General Info

courseProgram

Part of the course will be devoted to the description of the characteristics of the medieval textual tradition, to the problems it poses to the critical publisher and to the different methods used for the edition of the texts. Furthermore, basic information will be given on the medieval Romance literary tradition and in particular on the lyric tradition and the historical grammar of the Provençal language, in order to introduce students to the poetic text that will be the subject of the critical edition prepared within the course with their cooperation.

examMode

For the ATTENDING students there will be a written paper and an interview (for the vote the results of each test are considered). In the written essay the competences matured in the field of the discipline are evaluated, also from the point of view of the practical application (object of the exercises), and the ability to express complex concepts through a written discourse; in the interview the elaborate is discussed making reference to the scientific methods and tools used. For NON-ATTENDING students, there is normally only an oral exam, 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

1. Materials, handouts and texts provided by the teacher at the beginning of the course.

Reference bibliography:
1.Aurelio Roncaglia, Principi e applicazioni di critica testuale, Roma, Bulzoni, 1975.
2.Paul Maas, Critica de testo, Firenze, 1952.

NON-ATTENDING STUDENTS WILL HAVE TO ADD TO THE PREVIOUS READINGS AND IN REPLACEMENT OF THE DISPENSES AND TEXTS PROVIDED TO THE LESSON:
3. Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
4. Roberto Antonelli, Interpretazione e critica del testo, in Letteratura italiana, dir. da Alberto Asor Rosa, vol.IV: L'interpretazione, Torino, Einaudi, 1985, pp. 141-243.

** Students who find it difficult to find the following texts can contact the teacher directly.
IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM

mode

The course will include a theoretical part, intended for the acquisition of the fundamental tools necessary for the preparation of a critical edition, and a practical part in which the students will be able to put these acquisitions to the test directly following the various preparation phases of an edition of a poetic composition.

classRoomMode

The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher.

bibliography

Suggestions for additional readings:
- Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Monnier, 1934.
- Gianfranco Contini, Breviario di ecdotica, Torino, Einaudi, 1990.

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).

Sample questions:
define an acoustic quantity (formant, harmonic, etc.)
read a spectrogram
critically analyze a phonological model

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.

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 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

5
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.
- Dispense e tavole di paleografia distribuite durante le lezioni e le esercitazioni. Numerose tavole
sono tratte da: “Paleografia latina. Tavole”, a cura di Paolo Cherubini, Alessandro Pratesi, Città del
Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004.

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

• Problems characterizing the study of travel literature and in particular of travel in Western and Central Asia. The concept of 'orientalism', starting from E. Said, and development of the discussion on the subject.
• General information on the Iranian and Islamic world, in particular Shiite (introduction aimed at placing the proposed themes in a critical historical framework)
• The Qajar dynasty in Persia (late eighteenth – early twentieth century) and the conditions of Persia at the beginning of modernization.
• Il viaggio di Osculati e De Vecchi in Persia (1841): reading and commentary of passages from Note d'un viaggio nella Persia and Giornale di carovana.
• The permanence of Giuseppe Anaclerio in Persia (1862-1865): reading and commentary of passages from La Persia descritta;
• The economic studies of Eteocle Lorini and his stay in Iran in 1897-1899: reading and commentary of passages from La Persia economica contemporanea.

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. There will be a discussion of a written paper; the subject of the paper has to be agreed in advance.

books

Selected passages from:

G. Anaclerio, La Persia descritta. Relazione di un viaggio, Napoli 1863 https://archive.org/details/bub_gb_LnqKbpXSZrwC

F. De Vecchi, Giornale di carovana. Brano di un Viaggio nell’Armenia, Persia, Arabia ed Indostan, fatto negli anni 1841-42, 2 voll., Milano 2016 (in part. volume secondo)

E. Lorini, La Persia economica contemporanea e la sua questione monetaria, Roma 1900 https://archive.org/details/persiaeconomicac00lori

G. Osculati, Note d'un viaggio nella Persia e nelle Indie Orientali, negli anni 1841, 1842, Milano 1844 https://archive.org/details/bub_gb_xiK_QPsi5bkC/page/n1/mode/2up


Additional teaching material will be distributed during the course. Non-attending students are asked 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

E. Said, Orientalismo (traduzione italiana), Torino, Bollati Boringhieri, 1991 (e successive ristampe).

courseProgram

After a brief review of what is the information value in the economic globalization process, taking into account the theme of the Geographic Information and the latest theories on smart and green economy. We will deepen the potentials of the Geographic Information Systems with a special focus on the relationship between population and inhabited territories in order to allow the knowledge of organizing the urban, rural and mountain touristic space.

examMode

The exam will prove the required knowledge, the ability to apply it and elaborate autonomously an appropriate geographical discourse, using proper scientific terminology and demonstrating capacity to logical argumentation, control of the topics and criticism.
The course provides for intermediate tests on the topics discussed in the lesson

books

L. Carbone, la città rizomatica, Patron, 2004
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 (numero di rivista scaricabile a link https://www.ageiweb.it/geotema/geotema59/)

mode

Lessons will take place in mixed mode, in the classroom and in online mode recorded through the zoom platform.
Exemptions will be paid through the moodle platform.

classRoomMode

Attendance at the course is not compulsory, but recommended. Alongside the frontal hours there will be seminars and meetings to deepen the themes addressed in the course.

bibliography

L. Carbone, la città rizomatica, Patron 2004
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 (numero di rivista scaricabile a link https://www.ageiweb.it/geotema/geotema59/)

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

Parte generale:
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
P. Burke, Testimoni oculari. Il significato storico delle immagini, Carocci editore, 2021.
F. De Caprio, Cristina di Svezia a Roma. Il cantiere dell'immagine tra mito e storia, LuoghInteriori editore, 2023.

PIÙ UN TESTO A SCELTA DELLO STUDENTE TRA QUELLI SUGGERITI
G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese ed ostilità, Viterbo 2017.
Maria Valente (a cura), Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - da scaricare dalla piattaforma moodle
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
M. Formica, Lo specchio turco: immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Roma 2012.
F. De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Viterbo 2014.
A. Wheatcroft, Il Nemico alle porte, Bari 2010
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

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

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

Parte generale:
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
P. Burke, Testimoni oculari. Il significato storico delle immagini, Carocci editore, 2021.
F. De Caprio, Cristina di Svezia a Roma. Il cantiere dell'immagine tra mito e storia, LuoghInteriori editore, 2023.

PIÙ UN TESTO A SCELTA DELLO STUDENTE TRA QUELLI SUGGERITI
G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese ed ostilità, Viterbo 2017.
Maria Valente (a cura), Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - da scaricare dalla piattaforma moodle
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
M. Formica, Lo specchio turco: immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Roma 2012.
F. De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Viterbo 2014.
A. Wheatcroft, Il Nemico alle porte, Bari 2010
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

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 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) S. Rinaldi. Le mostre d'arte. Dal Seicento alle esposizioni digitali, Carocci, Roma 2025.
2) S. Rinaldi, F. Ricci, Museologia e storia dell'arte nella Tuscia, ArcheoAres, Viterbo 2014 (pdf on Moodle).

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

After providing an introduction to dramatic production from the 5th century up to Rome and explaining the complex theatrical activity in Athens, the teacher will read Euripides Andromache to highlight both scenic and poetic issues in this tragedy and its author.

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.

books

Andromaca. Euripide, a cura di C. Barone (Rizzoli, BUR 1997)
Storia del teatro greco, a cura di M. Di Marco, Roma, Carocci 2020
G. Paduano, IL TEATRO ANTICO. GUIDA ALLE OPERE, ROMA-BARI LATERZA 2018, pp. 51-86
V. Di Benedetto, Euripide. Teatro e società, Torino, Einaudi, pp. 223-319
Lettura in italiano della Lisistrata di Aristofane (ed.a scelta tra BUR, Garzanti, Carocci) e lettura in italiano del Miles gloriosus (Il soldato fanfarone) di Plauto.

classRoomMode

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

bibliography

Storia del teatro greco, a cura di M. Di Marco, Roma, Carocci 2020
G. Paduano, IL TEATRO ANTICO. GUIDA ALLE OPERE, ROMA-BARI LATERZA 2018, pp. 51-86
V. Di Benedetto, Euripide. Teatro e società, Torino, Einaudi, pp. 223-319

courseProgram

The course provides an introduction to music history in modern Europe, especially focusing on Opera. The course follows a multidisciplinary narrative, deepening both critical, aesthetic and social and political history issues. The learning process starts from a series of music listening sessions and musical experiences to bring into focus basic subject matters, concepts and vocabulary in the discourses on opera and music history, with reference to modern repertoires, genres and styles, ideas and methods of production and circulation, musicians, audiences and other 'agents', also through individual insights.

