consist of frontal lessons, aiming to provide participants with the critical tools they need to interrogate and understand the texts, both in terms of literary analysis and of historical/cultural contexts.

classRoomMode

Students are not required to attend lessons, but it is recommended.

mode

Lectures, seminars

classRoomMode

bibliography

Teacher's Profile

courseProgram

examMode

books

mode

Lectures, seminars

classRoomMode

bibliography

Learning objectives

Teacher's Profile

courseProgram

examMode

books

mode

classRoomMode

Attendance is recommended but by no means mandatory

bibliography

Learning objectives

The course aims to to equip students with critical tools commonly used in various cultural traditions students and to aquaint them with comparative approaches. This will enable them to view literary phenomena more broadly than merely within the context of national literatures. Upon completing the course, students will possess the necessary analytical tools to examine texts from different cultures. They possess an understanding of the connections, disparities, and similarities among various literary works and can analyze themes and structures through a comparative approach.

Teacher's Profile

courseProgram

examMode

Oral examination; there will be the possibility of an in itinere evaluation by means of individual projects.

books

classRoomMode

Lectures; text projections; film screenings.

Teacher's Profile

courseProgram

L’insegnamento mira ad introdurre la prospettiva e le specificità della Letteratura comparata e a far acquisire la conoscenza delle teorie e metodologie della critica letteraria che si sono susseguite nel tempo e che costituiscono un patrimonio trasversale alle diverse culture nazionali.
Acquisiti tali strumenti si concentrerà l’attenzione su una particolare declinazione del rapporto tra letteratura e cultura visuale: il rapporto fra romanzo e cinema. Se ne conosceranno le linee teoriche e si analizzeranno alcuni casi esemplari.

examMode

Oral examination; there will be the possibility of an in itinere evaluation by means of individual projects.

books

Bibliography:

- "Letterature comparate", a cura di F. de Cristofaro, Carocci 2020;
- "Teorie critiche del Novecento", a cura di E. Biagini, A. Brettoni, P. Orvieto
- M. Fusillo, "Adattamento" in "Cinema Letteratura, intermedialità", Carocci, 2023
- "Cinema è letteratura", numero monografico di «Micromega», 4, 2023

The complete reading of a group of texts, selected from the following:

- C. Boito, Senso
- G. Verga, I Malavoglia
- A. Fogazzaro, Piccolo mondo antico

- V. Pratolini, Cronache di poveri amanti
- G. Tomasi di Lampedusa, Il gattopardo
- C. Pavese, Tra donne sole

- L. Sciascia, A ciascuno il suo
- C.E. Gadda, Quer pasticciaccio brutto de via Merulana
- A. Tabucchi, Sostiene Pereira

classRoomMode

Lectures; text projections; film screenings.

Learning objectives

Teacher's Profile

courseProgram

examMode

books

mode

classRoomMode

Students are not required to attend lessons, but it is recommended.

bibliography

Learning objectives

The course will present the essential lines of the international history of photography, from its first experiments (1820s-1830s) to its most current expressions, in the perspective of cultural studies, with reference to the numerous interrelations with other visual languages and with the various fields of knowledge. The main objective will be to make students fully aware of the technical-linguistic evolution of the medium, of the different forms and types of production, of the ways in which images are used and disseminated, of the various functions and uses of the different objects to which photographic practice has given rise over time. To this end, students will be offered the basic information and the main historiographical tools for a critical knowledge of the general history of photography and for an orientation in the research, identification and interpretation of the images that the various photographic expressions and cultures have produced in the western world.
The course also provides a general orientation for the identification of the characteristics and peculiarities of the different photographic materials, and their contexts of origin, in order to prepare students for a correct evaluation and an autonomous interpretation of single works, or more complex collections, on the basis of the identification of their historical and expressive values and of their aspects of originality and authenticity.
The lessons will focus mainly on the following topics: the history of photography, from the experimental steps of its origins to the era of digital photography, in its relations with science, art and society: technical-linguistic evolution, forms and practices of production, ways of representation; genres and functions of images in the various contexts; venues, supports, formats and methods of presentation, publication and exhibition of images. Lastly, some particular and specific aspects of the history and culture of photography in Italy will be explored, including the processes of institutionalisation and patrimonialisation of photographic assets in both the public and private spheres.
1) Knowledge and understanding: in the course of the lessons, the various topics will be addressed in such a way as to stimulate in the students a curiosity and critical interest in the history of photography as a key element of modern culture, as a means of expression and communication that has profoundly marked and conditioned the knowledge, aspirations, judgement and imagination of modern society itself. Through the analysis of the technical-linguistic evolution of the medium, of the different languages used by professionals, amateurs and photographers artists (in relation to the various technologies available over time and to the different historical-economic and social contexts in which they have operated), of the multiple functions performed by the medium and of its relations with other media, an attempt will be made to provide students with the essential tools for a basic understanding of the historical development of the photographic representation of the world, as well as for the knowledge of the main historical and artistic events, cultural phenomena, thought and aesthetic theories that were at its origin.
2) Applying knowledge and understanding: through debate and discussion in the classroom, individual study, the reading (of their choice) of some of the proposed in-depth texts and the possible analysis or research work (also carried out in groups) on individual photographers or on particularly significant moments-movements in the history of photography, students will be able to develop autonomous interests and possible research projects.
3) Making judgements: students will have to be able to analyse and synthesise texts, images and documents, making use of the analyses of historians and critics who are experts on the various topics (through the texts adopted for the course, the recommended bibliography or other contributions identified by the students themselves); they will also have to be able to formulate their own judgement and express their own ideas on what they have acquired following the study, comparisons and critical in-depth studies.
4) Communication skills: students should be able to explain, using the specific terminology of the history of photography, the results of the critical readings recommended and agreed at the beginning of the course, possibly supplemented by personal research, also on the web.
5) Learning skills: students must be able to analyse and understand photographic works by placing them correctly in their historical and cultural contexts. In the course of lectures and seminar meetings, personal interlocutions and reflections will be solicited. In the learning process, it will be essential to respect group work and the relative deadlines set for the optimal coordination of the programme and the suggested in-depth studies.

