Syllabus - Università degli Studi della Tuscia

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

Optional group: UNA MATERIA A SCELTA TRA STORIA MODERNA E MEDIEVALE CURR STUDI - (show)

8

15376 - MODERN HISTORY (objectives)

- SANFILIPPO Matteo (syllabus) (reference books)

8

M-STO/02

48

-

Basic compulsory activities

-

ITA

Optional group: UNA MATERIA A SCELTA TRA STORIA DELL'EUROPA DI CENTRO E DEI PAESI DI CULTURA IRANICA CURR STUDI - (show)

8

15375 - HISTORY OF IRAN AND IRANIAN-CULTURE COUNTRIES (objectives) The objective of the course is to provide students with the basic tools to know the history of Iran of 19th and 20th centuries. In that period the major transformation that have taken place in that country, somehow suspended between tradition and innovation, have led to the construction of a new identity. For this purpose, emphasis will be put on issues concerning the origin of the modernization process in the Qajar period (with particular reference to the reign of Nasiroddin Shah and his cultural politics), the European imperialism, the Constitutional Revolution; the modernization process during the Pahlavi dynasty; the 1953 coup d’état and the Islamic Revolution, with the shaping of the Islamic Republic of Iran and its consolidation at the beginning of 21st c. A Particular attention will be given to the genesis of the Iranian nationalist movement and its different ideological components; among these, the exaltation of the pre-Islamic past, the reconstruction of which racist theories of European origin have also contributed. Expected learning outcomes at the end of the course: 1) (Knowledge and understanding) basic historical knowledge of the main political and social events and problems of Iran of the nineteenth and twentieth centuries; 2) (Applied knowledge and understanding) on the basis of the acquired historical knowledge, ability to understand and analyze the contemporary political processes of the geopolitical area studied, 3) (Making judgments) flexibility of judgment and ability to compare and select based on a vision of Iran and the Middle East area more critical than the commonly widespread, eurocentristic one; 4) (Communicative skills) acquisition of communication techniques appropriate to the description of the problems treated thanks to the involvement of the students in the laboratory activities performed during the course, and to the forms of verification in itinere; 5) (Learning skills) ability to critically read texts related to Iran and other countries of the Middle East and to adequately use basic bibliographic and historical research tools; these skills are acquired thanks to joint laboratory activities and individual in-depth study. - FILIPPONE Elina (syllabus) • Introduction to the problems characterising the Iranian and Islamic, in particular Shiite, world (aimed at placing the proposed issues in a critical historical frame)• The Qajar dinasty • The impact of European (in particular, British and Russian) imperialism on the politico-economic development of Iran and its involvment in the ‘Great Game’ • The cultural policy of Nasiroddin Shah • Development of the nationalist movement; exaltation of the pre-Islamic past as an element of national identity • The Costitutional Revolution • The Anglo-Russian agreement • Iran during the First World War • The 1925 coup d’etat of Reza Khan and the creation of the new Pahlavi dinasty • The modernization process under Reza Shah • Iran during the Second World War • Reza Shah’s dismissal and the rise to power of Mohammad Reza Shah • The nationalist interregnum of Mossadeq, the oil nationalization and the 1953 coup d’etat • The White Revolution and the modernization policies of the Shah • The Islamic Revolution • The political organization of the Islamic Republic of Iran. (reference books) Farian Sabahi (2019), Il bazar e la moschea. Storia dell'Iran 1890-2018, Bruno Mondadori. E. Abrahamian (2009), Storia dell’Iran dai primi del Novecento a oggi. Donzelli editore. Reza Zia-Ebrahimi (2014) ‘Arab invasion’ and decline, or the import of European racial thought by Iranian nationalists, Ethnic and Racial Studies, 37:6, 1043-1061 (https://kcl.academia.edu/RezaZiaEbrahimi) Additional teaching material will be distributed during the course and made available on the Moodle platform. Non-attending students are required to contact the teacher.	8	L-OR/14	48	-	-	-	Core compulsory activities	-	ITA
9932 - History of central Europe (objectives) The main goal of the course is to highlight and analyze the nature and specificities of the political-diplomatic relationships between Central-Eastern Europe and Continental Europe. The topics will be addressed in a multidisciplinary perspective (historical, cultural, religious, social), giving the opportunity to critically understand the current dynamics of the geopolitical area covered by the course. “Case Study" to bring out the major historiographical problems relating to Central-Eastern Europe will be constituted by the fascinating but tragic history of Poland (or rather, of the Polish-Lithuanian Commonwealth). It. will be analyzed the strategic role of Antemurale Christianitatis and its diplomatic relations with the major European courts (Paris, Vienna, Rome, Moscow). The themes will be studied and analyzed in the classroom with the help of unpublished or rare texts, essays and archive documents (travel reports, diplomatic documents, handwritten notices related to the geopolitical area of analysis) that will be presented and discussed collectively. The course is enriched by the "Seminar Cycle on the History of Eastern Europe", in which researchers and personalities from the world of institutions, national and foreign, participate. The meetings will also take place in English. The attending student will be invited to take an active part in the course by writing small written theses, power-point presentations and guided discussions on topics established and scheduled by the teacher during the first lessons of the course. A self-assessment and anonymous test is planned in progress to test learning progress. For particularly interested students, there is the possibility to participate in the organizational and editorial activities of the international scientific journal Eastern European History Review and the CESPoM (Center for Studies on the Age of Sobieski and Modern Poland), with the possibility of coming into contact with experts sector and institutions - national and international -. At the start of the course, the student will have in-depth material already uploaded on the course page (Essays, Books, Maps, videos, and newspaper articles, in Italian and English). For Erasmus students, there is a program in English with texts provided by the Professor. - BOCCOLINI Alessandro (syllabus) Course Title: Diplomacy and politics in Central and Eastern Europe: Rome, Warsaw, Vienna, and the Turkish problem during the Modern Age. For much of the Modern Age, the advance of the Turkish army has been a major concern for European countries. After the defeat suffered at Lepanto on the Mediterranean (1571), the Ottoman power reorganized its forces concentrating in Central-Eastern Europe, coming to besiege Vienna in 1683 to enter the heart of Europe. Faced with the Turkish threat, Pope Innocent XI Odescalchi attempted to create a single Christian front capable of repelling Turkish assaults on Europe. Rome activated its diplomatic channels throughout Europe: only Poland and the Empire responded to the Pope's appeal, succeeding in defeating the Turks. The liberation of Vienna by the joint Polish-imperial army led by Jan III Sobieski, under the careful direction of Pope Innocent XI Odescalchi, was an essential step in the history of the old continent. The course aims to retrace the most important events of the gripping European continental and eastern history of the seventeenth century through a constant comparison between the policies pursued by the major European powers and the diplomatic network activated between Rome, Warsaw and Vienna in the face of the Ottoman advance in Europe. (reference books) 1. General Part: Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - Pdf scaricabile da Materiale Didattico 2. Monographic Part: 2.1 G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese e ostilità, Viterbo 2017. 2.2 A. Boccolini, Un lucchese al servizio della Santa Sede. Francesco Buonvisi nunzio a Colonia, Varsavia e Vienna, Viterbo 2018. 2.3 a) A. Boccolini, Roma e Vienna. Alfonso Litta nunzio straordinario tra diplomazia e cerimoniale (1678), Viterbo 2019; b) Viaggio politico, viaggio materiale. Monsignor Galeazzo Marescotti nunzio a Varsavia (a cura di Alessandro Boccolini), Viterbo, Sette Città editore, 2015. 3. n. 3 articles to choose and download in "Materiali didattici". Recommended readings: AA.VV., Roma e Cristina di Svezia, a cura di Gaetano Platania, Viterbo 2016 I Giubilei Straordinari in Età Moderna (XVII-XVII), a cura di F. De Caprio, Viterbo 2016. G. Platania, Viaggi, mercatura e politica: due lucchesi nel regno dei Sarmati europei nel XVII secolo : Pietro e Tommaso Talenti, Viterbo 2003. For Erasmus students who wish to follow the course: 1. can take the Italian exam with the Italian program. 2. Opt for an English program (with an exam in Italian or English). The texts will be provided by the teacher: a) The Polish-Lithuanian Monarchy in European Context, c.1500–1795, Edited by Richard Butterwick, Palgrave 2001. b) Wojciech Tygielski, Italians in early modern Poland: The lost opportunity for modernization ?, Lang Ed. Frankfurt am Main 2015. Or other choice texts agreed with the Professor.	8	M-STO/02	48	-	-	-	Core compulsory activities	-	ITA

Optional group: ULTERIORI ATTIVITA' FORMATIVE CURR STUDI LETTERE - (show)

18

15381 - FURTHER FOREIGN LANGUAGES COMPETENCES (objectives) EDUCATIONAL AIMS: The course aims to develop language skills at a pre-intermediate level (B1 in The Common European Framework of Reference for Languages), focusing on building essential grammatical and lexical foundations. LEARNING OUTCOMES: The student can: - understand texts that consist mainly of high-frequency everyday or job-related language; - understand the description of events, feelings, and wishes in personal letters; - understand the main points of clear standard speech on familiar matters; - enter into a conversation on topics that are familiar, of personal interest or pertinent to everyday life; - connect phrases in a simple way in order to describe experiences and events, his/her dreams, hopes and ambitions; - briefly give reasons and explanations for opinions related to scientific topics as well; - write simple connected text on topics that are familiar or of personal interest; - write personal letters describing experiences and impressions, and short stories sticking to specific hints.	6	-	-	-	-	Other activities	ITA
15382 - SKILLS AND COMPETENCES IN INFORMATICS	6	-	-	-	-	Other activities	ITA
15317 - FORMATIVE AND GUIDANCE TRAININGS	6	-	-	-	-	Other activities	ITA
15316 - OTHER USEFUL SKILLS FOR JOB GUIDANCE	6	-	-	-	-	Other activities	ITA

18307 - GEOGRAPHY

- Derived from 18307 GEOGRAFIA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 CARBONE Luisa (syllabus) (reference books)

8

M-GGR/01

48

-

Basic compulsory activities

-

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

17943 - INFORMATICS APPLIED IN HUMANITIES (objectives)

- MESCHINI Federico (syllabus) (reference books)

8

M-STO/08

48

-

Related or supplementary learning activities

-

ITA

18145 - ITALIAN LITERATURE (objectives)

- PIFFERI Stefano (syllabus) (reference books)

8

L-FIL-LET/10

48

-

Basic compulsory activities

-

ITA

17389 - LINGUISTICS (objectives)

General Linguistics is not taught in the school and therefore it aims at providing the learner with the methodological and operational skills to analyze the linguistic behavior of speakers of a language (this behavior is attested in written or oral data), and to predict that part of the their linguistic behavior which is not yet attested in available data: in short, general linguistics teaches how to construct what is traditionally called "GRAMMAR" of a language. The scientific grammar of a language can be represented as a set of predictions, i.e., rules which - if correctly formulated - allow the construction of expressions (sentences, oral or written texts) deemed "acceptable" by the speakers of that language. These predictive rules generally refer to the grammatical components called phonetics-phonology, lexicon, morphology, syntax and pragmatic. Each of these components requires learning specific operational analysis techniques. Therefore, normative grammar will not be taught, writing/speaking in Italian or other languages will not be taught, Italian or other language spelling will not be taught, but students will be taught to observe the behavior of speakers (regardless of whether it is respectful or not of normative grammar), to build a linguistic database and to use it to construct a grammar, in a scientific, non-normative sense. In addition to the Italian language, the linguistic data will also be extracted from other European and non-European languages, depending on the skills of the learners. Likewise, data from fictitious languages will be used, on which to practice extracting the grammatical rules, without the need - for obvious reasons - for the learner to have a previous knowledge of the language in question. In summary: The objectives of the lecture are: knowledge of methods of phonetics, phonology, morphology and syntax, the ability to transcribe phonetically and analyze phonologically, morphologically and syntactically a sentence in Italian and in a language of the student's choice.
In compliance with the so-called "Dublin indicators" – as better detailed in the "Evaluation" field – the objectives will be aimed at achieving:
1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers
2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers
3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers
4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3)
5) Learning skills: ability to orient oneself in the relevant scientific bibliography.

- Derived from 17389 LINGUISTICA GENERALE in SCIENZE UMANISTICHE (L-10) L-10 DE DOMINICIS Amedeo (syllabus)

From the curricular point of view, General Linguistics intends to offer the institutional bases of the discipline, articulating itself on notions of a general nature, essential to be able to access the various levels of analysis of language (phonological, morphological, syntactic and semantic), both in terms of pure description and in the perspective of reconstruction and historical analysis (exemplified above all on the Romance and Indo-European areas).
The following topics will be covered:
- General themes: Notion of language. Meaning and expression. Form and substance.
- Fundamental concepts of linguistics: Sign, phoneme, morpheme, phrase and sentence.
- Fundamental procedures of linguistic analysis: Phonological, morphological and syntactic analysis of modern languages.
- Methods and principles of historical linguistics: Notions of linguistic family, phonetic law, linguistic change (exemplified above all on the Romance and Indo-European fields).
- Application of concepts and methodologies to a corpus of 30 sentences belonging to a fictive language, in order to make it possible for students to practice building a "Grammar" on an absolutely unknown linguistic sample and therefore not susceptible to contamination with grammatical prejudices inherited from the school teaching of "Italian" or other languages known to them.
With regard to the temporal distribution of the didactic commitment dedicated to the various topics, it seems to me that any hypothesis formulated in advance would be devoid of plausibility, as it is not likely to organize a didactic work in the abstract: the time slots will depend on the responses of the learners, answers that by definition depend on the audience of the learners, their characteristics and their intellectual profiles, that is, from elements that today are unknown to me – as to anyone – and consequently it is impossible to make reliable predictions about it. In general, I can only predict that this will go as in all previous years, that is to say that in my intentions I should devote one sixth of the hours to general themes and concepts, one sixth to phonetics, one sixth to phonology, one sixth to morphology, one sixth to syntax and one sixth to historical linguistics, but in reality the learners will cyclically ask me to go back, explain again points of the program, thus nullifying all predictions. And this depends on the fact that the learners, even attending students, do not study at home the program carried out in the classroom, but study only near the exam and realize only a posteriori (perhaps after weeks) that they have misunderstood what was done in the classroom. The problem would be solved if only students were required to take the final exam immediately after the course, with only one date per year, in addition to a second date destined for recovery, and not – as is the case today – to be able to take it on numerous exam dates spread over the entire academic year (and beyond): but the adoption of this solution does not depend on the undersigned (who also hopes for it), but from political choices and academic regulations that go in the opposite direction.

(reference books)

8

L-LIN/01

48

-

Basic compulsory activities

-

ITA

Optional group: UNA MATERIA A SCELTA TRA STORIA MODERNA E MEDIEVALE CURR STUDI - (show)

8

15379 - MEDIEVAL HISTORY (objectives)

- Derived from 18056 Storia medievale in SCIENZE DEI BENI CULTURALI (L-1) L-1 Materni Marta (syllabus)

Notwithstanding the need for self-study of the entire proposed textbook, the following topics will be explored in the course of the lectures, in respect of which supplementary materials deposited on the Moodle platform will also be proposed:
1. The Middle Ages: a historiographical category;
2. Late Antiquity and the Romano-Barbaric kingdoms;
3. The Longobards and the ‘Longobard question’;
4. The Carolingians;
5. Europe at the turn of the year 1000;
6. The Reformation of the Church;
7. The Crusades and the Crusader States;
9. The Invention of the Commune;
10. The 13th century, the century of the duo magna luminaria;
11. The progressive constitution of national states;
12. The Italian evolution from commune to lordship;
13. The crisis of the fourteenth century;
14. The papacy in the Late Middle Ages.