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 from Musiche nella storia dall’età di Dante alla Grande Guerra, ed. by Andrea Chegai et al., Carocci, Roma 2017. Additional bibliography will be announced during the first lessons. 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

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.

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

5
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.
- Dispense e tavole di paleografia distribuite durante le lezioni e le esercitazioni. Numerose tavole
sono tratte da: “Paleografia latina. Tavole”, a cura di Paolo Cherubini, Alessandro Pratesi, Città del
Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004.

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

Course title: Petronius’ Satyricon

Programme: the course is focused on Petronius’ Satyricon, a work that represents one of the greatest masterpieces of Latin prose: after an introduction devoted to the discussed origin of the Latin novel, examined in his relationships with Greek and Roman models (novels, epic poems, comedy), there will be an in-depth examination of Petronius’ novel, paying attention to his problematic features (author, age, structure, intentions) as well as to artistic peculiarities (irony, parody), with special attention to linguistic and stylistic aspects. Some important pages of the novel will be read and commented.

examMode

Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct).

books

A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).

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.

classRoomMode

Attendance in this course is optional, but highly recommended.

bibliography

A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).

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.

courseProgram

Part of the course will be devoted to the description of the characteristics of the medieval textual tradition, to the problems it poses to the critical publisher and to the different methods used for the edition of the texts. Furthermore, basic information will be given on the medieval Romance literary tradition and in particular on the lyric tradition and the historical grammar of the Provençal language, in order to introduce students to the poetic text that will be the subject of the critical edition prepared within the course with their cooperation.

examMode

For the ATTENDING students there will be a written paper and an interview (for the vote the results of each test are considered). In the written essay the competences matured in the field of the discipline are evaluated, also from the point of view of the practical application (object of the exercises), and the ability to express complex concepts through a written discourse; in the interview the elaborate is discussed making reference to the scientific methods and tools used. For NON-ATTENDING students, there is normally only an oral exam, 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

1. Materials, handouts and texts provided by the teacher at the beginning of the course.

Reference bibliography:
1.Aurelio Roncaglia, Principi e applicazioni di critica testuale, Roma, Bulzoni, 1975.
2.Paul Maas, Critica de testo, Firenze, 1952.

NON-ATTENDING STUDENTS WILL HAVE TO ADD TO THE PREVIOUS READINGS AND IN REPLACEMENT OF THE DISPENSES AND TEXTS PROVIDED TO THE LESSON:
3. Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
4. Roberto Antonelli, Interpretazione e critica del testo, in Letteratura italiana, dir. da Alberto Asor Rosa, vol.IV: L'interpretazione, Torino, Einaudi, 1985, pp. 141-243.

** Students who find it difficult to find the following texts can contact the teacher directly.
IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM

mode

The course will include a theoretical part, intended for the acquisition of the fundamental tools necessary for the preparation of a critical edition, and a practical part in which the students will be able to put these acquisitions to the test directly following the various preparation phases of an edition of a poetic composition.

classRoomMode

The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher.

bibliography

Suggestions for additional readings:
- Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Monnier, 1934.
- Gianfranco Contini, Breviario di ecdotica, Torino, Einaudi, 1990.

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

- Francesco Tissoni. Teoria e pratica dell'editoria multimediale. Milan: Editrice Bibliografica, 2024.
- Francesco Tissoni. Il web dei dati fra intelligenza artificiale e semantica. Milan: Unicopli, 2022.
- Fabio Ciotti. Il manuale TEI Lite. Introduzione alla codifica elettronica dei testi letterari. Milan: Sylvestre Bonnard, 2005. (available on the Moodle page of the course in the section about TEI Resources)
- Federico Meschini. Oltre il libro. Forme di testualità e Digital Humanities. Milan: Editrice Bibliografica, 2020.

classRoomMode

Attendance is not mandatory.

bibliography

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

courseProgram

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

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.-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 ; II. Dal Settecento all’età contemporanea, Torino, Einaudi, 2013.

D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.

M. Landi (dir.), Letteratura francese. Dalle origini al Settecento (vol. 1), Milano, Mondadori-Le Monnier Università, 2021.





III. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


IV. 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].


VI. Studies



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


Non-attending students will replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

courseProgram

The Modern Languages Teaching course delves into language instruction, combining pedagogy with theoretical studies on symbolic codes, emphasizing the verbal dimension. Divided into three segments with a single exam, it covers linguistic and semiotic concepts, linguistic creativity's impact on communication and language contact in various contexts, and implications for teaching and learning.

The second module explores linguistic creativity in education, examining its historical and contemporary role in multilingualism nationally and internationally. It reviews the influence of creativity on language education approaches in Italy and globally since the mid-20th century.

The third module focuses on the presence and influence of the Italian language abroad, considering historical and contemporary dynamics driven by migration and the cultural, economic, and identity values associated with Italian.

examMode

The exam is oral; however, students have the option to prepare a written thesis 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

Casini S., Bancheri S., 2022, What is the Language of Power? Theoretical Reflections on Italian, Italiese and Other Languages, Legas, New York – Ottawa – Toronto.
Coccia B. (a cura di), 2021, Italiano 2020: lingua nel mondo globale, Apes, Roma (in particolare le sezioni 1 di M. Vedovelli, 2 di S. Ferreri, 5 di S. Ferreri e F. De Renzo).
De Mauro T., 1982, Minisemantica dei linguaggi verbali e non verbali, Laterza, Roma-Bari.
De Mauro T., 1980, Guida all'uso delle parole, Editori Riuniti, Roma.
De Mauro T., 2018, Educazione linguistica democratica, Laterza, Roma-Bari.
Loiero S., Lugarini E. (a cura di), 2019, Tullio De Mauro: Dieci tesi per una scuola democratica, Cesati, Firenze.

mode

Face-to-face lectures or equivalent activities.
Face-to-face lectures, seminars

classRoomMode

Class attendance is recommended but not compulsory.

bibliography

Casini S., 2018, “Italianismi e pseudoitalianismi a Toronto: tra valori simbolici e prospettive di apprendimento”, M. Vedovelli, B. Turchetta (a cura di), Lo spazio linguistico italiano globale: il caso dell’Ontario, Pacini, pp. 149-166.
Casini S., Bancheri S., 2022, What is the Language of Power? Theoretical Reflections on Italian, Italiese and Other Languages, Legas, New York – Ottawa – Toronto.
Casini S., Bancheri S., 2022, “L’italiano nel mondo globale: tra plurilinguismo, insegnamento ed economia”, in S. Piraro (a cura di), Plurilinguismo ed economia. Aracne, Roma: pp. 19-67.
Coccia B. (a cura di), 2021, Italiano 2020: lingua nel mondo globale, Apes, Roma (in particolare le sezioni 1 di M. Vedovelli, 2 di S. Ferreri, 5 di S. Ferreri e F. De Renzo).
De Mauro T., 1982, Minisemantica dei linguaggi verbali e non verbali, Laterza, Roma-Bari.
De Mauro T., 2018, Educazione linguistica democratica, Laterza, Roma-Bari.
Ferreri S., 2010, “Linguistica educativa ed educazione linguistica”, in G. Platania, C. Rosa, M. Russo (a cura di), Hinc illae lacrimae! Studi in memoria di Carmen Maria Radulet, Settecittà, Viterbo, pp. 166-177.
Vedovelli M., 2003, Condizioni semiotiche per un approccio interculturale alla didattica linguistica: il ruolo del linguaggio verbale in STUDI EMIGRAZIONE, Vol. XL, pag. 503 521 (dispensa fornite dal docente).
Casini S., 2020, Language Creativity: A Semiotic Perspective, Lexington Rowman & Littlefield, Lanham Maryland (US).
De Mauro T., 2008, Lezioni di linguistica teorica, Laterza, Roma-Bari.

courseProgram

Part of the course will be devoted to the description of the characteristics of the medieval textual tradition, to the problems it poses to the critical publisher and to the different methods used for the edition of the texts. Furthermore, basic information will be given on the medieval Romance literary tradition and in particular on the lyric tradition and the historical grammar of the Provençal language, in order to introduce students to the poetic text that will be the subject of the critical edition prepared within the course with their cooperation.

examMode

For the ATTENDING students there will be a written paper and an interview (for the vote the results of each test are considered). In the written essay the competences matured in the field of the discipline are evaluated, also from the point of view of the practical application (object of the exercises), and the ability to express complex concepts through a written discourse; in the interview the elaborate is discussed making reference to the scientific methods and tools used. For NON-ATTENDING students, there is normally only an oral exam, 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

1. Materials, handouts and texts provided by the teacher at the beginning of the course.

Reference bibliography:
1.Aurelio Roncaglia, Principi e applicazioni di critica testuale, Roma, Bulzoni, 1975.
2.Paul Maas, Critica de testo, Firenze, 1952.