Teacher's Profile

courseProgram

History of photography and photographic cultures in the Western world from its origins to the digital age. The course will be structured around the following topics
- from the genesis to the first technical advances in photography (from daguerreotype to collodion); the birth and characteristics of the first photographic studios; the birth of the first photographic genres, the first social uses and the first applications of photography in the various fields of knowledge; the problematic comparison with art and contemporary artists;
- the introduction of silver bromide gelatine and portable cameras; instant photography; the spread of mass photographic practice;
- the emancipation and search for an 'artistic' autonomy of photography, from Pictorialism to the experiences of the avant-gardes in the inter-war period;
- photomechanical processes and the popularisation of 'documentary' photography (reportage and photojournalism);
- photography and contemporary art: conceptual trends in photography in the second half of the 20th century; institutionalisation and expansion of photographic culture from the 1980s to the present (collecting and public collections);
- initial reflections on photography in the age of digital and artificial intelligence.
During the course a number of interdisciplinary seminar meetings will be organised, with the collaboration of authors who are particularly representative of Italian photography, for an in-depth study of certain themes and theoretical reflections on the uses and functions of photography in the contemporary world. The possibility of an external visit to a public photographic collection (Rome, Istituto centrale per la grafica or Istituto centrale per il catalogo e la documentazione) will also be considered.
At the end of the course, students should be able to: 1) briefly present the topics dealt with; 2) autonomously interpret the main phenomena of the history of photography in the 19th and 20th centuries, with particular regard to the Italian reality; 3) understand the interdisciplinary links necessary to follow the evolution of photographic languages in the areas and contexts dealt with.

examMode

The final examination will be oral, with the possibility for the student to submit a written text of his/her own (review of an exhibition, critical file of a work or photographic book, short article on a subject of his/her choice), agreed in advance with the lecturer.
The examination will be divided into three parts corresponding to a minimum of three main questions or queries that will be put to the student.
The first will be aimed at ascertaining the general framework of the topic or one of the topics addressed in the course or in the texts adopted, and will be used to assess argumentative and synthesis skills. In the case of the submission of a written text by the student, this part of the examination will focus on the same topic and will correspond to the assessment of the same text.
The second question will be aimed at assessing the student's ability to deepen and critically analyse one of the aspects that emerged from the treatment of the first question.
The third question will be aimed at assessing the degree of completeness of information and accuracy of preparation.
The preparation of the candidate will be ascertained by means of an oral test. In this he/she will be assessed on the basis of the following grid (in thirtieths):
KNOWLEDGE (knowledge of necessary information) - 1-12/30
(12 = excellent; 1 = very poor)
FOCUS (how the learner brings the problem discussed into focus) - 1-6/30
(6 = excellent; 1 = very bad)
ELABORATION (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6/30
(6 = excellent; 1 = very bad)
EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) –
1-6/30
(6 = excellent; 1 = very poor)
The result of the test will be the sum of the scores obtained.

books

Adopted basic texts:
– Beaumont Newhall, Storia della fotografia, Einaudi, Torino 2007 (I ed. it. 1984) (ed. or. The History of Photography, from 1839 to the present day, revised and enlarged edition, MoMA, New York, 1964)

– Giovanni Fiorentino, Monica Maffioli, Roberta Valtorta (a cura di), Storie della fotografia in Italia, Pearson 2024 (also available in electronic format - access for students, ISBN 9788891935489): short essays by various authors: part one (Nodi, capp. 1-3, 5-6), second part (Molteplicità italiana, capp. 7-8, 11-14), third part (Esperienze, capp. 17, 19-20), fourth part (Contesti, capp. 21, 23-24, 27, 31-32).

mode

Lectures, seminar meetings, an external guided tour (48 hours)

classRoomMode

I section (15 hours): Photography in the 19th century.
Presentation of the presuppositions and the cultural and scientific drives that, between the end of the 18th century and the first decades of the 19th century, led to the invention of photography; the processes of the origins (daguerreotype, calotype, etc.) and the technical-linguistic evolution up to the age of collodion; photography between science, art and industry; the impact and uses of photography in society and in the various disciplinary fields; the birth of the first photographic societies and the first sector magazines.

II section (21 hours): Photography from 1880 to about 1960.
Birth of "modern" photography: the introduction of new processes and technical tools (silver bromide gelatine, portable cameras, photomechanical processes) for a faster and simpler production of images of reality; instant photography and the practice of amateurs. The commitment of photographers to the recognition of the autonomy of photography and its legitimisation in the art world; artistic research and the first statements of an aesthetic of photography (pictorialism, modernism and relations with the avant-garde). Documentary photography, the illustrated press and the birth of modern photojournalism. Photography as a political and propaganda tool. Trends, declinations and languages of photography between the two wars and after the Second World War. The major international photography exhibitions (Film und Foto, The Family of Man, etc.) and the photographic book.

