Degree Course: Modern Philology Syllabus for A.Y. 2021/2022  

The course will cover the following topics:
- Summary of acoustic phonetic analysis.
- Summary of phonological analysis: (phone, phoneme); phonological properties (tone, accent, coarticulation and assimilation/dissimilation).
- Phonological theories (structuralism, generativism, auto-segmentality).
- Finally, we will deal with the theme of the relationship between intonation and pragmatics.
With regard to the temporal distribution of the didactic commitment dedicated to the various topics, it seems to me that any hypothesis formulated in advance would be devoid of plausibility, as it is not likely to organize a didactic work in the abstract: the time slots will depend on the responses of the learners, answers that by definition depend on the audience of the learners, their characteristics and their intellectual profiles, that is, from elements that today are unknown to me – as to anyone – and consequently it is impossible to make reliable predictions about it. In general, I can only predict that this will go as in all previous years, that is to say that in my intentions I should devote a quarter of the hours to the summary of acoustic phonetics, a quarter to the summary of phonology, a quarter to phonological theories, a quarter to the relationships between intonation and pragmatics, but in reality the learners will cyclically ask me to go back, explain again points of the program, thus nullifying all predictions. And this depends on the fact that the learners, even attending students, do not study at home the program carried out in the classroom, but study only near the exam and realize only a posteriori (perhaps after weeks) that they have misunderstood what was done in the classroom. The problem would be solved if only students were required to take the final exam immediately after the course, with only one date per year, in addition to a second date destined for recovery, and not – as is the case today – to be able to take it on numerous exam dates spread over the entire academic year (and beyond): but the adoption of this solution does not depend on the undersigned (who also hopes for it), but from political choices and academic regulations that go in the opposite direction.

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

The birth of the art exhibitions in XVII century; features of the first art exhibitions in Italy, France, Great Britain; Terminology problems related to museum history; historical events of museums from the eighteenth century to present; Temporary exhibitions and "ephemeral museums" (Haskell); Communication in museums and studies on contemporary Museology. A specific seminar on Digital Museology and Exhibition will be organized for the students of the course LM91.

1) F. Haskell, La nascita delle mostre, Skira, Milano 2002, pp. 23-111; 147-188.
2) S. Rinaldi, F. Ricci, Museologia e storia dell'arte nella Tuscia, ArcheoAres, Viterbo 2014.
3) S. Rinaldi, Longhi e Pellicioli. Lettere sull’arte e il restauro (1929-1968), Edifir, Firenze 2021.
Same books for non-attending students.

General Part: 1) General history of Central-Western Europe and the Americas; 2) Analysis of historiographic, literary and artistic representations of the same. Seminarial part: 1) Comparative analysis of Italian particular artistic, literary and historiographic representations of the discovery and colonization of the Americas

FIRST ANNUALITY: Giovanna Da Molin, Storia sociale dell’Italia moderna, Morcelliana 2021; Aurelio Musi, Storie d’Italia, Morcelliana 2018; Carlotta Sorba – Federico Mazzini, La svolta culturale. Come è cambiata la pratica storiografica, Laterza 2021
Participant to the seminar can read: Matteo Sanfilippo, Historian’s Creed. L’età moderna tra vecchi e nuovi media, Sette Città 2017, and Storie, epoche, epidemie, Sette Città 2020, as well as RLe Tredici colonie nordamericane e la prima espansione verso Ovest. Testi consigliati: La nascita del Maryland, a cura di Clara Bartocci e Marinella Salari, Morlacchi 2021; Mourt’s Relation (1622). L’autoritratto dei Padri Pellegrini, a cura di Massimo Rubboli, Morlacchi 2020; Tiziano Bonazzi, La rivoluzione americana, Il Mulino 2018.
SECOND ANNUALITY: Jonathan Israel, Il grande incendio. Come la Rivoluzione americana conquistò il mondo 1775-1848, Einaudi 2018; or Francis Haskell, Mecenati e pittori. L'arte e la società italiana nell'epoca barocca, Einaudi 2020.

The Europe of Jan III Sobieski

Poland is among the European states the one that has experienced the most troubled existence from the modern age to today. Squeezed between two giants, the Russian and the German, twice erased from the political map and sometimes risen from his own ashes and from those of a continent devastated by world conflicts that designated it the scene of the most serious human catastrophes in recent history, reconstituted within new frontiers, it has recovered stability at the price of its own political autonomy. Only the last twenty years, appealing to the determination and courage of all its social and intellectual forces, has it regained full independence with the dissolution of the geopolitical system to whose crisis it has made a decisive contribution. The course aims to retrace the most important events in the history of Poland to be compared with those of continental Europe. Moments of union but also of division, of encounters but also of contrasts. Events that make Poland a "laboratory" of ideas and institutional forms that are unique in the panorama of modern and contemporary Europe.