NON-ATTENDING STUDENTS WILL HAVE TO ADD TO THE PREVIOUS READINGS AND IN REPLACEMENT OF THE DISPENSES AND TEXTS PROVIDED TO THE LESSON:
3. Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
4. Roberto Antonelli, Interpretazione e critica del testo, in Letteratura italiana, dir. da Alberto Asor Rosa, vol.IV: L'interpretazione, Torino, Einaudi, 1985, pp. 141-243.

** Students who find it difficult to find the following texts can contact the teacher directly.
IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM

mode

The course will include a theoretical part, intended for the acquisition of the fundamental tools necessary for the preparation of a critical edition, and a practical part in which the students will be able to put these acquisitions to the test directly following the various preparation phases of an edition of a poetic composition.

classRoomMode

The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher.

bibliography

Suggestions for additional readings:
- Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Monnier, 1934.
- Gianfranco Contini, Breviario di ecdotica, Torino, Einaudi, 1990.

courseProgram

Literature, journalism, society, industry: The role of the intellectual from the post-World War II era to the present

During the twentieth century, especially after the Second World War, the role of the intellectual acquired a true social service function. With the introduction of critical thinking as the primary factor in interpreting and understanding society, public interventions by writers and poets in newspapers, print media, and mass media outlets have increased. This was all part of the radical and irreversible transformation of society, which saw Italy transition from a rural, agricultural country with strong traditional values ​​to an industrial nation open to globalization and, in the contemporary era, to the evolution of communication and interpersonal relationships brought about by the development of information technology.
Through the reading and analysis of exemplary cases in the literary and journalistic production of the late twentieth century, the course aims to explore the role and contribution of intellectuals to society, examining their political nature and the dynamics of reception.

Bibliography:

1) CARLO SERAFINI (ed.), A Writer's Word: Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024. The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

- Dossier Testori (a cura di Carlo Serafini), "Il Caffè illustrato", n.29, marzo-aprile 2006

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

Course duration: First semester
Class schedule:
Class start date:
Instructor office hours: Before and after classes or by appointment to be arranged via email
Instructor contact: carlo.serafini@unitus.it

examMode

Students will have to demonstrate in the oral interview their knowledge of the exam topics and their ability to analyze text and content of the addressed works.
Vote based on 30/30 honors

books

CARLO SERAFINI (ed.), A Writer's Word. Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024.

The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

- Dossier Testori (a cura di Carlo Serafini), "Il Caffè illustrato", n.29, marzo-aprile 2006

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

classRoomMode

Attendance is not mandatory but strongly recommended

bibliography

Pier Paolo Pasolini, Scritti corsari, Garzanti, Milan 1975 (also later editions)
Luciano Bianciardi, La vita agra, Rizzoli, Milan 1962
AA.VV., Bianciardi journalist, a c. of Carlo Serafini, Bulzoni, Rome 2023
Fabio Pierangeli, Eraldo Affinati. The school of gift, Studium, Rome 2019
Giorgio Zanchini, Cultural journalism, Carocci, Rome 2013
Volponi, Memoriale (1962), Le mosche del capitale (1989)
Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

courseProgram

The theme of history, and of the narration of history, is a leitmotif of postmodern thinkers and novelists. The aim of the course will be to explore English novels in which the theme of history recurs in different configurations, and to contextualise the view that different authors have built around this theme. After some lessons devoted to the form of the novel and to the cultural context of postmodern literature, the other lessons will be devoted to each text, according to a thematic arrangement: 'Waterland', 'The Remains of the Day', 'The English Patient'', The Innocent', 'Last Orders', 'The Light of Day', and 'Atonement'.

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' critical and methodological skills. In order to assess these skills, students will be invited to discuss the texts that have been encountered during the course.

books

Graham Swift, Waterland / Il paese dell’acqua (it. Garzanti o Neri Pozza)
==========, Last Orders / Ultimo giro (it. Feltrinelli)
==========, The Light of Day /La luce del giorno (it. Feltrinelli)
Michael Ondaatje, The English Patient / Il paziente inglese (it. Garzanti)
Ian McEwan, The Innocent / Lettera a Berlino (it. Einaudi)
=========, Atonement / Espiazione (it. Einaudi)
Kazuo Ishiguro, The Remains of the Day / Quel che resta del giorno (it. Einaudi)

mode

The course will consist of frontal lessons, aiming to provide participants with the critical tools they need to interrogate and understand literary texts, both in terms of literary analysis and of historical/cultural contexts. Since our critical itinerary will be literary as well as cultural, the course will probably include the viewing and discussion of films.

classRoomMode

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

bibliography

CRITICAL REFERENCES (SUGGESTED FOR NON-ATTENDING STUDENTS)
- Valerio Viviani, La storia e le storie: quattro romanzi contemporanei, Pisa, Pacini (the volume is also available in the library): for Cultural Context, Waterland; The English Patient; The Innocent; The Remains of the Day.
- Valerio Viviani, Graham Swift, Florence, Le Lettere (the volume is also available in the library): for Last Orders and The Light of Day.
- Valerio Viviani, Il viaggio di Guido Riccio: dalle colline di Simone Martini alle rovine di Ondaatje, in Viaggi e paesaggio, edited by N. Boccara and G. Platania, Viterbo, Sette Città, 2005, pp. 361–376: for The English Patient (available on MOODLE).
- Roberta Ferrari, Ian McEwan, Florence, Le Lettere: for The Innocent and Atonement.

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

courseProgram

Part of the course will be devoted to the description of the characteristics of the medieval textual tradition, to the problems it poses to the critical publisher and to the different methods used for the edition of the texts. Furthermore, basic information will be given on the medieval Romance literary tradition and in particular on the lyric tradition and the historical grammar of the Provençal language, in order to introduce students to the poetic text that will be the subject of the critical edition prepared within the course with their cooperation.

examMode

For the ATTENDING students there will be a written paper and an interview (for the vote the results of each test are considered). In the written essay the competences matured in the field of the discipline are evaluated, also from the point of view of the practical application (object of the exercises), and the ability to express complex concepts through a written discourse; in the interview the elaborate is discussed making reference to the scientific methods and tools used. For NON-ATTENDING students, there is normally only an oral exam, 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

1. Materials, handouts and texts provided by the teacher at the beginning of the course.

Reference bibliography:
1.Aurelio Roncaglia, Principi e applicazioni di critica testuale, Roma, Bulzoni, 1975.
2.Paul Maas, Critica de testo, Firenze, 1952.

NON-ATTENDING STUDENTS WILL HAVE TO ADD TO THE PREVIOUS READINGS AND IN REPLACEMENT OF THE DISPENSES AND TEXTS PROVIDED TO THE LESSON:
3. Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
4. Roberto Antonelli, Interpretazione e critica del testo, in Letteratura italiana, dir. da Alberto Asor Rosa, vol.IV: L'interpretazione, Torino, Einaudi, 1985, pp. 141-243.