During the course, students will be provided with basic informations about the main political-institutional events that took place during the Medieval millennium, from the crisis of the 3rd century to the era of the 15th century Italian Signorie. At the same time, certain themes (such as monasticism, the invention of the notion of the Crusade, the invention of the institution of the Commune, etc.) that represent the most widespread elements in the construction of the modern imaginary relating to the Medieval era will be explored in depth. Students will thus be able to reconstruct the chronological timeline of the Medieval millennium, with a particular focus on the Italian, Frankish and Germanic-imperial areas, correctly identifying causal links and lines of continuity.
In this way, students will also be able to correctly decrypt the historical and cultural informations with which they come into contact in the communicative reality, also facing with greater awareness the phenomena of ideological distortion to which the notion of the Middle Ages falls victim in common language, including that of the media.
At the end of the course, students should be able, when confronted with an image or a geo-political map, to construct an explanatory discourse on the reality represented, on the basis of some basic indications.

(reference books)

8

M-STO/01

48

-

Basic compulsory activities

-

ITA

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

15254 - EXAMS OPEN TO STUDENT'S CHOISE

8

48

-

Elective activities

ITA

Optional group: UNA MATERIA A SCELTA TRA STORIA GRECA E ROMANA II ANNO CURR. STUDI - (show)

8

18135 - GREEK HISTORY (objectives) The course aims to strengthen the possession of a conscious and critical knowledge of the topic treated and developed in class. If there is availability, seminars will be organized, during which specific topics will be illustrated by the students. - Derived from 18054 Storia greca in SCIENZE DEI BENI CULTURALI (L-1) L-1 DE SANCTIS Dino (syllabus) Greek history and literary texts: from the Palatial Age to the Peloponnesian War. The main themes of Greek history will be investigated by the lecturer through the reading in Italian of texts by Greek authors, which gradually during the course will offer the possibility of specific insights. (reference books) C. Bearzot, Manuale di Storia greca, Bologna, Il Mulino, 2015 [cap. I-II-II-IV-V] O. Murray, La città greca, Torino, Einaudi 1993 L. Canfora, Prima lezione di storia greca, Roma, Laterza 2000 C. Ampolo, Storie greche. La formazione della moderna storiografia sugli antichi Greci, Torino, Einaudi, 1997 [pp. 38-78] Photocopies and handouts will be distributed during the lessons. Non-attending students can request a meeting with the teacher to establish an integrative.	8	L-ANT/02	48	-	-	-	Core compulsory activities	-	ITA
16459 - ROMAN HISTORY (objectives) The course aims to provide the primary methodology to deal with the analysis of different types of sources, both written and archaeological, related to the study of Roman history. Taking into account the guidelines outlined by the 'Dublin Descriptors', objectives 1 (Knowledge and understanding) and 2 (Applying knowledge and understanding) will be achieved through the illustration and commentary of selected texts of the principal Latin historians and through the analysis of monuments or archaeological data. In particular, the student will be expected to have an appropriate knowledge of the chronological and geographical framework of the Roman world. Descriptor 3 (making judgements) and Descriptor 4 (communication skills) will be stimulated through participation in didactic visits to museums or archaeological sites. Supplementary readings may be recommended during the lessons and will be presented and illustrated by the students (Learning skills, Descriptor 5). - Derived from 18055 Storia romana in SCIENZE DEI BENI CULTURALI (L-1) L-1 ROVELLI Alessia (syllabus) The course will illustrate the main stages of Roman history through a selection of events, not only political but also social, economic and cultural. The first part will focus on the problem of the origins of the city, its development in relation to nearby populations, and the evolution of republican institutions. The second part will be mainly devoted to the analysis of the economic and administrative structures of the imperial age. Didactic visits to the Roman Forum, Palatine, Foro Boario and to the Museum and archaeological area of the Crypta Balbi are planned for the academic year 2022-2023. (reference books) Program for attending students (students present at 2/3 of the lessons are considered attending) G. Geraci – A. Marcone (con la collaborazione di A. Cristofori), Storia romana – Editio maior, Le Monnier Università, Milano 2017. S. Mazzarino, L’impero romano, II volume, Biblioteca storica Laterza, Roma-Bari. E. Lo Cascio (a cura di), Roma imperiale. Una metropoli antica, Carocci Editore, Roma 2000 e 2010: one chapter. Non-attending students: In addition to the texts indicated above, the study of the entire volume by E. Lo Cascio is required. EVENTUAL CHANGES AND INTEGRATIONS WILL BE COMMUNICATED DURING THE LESSON AND ON THE PORTAL:	8	L-ANT/03	48	-	-	-	Core compulsory activities	-	ITA

15320 - LATIN LANGUAGE AND LITERATURE (objectives)

- Derived from 18060 Letteratura latina in SCIENZE DEI BENI CULTURALI (L-1) L-1 FUSI Alessandro (syllabus) (reference books)

8

L-FIL-LET/04

48

-

Basic compulsory activities

-

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

Optional group: UNA MATERIA A SCELTA TRA LINGUA E TRA FRANCESE E INGLESE CURR STUDI - (show)

10

15307 - FRENCH LANGUAGE AND TRANSLATION (objectives) The course aims, on the one hand, to achieve the linguistic and communicative objectives foreseen for level B1 of the Common European Framework of Reference for Languages and, on the other hand, to develop specific linguistic-texical skills for students. Students will be confronted not only with the acquisition of purely grammatical and lexical concepts, but also with the pragmatic use of linguistic structures. - Derived from 13156 LINGUA E TRADUZIONE FRANCESE I in LINGUE E CULTURE MODERNE (L-11) L-11 DI VITO Sonia (syllabus) Syntax: The determinant system; The name system; The adjective system; The adverbs system; The system of the verb (indicative - present, imperfect, passé composé, future; conditional: present; subjunctive: present; infinite; past participle, imperative); negation; exclamation; interrogation (direct and indirect); The personal pronouns subject (atonic and tonic form); The pronouns COD and COI; I pronouns EN and Y; The relative pronouns; The prepositions of time and place; The expression of the cause and the consequence (donc, en conséquence...) The expression of purpose (pour que, afin que...) The expression of the hypothesis (au cas où, si...) The expression of the opposition and the concession (par contre, tandis que...) I logical speech connectors (d'abord, ensuite...) (reference books) For the oral exam (one of your choice) - KRISTOF, AGOTA, L'analphabète, Distribooks Inc. - DE SAINT-EXUPERY, ANTOINE, Le Petit Prince (qualsiasi edizione). - PENNAC, DANIEL, L'oeil du loup (qualsiasi edizione). - BEN JELLOUN, TAHAR, Le racisme expliqué à ma fille (qualsiasi edizione). - MAALOUF, AMIN, Adriana Mater (qualsiasi edizione). - DJIEBAR, ASSIA, La disparition de la langue française (qualsiasi edizione). - Bidaud, F. (2012), Grammaire du français pour italophones, Novara, Utet: Università. - Bidaud, F. (2012), Exercices de Grammaire française pour italophones, Novara, Utet : Università Altro - dispense degli esercizi fornite durante il corso.	10	L-LIN/04	60	-	-	-	Core compulsory activities	-	ITA
15308 - ENGLISH LANGUAGE AND TRANSLATION (objectives) The general objective of this course is the development of the practical communicative competence of the English language towards a level B1+ (see CEFR) while enhancing students' metalinguistic awareness. Following Dublin’s descriptors: 1) Knowledge and understanding of oral and written English lev. B1+; basic knowledge of the communicative grammar; how to format a digital text. 2) Knowledge and understanding applied to textualities like: the programme of the course and the exam requirements in both Italian and English; theoretical lectures hold in oral English; reference grammar books in English; instructions for tasks, activities and exercises on the UniTusMoodle course; the evaluation comments from the teacher. 3) Making judgements: capacity to decide among the many semantically equivalent options according to the cultural context and the communicative situation. 4) Communication skills: oral and written production in English lev. B1+; relational abilities with the rest of the group and of working in pairs and teams. 5) Learning skills: transversal competences at a metacognitive and metalinguistic level; information research particularly through on-line resources; digital skills to sustain online learning; self-evaluation. - Derived from 17417 LINGUA INGLESE PER LA COMUNICAZIONE E I MEDIA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 MELCHIORRE Sonia maria	10	L-LIN/12	60	-	-	-	Core compulsory activities	-	ITA

17392 - ITALIAN LITERATURE (objectives)

- Derived from 17392 LETTERATURA ITALIANA II in SCIENZE UMANISTICHE (L-10) L-10 (docente da definire)

8

L-FIL-LET/10

48

-

Basic compulsory activities

-

ITA

Optional group: UNA MATERIA A SCELTA TRA STORIA ARTE MEDIEVALE, LETTERATURA ARTISTICA CURR. STUDI - (show)

8

15268 - MEDIEVAL ART HISTORY (objectives) The aims of the course are: a basic grounding in medieval art, in its various aspects (from materials, to form, to technical aspects); development of the ability to use a specific language of the art-historical disciplines; development of a critical approach to medieval works of art and in particular to the historical-ideological and iconographic problems connected to them, as well as to the production processes and the role of patrons through the centuries, from the late antique age to the international Gothic. 1. Knowledge and understanding: students will have to master the subject and recognize both the artworks commented during the lessons and those studied in the reference texts. 2. Applying knowledge and understanding: classroom discussion, observation exercises guided by the teacher, research activities carried out in possible study groups, educational visits and seminars will contribute to the development of an active and personal understand of the subject. 3. Making judgments: students will have to acquire a certain capacity for critical judgment with respect to the reference texts, but also with respect to what the teacher proposes during her lessons, in relation to the debate on the studies. 4. Communication skills: students will have to acquire the specific language of the material and they will have to know how to use it in the best possible way to describe and contextualize both a medieval artwork in particular and an artistic phenomenon in general. 5. Learning skills: students will have to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon. - Derived from 18542 Storia dell'arte medievale in SCIENZE DEI BENI CULTURALI (L-1) L-1 PONZI EVA (syllabus) The lessons will focus on the analysis of one or more medieval artworks and on the discussion around a certain artistic phenomenon; they will also be an opportunity to practice observing an artwork. In class we will discuss: 1. themes, problems, methods of the subject; 2. the division into periods of the medieval millennium and its artistic geography; 3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena; 4. the relationships between artists, patrons, production centres; 6. the IT tools available today for the study of the illuminated manuscripts; the relationship between the illuminated manuscripts and the use of innovative technologies for their digitization and their use on the web. The course is organized in 3 modules: 1. I module (24 hours). History of medieval art from Late Antiquity to International Gothic (4th-14th centuries): for a general overview of the subject, oriented towards basic knowledge. 2. II module (14 hours). The Thirteenth century between Rome and Viterbo: monuments, manuscripts, people. 3. III module (10 hours). IT tools, digitization and new technologies for the study of the illuminated manuscripts. (reference books) Module I - G. CRICCO - F.P. DI TEODORO, Itinerario nell’arte 2. Dall’arte paleocristiana a Giotto, quarta edizione, versione gialla, Zanichelli, Bologna, 2016. Module II - M.G. BONELLI, s.v. Viterbo, in Enciclopedia dell’Arte Medievale, Roma 2000, https://www.treccani.it/enciclopedia/viterbo_%28Enciclopedia-dell%27-Arte-Medievale%29/ - S. ROMANO, I cantieri di Roma. Introduzione, in Il Duecento e la cultura gotica. 1198-1287 ca., V, Milano 2012 (La pittura medievale a Roma. 312-1431. Corpus, 5), pp. 13-49. From the volume Santa Maria in Gradi, Viterbo 1996, the following texts: - M. MIGLIO, Per una storia di Santa Maria in Gradi, pp. 7-25; - S. FABIANO, La scultura, pp. 109-127. From the volume Il libro miniato a Roma nel Duecento. Riflessioni e proposte, a cura di S. MADDALO, con la collaborazione di E. PONZI, I-II, Istituto storico italiano per il medio evo, Roma 2016 (Nuovi studi storici, 100), the following texts: - A. PARAVICINI BAGLIANI, La corte papale nel Duecento, cultura e scienze della natura, pp. 413-433; - E. PONZI, Ad usum fratrum. Manoscritti francescani e domenicani a Roma, un panorama, pp. 575-612. Module III - E. PONZI, Tra le maglie del Web: esposizioni virtuali e interoperabili dei manoscritti della Biblioteca Apostolica Vaticana, 2. L’esperienza vaticana di Viaggiare con Dante, in Immaginare la Commedia, a cura di C. Perna, postfazione di G. Ferrante, Salerno Editrice, Roma 2022, pp. 206-213. - E. PONZI, Thematic Pathways on the Web: IIIF Annotations of Manuscripts from the Vatican Collections: il “Progetto Mellon” della Biblioteca Vaticana. La storia della miniatura incontra lo Spotlight, in Rivista di storia della miniatura 24 (2020), pp. 212-216.	8	L-ART/01	48	-	-	-	Related or supplementary learning activities	-	ITA
118476 - LETTERATURA ARTISTICA (objectives) The course aims to provide a basic knowledge of artistic literature, understood as the whole of written testimonies on the arts, and in particular on painting and sculpture, from the Middle Ages to the Seventeenth century. The student will be able to analyze different typologies of literary sources on painting and sculpture (treatise, recipe book, diary, artists’s correspondence, travel book, account book and artist’s biographies), by identifying the lexicon and the relevant historical context. The expected learning outcomes are the following: 1) Knowledge and understanding: during the lessons we will try to make the different types of art literature known and to simplify the interpretation of the texts examined. 2) Applied knowledge and understanding: through classroom debate and individual study, students will be able to develop the ability to independently read different literary sources, also applying it to the interpretation of unpublished sources. 3) Autonomy of judgment: students must be able to examine and summarize original texts and documents by resorting to the analysis of leading experts on the subject, arriving at the elaboration of autonomous judgments. 4) Communication skills: students must be able to explain with an appropriate language, also making use of slide presentations, the themes of the sources examined in relation to the artistic lexicon of the historical context of reference. 5) Ability to learn: students will have to acquire the ability to correlate the written evidence of artistic literature with the works of art directly examined during inspections carried out in the area. - Derived from 17974 Procedimenti esecutivi e documentazione delle tecniche artistiche in CONSERVAZIONE E RESTAURO DEI BENI CULTURALI (LMR/02 abilitante ai sensi del D.Lgs n.42/2004) LMR/02 POGLIANI Paola (syllabus) A first core of lessons will be devoted to presenting a brief history of the studies and highlighting the value of the technical and executive know-how of a work of art in art and restoration studies. The examination of some examples will follow through a methodological path that will use the reading of sources, literature, direct observation of original works of art and their documentation. Wide space will be devoted to the analysis and recognition of material testimonies that are the basic elements for the study of techniques. Particular attention will also be given to the understanding of the organization of the paintings of the past and the use of materials. Exercises and visits to museums and monuments will be an integral part of the course. (reference books) M. Cordaro, Per una filologia die materiali costitutivi delle opere d’arte e dei materiali di restauro come fondamento della valutazione storica ed estetica, in Fragmenta Picta. Affreschi e mosaici staccati del Medioevo romano, catalogo della mostra, Roma 1989, pp. 33-36 Pogliani P. (2013). Sguardi sulle tecniche d'esecuzione nella cultura italiana degli anni Trenta. In: (a cura di): M. I. Catalano, Snodi di critica. Musei, mostre, restauro e diagnostica artistica in Italia 1930-1940. p. 151-173, Roma: Gangemi Editore C. Giannini, Materiali e procedimenti esecutivi della pittura murale, Il Prato, 2009, pp. 59-133 A Cerasuolo, Diligenza e prestanza. La tecnica nella pittura e nella letteratura artistica del Cinquecento, Firenze 2014, pp. 113-140 M. Nimmo, C. Olivetti, Sulle tecniche di trasposizione dell’immagine in epoca medievale, in «Rivista dell’Istituto Nazionale d’archeologia e storia dell’arte», S. III, VIII-IX (1985-86), pp. 399-411 P. Pogliani, Pittori e mosaicisti nei cantieri di Giovanni VII (705-707), in L’officina dello sguardo. Scritti in onore di Maria Andaloro, vol. II, Roma 2014, pp. 443-450 Voce MOSAICO - TECNICA enciclopedia dell’Arte medievale http://www.treccani.it/enciclopedia/mosaico_%28Enciclopedia-dell%27-Arte-Medievale%29/ Voce MOSAICO – TECNICA Enciclopedia dell’Arte Antica 1. Terminologia. 3. Mosaici parietali. 4. Mosaici pavimentali. a) Tecnica e artisti http://www.treccani.it/enciclopedia/mosaico_res-b6dbf70d-8c60-11dc-8e9d-0016357eee51_%28Enciclopedia-dell%27-Arte-Antica%29/ P. Pogliani, C. Seccaroni, Il mosaico parietale. Trattatistica e ricette dall'Alto medioevo al Settecento, Nardini Editore, Firenze 2010 CAPP.: I, II, V, VI M. Ciatti – C. Castelli – A. Santacesaria, Dipinti su tavola: la tecnica e la conservazione dei supporti, Firenze 1999, pp. 59-98 G. Perusini, Il restauro dei dipinti e delle sculture lignee: storia e tecniche, Udine 1994 CAP. 7 pp. 199-218 During the lessons the reading of a selection of texts taken from: Plinio il Vecchio, Storia delle arti antiche, a cura di M. Harari, S. Ferri, Milano 2001 Vitruvio, De architectura, a cura di Pierre Gros, Antonio Corso e Elisa Romano, Torino 1997 Theophilus, Le varie arti : manuale di tecnica artistica medievale / Teofilo Monaco, a cura di Adriano Caffaro, Salerno 2000 C. Cennini, Il libro dell'arte, a cura di F. Brunello, Neri Pozza, Vicenza 1982 G. Vasari, Le vite dei più eccellenti pitturi, scultori et architettori, Firenze 1568, ed cons., Einaudi, Torino, 1995 NON-ATTENDING STUDENTS will have to agree on the program with the teacher. The books indicated can be found at the University Library System. The materials will be available on the educational platform of the University of Tuscia.	8	L-ART/04	48	-	-	-	Related or supplementary learning activities	-	ITA