III section (12 hours): Contemporary photography.
Conceptual trends in photography from the 1960s to the present; the evolution of documentary photography and vernacular photography; contaminations and relations with other artistic genres. Institutionalisation and expansion of photographic culture from the 1980s to the present (market, collecting, museums and public collections). The mutations in the practice and uses of photography introduced by digital technologies.

bibliography

Other recommended texts, for further reading:
– Giovanni Fiorentino, L’Ottocento fatto immagine. Dalla fotografia al cinema, origini della comunicazione di massa, Sellerio editore, Palermo 2007
– Gisèle Freund, Fotografia e società (tr. it. di Laura Lovisetti Fuà), Einaudi, Torino 2007 (I ed. it. 1974)
– Marina Miraglia, Note per una storia della fotografia italiana (1839-1911), in Storia dell’arte italiana, vol. 9, tomo II (Grafica e immagine. Illustrazione e fotografia), Einaudi, Torino 1981, pp. 421-553
– Roberta Valtorta, Il pensiero dei fotografi. Un percorso nella storia della fotografia dalle origini a oggi, Bruno Mondadori, Milano 2008 (with an anthology of writings by photographers and theorists of photography)
– Marina Miraglia, Fotografi e pittori alla prova della modernità, Bruno Mondadori-Pearson, Milano 2012 (specifically, capp. 3, 4, 6, 8, 9, 10)
– Geoffrey Batchen, Un desiderio ardente. Alle origini della fotografia (tr. it. di Elio e Marta Grazioli), Johan & Levi, Monza 2014 (ed. or., Burning with desire. The conception of phtography, MIT Press, 1999)
– Peter Galassi, Prima della fotografia. La pittura e l’invenzione della fotografia, Bollati-Boringhieri, Torino 1989 (ed. or., Before Photography. Painting and the inventino of Photography, MoMA, New York, 1981 (specifically, the introduction)
– Charlotte Cotton, La fotografia come arte contemporanea, Einaudi, Torino 2010 (o nuova edizione ampliata, Einaudi, Torino 2021) - (ed. or., The Photograph as Contemporary Art, 2004, or new and extended edition, 2014)
– André Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016

Learning objectives

1) Knowledge and understanding: students will be increasing their critical awareness of historical events connected to the history of modern age travel and of travellers.
2) Applying knowledge and understanding: debating through specific asynchronous activities, through individual study and any necessary research activities in study groups, students will be able to develop autonomous research projects and submit them for evaluation.
3) Making judgements: students will be able to analyse and summarise original texts and documents, using research and reviews by leading experts in the field. They should also be able to express independent judgments.
4) Communication skills: students must be able to discuss the findings of the critical materials recommended and agreed upon at the beginning of the course, complementing with information gathered though appropriate web searches.
5) Learning skills: assessment of the knowledge acquired during the course will help students highlight and fill any pre-existing gap.

Teacher's Profile

courseProgram

The course deals with the relations between Europeans and travel in the modern age. It aims at offering a critical approach to the phenomenon of travel, considered as crucial for the advance of European societies. Students are offered general knowledge and are given specific reference points in order to conduct more precise research in the field of travel history and odeporics.
The theoretical approach of the presented topics is complemented with a methodological analysis of various types of sources, travel stories and guidebooks, arts related to travel, geographical maps and historical descriptions, lists and registers for the surveillance of travelling foreigners.
Travel-related occurrences will be examined from the point of view of female travel conditions.
Topics in the syllabus will be taught through video lessons, resources and activities (including interactive ones) that will be available to students on the Moodle platform.

examMode

The final examination will be oral. The exam will be divided into three parts, corresponding to at least three questions or main topics the student will be asked to discuss.
The first will be aimed at determining the student’s capability of framing the general theme or one of the themes addressed in the course, or in the texts, and will evaluate the argumentative ability to synthesize. The second question will be aimed at verifying the abilities of critical analysis and in-depth investigation of one of the aspects that arose while discussing the first question. With the third question, the completeness of the information acquired and the accuracy of the student’s preparation will be assessed.
Assessment will follow the grid below (marks out of thirty):
KNOWLEDGE (knowledge of essential information):
1-12 / 30; (12 = excellent; 1 = extremely poor)
ADHERENCE TO QUESTION (the candidate’s ability to analyse the issue under discussion):
1-6 / 30; (6 = excellent; 1 = extremely poor)
ELABORATION (the candidate’s ability to structure the answer and build a historical narrative):
1-6 / 30; (6 = excellent; 1 = extremely poor)
EXPLANATION (the candidate’s ability to explain the historical fact or phenomenon in question):
1-6 / 30; (6 = excellent; 1 = extremely poor)
The final result of the exam will be determined by adding up the four marks obtained.

books

J. Black, THE GRAND TOUR, IN THE EIGHTEENTH CENTURY, Sutton Pub Ltd, 2003
• B. Dolan, LADIES OF THE GRAND TOUR, Flamingo, 2010
• Moia, B.L. Knapp, GREAT WOMEN TRAVEL WRITERS: FROM 1750 TO THE PRESENT, Open Journal of Social Sciences, 2015
• http://www.marryingcultures.eu/

The course materials are available on the course page on UniTusMoodle.
For information or to be given access to the UniTusMoodle course page please contact the course teacher.