General pate:


Structure and contents of the main course.
The course will be divided into lectures and seminars divided into:
a) general part;
b) monographic course;
c) reading and commenting on unpublished and / or rare archival documents (seminars)
d) guided visits to document conservation bodies.
The main IT and telematic communication tools will be used

After briefly examining the value of information and representation in the process of globalization of the economy, we will consider how much geographic information has now deeply penetrated society, thanks also to the development of technologies and the evolution of new tools ( GIS, App, Social, Cloud) and how much awareness has grown on the added value given by the geographical dimension to the smart and green economy.
The potential of Geographic Information Systems will be explored with particular attention to the relationships between populations and inhabited areas in order to allow knowledge of the organization of space in the light of smart technologies.

L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 (numero di rivista scaricabile a link https://www.ageiweb.it/geotema/geotema59/)
Non-attending students are also required to read the volume
A. Ciaschi (a cura di), La montagna dopo gli eventi estremi. Declino o nuovi percorsi di sviluppo? Sette Città, Viterbo, 2019
L.Carbone, La cartografia ai tempi del prosumer (producer + consumer) https://www.openstarts.units.it/handle/10077/21820
The exam text for students enrolled in single courses is
G. De Vecchis, D. Pasquinelli d'Allegra, C. Pesaresi, Didattica della Geografia, UTET, 2020

Title: Vergil’s Aeneid

Programme: the course will be devoted to a monographic analysis of Vergil's Aeneid, key text in Roman literary history as well as in Western culture: after an introduction on latin epics there will be an overview of Vergil's epic poem and an in-depth examination of ideological, structural and linguistic-stylistic features. The course aims to provide a critical knowledge of Vergil's epic poem, set in the context of the Augustan age and in its relationships with the Greek and Latin, not only epic, literary tradition. The goal will be pursued through reading and literary-philological analysis of a wide anthology of the poem.

A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. Barchiesi; trad. e nn. di R. Scarcia, Milano, BUR, 2006); A. Traina, Virgilio. L'utopia e la storia. Il libro XII dell'Eneide e antologia delle opere, Bologna, Pàtron, 2017; A. Barchiesi, Le sofferenze dell'impero, in Virgilio, Eneide, BUR, cit., pp. V-XLIV; A. Barchiesi, Bellum Italicum: l’unificazione dell’Italia nell’Eneide, in G. Urso (a cura di), Patria diversis gentibus una? Unità politica e identità etniche nell’Italia antica. Atti del Convegno internazionale, Cividale del Friuli, 20-22 settembre 2007, Pisa, 2008, pp. 243-260.


Latin literature from Caesarian age to the Augustan age with any school textbook at the discretion of the student, to be approved by the professor (recommended G.B. Conte, Letteratura latina, 2 voll., Firenze, Le Monnier Università, 2019, III ed.).

Each lesson will last two hours; 24 lessons for a total of 48 hours.
Contents:
1. The ideological foundations of Nazism
2. The concept of Volk
3. Pan-Germanism
4. The myths of the ancient Germans
5. The legacy of the Enlightenment
6. Romanticism
7. Racism
8. Anti-Semitism
9. Germanic utopias
10. Nazi ideology
11. The role of the school
12. Young people
13. Students
14. Universities
15. Workers
16. The “Bund”
17. Civil society organisations
18. Nationalsocialism
19. Conservatives
20. Former combatants
21. Anti-bourgeois movements
22. The German Revolution
23. Anti-Jewishism
24. The eve of the war

George L. Mosse, Le origini culturali del Terzo Reich, Il Saggiatore

PROGRAMME 2021-2022

A) GENERAL PART
Archaic Latium and the birth of Rome; the myths of the origins; the age of kings; the birth of the Republic and the Roman constitution; the last century of the Republic and the civil wars; the Augustan principality; the first two centuries of imperial history; the crisis of the 3rd century; the great reformers: Aurelian, Diocletian, Constantine; the 4th century and Christian Rome; Romans and barbarians; the fall of the Western Roman Empire.