Optional group: UNA MATERIA A SCELTA TRA LINGUISTICA ITALIANA E DIDATTICA DELLE LINGUE MODERNE CURRICULUM STUDI - (show)

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16435 - ITALIAN LINGUISTICS (objectives) Goals Knowledge of fundamental moments in the history of the Italian language from its origins to the present day. Knowledge of the main evolutionary phenomena of the passage from popular Latin to Italian: phonology, morphology, syntax elements. In-depth knowledge of the history of language and linguistic thought in the 18th century Expected learning outcomes At the end of the course the student will know the essential elements, in a historical key, of the phonetic and morphological structure of Italian (B.1), will know how to orient himself in the linguistic history of post-unification Italy (B.2) and will have specific skills on the linguistic debate of the eighteenth century in Italy ; will be able to consult critically the main lexicographic tools of Italian in print and online (B.3) At the end of the teaching activity the student will have achieved the following learning outcomes, consistent with the Dublin indicators 1) Knowledge and understanding; will have an overview of the Italian linguistic history of the 18th century with essential references to previous and subsequent events; will know the elements of the historical grammar of the Italian language. 2) Applying knowledge and understanding; will be able to read and comment on 18th century Italian texts concerning in particular science, music literature, theatre literature; will be able to indicate, in an ancient Italian text (13th-15th century), the main phonetic and morphological evolutionary phenomena in the transition from Latin to Italian. 3) Making judgements; will be able to gain autonomous critical capacity in the studies on the Italian linguistic history of the 18th century. 4) Communication skills; will be able to critically discuss, with the lecturer and with colleagues, the topics covered during the course 5) Learning skills will be familiar with the main bibliographical tools of Italian linguistic history (manuals, grammars, dictionaries) and will know how to use the most important online repertories. - Derived from 17735 LINGUISTICA ITALIANA in LINGUE E CULTURE MODERNE (L-11) L-11 TELVE Stefano (syllabus) The course in "Italian Linguistics" introduces basic concepts about the history of the Italian language and analyses texts from early Vulgar up to contemporary ages, focusing on grammatical, syntactic and textual features. During the second half of the twentieth century and then even more in the first twenty years of the 2000s, the Italian language experienced, and is still experiencing, a period of strong evolution. The range of expressive possibilities has expanded considerably and the relationship between the norm ('correct' Italian) and uses (the many different 'Italians': regional, dialectal, written, spoken, typed, colloquial, slang, popular, specialized...) has become much more complex. To clarify these aspects and therefore introduce a conscious and mature use of the inexhaustible expressive resources of the language, contemporary Italian will be described through the punctual commentary of a selection of significant texts different from each other in cut and basic characteristics: from those 'written' professionally in public situations to those 'spoken' spontaneously in familiar contexts passing through those 'transmitted' and hybrids, typical of today's digital multimedia. The "Italian Linguistics" course (ssd L-FIL-LET/12; L11 - Modern languages and cultures, 8 credits, 1st year) is divided into two parts. 1. The development of Italian over time and in particular in recent decades. This first part is dedicated to the description of the formation of Italian, also in relation to the dialect, the varieties of Italian and the other cultural languages. 2. Structures, varieties, texts and styles. This second part is dedicated to the analysis of the formal structures (grammatical, syntactic, rhetorical and textual) of contemporary Italian, observed through the commentary on the texts. Attendance is strongly recommended. (reference books) Attending students: 1. L'italiano. Strutture, varietà, usi, a cura di R. Librandi, Roma, Carocci, 2019. 2. R. Cella, Storia dell’italiano, Bologna, Il Mulino, 2015. 3. Dispense del corso (available on Moodle or Google Classroom). Recommended books (only for L10 students) P. D'Achille, Breve grammatica storica dell'italiano, Roma, Carocci, 2011. Non-attending students: 1. L'italiano. Strutture, varietà, usi, a cura di R. Librandi, Roma, Carocci, 2019. 2. R. Cella, Storia dell’italiano, Bologna, Il Mulino, 2015. 3. S. Lubello, C. Nobili, L’italiano e le sue varietà, Firenze, Cesati, 2018. Recommended books (only for L10 students) P. D'Achille, Breve grammatica storica dell'italiano, Roma, Carocci, 2011.	8	L-FIL-LET/12	48	-	-	-	Basic compulsory activities	-	ITA
17391 - DIDACTIS OF MODERN LANGUAGES (objectives) Knowledge and understanding: students will be able to comprehend and discuss characteristics of communication codes and their differences and the main approaches in first and second language teaching. To this end, lectures and interactive activities will be implemented. Applying knowledge and understanding: students will be able to analyze and select texts as teaching materials, according to their complexity and the theoretical approach. To this end students will be assigned tasks (in pairs or in groups) to reflect on language and learning models implied in the processing of texts. Making judgements: students will gain a critical understanding of the concept of “democratic linguistic education”. To this end they will analyse its implications compared to other methodologies during interactive lectures, pairwork and groupwork activities; Communication skills: students will be able to communicate complex ideas in written and oral form. To reach this goal, students will be invited to give individual and group presentations in class and to post comments and ideas, on Moodle, triggering discussion; Learning skills: students will be able to listen attentively and work individually and in groups. To this end, lectures, pairwork and groupwork sessions will be organized. - FERRUCCI Francesca (syllabus) The cycle of lessons, entitled " Educating to plurilingualism in Italy and in Europe ", is divided into two parts. The first part will be dedicated to the framing of historical natural languages within more general human communicative activities: from simpler codes, such as traffic lights, up to more complex ones, such as calculations and language, passing through catalogs and classifications. With in-depth studies and group work sessions, some codes will be examined through their 4 dimensions, illustrating how they work together; for languages, particular attention will be paid to the analysis of the semantic and pragmatic dimensions, focusing on the elementary glossary of linguistics for these specialistic fields. In the second part of the course, the theoretical aspects previously addressed will be applied in a didactic key: how can a language be learned and taught in the light of its characteristics? What approaches have been experimented, and with what results in the analysis of these processes? What conceptual and methodological resources do we have today to guide us in the complexity of the challenges we face? The focus, this year, will be on Education to Plurilingualism, as it is framed in the Common European Framework of Reference for Languages. In the classroom, we will carry out exercises on Italian written and oral texts from different channels (computer-mediated communication, press, etc.), interpreting their characteristics from the point of view of the involved linguistic skills. (reference books) - Ciliberti, A. Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma: Carocci, 2012, capp. 1-7. - De Mauro, T. Guida all’uso delle parole, Bari-Roma: Laterza, 2021. - De Mauro, T., Linguistica elementare. Con esercizi e test di verifica, Bari-Roma: Laterza, 2011 (11° edizione). - Consiglio d’Europa, Quadro Comune Europeo di Riferimento per le lingue: apprendimento, insegnamento, valutazione, La Nuova Italia, Firenze 2002 (available in English and French at the following link: https://www.coe.int), chapters 1-5.	8	L-LIN/02	48	-	-	-	Basic compulsory activities	-	ITA

First semester

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Optional materials and exam in a foreign language

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Optional group: UNA MATERIA A SCELTA TRA LETT. GRECA FILOLOGIA ITALIANA STORIA DELLA SCRITTURA CURRICULUM STUDI - (show)

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16441 - GREEK LITERATURE (objectives) – knowledge of authors, themes and problems of Greek Literature – ability of a critical reading of texts, in Greek for students aiming to obtain 24 credits in the SS-L-FIL-LET / 02 for the 'teaching class' A 13, in Italian translation with elements of Greek lexicon for students – knowledge of main critical instruments – methodological skills useful for analysis and independent research. - Derived from 18059 Letteratura greca in SCIENZE DEI BENI CULTURALI (L-1) L-1 VALLOZZA Maddalena (syllabus) From Calypso to Penelope: feminine myths in the return of Odysseus. Reading the Odyssey. (reference books) 1a. For the monographic course – reading the texts distributed in photocopy in class, – Homer, Odyssey 2. For the general part: - a handbook of Greek literature chosen from those presented and discussed during the introductory lessons	8	L-FIL-LET/02	48	-	-	-	Related or supplementary learning activities	-	ITA
18152 - HISTORY OF WRITING (objectives) The course focuses on Paleography, or the history of writing in Latin characters from the Roman Age to the beginning of the Modern Age. Knowledge and understanding: Students will learn the fundamental principles and methodology of Paleography, the main phases of its history, as well as the fundamental notions necessary to identify the different scripts by assigning them to a specific area and era, to understand the different alphabetic signs and accessories and to decipher the abbreviations that accompany them. Applying knowledge and understanding: Thanks also to the exercises, the student will be able to recognize the most widespread epigraphic, book and documentary writings in the Italian peninsula, to place them in time and space, to read and correctly transcribe a manuscript text. Making judgments: The student will acquire the tools to deal independently with a single handwritten testimony and to deepen their knowledge in the paleographic field. Communication skills: Students will be able to clearly present the knowledge acquired and the topics covered by the course. Learning skills: Students will have acquired the ability to independently continue the study of Paleography. - CARDARELLI Francesco maria (syllabus) The paleographic terminology. Media and writing tools (brush and scratch writing on plaster, wax tablets, papyrus, scroll and codex, parchment, paper). The paleographic transcription. The first phase of writing: from its origins to Late Antiquity. The archaic Latin alphabet. The Epigraphic Capital. The uppercase cursive with scratch and quill. The Roman Book Capital. The origins of the Minuscule. The New Roman Cursive. The Uncial. The Semi-Uncial. The Chanceries scripts. Punctuation and abbreviations in the Roman Age. The “Nomina Sacra”. The second phase of writing: origins and development of graphic particularism in the Early Middle Ages. The Insular scripts. The Merovingian minuscule. The Visigothic. Early medieval writings in Italy. The Papal Curial (Chancery) script. The Beneventan script. The abbreviation system in the Middle Age. The third phase of writing: the return to the unity of writing in the High Middle Age. The Caroline minuscule. The “Romanesca” minuscule. The Diplomatic minuscule. The fourth phase of writing: the Gothic era. The Transition minuscule. The “Littera textualis” and the “Litterae scholasticae”. The “Cancelleresca” minuscule. The Merchant script. The French Bastard. The fifth phase of writing: the reaction to Gothic writing and the scripts of Humanism and Renaissance. Francesco Petrarca and the Semi-gothic. Coluccio Salutati and the “Pre-antiqua”. Poggio Bracciolini and the “Antiqua” or Humanistic minuscule. Niccolò Niccoli and the Humanistic cursive. The Semi-gothic cursive scripts (“Semigotiche delle carte”). The Humanistic Epigraphical Capital. Handwriting in Italy after the invention and diffusion of printing: “Antiqua tonda” and “Italica”. (reference books) - Armando Petrucci, “Breve storia della scrittura latina”, Roma, Bagatto Libri, 1992. - Paolo Cherubini, “La scrittura latina: storia, forme, usi”, Roma, Carocci Editore, 2019. - Lecture notes and palaeography tables distributed during lessons and exercises. Many tables are taken from: “Paleografia latina. Tavole”, edited by Paolo Cherubini, Alessandro Pratesi, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004.	8	M-STO/09	48	-	-	-	Related or supplementary learning activities	-	ITA

Optional group: UNA MATERIA A SCELTA TRA FILOLOGIA GERMANICA, ROMANZA CURRICULUM STUDI - (show)