mode

Topic 1
Categories of different travellers and original travel practices. This section will cover the various practices of material travel, with the intention of subverting the typical Grand Tour approach, based on the study of young members of the upper classes. The focus will be on nobles, pilgrims, merchants, ambassadors, kings and queens:
• Pilgrims
• Merchants
• Ambassadors
• Men of culture

Topic 2
This section will deal with material travel and all the problems associated with traveling in the modern age:
• Routes and Destination
• Cost and Finance
• Transport
• Accommodation
• Food and Drink
• War, Disputes, Accidents and Crime

Topic 3
Travel has always been “a matter for men”; this section will address the issues of travel as a dimension far from the female world. Some relevant female travellers will be examined to understand their significant impact on the political and social life of their time, before and after the advent of the Grand Tour:
• Margery Kempe
• Marie Louise Gonzaga
• Christina, Queen of Sweden
• Marie Casimire Louise de La Grange d'Arquien
• Maria Amalia of Saxony
• Mary Wollstonecraft
• Lady Sydney Morgan
• Marianna Starke

classRoomMode

recommended frequency

bibliography

Learning objectives

LEARNING OBJECTIVES: Travel literature has been an important vehicle of knowledge and documentation of otherwise little-known realities, but it has also contributed to creating stereotyped images of the "Orient" and its inhabitants in the so-called "Western" culture. The course will address the history of travel, discovery and exploration of Kurdistan, the region inhabited by people of Kurdish language and culture spanning across the borders of present-day Iran, Iraq, Syria, Turkey, and Armenia. By examining excerpts of travel literature and other documentation produced by European travellers to Kurdish-inhabited lands, we will address problems related to their typology and study. The first part of the course will provide an introductory framework to contextualize further readings, and will briefly deal with the history of early European travels to Kurdistan. In the second part of the course, particular emphasis will be given to the ethnographic descriptions of socio-cultural traits (e.g., habits and customs, nomadism, religious beliefs, female roles) commonly found in European travel literature, with a closer look at the sources written in Italian between the 19th and the 20th centuries, and to women’s writings from the early 20th century.

LEARNING OUTCOMES: The treatment of these subjects will offer valuable tools for a review of the European imagery of the Kurds and for understanding the historical dynamics characterizing contemporary Kurdistan. At the end of the course, the students will have developed: 1. (Knowledge and understanding) basic knowledge of the geography of the Kurdish region and its ethnoreligious diversity; ability to analyze travel writings (historical periodization, authors’ ideological background, travel motivations, etc.); 2. (Applied knowledge and understanding) ability to contextualize historical events and processes in the Kurdish area; 3. (Making judgments) flexibility of judgment and critical thinking to spot Eurocentric stereotypes in the representation of Kurdistan and the Kurds; 4. (Communication skills) Ability to discuss the topics addressed, through active and purposeful participation in lectures and laboratory activities; 5. (Learning skills) ability to carry out bibliographic research and retrieve open-source materials for the independent study of the topics of interest.

Teacher's Profile

courseProgram

Born in Paris in January 1893 and raised between England and Asolo, in the heart of Veneto, Freya Stark is considered one of the pioneers of modern travel writing, as well as a prominent figure of female travel between the the scientific era and the epoch of expansion of European tourism in the Middle East. Through the analytical reading of her work “The Valleys of the Assassins and Other Persian Travels” (1934), dedicated to the archaeological exploration journeys undertaken by this “nineteenth-century traveller out of time” in the mountainous regions of today's western Iran (Zagros Mountains) and northern Iran (Elburz Mountains), we will familiarise with the physical and human geography of the places she traversed, as well as with the history of Pahlavi Iran between the two world wars. In fact, Freya Stark’s work provides a vivid snapshot of Iranian society in the 1930s, characterised by a sharp contradiction between strong modernisation drives and a rural reality made up of customs, habits, and lifestyles that were still profundly traditional. The social transformation policies desired by Reza Shah Pahlavi, aiming to resolve the long-standing "tribal question”, were causing the rapid decline of previously dominant societal models and projecting the country towards the much desired future. A future that, however, increasingly resembled that same ethnocentric and imperialistic West to which European travellers belonged.

MODULE I (9 lectures of 2 hours each):
- Introduction to the concept of 'Middle East'
- Brief chronicle of European travel and travellers in the Middle East (particularly in Iran)
- The first female travellers in the Middle East

MODULE II (15 lectures of 2 hours each):
- Biography of Freya Stark and historical context of her travels
- Reading and commentary of "The Valleys of the Assassins and Other Persian Travels" in Italian translation

examMode

The evaluation test is oral and will consist of a series of questions aimed at verifying the student's knowledge of the theoretical contents and texts presented in class.
The learners will be evaluated on the basis of the following grid (in thirtieths): 1) KNOWLEDGE (knowledge of the necessary information) 1-12/30 (12 = excellent; 1 = very bad); 2) FOCUS (how the learner focuses on the problem discussed) 1-6/30 (6 = excellent; 1 = very bad); 3) ELABORATION (how the learner elaborates the structure of the answer and builds a historical narration) 1-6/30 (6 = excellent; 1 = very bad); 4) EXPLANATION (the ability of the learner to explain the fact or historical phenomenon in question) 1-6/30 (6 = excellent; 1 = very bad).
Reading optional bibliography will represent an additional element of positive evaluation.