B) IN-DEPTH MONOGRAPHIC STUDY
Kings, lands and borders

The places and stories of the beginnings tell of a Rome that was born plural, thanks to the contribution of allogenic elements, which, contrary to the traditional logic of identity, saw otherness as a resource rather than a threat. Far from being a source of embarrassment, as anti-Roman Greek propaganda wanted, the myth of the Asylum opened by Romulus for slaves and fugitives on the Capitoline Hill at the dawn of the city, was for the Romans the cornerstone on which to build their self-representation, but also an ethical inspiration that guided their relations with others, those who were not yet Romans but could have become so. In fact, this tradition is linked to another one, known through Plutarch, according to which the first king, after endless wars with neighbouring communities, deliberately did not mark the limits of his conquests, thus leaving the boundaries of his territory 'open'. This approach reflects a well attested motif among the poets and historians of the Augustan age: for those who lived at the time when Rome had become caput mundi, it was easy to convince themselves that such a destiny had been written ab origine in the fates of the Roman people, by the hand of its own founder. Although the two "myths", that of the Asylum and that of the conquests sine fine, seem to embody divergent, opposing values of Romanity, on closer inspection they turn out to be perfectly congruent, reflecting, from different angles, the same image: that of an "extrovert" city, eternally projected outwards, proud of its promiscuous origins and which, by virtue of this belief, could conceive of the entire ecumene as its natural space. If Rome's borders, as Ovid repeated, were destined to coincide with those of the world, it was not only because of its military power, but because the whole world had always found a welcome in Rome.

PROGRAMME FOR ATTENDING STUDENTS:

1) Giovanni Geraci e Arnaldo Marconi, Storia romana (con la collaborazione di A. Cristofori e C. Salvaterra), Mondadori, Milano 2016 (quarta edizione).
2) G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
3) G. De Sanctis, Roma prima di Roma. Miti e fondazioni della città eterna, Roma 2021.
4) Materiale didattico illustrato a lezione.

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

M. Beard, SPQR. Storia dell’antica Roma, Mondadori, Milano 2016 (ed. or. SPQR: A History of Ancient Rome, 2015, Profile Books, London 2015);
P. Brown, Il mondo tardoantico. Da Marco Aurelio a Maometto, Einaudi, Torino 2017.
P. Buongiorno, Claudio, il principe inatteso, 21 Editore, Palermo 2017.
L. Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari 2006.
F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
L. Fezzi, Il dado è tratto. Cesare e la resa di Roma, Laterza 2017
A. Fraschetti, Romolo, il fondatore, Laterza, Roma-Bari 2002.
A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
A. Giardina (a cura di), Roma antica, Laterza, Roma-Bari 2008.
A. Marcone, Augusto. Il fondatore dell’impero che cambiò la storia di Roma e del mondo, Salerno, Roma 2015.
A. McClintock (a cura di), Storia mitica del diritto romano, Il Mulino, Bologna 2020
S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.

M. Lentano, Lucrezia. Vita e morte di una matrona romana, Carocci 2012.
F. Santangelo, Roma repubblicana. Una storia in quaranta vite, Carocci 2019.
R. Syme, La rivoluzione romana, Einaudi, Torino 2020.
P. Veyne, L’impero greco-romano. Le radici del mondo globale, Rizzoli, Milano 2007 (ed. or. L’empire gréco-romain, Seuil, Paris 2005).

A historical atlas of the ancient world is highly recommended for ALL students. For guidance only, we recommend:

M. Baratta-P. Fraccaro et al., Atlante storico, Istituto geografico De Agostini, Novara 1979;
H. Bengston-V. Milojcic, Großer historischer Weltatlas, I. Teil (Vorgeschichte und Altertum), Bayerischer Schulbuch-Verlag, München 1978;
R. J. A. Talbert, Atlas of Classical History, Routledge, London 1985.

Author papers: analysis, study and enhancement of rare or unpublished documentation in literary criticism. The “case” Cesare Pascarella.

F. Petrocchi, "Cesare Pascarella in prose, in verse in unpublished documentation", Milella Editions, 2021

Monographic topic.

Literary genres in Plato's Apology of Socrates

The course offers a reading of Plato's Apology of Socrates which highlights the close relationships with numerous literary genres: from the judicial oratory, which determines the structure and the basic elements, to the epic, with the portrait of Socrates as Achilles, to the comedy, which had provided a Socrates profile of which the Apology takes up but overturns the features, reaching a full commixture with the tragedy.


2. General part. Authors and literary genres from Homer to the Hellenistic age and to Plutarch.

For non-attending students:
- reading at least two texts of your choice, one in poetry, one in prose, within the context of the Greek literary tradition
- a short critical essay on the texts chosen for the exam
- a handbook of Greek literature
Texts to be read, critical essay and manual are to be agreed through an interview during the reception hours at least one month before the exam.