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15341 - ROMANCE PHILOLOGY AND LINGUISTICS (objectives) The course is dedicated to the fundamentals of the discipline, in particular to the analysis of the processes that lead to the birth of the Romance languages and to the study of the cultural phenomena that characterize the origins of Italian literary history. Knowledge: Students will learn the history of the formation of Romance languages and the birth of literatures written in those languages, the main linguistic changes that characterize the transition from spoken Latin to Romance languages and some of the distinctive characters that identify them, the elements that characterize the Romance poetry compared to the tradition of classical Latin poetry and Middle Latin and will be familiar with the history of the troubadour and Italian literary tradition of the origins. Application of knowledge and development of critical thinking: At the end of the course they will possess the fundamental philological and linguistic tools for the in-depth study of languages derived from Latin (in particular Italian, Provençal, French, Spanish and Portuguese) and they will know how to orient themselves in the literary history of medieval Europe and in the thematic, linguistic and formal analysis of a medieval text. Communication of knowledge: class reports and ongoing tests will allow them to directly practice written and oral communication techniques. Self-learning: In the in-depth activities, they will deal directly with bibliographic and historical, linguistic and literary research tools. - SANTINI Giovanna (syllabus) FUNDAMENTALS OF ROMANCE PHILOLOGY AND LINGUISTICS: A part of the course is dedicated to the fundamentals of the discipline, therefore to the birth and differentiation of the Romance languages and to the origins of the literature written in those languages. During the lectures a general overview of the historical-cultural and linguistic processes that led to the birth and development of Romance languages and literatures is provided and some ancient testimonies are analyzed from a historical and linguistic point of view. Particular attention is paid to the genetic relationships between the various languages and to the factors that determined their progressive differentiation. DANTE AND THE TROUBADOURS: Another part is dedicated to the fortune of the troubadours tradition and its diffusion in medieval Europe, in particular to Dante's reception. The poetic texts that Dante mentions in his works, in particular in De Vulgari Eloquentia, are introduced from a literary historical perspective and analyzed from a thematic, linguistic and formal point of view. (reference books) 1. Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions). A digital version of the volume is available for a fee on the publisher's website: https://www.pandoracampus.it/store/10.978.8815/325884 2. Dante Alighieri, De vulgari eloquentia, a c. di Enrico Fenzi, con la collaborazione di Luciano Formisano e Francesco Montuori, in Nuova edizione commentata delle Opere di Dante Alighieri, vol. III, Salerno editrice, Roma 2012 (introduction, excerpts from the teacher and relative commentary, anthology of poetic texts quoted by Dante) Those who have difficulty finding these materials can contact the teacher directly. 3. In addition FOR ATTENDING STUDENTS: handouts and texts provided by the teacher at the beginning of the course. 4. In addition FOR NON-ATTENDING STUDENTS: handouts and texts agreed with the teacher. IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM.	8	L-FIL-LET/09	48	-	-	-	Core compulsory activities	-	ITA
15342 - GERMAN PHILOLOGY (objectives) The module contributes to the achievement of the specific educational objectives of the ‘Linguistic, Literary and Historical Studies’ curriculum of the Humanities degree course (L10). The general objective is to provide the basic notions to understand linguistic change over time, with particular reference to Germanic languages. Learning outcomes: 1) knowledge: students will learn the history of Germanic languages in the development from Common Germanic to modern Germanic languages and the historical background that characterize the early literatures in those languages, with particular reference to English and German. The topics discussed contribute to enrich the study of modern Germanic languages, giving them scientific depth and historical perspective. 2) Applying knowledge and development of critical thinking: at the end of the course the student will be able to apply theoretical and practical fundamentals in order to the in-depth study of early Germanic languages and literatures as well as to read, translate and analyse simple passages in Anglo-Saxon and Old German. 3) Communication skills: ability to communicate and accuracy in the use of language and terminology will derive from the learning level of the programme topics and the develop of critical-thinking and scientific reasoning skills. 4) Self-learning: in the autonomous in-depth activities the student will interact directly with the main scientific tools currently available for philological research on ancient germanic Languages. - CIGNI Costanza (syllabus) This module provides both an historical and cultural framework of the Germanic tribes in the Middle Ages and a synchronic description of the Common Germanic and its later linguistic developments, with particular regard to the early varieties of West Germanic (Old English and Old High German dialects). It also offers an introduction to the philological and linguistic analysis of the earliest Germanic texts and to useful operational tools in this field of study. Lesson plan First part Germanic Philology: subject, method and field of application; the comparative method in historical linguistics; Germanic and concept of proto-language reconstruction; trees vs waves: two models of language diversification; phonological and morphological development from Indo-European to Proto-Germanic and to medieval Germanic languages; linguistic interference: Germanic-Romans contacts in Antiquity and in the Early Middle Ages; Germanic tribes and writing. Second part Practical comparative-contrastive analysis of some Lord’s Prayer versions in Gothic, Old English and Old High German. (reference books) For the theoretical background of the discipline, a textbook to be chosen from: -S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009. -N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (rist. 2015). -A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022 For the origins of written literatures: -M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017 (chapter 3 for Anglicists (La letteratura anglosassone)/chapter 2 for Germanists (Letteratura in antico altotedesco). -Moreover, it is required to study all the supporting materials of lectures available on the learning platform (UniTus moodle). N.B .: non-attending students will prepare independently the same programme as attending students including the supporting materials of lectures.	8	L-FIL-LET/15	48	-	-	-	Core compulsory activities	-	ITA

Second semester

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Optional materials and exam in a foreign language

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Optional group: UNA MATERIA A SCELTA TRA LETT FRANCESE, INGLESE E CULTURA RUSSA CURR STUDI LETTERE - (show)

8

16455 - FRENCH LITERATURE (objectives) Il corso si propone di formare gli studenti alla: - conoscenza e comprensione del quadro generale del romanzo francese del 900 - conoscenza e comprensione dei testi fondamentali della narrativa francese del 900, con acquisizione delle tecniche di analisi testuale dei testi narrativi. - autonomia di giudizio nell'analisi testuale - abilità comunicative: saper sintetizzare le problematiche del discorso letterario e saper analizzare in modo oggettivo le opere narrative - capacità di apprendere : 1) le strategie interpretative del testo narrativo; 2) le problematiche alla base della crisi e del rinnovamento del romanzo noventesco in Francia - Derived from 13166 LETTERATURA FRANCESE I in LINGUE E CULTURE MODERNE (L-11) L-11 ROMAGNINO ROBERTO (syllabus) This year we will study the treatment of the figure of description in the novel of the seventeenth and eighteenth centuries. The course will ideally be divided into three parts : 1. history of the rhetorical category of description and notions close to it (enargeia, hypotyposis) starting from the Greek-Latin theory; 2. main features of 17th century literature and especially of the novel; 3. commented reading of numerous "descriptive" extracts from novels of the Baroque age. (reference books) TEXTES et BIBLIOGRAPHIE : / TESTI e BIBLIOGRAFIA : I. A novel to choose: : H. d’Urfé, L’Astrée (Extraits). Édition et choix de J. Lafond, Paris, Gallimard, 2007 [1984]. G. et M. de Scudéry, Artamène ou le Grand Cyrus (Extraits), éd. C. Bourqui et A. Gefen, Paris, GF Flammarion, 2005. M. de Scudéry, Clélie, histoire romaine (Extraits), éd. D. Denis, Paris, Gallimard, coll. « folio classique », 2006. J. de La Fontaine, Les Amours de Psyché et de Cupidon, dans Les Amours de Psyché et de Cupidon. Précédé d’Adonis et du Songe de Vaux, éd. C. Bohnert, P. Dandrey et B. Donné, Paris, Gallimard, coll. « folio classique », 2021 ; ou/o J. de La Fontaine, Les Amours de Psyché et de Cupidon, éd. M. Jeanneret, Paris, Le Livre de Poche, 2012 [1991]. Mme de La Fayette, Zayde, éd. C. Esmein-Sarrazin, Paris, GF Flammarion, 2006. And another novel to choose: : A.-R. Lesage, Le Diable boiteux, éd. É. Leterrier, Paris, Gallimard, « folioplus classiques », 2015 ; ou/o A.-R. Lesage, Le Diable boiteux, éd. B. Didier, Paris, GF Flammarion, 2004. J.-H. Bernardin de Saint-Pierre, Paul et Virginie, éd. J. Ehrard, Paris, Gallimard, « folio classique », 2004 ; ou/o J.-H. Bernardin de Saint-Pierre, Paul et Virginie, éd. M. Bombart, Paris, Gallimard, « folioplus classiques », 2013 ; ou/ o J.-H. Bernardin de Saint-Pierre, Paul et Virginie, éd. J.-M. Racault, Paris, Le Livre de Poche, 2019. D. Diderot, La Religieuse, éd. C. Jaquier, Paris, Le Livre de Poche, 1972. D. Diderot, Jacques le fataliste et son maître, éd. Y. Belaval, Paris, Gallimard, coll. « folio classique », 2006.	8	L-LIN/03	48	-	-	-	Core compulsory activities	-	ITA
15368 - ENGLISH LITERATURE - VIVIANI Valerio (syllabus) Elizabethan drama was the dominant art form that flourished during and after the reign of Elizabeth I (1558-1603). Before, drama consisted of morality plays and interludes. The Elizabethan age saw the birth of a new kind of dramatic activity. The aim of the course will be to explore some of the most famous Elizabethan plays and to contextualise them in their cultural and historical background. After some lessons devoted to the cultural history of theatre from the Middle Ages to the Renaissance and to the form, the style and the main topics of Elizabethan drama, the other lessons will be devoted to the close reading and analysis of the texts according to a historical arrangement. (reference books) R. Greene, Un soldo di senno, versione italiana con testo inglese a fronte, Siké C. Marlowe, Doctor Faustus, versione italiana con testo inglese a fronte, Mondadori =========, Tamburlaine the Great, versione italiana Adelphi W. Shakespeare, Hamlet, versione italiana con testo inglese a fronte, Marsilio =============, A Midsummer Night's Dream, versione italiana con testo inglese a fronte, Garzanti =============, Romeo and Juliet, versione italiana con testo inglese a fronte, Einaudi T. Middleton & W. Rowley, The Changeling, versione italiana con testo inglese a fronte, Marsilio	8	L-LIN/10	48	-	-	-	Core compulsory activities	-	ITA
118428 - LETTERATURA E CULTURA RUSSA (objectives) Erasmus students, as well as those which cannot attend the courses and/or are not fluent in Italian, are kindly requested to contact the teacher for more information and a programme of personal readings. Anyway, after the course students should know the main lines of development in the history of Russian literature. They should be also able to set out clearly the contents of the course and to apply their knowledge approaching new authors and/or literary groups. In other words, they should have developed their competences according to Dublin descriptors. - CALDARELLI Raffaele (syllabus) Russia: the people and the land. Linguistic evolution. Kievan Rus' to the Mongol invasion. The rise of Muscovy. New literary trends in 16th and 17th centuries. Peter the Great. 18th century: Lomonosov, Derzhavin and the others. The poetry in 19th century: Pushkin, Lermontov. The golden age: Tolstoj, Dostoevskij, Turgenev. The silver age between Decadent movement, symbolism etc. Revolution and afterwards: Soviet literature to the end of the regime and nowadays. More in depth: Between realism and obsession: Nikolàj Gogol'. Erasmus students and those which are not fluent in Italian may contact the teacher for more information. (reference books) One year course (L10) or first year L11: 1) Silvana de Vidovich, Letteratura russa, Milano, Vallardi, 2003 and reprints; n.b.: chapter 6, just §§ 1, 2; chapter 7, just §§ 1, 2; 2) materiali su Moodle (dall'inizio all'Ottocento, compreso Chekhov) ; 3) Opere di Gogol': 1. Nikolàj Gogol', Racconti di Pietroburgo, trad. di Tommaso Landolfi, Milano, Adelphi, 2000 [other editions allowed, but they must necessarily include: Il naso; Il ritratto; La prospettiva Nevskij; Il giornale [Il diario//Le memorie] di un pazzo; Il mantello [Il cappotto//La mantella]; 2. Nikolaj Gogol', Le anime morte (any Italian edition); Second year L11 (focus: 18th century; 19th century up to 1881 - Dostoevskij's death - and Chekhov): 1) Dmitrij P. Mirskij, Storia della letteratura russa, Bologna, Odoya, 2021, capp. 3-10 (pp. 47-374); 2) materials in Moodle (just sections concerning 18th and 19th centuries - including Chekhov); 3) as for L10/one year course or first year/L11; 4) specific readings for second year: a) A.S. Pushkin, Eugenio Onieghin [Evgenij Onegin] - if possible, Ettore Lo Gatto's translation, Quodlibet, Macerata, 2008; allowed other editions, as for instance Erìdano Bazzarelli's prose translation, Milano, Rizzoli; b) F.M. Dostoevskij, Il giocatore; c) A.P. Chekhov, Il monaco nero. Third year L11 (focus: end of 19th century; 20th century; 21st century - hints): 1) Dmitrij P. Mirskij, Storia della letteratura russa, Bologna, Odoya, 2021, capp. 10-19 + Postfazione (pp. 339-592); 2) materials in Moodle: sections from "Dodici autori del Novecento (che non si possono ignorare)" ; 3) as for L10/one year course or first year/L11; 4) specific readings for third year:: a) A.A. Blok, I dodici; b) A. Belyj, Pietroburgo; c) A.I. Solzhenicyn, Una giornata di Ivan Denisovich, a c. di Ornella Discacciati, Torino, Einaudi, 2017 (includes also: La casa di Matrjona; Accadde alla stazione di Kochetovka). Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further information.	8	L-LIN/21	48	-	-	-	Core compulsory activities	-	ITA

15276 - EXAMS OPEN TO STUDENT'S CHOISE

8

48

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Elective activities

ITA

17453 - FINAL EXHAMINATION

8

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Final examination and foreign language test

ITA

118655 - STORIA CONTEMPORANEA

- Derived from 17418 STORIA CONTEMPORANEA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 PAOLINO Marco salvatore (syllabus) (reference books)

8

M-STO/04

48

-

Core compulsory activities

-

ITA

Optional group: UNA MATERIA A SCELTA TRA LETTERATURE COMPARATE, ITALIANA CONTEMP CURR STUDI LETTERE - (show)