** Students who find it difficult to find the following texts can contact the teacher directly.
IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM

mode

The course will include a theoretical part, intended for the acquisition of the fundamental tools necessary for the preparation of a critical edition, and a practical part in which the students will be able to put these acquisitions to the test directly following the various preparation phases of an edition of a poetic composition.

classRoomMode

The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher.

bibliography

Suggestions for additional readings:
- Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Monnier, 1934.
- Gianfranco Contini, Breviario di ecdotica, Torino, Einaudi, 1990.

courseProgram

Course title: Petronius’ Satyricon

Programme: the course is focused on Petronius’ Satyricon, a work that represents one of the greatest masterpieces of Latin prose: after an introduction devoted to the discussed origin of the Latin novel, examined in his relationships with Greek and Roman models (novels, epic poems, comedy), there will be an in-depth examination of Petronius’ novel, paying attention to his problematic features (author, age, structure, intentions) as well as to artistic peculiarities (irony, parody), with special attention to linguistic and stylistic aspects. Some important pages of the novel will be read and commented.

examMode

Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct).

books

A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).

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.

classRoomMode

Attendance in this course is optional, but highly recommended.

bibliography

A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).

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.

courseProgram

Through a comparative illustration of the intellectual evolution (with precise references to biographical events and to the history of Florence and international events between the end of the fifteenth century and the initial thirty years of the sixteenth century) of Machiavelli and Guicciardini, an analysis of their main works will be conducted, also examined in their variety of genres as: essays (The Prince, Discourses on Livy, Dialogue on the Government of Florence) comedy (Mandragola); historiography (History of Italy), moral reflection (Ricordi). Thus, also with the help of epistolary exchanges between the two illustrious personalities, the network of intellectual references, made up of convergences and dissent, between the two writers-thinkers most lucidly aware of the political ruin of Italy in the first decades of the sixteenth century, will be identified. The comparison will extend to a parallel, in general terms, with Ariosto and his attitude as a man of letters towards that same ruin of Italy.

examMode

An oral exam on parts of the program chosen by the instructor, 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

N. Machiavelli:
ll Principe, edited by G. Inglese, Turin, Einaudi, or edited by R. Ruggiero, Milan, BUR;
Discorsi sulla prima deca di Tito Livio, followed by F. Guicciardini, Considerazioni sui Discorsi di Machiavelli, edited by C. Vivanti, Turin, Einaudi; alternatively: Discorsi sulla prima deca di Tito Livio, foreword by G. Sasso, notes by G. Inglese, Milan, BUR; Opere, edited by C. Vivanti, Turin, Einaudi- Biblioteca della Pléiade, vol. 1 (contains both ll Principe and the Discorsi);
La Mandragola, edited by P. Stoppelli, Milan, Oscar Mondadori (preferable to the edition by R. Rinaldi, Milan, BUR, although useful);
F. Guicciardini:
Ricordi, edited by by C. Varotti, Rome, Carocci; it is recommended to supplement this edition with the one edited by E. Pasquini, Milan, Garzanti, which contains good introductory notes for each Ricordo

(other editions of the Ricordi are valuable but less preferable due to limited textual documentation: introduction by M. Fubini and foreword by E. Barelli, Milan, BUR; edited by G. Masi, Milan, Mursia; edited by V. De Caprio, Rome, Salerno Editrice; edited by M. Palumbo, Turin, Einaudi);
Dialogo del reggimento di Firenze, edited by G. M. Anselmi and C. Varotti, Turin, Bollati Boringhieri.
Excerpts of interest in Ludovico Ariosto, however limited in lenght, may be taken from any of the following editions of Orlando furioso: edited by L. Caretti, Einaudi; by C. Segre, Mondadori; by E. Bigi, Rusconi; by E. Bigi and C. Zampese, BUR.
Depending on the students' learning ability, additional references may be made during lessons to excerpts from other works and editions, such as:
Machiavelli:
-Discorsi, edited by F. Bausi, Rome, Salerno Editrice (part of the National Edition of Machiavelli's Opere);
-Opere, edited by C. Vivanti, Einaudi, vol. II (contains Machiavelli's Letters to and from Guicciardini and other contemporary figures);
(For Machiavelli's Letters, the edition of the Lettere a F. Vettori e a F. Guicciardini, edited by G. Inglese, BUR, is also useful);
F. Guicciardini,:
Storia d’Italia, edited by S. Seidel Menchi, Turin, Einaudi, or edited by E. Mazzali, Milan, Garzanti.
The materials in these additional references may be made available to students.
For refrence bibliography see herehunder

classRoomMode

Although non compulsory, attendance is higly recommended. Attending classes in person enables learning, thanks to direct contact with lecturer and with fellow students, especially when they are required to practice analysis of texts.

bibliography

Reference Bibliography
It is recommended to get a basic understanding of Machiavelli and Guicciardini by reading the relevant chapter in a literary history textbook. Giulio Ferroni’s Storia della letteratura italiana, Milano, Mondadori Scuola, vol. II, pp. 34-63 and 139-148, is recommemded.
General knowledge of F. Bausi, Machiavelli, Rome, Salerno Editrice, and of E. Cutinelli Rèndina, Guicciardini, Rome, Salerno Editrice, is required (parts of both requiring more detailed attention will be indicated during classes).
Bausi’s and Cutinelli Rèndina’s books should be supplemented with selected sections (also indicated during lessons) of:
G. Inglese, Per Machiavelli, Rome, Carocci;
Machiavelli a c by E. Cutinelli Rèndina-R. Ruggiero, Rome, Carocci;
Selected entries from the Enciclopedia Machiavelliana, edited by G. Sasso, Rome, Istituto della Enciclopedia Italiana (also online: https://www.treccani.it/enciclopedia/elenco-opere/Enciclopedia_machiavelliana/)
To the extent organizationally feasible, a copy of all the above materials will be made available for consultation only in the library during the course, for the convenience of students.

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).

Sample questions:
define an acoustic quantity (formant, harmonic, etc.)
read a spectrogram
critically analyze a phonological model

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.

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

Literature, journalism, society, industry: The role of the intellectual from the post-World War II era to the present

During the twentieth century, especially after the Second World War, the role of the intellectual acquired a true social service function. With the introduction of critical thinking as the primary factor in interpreting and understanding society, public interventions by writers and poets in newspapers, print media, and mass media outlets have increased. This was all part of the radical and irreversible transformation of society, which saw Italy transition from a rural, agricultural country with strong traditional values ​​to an industrial nation open to globalization and, in the contemporary era, to the evolution of communication and interpersonal relationships brought about by the development of information technology.
Through the reading and analysis of exemplary cases in the literary and journalistic production of the late twentieth century, the course aims to explore the role and contribution of intellectuals to society, examining their political nature and the dynamics of reception.

Bibliography:

1) CARLO SERAFINI (ed.), A Writer's Word: Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024. The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

- Dossier Testori (a cura di Carlo Serafini), "Il Caffè illustrato", n.29, marzo-aprile 2006

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

Course duration: First semester
Class schedule:
Class start date:
Instructor office hours: Before and after classes or by appointment to be arranged via email
Instructor contact: carlo.serafini@unitus.it

examMode

Students will have to demonstrate in the oral interview their knowledge of the exam topics and their ability to analyze text and content of the addressed works.
Vote based on 30/30 honors

books

CARLO SERAFINI (ed.), A Writer's Word. Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024.