Monographic course:
A. Taglia, Apologia di Socrate, in Platone. Eutifrone, Apologia di Socrate, Critone, Torino, Einaudi 2016 (2010), 99-219.
General part:
A handbook of Greek literature chosen from those presented and discussed during the introductory lessons.

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”.

- 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.

The course is divided into three sections:
I. Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia;
II. The role of communication technologies and current knowledge infrastructures in learning processes;
III. Cultural software and digitally enhanced teaching tools.

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

I - Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia.
1. Media and technological dimension; 2. Modes of communication and educational reflexes; 3. Orality, writing, printing, multimedia, networks; 4. Reconfiguration of the methods of archiving, reproduction and creation of knowledge for learning.

II - The role of information and communication technologies in learning processes.
1. Technologies and incorporation of values; 2. Relational configurations of knowledge; 3. The infosphere as a knowledge infrastructure and basis for digitally enhanced teaching.

III - Cultural software and digitally augmented teaching tools.
1. Software and learning platforms; 2. Metadata, databases, algorithms; 3. E-learning, mobile learning, online training, social learning and social reading; 4. Openness and Open Educational Resources.

REFERENCE TEXTS

Mandatory texts for attending and non-attending students (the first text is available in ebook version, the others are available in both paper and digital versions):

1) One of these:
a) Rivoltella P.C., Rossi P.G., Tecnologie per l'educazione (Pearson, 2019)
b) Rivoltella P.C., Apprendere a distanza. Teorie e metodi (Raffaello Cortina, 2021)

2) Maragliano R., Pireddu M., Storia e pedagogia nei media (#graffi, 2014: ebook).
3) Ferri P., Moriggi S., A scuola con le tecnologie. Manuale di didattica digitalmente aumentata (Mondadori Università, 2018).

The birth of the art exhibitions in XVII century; features of the first art exhibitions in Italy, France, Great Britain; Terminology problems related to museum history; historical events of museums from the eighteenth century to present; Temporary exhibitions and "ephemeral museums" (Haskell); Communication in museums and studies on contemporary Museology. A specific seminar on Digital Museology and Exhibition will be organized for the students of the course LM91.

1) F. Haskell, La nascita delle mostre, Skira, Milano 2002, pp. 23-111; 147-188.
2) S. Rinaldi, F. Ricci, Museologia e storia dell'arte nella Tuscia, ArcheoAres, Viterbo 2014.
3) S. Rinaldi, Longhi e Pellicioli. Lettere sull’arte e il restauro (1929-1968), Edifir, Firenze 2021.
Same books for non-attending students.

The cycle of lessons, entitled "Lexical competence in linguistic education", is divided into two parts. The first part will be dedicated to the classification of languages within more general human communicative activities: different typologies of codes will be examined, from the simplest to the most complex, according to the classification of the Porphyry tree, and then dwell on the different forms of creativity that characterize calculations and languages. The properties of language will be related to the key concept of the course, that of democratic linguistic education, seen in its theoretical and political implications and in its historical elaboration: what role do the different linguistic, receptive and productive skills play in it, what is its relationship with the monolingual approach, for a long time practiced, and what its implications in the current context. With in-depth studies and group work sessions, we will analyze the different language teaching methodologies that have followed from the 1960s to the present day and the main characterizing elements of contemporary language teaching.
The second part of the course will focus on lexical competence, seen in its quantitative and qualitative aspects: what does it mean to know a word, how many and which words are known by different categories of speakers and can be taken as a curricular objective of institutional language courses.

- Tullio De Mauro, Minisemantica dei linguaggi non verbali e delle lingue, Laterza, Roma-Bari 2018 (ultima ed.).
- Tullio De Mauro, Educazione linguistica democratica, a cura di Silvana Loiero e Maria Antonietta Marchese, Laterza, Roma 2018.
- Silvana Ferreri, L’alfabetizzazione lessicale. Studi di linguistica educativa, Aracne, Roma, 2005, capp. I-II-III.
- Lessico ed educazione linguistica. A cura di F. Casadei e G. Basile, capp. 1-3.

For students who have not taken the Modern Language Teaching exam in the previous cycle, the following manual must be added:
- Ciliberti, A. Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma: Carocci, 2012.

The student will hone his ability to recognize and to analyze different forms of multimedia shows in order to recognize their styles and trends and to decode their communication logics. He will also develop an in-depth knowledge of different types of multimedia shows and the technical logics that underlie their creation with particular attention to the techniques of development of digital scenographies (videomapping, exoskeletons, wearable technology, robot for the scene, artificial intelligence, gamification logic for the scene).