8

18144 - COMPARATIVE LITERATURE (objectives) Insights into literary criticism from a comparative perspective with particular reference to the relationship between literature and figurative art. - PETROCCHI Maria Francesca (syllabus) Food and nutrition are objects of analysis from an anthropological, cultural and artistic perspective through the reading of a vast sample of ideas and literary and figurative examples proposed by the teacher also on the basis of specific documents and studies published in the texts for adoption (see texts adopted). Particular emphasis will be given to the centrality of the Italian food and wine tradition in the broader phenomenon of Made in Italy as a link between food cultures and tourism. (reference books) a)A tavola con le Muse, a cura di I.Crotti e B. Mirosola, Edizioni Ca’Foscari, 2027 (reperibile in rete) b) Eleonora M. Romano, Il cibo nell’arte, dal Medioevo all’età moderna (PDF, reperibile in rete, in archivi.cricd.it)	8	L-FIL-LET/14	48	-	-	-	Core compulsory activities	-	ITA
17412 - CONTEMPORARY ITALIAN LETERATURE (objectives) The course aims to develop students' ability to read and understand both poetic and narrative literary texts in the context of the evolution of literature from the early twentieth century to the present day. The work is intended to be carried out both on a theoretical level (knowledge of the main movements and major exponents) and on a practical level (reading, understanding and analysis of literary texts). The student must mature and develop individual analysis and judgment skills, based on knowledge of the work and on the application of critical tools essential for a correct aesthetic approach to the text. We also propose the development of the expressive capacity and the mastery of a scientific technical lexicon suitable for the transmission and formulation of critical judgments, aimed at developing the ability to learn. - SERAFINI Carlo (syllabus) Prof. Carlo Serafini Contemporary Italian literature (L-FIL-LET-11) L-10 – 8 ECTS - a.y. 2022-2023 Italian literature of the 20th and 21st centuries The course examines the main authors and literary movements of poetry and fiction in the twentieth century and the first twenty years of the twenty-first century. Starting from a literary historical survey of the avant-gardes, we will focus on the birth of the modern novel, on the forms of realism, on war literature, on the fantastic-surrealist trend and on Neorealism. Greater importance will be given to the new Italian literature starting from the second post-war period, examining the relationship between literature and the Italy of reconstruction and well-being, the neo-avant-garde, the Group 63, the forms of the Postmodern. Finally, the first two decades of the 21st century will be taken into consideration, both in terms of innovation and relationship with tradition. Bibliography: Students will have to demonstrate knowledge of the history of twentieth-century literature, to be prepared on FLORIANA CALITTI (ed.), La vita dei testi. (vol.3.2. Path of twentieth-century poetry + Path of twentieth-century narrative) Zanichelli, Bologna 2015. From the manual, students will have to study the chapters relating to: POETRY: Historical profile of the twentieth century, Path of twentieth-century poetry, Futurism, Palazzeschi, Campana, Saba, Ungaretti, Montale, Quasimodo, Penna, Bertolucci, Caproni, Sereni, Gruppo 63, Rosselli, Merini, Magrelli. NARRATIVE: Path of twentieth-century prose, The European novel, Svevo, Pirandello, Tozzi, Calvino, Alvaro, Pasolini, Gadda, Palazzeschi, Moravia, Landolfi, Buzzati, Pavese, Vittorini, P.Levi, Morante, Fenoglio, Bassani, Sciascia, Bianciardi, Tondelli, Volponi, Eco. Students will have to read two novels of their choice (by different authors) among those listed below: Svevo (Senility, Zeno's conscience); Tozzi (With closed eyes, Il Podere, Three crosses); Pirandello (The late Mattia Pascal); Calvino (The path of spider nests); Pasolini (Boys of life, A violent life); Palazzeschi (The Perelà code); Moravia (The indifferent, Augustine, Boredom); Landolfi (Dialogue of Major Systems, The Moonstone); Buzzati (The secret of the old wood, The desert of the Tartars); Pavese (Your country; The beautiful summer, The moon and the bonfires); P. Levi (If this is a man); Morante (The Island of Arturo), Bassani (The Golden Glasses, The Garden of the Finzi-Continis); Sciascia (The day of the owl); Bianciardi (The sour life). NON-ATTENDING students, in addition to the program indicated above, will have to deepen their knowledge of Niccolò Ammaniti, Francesco Pecoraro, Eraldo Affinati, and read the novels Ammaniti (Anna), Pecoraro (Life in peacetime), Affinati (The gospel of the angels ). (reference books) FLORIANA CALITTI (a cura di), La vita dei testi. (vol.3.2. Percorso della poesia del Novecento + Percorso della narrativa del Novecento) Zanichelli, Bologna 2015. Students will have to read two novels of their choice (by different authors) among those listed below: Svevo (Senilità, La coscienza di Zeno); Tozzi (Con gli occhi chiusi, Il Podere, Tre croci); Pirandello (Il fu Mattia Pascal); Calvino (Il sentiero dei nidi di ragno); Pasolini (Ragazzi di vita, Una vita violenta); Palazzeschi (Il codice di Perelà); Moravia (Gli indifferenti, Agostino, La noia); Landolfi (Dialogo dei massimi sistemi, La pietra lunare); Buzzati (Il segreto del bosco vecchio, Il deserto dei Tartari); Pavese (Paesi tuoi; La bella estate, La luna e i falò); P. Levi (Se questo è un uomo); Morante (L’isola di Arturo), Bassani (Gli occhiali d’oro, Il giardino dei Finzi Contini); Sciascia (Il giorno della civetta); Bianciardi (La vita agra); Ammaniti (Anna), Pecoraro (La vita in tempo di pace), Affinati (Il vangelo degli angeli).	8	L-FIL-LET/11	48	-	-	-	Core compulsory activities	-	ITA

Optional group: UNA MATERIA A SCELTA TRA LETT. GRECA FILOLOGIA ITALIANA STORIA DELLA SCRITTURA CURRICULUM STUDI - (show)

8

17411 - ITALIAN PHILOLOGY (objectives)

- Derived from 18088 Filologia della letteratura italiana in SCIENZE DEI BENI CULTURALI (L-1) L-1 RIGA PIETRO GIULIO (syllabus)

(programme valid for attending and non-attending students)

- Module I: Fundamentals of Italian philology: history and practices of Italian philology; writing media (manuscripts and prints); manuscript philology; philology of printed texts; author philology. In-depth study of some exemplary cases of Italian philology. Presentation of the main paper and digital tools for philological research.

- Module II: Philology of correspondence and epistolary letters; reflections on the history, theory and practice of epistolography of the Ancient Regime; examination of the tradition of Farnese correspondence, both manuscript and printed, through which some significant moments of the cultural policy of the house between the 16th and 17th centuries will be discussed.

- Examination texts:

Module I:
1) P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (e successive ristampe)
2) P. Italia-G. Raboni, Che cos’è la filologia d’autore, Roma, Carocci, 2010

Module II:
1) Per un epistolario farnesiano, a cura di P. Marini, E. Parlato, P. Procaccioli, Manziana, Vecchiarelli, 2022, pp. 7-98, 255-289 (downloadable among the course materials on the moodle platform)
2) P. Moreno, Filologia dei carteggi volgari quattro-cinquecenteschi, in Studi e problemi di critica testuale: 1960-2010. Per i 150 anni della Commissione per i Testi di lingua, a cura di E. Pasquini, Bologna 2012, pp. 127-147 (downloadable among the course materials on the moodle platform)
3) P. Jodogne, Il momento della trascrizione nel lavoro ecdotico, in Epistolari dal Due al Seicento. Modelli, questioni ecdotiche, edizioni, cantieri aperti, a cura di C Berra et alii, Milano 2018, pp. 1-16 (downloadable among the course materials on the moodle platform)
4) P. Procaccioli, Filologia epistolare del medio Cinquecento. La lettera tra pratica individuale e teorizzazione, in La filologia in Italia nel Rinascimento, a cura di C. Caruso e E. Russo, Roma 2018, pp. 275-291 (downloadable among the course materials on the moodle platform)

(reference books)

8

L-FIL-LET/13

48

-

Related or supplementary learning activities

-

ITA

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

Optional group: UNA MATERIA A SCELTA TRA STORIA MODERNA E CONTEMPORANEA CURR LETTERE - (show)

8

15376 - MODERN HISTORY (objectives) The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights. - Derived from 15376 STORIA MODERNA in SCIENZE UMANISTICHE (L-10) L-10 SANFILIPPO Matteo (syllabus) History of the West (Central-Western Europe and the Americas). Key Topics: 1. Definition and chronology of the modern age; 2. From the black plague to humanistic development; 3. Ottoman expansion and division of the Mediterranean; 4. Discovery and conquest of the New Worlds; 5. The Protestant Reformations (Lutheran, Calvinist, Anglican); 6. Charles V: the Empire against France; 7. Elizabeth I of England and Philip II of Spain: the clash on the sea; 8. The Thirty Years War and the End of the Religious Wars; 9. The English revolutions; 10. The France of Louis XIV and the struggle for European dominance; 11. Europe in the eighteenth century: political balance and technological-economic innovation; 12. The age of the Revolutions: United States, France, 1848; 13. The social and cultural evolution between the eighteenth and nineteenth centuries; 14. The national question in the nineteenth century; 15. Migration and mobility in the modern age; 16. Travel in the modern age (reference books) First Annuity: A) General Part: 1) Luigi Mascilli Migliorini, L’ età moderna. Una storia globale, Laterza; B) Monographic Part: I Barberini e l’Europa, a cura di Péter Tusor e Alessandro Boccolini, Sette Città; 3) Massimo Livi Bacci, Per terre e per mare, il Mulino; 4) Paolo Cozzo, In cammino. Una storia del pellegrinaggio cristiano, Carocci E-book: Fatti e Misfatti nell’Europa di Antico Regime, a cura di Alessandro Boccolini, Viterbo, Sette Città, 2020, scaricabile gratuitamente all’indirizzo https://www.easterneuropeanhistory.eu/it/2020/10/15/1027/ Non-attending students must also study: Fatti e Misfatti nell’Europa di Antico Regime, a cura di Alessandro Boccolini, Viterbo, Sette Città, 2020 Second annuity: 1) David Salomoni, Magellano. Il primo viaggio intorno al mondo, Laterza, e 2) Giovanna Da Molin, Storia sociale dell’Italia moderna, Morcelliana Interdisciplinary Seminar (with Storia del Viaggio e Storia dell'Europa di Centro): Traveling princesses	8	M-STO/02	48	-	-	-	Basic compulsory activities	-	ITA
118430 - STORIA CONTEMPORANEA (objectives) The objectives of the 2023/2024 course of Contemporary History are multiple. First, the course aims to consolidate the knowledge of the history of the 19th and 20th centuries and the ability to understand the historical evolution of European and non-European societies in the last two centuries. With recommended readings students‘ learning ability will be improved. The aim is to educate students in independent judgment and to be able to form their own critical thinking. It will also aim to strengthen their analysis skills of contemporary events. Finally, particular attention will be paid during the lessons on methodologies to develop and improve their communication skills. - Derived from 17418 STORIA CONTEMPORANEA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 PAOLINO Marco salvatore (syllabus) Each lesson will last two hours; 24 lessons for a total of 48 hours. Contents: 1. The bourgeoisie and the second industrial revolution 2. The European powers 3. United States and Japan; the colonial empires 4. The unification of Italy 5. The mass society 6. European and non-European societies at the beginning of the 20th century 7. Giolitti 8. The First World War; the October Revolution 9. The post-war period 10. The birth of fascism 11. The crisis of 1929 12. Totalitarianisms 13. The fascist regime 14. The crisis of colonial empires 15. The Second World War 16. Cold War and decolonization 17. The Republic in Italy 18. Consumer society; the 1970s 19. The fall of the Berlin Wall 20. The process of European integration 21. The Middle Eastern question 22. The end of the First Republic in Italy 23. Globalization; the “Asian Tigers” 24. Islam and the West; the 21st century (reference books) Giovanni Sabbatucci-Vittorio Vidotto, Il mondo contemporaneo, Bari-Roma, Editori Laterza, 2021	8	M-STO/04	48	-	-	-	Basic compulsory activities	-	ITA

Optional group: UNA MATERIA A SCELTA TRA CINEMA CONT E I NUOVI MEDIA, LINGUAGGI E FORMATI DELLA TV CONT CURR LETTERE - (show)

8

18538 - LINGUAGGI E FORMATI DELLA TV CONTEMPORANEA

- Derived from 18538 LINGUAGGI E FORMATI DELLA TV CONTEMPORANEA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 VAGNI TITO (syllabus) (reference books)

8

L-ART/06

48

-

Core compulsory activities

-

ITA

Optional group: ULTERIORI ATTIVITA' FORMATIVE CURR STUDI LETTERE - (show)

18

15381 - FURTHER FOREIGN LANGUAGES COMPETENCES (objectives) EDUCATIONAL AIMS: The course aims to develop language skills at a pre-intermediate level (B1 in The Common European Framework of Reference for Languages), focusing on building essential grammatical and lexical foundations. LEARNING OUTCOMES: The student can: - understand texts that consist mainly of high-frequency everyday or job-related language; - understand the description of events, feelings, and wishes in personal letters; - understand the main points of clear standard speech on familiar matters; - enter into a conversation on topics that are familiar, of personal interest or pertinent to everyday life; - connect phrases in a simple way in order to describe experiences and events, his/her dreams, hopes and ambitions; - briefly give reasons and explanations for opinions related to scientific topics as well; - write simple connected text on topics that are familiar or of personal interest; - write personal letters describing experiences and impressions, and short stories sticking to specific hints.	6	-	-	-	-	Other activities	ITA
15382 - SKILLS AND COMPETENCES IN INFORMATICS	6	-	-	-	-	Other activities	ITA
15317 - FORMATIVE AND GUIDANCE TRAININGS	6	-	-	-	-	Other activities	ITA
15316 - OTHER USEFUL SKILLS FOR JOB GUIDANCE	6	-	-	-	-	Other activities	ITA

18307 - GEOGRAPHY

- Derived from 18307 GEOGRAFIA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 CARBONE Luisa (syllabus) (reference books)

8

M-GGR/01

48

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Basic compulsory activities

-

ITA

Optional group: UNA MATERIA A SCELTA TRA LETT FRANCESE, INGLESE E CULTURA RUSSA CURR STUDI LETTERE - (show)

8

16455 - FRENCH LITERATURE (objectives)

- Derived from 13166 LETTERATURA FRANCESE I in LINGUE E CULTURE MODERNE (L-11) L-11 ROMAGNINO ROBERTO (syllabus) (reference books)

8

L-LIN/03

48

-

Core compulsory activities

-

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

17943 - INFORMATICS APPLIED IN HUMANITIES (objectives)

- Derived from 17943 INFORMATICA APPLICATA ALLE DISCIPLINE UMANISTICHE in SCIENZE UMANISTICHE (L-10) L-10 MESCHINI Federico (syllabus) (reference books)

8

M-STO/08

48

-

Core compulsory activities

-

ITA

118886 - LETTERATURA ITALIANA DI VIAGGIO (objectives)

- PIFFERI Stefano (syllabus) (reference books)

8

L-FIL-LET/10

48

-

Basic compulsory activities

-

ITA

Optional group: UNA MATERIA A SCELTA TRA LETT FRANCESE, INGLESE E CULTURA RUSSA CURR STUDI LETTERE - (show)