The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

- Dossier Testori (a cura di Carlo Serafini), "Il Caffè illustrato", n.29, marzo-aprile 2006

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

classRoomMode

Attendance is not mandatory but strongly recommended

bibliography

Pier Paolo Pasolini, Scritti corsari, Garzanti, Milan 1975 (also later editions)
Luciano Bianciardi, La vita agra, Rizzoli, Milan 1962
AA.VV., Bianciardi journalist, a c. of Carlo Serafini, Bulzoni, Rome 2023
Fabio Pierangeli, Eraldo Affinati. The school of gift, Studium, Rome 2019
Giorgio Zanchini, Cultural journalism, Carocci, Rome 2013
Volponi, Memoriale (1962), Le mosche del capitale (1989)
Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

courseProgram

The course aims to provide students with some advanced notions of the language of italian literary texts. After an overview of the subject, from its Origin to modern times, through some of the most important moments in the history of italian language (first part), the focus will be on the history of italian language for music from XVII to XX century (second part), with an analysis of a selection of most important texts: for each text, a historical and cultural contextualisation will be proposed, together with a detailed linguistic and stylistic analysis, with special attention to phonomorphological, syntactic, lexical and rhetorical elements, so as to locate every single documents in its linguistic and cultural context.

examMode

The final assessment consists of an oral examination of the program of study, with a comment on some texts.

books

Attending Students
First section
1. F. Bruni, L'italiano letterario nella storia, Bologna, Il Mulino, 2007.
2. Dispense e materiali (disponibili su Moodle)
Second section
1. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.
2. Dispense e materiali (disponibili su Moodle)

Non attending students
1. L. Serianni, Prima lezione di storia della lingua italiana, Roma-Bari, Laterza, 2015.
2. S. Telve, L’italiano: frasi e testo, Roma, Carocci, 2013.
3. F. Bruni, L'italiano letterario nella storia, Bologna, Il Mulino, 2007.
4. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.

mode

48h, face to face lectures

classRoomMode

Class attendance is not mandatory but is strongly recommended.

bibliography

No reference bibliography

courseProgram

• Problems characterizing the study of travel literature and in particular of travel in Western and Central Asia. The concept of 'orientalism', starting from E. Said, and development of the discussion on the subject.
• General information on the Iranian and Islamic world, in particular Shiite (introduction aimed at placing the proposed themes in a critical historical framework)
• The Qajar dynasty in Persia (late eighteenth – early twentieth century) and the conditions of Persia at the beginning of modernization.
• Il viaggio di Osculati e De Vecchi in Persia (1841): reading and commentary of passages from Note d'un viaggio nella Persia and Giornale di carovana.
• The permanence of Giuseppe Anaclerio in Persia (1862-1865): reading and commentary of passages from La Persia descritta;
• The economic studies of Eteocle Lorini and his stay in Iran in 1897-1899: reading and commentary of passages from La Persia economica contemporanea.

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. There will be a discussion of a written paper; the subject of the paper has to be agreed in advance.

books

Selected passages from:

G. Anaclerio, La Persia descritta. Relazione di un viaggio, Napoli 1863 https://archive.org/details/bub_gb_LnqKbpXSZrwC

F. De Vecchi, Giornale di carovana. Brano di un Viaggio nell’Armenia, Persia, Arabia ed Indostan, fatto negli anni 1841-42, 2 voll., Milano 2016 (in part. volume secondo)

E. Lorini, La Persia economica contemporanea e la sua questione monetaria, Roma 1900 https://archive.org/details/persiaeconomicac00lori

G. Osculati, Note d'un viaggio nella Persia e nelle Indie Orientali, negli anni 1841, 1842, Milano 1844 https://archive.org/details/bub_gb_xiK_QPsi5bkC/page/n1/mode/2up


Additional teaching material will be distributed during the course. Non-attending students are asked 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

E. Said, Orientalismo (traduzione italiana), Torino, Bollati Boringhieri, 1991 (e successive ristampe).

courseProgram

The course is divided into three sections:
I. The transition from traditional to current knowledge infrastructures;
II. The role of Information and Communication Technologies in learning processes;
III. Cultural software, cultural analytics, AI and connected applications.

In detail, the following topics will be developed during the course:

I - The transition from traditional to current knowledge infrastructures.
1. From Medium to post-media; 2. Natural / Artificial and ways of communicating and educating; 3. Digital convergence; 4. Reconfiguration of the methods of archiving, reproduction and creation of knowledge; 5. Infosphere: the network as a knowledge infrastructure.

II - The role of information and communication technologies in learning processes.
1. Technologies and incorporation of values; 2. Relational configurations of knowledge; 3. Software culture; 4. Metadata, databases, algorithms; 5. Openness and Open Educational Resources.

III - Cultural software and its applications.
1. Software and participatory platforms for learning; E-learning, mobile learning, online learning; 2. generative AI for learning.

examMode

The exam is oral and aims to verify not only the acquisition of disciplinary knowledge, but also the ability of the student to apply this knowledge to current training contexts. Students who decide to take the oral exam must study all the volumes listed in the "reference texts" section.

To access the assessment tests, all students (attending and non-attending) must compulsorily register on the university platform. Regular attendance at lessons is recommended.

books

REFERENCE TEXTS (mandatory)

Mandatory texts for attending and non-attending students (all texts are available in both paper and digital versions):

1) Domingos P., The Master Algorithm: How the Quest for the Ultimate Learning Machine Will Remake Our World (Penguin, 2015).

2) Pireddu M., Social Learning. Le forme comunicative dell'apprendimento (Guerini e Associati, Milano, 2014).

3) One of these:
a) Floridi L., Cabitza F., Intelligenza Artificiale. L’uso delle nuove macchine (Bompiani, Milano, 2021)
b) Weinberger D., Caos quotidiano. Un nuovo mondo di possibilità (Codice Edizioni, Torino, 2020).
c) Moriggi S., Pireddu M., L'Intelligenza Artificiale e i suoi fantasmi. Vivere e pensare con le reti generative (Il Margine/Erickson, Trento, 2024)

mode

The course will be held in physical presence and will be strongly integrated with online learning environments. Students will have practical experience of knowledge management software and applications, and will have to produce content through individual and group work.

classRoomMode

Attendance not mandatory

bibliography

RECOMMENDED TEXTS (NOT MANDATORY) FOR CONSULTATION AND FURTHER DETAILS

Abruzzese A., Maragliano R., a cura di, Educare e comunicare. Spazi e azioni dei media (Mondadori Università, Milano, 2008).
Bonk C.J, The World is Open. How Web Technology is Revolutionizing Education (Jossey-Bass, San Francisco, 2009).
boyd d., It’s complicated. La vita sociale degli adolescenti sul web, Roma, Castelvecchi, 2014.
Bruner J., La cultura dell’educazione (Feltrinelli, Milano, 2007).
Castells M., La nascita della società in rete (Università Bocconi Editore, Milano, 1996).
Collins A., Halverson R., Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America (Teachers College Press, New York, 2009).
Gee J.P., The Anti-Education Era. Creating Smarter Students Through Digital Learning, Palgrave Macmillan, New York, 2013.
Gunthert A., L'immagine condivisa. La fotografia digitale (Contrasto Books, 2016).
Jonassen D.H., Howland J.L, Morre J.L, Marra R.M., Learning to Solve Problems with Technology. A Constructivist Perspective (Merril/Prentice-Hall, Upper Saddle River, New Jersey, 2003).
Katz R., a cura di, The Tower and the Cloud: Higher Education in the Age of Cloud Computing (Educause, 2008).
Khan S., La scuola in rete. Reinventare l’istruzione nella società globale (Corbaccio, Milano, 2013).
Lankshear C., Knobel M., a cura di, Digital Literacies. New Literacies and Digital Epistemologies (Peter Lang Publishing, New York, 2008).
Livingstone S., The Class: Living and Learning in the Digital Age (NYU Press, New York, 2016).
Manovich L., Software Culture (Olivares, Milano, 2010).
Maragliano R., Adottare l’e-learning a scuola (#graffi, Roma, 2013).
Maragliano R., Pireddu M., Storia e pedagogia nei media (#graffi, 2012).
Moriggi S., Connessi. Beati quelli che sapranno pensare con le macchine (San Paolo Edizioni, Milano, 2014).
Morin E., I sette saperi necessari all'educazione del futuro (Raffaello Cortina Editore, Milano, 2001).
Papert S., Mindstorms: bambini, computer e idee (Emme, Milano, 1984).
Papert S., I bambini e il computer (Rizzoli, Milano, 1994).
Pireddu M., Algoritmi. Il software culturale che regge le nostre vite (Luca Sossella Editore, Milano, 2017).
Ranieri M., Pieri M., Mobile learning. Dimensioni teoriche, modelli didattici, scenari applicativi (UNICOPLI, Milano, 2014).
Ranieri M., Manca S., I social network nell’educazione. Basi teoriche, modelli applicativi e linee guida (Edizioni Centro Studi Erickson, Trento, 2013).
Riva G., I social network (Bologna, Il Mulino, 2010).
Robinson K., Fuori di testa. Perché la scuola uccide la creatività (Erickson, 2015).
Roncaglia G., L'età della frammentazione: Cultura del libro e scuola digitale (Laterza, Roma-Bari, 2018).
Rose F., Immersi nelle storie. Il mestiere di raccontare nell'era di Internet (Codice Edizioni, Torino, 2013).
Sennett R., L’uomo artigiano (Feltrinelli, Milano, 2008).
Serres M., Non è un mondo per vecchi. Perché i ragazzi rivoluzionano il sapere (Bollati Boringhieri, Torino, 2013).
Sgobba A., ? Il paradosso dell’ignoranza da Socrate a Google (Il Saggiatore, Milano, 2017).
Wallace P., La psicologia di Internet (a cura di Ferri P. e Moriggi S., Raffaello Cortina, Milano, 2017).
Weinberger D., La stanza intelligente. La conoscenza come proprietà della rete (Codice Edizioni, Torino, 2012).
Weinberger D., Elogio del disordine. Le regole del nuovo mondo digitale (BUR, Milano, 2010).
Wenger E., Comunità di pratica. Apprendimento, significato e identità (Raffaello Cortina, Milano, 2006).