books

- Mandatory readings:
• Sabahi, Farian (2020) Storia dell'Iran. 1890-2020, Milano: Il Saggiatore. Particularly chapt. 3 ‘La Prima guerra mondiale’ and chapt. 4 ‘Gli anni venti e trenta: Reza Shah Pahlavi’.
• Stark, Freya (2003) The Valleys of the Assassins and Other Persian Travels, 1934 available for free download at www.archive.org [It. transl. Le valli degli assassini, traduzione di Gioia Angiolillo Zannino e Nicoletta Coppini, con uno scritto di Alberto Moravia, Parma: Ugo Guanda Editore]

Other educational materials and additional bibliographic references will be provided during the course.

classRoomMode

Attendance to lessons is optional. However, since the teaching approach is designed to prioritise the student's active engagement, regular participation in lectures is strongly encouraged.

bibliography

• Behdad, A. (2019) “Orientalism and Middle East Travel Writing” in Nash, Geoffrey P. Orientalism and Literature, pp. 185–201.
• Black-Michaud, J. (1974) “An Ethnographic and Ecological Survey of Luristan, Western Persia: Modernization in a Nomadic Pastoral Society” Middle Eastern Studies, Vol. 10 (2), pp. 210–228.
• Geniesse, J. F. (1999). Passionate Nomad: The Life of Freya Stark, New York.
• Hawley, J. C. (1998). “Freya Stark”. In B. Brothers (Ed.), Dictionary of Literary Biography, Vol. 195: British Travel Writers 1910–39, pp. 325-340.
• Henes, M. (2015) “Autobiography, Journalism, and Controversy: Freya Stark’s Baghdad Sketches”, Journeys 16(1), pp. 98-118.
• Hole F. & Sekandar Amanolahi-Baharvand (2021) Tribal Pastoralists in Transition: The Baharvand of Luristan, Iran, Ann Arbor.
• Izzard, M. (1993) Freya Stark: A Biography. Hachette. https://archive.org/details/freyastarkbiogra0000izza/mode/2up?view=theater
• Moorehead, Caroline (1985) Freya Stark, London.
• Ruthven, Malise (2006) “A Subversive Imperialist: Reappraising Freya Stark”, Alif: Journal of Comparative Poetics, no. 26, Wanderlust: Travel Literature of Egypt and the Middle East, pp. 147-167.
• Id. (1994) Freya Stark in Persia, Reading.
• Short, E. (2015) “Introduction: Women Writing Travel, 1890-1939”, Journeys 16(1), pp. 1-7.

Learning objectives

Teacher's Profile

courseProgram

examMode

books

mode

Face-to face Lessons by power point and videos projection.

classRoomMode

Attendance at lessons is optional.

bibliography

Learning objectives

1. Knowledge and understanding
Students will acquire a general knowledge of topics related to the contemporary anthropological debate as well as the methodologies of the discipline, also in relation to their historical development.
2. Applying knowledge and understanding
By the end of the course students will be able to use advanced methodologies and theoretical concepts to operate and communicate competently within the scope of cultural heritage making processes.
3. Making judgments
The course encourages students to cast a critical look on the complex cultural phenomena of contemporaneity and to gain awareness of the relevant debates about cultural diversity.
4. Communication skills
Students are supposed to learn the vocabulary of cultural anthropology and make appropriate use of it in reporting - also through written papers - on the topics covered by the course.
5. Learning skills
Knowledge and skills acquired during the course will allow students to read anthropological texts and analyze ethnographic exhibits autonomously.

Attendance is strongly recommended for both the language and translation course and the exercises with the native speaker expert.

bibliography

Learning objectives

a) Knowledge of the history of contemporary art from the late eighteenth century to the present day in connection with its historical-cultural context and the general objectives of the course; b) Ability to understand the themes of contemporary art history in connection with the other disciplines of the course; c) Independent evaluation of the specific problems of the discipline; d) Communication skills for scientific and informative purposes (oral, written, through audiovisual instruments); e) Learning skills by acquiring methods for the continuous updating of one's knowledge.

Teacher's Profile

courseProgram

The course presents a series of preparatory lessons aimed at defining the guidelines of the history of contemporary art. In particular, preparatory lessons are planned to define the guidelines of the history of contemporary art from impressionism to the most recent experiences. We provide, through the analysis of some basic figures and junctions, of the contexts, of the founding texts, of the works, the main interpretations that allow the student an adequate approach to the problems of contemporary art, to its fundamental concepts, to the protagonists , to the new languages, to the new hermeneutical models involved, to the new technologies.

examMode

Oral interview that allows the verification of the knowledge of the topics covered by the course (see recommended texts), of the critical ability and analysis of phenomena, of the property of language. Evaluation of 5 historical-critical texts on as many works by artists chosen by the student, to be elaborated following the model online (Moodle) and to be delivered at least 15 days before the exam.