V. Del Gaudio "Theatron verso una mediologia del teatro e della performance", Milano, Meltemi, 2020.
L. Gemini, L'incertezza creativa, Milano, FrancoAngeli, 2003.

per i non frequentati un libro a scelta tra

A.M. Monteverdi, Leggere lo spettacolo multimediale, Roma, Dino Audino, 2020.
A. Amendola, V. Del Gaudio, Teatri e Immaginari digitali, Salerno, I gechi 2018.
A. Pizzo, Neo-drammatico digitali, Torino, Academia, 2011
F. Deriu, Performatico, Roma, Bulzoni, 2011
A. BAlzola, P. Rosa, L'arte fuori di sé, Milano, Fetrinelli, 2011

The course will cover the following topics:
- Summary of acoustic phonetic analysis.
- Summary of phonological analysis: (phone, phoneme); phonological properties (tone, accent, coarticulation and assimilation/dissimilation).
- Phonological theories (structuralism, generativism, auto-segmentality).
- Finally, we will deal with the theme of the relationship between intonation and pragmatics.
With regard to the temporal distribution of the didactic commitment dedicated to the various topics, it seems to me that any hypothesis formulated in advance would be devoid of plausibility, as it is not likely to organize a didactic work in the abstract: the time slots will depend on the responses of the learners, answers that by definition depend on the audience of the learners, their characteristics and their intellectual profiles, that is, from elements that today are unknown to me – as to anyone – and consequently it is impossible to make reliable predictions about it. In general, I can only predict that this will go as in all previous years, that is to say that in my intentions I should devote a quarter of the hours to the summary of acoustic phonetics, a quarter to the summary of phonology, a quarter to phonological theories, a quarter to the relationships between intonation and pragmatics, but in reality the learners will cyclically ask me to go back, explain again points of the program, thus nullifying all predictions. And this depends on the fact that the learners, even attending students, do not study at home the program carried out in the classroom, but study only near the exam and realize only a posteriori (perhaps after weeks) that they have misunderstood what was done in the classroom. The problem would be solved if only students were required to take the final exam immediately after the course, with only one date per year, in addition to a second date destined for recovery, and not – as is the case today – to be able to take it on numerous exam dates spread over the entire academic year (and beyond): but the adoption of this solution does not depend on the undersigned (who also hopes for it), but from political choices and academic regulations that go in the opposite direction.

Attendance:
Optional from a regulatory point of view, but strongly recommended on a practical level.

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

Musicology and Its Debates

1. New Musicology?
2. Historical overview
3. From the Social to the Global
4. Historiography
5. Mediating Music I: Texts
6. Mediating Music II: Sounds
7. Pop, Film and Media
8. Philosophy and Aesthetics

Nicholas Cook, Music: A Very Short Introduction (Oxford, 1998);
David Beard and Kenneth Gloag, eds., Musicology: The Key Concepts (New York and London, 2005);
Timothy Rice, Ethnomusicology: A Very Short Introduction (Oxford, 2014)

Cesare Pascarella's "realism" between literature and figurative arts.

I. Piazza, The medial space. Narrative genres between literary creativity and editorial design, Franco Cesati Editore, 2018.
C. Pascarella, Sonnets and prose (editions available online)
F. Petrocchi, Cesare Pascarella in prose, in verse, in unpublished documents, Edizioni Milella-Lecce, 2021.

The first part of the course will be dedicated to the presentation of the key-notions of anthropological theory and ethnographic methodology. We will refer to the concept of culture and its articulations; to the comparative method in ethnography; to the ways of perception and models of knowledge; to the concepts of identity and belonging; the issues of migration and globalization; to the notions of cultural diversity, ethnocentrism and cultural relativism.
The second part of the course will focus on poetics and politics of ethnography, with particular reference to the wide debate around the ways in which fieldwork and the representations of Others sediment in ethnographic writings.

1. Dei F., Antropologia culturale, Seconda edizione, Il Mulino 2016
2. Matera V., La scrittura etnografica: Esperienza e rappresentazione nella produzione di conoscenze antropologiche, Eleuthera 2015 (anche in formato e book)
3. Clifford J. e Marcus G.E. (a cura di), Scrivere le culture, Poetiche e politiche dell’etnografia. Meltemi 2005
4. Materials available in the Moodle section of the course

The course is divided into three sections:
I. Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia;
II. The role of communication technologies and current knowledge infrastructures in learning processes;
III. Cultural software and digitally enhanced teaching tools.