8

15368 - ENGLISH LITERATURE (objectives) At the end of the course, students will have acquired an in-depth knowledge of Elizabethan drama and insights into a selection of works. Analysing these texts with the help of precise critical methodologies and relating them to their historical and cultural contexts, students will be capable of evaluating on their own the literary qualities of the texts. - Derived from 15368 LETTERATURA INGLESE in SCIENZE UMANISTICHE (L-10) L-10 VIVIANI Valerio (syllabus) Elizabethan drama was the dominant art form that flourished during and after the reign of Elizabeth I (1558-1603). Before, drama consisted of morality plays and interludes. The Elizabethan age saw the birth of a new kind of dramatic activity. The aim of the course will be to explore some of the most famous Elizabethan plays and to contextualise them in their cultural and historical background. After some lessons devoted to the cultural history of theatre from the Middle Ages to the Renaissance and to the form, the style and the main topics of Elizabethan drama, the other lessons will be devoted to the close reading and analysis of the texts according to a historical arrangement. (reference books) R. Greene, Un soldo di senno, versione italiana con testo inglese a fronte, Siké C. Marlowe, Doctor Faustus, versione italiana con testo inglese a fronte, Mondadori =========, Tamburlaine the Great, versione italiana Adelphi W. Shakespeare, Hamlet, versione italiana con testo inglese a fronte, Marsilio =============, A Midsummer Night's Dream, versione italiana con testo inglese a fronte, Garzanti =============, Romeo and Juliet, versione italiana con testo inglese a fronte, Einaudi T. Middleton & W. Rowley, The Changeling, versione italiana con testo inglese a fronte, Marsilio	8	L-LIN/10	48	-	-	-	Core compulsory activities	-	ITA
118428 - LETTERATURA E CULTURA RUSSA (objectives) The course aims at giving: 1. a general introduction to the Russian culture; 2. a picture of the most important moments of Russian literary history; 3. knowledge in depth of selected moments and authors of Russian XIX century. After the course students should: 1. know the main development trends of Russian literature and culture across history; 2. have a solid knowledge of the most important authors, applying the general knowledge; 3. be able to critically evaluate, at a certain extent, authors and literary groups; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching new authors and/or literary groups. In other words they should have developed their skills according to Dublin descriptors. - Derived from 118428 LETTERATURA E CULTURA RUSSA in SCIENZE UMANISTICHE (L-10) L-10 CALDARELLI Raffaele (syllabus) Russia: the people and the land. Linguistic evolution. Kievan Rus' to the Mongol invasion. The rise of Muscovy. New literary trends in 16th and 17th centuries. Peter the Great. 18th century: Lomonosov, Derzhavin and the others. The poetry in 19th century: Pushkin, Lermontov. The golden age: Tolstoj, Dostoevskij, Turgenev. The silver age between Decadent movement, symbolism etc. Revolution and afterwards: Soviet literature to the end of the regime and nowadays. More in depth: Between realism and obsession: Nikolàj Gogol'. Erasmus students and those which are not fluent in Italian may contact the teacher for more information. (reference books) One year course (L10) or first year L11: 1) Silvana de Vidovich, Letteratura russa, Milano, Vallardi, 2003 and reprints; n.b.: chapter 6, just §§ 1, 2; chapter 7, just §§ 1, 2; 2) materiali su Moodle (dall'inizio all'Ottocento, compreso Chekhov) ; 3) Opere di Gogol': 1. Nikolàj Gogol', Racconti di Pietroburgo, trad. di Tommaso Landolfi, Milano, Adelphi, 2000 [other editions allowed, but they must necessarily include: Il naso; Il ritratto; La prospettiva Nevskij; Il giornale [Il diario//Le memorie] di un pazzo; Il mantello [Il cappotto//La mantella]; 2. Nikolaj Gogol', Le anime morte (any Italian edition); Second year L11 (focus: 18th century; 19th century up to 1881 - Dostoevskij's death - and Chekhov): 1) Dmitrij P. Mirskij, Storia della letteratura russa, Bologna, Odoya, 2021, capp. 3-10 (pp. 47-374); 2) materials in Moodle (just sections concerning 18th and 19th centuries - including Chekhov); 3) as for L10/one year course or first year/L11; 4) specific readings for second year: a) A.S. Pushkin, Eugenio Onieghin [Evgenij Onegin] - if possible, Ettore Lo Gatto's translation, Quodlibet, Macerata, 2008; allowed other editions, as for instance Erìdano Bazzarelli's prose translation, Milano, Rizzoli; b) F.M. Dostoevskij, Il giocatore; c) A.P. Chekhov, Il monaco nero. Third year L11 (focus: end of 19th century; 20th century; 21st century - hints): 1) Dmitrij P. Mirskij, Storia della letteratura russa, Bologna, Odoya, 2021, capp. 10-19 + Postfazione (pp. 339-592); 2) materials in Moodle: sections from "Dodici autori del Novecento (che non si possono ignorare)" ; 3) as for L10/one year course or first year/L11; 4) specific readings for third year:: a) A.A. Blok, I dodici; b) A. Belyj, Pietroburgo; c) A.I. Solzhenicyn, Una giornata di Ivan Denisovich, a c. di Ornella Discacciati, Torino, Einaudi, 2017 (includes also: La casa di Matrjona; Accadde alla stazione di Kochetovka). Erasmus students or those who are not fluent in Italian may contact the teacher in order to find equivalents of above mentioned texts and for further information.	8	L-LIN/21	48	-	-	-	Core compulsory activities	-	ITA

Optional group: UNA MATERIA A SCELTA TRA CINEMA CONT E I NUOVI MEDIA, LINGUAGGI E FORMATI DELLA TV CONT CURR LETTERE - (show)

8

118429 - CINEMA CONTEMPORANEO E NUOVI MEDIA (objectives)

- Derived from 18537 TEORIE E TECNICHE DEL CINEMA DIGITALE in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 Catanese Rossella (syllabus) (reference books)

8

L-ART/06

48

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Core compulsory activities

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ITA

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

Optional group: UNA MATERIA A SCELTA TRA STORIA DEL VIAGGIO E DEI VIAGG IN ETA' MOD, IN MEDIO ORIENTE CURR LETTERE - (show)

8

17414 - TRAVEL HISTORY AND HOSTORY OF TRAVELLERS OF THE MODERN ERA (objectives) 1) Knowledge and understanding: students will be increasing their critical awareness of historical events connected to the history of modern age travel and of travellers. 2) Applying knowledge and understanding: debating through specific asynchronous activities, through individual study and any necessary research activities in study groups, students will be able to develop autonomous research projects and submit them for evaluation. 3) Making judgements: students will be able to analyse and summarise original texts and documents, using research and reviews by leading experts in the field. They should also be able to express independent judgments. 4) Communication skills: students must be able to discuss the findings of the critical materials recommended and agreed upon at the beginning of the course, complementing with information gathered though appropriate web searches. 5) Learning skills: assessment of the knowledge acquired during the course will help students highlight and fill any pre-existing gap. - DE CAPRIO Francesca (syllabus) The course deals with the relations between Europeans and travel in the modern age. It aims at offering a critical approach to the phenomenon of travel, considered as crucial for the advance of European societies. Students are offered general knowledge and are given specific reference points in order to conduct more precise research in the field of travel history and odeporics. The theoretical approach of the presented topics is complemented with a methodological analysis of various types of sources, travel stories and guidebooks, arts related to travel, geographical maps and historical descriptions, lists and registers for the surveillance of travelling foreigners. Travel-related occurrences will be examined from the point of view of female travel conditions. Topics in the syllabus will be taught through video lessons, resources and activities (including interactive ones) that will be available to students on the Moodle platform. (reference books) J. Black, THE GRAND TOUR, IN THE EIGHTEENTH CENTURY, Sutton Pub Ltd, 2003 • B. Dolan, LADIES OF THE GRAND TOUR, Flamingo, 2010 • Moia, B.L. Knapp, GREAT WOMEN TRAVEL WRITERS: FROM 1750 TO THE PRESENT, Open Journal of Social Sciences, 2015 • http://www.marryingcultures.eu/ The course materials are available on the course page on UniTusMoodle. For information or to be given access to the UniTusMoodle course page please contact the course teacher.	8	M-STO/02	48	-	-	-	Related or supplementary learning activities	-	ITA
17415 - HISTORY OF TRAVEL AND TRAVELLERS IN THE MIDDLE EAST (objectives) LEARNING OBJECTIVES: Travel literature has been an important vehicle of knowledge and documentation of otherwise little-known realities, but it has also contributed to creating stereotyped images of the "Orient" and its inhabitants in the so-called "Western" culture. The course will address the history of travel, discovery and exploration of Kurdistan, the region inhabited by people of Kurdish language and culture spanning across the borders of present-day Iran, Iraq, Syria, Turkey, and Armenia. By examining excerpts of travel literature and other documentation produced by European travellers to Kurdish-inhabited lands, we will address problems related to their typology and study. The first part of the course will provide an introductory framework to contextualize further readings, and will briefly deal with the history of early European travels to Kurdistan. In the second part of the course, particular emphasis will be given to the ethnographic descriptions of socio-cultural traits (e.g., habits and customs, nomadism, religious beliefs, female roles) commonly found in European travel literature, with a closer look at the sources written in Italian between the 19th and the 20th centuries, and to women’s writings from the early 20th century. LEARNING OUTCOMES: The treatment of these subjects will offer valuable tools for a review of the European imagery of the Kurds and for understanding the historical dynamics characterizing contemporary Kurdistan. At the end of the course, the students will have developed: 1. (Knowledge and understanding) basic knowledge of the geography of the Kurdish region and its ethnoreligious diversity; ability to analyze travel writings (historical periodization, authors’ ideological background, travel motivations, etc.); 2. (Applied knowledge and understanding) ability to contextualize historical events and processes in the Kurdish area; 3. (Making judgments) flexibility of judgment and critical thinking to spot Eurocentric stereotypes in the representation of Kurdistan and the Kurds; 4. (Communication skills) Ability to discuss the topics addressed, through active and purposeful participation in lectures and laboratory activities; 5. (Learning skills) ability to carry out bibliographic research and retrieve open-source materials for the independent study of the topics of interest. - FILIPPONE Elina (syllabus) • Introduction to the problems characterizing the study of travel literature • Introduction to the problems characterizing the study of the Iranian and Islamic world, in particular Shiite (introduction aimed at placing the proposed themes in a critical historical framework) • Cavour's policy and the Eastern question • The long planning phase of the Sardinian/Italian mission in Persia • The Iran of the Qajar dynasty and the figure of Naseroddin Shah • The main phases of the Italian mission and the results achieved • De Filippi, Note di un viaggio in Persia nel 1862 (Milan 1865): reading of passages and comments • Grimaldi del Poggetto, Ricordi di un ufficiale dell'antico esercito sardo (Turin 1891-1893): reading of passages and comments • The photo album by Luigi Montabone (Italian Mission 1862) • Iran of the Pahlavi dynasty and the figure of Mohammad Reza Shah • Vincenzo Bianchini: biography and works • Acqua del diavolo by Vincenzo Bianchini: reading and commentary of selected passages (reference books) M. Gusso, La Missione diplomatica italiana in Persia nel 1862, Circolo Vittoriese di Ricerche Storiche Testo esteso e annotato della Conferenza tenuta nella Biblioteca Comunale il 8 aprile 2016 [https://www.academia.edu/32442842/La_Missione_diplomatica_italiana_in_Persia_nel_1862] F. De Filippi, Note di un viaggio in Persia nel 1862, Milano 1865 S. Grimaldi del Poggetto, Ricordi di un ufficiale dell'antico esercito sardo, Torino 1891-1893 (vol. III) V. Bianchini, Acqua del diavolo, Leonardo da Vinci 1962 Further teaching material will be distributed during the course and made available on the Moodle platform. Non-attending students are required to contact the teacher.	8	L-OR/14	48	-	-	-	Related or supplementary learning activities	-	ITA

15280 - THEATRE AND PERFORMANCE HISTORY (objectives)

- VIVIANI Valerio (syllabus) (reference books)

8

L-ART/05

48

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Core compulsory activities

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ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

Optional group: UNA MATERIA A SCELTA TRA LETTERATURA ARTISTICA E ANTROP CULTURALE CURR LETTERE - (show)

8

118476 - LETTERATURA ARTISTICA (objectives) The course aims to provide a basic knowledge of artistic literature, understood as the whole of written testimonies on the arts, and in particular on painting and sculpture, from the Middle Ages to the Seventeenth century. The student will be able to analyze different typologies of literary sources on painting and sculpture (treatise, recipe book, diary, artists’s correspondence, travel book, account book and artist’s biographies), by identifying the lexicon and the relevant historical context. The expected learning outcomes are the following: 1) Knowledge and understanding: during the lessons we will try to make the different types of art literature known and to simplify the interpretation of the texts examined. 2) Applied knowledge and understanding: through classroom debate and individual study, students will be able to develop the ability to independently read different literary sources, also applying it to the interpretation of unpublished sources. 3) Autonomy of judgment: students must be able to examine and summarize original texts and documents by resorting to the analysis of leading experts on the subject, arriving at the elaboration of autonomous judgments. 4) Communication skills: students must be able to explain with an appropriate language, also making use of slide presentations, the themes of the sources examined in relation to the artistic lexicon of the historical context of reference. 5) Ability to learn: students will have to acquire the ability to correlate the written evidence of artistic literature with the works of art directly examined during inspections carried out in the area. - Derived from 17974 Procedimenti esecutivi e documentazione delle tecniche artistiche in CONSERVAZIONE E RESTAURO DEI BENI CULTURALI (LMR/02 abilitante ai sensi del D.Lgs n.42/2004) LMR/02 POGLIANI Paola (syllabus) A first core of lessons will be devoted to presenting a brief history of the studies and highlighting the value of the technical and executive know-how of a work of art in art and restoration studies. The examination of some examples will follow through a methodological path that will use the reading of sources, literature, direct observation of original works of art and their documentation. Wide space will be devoted to the analysis and recognition of material testimonies that are the basic elements for the study of techniques. Particular attention will also be given to the understanding of the organization of the paintings of the past and the use of materials. Exercises and visits to museums and monuments will be an integral part of the course. (reference books) M. Cordaro, Per una filologia die materiali costitutivi delle opere d’arte e dei materiali di restauro come fondamento della valutazione storica ed estetica, in Fragmenta Picta. Affreschi e mosaici staccati del Medioevo romano, catalogo della mostra, Roma 1989, pp. 33-36 Pogliani P. (2013). Sguardi sulle tecniche d'esecuzione nella cultura italiana degli anni Trenta. In: (a cura di): M. I. Catalano, Snodi di critica. Musei, mostre, restauro e diagnostica artistica in Italia 1930-1940. p. 151-173, Roma: Gangemi Editore C. Giannini, Materiali e procedimenti esecutivi della pittura murale, Il Prato, 2009, pp. 59-133 A Cerasuolo, Diligenza e prestanza. La tecnica nella pittura e nella letteratura artistica del Cinquecento, Firenze 2014, pp. 113-140 M. Nimmo, C. Olivetti, Sulle tecniche di trasposizione dell’immagine in epoca medievale, in «Rivista dell’Istituto Nazionale d’archeologia e storia dell’arte», S. III, VIII-IX (1985-86), pp. 399-411 P. Pogliani, Pittori e mosaicisti nei cantieri di Giovanni VII (705-707), in L’officina dello sguardo. Scritti in onore di Maria Andaloro, vol. II, Roma 2014, pp. 443-450 Voce MOSAICO - TECNICA enciclopedia dell’Arte medievale http://www.treccani.it/enciclopedia/mosaico_%28Enciclopedia-dell%27-Arte-Medievale%29/ Voce MOSAICO – TECNICA Enciclopedia dell’Arte Antica 1. Terminologia. 3. Mosaici parietali. 4. Mosaici pavimentali. a) Tecnica e artisti http://www.treccani.it/enciclopedia/mosaico_res-b6dbf70d-8c60-11dc-8e9d-0016357eee51_%28Enciclopedia-dell%27-Arte-Antica%29/ P. Pogliani, C. Seccaroni, Il mosaico parietale. Trattatistica e ricette dall'Alto medioevo al Settecento, Nardini Editore, Firenze 2010 CAPP.: I, II, V, VI M. Ciatti – C. Castelli – A. Santacesaria, Dipinti su tavola: la tecnica e la conservazione dei supporti, Firenze 1999, pp. 59-98 G. Perusini, Il restauro dei dipinti e delle sculture lignee: storia e tecniche, Udine 1994 CAP. 7 pp. 199-218 During the lessons the reading of a selection of texts taken from: Plinio il Vecchio, Storia delle arti antiche, a cura di M. Harari, S. Ferri, Milano 2001 Vitruvio, De architectura, a cura di Pierre Gros, Antonio Corso e Elisa Romano, Torino 1997 Theophilus, Le varie arti : manuale di tecnica artistica medievale / Teofilo Monaco, a cura di Adriano Caffaro, Salerno 2000 C. Cennini, Il libro dell'arte, a cura di F. Brunello, Neri Pozza, Vicenza 1982 G. Vasari, Le vite dei più eccellenti pitturi, scultori et architettori, Firenze 1568, ed cons., Einaudi, Torino, 1995 NON-ATTENDING STUDENTS will have to agree on the program with the teacher. The books indicated can be found at the University Library System. The materials will be available on the educational platform of the University of Tuscia.	8	L-ART/04	48	-	-	-	Related or supplementary learning activities	-	ITA
13199 - Cultural Anthropology (objectives) The course aims to provide general notions on cultural anthropology and its disciplinary development, research methodologies and theoretical approaches, as well as to stimulate students to acquire an autonomous point of view on the complex cultural phenomena that characterize contemporaneity. The specific goal is to provide students with the theoretical and methodological tools necessary to operate and communicate in a competent and critical way in the field of cultural heritage making processes. - Derived from 18063 Antropologia culturale in SCIENZE DEI BENI CULTURALI (L-1) L-1 MALTESE STEFANO (syllabus) The first part of the course will be dedicated to the presentation of the distinctive elements - theoretical and methodological - of cultural anthropology and some of the disciplinary areas in which it exercises its critical vocation. Among the topics covered: notes on the history of anthropology; objects and methods of the discipline; distinctive features of the anthropological perspective; notions of race, culture and ethnicity; relativism and ethnocentrism; ethnographic methods, participant observation and theoretical paradigms; folklore, popular culture, mass culture and ethnography of cultural consumption; time, memory and history; global and local cultures; anthropology of violence and genocide; kinship and relatedness. The second part of the course will outline the debate on decolonization in the framework of contemporary heritage-making processes. (reference books) 1. Dei, F., 2016, Antropologia culturale, seconda edizione, il Mulino 2. Grechi, G. e V. Gravano (a cura di), 2016, Presente imperfetto. Eredità coloniali e immaginari razziali contemporanei, Mimesis 3. Guermandi, M.P., 2021, Decolonizzare il patrimonio. L'Europa, L'Italia e il passato che non passa, Castelvecchi 4. Materials made available in the Moodle page of the course	8	M-DEA/01	48	-	-	-	Related or supplementary learning activities	-	ITA