courseProgram

The course offers a broad historical reflection on nation, gender, and war, structured around four chronological frameworks. The first framework spans from the late eighteenth century to the First World War and focuses on the emergence and consolidation of the modern canon of the nation-state, with its emotional, identitarian, and gendered components shaped by revolutionary, independence, and imperial wars. The second framework addresses the period between the two World Wars, with particular attention to the rhetoric and practices of the Fascist regime. The third framework examines the long postwar period, characterised by the Cold War, its gender codes, and the emergence of youth countercultures, neo-feminist movements, and pacifist activism. The fourth framework concerns the period inaugurated by the fall of the Berlin Wall, marked by the tension between new cultures of citizenship and renewed languages of belonging and identity articulated in a national-populist key.
Teaching activities will be integrated with the analysis of primary sources and with critical discussions of the historiography.

examMode

Assessment will take the form of an oral examination, designed to evaluate students' critical understanding of the course content, their use of analytical categories, and their ability to develop coherent historical arguments.

books

The texts and study materials for the exam will consist of articles and excerpts selected by the instructor, in line with the topics covered in the course, and made available to students during lessons and on Moodle.

classRoomMode

Attendance is recommended but not compulsory. Non-attending students may prepare for the exam using the materials indicated and made available by the course instructor.

bibliography

B. Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, revised ed., London-New York, Verso, 2006 (first published 1983)
G.L. Mosse, Nationalism and Sexuality: Respectability and Abnormal Sexuality in Modern Europe, New York, H. Fertig, 1985
M.R. Higonnet, J. Jenson, S. Michel, M.C. Weitz (eds.), Behind the lines. Gender and the Two World Wars, New Haven-London, Yale University Press, 1987
N. Yuval-Davis, Gender & Nation, London, Sage, 2003 (first published 1997)
I. Blom, K. Hagemann, C. Hall (eds.), Gendered Nations: Nationalisms and Gender Order in the Long Nineteenth Century, Oxford-New York, Berg, 2000
A.M. Banti, L'onore della nazione. Identità sessuali e violenza nel nazionalismo europeo dal XVIII secolo alla Grande Guerra, Torino, Einaudi, 2025
K. Hagemann, S. Dudink, S.O. Rose (eds.), The Oxford Handbook of Gender, War, and the Western World since 1600, New York: Oxford University Press, 2020

courseProgram

The course aims to provide students with the main conceptual and methodological tools necessary for a correct understanding of the nature of the consumer and the central role of digital images in his daily life, relating image, brand and advertising to each other in the contemporary scenario.
In particular, the course intends to reconstruct the evolution of the relationship between forms of consumption, cultural practices and communication processes, starting from the origins of the culture of consumption to date, integrating the various sociological analyzes. Subsequently, the course will examine the ways in which companies try to develop an advertising strategy considering the main stages of the historical evolution of advertising and brand communication, focusing on the connections between image and consumption functional to analysis of the processes of change affecting contemporary society.
In this context, a monographic space will be given to the analysis of stardom and star strategy in the contemporary globalized and digital scenario.

examMode

Oral exam and evaluation of the work done by the students.
For attending students it is possible to propose a paper (written or multimedia) on a case study agreed with the teacher: in fact the oral exam can be possibly integrated by individual or group application activities that will be evaluated by the teacher. during the cycle of didactic activities.

The exam will focus on verifying the knowledge acquired with respect to: the interactions between the processes of evolution of forms of consumption, cultural practices and communication processes; the historical and theoretical evolution of consumer research and in particular of the sociology of consumption; the image, the brand, advertising, historical evolution and contemporary society.

books

1. N. Barile, Brand new world. Il consumo delle marche come forma di rappresentazione del mondo, Lupetti, Bologna 2009 (ISBN 978-88-8391-264-1), tutto il volume per un totale di 190 pagine.

2. R. Sennett, L’uomo artigiano, Feltrinelli, Bologna 2009 (ISBN 9788807104398), tutto il volume per un totale di 280 pagine.

3. A book of your choice:

IMAGE
G. Fiorentino, B. Terracciano, La mascherina è il messaggio, Franco Angeli, Milano 2022 (ISBN 9788835135579), tutto il volume.
G. Fiorentino, Il sogno dell'immagine. Per un'archeologia fotografica dello sguardo. Benjamin, Rauschenberg e Instagram, Meltemi, Milano 2019 (ISBN 8855190571), tutto il volume.
J. Fontcuberta, La furia delle immagini. Note sulla postfotografia, Einaudi, Torino 2018 (ISBN 978-88-06-23700-4 ),tutto il volume per un totale di 233 pagine.
A.Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016 (ISBN 978-88-6965-6910), tutto il volume per un totale di 174 pagine.
W.J.T. Mitchell, Scienza delle immagini. Iconologia, cultura visuale ed estetica dei media, Joahn & Levi, Cremona 2018 (ISBN 978-88-6010-199-0), tutto il volume per un totale di 229 pagine.
A. Pinotti, Il primo libro di teoria dell'immagine, Einaudi, Torino 2024 (ISBN 9788806254889), tutto il volume per un totale di 318 pagine.
A. Pinotti, Alla soglia dell'immagine. Da Narciso alla realtà virtuale, Einaudi, Torino 2022 (ISBN 9788806244422), tutto il volume per un totale di 210 pagine.

BRAND
M. Danesi, Brands. Il mondo delle marche, Carocci, Roma 2009 (ISBN 978-88-430-5040-6), tutto il volume per un totale di 187 pagine.
G. Marrone, Il discorso di marca. Modelli semiotici per il branding, Laterza, Roma-Bari 2008 (ISBN 978-88- 420-8462-4) da pag. 3 a pag. 151 e da pag. 255 a pag. 333, per un totale di 225 pagine.
V. Gabrielli, Brand communication, il Mulino, Bologna 2014 (ISBN 978-88-15-25242-5), tutto il volume per un totale di 239 pagine.

CONSUME
V. Codeluppi, Manuale di sociologia dei consumi, Carocci, Roma 2006 (ISBN 88-430-3552-5): da pag. 9 a pag.189, per un totale di 180 pagine.
M. Franchi, Il senso del consumo, Bruno Mondadori, 2007 (ISBN 88-615-9067-5), tutto il volume per un totale di 216 pagine.
L. Leonini, R. Sassatelli, Il consumo critico, Laterza, Roma-Bari 2008 (ISBN 978-88-420-8597-3) tutto il volume per un totale di 200 pagine.
I. Pezzini, P. Cervelli, Scene del consumo: dallo shopping al museo, Meltemi, Roma 2006 (ISBN 88-8353-485-9) da pagina 7 a pagina 202 e da pagina 381 a pagina 414, per un totale di 230 pagine.

ADVERTISING
M. Vecchia, Hapù. Manuale di tecnica della comunicazione pubblicitaria, Lupetti, Bologna 2003 (ISBN 978-88-8391-097-5): da pag. 9 a pag. 21; da pag.49 a pag.146; da pag.168 a pag.192; da pag. 235 a pag.305; per un totale di 210 pagine.
F. Fasce, Le anime del commercio. Pubblicità e consumi nel secolo americano, Carocci, Roma 2012 (ISBN: 9788843065776), tutto il volume per un totale di 214 pagine.
P. Colaiacomo, a cura di, Fatto in Italia. La cultura del made in Italy, Meltemi, Roma 2007 (ISBN 88-8353-495-6), tutto il volume per un totale di 160 pagine.
S. De Iulio, Studiare la pubblicità. Teorie, analisi e interpretazioni, Franco Angeli, Milano 2018 (ISBN 9788891770677), tutto il volume per un totale di 105 pagine.

