General Info

courseProgram

The course will cover the following topics:
- Summary of acoustic phonetic analysis.
- Summary of phonological analysis: (phone, phoneme); phonological properties (tone, accent, coarticulation and assimilation/dissimilation).
- Phonological theories (structuralism, generativism, auto-segmentality).
- Finally, we will deal with the theme of the relationship between intonation and pragmatics.
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 a quarter of the hours to the summary of acoustic phonetics, a quarter to the summary of phonology, a quarter to phonological theories, a quarter to the relationships between intonation and pragmatics, 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.

DESCRIPTION OF ASSESSMENT METHODS
During the oral exam, the knowledge of the topics covered in the class 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) A. De Dominicis, Fonologia, Roma, CAROCCI, 2003.
2) F. Albano Leoni & P. Maturi, Manuale di Fonetica, Roma, CAROCCI, 2008.
3) A. De Dominicis, Intonazione, Roma, CAROCCI, 2010.
4) A. De Dominicis, Intonazione e pragmatica, in Franca Orletti, Anna Pompei, Edoardo Lombardi Vallauri (eds.), Grammatica e Pragmatica. Atti del XXXIV Convegno Annuale della Società Italiana di Glottologia. pp. 43-85, Roma, IL CALAMO, 2012.
In my opinion, there is no possibility of learning phonetics and phonology without frontal didactic guidance. In general, it does not seem to me that it is possible to learn acoustic analysis and formal methods without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but neither Linguistics nor Phonetics/Phonology are examples of historical or literary disciplines. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students.

mode

Lectures and discussion of theories and/or cases

classRoomMode

The lectures will be accompanied by the discussion of case studies carried out in class under the direct guidance of the teacher.

bibliography

1) A. De Dominicis, Fonologia, Roma, CAROCCI, 2003.
2) F. Albano Leoni & P. Maturi, Manuale di Fonetica, Roma, CAROCCI, 2008.
3) A. De Dominicis, Intonazione, Roma, CAROCCI, 2010.
4) A. De Dominicis, Intonazione e pragmatica, in Franca Orletti, Anna Pompei, Edoardo Lombardi Vallauri (eds.), Grammatica e Pragmatica. Atti del XXXIV Convegno Annuale della Società Italiana di Glottologia. pp. 43-85, Roma, IL CALAMO, 2012.
In my opinion, there is no possibility of learning phonetics and phonology without frontal didactic guidance. In general, it does not seem to me that it is possible to learn acoustic analysis and formal methods without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but neither Linguistics nor Phonetics/Phonology are examples of historical or literary disciplines. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students.

courseProgram

The birth of the art exhibitions in XVII century; features of the first art exhibitions in Italy, France, Great Britain; Terminology problems related to museum history; historical events of museums from the eighteenth century to present; Impressionists’ and avantguard’s exhibitions; Case studies on digital Museology and virtual exhibitions.

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) F. Haskell, La nascita delle mostre, Skira, Milano 2002, pp. 23-111; 147-188.
2) S. Rinaldi, F. Ricci, Museologia e storia dell'arte nella Tuscia, ArcheoAres, Viterbo 2014 (pdf on Moodle).
3) S. Rinaldi, Arte Contemporanea. Le tecniche pittoriche dall’Impressionismo all’Astrattismo, Carocci, Roma 2024.
Same books for non-attending students.
www.amazon.it
www.ibs.it
https://www.libreriauniversitaria.it

mode

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

classRoomMode

Attendance at lessons is optional.

bibliography

M. Barbanera, Il museo impossibile, Roma 2013.
L. Cataldo-M. Paraventi, Il museo oggi. Modelli museologici e museografici nell’era della digital transformation, Milano 2023.
T. W. Gaehtgens-L. Marchesano, Display and Art History: the Duesseldorf Gallery and its Catalogue, Los Angeles 2011.
F. Haskell, The King's Picture: the formation and dispersal of the collections of Charles I and his courtiers, New Haven 2013.
M.V. Marini Clarelli, Il museo nel mondo contemporaneo. La teoria e la prassi, Roma 2011.
M. Marroni, Canino, museo a cielo aperto di Luciano Bonaparte, ed. Silvio Pellico 2014.
M.C. Mazzi, In viaggio con le Muse, Edifir, Firenze 2005.