books

Students in regular attendance
1. G.C. Argan, L’Arte Moderna 1770-1970. L’arte oltre il Duemila, Sansoni (various editions)
2. E. Cristallini, Dialoghi tra arte e architettura negli anni della ricostruzione 1945-1955, Gangemi, 2017
Students not in regular attendance
In addition to the texts indicated above, it's necessary to study the following volumes:
1. M. De Micheli, Le avanguardie artistiche del ‘900, Feltrinelli (various editions)
2. E. Cristallini (a cura di), Avanguardie del dopoguerra 1945-1952, Lithos, 1999

mode

In line with the educational objectives, in addition to the acquisition of knowledge relating to the history of contemporary art teaching, the acquisition of skills such as the ability to use knowledge and skills is expected. To this end, in addition to lectures, there are: didactic experiences in the field and organized external visits (6-8 hours), interactive classroom activities (4 hours), discussion of theories and case studios (2-4 hours)

classRoomMode

Non-compulsory attendance

Teacher's Profile

courseProgram

examMode

books

mode

classRoomMode

Non-compulsory attendance

Learning objectives

The course aims to provide an accurate overview of medieval art from the Late Antiquity to the Fourteenth century (4th-14th centuries), especially in the Italian peninsula, but with an open gaze to the entire European continent.
The medieval artwork will be analyzed in its technical-material, formal, iconographic and iconological components through the specific language of the subject. The relationships between artists, patrons and production centers will be traced, whenever possible.
Particular insights will be reserved for the monuments of medieval Viterbo, the illuminated manuscripts and the perspectives connected to their digitization and their presence on the web.

1. Knowledge and understanding: students will have to master the subject and recognize both the artworks commented during the lessons and those studied in the reference texts.
2. Applying knowledge and understanding: classroom discussion, observation exercises guided by the teacher, research activities carried out in possible study groups, educational visits and seminars will contribute to the development of an active and personal understand of the subject.
3. Making judgments: students will have to acquire a certain capacity for critical judgment with respect to the reference texts, but also with respect to what the teacher proposes during her lessons, in relation to the debate on the studies.
4. Communication skills: students will have to acquire the specific language of the material and they will have to know how to use it in the best possible way to describe and contextualize both a medieval artwork in particular and an artistic phenomenon in general.
5. Learning skills: students will have to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon.

Teacher's Profile

courseProgram

examMode

books

classRoomMode

Attendance is optional, but strongly recommended.

bibliography

Teacher's Profile

courseProgram

examMode

books

classRoomMode

Attendance is optional, but strongly recommended.

bibliography

Learning objectives

Knowledge of the development and the protagonists of Early Modern Italian art from the early fifteenth century to the end of the eighteenth century. Ability to identify formal, technical, iconographic and typological works of art and architecture. Identification of the formal peculiarities of the different artistic techniques. Acquisition of the first rudiments of the specialized terminology of the discipline, development of argumentative skills in the matching between image and word. This path will be a first level to acquire independent judgment and argumentative skills.

Teacher's Profile

courseProgram

The course and the relative exam focus on the institutional part, that is the knowledge of the artistic events in Italy in the period 1400-1799.
Starting from themes of wide horizons, such as the history of art history and touching on the current orientations of the discipline, the first part of the course will propose the periodization of the subject and the different ways of investigating images, with openings also to artistic literature and in particular to the role of Giorgio Vasari, 'father of the discipline'. This introductory section will be followed by a series of readings of works of art that, due to their chronology, will follow the development of the discipline from the beginning of the 15th century to the last decades of the 18th century.
Direct knowledge of works of art and monuments will be encouraged through site trips.
However, it must be remembered that the preparation of the institutional part is inevitably based on the study of manuals by the students.
Attendance is not mandatory, even though strongly recommended, and the exam program is the same regardless of attendance. However, the partecipation to site and guided tours shouldn't be missed.

examMode

The exam consists of a identification test and an interview, as well as the reading and commentary of some passages of Vasari's Lives; the field trips made are an integral part of the program, as well as the knowledge of a museum or a monumental complex located in Viterbo or in the place of habitual residence. For the preparation of the exam, it is advisable to consult also the pdf available on dropbox (NB. The texts available on dropbox are marked with an asterisk).
The final grade is based on: 1) the recognition test (a total of 8 images of works of art or monuments included in the exam program); 2) discussion of 4 artistic personalities or thematic nuclei distributed over the four centuries that mark the chronological development of the discipline.
(see reference texts)

books

Salvatore Settis, Tomaso Montanari, Arte. Una storia naturale e civile. 3 Dal Quattrocento alla Controriforma (intero volume); 4 Dal Barocco all'Impressionismo (fino a p. 259), Torino, Einaudi Scuola, 2019.
Giorgio Vasari, Le Vite... (ed. 1550), ed. a cura di Luciano Bellosi e Aldo Rossi, Torino, Einaudi, 1986 (ed. edizioni successive), pp. 539-544 (proemio alla terza parte delle Vite).*

NB. The texts marked with an asterisk are available in the library and in pdf format in the dropbox dedicated to the course.

mode

In addition to classroom lessons, site trips are planned in Viterbo and its surroundings, as well as in Rome.

classRoomMode

Attendance is not compulsory, but strongly recommended. In view of the nature of the course, participation in repeated visits to Farnese residences to study de visu the various monuments covered by the course is particularly encouraged.

bibliography

Giorgio Vasari, Le de' più eccellenti pittori, scultori e architettori nelle redazioni del 1550 e 1568, ed. a cura di Paola Barocchi e Rosanna Bettarini, Firenze, Sansoni, 9 voll., Firenze, Sansoni, 1965-1997;
Ernst. H. Gombrich, Arte e illusione, Torino, Einaudi, 1965;
Michael Baxandall, Pittura ed esperienze sociali nell'Italia del Quattrocento, Torino, Einaudi, 1978;
John K. G. Shearman, Manierismo, Firenze, SPES, 1983;
Antonio Pinelli, La bella Maniera. Artisti del Cinquecento tra regola e licenza, Torino, Einaudi, 1993;
Rudolf Wittkower, Arte e architettura in Italia: 1600 - 1750, Torino, Einaudi, 1958;