CROSS-MEDIA SERIALITY
G. Boccia Artieri, G. Fiorentino, a cura di, Storia e teoria della serialità. Vol. III – Le forme della narrazione contemporanea tra arte, consumi e ambienti artificiali, Meltemi, Milano 2024 (9791256150267), tutto il volume.
S. Brancato, S. Cristante, E. Ilardi, a cura di, Storia e teoria della serialità. Vol. II – Il Novecento: dalle narrazioni di massa alla svolta digitale, Meltemi, Milano 2024 (9788855199551), tutto il volume.
G. Ragone, F. Tarzia, a cura di, Storia e teoria della serialità. Vol. I – Dal canto omerico al cinema degli anni Trenta, Meltemi 2023 (ISBN 9788855198172), tutto il volume.


4. A book of your choice:
J. Seguela, Hollywood lava più bianco, Lupetti, Bologna, 1986 (ISBN 9788886302876), tutto il volume per un totale di 230 pagine.
O. Ricci, Celebrità 2.0. Sociologia delle star nell’epoca dei new media, Mimesis, Milano 2013 (ISBN 9788857518329), tutto il volume per un totale di 103 pagine.
V. Codeluppi, Tutti divi. Vivere in vetrina, Laterza, Roma-Bari, 2009 (ISBN 978 88 58 113554) tutto il volume per un totale di 125 pagine.
V. Codeluppi, Il divismo. Cinema, televisione, web, Carocci, 2017 (ISBN:9788843089437), tutto il volume per un totale di 121 pagine.

mode

The course includes lectures that combine the cultural theoretical treatment with the presentation and discussion of concrete case studies. In addition, parts of the course will be enriched by workshops, interventions by external experts, visits to companies or institutions in the area.
- Frontal lessons.
- Workshops.
- Group work.
- Meetings with external specialists.
- Field visits.

classRoomMode

Optional attendance

bibliography

IMMAGINE
G. Fiorentino, B. Terracciano, La mascherina è il messaggio, Franco Angeli, Milano 2022 (ISBN 9788835135579), tutto il volume.
G. Fiorentino, Il sogno dell'immagine. Per un'archeologia fotografica dello sguardo. Benjamin, Rauschenberg e Instagram, Meltemi, Milano 2019 (ISBN 8855190571), tutto il volume.
J. Fontcuberta, La furia delle immagini. Note sulla postfotografia, Einaudi, Torino 2018 (ISBN 978-88-06-23700-4 ),tutto il volume per un totale di 233 pagine.
A.Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016 (ISBN 978-88-6965-6910), tutto il volume per un totale di 174 pagine.
W.J.T. Mitchell, Scienza delle immagini. Iconologia, cultura visuale ed estetica dei media, Joahn & Levi, Cremona 2018 (ISBN 978-88-6010-199-0), tutto il volume per un totale di 229 pagine.
A. Pinotti, Il primo libro di teoria dell'immagine, Einaudi, Torino 2024 (ISBN 9788806254889), tutto il volume per un totale di 318 pagine.
A. Pinotti, Alla soglia dell'immagine. Da Narciso alla realtà virtuale, Einaudi, Torino 2022 (ISBN 9788806244422), tutto il volume per un totale di 210 pagine.

BRAND
M. Danesi, Brands. Il mondo delle marche, Carocci, Roma 2009 (ISBN 978-88-430-5040-6), tutto il volume per un totale di 187 pagine.
G. Marrone, Il discorso di marca. Modelli semiotici per il branding, Laterza, Roma-Bari 2008 (ISBN 978-88- 420-8462-4) da pag. 3 a pag. 151 e da pag. 255 a pag. 333, per un totale di 225 pagine.
V. Gabrielli, Brand communication, il Mulino, Bologna 2014 (ISBN 978-88-15-25242-5), tutto il volume per un totale di 239 pagine.

CONSUMI
V. Codeluppi, Manuale di sociologia dei consumi, Carocci, Roma 2006 (ISBN 88-430-3552-5): da pag. 9 a pag.189, per un totale di 180 pagine.
M. Franchi, Il senso del consumo, Bruno Mondadori, 2007 (ISBN 88-615-9067-5), tutto il volume per un totale di 216 pagine.
L. Leonini, R. Sassatelli, Il consumo critico, Laterza, Roma-Bari 2008 (ISBN 978-88-420-8597-3) tutto il volume per un totale di 200 pagine.
I. Pezzini, P. Cervelli, Scene del consumo: dallo shopping al museo, Meltemi, Roma 2006 (ISBN 88-8353-485-9) da pagina 7 a pagina 202 e da pagina 381 a pagina 414, per un totale di 230 pagine.

PUBBLICITA’
M. Vecchia, Hapù. Manuale di tecnica della comunicazione pubblicitaria, Lupetti, Bologna 2003 (ISBN 978-88-8391-097-5): da pag. 9 a pag. 21; da pag.49 a pag.146; da pag.168 a pag.192; da pag. 235 a pag.305; per un totale di 210 pagine.
F. Fasce, Le anime del commercio. Pubblicità e consumi nel secolo americano, Carocci, Roma 2012 (ISBN: 9788843065776), tutto il volume per un totale di 214 pagine.
P. Colaiacomo, a cura di, Fatto in Italia. La cultura del made in Italy, Meltemi, Roma 2007 (ISBN 88-8353-495-6), tutto il volume per un totale di 160 pagine.
S. De Iulio, Studiare la pubblicità. Teorie, analisi e interpretazioni, Franco Angeli, Milano 2018 (ISBN 9788891770677), tutto il volume per un totale di 105 pagine.

SERIALITA’ CROSSMEDIALE
G. Boccia Artieri, G. Fiorentino, a cura di, Storia e teoria della serialità. Vol. III – Le forme della narrazione contemporanea tra arte, consumi e ambienti artificiali, Meltemi, Milano 2024 (9791256150267), tutto il volume.
S. Brancato, S. Cristante, E. Ilardi, a cura di, Storia e teoria della serialità. Vol. II – Il Novecento: dalle narrazioni di massa alla svolta digitale, Meltemi, Milano 2024 (9788855199551), tutto il volume.
G. Ragone, F. Tarzia, a cura di, Storia e teoria della serialità. Vol. I – Dal canto omerico al cinema degli anni Trenta, Meltemi 2023 (ISBN 9788855198172), tutto il volume.


4. A scelta, uno dei volumi seguenti:
J. Seguela, Hollywood lava più bianco, Lupetti, Bologna, 1986 (ISBN 9788886302876), tutto il volume per un totale di 230 pagine.
O. Ricci, Celebrità 2.0. Sociologia delle star nell’epoca dei new media, Mimesis, Milano 2013 (ISBN 9788857518329), tutto il volume per un totale di 103 pagine.
V. Codeluppi, Tutti divi. Vivere in vetrina, Laterza, Roma-Bari, 2009 (ISBN 978 88 58 113554) tutto il volume per un totale di 125 pagine.
V. Codeluppi, Il divismo. Cinema, televisione, web, Carocci, 2017 (ISBN:9788843089437), tutto il volume per un totale di 121 pagine.

courseProgram

Through a comparative illustration of the intellectual evolution (with precise references to biographical events and to the history of Florence and international events between the end of the fifteenth century and the initial thirty years of the sixteenth century) of Machiavelli and Guicciardini, an analysis of their main works will be conducted, also examined in their variety of genres as: essays (The Prince, Discourses on Livy, Dialogue on the Government of Florence) comedy (Mandragola); historiography (History of Italy), moral reflection (Ricordi). Thus, also with the help of epistolary exchanges between the two illustrious personalities, the network of intellectual references, made up of convergences and dissent, between the two writers-thinkers most lucidly aware of the political ruin of Italy in the first decades of the sixteenth century, will be identified. The comparison will extend to a parallel, in general terms, with Ariosto and his attitude as a man of letters towards that same ruin of Italy.