courseProgram

Monographic course

The myth, the journey, the return. Readings from the Odyssey.
After a few introductory lectures intended to illustrate Greek literary production in its general outlines, the course will focus, through the reading and commentary of the most significant passages, on some of the main characters of the Odyssey, in particular the female characters, hitherto partly neglected, analysing their traits in relation to the objects that characterise them and determine their functions, during Odysseus' journey or at the crucial moments of his return.

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.A. Privitera, Mondadori, 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. Optional seminars will be arranged between teacher and students on selected topics.

classRoomMode

Class attendance is not compulsory, but highly recommended.

bibliography

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

courseProgram

Each lesson lasts three hours; 16 lessons for a total of 48 hours.
Contents:
1. The contrast between Russia and the West in the nineteenth century
2. The October Revolution
3. The Second World War
4. The Tehran and Yalta Conferences
5. The division of Europe
6. The figure of Stalin
7. The Iron Curtain
8. The Marshall Plan
9. The Chinese revolution
10. The Korean War
11. Eisenhower
12. The Cuban revolution
13. The Vietnam War
14. Khrushchev
15. Kennedy
16. The Cuban revolution
17. The Cold War in the Third World
18. Ostpolitik
19. The Middle Eastern conflict
20. Henry Kissinger
21. Ronald Reagan
22. The crisis of the Soviet Union in the 1980s
23. The end of the Cold War
24. The fall of the Berlin Wall

examMode

Students who regularly attend lessons have the opportunity to prepare an 8-page paper (WORD format, Times New Roman 12 font, line spacing 1.5; without drawings, images and photographs) on the topics developed in the course, using preferentially the notes taken in class; the text of Harper can have a useful integrative function. The paper can be sent and discussed only once; in the event of a negative evaluation, the exam must be taken orally. The paper must be sent to the professor a maximum of one week before each exam date. The possibility of sending and discussing the paper is valid only for the summer (June and July) and autumn (September) sessions. After these sessions, the exam must be taken orally. Students will be evaluated with an oral test, in which the knowledge of the topics developed during the lessons will be verified, using both the paper and the book of Harper. Non-attending students will be evalueted with an oral exam, in which the knowledge of the topics included in the Harper’s book will be verified.
In both cases the methods of attribution of the vote will follow an evaluation grid expressed in thirtieths and will be the following:
1. adequate exposure of the arguments developed during the lessons (from 10 to 1, 10 = excellent ability, 1 = very bad ability, 6 = threshold for sufficiency)
2. analysis of historical phenomena (from 10 to 1, 10 = excellent knowledge, 1 = bad knowledge, 6 = threshold for sufficiency)
3. formulation of appropriate critical judgments (from 10 to 1, 10 = excellent capacity, 1 = very bad capacity, 6 = threshold for sufficiency)

books

John Harper, La Guerra Fredda, Il Mulino

mode

The course will be divided into frontal lessons, with the aim of acquiring knowledge of the history of the Cold War and the ability to understand the evolution of the history of the 20th century

classRoomMode

Class attendance is not mandatory, although it is highly recommended.

bibliography

John Harper, La Guerra Fredda, Il Mulino

courseProgram

General Part: 1) General history of Central-Western Europe and the Americas from th 16th to the beginning of the 20th Century; 2) Analysis of historiographic, literary and artistic representations of the same; Discussion of the texts in the syllabus. Seminar: From settler to cowboy: the war against indigenous people in the Americas