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

I - Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia.
1. Media and technological dimension; 2. Modes of communication and educational reflexes; 3. Orality, writing, printing, multimedia, networks; 4. Reconfiguration of the methods of archiving, reproduction and creation of knowledge for learning.

II - The role of information and communication technologies in learning processes.
1. Technologies and incorporation of values; 2. Relational configurations of knowledge; 3. The infosphere as a knowledge infrastructure and basis for digitally enhanced teaching.

III - Cultural software and digitally augmented teaching tools.
1. Software and learning platforms; 2. Metadata, databases, algorithms; 3. E-learning, mobile learning, online training, social learning and social reading; 4. Openness and Open Educational Resources.

REFERENCE TEXTS

Mandatory texts for attending and non-attending students (the first text is available in ebook version, the others are available in both paper and digital versions):

1) One of these:
a) Rivoltella P.C., Rossi P.G., Tecnologie per l'educazione (Pearson, 2019)
b) Rivoltella P.C., Apprendere a distanza. Teorie e metodi (Raffaello Cortina, 2021)

2) Maragliano R., Pireddu M., Storia e pedagogia nei media (#graffi, 2014: ebook).
3) Ferri P., Moriggi S., A scuola con le tecnologie. Manuale di didattica digitalmente aumentata (Mondadori Università, 2018).

"The Master and Margarita" (Mikhail A. Bulgakov). Dystopia in Bulgakov: The Fatal Eggs, Heart of a Dog. Other works of the same author. Bulgakov and Russian culture of early 20th century. Literary theory in Russia.

1) Michaìl A. Bulgakov, Il Maestro e Margherita (qualsiasi edizione in italiano);
2) Michaìl A. Bulgakov, Le uova fatali (qualsiasi edizione in italiano);
3) Michaìl A. Bulgakov, Cuore di cane (qualsiasi edizione in italiano);
4) materiali resi disponibili su Moodle;
5) per lo studio della letteratura russa dalla fine dell'Ottocento a oggi: Silvana de Vidovich, Letteratura russa, Milano, Vallardi, 2003 e ristampe successive, capp. 6 (La letteratura russo-sovietica) e 7 (Dalla cortina di ferro al nuovo millennio). Per la contestualizzazione storica, a parte i materiali presenti su Moodle, si raccomanda di leggere il paragrafo 1 (Quadro storico) di tutti i capitoli del manuale citato.
N.b.: i punti 1-5 delle indicazioni bibliografiche riportati qui sopra sono adeguati a tutti gli effetti per la preparazione. Solo chi non intendesse, per qualunque motivo o scelta personale, usufruire dei materiali su Moodle può avvalersi, in sostituzione di 4), di uno fra i due testi che riporto alla voce "Bibliografia di riferimento".
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. Please also refer to Reference Bibliography and "International" section in Moodle.

The cycle of lessons, entitled "Lexical competence in linguistic education", is divided into two parts. The first part will be dedicated to the classification of languages within more general human communicative activities: different typologies of codes will be examined, from the simplest to the most complex, according to the classification of the Porphyry tree, and then dwell on the different forms of creativity that characterize calculations and languages. The properties of language will be related to the key concept of the course, that of democratic linguistic education, seen in its theoretical and political implications and in its historical elaboration: what role do the different linguistic, receptive and productive skills play in it, what is its relationship with the monolingual approach, for a long time practiced, and what its implications in the current context. With in-depth studies and group work sessions, we will analyze the different language teaching methodologies that have followed from the 1960s to the present day and the main characterizing elements of contemporary language teaching.
The second part of the course will focus on lexical competence, seen in its quantitative and qualitative aspects: what does it mean to know a word, how many and which words are known by different categories of speakers and can be taken as a curricular objective of institutional language courses.

- Tullio De Mauro, Minisemantica dei linguaggi non verbali e delle lingue, Laterza, Roma-Bari 2018 (ultima ed.).
- Tullio De Mauro, Educazione linguistica democratica, a cura di Silvana Loiero e Maria Antonietta Marchese, Laterza, Roma 2018.
- Silvana Ferreri, L’alfabetizzazione lessicale. Studi di linguistica educativa, Aracne, Roma, 2005, capp. I-II-III.
- Lessico ed educazione linguistica. A cura di F. Casadei e G. Basile, capp. 1-3.

For students who have not taken the Modern Language Teaching exam in the previous cycle, the following manual must be added:
- Ciliberti, A. Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma: Carocci, 2012.