examMode

An oral exam on parts of the program chosen by the instructor, 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

N. Machiavelli:
ll Principe, edited by G. Inglese, Turin, Einaudi, or edited by R. Ruggiero, Milan, BUR;
Discorsi sulla prima deca di Tito Livio, followed by F. Guicciardini, Considerazioni sui Discorsi di Machiavelli, edited by C. Vivanti, Turin, Einaudi; alternatively: Discorsi sulla prima deca di Tito Livio, foreword by G. Sasso, notes by G. Inglese, Milan, BUR; Opere, edited by C. Vivanti, Turin, Einaudi- Biblioteca della Pléiade, vol. 1 (contains both ll Principe and the Discorsi);
La Mandragola, edited by P. Stoppelli, Milan, Oscar Mondadori (preferable to the edition by R. Rinaldi, Milan, BUR, although useful);
F. Guicciardini:
Ricordi, edited by by C. Varotti, Rome, Carocci; it is recommended to supplement this edition with the one edited by E. Pasquini, Milan, Garzanti, which contains good introductory notes for each Ricordo

(other editions of the Ricordi are valuable but less preferable due to limited textual documentation: introduction by M. Fubini and foreword by E. Barelli, Milan, BUR; edited by G. Masi, Milan, Mursia; edited by V. De Caprio, Rome, Salerno Editrice; edited by M. Palumbo, Turin, Einaudi);
Dialogo del reggimento di Firenze, edited by G. M. Anselmi and C. Varotti, Turin, Bollati Boringhieri.
Excerpts of interest in Ludovico Ariosto, however limited in lenght, may be taken from any of the following editions of Orlando furioso: edited by L. Caretti, Einaudi; by C. Segre, Mondadori; by E. Bigi, Rusconi; by E. Bigi and C. Zampese, BUR.
Depending on the students' learning ability, additional references may be made during lessons to excerpts from other works and editions, such as:
Machiavelli:
-Discorsi, edited by F. Bausi, Rome, Salerno Editrice (part of the National Edition of Machiavelli's Opere);
-Opere, edited by C. Vivanti, Einaudi, vol. II (contains Machiavelli's Letters to and from Guicciardini and other contemporary figures);
(For Machiavelli's Letters, the edition of the Lettere a F. Vettori e a F. Guicciardini, edited by G. Inglese, BUR, is also useful);
F. Guicciardini,:
Storia d’Italia, edited by S. Seidel Menchi, Turin, Einaudi, or edited by E. Mazzali, Milan, Garzanti.
The materials in these additional references may be made available to students.
For refrence bibliography see herehunder

classRoomMode

Although non compulsory, attendance is higly recommended. Attending classes in person enables learning, thanks to direct contact with lecturer and with fellow students, especially when they are required to practice analysis of texts.

bibliography

Reference Bibliography
It is recommended to get a basic understanding of Machiavelli and Guicciardini by reading the relevant chapter in a literary history textbook. Giulio Ferroni’s Storia della letteratura italiana, Milano, Mondadori Scuola, vol. II, pp. 34-63 and 139-148, is recommemded.
General knowledge of F. Bausi, Machiavelli, Rome, Salerno Editrice, and of E. Cutinelli Rèndina, Guicciardini, Rome, Salerno Editrice, is required (parts of both requiring more detailed attention will be indicated during classes).
Bausi’s and Cutinelli Rèndina’s books should be supplemented with selected sections (also indicated during lessons) of:
G. Inglese, Per Machiavelli, Rome, Carocci;
Machiavelli a c by E. Cutinelli Rèndina-R. Ruggiero, Rome, Carocci;
Selected entries from the Enciclopedia Machiavelliana, edited by G. Sasso, Rome, Istituto della Enciclopedia Italiana (also online: https://www.treccani.it/enciclopedia/elenco-opere/Enciclopedia_machiavelliana/)
To the extent organizationally feasible, a copy of all the above materials will be made available for consultation only in the library during the course, for the convenience of students.

courseProgram

Educational Objectives
To acquire theoretical and operational knowledge on those IT tools, useful for the humanities, which have arisen from recent developments in Artificial Intelligence: (1) symbolic and sub-symbolic natural language processing, (2) machine learning, (3) large-scale linguistic models (so-called LLM) for natural languages.

a)EXPECTED LEARNING OUTCOMES
a1) Knowledge and understanding;
(1) Know the basics of automatic natural language processing:parsing, lemmatization/tokenization, n-grams, grammars, syntactic trees, probabilistic model of a natural language; (2) know the main definitions of automatic learning: supervised and unsupervised learning, reinforcement learning; main notions on neural networks and their learning model; (3) Knowing the possibilities and limits of a LLM (“Large Language Model”), understanding its probabilistic nature, and understanding the meaning of the parameters of a LLM (Top-k, Top-p, temperature) and the importance of the different formulation of the requests (prompt) by a user.
a2) Applying knowledge and understanding;
The student will learn to: (1) write simple context-free grammars, and visualize parse trees with simple tools/commands from specialized libraries (e.g. NLTK) (2) (3) use one or more LLMs (ChatGPT, Gemini) to obtain simple creative products from examples (prompt) personally built.
a3) Autonomy of judgment (making judgments);
The student will be able to evaluate the technological quality of: (1) (2)(3) information or a creative product obtained with the aid of an LLM.
a4) Communication skills;
Learn the precise terminology to describe the characteristics of an AI tool within the humanities. Communicate the results obtained from a large-scale linguistic model with the appropriate degree of uncertainty—due to the probabilistic model.
a5) Learning skills.
The student will be able to learn the correct use of new tools, which will gradually be available in the near future, based on applications of Artificial Intelligence, and in particular communication and device control through an LLM.

Lessons Plan
See the Learning Objectives. Topics covered: (1) symbolic and sub-symbolic natural language processing, (2) machine learning, (3) large-scale linguistic models (so-called LLM) for natural languages.

examMode

The exam consists of an oral exam on the notions and skills acquired in relation to points (1)-(2)-(3) above. At the student's discretion, the oral exam may be in English, and may focus on one or more products presented directly by the candidate, and explained in great detail. GOMP "Intermediate Tests" are planned, with dates to be agreed upon within the CCS.

books

The following textbooks are in Italian. The student can choose the original English version of them.

Nick Polson, James Scott, “Numeri Intelligenti.” UTET, 2019. ISBN: 978-8851167820. ((approximately €23).

Stuart J. Russell, Peter Norvig, “Artificial Intelligence: A Modern Approach. Ediz. MyLab. Vol. 1”. Pearson, 2021. ISBN: 978889190445, chapters 1 (Introduction) and 2 (Intelligent Agents), chapter 27 (Philosophy, Ethics, and Safety of AI). (€45 approximately).

Stuart J. Russell, Peter Norvig, “Artificial Intelligence: A Modern Approach. MyLab, Vol. 2.” Pearson, 2022. ISBN: 9788891927484, chapter 23 (Natural Language Processing) and chapter 24 (Deep Learning for Natural Language Processing), chapter 27 (Philosophy, Ethics, and Safety of AI). (€38 approximately).

T. Di Noia et al., "Web semantico: dal Web dei documenti al Web dei dati" Milano, Apogeo, 2013 (ISBN: 978-88-503-3214-4), capitoli 2,3,7.

Practice notes written by the teacher, distributed on the course Moodle page

classRoomMode

Attendance is strongly recommended, but not mandatory, and no distinction will be made during the exam between attending and non-attending students. However, to acquire practical knowledge, it seems necessary to either attend the course exercises or practice at home (which cannot be replaced by simply studying the textbooks).

bibliography

For further information on Artificial Intelligence and the evolution of information technology:

Kissinger, Henry, A., Schmidt, E., Huttenlocher, D., The Age of Intelligence
Artificial. The Future of Human Identity, Mondadori, Milan, 2021

Rossi, Francesca, Artificial Intelligence - How it works and where it takes us
Technology that is transforming the world, Laterza Publishers, Bari-Rome, 2024

For more information on natural language processing and its relationship with Artificial Intelligence:

Guido Vetere, “Intelligenze aliene. Linguaggio e vita degli automi.” Luca Sossella Editore, 2025. EAN: 9791259980878