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 AND UNDERTANDING 1-6/30 (6 = excellent; 1 = very bad); KNOWLEDGE AND UNDERSTANDING APPLIED 1-6/30 (6= excellent; 1= very bad); AUTONOMOUS JUDGMENT 1-6/30 (6=excellent; 1=very bad); COMMUNICATION SKILLS 1-6/30 (6=excellent; 1=very bad); ABILITY TO LEARN (6=excellent; 1=very bad). The result of the test will be given by the sum of the scores obtained.
Question's example: The European expansion in the 16th and 17th Centuries

books

FIRST ANNUITY:1) Emanuele Pagano, L’Italia e i suoi stati nell’età moderna, Morcelliana; 2) Matteo Al Kalak, Fuoco e fiamme. Storia e geografia dell’inferno, Einaudi; 3) Giovanni Ricci, Rinascimento conteso. Francia e Italia, un'amicizia ambigua, il Mulino; 4) Renata Ago, Roma barocca, Carocci

Per i non frequentanti: oltre ai libri del programma, bisogna portare

Seconda annualità (cioè chi sostiene l’esame una seconda volta): Lucia Felici, Senza frontiere. L’Europa di Erasmo (1538-1600), Carocci; Stefano Tabacchi, Lo Stato della Chiesa, il Mulino

NOT ATTENDING: the four books listed above plus: Franco Motta e Sabina Pavone, Lessico della storia moderna. Concetti, processi, spazi, Carocci

SECOND ANNUITY: Lucia Felici, Senza frontiere. L’Europa di Erasmo (1538-1600), Carocci; Stefano Tabacchi, Lo Stato della Chiesa, il Mulino


Seminar: From settler to cowboy: the war against indigenous people in the Americas. See materials on Moodle, and La nascita del mito western nell’Ottocento, https://www.farwest.it/?p=22103 (first release, see also the other 15)

mode

Frontal lessons (24h) + seminar (24h). The lessons are organized into teaching modules, to which the seminar is also integrated: Module I (12 hours): main developments in modern Euro-American history; II module (12 hours) main developments of the reflection on modern Euro-American history; 1st seminar phase (12 hours) the reflection on the colonization of the Americas; II seminar phase (12 hours) depictions of the westward drive. Students do not have to attend: to make the exam, they have only to prepare one more text among the ones suggested for the Seminar

classRoomMode

Attendance not mandatory

bibliography

SUGGESTED READINGS: Letture: Lucia Felici e Girolamo Imbruglia, La tolleranza in età moderna, Carocci; Antonio Violante, Giovanni Caboto. El gran armirante verso il sogno del Catai, Le Monnier Università; Alessandro Vanoli, L'invenzione dell'Occidente, Laterza; Marina Caffiero, Gli schiavi del papa, Morcelliana; Amedeo Feniello, Omicidio a Lombard Street, Laterza; Andrea Zannini, Altri Pigafetta, Viella; Adriano Prosperi, Missionari. Dalle Indie remote alle Indie interne, Laterza.

courseProgram

Course Overview
The course aims to provide students with an in-depth understanding of the history Europe during the long early modern period (from the 16th to the 19th century), with a specific focus on the use of images as a tool of power and a vehicle for collective memory. Through an interdisciplinary approach that integrates history, geography, literature, and visual history, the course seeks to:

Analyze the relationship between art and power in the Central and Eastern European regions, with particular attention to the dynamics of political legitimization and the influence of totalitarian experiences.
Examine the relationship between image and text**, understanding how visual representations have been used in literature and various media to influence culture and collective memory.
Investigate the genesis and dynamics of iconic memory**, both at the individual and collective levels, exploring the intersection of history and society.

Course Structure

Module 1: Introduction to the History of Central and Eastern Europe (16th-19th Century)
- Geographical and political context of Central and Eastern Europe.
- Power dynamics and international relations.
- Major historical events: Reformation, religious wars, multinational empires, revolutions, and restorations.

Module 2: Art and Power in the Eastern Europe
- The representation of power in visual arts.
- The iconography of power: sovereigns, national symbols, and propaganda.
- The totalitarian experience and the use of art for social control.