Part of the course will be devoted to the description of the characteristics of the medieval textual tradition, to the problems it poses to the critical publisher and to the different methods used for the edition of the texts. Furthermore, basic information will be given on the medieval Romance literary tradition and in particular on the lyric tradition and the historical grammar of the Provençal language, in order to introduce students to the poetic text that will be the subject of the critical edition prepared within the course with their cooperation. EXPECTED LEARNING OUTCOMES: At the end of the course students will have acquired theoretical skills on the problems and methods of textual criticism, especially in the context of the literary romance tradition, and linguistic and historical-literary competences in relation to the texts analyzed in class; they will also be able to illustrate the procedures that lead to the preparation of a critical edition starting from the manuscript sources.

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

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

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

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

Title: Vergil’s Aeneid

Programme: the course will be devoted to a monographic analysis of Vergil's Aeneid, key text in Roman literary history as well as in Western culture: after an introduction on latin epics there will be an overview of Vergil's epic poem and an in-depth examination of ideological, structural and linguistic-stylistic features. The course aims to provide a critical knowledge of Vergil's epic poem, set in the context of the Augustan age and in its relationships with the Greek and Latin, not only epic, literary tradition. The goal will be pursued through reading and literary-philological analysis of a wide anthology of the poem.

A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. Barchiesi; trad. e nn. di R. Scarcia, Milano, BUR, 2006); A. Traina, Virgilio. L'utopia e la storia. Il libro XII dell'Eneide e antologia delle opere, Bologna, Pàtron, 2017; A. Barchiesi, Le sofferenze dell'impero, in Virgilio, Eneide, BUR, cit., pp. V-XLIV; A. Barchiesi, Bellum Italicum: l’unificazione dell’Italia nell’Eneide, in G. Urso (a cura di), Patria diversis gentibus una? Unità politica e identità etniche nell’Italia antica. Atti del Convegno internazionale, Cividale del Friuli, 20-22 settembre 2007, Pisa, 2008, pp. 243-260.


Latin literature from Caesarian age to the Augustan age with any school textbook at the discretion of the student, to be approved by the professor (recommended G.B. Conte, Letteratura latina, 2 voll., Firenze, Le Monnier Università, 2019, III ed.).

The course provides an account of the textual, lexical and syntactic features of texts produced within an institutional context; a history of italian language for music will be sketched with an analysis of most important texts.

Attending Students
First section
1. L. Serianni, Italiani scritti, Bologna, Il Mulino, 2012 (o edizioni successive).
2. R. Gualdo – S. Telve, Linguaggi specialistici dell’italiano, Roma, Carocci (due capitoli a scelta fra 3, 4, 5, 6).
3. Dispense e materiali (disponibili su Moodle o Google Classroom)
Seconda parte
1. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.
2. Dispense e materiali (disponibili su Moodle o Google Classroom)

Non attending students
1. L. Serianni, Prima lezione di storia della lingua italiana, Roma-Bari, Laterza, 2015.
2. S. Telve, L’italiano: frasi e testo, Roma, Carocci, 2013.
3. R. Gualdo – S. Telve, Linguaggi specialistici dell’italiano, Roma, Carocci (due capitoli a scelta fra 3, 4, 5, 6).
4. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.

The course provides an account of the textual, lexical and syntactic features of texts produced within an institutional context; a history of italian language for music will be sketched with an analysis of most important texts.

Attending Students
First section
1. L. Serianni, Italiani scritti, Bologna, Il Mulino, 2012 (o edizioni successive).
2. R. Gualdo – S. Telve, Linguaggi specialistici dell’italiano, Roma, Carocci (due capitoli a scelta fra 3, 4, 5, 6).
3. Dispense e materiali (disponibili su Moodle o Google Classroom)
Seconda parte
1. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.
2. Dispense e materiali (disponibili su Moodle o Google Classroom)

Non attending students
1. L. Serianni, Prima lezione di storia della lingua italiana, Roma-Bari, Laterza, 2015.
2. S. Telve, L’italiano: frasi e testo, Roma, Carocci, 2013.
3. R. Gualdo – S. Telve, Linguaggi specialistici dell’italiano, Roma, Carocci (due capitoli a scelta fra 3, 4, 5, 6).
4. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.

University of Tuscia

DISUCOM


Prof. Carlo Serafini

Contemporary Italian Literature (L-FIL-LET-11)

LM 14 - 8 CFU

a.a. 2020-2021

Opera, society and communication in the literary twentieth century


The course analyzes the close relationship between the literary work and its reception during the twentieth century, a relationship also examined in comparison with the public interventions, in newspapers and magazines, of the authors concerned. The literary work itself appears in close correlation with the dynamics of commitment and critical reading of society, captured in the evolutionary process of the twentieth century and in the radical transformation of the means of communication. Public interventions and literary works, in poetry and prose, will be examined in parallel in order to establish a diagram of the century and its transformations.