17389 - LINGUISTICS (objectives)

General Linguistics is not taught in the school and therefore it aims at providing the learner with the methodological and operational skills to analyze the linguistic behavior of speakers of a language (this behavior is attested in written or oral data), and to predict that part of the their linguistic behavior which is not yet attested in available data: in short, general linguistics teaches how to construct what is traditionally called "GRAMMAR" of a language. The scientific grammar of a language can be represented as a set of predictions, i.e., rules which - if correctly formulated - allow the construction of expressions (sentences, oral or written texts) deemed "acceptable" by the speakers of that language. These predictive rules generally refer to the grammatical components called phonetics-phonology, lexicon, morphology, syntax and pragmatic. Each of these components requires learning specific operational analysis techniques. Therefore, normative grammar will not be taught, writing/speaking in Italian or other languages will not be taught, Italian or other language spelling will not be taught, but students will be taught to observe the behavior of speakers (regardless of whether it is respectful or not of normative grammar), to build a linguistic database and to use it to construct a grammar, in a scientific, non-normative sense. In addition to the Italian language, the linguistic data will also be extracted from other European and non-European languages, depending on the skills of the learners. Likewise, data from fictitious languages will be used, on which to practice extracting the grammatical rules, without the need - for obvious reasons - for the learner to have a previous knowledge of the language in question. In summary: The objectives of the lecture are: knowledge of methods of phonetics, phonology, morphology and syntax, the ability to transcribe phonetically and analyze phonologically, morphologically and syntactically a sentence in Italian and in a language of the student's choice.
In compliance with the so-called "Dublin indicators" – as better detailed in the "Evaluation" field – the objectives will be aimed at achieving:
1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers
2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers
3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers
4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3)
5) Learning skills: ability to orient oneself in the relevant scientific bibliography.

- DE DOMINICIS Amedeo (syllabus)

From the curricular point of view, General Linguistics intends to offer the institutional bases of the discipline, articulating itself on notions of a general nature, essential to be able to access the various levels of analysis of language (phonological, morphological, syntactic and semantic), both in terms of pure description and in the perspective of reconstruction and historical analysis (exemplified above all on the Romance and Indo-European areas).
The following topics will be covered:
- General themes: Notion of language. Meaning and expression. Form and substance.
- Fundamental concepts of linguistics: Sign, phoneme, morpheme, phrase and sentence.
- Fundamental procedures of linguistic analysis: Phonological, morphological and syntactic analysis of modern languages.
- Methods and principles of historical linguistics: Notions of linguistic family, phonetic law, linguistic change (exemplified above all on the Romance and Indo-European fields).
- Application of concepts and methodologies to a corpus of 30 sentences belonging to a fictive language, in order to make it possible for students to practice building a "Grammar" on an absolutely unknown linguistic sample and therefore not susceptible to contamination with grammatical prejudices inherited from the school teaching of "Italian" or other languages known to them.
With regard to the temporal distribution of the didactic commitment dedicated to the various topics, it seems to me that any hypothesis formulated in advance would be devoid of plausibility, as it is not likely to organize a didactic work in the abstract: the time slots will depend on the responses of the learners, answers that by definition depend on the audience of the learners, their characteristics and their intellectual profiles, that is, from elements that today are unknown to me – as to anyone – and consequently it is impossible to make reliable predictions about it. In general, I can only predict that this will go as in all previous years, that is to say that in my intentions I should devote one sixth of the hours to general themes and concepts, one sixth to phonetics, one sixth to phonology, one sixth to morphology, one sixth to syntax and one sixth to historical linguistics, but in reality the learners will cyclically ask me to go back, explain again points of the program, thus nullifying all predictions. And this depends on the fact that the learners, even attending students, do not study at home the program carried out in the classroom, but study only near the exam and realize only a posteriori (perhaps after weeks) that they have misunderstood what was done in the classroom. The problem would be solved if only students were required to take the final exam immediately after the course, with only one date per year, in addition to a second date destined for recovery, and not – as is the case today – to be able to take it on numerous exam dates spread over the entire academic year (and beyond): but the adoption of this solution does not depend on the undersigned (who also hopes for it), but from political choices and academic regulations that go in the opposite direction.

(reference books)

8

L-LIN/01

48

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Basic compulsory activities

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ITA

15254 - EXAMS OPEN TO STUDENT'S CHOISE

8

48

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Elective activities

ITA

Optional group: UNA MATERIA A SCELTA TRA LINGUA E TRAD FRANCESE E INGLESE CURR LETTERE - (show)

10

15271 - FRENCH LANGUAGE AND TRANSLATION (objectives) The course aims, on the one hand, to achieve the linguistic and communicative objectives foreseen for level B1 of the Common European Framework of Reference for Languages and, on the other hand, to develop specific linguistic-texical skills for students. Students will be confronted not only with the acquisition of purely grammatical and lexical concepts, but also with the pragmatic use of linguistic structures. - Derived from 13156 LINGUA E TRADUZIONE FRANCESE I in LINGUE E CULTURE MODERNE (L-11) L-11 DI VITO Sonia (syllabus) Syntax: The determinant system; The name system; The adjective system; The adverbs system; The system of the verb (indicative - present, imperfect, passé composé, future; conditional: present; subjunctive: present; infinite; past participle, imperative); negation; exclamation; interrogation (direct and indirect); The personal pronouns subject (atonic and tonic form); The pronouns COD and COI; I pronouns EN and Y; The relative pronouns; The prepositions of time and place; The expression of the cause and the consequence (donc, en conséquence...) The expression of purpose (pour que, afin que...) The expression of the hypothesis (au cas où, si...) The expression of the opposition and the concession (par contre, tandis que...) I logical speech connectors (d'abord, ensuite...) (reference books) For the oral exam (one of your choice) - KRISTOF, AGOTA, L'analphabète, Distribooks Inc. - PENNAC, DANIEL, L'oeil du loup (qualsiasi edizione). - BEN JELLOUN, TAHAR, Le racisme expliqué à ma fille (qualsiasi edizione). - MAALOUF, AMIN, Adriana Mater (qualsiasi edizione). - DJIEBAR, ASSIA, La disparition de la langue française (qualsiasi edizione). - Bidaud, F. (2012), Grammaire du français pour italophones, Novara, Utet: Università. - Bidaud, F. (2012), Exercices de Grammaire française pour italophones, Novara, Utet : Università Altro - dispense degli esercizi fornite durante il corso.	10	L-LIN/04	60	-	-	-	Core compulsory activities	-	ITA
15272 - ENGLISH LANGUAGE AND TRANSLATION (objectives) The general objective of this course is the development of the practical communicative competence of the English language towards a level B1+ (see CEFR) while enhancing students' metalinguistic awareness. Following Dublin’s descriptors: 1) Knowledge and understanding of oral and written English lev. B1+; basic knowledge of the communicative grammar; how to format a digital text. 2) Knowledge and understanding applied to textualities like: the programme of the course and the exam requirements in both Italian and English; theoretical lectures hold in oral English; reference grammar books in English; instructions for tasks, activities and exercises on the UniTusMoodle course; the evaluation comments from the teacher. 3) Making judgements: capacity to decide among the many semantically equivalent options according to the cultural context and the communicative situation. 4) Communication skills: oral and written production in English lev. B1+; relational abilities with the rest of the group and of working in pairs and teams. 5) Learning skills: transversal competences at a metacognitive and metalinguistic level; information research particularly through on-line resources; digital skills to sustain online learning; self-evaluation. - Derived from 17417 LINGUA INGLESE PER LA COMUNICAZIONE E I MEDIA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 0 MELCHIORRE Sonia maria	10	L-LIN/12	60	-	-	-	Core compulsory activities	-	ITA

17392 - ITALIAN LITERATURE (objectives)

- GRAZZINI Filippo (syllabus)

An introduction to Early Italian Literature (XIII-XIV Century), through the readng of A.CASADEI-M.SANTAGATA, Manuale di Letteratura italiana medievale e moderna, Roma-Bari, Laterza, pp. 1-92;
Selected literary texts, Saint Francis to Boccaccio, will be considered into frame of Italian Middle Age and will be scrutinized with emphasis on their formal, metrical and rhetorical profile,through the reading of:
R. MORABITO, Dimensioni della letteratura italiana, Roma, Carocci, chapters 2, 3, 6, 7;
Il filo rosso. Antologia della letteratura italiana, edited by M. SANTAGATA-L.CAROTTI-A.CASADEI- M.TAVONI: Roma Bari, Laterza, voll. I.1 (other anthologies mut undergo the teacher's examination before being recommended for use): Francesco d'Assisi, "Cantico delle creature"; Giacomo da Lentini, "Madonna, dir vo voglio"; Guittone d'Arezzo, "Tuttor ch'eo dirò Gioi"; Guido Guinizzelli, "Al cor gentil", “Io voglio del ver”, “Lo vostro bel saluto”; Guido Cavalcanti, “Biltà di donna”, “Tu m’hai si piena”, “Voi che per li occhi”, “Per ch’io no spero”; Dante Alighieri, "Tanto gentile", "Guido, i' vorrei", "Al poco giorno"; Inferno cantos I, V vv. 25-142, VI vv. 1-3, X vv. 22-93, XXI vv. 7-57, XXVI vv. 76-142, XXXIII vv. 1-90; Purgatorio XXIV vv. 40-63; XXVI vv. 82-148; Petrarch, Canzoniere, 1, 3, 35, 62, 90, 272, 273 ; Boccaccio, Decameron II 5, V8, V 9.
The following additonal Dante's cantos and Petrarch's poems are to be studied. Since they are not included in Il filo rosso, Dante's and Petarch's edition are indicated:
Inferno XXVII, XXXIII, Purgatorio III, V; Paradiso XXXIII: recommended editions: Bosco-Reggio (Le Monnier), Pasquini (Garzanti), Inglese (Carocci), Bruscagli-Giudizi (Zanichelli), Malato (Salerno Editrice tascabili);
Petrarca: 60, 61, 126, 128: recommended editions: Santagata (Mondadori), Dotti (Feltrinelli o Donzelli), Vecchi Galli (BUR Rizzoli), Bettatrini (Einaudi).

Erasmus students and/or students not mother tongue, who consider their knowledge of Italian literature non to be sufficient to face the above indicated progam, are entitled to study the following alternative program:
A.CASADEI-M.SANTAGATA, Manuale di Letteratura italiana medievale e moderna, Roma-Bari, Laterza, pp. 1-92 e 397-412;
The following texts to be found in M. SANTAGATA-L.CAROTTI-A.CASADEI- M.TAVONI, Il filo rosso. Antologia della letteratura italiana, Roma-Bari, Laterza, voll. I.1: Dante, Divina commedia, Hell, cantos I, V vv. 25-142, XXVI vv. 76-142; XXXIII vv. 1-90; Petrarca, Canzoniere, sonnet 35 and sonnet 61; Boccacio, Decameron, novella II 5;
Manzoni, I Promessi sposi (any complete edition)
Students who consider their knowledge of Italian language specifically non to be sufficient will undergo exam in English. In this case They will be required to study at least 8 Cantos of Dante's Divine Comedy (at least 5 of them belonging to Hell) , to be found in English translation on www.dantonline.it (Società Dantesca Italiana), along with the entry Dante Alighieri in https://www.britannica.com/biography/Dante-Alighieri/The-Divine-Comedy, and at least 7 Novelle from Boccaccio's Decameron, to be found in English translaltion on https://www.brown.edu/Departments/Italian_Studies/dweb/ (Brown University), along with the following entries to be found on the same website: Boccacco (life), Literaure (Dante and Boccaccio, Autorship, The novella before Boccaccio, Performance and Interpretation 1 and 2), and Medieval Society (the Audience, Book Production and Cultural Centers of Medieval Italy).

(reference books)

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L-FIL-LET/10

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Basic compulsory activities

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First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

Optional group: UNA MATERIA A SCELTA TRA TEORIE E TECNICHE DEI MEDIA STORIA DELLA MUSICA CURR LETTERE - (show)

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13107 - Music History (objectives)

- Morra Salvatore (syllabus) (reference books)

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L-ART/07

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15276 - EXAMS OPEN TO STUDENT'S CHOISE

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48

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Optional group: UNA MATERIA A SCELTA TRA STORIA ARTE MEDIEVALE STORIA MEDIEVALE STORIA ARTE MODERNA STORIA ARTE CONTEMPORANE ACURR LETTERE - (show)

8

13123 - History of Contemporary Art

- Derived from 18073 Storia dell'arte contemporanea in SCIENZE DEI BENI CULTURALI (L-1) L-1 CRISTALLINI Elisabetta (syllabus) (reference books)

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L-ART/03

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Core compulsory activities

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ITA

17842 - ITALINA LINGUISTICS (objectives)

- Derived from 17735 LINGUISTICA ITALIANA in LINGUE E CULTURE MODERNE (L-11) L-11 TELVE Stefano (syllabus) (reference books)

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L-FIL-LET/12

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Basic compulsory activities

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118522 - LETTERATURA E CULTURA LATINA (objectives)

- Derived from 18060 Letteratura latina in SCIENZE DEI BENI CULTURALI (L-1) L-1 FUSI Alessandro (syllabus) (reference books)

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L-FIL-LET/04

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ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Optional materials and exam in a foreign language

Language

Optional group: UNA MATERIA A SCELTA TRA TEORIE E TECNICHE DEI MEDIA STORIA DELLA MUSICA CURR LETTERE - (show)

8

15266 - THEORY AND TECHNIQUES IN THE MASS MEDIA

- Derived from 17427 TEORIE E TECNICHE DEI MEDIA in COMUNICAZIONE, TECNOLOGIE E CULTURE DIGITALI (L-20) L-20 FIORENTINO Giovanni (syllabus) (reference books)

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SPS/08

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Related or supplementary learning activities

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17453 - FINAL EXHAMINATION

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Final examination and foreign language test

ITA

Optional group: UNA MATERIA A SCELTA TRA STORIA ARTE MEDIEVALE STORIA MEDIEVALE STORIA ARTE MODERNA STORIA ARTE CONTEMPORANE ACURR LETTERE - (show)