Module 3: Image and Text - Visual and Literary Culture
- The dialogue between image and literature: illustrations, engravings, and paintings.
- Media and propaganda: print, posters, and the construction of collective identity.
- Case studies: analysis of literary and artistic works as a reflection of society.

examMode

The exam will take place in oral form.
The exam will be divided into three parts corresponding to a minimum of three main questions or questions that will be put to the student.
The first will be aimed at ascertaining the general framework skills of the theme or of one of the topics dealt with in the course or in the texts, and serves to evaluate the argumentative and synthesis skills.
The second question will be aimed at verifying the ability to deepen and critically analyze 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 the information and accuracy of the preparation.

books

A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

mode

frontal lessons (40 hours) and seminars (8 hours)
First module (10 hours)
Illustration of the main themes of modern history in the countries of Central and Eastern Europe, in particular through the presentation of economic, social and family structures, changes in state forms, the sixteenth-century religious divide and the subsequent processes of religious control and social discipline, the end of the ancient regime between reforms and revolutions.
Second module (10 hours)
Poland is among the European states the one that has lived, from the modern age to the present, the most troubled existence. Crushed between two giants, the Russian and the German, canceled twice by the political paper and sometimes risen from their ashes and those of a continent upset by world conflicts that designated it the scene of the most serious human catastrophes of recent history, reconstituted by new frontiers, has recovered stability at the price of its political autonomy. Only the last twenty years, appealing to the determination and courage of all its social and intellectual forces, has regained full independence with the dissolution of the geopolitical system to whose crisis has made a decisive contribution. The course aims to retrace the most important events in the history of Poland to compare with those of continental Europe. Moments of union but also of division, of meetings but also of contrasts. Events that make Poland a laboratory? of unique ideas and institutional forms in the modern and contemporary Europe.
Third module (14 hours):
Analysis of the uncertain cultural and social identities in Central and Eastern Europe and their relationship with the Ottoman power in the modern age
Module IV (14 hours)
The Ottoman Christian conflict in the heart of Europe from the mid-1500s to the peace of Carlowits 1699.

classRoomMode

frontal lessons (40 hours) and seminars (8 hours)
First module (10 hours)
Illustration of the main themes of modern history in the countries of Central and Eastern Europe, in particular through the presentation of economic, social and family structures, changes in state forms, the sixteenth-century religious divide and the subsequent processes of religious control and social discipline, the end of the ancient regime between reforms and revolutions.
Second module (10 hours)
Poland is among the European states the one that has lived, from the modern age to the present, the most troubled existence. Crushed between two giants, the Russian and the German, canceled twice by the political paper and sometimes risen from their ashes and those of a continent upset by world conflicts that designated it the scene of the most serious human catastrophes of recent history, reconstituted by new frontiers, has recovered stability at the price of its political autonomy. Only the last twenty years, appealing to the determination and courage of all its social and intellectual forces, has regained full independence with the dissolution of the geopolitical system to whose crisis has made a decisive contribution. The course aims to retrace the most important events in the history of Poland to compare with those of continental Europe. Moments of union but also of division, of meetings but also of contrasts. Events that make Poland a laboratory? of unique ideas and institutional forms in the modern and contemporary Europe.
Third module (14 hours):
Analysis of the uncertain cultural and social identities in Central and Eastern Europe and their relationship with the Ottoman power in the modern age
Module IV (14 hours)
The Ottoman Christian conflict in the heart of Europe from the mid-1500s to the peace of Carlowits 1699.

bibliography

A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

courseProgram

The 48-hours program is divided into a mixed mode, also in the presence of experts in the field. The lessons consist of a theoretical basis, a group exercise and classroom discussion of the results and processes.

Teaching uses simulations, distance learning, elaborated, personal and group research. The teaching takes into account all the special needs of the students.