Teacher's Profile

courseProgram

examMode

books

mode

In addition to classroom lessons, site trips are planned in Viterbo and its surroundings, as well as in Rome.

classRoomMode

bibliography

Learning objectives

Teacher's Profile

courseProgram

examMode

books

M. Montanari, Storia medievale, Roma, Bari 2002 (o seguenti).

mode

lectures

classRoomMode

The course will take place exclusively live, in the direct presence of the lecturer and the attending students.

bibliography

Teacher's Profile

courseProgram

examMode

books

M. Montanari, Storia medievale, Roma, Bari 2002 (o seguenti).

mode

lectures

classRoomMode

The course will take place exclusively live, in the direct presence of the lecturer and the attending students.

bibliography

Teacher's Profile

courseProgram

examMode

books

mode

As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform.

classRoomMode

Attendance at the course is not compulsory.

bibliography

Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students.

Teacher's Profile

courseProgram

examMode

books

mode

As for MODULE 2, the course does not include any activities other than lecture. Lectures will be recorded and made available for everyone on the Moodle platform.

classRoomMode

Attendance at the course is not compulsory.

bibliography

Further reference bibliography will be provided during the lessons based on the reactions of interest that emerge from the dialectic with the students.

Learning objectives

1. Knowledge and understanding: being able to critically read the relationship between media and society in historical development and acquire the historical, technological and theoretical skills necessary to understand and interpret media forms, languages and practices;
2. Applied knowledge and understanding: acquire the appropriate tools and languages to analyze in depth the daily experience with the media and correctly interpret the social media scenarios of the past and emerging ones, in the cultural industry and in social practices;
3. Making judgements: apply the knowledge acquired during the course to critically analyze the transformations introduced by the media in the history of Western man, particularly in the context of contemporary society;
4. Communication skills: acquire an adequate specialized vocabulary and demonstrate mastery of the terminology and fundamental concepts of the course;
5. Ability to learn: acquire the autonomy necessary to continuously update the knowledge and skills acquired during the course to apply them to the analysis of the continuous evolutions that characterize the relationship between media technologies and social reality.

Laboratory Activities: Laboratory activities are an integral part of teaching and will complement the frontal teaching. They will mainly be based on group work in which students will be involved in analyzes of media use practices.

Learning objectives

Enhancement and strengthening of musicological skills, with particular reference to the history of Western music, as well as Popular music and World music, through the use of analytical and critical methodologies. Strengthening skills in ethnomusicology, and music in cinema, in techniques and media for the production and diffusion of sounds.

Expected learning outcomes:

1) Know the main characteristics of the history of music and understand its diachronic development; learn the debates that have characterized musicology (since 1881 onwards)
2) Know how to analyze the history of music; know how to comment on the debates of the discipline with musicological terms
3) Know how to formulate independent judgments on the course topics
4) Knowing how to communicate what has been learned appropriately
5) Know how to interpret musical phenomena not included in the program

Teacher's Profile

courseProgram

The course draws the outline of the musical landscape of 20th-century Europe, through an approach that takes both history, criticism and social and cultural studies into account. The learning process starts from a series of music listening sessions and musical experiences to focus on basic subject matters, concepts and vocabulary in the discourses on music of the last century, with reference to repertoires, genres and styles, ideas and methods of production and circulation, musicians, audiences and other 'agents'.

examMode

There will be an interview, in which the competences acquired within the discipline by reading the recommended bibliography and the ability to express complex concepts through an oral discourse are evaluated.

books

Selected chapters on music in 20th-century Europe from Storia della civiltà europea, ed. by Umberto Eco, available online. Marina Toffetti, Due parole sulla musica. Noi e il lessico musicale, Carocci, Roma 2020. Suggestions will be provided during the lessons with reference to listening examples and teaching aids.

classRoomMode

Not mandatory. The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher.

bibliography

Musiche nella storia dall’età di Dante alla Grande Guerra, a cura di Andrea Chegai et al., Carocci, Roma 2017. Storia della musica, 12 voll., EDT, Torino 2022. Enciclopedia della musica, 5 voll., diretta da Jean-Jacques Nattiez, Einaudi, Bologna 2001-2005. Enciclopedia della musica, Garzanti, Milano 2022.