Bibliography:

- CARLO SERAFINI (edited by), Word of the writer. Other studies on literature and journalism, Vol. III, Bulzoni, Rome 2020

Students will have to read in depth a literary work of their choice to be agreed with the teacher of one of the following authors: Federigo Tozzi, Vincenzo Cardarelli, Mario Soldati, Raoul Maria De Angelis, Giorgio Caproni, Elsa Morante, Franco Fortini, Vasco Pratolini, Lalla Romano, Manlio Cancogni, Giorgio Bassani, Angelo Maria Ripellino, Giovanni Arpino, Mario Rigoni Stern, Giuseppe Pontiggia, Dario Fo, Aldo Busi, Valerio Magrelli, Aldo Nove.

NON ATTENDING students will have to demonstrate knowledge of the fundamental stages of the history of Italian literature of the twentieth century and read and deepen three literary works by three different authors from those indicated above.


Development of the course: First semester

- CARLO SERAFINI (edited by), Word of the writer. Other studies on literature and journalism, Vol. III, Bulzoni, Rome 2020

Students will have to read in depth a literary work of their choice to be agreed with the teacher of one of the following authors: Federigo Tozzi, Vincenzo Cardarelli, Mario Soldati, Raoul Maria De Angelis, Giorgio Caproni, Elsa Morante, Franco Fortini, Vasco Pratolini, Lalla Romano, Manlio Cancogni, Giorgio Bassani, Angelo Maria Ripellino, Giovanni Arpino, Mario Rigoni Stern, Giuseppe Pontiggia, Dario Fo, Aldo Busi, Valerio Magrelli, Aldo Nove.

The course is divided into two modules of 24 hours each. The first module "History of the miniature from the late antique book to the advent of printing (4th-15th centuries)" aims to provide a basic knowledge of the history of medieval art and the miniature. The in-depth module "Botticelli, Dante, the Comedy" offers a general reflection on the iconographic tradition of the Divine Comedy, through an exemplary case.

Examination texts for attending students (non-attending students are invited to agree the examination programme with the lecturer):

A. Pinelli, Le ragioni della bellezza.2, Dalla tarda antichità a Giotto, Loescher editore 2012

O. Pächt, La miniatura medievale. Un’introduzione, Torino, Bollati Boringhieri, II ed., 2013 (il docente si riserva di assegnare agli studenti parti del testo in oggetto nel corso delle lezioni).

Dante visualizzato. Dante e Botticelli, a cura di R. Cornelia Klettke, Firenze, Franco Cesati Editore 2021.

Targeted readings will be recommended to students in the course of the lessons.

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

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

University of Tuscia

DISUCOM


Prof. Carlo Serafini

Contemporary Italian Literature (L-FIL-LET-11)

LM 14 - 8 CFU

a.a. 2020-2021

Nodes and questions of Italian literature of the 21st century

The course examines the evolutionary processes of poetry and fiction in the first twenty years of the 21st century, read from the perspective of the radical transformation of society in terms of communication and relationship with tradition. We will focus on thematic, linguistic, structural issues of the texts, with analysis and reading of particularly significant authors.

Bibliography:

Students will have to prepare the entire manual FLORIANA CALITTI (edited by), The life of the texts. Themes and issues of the contemporary, Zanichelli, Bologna 2015.

Students should read the following novels:
- Isabella Becherucci, The friends of Brusuglio, Perrone publisher, Rome 2021
- A novel chosen by Niccolò Ammaniti among those indicated (I am not afraid, Come God commands, Me and you, Anna)

Students NOT ATTENDING, in addition to the above program, will have to study:
- Fabio Pierangeli, Eraldo Affinati. The gift school, Studium Edizioni, Rome 2019

Development of the course: I semester. The lessons will take place in compliance with the Department Directives on the subject of COVID containment. In the case of distance learning, the lessons will NOT be recorded.



Teacher reception: before and after lessons or by appointment to be agreed via email

Teacher contact: carlo.serafini@unitus.it

- Floriana Calitti (edited by), The life of the texts. Themes and issues of the contemporary, Zanichelli, Bologna 2015.

- Isabella Becherucci, The friends of Brusuglio, Perrone publisher, Rome 2021
- A novel chosen by Niccolò Ammaniti among those indicated (I am not afraid, Come God commands, Me and you, Anna)
- Fabio Pierangeli, Eraldo Affinati. The gift school, Studium Edizioni, Rome 2019