The lessons aim to train future teachers with a wide range of skills in the fields of disciplinary and interdisciplinary teaching, as well as those related to the important social and educational dimension of the subject.

In addition to acquiring specific knowledge and skills, the student will acquire analytical, critical skills and improve his ability to work in a team.

It is expected that the learner will learn an innovative teaching of Geography, which accompanies lectures, workshops, direct surveys on the ground, using reliable and updated sources, using information technologies in disciplinary teaching and forms of participatory teaching.

examMode

The learning is verified also in the way, for this the presence is recommended, even if not obligatory.

The ongoing evaluation will take place with an individual and group final project. The exam will be oral, with examples of preparation of a didactic unit of geography.

books

1. G. De Vecchis, D. Pasquinelli D'Allegra, C. Pesaresi. Didattica della Geografia. Edizione 2020, UTET Università.

2. Teacher’s slides.

classRoomMode

Not mandatory, but recommended.

courseProgram

The Electronic Publishing course main aim is to illustrate, both from a theoretical and pragmatic point of view, the "remediation" mode through the computational tool of the "object" book. Thus, several examples of digital editions will be examined, starting from electronic books up to critical digital editions, with a strong emphasis on the document-centric aspect, represented by textual encoding and in particular the Text Encoding Initiative (TEI) standard. Subsequently, tools for analysing literary text and the representation of primary sources will be illustrated and analyzed. This change in documentary forms is also linked to a corresponding change in the forms and modalities of storytelling, and therefore the topic of digital and transmedia storytelling will also be addressed within the course, together with an introduction to the relevant related tools.

examMode

Students will be evaluated through an interview about the course textbooks. Attending students may also present a digital publishing project featuring a strong narrative and/or editorial component.

books

For those who do not have the Electronic Publishing course in their curriculum, which must be taken before this qualitification, the syllabus is as follows:

- Francesco Tissoni. Teoria e pratica dell'editoria multimediale.. Milan: Editrice Bibliografica, 2024.
- Fabio Ciotti. Il manuale TEI Lite. Introduzione alla codifica elettronica dei testi letterari. MIlan: Sylvestre Bonnard, 2005. (please contact the Professor)
- Henry Jenkins. Cultura convergente. Milan: Apogeo 2007.
- John Yorke. Viaggio nel bosco narrativo. Rome: Audino, 2017.
- Federico Meschini. Oltre il libro. Forme di testualità e Digital Humanities. Milan: Editrice Bibliografica, 2020.

For those who have the Electronic Publishing course in their curriculum the programme for this qualification will be discussed with the Professor.

classRoomMode

Attendance is not mandatory.

bibliography

- Fabio Ciotti (ed.). Digital humanities. Metodi, strumenti, saperi. Rome: Carocci, 2023.

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.

courseProgram

The course aims to provide students with the tools for a scientific approach to the study of Roman history, from its origins to the 'noiseless fall' of the West. The first part of the course will deal with issues of chronology, historical geography, historiography and epigraphy, alternating between lectures of a more event-oriented nature and others focusing on broad methodological issues. The second part of the course will instead have a monographic and seminar character: it will be dedicated to the study of the senate, an institution that was always present in Rome, from the monarchy to Late Antiquity, whose evolution proceeded in parallel with the many upheavals of the res publica Romana.

A) GENERAL PART
Periodization; the sources for Roman history; the Roman calendar; the birth of Rome; the age of kings; the birth of the Republic and the Roman constitution; republican institutions and the cursus honorum magistratuale; the evolution 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.