CHOICE GROUPS	YEAR/SEMESTER	CFU	SSD	LANGUAGE
MODULE II	-	8	-	-
15376 - MODERN HISTORY MATTEO SANFILIPPO	First Year / First Semester	8	M-STO/02
15379 - MEDIEVAL HISTORY AMEDEO DE VINCENTIIS	First Year / Second Semester	8	M-STO/01
MODULE II	-	8	-	-
15375 - HISTORY OF IRAN AND IRANIAN-CULTURE COUNTRIES ELINA FILIPPONE	First Year / First Semester	8	L-OR/14
120296 - HISTORY OF EASTERN EUROPE ALESSANDRO BOCCOLINI	First Year / First Semester	8	M-STO/02
MODULE II	-	18	-	-
15381 - FURTHER FOREIGN LANGUAGES COMPETENCES MELISSA ELEFANTE	First Year / First Semester	6
15382 - SKILLS AND COMPETENCES IN INFORMATICS	First Year / First Semester	6
15317 - FORMATIVE AND GUIDANCE TRAININGS	First Year / First Semester	6
15316 - OTHER USEFUL SKILLS FOR JOB GUIDANCE	First Year / First Semester	6
MODULE II	-	8	-	-
18135 - GREEK HISTORY DINO DE SANCTIS	Second Year / First Semester	8	L-ANT/02
16459 - ROMAN HISTORY GIANLUCA DE SANCTIS	Second Year / Second Semester	8	L-ANT/03
MODULE II	-	8	-	-
17391 - DIDACTIS OF MODERN LANGUAGES SIMONE CASINI	Second Year / First Semester	8	L-LIN/02
16435 - ITALIAN LINGUISTICS RICCARDO GUALDO	Second Year / Second Semester	8	L-FIL-LET/12
MODULE II	-	8	-	-
118476 - SIMONA RINALDI	Second Year / First Semester	8	L-ART/04
15268 - MEDIEVAL ART HISTORY EVA PONZI	Second Year / Second Semester	8	L-ART/01
MODULE II	-	10	-	-
15307 - FRENCH LANGUAGE AND TRANSLATION SONIA DI VITO	Second Year / Second Semester	10	L-LIN/04
119861 - SONIA MARIA MELCHIORRE	Second Year / Second Semester	10	L-LIN/12
MODULE II	-	8	-	-
16441 - GREEK LITERATURE MADDALENA VALLOZZA	Third Year / First Semester	8	L-FIL-LET/02
18152 - HISTORY OF WRITING FRANCESCO MARIA CARDARELLI	Third Year / First Semester	8	M-STO/09
17411 - ITALIAN PHILOLOGY PAOLO MARINI	Third Year / Second Semester	8	L-FIL-LET/13
MODULE II	-	8	-	-
15341 - ROMANCE PHILOLOGY AND LINGUISTICS GIOVANNA SANTINI	Third Year / First Semester	8	L-FIL-LET/09
15342 - GERMAN PHILOLOGY COSTANZA CIGNI	Third Year / First Semester	8	L-FIL-LET/15
MODULE II	-	8	-	-
18144 - COMPARATIVE LITERATURE DANIELA MANGIONE	Third Year / First Semester	8	L-FIL-LET/14
17412 - CONTEMPORARY ITALIAN LETERATURE CARLO SERAFINI	Third Year / Second Semester	8	L-FIL-LET/11
MODULE II	-	8	-	-
16455 - FRENCH LITERATURE ROBERTO ROMAGNINO	Third Year / First Semester	8	L-LIN/03
118428 - RAFFAELE CALDARELLI	Third Year / First Semester	8	L-LIN/21
15368 - ENGLISH LITERATURE VALERIO VIVIANI	Third Year / Second Semester	8	L-LIN/10
MODULE II	-	8	-	-
15376 - MODERN HISTORY MATTEO SANFILIPPO	First Year / First Semester	8	M-STO/02
118430 - LUISA CARBONE	First Year / First Semester	8	M-STO/04
MODULE II	-	8	-	-
16455 - FRENCH LITERATURE ROBERTO ROMAGNINO	First Year / First Semester	8	L-LIN/03
118428 - RAFFAELE CALDARELLI	First Year / First Semester	8	L-LIN/21
119862 - DANIELA MANGIONE	First Year / First Semester	8	L-FIL-LET/14
15368 - ENGLISH LITERATURE VALERIO VIVIANI	First Year / Second Semester	8	L-LIN/10
MODULE II	-	8	-	-
119989 - MARIA FRANCESCA BONETTI	First Year / Second Semester	8	L-ART/06
16443 - CINEMATIC LANGUAGE AND TECHNIQUES ROSSELLA CATANESE	First Year / Second Semester	8	L-ART/06
MODULE II	-	8	-	-
17414 - TRAVEL HISTORY AND HOSTORY OF TRAVELLERS OF THE MODERN ERA FRANCESCA DE CAPRIO	Second Year / First Semester	8	M-STO/02
17415 - HISTORY OF TRAVEL AND TRAVELLERS IN THE MIDDLE EAST SARA BELELLI	Second Year / First Semester	8	L-OR/14
MODULE II	-	8	-	-
118476 - SIMONA RINALDI	Second Year / First Semester	8	L-ART/04
13199 - CULTURAL ANTHROPOLOGY FRANCESCO LATTANZI	Second Year / Second Semester	8	M-DEA/01
MODULE II	-	10	-	-
15271 - FRENCH LANGUAGE AND TRANSLATION SONIA DI VITO	Second Year / Second Semester	10	L-LIN/04
119861 - SONIA MARIA MELCHIORRE	Second Year / Second Semester	10	L-LIN/12
MODULE II	-	8	-	-
13123 - HISTORY OF CONTEMPORARY ART ELISABETTA CRISTALLINI	Third Year / First Semester	8	L-ART/03
15278 - MEDIEVAL ART HISTORY EVA PONZI	Third Year / Second Semester	8	L-ART/01
13122 - HISTORY OF MODERN ART ENRICO PARLATO	Third Year / Second Semester	8	L-ART/02
15379 - MEDIEVAL HISTORY AMEDEO DE VINCENTIIS	Third Year / Second Semester	8	M-STO/01
MODULE II	-	8	-	-
15266 - THEORY AND TECHNIQUES IN THE MASS MEDIA	Third Year / Second Semester	8	SPS/08
13107 - MUSIC HISTORY GIORGIO MONARI	Third Year / Second Semester	8	L-ART/07

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General Info

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