8

15278 - MEDIEVAL ART HISTORY (objectives) The aims of the class are: a basic knowledge of medieval art history, through its various perspectives (the materials, the technique, the visual culture) and of the historic, iconographical and ideological problems; the processes of production and on the role of the patronage through the centuries, since the Late Antique to the International Gothic. - Derived from 18542 Storia dell'arte medievale in SCIENZE DEI BENI CULTURALI (L-1) L-1 PONZI EVA (syllabus) The lessons will focus on the analysis of one or more medieval artworks and on the discussion around a certain artistic phenomenon; they will also be an opportunity to practice observing an artwork. In class we will discuss: 1. themes, problems, methods of the subject; 2. the division into periods of the medieval millennium and its artistic geography; 3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena; 4. the relationships between artists, patrons, production centres; 6. the IT tools available today for the study of the illuminated manuscripts; the relationship between the illuminated manuscripts and the use of innovative technologies for their digitization and their use on the web. The course is organized in 3 modules: 1. I module (24 hours). History of medieval art from Late Antiquity to International Gothic (4th-14th centuries): for a general overview of the subject, oriented towards basic knowledge. 2. II module (14 hours). The Thirteenth century between Rome and Viterbo: monuments, manuscripts, people. 3. III module (10 hours). IT tools, digitization and new technologies for the study of the illuminated manuscripts. (reference books) Module I - G. CRICCO - F.P. DI TEODORO, Itinerario nell’arte 2. Dall’arte paleocristiana a Giotto, quarta edizione, versione gialla, Zanichelli, Bologna, 2016. Module II - M.G. BONELLI, s.v. Viterbo, in Enciclopedia dell’Arte Medievale, Roma 2000, https://www.treccani.it/enciclopedia/viterbo_%28Enciclopedia-dell%27-Arte-Medievale%29/ - S. ROMANO, I cantieri di Roma. Introduzione, in Il Duecento e la cultura gotica. 1198-1287 ca., V, Milano 2012 (La pittura medievale a Roma. 312-1431. Corpus, 5), pp. 13-49. From the volume Santa Maria in Gradi, Viterbo 1996, the following texts: - M. MIGLIO, Per una storia di Santa Maria in Gradi, pp. 7-25; - S. FABIANO, La scultura, pp. 109-127. From the volume Il libro miniato a Roma nel Duecento. Riflessioni e proposte, a cura di S. MADDALO, con la collaborazione di E. PONZI, I-II, Istituto storico italiano per il medio evo, Roma 2016 (Nuovi studi storici, 100), the following texts: - A. PARAVICINI BAGLIANI, La corte papale nel Duecento, cultura e scienze della natura, pp. 413-433; - E. PONZI, Ad usum fratrum. Manoscritti francescani e domenicani a Roma, un panorama, pp. 575-612. Module III - E. PONZI, Tra le maglie del Web: esposizioni virtuali e interoperabili dei manoscritti della Biblioteca Apostolica Vaticana, 2. L’esperienza vaticana di Viaggiare con Dante, in Immaginare la Commedia, a cura di C. Perna, postfazione di G. Ferrante, Salerno Editrice, Roma 2022, pp. 206-213. - E. PONZI, Thematic Pathways on the Web: IIIF Annotations of Manuscripts from the Vatican Collections: il “Progetto Mellon” della Biblioteca Vaticana. La storia della miniatura incontra lo Spotlight, in Rivista di storia della miniatura 24 (2020), pp. 212-216.	8	L-ART/01	48	-	-	-	Core compulsory activities	-	ITA
13122 - History of Modern Art (objectives) Knowledge of the development and the protagonists of Early Modern Italian art from the early fifteenth century to the end of the eighteenth century. Ability to identify formal, technical, iconographic and typological works of art and architecture. Identification of the formal peculiarities of the different artistic techniques. Acquisition of the first rudiments of the specialized terminology of the discipline, development of argumentative skills in the matching between image and word. This path will be a first level to acquire independent judgment and argumentative skills. - Derived from 18072 Storia dell'arte moderna in SCIENZE DEI BENI CULTURALI (L-1) L-1 PARLATO Enrico (syllabus) The course and the relative exam focus on the institutional part, that is the knowledge of the artistic events in Italy in the period 1400-1799. Starting from themes of wide horizons, such as the history of art history and touching on the current orientations of the discipline, the first part of the course will propose the periodization of the subject and the different ways of investigating images, with openings also to artistic literature and in particular to the role of Giorgio Vasari, 'father of the discipline'. This introductory section will be followed by a series of readings of works of art that, due to their chronology, will follow the development of the discipline from the beginning of the 15th century to the last decades of the 18th century. Direct knowledge of works of art and monuments will be encouraged through site trips. However, it must be remembered that the preparation of the institutional part is inevitably based on the study of manuals by the students. Attendance is not mandatory, even though strongly recommended, and the exam program is the same regardless of attendance. However, the partecipation to site and guided tours shouldn't be missed. (reference books) Salvatore Settis, Tomaso Montanari, Arte. Una storia naturale e civile. 3 Dal Quattrocento alla Controriforma (intero volume); 4 Dal Barocco all'Impressionismo (fino a p. 259), Torino, Einaudi Scuola, 2019. Giorgio Vasari, Le Vite... (ed. 1550), ed. a cura di Luciano Bellosi e Aldo Rossi, Torino, Einaudi, 1986 (ed. edizioni successive), pp. 539-544 (proemio alla terza parte delle Vite).* NB. The texts marked with an asterisk are available in the library and in pdf format in the dropbox dedicated to the course.	8	L-ART/02	60	-	-	-	Core compulsory activities	-	ITA
15379 - MEDIEVAL HISTORY (objectives) Il corso di questo anno si propone di offrire un profilo storico dell'Occidente (Europa e bacino mediterraneo) tra il V e il XV secolo. L'obiettivo formativo consiste nell'apprendimento dei caratteri e dell'evoluzione geopolitica (spazi e tempi delle forme di governo e di organizzazione sociale) e culturale (evoluzione dei saperi e delle credenze religiose) principalmente della civiltà latina di quesi secoli. - Derived from 18056 Storia medievale in SCIENZE DEI BENI CULTURALI (L-1) L-1 Materni Marta (syllabus) Notwithstanding the need for self-study of the entire proposed textbook, the following topics will be explored in the course of the lectures, in respect of which supplementary materials deposited on the Moodle platform will also be proposed: 1. The Middle Ages: a historiographical category; 2. Late Antiquity and the Romano-Barbaric kingdoms; 3. The Longobards and the ‘Longobard question’; 4. The Carolingians; 5. Europe at the turn of the year 1000; 6. The Reformation of the Church; 7. The Crusades and the Crusader States; 9. The Invention of the Commune; 10. The 13th century, the century of the duo magna luminaria; 11. The progressive constitution of national states; 12. The Italian evolution from commune to lordship; 13. The crisis of the fourteenth century; 14. The papacy in the Late Middle Ages. During the course, students will be provided with basic informations about the main political-institutional events that took place during the Medieval millennium, from the crisis of the 3rd century to the era of the 15th century Italian Signorie. At the same time, certain themes (such as monasticism, the invention of the notion of the Crusade, the invention of the institution of the Commune, etc.) that represent the most widespread elements in the construction of the modern imaginary relating to the Medieval era will be explored in depth. Students will thus be able to reconstruct the chronological timeline of the Medieval millennium, with a particular focus on the Italian, Frankish and Germanic-imperial areas, correctly identifying causal links and lines of continuity. In this way, students will also be able to correctly decrypt the historical and cultural informations with which they come into contact in the communicative reality, also facing with greater awareness the phenomena of ideological distortion to which the notion of the Middle Ages falls victim in common language, including that of the media. At the end of the course, students should be able, when confronted with an image or a geo-political map, to construct an explanatory discourse on the reality represented, on the basis of some basic indications. (reference books) Attending students: 1. Alfio Cortonesi, Il medioevo. Profilo di un millennio, Carocci (for each lesson, chapters and paragraphs to be consulted will be indicated). 2. Giuseppe Sergi, L'idea di Medioevo, Donzelli, only: Cap. I Il problema; Cap. II Medioevo: definizione e limiti cronologici; Cap. III Formazione e sviluppo di un concetto storiografico (available on the Moodle platform) 3. Paolo Cammarosano, Italia medievale. Geografia delle fonti scritte, Carocci, only: Part 2, Centri e periferie: la riorganizzazione politica d'Italia e le scritture delle autorità pubbliche (secoli XII-XV) (available on the Moodle platform). 4. Dossiers of sources and documents deposited during the lessons on Moodle. Non-attending students: Complete reading of Giuseppe Sergi, L'idea di Medioevo, Donzelli All texts are available in the library. Guide to Alfio Cortonesi's textbook (also with reference to recorded lessons): Late Antiquity and the Roman-Barbaric kingdoms (less. 2-3): cap. 1, 2 § 1-3, 3, 4 § 1-2. The Longobards (less. 4-5): cap. 5, 4 § 3 The Carolingians (less. 6-9): cap. 7, 8, 6 § 4 Europe at the turn of the millennium (less. 10-13): cap. 9, 10, 8, 11, 12 The Reformation of the Church (less. 14-17): cap. 14, 13 § 4 The Crusades and the Crusader States (less. 18-19): cap. 17 § 1, 15 The Invention of the Commune (less. 20-21): cap.12, 17, 19 The 13th century, the century of duo magna luminaria (less. 22-23): cap.18, 20 The progressive constitution of nation states: cap. 13, 21, 24 § 1-5 Italian evolution from commune to seigniory: cap. 25 The crisis of the 14th century: cap. 22 The Papacy in the Late Middle Ages: cap. 23 § 1-2	8	M-STO/01	48	-	-	-	Core compulsory activities	-	ITA

Optional group: UNA MATERIA A SCELTA TRA LETTERATURE COMPARATE, ITALIANA CONTEMP CURR STUDI LETTERE - (show)

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18144 - COMPARATIVE LITERATURE (objectives) Insights into literary criticism from a comparative perspective with particular reference to the relationship between literature and figurative art. - PETROCCHI Maria Francesca (syllabus) Food and nutrition are objects of analysis from an anthropological, cultural and artistic perspective through the reading of a vast sample of ideas and literary and figurative examples proposed by the teacher also on the basis of specific documents and studies published in the texts for adoption (see texts adopted). Particular emphasis will be given to the centrality of the Italian food and wine tradition in the broader phenomenon of Made in Italy as a link between food cultures and tourism. (reference books) a)A tavola con le Muse, a cura di I.Crotti e B. Mirosola, Edizioni Ca’Foscari, 2027 (reperibile in rete) b) Eleonora M. Romano, Il cibo nell’arte, dal Medioevo all’età moderna (PDF, reperibile in rete, in archivi.cricd.it)	8	L-FIL-LET/14	48	-	-	-	Core compulsory activities	-	ITA
17412 - CONTEMPORARY ITALIAN LETERATURE (objectives) The course aims to develop students' ability to read and understand both poetic and narrative literary texts in the context of the evolution of literature from the early twentieth century to the present day. The work is intended to be carried out both on a theoretical level (knowledge of the main movements and major exponents) and on a practical level (reading, understanding and analysis of literary texts). The student must mature and develop individual analysis and judgment skills, based on knowledge of the work and on the application of critical tools essential for a correct aesthetic approach to the text. We also propose the development of the expressive capacity and the mastery of a scientific technical lexicon suitable for the transmission and formulation of critical judgments, aimed at developing the ability to learn. - SERAFINI Carlo (syllabus) Prof. Carlo Serafini Contemporary Italian literature (L-FIL-LET-11) L-10 – 8 ECTS - a.y. 2022-2023 Italian literature of the 20th and 21st centuries The course examines the main authors and literary movements of poetry and fiction in the twentieth century and the first twenty years of the twenty-first century. Starting from a literary historical survey of the avant-gardes, we will focus on the birth of the modern novel, on the forms of realism, on war literature, on the fantastic-surrealist trend and on Neorealism. Greater importance will be given to the new Italian literature starting from the second post-war period, examining the relationship between literature and the Italy of reconstruction and well-being, the neo-avant-garde, the Group 63, the forms of the Postmodern. Finally, the first two decades of the 21st century will be taken into consideration, both in terms of innovation and relationship with tradition. Bibliography: Students will have to demonstrate knowledge of the history of twentieth-century literature, to be prepared on FLORIANA CALITTI (ed.), La vita dei testi. (vol.3.2. Path of twentieth-century poetry + Path of twentieth-century narrative) Zanichelli, Bologna 2015. From the manual, students will have to study the chapters relating to: POETRY: Historical profile of the twentieth century, Path of twentieth-century poetry, Futurism, Palazzeschi, Campana, Saba, Ungaretti, Montale, Quasimodo, Penna, Bertolucci, Caproni, Sereni, Gruppo 63, Rosselli, Merini, Magrelli. NARRATIVE: Path of twentieth-century prose, The European novel, Svevo, Pirandello, Tozzi, Calvino, Alvaro, Pasolini, Gadda, Palazzeschi, Moravia, Landolfi, Buzzati, Pavese, Vittorini, P.Levi, Morante, Fenoglio, Bassani, Sciascia, Bianciardi, Tondelli, Volponi, Eco. Students will have to read two novels of their choice (by different authors) among those listed below: Svevo (Senility, Zeno's conscience); Tozzi (With closed eyes, Il Podere, Three crosses); Pirandello (The late Mattia Pascal); Calvino (The path of spider nests); Pasolini (Boys of life, A violent life); Palazzeschi (The Perelà code); Moravia (The indifferent, Augustine, Boredom); Landolfi (Dialogue of Major Systems, The Moonstone); Buzzati (The secret of the old wood, The desert of the Tartars); Pavese (Your country; The beautiful summer, The moon and the bonfires); P. Levi (If this is a man); Morante (The Island of Arturo), Bassani (The Golden Glasses, The Garden of the Finzi-Continis); Sciascia (The day of the owl); Bianciardi (The sour life). NON-ATTENDING students, in addition to the program indicated above, will have to deepen their knowledge of Niccolò Ammaniti, Francesco Pecoraro, Eraldo Affinati, and read the novels Ammaniti (Anna), Pecoraro (Life in peacetime), Affinati (The gospel of the angels ). (reference books) FLORIANA CALITTI (a cura di), La vita dei testi. (vol.3.2. Percorso della poesia del Novecento + Percorso della narrativa del Novecento) Zanichelli, Bologna 2015. Students will have to read two novels of their choice (by different authors) among those listed below: Svevo (Senilità, La coscienza di Zeno); Tozzi (Con gli occhi chiusi, Il Podere, Tre croci); Pirandello (Il fu Mattia Pascal); Calvino (Il sentiero dei nidi di ragno); Pasolini (Ragazzi di vita, Una vita violenta); Palazzeschi (Il codice di Perelà); Moravia (Gli indifferenti, Agostino, La noia); Landolfi (Dialogo dei massimi sistemi, La pietra lunare); Buzzati (Il segreto del bosco vecchio, Il deserto dei Tartari); Pavese (Paesi tuoi; La bella estate, La luna e i falò); P. Levi (Se questo è un uomo); Morante (L’isola di Arturo), Bassani (Gli occhiali d’oro, Il giardino dei Finzi Contini); Sciascia (Il giorno della civetta); Bianciardi (La vita agra); Ammaniti (Anna), Pecoraro (La vita in tempo di pace), Affinati (Il vangelo degli angeli).	8	L-FIL-LET/11	48	-	-	-	Core compulsory activities	-	ITA

Degree Course: Humanities Syllabus for A.Y. 2022/2023