B) MONOGRAPHIC STUDY
The Senate of Rome, between change and continuity

The Senate of Rome, more than other institutions of the Res Publica, is the element of continuity that from monarchy to Late Antiquity characterised the history of Rome. From this particular assembly, composed only of magistrates and ex-magistrates and in which the Greek historian Polybius recognised a marked aristocratic element, passed all the topics of discussion that were important for the life of the Res Publica, both in the phases in which the senate's opinion actually directed the political action of the magistrates and the entire civic life of the civitas, and when it limited itself to cooperating with the emperors in the search for mediation, and when it was forced to remain a spectator of the decisions of others.
Studying the senate therefore means looking at a privileged observatory to follow the entire course of Rome's history.
The monographic part of this course will therefore be dedicated to outlining the characteristics of this assembly, its composition, the places in which it met, its calendar, its action and its limits. It will then examine an anthology of senatorial deliberations, handed down either epigraphically or in manuscript form, examining both the forms of the senatus consultum and its contents, and thus the historical-institutional-legal problems that they resolved.

Bibliography:
M. Beard, SPQR. Storia dell’antica Roma, Mondadori, Milano 2016 (ed. or. SPQR: A History of Ancient Rome, 2015, Profile Books, London 2015);
P. Brown, Il mondo tardoantico. Da Marco Aurelio a Maometto, Einaudi, Torino 2017.
P. Buongiorno, Claudio, il principe inatteso, 21 Editore, Palermo 2017.
L. Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari 2006.
G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
L. Fezzi, Il dado è tratto. Cesare e la resa di Roma, Laterza 2017
A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
A. Marcone, Augusto. Il fondatore dell’impero che cambiò la storia di Roma e del mondo, Salerno, Roma 2015.
S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.

F. Santangelo, Roma repubblicana. Una storia in quaranta vite, Carocci 2019.
R. Syme, La rivoluzione romana, Einaudi, Torino 2020.
P. Veyne, L’impero greco-romano. Le radici del mondo globale, Rizzoli, Milano 2007 (ed. or. L’empire gréco-romain, Seuil, Paris 2005).

STUDENTS WHO CAN NOT READ THE ITALIAN LANGUAGE ARE KINDLY REQUESTED TO AGREE UPON THE EXAMINATION'S BIBLIOGRAPHY WITH THE PROFESSOR.

examMode

The oral examination includes the verification of the student's knowledge of the agreed syllabus, as well as the verification of the necessary skills in the historical disciplines.

books

1) Giovanni Geraci e Arnaldo Marconi, Storia romana (con la collaborazione di A. Cristofori e C. Salvaterra), Mondadori, Milano 2016 (quarta edizione).
2) Gabirella Poma, Le istituzioni politiche del Mondo romano
3) A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
4) Materiale didattico illustrato a lezione.

GLI STUDENTI CHE NON POTRANNO SEGUIRE LE LEZIONI E QUELLI ISCRITTI A SOSTENERE L'ESAME DI STORIA ROMANA COME CORSO SINGOLO, IN SOSTITUZIONE DEL MATERIALE DIDATTICO DI CUI AL PUNTO 4), SCEGLIERANNO UNO DEI SEGUENTI VOLUMI:

M. Beard, SPQR. Storia dell’antica Roma, Mondadori, Milano 2016 (ed. or. SPQR: A History of Ancient Rome, 2015, Profile Books, London 2015);
P. Brown, Il mondo tardoantico. Da Marco Aurelio a Maometto, Einaudi, Torino 2017.
P. Buongiorno, Claudio, il principe inatteso, 21 Editore, Palermo 2017.
L. Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari 2006.
G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
L. Fezzi, Il dado è tratto. Cesare e la resa di Roma, Laterza 2017
A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
A. Marcone, Augusto. Il fondatore dell’impero che cambiò la storia di Roma e del mondo, Salerno, Roma 2015.
S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.

F. Santangelo, Roma repubblicana. Una storia in quaranta vite, Carocci 2019.
R. Syme, La rivoluzione romana, Einaudi, Torino 2020.
P. Veyne, L’impero greco-romano. Le radici del mondo globale, Rizzoli, Milano 2007 (ed. or. L’empire gréco-romain, Seuil, Paris 2005).

STUDENTS WHO CAN NOT READ THE ITALIAN LANGUAGE ARE KINDLY REQUESTED TO AGREE UPON THE EXAMINATION'S BIBLIOGRAPHY WITH THE PROFESSOR.

mode

Teaching is scheduled in the classroom frontally. In the event of difficulties for attendees or lecturers, distance learning is planned.

classRoomMode

Attendance is recommended but not compulsory

courseProgram

The aim of the course is twofolds: first, 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.
Once these tools have been acquired, attention will focus on the relationship between literature and visual culture.Through a historical analysis of the evolution of the gaze, with a particular emphasis on the pivotal moments from the 16th to the 18th centuries, the outcomes of this relationship in relation to literature will be elucidated. The investigation will culminate in a comprehensive examination of the intertwined histories of the novel and cinema, with select illustrative cases drawn from both Italian and foreign novels.

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;
- Parti da: S. Alpers, "Arte del descrivere. Scienza e pittura nel seicento olandese", Torino, Bollati Boringhieri;
- M. Cometa, "Letteratura e dispositivi della visione nell’era prefotografica", in "La finestra del testo. Letteratura e dispositivi della visione tra Settecento e Novecento", Meltemi, 2008, pp. 9-75
- M. Fusillo, "Adattamento" in "Cinema Letteratura, intermedialità", Carocci, 2023;
- the student will read in full at least two of the novels analyzed and compared with their respective film adaptations among:
- P.A.F. Choderlos de Laclos, "Le relazioni pericolose" ("Les liaisons dangereuses")
- Antonio Fogazzaro, "Piccolo mondo antico"
- Tomasi di Lampedusa, "Il Gattopardo"
- Leonardo Sciascia, "A ciascuno il suo"
- Milan Kundera, "L'insostenibile leggerezza dell'essere"

classRoomMode

Non-obligatory attendance.
Online attendance possibility.

bibliography

- "Letterature comparate", a cura di F. de Cristofaro, Carocci 2020;
- "Teorie critiche del Novecento", a cura di E. Biagini, A. Brettoni, P. Orvieto;
- S. Alpers, "Arte del descrivere. Scienza e pittura nel seicento olandese", Torino, Bollati Boringhieri;
- M. Cometa, "Letteratura e dispositivi della visione nell’era prefotografica", in "La finestra del testo. Letteratura e dispositivi della visione tra Settecento e Novecento", Meltemi, 2008, pp. 9-75
- M. Fusillo, "Adattamento" in "Cinema Letteratura, intermedialità", Carocci, 2023;
- P.A.F. Choderlos de Laclos, "Le relazioni pericolose" ("Les liaisons dangereuses")
- Antonio Fogazzaro, "Piccolo mondo antico"
- Tomasi di Lampedusa, "Il Gattopardo"
- Leonardo Sciascia, "A ciascuno il suo"
- Milan Kundera, "L'insostenibile leggerezza dell'essere"

courseProgram

Title: Ovid’s Metamorphoses

Programme: the course is focused on Ovid’s Metamorphoses, poem which represent an original transfornation of epic form. The work will be analysed in the historical and cultural context of Augustan Age, paying peculiar attention to the tradition of epic genre in Rome and to Vergil’s Aeneid. Object of in-dept analysis will be ideological features, models, structure, language and style of the poem. The course aims to provide a critical knowledge of Ovid’s epic poem. 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

A complete edition of Ovid’s Metamorphoses with Latin text (suggested: Ovidio, Le metamorfosi, intr. di G. Rosati, trad. di G. Faranda Villa, note di R. Corti, Milano, Rizzoli BUR, 1994, with many reprints, ISBN: 9788817129763); L. Galasso, Ovidio: Guida alle Metamorfosi, Roma, Carocci Editore, 2023, ISBN: 9788829020683; L. Galasso, La letteratura latina in età ellenistica, Roma, Carocci Editore, 2021, ISBN: 9788829009381; G. Rosati, Mito e potere nell'epica di Ovidio, «MD» 46 (2001), pp. 39-61.

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.